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Hortsch M. Transforming histology students from passive lecture listeners into active lecture learners. ANATOMICAL SCIENCES EDUCATION 2024; 17:1174-1182. [PMID: 38816963 DOI: 10.1002/ase.2463] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/27/2024] [Revised: 04/20/2024] [Accepted: 05/07/2024] [Indexed: 06/01/2024]
Abstract
Traditional academic lectures have long been criticized as providing a passive learning environment to students. Often, they do not capture the audience's attention, resulting in learners being distracted or bored and thereby reducing their learning efficacy. Consequently, they are being abandoned by many schools and universities as an educational modus or modified into more learner-centered experiences. This descriptive article outlines a strategy of inserting active learning PowerPoint slides into traditional histology lectures. Suggestions and advice for adding or improving existing active learning slides are being offered to readers, who are planning to modify their own lecture presentations. The author's experience of using this formative assessment strategy with different types of histology learners is also discussed.
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Affiliation(s)
- Michael Hortsch
- Department of Cell and Developmental Biology, University of Michigan Medical School, Ann Arbor, Michigan, USA
- Department of Learning Health Sciences, University of Michigan Medical School, Ann Arbor, Michigan, USA
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Tran J, Meller L, Le V, Tam J, Nicholas A. Behavioral assessment of soft skill development in a highly structured pre-health biology course for undergraduates. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2024; 25:e0019223. [PMID: 38860778 PMCID: PMC11360546 DOI: 10.1128/jmbe.00192-23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/22/2023] [Accepted: 04/25/2024] [Indexed: 06/12/2024]
Abstract
In this study, we assessed a highly structured, yearlong, case-based course designed for undergraduate pre-health students. We incorporated both content learning assessments and developed a novel method called Multiple Mini Exams for assessing course impact on the development of skills that professional schools often seek in pre-health students, focusing on students' abilities to collaborate with others, display bedside manners, synthesize patient case details, appropriately use scientific and medical language, and effectively attain patients' medical histories. This novel method utilized a rubric based on desired medical student skills to score videotaped behaviors and interactions of students role playing as doctors in a hypothetical patient case study scenario. Overall, our findings demonstrate that a highly structured course, incorporating weekly student performance and presentation of patient cases encompassing history taking, diagnosis, and treatment, can result in content learning, as well as improve desired skills specific for success in medical fields.
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Affiliation(s)
- Joanne Tran
- Human Biology (B.S.), Department of Biological Sciences, University of California, Irvine, Irvine, California, USA
| | - Leo Meller
- Human Biology (B.S.), Department of Biological Sciences, University of California, Irvine, Irvine, California, USA
| | - Vy Le
- Human Biology (B.S.), Department of Biological Sciences, University of California, Irvine, Irvine, California, USA
| | - Jasmine Tam
- Human Biology (B.S.), Department of Biological Sciences, University of California, Irvine, Irvine, California, USA
| | - Andrea Nicholas
- Department of Neuroscience, University of California, Irvine, Irvine, California, USA
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Yang W, Zhang X, Chen X, Lu J, Tian F. Based case based learning and flipped classroom as a means to improve international students' active learning and critical thinking ability. BMC MEDICAL EDUCATION 2024; 24:759. [PMID: 39010040 PMCID: PMC11247815 DOI: 10.1186/s12909-024-05758-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/08/2023] [Accepted: 07/09/2024] [Indexed: 07/17/2024]
Abstract
BACKGROUND International student education has become an important part of higher education and an important symbol to measure the level of higher education. To change the traditional teaching model, here we introduced a combination of Case-Based Learning (CBL)and Flipped Classroom (FC) into the pathophysiology course for international students. This study aimed to explore whether the active learning ability and critical thinking ability of international students can be improved, based on this new teaching model, improving the innovation ability of teachers' team and students' attitude to the reform. METHODS The two chapters of Cardiac Insufficiency and Apoptosis in Pathophysiology are designed as a CBL + FC teaching method. Distribute the Self-assessment Scale on Active Learning and Critical Thinking (SSACT) and satisfaction questionnaire to international students to evaluate teaching reform based on CBL + FC. RESULTS Compared with the traditional classroom, the online flipped classroom based on CBL has significantly improved the learning enthusiasm, as these students are required to independently complete literature review, actively participate in classroom teaching, learn to use multiple learning strategies, and collaborate with other students to complete PowerPoint (PPT)production. At the same time, the students' ability to raise problems and solve problems has been greatly improved by analyzing clinical cases; By consulting the literature, the theoretical knowledge learned can be better applied to clinical analysis. The results of the satisfaction survey also show that international students are more likely to accept the flipped classroom teaching mode. CONCLUSIONS This teaching mode will stimulate the learning motivation of international students, enhance teaching attraction and increase teaching interaction; At the same time, the CBL + FC teaching method can strengthen the evaluation of international students' in and out of class and online learning, enhance students' active learning ability and critical thinking ability, promote the development of personalized learning, and integrate with international medical education.
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Affiliation(s)
- Wanjing Yang
- Department of Pathophysiology, School of Basic Medical Sciences, Zhengzhou University, Zhengzhou, 450001, China
| | - Xiaoyan Zhang
- Department of Pathophysiology, School of Basic Medical Sciences, Zhengzhou University, Zhengzhou, 450001, China
| | - Xinhuan Chen
- Department of Pathophysiology, School of Basic Medical Sciences, Zhengzhou University, Zhengzhou, 450001, China
| | - Jing Lu
- Department of Pathophysiology, School of Basic Medical Sciences, Zhengzhou University, Zhengzhou, 450001, China
| | - Fang Tian
- Department of Pathophysiology, School of Basic Medical Sciences, Zhengzhou University, Zhengzhou, 450001, China.
- Department of Pathology and Forensic Medicine, School of Basic Medical Sciences, Zhengzhou University, Zhengzhou, 450001, China.
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Vargas JDY, Machado TG, Oliveira G, Imparato JCP, Raggio DP, Mendes FM, Braga MM. Where do we invest money to implement active learning on caries detection? An economic evaluation. Braz Oral Res 2024; 38:e055. [PMID: 38922215 DOI: 10.1590/1807-3107bor-2024.vol38.0055] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/10/2023] [Accepted: 12/19/2023] [Indexed: 06/27/2024] Open
Abstract
This trial-based economic evaluation aimed to estimate the incremental cost of implementing an active learning strategy (theoretical-practical workshop) to substitute the didactic lecture as the sole method for students training in caries detection. We also provided a budget impact analysis and explored the composition of costs related to the activity. Data from the coordinating centre of a multicentre randomized and controlled study (IuSTC01) was analyzed as the first part of our main economic analysis plan. The perspective of the educational provider (the institution implementing the activity) was considered, and an immediate time horizon was adopted. All used resources were valued in Brazilian Real by adopting a microcosting strategy. Costs for each strategy were estimated and converted into international dollars. The incremental Cost per student and the total cost of implementing the complete teaching strategy for 80 students were calculated. Monte Carlo simulations were used to estimate the uncertainties. The incremental Cost estimated for the workshop implementation would be $7.93 per student (interquartile range (IQR): $7.8-8.1), and the total cost of the teaching activity would be $684 (IQR:672-696). The laboratory training comprised more than 50% of the total amount spent, and a higher percentage of this value was related to human resources costs (72%). Saving 40% of the costs could be expected for the next rounds of activities in the institution, assuming no need for additional preparation of didactic materials and tutor training. A modest incremental cost per student and an acceptable organizational budget impact should be expected for the institution when including active learning training in caries detection for undergraduate students, mainly related to the human resources involved.
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Affiliation(s)
- Jhandira Daibelis Yampa Vargas
- Universidade de São Paulo - USP, School of Dentristry, Department of Orthodontics and Pediatric Dentistry, São Paulo, SP, Brazil
| | - Thais Gomes Machado
- Universidade de São Paulo - USP, School of Dentristry, Department of Orthodontics and Pediatric Dentistry, São Paulo, SP, Brazil
| | - Gabriele Oliveira
- Universidade de São Paulo - USP, School of Dentristry, Department of Orthodontics and Pediatric Dentistry, São Paulo, SP, Brazil
| | - José Carlos Pettorossi Imparato
- Universidade de São Paulo - USP, School of Dentristry, Department of Orthodontics and Pediatric Dentistry, São Paulo, SP, Brazil
| | - Daniela Prócida Raggio
- Universidade de São Paulo - USP, School of Dentristry, Department of Orthodontics and Pediatric Dentistry, São Paulo, SP, Brazil
| | - Fausto Medeiros Mendes
- Universidade de São Paulo - USP, School of Dentristry, Department of Orthodontics and Pediatric Dentistry, São Paulo, SP, Brazil
| | - Mariana Minatel Braga
- Universidade de São Paulo - USP, School of Dentristry, Department of Orthodontics and Pediatric Dentistry, São Paulo, SP, Brazil
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Hrdy M, Tarver EM, Lei C, Moss HC, Wong AH, Moadel T, Beattie LK, Lamberta M, Cohen SB, Cassara M, Hughes MD, De Castro A, Sahi N, Chen TH. Applying simulation learning theory to identify instructional strategies for Generation Z emergency medicine residency education. AEM EDUCATION AND TRAINING 2024; 8:S56-S69. [PMID: 38774828 PMCID: PMC11102949 DOI: 10.1002/aet2.10981] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/22/2023] [Revised: 03/13/2024] [Accepted: 03/25/2024] [Indexed: 05/24/2024]
Abstract
Introduction Generation Z learners are entering emergency medicine (EM) residency training, bringing unique learning preferences that influence their engagement with residency education. To optimally teach and motivate this incoming generation of learners, EM educators must understand and adapt to the changing instructional landscape. Methodology The Simulation Leaders Advancing the Next Generation in Emergency Medicine (SLANG-EM) Workgroup was created to identify effective educational strategies for Generation Z learners entering EM. Members were faculty in the Society for Academic Emergency Medicine (SAEM) Simulation Academy, well versed in learning theory supporting simulation-based education (SBE) and actively involved in EM residency education. Unique treatment/analysis Through primary and secondary literature searches, the SLANG-EM Workgroup identified four distinctive learning preferences of Generation Z learners: (1) individualized and self-paced learning, (2) engaging and visual learning environments, (3) immediate and actionable feedback, and (4) combined personal and academic support. Workgroup members evaluated these learning preferences using a novel conceptual framework informed by the theoretical principles underpinning SBE, recommending instructional strategies for Generation Z EM residency learners across multiple educational environments. Implications for educators Instructional strategies were described for the didactic, simulation, and clinical learning environments. In the didactic environment, identified instructional strategies included meaningful asynchronous education, interactive small-group learning, and improved multimedia design. In the simulation environment, educational innovations particularly suitable for Generation Z learners included learner-centered debriefing, rapid-cycle deliberate practice, and virtual simulation. In the clinical environment, described instructional strategies involved setting learner-centered goals and delivering facilitative feedback in the context of an educational alliance. Overall, these instructional strategies were clustered around themes of student-centered education and the educator as facilitator, which align well with Generation Z learning preferences. These findings were synthesized and presented as an advanced workshop, "Delivering Effective Education to the Next Generation," at the 2023 SAEM Annual Meeting.
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Affiliation(s)
- Michael Hrdy
- University of Pennsylvania Perelman School of MedicinePhiladelphiaPennsylvaniaUSA
- The Children's Hospital of PhiladelphiaPhiladelphiaPennsylvaniaUSA
| | - Emily M. Tarver
- University of Mississippi Medical CenterJacksonMississippiUSA
| | - Charles Lei
- Hennepin County Medical CenterMinneapolisMinnesotaUSA
| | | | | | - Tiffany Moadel
- Donald and Barbara Zucker School of Medicine at Hofstra NorthwellHempsteadNew YorkUSA
| | - Lars K. Beattie
- University of Florida College of MedicineGainesvilleFloridaUSA
| | | | | | - Michael Cassara
- Donald and Barbara Zucker School of Medicine at Hofstra NorthwellHempsteadNew YorkUSA
- Northwell Health Center for Learning and InnovationLake SuccessNew YorkUSA
| | | | - Aga De Castro
- University of Connecticut School of MedicineFarmingtonConnecticutUSA
- Hartford HospitalHartfordConnecticutUSA
| | - Nidhi Sahi
- University of TorontoTorontoOntarioCanada
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Karami S, Shariati M, Parmelee D, Shahsavari H, Sadeghian A, Alvarez RB, Zitouni A, Alizadeh M. Breaking down barriers and building up facilitators of lecture free curriculum in medical education: An interpretive structural modeling. MEDICAL TEACHER 2024:1-16. [PMID: 38688502 DOI: 10.1080/0142159x.2024.2343025] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/08/2023] [Accepted: 04/10/2024] [Indexed: 05/02/2024]
Abstract
INTRODUCTION The field of medical education has seen a growing interest in lecture free curriculum. However, it comes with its own set of challenges and obstacles. In this article, we aim to identify the prerequisites, facilitators, challenges, and barriers of lecture-free curriculum in medical education and examine their interrelationships using interpretive structural modeling (ISM) technique. METHODS In this mixed-method study initially, we performed a scoping review and semi-structured interviews and determined the main prerequisites, facilitators, challenges, and barriers of lecture-free curriculum in medical education using qualitative content analysis approach. The interrelationships among these components were investigated using ISM. Therefore, self-interactive structural matrices were formed, initial and final reachability matrices were achieved, and MICMAC analysis was conducted to classify the factors. RESULTS Finally, two ISM models of prerequisites and facilitators with 27 factors in 10 levels and challenges and obstacles with 25 factors in eight levels were developed. Each of the models was divided into three parts: key, strategic, and dependent factors. 'Providing relevant evidence regarding lecture free curriculum' emerged as the most important prerequisite and facilitator, and 'insufficient support from the university' was identified as the most critical barrier and challenge. CONCLUSIONS The study highlights the significant importance of lecture-free curriculum in medical education and provides insights into its prerequisites, facilitators, challenges, and barriers. The findings can be utilized by educational managers and decision-makers to implement necessary changes in the design and implementation of lecture-free in medical education, leading to more effective improvements in the quality and success of education.
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Affiliation(s)
- Sahar Karami
- Medical Education Department, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
| | - Mohammad Shariati
- Department of Medical Education and Department of Community Medicine, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
| | - Dean Parmelee
- Psychiatry & Pediatrics, Wright State University Boonshoft School of Medicine, Dayton, OH, USA
| | - Hooman Shahsavari
- Medical-Surgical Nursing Department, School of Nursing and Midwifery, Tehran University of Medical Sciences (TUMS), Tehran, Iran
| | - Akram Sadeghian
- School of Medicine, Education Development Office (EDO), Isfahan University of Medical Sciences, Isfahan, Iran
| | - Roberto Baelo Alvarez
- Department of General and Specifics Didactics and Educational Theory, Faculty of Education, Universidad de León, León, Spain
| | - Abir Zitouni
- Department of General and Specifics Didactics and Educational Theory, Faculty of Education, Universidad de León, León, Spain
| | - Maryam Alizadeh
- Department of Medical Education, School of Medicine and Health Professions Education Research Center, Tehran University of Medical Sciences (TUMS), Tehran, Iran
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Omran S, Leong SL, Blebil A, Mohan D, Teoh SL. Effectiveness of pharmacogenomics educational interventions on healthcare professionals and health professions students: A systematic review. Res Social Adm Pharm 2023; 19:1399-1411. [PMID: 37586945 DOI: 10.1016/j.sapharm.2023.07.012] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2023] [Revised: 07/29/2023] [Accepted: 07/30/2023] [Indexed: 08/18/2023]
Abstract
BACKGROUND The field of pharmacogenomics is rapidly advancing, but its adoption and implementation remain slow and lacking. Lack of pharmacogenomics knowledge among healthcare professionals is the most frequently cited barrier to adopting and implementing pharmacogenomics in clinical settings. OBJECTIVES This study aimed to critically evaluate and determine the effectiveness of educational interventions in improving pharmacogenomics knowledge and practice. METHODS Four electronic databases were searched: MEDLINE, EMBASE, CENTRAL, and PsycINFO. Studies on pharmacogenomics educational interventions for health care professionals and students with pre- and post-intervention assessments and results were included. No restrictions were placed on time, language, or educational contexts. The educational outcomes measured include both objective and subjective outcomes. The pharmacogenomics competency domains used to judge educational interventions are based on the competency domains listed by the American Association of Colleges of Pharmacies (AACP). The National Heart, Lung, and Blood Institute of the National Institutes of Health was used for the quality assessment of pre-post studies with no control group and the controlled intervention studies. No meta-analysis was conducted; the data were synthesized qualitatively. The systematic review was reported in accordance with the PRISMA statement. RESULTS Fifty studies were included in this review. All included studies integrated the AACP pharmacogenomics competency domains into their educational interventions. Most of the studies had educational interventions that integrated clinical cases (n = 44; 88%). Knowledge was the most frequently evaluated outcome (n = 34; 68%) and demonstrated significant improvement after the educational intervention that integrated AACP pharmacogenomics competency domains and employed active learning with clinical case inclusion. CONCLUSION This review provided evidence of the effectiveness of educational interventions in improving pharmacogenomics knowledge and practice. Incorporating pharmacogenomics competency domains into education and training, with patient cases for healthcare professionals and students, dramatically improved their pharmacogenomics knowledge, attitudes, and confidence in practice.
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Affiliation(s)
- Safa Omran
- School of Pharmacy, Monash University Malaysia, Jalan Lagoon Selatan, Bandar Sunway, 47500, Subang Jaya, Selangor, Malaysia.
| | - Siew Lian Leong
- School of Pharmacy, Monash University Malaysia, Jalan Lagoon Selatan, Bandar Sunway, 47500, Subang Jaya, Selangor, Malaysia
| | - Ali Blebil
- School of Pharmacy, Monash University Malaysia, Jalan Lagoon Selatan, Bandar Sunway, 47500, Subang Jaya, Selangor, Malaysia
| | - Devi Mohan
- Jeffrey Cheah School of Medicine and Health Sciences, Monash University Malaysia, Jalan Lagoon Selatan, Bandar Sunway, 47500, Subang Jaya, Selangor, Malaysia
| | - Siew Li Teoh
- School of Pharmacy, Monash University Malaysia, Jalan Lagoon Selatan, Bandar Sunway, 47500, Subang Jaya, Selangor, Malaysia.
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Jahani MA, Ghanavatizadeh A, Delavari S, Abbasi M, Nikbakht HA, Farhadi Z, Darzi A, Mahmoudi G. Strengthening E-learning strategies for active learning in crisis situations: a mixed-method study in the COVID-19 pandemic. BMC MEDICAL EDUCATION 2023; 23:754. [PMID: 37821892 PMCID: PMC10568816 DOI: 10.1186/s12909-023-04725-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/01/2023] [Accepted: 09/25/2023] [Indexed: 10/13/2023]
Abstract
BACKGROUND Medical universities are responsible for educating and training healthcare workers. One of the fields significantly impacted by the pandemic is medical education. The aim of this study is to identify strategies for enhancing e-learning for active learning and finding solutions for improving its quality. METHODS This mixed-method (quantitative-qualitative) research was conducted in 2023 at three selected universities in Mazandaran Province. In the quantitative phase, 507 students participated via stratified random sampling using a standard questionnaire. In the qualitative phase, data were collected through semi-structured interviews with 16 experts until data saturation was achieved. SPSS 21 and MAXQDA 10 software were used for data analysis. RESULTS In the multivariate regression analysis, an increase of one point in the dimensions of student-teacher interaction, active time, immediate feedback, and active learning corresponded to an average increase in learning scores of 0.11, 0.17, 0.16, and 1.42 respectively (p≤0.001). After the final analysis in the qualitative phase, four main domains (infrastructure, resources, quantity of education, and quality of education) and 16 sub-domains with 84 items were identified. CONCLUSIONS The greatest challenge in e-learning is the interaction and cooperation between students and teachers. The implementation of the identified strategies in this research could provide useful evidence for policymakers and educational administrators to implement interventions aimed at addressing deficiencies and enhancing e-learning.
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Affiliation(s)
- Mohammad-Ali Jahani
- Social Determinants of Health Research Center, Health Research Institute, Babol University of Medical Sciences, Babol, Iran
| | - Aram Ghanavatizadeh
- Hospital Administration Research Center, Sari Branch, Islamic Azad University, Sari, Iran
| | - Sahar Delavari
- Institute for the Developing Mind, Children's Hospital Los Angeles, Keck School of Medicine, University of Southern California, Los Angeles, CA, USA
| | - Mahdi Abbasi
- Department of Health Economics and Management, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran
| | - Hossein-Ali Nikbakht
- Social Determinants of Health Research Center, Health Research Institute, Babol University of Medical Sciences, Babol, Iran
| | - Zeynab Farhadi
- Social Determinants of Health Research Center, Health Research Institute, Babol University of Medical Sciences, Babol, Iran
| | | | - Ghahraman Mahmoudi
- Hospital Administration Research Center, Sari Branch, Islamic Azad University, Sari, Iran.
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Bradley LJ, Meyer KE, Robertson TC, Kerr MS, Maddux SD, Heck AJ, Reeves RE, Handler EK. A mixed method analysis of student satisfaction with active learning techniques in an online graduate anatomy course: Consideration of demographics and previous course enrollment. ANATOMICAL SCIENCES EDUCATION 2023; 16:907-925. [PMID: 36949631 DOI: 10.1002/ase.2276] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/09/2023] [Revised: 02/28/2023] [Accepted: 03/17/2023] [Indexed: 06/18/2023]
Abstract
Online learning has become an essential part of mainstream higher education. With increasing enrollments in online anatomy courses, a better understanding of effective teaching techniques for the online learning environment is critical. Active learning has previously shown many benefits in face-to-face anatomy courses, including increases in student satisfaction. Currently, no research has measured student satisfaction with active learning techniques implemented in an online graduate anatomy course. This study compares student satisfaction across four different active learning techniques (jigsaw, team-learning module, concept mapping, and question constructing), with consideration of demographics and previous enrollment in anatomy and/or online courses. Survey questions consisted of Likert-style, multiple-choice, ranking, and open-ended questions that asked students to indicate their level of satisfaction with the active learning techniques. One hundred seventy Medical Science master's students completed the online anatomy course and all seven surveys. Results showed that students were significantly more satisfied with question constructing and jigsaw than with concept mapping and team-learning module. Additionally, historically excluded groups (underrepresented racial minorities) were generally more satisfied with active learning than non-minority groups. Age, gender, and previous experience with anatomy did not influence the level of satisfaction. However, students with a higher-grade point average (GPA), those with only a bachelor's degree, and those with no previous online course experience were more satisfied with active learning than students who had a lower GPA, those holding a graduate/professional degree, and those with previous online course experience. Cumulatively, these findings support the beneficial use of active learning in online anatomy courses.
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Affiliation(s)
- Libby J Bradley
- Department of Physiology and Anatomy, University of North Texas Health Science Center, 3500 Camp Bowie Blvd, Fort Worth, Texas, USA
| | - Kimberly E Meyer
- Department of Physician Assistant Studies and Executive Director of Division of Academic Innovation, University of North Texas Health Science Center, 3500 Camp Bowie Blvd, Fort Worth, Texas, USA
| | - Taylor C Robertson
- Department of Physiology and Anatomy, University of North Texas Health Science Center, 3500 Camp Bowie Blvd, Fort Worth, Texas, USA
| | - Marcel Satsky Kerr
- School of Biomedical Sciences, Assistant Dean for Undergraduate Education, University of North Texas Health Science Center, 3500 Camp Bowie Blvd, Fort Worth, Texas, USA
| | - Scott D Maddux
- Department of Physiology and Anatomy, University of North Texas Health Science Center, 3500 Camp Bowie Blvd, Fort Worth, Texas, USA
| | - Amber J Heck
- Microbiology, Immunology, & Genetics, University of North Texas Health Science Center, 3500 Camp Bowie Blvd, Fort Worth, Texas, USA
| | - Rustin E Reeves
- Department of Physiology and Anatomy, University of North Texas Health Science Center, 3500 Camp Bowie Blvd, Fort Worth, Texas, USA
| | - Emma K Handler
- Department of Anatomy and Cell Biology, The University of Iowa, 51 Newton Rd, Iowa City, Iowa, USA
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Heck AJ, Cross CE, Tatum VY, Chase AJ. Active Learning Among Health Professions' Educators: Perceptions, Barriers, and Use. MEDICAL SCIENCE EDUCATOR 2023; 33:719-727. [PMID: 37501807 PMCID: PMC10368589 DOI: 10.1007/s40670-023-01793-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/15/2023] [Indexed: 07/29/2023]
Abstract
Introduction Active learning engages students in the learning process through meaningful learning activities. Despite evidence that active learning can improve student's comprehension and problem solving, many educators remain reluctant to adopt it. The goal of this study was to explore health professions' educators' perceptions of active learning and identify implementation barriers. Materials and Methods We developed a 25-question survey based on the Miller and Metz "perceptions of active learning" survey. We added 12 single-response demographics questions to the original 13 survey questions. Results One hundred three respondents completed the survey. We found positive perceptions of active learning significantly correlated with gender, rank, teaching FTE, and full-time employment. The use of specific active learning modalities significantly correlated with gender, terminal degree, institutional appointment, academic rank, and role. Lack of time to develop materials and lack of class time were the most common personal barriers identified, while being lecture-accustomed and lack of training were the most common perceived barriers to the implementation of active learning by their peers. Conclusion Despite overwhelmingly positive perceptions of active learning among US health professions' educators and desire to incorporate it, a gap still exists between institutional and educators' support of active learning due to implementation barriers for resource-intensive active learning.
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Affiliation(s)
- Amber J. Heck
- Department of Microbiology, Immunology, and Genetics, University of North Texas Health Science Center, 3500 Camp Bowie Blvd, Fort Worth, TX 76107 USA
| | | | - Veronica Y. Tatum
- Department of Medical Education, TCU and UNTHSC School of Medicine, Fort Worth, TX USA
| | - Amanda J. Chase
- Department of Medical Education, Dr. Kiran C. Patel College of Allopathic Medicine, Nova Southeastern University, Fort Lauderdale, FL USA
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Wachsman U, Shelef I, Lior Y, Ben-Arie G. The impact of interactive clinically-based learning on the performance of medical students in radiology. Eur J Radiol Open 2023; 10:100493. [PMID: 37252005 PMCID: PMC10209798 DOI: 10.1016/j.ejro.2023.100493] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2023] [Revised: 05/11/2023] [Accepted: 05/16/2023] [Indexed: 05/31/2023] Open
Abstract
Objectives The purpose of this study is to evaluate the effectiveness of changing the teaching method in the radiology course at a medical school from lecture-based learning to clinically case-based learning using interactive methods, with the aim to improve undergraduate radiology education and students' diagnostic abilities. Methods During the 2018-2019 academic year, we compared the achievements of medical students in the radiology course. Teaching in the first year was primarily conducted through conventional lectures (traditional course; TC), while in the following year, a case-based teaching approach along with an interactive web application called "Nearpod" (clinically-oriented course; COC) was employed to motivate student participation. The student knowledge assessments were composed of identical post-test questions, which included five images of common diagnoses. The results were compared using Pearson's Chi-Square test or Fisher Exact Test. Results There were 72 students who answered the post-test in the first year and 55 students responded in the second year. Post-test student achievements following the methodological changes were significantly higher as compared with the control group in the total grade (65.1 ± 21.5 vs. 40.8 ± 19.1, p < 0.001). An improvement in the identification rates of all assessed cases was noticed, with the most prominent improvement in pneumothorax recognition (4.2% vs. 61.8%, p < 0.001). Conclusion Teaching radiology using clinical case-based teaching methods combined with web-based interactive applications like Nearpod results in significant improvements in identifying key imaging pathologies when compared to traditional teaching methods. This approach has the potential to enhance radiology learning and better prepare students for their future roles as clinicians.
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Elhilu AH, El-Setouhy M, Mobarki AS, Abualgasem MM, Ahmed MA. Peer Role-Play Simulation: A Valuable Alternative to Bedside Teaching During the COVID-19 Pandemic. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:257-264. [PMID: 36994352 PMCID: PMC10040340 DOI: 10.2147/amep.s399531] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/13/2022] [Accepted: 03/07/2023] [Indexed: 06/19/2023]
Abstract
PURPOSE The COVID-19 pandemic dramatically affected every aspect of life worldwide. Contact restrictions and social distancing during the epidemic has led to the suspension of bedside teaching (BST) and shifting to online didactic teaching and other methods of active learning. We implemented peer role-play simulation (PRPS) during the pandemic to compensate for the suspended BST. This study aims to explore the effectiveness of PRPS in developing the students' verbal communication, empathy and clinical reasoning skills compared to BST. METHODS This is a cross-sectional observational study conducted in Jazan University faculty of medicine with the study sample including all medical students enrolled in 5th and 6th year during the academic year 2020-21. Data collection involved using a web-based validated questionnaire. RESULTS Most of the students (84.1%) rated bedside teaching (BST) as extremely beneficial or beneficial in developing verbal communication skills compared to 73.3% for peer role-play simulation (PRPS). A similar pattern was found in empathy skills development with 84.1% for bedside compared to 72.2% for PRPS. The pattern is reversed with the development of clinical reasoning skills with 77.7% rating BST as beneficial or extremely beneficial compared to 81.2% for PRPS. CONCLUSION Overall, peer role-play is generally a valuable and trustworthy method in the absence of bedside teaching for enhancing clinical reasoning skills of medical students during the COVID-19 pandemic from students' perspective. It is less efficient than bedside teaching in enhancing communication skills. It cannot wholly replace bedside teaching, although it can be used reliably for that purpose in exceptional circumstances when bedside teaching cannot be implemented.
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Affiliation(s)
| | - Maged El-Setouhy
- Department of Family and Community Medicine, Faculty of Medicine, Jazan University, Jazan, Saudi Arabia
| | - Ali Sadeiq Mobarki
- Department of Family and Community Medicine, Faculty of Medicine, Jazan University, Jazan, Saudi Arabia
| | - Mohammed Maki Abualgasem
- Department of Family and Community Medicine, Faculty of Medicine, Jazan University, Jazan, Saudi Arabia
| | - Mohammed Ageel Ahmed
- Department of Surgery, Faculty of Medicine, Jazan University, Jazan, Saudi Arabia
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Promoting System Thinking and Professionalism Through Simulated Hospital Experiences for Nursing and Clinical Laboratory Science Students. Nurs Educ Perspect 2023; 44:110-112. [PMID: 34966082 DOI: 10.1097/01.nep.0000000000000917] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
ABSTRACT A simulation laboratory was developed for prelicensure nursing and undergraduate clinical laboratory science students using scripted patient cases with laboratory test results. The experience was guided by TeamSTEPPS (Team Strategies and Tools to Enhance Performance and Patient Safety). Participants ( n = 66) completed the modified Interprofessional Professionalism Assessment pre- and postsimulation. Journal reflections provided qualitative data. All aspects of interprofessional professionalism increased after the simulation; the most significant gain was confidence in working with other health care professionals. Analysis of journal themes indicated the students perceived increased communication and collaboration skills concerning patient care and safety.
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14
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Narayanan SN, Merghani TH. Real-life scenario blended teaching approach for nurturing inquisitive learning of central nervous system in medical students. ADVANCES IN PHYSIOLOGY EDUCATION 2023; 47:124-138. [PMID: 36602993 DOI: 10.1152/advan.00054.2022] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/21/2022] [Revised: 01/04/2023] [Accepted: 01/04/2023] [Indexed: 06/17/2023]
Abstract
Among the various systems taught in the preclinical phases, the nervous system is more challenging to learn than other systems. In this report, a novel teaching methodology, "real-life scenario (RLS) blended teaching," is described and its effectiveness in facilitating inquisitive learning in undergraduate medical students is evaluated. This mixed-method study was conducted among three groups (group 1, n = 83; group 2, n = 85; and group 3; n = 79) of undergraduate medical students (18-20 yr) in the neurology and behavioral sciences module. RLS was presented to students in the form of demonstrations, role-plays, videos, and group activities. Group 1 students underwent traditional teaching-learning sessions. Group 2 students underwent RLS blended sessions and were provided with multiple miniassignments in a vignette format. Group 3 students received RLS blended sessions, multiple miniassignments, peer discussions, multiple formative assessments, and facilitator feedback sessions. The student performances on different exams were compared in terms of their group, and their perceptions of RLS were documented. Students exposed to RLS sessions blended with multiple assignments, peer discussions, multiple formative assignments, and facilitator feedback sessions performed well in the final summative assessments (67.87%) compared with those exposed to RLS sessions and assignments (50.21%) or exposed to traditional teaching alone (50.34%). RLS sessions increased students' curiosity and motivated them to learn the subject well. RLS sessions stimulated student interest and facilitated their learning. RLS along with effective use of multiple assignments, formative assessments, and/or feedback sessions significantly improved student learning. This demonstrates the effectiveness of this active method in teaching various subjects with appropriate modifications.NEW & NOTEWORTHY In this report, a novel teaching methodology, "real-life scenario (RLS) blended teaching" is described and its effectiveness in facilitating inquisitive learning in undergraduate medical students is evaluated. Students exposed to RLS sessions blended with multiple miniassignments, peer discussions, multiple formative assignments, and facilitator feedback sessions performed well in the summative assessments compared with those exposed to RLS sessions and assignments or exposed to traditional teaching alone. Students preferred active teaching-learning techniques over the traditional method.
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Affiliation(s)
- Sareesh Naduvil Narayanan
- Department of Physiology, Ras Al Khaimah College of Medical Sciences, Ras Al Khaimah Medical and Health Sciences University, Ras Al Khaimah, United Arab Emirates
| | - Tarig Hakim Merghani
- Department of Physiology, Ras Al Khaimah College of Medical Sciences, Ras Al Khaimah Medical and Health Sciences University, Ras Al Khaimah, United Arab Emirates
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15
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Javed K, Arooj M, Ashraf R, Kaukab N, Khan RA. 12 tips for introducing e-portfolios in undergraduate medical and dental curriculums. MEDEDPUBLISH 2023. [DOI: 10.12688/mep.19542.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/10/2023] Open
Abstract
It is impossible to overlook the curricular advancements occurring all across the world. The evaluation methods should be revised in addition to the course objectives, programmes, and competences. If courses are evaluated the same way they have been in the past, we will not progress in education. We are on the verge of an educational revolution that will fundamentally alter how we educate and assess students. E-portfolios have now become recognized and valued by everyone in medical education and the workplace, including policymakers. For programmatic assessments, E-portfolios are the best supporting document one can use as a qualitative assessment. It can be used in many ways including career planning, assessment, and for structured feedback. E-Portfolio provides a secured database and then there are numerous ways to use this knowledge. It allows a learner to gather and exhibit proof of their accomplishments and proficiency in order to support the modern techniques of academic assessment. In this article, we suggest 12 tips for putting a portfolio programme for undergraduate students into practice. The suggestions are based on an extensive evaluation of the literature, and the authors' personal experiences helped lay the groundwork for the recommendations.
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16
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Al-Taani GM, Karasneh RA, Al-Azzam S, Bin Shaman M, Jirjees F, Al-Obaidi H, Conway BR, Aldeyab MA. Knowledge, Attitude, and Behavior about Antimicrobial Use and Resistance among Medical, Nursing and Pharmacy Students in Jordan: A Cross Sectional Study. Antibiotics (Basel) 2022; 11:1559. [PMID: 36358214 PMCID: PMC9686822 DOI: 10.3390/antibiotics11111559] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2022] [Revised: 11/01/2022] [Accepted: 11/02/2022] [Indexed: 11/25/2023] Open
Abstract
The present study aimed to survey medical, nursing and pharmacy students' knowledge, attitude and practice regarding antimicrobial use and resistance. Additionally, the study assessed the teaching and assessment activities received regarding antibiotic use. A cross sectional online survey was distributed to undergraduate students currently in clinical studies in their degree program. A total of 716 medicine, nursing and pharmacy undergraduate students were included. Respondents scored more than 76% on knowledge on effective use, unnecessary use and associated side effects of antibiotics, and 65.2% regarding knowledge on the spread of antibiotic resistance. Some participants (21.0%) agreed or strongly agreed that there has been good promotion of prudent antimicrobial use. Students were aware (13.1%), unaware (29.1%), or unsure (57.8%) that there is a national action plan relating to antimicrobial resistance. A total of 62.8% of the respondents strongly agreed or agreed that they have a key role in helping control antibiotic resistance. Participants reported that they require more information about resistance to antibiotics (53.9%), medical conditions for which antibiotics are used (51.7%) and how to use antibiotics (51.0%). Discussion of clinical cases and vignettes and small group teaching were reported as very useful or useful teaching strategies (79.9% and 74.2%, respectively). The findings from this study determined the current situation in relation to education on prudent antimicrobial use for undergraduates and highlighted areas for informing better curriculum design.
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Affiliation(s)
- Ghaith M. Al-Taani
- Department of Clinical Pharmacy and Pharmacy Practice, Faculty of Pharmacy, Yarmouk University, Irbid 21163, Jordan
| | - Reema A. Karasneh
- Department of Basic Medical Sciences, Faculty of Medicine, Yarmouk University, Irbid 21163, Jordan
| | - Sayer Al-Azzam
- Department of Clinical Pharmacy, Faculty of Pharmacy, Jordan University of Science and Technology, Irbid 22110, Jordan
| | - Maryam Bin Shaman
- Pharmacy Department, Prince Mohammad Medical City, Ministry of Health, Aljouf 72345, Saudi Arabia
| | - Feras Jirjees
- Department of Pharmacy Practice and Pharmacotherapeutics, College of Pharmacy, University of Sharjah, Sharjah P.O. Box 27272, United Arab Emirates
| | - Hala Al-Obaidi
- College of Pharmacy and Health Sciences, Ajman University, Ajman P.O. Box 346, United Arab Emirates
| | - Barbara R. Conway
- Department of Pharmacy, School of Applied Sciences, University of Huddersfield, Huddersfield HD1 3DH, UK
- Institute of Skin Integrity and Infection Prevention, University of Huddersfield, Huddersfield HD1 3DH, UK
| | - Mamoon A. Aldeyab
- Department of Pharmacy, School of Applied Sciences, University of Huddersfield, Huddersfield HD1 3DH, UK
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Minshew LM, Malone DT, Cain J, McLaughlin JE. Exploring cognitive apprenticeship and teaching practices in pharmacy education. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2022; 27:1095-1111. [PMID: 35796902 DOI: 10.1007/s10459-022-10132-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/22/2021] [Accepted: 05/29/2022] [Indexed: 06/15/2023]
Abstract
Health professions schools in the United States and internationally have engaged in curricular changes to better prepare students for the future of health care. However, designing or selecting evidence-based teaching activities can be a challenge. Research suggests the Cognitive Apprenticeship theory is an effective framework for the health professions to inform instruction design, yet these studies have mainly focused on the clinical setting and not the didactic learning environment. This study used qualitative methods to explore the Cognitive Apprenticeship framework in the didactic learning environment and the teaching practices that pharmacy faculty used to explicate their expert thinking to students. Faculty were observed using all four Cognitive Apprenticeship dimensions (ie, Content, Sequencing, Methods, Sociology) in their teaching practice. Patterns were observed in the data revealing complex, short and sometimes spontaneous teaching practices that faculty used to promote learning.
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Affiliation(s)
- Lana M Minshew
- The Robert D. and Patricia E. Kern Institute for the Transformation of Medical Education, Clinical Sciences Department, MCW School of Pharmacy, Medical College of Wisconsin, Milwaukee, WI, USA
| | - Daniel T Malone
- Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, Melbourne, VIC, Australia
| | - Jeff Cain
- College of Pharmacy, University of Kentucky, Lexington, KY, USA
| | - Jacqueline E McLaughlin
- UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA.
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18
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Vakilian A, Ranjbar EZ, Hassanipour M, Ahmadinia H, Hasani H. The effectiveness of virtual interactive video in comparison with online classroom in the stroke topic of theoretical neurology in COVID-19 pandemic. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2022; 11:219. [PMID: 36177423 PMCID: PMC9514237 DOI: 10.4103/jehp.jehp_1297_21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/02/2021] [Accepted: 11/06/2021] [Indexed: 06/16/2023]
Abstract
BACKGROUND Sufficient interaction between the trainers and the trainees in medical education is always one of the biggest challenges for an educational system. This study was designed to evaluate the effect of virtual interactions within the educational content of stroke on the effectiveness of teaching for general medicine students during COVID-19 crisis. MATERIALS AND METHODS Eight medical students applying for stroke education were divided into two groups by simple random sampling (Rafsanjan Medical School, 2020). The first group participated in an online classroom via the Adobe Connect platform without virtual interaction. The second group used a video presentation containing interaction scenarios. The effectiveness evaluation of each type of educational content was done by comparison of the final exam scores and the results of an electronic satisfaction questionnaire in each group. Finally, using SPSS software version 18, the data were analyzed with independent samples t-test. RESULTS This study showed that the mean of the examination scores of the interactive virtual content group (6.14 ± 1.46) was significantly higher than the online class group (4.50 ± 1.50) (P < 0.001), and also the results of satisfaction assessment showed that this group was more satisfied with their educational content (P = 0.005). CONCLUSION Evaluation of the virtual stroke training effectiveness for general medical students shows that the educational approach of video with virtual interactions is an effective learning method in medical topics and can be considered as an efficacious educational model in online teaching.
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Affiliation(s)
- Alireza Vakilian
- Neurology Department, School of Medicine, Non-Communicable Diseases Research Center, Rafsanjan University of Medical Sciences, Rafsanjan, Iran
| | - Ehsan Zare Ranjbar
- Department of General Sciences, Rafsanjan University of Medical Sciences, Rafsanjan, Iran
| | - Mahsa Hassanipour
- Physiology-Pharmacology Research Center, Research Institute of Basic Medical Sciences, Rafsanjan University of Medical Sciences, Rafsanjan, Iran
- Department of Physiology and Pharmacology, Rafsanjan University of Medical Sciences, Rafsanjan, Iran
| | - Hassan Ahmadinia
- Department of Epidemiology and Biostatistics, School of Medicine, Occupational Environmental Research Center, Rafsanjan University of Medical Sciences, Rafsanjan, Iran
| | - Hamid Hasani
- Department of General Sciences, Rafsanjan University of Medical Sciences, Rafsanjan, Iran
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Abd Elmoneim S. Clinical Curriculum Revolution to Integrity and “Attunity”. MEDICAL EDUCATION FOR THE 21ST CENTURY 2022. [DOI: 10.5772/intechopen.99460] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/01/2023]
Abstract
Reviewing the history of clinical educational curricula reveals enormous change and progress through successive antiquity up-to the current 21th century. Surely, there are stable fundamental criteria which are pillars in designing any curriculum; however there are torrential inevitable reforms which are important in filling the changeable gaps and fulfilling the ecological and temporal aspects. Over the last 20th century, numerous new paradigms for curricula reforms were constructed to adapt ebullient millennium needs, interactive pedagogical approaches and psychological/sociological learning theories. These reforms fostered clinical practice, integrating core competencies and reflection on designing, and achieving clinical curricula depending on outcome-based models such as clinical competences milestones. On the other hand, systematic approach of Kern’s framework adopts curriculum development through six consecutive interlinked and intersected steps which are refined to eight steps later. Moreover, taking contextual factors into account during curricula planning was evolved in other models such as PRISMS model. Despite all these pearly efforts, there are still caveats about inclusive gaps negligence between education process and overall health system. 3P-6Cs toolkit is deemed a recent novel paradigm that enrolls this role of health systems in clinical training during curricula design.
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20
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Mehta S, Schukow CP, Takrani A, Ritchie RP, Wilkins CA, Faner MA. Understanding Student Characteristics in the Development of Active Learning Strategies. MEDICAL SCIENCE EDUCATOR 2022; 32:615-626. [PMID: 35818614 PMCID: PMC9270552 DOI: 10.1007/s40670-022-01550-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 04/12/2022] [Indexed: 06/15/2023]
Abstract
UNLABELLED Student evaluations after non-lecture, active learning sessions at Michigan State University, College of Osteopathic Medicine, have yielded bipartite responses with one group responding favorably and the other group negatively. The purpose of this study was to understand the characteristics, motivation, and learning strategies of medical students that find value in, appreciate, and perceive active learning sessions to be beneficial and those of students that do not. We generated a survey, based on the Motivated Strategies for Learning Questionnaire (MSLQ), that included questions regarding overall student motivations for learning, learning strategies that students employed throughout medical school, and their perceptions of active learning. Following an active learning session on hyperammonemia, we administered the modified MSLQ survey. Using the results of this survey, we validated the modified MSLQ and identified correlations between student characteristics and their perception of the active learning session. We found that, in general, students with high task value, intrinsic goal orientation, self-efficacy for learning and performance, and control of learning beliefs felt more positively about their experience in the active learning session. Understanding the characteristics, motivations, and learning strategies that help students find value in active learning sessions will help medical educators develop future curricular material so that these exercises will better engage and be more effective with a greater number of learners. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-022-01550-9.
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Affiliation(s)
- Seema Mehta
- College of Osteopathic Medicine, Detroit Medical Center, Michigan State University, Detroit, MI 48201 USA
| | - Casey P. Schukow
- College of Osteopathic Medicine, Detroit Medical Center, Michigan State University, Detroit, MI 48201 USA
| | - Amar Takrani
- College of Osteopathic Medicine, Detroit Medical Center, Michigan State University, Detroit, MI 48201 USA
| | - Raquel P. Ritchie
- College of Osteopathic Medicine, Macomb University Center, Michigan State University, MI 48038 Clinton Twp, USA
| | - Carol A. Wilkins
- College of Osteopathic Medicine, Michigan State University, East Lansing, MI 48824 USA
| | - Martha A. Faner
- College of Osteopathic Medicine, Detroit Medical Center, Michigan State University, Detroit, MI 48201 USA
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21
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Brown CC, Arrington SD, Olson JF, Finch CA, Nydam RL. Musculoskeletal ultrasound training encourages self-directed learning and increases confidence for clinical and anatomical appreciation of first-year medical students. ANATOMICAL SCIENCES EDUCATION 2022; 15:508-521. [PMID: 34674381 DOI: 10.1002/ase.2145] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/16/2020] [Revised: 09/12/2021] [Accepted: 10/19/2021] [Indexed: 06/13/2023]
Abstract
Best-practice guidelines have incorporated ultrasound in diagnostic and procedural medicine. Due to this demand, the Arizona College of Osteopathic Medicine initiated a comprehensive integration of ultrasound into its first-year anatomy course attended by more than 280 students. Ultrasound workshops were developed to enhance student conceptualization of musculoskeletal (MSK) anatomy through visualizing clinically important anatomical relationships, a simulated lumbar puncture during the back unit, carpal tunnel and shoulder evaluations during the upper limb unit, and plantar fascia, calcaneal tendon, and tarsal tunnel evaluations during the lower limb unit. A 5-point Likert scale survey evaluated if ultrasound improved students' self-perceived anatomical and clinical comprehension of relevant anatomy, improved students' ability to orient to ultrasound imagery, and prompted further independent investigation of the anatomical area. Ultrasound examination questions were added to the anatomy examinations. Two-tailed one-sample t-tests for the back, upper limb, and lower limb units were found to be significant across all Likert survey categories (P < 0.001). Positive student responses to the Likert survey in conjunction with examination question average of 84.3% (±10.3) demonstrated that the ultrasound workshops are beneficial to student education. Ultrasound enhances medical students' clinical and anatomical comprehension and ability to orient to ultrasound imagery for MSK anatomy. This study supports early ultrasound education as a mechanism to encourage students' independent learning as evidenced by many undertaking voluntary investigation of clinical concerns associated with MSK anatomy. This study establishes the successful integration of MSK ultrasound into a large medical school program and its benefit to student clinical education.
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Affiliation(s)
- Casey C Brown
- Arizona College of Osteopathic Medicine, Midwestern University, Glendale, Arizona, USA
- Department of Internal Medicine, University of Arizona College of Medicine, Phoenix, Arizona, USA
| | - Shalynn D Arrington
- Arizona College of Osteopathic Medicine, Midwestern University, Glendale, Arizona, USA
- Universal Health Services (UHS) Southern California Medical Education Consortium, Temecula Valley Hospital, Temecula, California, USA
| | - Jay F Olson
- Arizona College of Osteopathic Medicine, Midwestern University, Glendale, Arizona, USA
- Comanche County Memorial Hospital, Lawton, Oklahoma, USA
| | - Charles A Finch
- Department of Integrated Medicine, Arizona College of Osteopathic Medicine, Midwestern University, Glendale, Arizona, USA
| | - Randall L Nydam
- Department of Anatomy, Arizona College of Osteopathic Medicine, Midwestern University, Glendale, Arizona, USA
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Vij V, Chitnis P, Mendhurwar S. Summative program evaluation of a Student-Led Seminar Series in the subject of physiology: an outcome-based study. KOREAN JOURNAL OF MEDICAL EDUCATION 2022; 34:41-48. [PMID: 35255615 PMCID: PMC8906928 DOI: 10.3946/kjme.2022.218] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 10/27/2021] [Revised: 12/24/2021] [Accepted: 01/26/2022] [Indexed: 06/14/2023]
Abstract
PURPOSE Active involvement of students in their learning process is a recommended andragogical approach to increase student engagement. Many new teaching-learning strategies based on active learning have been implemented, but their efficacies to achieve the proposed benefits of attaining knowledge, skills, and attitude have not been evaluated, especially in the field of medical education. We substituted passive learning in the conventional tutorial classes with an active-learning strategy of Student-Led Seminar Series (SLSS) in the subject of physiology over 4 months and performed program evaluation for the SLSS. METHODS Sixty-four first-year medical undergraduate students volunteered to participate, who were divided into groups to present seminars on the allocated topics under the guidance of a mentor. At the end of 4 months, program evaluation was done using Kirkpatrick's model of evaluation-levels 1 and 2, which correspond to reaction and learning, respectively. RESULTS Statistically significant improvement was observed in students' satisfaction, and the self-perceived increase was observed in knowledge, skills, and attitude. CONCLUSION Program evaluation of SLSS not only established the significant impact of SLSS as an andragogical approach but also helped us in the improvisation of the program for the next cycle.
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Affiliation(s)
- Vinu Vij
- Department of Physiology, All India Institute of Medical Sciences, Nagpur, India
| | - Pallavi Chitnis
- Department of Physiology, Padmashree Dr D Y Patil Medical College, Navi Mumbai, India
| | - Sadhana Mendhurwar
- Department of Physiology, Padmashree Dr D Y Patil Medical College, Navi Mumbai, India
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Parker AS, Hill KA, Steffes BC, Mangaoang D, O’Flynn E, Bachheta N, Bates MF, Bitta C, Carter NH, Davis RE, Dressler JA, Eisenhut DA, Fadipe AE, Kanyi JK, Kauffmann RM, Kazal F, Kyamanywa P, Lando JO, Many HR, Mbithi VC, McCoy AJ, Meade PC, Ndegwa WY, Nkusi EA, Ooko PB, Osilli DJ, Parker ME, Rankeeti S, Shafer K, Smith JD, Snyder D, Sylvester KR, Wakeley ME, Wekesa MK, Torbeck L, White RE, Bekele A, Parker RK. Design of a Novel Online, Modular, Flipped-classroom Surgical Curriculum for East, Central, and Southern Africa. ANNALS OF SURGERY OPEN 2022; 3:e141. [PMID: 37600110 PMCID: PMC10431259 DOI: 10.1097/as9.0000000000000141] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/10/2021] [Accepted: 01/31/2022] [Indexed: 11/26/2022] Open
Abstract
Objective We describe a structured approach to developing a standardized curriculum for surgical trainees in East, Central, and Southern Africa (ECSA). Summary Background Data Surgical education is essential to closing the surgical access gap in ECSA. Given its importance for surgical education, the development of a standardized curriculum was deemed necessary. Methods We utilized Kern's 6-step approach to curriculum development to design an online, modular, flipped-classroom surgical curriculum. Steps included global and targeted needs assessments, determination of goals and objectives, the establishment of educational strategies, implementation, and evaluation. Results Global needs assessment identified the development of a standardized curriculum as an essential next step in the growth of surgical education programs in ECSA. Targeted needs assessment of stakeholders found medical knowledge challenges, regulatory requirements, language variance, content gaps, expense and availability of resources, faculty numbers, and content delivery method to be factors to inform curriculum design. Goals emerged to increase uniformity and consistency in training, create contextually relevant material, incorporate best educational practices, reduce faculty burden, and ease content delivery and updates. Educational strategies centered on developing an online, flipped-classroom, modular curriculum emphasizing textual simplicity, multimedia components, and incorporation of active learning strategies. The implementation process involved establishing thematic topics and subtopics, the content of which was authored by regional surgeon educators and edited by content experts. Evaluation was performed by recording participation, soliciting user feedback, and evaluating scores on a certification examination. Conclusions We present the systematic design of a large-scale, context-relevant, data-driven surgical curriculum for the ECSA region.
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Affiliation(s)
- Andrea S. Parker
- From the Department of Surgery, Tenwek Hospital, Bomet, Kenya
- Department of Surgery, Alpert Medical School of Brown University, Providence, RI
- College of Surgeons of East, Central, and Southern Africa, Arusha, Tanzania
| | - Katherine A. Hill
- Department of Surgery, University of Pittsburgh Medical Center, Pittsburgh, PA
| | | | - Deirdre Mangaoang
- Institute of Global Surgery, Royal College of Surgeons in Ireland, Dublin, Ireland
| | - Eric O’Flynn
- Institute of Global Surgery, Royal College of Surgeons in Ireland, Dublin, Ireland
| | - Niraj Bachheta
- College of Surgeons of East, Central, and Southern Africa, Arusha, Tanzania
| | - Maria F. Bates
- Department of Surgery, Dartmouth Hitchcock Medical Center, Lebanon, NH
| | - Caesar Bitta
- Department of Surgery, Maseno University, Kisumu, Kenya
| | | | | | | | | | | | - John K. Kanyi
- Department of Surgery, AIC Litein Hospital, Litein, Kenya
| | - Rondi M. Kauffmann
- Department of Surgery, Vanderbilt University Medical Center, Division of Oncologic and Endocrine Surgery, Nashville, TN
| | - Frances Kazal
- Warren Alpert Medical School at Brown University, Providence, RI
| | - Patrick Kyamanywa
- Department of Surgery, Kampala International University, Kampala, Uganda
| | - Justus O. Lando
- From the Department of Surgery, Tenwek Hospital, Bomet, Kenya
| | - Heath R. Many
- Department of Surgery, University of Tennessee Medical Center, Knoxville, TN
| | | | - Amanda J. McCoy
- Department of Orthopedic Surgery, UPMC Children’s Hospital of Pittsburgh, Pittsburgh, PA
| | | | - Wairimu Y.B. Ndegwa
- Department of Surgery, Jomo Kenyatta University of Agriculture and Technology, Nairobi, Kenya
| | - Emmy A. Nkusi
- Department of Surgery, Rwanda Military Hospital, Kigali, Rwanda
| | - Philip B. Ooko
- Department of Surgery, AIC Litein Hospital, Litein, Kenya
| | - Dixon J.S. Osilli
- Department of Surgery, Barking, Havering, and Redbridge University Hospitals NHS Trust, Romford, England, UK
| | | | | | | | - James D. Smith
- Department of Surgery, Oregon Health & Science University, Portland, OR
| | - David Snyder
- Pan-African Academy of Christian Surgeons, Palatine, Illinois
| | | | - Michelle E. Wakeley
- Department of Surgery, Alpert Medical School of Brown University, Providence, RI
| | | | - Laura Torbeck
- Department of Surgery, Indiana University School of Medicine, Indianapolis, IN
| | - Russell E. White
- From the Department of Surgery, Tenwek Hospital, Bomet, Kenya
- Department of Surgery, Alpert Medical School of Brown University, Providence, RI
- College of Surgeons of East, Central, and Southern Africa, Arusha, Tanzania
| | - Abebe Bekele
- College of Surgeons of East, Central, and Southern Africa, Arusha, Tanzania
- University of Global Health Equity, Kigali, Rwanda
- Department of Surgery, Addis Ababa University, Addis Ababa, Ethiopia
| | - Robert K. Parker
- From the Department of Surgery, Tenwek Hospital, Bomet, Kenya
- Department of Surgery, Alpert Medical School of Brown University, Providence, RI
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Zwemer E, Chen F, Beck Dallaghan GL, Shenvi C, Wilson L, Resnick-Kahle M, Crowner J, Joyner BL, Westervelt L, Jordan JM, Chuang A, Shaheen A, Martinelli SM. Reinvigorating an Academy of Medical Educators Using Ecological Systems Theory. Cureus 2022; 14:e21640. [PMID: 35233317 PMCID: PMC8881048 DOI: 10.7759/cureus.21640] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/26/2022] [Indexed: 11/24/2022] Open
Abstract
The educational framework of communities of practice postulates that early learners join medical communities as social networks that provide a common identity, role modeling and mentorship, and experiential learning. While being elected into a medical society is an honor, member engagement in these groups can falter if the society membership is seen as an honorific rather than one requiring continuing participation. As an example, Academies of Medical Educators have been established by many academic medical centers to encourage collaboration, skill development, professional identity formation, and scholarship. The University of North Carolina established the Academy of Educators in 2006 to create a diverse community of educators to promote the scholarship, teaching skills, and professional identity of educators. Despite rapid growth to over 500 members, we had less than 30 participants at events over the 2017-2018 academic year. To increase member engagement and participation, our academy leadership team used Bronfenbrenner’s Ecological Systems Theory to design interventions at each layer of environmental influence, specifically at the microsystem, mesosystem, exosystem, macrosystem, and chronosystem levels. In this paper, we describe the multipronged approach used to increase the University of North Carolina Academy of Medical Educators event attendance from 30 to 1,000 faculty participants over the course of one academic year (2018-2019). This paper provides a model as to how medical societies can use ecological systems theory as a natural and comprehensive approach to plan and improve their member engagement and experience.
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Giugni FR, Dias RD, Rodrigues CG, Pinesi HT, Scalabrini-Neto A. Team emergency assessment measure (TEAM) of non-technical skills: The Brazilian Portuguese version of the TEAM tool. Clinics (Sao Paulo) 2022; 77:100043. [PMID: 35523106 PMCID: PMC9079709 DOI: 10.1016/j.clinsp.2022.100043] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/02/2021] [Accepted: 03/15/2022] [Indexed: 11/28/2022] Open
Abstract
OBJECTIVES The aim of this study was to conduct the translation and cross-cultural adaptation of the original Team Emergency Assessment Measure (TEAM) tool into the Brazilian Portuguese language and investigate the internal consistency, inter-rater reliability, and concurrent validity of this new version (bp-TEAM). METHODS Independent medical translators performed forward and backward translations of the TEAM tool between English and Portuguese, creating the bp-TEAM. The authors selected 23 videos from final-year medical students during in-situ emergency simulations. Three independent raters assessed all the videos using the bp-TEAM and provided a score for each of the 12 items of the tool. The authors assessed the internal consistency and the inter-rater reliability of the tool. RESULTS Raters assessed all 23 videos. Internal consistency was assessed among the 11 items of the bp-TEAM from one rater, yielding a Cronbach's alpha of 0.89. inter-item correlation analysis yielded a mean correlation coefficient rho of 0.46. Inter-rater reliability analysis among the three raters yielded an intraclass correlation coefficient of 0.86 (95% CI 0.83‒0.89), p < 0.001. CONCLUSION The Brazilian Portuguese version of the TEAM tool presented acceptable psychometric properties, similar to the original English version.
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Affiliation(s)
- Fernando Rabioglio Giugni
- Pathology Department, Hospital das Clínicas, Faculdade de Medicina, Universidade de São Paulo (HCFMUSP), São Paulo, SP, Brazil
| | - Roger Daglius Dias
- Department of Emergency Medicine, Harvard Medical School, Boston, MA, USA; STRATUS Center for Medical Simulation, Brigham and Women's Hospital, Harvard Medical School, Boston, USA.
| | - Caio Godoy Rodrigues
- Discipline of Clinical Emergencies, Hospital das Clínicas, Faculdade de Medicina, Universidade de São Paulo (HCFMUSP), São Paulo, SP, Brazil
| | - Henrique Trombini Pinesi
- Heart Institute, Hospital das Clínicas, Faculdade de Medicina, Universidade de São Paulo (HCFMUSP), São Paulo, SP, Brazil
| | - Augusto Scalabrini-Neto
- Discipline of Clinical Emergencies, Hospital das Clínicas, Faculdade de Medicina, Universidade de São Paulo (HCFMUSP), São Paulo, SP, Brazil; Abilities and Simulation Laboratory, Hospital das Clínicas, Faculdade de Medicina, Universidade de São Paulo (HCFMUSP), São Paulo, SP, Brazil
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Fitzgerald DA, Scott KM, Ryan MS. Blended and e-learning in pediatric education: harnessing lessons learned from the COVID-19 pandemic. Eur J Pediatr 2022; 181:447-452. [PMID: 34322730 PMCID: PMC8318775 DOI: 10.1007/s00431-021-04149-1] [Citation(s) in RCA: 13] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/22/2021] [Revised: 06/03/2021] [Accepted: 06/07/2021] [Indexed: 11/04/2022]
Abstract
Face-to-face education as the traditional basis for medical education was disrupted by the COVID-19 pandemic as learners and educators were moved online with little time for preparation. Fortunately, as online learning has grown, together with medical education shifting to problem-based and team-centered learning over the last three decades, existing resources have been adapted and improved upon to meet the challenges. Effective blended learning has resulted in innovative synchronous and asynchronous learning platforms. Clearly, to do this well requires time, effort, and adjustment from clinicians, educators, and learners, but it should result in an engaging change in teaching practice. Its success will rely on an evaluation of learning outcomes, educator and learner satisfaction, and long-term retention of knowledge. It will be important to maintain ongoing assessment of all aspects of the medical education process, including how to best teach and assess theory, physiology, pathology, history-taking, physical examination, and clinical management.Conclusion: The COVID-19 pandemic triggered emergency transitional processes for teaching and assessment in medical education which built upon existing innovations in teaching medicine with the use of technology. These strategies will continue to evolve so as to provide the basis for an enduring hybrid teaching model involving blended and e-learning in medical education.. What is Known: • Most pediatricians provide clinical teaching to medical students and residents, but few have had formal training in online educational approaches and techniques. • Being able to adapt to new and innovative integrated teaching methods is of key importance when becoming a competent teacher. What is New: • This review presents an up-to-date summary of best practice in blended and e-learning and how it may be optimally delivered. • Knowledge of the principles of e-learning, and how people learn more generally, helps pediatricians shape their clinical teaching and facilitates better interaction with medical students and residents.
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Affiliation(s)
- Dominic A. Fitzgerald
- grid.413973.b0000 0000 9690 854XDepartment of Respiratory Medicine, The Children’s Hospital at Westmead, Locked Bag 4001, Westmead, Sydney, New South Wales 2145 Australia ,grid.1013.30000 0004 1936 834XDiscipline of Child and Adolescent Health, The Children’s Hospital at Westmead Clinical School, Faculty of Health Sciences, University of Sydney, Westmead, Sydney, New South Wales 2145 Australia
| | - Karen M. Scott
- grid.1013.30000 0004 1936 834XDiscipline of Child and Adolescent Health, The Children’s Hospital at Westmead Clinical School, Faculty of Health Sciences, University of Sydney, Westmead, Sydney, New South Wales 2145 Australia
| | - Michael S. Ryan
- grid.224260.00000 0004 0458 8737Children’s Hospital of Richmond at Virginia Commonwealth University, Richmond, VA 23298 USA
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Sannathimmappa MB, Nambiar V, Aravindakshan R, Kumar A. Are Online Synchronous Team-Based-Learning (TBL) pedagogy effective?: Perspectives from a study on medical students in Oman. JOURNAL OF ADVANCES IN MEDICAL EDUCATION & PROFESSIONALISM 2022; 10:12-21. [PMID: 34981001 PMCID: PMC8720151 DOI: 10.30476/jamp.2021.92361.1481] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Received: 08/10/2021] [Accepted: 11/06/2021] [Indexed: 05/14/2023]
Abstract
INTRODUCTION Team-based learning (TBL) is a highly structured, instructive, and student-focused pedagogy used by medical educators to foster the students' learning. The present study aimed to qualitatively explore the students' perception of the effectiveness of online synchronous TBL pedagogical strategy in promoting learning outcomes. METHODS A cross-over interventional study was conducted on MD4 year medical students, using four modified TBL sessions on common immunological diseases on four different dates. 139 participants were divided into 4 groups [35 each in A, B, C, & 34 in D]. For TBL session 1, Group A and group B were the study and control groups, respectively. For the second session on different topics, the groups were reversed with group B and group A as the study and control groups, respectively. The same was followed for groups C and D. The means and standard deviations of the pre-test and post-test scores were compared after calculating the improvement in scores from pre- to post-tests. Repeated measures ANOVA suitably coded in SPSS for cross-over design was used to find out confounding by sequence of interventions with a p-value of <0.05 signifying the significance. Students' feedback on online TBL sessions was collected through a predesigned questionnaire on a 3-point Likert scale. The data were analyzed using SPSS version 22 and expressed as number and percentage. RESULTS The post-test scores of the students who participated in the TBL session were significantly higher when compared to the self-study (SS) arm. The overall improvement in scores was 4.98 (1.4) in TBL group, whereas in the SS arm it was only 2.29 (1.51). The new method was found far superior to the self-study method regardless of being applied before or after the comparison mode of self-study (P<0.0001). The scores of the self-study was marginally better when offered first rather than after a TBL session, indicating the negative effect of cross-over on SS mode (P=0.024). The overall response of our students toward the effectiveness of online TBL pedagogy was overwhelmingly positive in terms of an opinion survey which had a Cronbach's alpha of 0.932. The majority (>80%) perceived TBL as an enjoyable active session that promoted their active participation and engagement through student-led discussions. Many stated that TBL enhanced their critical thinking, problem-solving ability, communication skills, and knowledge. CONCLUSION TBL is an instructive and highly structured teaching-learning strategy, welcomed by the majority of our participants. Online TBL sessions are effective in fostering the students' learning and can be used confidently when needed.
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Affiliation(s)
- Mohan B Sannathimmappa
- College of Medicine and Health Sciences, Department of Microbiology, National University of Science and Technology, Sohar Campus, Sultanate of Oman, Oman
| | - Vinod Nambiar
- College of Medicine and Health Sciences, Department of Microbiology, National University of Science and Technology, Sohar Campus, Sultanate of Oman, Oman
| | - Rajeev Aravindakshan
- Department of community medicine, All India Institute of Medical Sciences, Mangalagiri, Andhra Pradesh, India
| | - Anil Kumar
- Department of Anatomy, College of Medicine and Health Sciences, National University of Science and Technology, Sohar Campus, Oman
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Using technology to automate syllabus construction for programmatic, curricular, faculty and experiential assessment activities. INTERNATIONAL JOURNAL OF EDUCATIONAL MANAGEMENT 2021. [DOI: 10.1108/ijem-10-2020-0494] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PurposeWith a growing need to assess multiple aspects of healthcare education, the goal of this study was to develop an innovative web-based application to streamline assessment processes and meet the increasingly complex role of the educational manager.Design/methodology/approachAARDVARC (Automated Approach to Reviewing and Developing Valuable Assessment Resources for your Curriculum) was created with the core function of standardizing course syllabi through the use of a web-based portal and the ability to query fields within the portal to collect multiple points of data. AARDVARC permits quick and efficient gathering of programmatic, curricular, faculty, teaching, preceptor and financial data to facilitate meaningful change and a shared responsibility of assessment. This software has allowed automatic completion of complex analytics each semester, including coverage of program outcomes, course learning objectives, teaching and assessment methods, course readings, topics covered in the curriculum, faculty teaching hours, experiential activities, coverage of disease states and scheduling of peer observation of teaching.FindingsThree years after its initial launch, AARDVARC is now used by 520 faculty, 60 staff, 44 preceptors and over 2,000 students across multiple health profession and science programs. Data analytics through AARDVARC have allowed the School to reimagine how assessment can be conducted and have provided a pathway for making evidence-based programmatic and curricular changes.Originality/valueThis original software has provided an innovative approach to conduct assessment that combines best practices in curriculum, assessment, data analytics and educational technology while improving the overall quality, speed, and efficiency of academic and business operations.
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Rose S, Hamill R, Caruso A, Appelbaum NP. Applying the Plan-Do-Study-Act cycle in medical education to refine an antibiotics therapy active learning session. BMC MEDICAL EDUCATION 2021; 21:459. [PMID: 34461873 PMCID: PMC8404352 DOI: 10.1186/s12909-021-02886-3] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/16/2021] [Accepted: 08/19/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Active learning improves learner engagement and knowledge retention. The application of continuous quality improvement methodologies, such as the Plan-Do-Study-Act (PDSA) framework, may be useful for optimizing medical education, including active learning sessions. We aimed to enhance student satisfaction and achievement of learning outcomes by applying the PDSA framework to an antibiotic utilization curriculum for medical students. METHODS Guided by the Plan-Do-Study-Act framework, between February 2017 and July 2019, we developed, implemented, and revised an active learning session for medical students, focused on appropriate utilization of antibiotics during their Internal Medicine clerkship. RESULTS Across twelve sessions, 367 students (83.4%) completed the post-evaluation survey. Although baseline ratings were high (97% of respondents enjoyed the "active learning" format), constructive comments informed iterative improvements to the session, such as modifying session timing, handouts and organization of the gaming component. Intervention 3, the last improvement cycle, resulted in more favorable ratings for the active learning format (p = 0.015) improvement in understanding antibiotics and their clinical application (p = 0.001) compared to Baseline ratings. CONCLUSIONS This intervention suggests that active learning, with regular incorporation of student feedback vis-à-vis a PDSA cycle, was effective in achieving high student engagement in an Internal Medicine core clerkship session on antibiotic therapy. Iterative interventions based on student feedback, such as providing an antibiotic reference table and answer choices for each case, further improved student receptivity and perceived educational value. The study findings have potential implications for medical education and suggest that the application of the PDSA cycle can optimize active learning pedagogies and outcomes.
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Affiliation(s)
- Stacey Rose
- Department of Internal Medicine, Section of Infectious Diseases, Baylor College of Medicine, One Baylor Plaza, Suite M220.15, Houston, TX, 77030, USA.
| | - Richard Hamill
- Department of Internal Medicine, Section of Infectious Diseases, Baylor College of Medicine, One Baylor Plaza, Suite M220.15, Houston, TX, 77030, USA
| | - Andrew Caruso
- Department of Internal Medicine, Baylor College of Medicine, Houston, TX, USA
| | - Nital P Appelbaum
- Division of Evaluation, Assessment, Research, Department of Surgery, Baylor College of Medicine, Houston, TX, USA
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Dong H, Lio J, Sherer R, Jiang I. Some Learning Theories for Medical Educators. MEDICAL SCIENCE EDUCATOR 2021; 31:1157-1172. [PMID: 34457959 PMCID: PMC8368150 DOI: 10.1007/s40670-021-01270-6] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/10/2021] [Indexed: 06/01/2023]
Abstract
Perspectives on the nature of learning influence decisions about curriculum design, teaching and learning strategies, and assessment of students. Current literature on medical education suggests that medical teachers have much interest in using theories to inform their practice. This article describes the following learning theories that have been discussed to various degrees in previous literature on medical education: cognitivism, constructivism, experiential learning, adult learning, self-directed learning, community of practice and situated learning, cognitive apprenticeship, and reflective learning. Each theory is explained in sufficient detail to help readers grasp its essence. Then, medical education literature is cited to show how the theory has been used or can be used to guide practice in medical education. Finally, this article analyzes the problem-based learning approach as an example to illustrate how the theories may be reflected in practice. Throughout the introduction of the various theories, this article aims at their application in medical education and attempts to draw connections among the theories rather than represent them as unrelated or competing ideas.
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Affiliation(s)
- Hongmei Dong
- Department of Medicine, The University of Chicago, Chicago, IL USA
| | - Jonathan Lio
- Department of Medicine, The University of Chicago, Chicago, IL USA
| | - Renslow Sherer
- Department of Medicine, The University of Chicago, Chicago, IL USA
| | - Ivy Jiang
- Department of Medicine, The University of Chicago, Chicago, IL USA
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Wood NI, Gleit RD, Levine DL. Culinary nutrition course equips future physicians to educate patients on a healthy diet: an interventional pilot study. BMC MEDICAL EDUCATION 2021; 21:280. [PMID: 34001085 PMCID: PMC8127510 DOI: 10.1186/s12909-021-02702-y] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/20/2020] [Accepted: 04/29/2021] [Indexed: 05/31/2023]
Abstract
BACKGROUND Poor-quality diet is associated with one in five deaths globally. In the United States, it is the leading cause of death, representing a bigger risk factor than even smoking. For many, education on a healthy diet comes from their physician. However, as few as 25% of medical schools currently offer a dedicated nutrition course. We hypothesized that an active learning, culinary nutrition experience for medical students would improve the quality of their diets and better equip them to counsel future patients on food and nutrition. METHODS This was a prospective, interventional, uncontrolled, non-randomized, pilot study. Ten first-year medical students at the Wayne State University School of Medicine completed a 4-part, 8-h course in culinary-nutritional instruction and hands-on cooking. Online assessment surveys were completed immediately prior to, immediately following, and 2 months after the intervention. There was a 100% retention rate and 98.8% item-completion rate on the questionnaires. The primary outcome was changes in attitudes regarding counselling patients on a healthy diet. Secondary outcomes included changes in dietary habits and acquisition of culinary knowledge. Average within-person change between timepoints was determined using ordinary least squares fixed-effect models. Statistical significance was defined as P ≤ .05. RESULTS Participants felt better prepared to counsel patients on a healthy diet immediately post-intervention (coefficient = 2.8; 95% confidence interval: 1.6 to 4.0 points; P < .001) and 2 months later (2.2 [1.0, 3.4]; P = .002). Scores on the objective test of culinary knowledge increased immediately after (3.6 [2.4, 4.9]; P < .001) and 2 months after (1.6 [0.4, 2.9]; P = .01) the intervention. Two months post-intervention, participants reported that a higher percentage of their meals were homemade compared to pre-intervention (13.7 [2.1, 25.3]; P = .02). CONCLUSIONS An experiential culinary nutrition course may improve medical students' readiness to provide dietary counselling. Further research will be necessary to determine what effects such interventions may have on the quality of participants' own diets.
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Affiliation(s)
- Nathan I Wood
- Department of Internal Medicine, Yale New Haven Hospital, 1450 Chapel Street, Private 220, New Haven, CT, 06511, USA.
| | - Rebecca D Gleit
- Department of Sociology, Stanford University, 450 Jane Stanford Way, Building 120, Room 160, Stanford, CA, 94305, USA
| | - Diane L Levine
- Department of Internal Medicine, Wayne State University, 4201 St. Antoine Boulevard, Detroit, MI, 48201, USA
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Nonaillada J. Practical Guidelines for Implementing Longitudinal Faculty Development Programs. MEDEDPUBLISH 2021; 10:101. [PMID: 38486543 PMCID: PMC10939650 DOI: 10.15694/mep.2021.000101.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/17/2024] Open
Abstract
This article was migrated. The article was marked as recommended. Health professions faculty are often required to teach and participate in research efforts, although many have not undergone prescribed training in these areas. As a result, faculty development programs at medical schools and teaching hospitals typically offer single workshops or lectures formally addressing these subjects. Since longitudinal faculty development programs are known to be superior in fostering reflection and self-directed learning, these practical guidelines are provided for how to successfully implement such a program and sustain enrollment of participants over time. These guidelines are based on best evidence of faculty development models, personal experience of the author and grounded in theoretical frameworks about adult learning.
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Emahiser J, Nguyen J, Vanier C, Sadik A. Study of Live Lecture Attendance, Student Perceptions and Expectations. MEDICAL SCIENCE EDUCATOR 2021; 31:697-707. [PMID: 34457920 PMCID: PMC8368907 DOI: 10.1007/s40670-021-01236-8] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 02/03/2021] [Indexed: 06/13/2023]
Abstract
Declining lecture attendance has been an ongoing concern for educators involved in undergraduate medical education. A survey was developed (a) to gain insight into the reasons students skipped class, (b) to identify the type of study materials they were using, and (c) to determine what they thought would motivate them to come to class. The survey was sent to 317 first-year and second-year medical students, and 145 (45%) responded. Only 63% of first-year students and 53% of second-year students attended any lectures that were not mandatory. The attendance was higher for students who aspired to less competitive specialties such as pediatrics and family medicine. The most popular reasons for not coming to class were related to the efficiency of information intake and instructor or class style. The most heavily used resources (> 60%) were materials or recorded lectures provided by the instructor. The second-year students also heavily used outside study materials for Board exams, such as Pathoma (50%). Students' ideas for what might increase their attendance suggest that they perceive that the lectures may not prepare them for Board exams, and they would like faculty to address Board related content more often in class and on assessments. Respondents also suggested that teaching practices might be improved through faculty development. Faculty awareness of and references to Board exam content, embedded in strong teaching practices, may help students find more value in live lectures. Carefully designed active learning sessions may change students' minds regarding the relevance and value of these sessions. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-021-01236-8.
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Affiliation(s)
- Johnathan Emahiser
- Third Year Medical Student (OMSIII), College of Osteopathic Medicine, Touro University Nevada, Henderson, NV USA
| | - John Nguyen
- Third Year Medical Student (OMSIII), College of Osteopathic Medicine, Touro University Nevada, Henderson, NV USA
| | - Cheryl Vanier
- Chief Research Officer, Department of Research, Institutional Review Board (IRB) Chair, Touro University Nevada, Henderson, NV USA
| | - Amina Sadik
- Amina Sadik, Basic Sciences Department, College of Osteopathic Medicine, Touro University Nevada, NV Henderson, USA
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Jordan J, Missaghi B, Douglass A, Tolles J. Comparison of Active Learning Techniques: Audience Response Questions Versus Small Group Discussion on Immediate- and Long-term Knowledge Gain. AEM EDUCATION AND TRAINING 2021; 5:e10464. [PMID: 33796806 PMCID: PMC7995929 DOI: 10.1002/aet2.10464] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/01/2019] [Revised: 03/30/2020] [Accepted: 04/18/2020] [Indexed: 06/12/2023]
Abstract
OBJECTIVES Active learning techniques help with motivation, involvement, and retention during didactics. There are few studies comparing different active learning methods, and these have yielded mixed results. The objective of this study was to compare the effect of two active learning methods-small-group discussion and audience response system (ARS)-on immediate- and long-term knowledge gain. METHODS This was a prospective experimental study of emergency medicine (EM) subinterns and residents. Participants were randomized into two groups, and baseline knowledge was assessed with a multiple-choice pretest. Didactic sessions on salicylate toxicity and ocular trauma were given to both groups utilizing either small-group discussion or ARS. A crossover design was utilized to ensure that both groups received instruction by each method. A multiple-choice posttest was administered following the didactics and again 2 months later. Pre- and posttests were identical. All test items were written by an academic faculty member with advanced training in medical education and item writing and were based on the goals and objectives of the session. Test items were piloted with a reference group of learners. Didactic instructors were blinded to test items. Data were analyzed using a linear mixed-effects model. RESULTS Thirty-eight subinterns and residents participated in the study. Both instructional methods showed immediate- and long-term knowledge gain. The linear mixed-effects model did not demonstrate any significant difference between instructional methods on immediate knowledge gain (mean difference = 0.18, p = 0.62, 95% confidence interval [CI] = -0.52 to 0.88) or long-term knowledge gain (mean difference = -0.42, p = 0.36, 95% CI = -1.32 to 0.47). CONCLUSION In this small study, there was no significant difference between instructional methods on immediate- and long-term knowledge gain in EM subinterns and residents.
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Affiliation(s)
- Jaime Jordan
- Department of Emergency MedicineRonald Reagan UCLA Medical CenterLos AngelesCAUSA
- David Geffen School of Medicine at UCLALos AngelesCAUSA
- Department of Emergency MedicineHarbor‐UCLA Medical CenterTorranceCAUSA
| | - Babak Missaghi
- Department of Emergency MedicineHarbor‐UCLA Medical CenterTorranceCAUSA
| | - Amy Douglass
- Department of Emergency MedicineHarbor‐UCLA Medical CenterTorranceCAUSA
| | - Juliana Tolles
- Department of Emergency MedicineHarbor‐UCLA Medical CenterTorranceCAUSA
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León A, Puschel K, León AE, Honold F. Patient-Reported Outcomes Measures in Abdominal Cancer Surgery and Student-Led Surgical Research. Ann Surg Oncol 2021; 28:2941-2943. [PMID: 33791905 PMCID: PMC8119283 DOI: 10.1245/s10434-021-09686-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/14/2021] [Accepted: 01/23/2021] [Indexed: 11/30/2022]
Affiliation(s)
- Augusto León
- Program of Cancer, Department of Surgical Oncology, Catholic University of Chile, Santiago, Chile.
| | - Klaus Puschel
- Program of Family Medicine, Catholic University of Chile, Santiago, Chile
| | - Augusto E León
- Resident of Radiotherapy, Instituto de Radiomedicina IRAM, Diego Portales University, Santiago, Chile
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Kumar P, Pickering CM, Atta L, Burns AG, Chu RF, Gracie T, Qin CX, Whang KA, Goldberg HR. Student curriculum review team, 8 years later: Where we stand and opportunities for growth. MEDICAL TEACHER 2021; 43:314-319. [PMID: 33242263 PMCID: PMC8929683 DOI: 10.1080/0142159x.2020.1841891] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
BACKGROUND The Student Curriculum Review Team (SCRT) was founded at the Johns Hopkins University School of Medicine (JHUSOM) in 2012 to refine pre-clinical courses. Since then, SCRT has provided a voice for student feedback - offering forums for discussion through 'Town Hall meetings' and confidential avenues for peer-to-peer comments. Here, we assess the perceived efficacy and utility of SCRT among the student body and faculty course directors. METHODS A cross-sectional analysis was conducted in 2019 using an anonymous survey distributed to second- (MS2) and third-year (MS3) medical students as well as faculty course directors at JHUSOM. RESULTS A total of 113 student surveys and 13 faculty surveys were returned. The majority of students (97%) endorsed SCRT as effective in enabling them to express their concerns. Most faculty (69%) reported SCRT's impact on their respective course as positive and found SCRT suggestions to be 'realistic and actionable.' Students (84%) and faculty (62%) alike considered SCRT to meet needs not met by other curricular organizations at JHUSOM. CONCLUSION Students and faculty find that SCRT satisfies an unfilled position in the landscape of curricular feedback at JHUSOM. This study may be beneficial for other academic institutions considering ways to better engage students in curricular reform.
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Affiliation(s)
- Priyanka Kumar
- Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | | | - Lyla Atta
- Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Austin G Burns
- Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Robert F Chu
- Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Thomas Gracie
- Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Caroline X Qin
- Johns Hopkins University School of Medicine, Baltimore, MD, USA
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Kareff SA, d’Aliberti O, Duong N. Effects of a Resident-Led Subject Exam Review on Mean Scores of Internal Medicine Subject Exam: a Case-control Study. MEDICAL SCIENCE EDUCATOR 2021; 31:49-52. [PMID: 34457863 PMCID: PMC8368476 DOI: 10.1007/s40670-020-01157-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/05/2020] [Indexed: 06/13/2023]
Abstract
The National Board of Medical Examiners (NBME) offers Subject Examinations (SE) for students completing the Internal Medicine (IM) clerkship. There is a paucity of literature in regard to the efficacy of review methods prior to rendering said examination. Our medical center's residents conducted a structured review session in preparation for SE administration. The mean SE scores prior to and after the initiation of the resident-led review session were compared. There was no statistically significant association found between the mean NBME scores in the experimental or control groups. We propose that alternative methods be further assessed for efficacy.
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Affiliation(s)
- Samuel A. Kareff
- Department of Medicine, MedStar Georgetown University Hospital, 3800 Reservoir Rd, NW, Washington, DC 20007 USA
| | - Olivia d’Aliberti
- Department of Mathematics and Statistics, Georgetown University, 3700 O St NW, Washington, DC 20007 USA
| | - Nikki Duong
- Department of Medicine, MedStar Georgetown University Hospital, 3800 Reservoir Rd, NW, Washington, DC 20007 USA
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Hoffert MM, Passalacqua KD, Haftka-George A, Abreu Lanfranco O, Martin RA. A Curriculum for Enhancing Physician Teaching Skills: The Value of Physician-Educator Partnerships. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2021; 8:23821205211032013. [PMID: 34377837 PMCID: PMC8323411 DOI: 10.1177/23821205211032013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/30/2021] [Accepted: 06/23/2021] [Indexed: 06/13/2023]
Abstract
Developing as a physician requires an enormous amount of complex training, and quality of instruction greatly affects training outcomes. But while physicians are expected to teach trainees within the clinic, they often do not receive formal training in effective instructional practices. Providing faculty development programs is one way that institutions can help physicians develop teaching skills, but these programs often are developed without the input of educational specialists and not based in educational theory. In this methodology paper, we describe a 5-module curriculum that was developed in a cross-disciplinary collaboration between instructional designers and physician faculty. By merging educational and medical expertise and using adult learning theory with the Charlotte-Danielson educational framework, an essentials for clinical teaching educational endorsement program (ECTEEP) was created as a feature of the institutional curriculum within a large, urban teaching hospital. Here we describe how the program was developed through a physician-educator partnership, outline the program's key content, and highlight essential aspects of successful implementation. The ECTEEP incorporates active learning approaches within an abbreviated format, distilling 5 critical aspects of effective teaching that are relevant to the clinical environment: cultural humility and safe learning environments, instruction practices for engaging learners, instruction and assessment strategies, receiving and giving feedback, and mentorship and coaching. A central feature of the program is that facilitators actively model the teaching behaviors they are conveying, which underscores the critical importance of facilitator preparation and skill. Our curriculum is offered here as a basic template for institutions that may want to establish a program for enhancing physician teaching skill.
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Affiliation(s)
- Mara M Hoffert
- Department of Graduate Medical
Education, Henry Ford Hospital, Detroit, MI, USA
| | - Karla D Passalacqua
- Department of Graduate Medical
Education, Henry Ford Hospital, Detroit, MI, USA
| | | | | | - Robert A Martin
- Department of Organizational
Leadership, Oakland University, Auburn Hills, MI, USA
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DeFoor MT, Moses MM, Flowers WJ, Sams RW. Medical student reflections: Chaplain shadowing as a model for compassionate care training. MEDICAL TEACHER 2021; 43:101-107. [PMID: 32981408 DOI: 10.1080/0142159x.2020.1817880] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
PURPOSE Training of compassionate and empathetic physicians requires commitment by educators to make it a priority. Chaplains typically have time and training to effectively demonstrate compassionate care in the clinical setting. This qualitative study aims to explore perceived benefits among medical students from pastoral care shadowing in integrating compassion and spirituality into education curricula. METHODS Sixty-four written reflections from first- and second-year medical students were collected from December 2018 to January 2020 after shadowing with hospital chaplains. Unprompted reflections were analyzed using coding networks. RESULTS Four major themes identified included (1) learned values within pastoral care, (2) learned roles of pastoral care in the healthcare setting, (3) practiced spiritual assessment tools and resource identification, and (4) reflected personal impact on future career. Within each major theme, three to four sub-themes were further identified. CONCLUSIONS Reflections support chaplain shadowing as a model for emphasizing spiritual and compassionate care through role-modeling, hands-on learning and reflective practices.
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Affiliation(s)
- Mikalyn T DeFoor
- School of Medicine, Medical College of Georgia at Augusta University, Augusta, GA, USA
- Center for Bioethics and Health Policy, Augusta University Health Systems, Augusta, GA, USA
| | - Mary M Moses
- School of Medicine, Medical College of Georgia at Augusta University, Augusta, GA, USA
- Center for Bioethics and Health Policy, Augusta University Health Systems, Augusta, GA, USA
| | - W Jeffery Flowers
- Center for Bioethics and Health Policy, Augusta University Health Systems, Augusta, GA, USA
- Department of Pastoral Care, Augusta University Health System, Augusta, GA, USA
| | - Richard W Sams
- Center for Bioethics and Health Policy, Augusta University Health Systems, Augusta, GA, USA
- Department of Family Medicine, Augusta University Health Systems, Augusta, GA, USA
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Eimer C, Duschek M, Jung AE, Zick G, Caliebe A, Lindner M, Weiler N, Elke G. Video-based, student tutor- versus faculty staff-led ultrasound course for medical students - a prospective randomized study. BMC MEDICAL EDUCATION 2020; 20:512. [PMID: 33327947 PMCID: PMC7741871 DOI: 10.1186/s12909-020-02431-8] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/28/2020] [Accepted: 12/07/2020] [Indexed: 05/04/2023]
Abstract
BACKGROUND Ultrasound education is propagated already during medical school due to its diagnostic importance. Courses are usually supervised by experienced faculty staff (FS) with patient bedside examinations or students among each other but often overbooked due to limited FS availability. To overcome this barrier, use of teaching videos may be advantageous. Likewise, peer teaching concepts solely with trained student tutors have shown to be feasible and effective. The aim was to evaluate 1) objective learning outcomes of a combined video-based, student-tutor (ViST) as compared to a FS-led course without media support, 2) acceptance and subjective learning success of the videos. METHODS Two ultrasound teaching videos for basic and advanced abdominal ultrasound (AU) and transthoracic echocardiography (TTE) were produced and six students trained as tutors. Fourth-year medical students (N = 96) were randomized to either the ViST- or FS course (6 students per tutor). Learning objectives were defined equally for both courses. Acquired practical basic and advanced ultrasound skills were tested in an objective structured clinical examination (OSCE) using modified validated scoring sheets with a maximum total score of 40 points. Acceptance and subjective learning success of both videos were evaluated by questionnaires based on Kirkpatrick's evaluation model with scale-rated closed and open questions. RESULTS 79 of 96 medical students completed the OSCE and 77 could be finally analyzed. There was no significant difference in the mean total point score of 31.3 in the ViST (N = 42) and 32.7 in the FS course (N = 35, P = 0.31) or in any of the examined basic or advanced ultrasound skill subtasks. Of the 42 ViST participants, 29 completed the AU and 27 the TTE video questionnaire. Acceptance and subjective learning success of both videos was rated positively in 14-52% and 48-88% of the rated responses to each category, respectively. Attendance of either the student or faculty tutor was deemed necessary in addition to the videos. CONCLUSIONS A ViST versus FS teaching concept was able to effectively teach undergraduate students in AU and TTE, albeit acceptance of the teaching videos alone was limited. However, the ViST concept has the potential to increase course availability and FS resource allocation.
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Affiliation(s)
- Christine Eimer
- Department of Anaesthesiology and Intensive Care Medicine, University Medical Center Schleswig-Holstein, Campus Kiel, Arnold-Heller-Str. 3 Haus R3, 24105, Kiel, Germany
| | - Max Duschek
- Department of Anaesthesiology and Intensive Care Medicine, University Medical Center Schleswig-Holstein, Campus Kiel, Arnold-Heller-Str. 3 Haus R3, 24105, Kiel, Germany
| | - Andreas Emanuel Jung
- Department of Anaesthesiology and Intensive Care Medicine, University Medical Center Schleswig-Holstein, Campus Kiel, Arnold-Heller-Str. 3 Haus R3, 24105, Kiel, Germany
| | - Günther Zick
- Department of Anaesthesiology and Intensive Care Medicine, University Medical Center Schleswig-Holstein, Campus Kiel, Arnold-Heller-Str. 3 Haus R3, 24105, Kiel, Germany
| | - Amke Caliebe
- Institute of Medical Informatics and Statistics, Christian-Albrechts-University Kiel, University Medical Center Schleswig-Holstein, Campus Kiel, 24105, Kiel, Germany
| | - Matthias Lindner
- Department of Anaesthesiology and Intensive Care Medicine, University Medical Center Schleswig-Holstein, Campus Kiel, Arnold-Heller-Str. 3 Haus R3, 24105, Kiel, Germany
| | - Norbert Weiler
- Department of Anaesthesiology and Intensive Care Medicine, University Medical Center Schleswig-Holstein, Campus Kiel, Arnold-Heller-Str. 3 Haus R3, 24105, Kiel, Germany
| | - Gunnar Elke
- Department of Anaesthesiology and Intensive Care Medicine, University Medical Center Schleswig-Holstein, Campus Kiel, Arnold-Heller-Str. 3 Haus R3, 24105, Kiel, Germany.
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Ward A, Stanulis R. Improving Medical Education Through Targeted Coaching. MEDICAL SCIENCE EDUCATOR 2020; 30:1255-1261. [PMID: 34457788 PMCID: PMC8368542 DOI: 10.1007/s40670-020-01002-2] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Medical education is shifting from a lecture-based teaching format toward an emphasis on active learning. Educators need support to build a collaborative learning environment where students interact with ideas and each other. In order to support medical educators who are new to teaching in the paradigm of active learning, we argue that targeted, educative coaching, rooted in educational theory, is needed. Coaching is a common practice in learning to teach and is not a new concept in medical education. What is new is targeted coaching situated within an assisted performance framework for the purpose of learning to teach effectively. Targeted coaching includes using coaching practices such as observing, debriefing, and co-planning in purposeful, educative ways. Assisted performance involves supporting the medical educator by identifying teaching skills to be learned, practicing those skills with support, and eventually preparing for unassisted performance. The purpose of this article is to describe a model of professional development that provides targeted support for medical teachers. In this paper, we outline a model of educator development and provide two stories of our model in practice, to further demonstrate how assisted performance and core coaching practices can be used together to impact teaching.
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Affiliation(s)
- Amy Ward
- College of Human Medicine, Michigan State University, East Lansing, MI USA
| | - Randi Stanulis
- College of Human Medicine, Michigan State University, East Lansing, MI USA
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Wood DB, Jordan J, Cooney R, Goldflam K, Bright L, Gottlieb M. Conference Didactic Planning and Structure: An Evidence-based Guide to Best Practices from the Council of Emergency Medicine Residency Directors. West J Emerg Med 2020; 21:999-1007. [PMID: 32726275 PMCID: PMC7390555 DOI: 10.5811/westjem.2020.5.46762] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/04/2020] [Accepted: 05/12/2020] [Indexed: 11/11/2022] Open
Abstract
Emergency medicine residency programs around the country develop didactic conferences to prepare residents for board exams and independent practice. To our knowledge, there is not currently an evidence-based set of guidelines for programs to follow to ensure maximal benefit of didactics for learners. This paper offers expert guidelines for didactic instruction from members of the Council of Emergency Medicine Residency Directors Best Practices Subcommittee, based on best available evidence. Programs can use these recommendations to further optimize their resident conference structure and content. Recommendations in this manuscript include best practices in formatting didactics, selection of facilitators and instructors, and duration of individual sessions. Authors also recommend following the Model of Clinical Practice of Emergency Medicine when developing content, while incorporating sessions dedicated to morbidity and mortality, research methodology, journal article review, administration, wellness, and professionalism.
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Affiliation(s)
- D Brian Wood
- St. Joseph's Medical Center, Department of Emergency Medicine, Stockton, California
| | - Jaime Jordan
- Ronald Reagan UCLA Medical Center, David Geffen School of Medicine, Department of Emergency Medicine, Los Angeles, California
| | - Rob Cooney
- Geisinger Commonwealth School of Medicine, Department of Emergency Medicine, Scranton, Pennsylvania
| | - Katja Goldflam
- Yale University, Department of Emergency Medicine, New Haven, Connecticut
| | - Leah Bright
- Johns Hopkins University, Department of Emergency Medicine, Baltimore, Maryland
| | - Michael Gottlieb
- Rush University Medical Center, Department of Emergency Medicine, Chicago, Illinois
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Foulds J, Burkle M, Sonnenberg LK. From Spark to Flame -- Radical Innovations from Cataclysmic Events in Medical Education. MEDEDPUBLISH 2020; 9:132. [PMID: 38073800 PMCID: PMC10702677 DOI: 10.15694/mep.2020.000132.1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/22/2023] Open
Abstract
This article was migrated. The article was marked as recommended. We all knew it was coming. We just didn't realize it would all come at once. No, we are not talking about the zombie apocalypse, but rather the emergence of virtual teaching and virtual healthcare delivery pervading every aspect of life as we now know it. In the context of COVID-19 and marked shifts in how and where we teach medical learners, the staggering number of new ideas, adaptations, and innovations has been inspiring. This game-changing pandemic is a spark, a lightning bolt if you will, that has created solutions, where previous barriers may have been in virtual teaching and healthcare provision. It is impossible to even consider going "back to normal", as they say. We believe the torrent of ideas and possibilities for medical education, brought by COVID-19, cannot and should not be stopped. We explore the nuances of virtual teaching and virtual care and seek readers to consider what their actionable frameshift can mean for medical education in their teaching realm moving forward. We believe that this is the time to innovate: the time to radically change our traditional medical education practices. To sustain these innovations, institutional support, participant buy-in, and assessment and outcome data will be invaluable to harness these new opportunities.
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Cultivating global health professionals: evaluation of a training course to develop international consulting service competence in China. GLOBAL HEALTH JOURNAL 2020. [DOI: 10.1016/j.glohj.2020.01.003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
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DeFoor MT, Chung Y, Zadinsky JK, Dowling J, Sams RW. An interprofessional cohort analysis of student interest in medical ethics education: a survey-based quantitative study. BMC Med Ethics 2020; 21:26. [PMID: 32268890 PMCID: PMC7140336 DOI: 10.1186/s12910-020-00468-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/07/2019] [Accepted: 03/20/2020] [Indexed: 11/25/2022] Open
Abstract
Background There is continued need for enhanced medical ethics education across the United States. In an effort to guide medical ethics education reform, we report the first interprofessional survey of a cohort of graduate medical, nursing and allied health professional students that examined perceived student need for more formalized medical ethics education and assessed preferences for teaching methods in a graduate level medical ethics curriculum. Methods In January 2018, following the successful implementation of a peer-led, grassroots medical ethics curriculum, student leaders under faculty guidance conducted a cross-sectional survey with 562 of 1357 responses received (41% overall response rate) among students enrolled in the School of Medicine, College of Nursing, Doctor of Physical Therapy and BS/(D) MD Professional Scholars programs at The Medical College of Georgia at Augusta University. An in person or web-based questionnaire was designed to measure perceived need for a more in-depth medical ethics curriculum. Results The majority of respondents were female (333, 59.3%), white (326, 58.0%) and mid-20s in age (340, 60.5%). Almost half of respondents (47%) reported no prior medical ethics exposure or training in their previous educational experience, while 60% of students across all degree programs reported an interest in more medical ethics education and 92% noted that an understanding of medical ethics was important to their future career. Over a quarter of students (28%) were interested in pursuing graduate-level training in medical ethics, with case-based discussions, small group peer settings and ethics guest lectures being the most desired teaching methods. Conclusions The future physician, nursing and physical therapist workforce in our medical community demonstrated an unmet need and strong interest for more formal medical ethics education within their current coursework. Grassroots student-driven curricular development and leadership in medical ethics can positively impact medical education. Subsequent integration of interprofessional training in medical ethics may serve as a vital curricular approach to improving the training of ethically competent healthcare professionals and overcoming the current hierarchical clinical silos.
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Affiliation(s)
- Mikalyn T DeFoor
- School of Medicine, Medical College of Georgia at Augusta University, Augusta, GA, 30909, USA.
| | - Yunmi Chung
- Institute of Public and Preventative Health, Augusta University, Augusta, GA, 30909, USA
| | | | - Jeffrey Dowling
- Augusta University Rehabilitation, Augusta, GA, 30909, USA.,Center for Bioethics and Health Policy, Medical College of Georgia at Augusta University, Augusta, GA, 30909, USA
| | - Richard W Sams
- Center for Bioethics and Health Policy, Medical College of Georgia at Augusta University, Augusta, GA, 30909, USA.,Department of Family Medicine, Medical College of Georgia at Augusta University, Augusta, GA, 30909, USA
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Joshi A, Pathak H, Badyal D. Using Autobiography a Pedagogical tool in Pharmacology: Traversing the Un-explored. MEDEDPUBLISH 2020; 9:63. [PMID: 38058887 PMCID: PMC10697585 DOI: 10.15694/mep.2020.000063.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/08/2023] Open
Abstract
This article was migrated. The article was marked as recommended. In today's era, medical teaching is becoming increasingly complex and challenging. Out of all subjects in the medical curriculum, Pharmacology is one of the major disciplines undergoing constant development and advancement. A strong foundation of pharmacological knowledge is needed to help students improve upon their understanding and thereby manage clinical conditions in a more effective manner. Unfortunately, Pharmacology is perceived as a dry and volatile subject by medical students. This calls for a need to explore various pedagogical tools at medical schools, so as to best identify methods effective for active learning. Efforts need to be directed towards the objective of making Pharmacology teaching interesting and learner-centered by formulating creative and innovative teaching-learning modules in and outside the classrooms. Learner-centered teaching can foster students' interest in the subject and contribute to knowledge acquisition as well as future application. In context to this, the current piece explores and addresses the application of "Autobiography of drugs" as one of the pedagogical tools in the subject of Pharmacology.
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Crisafio A, Cho SH. Impact of Varying Active Learning Time on Student Performance on a Standardized Exam in the Psychiatry Clerkship. ACADEMIC PSYCHIATRY : THE JOURNAL OF THE AMERICAN ASSOCIATION OF DIRECTORS OF PSYCHIATRIC RESIDENCY TRAINING AND THE ASSOCIATION FOR ACADEMIC PSYCHIATRY 2020; 44:196-199. [PMID: 31768923 DOI: 10.1007/s40596-019-01147-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/31/2019] [Accepted: 11/11/2019] [Indexed: 06/10/2023]
Abstract
OBJECTIVE As medical schools reform clinical curricula, an increasing amount of time is spent in active learning activities. The authors hypothesized that students who spent more time in active learning educational activities (e.g., team-based learning, small group activities, clinical simulation) would receive higher NBME Subject Exam scores compared to students with less. METHODS This cohort study included 518 students from 2014 to 2016 who completed at least six contiguous weeks of a psychiatry clerkship. Active learning time percent was calculated by dividing the amount of time in active learning by the total in-classroom time during the clerkship. Analysis was conducted using ANOVA and linear regression. RESULTS Analysis found that increasing the amount of active learning was not significantly associated with student scores on the NBME Subject Exam in psychiatry (F = 0.91, p = 0.402). However, when controlling for possible confounding variables (including clerkship length and order), clerkship order was a significant predictor of student performance (r = 0.19, β = 0.18, p < 0.0001); students who took the clerkship later in the academic year-and after the internal medicine rotation-performed significantly better on the exam. CONCLUSIONS This study found that increasing the amount of active learning did not improve student performance on the NBME Subject Exam in psychiatry. This study provides preliminary, but unexpected, evidence of interest to medical educators and curriculum reformers that increasing the amount of active learning is not significantly associated with improved student test performance.
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Nonaillada J. One Hospital's Call to Action: Preparing Faculty for a New Medical School. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2020; 40:199-202. [PMID: 32910625 DOI: 10.1097/ceh.0000000000000294] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
INTRODUCTION This is a single-site feasibility project where a new, 3-year medical school was created. To respond to emergent teaching preparedness and leadership readiness in new administrative roles, an educational series taught by clinical faculty and staff was offered at noontime. METHODS The series focused on administrative skills, teaching techniques, and student success. The curricular strategies employed were the menu approach for educational offerings and spiral sequencing of curricula. Faculty teaching preparedness and leadership readiness were measured by an electronic questionnaire devised by the author and contributors of this article. Descriptive statistics were conducted for outcomes. RESULTS Findings indicate noontime education using a menu approach of listed offerings and curricular themes spiraled was a feasible faculty development method for teaching preparedness and leadership readiness for new administrative roles. Specifically, faculty reported increased use of active learning strategies after attending the noontime educational series. CONCLUSIONS Next steps include longitudinal follow-up with our faculty participants to measure retention and sustainability of our findings, as well as additional instructional strategies that we could incorporate into future educational sessions.
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Affiliation(s)
- Jeannine Nonaillada
- Dr. Nonaillada: Assistant Dean, Faculty Development and Mentoring, Assistant Professor, Department of Medicine- Division of Geriatric Medicine and Department of Rehab Medicine, NYU Long Island School of Medicine, Mineola, NY
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Sullivan BT, DeFoor MT, Hwang B, Flowers WJ, Strong W. A Novel Peer-Directed Curriculum to Enhance Medical Ethics Training for Medical Students: A Single-Institution Experience. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2020; 7:2382120519899148. [PMID: 32030354 PMCID: PMC6977198 DOI: 10.1177/2382120519899148] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/19/2019] [Accepted: 12/10/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND The best pedagogical approach to teaching medical ethics is unknown and widely variable across medical school curricula in the United States. Active learning, reflective practice, informal discourse, and peer-led teaching methods have been widely supported as recent advances in medical education. Using a bottom-up teaching approach builds on medical trainees' own moral thinking and emotion to promote awareness and shared decision-making in navigating everyday ethical considerations confronted in the clinical setting. OBJECTIVE Our study objective was to outline our methodology of grassroots efforts in developing an innovative, student-derived longitudinal program to enhance teaching in medical ethics for interested medical students. METHODS Through the development of a 4-year interactive medical ethics curriculum, interested medical students were provided the opportunity to enhance their own moral and ethical identities in the clinical setting through a peer-derived longitudinal curriculum including the following components: lunch-and-learn didactic sessions, peer-facilitated ethics presentations, faculty-student mentorship sessions, student ethics committee discussions, hospital ethics committee and pastoral care shadowing, and an ethics capstone scholarly project. The curriculum places emphasis on small group narrative discussion and collaboration with peers and faculty mentors about ethical considerations in everyday clinical decision-making and provides an intellectual space to self-reflect, explore moral and professional values, and mature one's own professional communication skills. RESULTS The Leadership through Ethics (LTE) program is now in its fourth year with 14 faculty-clinician ethics facilitators and 65 active student participants on track for a distinction in medical ethics upon graduation. Early student narrative feedback showed recurrent themes on positive curricular components including (1) clinician mentorship is key, (2) peer discussion and reflection relatable to the wards is effective, and (3) hands-on and interactive clinical training adds value. As a result of the peer-driven initiative, the program has been awarded recognition as a graduate-level certification for sustainable expansion of the grassroots curriculum for trainees in the clinical setting. CONCLUSIONS Grassroots medical ethics education emphasizes experiential learning and peer-to-peer informal discourse of everyday ethical considerations in the health care setting. Student engagement in curricular development, reflective practice in clinical settings, and peer-assisted learning are strategies to enhance clinical ethics education. The Leadership through Ethics program augments and has the potential to transform traditional teaching methodology in bioethics education for motivated students by offering protected small group discussion time, a safe environment, and guidance from ethics facilitators to reflect on shared experiences in clinical ethics and to gain more robust, hands-on ethics training in the clinical setting.
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Affiliation(s)
- Brian T Sullivan
- Department of Orthopaedics, Johns Hopkins University, Baltimore, MD, USA
- School of Medicine, Medical College of Georgia, Augusta University, Augusta, GA, USA
| | - Mikalyn T DeFoor
- School of Medicine, Medical College of Georgia, Augusta University, Augusta, GA, USA
- Center for Bioethics and Health Policy, Medical College of Georgia, Augusta University, Augusta, GA, USA
| | - Brice Hwang
- School of Medicine, Medical College of Georgia, Augusta University, Augusta, GA, USA
- Department of Ophthalmology, School of Medicine, Georgetown University, Washington, DC, USA
| | - W Jeffrey Flowers
- Center for Bioethics and Health Policy, Medical College of Georgia, Augusta University, Augusta, GA, USA
| | - William Strong
- Center for Bioethics and Health Policy, Medical College of Georgia, Augusta University, Augusta, GA, USA
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Venkatesh S, Rao YK, Nagaraja H, Woolley T, Alele FO, Malau-Aduli BS. Factors Influencing Medical Students' Experiences and Satisfaction with Blended Integrated E-Learning. Med Princ Pract 2020; 29:396-402. [PMID: 31801145 PMCID: PMC7445668 DOI: 10.1159/000505210] [Citation(s) in RCA: 39] [Impact Index Per Article: 9.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/18/2019] [Accepted: 12/04/2019] [Indexed: 11/19/2022] Open
Abstract
OBJECTIVES Blended learning has been presented as a promising learner-centred model that emphasises the learning outcome rather than the process of education, but it can negatively affect learners' engagement with learning. SUBJECT AND METHODS Using a mixed-methods approach, this study aimed to determine the significant predictors of learning satisfaction and to evaluate the experiences of medical students with the different domains of an introduced blended integrated learning approach. RESULTS The survey was administered to 92 respondents with a mean age of 20.5 years. Male students had significantly higher computer self-efficacy and overall learner satisfaction ratings than their female counterparts. Multiple regression analysis showed that gender (student characteristics), performance expectations (cognitive factors), and learning climate (social environment) were predictors of the perceived satisfaction of learners. CONCLUSION Wider integration of blended learning into pre-clinical undergraduate medical education could enhance the shift towards competency-based education and life-long learning among medical students. However, effective implementation would depend largely on student characteristics, as well as environmental and cognitive components of the delivery method.
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Affiliation(s)
- Shashidhar Venkatesh
- Division of Tropical Health and Medicine, College of Medicine and Dentistry, James Cook University, Townsville, Queensland, Australia
| | | | - Haleagrahara Nagaraja
- Division of Tropical Health and Medicine, College of Medicine and Dentistry, James Cook University, Townsville, Queensland, Australia
| | - Torres Woolley
- Division of Tropical Health and Medicine, College of Medicine and Dentistry, James Cook University, Townsville, Queensland, Australia
| | - Faith O Alele
- Division of Tropical Health and Medicine, College of Medicine and Dentistry, James Cook University, Townsville, Queensland, Australia
| | - Bunmi S Malau-Aduli
- Division of Tropical Health and Medicine, College of Medicine and Dentistry, James Cook University, Townsville, Queensland, Australia,
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