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Marvanova M, Henkel PJ. Design, implementation, and evaluation of educational workshop on management of Parkinson's and Alzheimer's disease patients for third-year pharmacy students. CURRENTS IN PHARMACY TEACHING & LEARNING 2018; 10:1138-1148. [PMID: 30314551 DOI: 10.1016/j.cptl.2018.05.004] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/16/2017] [Revised: 02/19/2018] [Accepted: 05/10/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND AND PURPOSE Increasing aging populations in the United States means an increasing number of persons with Parkinson's disease (PD) and Alzheimer's disease (AD) requiring competent pharmaceutical care. The workshop was designed and implemented to integrate pharmacology and therapeutics in management of PD and AD, and evaluate efficacy of students' high-cognitive thinking, and self-rated knowledge improvement, confidence, and interest in the subject. EDUCATION ACTIVITY AND SETTING Third-year pharmacy students participated in a three-hour workshop comprised of a foundational knowledge quiz from pathophysiology, pharmacology and therapeutics, performance on high-cognitive thinking in clinical scenarios, and hands-on activities in pharmacology and therapeutics related to PD and AD care. Pre- and post-education, Likert-style questions assessed students' self-rated confidence, interest and knowledge improvement. Descriptive statistics, paired t-test, and chi-square analyses were performed using Stata 10.1 statistical software (College Station, TX: Stata Corp LP). FINDINGS Eighty-four of 93 students (90.3%) completed all workshop activities. Students' ability to apply knowledge in complex case mediation problems was not associated with performance on baseline quiz questions (Pearson r: 0.03-0.17). Completion of structured, hands-on active learning integrating clinical pharmacology and therapeutics had measurable immediate benefit solving high-cognitive order problems in clinical scenarios (p < 0.05). Hands-on activity also increased mean self-rated confidence (p < 0.01). Students (85.6%) reported knowledge improved "somewhat" or "very much" after the activity. Mean scores before and after hands-on activity were not associated with interest in the topic. SUMMARY Structured, hands-on workshops can aid comprehension of taught/lectured material and its application to PD and AD, and is a way for instructors to close gaps between didactic lecture and clinical practice.
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Affiliation(s)
- Marketa Marvanova
- Department of Pharmacy Practice, Chicago State University College of Pharmacy, 9501 S. King Drive/Douglas Hall, Chicago, IL 60628, United States.
| | - Paul Jacob Henkel
- Department of Geographical and Historical Studies, University of Eastern Finland, P.O. Box 111, Joensuu FI-80101, Finland
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Dong H, Sherer R, Lio J, Jiang I, Cooper B. Twelve tips for using clinical cases to teach medical ethics. MEDICAL TEACHER 2018; 40:633-638. [PMID: 29058565 DOI: 10.1080/0142159x.2017.1390218] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
The essential role of clinical case discussions in the teaching of medical ethics is well recognized. Based upon published literature and the authors' curricular development experience, the following 12 tips cover all major aspects of the case method for teaching clinical ethics and offer practical suggestions for designing and conducting case discussions.
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Affiliation(s)
- Hongmei Dong
- a Department of Medicine , University of Chicago , Chicago , IL , USA
| | - Renslow Sherer
- a Department of Medicine , University of Chicago , Chicago , IL , USA
| | - Jon Lio
- a Department of Medicine , University of Chicago , Chicago , IL , USA
| | - Ivy Jiang
- a Department of Medicine , University of Chicago , Chicago , IL , USA
| | - Brian Cooper
- a Department of Medicine , University of Chicago , Chicago , IL , USA
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Gao S, Wang Y, Jiang B, Fu Y. Application of problem-based learning in instrumental analysis teaching at Northeast Agricultural University. Anal Bioanal Chem 2018; 410:3621-3627. [PMID: 29651529 DOI: 10.1007/s00216-018-1025-7] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Affiliation(s)
- Shuang Gao
- College of Science, Northeast Agricultural University, Harbin, China
| | - Yuxin Wang
- College of Science, Northeast Agricultural University, Harbin, China
| | - Bin Jiang
- College of Science, Northeast Agricultural University, Harbin, China
| | - Ying Fu
- College of Science, Northeast Agricultural University, Harbin, China.
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Gao ZH. Chairing an academic pathology department: challenges and opportunities. J Clin Pathol 2018; 72:206-212. [PMID: 29705737 DOI: 10.1136/jclinpath-2017-204963] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2017] [Revised: 02/08/2018] [Accepted: 04/10/2018] [Indexed: 11/04/2022]
Abstract
Understanding the heterogeneity of departmental structure, service model and job descriptions for different pathology chairs, this review highlights some common challenges and opportunities facing most pathology chairs in academic institutions. The review is divided into three sections: clinical service, academic development and administration. The views and insights from this review may provide guidance to new chairs and emerging leaders in pathology and other relevant specialties.
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Affiliation(s)
- Zu-Hua Gao
- Department of Pathology, McGill University, Montreal, Quebec, Canada
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Nafea ET, Dennick R. Clinical reasoning skills in final-year dental students: A qualitative cross-curricula comparison. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2018; 22:101-108. [PMID: 28332283 DOI: 10.1111/eje.12256] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/21/2016] [Indexed: 06/06/2023]
Abstract
AIMS The aim of this research was to explore the perceptions of undergraduate dental students regarding clinical reasoning skills and also discover the influences of different curriculum designs on the acquisition of these skills by students. METHODS Eighteen final-year students from three different dental schools with varied curricula and cultures participated in the current research. The research used qualitative methodology. The study took place in 2013-2014. Interviews captured the participants' own understanding of clinical reasoning and its acquisition plus they "talked through" a clinical problem using a "think-aloud" technique. Thematic analysis was used to analyse the transcripts of the recorded interviews. Results obtained were related to curriculum structure. RESULTS Unfamiliarity with the term clinical reasoning was common in students. Students from different schools used different strategies to reason when discussing clinical vignettes. Clinical reasoning process was dominated by pattern recognition. Students' behaviours seemed to be influenced by cultural factors. CONCLUSIONS This research contributes to a greater understanding of how students learn, understand and apply dental clinical reasoning which will improve educational practices in the future.
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Affiliation(s)
- E T Nafea
- Medical Education in the Dental School, Taibah University, Madinah, Saudi Arabia
| | - R Dennick
- Medical Education in the School of Medicine, University of Nottingham, Nottingham, UK
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Brandl K, Mandel J. What else is happening? A more holistic view of programme evaluation. MEDICAL EDUCATION 2018; 52:352-354. [PMID: 29574961 DOI: 10.1111/medu.13524] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
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Corell A, Regueras LM, Verdú E, Verdú MJ, de Castro JP. Effects of competitive learning tools on medical students: A case study. PLoS One 2018. [PMID: 29518123 PMCID: PMC5843339 DOI: 10.1371/journal.pone.0194096] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
Abstract
Objective Competitive learning techniques are being successfully used in courses of different disciplines. However, there is still a significant gap in analyzing their effects in medical students competing individually. The authors conducted this study to assess the effectiveness of the use of a competitive learning tool on the academic achievement and satisfaction of medical students. Methods The authors collected data from a Human Immunology course in medical students (n = 285) and conducted a nonrandomized (quasi-experimental) control group pretest-posttest design. They used the Mann-Whitney U-test to measure the strength of the association between two variables and to compare the two student groups. Results The improvement and academic outcomes of the experimental group students were significantly higher than those of the control group students. The students using the competitive learning tool had better academic performance, and they were satisfied with this type of learning. The study, however, had some limitations. The authors did not make a random assignment to the control and experimental groups and the groups were not completely homogenous. Conclusion The use of competitive learning techniques motivates medical students, improves their academic outcomes and may foster the cooperation among students and provide a pleasant classroom environment. The authors are planning further studies with a more complete evaluation of cognitive learning styles or incorporating chronometry as well as team-competition.
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Affiliation(s)
- Alfredo Corell
- School of Medicine, Universidad de Valladolid, Valladolid, Spain
| | - Luisa M. Regueras
- Higher Technical School of Telecommunications Engineering (ETSIT), Universidad de Valladolid, Valladolid, Spain
- * E-mail:
| | - Elena Verdú
- School of Engineering and Technology, Universidad Internacional de La Rioja, Logroño, Spain
| | - María J. Verdú
- Higher Technical School of Telecommunications Engineering (ETSIT), Universidad de Valladolid, Valladolid, Spain
| | - Juan P. de Castro
- Higher Technical School of Telecommunications Engineering (ETSIT), Universidad de Valladolid, Valladolid, Spain
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Triepels CPR, Koppes DM, Van Kuijk SMJ, Popeijus HE, Lamers WH, van Gorp T, Futterer JJ, Kruitwagen RFPM, Notten KJB. Medical students' perspective on training in anatomy. Ann Anat 2018; 217:60-65. [PMID: 29501634 DOI: 10.1016/j.aanat.2018.01.006] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2017] [Revised: 01/02/2018] [Accepted: 01/23/2018] [Indexed: 11/17/2022]
Abstract
Gaining sufficient knowledge of anatomy is an important part of medical education. Factors that influence how well students learn anatomical structures include available sources, learning time and study assistance. This study explores the attitude of medical students with regard to studying anatomy and evaluates possibilities for improvement of training in anatomy. Twenty medical students participated in a focus group meeting. Based on this focus group, an online survey consisting of 27 questions was developed and distributed amongst medical students of Maastricht University, the Netherlands. A total of 495 medical students (both Bachelor and Master level) participated in this survey. Master students found studying anatomy less attractive than Bachelor students (36.8% of the Master students vs. 47.9% of the Bachelor students (p=.024)). Although most students responded that they thought it is important to study anatomy, 48% of all students studied anatomy less than 10h per study block of 8 weeks. Only 47.9% of the students rated their knowledge of anatomy as adequate. Students suggested that three-dimensional techniques would help improve their knowledge of anatomy. Therefore investing in three-dimensional tools could prove beneficial in the future.
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Affiliation(s)
- C P R Triepels
- Department of Obstetrics and Gynaecology, Maastricht University Medical Centre(+), The Netherlands.
| | - D M Koppes
- Department of Obstetrics and Gynaecology, Maastricht University Medical Centre(+), The Netherlands
| | - S M J Van Kuijk
- Department of Clinical Epidemiology and Medical Technology Assessment, Maastricht University Medical Centre(+), Maastricht, The Netherlands
| | - H E Popeijus
- Department of Human Biology, Maastricht University, The Netherlands
| | - W H Lamers
- Department of Anatomy and Embryology, Maastricht University, The Netherlands
| | - T van Gorp
- Department of Obstetrics and Gynaecology, Maastricht University Medical Centre(+), The Netherlands; GROW - School for Oncology and Developmental Biology, Maastricht University Medical Centre(+), Maastricht, The Netherlands
| | - J J Futterer
- Department of Radiology and Nuclear Medicine, Radboud UMC, Nijmegen, The Netherlands
| | - R F P M Kruitwagen
- Department of Obstetrics and Gynaecology, Maastricht University Medical Centre(+), The Netherlands; GROW - School for Oncology and Developmental Biology, Maastricht University Medical Centre(+), Maastricht, The Netherlands
| | - K J B Notten
- Department of Obstetrics and Gynaecology, Maastricht University Medical Centre(+), The Netherlands; GROW - School for Oncology and Developmental Biology, Maastricht University Medical Centre(+), Maastricht, The Netherlands
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Berkhout JJ, Helmich E, Teunissen PW, van der Vleuten CPM, Jaarsma ADC. Context matters when striving to promote active and lifelong learning in medical education. MEDICAL EDUCATION 2018; 52:34-44. [PMID: 28984375 DOI: 10.1111/medu.13463] [Citation(s) in RCA: 63] [Impact Index Per Article: 10.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/26/2017] [Revised: 04/05/2017] [Accepted: 08/14/2017] [Indexed: 05/11/2023]
Abstract
UNLABELLED WHERE DO WE STAND NOW?: In the 30 years that have passed since The Edinburgh Declaration on Medical Education, we have made tremendous progress in research on fostering 'self-directed and independent study' as propagated in this declaration, of which one prime example is research carried out on problem-based learning. However, a large portion of medical education happens outside of classrooms, in authentic clinical contexts. Therefore, this article discusses recent developments in research regarding fostering active learning in clinical contexts. SELF-REGULATED, LIFELONG LEARNING IN MEDICAL EDUCATION Clinical contexts are much more complex and flexible than classrooms, and therefore require a modified approach when fostering active learning. Recent efforts have been increasingly focused on understanding the more complex subject of supporting active learning in clinical contexts. One way of doing this is by using theory regarding self-regulated learning (SRL), as well as situated learning, workplace affordances, self-determination theory and achievement goal theory. Combining these different perspectives provides a holistic view of active learning in clinical contexts. ENTRY TO PRACTICE, VOCATIONAL TRAINING AND CONTINUING PROFESSIONAL DEVELOPMENT: Research on SRL in clinical contexts has mostly focused on the undergraduate setting, showing that active learning in clinical contexts requires not only proficiency in metacognition and SRL, but also in reactive, opportunistic learning. These studies have also made us aware of the large influence one's social environment has on SRL, the importance of professional relationships for learners, and the role of identity development in learning in clinical contexts. Additionally, research regarding postgraduate lifelong learning also highlights the importance of learners interacting about learning in clinical contexts, as well as the difficulties that clinical contexts may pose for lifelong learning. However, stimulating self-regulated learning in undergraduate medical education may also make postgraduate lifelong learning easier for learners in clinical contexts.
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Affiliation(s)
- Joris J Berkhout
- Center for Evidence-Based Education, Academic Medical Center (AMC-UvA), University of Amsterdam, Amsterdam, The Netherlands
| | - Esther Helmich
- Center for Research and Innovation in Medical Education, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
| | - Pim W Teunissen
- Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
- Department of Obstetrics and Gynecology, VU University Medical Center, VU University Amsterdam, Amsterdam, The Netherlands
| | - Cees P M van der Vleuten
- Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
| | - A Debbie C Jaarsma
- Center for Research and Innovation in Medical Education, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
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Rangel JC, Cartmill C, Martimianakis MA, Kuper A, Whitehead CR. In search of educational efficiency: 30 years of Medical Education's top-cited articles. MEDICAL EDUCATION 2017; 51:918-934. [PMID: 28612400 DOI: 10.1111/medu.13349] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/14/2016] [Revised: 10/20/2016] [Accepted: 03/16/2017] [Indexed: 06/07/2023]
Abstract
CONTEXT Academic journals represent shared spaces wherein the significance of thematic areas, methodologies and paradigms are debated and shaped through collective engagement. By studying journals in their historical and cultural contexts, the academic community can gain insight into the ways in which authors and audiences propose, develop, harness, revise and discard research subjects, methodologies and practices. METHODS Thirty top-cited articles published in Medical Education between 1986 and 2014 were analysed in a two-step process. First, a descriptive classification of articles allowed us to quantify the frequency of content areas over the time span studied. Secondly, a discourse analysis was conducted to identify the continuities, disruptions and tensions within the three most prominent content areas. RESULTS The top-cited articles in Medical Education focused on three major areas of interest: problem-based learning, simulation and assessment. In each of these areas of interest, we noted a tension between the desire to produce and apply standardised tools, and the recognition that the contexts of medical education are highly variable and influenced by political and financial considerations. The general preoccupation with achieving efficiency may paradoxically jeopardise the ability of medical schools to address the contextual needs of students, teachers and patients. CONCLUSIONS Understanding the topics of interest for a journal's scholarly audience and how these topics are discursively positioned, provides important information for researchers in deciding how they wish to engage with the field, as well as for educators as they assess the relevance of educational products for their local contexts.
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Affiliation(s)
- J Cristian Rangel
- Department of Sociology, University of Toronto, Toronto, Ontario, Canada
- The Wilson Centre, University Health Network, Toronto, Ontario, Canada
| | - Carrie Cartmill
- The Wilson Centre, University Health Network, Toronto, Ontario, Canada
| | - Maria Athina Martimianakis
- The Wilson Centre, University Health Network, Toronto, Ontario, Canada
- Department of Paediatrics, Faculty of Medicine, University of Toronto at SickKids Hospital, Toronto, Ontario, Canada
| | - Ayelet Kuper
- The Wilson Centre, University Health Network, Toronto, Ontario, Canada
- Department of Medicine, Sunnybrook Health Sciences, Toronto, Ontario, Canada
- Department of Medicine, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Cynthia R Whitehead
- The Wilson Centre, University Health Network, Toronto, Ontario, Canada
- Department of Family & Community Medicine, Faculty of Medicine, University of Toronto
- Department of Family & Community Medicine, Women's College Hospital, Toronto, Ontario, Canada
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Adler MS, Gallian DMC. Escola médica e Sistema Único de Saúde (SUS): criação do curso de medicina da Universidade Federal de São Carlos, SP, Brasil (UFSCar) sob perspectiva de docentes e estudantes. INTERFACE - COMUNICAÇÃO, SAÚDE, EDUCAÇÃO 2017. [DOI: 10.1590/1807-57622015.0455] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
Abstract
A Universidade Federal de São Carlos (UFSCar) implantou seu curso de Medicina em 2006, com currículo baseado em competências e aprendizado prático integrado ao SUS. O objetivo deste trabalho é apresentar uma pesquisa com docentes e graduandos da Primeira Turma da Medicina-UFSCar, realizada por meio da metodologia da História Oral de Vida. As narrativas indicam que o currículo favoreceu o desenvolvimento de competências como: capacidade de busca, pensamento crítico-reflexivo e autogerenciamento do aprendizado, apesar de relatos sobre deficiências em infraestrutura. A prática integrada ao SUS, especialmente nas Unidades de Saúde da Família, aprimorou as dimensões intelectivas, relacionais e afetivas do cuidado, favorecendo a autonomia profissional.
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Postma TC, White JG. Students' perceptions of vertical and horizontal integration in a discipline-based dental school. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2017; 21:101-107. [PMID: 26801357 DOI: 10.1111/eje.12186] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/16/2015] [Indexed: 06/05/2023]
Abstract
INTRODUCTION Integration is a key concern in discipline-based undergraduate dental curricula. Therefore, this study compared feedback on integration from students who participated in different instructional designs in a Comprehensive Patient Care course. METHODS The study was conducted at the University of Pretoria (2009-2011). Third-year cohorts (Cohorts A, B and C) participated in pre-clinical case-based learning, whilst fourth-year cohorts (Cohorts D and E) received didactic teaching in Comprehensive Patient Care. Cohorts A, D and E practised clinical Comprehensive Patient Care in a discipline-based clinic. Cohort B conducted their Comprehensive Patient Care patient examinations in a dedicated facility supervised by dedicated faculty responsible to teach integration. Students had to indicate on visual analogue scales whether the way they were taught at the school helped them to integrate knowledge from the same (horizontal integration) and preceding (vertical integration) year of study. The end-points of the scales were defined as 'definitely' and 'not at all'. Analysis of variance (ANOVA) was employed to measure the differences between cohorts according to the year of study. RESULTS Third-year case-based learning cohorts rated the horizontal integration close to 80/100 and vertical integration ranging from 64 to 71/100. In year four, Cohort B rated vertical and horizontal integration 9-15% higher (ANOVA, P < 0.05) than Cohorts A and D. In year five, Cohort A rated vertical and horizontal integration 11-18% higher (ANOVA, P < 0.05) than Cohorts D and E. CONCLUSION Pre-clinical case-based learning and Comprehensive Patient Care supervised by dedicated faculty were associated with more favourable perceptions about integration in the discipline-based undergraduate dental curriculum.
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Affiliation(s)
- T C Postma
- Dental Management Sciences, University of Pretoria, Pretoria, South Africa
| | - J G White
- Dental Management Sciences, University of Pretoria, Pretoria, South Africa
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Azer SA. Top-Cited Articles in Problem-Based Learning: A Bibliometric Analysis and Quality of Evidence Assessment. J Dent Educ 2017; 81:458-478. [PMID: 28365611 DOI: 10.21815/jde.016.011] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2016] [Accepted: 08/13/2016] [Indexed: 12/12/2022]
Abstract
The aims of this study were to identify characteristics of the top-cited articles in problem-based learning (PBL) and assess the quality of evidence provided by these articles. The most frequently cited articles on PBL were searched in April 2015 in the Science Citation Index Expanded database (List A) and Google Scholar database (List B). Eligible articles identified were reviewed for key characteristics. The Oxford Centre for Evidence-Based Medicine guidelines were used in assessing the level of evidence. The number of citations varied (62 to 923 on List A and 218 to 2,859 on List B). Countries that contributed the majority of articles in both lists were the United States, Netherlands, United Kingdom, and Canada. No significant correlations were found between number of citations and number of years since published (p=0.451), number of authors (p=0.144), females in authorship (p=0.189), non-medical authors (p=0.869), number of institutions (p=0.452), and number of grants (p=0.143), but a strong correlation was found with number of countries involved (p=0.007). Application of the Oxford hierarchy of evidence showed that 36 articles were at levels 4 and 5 of evidence. This study found that research articles represented approximately one-third of PBL articles assessed and reported mainly on questionnaire-based studies. The most highly cited articles occupied top-ranking positions in the journals in which they were published. The lower level of evidence observed in most top-cited articles may reflect the significance of innovative ideas or content of these articles. These findings have implications for dental educators and dental researchers.
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Affiliation(s)
- Samy A Azer
- Dr. Azer is Professor of Medical Education and Chair of Curriculum Development and Research Unit, College of Medicine, King Saud University, Riyadh, Saudi Arabia.
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Bolander Laksov K, Dornan T, Teunissen PW. Making theory explicit - An analysis of how medical education research(ers) describe how they connect to theory. BMC MEDICAL EDUCATION 2017; 17:18. [PMID: 28103854 PMCID: PMC5248446 DOI: 10.1186/s12909-016-0848-1] [Citation(s) in RCA: 29] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/06/2016] [Accepted: 12/15/2016] [Indexed: 05/13/2023]
Abstract
BACKGROUND As medical education develops into a varied and well-developed field of research, the issue of quality research anchored in or generating theory has gained increasing importance. Medical education researchers have been criticized of not connecting their work to relevant theory. This paper set out to analyse how researchers can connect to theory in medical education. The goal of this paper is to provide an accessible framework for those entering medical education research, regarding how theory may become an integral part of one's work. METHODS Fifteen purposefully selected researchers in medical education were asked to nominate papers they considered influential in medical education. Through this process 41 papers were identified and included in the study. RESULTS The papers were analysed with thematic content analysis, which resulted in three approaches to the use of theory: as close-up exploration; as a specific perspective; and as an overview. The approaches are exemplified by quotes from the papers included in our dataset and further illuminated by a metaphoric story. CONCLUSIONS We conclude by pointing at the importance of making explicit how theory is used in medical education as a way to collaboratively take responsibility for the quality of medical education research.
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Affiliation(s)
- Klara Bolander Laksov
- Department of Learning, Informatics, Management and Ethics (LIME), Karolinska Institutet, Stockholm, Sweden
- Department of Education, Centre for the Advancement of University Teaching, Stockholm University, Stockholm, Sweden
| | - Tim Dornan
- Dentistry and Biomedical Sciences, School of Medicine, Queen’s University Belfast, Belfast, UK
- School of Health Professions Education (SHE), Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, NL Netherlands
| | - Pim W. Teunissen
- School of Health Professions Education (SHE), Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, NL Netherlands
- Department of Obstetrics & Gynecology, Gynaecologist at VU University Medical Center, Amsterdam, The Netherlands
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Barello S, Graffigna G, Pitacco G, Mislej M, Cortale M, Provenzi L. An Educational Intervention to Train Professional Nurses in Promoting Patient Engagement: A Pilot Feasibility Study. Front Psychol 2017; 7:2020. [PMID: 28119644 PMCID: PMC5222845 DOI: 10.3389/fpsyg.2016.02020] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2016] [Accepted: 12/12/2016] [Indexed: 11/18/2022] Open
Abstract
Introduction: Growing evidence recognizes that patients who are motivated to take an active role in their care can experience a range of health benefits and reduced healthcare costs. Nurses play a critical role in the effort to make patients fully engaged in their disease management. Trainings devoted to increase nurses' skills and knowledge to assess and promote patient engagement are today a medical education priority. To address this goal, we developed a program of nurse education training in patient engagement strategies (NET-PES). This paper presents pilot feasibility study and preliminary participants outcomes for NET-PES. Methods: This is a pilot feasibility study of a 2-session program on patient engagement designed to improve professional nurses' ability to engage chronic patients in their medical journey; the training mainly focused on passing patient engagement assessment skills to clinicians as a crucial mean to improve care experience. A pre-post pilot evaluation of NET-PES included 46 nurses working with chronic conditions. A course specific competence test has been developed and validated to measure patient engagement skills. The design included self-report questionnaire completed before and after the training for evaluation purposes. Participants met in a large group for didactic presentations and then they were split into small groups in which they used role-play and case discussion to reflect upon the value of patient engagement measurement in relation to difficult cases from own practice. Results: Forty-six nurses participated in the training program. The satisfaction questionnaire showed that the program met the educational objectives and was considered to be useful and relevant by the participants. Results demonstrated changes on clinicians' attitudes and skills in promoting engagement. Moreover, practitioners demonstrated increases on confidence regarding their ability to support their patients' engagement in the care process. Conclusions: Learning programs teaching nurses about patient engagement strategies and assessment measures in clinical practice are key in supporting the realization of patient engagement in healthcare. Training nurses in this area is feasible and accepted and might have an impact on their ability to engage patients in the chronic care journey. Due to the limitation of the research design, further research is needed to assess the effectiveness of such a program and to verify if the benefits envisaged in this pilot are maintained on a long-term perspective and to test results by employing a randomized control study design.
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Affiliation(s)
- Serena Barello
- Department of Psychology, Università Cattolica del Sacro CuoreMilan, Italy
| | | | - Giuliana Pitacco
- Azienda Sanitaria Universitaria Integrata di TriesteTrieste, Italy
| | - Maila Mislej
- Azienda Sanitaria Universitaria Integrata di TriesteTrieste, Italy
| | - Maurizio Cortale
- Azienda Sanitaria Universitaria Integrata di TriesteTrieste, Italy
| | - Livio Provenzi
- 0-3 Center for the at-Risk Infant - Istituto di Ricovero e Cura a Carattere Scientifico (IRCCS) Eugenio MedeaBosisio Parini, Italy
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Li SX, Pinto-Powell R. Revisiting the merits of a mandatory large group classroom learning format: an MD-MBA perspective. MEDICAL EDUCATION ONLINE 2017; 22:1396174. [PMID: 29081263 PMCID: PMC5678447 DOI: 10.1080/10872981.2017.1396174] [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: 07/24/2017] [Accepted: 10/17/2017] [Indexed: 06/07/2023]
Abstract
The role of classroom learning in medical education is rapidly changing. To promote active learning and reduce student stress, medical schools have adopted policies such as pass/fail curriculums and recorded lectures. These policies along with the rising importance of the USMLE (United States Medical Licensing Examination) exams have made asynchronous learning popular to the detriment of classroom learning. In contrast to this model, modern day business schools employ mandatory large group classes with assigned seating and cold-calling. Despite similar student demographics, medical and business schools have adopted vastly different approaches to the classroom. When examining the classroom dynamic at business schools with mandatory classes, it is evident that there's an abundance of engaging discourse and peer learning objectives that medical schools share. Mandatory classes leverage the network effect just like social media forums such as Facebook and Twitter. That is, the value of a classroom discussion increases when more students are present to participate. At a time when students are savvy consumers of knowledge, the classroom is competing against an explosion of study aids dedicated to USMLE preparation. Certainly, the purpose of medical school is not solely about the efficient transfer of knowledge - but to train authentic, competent, and complete physicians. To accomplish this, we must promote the inimitable and deeply personal interactions amongst faculty and students. When viewed through this lens, mandatory classes might just be a way for medical schools to leverage their competitive advantage in educating the complete physician.
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Affiliation(s)
- Shawn X. Li
- Dartmouth Geisel School of Medicine, Hanover, NH, USA
- Dartmouth Tuck School of Business, Hanover, NH, USA
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Addae JI, Sahu P, Sa B. The relationship between the monitored performance of tutors and students at PBL tutorials and the marked hypotheses generated by students in a hybrid curriculum. MEDICAL EDUCATION ONLINE 2017; 22:1270626. [PMID: 28178915 PMCID: PMC5328341 DOI: 10.1080/10872981.2017.1270626] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/15/2016] [Accepted: 11/23/2016] [Indexed: 06/01/2023]
Abstract
INTRODUCTION There have been a number of published studies examining the link between the effectiveness of the problem-based learning (PBL) process and students' performance in examinations. In a hybrid PBL/lectures curriculum, the results of such studies are of limited use because of the difficulty in dissociating the knowledge gained at lectures from that gained through PBL-related activities. Hence, the objectives of this study were: (1) to develop an instrument to measure the performance of tutors and students at PBL tutorials, and (2) to explore the contribution of such performances to the marks attained by students from the hypotheses generated at PBL tutorials. METHODS A monitoring instrument for assessing the performances of non-expert tutors and students at tutorials was developed and validated using principal component analysis and reliability analysis. Also, a rubric was formulated to enable a content expert to assign marks to the quality of hypotheses generated. RESULTS The monitoring instrument was found to be valid and reliable. There was a significant correlation between the performance of tutors at tutorials and hypotheses marks. In contrast, there was no significant correlation between the performance of students and hypotheses marks. DISCUSSION The monitoring instrument is a useful tool for improving the PBL process, especially where the medical programme depends on non-expert PBL tutors. In addition to ensuring good PBL processes, it is important that students achieve the desired output at PBL tutorials by producing hypotheses that help them understand the basic sciences underlying the clinical cases. The latter is achieved by the use of an open-ended rubric by a subject expert to assign marks to the hypotheses, a method that also provides additional motivation to students to develop relevant and detailed hypotheses.
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Affiliation(s)
- Jonas I. Addae
- Department of Preclinical Sciences, University of the West Indies, St. Augustine, Trinidad & Tobago
| | - Pradeep Sahu
- Centre for Medical Sciences Education, Faculty of Medical Sciences, University of the West Indies, St. Augustine, Trinidad & Tobago
| | - Bidyadhar Sa
- Centre for Medical Sciences Education, Faculty of Medical Sciences, University of the West Indies, St. Augustine, Trinidad & Tobago
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McRae RJ. Oncology Education in Medical Schools: Towards an Approach that Reflects Australia's Health Care Needs. JOURNAL OF CANCER EDUCATION : THE OFFICIAL JOURNAL OF THE AMERICAN ASSOCIATION FOR CANCER EDUCATION 2016; 31:621-625. [PMID: 27470325 DOI: 10.1007/s13187-016-1088-0] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
Cancer has recently overtaken heart disease to become the number 1 cause of mortality both globally and in Australia. As such, adequate oncology education must be an integral component of medical school if students are to achieve learning outcomes that meet the needs of the population. The aim of this review is to evaluate the current state of undergraduate oncology education and identify how Australian medical schools can improve oncology learning outcomes for students and, by derivative, improve healthcare outcomes for Australians with cancer. The review shows that oncology is generally not well represented in medical school curricula, that few medical schools offer mandatory oncology or palliative care rotations, and that junior doctors are exhibiting declining oncology knowledge and skills. To address these issues, Australian medical schools should implement the Oncology Education Committee's Ideal Oncology Curriculum, enact mandatory oncology and palliative care clinical rotations for students, and in doing so, appreciate the importance of students' differing approaches to learning.
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Affiliation(s)
- Robert J McRae
- School of Medicine, University of Notre Dame, Sydney, Australia.
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Reeves S, Mann LS, Caunce M, Beecraft S, Living R, Conway M. Understanding the Effects of Problem-Based Learning on Practice: Findings from a Survey of Newly Qualified Occupational Therapists. Br J Occup Ther 2016. [DOI: 10.1177/030802260406700707] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
This report presents the findings from a postal survey of five cohorts of graduates who successfully completed a 2-year accelerated problem-based postgraduate diploma in occupational therapy. The study aimed to elicit the graduates' views of how problem-based learning (PBL) had affected their professional practice 8 months after qualification. It was found that the majority of the graduates considered PBL to have equipped them well for their entry to clinical practice. Specifically, it was felt that PBL had made a positive contribution to their problem-solving and teamworking abilities and their clinical knowledge and skills. However, it was also found that some of the graduates were more sceptical about the effects of PBL. For this group, PBL was viewed as having had a limited effect on their abilities, knowledge and skills. The findings are discussed before conclusions and the implications for pre-qualification occupational therapy education are presented.
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Abstract
A partir da teoria sociointeracionista da educação e da trajetória das práticas pedagógicas nas sociedades ocidentais, o artigo apresenta a espiral construtivista como uma metodologia ativa de ensino-aprendizagem. Discute as origens e a utilização de metodologias ativas no ensino superior, focalizando: a aprendizagem baseada em problemas, a metodologia da problematização, o método científico e o uso de narrativas, simulações ou atuações em cenários reais de prática. A exploração da espiral construtivista, de acordo com os movimentos: “identificando problemas”; “formulando explicações”; “elaborando questões”; “construindo novos significados”; “avaliando processo e produtos”, destaca semelhanças e diferenças em relação às metodologias ativas focalizadas. Para além dos aspectos metodológicos envolvidos, a intencionalidade educacional na utilização da espiral construtivista é explicitada pela natureza dos disparadores de aprendizagem utilizados e pelo sentido transformador da realidade derivado da postura crítica e reflexiva na interação do “sujeito” e “objeto”.
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Wu B, Wang M, Grotzer TA, Liu J, Johnson JM. Visualizing complex processes using a cognitive-mapping tool to support the learning of clinical reasoning. BMC MEDICAL EDUCATION 2016; 16:216. [PMID: 27549130 PMCID: PMC4994325 DOI: 10.1186/s12909-016-0734-x] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/10/2016] [Accepted: 08/10/2016] [Indexed: 05/21/2023]
Abstract
BACKGROUND Practical experience with clinical cases has played an important role in supporting the learning of clinical reasoning. However, learning through practical experience involves complex processes difficult to be captured by students. This study aimed to examine the effects of a computer-based cognitive-mapping approach that helps students to externalize the reasoning process and the knowledge underlying the reasoning process when they work with clinical cases. A comparison between the cognitive-mapping approach and the verbal-text approach was made by analyzing their effects on learning outcomes. METHODS Fifty-two third-year or higher students from two medical schools participated in the study. Students in the experimental group used the computer-base cognitive-mapping approach, while the control group used the verbal-text approach, to make sense of their thinking and actions when they worked with four simulated cases over 4 weeks. For each case, students in both groups reported their reasoning process (involving data capture, hypotheses formulation, and reasoning with justifications) and the underlying knowledge (involving identified concepts and the relationships between the concepts) using the given approach. RESULTS The learning products (cognitive maps or verbal text) revealed that students in the cognitive-mapping group outperformed those in the verbal-text group in the reasoning process, but not in making sense of the knowledge underlying the reasoning process. No significant differences were found in a knowledge posttest between the two groups. CONCLUSIONS The computer-based cognitive-mapping approach has shown a promising advantage over the verbal-text approach in improving students' reasoning performance. Further studies are needed to examine the effects of the cognitive-mapping approach in improving the construction of subject-matter knowledge on the basis of practical experience.
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Affiliation(s)
- Bian Wu
- Department of Educational Information Technology, East China Normal University, KM&EL Lab, The University of Hong Kong, Hong Kong SAR, Hong Kong
| | - Minhong Wang
- KM&EL Lab, Faculty of Education, The University of Hong Kong, Hong Kong SAR, Hong Kong
| | - Tina A. Grotzer
- Harvard Graduate School of Education, Harvard School of Public Health, Boston, MA USA
| | - Jun Liu
- Department of Nephrology, Shanghai Jiao Tong University Affiliated First People’s Hospital, Shanghai, China
| | - Janice M. Johnson
- School of Public Health, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR, Hong Kong
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Bouwmeester RAM, de Kleijn RAM, van Rijen HVM. Peer-instructed seminar attendance is associated with improved preparation, deeper learning and higher exam scores: a survey study. BMC MEDICAL EDUCATION 2016; 16:200. [PMID: 27506461 PMCID: PMC4979114 DOI: 10.1186/s12909-016-0715-0] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/11/2015] [Accepted: 07/26/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND Active engagement in education improves learning outcomes. To enhance active participation in seminars, a student-centered course design was implemented and evaluated in terms of self-reported preparation, student motivation and exam scores. We hypothesized that small group learning with intensive peer interaction, using buzz-groups followed by plenary discussion, would motivate students to prepare seminar assignments at home and to actively engage in the seminars. Active engagement involved discussion of the preparatory assignments until consensus was reached. METHODS In total seven seminars were scheduled in a 10-week physiology course of an undergraduate Biomedical Sciences program. After each seminar, students were asked to fill out their perceptions of preparation and quality of the seminar (deepening of knowledge and confidence in answers) on a five-point scale using electronic questionnaires. Student motives were first collected using open questions. In the final questionnaire students were asked to indicate on a five-point scale how each motive was perceived. Students overall explanations why they had learned from seminars were collected via open questions in the final questionnaire. One hundred and twenty-four students of the cohort from November 2012 to February 2013 (82.6 %) voluntarily participated. Students' motives to prepare and attend seminars were analyzed by inspection of descriptive statistics. Linear regression analysis was conducted to relate student preparation to the quality of seminars, seminar attendance to exam scores, and exam scores to the quality of seminars. Answers to open questions were deductively clustered. RESULTS Studying the material, training for exams and comparing answers with peers motivated students to prepare the seminars. Students were motivated to participate actively because they wanted to keep track of correct answers themselves, to better understand the content and to be able to present their findings in plenary discussions. Perceived preparation of peers was positively associated with the perceived quality of seminars. Also, seminar attendance was positively associated with exam scores. Students' overall explanations suggest that discussing with peers and applying knowledge in pathophysiology cases underlies this association. CONCLUSION Discussion with well-prepared peers during seminars improves student perceptions of deeper learning and peer-instructed seminar attendance was associated with higher exam scores.
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Affiliation(s)
- Rianne A. M. Bouwmeester
- Department of Medical Physiology, Division Heart and Lungs, University Medical Center Utrecht, Yalelaan 50, 3584CM Utrecht, The Netherlands
- Center for Education and Training, University Medical Center Utrecht, Utrecht, The Netherlands
| | | | - Harold V. M. van Rijen
- Department of Medical Physiology, Division Heart and Lungs, University Medical Center Utrecht, Yalelaan 50, 3584CM Utrecht, The Netherlands
- Center for Education and Training, University Medical Center Utrecht, Utrecht, The Netherlands
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Norman GR, Schmidt HG. Revisiting 'Effectiveness of problem-based learning curricula: theory, practice and paper darts'. MEDICAL EDUCATION 2016; 50:793-797. [PMID: 27402036 DOI: 10.1111/medu.12800] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
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O'Connor EE, Fried J, McNulty N, Shah P, Hogg JP, Lewis P, Zeffiro T, Agarwal V, Reddy S. Flipping Radiology Education Right Side Up. Acad Radiol 2016; 23:810-22. [PMID: 27066755 DOI: 10.1016/j.acra.2016.02.011] [Citation(s) in RCA: 80] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/21/2016] [Revised: 02/23/2016] [Accepted: 02/24/2016] [Indexed: 10/22/2022]
Abstract
RATIONALE AND OBJECTIVES In flipped learning, medical students independently learn facts and concepts outside the classroom, and then participate in interactive classes to learn to apply these facts. Although there are recent calls for medical education reform using flipped learning, little has been published on its effectiveness. Our study compares the effects of flipped learning to traditional didactic instruction on students' academic achievement, task value, and achievement emotions. MATERIALS AND METHODS At three institutions, we alternated flipped learning with traditional didactic lectures during radiology clerkships, with 175 medical students completing a pretest on general diagnostic imaging knowledge to assess baseline cohort comparability. Following instruction, posttests and survey examinations of task value and achievement emotions were administered. Linear mixed effects analysis was used to examine the relationship between test scores and instruction type. Survey responses were modeled using ordinal category logistic regression. Instructor surveys were also collected. RESULTS There were no baseline differences in test scores. Mean posttest minus pretest scores were 10.5% higher in the flipped learning group than in the didactic instruction group (P = 0.013). Assessment of task value and achievement emotions showed greater task value, increased enjoyment, and decreased boredom with flipped learning (all P < 0.01). All instructors preferred the flipped learning condition. CONCLUSIONS Flipped learning was associated with increased academic achievement, greater task value, and more positive achievement emotions when compared to traditional didactic instruction. Further investigation of flipped learning methods in radiology education is needed to determine whether flipped learning improves long-term retention of knowledge, academic success, and patient care.
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Clyne AM, Billiar KL. Problem-Based Learning in Biomechanics: Advantages, Challenges, and Implementation Strategies. J Biomech Eng 2016; 138:2525709. [PMID: 27210616 DOI: 10.1115/1.4033671] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2016] [Indexed: 11/08/2022]
Abstract
Problem-based learning (PBL) has been shown to be effective in biomedical engineering education, particularly in motivating student learning, increasing knowledge retention, and developing problem solving, communication, and teamwork skills. However, PBL adoption remains limited by real challenges in effective implementation. In this paper, we review the literature on advantages and challenges of PBL and present our own experiences. We also provide practical guidelines for implementing PBL, including two examples of PBL modules from biomechanics courses at two different institutions. Overall, we conclude that the benefits for both professors and students support the use of PBL in biomedical engineering education.
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Hadie SN, Yusoff MS. Assessing the validity of the cognitive load scale in a problem-based learning setting. J Taibah Univ Med Sci 2016. [DOI: 10.1016/j.jtumed.2016.04.001] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022] Open
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Al Qaroot BS, Sobuh M. Does integrating research into the prosthetics and orthotics undergraduate curriculum enhance students' clinical practice? An interview study on students' perception. Prosthet Orthot Int 2016; 40:357-62. [PMID: 25338735 DOI: 10.1177/0309364614553696] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/02/2013] [Accepted: 08/26/2014] [Indexed: 02/03/2023]
Abstract
BACKGROUND Problem-based learning (where rather than feeding students the knowledge, they look for it themselves) has long been thought of as an ideal approach in teaching because it would encourage students to acquire knowledge from an undetermined medium of wrong and right answers. However, the effect of such approach in the learning experience of prosthetics and orthotics students has never been investigated. OBJECTIVES This study explores the implications of integrating problem-based learning into teaching on the students' learning experience via implementing a research-informed clinical practice module into the curriculum of last year prosthetics and orthotics undergraduate students at the University of Jordan (Amman, Jordan). STUDY DESIGN Qualitative research pilot study. METHODS Grounded theory approach was used based on the data collected from interviewing a focus group of four students. RESULTS Students have identified a number of arguments from their experience in the research-informed clinical practice where, generally speaking, students described research-informed clinical practice as a very good method of education. CONCLUSION Integrating problem-based learning into teaching has many positive implications. In particular, students pointed out that their learning experience and clinical practice have much improved after the research-informed clinical practice. CLINICAL RELEVANCE Findings from this investigation demonstrate that embedding problem-based learning into prosthetics and orthotics students' curriculum has the potential to enhance students' learning experience, particularly students' evidence-based practice. This may lead to graduates who are more knowledgeable and thus who can offer the optimal patient care (i.e. clinical practice).
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Affiliation(s)
- Bashar S Al Qaroot
- Faculty of Rehabilitation Sciences, The University of Jordan, Amman, Jordan
| | - Mohammad Sobuh
- Faculty of Rehabilitation Sciences, The University of Jordan, Amman, Jordan
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Yeh TK, Huang HM, Chan WP, Chang CY. Effects of congruence between preferred and perceived learning environments in nursing education in Taiwan: a cross-sectional study. BMJ Open 2016; 6:e009925. [PMID: 27207620 PMCID: PMC4885272 DOI: 10.1136/bmjopen-2015-009925] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/04/2022] Open
Abstract
OBJECTIVE To investigate the effects of congruence between preferred and perceived learning environments on learning outcomes of nursing students. SETTING A nursing course at a university in central Taiwan. PARTICIPANTS 124 Taiwanese nursing students enrolled in a 13-week problem-based Fundamental Nursing curriculum. DESIGN AND METHODS Students' preferred learning environment, perceptions about the learning environment and learning outcomes (knowledge, self-efficacy and attitudes) were assessed. On the basis of test scores measuring their preferred and perceived learning environments, students were assigned to one of two groups: a 'preferred environment aligned with perceived learning environment' group and a 'preferred environment discordant with perceived learning environment' group. Learning outcomes were analysed by group. OUTCOME MEASURES Most participants preferred learning in a classroom environment that combined problem-based and lecture-based instruction. However, a mismatch of problem-based instruction with students' perceptions occurred. Learning outcomes were significantly better when students' perceptions of their instructional activities were congruent with their preferred learning environment. CONCLUSIONS As problem-based learning becomes a focus of educational reform in nursing, teachers need to be aware of students' preferences and perceptions of the learning environment. Teachers may also need to improve the match between an individual student's perception and a teacher's intention in the learning environment, and between the student's preferred and actual perceptions of the learning environment.
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Affiliation(s)
- Ting-Kuang Yeh
- Science Education Center, National Taiwan Normal University, Taipei, Taiwan
- Institute of Marine Environmental Science and Technology, National Taiwan Normal University, Taipei, Taiwan
- Graduate Institute of Science Education, National Taiwan Normal University, Taipei, Taiwan
| | - Hsiu-Mei Huang
- School of Nursing, National Taipei University of Nursing and Health Science, Taipei, Taiwan
| | - Wing P Chan
- Department of Radiology, School of Medicine, College of Medicine, Taipei Medical University, Taipei, Taiwan
- Department of Radiology, Wan Fang Hospital, Taipei Medical University, Taipei, Taiwan
| | - Chun-Yen Chang
- Science Education Center, National Taiwan Normal University, Taipei, Taiwan
- Graduate Institute of Science Education, National Taiwan Normal University, Taipei, Taiwan
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Petek D, Vidič Hudobivnik P, Jančar V, Petek B, Klemenc-Ketiš Z. Regional coordinators: a new teaching opportunity in family medicine training. BMC MEDICAL EDUCATION 2016; 16:141. [PMID: 27165495 PMCID: PMC4863329 DOI: 10.1186/s12909-016-0667-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/06/2015] [Accepted: 05/06/2016] [Indexed: 06/05/2023]
Abstract
BACKGROUND A new project on education in family medicine training was implemented last year in Slovenia by establishing regional coordinators in the specialist training programme. They are responsible for conducting regular small-group meetings with family medicine trainees. This study wanted to explore the attitudes and opinions of regional coordinators and family medicine trainees concerning this new method. METHODS This was a qualitative study based on focus groups. The participants were regional coordinators and family medicine specialist trainees. The data were analysed based on the principles of thematic content analysis with inductive technique. RESULTS The study revealed five themes which were the same for the analysis of transcripts of both regional coordinators and family medicine trainees: 1) Meetings with trainees; 2) Coordination; 3) Characteristics of regional coordinators; 4) Position of regional coordinators, and 5) Evaluation of regional coordinators. CONCLUSION Participants of the study have many expectations for this new programme. They expect progress in trainees' clinical knowledge through experience-based group learning and with the help of the tutorship role of regional coordinators. The role of regional coordinators represents a new possibility for solving problems in the training programme in their coordinating role. In future, they have the potential to develop into an expert body that supervises the quality of training. A close follow-up is necessary to see if the position of regional coordinators is adequate and if they meet the expectations of the trainees as well as their own goals. Administrative and financial support for the programme is necessary. The project is important also in enabling the adaptation of the training programme's needs and the regional characteristics of medical care.
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Affiliation(s)
- Davorina Petek
- Department of Family Medicine, Faculty of Medicine, University of Ljubljana, Poljanski nasip 58, Ljubljana, 1000, Slovenia.
| | | | - Viktorija Jančar
- Health Centre Dr. Adolfa Drolca, Ulica talcev 9, Maribor, Slovenia
| | - Bojana Petek
- University Psychiatric Clinic Ljubljana, Studenec 48, Ljubljana, 1260, Slovenia
| | - Zalika Klemenc-Ketiš
- Department of Family Medicine, Maribor Medical School, University of Maribor, Taborska 8, Maribor, 2000, Slovenia
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Lee M, Wimmers PF. Validation of a performance assessment instrument in problem-based learning tutorials using two cohorts of medical students. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2016; 21:341-357. [PMID: 26307371 DOI: 10.1007/s10459-015-9632-y] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/07/2014] [Accepted: 08/14/2015] [Indexed: 06/04/2023]
Abstract
Although problem-based learning (PBL) has been widely used in medical schools, few studies have attended to the assessment of PBL processes using validated instruments. This study examined reliability and validity for an instrument assessing PBL performance in four domains: Problem Solving, Use of Information, Group Process, and Professionalism. Two cohorts of medical students (N = 310) participated in the study, with 2 years of PBL evaluation data extracted from archive rated by a total of 158 faculty raters. Analyses based on generalizability theory were conducted for reliability examination. Validity was examined through following the Standards for Educational and Psychological Testing to evaluate content validity, response processes, construct validity, predictive validity, and the relationship to the variable of training. For construct validity, correlations of PBL scores with six other outcome measures were examined, including Medical College Admission Test, United States Medical Licensing Examination (USMLE) Step 1, National Board of Medical Examiners (NBME) Comprehensive Basic Science Examination, NBME Comprehensive Clinical Science Examination, Clinical Performance Examination, and USMLE Step 2 Clinical Knowledge. Predictive validity was examined by using PBL scores to predict five medical school outcomes. The highest percentage of PBL total score variance was associated with students (60 %), indicating students in the study differed in their PBL performance. The generalizability and dependability coefficients were moderately high (Ep(2) = .68, ϕ = .60), showing the instrument is reliable for ranking students and identifying competent PBL performers. The patterns of correlations between PBL domain scores and the outcome measures partially support construct validity. PBL performance ratings as a whole significantly (p < .01) predicted all the major medical school achievements. The second year PBL scores were significantly higher than those of the first year, indicating a training effect. Psychometric findings provided support for reliability and many aspects of validity of PBL performance assessment using the instrument.
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Affiliation(s)
- Ming Lee
- Center for Educational Development and Research, David Geffen School of Medicine at University of California, Los Angeles, PO Box 951722, 60-051, Los Angeles, CA, USA.
| | - Paul F Wimmers
- Center for Educational Development and Research, David Geffen School of Medicine at University of California, Los Angeles, PO Box 951722, 60-051, Los Angeles, CA, USA
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Wiggins S, Chiriac EH, Abbad GL, Pauli R, Worrell M. Ask Not Only ‘What Can Problem-Based Learning Do For Psychology?’ But ‘What Can Psychology Do For Problem-Based Learning?’ A Review of The Relevance of Problem-Based Learning For Psychology Teaching and Research. PSYCHOLOGY LEARNING AND TEACHING-PLAT 2016. [DOI: 10.1177/1475725716643270] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Problem-based learning (PBL) is an internationally recognised pedagogical approach that is implemented within a number of disciplines. The relevance and uptake of PBL in psychology has to date, however, received very limited attention. The aim of this paper is therefore to review published accounts of how PBL is being used to deliver psychology curricula in higher education and to highlight psychological research that offers practical strategies for PBL theory and practice. The paper is divided into three sections. In the first, we discuss the principles of PBL and provide examples of how it can be used within psychology curricula, alongside a consideration of its advantages and disadvantages. In the second section, we outline the results of a systematic literature review of published examples of PBL used within psychology undergraduate and postgraduate courses. Finally, in the third section, we examine some of the ways in which psychological research can provide practical guidance for PBL teaching practice. We conclude this paper with some recommendations for future research across all these areas, and call for the further development of PBL curricula in psychology higher education course provision.
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Affiliation(s)
- Sally Wiggins
- School of Psychological Sciences and Health, University of Strathclyde, UK
| | - Eva Hammar Chiriac
- Department of Behavioural Sciences and Learning, Linköping University, Sweden
| | | | - Regina Pauli
- Department of Psychology, University of Roehampton, UK
| | - Marcia Worrell
- School of Human and Social Sciences, University of West London, UK
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Zhao B, Potter DD. Comparison of Lecture-Based Learning vs Discussion-Based Learning in Undergraduate Medical Students. JOURNAL OF SURGICAL EDUCATION 2016; 73:250-257. [PMID: 26572094 DOI: 10.1016/j.jsurg.2015.09.016] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/12/2015] [Revised: 08/11/2015] [Accepted: 09/25/2015] [Indexed: 06/05/2023]
Abstract
OBJECTIVE To compare lecture-based learning (LBL) and discussion-based learning (DBL) by assessing immediate and long-term knowledge retention and application of practical knowledge in third- and fourth-year medical students. DESIGN A prospective, randomized control trial was designed to study the effects of DBL. Medical students were randomly assigned to intervention (DBL) or control (LBL) groups. Both the groups were instructed regarding the management of gastroschisis. The control group received a PowerPoint presentation, whereas the intervention group was guided only by an objectives list and a gastroschisis model. Students were evaluated using a multiple-choice pretest (Pre-Test MC) immediately before the teaching session, a posttest (Post-Test MC) following the session, and a follow-up test (Follow-Up MC) at 3 months. A practical examination (PE), which tested simple skills and management decisions, was administered at the end of the clerkship (Initial PE) and at 3 months after clerkship (Follow-Up PE). Students were also given a self-evaluation immediately following the Post-Test MC to gauge satisfaction and comfort level in the management of gastroschisis. SETTING University of Iowa Hospitals and Clinics and the Carver College of Medicine, Iowa City, IA. PARTICIPANTS A total of 49 third- and fourth-year medical students who were enrolled in the general surgery clerkship were eligible for this study. Enrollment into the study was completely voluntary. Of the 49 eligible students, 36 students agreed to participate in the study, and 27 completed the study. RESULTS Mean scores for the Pre-Test MC, Post-Test MC, and Follow-Up MC were similar between the control and intervention groups. In the control group, the Post-Test MC scores were significantly greater than Pre-Test MC scores (8.92 ± 0.79 vs 4.00 ± 1.04, p < 0.0001), whereas the Follow-Up MC scores were significantly lower than Post-Test MC scores (7.17 ± 1.75 vs 8.92 ± 0.79, p = 0.005). In the control group, the Follow-Up MC scores were significantly greater than Pre-Test MC scores (7.17 ± 1.75 vs 4.00 ± 1.04, p < 0.0001). Analysis of variance for all control group MC examinations had a p < 0.0001. In the intervention group, the Post-Test MC scores were significantly greater than Pre-Test MC scores (8.33 ± 1.23 vs 4.60 ± 1.55, p < 0.0001), whereas the Follow-Up MC scores were significantly lower than Post-Test MC scores (7.13 ± 1.77 vs 8.33 ± 1.23, p = 0.04). In the intervention group, the Follow-Up MC scores were significantly greater than Pre-Test MC scores (7.13 ± 1.77 vs 4.60 ± 1.55, p = 0.0002). Analysis of variance for all intervention group MC examinations had a p < 0.0001. Mean scores for the Initial PE were significantly higher for the intervention group compared with the control group's score (7.47 ± 1.68 vs 5.25 ± 2.34, p = 0.008). Mean scores for the Follow-Up PE were significantly higher for the intervention group compared with the control group's score (7.87 ± 1.77 vs 5.83 ± 2.04, p = 0.005). A comparison of Initial PE vs Follow-Up PE was not significant in either group. Students in the intervention group were more comfortable in the immediate management of gastroschisis and placement of a silo and felt that the educational experience was more worthwhile than students in the control group did. CONCLUSIONS After a single instructional session, there was a significant difference in the students' scores between the control and the intervention groups on both administrations of the PEs. There were no significant differences between the 2 groups in any administration of the MC examinations. This seems to suggest that DBL may lead to better practical knowledge and potentially improved long-term knowledge retention when compared with LBL. Students in the DBL group also felt more comfortable with the management of gastroschisis and were more satisfied with the educational session.
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Affiliation(s)
- Beiqun Zhao
- University of Iowa Hospitals and Clinics, Iowa City, Iowa.
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Gerhardt-Szep S, Kunkel F, Moeltner A, Hansen M, Böckers A, Rüttermann S, Ochsendorf F. Evaluating differently tutored groups in problem-based learning in a German dental curriculum: a mixed methods study. BMC MEDICAL EDUCATION 2016; 16:14. [PMID: 26768131 PMCID: PMC4714523 DOI: 10.1186/s12909-015-0505-0] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/29/2014] [Accepted: 12/07/2015] [Indexed: 05/31/2023]
Abstract
BACKGROUND It is still unclear to what extent the PBL tutor affects learning in PBL-sessions. This mixed-methods study (Part 1 and 2) evaluated the effects of facilitative (f) versus non-facilitative (nf) tutoring roles on knowledge-gain and group functioning in the field of endodontics. METHODS Part 1 was a quantitative assessment of tutor effectiveness within a prospective, experimental, single-blind, stratified, randomized, two-group intervention study. Participants attended PBL in the context of a hybrid curriculum. A validated questionnaire was used and knowledge assessments were conducted before and after the intervention. External observers rated tutor performance. Part 2 was a qualitative assessment of tutor effectiveness and consisted of semi-structured expert interviews with tutors and focus group discussions with students. RESULTS Part 1: f tutors obtained significantly higher scores than nf tutors with respect to learning motivation and tutor effectiveness (p ≤ 0.05). nf tuition resulted in a slightly larger knowledge gain (p = 0.08). External observers documented a significantly higher activity among facilitative tutors compared to non-facilitative tutors. Part 2: Tutors found the f role easier although this led to a less autonomous working climate. The students rated f tutoring as positive in all cases. CONCLUSIONS With respect to PBL-group performance, students felt that groups guided in a non-facilitative fashion exhibited a higher level of independence and autonomy, especially with increasing PBL experience. In addition, students reported that more preparation was necessary for sessions guided by a non-facilitative tutor. Tutors were able to modify their role and influence group processes in a controlled manner. Results are useful for future "Train-the-Teacher" sessions.
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Affiliation(s)
- Susanne Gerhardt-Szep
- Department of Operative Dentistry, Center for Dentistry and Oral Medicine (Carolinum), Medical Faculty, Goethe University of Frankfurt am Main, Theodor-Stern-Kai 7, Building 29, 60596, Frankfurt am Main, Germany.
| | - Florian Kunkel
- Private Practice, Bergerstraße 159, 60385, Frankfurt am Main, Germany.
| | - Andreas Moeltner
- Competence Center for Assessment in Medicine, Medical Faculty, University of Heidelberg, Im Neuenheimer Feld 346, 69120, Heidelberg, Germany.
| | - Miriam Hansen
- Institute of Psychology, Interdisziplinäres Kolleg Hochschuldidaktik (IKH), Goethe University of Frankfurt am Main, Senckenberganlage 15, 60325, Frankfurt am Main, Germany.
| | - Anja Böckers
- Medical Faculty, Institute of Anatomy and Cell Biology, University in Ulm, Albert-Einstein Allee 11, 89081, Ulm, Germany.
| | - Stefan Rüttermann
- Department of Operative Dentistry, Center for Dentistry and Oral Medicine (Carolinum), Medical Faculty, Goethe University of Frankfurt am Main, Theodor-Stern-Kai 7, Building 29, 60596, Frankfurt am Main, Germany.
| | - Falk Ochsendorf
- Medical Faculty, Institute of Dermatology, Goethe University of Frankfurt am Main, Theodor-Stern-Kai 7, Building 28, 60596, Frankfurt am Main, Germany.
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84
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Onyura B, Baker L, Cameron B, Friesen F, Leslie K. Evidence for curricular and instructional design approaches in undergraduate medical education: An umbrella review. MEDICAL TEACHER 2016; 38:150-61. [PMID: 25665626 DOI: 10.3109/0142159x.2015.1009019] [Citation(s) in RCA: 28] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/19/2023]
Abstract
INTRODUCTION An umbrella review compiles evidence from multiple reviews into a single accessible document. This umbrella review synthesizes evidence from systematic reviews on curricular and instructional design approaches in undergraduate medical education, focusing on learning outcomes. METHODS We conducted bibliographic database searches in Medline, EMBASE and ERIC from database inception to May 2013 inclusive, and digital keyword searches of leading medical education journals. We identified 18,470 abstracts; 467 underwent duplicate full-text scrutiny. RESULTS Thirty-six articles met all eligibility criteria. Articles were abstracted independently by three authors, using a modified Kirkpatrick model for evaluating learning outcomes. Evidence for the effectiveness of diverse educational approaches is reported. DISCUSSION This review maps out empirical knowledge on the efficacy of a broad range of educational approaches in medical education. Critical knowledge gaps, and lapses in methodological rigour, are discussed, providing valuable insight for future research. The findings call attention to the need for adopting evaluative strategies that explore how contextual variabilities and individual (teacher/learner) differences influence efficacy of educational interventions. Additionally, the results underscore that extant empirical evidence does not always provide unequivocal answers about what approaches are most effective. Educators should incorporate best available empirical knowledge with experiential and contextual knowledge.
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Affiliation(s)
| | | | | | | | - Karen Leslie
- a St. Michael's Hospital , Canada
- c University of Toronto , Canada
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Dijkstra IS, Pols J, Remmelts P, Rietzschel EF, Cohen-Schotanus J, Brand PLP. How educational innovations and attention to competencies in postgraduate medical education relate to preparedness for practice: the key role of the learning environment. PERSPECTIVES ON MEDICAL EDUCATION 2015; 4:300-307. [PMID: 26498596 PMCID: PMC4673059 DOI: 10.1007/s40037-015-0219-3] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/16/2023]
Abstract
INTRODUCTION Many training programmes in postgraduate medical education (PGME) have introduced competency frameworks, but the effects of this change on preparedness for practice are unknown. Therefore, we explored how elements of competency-based programmes in PGME (educational innovations, attention to competencies and learning environment) were related to perceived preparedness for practice among new consultants. METHODS A questionnaire was distributed among 330 new consultants. Respondents rated how well their PGME training programme prepared them for practice, the extent to which educational innovations (portfolio, Mini-CEX) were implemented, and how much attention was paid to CanMEDS competencies during feedback and coaching, and they answered questions on the learning environment and general self-efficacy. Multiple regression and mediation analyses were used to analyze data. RESULTS The response rate was 43 % (143/330). Controlling for self-efficacy and gender, the learning environment was the strongest predictor of preparedness for practice (B = 0.42, p < 0.001), followed by attention to competencies (B = 0.29, p < 0.01). Educational innovations were not directly related to preparedness for practice. The overall model explained 52 % of the variance in preparedness for practice. Attention to competencies mediated the relationship between educational innovations and preparedness for practice. This mediation became stronger at higher learning environment values. CONCLUSIONS The learning environment plays a key role in determining the degree to which competency-based PGME prepares trainees for independent practice.
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Affiliation(s)
- Ids S Dijkstra
- Wenckebach Institute, University Medical Center Groningen, University of Groningen, FC 10, Hanzeplein 1, 9700 RB, Groningen, The Netherlands.
| | - Jan Pols
- Wenckebach Institute, University Medical Center Groningen, University of Groningen, FC 10, Hanzeplein 1, 9700 RB, Groningen, The Netherlands
| | - Pine Remmelts
- Wenckebach Institute, University Medical Center Groningen, University of Groningen, FC 10, Hanzeplein 1, 9700 RB, Groningen, The Netherlands
| | - Eric F Rietzschel
- Faculty of Behavioural and Social Sciences, University of Groningen, Groningen, The Netherlands
| | - Janke Cohen-Schotanus
- Center for Research and Innovation in Medical Education, University of Groningen, University Medical Center Groningen, Groningen, The Netherlands
| | - Paul L P Brand
- Wenckebach Institute, University of Groningen, University Medical Center Groningen, and Princess Amalia Children's Centre, Isala Hospital, Zwolle, The Netherlands
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Azer SA, Azer D. Group interaction in problem-based learning tutorials: a systematic review. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2015; 19:194-208. [PMID: 25327639 DOI: 10.1111/eje.12121] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/05/2014] [Indexed: 05/20/2023]
Abstract
INTRODUCTION This review aimed at identifying studies on group interaction in problem-based learning (PBL) and elucidate methods used, factors affecting group interaction and the relationship between interaction and student's learning. MATERIALS AND METHODS PubMed, EMBASE, PsycINFO and HighWire were searched (January 1999 to June 2013) using a combination of pre-specified search terms. The search words were also used in searching nine journals in dental and medical education. Also edited research books on PBL were searched. Both qualitative and descriptive studies of group interaction were selected and critically appraised. RESULTS Finally, 42 of 10,606 papers were included (35 journal articles and seven from research books). The materials used in assessing group interaction varied depending on the methodology design. Forty-three percent of the studies used video recording to evaluate group interaction. Other studies used indirect approaches such as focus groups, interviews and questionnaires. Factors affecting group interactions were students' and tutors' perceptions, tutor's subject-matter expertise, training students, tutor's group dynamics. There was no conclusive evidence about the impact of interaction in PBL on learning. Most studies were from medicine (64%), and 35 papers were published in the last 10 years. The majority of studies were conducted in Europe, North America and Asia. CONCLUSIONS Although there is a progressive increase in publications on PBL group interaction during the last 10 years, there are knowledge gaps and deficiencies in this area and most studies are lacking solid theoretical basis and are descriptive. There is a deficiency in the literature in this area from dentistry and other allied health disciplines.
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Affiliation(s)
- S A Azer
- Curriculum Development and Research Unit, Medical Education, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - D Azer
- School of Health Sciences, Psychology, RMIT University, Melbourne, Vic., Australia
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Profanter C, Perathoner A. DOPS (Direct Observation of Procedural Skills) in undergraduate skills-lab: Does it work? Analysis of skills-performance and curricular side effects. GMS ZEITSCHRIFT FUR MEDIZINISCHE AUSBILDUNG 2015; 32:Doc45. [PMID: 26483858 PMCID: PMC4606486 DOI: 10.3205/zma000987] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/14/2014] [Revised: 12/19/2014] [Indexed: 10/31/2022]
Abstract
OBJECTIVE Sufficient teaching and assessing clinical skills in the undergraduate setting becomes more and more important. In a surgical skills-lab course at the Medical University of Innsbruck fourth year students were teached with DOPS (direct observation of procedural skills). We analyzed whether DOPS worked or not in this setting, which performance levels could be reached compared to tutor teaching (one tutor, 5 students) and which curricular side effects could be observed. METHODS In a prospective randomized trial in summer 2013 (April - June) four competence-level-based skills were teached in small groups during one week: surgical abdominal examination, urethral catheterization (phantom), rectal-digital examination (phantom), handling of central venous catheters. Group A was teached with DOPS, group B with a classical tutor system. Both groups underwent an OSCE (objective structured clinical examination) for assessment. 193 students were included in the study. Altogether 756 OSCE´s were carried out, 209 (27,6%) in the DOPS- and 547 (72,3%) in the tutor-group. RESULTS Both groups reached high performance levels. In the first month there was a statistically significant difference (p<0,05) in performance of 95% positive OSCE items in the DOPS-group versus 88% in the tutor group. In the following months the performance rates showed no difference anymore and came to 90% in both groups. In practical skills the analysis revealed a high correspondence between positive DOPS (92,4%) and OSCE (90,8%) results. DISCUSSION As shown by our data DOPS furnish high performance of clinical skills and work well in the undergraduate setting. Due to the high correspondence of DOPS and OSCE results DOPS should be considered as preferred assessment tool in a students skills-lab. The approximation of performance-rates within the months after initial superiority of DOPS could be explained by an interaction between DOPS and tutor system: DOPS elements seem to have improved tutoring and performance rates as well. DOPS in students 'skills-lab afford structured feedback and assessment without increased personnel and financial resources compared to classic small group training. CONCLUSION In summary, this study shows that DOPS represent an efficient method in teaching clinical skills. Their effects on didactic culture reach beyond the positive influence of performance rates.
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Affiliation(s)
- Christoph Profanter
- Medical University Innsbruck, Department of Visceral, Transplant and Thoracic Surgery, Innsbruck, Austria
| | - Alexander Perathoner
- Medical University Innsbruck, Department of Visceral, Transplant and Thoracic Surgery, Innsbruck, Austria
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Schauber SK, Hecht M, Nouns ZM, Kuhlmey A, Dettmer S. The role of environmental and individual characteristics in the development of student achievement: a comparison between a traditional and a problem-based-learning curriculum. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2015; 20:1033-52. [PMID: 25616720 DOI: 10.1007/s10459-015-9584-2] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/12/2014] [Accepted: 01/19/2015] [Indexed: 05/19/2023]
Abstract
In medical education, the effect of the educational environment on student achievement has primarily been investigated in comparisons between traditional and problem-based learning (PBL) curricula. As many of these studies have reached no clear conclusions on the superiority of the PBL approach, the effect of curricular reform on student performance remains an issue. We employed a theoretical framework that integrates antecedents of student achievement from various psychosocial domains to examine how students interact with their curricular environment. In a longitudinal study with N = 1,646 participants, we assessed students in a traditional and a PBL-centered curriculum. The measures administered included students' perception of the learning environment, self-efficacy beliefs, positive study-related affect, social support, indicators of self-regulated learning, and academic achievement assessed through progress tests. We compared the relations between these characteristics in the two curricular environments. The results are two-fold. First, substantial relations of various psychosocial domains and their associations with achievement were identified. Second, our analyses indicated that there are no substantial differences between traditional and PBL-based curricula concerning the relational structure of psychosocial variables and achievement. Drawing definite conclusions on the role of curricular-level interventions in the development of student's academic achievement is constrained by the quasi-experimental design as wells as the selection of variables included. However, in the specific context described here, our results may still support the view of student activity as the key ingredient in the acquisition of achievement and performance.
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Affiliation(s)
- Stefan K Schauber
- Institute of Medical Sociology and Rehabilitation Science and Department for Assessment, Charité - Universitätsmedizin Berlin, Luisenstraße 57, 10117, Berlin, Germany.
| | - Martin Hecht
- Institute for Educational Quality Improvement, Humboldt-Universität zu Berlin, Unter den Linden 6, 10099, Berlin, Germany
| | - Zineb M Nouns
- Institute of Medical Education, University of Bern, Konsumstrasse 13, 3010, Bern, Switzerland
| | - Adelheid Kuhlmey
- Institute of Medical Sociology and Rehabilitation Science, Charité - Universitätsmedizin Berlin, Luisenstraße 57, 10117, Berlin, Germany
| | - Susanne Dettmer
- Institute of Medical Sociology and Rehabilitation Science, Charité - Universitätsmedizin Berlin, Luisenstraße 57, 10117, Berlin, Germany
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Azer SA. The top-cited articles in medical education: a bibliometric analysis. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2015; 90:1147-61. [PMID: 26061861 DOI: 10.1097/acm.0000000000000780] [Citation(s) in RCA: 61] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/05/2023]
Abstract
PURPOSE To identify and examine the characteristics of the 50 top-cited articles in medical education. METHOD Two searches were conducted in the Web of Knowledge database in March 2014: a search of medical education journals in the category "Education, Scientific Discipline" (List A) and a keyword search across all journals (List B). Articles identified were reviewed for citation count, country of origin, article type, journal, authors, and publication year. RESULTS Both lists included 56 articles, not 50, because articles with the same absolute number of citations shared the same rank. The majority of List A articles were published in Academic Medicine (34; 60.7%) and Medical Education (16; 28.6%). In List B, 27 articles (48.2%) were published in medical education journals, 19 (33.9%) in general medicine and surgery journals, and 10 (17.9%) in higher education and educational psychology journals. Twenty-six articles were included in both lists, with different rankings. Reviews and articles constituted the majority of articles; there were only 8 research papers in List A and 13 in List B. Articles mainly originated from the United States, Canada, the Netherlands, and the United Kingdom. The majority were published from 1979 to 2007. There was no correlation between year and citation count. CONCLUSIONS The finding that over half of List B articles were published in nonmedical education journals is consistent with medical education's integrated nature and subspecialty breadth. Twenty of these articles were among their respective non-medical-education journals' 50 top-cited papers, showing that medical education articles can compete with subject-based articles.
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Affiliation(s)
- Samy A Azer
- S.A. Azer is professor of medical education and chair, Curriculum Development and Research Unit, Medical Education Department, College of Medicine, King Saud University, Riyadh, Saudi Arabia
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Wood SJ, Woywodt A, Pugh M, Sampson I, Madhavi P. Twelve tips to revitalise problem-based learning. MEDICAL TEACHER 2015; 37:723-729. [PMID: 25401407 DOI: 10.3109/0142159x.2014.975192] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
The role of the problem-based learning (PBL) facilitator has seen different interpretations ever since PBL first gained widespread use. What has remained unchanged is the challenge for facilitators to use their knowledge and expertise sparingly and to use their interpersonal skills to improve group dynamics. Medical undergraduates attending PBL sessions have also changed in their skill sets, expectations and the use of technology. Based on the published literature and a recent faculty workshop, we provide PBL facilitators and institutions with 12 tips on how to make PBL more vibrant and interesting. We discuss our tips with reference to published literature and International Academy of Medical Education (AMEE) guidance. Our tips help students to engage with PBL, avoid monotony and make this teaching format more vibrant and fun for all involved. Introducing greater variety to the PBL process may also help with group dynamics by catering for a broader audience with different learning styles.
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Affiliation(s)
- Sarah J Wood
- a The University of Manchester , UK
- b Lancashire Teaching Hospitals NHS Foundation Trust , UK
- c Royal Manchester Children's Hospital , UK
| | | | - Mark Pugh
- b Lancashire Teaching Hospitals NHS Foundation Trust , UK
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Wimmers PF, Lee M. Identifying longitudinal growth trajectories of learning domains in problem-based learning: a latent growth curve modeling approach using SEM. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2015; 20:467-478. [PMID: 25118860 DOI: 10.1007/s10459-014-9541-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/01/2014] [Accepted: 07/30/2014] [Indexed: 06/03/2023]
Abstract
To determine the direction and extent to which medical student scores (as observed by small-group tutors) on four problem-based-learning-related domains change over nine consecutive blocks during a two-year period (Domains: Problem Solving/Use of Information/Group Process/Professionalism). Latent growth curve modeling is used to analyze performance trajectories in each domain of two cohorts of 1st and 2nd year students (n = 296). Slopes of the growth trajectories show similar linear increments in the first three domains. Further analysis revealed relative strong individual variability in initial scores but not in their later increments. Professionalism, on the other hand, shows low variability and has very small, insignificant slope increments. In this study, we showed that the learning domains (Problem Solving, Use of Information, and Group Process) observed during PBL tutorials are not only related to each other but also develop cumulatively over time. Professionalism, in contrast to the other domains studied, is less affected by the curriculum suggesting that this represents a stable characteristic. The observation that the PBL tutorial has an equal benefit to all students is noteworthy and needs further investigation.
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Affiliation(s)
- Paul F Wimmers
- David Geffen School of Medicine, UCLA, Los Angeles, CA, USA,
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Orsmond P, Zvauya R. Community of learners: charting learning in first year graduate entry medical students during problem-based learning (PBL) study. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2015; 20:479-497. [PMID: 25118861 DOI: 10.1007/s10459-014-9542-4] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/19/2013] [Accepted: 08/04/2014] [Indexed: 06/03/2023]
Abstract
This study considers social learning practices within and outside the overt curriculum. A thematic approach was used to analyse data from six focus group interviews with 11 graduate entry medical students from a UK university over a year of study. The results indicate that: (1) during their first year of study students form a community of learning practice, (2) this community of practice influences learning inside and outside the overt curriculum, (3) there is a changing community profile over the year of practice, (4) the students' engagement in problem-based learning (PBL) as part of their overt curriculum strongly influences the development of a community of practice and hence learning both inside and outside the overt curriculum. Findings are discussed in terms of Wenger's community of practice framework, the role of distributed cognition and social learning. It is concluded that PBL is an effective approach for academics to enrich students' social learning practices.
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Affiliation(s)
- Paul Orsmond
- Biological and Biomedical Sciences, Science Centre Staffordshire University, Stoke-on-Trent, Staffordshire, ST4 2DF, UK,
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Rui Z, Rong-Zheng Y, Hong-Yu Q, Jing Z, Xue-Hong W, Chuan Z. Preliminary investigation into application of problem-based learning in the practical teaching of diagnostics. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2015; 6:223-9. [PMID: 25848334 PMCID: PMC4378870 DOI: 10.2147/amep.s78893] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
Abstract
Background Problem-based learning (PBL) is a pedagogical approach based on problems. Specifically, it is a student-centered, problem-oriented teaching method that is conducted through group discussions. The aim of our study is to explore the effects of PBL in diagnostic teaching for Chinese medical students. Methods A prospective, randomized controlled trial was conducted. Eighty junior clinical medical students were randomly divided into two groups. Forty students were allocated to a PBL group and another 40 students were allocated to a control group using the traditional teaching method. Their scores in the practice skills examination, ability to write and analyze medical records, and results on the stage test and behavior observation scale were compared. A questionnaire was administered in the PBL group after class. Results There were no significant differences in scores for writing medical records, content of interviewing, physical examination skills, and stage test between the two groups. However, compared with the control group, the PBL group had significantly higher scores on case analysis, interviewing skills, and behavioral observation scales. Conclusion The questionnaire survey revealed that PBL could improve interest in learning, cultivate an ability to study independently, improve communication and analytical skills, and good team cooperation spirit. However, there were some shortcomings in systematization of imparting knowledge. PBL has an obvious advantage in teaching with regard to diagnostic practice.
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Affiliation(s)
- Zeng Rui
- Department of Cardiovascular Diseases, West China Hospital, School of Clinical Medicine, Sichuan University, Chengdu, People's Republic of China
| | - Yue Rong-Zheng
- Department of Nephrology, West China Hospital, School of Clinical Medicine, Sichuan University, Chengdu, People's Republic of China
| | - Qiu Hong-Yu
- Department of Nephrology, West China Hospital, School of Clinical Medicine, Sichuan University, Chengdu, People's Republic of China
| | - Zeng Jing
- Department of Internal Medicine, West China Hospital, School of Clinical Medicine, Sichuan University, Chengdu, People's Republic of China
| | - Wan Xue-Hong
- Department of Internal Medicine, West China Hospital, School of Clinical Medicine, Sichuan University, Chengdu, People's Republic of China
| | - Zuo Chuan
- Department of Rheumatology and Immunology, West China Hospital, School of Clinical Medicine, Sichuan University, Chengdu, People's Republic of China
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Abstract
BACKGROUND Curriculum development in the health sciences usually entails a lengthy, in-depth review of most or all aspects of the curriculum. The review usually leads to the generation of a detailed report that is submitted to the Dean or executive committee of the faculty. Much has been written about the process of curriculum development but very little has been written about the important processes of curriculum renewal and revision. AIMS Health sciences curricula, including those that are newly developed, will benefit from timely periodic revision. The revision process with subsequent diligent curriculum monitoring is called curriculum renewal. In this article, we articulate twelve tips on how to assure dynamic, ongoing curriculum renewal. The overall goal of the renewal should be to assure timely, evidence-based curriculum responsiveness to changes in practice, health care, student needs and educational approaches based on quality research. METHODS We searched the health care education literature for articles related to curriculum development, seeking credible evidence on, and recommendations for, best practices for ongoing renewal of developed curricula. RESULTS AND CONCLUSIONS The health sciences literature is replete with recommendations to guide suggestions for curriculum development; however, there are few credible research-based guidelines to inform dynamic curriculum renewal. Given the rapid development of research-based knowledge in health sciences education practices, there is a need to diligently monitor the ongoing successes and failures of a developed curriculum with a view to instituting large or small timely changes to assure timely curriculum renewal.
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Frambach JM, Manuel BAF, Fumo AMT, Van Der Vleuten CPM, Driessen EW. Students' and junior doctors' preparedness for the reality of practice in sub-Saharan Africa. MEDICAL TEACHER 2015; 37:64-73. [PMID: 25186847 DOI: 10.3109/0142159x.2014.920490] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
BACKGROUND Evidence tailored to sub-Saharan Africa on outcomes of innovations in medical education is needed to encourage and advance their implementation in this region. AIM To investigate preparedness for practice of students and graduates from an innovative and a conventional medical curriculum in a sub-Saharan African context. METHODS Using mixed methods we compared junior doctors and fifth-year students from two Mozambican medical schools: one with an innovative problem- and community-based curriculum and one with a conventional lecture- and discipline-based curriculum. A questionnaire on professional competencies was administered, semi-structured interviews were conducted, and work diaries were collected. The findings were integrated in a conceptual model. RESULTS Six areas of tension between global health care ideals and local health care practice emerged from the data that challenged doctors' motivation and preparedness for practice. Four elements of the innovative curriculum equipped students and graduates with skills, attitudes and competencies to better cope with these tensions. Students and graduates from the innovative curriculum rated significantly higher levels on various competencies and expressed more satisfaction with the curriculum and its usefulness for their work. CONCLUSION An innovative problem- and community-based curriculum can improve sub-Saharan African doctors' motivation and preparedness to tackle the challenges of health care practice in this region.
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Rughwani N, Gliatto P, Karani R. Long case or case vignettes: a comparison of two instructional methods in inpatient geriatrics for medical students. GERONTOLOGY & GERIATRICS EDUCATION 2014; 36:161-184. [PMID: 25286821 DOI: 10.1080/02701960.2014.966901] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
The varied, atypical manifestations of geriatric syndromes make knowledge transfer the ability to extend knowledge from one context to another a particularly relevant concept. The authors hypothesized that multiple, contrasting short cases, by facilitating knowledge transfer, would improve knowledge more than a single long case in geriatric medicine. The authors' objective was to assess the impact of two instructional methods (a single long case vs. contrasting short cases) on knowledge and knowledge retention among 3rd-year medical students on their Internal Medicine-Geriatrics Clerkship. They participated in the curriculum which consisted of four weekly mandatory sessions covering five content areas based on a systematic needs assessment. Instructional method alternated by month. Knowledge and knowledge retention were measured using an online multiple-choice question test administered before, immediately after, and one year following the curriculum. Students also completed a demographic survey prior to the curriculum and an evaluation of the curriculum following the curriculum. There was significant improvement in test scores from pre- to postcurriculum in both groups that persisted one year after the experience with no significant differences between the two groups. The two case-based instructional methods resulted in significant and enduring knowledge improvement, but one method was not better than the other.
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Affiliation(s)
- Nisha Rughwani
- a Brookdale Department of Geriatrics and Palliative Medicine , Mount Sinai School of Medicine , New York , New York , USA
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Poulton T, Ellaway RH, Round J, Jivram T, Kavia S, Hilton S. Exploring the efficacy of replacing linear paper-based patient cases in problem-based learning with dynamic Web-based virtual patients: randomized controlled trial. J Med Internet Res 2014; 16:e240. [PMID: 25373314 PMCID: PMC4259985 DOI: 10.2196/jmir.3748] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2014] [Revised: 09/18/2014] [Accepted: 09/22/2014] [Indexed: 11/13/2022] Open
Abstract
Background Problem-based learning (PBL) is well established in medical education and beyond, and continues to be developed and explored. Challenges include how to connect the somewhat abstract nature of classroom-based PBL with clinical practice and how to maintain learner engagement in the process of PBL over time. Objective A study was conducted to investigate the efficacy of decision-PBL (D-PBL), a variant form of PBL that replaces linear PBL cases with virtual patients. These Web-based interactive cases provided learners with a series of patient management pathways. Learners were encouraged to consider and discuss courses of action, take their chosen management pathway, and experience the consequences of their decisions. A Web-based application was essential to allow scenarios to respond dynamically to learners’ decisions, to deliver the scenarios to multiple PBL classrooms in the same timeframe, and to record centrally the paths taken by the PBL groups. Methods A randomized controlled trial in crossover design was run involving all learners (N=81) in the second year of the graduate entry stream for the undergraduate medicine program at St George’s University of London. Learners were randomized to study groups; half engaged in a D-PBL activity whereas the other half had a traditional linear PBL activity on the same subject material. Groups alternated D-PBL and linear PBL over the semester. The measure was mean cohort performance on specific face-to-face exam questions at the end of the semester. Results D-PBL groups performed better than linear PBL groups on questions related to D-PBL with the difference being statistically significant for all questions. Differences between the exam performances of the 2 groups were not statistically significant for the questions not related to D-PBL. The effect sizes for D-PBL–related questions were large and positive (>0.6) except for 1 question that showed a medium positive effect size. The effect sizes for questions not related to D-PBL were all small (≤0.3) with a mix of positive and negative values. Conclusions The efficacy of D-PBL was indicated by improved exam performance for learners who had D-PBL compared to those who had linear PBL. This suggests that the use of D-PBL leads to better midterm learning outcomes than linear PBL, at least for learners with prior experience with linear PBL. On the basis of tutor and student feedback, St George’s University of London and the University of Nicosia, Cyprus have replaced paper PBL cases for midstage undergraduate teaching with D-PBL virtual patients, and 6 more institutions in the ePBLnet partnership will be implementing D-PBL in Autumn 2015.
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Affiliation(s)
- Terry Poulton
- Institute of Medical and Biomedical Education, St George's, University of London, London, United Kingdom.
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Korin T, Thode JB, Kakar S, Blatt B. Caffeinating the PBL return session: Curriculum innovations to engage students at two medical schools. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2014; 89:1452-1457. [PMID: 24988419 DOI: 10.1097/acm.0000000000000395] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
At the David Geffen School of Medicine at the University of California, Los Angeles, and the George Washington University School of Medicine and Health Sciences, authors observed that problem-based learning (PBL) return sessions for first- and second-year medical students often lacked the energy and engagement of first sessions. Unlike in first sessions, where students took on the physician's role and actively problem solved, in return sessions students spent much of their time passively, listening to research reports on learning objectives. Time spent listening to reports dilutes return session impact, with the patient receding from view as the level of abstraction increases and learning issues take center stage. In this Perspective, the authors present innovations, developed separately at their respective medical schools between 2009 and 2012, designed to reenergize the return session.To frame the discussion of the return session slump and their innovations in response to it, the authors used self-determination theory (SDT) and active learning theory (ALT), both of which are supported by a considerable body of evidence. SDT provides understanding of how to maximize PBL learners' motivation, and ALT sheds light on how to promote PBL learners' incorporation of concepts into long-term memory. As motivation and memory are key factors in learning, both theories are appropriate tools to help understand and maximize the effectiveness of PBL. Finally, guided by these theories, the authors present reflections on future directions for the development of PBL.
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Affiliation(s)
- Tatum Korin
- Dr. Korin is assistant dean, Office of Graduate Medical Education, LAC+USC (Los Angeles County + University of Southern California Medical Center), and assistant professor, Department of Medical Education, Keck School of Medicine, University of Southern California, Los Angeles, California. Dr. Thode is a second-year pediatric resident, New York University Langone Medical Center, New York, New York. At the time of writing, she was a fourth-year medical student, George Washington University School of Medicine and Health Sciences, Washington, DC. Dr. Kakar is assistant clinical professor of medicine, George Washington University School of Medicine and Health Sciences, Washington, DC. Dr. Blatt is professor of medicine, Department of Medicine, George Washington University School of Medicine and Health Sciences, Washington, DC
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Khalil MK, Kibble JD. Faculty reflections on the process of building an integrated preclerkship curriculum: a new school perspective. ADVANCES IN PHYSIOLOGY EDUCATION 2014; 38:199-209. [PMID: 25179608 PMCID: PMC4154269 DOI: 10.1152/advan.00055.2014] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/06/2014] [Accepted: 06/04/2014] [Indexed: 05/15/2023]
Abstract
This is a reflective essay based on the experience of developing a structure and function module within a new integrated medical curriculum. Our hope is that the insights we gained during a 4-yr journey in a new medical school will be transferable to others engaged with curriculum development. Here, we present an interpretive analysis of our personal experiences together with some original research data and a synthesis of the literature. We will argue that a focus on teaching faculty is the key to successful curriculum integration and suggest an agenda for faculty development. Our essay begins by exploring what curriculum integration really means and what its purpose might be. Our case study explores the challenges of building a shared understanding among stakeholders and of negotiating learning outcomes and methods of teaching as well as the process of developing content and assessment. We feel that many of our experiences in the new medical school are applicable in other settings, such as curriculum reform in established schools and for developers of competency-based premedical curricula. We conclude with recommendations to assist other curriculum planners and teachers by offering some benefits of hindsight.
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Affiliation(s)
- Mohammed K Khalil
- Department of Medical Education, College of Medicine, University of Central Florida, Orlando, Florida
| | - Jonathan D Kibble
- Department of Medical Education, College of Medicine, University of Central Florida, Orlando, Florida
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