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Xu J, Wu A, Filip C, Patel Z, Bernstein SR, Tanveer R, Syed H, Kotroczo T. Active recall strategies associated with academic achievement in young adults: A systematic review. J Affect Disord 2024; 354:191-198. [PMID: 38461899 DOI: 10.1016/j.jad.2024.03.010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/18/2023] [Revised: 02/27/2024] [Accepted: 03/04/2024] [Indexed: 03/12/2024]
Abstract
BACKGROUND Effective learning strategies are crucial to the development of academic skills and information retention, especially in post secondary education where increasingly complex subjects are explored. Active recall-based strategies have been identified as particularly effective for long-term learning. This systematic review investigates the effectiveness of various active recall-based learning strategies for improving academic performance and self-efficacy in higher education students. METHODS A systematic review of peer-reviewed articles was conducted with a priori criteria by searching PubMed, ScienceDirect, JSTOR, PsycInfo, and Web of Science databases. Search results were screened/extracted and reconciled by two independent authors with the use of a piloted screening tool. Included studies were assessed for quality and risk of bias using the GRADE Quality Assessment Tool for Quantitative Studies. Three overarching study strategies were extracted for further investigation including flashcards, practice testing or retrieval practice, and concept mapping. Within each category, three additional unique search strings were searched, screened, and extracted. A qualitative analysis of the studies was provided. RESULTS Among the appraised articles, flashcards were found to be popular and correlated with higher GPA and test scores. Self-testing, retrieval practice, and concept mapping were also effective but under-utilized. Concept mapping was found to boost student confidence. CONCLUSION Active recall strategies exhibit promise for effective learning and additional research in these developing field can support academic pursuits.
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Affiliation(s)
- Joy Xu
- David Geffen School of Medicine, Los Angeles, CA, United States.
| | - Alyssa Wu
- University of Western Ontario, London, ON, Canada
| | - Cosmina Filip
- David Geffen School of Medicine, Los Angeles, CA, United States
| | - Zinal Patel
- David Geffen School of Medicine, Los Angeles, CA, United States
| | | | | | - Hiba Syed
- University of Western Ontario, London, ON, Canada
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Grant AA. Regaining the Student Mindset of Patient Care. Ann Vasc Surg 2024; 101:134-138. [PMID: 38122979 DOI: 10.1016/j.avsg.2023.12.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2023] [Accepted: 12/06/2023] [Indexed: 12/23/2023]
Affiliation(s)
- April A Grant
- Trauma Surgery and Surgical Critical Care, St. Alphonsus Regional Medical Center, Boise, ID.
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Narayanan S, Adikesavan PN, Ananthy V. Student Experiential Activities: A Novel Strategy to Teach Neuroanatomy in Lectures. Cureus 2023; 15:e50789. [PMID: 38239512 PMCID: PMC10795853 DOI: 10.7759/cureus.50789] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/19/2023] [Indexed: 01/22/2024] Open
Abstract
Introduction Activity-based teaching is a widely used pedagogical tool for enhancing anatomy learning. However, involving the learner in experiential activities in lectures is an unexplored area in medical research. The present study aims to determine whether incorporating student experiential activities into lectures impacts student's learning of neuroanatomy. Materials and methods We used a pre-test/post-test experimental study design to compare the learning outcome between the experiential activity based lecture and traditional lectures. We divided 150 students into control (75 students) and intervention groups (75 students). To assess the baseline knowledge on the subject, the students attended 20 clinical scenario-based multiple-choice questions two weeks before the lectures. Then, both groups attended two lecture sessions on the functional areas of the brain. In the control group, the students drew the boundaries of a particular cerebral area and labeled its function and clinical symptoms. In the intervention group, the learners participated in experiential activities while following the instructions. The lecturer used their response as a scaffold to explain the function and clinical correlation of a specific part of the cerebral cortex. The same test questions were given to the students one week after the final lecture session to evaluate their level of understanding. We analyzed the scores of 111 students (57 students in the control group and 54 students in the interventional group) who attended the two lectures and pre- and post-test sessions. Students also completed a validated 10-item feedback questionnaire regarding their perception of the teaching sessions. Results The mean score improvement for the control and intervention groups was 4.86 ± 1.53 and 6.39 ± 2.93, respectively. The score improvement of the activity group was significantly higher than that of the control group (p = 0.006; d = 0.65). The perception scores of interest, knowledge attainment, and satisfaction were significantly higher in the intervention group compared to the control group. Conclusion The findings of this study suggest that experiential activities facilitate better comprehension of abstract neuroanatomical concepts as compared to traditional didactic teaching.
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Affiliation(s)
- Suresh Narayanan
- Department of Anatomy, All India Institute of Medical Sciences, Madurai, Ramanathapuram, IND
| | | | - Vimala Ananthy
- Department of Pharmacology, Mahatma Gandhi Medical College and Research Institute, Puducherry, IND
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Dempsey AMK, Nolan YM, Lone M, Hunt E. Examining Motivation of First-Year Undergraduate Anatomy Students Through the Lens of Universal Design for Learning (UDL): A Single Institution Study. MEDICAL SCIENCE EDUCATOR 2023; 33:945-953. [PMID: 37546207 PMCID: PMC10403472 DOI: 10.1007/s40670-023-01823-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 06/16/2023] [Indexed: 08/08/2023]
Abstract
Motivation is critical for meaningful learning among healthcare students studying anatomy. Learners are highly variable, and it is important to ensure learners are equally supported in the diverse aspects of an anatomy curriculum. The implementation of the educational framework, Universal Design for Learning (UDL), in anatomy curricula could potentially enhance student motivation. The multiple means of engagement principle of UDL refers to the enhancement of motivation among students. This study aimed to identify healthcare students' motivation levels at the start and end of their anatomy module and whether there was any change in motivation. The Motivated Strategies for Learning Questionnaire (MSLQ) was distributed to gather the self-reported motivation levels of first-year undergraduate medical, dental and occupational therapy (OT) and speech and language therapy (SLT) students studying anatomy at the start of their respective anatomy modules and again at the end of the module. The overall response rate was 74% and 69%, at the start and end of the study, respectively. Responses were analysed by the respective programme of study. Motivation to study anatomy among medical, dental, OT and SLT students ranged from medium to high on the MSLQ at the start of their respective anatomy modules. By the end of the anatomy modules, dental students reported high levels of motivation to study anatomy, whereas motivation among medical, OT and SLT students ranged from medium to high. A change in students' self-reported motivation levels while studying anatomy was identified. The study emphasises the benefits of UDL and its flexible nature to enhance motivation.
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Affiliation(s)
- Audrey M. K. Dempsey
- Department of Anatomy and Neuroscience, School of Medicine, University College Cork, Cork, Ireland
| | - Yvonne M. Nolan
- Department of Anatomy and Neuroscience, School of Medicine, University College Cork, Cork, Ireland
| | - Mutahira Lone
- Department of Anatomy and Neuroscience, School of Medicine, University College Cork, Cork, Ireland
| | - E. Hunt
- Department of Occupational Science and Occupational Therapy, School of Clinical Therapies, University College Cork, Cork, Ireland
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Chen A, Kwendakwema N, Vande Vusse LK, Narayanan M, Strizich L, Albert T, Wu C. Outcomes in quality improvement and patient safety training: moving from in-person to synchronous distance education. BMJ Open Qual 2023; 12:bmjoq-2022-002176. [PMID: 36927629 PMCID: PMC10030926 DOI: 10.1136/bmjoq-2022-002176] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2022] [Accepted: 03/08/2023] [Indexed: 03/18/2023] Open
Abstract
BACKGROUND The COVID-19 pandemic necessitated increased synchronous distance education (SDE) in graduate medical education, presenting challenges for Quality Improvement and Patient Safety (QIPS) best practices, which call for integration with daily clinical care and investigation of real patient safety events. OBJECTIVE To evaluate educational outcomes for QIPS training after conversion of a mature, in-person curriculum to SDE. METHODS 68 postgraduate year (PGY)-1 residents were surveyed before and after the SDE Culture of Patient Safety training in June 2020, and 59 PGY-2s were administered the Quality Improvement Knowledge Application Tool-Revised (QIKAT-R) before and after the SDE QIPS seminar series in July-August 2020. Values before and after training were compared using sign tests for matched pairs (PGY-1) and Wilcoxon signed-rank tests (PGY-2). RESULTS 100% (68 of 68) of PGY-1s and 46% (27 of 59) of PGY-2s completed precourse and postcourse surveys. Before the course, 55 PGY-1s (81%) strongly agreed that submitting patient safety event reports are a physician's responsibility, and 63 (93%) did so after (15% increase, p=0.004). For PGY-2s, the median composite QIKAT-R score was 17 (IQR 14.5-20) before and 22.5 (IQR 20-24.5) after the seminars, with a median difference of 4.5 (IQR 1.5-7), a 32% increase in QIPS competency (p=0.001). CONCLUSIONS Patient safety attitudes and quality improvement knowledge increased after SDE QIPS training at comparable levels to previously published results for in-person training, supporting SDE use in future hybrid curricula to optimise educational value and reach.
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Affiliation(s)
- Anders Chen
- Medicine, University of Washington School of Medicine, Seattle, Washington, USA
- Medicine, Veterans Affairs Puget Sound Heathcare System, Seattle, Washington, USA
| | - Natasha Kwendakwema
- Medicine, University of Washington School of Medicine, Seattle, Washington, USA
| | - Lisa K Vande Vusse
- Medicine, University of Washington School of Medicine, Seattle, Washington, USA
| | - Maya Narayanan
- Medicine, University of Washington School of Medicine, Seattle, Washington, USA
| | - Lindee Strizich
- Medicine, University of Washington School of Medicine, Seattle, Washington, USA
| | - Tyler Albert
- Medicine, University of Washington School of Medicine, Seattle, Washington, USA
- Medicine, Veterans Affairs Puget Sound Heathcare System, Seattle, Washington, USA
| | - Chenwei Wu
- Medicine, University of Washington School of Medicine, Seattle, Washington, USA
- Medicine, Veterans Affairs Puget Sound Heathcare System, Seattle, Washington, USA
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Dai W, Zhou Y, Zhang C, Zhang H. Open data: an innovative learning resource for postgraduates. LIBRARY HI TECH 2023. [DOI: 10.1108/lht-05-2022-0228] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/18/2023]
Abstract
PurposeWith the continuous development of the global COVID-19 epidemic, mobile learning has become one of the most significant learning approaches. The mobile learning resource is the basis of mobile learning; it may directly affect the effectiveness of mobile learning. However, the current learning resources cannot meet users' needs. This study aims to analyze the influencing factors of accepting open data as learning resources among users.Design/methodology/approachBased on the technology acceptance model (TAM) and the unified theory of acceptance and use of technology (UTAUT), this study proposed a comprehensive theoretical research model. Data were obtained from 398 postgraduates from several universities in central China. Confirmatory factor analysis was used to determine the reliability and validity of the measurement model. Data has been analyzed using SPSS and AMOS software.FindingsThe results suggested that perceived usefulness, performance expectancy, social influence and facilitating conditions have a positive influence on accepting open data as learning resources. Perceived ease of use was not found significant. Moreover, it was further shown in the study that behavioural intention significantly influenced the acceptance of open data as learning resources.Originality/valueThere is a lack of research on open data as learning resources in developing countries, especially in China. This study addresses the gap and helps us understand the acceptance of open data as learning resources in higher education. This study also pays attention to postgraduates' choice of learning resources, which has been little noticed before. Additionally, this study offers opportunities for further studies on the continuous usage of open data in higher education.
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Taylor MA, Loder DM, Herr MJ, Nichols RA. The effect of curricular reform on gross anatomy laboratory examination performance: An institutional analysis. ANATOMICAL SCIENCES EDUCATION 2023; 16:47-56. [PMID: 35603528 DOI: 10.1002/ase.2201] [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: 06/04/2021] [Revised: 05/19/2022] [Accepted: 05/20/2022] [Indexed: 06/15/2023]
Abstract
Many medical schools have undergone curricular reform recently. With these reforms, time spent teaching anatomy has been reduced, and there has been a general shift to a pass/fail grading system. At Indiana University School of Medicine (IUSM), a new curriculum was implemented in fall 2016. The year-long human gross anatomy course taught in 2015 was condensed into an integrated, semester-long course starting in 2016. Additionally, the grading scale shifted to pass/fail. This study examined first-year medical student performance on anatomy practical laboratory examinations-specifically, among lower-order (pure identification) questions and higher-order (function, innervation) questions. Participants included medical students from a pre-curricular reform cohort (year 2015, 34 students) and two post-curricular reform cohorts (years 2016, 30 students and 2017, 33 students). A Kruskal-Wallis ANOVA test was used to determine differences of these questions among the three cohorts. Additionally, 40 of the same lower-order questions that were asked on gross anatomy laboratory examinations from medical student cohort year 2015 and year 2016 were further analyzed using an independent samples t-test. Results demonstrated that the pre-curricular reform cohort scored significantly higher on both lower-order (median = 81, p < 0.001) and higher-order questions (median = 82.5, p < 0.05) than both post-curricular reform cohorts. Additionally, when reviewing the selected 40 similar questions, it was found that the pre-curricular reform cohort averaged significantly higher (82.1 ± 16.1) than the post-curricular reform cohort from 2016 (69.3 ± 21.8, p = 0.004). This study provides evidence about the impact of curricular reform on medical student anatomical knowledge.
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Affiliation(s)
- Melissa A Taylor
- Department of Anatomy and Neurobiology, University of Tennessee Health Science Center, Memphis, Tennessee, USA
| | - Danielle M Loder
- Department of Medical Sciences, Indiana University School of Medicine, Bloomington, Indiana, USA
| | - Michael J Herr
- Department of Anatomy and Neurobiology, University of Tennessee Health Science Center, Memphis, Tennessee, USA
| | - Richard A Nichols
- Department of Medical Sciences, Indiana University School of Medicine, Bloomington, Indiana, USA
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Chimmalgi M, Hortsch M. Teaching Histology Using Self-Directed Learning Modules (SDLMs) in a Blended Approach. MEDICAL SCIENCE EDUCATOR 2022; 32:1455-1464. [PMID: 36407816 PMCID: PMC9640883 DOI: 10.1007/s40670-022-01669-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 10/20/2022] [Indexed: 06/16/2023]
Abstract
INTRODUCTION New technologies like virtual microscopy have revolutionized histology education. However, first-year students often require additional assistance with virtual slides. Online self-directed learning modules (SDLMs) were developed to provide such support to learners by offering them short instructional videos that are uploaded to YouTube and the instructional website. The purpose of this study was to determine the effectiveness of SDLMs and to sample students' opinions about SDLMs. METHOD Over a 3-year time span, SDLMs were used to augment histology lessons, and their effectiveness (on learning outcomes) was measured by using traditional steeple-chase and/or virtual slide assessments. Average percentage scores for both methods of assessment were compared using paired or independent t-tests. Student opinions about SDLMs were collected using an anonymous survey. The survey results were analyzed by average scores and thematic analysis of the narrative responses. RESULTS Using SDLMs in a blended approach showed significant improvement in students' academic performance - irrespective of the method of assessment. There was a strong positive correlation with the performance when students were assessed using the virtual slide method. However, a standalone approach using SDLMs did not positively impact learning outcomes. Survey results indicated that most students perceived the videos as helpful for understanding the subject better and as quick review opportunities. CONCLUSION The results support the use of SDLMs in a blended instructional approach and as an adjunct resource to conventional microscopy. This use of SDLMs was positively received by learners and significantly improved the learning outcome. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-022-01669-9.
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Affiliation(s)
- Mamata Chimmalgi
- Department of Anatomy, Sree Gokulam Medical College & Research Foundation, Venjaramoodu, Trivandrum, Kerala India
| | - Michael Hortsch
- Departments of Cell & Developmental Biology and of Learning Health Sciences, University of Michigan Medical School, Ann Arbor, MI USA
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Chaudhuri JD. An initial preparation for human cadaveric dissection ameliorates the associated mental distress in students. ANATOMICAL SCIENCES EDUCATION 2022; 15:910-927. [PMID: 34143562 DOI: 10.1002/ase.2112] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/12/2020] [Revised: 05/31/2021] [Accepted: 06/06/2021] [Indexed: 06/12/2023]
Abstract
It is universally recognized that cadaveric dissection is an essential part of anatomy training. However, it has been reported to induce mental distress in some students and impair their intrinsic motivation (IM) to study. One of the postulated reasons for this behavior is the lack of adequate information and preparation of students for cadaveric dissection. Therefore, it is hypothesized that providing relevant information prior to cadaveric dissection will ameliorate the mental distress, enhance the IM of students, and improve their academic performance. A cohort of occupational therapy students enrolled in an anatomy course were psychologically prepared for cadaveric dissection. Students were provided with a curated list of YouTube videos and peer-reviewed journal articles related to cadaveric dissection prior to the commencement of the anatomy course. All students were also required to attend an oral presentation immediately before commencing dissection. The control group included students who had not been provided with any resources in preparation for cadaveric dissection. Compared to the control group, students who had been prepared demonstrated better quality of cadaveric dissection, improved academic performance, reported less mental distress and greater IM. Moreover, students reported the oral presentation to be most relevant and journal articles to be least useful in their preparation. Therefore, this is an effective approach in the amelioration of mental distress and improvement of performance in anatomy students. Consequently, this study represents a paradigm shift in the pedagogy of anatomy, and could represent a vital element in the evolution of a revitalized anatomy curriculum.
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Affiliation(s)
- Joydeep Dutta Chaudhuri
- School of Occupational Therapy, College of Health Sciences, Husson University, Bangor, Maine, USA
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Messerer DAC, Kraft SF, Horneffer A, Messerer LAS, Böckers TM, Böckers A. What factors motivate male and female Generation Z students to become engaged as peer teachers? A mixed-method study among medical and dental students in the gross anatomy course. ANATOMICAL SCIENCES EDUCATION 2022; 15:650-662. [PMID: 34164936 DOI: 10.1002/ase.2114] [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: 10/04/2020] [Revised: 06/15/2021] [Accepted: 06/20/2021] [Indexed: 06/13/2023]
Abstract
Peer-teaching is widely established in anatomy teaching and offers well-described advantages. Nevertheless, at Ulm University, Germany, a reduction in the number of peer teacher applicants for the dissection course was observed. This study examined factors related to the attractiveness of a position as a peer teacher for Generation Z students. Participants of the gross anatomy course were asked to evaluate factors influencing the attractiveness of a peer teacher position using a six-point Likert scale. Additionally, open-ended questions were analyzed qualitatively. Sex-specific subgroup analysis was performed comparing students of low and high motivation to apply for a tutorship. Of the 374 students who participated in this study (response rate 53%), 38% stated that they were intending to apply as peer teachers. Data indicated that students displayed intrinsic motivation to apply for a tutorship because of the opportunity to improve their anatomy knowledge and/or their pleasure in teaching. In contrast, extrinsic factors like remuneration of the tutorship and its relevance for their curriculum vitae were least important. Anatomy educators underestimated the demotivating factor of the workload associated with the tutorship and encouraged students less frequently to apply than peer teachers. Only minor sex-specific differences could be identified. Nevertheless, female students were encouraged less frequently to apply than their male peers. In summary, Generation Z students apply as peer teachers because they are enthusiastic about the task. To motivate students to commit to extracurricular activities like a tutorship, anatomy educators should actively encourage students-particularly females-more frequently to apply.
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Affiliation(s)
- David A C Messerer
- Institute of Clinical and Experimental Trauma-Immunology, Ulm University Hospital, Ulm, Germany
- Department of Anesthesiology and Intensive Care Medicine, Ulm University Hospital, Ulm, Germany
| | - Sophie F Kraft
- Institute of Anatomy and Cell Biology, Medical Faculty, Ulm University, Ulm, Germany
| | - Astrid Horneffer
- Office of the Dean of Studies, Medical Faculty, Ulm University, Ulm, Germany
| | | | - Tobias M Böckers
- Institute of Anatomy and Cell Biology, Medical Faculty, Ulm University, Ulm, Germany
| | - Anja Böckers
- Institute of Anatomy and Cell Biology, Medical Faculty, Ulm University, Ulm, Germany
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Sezer B, Kolay D, Şen Yavuz B, Güneyligil Kazaz T, Kargül B. Motivations, attitudes for choosing dental profession and preferred dental specialties amongst Turkish dental students. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:422-433. [PMID: 34936162 DOI: 10.1111/eje.12749] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/26/2021] [Accepted: 12/14/2021] [Indexed: 06/14/2023]
Abstract
AIM The aim of the study was to investigate the influential factors for choosing dentistry, their thoughts about the profession, their expectations for the future and their thoughts about the specialisation of dental students from all grades in the School of Dentistry, Marmara University. MATERIALS AND METHODS Socio-demographic information, influential factors the choice of profession, thoughts and expectations about dentistry, and thoughts about the specialisation were evaluated in the questionnaire that included different question types in four separate sections. Chi-square test was used to assess the relationship between categorical variables, and multiple linear regression was performed to examine the combined effects of variables that influence the always dream of becoming a dentist. RESULTS 462 of the 471 participants from all grades who agreed to participate in the study completed the questionnaire with a response rate of 98.1%. It was seen that the students' clinical experience made differences in almost half of their motivational sources for choosing dentistry and their views on future opinions and expectations (p < .05). In addition to clinical experience, gender also made a statistically significant differences in almost all answers in the students' opinions about specialisation (p < .05). CONCLUSION From the results of the study, the majority of Turkish dental students were self-motivated compared to familial and environmental factors for choosing dentistry as a career. The career motivations of them seemed to be associated with the socioeconomic aspects of dentistry, whereas the perceptions regarding the future of dentistry seemed to be associated with the need for postgraduate education.
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Affiliation(s)
- Berkant Sezer
- Department of Paediatric Dentistry, School of Dentistry, Çanakkale Onsekiz Mart University, Çanakkale, Turkey
| | - Duygu Kolay
- Department of Endodontics, School of Dentistry, Akdeniz University, Antalya, Turkey
| | - Betül Şen Yavuz
- Department of Paediatric Dentistry, School of Dentistry, Bahçeşehir University, Istanbul, Turkey
| | | | - Betül Kargül
- Deparment of Paediatric Dentistry, School of Dentistry, Marmara University, Istanbul, Turkey
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Rao Bhagavathula V, Bhagavathula V, Moinis RS, Chaudhuri JD. The Integration of Prelaboratory Assignments within Neuroanatomy Augment Academic Performance, Increase Engagement, and Enhance Intrinsic Motivation in Students. ANATOMICAL SCIENCES EDUCATION 2022; 15:576-586. [PMID: 33829667 DOI: 10.1002/ase.2084] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/08/2020] [Revised: 02/11/2021] [Accepted: 04/03/2021] [Indexed: 06/12/2023]
Abstract
The study of neuroanatomy imposes a significant cognitive load on students since it includes huge factual information and therefore demands diverse learning strategies. In addition, a significant amount of teaching is carried out through human brain demonstrations, due to limited opportunities for cadaveric dissection. However, reports suggest that students often attend these demonstrations with limited preparation, which detrimentally impacts their learning. In the context of student learning, greater levels of engagement and intrinsic motivation (IM) are associated with better academic performance. However, the maintenance of engagement and the IM of students in neuroanatomy is often challenging for educators. Therefore, this study aimed to explore the role of prelaboratory assignments (PLAs) in the improvement of academic performance, augmentation of engagement, and enhancement of IM in occupational therapy students enrolled in a human neuroanatomy course. One cohort of students in the course was expected to complete PLAs prior to each brain demonstration session. The PLAs contained a list of structures, and students were expected to write a brief anatomical description of each structure. Another cohort of students who were not provided with similar PLAs constituted the control group. Students who completed PLAs had a higher score on the final examinations as compared to students who were not required to complete PLAs. These students also demonstrated greater engagement and IM, and indicated that they perceived PLAs to be valuable in the learning of neuroanatomy. Therefore, PLAs represent a useful teaching tool in the neuroanatomy curriculum.
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Affiliation(s)
| | - Viswakanth Bhagavathula
- Department of Forensic Medicine and Toxicology, Kanachur Institute of Medical Sciences and Hospital, Mangalore, India
| | - Rohan S Moinis
- Department of Forensic Medicine and Toxicology, Kanachur Institute of Medical Sciences and Hospital, Mangalore, India
| | - Joydeep Dutta Chaudhuri
- School of Occupational Therapy, College of Health and Pharmacy, Husson University, Bangor, Maine
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Belhan Çelik S, Özkan E, Bumin G. Effects of Occupational Therapy via Telerehabilitation on Occupational Balance, Well-Being, Intrinsic Motivation and Quality of Life in Syrian Refugee Children in COVID-19 Lockdown: A Randomized Controlled Trial. CHILDREN (BASEL, SWITZERLAND) 2022; 9:485. [PMID: 35455529 PMCID: PMC9026389 DOI: 10.3390/children9040485] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/27/2022] [Revised: 03/11/2022] [Accepted: 03/23/2022] [Indexed: 11/19/2022]
Abstract
We aimed to evaluate the effects of an occupational training program via telerehabilitation on well-being (WB), occupational balance (OB), intrinsic motivation (IM), and quality of life (QoL) in Syrian refugee children resettled in Turkey during the COVID-19 pandemic. This was a single-center, prospective, randomized, non-blinded trial in which children aged 13-15 years and attending a secondary school were recruited. OB, WB, IM, and QoL were evaluated via the OB Questionnaire (OBQ11), the Well-Star Scale (WSS), the IM Scale (IMS), and the Pediatric Quality of Life Inventory (PedsQL). The intervention group attended online occupational therapy classes. Online classes were carried out as five sessions per week, each session lasting 1 h, for 3 weeks. Questionnaires were performed at the outset of the study and following the training program. Overall, 52 refugee children were randomized into the intervention and control groups, each including 26 children. The mean OBQ11, WSS, IMS, and PedsQL scores significantly improved more in the intervention group than in the control group. This was the first study investigating the effects of a customized online training course on OB, WB, IM, and QoL in Syrian refugee children, also affected unfavorably by the COVID-19 lockdown. Our results showed significant improvements in all the study scales that we used to quantify the alterations in the aforementioned traits.
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Affiliation(s)
- Sümeyye Belhan Çelik
- Department of Occupational Therapy, Hamidiye Faculty of Health Sciences, University of Health Sciences Turkey, İstanbul 34668, Turkey
- Department of Occupational Therapy, Institute of Health Sciences, Hacettepe University, Ankara 06050, Turkey;
| | - Esma Özkan
- Department of Occupational Therapy, Gülhane Faculty of Health Sciences, University of Health Sciences Turkey, Ankara 34668, Turkey;
| | - Gonca Bumin
- Department of Occupational Therapy, Institute of Health Sciences, Hacettepe University, Ankara 06050, Turkey;
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Medical Students and the Drive for a Single Right Answer: Teaching Complexity and Uncertainty. ATS Sch 2022; 3:27-37. [PMID: 35633993 PMCID: PMC9131886 DOI: 10.34197/ats-scholar.2021-0083ps] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2021] [Accepted: 10/05/2021] [Indexed: 01/24/2023] Open
Abstract
The arrival of Generation Z, the next generation of medical learners, has been accompanied by efforts to adapt teaching practices for this new group of students. Many have identified challenges associated with addressing the needs of modern medical learners. One particular trend we have observed is that medical students are increasingly requesting an “answer key” for all aspects of their medical education. Students often expect to have the correct answers readily available to them to ensure they have reached the correct conclusion and to determine the precise knowledge they need to master. Yet, for much of medicine, and particularly in the care of critically ill patients with multisystem disease in intensive care units, answers are uncertain, and the body of knowledge is ever-growing. Students’ regular requests for solutions to be provided to them threaten to undermine their development into critically thinking, self-sufficient physicians. We outline three potential contributors to this multifactorial problem and offer corresponding pedagogical solutions. Specifically, we address how prioritizing outcomes over process, discomfort with uncertainty, and fear of faltering can cause students to seek excessive levels of support that may ultimately do more harm than good. Addressing students’ concerns in these three key areas will not only serve students well during their undergraduate medical training but will also equip them with the skills needed to succeed in the clinical realm. To produce physicians capable of navigating an increasingly uncertain world, medical educators will need to help students appreciate that finding the answer is more complex than being provided an answer key.
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Khurshid Z, De Brún A, Moore G, McAuliffe E. Virtual adaptation of traditional healthcare quality improvement training in response to COVID-19: a rapid narrative review. HUMAN RESOURCES FOR HEALTH 2020; 18:81. [PMID: 33115494 PMCID: PMC7594275 DOI: 10.1186/s12960-020-00527-2] [Citation(s) in RCA: 24] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/10/2020] [Accepted: 10/16/2020] [Indexed: 05/24/2023]
Abstract
BACKGROUND Information and communication technology are playing a major role in ensuring continuity of healthcare services during the COVID-19 pandemic. The pandemic has also disrupted healthcare quality improvement (QI) training and education for healthcare professionals and there is a need to rethink the way QI training and education is delivered. The purpose of this rapid evidence review is to quickly, but comprehensively collate studies to identify what works and what does not in delivering QI training and education using distance learning modalities. METHODS Three healthcare databases were searched along with grey literature sources for studies published between 2015 and 2020. Studies with QI training programmes or courses targeting healthcare professionals and students with at least one component of the programme being delivered online were included. RESULTS A total of 19 studies were included in the review. Most studies had a mixed methods design and used blended learning methods, combining online and in-person delivery modes. Most of the included studies reported achieving desired outcomes, including improved QI knowledge, skills and attitudes of participants and improved clinical outcomes for patients. Some benefits of online QI training delivery include fewer required resources, reduced need for on-site instructors, increased programme reach, and more control and flexibility over learning time for participants. Some limitations of online delivery modes include limited learning and networking opportunities, functional and technical problems and long lead time for content adaptation and customisation. DISCUSSION The review highlights that distance learning approaches to QI help in overcoming barriers to traditional QI training. Some important considerations for those looking to adapt traditional programmes to virtual environments include balancing virtual and non-virtual methods, using suitable technological solutions, customising coaching support, and using multiple criteria for programme evaluation. CONCLUSION Virtual QI and training of healthcare professionals and students is a viable, efficient, and effective alternative to traditional QI education that will play a vital role in building their competence and confidence to improve the healthcare system in post-COVID environment.
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Affiliation(s)
- Zuneera Khurshid
- UCD Centre for Interdisciplinary Research, Education, and Innovation in Health Systems (UCD IRIS), School of Nursing, Midwifery and Health Systems, University College Dublin, Room B111, Dublin, Ireland
| | - Aoife De Brún
- UCD Centre for Interdisciplinary Research, Education, and Innovation in Health Systems (UCD IRIS), School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland
| | - Gemma Moore
- National Quality Improvement Team, Evidence for Improvement, Health Service Executive, Stewarts Hospital, Mill Lane, Palmerstown, Dublin, D20HY57 Ireland
| | - Eilish McAuliffe
- UCD Centre for Interdisciplinary Research, Education, and Innovation in Health Systems (UCD IRIS), School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland
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Pascoe MA. Web Browsing Habits of Healthcare Professions Students in Gross Anatomy Laboratory. ANATOMICAL SCIENCES EDUCATION 2020; 13:520-526. [PMID: 31833217 DOI: 10.1002/ase.1934] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/15/2019] [Revised: 11/06/2019] [Accepted: 12/06/2019] [Indexed: 06/10/2023]
Abstract
Personal computer use for educational purposes by the healthcare professions students has become ubiquitous. Although the effect of computer-based dissection instructions has been studied, there is a paucity of information regarding student browsing habits of information available on the Internet. Although current students have favorable attitudes toward accessing anatomical information online, web browsing habits have not yet been investigated specifically in the dissection laboratory setting. The purpose of this study was to describe the browsing habits of the healthcare professions students in the gross anatomy setting using a retrospective analysis. Files containing web browser history were retrieved from desktop computers in the gross anatomy laboratory and custom code was written to parse them into comma separated value files. Each web address was categorized and descriptive statistics was calculated. Browser history for 24 computers was analyzed from June 2013 to January 2015. During this period, students accumulated 100,857 webpage visits. Most often, students performed a Google search for anatomy (22.0% of all visits) and non-anatomy related (20.6% of all visits) information. Students also used the web browser to access various entertainment (16.4% of all visits) and productivity related services (15.9% of all visits). This analysis revealed a large volume of webpage visits by the healthcare professions students in the gross anatomy laboratory. A wide diversity of anatomy and non-anatomy related webpages were visited. Future analyses could be directed at examination of when in relation to class time students accessed the information, how browsing habits change over time, and what anatomical structures were most commonly searched for.
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Affiliation(s)
- Michael A Pascoe
- Physical Therapy Program, School of Medicine, University of Colorado Anschutz Medical Campus, Aurora, Colorado
- Modern Human Anatomy Program, Department of Cell and Developmental Biology, School of Medicine, University of Colorado Anschutz Medical Campus, Aurora, Colorado
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Bringman‐Rodenbarger L, Hortsch M. How students choose E-learning resources: The importance of ease, familiarity, and convenience. FASEB Bioadv 2020; 2:286-295. [PMID: 32395701 PMCID: PMC7211040 DOI: 10.1096/fba.2019-00094] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2019] [Revised: 12/16/2019] [Accepted: 02/18/2020] [Indexed: 11/11/2022] Open
Abstract
Electronic learning resources are popular with today's students. However, how students choose their favorite e-learning resources is not well-understood. The popular SecondLook TM histology self-review tool was offered in three different interfaces to students participating in two histology courses (Cell and Developmental Biology [CDB] 450/550 and DENT 510). These interfaces included PowerPoint files, an online website, and a mobile application (app). Identical in content, each interface had specific advantages and disadvantages with respect to compatible devices, user features, and access limitations. Upon the conclusion of the courses, students were surveyed about their interface preference, reasons for their selection, and general usage of the SecondLook TM resource. With a 91.4% overall survey participation rate, only 3 out of 213 participating students never used the resource. Many students (46.3% CDB 450/550, 62.9% DENT 510) tried only one interface, with PowerPoint being the most popular final choice (56.5% CBD 450/550, 65.7% DENT 510). Although the interactive website and mobile app offered additional user-friendly features, they only garnered between 16% and 24% final popularity. "Convenience," "larger screen," and "easy to use" were most often reported as reasons for students' interface preference. The accessibility of where and when the SecondLook TM resource can be used was also frequently cited. This availability encouraged some students to forgo other learning resources and to use the mobile app in distractive environments. The results of this study suggest that today's students are in fact less motivated to seek out high-tech e-learning resources than commonly believed and instead often select interfaces with which they are already familiar.
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Affiliation(s)
| | - Michael Hortsch
- Department of Cell and Developmental BiologyUniversity of Michigan Medical SchoolAnn ArborMIUSA
- Department of Learning Health SciencesUniversity of Michigan Medical SchoolAnn ArborMIUSA
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