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Grainger R, Liu Q, Gladman T. Learning technology in health professions education: Realising an (un)imagined future. MEDICAL EDUCATION 2024; 58:36-46. [PMID: 37555302 DOI: 10.1111/medu.15185] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/21/2023] [Revised: 07/14/2023] [Accepted: 07/18/2023] [Indexed: 08/10/2023]
Abstract
CONTEXT Technology is being introduced, used and studied in almost all areas of health professions education (HPE), often with a claim of making HPE better in one way or another. However, it remains unclear if technology has driven real change in HPE. In this article, we seek to develop an understanding of the transformative capacity of learning technology in HPE. METHODS AND OUTCOMES We first consider the wider scholarship highlighting the intersection between technology and pedagogy, articulating what is meant by transformation and the role of learning technology in driving educational transformation. We then undertake a synthesis of the current high visibility HPE-focused research. We sampled the literature in two ways-for the five highest impact factor health professional education journals over the past decade and for all PubMed indexed journals for the last 3 years-and categorised the extant research against the Substitution, Augmentation, Modification, Redefinition model. We found that the majority of research we sampled focussed on substituting or augmenting learning through technology, with relatively few studies using technology to modify or redefine what HPE is through the use of technology. Of more concern was the lack of theoretical justification for pedagogical improvement, including transformation, underpinning the majority of studies. CONCLUSIONS While all kinds of technology use in learning have their place, the next step for HPE is the robust use of technology aiming to lead transformation. This should be guided by transformational educational theory and aligned with pedagogical context. We challenge HPE practitioners and scholars to work thoughtfully and with intent to enable transformation in education for future health professionals.
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Affiliation(s)
- Rebecca Grainger
- Education Unit Te Pou Whirinaki, University of Otago Wellington, Wellington, New Zealand
- Otago Medical School, University of Otago, Dunedin, New Zealand
| | - Qian Liu
- Higher Education Development Centre, University of Otago, Dunedin, New Zealand
| | - Tehmina Gladman
- Education Unit Te Pou Whirinaki, University of Otago Wellington, Wellington, New Zealand
- Otago Medical School, University of Otago, Dunedin, New Zealand
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Duraes M, Captier G, Micheau A, Hoa D, Rathat G. Anatomical knowledge retention in Obstetrics and Gynaecology residents and impact of an e-learning tool. Surg Radiol Anat 2023; 45:1629-1634. [PMID: 37874378 DOI: 10.1007/s00276-023-03254-0] [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: 01/27/2023] [Accepted: 10/05/2023] [Indexed: 10/25/2023]
Abstract
PURPOSE Anatomical knowledge of medical students and residents is insufficient and further anatomical sciences throughout medical curriculum may be necessary. The first aim of this study was to assess pelvic and perineal anatomical knowledge retention of Obstetrics and Gynaecology (Ob/Gyn) residents. The second was to assess the impact of an e-learning tool on anatomical knowledge. METHODS A survey was sent by mail to medical students and Ob/Gyn residents. After completion, Ob/Gyn residents were randomised to "e-learning" group or to "Control" group. "E-learning" group had an unlimited access to a tool about female pelvic and perineum anatomy, implemented by iMAIOS society in their online platform. A second assessment of residents' anatomical knowledge was done 2 months after randomisation. RESULTS Ob/Gyn residents (N = 23) had a significant lower global score than third-year medical students (N = 103) (22.1% (± 10.2) vs 43.8% (± 12.1), p < 0.0001). Two months after randomisation, residents of "control" group demonstrated no significant difference between the two questionnaires (3.6%, p = 0.31), whilst the "e-learning" group demonstrated a significant increase overall (10.6%, p = 0.09). There was no significant difference on the post-intervention questionnaire between control and "e-learning" group (25.4% vs 33% respectively, p = 0.34). CONCLUSION Knowledge of pelvic and perineal anatomy is poor. This e-learning tool aimed at improving anatomical knowledge retention but is not sufficient. A combination of traditional approaches and innovative solutions should be proposed throughout medical school and residency to maintain anatomical knowledge.
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Affiliation(s)
- Martha Duraes
- Department of Obstetrics and Gynecology, Montpellier University Hospital, Montpellier, France.
- Laboratory of Anatomy, Faculty of Medicine, University of Montpellier, Montpellier, France.
- Department of Anatomy, Faculty of Medicine, University of Montpellier, Avenue du Doyen Gaston Giraud, Montpellier, France.
| | - Guillaume Captier
- Laboratory of Anatomy, Faculty of Medicine, University of Montpellier, Montpellier, France
| | | | - Denis Hoa
- IMAIOS SAS, Castelnau Le Lez, France
| | - Gauthier Rathat
- Department of Obstetrics and Gynecology, Montpellier University Hospital, Montpellier, France
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Alenezi S, Bahathig A, Soliman M, Alhassoun H, Alkadi N, Albarrak M, Albadrani W, Alghoraiby R, Alhaddab A, Al-Eyadhy A. Performance and satisfaction during the E-learning transition in the COVID-19 pandemic among psychiatry course medical students. Heliyon 2023; 9:e16844. [PMID: 37303529 PMCID: PMC10229445 DOI: 10.1016/j.heliyon.2023.e16844] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2022] [Revised: 05/19/2023] [Accepted: 05/30/2023] [Indexed: 06/13/2023] Open
Abstract
Background In the field of medical education, students faced significant challenges during the COVID-19 pandemic. Abrupt alterations were made in the form of preventative precautions. Virtual classes replaced onsite classes, clinical placements were canceled, and social distance interventions prevented face-to-face practical sessions. The present study aimed to assess students' performance and satisfaction before and after the transition of a psychiatry course from onsite to entirely online during the COVID-19 pandemic. Methods A retrospective, non-clinical, and non-interventional comparative educational research study included all students registered in the psychiatric course for the academic year 2020 (pre-pandemic/onsite) and 2021 (during the pandemic/online).To assess students' satisfaction, we utilized the National Commission for Academic Accreditation and Assessment (NCAAA) students' satisfaction survey used by the academic quality unit at KSU, College of Medicine.Satisfaction was assessed in six domains: course organization, learning resources, faculty experiences, clinical teaching, practical sessions, and overall satisfaction. The reliability of the questionnaire was measured using Cronbach's alpha test.To assess their performance, students' grades from both periods were obtained from the exam center. Results A total of 193 medical students enrolled in the study; 80 received onsite learning and assessment, while another 113 received full online learning and assessment. The students' mean indicators of course satisfaction for the online courses exceeded their corresponding indicators significantly compared to the onsite courses. These indicators included students' satisfaction in terms of course organization, p < 0.001; medical learning resources, p < 0.050; faculty experience, p < 0.050; and overall course, p < 0.050. There were no significant differences regarding satisfaction in both practical sessions, p > 0.050, and clinical teaching, p > 0.050. The students' performance mean was significantly higher in the online (M = 91.76) compared to the onsite courses (M = 88.58) (p < 0.001), and the Cohen's D statistic showed there was a medium level of enhancement in students' overall grades (Cohen's d = 0.41). Conclusion Students perceived the switch to online delivery methods very favorably. Students' satisfaction significantly improved regarding the themes of course organization, faculty experience, learning resources, and overall course satisfaction, while a similar level of adequate student satisfaction was maintained in terms of clinical teaching and practical sessions during the transition of the course to e-learning. In addition, the online course was associated with a trend toward higher students' grades. However, the assessment of the achievement of course learning outcomes and the maintenance of this positive impact warrants further investigation.
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Affiliation(s)
- Shuliweeh Alenezi
- College of Medicine, King Saud University, Riyadh11362, Saudi Arabia
- Department of Psychiatry, College of Medicine, King Saud University Medical City, King Saud University, Riyadh11362, Saudi Arabia
- SABIC Psychological Health Research and Applications Chair (SPHRAC), Department of Psychiatry, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Ali Bahathig
- College of Medicine, King Saud University, Riyadh11362, Saudi Arabia
- Department of Psychiatry, College of Medicine, King Saud University Medical City, King Saud University, Riyadh11362, Saudi Arabia
- SABIC Psychological Health Research and Applications Chair (SPHRAC), Department of Psychiatry, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Mona Soliman
- College of Medicine, King Saud University, Riyadh11362, Saudi Arabia
- Medical Education Department, King Saud University Medical City, King Saud University, Riyadh11362, Saudi Arabia
| | - Hamad Alhassoun
- College of Medicine, King Saud University, Riyadh11362, Saudi Arabia
| | - Norah Alkadi
- College of Medicine, King Saud University, Riyadh11362, Saudi Arabia
| | - Majd Albarrak
- College of Medicine, King Saud University, Riyadh11362, Saudi Arabia
| | - Wejdan Albadrani
- College of Medicine, King Saud University, Riyadh11362, Saudi Arabia
| | - Rinad Alghoraiby
- College of Medicine, King Saud University, Riyadh11362, Saudi Arabia
| | - Abdullah Alhaddab
- College of Medicine, King Saud University, Riyadh11362, Saudi Arabia
| | - Ayman Al-Eyadhy
- College of Medicine, King Saud University, Riyadh11362, Saudi Arabia
- Pediatric Department, King Saud University Medical City, King Saud University, Riyadh11362, Saudi Arabia
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Vedi N, Dulloo P, Singh P. Digital technology for facilitating inquiry-based learning during the COVID pandemic for human anatomy course. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2022; 11:344. [PMID: 36567995 PMCID: PMC9768716 DOI: 10.4103/jehp.jehp_38_22] [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: 01/09/2022] [Accepted: 04/29/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Linking anatomy with the clinical approach for creating an inquisitive mind for a millennium via the digital platform is the need of the hour. Traditional lecturing makes students have rote memorization of the human anatomy. The inquiry-based project will allow undergraduate medical students to have a deeper understanding of human anatomy along with team building and interpersonal skill development. This approach of teaching would allow students to link the content taught for human anatomy with its clinical applicability and probably generate inquisitiveness for further exploring the course content. The study aimed to appraise and assess the perception of medical students and faculty about the inquiry-based digitalized project presentation. MATERIALS AND METHODS A descriptive cross-sectional study was conducted for inquiry-based project presentation where students were divided into 15 groups with 15 inquiries, which were presented as projects on a digital platform under the guidance of the facilitator. The perception of students and faculty for the inquiry-based approach was collected using a validated survey questionnaire. The quantitative data were analyzed by SPSS-version 15, using descriptive statistics, Friedman's rank, and thematic analysis for qualitative data. RESULT In total, 117 students participated in the pre-test and 129 in the post-test part of the study. Also, 79.1% of students appreciated that the inquiry-based project presentation approach allowed them to link anatomy with different courses; 73.6% agreed that this approach has a positive impact on their attitude toward learning anatomy. Then, 75.2% students appreciated of learning new skills using the digital platform. They agreed to have developed leadership (65.1%) and team-building skills (83.7%) and self-directed learning (SDL) improvement (71.3%). However, some students (9.3%) and faculty (16.7%) had been ostracized for presenting their inquiry-based projects on a digital platform, whereas 65.1% of students appreciated this approach. CONCLUSION Inquiry-based learning approach would allow students to have a deeper understanding of the subject knowledge and skills for the SDL and learn strategies for the usage of virtual technology for literature search.
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Affiliation(s)
- Neeraj Vedi
- Department of Anatomy, PSMC, Bhaikaka University, Karamsad, Gujarat, India
| | - Puja Dulloo
- Department of Physiology, PSMC, Bhaikaka University, Karamsad, Gujarat, India
| | - Praveen Singh
- Department of Anatomy, PSMC, Bhaikaka University, Karamsad, Gujarat, India
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Mahdy MAA, Sayed RKA. Evaluation of the online learning of veterinary anatomy education during the Covid-19 pandemic lockdown in Egypt: Students' perceptions. ANATOMICAL SCIENCES EDUCATION 2022; 15:67-82. [PMID: 34714602 PMCID: PMC8653125 DOI: 10.1002/ase.2149] [Citation(s) in RCA: 16] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/23/2021] [Revised: 10/11/2021] [Accepted: 10/26/2021] [Indexed: 05/21/2023]
Abstract
The sudden shift of veterinary anatomy teaching from traditional to online mode during the coronavirus disease 2019 (Covid-19) pandemic lockdown was a major challenge used for the first time in Egyptian veterinary medical schools. This study aimed to evaluate the students' perspectives regarding the shift of veterinary anatomy teaching to online mode during the lockdown in Egypt. A total of 502 students from all veterinary medical schools in Egypt (n = 17) answered the questionnaire. The results revealed that nearly two-thirds of students felt enthusiastic about studying anatomy online during the pandemic. Moreover, approximately 63% of students were satisfied with the provided learning materials, 66% were able to understand anatomy using the online learning system during the lockdown period, 67% were comfortable with technological skills during their online study, and 47% believed that online learning of anatomy could replace face-to-face teaching. Therefore, despite the problems associated with the emergency switch to remote teaching, it appears to be a suitable alternative in teaching veterinary anatomy in Egyptian universities during this pandemic crisis in Egyptian universities. Moreover, the study provided several measurements to overcome the common problems associated with this challenging method for future application, such as providing three-dimensional virtual tools and electronic devices with either free or low-priced Internet packages, and measuring students' understanding before and after each lecture. This is the first study to solicit the early students' feedback regarding the emergency shift to online veterinary anatomy teaching which might help decision-makers in Egypt for future implementation of online learning of veterinary anatomy.
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Affiliation(s)
- Mohamed A. A. Mahdy
- Department of Anatomy and EmbryologyFaculty of Veterinary MedicineSouth Valley UniversityQenaEgypt
| | - Ramy K. A. Sayed
- Department of Anatomy and EmbryologyFaculty of Veterinary MedicineSohag UniversitySohagEgypt
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