1
|
Doty JE, Thompson NE. Does regular attendance in supplemental virtual near-peer tutoring in anatomy laboratory content improve anatomy performance for medical students? ANATOMICAL SCIENCES EDUCATION 2024; 17:455-461. [PMID: 38183170 DOI: 10.1002/ase.2376] [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: 07/25/2023] [Revised: 12/14/2023] [Accepted: 12/15/2023] [Indexed: 01/07/2024]
Abstract
Near-peer tutoring (NPT) programs are popular vehicles to supplement traditional delivery of medical school curricula, including for anatomy laboratory (AL) content. While NPT programs can result in improved preclinical coursework performance for tutees, little to no data specifically show a benefit of NPT in AL course performance. In 2021, NYIT College of Osteopathic Medicine launched an NPT program where qualified second-year students led group tutoring sessions for first-year students. This study investigated whether participation and level of attendance in AL NPT sessions were associated with greater examination-to-examination improvement in AL performance. Student attendance at AL sessions in the NPT program was categorized as either regular (10 or more sessions), moderate (5-9 sessions), infrequent (1-4 sessions), or never during one semester. For the first 2 years of the NPT program, attendance frequency at AL tutoring sessions had a significant impact on average exam-to-exam improvement (p < 0.05). Overall, students who attended tutoring at any frequency had greater exam-to-exam improvement than students who never attended (p < 0.05). However, this trend was only significant in 1 of 2 years investigated. These data show that NPT programs can, though not uniformly, benefit student outcomes in AL coursework. With these data, this study provides additional details on the level of attendance necessary for expected improvements in AL coursework.
Collapse
Affiliation(s)
- Julie E Doty
- NYIT College of Osteopathic Medicine, Old Westbury, New York, USA
| | - Nathan E Thompson
- Department of Anatomy, NYIT College of Osteopathic Medicine, Old Westbury, New York, USA
| |
Collapse
|
2
|
Sun D, Kinney J, Hintz A, Beck M, Chen AMH. Advancing Pharmacy Education by Moving From Sequenced "Integration" to True Curricular Integration. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100056. [PMID: 37316122 DOI: 10.1016/j.ajpe.2023.100056] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/30/2022] [Revised: 01/10/2023] [Accepted: 01/13/2023] [Indexed: 06/16/2023]
Abstract
OBJECTIVES Traditional pharmacy education focuses on teaching content, which is affectionately known as "silos". Each topic area or discipline includes a course or an individual class session designed to impart knowledge, skills, or abilities needed for the student pharmacist to become a practice-ready, team-ready pharmacist. With expanding content and educational standards, there have been calls to simplify and streamline content. Truly "integrated" curricula (sequenced, coordinated, and collaboratively taught) where silos are removed to foster student integrative learning and build connections across disciplines (foundational, clinical, and social or administrative sciences) could be one such approach. Thus, the objectives of this integrative review are to provide recommendations for decreasing curriculum overload by moving to truly integrated curricula, explore integrated approaches, discuss challenges and barriers, and propose next steps for creating integrated curricula that decrease content overload. FINDINGS Although there are different approaches to curricular integration, most curricular integration occurs through sequenced courses or integrated cases. In order to truly streamline content and foster connections across disciplines, integration must move beyond simply sequencing of content to content that includes all the disciplines taught seamlessly. When taught together, curricular integration offers the opportunity to cover medication classes quickly and efficiently with multiple opportunities for reinforcement. SUMMARY There remains limited data and examples of these types of true integration approaches. Thus, it is important for the Academy to determine if the integration of content improves curricular outcomes, positively affects students' learning, and addresses curriculum overload by increasing efficiency and streamlining curricula.
Collapse
Affiliation(s)
- Dianqing Sun
- Department of Pharmaceutical Sciences, The Daniel K. Inouye College of Pharmacy, University of Hawaii at Hilo, Hilo, HI, USA.
| | - Justin Kinney
- School of Pharmacy, Loma Linda University, Loma Linda, CA, USA
| | - Alexandra Hintz
- School of Pharmacy, Cedarville University, Cedarville, OH, USA
| | - Melissa Beck
- School of Pharmacy, Cedarville University, Cedarville, OH, USA
| | - Aleda M H Chen
- School of Pharmacy, Cedarville University, Cedarville, OH, USA
| |
Collapse
|
3
|
Khalil MK, Wright WS. Attendance of Near-Peer Tutoring Sessions Improves Academic Performance of First-Year Medical Students. MEDICAL SCIENCE EDUCATOR 2022; 32:1433-1438. [PMID: 36532386 PMCID: PMC9755417 DOI: 10.1007/s40670-022-01661-3] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/06/2022] [Indexed: 06/17/2023]
Abstract
Introduction Many medical schools have implemented near-peer tutoring (NPT) programs based on the substantial benefits of these programs to both tutors and tutees. This study correlated the frequency of attending weekly NPT sessions to students' academic performance, and also compared performance of high and low attending students. Methods Twenty-one weekly NPT sessions were delivered by fourth-year (M4) students to first-year (M1) students. Attendance was recorded, and accordingly students were divided into three groups, high (15-21 sessions), moderate (7-14 sessions), and low (0-6 sessions) attendance groups. Pearson product-moment correlation coefficient was computed to assess the relationship between students' frequency of attendance and their overall performance on overall basic medical sciences at the end of M1 year and M2 mid-year NBME® CBSE. Students' performance was also analyzed using ANCOVA and Bonferroni post hoc test to compare differences between the three attendance groups. Results An increase in number of attended NPT weekly sessions corresponds with an increase in students' performance on overall M1 basic sciences weighted average (r(196) = .240, p ≤ 0.001) and the M2 mid-year NBME® CBSE (r(196) = .325, p ≤ 0.001). High attending students performed significantly higher than low attending students on overall M1 weighted average of basic science courses (F(2, 192) = 8.518, p < .001) and M2 mid-year NBME® CBSE (F(2, 192) = 15.494, p < .001). Conclusion Attending NPT weekly sessions is a valuable experience that is associated with an improvement in M1 medical students' academic performance. However, low performing students tend to miss attending NPT weekly sessions.
Collapse
Affiliation(s)
- Mohammed K. Khalil
- Department of Biomedical Sciences, University of South Carolina School of Medicine Greenville, 701 Grove Road, Greenville, SC 29605 USA
| | - William S. Wright
- Department of Biomedical Sciences, University of South Carolina School of Medicine Greenville, 701 Grove Road, Greenville, SC 29605 USA
| |
Collapse
|
4
|
Chaitanya P, Bhadila G, Dragan IF. Faculty perception on clinical shadowing: A concurrent mixed methods study. J Dent Educ 2022; 87:572-582. [PMID: 36451248 DOI: 10.1002/jdd.13148] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2022] [Revised: 10/11/2022] [Accepted: 11/03/2022] [Indexed: 12/05/2022]
Abstract
PURPOSE This mixed methods study aims to investigate faculty members' perceptions of early clinical exposure through clinical shadowing program (CSP) at one academic dental institution. METHODS After ethical approval was received, concurrent data collection using quantitative and qualitative methods was integrated for this study design. For the quantitative data, a validated instrument (Likert scale) was distributed to all basic and clinical science faculty members regarding the CSP. Qualitative semi-structured interviews of basic and clinical science faculty members were conducted to explore their perceptions of the CSP. Descriptive statistics were completed for the quantitative data, and thematic analysis was carried out for the transcribed interviews. RESULTS Faculty members from basic and clinical sciences participated in this mixed methods study, 97% (n = 74) participants in the quantitative and 12 participants in the qualitative. The majority of faculty (67%; n = 44) strongly agreed that CSP helps predoctoral students in the application of basic science knowledge to clinical practice. All basic science respondents (n = 10; 100%) and many clinical science faculty (60%; n = 35) strongly agreed that CSP requires coordination between basic and clinical science educators (p = 0.042). Some faculty suggested the inclusion of training for educators on the program and regular periodic student assessments of the program's effectiveness. CONCLUSION The current study reported positive faculty perception toward the proposed method of integration. Furthermore, opportunities to foster coordination between basic and clinical science educators may be provided by administrators to strengthen the existing CSP framework.
Collapse
Affiliation(s)
- Penmatsa Chaitanya
- Department of Pedodontics and Preventive Dentistry Vishnu Dental College Bhimavaram India
| | - Ghalia Bhadila
- Department of Pediatric Dentistry Faculty of Dentistry King Abdulaziz University Jeddah Saudi Arabia
| | - Irina F. Dragan
- Department of Periodontology Tufts University School of Dental Medicine Boston Massachusetts USA
| |
Collapse
|
5
|
Khalil MK. Weekly near-peer tutoring sessions improve students' performance on basic medical sciences and USMLE Step1 examinations. MEDICAL TEACHER 2022; 44:752-757. [PMID: 35073221 DOI: 10.1080/0142159x.2022.2027901] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
PURPOSE This study examined the relationship between attendance at weekly near-peer tutoring (NPT) sessions offered in the second year of medical school and academic performance on basic science and USMLE Step 1 examinations. METHODS Twenty-four weekly NPT sessions were delivered across all modules in the second year of medical school. Attendance of the sessions was recorded and students were divided into three groups: high (16-24 sessions), moderate (7-15 sessions), and low-no (0-6 sessions) attendance groups. Pearson product-moment correlation coefficient was computed to determine the relationship between students' frequency of attendance and their performance on overall basic sciences, two NBME CBSEs, and USMLE Step 1 examinations. Students' academic performance was also analyzed using ANOVA and Bonferroni post hoc test (p < 0.05) to compare differences between the three groups. RESULTS Pearson correlation analyses revealed that attending peer tutoring sessions was significantly correlated with students' performance in overall basic sciences, CBSE mid-year, CBSE final, and USMLE Step 1 examinations. The high attendance groups significantly outperformed the low-no attendance groups on overall basic sciences (p = 0.007), CBSE mid-year (p < 0.001), CBSE final (p < 0.018), and USMLE Step 1 (p = 0.048) examinations. CONCLUSIONS Attending NPT sessions are significantly correlated with students' performance on basic sciences and on USMLE Step1 examinations. Attendance of weekly NPT sessions is a valuable experience for M2 students.
Collapse
Affiliation(s)
- Mohammed K Khalil
- Department of Biomedical Sciences, University of South Carolina School of Medicine Greenville, Greenville, SC, USA
| |
Collapse
|
6
|
Dadafarin S, Petersen KH. Randomized Trial of a Year-Long USMLE Step 1 Preparation Near-Peer Teaching Program. MEDICAL SCIENCE EDUCATOR 2021; 31:1065-1071. [PMID: 34457950 PMCID: PMC8368379 DOI: 10.1007/s40670-021-01275-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/15/2021] [Indexed: 06/13/2023]
Abstract
Near-peer teaching (NPT) is a peer-assisted learning method that has been adopted by medical schools as studies have reported benefits to both tutors and tutees. Published studies suggest students may benefit from NPT programs when preparing for the US Medical Licensing Examination (USMLE) Step 1 exam, but they did not use a randomized controlled trial methodology. To determine the impact of a year-long NPT preparation program for the Step 1 examination, we conducted a randomized-controlled trial among second-year medical students at New York Medical College during the 2017-2018 and 2018-2019 academic years. Students who enrolled in the study were invited to complete a post-exam survey, and Step 1 examination scores of intervention and control groups were compared, controlling for preexisting academic differences and demographic traits. While the majority of students reported NPT program participation was a valuable use of their time, we found no significant difference in Step 1 scores between intervention and control groups. Notably, students identifying as female, underrepresented in medicine (UIM) or socioeconomically disadvantaged (SED) enrolled in higher proportions compared to the combined M2 student body of the 2017-2018 and 2018-2019 academic years. Our results may highlight the limitations of NPT programs for board examination preparation and inform the future design of peer-assisted learning programs within medical schools.
Collapse
Affiliation(s)
- Sina Dadafarin
- Department of Microbiology and Immunology, New York Medical College, Valhalla, NY USA
| | - Kristina H. Petersen
- Department of Biochemistry and Molecular Biology, New York Medical College, Valhalla, NY USA
| |
Collapse
|
7
|
Pintér Z, Kardos D, Varga P, Kopjár E, Kovács A, Than P, Rendeki S, Czopf L, Füzesi Z, Schlégl ÁT. Effectivity of near-peer teaching in training of basic surgical skills - a randomized controlled trial. BMC MEDICAL EDUCATION 2021; 21:156. [PMID: 33711985 PMCID: PMC7953641 DOI: 10.1186/s12909-021-02590-2] [Citation(s) in RCA: 22] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/26/2020] [Accepted: 03/02/2021] [Indexed: 05/25/2023]
Abstract
BACKGROUND Near-peer teaching (NPT) is a special way of teaching where the tutor is one or more academic years ahead of the person being tutored. The literature agrees on the benefits of the method, but there are only a few publications examining its effectiveness using objective methods. The aim of our study was to examine the effectiveness of NPT in the training of basic surgical skills. METHODS We included 60 volunteer students who participated in a 20 × 45 min long surgical skills course. Based on the results of a pre-course test, we randomly divided the students into six equal groups. All groups completed the same curriculum, with three groups being assisted by a NPT tutor. After the course, they completed the same test as at the beginning. The exams were recorded on anonymized videos and were blindly evaluated. The students' satisfaction was monitored using a self-administered online anonymous questionnaire. Statistical analysis was performed using the Mann-Whitney and Wilcoxon tests. RESULTS Overall, student performance improved with completion of the course (from 119.86 to 153.55 points, p < 0.01). In groups where a NPT tutor assisted, students achieved a significantly better score (37.20 vs. 30.18 points improvement, p = 0.036). The difference was prominent in surgical knotting tasks (14.73 vs. 9.30 points improvement, p < 0.01). In cases of suturing (15.90 vs. 15.46 points) and laparoscopy (7.00 vs. 4.98 points), the presence of the NPT tutor did not significantly affect development. Based on student feedback, although students positively assessed the presence of NPT, it did not significantly improve students' overall satisfaction since it was already 4,82 on a scale of 5 in the control group. CONCLUSIONS Overall, involving a NPT tutor had a positive impact on student development. An outstanding difference was observed in connection with knotting techniques.
Collapse
Affiliation(s)
- Zsolt Pintér
- Medical Simulation Education Centre, University of Pécs, Medical School, Pécs, Hungary
| | - Dániel Kardos
- Medical Simulation Education Centre, University of Pécs, Medical School, Pécs, Hungary
- Department of Paediatrics, University of Pécs, Medical School, Pécs, Hungary
| | - Péter Varga
- Medical Simulation Education Centre, University of Pécs, Medical School, Pécs, Hungary
- Department of Primary Health Care, University of Pécs, Medical School, Pécs, Hungary
| | - Eszter Kopjár
- Medical Simulation Education Centre, University of Pécs, Medical School, Pécs, Hungary
| | - Anna Kovács
- Medical Simulation Education Centre, University of Pécs, Medical School, Pécs, Hungary
| | - Péter Than
- Department of Orthopaedics, University of Pécs, Medical School, Akác street 1., Pécs, H-7632, Hungary
| | - Szilárd Rendeki
- Medical Simulation Education Centre, University of Pécs, Medical School, Pécs, Hungary
- Department of Operational Medicine, University of Pécs, Medical School, Pécs, Hungary
| | - László Czopf
- 1st Department of Medicine, University of Pécs, Medical School, Pécs, Hungary
- Dean's Office, University of Pécs, Medical School, Pécs, Hungary
| | - Zsuzsanna Füzesi
- Department of Behavioural Sciences, University of Pécs, Medical School, Pécs, Hungary
| | - Ádám Tibor Schlégl
- Medical Simulation Education Centre, University of Pécs, Medical School, Pécs, Hungary.
- Department of Orthopaedics, University of Pécs, Medical School, Akác street 1., Pécs, H-7632, Hungary.
| |
Collapse
|
8
|
Atieh EL, York DM. Through the Looking CLASS: When Peer Leader Learning Attitudes Are Not What They Seem. JOURNAL OF CHEMICAL EDUCATION 2020; 97:2078-2090. [PMID: 32952212 PMCID: PMC7494070 DOI: 10.1021/acs.jchemed.0c00129] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/26/2023]
Abstract
The Teaching Internship is a credit-bearing program comprised of undergraduate near peer instructors (Teaching Interns, or TIs) that offers supplemental assistance for students in the General Chemistry courses. With fellow undergraduates serving as a role model and student-faculty liaison, the benefits of near peer instruction have been well-documented. Because TIs develop a dual role of student and instructor over time, they afford a unique opportunity to explore the middle area of the expert/novice spectrum. Identifying the most influential components of the TI role may allow practitioners to implement these components in other ways for different groups of students. The present work provides a description of the TI model and uses a mixed-methods approach to analyze how the peer leadership role impacted the TIs' attitudes about learning chemistry. Quantitative results show that TIs do hold predominantly expert-like learning attitudes compared to the General Chemistry population from which they are selected; however, evidence of novice thinking is still observed in some areas. This survey data was then used to inform a qualitative approach. Further analysis indicated that TIs' responses on survey items were context-dependent, and that peer leadership experiences were associated with expert learning attitudes and appear to be influential in the development of these attitudes. These findings suggest that these factors should be taken into account when drawing general conclusions from survey results.
Collapse
Affiliation(s)
- Emily L Atieh
- Department of Chemistry and Chemical Biology and Cyberlearning Innovation and Research Center, Rutgers, The State University of New Jersey, Piscataway, New Jersey 08854-8087, United States
| | - Darrin M York
- Department of Chemistry and Chemical Biology and Cyberlearning Innovation and Research Center, Rutgers, The State University of New Jersey, Piscataway, New Jersey 08854-8087, United States
| |
Collapse
|
9
|
Zhao X, Goldman E, Banani T, Kline K, Brown K, Lee J, Jurjus RA. The process of curricular integration and its effects on anatomical knowledge retention. Clin Anat 2020; 33:960-968. [PMID: 32449191 DOI: 10.1002/ca.23632] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2020] [Revised: 05/19/2020] [Accepted: 05/20/2020] [Indexed: 11/09/2022]
Abstract
INTRODUCTION Integration has been recognized as an important aspect of medical education. After transitioning from a discipline-specific to a systems-based preclinical curriculum, we examined faculty perceptions of the integrated approach and also whether it would lead to better anatomy knowledge retention. METHODS To understand faculty perspectives, we reviewed curricular materials, interviewed block directors, and observed educational sessions. We analyzed knowledge retention through a 27-question anatomy test, comparing scores from the last class of the discipline-based curriculum and the first two classes of the integrated curriculum. RESULTS Planning integrated content involves purposeful ordering, is challenging for faculty, and requires additional resources. Evaluation of the integrated approach for anatomy content demonstrated a significant increase in knowledge retention (p = .012; 56.28% vs. 63.98% for old vs. new curriculum). CONCLUSIONS This study helps the understanding of what is required for curricular integration. Our anatomy evaluation results corroborated the view that contextually embedded information is easier to learn and retain.
Collapse
Affiliation(s)
- Xian Zhao
- Division of Pediatric Emergency Medicine, Children's National Health System, Washington, District of Columbia, USA
| | - Ellen Goldman
- Department of Human and Organizational Learning, Graduate School of Education and Human Development, George Washington University, Washington, District of Columbia, USA
| | - Tara Banani
- Department of Anatomy and Cell Biology, George Washington University School of Medicine and Health Sciences, Washington, District of Columbia, USA
| | - Kathleen Kline
- Office of Medical Education, George Washington University School of Medicine and Health Sciences, Washington, District of Columbia, USA
| | - Kirsten Brown
- Department of Anatomy and Cell Biology, George Washington University School of Medicine and Health Sciences, Washington, District of Columbia, USA
| | - Juliet Lee
- Department of Surgery, The George Washington University School of Medicine and Health Sciences, Washington, District of Columbia, USA
| | - Rosalyn A Jurjus
- Department of Anatomy and Cell Biology, George Washington University School of Medicine and Health Sciences, Washington, District of Columbia, USA
| |
Collapse
|
10
|
Shenoy A, Petersen KH. Peer Tutoring in Preclinical Medical Education: A Review of the Literature. MEDICAL SCIENCE EDUCATOR 2020; 30:537-544. [PMID: 34457698 PMCID: PMC8368558 DOI: 10.1007/s40670-019-00895-y] [Citation(s) in RCA: 20] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/25/2023]
Abstract
Peer-assisted learning (PAL) is an educational method where students teach their peers. PAL has been increasingly integrated into medical education in various formats including near-peer tutoring (NPT), reciprocal-peer tutoring (RPT), and peer-to-peer tutoring. This review adds to current literature by focusing exclusively on outcomes from PAL peer tutoring programs implemented in conjunction with basic science courses in medical education. Although the programs differ in size, duration, course, resource availability, and method of evaluation and thus can be difficult to compare, PAL programs overall demonstrate benefits for both tutors and tutees and merit further investigation into optimal methods of implementation.
Collapse
Affiliation(s)
- Adele Shenoy
- Department of Undergraduate Medical Education, New York Medical College, School of Medicine, 40 Sunshine Cottage Road, Valhalla, NY 10595 USA
| | - Kristina H. Petersen
- Department of Biochemistry and Molecular Biology, New York Medical College, 40 Sunshine Cottage Road, Valhalla, NY 10595 USA
| |
Collapse
|
11
|
Kerr A, O'Connor H, Pawlikowska T, Gallagher P, Strawbridge J. A scoping review of health professional curricula: Implications for developing integration in pharmacy. Res Social Adm Pharm 2019; 16:1-16. [PMID: 30898572 DOI: 10.1016/j.sapharm.2019.03.005] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2019] [Accepted: 03/08/2019] [Indexed: 11/20/2022]
Abstract
BACKGROUND Integrated health professions curricula aim to produce graduates who are capable of meeting current and future healthcare needs. This is reflected in pharmacy education where integration is increasingly advocated by pharmacy regulators as the perceived optimal way of preparing students for registration as pharmacists. There is, however, no definition of integration. Integration can be described according to a model of horizontal, vertical or spiral integration. It can also be described by the themes used to integrate, such as a systems-based approach or by integrative teaching and learning approaches. The level of integration can also be described. OBJECTIVE This scoping review aimed to explore health professions education literature to inform the optimal design of integrated pharmacy curricula. This review asks: what is meant by integration in health professions curricula? METHODS The Arksey and O'Malley scoping review framework was utilised. Ovid MEDLINE, EMBASE, Scopus, Web of Science and ERIC were searched. Models of integration, themes for integration, integrative teaching and learning approaches, and level of integration were defined and supported data extraction. RESULTS There were 9696 records screened and of these 137 were included. The majority of studies (n = 88) described horizontal integration. Systems-based teaching (n = 56) was the most common theme reported. Various integrative teaching and learning approaches were described, including experiential (n = 43), case-based (n = 42) and problem-based (n = 38) learning. The majority of the curricula could be classified as levels 5-7 on Harden's ladder (n = 102). Perception outcomes were reported for 81 studies, and only 3 reported outcomes beyond perception. Reported outcomes were generally positive and included knowledge gains and increased motivation. CONCLUSIONS There is a need for integration to be explicitly defined by curriculum developers and researchers. Attention should be given to describing the model, theme, teaching and learning approach and level of integration. There remains a lack of evidence for integration.
Collapse
Affiliation(s)
- Aisling Kerr
- RCSI School of Pharmacy, 1st Floor Ardilaun House Block B, 111 St Stephen's Green, Dublin 2, Ireland.
| | - Hannah O'Connor
- RCSI School of Pharmacy, 1st Floor Ardilaun House Block B, 111 St Stephen's Green, Dublin 2, Ireland.
| | - Teresa Pawlikowska
- RCSI Health Professions Education Centre, 123 St Stephen's Green, Dublin 2, Ireland.
| | - Paul Gallagher
- Department of Pharmacy, 18 Science Drive 4, National University of Singapore, 117559, Singapore.
| | - Judith Strawbridge
- RCSI School of Pharmacy, 1st Floor Ardilaun House Block B, 111 St Stephen's Green, Dublin 2, Ireland.
| |
Collapse
|
12
|
Da J, Ran Y, Pi M, Wu J, Dong R, Li Q, Zhang Q, Zhang X, Zha Y. Application of mini-clinical evaluation exercise for assessing the integrated-based learning during physical diagnostic course. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2018; 46:417-423. [PMID: 30242954 DOI: 10.1002/bmb.21137] [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: 01/05/2018] [Revised: 05/06/2018] [Accepted: 06/05/2018] [Indexed: 06/08/2023]
Abstract
Medical education paradigm has been questioned for the requirements of improving the quality and quantity of medical students. This study was to explore the efficiency of integrated-based learning (IBL) used mini-clinical evaluation exercise (mini-CEX) during physical diagnostics course. One hundred and eleven volunteered students were randomly divided into three groups: lecture-based learning (LBL), case-based learning (CBL), and IBL. Nephrotic syndrome was the teaching content. In the IBL group, students were provided the guideline and additional interpretation from the instructor about the basic knowledge related to disease as vertical integration curriculum. Their performance was evaluated by mini-CEX and theoretical examination, respectively. All subjects have completed the study. The difference of five factors (medical interview, physical examination, clinical judgment, organizational effectiveness, and competence) in mini-CEX between IBL, CBL, and LBL were statistically significant (p <0.05). Sample sizes of below, meets, and above the expectations of mini-CEX in different instructional groups were statistically significant (X2 =17.842, p =0.001). The final exam scores in IBL group and the CBL group were significantly higher than that of LBL group (F =41.553, p =0.000). And the relationship of final exam score only in the IBL group was positive existed with medical interview (R =0.466, p =0.004), physical examination (R =0.328, p =0.048), professional attitude (R =0.366, p =0.026), and communication skill (R =0.412, p =0.011). Therefore, our study revealed the effect of IBL on the medical students' skills. It highlights IBL could improve the physical examination, organizational effectiveness, and competence and the application of basic knowledge. © 2018 International Union of Biochemistry and Molecular Biology, 46(5):417-423, 2018.
Collapse
Affiliation(s)
- Jingjing Da
- Renal Division, Department of Medicine, People's Hospital of Guizhou Province,Guiyang, Guizhou, 55002, China
- Department of Diagnostics, Medical College of Guizhou University, Guiyang, Guizhou, 550002, China
| | - Yan Ran
- Renal Division, Department of Medicine, People's Hospital of Guizhou Province,Guiyang, Guizhou, 55002, China
- Department of Diagnostics, Medical College of Guizhou University, Guiyang, Guizhou, 550002, China
| | - Mingjing Pi
- Renal Division, Department of Medicine, People's Hospital of Guizhou Province,Guiyang, Guizhou, 55002, China
- Department of Diagnostics, Medical College of Guizhou University, Guiyang, Guizhou, 550002, China
| | - Jing Wu
- Renal Division, Department of Medicine, People's Hospital of Guizhou Province,Guiyang, Guizhou, 55002, China
- Department of Diagnostics, Medical College of Guizhou University, Guiyang, Guizhou, 550002, China
| | - Rong Dong
- Renal Division, Department of Medicine, People's Hospital of Guizhou Province,Guiyang, Guizhou, 55002, China
- Department of Diagnostics, Medical College of Guizhou University, Guiyang, Guizhou, 550002, China
| | - Qian Li
- Renal Division, Department of Medicine, People's Hospital of Guizhou Province,Guiyang, Guizhou, 55002, China
- Department of Diagnostics, Medical College of Guizhou University, Guiyang, Guizhou, 550002, China
| | - Qian Zhang
- Medical College of Guizhou University, Guiyang, Guizhou, 550002, China
| | - Xiangyan Zhang
- Department of Clinical Education, People's Hospital of Guizhou Province, Guiyang, Guizhou, 550002, China
- Medical College of Guizhou University, Guiyang, Guizhou, 550002, China
| | - Yan Zha
- Renal Division, Department of Medicine, People's Hospital of Guizhou Province,Guiyang, Guizhou, 55002, China
- Department of Diagnostics, Medical College of Guizhou University, Guiyang, Guizhou, 550002, China
| |
Collapse
|
13
|
van der Hoeven D, van der Hoeven R, Zhu L, Busaidy K, Quock RL. Integration of Basic and Clinical Sciences: Faculty Perspectives at a U.S. Dental School. J Dent Educ 2018; 82:349-355. [PMID: 29606651 DOI: 10.21815/jde.018.038] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/18/2017] [Accepted: 10/10/2017] [Indexed: 11/20/2022]
Abstract
Although dental education has traditionally been organized into basic sciences education (first and second years) and clinical education (third and fourth years), there has been growing interest in ways to better integrate the two to more effectively educate students and prepare them for practice. Since 2012, The University of Texas School of Dentistry at Houston (UTSD) has made it a priority to improve integration of basic and clinical sciences, with a focus to this point on integrating the basic sciences. The aim of this study was to determine the perspectives of basic and clinical science faculty members regarding basic and clinical sciences integration and the degree of integration currently occurring. In October 2016, all 227 faculty members (15 basic scientists and 212 clinicians) were invited to participate in an online survey. Of the 212 clinicians, 84 completed the clinician educator survey (response rate 40%). All 15 basic scientists completed the basic science educator survey (response rate 100%). The majority of basic and clinical respondents affirmed the value of integration (93.3%, 97.6%, respectively) and reported regular integration in their teaching (80%, 86.9%). There were no significant differences between basic scientists and clinicians on perceived importance (p=0.457) and comfort with integration (p=0.240), but the basic scientists were more likely to integrate (p=0.039) and collaborate (p=0.021) than the clinicians. There were no significant differences between generalist and specialist clinicians on importance (p=0.474) and degree (p=0.972) of integration in teaching and intent to collaborate (p=0.864), but the specialists reported feeling more comfortable presenting basic science information (p=0.033). Protected faculty time for collaborative efforts and a repository of integrated basic science and clinical examples for use in teaching and faculty development were recommended to improve integration. Although questions might be raised about the respondents' definition of "integration," this study provides a baseline assessment of perceptions at a dental school that is placing a priority on integration.
Collapse
Affiliation(s)
- Dharini van der Hoeven
- Dr. Dharini van der Hoeven is Assistant Professor, Department of Diagnostic and Biomedical Sciences, The University of Texas School of Dentistry at Houston; Dr. Ransome van der Hoeven is Assistant Professor, Department of Diagnostic and Biomedical Sciences, The University of Texas School of Dentistry at Houston; Dr. Zhu is Associate Professor, Biostatistics and Epidemiology Research Design Core, Center for Clinical and Translational Sciences, and Department of Internal Medicine, McGovern Medical School, The University of Texas Health Science Center at Houston; Dr. Busaidy is Professor, Department of Oral Maxillofacial Surgery, The University of Texas School of Dentistry at Houston; and Dr. Quock is Professor and Vice-Chair, Department of Restorative Dentistry and Prosthodontics, The University of Texas School of Dentistry at Houston.
| | - Ransome van der Hoeven
- Dr. Dharini van der Hoeven is Assistant Professor, Department of Diagnostic and Biomedical Sciences, The University of Texas School of Dentistry at Houston; Dr. Ransome van der Hoeven is Assistant Professor, Department of Diagnostic and Biomedical Sciences, The University of Texas School of Dentistry at Houston; Dr. Zhu is Associate Professor, Biostatistics and Epidemiology Research Design Core, Center for Clinical and Translational Sciences, and Department of Internal Medicine, McGovern Medical School, The University of Texas Health Science Center at Houston; Dr. Busaidy is Professor, Department of Oral Maxillofacial Surgery, The University of Texas School of Dentistry at Houston; and Dr. Quock is Professor and Vice-Chair, Department of Restorative Dentistry and Prosthodontics, The University of Texas School of Dentistry at Houston
| | - Liang Zhu
- Dr. Dharini van der Hoeven is Assistant Professor, Department of Diagnostic and Biomedical Sciences, The University of Texas School of Dentistry at Houston; Dr. Ransome van der Hoeven is Assistant Professor, Department of Diagnostic and Biomedical Sciences, The University of Texas School of Dentistry at Houston; Dr. Zhu is Associate Professor, Biostatistics and Epidemiology Research Design Core, Center for Clinical and Translational Sciences, and Department of Internal Medicine, McGovern Medical School, The University of Texas Health Science Center at Houston; Dr. Busaidy is Professor, Department of Oral Maxillofacial Surgery, The University of Texas School of Dentistry at Houston; and Dr. Quock is Professor and Vice-Chair, Department of Restorative Dentistry and Prosthodontics, The University of Texas School of Dentistry at Houston
| | - Kamal Busaidy
- Dr. Dharini van der Hoeven is Assistant Professor, Department of Diagnostic and Biomedical Sciences, The University of Texas School of Dentistry at Houston; Dr. Ransome van der Hoeven is Assistant Professor, Department of Diagnostic and Biomedical Sciences, The University of Texas School of Dentistry at Houston; Dr. Zhu is Associate Professor, Biostatistics and Epidemiology Research Design Core, Center for Clinical and Translational Sciences, and Department of Internal Medicine, McGovern Medical School, The University of Texas Health Science Center at Houston; Dr. Busaidy is Professor, Department of Oral Maxillofacial Surgery, The University of Texas School of Dentistry at Houston; and Dr. Quock is Professor and Vice-Chair, Department of Restorative Dentistry and Prosthodontics, The University of Texas School of Dentistry at Houston
| | - Ryan L Quock
- Dr. Dharini van der Hoeven is Assistant Professor, Department of Diagnostic and Biomedical Sciences, The University of Texas School of Dentistry at Houston; Dr. Ransome van der Hoeven is Assistant Professor, Department of Diagnostic and Biomedical Sciences, The University of Texas School of Dentistry at Houston; Dr. Zhu is Associate Professor, Biostatistics and Epidemiology Research Design Core, Center for Clinical and Translational Sciences, and Department of Internal Medicine, McGovern Medical School, The University of Texas Health Science Center at Houston; Dr. Busaidy is Professor, Department of Oral Maxillofacial Surgery, The University of Texas School of Dentistry at Houston; and Dr. Quock is Professor and Vice-Chair, Department of Restorative Dentistry and Prosthodontics, The University of Texas School of Dentistry at Houston
| |
Collapse
|
14
|
Yu L, Yi S, Zhai J, Wang Z. Approaches to enhance the teaching quality of experimental biochemistry for MBBS students in TSMU, China. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2017; 45:360-364. [PMID: 28230314 DOI: 10.1002/bmb.21050] [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: 12/02/2016] [Revised: 01/09/2017] [Accepted: 02/06/2017] [Indexed: 06/06/2023]
Abstract
With the internationalization of medical education in China, the importance of international students' education in medical schools is also increasing. Except foreign students majoring in Chinese language, English Bachelor of Medicine, Bachelor of Surgery (MBSS) students are the largest group of international students. Based on problems in the teaching process for experimental biochemistry, we designed teaching models adapted to the background of international students and strengthened teachers' teaching ability at Taishan Medical University. Several approaches were used in combination to promote teaching effects and increase the benefit of teaching to teachers. The primary data showed an increased passion for basic medical biochemistry and an improved theoretical background for MBSS students, which will be helpful for their later clinical medicine studies. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(4):360-364, 2017.
Collapse
Affiliation(s)
- Lijuan Yu
- Department of Biochemistry, College of Basic Medicine, Taishan Medical University, Tai'an, Shandong, China
| | - Shuying Yi
- Department of Biochemistry, College of Basic Medicine, Taishan Medical University, Tai'an, Shandong, China
| | - Jing Zhai
- Department of Biochemistry, College of Basic Medicine, Taishan Medical University, Tai'an, Shandong, China
| | - Zhaojin Wang
- Department of Biochemistry, College of Basic Medicine, Taishan Medical University, Tai'an, Shandong, China
| |
Collapse
|