1
|
Zhou X, Yu G, Li X, Zhang W, Nian X, Cui J, Wei X, Sun Y. The application and influence of "Small Private Online Course" based on flipped classroom teaching model in the course of fundamental operations in surgery in China. Sci Rep 2024; 14:375. [PMID: 38172151 PMCID: PMC10764302 DOI: 10.1038/s41598-023-50580-9] [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: 08/20/2023] [Accepted: 12/21/2023] [Indexed: 01/05/2024] Open
Abstract
To investigate the effect of "Small Private Online Course" (SPOC) based on flipped classroom teaching model on the students in the course of fundamental operations in surgery. A prospective study. 8-year program students (juniors) majored in clinical medicine in Navy medical university. The mastery of theoretical knowledge and operational skill of the students, the comparison of final test examination score between traditional teaching method and "SPOC + flipped classroom" model and the feedback completed by students. Our study found that SPOC + flipped classroom could significantly increase the efficacy of the class and enhance the ability of the students compared with the traditional method. The new teaching model could have a positive influence for medical students on their basic knowledge and operational skill.
Collapse
Affiliation(s)
- Xiaoyi Zhou
- Teaching and Research Section of Surgery and Field Surgery, First Affiliated Hospital of Navy Medical University, Shanghai, 200433, China
- Department of Orthopaedics, First Affiliated Hospital of Navy Medical University, Shanghai, 200433, China
| | - Guanyu Yu
- Teaching and Research Section of Surgery and Field Surgery, First Affiliated Hospital of Navy Medical University, Shanghai, 200433, China
- Department of Colorectal Surgery, First Affiliated Hospital of Navy Medical University, Shanghai, 200433, China
| | - Xu Li
- Teaching and Research Section of Surgery and Field Surgery, First Affiliated Hospital of Navy Medical University, Shanghai, 200433, China
- Department of Colorectal Surgery, First Affiliated Hospital of Navy Medical University, Shanghai, 200433, China
| | - Wei Zhang
- Teaching and Research Section of Surgery and Field Surgery, First Affiliated Hospital of Navy Medical University, Shanghai, 200433, China
- Department of Urology Surgery, First Affiliated Hospital of Navy Medical University, Shanghai, 200433, China
| | - Xinwen Nian
- Teaching and Research Section of Surgery and Field Surgery, First Affiliated Hospital of Navy Medical University, Shanghai, 200433, China
- Department of Urology Surgery, First Affiliated Hospital of Navy Medical University, Shanghai, 200433, China
| | - Jin Cui
- Teaching and Research Section of Surgery and Field Surgery, First Affiliated Hospital of Navy Medical University, Shanghai, 200433, China.
- Department of Orthopaedics, First Affiliated Hospital of Navy Medical University, Shanghai, 200433, China.
| | - Xianzhao Wei
- Teaching and Research Section of Surgery and Field Surgery, First Affiliated Hospital of Navy Medical University, Shanghai, 200433, China.
- Department of Orthopaedics, First Affiliated Hospital of Navy Medical University, Shanghai, 200433, China.
| | - Yu Sun
- Teaching and Research Section of Surgery and Field Surgery, First Affiliated Hospital of Navy Medical University, Shanghai, 200433, China.
- Department of Burn Surgery, First Affiliated Hospital of Navy Medical University, Shanghai, 200433, China.
| |
Collapse
|
2
|
Kulaksız T, Steinbacher J, Kalz M. Technology-Enhanced Learning in the Education of Oncology Medical Professionals: A Systematic Literature Review. JOURNAL OF CANCER EDUCATION : THE OFFICIAL JOURNAL OF THE AMERICAN ASSOCIATION FOR CANCER EDUCATION 2023; 38:1743-1751. [PMID: 37365373 PMCID: PMC10509048 DOI: 10.1007/s13187-023-02329-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 06/08/2023] [Indexed: 06/28/2023]
Abstract
As cancer continues to be a significant global health challenge, the education of oncology professionals plays a crucial role in providing quality cancer care and achieving optimal patient outcomes. In order to meet the growing need for flexible, accessible, and effective training, this study examines the role of technology-enhanced learning (TEL) in the education of oncology medical professionals. Following the PRISMA guidelines, this systematic review included 34 articles published between 2012 and 2022 in EBSCO and PubMed databases. Findings reveal a diverse range of digital tools being used in oncology training, despite a shortage of advanced educational technologies and limited functional improvement compared to traditional instruction. Since the training primarily targeted at multiple professions in the medical expert role, with radiation oncologists being overrepresented, other oncology domains should be examined more thoroughly in the future, taking into account distinct professional abilities, e.g. communication, collaboration, and leadership skills with reference to the CanMEDS framework. Although the training programmes generally resulted in positive outcomes according to the Kirkpatrick evaluation model, experimental research designs were rather limited. Therefore, the substantial contribution and limitations of TEL in oncology education need to be clarified. Precise reporting of digital tools and instructional processes, as well as challenges encountered, is highly recommended to increase transparency and replicability. Research methodology in digital oncology education remains a major concern and should be addressed accordingly in future research.
Collapse
Affiliation(s)
- Taibe Kulaksız
- Institute for Arts, Music and Media, Heidelberg University of Education, Keplerstraße 87, 69120 Heidelberg, Germany
| | - Jana Steinbacher
- Institute for Arts, Music and Media, Heidelberg University of Education, Keplerstraße 87, 69120 Heidelberg, Germany
| | - Marco Kalz
- Institute for Arts, Music and Media, Heidelberg University of Education, Keplerstraße 87, 69120 Heidelberg, Germany
| |
Collapse
|
3
|
Li H, Zhao W, Li B, Li Y. Effects of the small private online course combined with simulation-based training in a patient safety education program among nursing students: A quasi-experimental study. Int J Nurs Sci 2023; 10:555-561. [PMID: 38020829 PMCID: PMC10667291 DOI: 10.1016/j.ijnss.2023.09.014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2023] [Revised: 09/05/2023] [Accepted: 09/20/2023] [Indexed: 12/01/2023] Open
Abstract
Objective This study aimed to explore the effects of the small private online course (SPOC) combined with simulation-based training in a patient safety education program among nursing students in China. Methods A quasi-experimental design was conducted. A total of 219 nursing students from four parallel classes were selected from the nursing department of a health vocational college in Zhengzhou, China, from November 2020 to June 2021 and allocated to the intervention group (n = 113) and control group (n = 106). Based on SPOC, nursing students in the intervention group implemented simulation teaching in small groups, with three class hours each time, a total of two times, divided into three stages: pre-class preparation, teaching implementation, and after-class reflection. The control group received theoretical patient safety education through SPOC, implemented on the DingDing platform for two class hours each time, four times. All participants were invited to complete a demographic questionnaire and the Chinese version of Patient Safety Competency Self-Evaluation (PSCSE) before and after the intervention. Results A total of 103 and 102 students from the intervention and control groups completed the study. The total scores of PSCSE in the post-test of the intervention group (176.24 ± 13.73 vs. 144.64 ± 13.75) and the control group (160.87 ± 14.88 vs. 142.57 ± 15.66) were higher than those in the pre-test (P < 0.01), and the total scores of PSCSE of the intervention group were higher than those of the control group (176.24 ± 13.73 vs. 160.87 ± 14.88, P < 0.01). After intervention, the scores of PSCSE in all dimensions were increased in the intervention group (P < 0.01); in the control group, the scores of patient safety competency in most dimensions were increased (P < 0.01), except for the dimensions of reporting and response to error and communication related to error (P> 0.05). Except for the dimensions of knowledge and attitude of error reporting and disclosing (P> 0.05), the scores of other dimensions in the intervention group were higher than those in the control group (P < 0.01). Conclusion The patient safety education program using the SPOC combined with simulation-based training can effectively improve the patient safety competency of nursing students in terms of attitude, skills, and knowledge.
Collapse
Affiliation(s)
- Hui Li
- Department of Nursing, Zhengzhou Health Vocational College, Zhengzhou, China
| | - Wenzhong Zhao
- Department of Nursing, Zhengzhou Health Vocational College, Zhengzhou, China
| | - Bo Li
- Institute of Chronic Disease Risks Assessment, Henan University, Kaifeng, China
| | - Yanhong Li
- Department of Nursing, Zhengzhou Health Vocational College, Zhengzhou, China
| |
Collapse
|
4
|
Hamoen EC, De Jong PGM, Van Blankenstein FM, Reinders MEJ. Design and First Impressions of a Small Private Online Course in Clinical Workplace Learning: Questionnaire and Interview Study. JMIR MEDICAL EDUCATION 2022; 8:e29624. [PMID: 35389362 PMCID: PMC9030912 DOI: 10.2196/29624] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/14/2021] [Revised: 08/19/2021] [Accepted: 02/22/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Clinical workplace learning takes place in a dynamic and complex learning environment that is designated as a site for patient care and education. Challenges in clinical training can be overcome by implementing blended learning, as it offers flexible learning programs suitable for student-centered learning, web-based collaboration, and peer learning. OBJECTIVE The aim of this study is to evaluate the Small Private Online Course (SPOC) by interns' first impressions and satisfaction measures (N=20) on using the SPOC. This study describes the design process of a SPOC from a theoretical and practical perspective and how it has been integrated into a clinical internship in internal medicine. METHODS The design of the SPOC was based on general theoretical principles that learning should be constructive, contextual, collaborative, and self-regulated, and the self-determination theory to stimulate intrinsic motivation. Interns' impressions and level of satisfaction were evaluated with a web-based questionnaire and group interview. RESULTS Interns thought the web-based learning environment to be a useful and accessible alternative to improve knowledge and skills. Peer learning and web-based collaboration through peer interaction was perceived as less effective, as student feedback was felt inferior to teacher feedback. The interns would prefer more flexibility within the course, which could improve self-regulated learning and autonomy. CONCLUSIONS The evaluation shows that the SPOC is a useful and accessible addition to the clinical learning environment, providing an alternative opportunity to improve knowledge and skills. Further research is needed to improve web-based collaboration and interaction in our course.
Collapse
Affiliation(s)
- Esther C Hamoen
- Department of Internal Medicine, Leiden University Medical Center, Leiden, Netherlands
| | - Peter G M De Jong
- Center for Innovation in Medical Education, Leiden University Medical Center, Leiden, Netherlands
| | | | - Marlies E J Reinders
- Department of Internal Medicine, Leiden University Medical Center, Leiden, Netherlands
- Nephrology and Transplantation, Internal Medicine, Erasmus Medical Center Transplantation Institute, Erasmus Medical Center, Rotterdam, Netherlands
| |
Collapse
|
5
|
Guo Y, Liu H, Hao A, Liu S, Zhang X, Liu H. Blended learning model via small private online course improves active learning and academic performance of embryology. Clin Anat 2021; 35:211-221. [PMID: 34851529 DOI: 10.1002/ca.23818] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2021] [Revised: 11/28/2021] [Accepted: 11/29/2021] [Indexed: 11/12/2022]
Abstract
While blended learning has been growing in popularity in recent years, the effectiveness of this procedure remains controversial. In this report, we assess the effectiveness of blended learning of embryology within international medical students. The participants were international medical students taking embryology in the Bachelor of Medicine and Bachelor of Surgery program. The blended learning group (BLG) consisted of students (n = 43) in the 2018-2019 academic year, taught with blended learning model via a customized small private online course (SPOC). The control traditional teaching group (TTG) consisted students (n = 48) in the 2017-2018 academic year, taught with traditional teaching model. Academic performance, including mean scores and passing ratios on the final exam of two groups were compared and analyzed with a t-test. In addition, a questionnaire directed toward evaluating student's perceptions with the blended learning was administered to students in BLG. The majority of students in BLG actively participated in online self-study activities and discussion in face-to-face class sessions. The mean score and passing ratio were significantly greater than those of students in TTG (p < 0.01). Results from the questionnaire revealed that the majority of BLG students felt that this method was beneficial for their learning of human embryology. The blended learning model, that integrates SPOC with face-to-face class lectures proved a more effective means for the teaching of embryology than the traditional lecture-based teaching model. This blended learning method may serve as a feasible model that can be readily applied for use in other medical courses.
Collapse
Affiliation(s)
- Yuji Guo
- Department of Histology and Embryology, School of Basic Medical Sciences, Cheeloo College of Medicine, Shandong University, Jinan, Shandong, China
| | - Haihua Liu
- International Student Office, School of Basic Medical Sciences, Cheeloo College of Medicine, Shandong University, Jinan, Shandong, China
| | - Aijun Hao
- Department of Histology and Embryology, School of Basic Medical Sciences, Cheeloo College of Medicine, Shandong University, Jinan, Shandong, China
| | - Shangming Liu
- Department of Histology and Embryology, School of Basic Medical Sciences, Cheeloo College of Medicine, Shandong University, Jinan, Shandong, China
| | - Xiaoli Zhang
- Department of Histology and Embryology, School of Basic Medical Sciences, Cheeloo College of Medicine, Shandong University, Jinan, Shandong, China
| | - Huiqing Liu
- Department of Pharmacology, School of Basic Medical Sciences, Cheeloo College of Medicine, Shandong University, Jinan, Shandong, China
| |
Collapse
|