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Growdon AS, Oñate A, Staffa SJ, Berger S, Callas C, Chitkara MB, Crook TW, Daniel DA, Huth K, Lehmann S, Len KA, Murray AM, Neeley M, Devon EP, Pingree E, Rose S, Weinstein A, Wolbrink TA. The Effect of Providing Protected Time for Utilization of Video-Based Learning in the Pediatric Clerkship: A Randomized Trial. Acad Pediatr 2024; 24:139-146. [PMID: 37148969 DOI: 10.1016/j.acap.2023.04.013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/12/2022] [Revised: 03/19/2023] [Accepted: 04/21/2023] [Indexed: 05/08/2023]
Affiliation(s)
- Amanda S Growdon
- Department of Pediatrics (AS Growdon, K Huth, and E Pingree), Boston Children's Hospital and Harvard Medical School, Mass.
| | - Alma Oñate
- Harvard Medical School (A Oñate), Boston, Mass
| | - Steven J Staffa
- Department of Anesthesiology (SJ Staffa, C Callas, and S Lehmann), Critical Care and Pain Medicine, Boston Children's Hospital, Mass
| | - Stephanie Berger
- Department of Pediatrics (S Berger), University of Alabama at Birmingham Heersink School of Medicine
| | - Christina Callas
- Department of Anesthesiology (SJ Staffa, C Callas, and S Lehmann), Critical Care and Pain Medicine, Boston Children's Hospital, Mass
| | - Maribeth B Chitkara
- Department of Pediatrics (MB Chitkara), Renaissance School of Medicine at Stony Brook University, NY
| | - Travis W Crook
- Department of Pediatrics (TW Crook and M Neeley), Vanderbilt Children's Hospital and Vanderbilt University School of Medicine, Nashville, Tenn
| | - Dennis A Daniel
- Department of Anesthesiology (DA Daniel and TA Wolbrink), Critical Care and Pain Medicine, Boston Children's Hospital, Department of Anaesthesia, Harvard Medical School, Mass
| | - Kathleen Huth
- Department of Pediatrics (AS Growdon, K Huth, and E Pingree), Boston Children's Hospital and Harvard Medical School, Mass
| | - Sonja Lehmann
- Department of Anesthesiology (SJ Staffa, C Callas, and S Lehmann), Critical Care and Pain Medicine, Boston Children's Hospital, Mass
| | - Kyra A Len
- Department of Pediatrics and Office of Medical Education (KA Len), University of Hawai'i John A. Burns School of Medicine, Honolulu
| | - Ann M Murray
- Department of Pediatrics (AM Murray), Massachusetts General Hospital and Harvard Medical School, Boston
| | - Maya Neeley
- Department of Pediatrics (TW Crook and M Neeley), Vanderbilt Children's Hospital and Vanderbilt University School of Medicine, Nashville, Tenn
| | - Erin Pete Devon
- Department of Pediatrics (EP Devon and S Rose), Children's Hospital of Philadelphia, Perelman School of Medicine at the University of Pennsylvania
| | - Elizabeth Pingree
- Department of Pediatrics (AS Growdon, K Huth, and E Pingree), Boston Children's Hospital and Harvard Medical School, Mass
| | - Stacey Rose
- Department of Pediatrics (EP Devon and S Rose), Children's Hospital of Philadelphia, Perelman School of Medicine at the University of Pennsylvania
| | - Adam Weinstein
- Department of Pediatrics and Medical Education (A Weinstein), Geisel School of Medicine at Dartmouth, Hanover, NH
| | - Traci A Wolbrink
- Department of Anesthesiology (DA Daniel and TA Wolbrink), Critical Care and Pain Medicine, Boston Children's Hospital, Department of Anaesthesia, Harvard Medical School, Mass
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Larraga-García B, Castañeda López L, Monforte-Escobar F, Quintero Mínguez R, Quintana-Díaz M, Gutiérrez Á. Design and Development of an Objective Evaluation System for a Web-Based Simulator for Trauma Management. Appl Clin Inform 2023; 14:714-724. [PMID: 37673097 PMCID: PMC10482499 DOI: 10.1055/s-0043-1771396] [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: 04/25/2023] [Accepted: 06/15/2023] [Indexed: 09/08/2023] Open
Abstract
BACKGROUND Trauma injuries are one of the main leading causes of death in the world. Training with guidelines and protocols is adequate to provide a fast and efficient treatment to patients that suffer a trauma injury. OBJECTIVES This study aimed to evaluate deviations from a set protocol, a new set of metrics has been proposed and tested in a pilot study. METHODS The participants were final-year students from the Universidad Autónoma de Madrid and first-year medical residents from the Hospital Universitario La Paz. They were asked to train four trauma scenarios with a web-based simulator for 2 weeks. A test was performed pre-training and another one post-training to evaluate the evolution of the treatment to those four trauma scenarios considering a predefined trauma protocol and based on the new set of metrics. The scenarios were pelvic and lower limb traumas in a hospital and in a prehospital setting, which allow them to learn and assess different trauma protocols. RESULTS The results show that, in general, there is an improvement of the new metrics after training with the simulator. CONCLUSION These new metrics provide comprehensive information for both trainers and trainees. For trainers, the evaluation of the simulation is automated and contains all relevant information to assess the performance of the trainee. And for trainees, it provides valuable real-time information that could support the trauma management learning process.
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Affiliation(s)
- Blanca Larraga-García
- Escuela Técnica Superior de Ingenieros de Telecomunicación, Universidad Politécnica de Madrid, Madrid, Spain
| | - Luis Castañeda López
- Escuela Técnica Superior de Ingenieros de Telecomunicación, Universidad Politécnica de Madrid, Madrid, Spain
| | | | | | - Manuel Quintana-Díaz
- Servicio de Medicina Intensiva, Hospital La Paz Institute for Health Research, IdiPAZ, Madrid, Spain
| | - Álvaro Gutiérrez
- Escuela Técnica Superior de Ingenieros de Telecomunicación, Universidad Politécnica de Madrid, Madrid, Spain
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Forde C, OBrien A. A Literature Review of Barriers and Opportunities Presented by Digitally Enhanced Practical Skill Teaching and Learning in Health Science Education. MEDICAL EDUCATION ONLINE 2022; 27:2068210. [PMID: 35445632 PMCID: PMC9037199 DOI: 10.1080/10872981.2022.2068210] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/17/2021] [Revised: 03/13/2022] [Accepted: 04/15/2022] [Indexed: 05/15/2023]
Abstract
INTRODUCTION An evidence gap exists identifying the challenges and opportunities presented by digitally enhanced practical skill teaching and learning in health science education. A literature review was carried out to address this gap and to provide recommendations for overcoming identified challenges. METHOD A systematic search strategy was carried out using PRISMA guidelines. The research databases PubMed, ERIC, Medline and CINHL, were searched using MeSH terms. Barriers and opportunities were identified through deductive thematic analysis of the included articles. RESULTS Of the 602 articles identified through the database screening, 29 were included in the current review. Potential challenges posed by technologically supported practical skill teaching identified were i) Inaccessibility and Inequity of Online Learning (ii) Digital illiteracy Among Staff (iii) Technological Challenges (iv) Lack of Engagement with Preparatory Material Hinders Practical Learning (v) Lack of Staff-Student Interaction (vi) Negative Attitudes Towards Online Learning and (vii) Skill Suitability. The opportunities presented by digital technologies identified were (i) Facilitates Higher Order Learning (ii) Ability to Practice in a Safe Environment (iii) Efficacious Use of Class Time (iv) Access to Education (v) Learning Brought to Life (vi) Diverse Range of Learning Materials (vii) Promotes Autonomous Learning. DISCUSSION This literature review demonstrates the acceptability and usability of digitally enhanced practical teaching in health science education among students and educators. CONCLUSION To consolidate the positive disturbances in higher education from the Covid-19 pandemic, potential barriers to online delivery and student engagement must be acknowledged and addressed by relevant stakeholders. Recommendations detailed as part of this paper suggest means of overcoming barriers and leveraging opportunities.
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Affiliation(s)
- Cuisle Forde
- Discipline of Physiotherapy, School of Medicine, Trinity College Dublin, the University of Dublin, Dublin, Ireland
| | - Annie OBrien
- Discipline of Physiotherapy, School of Medicine, Trinity College Dublin, the University of Dublin, Dublin, Ireland
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Khamees D, Kropf C, Tomlinson S, Cranford J, Carney M, Harvey C, Wolff M, Haas M, Hopson L. Emergency Medicine Virtual Conference Participants’ Engagement with Competing Activities. West J Emerg Med 2022; 23:103-107. [PMID: 35060873 PMCID: PMC8782122 DOI: 10.5811/westjem.2021.11.54001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2021] [Accepted: 11/29/2021] [Indexed: 11/11/2022] Open
Abstract
Introduction: Residency didactic conferences transitioned to a virtual format during the COVID-19 pandemic. This format creates questions about effective educational practices, which depend on learner engagement. In this study we sought to characterize the competitive demands for learner attention during virtual didactics and to pilot methodology for future studies.
Methods: This was a prospective, observational, cohort study of attendees at virtual didactics from a single emergency medicine residency, which employed a self-report strategy informed by validated classroom assessments of student engagement. We deployed an online, two-question survey polling across six conference days using random signaled sampling. Participants reported all activities during the preceding five minutes.
Results: There were 1303 responses over 40 survey deployments across six nonadjacent days. Respondents were residents (63.4%); faculty (27.5%); fellows (2.3%); students (2%); and others (4.8%). Across all responses, about 85% indicated engagement in the virtual conference within the last five minutes of the polls. The average number of activities engaged in was 2.0 (standard deviation = 1.1). Additional activities included education-related (34.2%), work-related (21.1%), social (18.8%), personal (14.6%), self-care (13.4%), and entertainment (4.4%).
Conclusion: Learners engage in a variety of activities during virtual didactics. Engagement appears to fluctuate temporally, which may inform teaching strategies. This information may also provide unique instructor feedback. This pilot study demonstrates methodology for future studies of conference engagement and learning outcomes.
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Affiliation(s)
- Deena Khamees
- University of Texas, Department of Emergency Medicine, Houston, Texas
| | - Charles Kropf
- University of Michigan, Department of Emergency Medicine, Ann Arbor, Michigan
| | - Sarah Tomlinson
- University of Michigan, Department of Emergency Medicine and Pediatrics, Ann Arbor, Michigan
| | - James Cranford
- University of Michigan, Department of Emergency Medicine, Ann Arbor, Michigan
| | - Michele Carney
- University of Michigan, Department of Emergency Medicine and Pediatrics, Ann Arbor, Michigan
| | - Carrie Harvey
- University of Michigan, Department of Emergency Medicine, Ann Arbor, Michigan
| | - Meg Wolff
- University of Michigan, Department of Emergency Medicine and Pediatrics, Ann Arbor, Michigan
| | - Mary Haas
- University of Michigan, Department of Emergency Medicine, Ann Arbor, Michigan
| | - Laura Hopson
- University of Michigan, Department of Emergency Medicine, Ann Arbor, Michigan
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Design and Development of an Interactive Web-Based Simulator for Trauma Training: A Pilot Study. J Med Syst 2021; 45:96. [PMID: 34562166 PMCID: PMC8464582 DOI: 10.1007/s10916-021-01767-y] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2021] [Accepted: 09/08/2021] [Indexed: 11/03/2022]
Abstract
Trauma is the leading cause of death in people under 45 years old and one of the leading causes of death in the world. Therefore, specific trauma training during medical school as well as after it is crucial. Web-based learning is an important tool in education, offering the possibility to create realistic trauma scenarios. A web-based simulator has been developed and a pilot study has been accomplished to trial the simulator. A pelvic trauma scenario was created and 41 simulations were performed, 28 by medical students and 13 by doctors. The data analyzed are the actions taken to treat the trauma patient, the evolution of the vital signs of the patient, the timing spent on deciding which action to take, when each action was performed and the consequence that it had on the patient. Moreover, a post-simulation questionnaire was completed related to the usability of the simulator. The clinical treatment performance of doctors is better than the performance of medical students performing more actions correctly and in the right sequence as per ATLS recommendations. Moreover, significant differences are obtained in the time response provided to the patients which is key in trauma. With respect to the usability of the tool, responses provide a positive usability rating. In conclusion, this pilot study has demonstrated that the web-based training developed can be used to train and evaluate trauma management. Moreover, this research has highlighted a different approach to trauma treatment between medical students and doctors.
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Ashe KM, Geller AC, Pendharkar JA, Pbert L, Crawford S, Clark MA, Frisard CF, Eno CA, Faro J, Ockene JK. Exposure to Weight Management Counseling Among Students at 8 U.S. Medical Schools. Am J Prev Med 2021; 60:711-715. [PMID: 33632652 PMCID: PMC8068621 DOI: 10.1016/j.amepre.2020.10.026] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/28/2020] [Revised: 09/10/2020] [Accepted: 10/26/2020] [Indexed: 11/26/2022]
Abstract
INTRODUCTION Clinical guidelines support physician intervention consistent with the Ask, Advise, Assess, Assist, Arrange framework for adults who have obesity. However, weight management counseling curricula vary across medical schools. It is unknown how frequently students receive experiences in weight management counseling, such as instruction, observation, and direct experience. METHODS A cross-sectional survey, conducted in 2017, of 730 third-year medical students in 8 U.S. medical schools assessed the frequency of direct patient, observational, and instructional weight management counseling experiences that were reported as summed scores with a range of 0‒18. Analysis was completed in 2017. RESULTS Students reported the least experience with receiving instruction (6.5, SD=3.9), followed by direct patient experience (8.6, SD=4.8) and observational experiences (10.3, SD=5.0). During the preclinical years, 79% of students reported a total of ≤3 hours of combined weight management counseling instruction in the classroom, clinic, doctor's office, or hospital. The majority of the students (59%-76%) reported never receiving skills-based instruction for weight management counseling. Of the Ask, Advise, Assess, Assist, Arrange framework, scores were lowest for assisting the patient to achieve their agreed-upon goals (31%) and arranging follow-up contact (22%). CONCLUSIONS Overall exposure to weight management counseling was less than optimal. Medical school educators can work toward developing a more coordinated approach to weight management counseling.
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Affiliation(s)
- Karen M Ashe
- Division of Preventive and Behavioral Medicine, Department of Population and Quantitative Health Sciences, University of Massachusetts Medical School, Worcester, Massachusetts
| | - Alan C Geller
- Department of Social and Behavioral Sciences, Harvard T.H. Chan School of Public Health, Boston, Massachusetts
| | - Jyothi A Pendharkar
- Division of Preventive and Behavioral Medicine, Department of Population and Quantitative Health Sciences, University of Massachusetts Medical School, Worcester, Massachusetts
| | - Lori Pbert
- Division of Preventive and Behavioral Medicine, Department of Population and Quantitative Health Sciences, University of Massachusetts Medical School, Worcester, Massachusetts
| | - Sybil Crawford
- Division of Preventive and Behavioral Medicine, Department of Population and Quantitative Health Sciences, University of Massachusetts Medical School, Worcester, Massachusetts
| | - Melissa A Clark
- Division of Preventive and Behavioral Medicine, Department of Population and Quantitative Health Sciences, University of Massachusetts Medical School, Worcester, Massachusetts
| | - Christine F Frisard
- Division of Preventive and Behavioral Medicine, Department of Population and Quantitative Health Sciences, University of Massachusetts Medical School, Worcester, Massachusetts
| | - Cassie A Eno
- School of Medicine, Creighton University, Omaha, Nebraska
| | - Jamie Faro
- Division of Preventive and Behavioral Medicine, Department of Population and Quantitative Health Sciences, University of Massachusetts Medical School, Worcester, Massachusetts
| | - Judith K Ockene
- Division of Preventive and Behavioral Medicine, Department of Population and Quantitative Health Sciences, University of Massachusetts Medical School, Worcester, Massachusetts.
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Plch L. Perception of Technology-Enhanced Learning by Medical Students: an Integrative Review. MEDICAL SCIENCE EDUCATOR 2020; 30:1707-1720. [PMID: 34457833 PMCID: PMC8368782 DOI: 10.1007/s40670-020-01040-w] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/14/2023]
Abstract
This review aims to explore the perception of technology-enhanced learning by medical students. From the initial 2947 records found, 38 studies from journals indexed in the Web of Science database were included after screening. Several main topics were isolated, based on a thematic analysis: student's attitude towards e-learning and modern technologies in medical education; social networks, video, and mobile devices as information source and communication tool; and barriers to the use of technologies in medical education. The results have shown that a positive attitude towards technologies in medical education and learning is prevalent among students. The popularity of blended learning was confirmed.
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Affiliation(s)
- Lukáš Plch
- Department of Educational Sciences, Faculty of Arts, Masaryk University, Arna Novaka 1, 602 00 Brno, Czech Republic
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Advances in anesthesia education: increasing access and collaboration in medical education, from E-learning to telesimulation. Curr Opin Anaesthesiol 2020; 33:800-807. [PMID: 33060385 DOI: 10.1097/aco.0000000000000931] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
PURPOSE OF REVIEW The landscape of medical education continues to evolve. Educators and learners must stay informed on current medical literature, in addition to focusing efforts on current educational trends and evidence-based methods. The present review summarizes recent advancements in anesthesiology education, specifically highlighting trends in e-learning and telesimulation, and identifies possible future directions for the field. RECENT FINDINGS Websites and online platforms continue to be a primary source of educational content; top websites are more likely to utilize standardized editorial processes. Podcasts and videocasts are important tools desired by learners for asynchronous education. Social media has been utilized to enhance the reach and visibility of journal articles, and less often as a primary educational venue; its efficacy in comparison with other e-learning platforms has not been adequately evaluated. Telesimulation can effectively disseminate practical techniques and clinical knowledge sharing, extending the capabilities of simulation beyond previous restrictions in geography, space, and available expertise. SUMMARY E-learning has changed the way anesthesiology learners acquire knowledge, expanding content and curricula available and promoting international collaboration. More work should be done to expand the principles of accessible and collaborative education to psychomotor and cognitive learning via telesimulation.
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Pulmonary Artery Catheters: Impact of e-Learning on Hemodynamic Assessments. Crit Care Nurs Q 2019; 42:304-314. [PMID: 31135481 DOI: 10.1097/cnq.0000000000000260] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Pulmonary artery catheters (PACs) are invasive devices placed in critically ill patients to monitor hemodynamic data. They are a high-risk, and in some settings a low-volume, medical device due to the complex insertion procedure and potentially lethal complications. Smaller intensive care units (ICUs) have large variances in exposure to PACs, therefore strengthening ICU nurses' belief in their ability to manage these hemodynamic monitoring devices is of utmost importance. The design is a single-group, pre/posttest study conducted on a 15-bed ICU to survey nurses' self-efficacy, knowledge, and satisfaction of an e-learning educational module. Both PAC and noninvasive cardiac output monitor patient application data were collected prior to and following the intervention. Fifteen ICU nurses completed all components of the module. Confidence in ability to accurately interpret hemodynamic data increased from pre- to postintervention (P < .001), and knowledge also increased from pre- to postintervention, albeit not statistically significantly (P = .088). Overall, nurses reported satisfaction with the educational module. With increased self-efficacy, nurses can feel empowered and motivated to further improve patient care management. Thus, workplaces should continue to advocate for additional educational tools for high-risk, low-volume devices.
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Law JK, Thome PA, Lindeman B, Jackson DC, Lidor AO. Student use and perceptions of mobile technology in clinical clerkships - Guidance for curriculum design. Am J Surg 2017; 215:196-199. [PMID: 28173937 DOI: 10.1016/j.amjsurg.2017.01.038] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2016] [Revised: 01/21/2017] [Accepted: 01/29/2017] [Indexed: 12/24/2022]
Abstract
BACKGROUND We examined the types of technology used by medical students in clinical clerkships, and the perception of technology implementation into the curriculum. METHODS An online survey about technology use was completed prior to general surgery clinical clerkship. Types of devices and frequency/comfort of use were recorded. Perceptions of the benefits and barriers to technology use in clerkship learning were elicited. RESULTS 125/131 (95.4%) students responded. Most students owned a smart phone (95.2%), tablet (52.8%), or both (50%); 61.6% spent > 11 h/week learning on a device at the Johns Hopkins School of Medicine for educational purposes. Technology use was seen as beneficial by 97.6% of students. Classes that used technology extensively were preferred by 54% of students, although 47.2% perceived decreased faculty/classmate interaction. CONCLUSIONS Students use mobile technology to improve how they learn new material, and prefer taking classes that incorporate information technology. However, in-person/blended curricula are preferable to completely online courses.
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Affiliation(s)
- Joanna K Law
- Johns Hopkins University School of Medicine, Department of Medicine, Baltimore, MD, USA
| | - Parker A Thome
- Wisconsin Surgical Outcomes Research Program, Department of Surgery, University of Wisconsin School of Medicine and Public Health, Madison, WI, USA
| | - Brenessa Lindeman
- Johns Hopkins University School of Medicine, Department of Surgery, Baltimore, MD, USA
| | - Daren C Jackson
- Wisconsin Surgical Outcomes Research Program, Department of Surgery, University of Wisconsin School of Medicine and Public Health, Madison, WI, USA
| | - Anne O Lidor
- Wisconsin Surgical Outcomes Research Program, Department of Surgery, University of Wisconsin School of Medicine and Public Health, Madison, WI, USA.
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