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Muca E, Cavallini D, Raspa F, Bordin C, Bergero D, Valle E. Integrating New Learning Methods into Equine Nutrition Classrooms: The Importance of Students' Perceptions. J Equine Vet Sci 2023; 126:104537. [PMID: 37150232 DOI: 10.1016/j.jevs.2023.104537] [Citation(s) in RCA: 8] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/31/2022] [Revised: 05/02/2023] [Accepted: 05/02/2023] [Indexed: 05/09/2023]
Abstract
Despite greater efforts made over recent years to teach animal nutrition to veterinary students, more needs to be done to develop teaching methods and improve education on equine nutrition. The flipped classroom and peer-assisted learning (FC/PAL) approach is a teaching technique suggested to support learning; however, research into FC/PAL in veterinary education is scarce and little is known about students' views on this approach. This study examined the results of a questionnaire administered to assess veterinary students' perceptions of/views about the suitability of FC/PAL applied in an equine nutrition course. Correlation analysis of students' responses to questionnaire items and principal component analysis (PCA) was performed to analyze the variability in student perceptions. The results showed that although half the students reported to be uninterested in equine nutrition, most expressed positive attitudes towards FC/PAL. Comparing the perceptions/views towards FC/PAL among low and high achievers, a significant difference was found for the item considering the duration of FC/PAL (P = .002). Correlation analysis between questionnaire items showed a predominance of positive moderate correlations among high achievers and weak correlations among low achievers. PCA revealed three important findings. First, student interest towards equine nutrition explains the response variability among low achievers. Second, there was significant agreement among almost all high achievers regarding the duration of the FC/PAL. Third, in the item evaluating the usefulness of collaborating with peers, disagreement was only found among low achievers. In summary, a flipped classroom combined with the same level peer-assisted learning appears to encourage student interaction and collaboration in the classroom.
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Affiliation(s)
- Edlira Muca
- Department of Veterinary Sciences, University of Turin, Grugliasco, Italy.
| | - Damiano Cavallini
- Department of Veterinary Sciences, University of Bologna, Ozzano dell'Emilia, Italy
| | - Federica Raspa
- Department of Veterinary Sciences, University of Turin, Grugliasco, Italy
| | - Clara Bordin
- Department of Veterinary Sciences, University of Turin, Grugliasco, Italy
| | - Domenico Bergero
- Department of Veterinary Sciences, University of Turin, Grugliasco, Italy
| | - Emanuela Valle
- Department of Veterinary Sciences, University of Turin, Grugliasco, Italy
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Zhang Q, Yuan QZ, Ma PQ, Li Y, Zhao MH, Chen RX, Tang ZG, Zhang B, Liu B, Liu X, Li FF. Perceptions towards online learning among medical students during the COVID-19 pandemic. Heliyon 2023; 9:e13119. [PMID: 36712914 PMCID: PMC9859645 DOI: 10.1016/j.heliyon.2023.e13119] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2022] [Revised: 01/16/2023] [Accepted: 01/18/2023] [Indexed: 01/22/2023] Open
Abstract
Social distancing has been essential during the COVID-19 pandemic to slow the spread of the disease. Online learning ensures students can participate in learning activities while also maintaining a physical distance from other students. Although online learning was used to prevent the spread of COVID-19, the development of online learning has also been promoted. Here, we sought to explore the perceptions and responses of students to online learning during the pandemic using a cross-sectional study. Electronic questionnaire was used for data collection. Statistical analyses were performed for 1614 valid questionnaires and P < 0.05 was considered statistically significant. Overall, COVID-19 had more effect on female students, such as fear of COVID-19 (2.4 times higher than the number of male students) and length of time spent learning (H = 42.449, P < 0.05). However, the higher the students' grades were, the less the impact of COVID-19. For the style of lessons, all students would prefer shorter lessons (P < 0.05). Female and fifth-grade students were more prefer combined online and face-to-face learning, and male and freshmen students were more likely to prefer face-to-face learning after the pandemic. More than 50% of students thought the main advantage of online learning was convenience, with low efficiency being a disadvantage. The main factors negatively influencing online learning were eyestrain, poor network connections, and poor learning environments at home. In conclusion, synchronous online and face-to-face learning may become more common in future curricula, however the efficiency of online learning and the female students more attentions.
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Affiliation(s)
- Qiong Zhang
- Hubei Biomedical Detection Sharing Platform in Water Source Area of South to North Water Diversion Project, Hubei University of Medicine, Shiyan, China,Department of Preventive Medicine, School of Public Health, Hubei University of Medicine, Shiyan, China,Department of Pharmaceutical Engineering, School of Pharmaceutical Sciences, Hubei University of Medicine, Shiyan, China
| | - Qing-zhi Yuan
- Department of Preventive Medicine, School of Public Health, Hubei University of Medicine, Shiyan, China
| | - Peng-qiang Ma
- Hubei Biomedical Detection Sharing Platform in Water Source Area of South to North Water Diversion Project, Hubei University of Medicine, Shiyan, China,Department of Preventive Medicine, School of Public Health, Hubei University of Medicine, Shiyan, China
| | - Yue Li
- Hubei Biomedical Detection Sharing Platform in Water Source Area of South to North Water Diversion Project, Hubei University of Medicine, Shiyan, China,Department of Preventive Medicine, School of Public Health, Hubei University of Medicine, Shiyan, China
| | - Meng-hui Zhao
- Hubei Biomedical Detection Sharing Platform in Water Source Area of South to North Water Diversion Project, Hubei University of Medicine, Shiyan, China,Department of Preventive Medicine, School of Public Health, Hubei University of Medicine, Shiyan, China
| | - Rong-xia Chen
- Hubei Biomedical Detection Sharing Platform in Water Source Area of South to North Water Diversion Project, Hubei University of Medicine, Shiyan, China,Department of Preventive Medicine, School of Public Health, Hubei University of Medicine, Shiyan, China
| | - Zhen-gang Tang
- Institute of Neurological Diseases, Shiyan Renmin Hospital, Hubei University of Medicine, Shiyan, China
| | - Bei Zhang
- Health Management Center, Shiyan Renmin Hospital, Hubei University of Medicine, Shiyan, China
| | - Bing Liu
- Hubei Biomedical Detection Sharing Platform in Water Source Area of South to North Water Diversion Project, Hubei University of Medicine, Shiyan, China,Department of Preventive Medicine, School of Public Health, Hubei University of Medicine, Shiyan, China,Corresponding author. Hubei Biomedical Detection Sharing Platform in Water Source Area of South to North Water Diversion Project, Hubei University of Medicine, Shiyan, China.
| | - Xiang Liu
- Health Management Center, Shiyan Renmin Hospital, Hubei University of Medicine, Shiyan, China,Corresponding author. Health Management Center, Shiyan Renmin Hospital, Hubei University of Medicine, Shiyan, China.
| | - Fei-feng Li
- Hubei Biomedical Detection Sharing Platform in Water Source Area of South to North Water Diversion Project, Hubei University of Medicine, Shiyan, China,Department of Preventive Medicine, School of Public Health, Hubei University of Medicine, Shiyan, China,Department of Pharmaceutical Engineering, School of Pharmaceutical Sciences, Hubei University of Medicine, Shiyan, China,Health Management Center, Shiyan Renmin Hospital, Hubei University of Medicine, Shiyan, China,Corresponding author. Hubei Biomedical Detection Sharing Platform in Water Source Area of South to North Water Diversion Project, Hubei University of Medicine, Shiyan, China.
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Othman SA, Kamarudin Y, Sivarajan S, Soh EX, Lau MN, Zakaria NN, Wey MC, Wan Hassan WN, Bahar AD, Mohd Tahir NNZ, Razi RM, Naimie Z. Students' perception on flipped classroom with formative assessment: A focus group study. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022. [PMID: 35579042 DOI: 10.1111/eje.12823] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/17/2021] [Revised: 04/22/2022] [Accepted: 04/24/2022] [Indexed: 06/15/2023]
Abstract
OBJECTIVE To explore students' perception on the implementation of flipped classroom (FC) combined with formative assessment during the undergraduate teaching of orthodontic wire-bending skills. METHODS Third-year undergraduate dental students were taught wire-bending skills via FC teaching method using a series of pre-recorded online video demonstrations. As part of the formative assessment, the students were given the results and assessment rubrics of their prior wire-bending assessment before every subsequent session. Purposive sampling method for focus group discussion was used to recruit eight students comprising four high achievers and four low achievers. Strengths, weaknesses and suggestions for improvement of the FC with formative assessment were explored. Data were transcribed and thematically analysed. RESULTS Students perceived that FC allowed for a more convenient and flexible learning experience with personalised learning and improved in-class teaching efficiency. The pre-recorded online videos were useful to aid in teaching wire-bending skills but lacked three-dimensional representation of the wire-bending process. Students suggested better standardisation of instructions and access to the marking rubric before and after assessment. CONCLUSIONS FC teaching with continuous formative assessment and constructive feedback as a form of personalised learning was viewed favourably by students. The implementation of periodic individual feedback can further enhance their learning experience.
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Affiliation(s)
- Siti Adibah Othman
- Department of Paediatric Dentistry and Orthodontics, Faculty of Dentistry, University of Malaya, Kuala Lumpur, Malaysia
| | - Yasmin Kamarudin
- Department of Paediatric Dentistry and Orthodontics, Faculty of Dentistry, University of Malaya, Kuala Lumpur, Malaysia
| | - Saritha Sivarajan
- Department of Paediatric Dentistry and Orthodontics, Faculty of Dentistry, University of Malaya, Kuala Lumpur, Malaysia
| | - Eunice Xinwei Soh
- Department of Paediatric Dentistry and Orthodontics, Faculty of Dentistry, University of Malaya, Kuala Lumpur, Malaysia
| | - May Nak Lau
- Department of Paediatric Dentistry and Orthodontics, Faculty of Dentistry, University of Malaya, Kuala Lumpur, Malaysia
| | - Nor Nadia Zakaria
- Department of Paediatric Dentistry and Orthodontics, Faculty of Dentistry, University of Malaya, Kuala Lumpur, Malaysia
| | - Mang Chek Wey
- Department of Paediatric Dentistry and Orthodontics, Faculty of Dentistry, University of Malaya, Kuala Lumpur, Malaysia
| | - Wan Nurazreena Wan Hassan
- Department of Paediatric Dentistry and Orthodontics, Faculty of Dentistry, University of Malaya, Kuala Lumpur, Malaysia
| | - Aufa Dahlia Bahar
- Department of Paediatric Dentistry and Orthodontics, Faculty of Dentistry, University of Malaya, Kuala Lumpur, Malaysia
| | | | - Roziana M Razi
- Department of Paediatric Dentistry and Orthodontics, Faculty of Dentistry, University of Malaya, Kuala Lumpur, Malaysia
| | - Zahra Naimie
- Faculty of Dentistry, University of Malaya, University Malaya Dental Education Enhancement and Development Unit (UMDEED), Kuala Lumpur, Malaysia
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Shiota N, Kinoshita A, Sunaga M, Tanabe G, Hayashi K, Churei H, Fukai T, Matsumoto M, Yasui T, Ueno T. Effectiveness of computer-assisted learning in sports dentistry: studies over a multiple-year period and at two universities. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2021; 25:796-805. [PMID: 33387390 DOI: 10.1111/eje.12659] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/14/2020] [Revised: 12/10/2020] [Accepted: 12/30/2020] [Indexed: 06/12/2023]
Abstract
INTRODUCTION Insufficient educational resources on sports dentistry result in varying lecture implementations across dental schools, which cause knowledge gaps amongst students. Thus, a new interactive sports dentistry-related computer-assisted learning (CAL) module was created to facilitate dental school undergraduate students' education. This study compared the CAL module's learning effectiveness with conventional video lectures (VL) and assessed its effectiveness when used over several years at a university, and examined its validation in different university contexts, and students' perceptions. MATERIALS AND METHODS Participants were 305 fifth-year students. Students from a university in Tokyo participated for 3 years and those from a university in Saitama for 1 year. In each year, the students were divided into two groups-CAL and VL. They studied their assigned modules in 20-min lessons. A written test was administered to determine their knowledge acquisition levels, along with a questionnaire. RESULTS Two hundred sixty-two consenting participants were included in the statistical analysis. The CAL groups' test scores at both schools were significantly higher than the VL groups' every year (p < .001). Furthermore, test results from all years revealed no gender differences or repetition of the school years at either school. Most students at both universities evaluated the CAL module as excellent. CONCLUSION The interactive CAL module generated consistently strong results over multiple years, during which it was used by a diverse group of students at two universities. The students highly rated the module's learning process as well as its contents.
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Affiliation(s)
- Nana Shiota
- Department of Sports Medicine / Dentistry, Graduate School of Medical and Dental Sciences, Tokyo Medical and Dental University, Tokyo, Japan
| | - Atsuhiro Kinoshita
- Curricular Management Division, Institute of Education, Tokyo Medical and Dental University, Tokyo, Japan
- Department of Educational Media Development, Graduate School of Medical and Dental Sciences, Tokyo Medical and Dental University, Tokyo, Japan
| | - Masayo Sunaga
- Curricular Management Division, Institute of Education, Tokyo Medical and Dental University, Tokyo, Japan
- Department of Educational Media Development, Graduate School of Medical and Dental Sciences, Tokyo Medical and Dental University, Tokyo, Japan
| | - Gen Tanabe
- Department of Sports Medicine / Dentistry, Graduate School of Medical and Dental Sciences, Tokyo Medical and Dental University, Tokyo, Japan
| | - Kairi Hayashi
- Department of Sports Medicine / Dentistry, Graduate School of Medical and Dental Sciences, Tokyo Medical and Dental University, Tokyo, Japan
| | - Hiroshi Churei
- Department of Sports Medicine / Dentistry, Graduate School of Medical and Dental Sciences, Tokyo Medical and Dental University, Tokyo, Japan
| | - Tomoko Fukai
- Division of Oral Health and Preventive Dentistry, Department of Community Health, School of Dentistry, Meikai University, Saitama, Japan
| | - Masaru Matsumoto
- Division of Sports Dentistry, Department of Community Health, School of Dentistry, Meikai University, Saitama, Japan
| | - Toshikazu Yasui
- Division of Oral Health and Preventive Dentistry, Department of Community Health, School of Dentistry, Meikai University, Saitama, Japan
- Division of Sports Dentistry, Department of Community Health, School of Dentistry, Meikai University, Saitama, Japan
| | - Toshiaki Ueno
- Department of Sports Medicine / Dentistry, Graduate School of Medical and Dental Sciences, Tokyo Medical and Dental University, Tokyo, Japan
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Lin H, Zeng X, Zhu J, Hu Z, Ying Y, Huang Y, Wang H. Application of the Inverted Classroom Model for Teaching Pathophysiology to Chinese Undergraduate Medical Students: Usability Study. JMIR MEDICAL EDUCATION 2021; 7:e24358. [PMID: 34142976 PMCID: PMC8277379 DOI: 10.2196/24358] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/15/2020] [Revised: 01/23/2021] [Accepted: 04/17/2021] [Indexed: 05/12/2023]
Abstract
BACKGROUND The inverted classroom model differs from the traditional teaching model as it reverses the pattern of knowledge transfer and internalization. In recent years, this new teaching model has received much attention in undergraduate medical education. Pathophysiology is a course in the undergraduate Chinese medical curriculum that is critical in bridging basic medical science and clinical medicine. OBJECTIVE The purpose of this study was to investigate the application of inverted classroom in delivering the course on pathophysiology to Chinese undergraduate medical students. METHODS In the spring semester of 2018, inverted classroom teaching was implemented for second-year clinical medicine students at the College of Medicine at Nanchang University. The topics of hypoxia and respiratory failure were selected for the inverted classroom study. The effect of the inverted classroom on teaching pathophysiology was evaluated using classroom performance metrics, a final examination, and questionnaires. RESULTS This study found that students in the inverted classroom group achieved higher scores in their in-course assessments (82.35 [SD 11.45] vs 81.33 [SD 9.51], respectively) and in their final exams (73.41 [SD 10.37] vs 71.13 [SD 11.22], respectively) than those in the traditional lecture-based group, but the scores were not significantly different (P=.13, unpaired two-tailed t test). There was also no significant difference in the distribution of the score segments in the class quiz (P=.09, chi-square test) and in the final exams (P=.25, chi-square test) between the 2 groups. Further, most of the students reported that the inverted classroom increased their learning motivation, made them more confident, and helped them understand the content on pathophysiology better. The students in the inverted classroom also improved in their problem-solving skills and teamwork abilities. However, some students from the inverted classroom group also reported that the self-learning and preparatory work before class increased their learning burden. CONCLUSIONS This study shows the feasibility and promise of inverted classroom for teaching pathophysiology to undergraduate Chinese medical students. The inverted classroom improves students' learning interests and attitudes toward learning. However, further studies are required to assess the benefits of broader acceptance and implementation of the inverted classroom among Chinese undergraduate medical students.
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Affiliation(s)
- Hui Lin
- Department of Pathophysiology, School of Basic Medicine Sciences, Nanchang University, Nanchang, China
| | - Xiaoping Zeng
- Department of Pathophysiology, School of Basic Medicine Sciences, Nanchang University, Nanchang, China
| | - Jun Zhu
- Department of Pathophysiology, School of Basic Medicine Sciences, Nanchang University, Nanchang, China
| | - Zhenzhen Hu
- Department of Pathophysiology, School of Basic Medicine Sciences, Nanchang University, Nanchang, China
| | - Ying Ying
- Department of Pathophysiology, School of Basic Medicine Sciences, Nanchang University, Nanchang, China
| | - Yonghong Huang
- Department of Pathophysiology, School of Basic Medicine Sciences, Nanchang University, Nanchang, China
| | - Hongmei Wang
- Department of Pathophysiology, School of Basic Medicine Sciences, Nanchang University, Nanchang, China
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Schlenz MA, Schmidt A, Wöstmann B, Krämer N, Schulz-Weidner N. Students' and lecturers' perspective on the implementation of online learning in dental education due to SARS-CoV-2 (COVID-19): a cross-sectional study. BMC MEDICAL EDUCATION 2020; 20:354. [PMID: 33036592 PMCID: PMC7545382 DOI: 10.1186/s12909-020-02266-3] [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: 07/02/2020] [Accepted: 09/28/2020] [Indexed: 05/09/2023]
Abstract
BACKGROUND On account of physical distancing measures, universities worldwide are strongly affected by SARS-CoV-2 (COVID-19). Thus, the dental school of Justus-Liebig-University Giessen (Germany) transferred the established "face-to-face" learning to online learning in the spring term 2020. The aim of this study was to assess the students' and lecturers' perspectives on the implementation of online learning due to COVID-19, using a questionnaire survey. METHODS After the online period, all students and lecturers were asked to fill out an online questionnaire containing evaluative statements regarding handling, didactic benefit, motivation, and overall assessment. Furthermore, the questionnaire for lecturers contained additional aspects regarding knowledge gain in terms of providing online learning. Besides that, students and lecturers were asked for the amount of online learning in the future curriculum (independent of COVID-19). Data were subjected to regression analysis and T-test (p < .05). RESULTS 36.8% of students preferred "face-to-face" learning instead of sole online learning. An increase of know how concerning online teaching was observable for lecturers. Both, students and lecturers, want to keep up with online courses in the future curriculum. However, in terms of the optimal amount of online learning a significant difference between students' and lecturers' perspective was observed. While students suggested 53.2% (24.9) (mean (standard deviation)) lecturers only stated 38.6% (21.5). CONCLUSIONS Within the limitation of this study, students' and lecturers' showed a predominantly positive perspective on the implementation of online learning, providing the chance to use online learning even beyond COVID-19 in the future curriculum.
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Affiliation(s)
- Maximiliane Amelie Schlenz
- Department of Prosthodontics, Dental Clinic, Justus Liebig University, Schlangenzahl 14, 35392 Giessen, Germany
| | - Alexander Schmidt
- Department of Prosthodontics, Dental Clinic, Justus Liebig University, Schlangenzahl 14, 35392 Giessen, Germany
| | - Bernd Wöstmann
- Department of Prosthodontics, Dental Clinic, Justus Liebig University, Schlangenzahl 14, 35392 Giessen, Germany
| | - Nobert Krämer
- Department of Pediatric Dentistry, Dental Clinic, Justus Liebig University, Schlangenzahl 14, 35392 Giessen, Germany
| | - Nelly Schulz-Weidner
- Department of Pediatric Dentistry, Dental Clinic, Justus Liebig University, Schlangenzahl 14, 35392 Giessen, Germany
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Vanka A, Vanka S, Wali O. Flipped classroom in dental education: A scoping review. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2020; 24:213-226. [PMID: 31808231 DOI: 10.1111/eje.12487] [Citation(s) in RCA: 27] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/13/2019] [Revised: 11/05/2019] [Accepted: 12/03/2019] [Indexed: 06/10/2023]
Abstract
INTRODUCTION There is a pressing need to explore strategies which adopt and incorporate contemporary teaching methods to keep abreast with technological advances. Flipped classroom is a type of blended learning approach that has received considerable attention as an alternative to traditional lectures. The purpose of this scoping review is to explore the characteristics of the flipped classroom model implemented in undergraduate dental education. MATERIALS AND METHODS The scoping review has been reported under the PRISMA extension for scoping review guidelines. Systematic search of databases culminated in full-text papers that were evaluated for quality. RESULTS A systematic search on flipped classroom in dental education identified a total of 30 papers for full-text evaluation. After further exclusion, 17 studies were selected for data charting. DISCUSSION The student satisfaction, learning resources, pre-class and/or in-class activities, and academic scores are analysed and discussed. CONCLUSION Flipped classroom improves student satisfaction in majority of the studies, whilst its effect on academic scores, particularly for skill development, needs more research.
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Affiliation(s)
- Amit Vanka
- Dentistry program, Department Preventive Dental Sciences, Ibn Sina National College for Medical Studies, Jeddah, Kingdom of Saudi Arabia
| | - Shanthi Vanka
- Dentistry program, Department Preventive Dental Sciences, Ibn Sina National College for Medical Studies, Jeddah, Kingdom of Saudi Arabia
| | - Othman Wali
- Dentistry program, Department of Basic and Clinical Sciences, Ibn Sina National College for Medical Studies, Jeddah, Kingdom of Saudi Arabia
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Alvarez S, Schultz JH. Practice Report / Bericht aus der Praxis: An exploration of peer tutor roles and recruitment at German medical schools. ZEITSCHRIFT FUR EVIDENZ FORTBILDUNG UND QUALITAET IM GESUNDHEITSWESEN 2017; 127-128:80-84. [PMID: 29128429 DOI: 10.1016/j.zefq.2017.10.004] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
BACKGROUND Almost all medical faculties in Germany actively employ peer tutors. However, little is known about the roles these tutors play from a faculty point of view. Also, there are only few descriptions of the tutor recruitment and selection processes. METHODS 32 of the medical faculties in Germany, where tutors are used in the training of medical students, were asked to provide information on the role and recruitment of tutors by means of a partially standardized questionnaire. RESULTS At the surveyed faculties (return rate 28%), tutors are mostly employed for the purpose of teaching staff support. Even though desired in individual cases, tutors rarely play an active role in curriculum- or faculty development. The way tutor recruitment is handled strongly depends on the capabilities of the individual faculties and the way tutors are utilized. In many cases this process is structured, consisting of written and oral application phases, in other cases recruitment takes place without formal application procedures. The selection criteria, however, were found to be very similar at most faculties. CONCLUSION The role of tutors from the faculties' point of view depends strongly on the respective nature of the tutorials, which are just as diverse as the approaches to tutor recruitment.
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Affiliation(s)
- Simone Alvarez
- Clinic for General Internal Medicine and Psychosomatics, University Clinic Heidelberg, Heidelberg, Germany.
| | - Jobst-Hendrik Schultz
- Clinic for General Internal Medicine and Psychosomatics, University Clinic Heidelberg, Heidelberg, Germany
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