Learning about sites of care for older adults: a jigsaw educational session for medical students

Transcranial alternating current stimulation for older adults with cognitive impairment: A bibliometric and knowledge map analysis

As the population ages, cognitive impairment leading to dementia and related disorders presents an increasingly significant societal burden. Transcranial alternating current stimulation emerges as a potential noninvasive treatment, yet remains an area of ongoing research. Using the Science Citation Index Expanded within the Web of Science Core Collection database, we identified 144 relevant articles spanning from 1965 to December 1st, 2023. Analyzing these papers with tools like 6.2.R5Citespace and 1.6.20VOS viewer revealed gamma frequency as the predominant stimulus (32), followed by theta (19), alpha (11), delta (2), beta (3), and others (32). This topic was relatively novel, showing an upward trend, albeit with gaps in some countries. Significant contributions were observed, particularly from authors in the USA, Germany, and Italy. Brain connectivity and oscillation stood out as the primary research subjects, with electroencephalography being the most widely used tool to detect underlying mechanisms. Our findings suggest promising applications of transcranial alternating current stimulation, particularly 40 Hz-gamma, in cognitive impairment among older adults, highlighting the need for further investigation using multimodal cognitive assessment tools and rigorous clinical research.

Assessing the impact of jigsaw technique for cooperative learning in undergraduate medical education: merits, challenges, and forward prospects

BACKGROUND

Jigsaw method is a structured cooperative-learning technique that lays the groundwork towards achieving collective competence, which forms the core of effective clinical practice. It promotes deep learning and effectively enhances team-work among students, hence creating a more inclusive environment.

OBJECTIVE

Present study was designed to introduce jigsaw model of cooperative learning to early-year undergraduate medical students, measure its effectiveness on their academic performance, and evaluate the perspectives of both students and faculty members regarding the same.

METHODS

It was a mixed method research, involving eighty second-year undergraduate medical students. The jigsaw cooperative learning approach was introduced in two themes within neurosciences module. Students were divided into two equal groups, with one group experiencing typical small-group discussions (SGDs) in first theme and other group exposed to jigsaw approach. The groups were then reversed for second theme. Following the activity, an assessment comprising multiple-choice-questions was conducted to evaluate the impact of jigsaw technique on students' academic performance, with scores from both groups compared. Student perspectives were gathered through self-designed and validated questionnaire, while faculty perceptions were obtained through focus group discussions. Quantitative data were analyzed using SPSS v22, while thematic analysis was performed for qualitative data.

RESULTS

The students of jigsaw group displayed significantly higher median assessment score percentage compared to control group (p = 0.003). Moreover, a significantly greater number of students achieved scores ≥ 60% in jigsaw group compared to control group (p = 0.006). The questionnaire responses indicated a favorable perception of this technique among students, in terms of acceptance, positive interdependence, improvement of interpersonal skills, and comparison with typical SGDs. This technique was also well-perceived within the educational context by faculty members.

CONCLUSION

The jigsaw method is associated with higher levels of academic performance among students when compared to typical small-group discussion. The students and faculty perceived this technique to be an effective cooperative learning strategy in terms of enhanced student engagement, active participation, and a sense of inclusivity.

New horizons in undergraduate geriatric medicine education

Current projections show that between 2000 and 2050, increasing proportions of older individuals will be cared for by a smaller number of healthcare workers, which will exacerbate the existing challenges faced by those who support this patient demographic. This review of a collection of Age and Ageing papers on the topic in the past 10 years explores (1) what best practice geriatrics education is and (2) how careers in geriatrics could be made more appealing to improve recruitment and retention. Based on these deeper understandings, we consider, as clinician educators, how to close the gap both pragmatically and theoretically. We point out paradigm shifting solutions that include innovations at the Undergraduate level, use of simulation, incorporation of learner and patient perspectives, upskilling professionals outside of Geriatrics and integration of practice across disciplines through Interprofessional Learning. We also identify an education research methodological gap. Specifically, there is an abundance of simple descriptive or justification studies but few clarification education studies; the latter are essential to develop fresh insights into how Undergraduate students can learn more effectively to meet the needs of the global ageing challenge. A case of improving understanding in delirium education is presented as an illustrative example of a new approach to exploring at greater depth education and outlines suggested directions for the future.