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Zhao Z, Lv D, Chen L. Application of Problem-Based Learning Combined with Micro-Video Teaching in Burn Surgery and Its Impact on Satisfaction with Teaching. J INVEST SURG 2024; 37:2403534. [PMID: 39326872 DOI: 10.1080/08941939.2024.2403534] [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: 05/10/2024] [Revised: 09/04/2024] [Accepted: 09/07/2024] [Indexed: 09/28/2024]
Abstract
OBJECTIVE This article aimed to ascertain the application of problem-based learning (PBL) combined with micro-video teaching in burn surgery teaching and its impact on satisfaction with teaching. METHODS Fifty clinical medical students who were interns at our hospital from November 2022 to October 2023 were selected as the study subjects and randomly separated into the control group (n = 25) and the observation group (n = 25). The control group adopted traditional teaching methods. The observation group employed PBL combined with micro-video teaching mode. The scores of theory tests and skill tests, the critical thinking capability, the students' evaluation of teaching methods, the scores of teachers for teaching methods, and the scores of interns for teaching satisfaction were compared. RESULTS The observation group possessed higher scores on theory tests and skill tests, greater critical thinking ability after teaching, higher evaluation of teaching methods and more satisfaction with their internships versus the control group (all p < 0.05). CONCLUSION The application of PBL combined with micro-video teaching in the teaching of burn surgery can improve students' thinking ability and their satisfaction with teaching.
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Affiliation(s)
- Zunjiang Zhao
- Department of Burns and Plastic Surgery, The First Affiliated Hospital of Wannan Medical College, Wuhu, Anhui Province, China
| | - Dalun Lv
- Department of Burns and Plastic Surgery, The First Affiliated Hospital of Wannan Medical College, Wuhu, Anhui Province, China
| | - Lei Chen
- Department of Burns and Plastic Surgery, The First Affiliated Hospital of Wannan Medical College, Wuhu, Anhui Province, China
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Evans L, Singer L, Zahra D, Agbeja I, Moyes SM. Optimizing group work strategies in virtual dissection. ANATOMICAL SCIENCES EDUCATION 2024; 17:1323-1335. [PMID: 38984676 DOI: 10.1002/ase.2473] [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: 09/14/2023] [Revised: 03/25/2024] [Accepted: 06/03/2024] [Indexed: 07/11/2024]
Abstract
Due to its haptic and interactive nature, virtual anatomy provides an opportunity for small-group learning, enabling students to develop their group work skills before they graduate. However, there is currently little practical guidance supported by pedagogic principles detailing how to incorporate it into curricula. Anatomy educators at the University of Plymouth conducted action research aiming to capture students' overall perceptions of the virtual anatomy platform Anatomage. Questioning the benefits and challenges students face while interacting with Anatomage prompted the creation of evidence-based interventions to be later evaluated. Although a plethora of themes were identified, this report specifically examines those relating to group work. Thematic analysis of initial focus group data found group size and group dynamics impacted students' experience with the platform. Following the implementation of interventions to resolve these issues, a questionnaire and second series of focus groups were conducted to determine whether they were successful. Additional subthemes found from these data included facilitation, social pressure, peer learning and working with friends. This study contributed to the improvement of small group learning and integration of virtual anatomy into curricula based on student and staff feedback. As such, these data support the development of effective group working skills which are fundamental for healthcare professionals and widely recognized by regulators such as the General Medical Council and Health and Care Professions Council. In this report, the authors provide practical advice informed by pedagogy and principles from management and psychology to provide a multidisciplinary perspective.
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Affiliation(s)
- Lily Evans
- Peninsula Schools of Medicine and Dentistry, Faculty of Health, University of Plymouth, Plymouth, UK
| | - Lauren Singer
- Peninsula Schools of Medicine and Dentistry, Faculty of Health, University of Plymouth, Plymouth, UK
| | - Daniel Zahra
- Peninsula Schools of Medicine and Dentistry, Faculty of Health, University of Plymouth, Plymouth, UK
| | - Ifeoluwa Agbeja
- Peninsula Schools of Medicine and Dentistry, Faculty of Health, University of Plymouth, Plymouth, UK
| | - Siobhan M Moyes
- Peninsula Schools of Medicine and Dentistry, Faculty of Health, University of Plymouth, Plymouth, UK
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Padilla E, Moskalyk K, Palomo R, Richey K. The Design and Impact of a Hospital-Based Neurodiagnostic Training Program in Electroencephalography and Polysomnography Technology. Neurodiagn J 2024; 64:130-148. [PMID: 39115977 DOI: 10.1080/21646821.2024.2379073] [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: 05/28/2024] [Accepted: 07/08/2024] [Indexed: 08/10/2024]
Abstract
This paper reviews the evidence base for an in-hospital 12-month training program in neurodiagnostic technology utilizing two educational tracks: Electroencephalography (EEG) or Polysomnography (PSG), employing standardized didactic courses via the ASET - The Neurodiagnostic Society EEGCore Curriculum EEG 200-211 and the A-STEP online sleep self-study modules by the American Academy of Sleep Medicine (AASM). Specifically, we examine the purpose, strategy, and outcomes for the training program that was established in 2016 at Ann & Robert H. Lurie Children's Hospital of Chicago to support mission sustaining service lines. In addition, we report the results from a series of student course evaluations and an independent assessment of the program by ABRET Neurodiagnostic Credentialing and Accreditation through the application for programmatic recognition for EEG. Finally, we present a set of recommendations for organizations looking to develop a neurodiagnostic technology training program.
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Affiliation(s)
- Erik Padilla
- Neurodiagnostic Services, Ann & Robert H. Lurie Children's Hospital of Chicago, Chicago, Illinois, USA
| | - Khrystyna Moskalyk
- Neurodiagnostic Services, Ann & Robert H. Lurie Children's Hospital of Chicago, Chicago, Illinois, USA
| | - Regina Palomo
- Neurodiagnostic Services, Ann & Robert H. Lurie Children's Hospital of Chicago, Chicago, Illinois, USA
| | - Karen Richey
- Neurodiagnostic Services, Ann & Robert H. Lurie Children's Hospital of Chicago, Chicago, Illinois, USA
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Tripp T, Martinez O, Dreker M, Duffy C, Hoffman M. Expanding the scope of problem-based-learning at Hackensack Meridian School of Medicine; integrating domain-general skills with domain-specific content. MEDICAL TEACHER 2024; 46:1060-1067. [PMID: 38104558 DOI: 10.1080/0142159x.2023.2289850] [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: 08/22/2023] [Accepted: 11/28/2023] [Indexed: 12/19/2023]
Abstract
The Master Adaptive Learner is a model used to develop students to become self-regulated and adaptable lifelong learners to practice medicine in a complex and ever-changing environment. The Hackensack Meridian School of Medicine (HMSOM) proposes a new course, Patient Presentation Problem-Based Learning Curriculum (PPPC), a dynamic and integrated course that goes beyond the scope of traditional Problem-Based-Learning (PBL). PPPC allows students to build domain-general skills in tandem with domain-specific content learned during a pre-clerkship curriculum. An integrated case provides weekly scaffolding, such that the course takes place throughout the week and is not isolated from the rest of the curriculum. Students receive iterative feedback and structured assignments which allows development of self-directed learning skills along with integration and consolidation of weekly curricular content. A layered analysis approach was used to outline the philosophies, principles and techniques that link to our course objectives. Techniques used could easily be translated to other pre-clerkship curriculum to promote development of self-directed learning and clinical reasoning skills, as well as promote more meaningful learning of basic, clinical, and health system science content.
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Affiliation(s)
- Tovah Tripp
- Department of Internal Medicine, Hackensack Meridian School of Medicine, Nutley, New Jersey, USA
| | - Ofelia Martinez
- Department of Medical Sciences, Hackensack Meridian School of Medicine, Nutley, New Jersey, USA
- Office of Medical Education, Hackensack Meridian School of Medicine, Nutley, New Jersey, USA
| | - Margaret Dreker
- Interprofessional Health Sciences Library, Hackensack Meridian School of Medicine and Seton Hall University, Nutley, New Jersey, USA
| | - Christopher Duffy
- Interprofessional Health Sciences Library, Hackensack Meridian School of Medicine and Seton Hall University, Nutley, New Jersey, USA
| | - Miriam Hoffman
- Office of Medical Education, Hackensack Meridian School of Medicine, Nutley, New Jersey, USA
- Department of Family Medicine, Hackensack Meridian School of Medicine, Nutley, New Jersey, USA
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Pang X, Li L, Liu X, Wang Y, Yang B. Application of Emerging Teaching Models in Dental Education: A Systematic Review and Meta-Analysis. Int Dent J 2024:S0020-6539(24)00158-8. [PMID: 38981826 DOI: 10.1016/j.identj.2024.05.016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2024] [Revised: 05/01/2024] [Accepted: 05/30/2024] [Indexed: 07/11/2024] Open
Abstract
INTRODUCTION AND AIMS As an experimental teaching method, emerging learning methods including problem-based learning (PBL), case-based learning, team-based learning and flipped classroom (FC) have been widely applied in dental education. This study aims to evaluate the effect of these teaching methods on dental education performance compared to traditional lecture-based learning (LBL). METHODS The search was carried out in April 2024 in PubMed, EMBASE, Web of Science, and Cochrane Library. All randomized controlled trials were included and the methodological quality assessment was based on the guidelines described in the Cochrane Handbook for Systematic Reviews, followed by a meta-analysis using Stata 14.0 software. Using standard mean deviation (SMD) and 95% confidence interval (95% CI) to determine the effectiveness of emerging teaching methods and LBL in all dental disciplines. Meta-regression was used to analyse sources of heterogeneity. Sensitivity analysis was performed to determine the stability, and Begg's analysis was used to determine whether there is publication bias. RESULTS A total of 29 randomized controlled trials including 3502 students were included. The results indicate that emerging educational methods have a significantly positive effect on achieving higher scores (SMD = 0.48, 95% CI = 0.34-0.62, P < .001), whether it was theoretical scores (SMD = 0.52, 95% CI = 0.32-0.72, P < .001) or skill scores (SMD = 0.45, 95% CI = 0.15-0.76, P < .001). Compared to LBL, PBL (SMD = 0.33, 95% CI = 0.01-0.65, P = .045) and FC (SMD = 0.50, 95% CI = 0.31-0.69, P < .001) can both significantly improve students' academic performance. CONCLUSION Compared to LBL, emerging educational methods (PBL, case-based learning, and FC) have significantly improved the learning effectiveness of dental students. These emerging educational methods can be advocated and popularized as routine teaching methods. CLINICAL RELEVANCE This study is the first meta-analysis of the effects of emerging teaching methods in dental education which shows great impact of emerging teaching methods on students' development.
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Affiliation(s)
- Xuefei Pang
- Hospital of Stomatology, Guanghua School of Stomatology, Guangdong Provincial Key Laboratory of Stomatology, Sun Yat-sen University, Guangzhou, China
| | - Ling Li
- Hospital of Stomatology, Guanghua School of Stomatology, Guangdong Provincial Key Laboratory of Stomatology, Sun Yat-sen University, Guangzhou, China
| | - Xu Liu
- Guangdong Provincial Key Laboratory of Biomedical Imaging and Guangdong Provincial Engineering Research Center of Molecular Imaging, Department of Infectious Disease, The Fifth Affiliated Hospital, Sun Yat-sen University, Zhuhai, China.
| | - Yan Wang
- Hospital of Stomatology, Guanghua School of Stomatology, Guangdong Provincial Key Laboratory of Stomatology, Sun Yat-sen University, Guangzhou, China.
| | - Bo Yang
- Hospital of Stomatology, Guanghua School of Stomatology, Guangdong Provincial Key Laboratory of Stomatology, Sun Yat-sen University, Guangzhou, China.
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Wei B, Wang H, Li F, Long Y, Zhang Q, Liu H, Tang X, Rao M. Effectiveness of Problem-Based Learning on Development of Nursing Students' Critical Thinking Skills: A Systematic Review and Meta-analysis. Nurse Educ 2024; 49:E115-E119. [PMID: 38016174 DOI: 10.1097/nne.0000000000001548] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2023]
Abstract
BACKGROUND Problem-based learning (PBL) is a student-centered approach to teaching that has been applied in medical and nursing education. The effectiveness of PBL in promoting critical thinking in nursing students has been studied extensively with mixed results. PURPOSE The meta-analysis aimed to investigate the impact of PBL interventions on critical thinking skills of nursing students. METHODS PubMed, Embase, Cochrane, and CINAHL databases were electronically searched. Methodological quality was examined using the Newcastle-Ottawa Scale and version 2 of the Cochrane risk-of-bias tool. Data were analyzed with 95% confidence intervals based on random-effect models. RESULTS Nineteen studies involving 1996 nursing students were included in the analysis. The results of the analysis demonstrated greater improvement in critical thinking skills compared with the control group (overall critical thinking scores: standardized mean difference [SMD] = 0.47, 95% CI = 0.33-0.61, P < .01). CONCLUSIONS The meta-analysis indicates that PBL can help nursing students to improve their critical thinking.
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Affiliation(s)
- Baojian Wei
- Author Affiliations: Adjunct Professor (Dr Wei), School of Nursing, Shandong First Medical University & Shandong Academy of Medical Sciences, Taian, Shandong, China; and Instructor (Messrs Wang, Li, Zhang, Liu, and Tang and Ms Long), Professor (Mr Tang), and Adjunct Professor (Dr Rao), Department of Plastic Surgery, Guizhou Provincial People's Hospital, Guiyang, Guizhou, China
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Becker M, Shields RK, Sass KJ. Psychometric Analysis of an Integrated Clinical Education Tool for Physical Therapists. JOURNAL, PHYSICAL THERAPY EDUCATION 2024:00001416-990000000-00108. [PMID: 38684094 DOI: 10.1097/jte.0000000000000341] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/28/2023] [Accepted: 01/02/2024] [Indexed: 05/02/2024]
Abstract
INTRODUCTION Integrated clinical education (ICE) courses require opportunities for practice, assessment of performance, and specific feedback. The purposes of this study were to 1) analyze the internal consistency of a tool for evaluating students during ICE courses, 2) examine the responsiveness of the tool between midterm and final assessments, and 3) develop a model to predict the final score from midterm assessments and explore relationships among the 6 domains. REVIEW OF LITERATURE Several clinical education assessment tools have been developed for terminal clinical experiences, but few have focused on the needs of learners during the ICE. SUBJECTS Eighty-five student assessments were collected from 2 consecutive cohorts of physical therapist students in a first full-time ICE course. METHODS The tool contained 29 items within 6 domains. Items were rated on a 5-point scale from dependent to indirect supervision. Cronbach's alpha was used to analyze the internal consistency of the tool, whereas responsiveness was examined with paired t-test and Cohen's d. A best subsets regression model was used to determine the best combination of midterm variables that predicted the final total scores. Coefficients of determination (R2) were calculated to explore the relationships among domains. RESULTS The tool was found to have high internal consistency at midterm and final assessment (α = 0.97 and 0.98, respectively). Mean scores increased over time for each domain score and for the total score (P < .001; d = 1.5). Scores in 3 midterm domains predicted more than 57% of the variance in the final total score. DISCUSSION AND CONCLUSION Results support the use of this tool to measure student performance and growth in a first full-time ICE course. Targeted measurement of students' abilities in ICE courses assists with differentiating formative and summative learning needed to achieve academic success.
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Affiliation(s)
- Marcie Becker
- Marcie Becker is the clinical assistant professor/codirector of clinical education in the Department of Physical Therapy and Rehabilitation Science at the University of Iowa
- Richard K. Shields is the chair/department executive officer in the Department of Physical Therapy and Rehabilitation Science, University of Iowa, 1-252 Medical Education Building, Iowa City, IA . Please address all correspondence to Richard K. Shields
- Kelly J. Sass is the clinical assistant professor/codirector of clinical education in the Department of Physical Therapy and Rehabilitation Science at the University of Iowa
| | - Richard K Shields
- Marcie Becker is the clinical assistant professor/codirector of clinical education in the Department of Physical Therapy and Rehabilitation Science at the University of Iowa
- Richard K. Shields is the chair/department executive officer in the Department of Physical Therapy and Rehabilitation Science, University of Iowa, 1-252 Medical Education Building, Iowa City, IA . Please address all correspondence to Richard K. Shields
- Kelly J. Sass is the clinical assistant professor/codirector of clinical education in the Department of Physical Therapy and Rehabilitation Science at the University of Iowa
| | - Kelly J Sass
- Marcie Becker is the clinical assistant professor/codirector of clinical education in the Department of Physical Therapy and Rehabilitation Science at the University of Iowa
- Richard K. Shields is the chair/department executive officer in the Department of Physical Therapy and Rehabilitation Science, University of Iowa, 1-252 Medical Education Building, Iowa City, IA . Please address all correspondence to Richard K. Shields
- Kelly J. Sass is the clinical assistant professor/codirector of clinical education in the Department of Physical Therapy and Rehabilitation Science at the University of Iowa
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Gundler CM, Porta D, Sinning A. Use of Clinically Oriented Laboratory Manuals in a Prosection Gross Anatomy Laboratory during COVID-19. MEDICAL SCIENCE EDUCATOR 2024; 34:335-347. [PMID: 38686137 PMCID: PMC11055815 DOI: 10.1007/s40670-023-01970-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/21/2023] [Indexed: 05/02/2024]
Abstract
Gross anatomy is a critical course for the development of a variety of skills such as anatomical knowledge and spatial, critical, and clinical reasoning. There have been few attempts to integrate clinical applications in gross anatomy, with the majority of these being in the lecture hall and not in the laboratory. Clinical cases and guided questions were added to a laboratory manual (Clinically Oriented Laboratory Manuals (COLMs)) in a first-year medical gross anatomy prosection course during COVID-19. The effectiveness of the COLMs was analyzed using in-laboratory assessments between treatment and control groups, as well as student perceptions. There was no significant difference between in-lab assessment scores between students with or without the COLMs in 2020 (t1304.735= 0.647, p ;= 0.518). Student perceptions demonstrated that 61.6% strongly agreed or agreed that the COLMs were a good way to learn anatomy and 32.0% desired more COLMs in the lab. Overall, COLMs did not increase student knowledge by the end of a session. Students thought the COLMs were a good tool to learn anatomy because they helped become more clinically aware; however, students desired better implementation of the COLMs. The addition of COLMs in the laboratory is a potential method to address the need for clinical applications within the gross anatomy laboratory. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-023-01970-1.
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Affiliation(s)
- Caroline M Gundler
- Department of Biomedical Sciences, Ohio University Heritage College of Osteopathic Medicine, Dublin, OH USA
| | - David Porta
- Department of Biology, Bellarmine University, Louisville, KY USA
| | - Allan Sinning
- Department of Biology, Glendale Community College, Glendale, AZ USA
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Leatemia LD, Compen B, Dolmans DHJM, van Merrienboer JJG, Susilo AP. Situations that prompt teachers in problem-based curricula to reflect on their beliefs, identity and mission. MEDICAL TEACHER 2024:1-9. [PMID: 38395030 DOI: 10.1080/0142159x.2024.2316853] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/26/2023] [Accepted: 02/06/2024] [Indexed: 02/25/2024]
Abstract
Teachers have different perceptions of how to enhance student learning. Whereas some take a teacher-centred perspective, others lean more towards a student-centred approach. Many studies in higher education have invoked Korthagen's onion model (2014) to explain how teachers' perspectives can impact their teaching practices. Spanning six interrelated layers, this model contains both outer (environment, behaviour, competencies) and inner (beliefs, identity, and mission) aspects. Focusing essentially on teachers' outer aspects, previous studies have paid scant attention to how particular situations affect teachers' inner aspects and, consequently, how teachers perceive student-centred learning. In this descriptive qualitative study, we explored situations that encouraged or discouraged teachers to embrace student-centred beliefs, identities and missions. We held three focus-group discussions with 18 teachers from two Indonesian medical schools, performing a thematic analysis of the data thus obtained. We found that certain situations made teachers reflect on their inner aspects, which either favourably or adversely affected their acceptance of a student-centred learning approach. Teachers' outer aspects (i.e. their prior problem-based teaching and learning experiences, learning situations from their own training as well as clinical duties) strongly interacted with their inner aspects, thereby shaping their teaching perspectives. Understanding how specific situations can influence teachers' inner aspects might help institutions to design faculty development programmes that address teachers' specific educational needs.
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Affiliation(s)
- Lukas Daniel Leatemia
- Department of Medical Education, Faculty of Medicine, Mulawarman University, Samarinda, East Kalimantan, Indonesia
| | - Boukje Compen
- Department of Educational Development and Research and School of Health Professions Education (SHE), Faculty of Health, Medicine and Life Sciences (FHML), Maastricht University, Maastricht, The Netherlands
| | - Diana H J M Dolmans
- Department of Educational Development and Research and School of Health Professions Education (SHE), Faculty of Health, Medicine and Life Sciences (FHML), Maastricht University, Maastricht, The Netherlands
| | - Jeroen J G van Merrienboer
- Department of Educational Development and Research and School of Health Professions Education (SHE), Faculty of Health, Medicine and Life Sciences (FHML), Maastricht University, Maastricht, The Netherlands
| | - Astrid Pratidina Susilo
- Department of Medical Education and Bioethics, Faculty of Medicine, Universitas Surabaya, Surabaya, East Java, Indonesia
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Kulo V, Cestone C. A Bibliometric Analysis of the 100 Most Cited Articles on Problem-Based Learning in Medical Education. MEDICAL SCIENCE EDUCATOR 2023; 33:1409-1426. [PMID: 38188399 PMCID: PMC10766911 DOI: 10.1007/s40670-023-01893-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/21/2023] [Indexed: 01/09/2024]
Abstract
Problem-based learning (PBL) is an instructional approach used in medical education that is characterized by solving problems in small groups with tutor guidance. More than 50 years since PBL's inception, many questions remain to be addressed about its processes and learning outcomes. The purpose of the study was to examine the bibliometric characteristics of the 100 most cited articles on PBL in medical education and to identify landmark papers that have made significant contributions to PBL research. Results were systematically reviewed for citation frequency, publication year, journal, article type, article focus, authors, author collaboration, and country collaboration. The number of citations ranged from 81 to 3531 times cited with 31,041 total citations. The articles were contributed by 211 authors in 23 journals and most articles (68%) were published in Medical Education, Academic Medicine, and Medical Teacher. The majority of the articles (71%) originated from Netherlands, Canada, and the United States and six prolific authors were identified. Almost half of the articles are classified as empirical research. Article foci included theoretical foundations of PBL, curriculum design, learning outcomes and processes, tutors, assessment, guides to PBL implementation, commentaries, and student well-being. The strong author and country collaborations indicate continued global interest in the PBL instructional method, which is likely to remain an active topic of research as the evidence of its effectiveness over traditional instructional methods as well as its most impactful components is inconclusive.
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Affiliation(s)
- Violet Kulo
- Graduate School, University of Maryland, Baltimore, MD USA
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Yang W, Li H, Su A, Ding L. Application of problem based learning (PBL) and case based learning (CBL) in the teaching of international classification of diseases encoding. Sci Rep 2023; 13:15220. [PMID: 37709817 PMCID: PMC10502146 DOI: 10.1038/s41598-023-42175-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2023] [Accepted: 09/06/2023] [Indexed: 09/16/2023] Open
Abstract
To study the application of PBL combined with CBL teaching mode in the teaching of international classification of diseases (ICD) encoding, so as to improve students' grasp of ICD encoding knowledge. From March 2020 to June 2020, 50 students majoring in health information management who were interns in a Grade A general hospital were selected as the research participants and randomly divided into experimental group and control group, 25 in each group. The experimental group and the control group adopted the PBL combined CBL teaching mode and the traditional teaching mode respectively to carry out the classification and coding teaching. The academic achievement of the two groups of students was evaluated by means of achievement assessment and questionnaire survey based on information processing theory. The scores of theoretical knowledge in the experimental group and the control group were 79.78 ± 8.55 and 70.92 ± 10.81, respectively, and the scores of skill operation in the two groups were 79.76 ± 8.28 and 70.00 ± 10.41, respectively. The test scores of the experimental group were higher than those of the control group, and the difference was statistically significant (P < 0.05). The scores of knowledge acquisition ability of experimental group and control group were 16.72 ± 1.79 and 16.60 ± 2.36, the scores of knowledge sharing ability were 24.20 ± 2.61 and 21.00 ± 2.65, the scores of knowledge storage ability were 20.80 ± 2.47 and 17.24 ± 4.90, respectively. The scores of knowledge application ability were 14.00 ± 1.80 and 11.00 ± 2.69, the scores of knowledge innovation ability were 20.16 ± 2.34 and 18.08 ± 3.70, and the total scores were 95.88 ± 6.08 and 83.92 ± 11.30, respectively. The scores of all questionnaires in the experimental group were higher than those in the control group. The scores of knowledge sharing ability, knowledge storage ability, knowledge application ability, knowledge innovation ability and total score between the two groups were higher than those of the control group, and the differences were statistically significant (P < 0.05). PBL combined with CBL teaching model has good academic achievement in ICD encoding teaching, which can significantly improve academic performance and learning ability, and is worthy of promotion.
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Affiliation(s)
- Wanjun Yang
- Department of Medical Records Statistics, Zhejiang Provincial People's Hospital/People's Hospital of Hangzhou Medical College, 158 Shangtang Road, Gongshu District, Hangzhou, 310000, Zhejiang, China
| | - Hui Li
- Department of Medical Records Statistics, Zhejiang Provincial People's Hospital/People's Hospital of Hangzhou Medical College, 158 Shangtang Road, Gongshu District, Hangzhou, 310000, Zhejiang, China
| | - Aonan Su
- Department of Medical Records Statistics, Zhejiang Provincial People's Hospital/People's Hospital of Hangzhou Medical College, 158 Shangtang Road, Gongshu District, Hangzhou, 310000, Zhejiang, China
| | - Liping Ding
- Department of Medical Records Statistics, Zhejiang Provincial People's Hospital/People's Hospital of Hangzhou Medical College, 158 Shangtang Road, Gongshu District, Hangzhou, 310000, Zhejiang, China.
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Solano J, Zuniga Gutierrez M, Pinel-Guzmán E, Henriquez G. Barriers and Solutions to Successful Problem-Based Learning Delivery in Developing Countries - A Literature Review. Cureus 2023; 15:e43187. [PMID: 37692650 PMCID: PMC10485879 DOI: 10.7759/cureus.43187] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/09/2023] [Indexed: 09/12/2023] Open
Abstract
Problem-based learning (PBL) was introduced in the 1960s as an alternative to traditional teacher-centered and discipline-based preclinical medical education. A literature review was conducted to explore the barriers and solutions to successful PBL uptake and delivery in developing countries. The review involved the search of articles and scientific studies on PubMed, The Lancet, and Scielo. The review focused on the medical education literature, using as a primary search criterion "problem-based learning" in combination with "developing countries" and "education". The search was limited to articles in Spanish and English published between 2011 and November 2021, except for three articles due to their relevance to the subject. Faculty development programs are the cornerstone when implementing a new methodology in developing countries. Early career development, PBL methodology, and the available assessment options should be the primary learning objectives of these programs. Stakeholders will need to plan using available resources following the experience of other countries and institutions encouraging collaborative development. Evaluation and assessment will be crucial to understand the impact of PBL, and considerations should be taken to implement an integrated curriculum. Medical Education Research should be encouraged, appraised, and disseminated to improve evidence-based decision-making, creating a constant development cycle. PBL is innovative and represents many unanswered questions that will develop in the following decade as more schools implement new methodologies and Research on PBL.
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Affiliation(s)
- Jhiamluka Solano
- Cardiology, Scunthorpe General Hospital, North Lincolnshire, GBR
- Research and Development, Asociación de Educación Médica Hondureña, Tegucigalpa, HND
| | | | | | - Génesis Henriquez
- Medicine, Universidad Nacional Autónoma de Honduras, Tegucigalpa, HND
- Medicine, Asociación de Educación Médica Hondureña, Tegucigalpa, HND
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Jabbour Z, Tran M. Can students develop clinical competency in treatment planning remotely through flipped collaborative case discussion? EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023; 27:69-77. [PMID: 35103367 DOI: 10.1111/eje.12778] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/08/2021] [Accepted: 01/15/2022] [Indexed: 06/14/2023]
Abstract
INTRODUCTION Effectiveness of flipped learning in clinical education is unknown. This study evaluates the effectiveness of remote case-based learning for teaching clinical treatment planning compared with traditional in-person clinical experience. MATERIALS AND METHODS Four cases containing medical and dental charts were discussed through flipped learning with faculty panel during the COVID-19 lockdown. Prior to each session, students worked individually or in groups to complete assignments with leading questions. After the final assignment, students completed a survey to rate the learning experience from each case, compare the remote experience with the previous in-person clinical experience and provide suggestions to improve remote clinical instruction in the future. Students' performance measured by the number of case assessments and competencies completed post-lockdown was compared with pre-lockdown and the previous year using odd ratio (OR), Chi-squared test (χ2) and significant level p < .05. RESULTS A total of 106 students completed the course, and 99 students completed all survey questions. Students reported positive learning experiences (overall mean = 7.84, SD = 1.11). Post-lockdown, statistically significant increase in the proportions of total passed attempts (χ2 p = .002, OR = 2.23), competencies (χ2 p = .028, OR = 2.05) and case assessments (χ2 p = .004, OR = 2.73) was observed between the current class and the previous pre-COVID-19 class (108 students). Post-lockdown, students also passed significantly more attempts (χ2 p < .0001), competencies (χ2 p < .0001) and case assessments (χ2 p = .008) compared with pre-lockdown. CONCLUSIONS Although a flipped classroom does not replace in-person clinical experience, teaching clinical treatment planning remotely improved students' readiness and clinical performance through collaborative learning, practice and case exposure.
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Affiliation(s)
- Zaher Jabbour
- School of Dentistry, University of California, Los Angeles, Los Angeles, California, USA
| | - Minh Tran
- USC Rossier School of Education, University of Southern California, Los Angeles, California, USA
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Wu Y, Van Gerven PWM, de Groot RHM, O. Eijnde B, Seghers J, Winkens B, Savelberg HHCM. The Association between Academic Schedule and Physical Activity Behaviors in University Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:1572. [PMID: 36674327 PMCID: PMC9864894 DOI: 10.3390/ijerph20021572] [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: 12/25/2022] [Revised: 01/09/2023] [Accepted: 01/13/2023] [Indexed: 06/17/2023]
Abstract
BACKGROUND University students sit too much, which is detrimental to their physical and mental health. Academic schedules, including scheduled education time and self-study time, may influence their physical activity behaviors. OBJECTIVES To investigate (1) the association between scheduled education time and students' physical activity levels during weekdays; (2) the association between self-study time and students' physical activity levels during the weekdays and weekends. METHODS 126 (68 Maastricht University (UM); 58 KU Leuven (KUL)) first-year undergraduate students in biomedical sciences (mean ± SD age: 19.3 ± 1.0, BMI: 22.0 ± 3.0, 17% men, 83% women) completed a demographics questionnaire and reported their academic activities with a 7-day logbook. Furthermore, their physical activity behavior was measured with the activPAL monitor for 7 days. Linear mixed models were used to examine the associations between university (UM versus KUL), academic activities (scheduled education time and self-study time), and students' activity levels. RESULTS During weekdays, each hour of scheduled education time per day was significantly associated with a 1.3 min decrease of moderate to vigorous physical activity (MVPA) per day. Scheduled education time was not significantly associated with the sedentary time, light-intensity physical activity (LPA), and active sedentary behavior ratio. Each hour of self-study per day was significantly associated with 8 min more of sedentary time per day, 6 min less LPA per day, and 1.3 min less MVPA per day. Self-study time was not significantly associated with active sedentary behavior ratio. During the weekend, each hour of self-study time per day was associated with an additional 17.8 min of sedentary time per day and a reduction of 15.2 min of LPA per day. Self-study time was not significantly associated with the time spent doing MVPA and active sedentary behavior ratio. CONCLUSIONS It could be more effective to change students' physical activity behaviors during self-study than during scheduled education time. Therefore, offering a study environment that reduces sedentary behavior and promotes light-intensity physical activity, is crucial.
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Affiliation(s)
- Yingyi Wu
- School of Nutrition and Translational Research in Metabolism (NUTRIM), Department of Nutrition and Movement Sciences, Maastricht University, 6200 MD Maastricht, The Netherlands
- School of Health Professions Education (SHE), Maastricht University, 6200 MD Maastricht, The Netherlands
| | - Pascal W. M. Van Gerven
- Department of Educational Development & Research, School of Health Professions Education, Maastricht University, 6200 MD Maastricht, The Netherlands
| | - Renate H. M. de Groot
- Faculty of Educational Sciences, Open University of the Netherlands, 6419 AT Heerlen, The Netherlands
| | - Bert O. Eijnde
- SMRC Sports Medical Research Center, BIOMED Biomedical Research Institute, Faculty of Medicine & Life Sciences, Hasselt University, 3500 Hasselt, Belgium
- Division of Sport Science, Faculty of Medicine & Health Sciences, Stellenbosch University, Matieland, Stellenbosch 7602, South Africa
| | - Jan Seghers
- Department of Movement Sciences, KU Leuven, 3001 Leuven, Belgium
| | - Bjorn Winkens
- Department of Methodology and Statistics, Care and Public Health Research Institute (CAPHRI), Faculty of Health, Medicine and Life Sciences (FHML), Maastricht University, 6200 MD Maastricht, The Netherlands
| | - Hans H. C. M. Savelberg
- School of Nutrition and Translational Research in Metabolism (NUTRIM), Department of Nutrition and Movement Sciences, Maastricht University, 6200 MD Maastricht, The Netherlands
- School of Health Professions Education (SHE), Maastricht University, 6200 MD Maastricht, The Netherlands
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Himmels JP, Sterz J, Rüsseler M, Kempf VA, Brandt C. [Case-based learning with practical exercises in the course hygiene and microbiology as a model for the implementation of the new medical licensing regulations]. Dtsch Med Wochenschr 2022; 148:e21-e28. [PMID: 36564018 PMCID: PMC9970697 DOI: 10.1055/a-1973-6533] [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] [Indexed: 12/25/2022]
Abstract
BACKGROUND Within the scope of an educational improvement project, the teaching concept of the course hygiene and microbiology at the Goethe-University in Frankfurt was transferred from an organ system-based teaching concept into a case-based teaching concept. Concomitantly, this transformation was qualitatively reviewed to evaluate self-perceived learning success. METHODS 54 participants were included in this qualitative study. 45 students were interviewed in homogeneous focus groups of up to five. Nine physicians were interviewed individually. Following anonymization and transcription, a structured and qualitative text analysis was conducted. RESULTS Both groups, students and physicians, prefer a case-based teaching concept in hygiene and microbiology, especially in combination with a hands-on approach to learn practical skills. Students taught with the case-based approach were more satisfied and reported better knowledge retention. The practical elements of the course hygiene and microbiology were positively remembered by all participants. Regardless of the teaching concept, the individual lecturer is considered most essential in shaping motivation. CONCLUSIONS Overall, the implementation of a case-based teaching concept with practical elements in the course hygiene and microbiology increases the ability of medical students to understand the relevance of core knowledge and improves self-perceived learning. The fusion of theoretical and clinical contents elements in the course hygiene and microbiology meets the new national medical licensing regulations in Germany and promises to be a sustainable concept for clinical-theoretical subjects like hygiene and microbiology.
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Affiliation(s)
- Jan P.W. Himmels
- Institut für Medizinische Mikrobiologie und Krankenhaushygiene, Klinikum der Johann Wolfgang Goethe-Universität, Frankfurt am Main, Deutschland
| | - Jasmina Sterz
- Frankfurter Interdisziplinäres Simulationszentrum, Klinikum der Johann Wolfgang Goethe-Universität, Frankfurt am Main, Deutschland
| | - Miriam Rüsseler
- Frankfurter Interdisziplinäres Simulationszentrum, Klinikum der Johann Wolfgang Goethe-Universität, Frankfurt am Main, Deutschland
| | - Volkhard A.J. Kempf
- Institut für Medizinische Mikrobiologie und Krankenhaushygiene, Klinikum der Johann Wolfgang Goethe-Universität, Frankfurt am Main, Deutschland
| | - Claudia Brandt
- Institut für Medizinische Mikrobiologie und Krankenhaushygiene, Klinikum der Johann Wolfgang Goethe-Universität, Frankfurt am Main, Deutschland,Korrespondenzadresse Priv.-Doz. Dr. med. Claudia Brandt Institut für Medizinische Mikrobiologie und Krankenhaushygiene, Universitätsklinikum FrankfurtPaul-Ehrlich-Straße 4060596 Frankfurt am Main
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Ma CW. How to advance medical education using journal articles? Insight from problem-based learning. GMS JOURNAL FOR MEDICAL EDUCATION 2022; 39:Doc48. [PMID: 36310889 PMCID: PMC9585409 DOI: 10.3205/zma001569] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 07/03/2022] [Revised: 07/03/2022] [Accepted: 08/03/2022] [Indexed: 06/16/2023]
Affiliation(s)
- Chun-Wai Ma
- The University of Hong Kong, Li Ka Shing Faculty of Medicine, School of Biomedical Sciences, Hong Kong
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de Jong N, van Rosmalen P, Brancaccio MT, Bleijlevens MHC, Verbeek H, Peeters IGP. Flipped Classroom Formats in a Problem-Based Learning Course: Experiences of First-Year Bachelor European Public Health Students. Public Health Rev 2022; 43:1604795. [PMID: 35992752 PMCID: PMC9385971 DOI: 10.3389/phrs.2022.1604795] [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: 01/25/2022] [Accepted: 07/06/2022] [Indexed: 11/13/2022] Open
Abstract
Objectives: Students would like to see more creativity and flexibility in the performance of problem-based learning (PBL). Therefore, we applied flipped classroom formats in a course of the Bachelor European Public Health at Maastricht University to investigate the experiences of the students. The main objective was to stimulate interaction between students mutual, and between students and teachers.Methods: 304 first-year students following the course on “Ageing in Europe” in three academic years, were asked to fill out questions focussing on prior knowledge, preparation work, and group session parameters, e.g., duration, content, extent of interaction and format group session.Results: In-class activities, such as debate, making a mind map, giving a pitch, role-play e.g., were highly appreciated by students, especially the interactivity and discussions with the experts during these sessions. Students felt they applied knowledge.Conclusion: Flipped classroom formats can be used to extend the Maastricht University PBL design and students do recommend this. It can be a relevant and challenging answer on the articulated request for more creativity and flexibility in the regular PBL format.
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Affiliation(s)
- Nynke de Jong
- Department of Health Services Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands
- School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands
- Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands
- *Correspondence: Nynke de Jong,
| | - Peter van Rosmalen
- School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands
- Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands
| | - Maria Teresa Brancaccio
- Department of Health, Ethics, and Society, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands
- Care and Public Health Research Institute, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands
| | - Michel H. C. Bleijlevens
- Department of Health Services Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands
- Care and Public Health Research Institute, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands
- Living Lab in Ageing and Long-Term Care, Maastricht, Netherlands
| | - Hilde Verbeek
- Department of Health Services Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands
- Care and Public Health Research Institute, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands
- Living Lab in Ageing and Long-Term Care, Maastricht, Netherlands
| | - Inge G. P. Peeters
- Department of Family Medicine & Academy for Postgraduate Medical Training, Maastricht University | Maastricht UMC+ Academy, Maastricht, Netherlands
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Torre D, Schuwirth L, Van der Vleuten C, Heeneman S. An international study on the implementation of programmatic assessment: Understanding challenges and exploring solutions. MEDICAL TEACHER 2022; 44:928-937. [PMID: 35701165 DOI: 10.1080/0142159x.2022.2083487] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
INTRODUCTION Programmatic assessment is an approach to assessment aimed at optimizing the learning and decision function of assessment. It involves a set of key principles and ground rules that are important for its design and implementation. However, despite its intuitive appeal, its implementation remains a challenge. The purpose of this paper is to gain a better understanding of the factors that affect the implementation process of programmatic assessment and how specific implementation challenges are managed across different programs. METHODS An explanatory multiple case (collective) approach was used for this study. We identified 6 medical programs that had implemented programmatic assessment with variation regarding health profession disciplines, level of education and geographic location. We conducted interviews with a key faculty member from each of the programs and analyzed the data using inductive thematic analysis. RESULTS We identified two major factors in managing the challenges and complexity of the implementation process: knowledge brokers and a strategic opportunistic approach. Knowledge brokers were the people who drove and designed the implementation process acting by translating evidence into practice allowing for real-time management of the complex processes of implementation. These knowledge brokers used a 'strategic opportunistic' or agile approach to recognize new opportunities, secure leadership support, adapt to the context and take advantage of the unexpected. Engaging in an overall curriculum reform process was a critical factor for a successful implementation of programmatic assessment. DISCUSSION The study contributes to the understanding of the intricacies of implementation processes of programmatic assessment across different institutions. Managing opportunities, adaptive planning, awareness of context, were all critical aspects of thinking strategically and opportunistically in the implementation of programmatic assessment. Future research is needed to provide a more in-depth understanding of values and beliefs that underpin the assessment culture of an organization, and how such values may affect implementation.
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Affiliation(s)
- Dario Torre
- Director of Assessment, and Professor of Medicine, University of Central Florida College of Medicine, Orlando, FL, USA
| | - Lambert Schuwirth
- College of Medicine and Public Health, Flinders University, Adelaide, Australia
| | - Cees Van der Vleuten
- Department of Educational Development and Research, School of Health Profession Education, Maastricht University, Maastricht, The Netherlands
| | - Sylvia Heeneman
- Department of Pathology, School Health Profession Education, Cardiovascular Research Institute Maastricht, Maastricht University, Maastricht, The Netherlands
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Leatemia LD, van Merrienboer JJG, Susilo AP. Development of a questionnaire to measure teachers' student-centred perspectives based on the Onion Model. BMC MEDICAL EDUCATION 2022; 22:504. [PMID: 35761250 PMCID: PMC9238174 DOI: 10.1186/s12909-022-03547-9] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/25/2021] [Accepted: 06/13/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Teachers with a teacher-centred perspective have difficulties applying student-centred approaches in Problem Based Learning (PBL) because they are inclined to show teacher-centred behaviours. The six aspects explained in Korthagen's Onion Model (environment, behaviour, competencies, beliefs, identity, and mission) are assumed to contribute to teachers' perspectives, showing that both the environment and personal characteristics influence behaviours. For teachers to function properly in PBL, those six aspects should reflect a student-centred perspective. Previous instruments to measure teaching perspectives focused on only a few of these relevant aspects. Therefore, we developed the Student-Centred Perspective of Teachers (SCPT) questionnaire with subscales for each aspect in the Onion Model. This study aimed to provide evidence for its internal and external validity. METHODS The SCPT was distributed in a survey to 795 teachers from 20 medical schools. For the internal validation, Confirmatory Factor Analysis was performed to analyse theoretical fit model validation, convergent validation, and discriminant validation. For the external validation, teachers' perspective scores were compared among three groups of amount of PBL training using Analysis of Variance (ANOVA) and post-hoc Least Significant Difference (LSD) tests. The p-value for all tests was set at .05. RESULTS A total of 543 out of 795 teachers (68.3%) participated. Confirmatory Factor Analysis showed the evidence of the SCPT's internal validation with acceptable fit for the six subscales measured by 19 items and the following Composite Reliability scores: environment (.72), behaviour (.74), competencies (.63), beliefs (.55), identity (.76), and mission (.60). All items' factors loadings reached a good standard (.5 or greater). Only the environment subscale had the Average Variance Extracted (AVE) score higher than .5 and the Maximum Shared Variance score lower than the AVE score. ANOVA and Post-hoc LSD tests showed that teachers who participated in more PBL training showed significantly higher student-centred perspectives, providing evidence for external validity. CONCLUSION The SCPT is a reliable and valid instrument to measure teaching perspectives. Identifying aspects that do not represent the adoption of a student-centred perspective may provide valuable input for faculty development in the context of PBL.
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Affiliation(s)
- Lukas Daniel Leatemia
- Department of Medical Education, Faculty of Medicine, Mulawarman University, Samarinda, East Kalimantan, Indonesia.
| | - Jeroen J G van Merrienboer
- Department of Educational Development and Research, Faculty of Health Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands
| | - Astrid Pratidina Susilo
- Department of Medical Education and Bioethics, Faculty of Medicine, Universitas Surabaya, Surabaya, East Java, Indonesia
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O’Sullivan S, Campos LA, Baltatu OC. "Involve Me and I Learn": Active Learning in a Hybrid Medical Biochemistry First Year Course on an American-Style MD Program in the UAE. MEDICAL SCIENCE EDUCATOR 2022; 32:703-709. [PMID: 35464131 PMCID: PMC9017084 DOI: 10.1007/s40670-022-01545-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 03/25/2022] [Indexed: 06/14/2023]
Abstract
Perceived as a subject with abstract jargon, requiring extensive memorization of complex metabolic pathways, chemical structures, and names, students lose sight of the significance of biochemistry on their MD journey (Afshar M, Han Z. Teaching and learning medical biochemistry: Perspectives from a student and an educator. Med Sci Educ. 2014;24:339-41.). A disconnect between what is taught in the classroom and its application to clinical settings arises through over emphasis on the need to pass board exams, documented to be a poor measure of core competencies. Employing active learning strategies with meaningful activities with clinical applications, centered around the curriculum, cognitively engages students and is a deviation from the didactic way in which biochemistry is traditionally taught.
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Affiliation(s)
- Siobhán O’Sullivan
- College of Medicine & Health Sciences, Khalifa University, PO Box 127788, Abu Dhabi, UAE
| | - Luciana Aparecida Campos
- College of Health Sciences, Abu Dhabi University, Abu Dhabiss, UAE
- Center of Innovation, Technology and Education (CITE), Sao Jose dos Campos Technology Park, Sao Jose dos Campos, Brazil
- Institute of Biomedical Engineering, Anhembi Morumbi University - Laureate International Universities, Sao Jose dos Campos, Brazil
| | - Ovidiu Constantin Baltatu
- College of Medicine & Health Sciences, Khalifa University, PO Box 127788, Abu Dhabi, UAE
- Center of Innovation, Technology and Education (CITE), Sao Jose dos Campos Technology Park, Sao Jose dos Campos, Brazil
- Institute of Biomedical Engineering, Anhembi Morumbi University - Laureate International Universities, Sao Jose dos Campos, Brazil
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21
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Rantsi M, Pitkälä KH, Kautiainen H, Hyttinen V, Kankaanpää E. Cost-effectiveness of an educational intervention to reduce potentially inappropriate medication. Age Ageing 2022; 51:6590511. [PMID: 35604803 PMCID: PMC9126199 DOI: 10.1093/ageing/afac112] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/09/2021] [Indexed: 12/03/2022] Open
Abstract
Background Educational interventions can reduce potentially inappropriate medication (PIM) use in older people. Their effectiveness has been measured mainly as changes in PIM use. In this economic evaluation, we analyse the impact of an educational intervention in terms of costs and quality-adjusted life years (QALYs). Methods The educational intervention consisted of activating and interactive training sessions for nursing staff and consulting physicians, and was compared with treatment as usual (TAU). Participants (n = 227) in a cluster randomised trial (cRCT) were residents living permanently in assisted living facilities (n = 20 wards). For economic evaluation, participants’ healthcare service use costs and costs for the intervention were estimated for a 12 month period. Incremental cost-effectiveness ratios (ICERs) were estimated for QALYs per participant. Cost-effectiveness analysis was conducted from a healthcare perspective. A bootstrapped cost-effectiveness plane and one-way sensitivity analysis were undertaken to analyse the uncertainty surrounding the estimates. Results The educational intervention was estimated to be less costly and less effective in terms of QALYs than TAU at the 12 month follow-up [incremental costs –€1,629, confidence interval (CI) –€5,489 to €2,240; incremental effect −0.02, CI –0.06 to 0.02]. The base case ICER was >€80,000/QALY. Conclusion The educational intervention was estimated to be less costly and less effective in terms of QALYs compared with TAU, but the results are subject to some uncertainties. Reduction in PIM use or benefits in quality of life did not seem to translate into improvements in QALYs. Our findings emphasise the need for better understanding of the impact of decreasing PIM use on health outcomes.
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Affiliation(s)
- Mervi Rantsi
- Department of Health and Social Management, University of Eastern Finland, Kuopio 70211, Finland
| | - Kaisu H Pitkälä
- Department of General Practice, University of Helsinki, Helsinki 00014, Finland
| | - Hannu Kautiainen
- Department of General Practice, University of Helsinki, Helsinki 00014, Finland
| | - Virva Hyttinen
- Department of Health and Social Management, University of Eastern Finland, Kuopio 70211, Finland
| | - Eila Kankaanpää
- Department of Health and Social Management, University of Eastern Finland, Kuopio 70211, Finland
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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.
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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
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Zhang F, Wang H, Bai Y, Zhang H. A Bibliometric Analysis of the Landscape of Problem-Based Learning Research (1981-2021). Front Psychol 2022; 13:828390. [PMID: 35369264 PMCID: PMC8964793 DOI: 10.3389/fpsyg.2022.828390] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2021] [Accepted: 02/22/2022] [Indexed: 11/13/2022] Open
Abstract
Background Problem-Based Learning (PBL) is an instructional method of hands-on, active learning centered on investigating and resolving messy, real-world problems. This study aims to systematically analyze the current status and hotspots of PBL research and provide insights for research in the field. Methods Problem-based learning-related publications were retrieved from the Web of Science Core Collection using "Problem-Based Learning". Annual publications, countries, institutions, authors, journals, references, and keywords in the field were visually analyzed using the R, VOSviewer, and Microsoft Excel 2019 software. Results A total of 2,790 articles and reviews were analyzed, with a steady increase in publications in the field of PBL. Overall, the United States was the major contributor to the study of PBL. Van Der Vleuten CPM was the key researcher in this field. Moreover, most of the publications were published in Medical Education. Keyword analysis showed that current research hotspots focus on the extensions of PBL teaching mode, application of PBL teaching method, and reform of PBL. Conclusion Research on PBL is flourishing. Cooperation and exchange between countries and institutions should be strengthened in the future. These findings will provide a better understanding of the state of PBL research and inform future research ideas.
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Affiliation(s)
- Fan Zhang
- Department of Nephrology, Longhua Hospital Shanghai University of Traditional Chinese Medicine, Shanghai, China
| | - Hui Wang
- Department of Anorectal, Longhua Hospital Shanghai University of Traditional Chinese Medicine, Shanghai, China
| | - Yan Bai
- Department of Cardiology, Longhua Hospital Shanghai University of Traditional Chinese Medicine, Shanghai, China
| | - Huachun Zhang
- Department of Nursing, Longhua Hospital Shanghai University of Traditional Chinese Medicine, Shanghai, China
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de Nooijer J, Dolmans DHJM, Stalmeijer RE. Applying Landscapes of Practice Principles to the Design of Interprofessional Education. TEACHING AND LEARNING IN MEDICINE 2022; 34:209-214. [PMID: 33789558 DOI: 10.1080/10401334.2021.1904937] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
ISSUE Although interprofessional education (IPE) is acknowledged as a way to prepare health professions students for future interprofessional collaboration (IPC), there is a need to better ground IPE-design in learning theory. Landscapes of practice and its concepts of knowledgeability and identification are suggested as a framework that may help optimize IPE. This Observation paper provides an explanation of how these concepts might be used in IPE-design. EVIDENCE We propose using three modes of identification, i.e., engagement, imagination, and alignment, described in this framework, for an IPE-design that fosters IPC skills, professional identity formation, and knowledgeability about a field and its actors. Identification and knowledgeability are through to enable successful collaboration across professional and practice boundaries. IMPLICATIONS Focusing on identification implies that students develop a sense of relevance to one another in solving complex problems (engagement), they become aware of their own roles and responsibilities in relation to others (imagination), and they gain awareness of the context in which the different professions align and collaborate (alignment). Altogether, this enables students to become knowledgeable in the landscape, which prepares them for successful interprofessional collaboration in practice.
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Affiliation(s)
- Jascha de Nooijer
- School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
| | - Diana H J M Dolmans
- School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
| | - Renée E Stalmeijer
- School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
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Discovering Entrepreneurship Competencies through Problem-Based Learning in Higher Education Students. EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12030185] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The increase in student engagement in the learning process has driven educators to use more dynamic pedagogical methodologies. Several studies have shown evidence of increased interest in learning when real-world problems are integrated into the learning environment. This paper presents the competencies developed by higher education students through application of the problem-based learning (PBL) methodology in higher education courses. The research begins with the identification of a set of competencies developed by higher education students in other studies developed and reported in the last five years and includes them in a survey to analyze the level of development of those competencies when problem-based learning is applied in university courses. To identify the competencies developed by applying the problem-based learning methodology, the research employed a document analysis and a survey of the students that participated in the experimental application. The research questions “What are the competencies developed by students in problem-based learning?” and “Are the competencies identified by the students sufficiently learned in universities?” guided the study. The competencies found by the students were identified through a questionnaire given as an online survey to 76 students. The key outcome of the research is the identification in the bachelor courses of the competencies perceived as essential by students participating in the application of PBL in terms of their advancement.
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Bhat GM, Bhat IH, Shahdad S, Rashid S, Khan MA, Patloo AA. Analysis of Feasibility and Acceptability of an E-Learning Module in Anatomy. ANATOMICAL SCIENCES EDUCATION 2022; 15:376-391. [PMID: 33914418 DOI: 10.1002/ase.2096] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/12/2020] [Revised: 04/23/2021] [Accepted: 04/23/2021] [Indexed: 06/12/2023]
Abstract
Recent advance in medical education is in correlation with the advances in information technology and thus computer-based learning is being increasingly employed. The objective of the present study was to design and evaluate an e-learning module in anatomy and assess the perceptions of students and faculty about this e-learning module. The participating students were randomized into three groups by block stratified randomization and Google groups were created for each of the three groups. The e-learning module was implemented in three sessions by rotating the three groups. Validated questionnaires were sent to faculty and participating students via Google forms to obtain feedback. The results of ANOVA showed that there was a significant difference among the groups in terms of marks obtained with conventional (F = 2.403, P = 0.103), online (F = 6.050, P = 0.005), and blended (F = 5.801, P = 0.006). Post hoc comparisons using the Tukey HSD test, about the gain of knowledge, indicated that the results were insignificant when comparing the conventional group with the online group, but were significant when comparing the blended group with the conventional and online group. The qualitative data regarding the perception of students toward e-learning were analyzed using thematic analysis. The introduction of an interactive e-learning module in anatomy was effective and well received by the students and faculty. The study showed that blended learning has a positive impact on the students' learning by improving cognitive gain and receptive perception for e-learning.
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Affiliation(s)
- Ghulam Mohammad Bhat
- Postgraduate Department of Anatomy, Government Medical College Srinagar, Srinagar, India
| | - Ishfaq Hussain Bhat
- Department of Management Studies, Islamic University of Science and Technology Awantipora, Pulwama, India
| | - Shaheen Shahdad
- Postgraduate Department of Anatomy, Government Medical College Srinagar, Srinagar, India
| | - Saima Rashid
- Postgraduate Department of Anatomy, Government Medical College Srinagar, Srinagar, India
| | - Mudasir Ahmad Khan
- Postgraduate Department of Anatomy, Government Medical College Srinagar, Srinagar, India
| | - Ajaz Ahmad Patloo
- Postgraduate Department of Anatomy, Government Medical College Srinagar, Srinagar, India
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Jacob SA, Palanisamy UD, Napier J, Verstegen D, Dhanoa A, Chong EYC. Health Care Needs of Deaf Signers: The Case for Culturally Competent Health Care Providers. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022; 97:335-340. [PMID: 34039854 DOI: 10.1097/acm.0000000000004181] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
There is a need for culturally competent health care providers (HCPs) to provide care to deaf signers, who are members of a linguistic and cultural minority group. Many deaf signers have lower health literacy levels due to deprivation of incidental learning opportunities and inaccessibility of health-related materials, increasing their risk for poorer health outcomes. Communication barriers arise because HCPs are ill-prepared to serve this population, with deaf signers reporting poor-quality interactions. This has translated to errors in diagnosis, patient nonadherence, and ineffective health information, resulting in mistrust of the health care system and reluctance to seek treatment. Sign language interpreters have often not received in-depth medical training, compounding the dynamic process of medical interpreting. HCPs should thus become more culturally competent, empowering them to provide cultural- and language-concordant services to deaf signers. HCPs who received training in cultural competency showed increased knowledge and confidence in interacting with deaf signers. Similarly, deaf signers reported more positive experiences when interacting with medically certified interpreters, HCPs with sign language skills, and practitioners who made an effort to improve communication. However, cultural competency programs within health care education remain inconsistent. Caring for deaf signers requires complex, integrated competencies that need explicit attention and practice repeatedly in realistic, authentic learning tasks ordered from simple to complex. Attention to the needs of deaf signers can start early in the curriculum, using examples of deaf signers in lectures and case discussions, followed by explicit discussions of Deaf cultural norms and the potential risks of low written and spoken language literacy. Students can subsequently engage in role plays with each other or representatives of the local signing deaf community. This would likely ensure that future HCPs are equipped with the knowledge and skills necessary to provide appropriate care and ensure equitable health care access for deaf signers.
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Affiliation(s)
- Sabrina A Jacob
- S.A. Jacob is research associate, Strathclyde Institute of Pharmacy and Biomedical Sciences, University of Strathclyde, Glasgow, Scotland, United Kingdom, and adjunct lecturer, School of Pharmacy, Monash University Malaysia, Bandar Sunway, Selangor, Malaysia; ORCID: https://orcid.org/0000-0001-8012-7789
| | - Uma Devi Palanisamy
- U.D. Palanisamy is associate professor, Jeffrey Cheah School of Medicine and Health Sciences, Monash University Malaysia, Bandar Sunway, Selangor, Malaysia; ORCID: https://orcid.org/0000-0002-8615-8241
| | - Jemina Napier
- J. Napier is professor, chair of intercultural communication, and director of research, School of Social Sciences, Heriot-Watt University, Edinburgh, Scotland, United Kingdom; ORCID: https://orcid.org/0000-0001-6283-5810
| | - Daniëlle Verstegen
- D. Verstegen is programme director, Master of Health Professions Education Program, School of Health Professions Education, Maastricht University, Maastricht, the Netherlands; ORCID: https://orcid.org/0000-0001-6811-175X
| | - Amreeta Dhanoa
- A. Dhanoa is associate professor, Jeffrey Cheah School of Medicine and Health Sciences, Monash University Malaysia, Bandar Sunway, Selangor, Malaysia; ORCID: https://orcid.org/0000-0002-4541-4819
| | - Elizabeth Yie-Chuen Chong
- E.Y.-C. Chong is research assistant, Jeffrey Cheah School of Medicine and Health Sciences, Monash University Malaysia, Bandar Sunway, Selangor, Malaysia; ORCID: https://orcid.org/0000-0001-9281-8667
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Bransen D, Govaerts MJB, Panadero E, Sluijsmans DMA, Driessen EW. Putting self-regulated learning in context: Integrating self-, co-, and socially shared regulation of learning. MEDICAL EDUCATION 2022; 56:29-36. [PMID: 33988857 PMCID: PMC9291108 DOI: 10.1111/medu.14566] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/15/2021] [Revised: 05/03/2021] [Accepted: 05/08/2021] [Indexed: 06/01/2023]
Abstract
Processes involved in the regulation of learning have been researched for decades, because of its impact on academic and workplace performance. In fact, self-regulated learning is the focus of countless studies in health professions education and higher education in general. While we will always need competent individuals who are able to regulate their own learning, developments in healthcare require a shift from a focus on the individual to the collective: collaboration within and between healthcare teams is at the heart of high-quality patient care. Concepts of collaborative learning and collective competence challenge commonly held conceptualisations of regulatory learning and call for a focus on the social embeddedness of regulatory learning and processes regulating the learning of the collective. Therefore, this article questions the alignment of current conceptualisations of regulation of learning with demands for collaboration in current healthcare. We explore different conceptualisations of regulation of learning (self-, co-, and socially shared regulation of learning), and elaborate on how the integration of these conceptualisations adds to our understanding of regulatory learning in healthcare settings. Building on these insights, we furthermore suggest ways forward for research and educational practice.
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Affiliation(s)
- Derk Bransen
- School of Health Professions Education (SHE)Maastricht UniversityMaastrichtThe Netherlands
| | - Marjan J. B. Govaerts
- Department of Educational Development and ResearchFaculty of Health, Medicine and Life ScienceMaastricht UniversityMaastrichtThe Netherlands
| | - Ernesto Panadero
- Facultad de Psicología y EducaciónUniversidad de DeustoBilbaoEspaña
- IKERBASQUEBasque Foundation for ScienceBilbaoSpain
| | | | - Erik W. Driessen
- Department of Educational Development and ResearchFaculty of Health, Medicine and Life ScienceMaastricht UniversityMaastrichtThe Netherlands
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Adapting Small-Group Medical Education by Fostering Early Clinical Integration: A Student Perspective. Am J Med 2021; 134:1564-1569. [PMID: 34508702 DOI: 10.1016/j.amjmed.2021.08.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/31/2021] [Accepted: 08/31/2021] [Indexed: 11/22/2022]
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Pessa Valente E, Cattaneo A, Sola MV, Travan L, Quintero Romero S, Milinco M, Decorti C, Giornelli R, Braida C, Dalmin P, Giangreco M, Ronfani L. Problem-based learning for in-service training on breastfeeding in Friuli Venezia Giulia, Italy. Int Breastfeed J 2021; 16:89. [PMID: 34838079 PMCID: PMC8626965 DOI: 10.1186/s13006-021-00439-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/19/2021] [Accepted: 11/16/2021] [Indexed: 12/03/2022] Open
Abstract
Background Problem-Based Learning (PBL) is extensively used in pre- and post-graduate teaching programmes. However, it has been seldom used for in-service training and continuing medical education. We aimed to develop a PBL curriculum for a short in-service training on breastfeeding for maternal and child health professionals, and to assess the effect of these courses on their knowledge and skills. Also, the project aimed at increasing exclusive breastfeeding rates and duration in an Italian region. Methods After initial training on PBL and an assessment of the learning needs of about 400 health professionals, a small working group developed learning objectives, designed a curriculum, produced manuals, and shaped assessment tools for a new PBL course on breastfeeding. The field test of the new course allowed selection of the tutors for the scaling up of the training to the whole region. During this extension phase, participants were asked to complete an evaluation questionnaire. In addition, the health professionals who attended the PBL courses in 2019 were asked to complete an online survey to assess knowledge, attitudes and practices (KAP) just before, soon after the course, and 4–6 months later. Results The new 29 − hour PBL course, to be delivered in four days over four consecutive weeks, gives priority to tutorial groups and practical activities (71% of the total time). Supervised clinical practices absorb 16% of time. Ethics, communication and woman-centred clinical management content run throughout the four days and all activities. The three manuals, for tutors, participants and practical activities, facilitate the tasks and performance of tutors and participants. After the field test, 32 regional tutors ran courses for 562 health professionals. The analysis of the evaluation showed a high level of satisfaction for perceived effectiveness, relevance to practice, and educational quality. The KAP questionnaires indicated a general improvement after the course and retention after 4–6 months. Conclusions Despite some predictable shortcomings, this new PBL approach for short in-service training courses on breastfeeding showed encouraging results as far as participants’ satisfaction and KAP are concerned. The possible effects on rates and duration of exclusive breastfeeding need further research. Supplementary Information The online version contains supplementary material available at 10.1186/s13006-021-00439-4.
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Affiliation(s)
- Emanuelle Pessa Valente
- WHO Collaborating Center for Maternal and Child Health, Institute for Maternal and Child Health - IRCCS "Burlo Garofolo", Trieste, Italy
| | | | | | - Laura Travan
- Neonatal Intensive Care Unit, Institute for Maternal and Child Health, Institute for Maternal and Child Health - IRCCS "Burlo Garofolo", Trieste, Italy
| | | | - Mariarosa Milinco
- Clinical Epidemiology and Public Health Research Unit, Institute for Maternal and Child Health - IRCCS "Burlo Garofolo", Trieste, Italy
| | - Cinzia Decorti
- Centre for Training Activities, Institute for Maternal and Child Health - IRCCS "Burlo Garofolo", Trieste, Italy
| | - Roberta Giornelli
- Health Promotion and Prevention, Regional Health Directorate, Trieste, Italy
| | - Cinzia Braida
- Health Promotion and Prevention, Regional Health Directorate, Trieste, Italy
| | - Patrizia Dalmin
- Clinical Epidemiology and Public Health Research Unit, Institute for Maternal and Child Health - IRCCS "Burlo Garofolo", Trieste, Italy
| | - Manuela Giangreco
- Clinical Epidemiology and Public Health Research Unit, Institute for Maternal and Child Health - IRCCS "Burlo Garofolo", Trieste, Italy
| | - Luca Ronfani
- Clinical Epidemiology and Public Health Research Unit, Institute for Maternal and Child Health - IRCCS "Burlo Garofolo", Trieste, Italy.
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Participation in the Assessment Processes in Problem-Based Learning: Experiences of the Students of Social Sciences in Lithuania. EDUCATION SCIENCES 2021. [DOI: 10.3390/educsci11110678] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The article explores the idea of change in the higher educational process that is implemented via the problem-based learning strategy. Problem-based learning (PBL) is widely understood as an epistemological transformation in higher education. It is emphasized that the transformation should take place throughout the educational process, and assessment is an inseparable and very important part thereof. The study was aimed at revealing the experiences of participation in the assessment processes in PBL of students attending social science programmes in Lithuania. The empirical study, employing a semi-structured interview method, has shown that the students feel empowered when they have the opportunity to assess the entire educational process and (self-)assess the efforts related to the possibilities to become actively engaged in improvement of the assessment strategy. The study has also shown students’ critical approach to the previous experience of assessment in the educational process. Difficulties of student participation in the assessment process in PBL were also identified. They were largely due to the change in the assessment system employed by the teacher and the manifestations of student bias when participating in (self-)assessment.
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Lamppu PJ, Laakkonen ML, Finne-Soveri H, Kautiainen H, Laurila JV, Pitkälä KH. Training Staff in Long-Term Care Facilities-Effects on Residents' Symptoms, Psychological Well-Being, and Proxy Satisfaction. J Pain Symptom Manage 2021; 62:e4-e12. [PMID: 33794303 DOI: 10.1016/j.jpainsymman.2021.03.020] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/18/2020] [Revised: 02/15/2021] [Accepted: 03/24/2021] [Indexed: 10/21/2022]
Abstract
CONTEXT Long-term care facility (LTCF) residents have unmet needs in end-of-life and symptom care. OBJECTIVES This study examines the effects of an end-of-life care staff training intervention on LTCF residents' pain, symptoms, and psychological well-being and their proxies' satisfaction with care. METHODS We report findings from a single-blind, cluster randomized controlled trial featuring 324 residents with end-of-life care needs in 20 LTCF wards in Helsinki. The training intervention included four 4-hour educational workshops on palliative care principles (advance care planning, adverse effects of hospitalizations, symptom management, communication, supporting proxies, challenging situations). Training was provided to all members of staff in small groups. Education was based on constructive learning methods and included participants' own resident cases, role-plays, and small-group discussions. During a 12-month follow-up we assessed residents' symptoms with the Edmonton Symptom Assessment Scale (ESAS), pain with the PAINAD instrument and psychological well-being using a PWB questionnaire. Proxies' satisfaction with care was assessed using the SWC-EOLD. RESULTS The change in ESAS symptom scores from baseline to 6 months favored the intervention group compared with the control group. However, the finding was diluted at 12 months. PAINAD, PWB, and SWC-EOLD scores remained unaffected by the intervention. All follow-up analyses were adjusted for age, gender, do-not-resuscitate order, need for help, and clustering. CONCLUSION Our rigorous randomized controlled trial on palliative care training intervention demonstrated mild effects on residents' symptoms and no robust effects on psychological well-being or on proxies' satisfaction with care.
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Affiliation(s)
- Pauli J Lamppu
- Department of General Practice and Primary Health Care, University of Helsinki, Helsinki, Finland; Department of Social Services and Health Care, Helsinki Hospital, Geriatric Clinic, Helsinki, Finland.
| | - Marja-Liisa Laakkonen
- Department of Social Services and Health Care, Helsinki Hospital, Geriatric Clinic, Helsinki, Finland
| | | | - Hannu Kautiainen
- Department of General Practice and Primary Health Care, University of Helsinki, Helsinki, Finland
| | - Jouko V Laurila
- Center for Life Course Health Research, University of Oulu, Oulu, Finland
| | - Kaisu H Pitkälä
- Department of General Practice and Primary Health Care, University of Helsinki, Helsinki, Finland; Unit of Primary Health Care, Helsinki University Hospital, Helsinki, Finland
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Mussalo F, Karaharju-Suvanto T, Mäntylä P, Pyörälä E. Biomedical Courses Should Also Be Designed for Dental Students: The Perceptions of Dental Students. Dent J (Basel) 2021; 9:dj9080096. [PMID: 34436008 PMCID: PMC8394652 DOI: 10.3390/dj9080096] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2021] [Revised: 07/31/2021] [Accepted: 08/12/2021] [Indexed: 11/16/2022] Open
Abstract
INTRODUCTION It can be challenging integrating biomedical sciences into dentistry programs. The aim was to examine students' perceptions of how joint biomedical courses with medical students and courses tailored for dental students supported their clinical studies. MATERIALS AND METHODS The target group was clinical phase dental students. Cross-sectional survey data were collected using a questionnaire, which consisted of questions covering biomedical and clinical study content and learning methods. RESULTS A total of 110 (82%) students completed the survey. Students had difficulty recognising the relevance of joint biomedical courses for clinical work, but when the link was clear, their interest in the content increased. The closer the respondents were to graduation, the less relevance they expressed the biomedical sciences had. Almost all students (95%) wanted more dental content for the early study years. DISCUSSION The student perspective provides valuable information for the development of biomedical courses. Students should be offered customised courses that include dental content and perspectives on clinical work, whenever suitable to the didactic content of the basic science course. Our study shows that the dental perspective needs greater integration with the biomedical content. This also supports interprofessional learning and appreciation for the other field's contribution to human health.
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Affiliation(s)
- Fanny Mussalo
- Department of Oral and Maxillofacial Diseases, University of Helsinki and Helsinki University Hospital, 00014 Helsinki, Finland;
- Correspondence:
| | - Terhi Karaharju-Suvanto
- Department of Oral and Maxillofacial Diseases, University of Helsinki and Helsinki University Hospital, 00014 Helsinki, Finland;
| | - Päivi Mäntylä
- Institute of Dentistry, University of Eastern Finland, 70211 Kuopio, Finland;
- Oral and Maxillofacial Clinic, Kuopio University Hospital, 70029 Kuopio, Finland
| | - Eeva Pyörälä
- Center for University Teaching and Learning, University of Helsinki, 00014 Helsinki, Finland;
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Ghani ASA, Rahim AFA, Yusoff MSB, Hadie SNH. Effective Learning Behavior in Problem-Based Learning: a Scoping Review. MEDICAL SCIENCE EDUCATOR 2021; 31:1199-1211. [PMID: 33903829 PMCID: PMC8059994 DOI: 10.1007/s40670-021-01292-0] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 04/13/2021] [Indexed: 06/12/2023]
Abstract
Problem-based learning (PBL) emphasizes learning behavior that leads to critical thinking, problem-solving, communication, and collaborative skills in preparing students for a professional medical career. However, learning behavior that develops these skills has not been systematically described. This review aimed to unearth the elements of effective learning behavior in a PBL context, using the protocol by Arksey and O'Malley. The protocol identified the research question, selected relevant studies, charted and collected data, and collated, summarized, and reported results. We discovered three categories of elements-intrinsic empowerment, entrustment, and functional skills-proven effective in the achievement of learning outcomes in PBL.
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Affiliation(s)
- Azril Shahreez Abdul Ghani
- Department of Basic Medical Sciences, Kulliyah of Medicine, Bandar Indera Mahkota Campus, International Islamic University Malaysia, Kuantan, 25200 Pahang Malaysia
- Department of Medical Education, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Kubang Kerian, Kota Bharu, 16150 Kelantan Malaysia
| | - Ahmad Fuad Abdul Rahim
- Department of Medical Education, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Kubang Kerian, Kota Bharu, 16150 Kelantan Malaysia
| | - Muhamad Saiful Bahri Yusoff
- Department of Medical Education, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Kubang Kerian, Kota Bharu, 16150 Kelantan Malaysia
| | - Siti Nurma Hanim Hadie
- Department of Anatomy, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Kubang Kerian, 16150 Kota Bharu, Kelantan Malaysia
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Pieters J, Verstegen DML, Dolmans DHJM, Warmenhoven FC, van den Beuken-van Everdingen MHJ. Design and evaluation of a learning assignment in the undergraduate medical curricula on the four dimensions of care: a mixed method study. BMC MEDICAL EDUCATION 2021; 21:309. [PMID: 34059030 PMCID: PMC8165949 DOI: 10.1186/s12909-021-02681-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/22/2020] [Accepted: 04/16/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Chronic and palliative care are rapidly gaining importance within the physician's range of duties. In this context, it is important to address the four dimensions of care: physical, psychological, social, and spiritual. Medical students, however, feel inadequately equipped to discuss these dimensions with the patient. To bridge this gap, a new assignment was developed and implemented, in which students talked to a chronic or palliative patient about the four dimensions of care during an internship. This study, reports the evaluation of this assignment by students and teachers using a design-based approach. METHODS Mixed methods were used, including a) student questionnaires, b) student focus groups, c) teacher interviews, and d) student's written reflections. Two researchers performed analyses of the qualitative data from the focus groups, interviews, and written reflections using qualitative research software (ALTLAS.TI). Descriptive statistics were computed for the quantitative data using SPSS 21.0. RESULTS Students and teachers valued talking to an actual patient about the four dimensions of care. Reading and providing peer feedback on each other's reports was considered valuable, especially when it came to the diversity of illnesses, the way that patients cope and communication techniques. The students considered reflection useful, especially in the group and provided it was not too frequent. All the dimensions were addressed in the interviews, however the spiritual dimension was found to be the most difficult to discuss. The analysis of the written reflections revealed an overlap between the social and spiritual dimensions. Students pay a lot of attention to the relationship between the illness and the patient's daily life, but the reflections do often not show insight in the potential relationship between the four dimensions and decisions in patient care. CONCLUSIONS During internships, medical students can practice talking about four dimensions of care with a chronically ill or palliative patient. Due to the format, it can be implemented across existing internships with relatively little extra time and effort. Reflection, peer feedback, and group discussion under the guidance of a teacher are important additions.
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Affiliation(s)
- Jolien Pieters
- Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Universiteitssingel 60, 6229, ER, Maastricht, The Netherlands.
| | - Daniëlle M L Verstegen
- Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Universiteitssingel 60, 6229, ER, Maastricht, The Netherlands
| | - Diana H J M Dolmans
- Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Universiteitssingel 60, 6229, ER, Maastricht, The Netherlands
| | - Franca C Warmenhoven
- Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Universiteitssingel 60, 6229, ER, Maastricht, The Netherlands
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Luo P, Pang W, Wang Y, Liu M, Zhou S, Liu S, Zhang X, Liu L, Liu Y, Zhou F. WeChat as a Platform for Problem-Based Learning Among Hematological Postgraduates: Feasibility and Acceptability Study. J Med Internet Res 2021; 23:e16463. [PMID: 34032573 PMCID: PMC8188312 DOI: 10.2196/16463] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2019] [Revised: 11/08/2020] [Accepted: 03/16/2021] [Indexed: 01/27/2023] Open
Abstract
Background Hematological medicine is a practical discipline that is difficult to study. Problem-based learning (PBL) is an innovative student-centered teaching method wherein students define their own learning objectives from clinically based problems. Considering that WeChat is the most popular communication app in China, we selected it as a new platform for online PBL to reduce the limitations of traditional PBL in hematology teaching. Objective This study aims to explore a new pedagogical method called WeChat-PBL, which is based on real micro clinical cases for postgraduates majoring in hematology and to demonstrate its feasibility and acceptability. Methods A total of 48 hematological postgraduates and 7 tutors participated in this study. We divided the participants into 7 groups where students can learn theoretical knowledge. After each course, the members of each group were required to complete in-class quizzes. Moreover, the students and tutors were required to fill out periodic (after each class) and overall (after each semester) evaluations. Results A total of 8 micro clinical cases were presented in WeChat-PBL. The average quiz score for acute myelogenous leukemia, chronic myeloid leukemia, multiple myeloma, acute promyelocytic leukemia, and lymphoma were 89.0%, 86.0%, 83.4%, 88.8%, and 77.5%, respectively. Periodic evaluations showed that both students and tutors were satisfied with the process of WeChat-PBL. The overall evaluation results showed that WeChat-PBL was able to positively impact the learning experiences of hematological postgraduates. Conclusions Our results indicate the feasibility and acceptability of the WeChat-PBL teaching method for postgraduates majoring in hematology.
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Affiliation(s)
- Ping Luo
- Department of Hematology, Zhongnan Hospital of Wuhan University, Wuhan, China
| | - Wenwen Pang
- Department of Hematology, Zhongnan Hospital of Wuhan University, Wuhan, China
| | - Yingying Wang
- Department of Hematology, Zhongnan Hospital of Wuhan University, Wuhan, China
| | - Minghui Liu
- Department of Hematology, Zhongnan Hospital of Wuhan University, Wuhan, China
| | - Shu Zhou
- Department of Hematology, Zhongnan Hospital of Wuhan University, Wuhan, China
| | - Shuai Liu
- Department of Hematology, Dawu County People's Hospital, Xiaogan, China
| | - Xian Zhang
- Department of Hematology, Zhongnan Hospital of Wuhan University, Wuhan, China
| | - Li Liu
- Department of Hematology, Zhongnan Hospital of Wuhan University, Wuhan, China
| | - Yanan Liu
- Department of Hematology, Zhongnan Hospital of Wuhan University, Wuhan, China
| | - Fuling Zhou
- Department of Hematology, Zhongnan Hospital of Wuhan University, Wuhan, China
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Biwer F, Wiradhany W, oude Egbrink M, Hospers H, Wasenitz S, Jansen W, de Bruin A. Changes and Adaptations: How University Students Self-Regulate Their Online Learning During the COVID-19 Pandemic. Front Psychol 2021; 12:642593. [PMID: 33967903 PMCID: PMC8103204 DOI: 10.3389/fpsyg.2021.642593] [Citation(s) in RCA: 41] [Impact Index Per Article: 13.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2020] [Accepted: 03/18/2021] [Indexed: 11/17/2022] Open
Abstract
During the COVID-19 (coronavirus disease 2019) pandemic, universities had to shift from face-to-face to emergency remote education. Students were forced to study online, with limited access to facilities and less contact with peers and teachers, while at the same time being exposed to more autonomy. This study examined how students adapted to emergency remote learning, specifically focusing on students' resource-management strategies using an individual differences approach. One thousand eight hundred university students completed a questionnaire on their resource-management strategies and indicators of (un)successful adaptation to emergency remote learning. On average, students reported being less able to regulate their attention, effort, and time and less motivated compared to the situation before the crisis started; they also reported investing more time and effort in their self-study. Using a k-means cluster analysis, we identified four adaptation profiles and labeled them according to the reported changes in their resource-management strategies: the overwhelmed, the surrenderers, the maintainers, and the adapters. Both the overwhelmed and surrenderers appeared to be less able to regulate their effort, attention, and time and reported to be less motivated to study than before the crisis. In contrast, the adapters appreciated the increased level of autonomy and were better able to self-regulate their learning. The resource-management strategies of the maintainers remained relatively stable. Students' responses to open-answer questions on their educational experience, coded using a thematic analysis, were consistent with the quantitative profiles. Implications about how to support students in adapting to online learning are discussed.
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Affiliation(s)
- Felicitas Biwer
- Department of Educational Development & Research, School of Health Professions Education (SHE), Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands
| | - Wisnu Wiradhany
- Department of Psychology, Faculty of Humanities, Bina Nusantara University, West Jakarta, Indonesia
| | - Mirjam oude Egbrink
- Department of Physiology, Faculty of Health, Medicine and Life Sciences, School of Health Professions Education (SHE), Maastricht University, Maastricht, Netherlands
| | - Harm Hospers
- EDLAB, Maastricht University Institute for Education Innovation, Maastricht, Netherlands
| | - Stella Wasenitz
- EDLAB, Maastricht University Institute for Education Innovation, Maastricht, Netherlands
| | - Walter Jansen
- EDLAB, Maastricht University Institute for Education Innovation, Maastricht, Netherlands
| | - Anique de Bruin
- Department of Educational Development & Research, School of Health Professions Education (SHE), Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands
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Shimizu I, Matsuyama Y, Duvivier R, van der Vleuten C. Contextual attributes to promote positive social interdependence in problem-based learning: a focus group study. BMC MEDICAL EDUCATION 2021; 21:222. [PMID: 33879160 PMCID: PMC8059308 DOI: 10.1186/s12909-021-02667-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/11/2021] [Accepted: 04/13/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Problem-based learning (PBL) is classified as a collaborative learning approach, wherein students learn while contributing meaning to experiences and interactions with others. An important theoretical fundament of PBL is social interdependence theory (SIT) because positive social interdependence within a group has been found to be key to better learning performance and future attitudes towards team practice. However, most previous studies in health professions education focused on cognitive outcomes, and few studies have focused on collaborative behaviors in PBL groups. The lack of this empirical insight makes implementation of PBL difficult, especially in contexts where there is limited experience with collaborative learning. Therefore, the aim of this study was to elucidate what promotes or hinders positive social interdependence and how the attributes work during PBL. METHODS We conducted four focus groups among clinical year medical students (n = 26) who participated in PBL tutorials in the formal curriculum. We asked semi-structured questions that corresponded with the overall concept of SIT. We analyzed the transcript using constructivist grounded theory and developed a model to explain contextual attributes that promote or hinder positive social interdependence in PBL. RESULTS Two contextual attributes of "academic inquisition" and "desire for efficiency" affect social interdependence among a student group in PBL. Academic inquisition is students' desire to engage in their academic learning, and desire for efficiency is students' attitude toward learning as an imposed duty and desire to complete it as quickly as possible. These attributes are initially mutually conflicting and constructing social interdependence through multiple steps including inquisition from a case, seeking efficient work, sharing interest in problem solving, expecting mutual contributions, and complementing learning objectives. CONCLUSION These findings will contribute to understanding collaborative learning environments in PBL and may help explain contexts where PBL is less successful. The model can also be used as a tool to support innovation of PBL as collaborative learning.
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Affiliation(s)
- Ikuo Shimizu
- Center for Medical Education and Clinical Training, Shinshu University, 3-1-1 Asahi, Matsumoto, 3908621 Japan
| | - Yasushi Matsuyama
- Medical Education Centre, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke-shi, Tochigi Japan
| | - Robbert Duvivier
- Center for Educational Development and Research in Health Sciences (CEDAR), University Medical Center Groningen, Antonius Deusinglaan 1, 9713 AV Groningen, The Netherlands
| | - Cees van der Vleuten
- Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Universiteitssingel 60, 6229 ER Maastricht, The Netherlands
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Sieben JM, Heeneman S, Verheggen MM, Driessen EW. Can concept mapping support the quality of reflections made by undergraduate medical students? A mixed method study. MEDICAL TEACHER 2021; 43:388-396. [PMID: 33280482 DOI: 10.1080/0142159x.2020.1834081] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
BACKGROUND Students perceive reflective writing as difficult. Concept mapping may be an alternative format for reflection, which provides support while allowing students to freely shape their thoughts. We examined (1) the quality of reflection in reflective concept maps created by first-year medical students and (2) students' perceptions about concept mapping as a tool for reflection. METHODS Mixed-method study conducted within the medical curriculum of Maastricht University, The Netherlands, consisting of: (1) Analysis of the quality of reflection in 245 reflective concept maps created by 40 first-year students. Reflection quality was analysed by assessing focus of reflection (technical/practical/sensitising) and depth of reflection (description/justification/critique/discussion). (2) Semi-structured interviews with 22 students to explore perceived effectiveness of reflective concept mapping. RESULTS Depth of reflection reached at least the level of critique in 82% of maps. Three factors appeared to affect the perceived effectiveness of concept mapping for reflection: (1) reflective concept map structure; (2) alertness to meaningful experiences in practice and (3) learning by doing. CONCLUSION These results yielded supportive evidence for concept mapping as a useful technique to teach novice learners the basics of effective reflection. Meaningful implementation requires a delicate balance between providing a supportive structure and allowing flexibility for the student.
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Affiliation(s)
- Judith M Sieben
- Department of Anatomy & Embryology, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
- CAPHRI Care and Public Health Research Institute, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
| | - Sylvia Heeneman
- Department of Pathology, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
- CARIM Cardiovascular Research Institute Maastricht, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
- School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
| | - Mascha M Verheggen
- School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
- Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
| | - Erik W Driessen
- School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
- Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
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Morais P, Ferreira MJ, Veloso B. Improving Student Engagement With Project-Based Learning: A Case Study in Software Engineering. IEEE REVISTA IBEROAMERICANA DE TECNOLOGIAS DEL APRENDIZAJE 2021. [DOI: 10.1109/rita.2021.3052677] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Paula Morais
- Research on Economics, Management and Information Technologies (REMIT), Universidade Portucalense, Porto, Portugal
| | - Maria Joao Ferreira
- Research on Economics, Management and Information Technologies (REMIT), Universidade Portucalense, Porto, Portugal
| | - Bruno Veloso
- Research on Economics, Management and Information Technologies (REMIT), Universidade Portucalense, Porto, Portugal
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Akeel MA. Exploring students' understanding of structured practical anatomy. J Taibah Univ Med Sci 2021; 16:318-327. [PMID: 34140857 PMCID: PMC8178638 DOI: 10.1016/j.jtumed.2020.12.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2020] [Revised: 12/12/2020] [Accepted: 12/17/2020] [Indexed: 11/16/2022] Open
Abstract
Objectives The shift from the traditional curriculum to an integrated organ and system-based one has fragmented anatomy courses. Thus, it has become necessary to implement a structured active learning process for the practical teaching of anatomy. We achieved this goal by using an innovative teaching strategy for practical sessions called structured practical anatomy (SPA). We aimed to document the use of SPA for teaching practical anatomy and to evaluate students’ perceptions of it. Methods We subdivided the students into 10 small groups, which we then assigned to structured stations with different teaching modalities. Finally, we administered the Dundee Ready Education Environment Measure (DREEM) questionnaire to assess the students’ perceptions of their learning. Results Out of 48 items, our study showed a mean total score of 32 ± 7 (out of 48). We classified the students into four categories according to each student's total score; 56.76% of the students had a score of 25–36 in the ‘positive’ category range, 27% in the ‘excellent’ category (37–48), 15% in the ‘negative’ category (13–24) and 0.5% in the ‘very poor’ category (below 12). Two items on the questionnaire (13–47) were strongly positive items (greater than 3 out of 4), whereas other items were in the positive medium range (2–3 out of 4). Conclusions SPA is an effective tool that plays a vital role in enhancing the teaching of practical anatomy. This teaching pedagogy offers an innovation in teaching and learning anatomy. Additionally, the results of the students’ perceptions of their learning reflect areas that require further exploration to boost the effectiveness of teaching methods.
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Affiliation(s)
- Mohammed A Akeel
- Department of Human Anatomy, Faculty of Medicine, Jazan University, Jazan, KSA
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Naylor KA. Mind the gap: The integration of anatomy course contents with basic procedural skills. J Taibah Univ Med Sci 2020; 15:447-455. [PMID: 33318736 PMCID: PMC7715459 DOI: 10.1016/j.jtumed.2020.08.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2020] [Revised: 08/20/2020] [Accepted: 08/23/2020] [Indexed: 11/25/2022] Open
Abstract
Objectives This study investigated the value of procedural skill acquisition in low-fidelity simulation labs for students entering a clinical setting during the mandatory one-month nursing internship. Methods We conducted a course that combined gross anatomy knowledge with the teaching of simple procedural skills. We analysed 299 students' opinions and then compared them with their assessment outcomes. Results The survey results showed general satisfaction of students with the simulation-based course. Regarding the role of procedural labs as an adequate enhancement for traditional anatomy labs, students considered the basic procedural skills course as a strong alternative for traditional anatomy lectures and labs. Moreover, a comparison of participants' pre- and post-course answers indicated a significant increase in their anatomy knowledge. Conclusions This study thus indicated a positive perception of students about a course that employed innovative educational measures. In this way, the positive impact of teaching anatomical knowledge through basic procedures was noted.
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Affiliation(s)
- Katarzyna A Naylor
- Department of Didactics and Medical Simulation, Medical University of Lublin, Poland
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Phan TTT, Ta NT, Duong VAP, Hoang AD. Dataset of Vietnamese teachers' habits and motivation behind continuous professional development programs participation. Data Brief 2020; 33:106525. [PMID: 33294521 PMCID: PMC7691744 DOI: 10.1016/j.dib.2020.106525] [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: 08/31/2020] [Revised: 11/07/2020] [Accepted: 11/09/2020] [Indexed: 11/20/2022] Open
Abstract
In every educational system, teacher development has a vital role in its sector and the health of the social, cultural, and economic sectors. For this redeeming feature, all stakeholders such as education policymakers, school superintendents, and school faculties make a big room for teachers' improvement throughout continuous professional development (CPD) provisions. However, to embark on a new educational adventure is a challenging target to meet, especially when the teacher frames their teaching and learning concept years after years. We decided to survey Vietnamese teachers' habits and motivation to trace their origin back to teachers' partaking reason in these programs. This dataset acquisition occurred from 24 Sep 2019 to 26 Mar 2020 and approached public and private schools (using traditional, bi-lingual, or international curriculum). Overall, the dataset includes 464 observations (263 Vietnamese teachers and 202 expatriate teachers) from 48 K-12 schools across Vietnam. The researchers divided this dataset into three main sections, including (i) The demographic information; (ii) Teacher's CPD habits; and (iii) Teacher's perceptions concerning Project-based and Problem-based Learning (PBL).
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Affiliation(s)
| | - Ngoc-Thuy Ta
- Reduvation Research Group, Thanh Do University, Hanoi 100000, Viet Nam.,EdLab Asia Educational Research and Development Centre, Hanoi 100000, Viet Nam
| | - Viet-Anh Phu Duong
- EdLab Asia Educational Research and Development Centre, Hanoi 100000, Viet Nam
| | - Anh-Duc Hoang
- EdLab Asia Educational Research and Development Centre, Hanoi 100000, Viet Nam.,School of Business and Management, RMIT University Vietnam, Hanoi 100000, Viet Nam
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Pires EMSG, Daniel-Filho DA, de Nooijer J, Dolmans DHJM. Collaborative learning: Elements encouraging and hindering deep approach to learning and use of elaboration strategies. MEDICAL TEACHER 2020; 42:1261-1269. [PMID: 32780607 DOI: 10.1080/0142159x.2020.1801996] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
AIM The purpose of this research was to investigate students' approaches to learning and use of cognitive strategies in a collaborative learning environment with team-based learning. METHOD In a mixed-methods study, 263 medical students from 6 different semesters answered the R-SPQ-2F Questionnaire and MSLQ's items that measure elaboration and rehearsal strategies. ANOVA was used to compare differences between semesters, and Pearson's correlation to investigate how approaches to learning, cognitive strategies, and academic achievement correlate. Focus groups elucidated which elements in the collaborative learning environment enhanced or hindered deep approach to learning or elaboration strategies and why. RESULTS Students took a deep approach to learning and sometimes a surface approach. They used elaboration and rehearsal strategies. First semester's students had significantly higher deep approach than fifth and sixth semesters' students. Elaboration strategies significantly correlated with final grade. Commitment to the group, case discussions, feeling challenged by teachers, and patients' visits were perceived to enhance deep approach to learning and use of elaboration strategies, while overload in course activities hindered deep approach to learning. CONCLUSIONS Particular elements of the learning environment triggered students to take deep approach to learning and use elaboration strategies, and this positively correlated to academic achievement.
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Affiliation(s)
| | - Durval Anibal Daniel-Filho
- School of Medicine, Faculdade Israelita de Ciências da Saúde Albert Einstein (FICSAE), São Paulo, Brazil
| | - Jascha de Nooijer
- Maastricht University, Faculty of Health, Medicine and Life Sciences (FHML), Maastricht, Netherlands
| | - Diana H J M Dolmans
- Maastricht University, School of Health Professions Education (SHE), Maastricht, Netherlands
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Approaches to Learning: Does Medical School Attract Students with the Motivation to Go Deeper? EDUCATION SCIENCES 2020. [DOI: 10.3390/educsci10110302] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Graduate-entry, following a science degree, is the preferred pathway into many medical schools, however little is known about how the learning approaches of medical students compare to those of science students. This study compared the learning approaches and achievement orientations of science students with those aiming to enter graduate-entry medicine programs. The two factor study process questionnaire and the achievement goal orientation survey were used to compare students in; stage one: third year science students (n = 86) to graduate-entry medicine students (n = 158); stage two: applicants to graduate medicine (n = 84); stage three: first year science students (n = 363) to first year pre-medicine students (n = 68). Medical students and applicants to medicine demonstrated a greater preference for deep learning than third year science students (p < 0.0001). Pre-medicine students were similar to medical students. Medical students, applicants to medicine and pre-medicine students also all had a greater preference for a learning goal orientation. The preference for a deeper approach to learning and stronger learning goal orientation in students enrolled in medicine or aiming to gain entry to graduate medicine indicates a motivation towards the acquisition of knowledge. Medical educators need to ensure that students continue to develop positive and beneficial styles of learning to assist them to develop into life-long learners.
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Lamppu PJ, Pitkala KH. Staff Training Interventions to Improve End-of-Life Care of Nursing Home Residents: A Systematic Review. J Am Med Dir Assoc 2020; 22:268-278. [PMID: 33121871 DOI: 10.1016/j.jamda.2020.09.011] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2020] [Revised: 08/25/2020] [Accepted: 09/08/2020] [Indexed: 10/23/2022]
Abstract
OBJECTIVES The aim was to review evidence from all randomized controlled trials (RCTs) using palliative care education or staff training as an intervention to improve nursing home residents' quality of life (QOL) or quality of dying (QOD) or to reduce burdensome hospitalizations. DESIGN A systematic review with a narrative summary. SETTING AND PARTICIPANTS Residents in nursing homes and other long-term care facilities. METHODS We searched MEDLINE, CINAHL, PsycINFO, the Cochrane Library, Scopus, and Google Scholar, references of known articles, previous reviews, and recent volumes of key journals. RCTs were included in the review. Methodologic quality was assessed. RESULTS The search yielded 932 articles after removing the duplicates. Of them, 16 cluster RCTs fulfilled inclusion criteria for analysis. There was a great variety in the interventions with respect to learning methods, intensity, complexity, and length of staff training. Most interventions featured other elements besides staff training. In the 6 high-quality trials, only 1 showed a reduction in hospitalizations, whereas among 6 moderate-quality trials 2 suggested a reduction in hospitalizations. None of the high-quality trials showed effects on residents' QOL or QOD. Staff reported an improved QOD in 1 moderate-quality trial. CONCLUSIONS AND IMPLICATIONS Irrespective of the means of staff training, there were surprisingly few effects of education on residents' QOL, QOD, or burdensome hospitalizations. Further studies are needed to explore the reasons behind these findings.
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Affiliation(s)
- Pauli J Lamppu
- Department of General Practice and Primary Health Care, University of Helsinki, Helsinki, Finland; Department of Social Services and Health Care, Geriatric Clinic, Helsinki Hospital, Helsinki, Finland.
| | - Kaisu H Pitkala
- Department of General Practice and Primary Health Care, University of Helsinki, Helsinki, Finland; Unit of Primary Health Care, Helsinki University Hospital, Helsinki, Finland
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Rivers ML. Metacognition About Practice Testing: a Review of Learners’ Beliefs, Monitoring, and Control of Test-Enhanced Learning. EDUCATIONAL PSYCHOLOGY REVIEW 2020. [DOI: 10.1007/s10648-020-09578-2] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
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Koenemann N, Lenzer B, Zottmann JM, Fischer MR, Weidenbusch M. Clinical Case Discussions - a novel, supervised peer-teaching format to promote clinical reasoning in medical students. GMS JOURNAL FOR MEDICAL EDUCATION 2020; 37:Doc48. [PMID: 32984507 PMCID: PMC7499459 DOI: 10.3205/zma001341] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 05/14/2018] [Revised: 02/21/2020] [Accepted: 05/12/2020] [Indexed: 06/02/2023]
Abstract
Background: Clinical reasoning (CR) is a clinical core competence for medical students to acquire. While the necessity for CR teaching has been recognized since the early 20th century, to this day no consensus on how to best educate students in CR exists. Hence, few universities have incorporated dedicated CR teaching formats into their medical curriculum. We propose a novel case-based, peer-taught and physician-supervised collaborative learning format, dubbed "Clinical Case Discussions" (CCDs) to foster CR in medical students. Project description: We present the curricular concept of CCDs and its development according to a six-step approach (problem identification and general needs assessment; targeted needs assessment; goals and objectives; educational strategies; implementation; evaluation and feedback). Our goal is to strengthen the physician roles (CanMEDS/NKLM) and CR competence of medical students. CCDs are offered at our institution as an elective course and students work on real-life, complex medical cases through a structured approach. Over the course of five years we evaluated various aspects of the course and trained student teachers to optimize our course concept according to the feedback of our participants. We also obtained intro and exit self-assessments of CR competence using an established CR questionnaire. Results: We found an unmet need for CR teaching, as medical students in their clinical years view CR as highly important for later practice, but only 50% have ever heard of CR within the curriculum. Acceptance of CCDs was consistently high with over 85% of participants strongly agreeing that they would re-participate in the course and recommend it to a friend. Additionally, we observed significant improvements in CR self-assessments of participants. Conclusion: CCDs are a feasible teaching format to improve students' CR competence, have a high acceptance and involve students in medical education through peer-teaching.
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Affiliation(s)
- Nora Koenemann
- LMU Munich, University Hospital, Institute for Medical Education, Munich, Germany
- Rotkreuzklinikum München, Department of Trauma and Orthopedic Surgery, Munich, Germany
| | - Benedikt Lenzer
- LMU Munich, University Hospital, Institute for Medical Education, Munich, Germany
- Charité – Universitätsmedizin Berlin, corporate member of Freie Universität Berlin, Humboldt-Universität zu Berlin, and Berlin Institute of Health, Institute of Laboratory Medicine, Clinical Chemistry, and Pathobiochemistry, Berlin, Germany
| | - Jan M. Zottmann
- LMU Munich, University Hospital, Institute for Medical Education, Munich, Germany
| | - Martin R. Fischer
- LMU Munich, University Hospital, Institute for Medical Education, Munich, Germany
| | - Marc Weidenbusch
- LMU Munich, University Hospital, Institute for Medical Education, Munich, Germany
- LMU Munich, University Hospital, Department of Internal Medicine IV, Munich, Germany
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Romme S, Bosveld MH, Van Bokhoven MA, De Nooijer J, Van den Besselaar H, Van Dongen JJJ. Patient involvement in interprofessional education: A qualitative study yielding recommendations on incorporating the patient's perspective. Health Expect 2020; 23:943-957. [PMID: 32496648 PMCID: PMC7495081 DOI: 10.1111/hex.13073] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2020] [Revised: 04/21/2020] [Accepted: 04/26/2020] [Indexed: 12/30/2022] Open
Abstract
BACKGROUND Patient involvement in interprofessional education (IPE) is a new approach in fostering person-centeredness and collaborative competencies in undergraduate students. We developed the Patient As a Person (PAP-)module to facilitate students in learning from experts by experience (EBEs) living with chronic conditions, in an interprofessional setting. This study aimed to explore the experiences of undergraduate students, EBEs and facilitators with the PAP-module and formulate recommendations on the design and organization of patient involvement in IPE. METHODS We collected data from students, EBEs and facilitators, through eight semi-structured focus group interviews and two individual interviews (N = 51). The interviews took place at Maastricht University, Zuyd University of Applied Sciences and Regional Training Center Leeuwenborgh. Conventional content analysis revealed key themes. RESULTS Students reported that learning from EBEs in an interprofessional setting yielded a more comprehensive approach and made them empathize with EBEs. Facilitators found it challenging to address multiple demands from students from different backgrounds and diverse EBEs. EBEs were motivated to improve the person-centredness of health care and welcomed a renewed sense of purpose. CONCLUSIONS This study yielded six recommendations: (a) students from various disciplines visit an EBE to foster a comprehensive approach, (b) groups of at least two students visit EBEs, (c) students may need aftercare for which facilitators should be receptive, (d) EBEs need clear instruction on their roles, (e) multiple EBEs in one session create diversity in perspectives and (f) training programmes and peer-to-peer sessions for facilitators help them to interact with diverse students and EBEs.
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Affiliation(s)
- Sjim Romme
- Maastricht UniversityMaastrichtThe Netherlands
| | | | - Marloes A. Van Bokhoven
- Department of Family MedicineCare and Public Health Research Institute (CAPHRI)Maastricht UniversityMaastrichtThe Netherlands
| | - Jascha De Nooijer
- School of Health Professions EducationMaastricht UniversityMaastrichtThe Netherlands
| | - Hélène Van den Besselaar
- Department of Family MedicineCare and Public Health Research Institute (CAPHRI)Maastricht UniversityMaastrichtThe Netherlands
| | - Jerôme J. J. Van Dongen
- Department of Family MedicineCare and Public Health Research Institute (CAPHRI)Maastricht UniversityMaastrichtThe Netherlands
- Research Centre for Community CareZuyd University of Applied SciencesHeerlenThe Netherlands
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The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies. EDUCATIONAL PSYCHOLOGY REVIEW 2020. [DOI: 10.1007/s10648-020-09534-0] [Citation(s) in RCA: 28] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/22/2023]
Abstract
AbstractDespite the consensus about the importance of self-regulated learning for academic as well as for lifelong learning, it is still poorly understood as to how teachers can most effectively support their students in enacting self-regulated learning. This article provides a framework about how self-regulated learning can be activated directly through strategy instruction and indirectly by creating a learning environment that allows students to regulate their learning. In examining teachers’ instructional attempts for SRL, we systematically review the literature on classroom observation studies that have assessed how teachers support their students’ SRL. The results of the 17 retrieved studies show that in most classrooms, only little direct strategy instruction took place. Nevertheless, some teachers provided their students with learning environments that require and thus foster self-regulated learning indirectly. Based on a review of classroom observation studies, this article stresses the significance of (1) instructing SRL strategies explicitly so that students develop metacognitive knowledge and skills to integrate the application of these strategies successfully into their learning process, and (2) the necessity of complementing classroom observation research with data gathered from student and teacher self-report in order to obtain a comprehensive view of the effectiveness of teacher approaches to support SRL. Finally, we discuss ten cornerstones for future directions for research about supporting SRL.
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