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Visuddho V, Nugraha D, Melbiarta RR, Rimbun R, Purba AKR, Syafa’ah I, Bakhtiar A, Rejeki PS, Romdhoni AC. Predominant aspects of knowledge and practical skills among medical students with online learning during the COVID-19 pandemic era. MEDICAL EDUCATION ONLINE 2023; 28:2182665. [PMID: 36855247 PMCID: PMC9980156 DOI: 10.1080/10872981.2023.2182665] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/01/2022] [Revised: 12/23/2022] [Accepted: 02/16/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Social restrictions due to the COVID-19 pandemic have shifted most learning methods into online courses, especially for medical skills education. However, the effects of online courses on medical skill education amongst medical students are still arguable. The study aims to analyse medical students' knowledge, attitude, practice and satisfaction towards medical skills between online and offline courses. METHOD We performed a case-control study conducted among 533 medical students with online (as a case group, n = 288) and offline courses (as a control group, n = 245). We evaluated three fundamental medical skills, including history taking [HT], lung physical examination [LPE], and heart physical examination [HPE]. We tested the knowledge and skills among students through theory and practical examinations. Students' attitudes and satisfaction were assessed using a validated questionnaire. RESULTS The scores for knowledge and practical skills among the online group were significantly higher (p = 0.016, p = 0.004, respectively). In comparison, the scores for the students' attitudes and satisfaction were substantially lower (p = 0.000, p = 0.003, respectively) compared to the control group. Most of the students in both groups passed the exam (case vs. control = 81.94%; 83.27%, respectively). Males were the only factor associated with a higher rate of passing the examination (OR 0.42, 95% CI [0.27-0.67], p = 0.000). CONCLUSIONS Online learning could be an alternative approach on improving student's knowledge and practice towards medical skill especially amidst COVID-19 pandemic, however further consideration on student's attitude and satisfaction are mandatory to achieve appropriate competence as future general practitioner.
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Affiliation(s)
- Visuddho Visuddho
- Medical Program, Faculty of Medicine, Universitas Airlangga, Surabaya, Indonesia
| | - David Nugraha
- Medical Program, Faculty of Medicine, Universitas Airlangga, Surabaya, Indonesia
| | | | - Rimbun Rimbun
- Department of Anatomy, Histology, and Pharmacology, Faculty of Medicine, Universitas Airlangga, Surabaya, Indonesia
| | - Abdul Khairul Rizki Purba
- Department of Anatomy, Histology, and Pharmacology, Faculty of Medicine, Universitas Airlangga, Surabaya, Indonesia
| | - Irmi Syafa’ah
- Department of Pulmonology and Respiratory Medicine, Faculty of Medicine, Universitas Airlangga/Dr. Soetomo General Hospital, Surabaya, Indonesia
| | - Arief Bakhtiar
- Department of Pulmonology and Respiratory Medicine, Faculty of Medicine, Universitas Airlangga/Dr. Soetomo General Hospital, Surabaya, Indonesia
| | - Purwo Sri Rejeki
- Department of Medical Physiology and Biochemistry, Faculty of Medicine, Universitas Airlangga, Surabaya, Indonesia
| | - Achmad Chusnu Romdhoni
- Department of Otorhinolaryngology-Head & Neck Surgery, Faculty of Medicine, Universitas Airlangga/Dr. Soetomo General Hospital, Surabaya, Indonesia
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Wu SJ, Fan YF, Sun S, Chien CY, Wu YJ. Perceptions of medical students towards and effectiveness of online surgical curriculum: a systematic review. BMC MEDICAL EDUCATION 2021; 21:571. [PMID: 34763706 PMCID: PMC8582331 DOI: 10.1186/s12909-021-03014-x] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/06/2021] [Accepted: 11/01/2021] [Indexed: 05/16/2023]
Abstract
BACKGROUND Online education has been used as an adjunct modality for teaching and it attracts attention in recent years as many medical students can not accomplish their clerkship in the hospital due to COVID-19 pandemic. This study aims to collect the articles related to online surgical education for medical students, and to analyze the effectiveness of online education and the perceptions of the medical students. METHOD We performed a systemic literature search in PubMed, MEDLINE, EMBASE, ERIC and Cochrane library. Keywords used for searching included "medical student", "online education", "online teaching", "online learning", "distance learning", "electronic learning", "virtual learning" and "surgical". Medical education research study quality instrument (MERSQI) was used for the evaluation of the quality of the searched articles. RESULTS From 1240 studies retrieved from the databases, 13 articles were included in this study after screening. The publication year was from 2007 to 2021. The mean MERSQI score of the 13 searched articles was 12.5 +/- 1.7 (range 10.0-14.5). There were totally 2023 medical students who attended online surgical curriculum. By online course, improvement of understanding and knowledge on the studied topics could be reached. The confidence in patient encounters could be improved by online curriculum with sharing experiences, discussing, and role playing. However, students felt concentration was poor during online course. Medical students studying through video platform could get better test scores than those studying with textbooks. Regarding basic surgical skills, online teaching of suturing and knot-tying could be possible and was appreciated by the students who could practice away from the hospital and get feedbacks by instructors through online environment. The scores for the clinical competence assessment for incision, suturing and knot-tying were found to be no significant difference between the online teaching group and face-to-face teaching group. CONCLUSION Online surgical curriculum for medical students is not easy but inevitable in the era of COVID-19 pandemic. Although online course is not the same as physical course, there are some efforts which could be tried to increase the effectiveness. Basic surgical skills could also be taught effectively through online platform. Even if the COVID-19 pandemic is over in the future, online curriculum could still be a helpful adjunct for surgical education.
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Affiliation(s)
- Shye-Jao Wu
- Division of Cardiovascular Surgery, Department of Surgery, MacKay Memorial Hospital, No.92, Sec 2, Chung-Shan N Road, Taipei, 104, Taiwan.
- Department of Medicine, MacKay Medical College, New Taipei, Taiwan.
| | - Ya-Fen Fan
- Division of Cardiovascular Surgery, Department of Surgery, MacKay Memorial Hospital, No.92, Sec 2, Chung-Shan N Road, Taipei, 104, Taiwan
| | - Shen Sun
- Division of Cardiovascular Surgery, Department of Surgery, MacKay Memorial Hospital, No.92, Sec 2, Chung-Shan N Road, Taipei, 104, Taiwan
- Department of Medicine, MacKay Medical College, New Taipei, Taiwan
| | - Chen-Yen Chien
- Division of Cardiovascular Surgery, Department of Surgery, MacKay Memorial Hospital, No.92, Sec 2, Chung-Shan N Road, Taipei, 104, Taiwan
- Department of Medicine, MacKay Medical College, New Taipei, Taiwan
| | - Yih-Jer Wu
- Department of Medicine, MacKay Medical College, New Taipei, Taiwan
- Cardiovascular Center, Department of Internal Medicine, Mackay Memorial Hospital, Taipei, Taiwan
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Asukile MT, Viljoen CA, Lee Pan E, Eastman R, Tucker LM. Evaluating the Efficacy of an Online Learning Tool for EEG Teaching: A Prospective Cohort Study. Neurology 2021; 98:e164-e173. [PMID: 34675104 DOI: 10.1212/wnl.0000000000012996] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2020] [Accepted: 10/14/2021] [Indexed: 11/15/2022] Open
Abstract
ObjectiveTo determine the effectiveness of a 6-month, interactive, multi-modal, web-based EEG teaching program (EEGonline) in improving EEG analysis and interpretation skills for neurologists, neurology residents and technologists, particularly in resource-limited settings.MethodsBetween June 2017 and November 2018, 179 learners originating from 20 African countries, Europe and USA were registered on the EEGonline course. Of these, 128 learners (91% African) participated in the study. Pre- and post-course multiple-choice-question (MCQ) test results and EEGonline user logs were analyzed. Differences in pre- and post-test performance were correlated with quantified exposure to various EEGonline learning modalities. Participants' impressions of EEGonline efficacy and usefulness were assessed through pre- and post-course satisfaction surveys.ResultsNinety-one participants attempted both pre- and post-course tests (71% response rate). Mean scores improved from 46.7% ±17.6% to 64.1% ±18% respectively (p<0.001, Cohen's d 0.974). The largest improvement was in correct identification of normal features (43.2% to 59.1%, p<0.001, Cohen's d 0.664) and artifacts (43.3% to 61.6%, p<0.001, Cohen's d 0.836). Improvement in knowledge was associated with improved subjective confidence in EEG analysis. Overall confidence among post-course survey respondents improved significantly from 35.9% to 81.9% (p<0.001). Lecture notes, self-assessment quizzes and discussion forums were the most utilised learning modalities. The majority of survey respondents (97.2%) concluded that EEGonline was a useful learning tool and 93% recommended that similar courses should be included in EEG training curricula.ConclusionsThis study demonstrated that a multi-modal, online EEG teaching tool was effective in improving EEG analysis and interpretation skills and may be useful in resource-poor settings.
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Affiliation(s)
- Melody Tunsubilege Asukile
- Division of Neurology, Department of Medicine, University of Cape Town/ Groote Schuur Hospital, Cape Town, South Africa
| | - Charle A Viljoen
- Division of Cardiology, Department of Medicine, University of Cape Town/ Groote Schuur Hospital, Cape Town, South Africa
| | - Edward Lee Pan
- Division of Neurology, Department of Medicine, University of Cape Town/ Groote Schuur Hospital, Cape Town, South Africa
| | - Roland Eastman
- Division of Neurology, Department of Medicine, University of Cape Town/ Groote Schuur Hospital, Cape Town, South Africa
| | - Lawrence Maskew Tucker
- Division of Neurology, Department of Medicine, University of Cape Town/ Groote Schuur Hospital, Cape Town, South Africa
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Norris ME, Cachia MA, Johnson MI, Martin CM, Rogers KA. Are Clerks Proficient in the Basic Sciences? Assessment of Third-Year Medical Students' Basic Science Knowledge Prior to and at the Completion of Core Clerkship Rotations. MEDICAL SCIENCE EDUCATOR 2021; 31:709-722. [PMID: 34457921 PMCID: PMC8368550 DOI: 10.1007/s40670-021-01249-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/09/2021] [Indexed: 06/13/2023]
Abstract
Basic sciences are a cornerstone of undergraduate medical education (UME), yet research indicates that students' basic science knowledge is not well retained. Many UME curricula are increasing the integration between the basic and clinical sciences with the goal of enhancing students' knowledge levels; however, the impact of clerkship training on students' basic science knowledge remains inconclusive. Thus, using clerkship directors' expectations as framework, we aimed to assess third-year medical students' basic science knowledge during clerkship training and evaluate the influence of clerkship training on their basic science knowledge. Using concepts deemed necessary by clerkship directors, we created a basic science assessment for each clerkship rotation. Assessments were distributed to third-year medical students as a pre- and post-test to assess their basic science knowledge prior to and at the completion of each rotation. On average, students retained ≥ 60% of relevant basic science knowledge from pre-clerkship, and neither clerkship rotation order, nor the basic science discipline being assessed, impacted students' basic science knowledge levels. Post-test data revealed that students, on average, reinforced fundamental concepts during clerkship. Interestingly, even though lower-performing students demonstrated the greatest post-test improvement, they still left each rotation with knowledge deficits compared with their highest-performing peers, suggesting that the clinical experience of clerkship appears to be particularly beneficial for lower-performing students, in regard to enhancing their basic science knowledge. Overall, results indicate that earlier exposure to clinical learning in UME, along with integration of basic science education into clerkship, could promote students' basic science knowledge acquisition and retention.
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Affiliation(s)
- Madeleine E. Norris
- Department of Anatomy and Cell Biology, Schulich School of Medicine & Dentistry, The University of Western Ontario, London, ON Canada
| | - Mark A. Cachia
- Schulich School of Medicine & Dentistry, University of Western Ontario, London, ON Canada
| | - Marjorie I. Johnson
- Department of Anatomy and Cell Biology, Schulich School of Medicine & Dentistry, The University of Western Ontario, London, ON Canada
| | - Charys M. Martin
- Department of Anatomy and Cell Biology, Schulich School of Medicine & Dentistry, The University of Western Ontario, London, ON Canada
| | - Kem A. Rogers
- Department of Anatomy and Cell Biology, Schulich School of Medicine & Dentistry, The University of Western Ontario, London, ON Canada
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Nomikos IN. Surviving the COVID - 19 Pandemic Resurgence: Not Easy but Achievable. HELLENIKE CHEIROURGIKE. ACTA CHIRURGICA HELLENICA 2021; 92:155-158. [PMID: 33776075 PMCID: PMC7982313 DOI: 10.1007/s13126-020-0567-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/03/2020] [Accepted: 12/07/2020] [Indexed: 06/12/2023]
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Hiti CJ, Chang J, Gwal K, Escobedo E, Rea M, Bindra J. The New Normal: Coronavirus Pandemic Response Utilizing Microsoft SharePoint. J Digit Imaging 2021; 34:257-262. [PMID: 33694041 PMCID: PMC7946406 DOI: 10.1007/s10278-021-00419-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2020] [Revised: 11/07/2020] [Accepted: 01/11/2021] [Indexed: 11/30/2022] Open
Abstract
On March 11, 2020, the World Health Organization (WHO) declared the novel coronavirus disease (COVID-19) a pandemic. Hospitals throughout the USA and the residency programs housed therein have drastically altered their standard operations to slow the spread of disease. Maintaining the educational mission of a residency program within the parameters of social distancing mandates is an unprecedented challenge to graduate medical education and will remain so for the near future. We evaluated resident perception of our efforts to transition educational activities within the residency to an online, remote format utilizing Microsoft SharePoint. Educational conferences were transitioned to a videoconferencing platform on March 13, 2020 in conjunction with the deployment of an intradepartmental Microsoft SharePoint site to provide educational resources, disseminate scheduling changes, and provide wellness resources in response to the COVID-19 pandemic. An 11-question survey available from 4 Jan 2020–4 Jun 2020 surveyed resident perceptions of the instituted changes. Twenty-six of 31 residents (83.8%) responded to the resident survey invitation. Twenty-four of 26 residents (92.3%) characterized the SharePoint as useful. Twenty of 26 residents (76.9%) desired attending guidance as to how to utilize the online resources for each resident rotation. A total of 92.3% (24/26) of residents felt that the program’s response utilizing SharePoint engendered a greater sense of belonging to their work community. Resident perception of the transition to online learning utilizing Microsoft SharePoint as a distribution platform was generally positive, helping to mitigate untoward educational consequences of the COVID-19 pandemic.
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Affiliation(s)
- Corey J Hiti
- UC Davis Medical Center, 4860 Y Street, Suite 3100, CA, 95817, Sacramento, USA.
| | - Jennifer Chang
- UC Davis Medical Center, 4860 Y Street, Suite 3100, CA, 95817, Sacramento, USA
| | - Kriti Gwal
- UC Davis Medical Center, 4860 Y Street, Suite 3100, CA, 95817, Sacramento, USA
| | - Eva Escobedo
- UC Davis Medical Center, 4860 Y Street, Suite 3100, CA, 95817, Sacramento, USA
| | - Margaret Rea
- UC Davis Medical Center, 4860 Y Street, Suite 3100, CA, 95817, Sacramento, USA
| | - Jasjeet Bindra
- UC Davis Medical Center, 4860 Y Street, Suite 3100, CA, 95817, Sacramento, USA
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Qanash S, Al-Husayni F, Alemam S, Alqublan L, Alwafi E, Mufti HN, Qanash H, Shabrawishi M, Ghabashi A. Psychological Effects on Health Science Students After Implementation of COVID-19 Quarantine and Distance Learning in Saudi Arabia. Cureus 2020; 12:e11767. [PMID: 33409015 PMCID: PMC7779124 DOI: 10.7759/cureus.11767] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023] Open
Abstract
Background The 2019 novel coronavirus disease (COVID-19) pandemic has impacted the globe dramatically. It has affected daily life noticeably and the teaching process is one of the significantly affected aspects as the learning approach has been shifted to distance learning (DL). These new changes may affect student performance and emotional well-being. This study aimed to assess the psychological impact of the COVID-19 pandemic and distance learning on healthcare students. Method An online self-administered cross-sectional survey was distributed to healthcare students for the period between April 2020 to June 2020. The study included students from different universities in Saudi Arabia. Knowledge and perception of COVID-19 and the experience of distance learning during the pandemic period were assessed using a 5-point Likert scale. Psychological effect was evaluated using Four-Item Patient Health Questionnaire for Anxiety and Depression (PHQ-4). Results A total of 721 students completed the survey with the majority being females. Around 25% of students had experienced anxiety, while 35% had depression. Severe anxiety and depression were noted in over 6% of the participants. Younger age and female gender were more affected psychologically. Students with higher scores in PHQ-4 were strongly disagreeing that hand gloves and surgical masks may help in preventing COVID-19 transmission. Students with normal psychological assessment were more likely to favor DL, while students with moderate to severe anxiety and depression disagreed. Conclusion Healthcare students have alarmingly high levels of anxiety and depression during the COVID-19 pandemic. General knowledge of the pandemic is not associated with the psychological impact. DL is a convenient approach for students with normal PHQ-4 scores. Programs to help students overcome the psychological impact of COVID-19 are highly recommended.
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Affiliation(s)
- Sultan Qanash
- Internal Medicine, National Guard Hospital, King Abdulaziz Medical City, Jeddah, SAU.,Medicine, King Abdullah International Medical Research Center, Jeddah, SAU.,Medicine, King Saud Bin Abdulaziz University for Health Sciences, Jeddah, SAU
| | - Faisal Al-Husayni
- Internal Medicine, King Abdullah International Medical Research Center, Jeddah, SAU.,Internal Medicine, National Guard Hospital, King Abdulaziz Medical City, Jeddah, SAU
| | - Shereen Alemam
- Respiratory Therapy, King Abdullah Medical City Specialist Hospital, Makkah, SAU
| | - Lina Alqublan
- Radiology, King Fahad Armed Forces Hospital, Jeddah, SAU
| | - Emad Alwafi
- Internal Medicine, National Guard Hospital, King Abdulaziz Medical City, Jeddah, SAU.,Internal Medicine, King Abdullah International Medical Research Center, Jeddah, SAU.,Medicine, King Saud Bin Abdulaziz University for Health Sciences, Jeddah, SAU
| | - Hani N Mufti
- Medicine, King Abdullah International Medical Research Center, Jeddah, SAU.,Cardiac Surgery, King Faisal Cardiac Center, King Abdullah Medical City, Jeddah, SAU.,Medicine, King Saud Bin Abdulaziz University for Health Sciences, Jeddah, SAU
| | | | | | - Ala'a Ghabashi
- Intensive Care, National Guard Hospital, King Abdulaziz Medical City, Jeddah, SAU
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Viljoen CA, Scott Millar R, Engel ME, Shelton M, Burch V. Is computer-assisted instruction more effective than other educational methods in achieving ECG competence amongst medical students and residents? A systematic review and meta-analysis. BMJ Open 2019; 9:e028800. [PMID: 31740464 PMCID: PMC6886915 DOI: 10.1136/bmjopen-2018-028800] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/27/2022] Open
Abstract
OBJECTIVES It remains unclear whether computer-assisted instruction (CAI) is more effective than other teaching methods in acquiring and retaining ECG competence among medical students and residents. DESIGN This systematic review and meta-analysis followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. DATA SOURCES Electronic literature searches of PubMed, databases via EBSCOhost, Scopus, Web of Science, Google Scholar and grey literature were conducted on 28 November 2017. We subsequently reviewed the citation indexes for articles identified by the search. ELIGIBILITY CRITERIA Studies were included if a comparative research design was used to evaluate the efficacy of CAI versus other methods of ECG instruction, as determined by the acquisition and/or retention of ECG competence of medical students and/or residents. DATA EXTRACTION AND SYNTHESIS Two reviewers independently extracted data from all eligible studies and assessed the risk of bias. After duplicates were removed, 559 papers were screened. Thirteen studies met the eligibility criteria. Eight studies reported sufficient data to be included in the meta-analysis. RESULTS In all studies, CAI was compared with face-to-face ECG instruction. There was a wide range of computer-assisted and face-to-face teaching methods. Overall, the meta-analysis found no significant difference in acquired ECG competence between those who received computer-assisted or face-to-face instruction. However, subanalyses showed that CAI in a blended learning context was better than face-to-face teaching alone, especially if trainees had unlimited access to teaching materials and/or deliberate practice with feedback. There was no conclusive evidence that CAI was better than face-to-face teaching for longer-term retention of ECG competence. CONCLUSION CAI was not better than face-to-face ECG teaching. However, this meta-analysis was constrained by significant heterogeneity amongst studies. Nevertheless, the finding that blended learning is more effective than face-to-face ECG teaching is important in the era of increased implementation of e-learning. PROSPERO REGISTRATION NUMBER CRD42017067054.
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Affiliation(s)
| | | | - Mark E Engel
- Medicine, Unversity of Cape Town, Cape Town, South Africa
| | - Mary Shelton
- Health Sciences Library, University of Cape Town, Cape Town, South Africa
| | - Vanessa Burch
- Medicine, Unversity of Cape Town, Cape Town, South Africa
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Ali NS, John B. Examining the Efficacy of Online Self-Paced Interactive Video-Recordings in Nursing Skill Competency Learning: Seeking Preliminary Evidence Through an Action Research. MEDICAL SCIENCE EDUCATOR 2019; 29:463-473. [PMID: 34457503 PMCID: PMC8368744 DOI: 10.1007/s40670-019-00714-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
A key challenge in nursing education is how to teach the students clinical competencies effectively and to provide opportunities for practicing the fundamental nursing skills safely. The purpose of this study was to examine the competency scores of practicing a clinical skill and the satisfaction level of nursing students on three instructional methods using an action research: the online self-paced interactive video learning, demonstration-only method, and a video demonstration in class. Participants were both male and female nursing students enrolled in the Foundations of Nursing Course (N = 26, 6 males and 20 females; mean age = 19.42 ± 0.50) and were evaluated at precycle, postcycle 1, and postcycle 2. Each cycle of inquiry was planned to address the problems quickly and efficiently through four steps: planning, acting, observing, and reflecting. A triangulation technique was employed for data collection using a competency skill evaluation checklist, a satisfaction questionnaire, and a focus group feedback questionnaire. A video was developed in the researcher's college pertaining to the practical skills. Each research cycle was successively built up on one another using the reflections and feedback from the students based on the previous cycle. The competency skills at various cycles did not demonstrate significant differences between three instructional methods, whereas satisfaction score was the highest with the online self-paced interactive video demonstration. Online video learning use as a supplement in nursing instruction is well supported and offers a promising alternative in teaching clinical skill compared with other teaching strategies. However, more rigorous studies are required to get further empirical evidence in replacing the demonstration method, for teaching nursing practical skill and in improving students' learning ability and competence.
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Affiliation(s)
- Naseem Saeed Ali
- Nursing Department, College of Health Sciences, University of Bahrain, P.O. Box. 32038, Sakeer, Zallaq, Kingdom of Bahrain
| | - Bindu John
- Nursing Department, College of Health Sciences, University of Bahrain, P.O. Box. 32038, Sakeer, Zallaq, Kingdom of Bahrain
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Tabatabaeian M, Kordi M, Dadgar S, Esmaeily H, Khadivzadeh T. Comparing the effects of simulation-based training, blended, and lecture on the simulated performance of midwives in preeclampsia and eclampsia. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2018; 7:110. [PMID: 30271795 PMCID: PMC6149116 DOI: 10.4103/jehp.jehp_116_17] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/22/2017] [Accepted: 07/13/2018] [Indexed: 06/08/2023]
Abstract
INTRODUCTION Preeclampsia is the most common medical complication in pregnancy; along with bleeding and infection, it is one of the three causes of death in pregnant women. Most of these deaths were due to delays in the diagnosis and improper midwifery management and care. On the other hand, the quality of midwifery education has a profound effect on the proper provision of services. Therefore, the present study has been done to compare the effect of simulation-, blended-, and lecture-based education on simulated midwife performance in the management of preeclampsia and eclampsia. MATERIALS AND METHODS This three-group clinical trial study was performed on 90 midwives of selected hospitals in Mashhad in 2016. Midwives were divided into three groups of simulation-, blended-, and lecture-based education using the random number table. The simulation group was trained for 6 h at the Center for Clinical Skills, the blended group was trained for 4 h by lecture, and 6 weeks through the educational website, and the lecture group was trained for 6 h through lecture. An objective structured clinical test was performed before and 2 weeks after the intervention. Data were analyzed using SPSS Version 16 software and descriptive statistics, paired t-test, one-way ANOVA, and Wilcoxon and Kruskal-Wallis tests. Significance level was considered to be P < 0.05 in all cases. RESULTS The mean score of midwives' performance was not statistically significant before education in all three groups (P < 0.05). The mean score of midwives' performance was significantly increased in all three groups 2 weeks after education (P < 0.001), and the results of intergroup comparison showed that the mean score of performance in the simulation group was significantly higher than the blended group and the lecture group (P < 0.001), and it was higher in the blended group compared to the lecture group (P < 0.001). CONCLUSION Education increased the midwives' simulated performance in preeclampsia and eclampsia. The performance of the management of preeclampsia and eclampsia in the simulation educational group is more than that of the blended and lecture groups, so we can use the simulation education which is a self-centered method.
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Affiliation(s)
- Maryam Tabatabaeian
- Department of Midwifery, School of Nursing and Midwifery, Student Research Committee, Mashhad University of Medical Sciences, Mashhad, Iran
| | - Masoumeh Kordi
- Department of Midwifery, Evidence-Based Care Research Center, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran
| | - Salameh Dadgar
- Ovulation Disorders Research Center, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
| | - Habibollah Esmaeily
- Department of Medical Statistics, Mashhad University of Medical Sciences, Mashhad, Iran
| | - Talat Khadivzadeh
- Department of Midwifery, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran
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Abstract
Burns teaching is organized only in a few medical schools in the United Kingdom. An e-learning tutorial was developed with the objective of incorporating burns teaching within the medical school curriculum. A 33-webpage e-learning was created, covering topics such as local and general response to burns, assessment of burns, first aid, primary and secondary survey, and referral guidelines. Medical student satisfaction was then evaluated using a 12-question feedback survey rated based on a Likert scale from 1 (very poor) to 5 (very good). The 12-question survey was completed by a total of 18 medical students ranging from second to fourth years (second = 17%, third = 22%, fourth = 61%). While only a couple of students had received prior burns teaching, 50% of the cohort had an interest to pursue surgery as a career. The majority of students (72%) would be interested to have an e-learning module on basic burns management in their medical curriculum. The means of all domains specific to the e-learning were rated as "good" or "very good." Students' rating for ease of use was 87%, usefulness was 88%, relevance to the medical curriculum was 90%, clarity and quality of content were 78% and 83%, respectively, design was 79%, and the overall satisfaction with this e-learning was 87%. The "Basic Burns Management" e-learning tutorial can provide an efficient and effective means of information delivery to medical students and junior doctors, allowing easy and fast incorporation of burns teaching within the medical curriculum and in other medical teaching settings.
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Sideris M, Papalois A, Theodoraki K, Dimitropoulos I, Johnson EO, Georgopoulou EM, Staikoglou N, Paparoidamis G, Pantelidis P, Tsagkaraki I, Karamaroudis S, Potoupnis ME, Tsiridis E, Dedeilias P, Papagrigoriadis S, Papalois V, Zografos G, Triantafyllou A, Tsoulfas G. Promoting Undergraduate Surgical Education: Current Evidence and Students' Views on ESMSC International Wet Lab Course. J INVEST SURG 2016; 30:71-77. [PMID: 27611894 DOI: 10.1080/08941939.2016.1220652] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/08/2023]
Abstract
BACKGROUND Undergraduate Surgical Education is becoming an essential element in the training of the future generation of safe and efficient surgeons. Essential Skills in the Management of Surgical Cases (ESMSC), is an international, joint applied surgical science and simulation-based learning wet lab course. METHODS We performed a review of the existing literature on the topic of undergraduate surgical education. Following that, we analyzed the feedback questionnaire received 480 from 2 recent series of ESMSC courses (May 2015, n = 49 and November 2015, n = 40), in order to evaluate European Union students' (UK, Germany, Greece) views on the ESMSC course, as well as on the undergraduate surgical education. Results Using a 10 point graded scale, the overall ESMSC concept was positively evaluated, with a mean score of 9.41 ± 0.72 (range: 8-10) and 8.94 ± 1.1 (range: 7-10). The majority of delegates from both series [9.86 ± 0.43 (range: 8-10) and 9.58 ± 0.91 (range: 6-10), respectively] believed that ESMSC should be incorporated in the undergraduate surgical curriculum. Comparison of responses from the UK to the Greek Medical Student, as well as the findings from the third and fourth year versus the fifth and sixth year Medical Students, revealed no statistically significant differences pertaining to any of the questions (p > 0.05). CONCLUSIONS Current evidence in the literature supports the enhancement of surgical education through the systematic use of various modalities that provide Simulation-Based Training (SBT) hands-on experience, starting from the early undergraduate level. The findings of the present study are in agreement with these previous reports.
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Affiliation(s)
- Michail Sideris
- a NIHR Academic Clinical Fellow ST1 level , The London Deanery, Queen Mary's University London (QMUL) , London , UK , Lead of the ESMSC Project
| | - Apostolos Papalois
- b Equal Contribution with 1st Author, Director of the Experimental Research Centre ELPEN , Lead of the ESMSC Project
| | | | - Ioannis Dimitropoulos
- d Consultant in Diabetes and Endocrine Medicine , Plymouth Hospitals NHS Foundation Trust
| | - Elizabeth O Johnson
- e Associate Professor of Anatomy , National and Kapodistrian University of Athens
| | | | | | | | | | | | | | - Michael E Potoupnis
- h Assistant Professor of Orthopedic Surgery , Aristotle University of Thessaloniki (AUTH)
| | - Eleftherios Tsiridis
- i Associate Professor of Orthopedic Surgery , Aristotle University of Thessaloniki (AUTH)
| | | | - Savvas Papagrigoriadis
- k Consultant Colorectal Surgeon , King's College Hospital NHS Foundation Trust, Senior Clinical Lecturer in Surgery, King's College London , London , UK
| | - Vassilios Papalois
- l Consultant Transplant Surgeon , Hammersmith Hospital, London, UK, Professor of Surgery , Imperial College , London , UK
| | - Georgios Zografos
- m Professor of Surgery, Vice Rector , University of Athens, Director of 1st Surgical Department , Hippocratio General Hospital, Athens , Greece
| | | | - Georgios Tsoulfas
- o Assistant Professor of Surgery , Aristotle University of Thessaloniki (AUTH)
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Kordi M, Fakari FR, Mazloum SR, Khadivzadeh T, Akhlaghi F, Tara M. Comparison of the effect of web-based, simulation-based, and conventional training on the accuracy of visual estimation of postpartum hemorrhage volume on midwifery students: A randomized clinical trial. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2016; 5:22. [PMID: 27500175 PMCID: PMC4960770 DOI: 10.4103/2277-9531.184548] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
INTRODUCTION Delay in diagnosis of bleeding can be due to underestimation of the actual amount of blood loss during delivery. Therefore, this research aimed to compare the efficacy of web-based, simulation-based, and conventional training on the accuracy of visual estimation of postpartum hemorrhage volume. MATERIALS AND METHODS This three-group randomized clinical trial study was performed on 105 midwifery students in Mashhad School of Nursing and Midwifery in 2013. The samples were selected by the convenience method and were randomly divided into three groups of web-based, simulation-based, and conventional training. The three groups participated before and 1 week after the training course in eight station practical tests, then, the students of the web-based group were trained on-line for 1 week, the students of the simulation-based group were trained in the Clinical Skills Centre for 4 h, and the students of the conventional group were trained for 4 h presentation by researchers. The data gathering tool was a demographic questionnaire designed by the researchers and objective structured clinical examination. Data were analyzed by software version 11.5. RESULTS The accuracy of visual estimation of postpartum hemorrhage volume after training increased significantly in the three groups at all stations (1, 2, 4, 5, 6 and 7 (P = 0.001), 8 (P = 0.027)) except station 3 (blood loss of 20 cc, P = 0.095), but the mean score of blood loss estimation after training did not significantly different between the three groups (P = 0.95). CONCLUSION Training increased the accuracy of estimation of postpartum hemorrhage, but no significant difference was found among the three training groups. We can use web-based training as a substitute or supplement of training along with two other more common simulation and conventional methods.
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Affiliation(s)
- Masoumeh Kordi
- Department of Midwifery, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran
| | - Farzaneh Rashidi Fakari
- Department of Midwifery, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran
| | - Seyed Reza Mazloum
- Department of Midwifery, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran
| | - Talaat Khadivzadeh
- Department of Midwifery, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran
| | - Farideh Akhlaghi
- Department of Obstetrics and Gynecology, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
| | - Mahmoud Tara
- Department of Medical Informatics Group, Mashhad University of Medical Sciences, Mashhad, Iran
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How Turkish radiology residents access information related to their profession in this social media and smartphone era. Eur J Radiol Open 2015; 2:129-33. [PMID: 26937445 PMCID: PMC4750626 DOI: 10.1016/j.ejro.2015.10.001] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2015] [Revised: 09/27/2015] [Accepted: 10/26/2015] [Indexed: 11/23/2022] Open
Abstract
Purpose To evaluate the frequency of mobile technology and social media usage among radiology residents and their access to professional information. Materials and methods A questionnaire consisting of 24 questions prepared using Google Drive was sent via e-mail to 550 radiology residents throughout the country. Of the 176 participating residents, 74 completed the survey via the internet, and 102 completed it at three different national radiology meetings. Response rates and its relationship with responses given to different questions were assessed. Results Hundred two male and 74 female residents participated in the survey. 141 (81.3%) residents thought that they had appropriate internet access in their department. The number of residents using a smartphone was 153 (86.9%). The android operating system (70, 45.8%) was the preferred operating system of respondants. Only 24 (15.7%) of the smartphone users thought that there were enough radiology related applications. “Radiology assistant” (18.9%), “Radiopedia” (7.8%) and “Radiographics” (7.8%) were the most utilized applications. Of the smartphone users, 87(56.9%) stated that they used cell phones in order to find radiological information, and the most used web pages were Google (165, 93.8%), Radiopaedia.org (129, 73.3%), Radiologyassistant.nl (135, 76.7%), and Pubmed (114, 64.8%). Social media usages were as follows: None (10, 5.7%), Facebook (139, 79%), Twitter (55, 31.3%), Google + (51, 29%) and YouTube (44, 25%). Conclusion While smartphone usage rates among the residents were high, the use of radiology specific applications was not common. Social media usage was very common among residents.
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Fayaz A, Mazahery A, Hosseinzadeh M, Yazdanpanah S. Video-based Learning Versus Traditional Method for Preclinical Course of Complete Denture Fabrication. JOURNAL OF DENTISTRY (SHIRAZ, IRAN) 2015; 16:21-8. [PMID: 26106631 PMCID: PMC4476117] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
Abstract
STATEMENT OF THE PROBLEM Advances in computer science and technology allow the instructors to use instructional multimedia programs to enhance the process of learning for dental students. PURPOSE The purpose of this study was to determine the effect of a new educational modality by using videotapes on the performance of dental students in preclinical course of complete denture fabrication. MATERIALS AND METHOD This quasi-experimental study was performed on 54 junior dental students in Shahid Beheshti University of Medical Sciences (SBMU). Twenty-five and 29 students were evaluated in two consecutive semesters as controls and cases, respectively for the same course. The two groups were matched in terms of "knowledge about complete denture fabrication" and "basic dental skills" using a written test and a practical exam, respectively. After the intervention, performance and clinical skills of students were assessed in 8 steps. Eventually, a post-test was carried out to find changes in knowledge and skills of students in this regard. RESULTS In the two groups with the same baseline level of knowledge and skills, independent T-test showed that students in the test group had a significantly superior performance in primary impression taking (p= 0.001) and primary cast fabrication (p= 0.001). In terms of anterior teeth set up, students in the control group had a significantly better performance (p= 0.001). CONCLUSION Instructional videotapes can aid in teaching fabrication of complete denture and are as effective as the traditional teaching system.
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Affiliation(s)
- Amir Fayaz
- Dept. of Prosthodontics, School of Dentistry, Shahid Beheshti University of Medical Science, Tehran, Iran;
| | - Azita Mazahery
- Dept. of Prosthodontics, Dental Branch, Islamic Azad University, Tehran, Iran;
| | - Mohammad Hosseinzadeh
- Dept. of Medical Education, Shahid Beheshti University of Medical Science, Tehran, Iran;
| | - Samane Yazdanpanah
- Dept. of Oral and Maxillofacial Radiology, Dental Branch, Rafsanjan University, Kerman, Iran;
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Burgos CM, Josephson A. Gender differences in the learning and teaching of surgery: a literature review. INTERNATIONAL JOURNAL OF MEDICAL EDUCATION 2014; 5:110-24. [PMID: 25341220 PMCID: PMC4207172 DOI: 10.5116/ijme.5380.ca6b] [Citation(s) in RCA: 48] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/07/2014] [Accepted: 05/24/2014] [Indexed: 05/13/2023]
Abstract
OBJECTIVE To explore evidence concerning gender differences in teaching and learning in surgery to guide future initiatives. METHODS This systematic review was conducted searching in the following electronic databases: MEDLINE, EMBASE, CINAHL, PsycINFO, ERIC, Web of Science, Scopus and PubMed. All studies related to gender differences in surgical education, teaching or learning of surgery at an undergraduate level were included. Data was extracted and critically appraised. Gender differences in learning, teaching, skills acquisition, perceptions and attitudes, interest on surgery, personality and factors influencing interest in surgical careers were differentiated. RESULTS There is an underrepresentation of women in surgical academia, due to lack of role models and gender awareness. It is not clear whether or not gender itself is a factor that affects the learning of surgical tasks. Female students pursuing a surgical career had experienced sexual harassment and gender discrimination that can have an effect on the professional identity formation and specialty choice. There are differences in personality among female and male students interested in surgery. Gender is a determining factor to choose surgery, with a consistent lower proportion of women compared interested in pursuing a surgical career. Mentoring and personality fit are important in medical student's specialty selection. Female students are more likely to be discouraged from pursuing a surgical career by a lack of female role models. CONCLUSIONS Bias against women in surgery still exists. There is a lack of studies that investigate the role of women in the teaching of surgery.
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Affiliation(s)
- Carmen Mesas Burgos
- Division of Pediatric Surgery, Department of Women’s and Children’s Health, Karolinska Institutet, Sweden
| | - Anna Josephson
- Department of Neuroscience, Karolinska Institutet, Sweden
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Batthish M, Bassilious E, Schneider R, Feldman BM, Hyman A, Tse SML. A unique, interactive and web-based pediatric rheumatology teaching module: residents' perceptions. Pediatr Rheumatol Online J 2013; 11:22. [PMID: 23710693 PMCID: PMC3679723 DOI: 10.1186/1546-0096-11-22] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/21/2012] [Accepted: 05/21/2013] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND The limited availability of pediatric rheumatologists for teaching in pediatric residency programs negatively impacts resident education about rheumatology. At present, there are no educational websites available for trainees to learn about pediatric rheumatology. We are planning to develop an interactive web-based teaching module to improve resident learning about rheumatology ("POINTER": Pediatric Online INteractive TEaching in Rheumatology). The aim of this study was to perform a needs assessment of pediatric residents who will be using POINTER. METHODS Pediatric residents (n = 60) at The Hospital for Sick Children were emailed an online survey. This was designed to assess prior use of online teaching modules, the utility of an online teaching module for rheumatology and which technologies should be included on such a site. RESULTS Forty-seven residents participated in the survey (78.3% response rate). Ninety-one percent of the respondents thought that an interactive teaching website would enhance their learning and should include case-based teaching modules. Several web-based technologies were felt to be important for inclusion on the teaching modules. These included graphics and animation (86.4%), interactivity (93.2%), pictures (100%), live digital videos (88.9%) and links to articles and research (88.6%). CONCLUSIONS An interactive web-based rheumatology teaching module would be well utilized by pediatric residents. Residents showed preference for case-based teaching modules as well as multimedia modalities for learning a detailed musculoskeletal examination.
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Affiliation(s)
- Michelle Batthish
- Division of Rheumatology, Department of Pediatrics, The Hospital for Sick Children, University of Toronto, 555 University Avenue, Toronto, Ontario, M5G 1X8, Canada.
| | - Ereny Bassilious
- Division of Endocrinology, Department of Pediatrics, McMaster Children’s Hospital, McMaster University, 1280 Main Street West, Hamilton, Ontario, L8S 4L8, Canada
| | - Rayfel Schneider
- Division of Rheumatology, Department of Pediatrics, The Hospital for Sick Children, University of Toronto, 555 University Avenue, Toronto, Ontario, M5G 1X8, Canada
| | - Brian M Feldman
- Division of Rheumatology, Department of Pediatrics, The Hospital for Sick Children, University of Toronto, 555 University Avenue, Toronto, Ontario, M5G 1X8, Canada,Institute of Health Policy Management & Evaluation and The Dalla Lana School of Public Health, University of Toronto, 155 College Street, Toronto, Ontario, M5T 3M6, Canada
| | - Avi Hyman
- Academic and Collaborative Technology, University of Toronto, 130 St. George Street, Toronto, Ontario, M5S 3H1, Canada
| | - Shirley ML Tse
- Division of Rheumatology, Department of Pediatrics, The Hospital for Sick Children, University of Toronto, 555 University Avenue, Toronto, Ontario, M5G 1X8, Canada
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Marks A, Maizels M, Mickelson J, Yerkes E, Anthony Herndon CD, Lane J, Ben-Ami T, Maizels E, Stoltz RS, Dixon S, Liu D, Chaviano T, Hagerty J, Kaplan W. Effectiveness of the computer enhanced visual learning method in teaching the society for fetal urology hydronephrosis grading system for urology trainees. J Pediatr Urol 2011; 7:113-7. [PMID: 21094626 DOI: 10.1016/j.jpurol.2010.09.009] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/21/2010] [Accepted: 09/16/2010] [Indexed: 11/18/2022]
Abstract
OBJECTIVE A novel educational tool, Computer Enhanced Visual Learning (CEVL), has been used to improve resident performance of routine orchiopexy. Our objective was to assess the effect of a CEVL teaching module on the diagnostic accuracy of medical trainees in grading neonatal hydronephrosis on ultrasound using the Society for Fetal Urology (SFU) grading system. METHODS The authors designed an online-based computerized tutorial to teach the grading of hydronephrosis using multimedia, practice cases and a grading checklist. In a crossover design trial, 29 residents and medical students were asked to grade 16 standard neonatal renal ultrasounds using the SFU grading system before and after viewing the web-based e-learning module. Primary outcome was percent improvement in grading accuracy. RESULTS The mean percentages of ultrasounds that were graded correctly before and after CEVL intervention were 51% and 72% respectively (mean improvement 21%, 95% CI 3-13%, P < 0.001). Residents graded correctly 56% of ultrasounds before and 74% after CEVL (mean 18%, 7-28%, P = 0.002). Medical students graded correctly 37% before and 69% after CEVL (mean improvement 32%, 95% CI 16-48%, P = 0.002). CONCLUSION Exposure to a computer-based learning module based on the CEVL platform improved urology residents' and medical students' correct assignment of SFU hydronephrosis grading to newborn renal ultrasounds.
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Affiliation(s)
- Andrew Marks
- Division of Urology, Children's Memorial Hospital, Chicago, IL 60614, USA.
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Davisson L, Nuss M, Cottrell S. Women's Health Curriculum for Internal Medicine Residents: Development, Implementation, and Evaluation. J Grad Med Educ 2010; 2:398-403. [PMID: 21976089 PMCID: PMC2951780 DOI: 10.4300/jgme-d-09-00069.1] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/12/2009] [Revised: 05/03/2010] [Accepted: 06/05/2010] [Indexed: 11/06/2022] Open
Abstract
OBJECTIVE Women's health knowledge and skills are important for physicians, but training is often inadequate. The objective of this project was to develop, implement, and evaluate a women's health curriculum for an internal medicine residency program. METHODS After assessing institutional factors, we developed a curriculum for a multidisciplinary clinical rotation with a web-based tutorial. We recruited faculty from several specialties relevant to the care of women to precept for the rotation and/or to provide teaching materials for the tutorial. RESULTS The curriculum for the 1-month rotation covered most of the recommended women's health topics. Internal medicine residents worked in a variety of clinical settings and were assigned to a web-based tutorial and a pretest and posttest. A statistically significant increase was seen in participants' mean posttest (71.7%) versus pretest (61.1%) scores (difference, 10.7%; 95% confidence interval [CI]: 4.7-16.6; P = .0009). No difference was seen in controls' mean posttest (56.5%) versus pretest (57.2%) scores (difference, -0.7%; 95% CI: -12.1-10.7; P = .9). Mean rotation evaluation responses ranged from 7.09 to 7.45 on a 9-point scale. The majority (93%) of survey respondents agreed that the rotation increased their skills in caring for women, and all agreed the program was well organized and that it increased their awareness of women's health issues. CONCLUSION A women's health curriculum using a web-based tutorial with a multidisciplinary clinical rotation can be successfully implemented in an internal medicine residency. The curriculum satisfied women's health training requirements, was associated with improvements in learning outcomes, and may be a model for women's health education.
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Affiliation(s)
- Laura Davisson
- Corresponding author: Laura Davisson, MD, MPH, PO Box 9160, RCBHSC, Department of Medicine, West Virginia University School of Medicine, Morgantown, WV 26506-9160, 304.293.1964,
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Metcalf MP, Tanner TB, Buchanan A. Effectiveness of an online curriculum for medical students on genetics, genetic testing and counseling. MEDICAL EDUCATION ONLINE 2010; 15:10.3402/meo.v15i0.4856. [PMID: 20174615 PMCID: PMC2823389 DOI: 10.3402/meo.v15i0.4856] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/08/2009] [Revised: 12/21/2009] [Accepted: 12/21/2009] [Indexed: 05/06/2023]
Abstract
BACKGROUND It is increasingly important that physicians have a thorough understanding of the basic science of human genetics and the ethical, legal and social implications (ELSI) associated with genetic testing and counseling. METHODS The authors developed a series of web-based courses for medical students on these topics. The course modules are interactive, emphasize clinical case studies, and can easily be incorporated into existing medical school curricula. RESULTS Results of a 'real world' effectiveness trial indicate that the courses have a statistically significant effect on knowledge, attitude, intended behavior and self-efficacy related to genetic testing (p<0.001; N varies between 163 and 596 for each course). CONCLUSIONS The results indicate that this curriculum is an effective tool for educating medical students on the ELSI associated with genetic testing and for promoting positive changes in students' confidence, counseling attitudes and behaviors.
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Affiliation(s)
- Mary P Metcalf
- Clinical Tools Inc., 1506 E. Franklin Street #200, Chapel Hill, NC, USA.
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Ladner J, Boussouf N, Ben Abdelaziz A, Benmaïza S, Alaoua O, Tavolacci MP. Utilisation de l'internet chez les étudiants en médecine à Batna (Algérie), Rouen (France) et Sousse (Tunisie). SANTE PUBLIQUE 2010. [DOI: 10.3917/spub.106.0637] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
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Mann K, Gordon J, MacLeod A. Reflection and reflective practice in health professions education: a systematic review. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2009; 14:567-74. [PMID: 18034364 DOI: 10.1007/s10459-008-9141-3] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/20/2008] [Accepted: 09/30/2008] [Indexed: 05/25/2023]
Abstract
The importance of reflection and reflective practice are frequently noted in the literature; indeed, reflective capacity is regarded by many as an essential characteristic for professional competence. Educators assert that the emergence of reflective practice is part of a change that acknowledges the need for students to act and to think professionally as an integral part of learning throughout their courses of study, integrating theory and practice from the outset. Activities to promote reflection are now being incorporated into undergraduate, postgraduate and continuing medical education, and across a variety of health professions. The evidence to support and inform these curricular interventions and innovations remains largely theoretical. Further, the literature is dispersed across several fields, and it is unclear which approaches may have efficacy or impact. We, therefore, designed a literature review to evaluate the existing evidence about reflection and reflective practice and their utility in health professional education. Our aim was to understand the key variables influencing this educational process, identify gaps in the evidence, and to explore any implications for educational practice and research.
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Affiliation(s)
- Karen Mann
- Division of Medical Education, Faculty of Medicine, Dalhousie University, Halifax, NS, Canada B3H4H7.
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García Ureña MÁ, Marín Gómez LM, Vega Ruiz V, Díaz Godoy A. Aplicación de las nuevas tecnologías en la enseñanza de la cirugía en la licenciatura de medicina. Cir Esp 2009; 85:165-70. [DOI: 10.1016/j.ciresp.2009.01.001] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/09/2008] [Accepted: 09/12/2008] [Indexed: 10/21/2022]
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Thakore H, McMahon T. Designing an interactive multimedia rich tutorial for medical students: beyond a 'book on a screen'. J Vis Commun Med 2008; 31:4-10. [PMID: 18642176 DOI: 10.1080/17453050802040494] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
This article describes the development of an interactive online tutorial that enables pre-clinical medical students to develop and practice clinical skills such as history taking, examination, investigation and formulating a diagnosis. The development of this multimedia product consisted of four stages: (1) identifying the educational objective (2) content design (3) multimedia build (4) product testing, revision and incorporation into the curriculum. As a result of this development process, the tutorial was seen by students as genuinely student-centred in design and innovative in the way it takes advantage of the technology of the internet.
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Affiliation(s)
- Hemal Thakore
- Graduate Medical School, University of Limerick, Limerick, Ireland.
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McEachern W. Challenges and solutions to expanded satellite clerkship rotations. Can J Surg 2008; 51:337-338. [PMID: 18841228 PMCID: PMC2556539] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/26/2023] Open
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Davoudi M, Quadrelli S, Osann K, Colt HG. A competency-based test of bronchoscopic knowledge using the Essential Bronchoscopist: an initial concept study. Respirology 2008; 13:736-43. [PMID: 18713095 PMCID: PMC4030633 DOI: 10.1111/j.1440-1843.2008.01320.x] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
BACKGROUND AND OBJECTIVE Competency-based training and assessment are increasingly replacing the traditional structure- and process-based model of medical education. The web-based Essential Bronchoscopist (EB) is an open access, laddered, competency-based curriculum of question-answer sets pertaining to basic bronchoscopic knowledge, accessible in five languages. The purpose of this study was to use consensus to evaluate whether question-answer sets (items) from the EB could provide material from which to devise competency-based tests of bronchoscopic knowledge that could be used in countries with different health-care environments. METHODS Ten junior and five senior bronchoscopists in Argentina and the USA were asked to identify the material in each of the 186 items of the EB as either 'not necessary', 'necessary' or 'absolutely necessary' for inclusion in a competency-based test of bronchoscopic knowledge. The kappa statistic was used to analyse inter-rater agreement. RESULTS More than 80% of the 30 participants rated 150 of 186 items as necessary or absolutely necessary. Seventy items were rated as absolutely necessary by more than 50% of participants and as necessary or absolutely necessary by more than 90%. There was no statistically significant difference between items selected, based on level of training or environment of practice. CONCLUSION Consensus among junior and senior bronchoscopists from two culturally different health-care environments demonstrated that question-answer sets from the EB can be used to provide material for competency-based tests of bronchoscopic knowledge.
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Affiliation(s)
- Mohsen Davoudi
- Department of Internal Medicine, Division of Pulmonary and Critical Care Medicine, University of California, Irvine Medical Center, Orange, CA 92868, USA
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Learner satisfaction with Web-based learning as an adjunct to clinical experience in burn surgery. J Burn Care Res 2008; 29:222-6. [PMID: 18182926 DOI: 10.1097/bcr.0b013e31815ff2ac] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Web-based learning provides an effective adjunct to clinical experience in medical education. However, few efforts have assessed learner satisfaction with web-based medical education experiences. American Burn Association and Advanced Burn Life Support (ABLS)-Now is a self-directed web-based curriculum designed to teach clinicians how to assess and stabilize patients with serious burns during the critical hours after injury. The purpose of this study is to evaluate time spent by learners taking the course, to demonstrate successful completion of an exam by these clinicians after the course, and to describe learner satisfaction with ABLS-Now. This preliminary descriptive study analyzed exam scores and voluntary course evaluations of medical students and interns to assess effectiveness of and satisfaction with the web-based ABLS-Now curriculum. Eighteen students and interns completed the web-based ABLS-Now curriculum and follow-up survey. The mean exam score was 88%. Learner scores strongly correlated with time spent completing the course (r2 = .66, P = .01). Learner satisfaction was very high. Learners expressed an interest in using similar web-based tools to learn about other topics in surgery. For novice clinicians, ABLS-Now seems to be an effective way to provide basic burn care education at a time when other educational opportunities have been reduced by work hour restrictions. Learners found the modules easy to use, relevant, and interesting. They indicated an interest in future use of web-based learning to supplement clinical experiences. Web-based learning represents an effective and well-received addition to clinical education in surgery for residents and medical students.
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Corrigan M, Reardon M, Shields C, Redmond H. "SURGENT" -- student e-learning for reality: the application of interactive visual images to problem-based learning in undergraduate surgery. JOURNAL OF SURGICAL EDUCATION 2008; 65:120-5. [PMID: 18439533 DOI: 10.1016/j.jsurg.2007.11.011] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/22/2007] [Accepted: 11/06/2007] [Indexed: 05/22/2023]
Abstract
Information technology has the potential to transform surgical education. Combining symbolic, iconic, and enactive teaching modalities to construct an authentic conceptual model potentially can transform a primarily didactic learning experience into an interactive Web-enhanced one. This study sought to assess the introduction of a Web-based module to complement traditional surgical undergraduate curricula. Adopting the clinical case as its fundamental educational approach, an online resource simulating surgical clinical decision making ("SURGENT," http://www.surgent.ie) was developed, which consists of the interpretation of clinical photographs, laboratory data, and X-rays as well as the formulation of a management plan. Evaluation was in both a qualitative and a quantitative fashion. An anonymous postcourse survey (73% response) of 117 final medical students was used to by researchers to evaluate access, process, and outcome criteria. SURGENT was used by 98% of students, with 69% spending more than 30 minutes per session on the program. First-class honors in the final surgical clinical examination improved from 11% to 20% (p = 0.01) as compared with the previous control year. A Web-enhanced interactive surgical module in an undergraduate course can convey successfully information and understanding beyond the textbook. It is intended that SURGENT will supplement textbooks and ward experience, allowing students to develop their clinical decision-making skills.
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Affiliation(s)
- Mark Corrigan
- Department of Academic Surgery, Cork University Hospital, Cork, Ireland.
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Uçak NÖ. Internet Use Habits of Students of the Department of Information Management, Hacettepe University, Ankara. JOURNAL OF ACADEMIC LIBRARIANSHIP 2007. [DOI: 10.1016/j.acalib.2007.09.004] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Scarsbrook AF, Graham RNJ, Perriss RW. Radiology education: a glimpse into the future. Clin Radiol 2006; 61:640-8. [PMID: 16843746 DOI: 10.1016/j.crad.2006.04.005] [Citation(s) in RCA: 42] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2006] [Revised: 04/14/2006] [Accepted: 04/20/2006] [Indexed: 01/02/2023]
Abstract
The digital revolution in radiology continues to advance rapidly. There are a number of interesting developments within radiology informatics which may have a significant impact on education and training of radiologists in the near future. These include extended functionality of handheld computers, web-based skill and knowledge assessment, standardization of radiological procedural training using simulated or virtual patients, worldwide videoconferencing via high-quality health networks such as Internet2 and global collaboration of radiological educational resources via comprehensive, multi-national databases such as the medical imaging resource centre initiative of the Radiological Society of North America. This article will explore the role of e-learning in radiology, highlight a number of useful web-based applications in this area, and explain how the current and future technological advances might best be incorporated into radiological training.
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Affiliation(s)
- A F Scarsbrook
- Department of Radiology, John Radcliffe Hospital, Headley Way, Headington, Oxford, UK.
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