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Yan Y, Zhang Y, Jia S, Huang Y, Liu X, Liu Y, Zhu H, Wen H. Using case-based learning supported by role-playing situational teaching method in endocrine physiology education. ADVANCES IN PHYSIOLOGY EDUCATION 2024; 48:498-504. [PMID: 38695082 DOI: 10.1152/advan.00232.2023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/30/2023] [Revised: 03/21/2024] [Accepted: 04/26/2024] [Indexed: 06/19/2024]
Abstract
Embedding clinically relevant learning experience in basic science subjects is desired for the preclinical phase of undergraduate medical education. The present study aimed to modify case-based learning (CBL) with a role-playing situational teaching method and assess the student feedback and learning effect. One hundred seventy-six sophomore students majoring in clinical medicine from Harbin Medical University were randomly divided into two groups: the control group (n = 90), who received traditional hybrid teaching, and the experimental group (n = 86), who received the role-playing situational teaching. Students in the experimental group were given a 1-wk preclass preparation to dramatize a hyperthyroidism scenario through online autonomous learning of thyroid physiology and performed the patient's consultation process in class, followed by a student presentation about key points of lecture content and a question-driven discussion. A posttest and questionnaire survey were conducted after class. The test scores of the two groups had no statistical differences, whereas the rate of excellence (high scores) of the experimental group was significantly higher than that of the control group. Furthermore, the record of online self-directed learning engagements was significantly improved in the experimental group. In the questionnaire, >70% of the students showed positive attitudes toward the role-playing situational teaching method and were willing to participate in other chapters of the physiology course. Such results show that CBL supported by a role-playing situational teaching method encourages active learning and improves the application of basic knowledge of physiology, which can be incorporated in the preclinical curricula to bridge the gap between theory and practice.NEW & NOTEWORTHY Formal application through structured role-play is often overlooked in physiology education. In traditional case-based learning (CBL), clinical cases are the subject and unfocused discussion often occurs. The present study aimed to modify CBL with a role-playing situational teaching method and assess the student feedback and learning effect. The results show that the new teaching model encourages active learning and improves the application of basic knowledge of physiology.
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Affiliation(s)
- Yan Yan
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, Harbin, Heilongjiang, China
| | - Ying Zhang
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, Harbin, Heilongjiang, China
| | - Shuwei Jia
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, Harbin, Heilongjiang, China
| | - Yujia Huang
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, Harbin, Heilongjiang, China
| | - Xiaoyu Liu
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, Harbin, Heilongjiang, China
| | - Yanyan Liu
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, Harbin, Heilongjiang, China
| | - Hui Zhu
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, Harbin, Heilongjiang, China
| | - Haixia Wen
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, Harbin, Heilongjiang, China
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Jensen RAA, Musaeus P, Pedersen K. Virtual patients in undergraduate psychiatry education: a systematic review and synthesis. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2024; 29:329-347. [PMID: 37294380 DOI: 10.1007/s10459-023-10247-6] [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: 10/15/2021] [Accepted: 05/28/2023] [Indexed: 06/10/2023]
Abstract
Virtual patients are increasingly used in undergraduate psychiatry education. This article reports on a systematic review aimed at providing an overview of different approaches in this context, describing their effectiveness, and thematically comparing learning outcomes across different undergraduate programs. The authors searched PubMed, PsycInfo, CINAHL, and Scopus databases for articles published between 2000 and January 2021. Quantitative and qualitative studies that reported on outcomes related to learners' knowledge, skills, and attitudes following an intervention with virtual patients in undergraduate psychiatry education were reviewed. Outcomes were thematically compared, and a narrative synthesis of the different outcomes and effectiveness was provided. Of 7856 records identified, 240 articles were retrieved for full-text review and 46 articles met all inclusion criteria. There were four broad types of virtual patient interventions: case-based presentation (n = 17), interactive virtual patient scenarios (n = 14), standardized virtual patients (n = 10), and virtual patient videogames (n = 5). The thematic analysis revealed that virtual patients in psychiatry education have been used for learners to construe knowledge about symptomatology and psychopathology, develop interpersonal and clinical communicative skills, and to increase self-efficacy and decrease stigmatizing attitudes towards psychiatric patients. In comparison with no intervention, traditional teaching, and text-based interventions, virtual patients were associated with higher learning outcomes. However, the results did not indicate any superiority of virtual patients over non-technological simulation. Virtual patients in psychiatry education offer opportunities for students from different health disciplines to build knowledge, practice skills, and improve their attitudes towards individuals with mental illness. The article discusses methodological shortcomings in the reviewed literature. Future interventions should consider the mediating effects of the quality of the learning environment, psychological safety, and level of authenticity of the simulation.
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Affiliation(s)
- Rikke Amalie Agergaard Jensen
- Research Unit of Mental Health, Children and Adult, Aabenraa, Department of Regional Health Research, University of Southern Denmark, Odense, Denmark.
- Centre for Involvement of Relatives, Mental Health Services Region of Southern Denmark, Vejle, Denmark.
| | - Peter Musaeus
- Centre for Educational Development (CED), Aarhus University, Aarhus, Denmark
| | - Kamilla Pedersen
- Centre for Educational Development (CED), Aarhus University, Aarhus, Denmark
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Micsinszki SK, Tanel NL, Kowal J, King G, Menna-Dack D, Chu A, Parker K, Phoenix M. Delivery and evaluation of simulations to promote authentic and meaningful engagement in childhood disability research. RESEARCH INVOLVEMENT AND ENGAGEMENT 2023; 9:54. [PMID: 37464394 DOI: 10.1186/s40900-023-00468-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/20/2022] [Accepted: 07/12/2023] [Indexed: 07/20/2023]
Abstract
BACKGROUND In 2019, our interdisciplinary team of researchers, family members, and youth co-designed four simulation training videos and accompanying facilitation resources to prepare youth, family members, trainees, and researchers to build the knowledge and skills to engage in patient-oriented research (POR) authentically and meaningfully. Videos covered challenges in aspects of the research process including (1) forming a project team; (2) identifying project objectives and priorities; (3) agreeing on results; and (4) carrying out knowledge translation. METHODS The purpose of the study was to deliver four simulation training videos across 2 two-hour facilitated workshops with researchers, trainees, and family partners. We evaluated whether the training videos and facilitated discussion of the simulations helped to improve knowledge and attitudes about authentic and meaningful partnership in research and self-perceived ability to engage in POR. An explanatory sequential two-phase mixed methods design was used. Phase 1 (quantitative) included two training workshops and a pre/post-training survey. Phase 2 (qualitative) included two qualitative focus groups. Results of each phase were analyzed separately and then combined during interpretation. RESULTS Sixteen individuals (including researchers/research staff, trainees, family members, clinicians) took part in this research study. Overall, participants were highly receptive to the training, providing high scores on measures of acceptability, appropriateness, and feasibility. While the training videos and facilitated discussion of the simulations were found to increase participants' knowledge and ability to engage in authentic and meaningful POR, we found no significant change in attitude or intent. Recommendations about the simulation content and delivery were provided to inform for future use. CONCLUSIONS The simulations were found to be a positive and impactful way for collaborative research teams to build knowledge and ability to engage in authentic and meaningful POR. Recommendations for future work include covering different content areas with varying levels of nuance; and offering the training to stakeholders in a variety of roles, such as those higher-ranked academic positions.
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Affiliation(s)
- Samantha K Micsinszki
- School of Rehabilitation Science, McMaster University, Hamilton, ON, Canada
- CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, ON, Canada
- Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada
| | - Nadia L Tanel
- Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada
| | - Julia Kowal
- Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada
| | - Gillian King
- CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, ON, Canada
- Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada
- Department of Occupational Science and Occupational Therapy, University of Toronto, Toronto, ON, Canada
| | - Dolly Menna-Dack
- Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada
| | - Angel Chu
- Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada
| | - Kathryn Parker
- Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada
- Centre for Advancing Collaborative Healthcare and Education (CACHE), University of Toronto, Toronto, Canada
- Department of Paediatrics, Temerty Faculty of Medicine, University of Toronto, Toronto, Canada
| | - Michelle Phoenix
- School of Rehabilitation Science, McMaster University, Hamilton, ON, Canada.
- CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, ON, Canada.
- Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada.
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Ojala S, Sirola J, Nykopp T, Kröger H, Nuutinen H. The impact of teacher's presence on learning basic surgical tasks with virtual reality headset among medical students. MEDICAL EDUCATION ONLINE 2022; 27:2050345. [PMID: 35262467 PMCID: PMC8920371 DOI: 10.1080/10872981.2022.2050345] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/04/2021] [Revised: 12/26/2021] [Accepted: 03/03/2022] [Indexed: 05/26/2023]
Abstract
BACKGROUND The aim of this study was to investigate whether the presence of a teacher affects learning related outcomes in teaching basic surgical tasks with a Virtual Reality (VR) headset. METHODS 26 fourth-year medical studentsparticipated in a voluntary exercise. Students practiced basic surgical procedure exercises using the VR4HEALTHCARE application in VR with OCULUS Rift S glasses. 12 students performed the exercises under the guidance of a teacher and 14 without the teacher present. After the exercise, the groups filled out a feedback form. Statistical analysis was performed using IBM SPSS Statistics 25.0 software using the Mann-Whitney U test and multivariate analysis of variance. RESULTS The most important data collected related to whether the student learned something new and whether VR adds value to medical education. Ratings were based on a scale of 0-10 (0 = worst, 10 = best). When the teacher was present, on average, the students felt that they were learning something new and gave an average rating of 7.8 ± 1.8, and when the teacher was not present 5.3 ± 2.6 (p = 0.003). VR added value to teaching with a rating of 7.8 ± 1.7 when the teacher was present and 5.5 ± 3.0 when not present (p = 0.045). This study also analyzed specific use of VR for abscess incision, suturing and insertion of a suprapubic catheter. DISCUSSION When a teacher was present VR added value to teaching and the usefulness and usability of VR was experienced more positively. The student should also have adequate knowledge of the subject to be taught before VR training. CONCLUSIONS VR adds value to teaching, but VR exercises may not completely replace high-quality traditional teaching methods. Consequently, it is important to determine the differences between VR and traditional teaching methods and how to combine these methods in the future.
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Affiliation(s)
- Sofianna Ojala
- University of Eastern Finland and Kuopio University Hospital, Kuopio, Finland
| | - Joonas Sirola
- University of Eastern Finland and Kuopio University Hospital, Kuopio, Finland
- Kuopio Musculoskeletal Research Unit (KMRU), Kuopio, Finland
| | - Timo Nykopp
- Kuopio Musculoskeletal Research Unit (KMRU), Kuopio, Finland
| | - Heikki Kröger
- University of Eastern Finland and Kuopio University Hospital, Kuopio, Finland
- Kuopio Musculoskeletal Research Unit (KMRU), Kuopio, Finland
| | - Henrik Nuutinen
- University of Eastern Finland and Kuopio University Hospital, Kuopio, Finland
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Borges LF, Robertson JM, Kappler SM, Venkatan SK, Jin DX, Barnes EL, Jaffer FA, Saldana FL, Dudzinski DM, Stefanescu Schmidt AC, Drachman DE, Young MN, Hayden EM, Pelletier SR, Shields HM. Optimizing Multidisciplinary Simulation in Medical School for Larger Groups: Role Assignment by Lottery and Guided Learning. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2020; 11:969-976. [PMID: 33376436 PMCID: PMC7755877 DOI: 10.2147/amep.s270272] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/01/2020] [Accepted: 09/22/2020] [Indexed: 06/12/2023]
Abstract
PURPOSE Medical school simulations are often designed for a limited number of students to maximize engagement and learning. To ensure that all first-year medical students who wished to join had an opportunity to participate, we designed a novel method for larger groups. PATIENTS AND METHODS We devised a low technology "Orchestra Leader's" chart approach to prominently display students' roles, chosen by lottery. During simulation, the chart was mounted on an intravenous pole and served as a group organizational tool. A course instructor prompted students using the chart to accomplish the course objectives in a logical order. Real-life cardiologists and gastroenterologists provided the students with expert subspecialty consultation. We analyzed 125 anonymous student evaluation ratings for 3 years (2017-2019) with a range of 8 to 19 students per laboratory session. RESULTS Our 2017-2019 larger group sessions were all rated as excellent (1.26, Mean, SD ±.510) on the Likert scale where 1.0 is excellent and 5.0 is poor. There were no statistically significant differences in overall ratings among the 2017, 2018 and 2019 sessions. The subspecialists were uniformly rated as excellent. Verbatim free-text responses demonstrated resounding student appreciation for the role assignment by lottery method. CONCLUSION We designed a novel, "Orchestra Leader's" chart approach for accommodating larger groups in a multidisciplinary simulation laboratory using role assignment by lottery, roles depicted on an organizational chart, and expert instructor prompting. Our consistently excellent ratings suggest that our methods are useful for achieving well-rated larger group simulation laboratories.
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Affiliation(s)
- Lawrence F Borges
- Division of Gastroenterology, Mount Auburn Hospital and Harvard Medical School, Cambridge, MA, USA
| | - Jamie M Robertson
- Department of Surgery, Brigham and Women’s Hospital and Harvard Medical School, Boston, MA, USA
| | - Steven M Kappler
- Cleveland Clinic Digestive Diseases Center, Port St. Lucie, FL, USA
| | - Suresh K Venkatan
- Learning Laboratory, Massachusetts General Hospital, Boston, MA, USA
| | - David X Jin
- Division of Gastroenterology, Brigham and Women’s Hospital and Harvard Medical School, Boston, MA, USA
| | - Edward L Barnes
- Division of Gastroenterology, University of North Carolina at Chapel Hill School of Medicine, Chapel Hill, NC, USA
| | - Farouc A Jaffer
- Division of Cardiology, Massachusetts General Hospital and Harvard Medical School, Boston, MA, USA
| | - Fidencio L Saldana
- Division of Cardiovascular Medicine, Brigham and Women’s Hospital and Harvard Medical School, Boston, MA, USA
| | - David M Dudzinski
- Learning Laboratory, Massachusetts General Hospital, Boston, MA, USA
- Division of Cardiology, Massachusetts General Hospital and Harvard Medical School, Boston, MA, USA
| | - Ada C Stefanescu Schmidt
- Division of Cardiology, Massachusetts General Hospital and Harvard Medical School, Boston, MA, USA
| | - Douglas E Drachman
- Division of Cardiology, Massachusetts General Hospital and Harvard Medical School, Boston, MA, USA
| | - Michael N Young
- Cardiology Division, Dartmouth-Hitchcock Medical Center and Geisel School of Medicine, Lebanon, NH, USA
| | - Emily M Hayden
- Department of Emergency Medicine, Massachusetts General Hospital and Harvard Medical School, Boston, MA, USA
| | - Stephen R Pelletier
- Office of Educational Quality Improvement, Harvard Medical School, Boston, MA, USA
| | - Helen M Shields
- Division of Gastroenterology, Brigham and Women’s Hospital and Harvard Medical School, Boston, MA, USA
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