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Ter Brugge BP, Fegg LS, Wijnen-Meijer M. Preparing medical students for their educational task as physicians: important, desirable and unexplored territory. BMC MEDICAL EDUCATION 2024; 24:391. [PMID: 38594694 PMCID: PMC11005251 DOI: 10.1186/s12909-024-05328-y] [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: 05/26/2023] [Accepted: 03/19/2024] [Indexed: 04/11/2024]
Abstract
BACKGROUND Physicians engage in educational activities in daily practice and take over an important role in providing information and transferring knowledge to patients and medical students. Therefore, it is important to focus on methods to develop teaching skills during medical school. Peer-teaching is a teaching method that is connected to different positive learning outcomes. This study aims to investigate the perspective of medical students regarding teaching as a core competency of physicians and peer-teaching as an opportunity to acquire educational skills. The study also aims to examine to what extent medical students are prepared for their teaching role at medical schools. METHODS This cross-sectional study was performed by an online survey amongst Dutch medical students from all medical schools across all years of study. In total, 2666 medical students filled out the survey. The survey was part of the annual online survey of the Dutch medical advocacy group (DeGeneeskundestudent) amongst all medical students in the fall of 2017. The data were analysed with descriptive statistics and statistical tests (chi-squared-test and binomial test). RESULTS The results show that 49% of medical students see teaching as one of the core tasks of a physician. However, only 25% feel well prepared by their medical school for this teaching role. Instead, there are many students who gain experiences and teaching skills on their own outside medical schools. 64% of the respondents agrees that senior medical students can educate junior medical students well. CONCLUSIONS Implementing peer-teaching in the curricular of medical schools could be an effective teaching method to prepare medical students for their future teaching role. It is important that medical schools focus on enhancing educational quality and designing learning environments for best learning outcomes to better prepare medical students for professional life.
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Affiliation(s)
| | - Lena Sophia Fegg
- School of Medicine and Health, Technical University of Munich, TUM Medical Education Center, Munich, Germany
| | - Marjo Wijnen-Meijer
- School of Medicine and Health, Technical University of Munich, TUM Medical Education Center, Munich, Germany.
- Institute of Medical Education, Medical Faculty and University Hospital Carl Gustav Carus, TUD Dresden University of Technology, Fetscherstraße 74, 01307, Dresden, Germany.
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von Amelunxen B, Kirk S, Hind J, Illibauer J, Krall C, Lessing S, Noyelle A, Murphy PMJ, Sterz F. A six-year teaching life supportive first aid program to eventually generate peer trainer pupils: a prospective case control study. BMC MEDICAL EDUCATION 2023; 23:496. [PMID: 37407965 DOI: 10.1186/s12909-023-04476-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/20/2022] [Accepted: 06/24/2023] [Indexed: 07/07/2023]
Abstract
BACKGROUND Out of hospital cardiac arrest is a life-threatening condition. To improve the chances of survival, lay-person cardio-pulmonary-resuscitation (CPR) is a crucial factor. Many bystanders fail to react appropriately, even if life supporting first aid (LSFA) programs and campaigns including CPR tried to increase the handling of basic cardiac life support. To achieve an enhanced learning of CPR a pupil's grade after grade teaching program was established in a school with medical students. METHODS The learning of CPR was investigated in a prospective, case-controlled study at an international school. Pupils (12 ± 3 years old) joining our LSFA courses (n = 538, female: 243, attendance for evaluation: 476) were compared to a control group (n = 129, female: 52, attendance for evaluation: 102). Surveys and quality of CPR (QCPR%) through a computer linked "Resusci Anne" dummy were compared with Chi-squared tests, t-tests pair wisely, and by one-way ANOVA. RESULTS Knowledge and skills on the "Resusci Anne" were significantly better in trained grade 9 pupils compared to the control group (QCPR, 59 vs. 25%). The number of LSFA courses each grade 9 student had, correlated with improved practical performance (r2 = 0.21, p < 0.001). The willingness to deliver CPR to strangers increased with improved practical performance. Attitudes towards performing CPR were high in all participating grades. CONCLUSION Repetitive teaching LSFA to grade 5-9 pupil's grade after grade by medical students has been successfully established. Pupils who finish the program will eventually be able to teach LSFA to younger students. This is furthermore a good way of sharing a "learning by teaching" role and it enables to have more pupils as trainers who can provide instruction to a larger number of pupils with the purpose of having a better-trained population in LSFA.
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Affiliation(s)
| | - Samantha Kirk
- Department of Emergency Medicine, Medical University of Vienna, Wien, Austria
| | - Julian Hind
- Department of Emergency Medicine, Medical University of Vienna, Wien, Austria
| | - Jennifer Illibauer
- Department of Emergency Medicine, Medical University of Vienna, Wien, Austria
| | - Christoph Krall
- Center of Medical Statistics, Medical University of Vienna, Wien, Austria
| | | | | | | | - Fritz Sterz
- Department of Emergency Medicine, Medical University of Vienna, Wien, Austria.
- Allgemeines Krankenhaus Wien Medizinische Universität Wien, Universitätsklinik für Notfallmedizin, Währinger Gürtel 18-20/6D, Wien, 1090, Austria.
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Silva NLDC, de Melo MDCB, Liu PMF, Campos JPR, Arruda MDA. Teaching basic life support for medical students: Assessment of learning and knowledge retention. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2023; 12:218. [PMID: 37546014 PMCID: PMC10402818 DOI: 10.4103/jehp.jehp_1045_22] [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: 07/22/2022] [Accepted: 01/02/2023] [Indexed: 08/08/2023]
Abstract
BACKGROUND Education mediated by simulation is a widely used method for teaching basic life support (BLS). The American Heart Association recommends protocols based on scientific evidence to reduce sequelae and mortality. We aimed to assess learning and retention of knowledge of BLS in students of the first semester of the medical course using teaching methods of dialogic expository class (group 1), expository and demonstrative class (group 2), and the two previous methodologies associated with simulated practice (group 3), and after 3 months, memory retention. MATERIALS AND METHODS This was an experimental, prospective, randomized study. Participants were assessed in terms of performance in theoretical and simulated practical tests, satisfaction with training (Likert scale), and knowledge retention. RESULTS The practical test results were analyzed by two experienced observers. Students had 20% progression in knowledge and 80% retention of knowledge after 3 months of exposure comparing the theoretical pre- and posttest. The students in group 3 performed better than the others (P = 0.007) in the posttest. With the simulated practice, the knowledge acquired was maintained after 3 months with a mean performance of 90%, but in the test of the infant age group, there was a loss of learning retention by 10%. There was no difference of the results between the two evaluators (P < 0.001). The training was positively assessed by the participants. CONCLUSION The use of different methodologies promoted knowledge progression, with emphasis on simulated practice. Learning retention was maintained after 3 months. In order to teach BLS to infants, it may be necessary to improve teaching techniques.
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Affiliation(s)
| | - Maria do Carmo Barros de Melo
- Department of Pediatrics, Member of Health Technology Center and Telehealth Center, Coordinator of Simulation Center, Faculty of Medicine at Universidade Federal de Minas Gerais, Brazil
| | - Priscila Menezes Ferri Liu
- Department of Pediatrics, Subcoordinator of Simulation Center, Faculty of Medicine, Universidade Federal de Minas Gerais, Brazil
| | | | - Marina de Abreu Arruda
- General Practitioner, General Practitioner Health Center of the City Hall of Belo Horizonte, Minas Gerais State, Brazil
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Gillam L, Crawshaw B, Booker M, Allsop S. Prompt identification of struggling candidates in near peer-led basic life support training: piloting an online performance scoring system. BMC MEDICAL EDUCATION 2023; 23:303. [PMID: 37131183 PMCID: PMC10152634 DOI: 10.1186/s12909-023-04225-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/14/2022] [Accepted: 04/03/2023] [Indexed: 05/04/2023]
Abstract
BACKGROUND Bristol Medical School has adopted a near peer-led teaching approach to deliver Basic Life Support training to first year undergraduate medical students. Challenges arose when trying to identify early in the course which candidates were struggling with their learning, in sessions delivered to large cohorts. We developed and piloted a novel, online performance scoring system to better track and highlight candidate progress. METHODS During this pilot, a 10-point scale was used to evaluate candidate performance at six time-points during their training. The scores were collated and entered on an anonymised secure spreadsheet, which was conditionally formatted to provide a visual representation of the score. A One-Way ANOVA was performed on the scores and trends analysed during each course to review candidate trajectory. Descriptive statistics were assessed. Values are presented as mean scores with standard deviation (x̄±SD). RESULTS A significant linear trend was demonstrated (P < 0.001) for the progression of candidates over the course. The average session score increased from 4.61 ± 1.78 at the start to 7.92 ± 1.22 at the end of the final session. A threshold of less than 1SD below the mean was used to identify struggling candidates at any of the six given timepoints. This threshold enabled efficient highlighting of struggling candidates in real time. CONCLUSIONS Although the system will be subject to further validation, our pilot has shown the use of a simple 10-point scoring system in combination with a visual representation of performance helps to identify struggling candidates earlier across large cohorts of students undertaking skills training such as Basic Life Support. This early identification enables effective and efficient remedial support.
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Affiliation(s)
| | | | | | - Sarah Allsop
- University of Bristol Medical School, Bristol, UK
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Saba PS, Canonico ME, Gambaro A, Gazale G, Piga S, Santomauro M, Roscio G. Systematic basic and advanced resuscitation training in medical students and fellows: a proposal from the Working Group on Cardiovascular Urgences and Emergencies of the Italian Society of Cardiology. J Cardiovasc Med (Hagerstown) 2023; 24:e128-e133. [PMID: 37186563 DOI: 10.2459/jcm.0000000000001421] [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: 05/17/2023]
Abstract
Sudden cardiac arrest is a leading cause of death in Europe. High-quality cardiopulmonary resuscitation (CPR) and guidelines compliance of rescuers have been associated with better outcomes after cardiac arrest. However, wide variability in attempting bystander CPR manoeuvres has been reported. Educational programmes for teaching CPR to medical students and fellows are highly advisable in this context. However, there is no homogeneity regarding the CPR education offered by academic institutions. We surveyed 208 Italian medical students and 162 fellows in cardiology regarding the educational offer and needs in CPR. Among the 11 medical schools surveyed, 8 (73%) offer basic (BLS) courses but only 3 (38%) with formal certification of 'BLS provider', while none offers advanced (ACLS/ALS) courses. Among the 30 specialization schools in cardiology surveyed, 10 (33%) offer a BLS course (6 with formal certification of 'BLS provider'), and 8 (27%) offer an ACLS/ALS course (5 with formal certification). Only a minority of students and fellows perceive themselves as highly proficient either in BLS or ACLS/ALS, although most of the fellows were involved at least once in rescuing a cardiac arrest. The present position paper analyses and suggests the strategies that should be adopted by Italian medical and specialization schools to spread the CPR culture and increase the long-standing retention of CPR-related technical and nontechnical skills.
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Affiliation(s)
- Pier Sergio Saba
- Clinical and Interventional Cardiology, Azienda Ospedaliero-Universitaria di Sassari, Sassari
| | - Mario Enrico Canonico
- Department of Advanced Biomedical Sciences, University of Naples Federico II, Naples
| | - Alessia Gambaro
- Department of Cardiology, Azienda Ospedaliera Universitaria di Verona, Verona
| | - Giovanni Gazale
- Center for Sports Medicine and Cardiology- Azienda Sanitaria Locale 1, Sassari
| | - Stefania Piga
- Pediatric Cardiology, Azienda Ospedaliero-Universitaria di Sassari, Sassari
| | - Maurizio Santomauro
- Department of Advanced Biomedical Sciences, University of Naples Federico II, Naples
| | - Giancarlo Roscio
- Department of Clinical, Internal, Anesthesiologic and Cardiovascular Sciences, University of Rome Sapienza, Rome, Italy
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Kobayashi K. Learning by creating teaching materials: Conceptual problems and potential solutions. Front Psychol 2023; 14:1095285. [PMID: 36874843 PMCID: PMC9979973 DOI: 10.3389/fpsyg.2023.1095285] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/11/2022] [Accepted: 02/01/2023] [Indexed: 02/18/2023] Open
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Lee J, Campbell S, Choi M, Bae J. Authentic learning in healthcare education: A systematic review. NURSE EDUCATION TODAY 2022; 119:105596. [PMID: 36283196 DOI: 10.1016/j.nedt.2022.105596] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/01/2022] [Revised: 09/06/2022] [Accepted: 10/06/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND The increasing complexity of the clinical environment demands a higher level of clinical performance competency. New pedagogical authentic learning methods have been developed to meet this need by bridging the gap between knowledge and practice. OBJECTIVE This systematic review aimed to examine authentic learning methods and their effects in healthcare education. DESIGN Systematic review. DATA SOURCES Data were obtained from a literature search of Embase, PubMed, MEDLINE, CINAHL, PsycINFO, and Korean databases (e.g., KoreaMed) for studies published until May 2021. This review selected research papers documenting RCTs or quasi-experimental studies targeting undergraduate students training to become healthcare professionals. REVIEW METHODS This study was performed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guideline. The risk of bias assessment utilized the Joanna Briggs Institute (JBI) critical checklist. RESULTS Of 20 selected studies, 12 studies were randomized controlled trials, while 8 had quasi-experimental designs with a control group. Simulation was identified as an effective educational method for authentic learning. Through authentic learning, undergraduate students cultivated their knowledge and learning motivation. However, divergent conclusions were shown for performance skills. CONCLUSIONS Authentic pedagogical methodologies effectively enhanced learners' competencies in the cognitive, psychomotor, and affective domains. Integrating technological applications, e.g., e-learning or web-based approaches, facilitated education across academic boundaries. Further studies on combining technology with authentic learning approaches should be conducted to construct realistic educational environments for learners. TRIAL REGISTRATION CRD42021229350.
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Affiliation(s)
- JuHee Lee
- Mo-Im Kim Nursing Research Institute, College of Nursing, Yonsei University, Yonsei Evidence Based Nursing Centre of Korea, A JBI Affiliated Group, Seoul, Republic of Korea, Yonsei-ro 50, Seodaemun-gu, Seoul 03722, Republic of Korea
| | - Suzanne Campbell
- School of Nursing, University of British Columbia, Vancouver, Canada
| | - MoonKi Choi
- College of Nursing, Kangwon National University, 24341, Room 401 Department of Nursing, Gangwondaehak-gil 1, Chuncheon-si, Gangwon-do, Republic of Korea
| | - Juyeon Bae
- Department of Nursing, Konkuk University Glocal Campus, Chungwon-daero 268, Chungju-si, Chungcheongbuk-do 27478, Republic of Korea.
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Stahel PF, Cobianchi L, Dal Mas F, Paterson-Brown S, Sakakushev BE, Nguyen C, Fraga GP, Yule S, Damaskos D, Healey AJ, Biffl W, Ansaloni L, Catena F. The role of teamwork and non-technical skills for improving emergency surgical outcomes: an international perspective. Patient Saf Surg 2022; 16:8. [PMID: 35135584 PMCID: PMC8822725 DOI: 10.1186/s13037-022-00317-w] [Citation(s) in RCA: 15] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2021] [Accepted: 01/22/2022] [Indexed: 11/10/2022] Open
Abstract
The assurance of patient safety in emergency general surgery remains challenging due to the patients’ high-risk underlying conditions and the wide variability in emergency surgical care provided around the globe. The authors of this article convened as an expert panel on patient safety in surgery at the 8th International Conference of the World Society of Emergency Surgery (WSES) in Edinburgh, Scotland, on September 7–10, 2021. This review article represents the proceedings from the expert panel discussions at the WSES congress and was designed to provide an international perspective on optimizing teamwork and non-technical skills in emergency general surgery.
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Poedjiastoeti W, Subrata A, Gunardi I, Sidharta A, Suebnukarn S. Modified learning of basic life support courses enhance attitude among professional healthcare students in Indonesia. SCIENTIFIC DENTAL JOURNAL 2022. [DOI: 10.4103/sdj.sdj_39_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
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10
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Baldi E, Contri E, Bailoni A, Rendic K, Turcan V, Donchev N, Nadareishvili I, Petrica AM, Yerolemidou I, Petrenko A, Franke J, Labbe G, Jashari R, Pérez Dalí A, Borg J, Hertenberger N, Böttiger BW. Final-year medical students' knowledge of cardiac arrest and CPR: We must do more! Int J Cardiol 2019; 296:76-80. [PMID: 31375334 DOI: 10.1016/j.ijcard.2019.07.016] [Citation(s) in RCA: 33] [Impact Index Per Article: 6.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/21/2019] [Revised: 06/27/2019] [Accepted: 07/04/2019] [Indexed: 11/28/2022]
Abstract
BACKGROUND Students are an important part of the community response to an out-of-hospital cardiac arrest (OHCA). If even schoolchildren now know cardio-pulmonary resuscitation (CPR), even more the reason a young doctor should know how to treat an OHCA. The aim of our study was to assess medical students' knowledge of CPR and OHCA throughout Europe. METHODS An online survey was given to final-year students by the Medical Student Associations of different countries. RESULTS 1012 medical students from 99 different universities and 14 different countries completed the questionnaire. A total of 82.2% attended a BLS or BLS/AED course, provided by the University in only 69.7% of cases. In 84.3% it was a mandatory part of their degree. A total of 78.6% felt able to rescue a person in OHCA. Only 49.3% knew that 'unresponsiveness' and 'absence of normal breathing' are sufficient for lay people to identify an OHCA, and less than half of those interviewed knew the incidence of OHCA in Europe and the decrease in chance of survival if CPR is not performed. The correct compression:ventilation ratio was known by 90.2%, the correct compression depth by 69.7%, whilst only 57.8% knew the right compression rate. In total, 69.7% knew that an AED must be used immediately when available, and only 57.2% recognized the AED symbol. CONCLUSIONS Medical students' knowledge of cardiac arrest and CPR needs to be improved throughout Europe and we believe that BLS/AED training should be mandatory in all European Universities.
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Affiliation(s)
- Enrico Baldi
- Department of Molecular Medicine, Section of Cardiology, University of Pavia, Pavia, Italy; Cardiac Intensive Care Unit, Arrhythmia and Electrophysiology and Experimental Cardiology, Fondazione IRCCS Policlinico San Matteo, Pavia, Italy; Pavia nel Cuore, Pavia, Italy; Robbio nel Cuore, Robbio, Italy.
| | - Enrico Contri
- Pavia nel Cuore, Pavia, Italy; Robbio nel Cuore, Robbio, Italy; AREU Azienda Regionale Emergenza Urgenza-AAT Pavia c/o Fondazione IRCCS Policlinico San Matteo Hospital, Pavia, Italy
| | | | - Kristina Rendic
- Srpska Medical Students' International Committee-SaMSIC, Banja Luka, Bosnia and Herzegovina
| | - Valeria Turcan
- Asociaţia Studenţilor şi Rezidenţilor în Medicină-ASRM, Chișinău, Republic of Moldova
| | - Nikola Donchev
- Association of Medical Students in Bulgaria-AMSB, Sofia, Bulgaria
| | - Ilia Nadareishvili
- Georgian Medical Students Association-GMSA, Tbilisi, Georgia; David Tvildiani Medical University, Tbilisi, Georgia
| | - Ana-Maria Petrica
- Federaţia Asociaţiilor Studenţilor în Medicină din România-FASMR, Bucharest, Romania
| | | | | | | | - Gabrielle Labbe
- Association Nationale des Etudiants en Médecine de France-ANEMF, Montrouge, France
| | - Redon Jashari
- Kosova's Organization of Medical Students-KOMS, Pristina, Kosovo
| | - Alba Pérez Dalí
- Federación Española de Estudiantes de Medicina para la cooperación internacional-IFMSA Spain, Valladolid, Spain
| | - Jordy Borg
- Malta Medical Students' Association-MMSA, Msida, Malta
| | | | - Bernd W Böttiger
- Department of Anaesthesiology and Intensive Care Medicine, University Hospital of Cologne, Köln, Germany; European Resuscitation Council, Niel, Belgium
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