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Lin Y, Xiu X, Lin J, Chen Z, Zheng CX, Pan X, Lin L, Yan J. Application of Team-Based Flipped Classroom and Traditional Learning on the Antenatal Education Center Course. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:1379-1390. [PMID: 38106922 PMCID: PMC10725629 DOI: 10.2147/amep.s429806] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/17/2023] [Accepted: 11/28/2023] [Indexed: 12/19/2023]
Abstract
Background The goal is to evaluate the effects of a flipped class strategy on knowledge, self-directed learning ability, learning satisfaction and pregnancy outcomes in primiparas undergoing antenatal education. Methods A random sampling method was adopted. A total of 600 primiparas who were diagnosed with early pregnancy in a first-class hospital in southeast China and received continuous prenatal health education from May to July 2020 were selected as the research subjects. In order to make the baseline of the two groups of primipara comparable, we divided the two groups in the antenatal education centre according to the odd-even number of the lesson card number. The odd-numbered group was the experimental group, who used the prenatal health education model based on blended learning; the even-numbered group was the control group, who used the traditional mode of prenatal health education. The two groups were compared on the following outcomes: knowledge, self-directed learning ability, learning satisfaction and pregnancy outcomes. Results Compared with traditional learning, the blended learning approach can effectively controlled the gestational weight gain (GWG), alleviated the anxiety and depression during pregnancy, improved the natural delivery rate of the primipara, shortened the delivery process and reduced the risk of gestational diabetes mellitus (GDM), the difference was statistically significant (all P<0.05). Conclusion Blended learning may be an effective strategy because of its validity and practicality in antenatal education.
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Affiliation(s)
- Yingying Lin
- Department of Healthcare, Fujian Maternity and Child Health Hospital, College of Clinical Medicine for Obstetrics & Gynecology and Pediatrics, Fujian Medical University, Fuzhou, People’s Republic of China
| | - Xiaoyan Xiu
- Department of Health Education, Fujian Maternity and Child Health Hospital, College of Clinical Medicine for Obstetrics & Gynecology and Pediatrics, Fujian Medical University, Fuzhou, People’s Republic of China
| | - Juan Lin
- Department of Obstetrics, Fujian Maternity and Child Health Hospital, College of Clinical Medicine for Obstetrics & Gynecology and Pediatrics, Fujian Medical University, Fuzhou, People’s Republic of China
| | - Zhiwei Chen
- Department of Obstetrics, Fujian Maternity and Child Health Hospital, College of Clinical Medicine for Obstetrics & Gynecology and Pediatrics, Fujian Medical University, Fuzhou, People’s Republic of China
| | - Cui Xian Zheng
- Department of Obstetrics, Fujian Maternity and Child Health Hospital, College of Clinical Medicine for Obstetrics & Gynecology and Pediatrics, Fujian Medical University, Fuzhou, People’s Republic of China
| | - Xuehong Pan
- Department of Health Education, Fujian Maternity and Child Health Hospital, College of Clinical Medicine for Obstetrics & Gynecology and Pediatrics, Fujian Medical University, Fuzhou, People’s Republic of China
| | - Lihua Lin
- Department of Healthcare, Fujian Maternity and Child Health Hospital, College of Clinical Medicine for Obstetrics & Gynecology and Pediatrics, Fujian Medical University, Fuzhou, People’s Republic of China
| | - Jianying Yan
- Department of Obstetrics, Fujian Maternity and Child Health Hospital, College of Clinical Medicine for Obstetrics & Gynecology and Pediatrics, Fujian Medical University, Fuzhou, People’s Republic of China
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Mayer A, Yaremko O, Shchudrova T, Korotun O, Dospil K, Hege I. Medical education in times of war: a mixed-methods needs analysis at Ukrainian medical schools. BMC MEDICAL EDUCATION 2023; 23:804. [PMID: 37884915 PMCID: PMC10605485 DOI: 10.1186/s12909-023-04768-2] [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: 07/21/2023] [Accepted: 10/12/2023] [Indexed: 10/28/2023]
Abstract
BACKGROUND As Ukraine struggles with the education of healthcare professionals due to the war, we aimed to identify the specific effects of the war on medical education, the resulting needs, and the expected consequences for schools, faculty, staff, students, and the healthcare system. METHODS In October and November 2022, we performed a survey of students, faculty, and staff of medical schools in Ukraine and conducted semi-structured interviews with faculty leaders (i.e., rectors, vice-rectors). We conducted a descriptive analysis of the survey's closed-ended questions. The survey and the interviews included open-ended questions about war-related restrictions to teaching and learning, resulting needs, and expected consequences, for which we applied a thematic analysis. RESULTS We received 239 survey responses (N = 49 faculty and staff, N = 190 students) and conducted nine interviews with faculty leaders across Ukraine. Most survey participants indicated that they had experienced restrictions or changes to their work or study due to the war (86% of faculty and staff, 69% of students). From the thematic analysis of the survey and interviews, we identified eight themes: disruption of teaching, increased workload, mental stress, financial restrictions, non-war related needs, international cooperation, quality of education, and prospects of future professionals. The quality of healthcare education in Ukraine was threatened, and schools, faculty, staff, and students were under great strain. While already established international cooperation has been supportive, some needs have still not been addressed. CONCLUSIONS We hope that our findings will help researchers and educators from abroad contribute to meeting Ukraine's needs in medical education.
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Affiliation(s)
- Anja Mayer
- Medical Education Sciences, University of Augsburg, Universitätsstraße 2, 86159, Augsburg, Germany.
| | - Olena Yaremko
- Medical Education Sciences, University of Augsburg, Universitätsstraße 2, 86159, Augsburg, Germany
| | - Tetiana Shchudrova
- Educational Department, Bukovinian State Medical University, Teatralna Sq. 2, Chernivtsi, 58002, Ukraine
| | - Olena Korotun
- Department of Pediatrics and Children Infectious Diseases, Bukovinian State Medical University, Teatralna Sq. 2, Chernivtsi, 58002, Ukraine
| | - Karolin Dospil
- Institute for Medical Education, LMU Klinikum Munich, Pettenkoferstraße 8a, 80336, Munich, Germany
| | - Inga Hege
- Institute for Medical Education, LMU Klinikum Munich, Pettenkoferstraße 8a, 80336, Munich, Germany
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Shitarukmi S, Claramita M, Rahayu GR. How self-regulated learning influences undergraduate medical students to conduct student-centred learning: a scoping review protocol. BMJ Open 2023; 13:e072675. [PMID: 37827734 PMCID: PMC10582992 DOI: 10.1136/bmjopen-2023-072675] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/14/2023] [Accepted: 09/19/2023] [Indexed: 10/14/2023] Open
Abstract
INTRODUCTION Self-regulated learning is one of the influencing factors in successful learning. There is a need to understand the factors influencing self-regulated learning in undergraduate medical students in implementing a student-centred learning curriculum. This scoping review aims to systematically identify and map undergraduate medical students' self-regulated learning during student-centred learning implementation and to learn the tools used to measure it. METHODS AND ANALYSIS The scoping review will use Arksey and O'Malley's proposed five-stage framework guideline. A search for published literature between 2012 and 2022 in the five electronic databases of EBSCOHost, Science Direct, Scopus, ProQuest and PubMed will be conducted using keywords to identify relevant studies. Articles will be limited to the English language. Mendeley software will eliminate duplicates, and results will be exported into abstracts for two stages of the screening process: title and abstract reviews and full-text reviews. The selection process of eligible literature will be reported using the Preferred Reporting Items of Systematic Reviews and Meta-Analyses Extension for Scoping Reviews checklist recommendations. Studies using qualitative and quantitative data from all world regions will be considered. To be included, studies should examine medical students' self-regulated learning in a student-centred learning approach curriculum. A data chart will capture relevant information from all the included studies. As a scoping review, no assessment of the studies' quality and risk of bias will be made. Results will be presented in tabular form and a narrative report. ETHICS AND DISSEMINATION No Ethics Committee or Institutional Board approval is required. The findings of this study will be disseminated through peer-reviewed publications, conference presentations and professional networks.
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Affiliation(s)
- Savitri Shitarukmi
- Department of Medical Education and Bioethics, Universitas Gadjah Mada, Yogyakarta, Indonesia
| | - Mora Claramita
- Department of Medical Education and Bioethics, Universitas Gadjah Mada, Yogyakarta, Indonesia
| | - Gandes Retno Rahayu
- Department of Medical Education and Bioethics, Universitas Gadjah Mada, Yogyakarta, Indonesia
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Slocumb RH, Heo S, Troyan P. Factors associated with utilization of student-centered pedagogy by nurse educators. J Prof Nurs 2023; 48:47-53. [PMID: 37775240 DOI: 10.1016/j.profnurs.2023.05.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2022] [Revised: 05/08/2023] [Accepted: 05/10/2023] [Indexed: 10/01/2023]
Abstract
BACKGROUND Despite suboptimal level of the utilization of student-centered pedagogy, multidimensional, modifiable factors associated with the utilization have been rarely examined among nurse educators. PURPOSE The aim of this study was to examine the utilization status of student-centered pedagogy and factors associated with the utilization by nurse educators. METHODS Data on student-centered pedagogy utilization, knowledge, beliefs in effectiveness, stress, coping, support, degree earned, teaching experiences, and other demographic characteristics were analyzed using multiple regression analyses. RESULTS The status of the student-centered pedagogy utilization was moderate, and knowledge was consistently associated with the utilization in the total sample (N = 108) and in both subgroups (≤50 vs. >50 years old). Beliefs in effectiveness were associated with the utilization only in the age > 50 years old group. CONCLUSIONS Nurse educators need to develop and deliver interventions to facilitate the utilization of student-centered pedagogy through increase in knowledge and beliefs in effectiveness of student-centered pedagogy.
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Affiliation(s)
- Rhonda H Slocumb
- Georgia Southwestern State University, College of Nursing, 800 GSW State University Dr., Americus, GA 31709, USA
| | - Seongkum Heo
- Mercer University, Georgia Baptist College of Nursing, 3001 Mercer University Drive, Atlanta, GA 30341, USA.
| | - Patricia Troyan
- Mercer University, Georgia Baptist College of Nursing, 3001 Mercer University Drive, Atlanta, GA 30341, USA
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Bawazeer MA, Aamir S, Othman F, Alkahtani R. Students engagement using polls in virtual sessions of physiology, pathology, and pharmacology at King Saud bin Abdulaziz University for Health Sciences during COVID-19 pandemic: a cross-sectional study. BMC MEDICAL EDUCATION 2023; 23:276. [PMID: 37085845 PMCID: PMC10121230 DOI: 10.1186/s12909-023-04253-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/25/2022] [Accepted: 04/12/2023] [Indexed: 05/03/2023]
Abstract
BACKGROUND Active involvement of students in class using technology is associated with effective learning and understanding. This work intended to analyze the impact of interactive teaching on medical students' engagement, learning, performance, understanding and attendance in virtual classes of physiology, pathology, and pharmacology during COVID-19 pandemic. METHODS A descriptive cross-sectional study was carried out at college of medicine at King Saud bin Abdulaziz University for Health Sciences (KSAU-HS) in Riyadh during January-April 2022. Third- and fourth-year medical students filled a self-reported questionnaire that assessed students' engagement, understanding, performance, and attendance during the sessions of three courses within the curriculum. The Chi-square test or Fisher's exact test was used to compare the difference between the survey responses. RESULTS A total of 184/234 questionnaires were completed and returned, with an overall response rate of 78.6%. Fifty-five percent of the participants were involved at least more than 5 times in polls during the class. Majority (86.9%), of the students agreed on enjoying participation in polls during the class, and 88.9% recommended the utilization of the polls again. Participation in polls improved understanding and performance of 88%, and 63% of students respectively. In addition, 38% were neutral regarding attendance improvement and spending more time for the class. Around 53% students agreed that polls improved their grades. CONCLUSION In conclusion, this study showed that there is an impact of using interactive polls in virtual classes in medical students at KSAU-HS. It is recommended to continue using polls in all subjects in on-site sessions. This will be a great preface step toward switching the traditional teaching to the interactive teaching using flipped classroom strategy in the future.
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Affiliation(s)
- Mona Abubakr Bawazeer
- College of Medicine, King Saud Bin Abdulaziz University for Health Sciences (KSAU-HS), Riyadh, Saudi Arabia.
- King Abdullah International Medical Research Centre (KAIMRC), Ministry of National Guard Health Affairs (MNGHA), Riyadh, Saudi Arabia.
| | - Saima Aamir
- College of Medicine, King Saud Bin Abdulaziz University for Health Sciences (KSAU-HS), Riyadh, Saudi Arabia
- King Abdullah International Medical Research Centre (KAIMRC), Ministry of National Guard Health Affairs (MNGHA), Riyadh, Saudi Arabia
| | - Fatmah Othman
- King Abdullah International Medical Research Centre (KAIMRC), Ministry of National Guard Health Affairs (MNGHA), Riyadh, Saudi Arabia
- College of Public Health and Health Informatics, King Saud Bin Abdulaziz University for Health Sciences (KSAU-HS), Riyadh, Saudi Arabia
| | - Reem Alkahtani
- College of Medicine, King Saud Bin Abdulaziz University for Health Sciences (KSAU-HS), Riyadh, Saudi Arabia
- King Abdullah International Medical Research Centre (KAIMRC), Ministry of National Guard Health Affairs (MNGHA), Riyadh, Saudi Arabia
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Ruan Y, Zhang J, Cai Q, Wang J, Liu G, Liu Y, Mei F, Niu J, Xiao L, Tian Y, Li H. Evaluation of a prerequisite course of histology implementation for Chinese students of eight-year medical programme: a mixed quantitative survey. BMC MEDICAL EDUCATION 2022; 22:514. [PMID: 35778724 PMCID: PMC9248162 DOI: 10.1186/s12909-022-03531-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/16/2021] [Accepted: 06/07/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Due to insufficient basic medical knowledge and inappropriate learning strategies, students of 8-year medical programme encountered many obstacles in the initial stage of basic medicine learning. This study was to determine whether a prerequisite course can improve basic medicine learning performance and adjust learning strategies to adapt to basic medicine learning. METHODS A prerequisite course of histology was constructed by a two-round modified Delphi study. Seventy-four students of 8-year medical programme were subjected to two groups: the prerequisite course group (PC group) and non-prerequisite course group (NPC group). The PC group take part in the prerequisite course by student-centred blended learning approach but NPC group not. The PC and NPC group underwent requisite histology teaching activities after prerequisite course. Examination of the prerequisite course and requisite histology course were carried out. Effect of the prerequisite course was evaluated by an empirical method using a questionnaire-based approach. RESULTS The results of examinations showed students' scores of the PC group were significantly higher than those of students of NPC group in both prerequisite course and requisite histology examinations (P < 0.05). The results of questionnaires showed that students were satisfied with the prerequisite course, which was beneficial for uptake in medical knowledge, cultivation of clinical thinking and scientific research ability and adaptation in learning strategies (P < 0.01). Furthermore, our prerequisite course is conducive to subsequent courses learning, especially for pathology (P < 0.01). CONCLUSION Our prerequisite course could effectively supplement knowledge of basic medicine, improve clinical thinking and scientific research ability and adapt their learning strategies. These findings suggest that the prerequisite course is useful and should be introduced in medical curriculum reform at the early stages of basic medical training.
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Affiliation(s)
- Yan Ruan
- Department of Histology and Embryology, College of Basic Medical Science, Army Medical University, Shapingba District, 30# Gaotanyan St, Chongqing, 400038, China
| | - Junlei Zhang
- Department of Histology and Embryology, College of Basic Medical Science, Army Medical University, Shapingba District, 30# Gaotanyan St, Chongqing, 400038, China
| | - Qiyan Cai
- Department of Histology and Embryology, College of Basic Medical Science, Army Medical University, Shapingba District, 30# Gaotanyan St, Chongqing, 400038, China
| | - Jiali Wang
- Department of Histology and Embryology, College of Basic Medical Science, Army Medical University, Shapingba District, 30# Gaotanyan St, Chongqing, 400038, China
| | - Gaoke Liu
- Department of Histology and Embryology, College of Basic Medical Science, Army Medical University, Shapingba District, 30# Gaotanyan St, Chongqing, 400038, China
| | - Yunlai Liu
- Department of Histology and Embryology, College of Basic Medical Science, Army Medical University, Shapingba District, 30# Gaotanyan St, Chongqing, 400038, China
| | - Feng Mei
- Department of Histology and Embryology, College of Basic Medical Science, Army Medical University, Shapingba District, 30# Gaotanyan St, Chongqing, 400038, China
| | - Jianqin Niu
- Department of Histology and Embryology, College of Basic Medical Science, Army Medical University, Shapingba District, 30# Gaotanyan St, Chongqing, 400038, China
| | - Lan Xiao
- Department of Histology and Embryology, College of Basic Medical Science, Army Medical University, Shapingba District, 30# Gaotanyan St, Chongqing, 400038, China
| | - Yanping Tian
- Department of Histology and Embryology, College of Basic Medical Science, Army Medical University, Shapingba District, 30# Gaotanyan St, Chongqing, 400038, China.
| | - Hongli Li
- Department of Histology and Embryology, College of Basic Medical Science, Army Medical University, Shapingba District, 30# Gaotanyan St, Chongqing, 400038, China.
- Experimental Center of Basic Medicine, College of Basic Medical Science, Army Medical University, Chongqing, 400038, China.
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Cheng HY, Tian RM, Mei XX. Comparing the behavioural differences of teachers and students in learner-centred classrooms between China and the USA. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2022. [DOI: 10.1007/s10212-021-00592-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
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Sannathimmappa MB, Nambiar V, Aravindakshan R, Kumar A. Are Online Synchronous Team-Based-Learning (TBL) pedagogy effective?: Perspectives from a study on medical students in Oman. JOURNAL OF ADVANCES IN MEDICAL EDUCATION & PROFESSIONALISM 2022; 10:12-21. [PMID: 34981001 PMCID: PMC8720151 DOI: 10.30476/jamp.2021.92361.1481] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Received: 08/10/2021] [Accepted: 11/06/2021] [Indexed: 05/14/2023]
Abstract
INTRODUCTION Team-based learning (TBL) is a highly structured, instructive, and student-focused pedagogy used by medical educators to foster the students' learning. The present study aimed to qualitatively explore the students' perception of the effectiveness of online synchronous TBL pedagogical strategy in promoting learning outcomes. METHODS A cross-over interventional study was conducted on MD4 year medical students, using four modified TBL sessions on common immunological diseases on four different dates. 139 participants were divided into 4 groups [35 each in A, B, C, & 34 in D]. For TBL session 1, Group A and group B were the study and control groups, respectively. For the second session on different topics, the groups were reversed with group B and group A as the study and control groups, respectively. The same was followed for groups C and D. The means and standard deviations of the pre-test and post-test scores were compared after calculating the improvement in scores from pre- to post-tests. Repeated measures ANOVA suitably coded in SPSS for cross-over design was used to find out confounding by sequence of interventions with a p-value of <0.05 signifying the significance. Students' feedback on online TBL sessions was collected through a predesigned questionnaire on a 3-point Likert scale. The data were analyzed using SPSS version 22 and expressed as number and percentage. RESULTS The post-test scores of the students who participated in the TBL session were significantly higher when compared to the self-study (SS) arm. The overall improvement in scores was 4.98 (1.4) in TBL group, whereas in the SS arm it was only 2.29 (1.51). The new method was found far superior to the self-study method regardless of being applied before or after the comparison mode of self-study (P<0.0001). The scores of the self-study was marginally better when offered first rather than after a TBL session, indicating the negative effect of cross-over on SS mode (P=0.024). The overall response of our students toward the effectiveness of online TBL pedagogy was overwhelmingly positive in terms of an opinion survey which had a Cronbach's alpha of 0.932. The majority (>80%) perceived TBL as an enjoyable active session that promoted their active participation and engagement through student-led discussions. Many stated that TBL enhanced their critical thinking, problem-solving ability, communication skills, and knowledge. CONCLUSION TBL is an instructive and highly structured teaching-learning strategy, welcomed by the majority of our participants. Online TBL sessions are effective in fostering the students' learning and can be used confidently when needed.
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Affiliation(s)
- Mohan B Sannathimmappa
- College of Medicine and Health Sciences, Department of Microbiology, National University of Science and Technology, Sohar Campus, Sultanate of Oman, Oman
| | - Vinod Nambiar
- College of Medicine and Health Sciences, Department of Microbiology, National University of Science and Technology, Sohar Campus, Sultanate of Oman, Oman
| | - Rajeev Aravindakshan
- Department of community medicine, All India Institute of Medical Sciences, Mangalagiri, Andhra Pradesh, India
| | - Anil Kumar
- Department of Anatomy, College of Medicine and Health Sciences, National University of Science and Technology, Sohar Campus, Oman
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Harada T, Miyagami T, Watari T, Kawahigashi T, Harada Y, Shikino K, Shimizu T. Barriers to diagnostic error reduction in Japan. Diagnosis (Berl) 2021; 0:dx-2021-0055. [PMID: 34187115 DOI: 10.1515/dx-2021-0055] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/23/2021] [Accepted: 05/25/2021] [Indexed: 11/15/2022]
Affiliation(s)
- Taku Harada
- Department of General Medicine, Showa University Hospital, Shinagawa City, Tokyo, Japan
- Department of Diagnostic and Generalist Medicine, Dokkyo Medical University Hospital, Shimotsuga, Tochigi, Japan
| | - Taiju Miyagami
- Department of General Medicine, Faculty of Medicine, Juntendo University, Bunkyo City, Tokyo, Japan
| | - Takashi Watari
- Postgraduate Clinical Training Center, Shimane University Hospital, Izumo, Shimane, Japan
| | - Teiko Kawahigashi
- Department of Emergency Medicine, Yamato Tokushukai Hospital, Yamato, Kanagawa, Japan
| | - Yukinori Harada
- Department of Diagnostic and Generalist Medicine, Dokkyo Medical University Hospital, Shimotsuga, Tochigi, Japan
| | - Kiyoshi Shikino
- Department of General Medicine, Chiba University Hospital, Chiba, Japan
| | - Taro Shimizu
- Department of Diagnostic and Generalist Medicine, Dokkyo Medical University Hospital, Shimotsuga, Tochigi, Japan
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Kang HY, Kim HR. Impact of blended learning on learning outcomes in the public healthcare education course: a review of flipped classroom with team-based learning. BMC MEDICAL EDUCATION 2021; 21:78. [PMID: 33509176 PMCID: PMC7845047 DOI: 10.1186/s12909-021-02508-y] [Citation(s) in RCA: 31] [Impact Index Per Article: 10.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/10/2020] [Accepted: 01/21/2021] [Indexed: 05/24/2023]
Abstract
BACKGROUND A flipped classroom with team-based learning is a blended educational strategy that guides active learning inside and outside the classroom. This study aimed to verify the effects of this innovative blended educational strategy on knowledge, problem-solving ability, and learning satisfaction of undergraduate nursing students undergoing public healthcare education. METHODS The subjects were undergraduate nursing students enrolled in H University in South Korea. The experiment was conducted over a period of 8 weeks in the public healthcare course. Two groups, blended learning (A flipped classroom with team-based learning) which was the experimental group and traditional lecture-based classroom group, the control group, were assessed. In the blended learning group, the students had pre-class, in-class (including team-based learning elements), and post-class learning elements. The two groups were compared on the following learning outcomes: knowledge, problem-solving ability, and learning satisfaction. RESULTS Results showed that the blended learning instructional methods, in comparison with traditional lectures, enhanced the students' knowledge, problem-solving ability, and learning satisfaction in the public healthcare course. CONCLUSIONS This study supports the feasibility of the flipped classroom with team-based learning as a blended learning strategy, able to produce improvements in nursing students' learning outcomes. Blended learning approaches may be an effective alternative to conventional approaches in nursing education.
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Affiliation(s)
- Hee Young Kang
- Department of Nursing, College of Medicine, Chosun University, 309 Pilmun-daero, Dong-gu, Gwangju, 61452 South Korea
| | - Hae Ran Kim
- Department of Nursing, College of Medicine, Chosun University, 309 Pilmun-daero, Dong-gu, Gwangju, 61452 South Korea
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Matsuyama Y, Nakaya M, Leppink J, van der Vleuten C, Asada Y, Lebowitz AJ, Sasahara T, Yamamoto Y, Matsumura M, Gomi A, Ishikawa S, Okazaki H. Limited effects from professional identity formation-oriented intervention on self-regulated learning in a preclinical setting: a randomized-controlled study in Japan. BMC MEDICAL EDUCATION 2021; 21:30. [PMID: 33413338 PMCID: PMC7791888 DOI: 10.1186/s12909-020-02460-3] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/05/2020] [Accepted: 12/16/2020] [Indexed: 06/07/2023]
Abstract
BACKGROUND Developing self-regulated learning in preclinical settings is important for future lifelong learning. Previous studies indicate professional identity formation, i.e., formation of self-identity with internalized values and norms of professionalism, might promote self-regulated learning. We designed a professional identity formation-oriented reflection and learning plan format, then tested effectiveness on raising self-regulated learning in a preclinical year curriculum. METHODS A randomized controlled crossover trial was conducted using 112 students at Jichi Medical University. In six one-day problem-based learning sessions in a 7-month pre-clinical year curriculum, Groups A (n = 56, female 18, mean age 21.5y ± 0.7) and B (n = 56, female 11, mean age 21.7y ± 1.0) experienced professional identity formation-oriented format: Group A had three sessions with the intervention format in the first half, B in the second half. Between-group identity stages and self-regulated learning levels were compared using professional identity essays and the Motivated Strategies for Learning Questionnaire. RESULTS Two-level regression analyses showed no improvement in questionnaire categories but moderate improvement of professional identity stages over time (R2 = 0.069), regardless of timing of intervention. CONCLUSIONS Professional identity moderately forms during the pre-clinical year curriculum. However, neither identity nor self-regulated learning is raised significantly by limited intervention.
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Affiliation(s)
- Yasushi Matsuyama
- Medical Education Center, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi Japan
| | - Motoyuki Nakaya
- The department of Psychology and Human Developmental Sciences, Nagoya University, Furo-cho, Chikusa-ku, Nagoya, Japan
| | - Jimmie Leppink
- Hull York Medical School, University of York, Heslington, York, UK
| | - Cees van der Vleuten
- Department of Educational Development and Research, Faculty of Health, Medicine, and Life Sciences, Maastricht University, 6200 MD Maastricht, The Netherlands
| | - Yoshikazu Asada
- Center for Information, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi Japan
| | - Adam Jon Lebowitz
- Department of General Education, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi Japan
| | - Teppei Sasahara
- Department of Infection and Immunity, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi Japan
| | - Yu Yamamoto
- Division of General Medicine, Center for Community Medicine, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi Japan
| | - Masami Matsumura
- Division of General Medicine, Center for Community Medicine, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi Japan
| | - Akira Gomi
- Department of Pediatric Neurosurgery, Jichi Children’s Medical Center Tochigi, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi Japan
| | - Shizukiyo Ishikawa
- Medical Education Center, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi Japan
| | - Hitoaki Okazaki
- Medical Education Center, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi Japan
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Siqueira MAM, Gonçalves JP, Mendonça VS, Kobayasi R, Arantes-Costa FM, Tempski PZ, Martins MDA. Relationship between metacognitive awareness and motivation to learn in medical students. BMC MEDICAL EDUCATION 2020; 20:393. [PMID: 33126882 PMCID: PMC7602298 DOI: 10.1186/s12909-020-02318-8] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/03/2020] [Accepted: 10/20/2020] [Indexed: 05/17/2023]
Abstract
BACKGROUND In self-regulated learning, learning is defined as metacognitively guided, intrinsically motivated and strategic. In the context of medical education, the development of self-regulated learning can be associated with better academic and clinical performance. Hence, this report focuses on demonstrating the association between metacognitive awareness and motivation to learn among medical students in the clinical sciences portion of their education (3rd and 4th years of the medical programme) and characterizing medical students' motivational factors. METHODS We performed a cross-sectional study with a qualitative and quantitative approach involving medical students from the University of Sao Paulo (USP) in Brazil. We have selected validated self-report questionnaires for the evaluation of metacognition (the Schraw and Dennison Metacognitive Awareness Inventory - MAI) and motivation to learn (the Baranik, Barron and Finney Achievement Goals for a Work Domain - AGWD). MAI has two domains: knowledge about cognition and regulation of cognition. AGWD divides achievement goals into mastery approach, mastery avoidance, performance approach and performance avoidance goal orientations. We also performed a qualitative analysis based on an open-ended question: "What motivates me the most in medical training?" RESULTS One hundred eighty-five students completed the questionnaires: 103 (55.67%) were men, 110 (59.45%) were in their fourth year of the medical programme, and 152 (82.16%) were up to 24 years old. Only the knowledge about cognition domain of MAI was significantly associated with motivation to learn. We found that higher scores on the knowledge about cognition domain of MAI was associated with the mastery approach goal orientation (p = 0.003, median 0.71, IQR 0.23) and that lower scores on this same domain was associated with a mastery avoidance goal orientation (p = 0.034, median 0.65, IQR 0.14). The open-ended question showed that altruism, personal satisfaction, financial feedback, personal and supportive networks and graduating were motivational factors. CONCLUSIONS Metacognitive awareness and motivation to learn are closely related. This association may represent a potential target for the educational process, as deans and faculty can adopt strategies focused on promoting self-regulated learning concerning students' motivational factors. This could enhance academic outcomes and promote more enjoyable learning.
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Affiliation(s)
- Marina Alves Martins Siqueira
- Center of the Development of Medical Education (CEDEM), School of Medicine, University of Sao Paulo, Sao Paulo, SP, Brazil
| | - Johnatan Padovez Gonçalves
- Center of the Development of Medical Education (CEDEM), School of Medicine, University of Sao Paulo, Sao Paulo, SP, Brazil
- Harvard T.H. Chan School of Public Health, Boston, MA, USA
| | - Vitor Silva Mendonça
- Center of the Development of Medical Education (CEDEM), School of Medicine, University of Sao Paulo, Sao Paulo, SP, Brazil
| | - Renata Kobayasi
- Center of the Development of Medical Education (CEDEM), School of Medicine, University of Sao Paulo, Sao Paulo, SP, Brazil
| | - Fernanda Magalhães Arantes-Costa
- Center of the Development of Medical Education (CEDEM), School of Medicine, University of Sao Paulo, Sao Paulo, SP, Brazil
- Laboratorio de Terapeutica Experimental (LIM20), Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de Sao Paulo, Sao Paulo, SP, Brazil
| | - Patricia Zen Tempski
- Center of the Development of Medical Education (CEDEM), School of Medicine, University of Sao Paulo, Sao Paulo, SP, Brazil
| | - Mílton de Arruda Martins
- Undergraduate Office of School of Medicine, University of Sao Paulo, Sao Paulo, SP, Brazil.
- Department of Internal Medicine, School of Medicine, University of Sao Paulo, Av Dr Arnaldo, 455 Sala 1210, Sao Paulo, SP, CEP 01246-903, Brazil.
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Modha B. Experiential learning without prior vicarious learning: an insight from the primary dental care setting. EDUCATION FOR PRIMARY CARE 2020; 32:49-55. [PMID: 32946362 DOI: 10.1080/14739879.2020.1813055] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
Abstract
The vicarious learning method (by observation) is used to help learners emulate their teachers' behaviours. The experiential learning method (by experience) is traditionally used thereafter, so that learners can apply these behaviours to a given situation. Both methods are widely utilised within clinical skills training. A clinical teacher may well face the question of whether a learner can complete a certain clinical task without having seen it performed before. Therefore, clinical teachers will need to determine which method, vicarious or experiential, is most effective for their learners. To help explore this, the author reflects on two examples from dental teaching practice, followed by discussion of the need to also observe soft skills; provide meaningful feedback; be a good role model; facilitate deep learning; know our learners, and implement learner-centred learning. Collectively, this reveals that although experiential learning may be possible and beneficial by itself, further research is required to fully support this.
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Affiliation(s)
- Bhaven Modha
- School of Dentistry, University of Leeds, Leeds, UK
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Orsini CA, Tricio JA, Segura C, Tapia D. Exploring teachers' motivation to teach: A multisite study on the associations with the work climate, students' motivation, and teaching approaches. J Dent Educ 2020; 84:429-437. [PMID: 32017100 DOI: 10.1002/jdd.12050] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2019] [Revised: 12/30/2019] [Accepted: 01/03/2020] [Indexed: 11/07/2022]
Abstract
PURPOSE Using Self-determination Theory, the purpose was to determine whether work climate, students' motivation, and teachers' basic psychological needs could predict clinical teachers' autonomous and controlled motivation to teach and whether clinical teachers' motivations could predict student- and teacher-centered teaching approaches METHODS: A correlational cross-sectional study was conducted in 2018 across 3 Dental Schools in Chile, in which 206 clinical teachers participated (80.4% response rate). Data were collected on demographic characteristics and 5 self-reported questionnaires measuring teachers' perceptions of the work climate, students' motivation, the satisfaction and frustration of their basic psychological needs, motivation to teach, and teaching approaches. Data were analyzed using bivariate correlations and structural equation modeling. RESULTS Alpha coefficients were acceptable (0.701-0.948). Correlation and structural equation modeling analyses showed that teachers' perceiving a work climate characterized by a supportive supervisor-teacher relationship and students' autonomous motivation, predicted the satisfaction of their basic psychological needs leading to autonomous motivation to teach. Autonomous motivation to teach, in turn, predicted a student-centered teaching approach. These results were controlled for the confounding effects of age, gender, teaching experience, and type of university. CONCLUSIONS These results suggest that clinical teachers' optimal motivation is of paramount importance for promoting an adequate learning environment. Therefore, efforts should be made to understand and foster different aspects that promote clinical teachers' satisfaction of their basic psychological needs and autonomous motivation, especially regarding the role of teachers' supervisors and how teachers perceive their students' motivation.
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Affiliation(s)
- Cesar A Orsini
- Faculty Development Office, Faculty of Dentistry, Universidad de los Andes, Universidad de los Andes, Santiago, Chile
| | - Jorge A Tricio
- Faculty Development Office, Faculty of Dentistry, Universidad de los Andes, Universidad de los Andes, Santiago, Chile
| | - Cristina Segura
- Instituto de Odontoestomatología, Escuela de Odontología, Facultad de Medicina, Universidad Austral de Chile, Santiago, Chile
| | - Doris Tapia
- Department of Dentistry, Faculty of Medicine and Dentistry, Universidad de Antofagasta, Antofagasta, Chile
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