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Petek D, Zakarija-Grković I, Stepanović A, Tomičić M, Adžić ZO, Cerovečki V, Švab I, Homar V. Transitioning from face-to-face to distance education. Part 2: A qualitative study in the former Yugoslavia during COVID-19. Eur J Gen Pract 2023; 29:2283834. [PMID: 38010726 PMCID: PMC10990258 DOI: 10.1080/13814788.2023.2283834] [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: 04/08/2023] [Accepted: 11/07/2023] [Indexed: 11/29/2023] Open
Abstract
BACKGROUND Similar to other countries, Departments of Family Medicine in the former Yugoslavia had to transition from face-to-face to distance education during COVID-19. OBJECTIVES To elucidate obstacles and facilitators of the transition from face-to-face to distance education. METHODS A cross-sectional, multicentre, qualitative study design was used to analyse nine open-ended questions from an online survey using inductive thematic analysis. The questionnaire was distributed to 21 medical schools, inviting them to involve at least two teachers/students/trainees. Data were collected between December 2021 and March 2022. RESULTS In 17 medical schools, 23 students, 54 trainees and 40 teachers participated. The following themes were identified: facilitators and barriers of transition, innovations for enhancing distance education, convenience of distance education, classical teaching for better communication, the future of distance education, reaching learning outcomes and experience of online assessment. Innovations referred mainly to new online technologies for interactive education and communication. Distance education allowed for greater flexibility in scheduling and self-directed learning; however, participants felt that classical education allowed better communication and practical learning. Teachers believed knowledge-related learning outcomes could be achieved through distance education but not teaching clinical skills. Participants anticipated a future where a combination of teaching methods is used. CONCLUSION The transition to distance education was made possible thanks to its flexible scheduling, innovative tools and possibility of self-directed learning. However, face-to-face education was considered preferable for fostering interpersonal relations and teaching clinical skills. Educators should strive to strike a balance between innovative approaches and the preservation of personal experiences.
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Affiliation(s)
- Davorina Petek
- Department of Family Medicine, Faculty of Medicine, University of Ljubljana, Ljubljana, Slovenia
| | - Irena Zakarija-Grković
- Department of Clinical Skills, School of Medicine, University of Split, Split, Croatia
- Department of Family Medicine, School of Medicine, University of Split, Split, Croatia
| | - Aleksandar Stepanović
- Department of Family Medicine, Faculty of Medicine, University of Ljubljana, Ljubljana, Slovenia
| | - Marion Tomičić
- Department of Family Medicine, School of Medicine, University of Split, Split, Croatia
| | - Zlata Ožvačić Adžić
- Department of Family Medicine, School of Medicine, University of Zagreb, Zagreb, Croatia
| | - Venija Cerovečki
- Department of Family Medicine, School of Medicine, University of Zagreb, Zagreb, Croatia
| | - Igor Švab
- Department of Family Medicine, Faculty of Medicine, University of Ljubljana, Ljubljana, Slovenia
| | - Vesna Homar
- Department of Family Medicine, Faculty of Medicine, University of Ljubljana, Ljubljana, Slovenia
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Zhang CY, Yu H, Wang SZ, Chen P, Cheng H. The evaluation of online Modified Objective Structured Examination (MOSE) as postgraduate admissions re-examination: A report from Fujian Medical University, China. J Dent Educ 2023; 87:1636-1644. [PMID: 37712298 DOI: 10.1002/jdd.13353] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2023] [Revised: 07/16/2023] [Accepted: 07/27/2023] [Indexed: 09/16/2023]
Abstract
OBJECTIVES This paper aims to explore the successful implementation of online postgraduate admissions re-examination in China, specifically focusing on the Modified Objective Structured Examination (MOSE). It introduced the specific practice of the online postgraduate admissions re-examination in China and investigated the perceptions of applicants, postgraduate supervisors and admissions staffs about the online MOSE re-examination. METHODS Surveys were administrated 3 years after the implementation of online MOSE postgraduate admissions re-examination in China. Separate surveys were conducted with applicants, postgraduate supervisors, and admissions staff members to gather their opinions and suggestions regarding the online MOSE re-examination. RESULTS A total of 65 applicants, 43 postgraduate supervisors and seven admissions staff members completed the surveys. Over 80% of the applicants agreed that the online MOSE comprehensively evaluated their medical humanities, communication, medical knowledge, and overall competence. Furthermore, 89.30% of postgraduate supervisors believed that the students recruited through online MOSE were either "not significantly different," "better," or "much better" compared to those recruited through on-site re-examination. Admissions staff members also expressed a favorable view of online MOSE re-examination. CONCLUSION The online MOSE re-examination is an effective, convenient, and affirmative evaluation method for postgraduate admissions re-examination.
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Affiliation(s)
- Chang-Yuan Zhang
- School and Hospital of Stomatology, Fujian Medical University, Fuzhou, P. R. China
| | - Hao Yu
- School and Hospital of Stomatology, Fujian Medical University, Fuzhou, P. R. China
| | - Shan-Zhi Wang
- School and Hospital of Stomatology, Fujian Medical University, Fuzhou, P. R. China
| | - Ping Chen
- School and Hospital of Stomatology, Fujian Medical University, Fuzhou, P. R. China
| | - Hui Cheng
- School and Hospital of Stomatology, Fujian Medical University, Fuzhou, P. R. China
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Giri J, Stewart C. Innovations in assessment in health professions education during the COVID-19 pandemic: A scoping review. CLINICAL TEACHER 2023; 20:e13634. [PMID: 37698032 DOI: 10.1111/tct.13634] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2023] [Accepted: 07/27/2023] [Indexed: 09/13/2023]
Abstract
BACKGROUND After an initial period of uncertainty during the COVID-19 pandemic, medical universities responded to the pandemic by innovating their methods of teaching-learning and assessment. This scoping review aimed to identify innovations in assessment in medical, dental and nursing education at the undergraduate and postgraduate levels during the pandemic. METHODS This review was conducted utilising Arksey and O'Malley's framework where three electronic databases-PubMed, Embase and Web of Science-were systematically searched in February 2022 for articles in English describing innovations in assessments published in or after January 2020. RESULTS A total of 70 articles were included in the review. Among the primary research articles, 82.1% reported online assessment, 76.1% were related to medical speciality, 74.6% described assessment at the undergraduate level, 68.7% described summative assessment and 58.2% reported assessment of practical skills. All assessments of theoretical knowledge were done virtually with MCQ being the most used assessment tool and virtual OSCE being the most popular assessment tool to assess practical skills; however, it was acknowledged that the assessment of procedural skills was its limitation. Although the studies described the newer forms of assessments as feasible and acceptable, few studies reported the reliability and validity of the assessments. CONCLUSIONS This scoping review identified several innovations in assessment during the COVID-19 pandemic with an overall shift towards virtual or hybrid forms of assessment. However, there was a dearth of evidence regarding the effectiveness of these assessment tools suggesting a need for more research before the tools can be implemented post-pandemic.
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Affiliation(s)
- Jamal Giri
- Department of Orthodontics, B.P. Koirala Institute of Health Sciences, Dharan, Nepal
| | - Claire Stewart
- Medical Education, University of Nottingham, Nottingham, UK
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Zhu R, Fang Y, Li H, Liu Y, Wei J, Zhang S, Wang L, Fan R, Wang L, Li S, Chen T. Psychobiotic Lactobacillus plantarum JYLP-326 relieves anxiety, depression, and insomnia symptoms in test anxious college via modulating the gut microbiota and its metabolism. Front Immunol 2023; 14:1158137. [PMID: 37033942 PMCID: PMC10077425 DOI: 10.3389/fimmu.2023.1158137] [Citation(s) in RCA: 12] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2023] [Accepted: 02/28/2023] [Indexed: 04/11/2023] Open
Abstract
Introduction Test anxiety is a common issue among college students, which can affect their physical and psychological health. However, effective interventions or therapeutic strategies are still lacking. This study aims to evaluate the potential effects of Lactobacillus plantarum JYLP-326 on test anxious college students. Methods Sixty anxious students were enrolled and randomly allocated to the placebo group and the probiotic group. Both groups were instructed to take placebo and JYLP-326 products twice per day for three weeks, respectively. Thirty unanxious students with no treatments were assigned to a regular control group. The anxiety, depression, and insomnia questionnaires were used to measure students' mental states at the baseline and the end of this study. 16S rRNA sequencing and untargeted metabolomics were performed to analyze the changes in the gut microbiota and fecal metabolism. Results The questionnaire results suggested that JYLP-326 administration could relieve the symptoms of anxiety, depression, and insomnia in test anxious students. The gut microbiomes of the placebo group showed a significantly greater diversity index than the control group (p < 0.05). An increased abundance of Bacteroides and Roseburia at the genus level was observed in the placebo group, and the relative abundance of Prevotella and Bifidobacterium decreased. Whereas, JYLP-326 administration could partly restore the disturbed gut microbiota. Additionally, test anxiety was correlated with disordered fecal metabolomics such as a higher Ethyl sulfate and a lower Cyclohexylamine, which could be reversed after taking JYLP-326. Furthermore, the changed microbiota and fecal metabolites were significantly associated with anxiety-related symptoms. Conclusion The results indicate that the intervention of L. plantarum JYLP-326 could be an effective strategy to alleviate anxiety, depression, and insomnia in test anxious college students. The potential mechanism underlying this effect could be related to the regulation of gut microbiota and fecal metabolites.
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Affiliation(s)
- Ruizhe Zhu
- National Engineering Research Center for Bioengineering Drugs and the Technologies, Institute of Translational Medicine, Nanchang University, Nanchang, China
| | - Yilin Fang
- National Engineering Research Center for Bioengineering Drugs and the Technologies, Institute of Translational Medicine, Nanchang University, Nanchang, China
| | - Hongyu Li
- National Engineering Research Center for Bioengineering Drugs and the Technologies, Institute of Translational Medicine, Nanchang University, Nanchang, China
| | - Ying Liu
- Institute of Life Science, Nanchang University, Nanchang, China
| | - Jing Wei
- National Engineering Research Center for Bioengineering Drugs and the Technologies, Institute of Translational Medicine, Nanchang University, Nanchang, China
| | - Shuwei Zhang
- National Engineering Research Center for Bioengineering Drugs and the Technologies, Institute of Translational Medicine, Nanchang University, Nanchang, China
| | - Liwei Wang
- National Engineering Research Center for Bioengineering Drugs and the Technologies, Institute of Translational Medicine, Nanchang University, Nanchang, China
| | - Rui Fan
- National Engineering Research Center for Bioengineering Drugs and the Technologies, Institute of Translational Medicine, Nanchang University, Nanchang, China
| | - Lingfang Wang
- National Engineering Research Center for Bioengineering Drugs and the Technologies, Institute of Translational Medicine, Nanchang University, Nanchang, China
| | - Shengjie Li
- National Engineering Research Center for Bioengineering Drugs and the Technologies, Institute of Translational Medicine, Nanchang University, Nanchang, China
- *Correspondence: Tingtao Chen, ; Shengjie Li,
| | - Tingtao Chen
- National Engineering Research Center for Bioengineering Drugs and the Technologies, Institute of Translational Medicine, Nanchang University, Nanchang, China
- *Correspondence: Tingtao Chen, ; Shengjie Li,
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