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Baessler F, Zafar A, Koelkebeck K, Frodl T, Signerski-Krieger J, Pinilla S, Barth GM, Jannowitz D, Speerforck S, Roesch-Ely D, Kluge I, Aust M, Utz J, Kersten GM, Spitzer P. What do the teachers want? A targeted needs assessment survey for prospective didactic training of psychiatry medical educators. GMS JOURNAL FOR MEDICAL EDUCATION 2024; 41:Doc18. [PMID: 38779695 PMCID: PMC11106569 DOI: 10.3205/zma001673] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 05/12/2023] [Revised: 12/19/2023] [Accepted: 02/09/2024] [Indexed: 05/25/2024]
Abstract
Objectives Physicians and psychologists at psychiatric university hospitals are assigned teaching tasks from the first day of work without necessarily having the prerequisite training in teaching methods. This exploratory survey provides a needs-based analysis for the prospective didactic training of physicians and psychologists at psychiatric hospitals in Germany, Austria and Switzerland. Methods An online questionnaire was distributed at medical schools via email in German-speaking countries in Europe. All physicians involved in teaching medical students at psychiatry faculties were eligible to participate in the survey. Participants were further requested to recruit eligible participants (snowball sampling). Responses were analyzed descriptively, and differences between groups were calculated using nonparametric Mann-Whitney U tests (p<.05). Results Overall, 97 respondents (male=55, female=42; mean age= 40.6) from 19 medical schools completed the survey. The respondents consisted of 43 residents, 39 specialists, 6 chief physicians and 9 psychologists. Of the respondents, 97.6% rated didactic competence as either highly relevant or rather relevant for teaching medical students. The highest overall interest was shown for bedside teaching (mode=4; IQR: 2-4) and error culture (mode=3; IQR: 2-4). Respondents expressed the highest training needs for topics regarding presentation and communication (mode=3; IQR: 2-3). Resident physicians were significantly more interested in bedside teaching (U=362.0, p=0.004) and roleplay (U=425.0; p=0.036) than specialist physicians, who were more interested in examination didactics (U=415.0; p=0.022). Chief physicians displayed significantly deeper interest in group dynamics (U=51; p=0.023) than specialist physicians. In-person training was preferred by a majority of respondents, and 27.4% preferred online/web-based training. Conclusions The majority of physicians and psychologists at psychiatric university hospitals considered professional development for faculty to be helpful for teaching medical students. Bedside teaching and error culture management were the most desired teaching topics for training medical teachers. Tailored educational interventions are recommended, with target-oriented priorities for different hierarchical levels.
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Affiliation(s)
- Franziska Baessler
- Heidelberg University Hospital, Department of General, Internal and Psychosomatic Medicine, Center for Psychosocial Medicine, Heidelberg, Germany
- Heidelberg Academy of Sciences and Humanities, Heidelberg, Germany
| | - Ali Zafar
- Heidelberg University Hospital, Department of General, Internal and Psychosomatic Medicine, Center for Psychosocial Medicine, Heidelberg, Germany
- Heidelberg Academy of Sciences and Humanities, Heidelberg, Germany
| | - Katja Koelkebeck
- University Duisburg-Essen, Faculty of Medicine, LVR-University Hospital Essen, Department of Psychiatry and Psychotherapy, Essen, Germany
- University Duisburg-Essen, Center for Translational Neuro- & Behavioral Sciences (C-TNBS), Essen, Germany
| | - Thomas Frodl
- University Hospital Aachen, Department of Psychiatry, Psychotherapy and Psychosomatics, Aachen, Germany
| | - Jörg Signerski-Krieger
- University Medical Center Göttingen, Center for Psychosocial Medicine, Göttingen, Germany
| | - Severin Pinilla
- University Hospital of Old Age Psychiatry and Psychotherapy, Bern, Switzerland
- Marion von Tessin-Memory Zentrum, Munich, Germany
| | - Gottfried M. Barth
- University Hospital of Tübingen, Department Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Tübingen, Germany
| | - Deborah Jannowitz
- Helios Hanse Hospital Stralsund, Clinic for Psychiatry and Psychotherapy, Stralsund, Germany
| | - Sven Speerforck
- University of Leipzig, Medical Faculty, Department of Psychiatry, Leipzig, Germany
| | - Daniela Roesch-Ely
- University of Heidelberg, Department of General Psychiatry, Center for Psychosocial Medicine, Heidelberg, Germany
| | - Ina Kluge
- Marburg University, Department of Psychiatry and Psychotherapy, Marburg, Germany
| | - Miriam Aust
- University of Münster, University Hospital Münster, Department of Psychiatry, Münster, Germany
| | - Janine Utz
- Friedrich-Alexander University Erlangen-Nuremberg, Erlangen University Hospital, Department of Psychiatry and Psychotherapy, Erlangen, Germany
| | - Gian-Marco Kersten
- Friedrich-Alexander University Erlangen-Nuremberg, Erlangen University Hospital, Department of Psychiatry and Psychotherapy, Erlangen, Germany
| | - Philipp Spitzer
- Friedrich-Alexander University Erlangen-Nuremberg, Erlangen University Hospital, Department of Psychiatry and Psychotherapy, Erlangen, Germany
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Moll-Khosrawi P, Küllmei J, Chindris V, Ganzhorn A, Haus JM, Zöllner C, Schulte-Uentrop L. Medical student´s motivational changes during the COVID-19 university lockdown: a mixed-method study. BMC MEDICAL EDUCATION 2024; 24:226. [PMID: 38438991 PMCID: PMC10913361 DOI: 10.1186/s12909-024-05204-9] [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: 02/13/2023] [Accepted: 02/21/2024] [Indexed: 03/06/2024]
Abstract
BACKGROUND During the crucial stage of the COVID-19 pandemic, face-to-face undergraduate medical education was disrupted and replaced with online teaching activities. Based on its emphasized impact on several outcomes, a deeper insight into the pandemic related effects on medical students´ motivation is aspirational. Therefore, this study aimed to assess the motivational changes that took place during the pandemic in medical students and explored, how motivation of medical students is influenced. METHODS Using a mixed method inter-cohort study design, 4th year medical students´ motivation, assessed pre- and post-pandemic were compared. In subsequent qualitative analyses underlying variables that may have contributed to both- medical students´ motivation and pandemic related changes were identified. These variables were then systematically explored- both individually and in combination. In a final step, the results were embedded within the Self-Determination Theory. RESULTS Students who were affected by the university lockdown reported significantly higher levels of less self-determined motivation and amotivation. The qualitative analysis identified determinants that influence medical students´ motivation. The common core of these determinants is lacking social interaction and support, with a great emphasis on the interaction with the lecturer and patients. CONCLUSION This study emphasizes the crucial role of medical educators, patient contact, social interactions and personal support on students´ motivation. Students need to be strengthened in their beliefs about their abilities, the value of their task at hand and receive encouragement in their efforts. All this will result in an increased identification with the task and less detrimental outcomes.
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Affiliation(s)
- Parisa Moll-Khosrawi
- Department of Anaesthesiology, University Medical Centre Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Germany.
| | - Josephine Küllmei
- Department of Anaesthesiology, University Medical Centre Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Germany
| | - Viorel Chindris
- Department of Anaesthesiology, University Medical Centre Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Germany
| | - Alexander Ganzhorn
- Department of Anaesthesiology, University Medical Centre Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Germany
| | - Jan Marcus Haus
- Department of Anaesthesiology, University Medical Centre Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Germany
| | - Christian Zöllner
- Department of Anaesthesiology, University Medical Centre Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Germany
| | - Leonie Schulte-Uentrop
- Department of Anaesthesiology, University Medical Centre Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Germany
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Voss M, Geniets A, Winters N. Strategies for Digital Clinical Teaching During the COVID Pandemic: A Scoping Review. MEDICAL SCIENCE EDUCATOR 2024; 34:219-235. [PMID: 38510387 PMCID: PMC10948717 DOI: 10.1007/s40670-023-01894-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 09/21/2023] [Indexed: 03/22/2024]
Abstract
Widespread "lockdowns" during the COVID pandemic in 2020-2021 restricted medical students' access to patients. We used a scoping review with exploratory thematic synthesis to examine how reports of digital clinical teaching during the first year of the COVID pandemic could inform digital clinical teaching in the post-pandemic world. We looked at strategies used and outcomes reported, lessons learned about how best to use digital methods for clinical teaching, and learning theories used. The eighty-three articles included in the final review fell into four groups. These were telehealth interventions; virtual case-based teaching; multi-modal virtual rotations; and a small group of "other" strategies. Telehealth reports indicated that COVID has probably accelerated the adoption of telehealth, and these skills will be required in future curricula. Engagement with virtual case-based teaching was problematic. Virtual rotations were particularly valued in specialties that relied on visual interpretation such as radiology and dermatology. For general clinical specialties, digital clinical teaching was not a satisfactory substitute for real clinical exposure because it lacked the complexity of usual clinical practice. Sixty-seven articles reported students' reactions only, and 16 articles reported a change in knowledge or skills. Demands on instructors were considerable. Few studies were theorized and none tested theory, which limited their transferability. While telehealth teaching may be a valuable addition to some curricula, digital clinical teaching is unlikely substantially to replace exposure to real patients outside of specialties that rely on visual interpretation. High demands on instructors suggest little potential for new, scalable digital clinical offerings after COVID.
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Affiliation(s)
- Miranda Voss
- Department of Education, University of Oxford, Oxford, UK
- Harris Manchester College, Mansfield Road, Oxford, OX1 3TD UK
| | - Anne Geniets
- Department of Education, University of Oxford, Oxford, UK
| | - Niall Winters
- Department of Education, University of Oxford, Oxford, UK
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Riedel M, Kaefinger K, Stuehrenberg A, Ritter V, Amann N, Graf A, Recker F, Klein E, Kiechle M, Riedel F, Meyer B. ChatGPT's performance in German OB/GYN exams - paving the way for AI-enhanced medical education and clinical practice. Front Med (Lausanne) 2023; 10:1296615. [PMID: 38155661 PMCID: PMC10753765 DOI: 10.3389/fmed.2023.1296615] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2023] [Accepted: 11/27/2023] [Indexed: 12/30/2023] Open
Abstract
Background Chat Generative Pre-Trained Transformer (ChatGPT) is an artificial learning and large language model tool developed by OpenAI in 2022. It utilizes deep learning algorithms to process natural language and generate responses, which renders it suitable for conversational interfaces. ChatGPT's potential to transform medical education and clinical practice is currently being explored, but its capabilities and limitations in this domain remain incompletely investigated. The present study aimed to assess ChatGPT's performance in medical knowledge competency for problem assessment in obstetrics and gynecology (OB/GYN). Methods Two datasets were established for analysis: questions (1) from OB/GYN course exams at a German university hospital and (2) from the German medical state licensing exams. In order to assess ChatGPT's performance, questions were entered into the chat interface, and responses were documented. A quantitative analysis compared ChatGPT's accuracy with that of medical students for different levels of difficulty and types of questions. Additionally, a qualitative analysis assessed the quality of ChatGPT's responses regarding ease of understanding, conciseness, accuracy, completeness, and relevance. Non-obvious insights generated by ChatGPT were evaluated, and a density index of insights was established in order to quantify the tool's ability to provide students with relevant and concise medical knowledge. Results ChatGPT demonstrated consistent and comparable performance across both datasets. It provided correct responses at a rate comparable with that of medical students, thereby indicating its ability to handle a diverse spectrum of questions ranging from general knowledge to complex clinical case presentations. The tool's accuracy was partly affected by question difficulty in the medical state exam dataset. Our qualitative assessment revealed that ChatGPT provided mostly accurate, complete, and relevant answers. ChatGPT additionally provided many non-obvious insights, especially in correctly answered questions, which indicates its potential for enhancing autonomous medical learning. Conclusion ChatGPT has promise as a supplementary tool in medical education and clinical practice. Its ability to provide accurate and insightful responses showcases its adaptability to complex clinical scenarios. As AI technologies continue to evolve, ChatGPT and similar tools may contribute to more efficient and personalized learning experiences and assistance for health care providers.
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Affiliation(s)
- Maximilian Riedel
- Department of Gynecology and Obstetrics, Klinikum Rechts der Isar, Technical University Munich (TU), Munich, Germany
| | - Katharina Kaefinger
- Department of Gynecology and Obstetrics, Klinikum Rechts der Isar, Technical University Munich (TU), Munich, Germany
| | - Antonia Stuehrenberg
- Department of Gynecology and Obstetrics, Klinikum Rechts der Isar, Technical University Munich (TU), Munich, Germany
| | - Viktoria Ritter
- Department of Gynecology and Obstetrics, Klinikum Rechts der Isar, Technical University Munich (TU), Munich, Germany
| | - Niklas Amann
- Department of Gynecology and Obstetrics, Friedrich–Alexander-University Erlangen–Nuremberg (FAU), Erlangen, Germany
| | - Anna Graf
- Department of Gynecology and Obstetrics, Klinikum Rechts der Isar, Technical University Munich (TU), Munich, Germany
| | - Florian Recker
- Department of Gynecology and Obstetrics, Bonn University Hospital, Bonn, Germany
| | - Evelyn Klein
- Department of Gynecology and Obstetrics, Klinikum Rechts der Isar, Technical University Munich (TU), Munich, Germany
| | - Marion Kiechle
- Department of Gynecology and Obstetrics, Klinikum Rechts der Isar, Technical University Munich (TU), Munich, Germany
| | - Fabian Riedel
- Department of Gynecology and Obstetrics, Heidelberg University Hospital, Heidelberg, Germany
| | - Bastian Meyer
- Department of Gynecology and Obstetrics, Klinikum Rechts der Isar, Technical University Munich (TU), Munich, Germany
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Cabral NC, Figueira SDANN, Zamith MM, de Oliveira AC, Padrini L, Sanudo A, de Almeida MFB, Guinsburg R. Neonatal performed echocardiography course: Can we face it? J Perinatol 2023; 43:1262-1267. [PMID: 36739361 PMCID: PMC9898855 DOI: 10.1038/s41372-023-01617-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/11/2022] [Revised: 01/09/2023] [Accepted: 01/16/2023] [Indexed: 02/06/2023]
Abstract
OBJECTIVE To evaluate students' qualification after a six-month basic course of Neonatal Performed Echocardiography (NPEcho), adjusted by the motivational profile. STUDY DESIGN Prospective cohort of 16 neonatologists/neonatal fellows who underwent the basic NPEcho course in 2019 (18 h face-to-face theoretical classes; 36 h hands-on training) and 12 in 2020 (18 h online theoretical classes; 36 h hands-on training). Students' qualification was defined as ≥70% in post-test, video test, and practical evaluation in neonates. Academic Motivation Scale was applied. RESULTS Scores in 2019 vs. 2020 were: pre-test -32% vs. 40% (p = 0.029), final theoretical score -78% vs. 69% (p = 0.007), and practical evaluation -88% vs. 65% (p = 0.003), resulting in 68.8% in 2019 vs. 33.3% in 2020 qualified students. Students' motivational profile were similar in 2019 and 2020. CONCLUSION The NPEcho was successful in qualifying students with face-to-face theoretical classes, but the online format was inadequate to achieve the learning goals.
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Affiliation(s)
- Nádia Canale Cabral
- Division of Neonatal Medicine, Department of Pediatrics, Escola Paulista de Medicina-Universidade Federal de São Paulo, São Paulo, SP, Brazil.
| | | | - Marina Maccagnano Zamith
- Department of Internal Medicine, Escola Paulista de Medicina-Universidade Federal de São Paulo, São Paulo, SP, Brazil
| | - Allan Chiaratti de Oliveira
- Division of Neonatal Medicine, Department of Pediatrics, Escola Paulista de Medicina-Universidade Federal de São Paulo, São Paulo, SP, Brazil
| | - Lucio Padrini
- Division of Neonatal Medicine, Department of Pediatrics, Escola Paulista de Medicina-Universidade Federal de São Paulo, São Paulo, SP, Brazil
| | - Adriana Sanudo
- Department of Preventive Medicine, Escola Paulista de Medicina-Universidade Federal de São Paulo, São Paulo, SP, Brazil
| | - Maria Fernanda Branco de Almeida
- Division of Neonatal Medicine, Department of Pediatrics, Escola Paulista de Medicina-Universidade Federal de São Paulo, São Paulo, SP, Brazil
| | - Ruth Guinsburg
- Division of Neonatal Medicine, Department of Pediatrics, Escola Paulista de Medicina-Universidade Federal de São Paulo, São Paulo, SP, Brazil
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Alyoussef IY. Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model. Heliyon 2023; 9:e13751. [PMID: 36845042 PMCID: PMC9938001 DOI: 10.1016/j.heliyon.2023.e13751] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2022] [Revised: 02/01/2023] [Accepted: 02/10/2023] [Indexed: 02/19/2023] Open
Abstract
The COVID-19 global epidemic has compelled higher education institutions to reconsider their teaching methods. Because of this public health emergency, universities in higher education have adopted e-learning techniques as a solution to face-to-face education. Thus, e-learning has emerged as a critical technology in education at higher education institutions. Nonetheless, the effectiveness of e-learning systems is largely dependent on students' adoption of such systems. The study aims to evaluate the usefulness of task-technology fit (TTF) with the information system success model (ISSM) in perceiving students' adoption of e-learning with the goal of encouraging them to adopt e-learning in the context of higher education. The study employed a quantitative approach, and a theoretical model was evaluated with proposed hypotheses to find the relationships between the constructs. A questionnaire based on TTF and ISSM was distributed among the students, and 260 valid responses were received using a sample random sampling technique. Data was analyzed with the help of SPSS and Partial Least Squares-Structural Equation Modeling (PLS-SEM). After analyzing the data, it was found that perceived ease of use, perceived usefulness, system use, and task technology fit of e-learning are positively and significantly influenced by system quality, information quality, perceived enjoyment, technology characteristics, and task characteristics. The results of TTF and ISSM on system use show a positive effect on e-learning benefits in educational institutions, with all male and female students completely satisfied with the use of e-learning systems. As a result, we advise students to use e-learning systems for educational purposes and should have motivated them to do so through lecturers at higher-level educational institutions.
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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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Gillissen A, Kochanek T, Zupanic M, Ehlers J. Bad things can happen: are medical students aware of patient centered care and safety? Diagnosis (Berl) 2022; 10:110-120. [PMID: 36351267 DOI: 10.1515/dx-2022-0072] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2022] [Accepted: 10/25/2022] [Indexed: 11/10/2022]
Abstract
Abstract
Objectives
Quality and safety in healthcare are of the utmost importance, but little is known about whether undergraduate students are aware of patient safety concepts. The objectives of our study were to assess the perception of medical students of challenges in patient safety, and collect their perceptions of error management and prevention.
Methods
This study used an exploratory mixed method strategy. The first study phase collected data from semi-structured interviews of 28 students. Based on this, an online survey was constructed and sent to about 80,000 medical students in Germany. 1053 replies were received and analyzed for responses based on gender, curriculum type (problem based [PBC] vs. science based curriculum [SBC]) and years of training.
Results
Most students understand the importance of patient safety, error avoidance, and the challenges of patient safety interventions. Four themes were identified: (a) the culture of patient safety (what is a good doctor? Doctors’ responsibility), (b) the working environment (the inevitability of mistakes, high work load, hierarchy, competition, teamwork), (c) the challenges of risk reduction (error avoidance, management, skills), and (d) materialistic issue (income vs. humanistic values). Female students were more risk aware than male students. Sixteen percent of students expect negative effects (e.g. punishment) when medical errors were disclosed in a team. Regardless, >70% regard teamwork as an effective error avoidance measure. Error disclosure willingness was high (89.7%).
Conclusions
Although not formally part of the curriculum, students had a positive perspective concerning patient safety. The opportunities and challenges for incorporating patient safety content into the training curriculum were identified and presented.
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Affiliation(s)
- Adrian Gillissen
- Department of Medicine, Faculty of Health , Institute for Didactics and Educational Research in Health Care, Witten/Herdecke University , Witten , Germany
| | - Tonja Kochanek
- Department of Medicine, Faculty of Health , Institute for Didactics and Educational Research in Health Care, Witten/Herdecke University , Witten , Germany
| | - Michaela Zupanic
- Department of Medicine, Faculty of Health, Interprofessional and Collaborative Didactics in Medicine-and Health Professions , Witten/Herdecke University , Witten , Germany
| | - Jan Ehlers
- Department of Medicine, Faculty of Health , Institute for Didactics and Educational Research in Health Care, Witten/Herdecke University , Witten , Germany
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Gillissen A, Kochanek T, Zupanic M, Ehlers JP. Millennials Medical Students Generation at the Crosswalks: Motivations and Attitudes Towards Study and Future Career - A Mixed-Method Study. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2022; 13:1305-1319. [PMID: 36281458 PMCID: PMC9587722 DOI: 10.2147/amep.s368128] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/06/2022] [Accepted: 09/22/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND AND OBJECTIVES The aim of this study was to investigate in the millennium medical student generation the influence of the curriculum (problem-based curriculum [PBC] vs science-based curriculum [SBC]), gender and semester level on medical students' motives to study medicine, their attitudes toward their career and in this regard their view about their study condition in university. METHODS Semi-structured qualitative interviews with 28 medical students were performed and analyzed using Mayring's content analysis. Based on these results, a quantitative questionnaire for a nationwide survey was developed using a mixed-method-approach and send to most medical faculties in Germany. Data from n=1053 students entered statistical analysis. RESULTS Humanistic ideals prevailed in the choice to enter medical school and to become a physician. PBC students were found to be significantly (p<0.001) more idealistic and patient oriented, and they regard their curriculum more competitive than SBC-students (p<0.001). A balanced work and family life is essential for all students but particularly important for the PBC - group, male and undergraduate students. The majority of students wanted to work with patients and omitted patient-distant line of work. Undergraduate SBC-students saw their studies as old-fashioned citing lack of patient contact (p<0.001 compared to PBC), which eased in the graduate study part. CONCLUSION This study found major differences in student's perceptions depending on curriculum type. PBC-students were more idealistic, and humanistic ideals prevailed in comparison to SBC. For both, close patient contact is essential in their training. Particularly for female students, lifestyle factors and a balanced work-life-integration outweigh career ambitiousness. This study offers an important insight to policy makers and educators to understand the motivation and perceptions of the millennial student generation regarding their studies and future career plans, which should be considered in educational policies.
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Affiliation(s)
- Adrian Gillissen
- Institute for Didactics and Educational Research in Health Care, Department of Medicine, Faculty of Health, Witten/Herdecke University, Witten, Germany
| | - Tonja Kochanek
- Institute for Didactics and Educational Research in Health Care, Department of Medicine, Faculty of Health, Witten/Herdecke University, Witten, Germany
| | - Michaela Zupanic
- Interprofessional and Collaborative Didactics in Medicine- and Health professions, Department of Medicine, Faculty of Health, Witten/Herdecke University, Witten, Germany
| | - Jan P Ehlers
- Institute for Didactics and Educational Research in Health Care, Department of Medicine, Faculty of Health, Witten/Herdecke University, Witten, Germany
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Rathberger K, Ried M, Hofmann HS. [Case-based learning in thoracic surgery : A comparison between online and face-to-face teaching]. CHIRURGIE (HEIDELBERG, GERMANY) 2022; 93:870-875. [PMID: 35362738 PMCID: PMC8973651 DOI: 10.1007/s00104-022-01626-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Accepted: 02/27/2022] [Indexed: 10/27/2022]
Abstract
BACKGROUND In modern medical education, traditional face-to-face teaching is increasingly being supplemented by innovative teaching methods, such as case-based learning or e‑learning. AIM OF THE WORK Design and evaluation of a new course concept in thoracic surgery to motivate students and at the same time find ways to relieve the medical staff in their teaching activities. MATERIAL AND METHODS All students of the third clinical semester at the University of Regensburg completed a case-based course on the topic of pulmonary nodules in the summer semester 2016 and winter semester 2016/2017 as part of the practical course in thoracic surgery. This involved a moderated face-to-face seminar for one group of students and a purely online event for the other group. The knowledge gain and the subjective learning experience of the students were evaluated via questionnaires. RESULTS A total of 190 students took part in the courses, 88 in the face-to-face course and 102 in the online course. Although both groups recorded a significant increase in knowledge as a result of the course intervention, the students in the face-to-face course showed significantly higher subjective satisfaction compared to their peers in the online course. CONCLUSION Case-based learning was shown to be a promising concept in thoracic surgery education, although establishing online learning procedures proved to be more challenging than presence-based teaching.
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Affiliation(s)
- Katharina Rathberger
- Abteilung für Thoraxchirurgie, Universitätsklinikum Regensburg, Franz-Josef-Strauß-Allee 11, 93053, Regensburg, Deutschland.
| | - Michael Ried
- Abteilung für Thoraxchirurgie, Universitätsklinikum Regensburg, Franz-Josef-Strauß-Allee 11, 93053, Regensburg, Deutschland
| | - Hans-Stefan Hofmann
- Abteilung für Thoraxchirurgie, Universitätsklinikum Regensburg, Franz-Josef-Strauß-Allee 11, 93053, Regensburg, Deutschland
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Kuroda N, Suzuki A, Ozawa K, Nagai N, Okuyama Y, Koshiishi K, Yamada M, Raita Y, Kakisaka Y, Nakasato N, Kikukawa M. Educational Approaches That Enhance Online Clinical Clerkship during the COVID-19 Pandemic. Intern Med 2022; 61:2431-2440. [PMID: 35676035 PMCID: PMC9449622 DOI: 10.2169/internalmedicine.9291-21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/08/2023] Open
Abstract
Objective This cross-sectional national study determined which educational approaches are associated with the effectiveness of online clerkship for medical students. Method A survey was conducted for medical students at 78 medical schools in Japan from May 29 to June 14, 2020. It comprised the following aspects: (a) participants' profiles, (b) number of opportunities to learn from each educational approach (lecture, medical quiz, assignment, oral presentation, observation of a physician's practice, clinical skill practice, participation in interprofessional meetings, and interactive discussions with physicians) in online clerkship, (c) frequency of technical problems, and (d) educational outcome measurement (satisfaction, motivation, knowledge acquisition, skill acquisition, change in self-study time, and understanding of the importance of medical care team). Results Of the 2,640 respondents, 2,594 (98.3%) agreed to cooperate. Ultimately, 1,711 matched our inclusion criteria. All educational approaches but assignments were positively associated with satisfaction and motivation. All educational approaches excluding assignment submission and interprofessional meeting were positively associated with knowledge acquisition. Observation, practice, and interprofessional meeting were positively associated with skill acquisition. Only assignment submission was positively associated with the change in self-study time. Educational approaches excluding medical quizzes were positively associated with understanding the importance of the medical care team. Technical problems were negatively associated with motivation, knowledge acquisition, and skill acquisition. Conclusions Educators should implement various educational approaches, especially observation and practice, even in online clinical clerkship. They also need to minimize the technical problems associated with the Internet, as they reduce the effectiveness of online clerkship.
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Affiliation(s)
- Naoto Kuroda
- Department of Pediatrics, Wayne State University, USA
- Department of Epileptology, Tohoku University Graduate School of Medicine, Japan
| | | | - Kai Ozawa
- The Jikei University School of Medicine, Japan
| | | | | | | | | | | | - Yosuke Kakisaka
- Department of Epileptology, Tohoku University Graduate School of Medicine, Japan
| | - Nobukazu Nakasato
- Department of Epileptology, Tohoku University Graduate School of Medicine, Japan
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Riedel M, Amann N, Recker F, Hennigs A, Heublein S, Meyer B, Karge A, Eisenkolb G, Lammert J, Graf A, Klein E, Weiss M, Riedel F. The COVID-19 pandemic and its impact on medical teaching in obstetrics and gynecology-A nationwide expert survey among teaching coordinators at German university hospitals. PLoS One 2022; 17:e0269562. [PMID: 35930549 PMCID: PMC9355177 DOI: 10.1371/journal.pone.0269562] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2021] [Accepted: 05/24/2022] [Indexed: 11/22/2022] Open
Abstract
PURPOSE The COVID-19 pandemic has imposed severe challenges on medical education at German university hospitals. In this first German nationwide expert survey, we addressed the responsible university teaching coordinators in obstetrics and gynecology departments and investigated their experiences during the pandemic as well as their opinions on future developments, especially with regard to the broader implementation of e-learning in the standard curriculum. METHODS The questionnaire included 42 items and was disseminated among teaching coordinators at all 41 departments of obstetrics and gynecology at German university hospitals via an email that included a weblink to the online survey provider. Responses were collected between 19 April and 7 June 2021. RESULTS In total, 30 responses were collected from 41 departments across Germany and their respective teaching coordinators in obstetrics and gynecology. The general opinion of the medical teaching provided during the pandemic was positive, whereas the teaching quality in practical skills was considered inferior and not equivalent to the standard face-to-face curriculum. Lectures and seminars had to be substituted by remote-learning alternatives, while clinical clerkships were reduced in length and provided less patient contact. Students in their final year experienced only a few differences in the clinical and teaching routine. Teaching coordinators in obstetrics and gynecology stated that they intend to incorporate more e-learning into the curriculum in the future. CONCLUSION The medical educators' views presented here may help to complement the already-thoroughly investigated experiences of students under the restrictions of the COVID-19 pandemic. Medical educators in obstetrics and gynecology at German university hospitals have successfully established online and hybrid teaching alternatives to their standard face-to-face courses. Building on recent experiences, digitalization could help to improve future medical education.
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Affiliation(s)
- Maximilian Riedel
- Department of Gynecology and Obstetrics, Klinikum rechts der Isar, Technical University Munich (TU), Munich, Germany
| | - Niklas Amann
- Department of Gynecology and Obstetrics, Friedrich–Alexander-University Erlangen–Nuremberg (FAU), Erlangen, Germany
| | - Florian Recker
- Department of Gynecology and Obstetrics, Bonn University Hospital, Bonn, Germany
| | - André Hennigs
- Department of Gynecology and Obstetrics, Heidelberg University Hospital, Heidelberg, Germany
| | - Sabine Heublein
- Department of Gynecology and Obstetrics, Heidelberg University Hospital, Heidelberg, Germany
| | - Bastian Meyer
- Department of Gynecology and Obstetrics, Klinikum rechts der Isar, Technical University Munich (TU), Munich, Germany
| | - Anne Karge
- Department of Gynecology and Obstetrics, Klinikum rechts der Isar, Technical University Munich (TU), Munich, Germany
| | - Gabriel Eisenkolb
- Department of Gynecology and Obstetrics, Klinikum rechts der Isar, Technical University Munich (TU), Munich, Germany
| | - Jacqueline Lammert
- Department of Gynecology and Obstetrics, Klinikum rechts der Isar, Technical University Munich (TU), Munich, Germany
| | - Anna Graf
- Department of Gynecology and Obstetrics, Klinikum rechts der Isar, Technical University Munich (TU), Munich, Germany
| | - Evelyn Klein
- Department of Gynecology and Obstetrics, Klinikum rechts der Isar, Technical University Munich (TU), Munich, Germany
| | - Martin Weiss
- Department of Women’s Health, University of Tübingen, Tübingen, Germany
- NMI Natural and Medical Sciences Institute, University of Tübingen, Reutlingen, Germany
| | - Fabian Riedel
- Department of Gynecology and Obstetrics, Heidelberg University Hospital, Heidelberg, Germany
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13
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Romli MH, Foong CC, Hong WH, Subramaniam P, Wan Yunus F. Restructuring education activities for full online learning: findings from a qualitative study with Malaysian nursing students during Covid-19 pandemic. BMC MEDICAL EDUCATION 2022; 22:535. [PMID: 35821126 PMCID: PMC9275541 DOI: 10.1186/s12909-022-03587-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/29/2021] [Accepted: 06/24/2022] [Indexed: 05/03/2023]
Abstract
The COVID-19 pandemic and Movement Control Order have restricted learning activities from traditional face-to-face classrooms attendance shifted to full online learning in the student's environment. The present study is aimed to explore pertaining issues on full online learning among nursing students and offer a contingency solution. Nursing students from one Malaysian public institution were recruited. The sessions were conducted online via teleconference and were recorded. The data were analysed using thematic analysis with the assistance of QDA Miner Lite software. Twenty-one students participated, resulting in four focus group discussions and three in-depth interviews. Three themes with a total of ten sub-themes were generated: (i) Full online learning has ramifications on life (it is about life; blurred division on education life and personal life; non-conducive environment for learning; health and well-being; human is an adaptable being while the transition takes time), (ii) full online learning is a medium of teaching and learning delivery but with several concerns (the boon and bane of fully online learning; challenges associated with full online learning; coping strategy in handling full online learning), and (iii) Foundation in teaching and learning is the key (role of the educator; teaching and learning approaches; motivation and regulation). A model of practice for full online learning was developed, consisting of some modifications to create a conducive and healthy learning environment. This study embarks on a more structured and standard online learning practice for making the Internet of Things and Industrial Revolution 4.0 concept a contemporary and mainstream education practice.
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Affiliation(s)
- Muhammad Hibatullah Romli
- Department of Rehabilitation Medicine, UPM Teaching Hospital, Faculty of Medicine & Health Sciences, Universiti Putra Malaysia, 43400 Serdang, Selangor Malaysia
- Malaysian Research Institute on Ageing (MyAgeing™), Universiti Putra Malaysia, 43400 Serdang, Selangor Malaysia
| | - Chan Choong Foong
- Medical Education & Research Development Unit (MERDU), Faculty of Medicine, University of Malaya, 50603 Kuala Lumpur, Malaysia
| | - Wei-Han Hong
- Medical Education & Research Development Unit (MERDU), Faculty of Medicine, University of Malaya, 50603 Kuala Lumpur, Malaysia
| | - Paramesevary Subramaniam
- Department of Nursing, Faculty of Medicine & Health Sciences, Universiti Putra Malaysia, 43400 Serdang, Selangor Malaysia
| | - Farahiyah Wan Yunus
- Centre for Rehabilitation and Special Needs Studies, Occupational Therapy Programme, Faculty of Health Sciences, Universiti Kebangsaan Malaysia, 50300 Kuala Lumpur, Malaysia
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Motivation and Its Impact on Language Achievement: Sustainable Development of Ethnic Minority Students’ Second Language Learning. SUSTAINABILITY 2022. [DOI: 10.3390/su14137898] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
This study examined the English learning motivation of Chinese ethnic university students. A sample of 776 undergraduates from three representative ethnic universities participated in this research. The findings indicated four types of English learning motivation: intrinsic interest, learning situation, personal development, and international communication. There were statistically significant differences between ethnic minority and Han students, and between male and female students. Moreover, the intrinsic interest motivation of Han students was significantly higher than that of ethnic minority students, and female students’ overall motivation and personal development motivation were significantly higher than those of male students. Intrinsic interest motivation had a significantly positive impact on English achievement, whereas learning situation motivation had a significantly negative impact. These findings highlight the improvement of the learning situation and encouragement of intrinsic interest to enhance minority students’ second language learning and sustainable development. Further research on English as a second language should consider the influence of family and ethnic background.
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Baessler F, Zafar A, Mengler K, Natus RN, Dutt AJ, Kuhlmann M, Çinkaya E, Hennes S. A Needs-Based Analysis of Teaching on Vaccinations and COVID-19 in German Medical Schools. Vaccines (Basel) 2022; 10:vaccines10060975. [PMID: 35746584 PMCID: PMC9228741 DOI: 10.3390/vaccines10060975] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2022] [Revised: 06/14/2022] [Accepted: 06/15/2022] [Indexed: 11/16/2022] Open
Abstract
The COVID-19 pandemic highlights the need for improving public confidence in vaccines. Academic gaps and redundancies on vaccinations must be identified to revise the medical curriculum for up-to-date training of medical students. This cross-sectional survey assessed the status of vaccine-related teaching in general and specific to COVID-19 in medical schools across Germany. A total of 4313 medical students completed a questionnaire comprising items on national learning goals and perceived needs for teaching on vaccinations. Mixed methods were used to analyse data quantitatively for relative frequencies (%) and correlations between teaching items and semesters (Spearman’s rho), and qualitatively (content analysis). Our findings showed that 38.92% of the students were dissatisfied with teaching on vaccine-preventable diseases, but the perceived satisfaction increased in later semesters (r = 0.46, p < 0.001). Moreover, 75.84% and 68.15% of the students were dissatisfied with teaching related to vaccine scepticism and vaccine-related communication strategies, respectively. Furthermore, 63.79% reported dissatisfaction with teaching on COVID-19 disease and 72.93% with teaching on COVID-19 vaccines. A total of 79.12% stated they educated others on COVID-19 and its vaccines and 75.14% felt responsible to do so. A majority of the medical students were dissatisfied with teaching on dealing with vaccine scepticism, communication strategies and COVID-19 vaccines. We recommend practice-oriented vaccine education, especially for teaching communication skills to medical students.
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Affiliation(s)
- Franziska Baessler
- Centre for Psychosocial Medicine, Department of General Internal and Psychosomatic Medicine, Heidelberg University Hospital, Thibautstraße 4, 69115 Heidelberg, Germany; (A.Z.); (K.M.); (R.N.N.); (A.J.D.); (S.H.)
- Heidelberg Academy of Sciences and Humanities, Karlstraße 4, 69117 Heidelberg, Germany
- Correspondence: ; Tel.: +49-62215634688; Fax: +49-6221565330
| | - Ali Zafar
- Centre for Psychosocial Medicine, Department of General Internal and Psychosomatic Medicine, Heidelberg University Hospital, Thibautstraße 4, 69115 Heidelberg, Germany; (A.Z.); (K.M.); (R.N.N.); (A.J.D.); (S.H.)
- Heidelberg Academy of Sciences and Humanities, Karlstraße 4, 69117 Heidelberg, Germany
| | - Katharina Mengler
- Centre for Psychosocial Medicine, Department of General Internal and Psychosomatic Medicine, Heidelberg University Hospital, Thibautstraße 4, 69115 Heidelberg, Germany; (A.Z.); (K.M.); (R.N.N.); (A.J.D.); (S.H.)
| | - Ricarda Nadine Natus
- Centre for Psychosocial Medicine, Department of General Internal and Psychosomatic Medicine, Heidelberg University Hospital, Thibautstraße 4, 69115 Heidelberg, Germany; (A.Z.); (K.M.); (R.N.N.); (A.J.D.); (S.H.)
| | - Anne Josephine Dutt
- Centre for Psychosocial Medicine, Department of General Internal and Psychosomatic Medicine, Heidelberg University Hospital, Thibautstraße 4, 69115 Heidelberg, Germany; (A.Z.); (K.M.); (R.N.N.); (A.J.D.); (S.H.)
| | - Manuel Kuhlmann
- Impfaufklärung in Deutschland e.V., Simrockstraße 16, 53619 Rheinbreitbach, Germany; (M.K.); (E.Ç.)
| | - Emre Çinkaya
- Impfaufklärung in Deutschland e.V., Simrockstraße 16, 53619 Rheinbreitbach, Germany; (M.K.); (E.Ç.)
| | - Simon Hennes
- Centre for Psychosocial Medicine, Department of General Internal and Psychosomatic Medicine, Heidelberg University Hospital, Thibautstraße 4, 69115 Heidelberg, Germany; (A.Z.); (K.M.); (R.N.N.); (A.J.D.); (S.H.)
- Impfaufklärung in Deutschland e.V., Simrockstraße 16, 53619 Rheinbreitbach, Germany; (M.K.); (E.Ç.)
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16
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Medical Students' Perceptions towards Digitization and Artificial Intelligence: A Mixed-Methods Study. Healthcare (Basel) 2022; 10:healthcare10040723. [PMID: 35455898 PMCID: PMC9027704 DOI: 10.3390/healthcare10040723] [Citation(s) in RCA: 11] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/19/2022] [Revised: 04/07/2022] [Accepted: 04/11/2022] [Indexed: 02/04/2023] Open
Abstract
Digital technologies in health care, including artificial intelligence (AI) and robotics, constantly increase. The aim of this study was to explore attitudes of 2020 medical students’ generation towards various aspects of eHealth technologies with the focus on AI using an exploratory sequential mixed-method analysis. Data from semi-structured interviews with 28 students from five medical faculties were used to construct an online survey send to about 80,000 medical students in Germany. Most students expressed positive attitudes towards digital applications in medicine. Students with a problem-based curriculum (PBC) in contrast to those with a science-based curriculum (SBC) and male undergraduate students think that AI solutions result in better diagnosis than those from physicians (p < 0.001). Male undergraduate students had the most positive view of AI (p < 0.002). Around 38% of the students felt ill-prepared and could not answer AI-related questions because digitization in medicine and AI are not a formal part of the medical curriculum. AI rating regarding the usefulness in diagnostics differed significantly between groups. Higher emphasis in medical curriculum of digital solutions in patient care is postulated.
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17
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Bolatov AK, Gabbasova AM, Baikanova RK, Igenbayeva BB, Pavalkis D. Online or Blended Learning: the COVID-19 Pandemic and First-Year Medical Students' Academic Motivation. MEDICAL SCIENCE EDUCATOR 2022; 32:221-228. [PMID: 34804635 PMCID: PMC8589226 DOI: 10.1007/s40670-021-01464-y] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 11/04/2021] [Indexed: 06/13/2023]
Abstract
The study aimed to investigate the influence of psychological well-being and different study format on the academic motivation of 1st-year medical students during the COVID-19 pandemic. Repeated cross-sectional study carried out in November 2020 (time 1) and March 2021 (time 2). During time 1 (N = 273), all students studied online. In time 2 (N = 159), both students who learned online only (N = 86) and students who were taking (N = 33) or passed offline classes (N = 40) were trained. The mental state of the students was stable overtime of observation. The effect of the level of psychological destruction and quality of life affecting by the COVID-19 pandemic on academic motivation was minimal. The level of academic motivation was higher in time 2; this was especially noticeable among students who underwent blended learning. The mediating role of satisfaction with academic life and college belongingness in the relationship between the learning format and motivation was found. Blended type of education during a pandemic is more favorable for students in terms of their motivation to study. Further epidemiological studies are needed to assess the safety of blended learning. However, we would like to emphasize that no cases of COVID-19 in the blended learning format have been reported.
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Affiliation(s)
- Aidos K. Bolatov
- Astana Medical University, Beybitshilik St. 49A, Z10K9D9 Nur-Sultan, Kazakhstan
- National Research Center for Maternal and Child Health, CF “University Medical Center”, Kerey-Zhanibek Handar St. 5/1, Z05P3Y4 Nur-Sultan, Kazakhstan
| | - Anar M. Gabbasova
- Astana Medical University, Beybitshilik St. 49A, Z10K9D9 Nur-Sultan, Kazakhstan
| | | | - Bahyt B. Igenbayeva
- Astana Medical University, Beybitshilik St. 49A, Z10K9D9 Nur-Sultan, Kazakhstan
| | - Dainius Pavalkis
- Lithuanian University of Health Sciences, A. Mickeviciaus str. 9, 44307 Kaunas, Lithuania
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Nikas IP, Lamnisos D, Meletiou‐Mavrotheris M, Themistocleous S, Pieridi C, Mytilinaios DG, Michaelides C, Johnson EO. Shift to emergency remote preclinical medical education amidst the Covid-19 pandemic: A single-institution study. ANATOMICAL SCIENCES EDUCATION 2022; 15:27-41. [PMID: 34854255 PMCID: PMC9011537 DOI: 10.1002/ase.2159] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/31/2021] [Revised: 08/09/2021] [Accepted: 11/29/2021] [Indexed: 05/22/2023]
Abstract
The Covid-19 pandemic disrupted medical education, shifting it towards emergency remote delivery. This cross-sectional study aimed to assess the impact of the pandemic on preclinical medical education and identify predictors of the virtual learning experience and perceived stress. An anonymous survey was delivered electronically to the students of the authors' medical school that attended either histology or pathology. This survey contained two scales, the virtual learning experience (VLE) and the perceived stress scale-10 (PSS-10). A total of 173/255 (68%) responded, showing a positive perception towards the remote delivery of both courses. An exploratory factor analysis was performed on the VLE scale items and four new dimensions were formed: "course quality and learning outcomes", "student motivation", virtual against F2F learning", and "virtual laboratory sessions". The following significant predictors of enhanced VLE, in at least one dimension, were identified: female gender, pathology course, final examination grade >80%, lower perceived stress levels, studying in home country, and holding of another degree before medical school. In addition, the following predictors were significantly associated with higher levels of student perceived stress: female gender, pathology course, studying away from home, and suboptimal internet connection. Notably, the quality of internet connection was significantly associated with the students' final examination performance. Concerning the best mode for future delivery of both courses, most students proposed a blended, rather than an entirely on-campus or online approach. In conclusion, despite its problems, a high-quality remote preclinical medical education was possible in the authors' school and offered tremendous opportunities for future improvement.
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Affiliation(s)
- Ilias P. Nikas
- School of MedicineEuropean University CyprusNicosiaCyprus
| | - Demetris Lamnisos
- Department of Health SciencesEuropean University CyprusNicosiaCyprus
| | | | | | - Chryso Pieridi
- School of MedicineEuropean University CyprusNicosiaCyprus
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Tayyib N, Alsolami F, Asfour H, Alshhmemri M, Lindsay G, Ramaiah P, Alsulami S, Ali H. Undergraduate Nursing Students Endorse Education Standards in Blended e-Learning Theory Teaching during COVID-19 Pandemic. Open Nurs J 2021. [DOI: 10.2174/1874434602115010291] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/22/2022] Open
Abstract
Aim:
The aim of this study was to survey student learning perspectives as measured by ‘student satisfaction’ following the rapid introduction of remote blended e-learning into the existing undergraduate nursing curriculum at Umm Al-Qura University, Saudi Arabia.
Background:
National legislation resulting from the spread of Covid-19 required all theoretical and practical nurse training to move immediately to online provision using an unfamiliar e-learning environment and associated tools.
Objective:
The objective of this study was to use a validated satisfaction questionnaire developed elsewhere, but within a similar educational context involving both theoretical and practical components, for the purpose of checking that educational objectives were being satisfactorily achieved across five relevant domains of educational enquiry, and to use survey findings to improve the online delivery of the nursing program in future academic years.
Methods:
A validated 35 item questionnaire was circulated online to all male and female nursing students in their 2nd, 3rd and 4th years of study. The questionnaire content was subdivided into the five domains of ‘Interaction’, ‘Instruction’, ‘Instructor’, ‘Course Management’ and ‘Technology’. Descriptive and comparative statistics were used to compare levels of satisfaction between genders and among undergraduate years of study, and against findings from undergraduate information technology undergraduates.
Results:
199 female and 84 male students completed the questionnaire (response rate 59.2%). Mean satisfaction scores for male and female nursing undergraduates were significantly greater than 3 (neutral score) in all domains of enquiry, indicating good satisfaction with blended e-learning (p<0.001). However, multivariate regressions of domain satisfaction scores taking gender and year of study as explanatory variables had poor resolving power. Domain scores were also significantly greater than those of a comparator study in three of the five domains (p<0.030) and similar in the domains of course management (p=0.717) and technology (p=0.677). Levels of satisfaction in males and females were similar in 80% of the survey questions, but in females, satisfaction was significantly lower in some questions concerning technology (p<0.003), willingness to interrupt the instructor (p=0.021), comparison of blended learning and face-to-face teaching (p=0.002) and timely feedback on tests and assignments (p=0.031). Fourth-year students showed the highest levels of satisfaction across all five domains.
Conclusion:
Undergraduate nursing students reported above-average satisfaction levels across all five domains of education provision. Despite an unfamiliar blended e-learning curriculum environment, they demonstrated compatible technological skills, satisfactory interaction with teachers and other students and engagement in the learning process. A number of recommendations identified in the literature as underlying a successful program of blended e-learning are recorded for the benefit of readers.
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Nikendei C, Dinger-Ehrenthal U, Schumacher F, Bugaj TJ, Cranz A, Friedrich HC, Herpertz SC, Terhoeven V. Medical students' mental burden and experiences of voluntary work in COVID-19 patient support and treatment services: a qualitative analysis. GMS JOURNAL FOR MEDICAL EDUCATION 2021; 38:Doc120. [PMID: 34957325 PMCID: PMC8675374 DOI: 10.3205/zma001516] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 01/08/2021] [Revised: 06/14/2021] [Accepted: 08/26/2021] [Indexed: 06/14/2023]
Abstract
Aim: Medical training is undergoing a dramatic shift toward alternative training methods due to the SARS-CoV-2 pandemic. This study is the first to examine medical students' expectations, experiences, and mental burden related to volunteering in COVID-19 patient support and treatment services using semi-structured interviews. Methods: In May 2020, all 194 Heidelberg University Medical School students involved in volunteer COVID-19 support and treatment services were invited to participate in a cross-sectional, qualitative interview study. The semi-structured interviews were digitally recorded, transcribed, and then analyzed using Mayring's principles for content analysis. Results: We interviewed 12 medical students (8 female, mean age 23.2 years, mean medical training 3.7 years) working in Heidelberg COVID-19 crises management services, i.e., the Heidelberg Medical Hospital COVID-19 inpatient and outpatient units. The analysis revealed two key themes: "Expectations and structural barriers" and "Experiences and mental burden". The participants reported uncertainty and apprehension before starting their voluntary work. Although they initially found volunteering to be somewhat disorganized, their roles became clearer with time. In addition, they reported good team cohesion, which helped reduce initial concerns and uncertainties. The participants also felt that working in the field had helped them maintain their professional identification while standard medical classes and bedside learning were suspended due to the COVID-19 crises. Overall, they reported little volunteer work-related mental burden. Conclusions: The participants felt that volunteering during the COVID-19 crisis had benefited their professional development. A designated liaison person, psychosocial support, and introductory and accompanying courses could help alleviate initial concerns and interim difficulties in future crisis-related assignments.
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Affiliation(s)
- Christoph Nikendei
- Heidelberg University Hospital, Centre for Psychosocial Medicine, Department for General Internal Medicine and Psychosomatics, Heidelberg, Germany
| | - Ulrike Dinger-Ehrenthal
- Heidelberg University Hospital, Centre for Psychosocial Medicine, Department for General Internal Medicine and Psychosomatics, Heidelberg, Germany
| | - Florian Schumacher
- University of Heidelberg, Medical Faculty, Dean's Office, Heidelberg, Germany
| | - Till J. Bugaj
- Heidelberg University Hospital, Centre for Psychosocial Medicine, Department for General Internal Medicine and Psychosomatics, Heidelberg, Germany
| | - Anna Cranz
- Heidelberg University Hospital, Centre for Psychosocial Medicine, Department for General Internal Medicine and Psychosomatics, Heidelberg, Germany
| | - Hans-Christoph Friedrich
- Heidelberg University Hospital, Centre for Psychosocial Medicine, Department for General Internal Medicine and Psychosomatics, Heidelberg, Germany
| | - Sabine C. Herpertz
- University of Heidelberg, Medical Faculty, Dean's Office, Heidelberg, Germany
- Heidelberg University Hospital, Centre for Psychosocial Medicine, Department for General Psychiatry, Heidelberg, Germany
| | - Valentin Terhoeven
- Heidelberg University Hospital, Centre for Psychosocial Medicine, Department for General Internal Medicine and Psychosomatics, Heidelberg, Germany
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21
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Keržič D, Alex JK, Pamela Balbontín Alvarado R, Bezerra DDS, Cheraghi M, Dobrowolska B, Fagbamigbe AF, Faris ME, França T, González-Fernández B, Gonzalez-Robledo LM, Inasius F, Kar SK, Lazányi K, Lazăr F, Machin-Mastromatteo JD, Marôco J, Marques BP, Mejía-Rodríguez O, Méndez Prado SM, Mishra A, Mollica C, Navarro Jiménez SG, Obadić A, Raccanello D, Rashid MMU, Ravšelj D, Tomaževič N, Uleanya C, Umek L, Vicentini G, Yorulmaz Ö, Zamfir AM, Aristovnik A. Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries. PLoS One 2021; 16:e0258807. [PMID: 34669757 PMCID: PMC8528294 DOI: 10.1371/journal.pone.0258807] [Citation(s) in RCA: 22] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2021] [Accepted: 10/05/2021] [Indexed: 11/28/2022] Open
Abstract
The outbreak of the COVID-19 pandemic has dramatically shaped higher education and seen the distinct rise of e-learning as a compulsory element of the modern educational landscape. Accordingly, this study highlights the factors which have influenced how students perceive their academic performance during this emergency changeover to e-learning. The empirical analysis is performed on a sample of 10,092 higher education students from 10 countries across 4 continents during the pandemic's first wave through an online survey. A structural equation model revealed the quality of e-learning was mainly derived from service quality, the teacher's active role in the process of online education, and the overall system quality, while the students' digital competencies and online interactions with their colleagues and teachers were considered to be slightly less important factors. The impact of e-learning quality on the students' performance was strongly mediated by their satisfaction with e-learning. In general, the model gave quite consistent results across countries, gender, study fields, and levels of study. The findings provide a basis for policy recommendations to support decision-makers incorporate e-learning issues in the current and any new similar circumstances.
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Affiliation(s)
- Damijana Keržič
- Faculty of Public Administration, University of Ljubljana, Ljubljana, Slovenia
- Faculty of Social Sciences, University of Ljubljana, Ljubljana, Slovenia
| | | | | | | | - Maria Cheraghi
- Social Determinant of Health Research Center, Department of Public Health, School of Health, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
| | - Beata Dobrowolska
- Faculty of Health Sciences, Medical University of Lublin, Lublin, Poland
| | - Adeniyi Francis Fagbamigbe
- Department of Epidemiology and Medical Statistics, Faculty of Public Health, College of Medicine, University of Ibadan, Ibadan, Nigeria
| | - MoezAlIslam Ezzat Faris
- Department of Clinical Nutrition and Dietetics, College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
| | - Thais França
- Centre for Research and Studies in Sociology, Cies-Iscte, Portugal
| | - Belinka González-Fernández
- Department of Sciences and Engineering, Universidad Iberoamericana Puebla/Red Citeg, Mexico City, Mexico
| | | | - Fany Inasius
- Faculty of Economic and Communication, Bina Nusantara University, West Jakarta, Indonesia
| | - Sujita Kumar Kar
- Department of Psychiatry, King George’s Medical University, Lucknow, India
| | - Kornélia Lazányi
- John von Neumann Faculty of Informatics, Obuda University, Budapest, Hungary
| | - Florin Lazăr
- Faculty of Sociology and Social Work, University of Bucharest, Bucharest, Romania
| | | | - João Marôco
- William James Centre for Research, ISPA—Instituto Universitário, Lisbon, Portugal
| | - Bertil Pires Marques
- Higher Institute of Engineering of Porto, Polytechnic Institute of Porto, Porto, Portugal
| | - Oliva Mejía-Rodríguez
- División de Investigación Clínica, Centro de Investigación Biomédica de Michoacán, Instituto Mexicano del Seguro Social, Mexico, Mexico
| | | | - Alpana Mishra
- Faculty of Community Medicine, KIMS, Bhubaneswar, KIIT University, Bhubaneswar, India
| | - Cristina Mollica
- Department of Statistical Sciences, Sapienza University of Rome, Rome, Italy
| | | | - Alka Obadić
- Faculty of Economics and Business, University of Zagreb, Zagreb, Croatia
| | | | - Md Mamun Ur Rashid
- Department of Agricultural Extension and Rural Development, Patuakhali Science and Technology University, Barisal, Bangladesh
| | - Dejan Ravšelj
- Faculty of Public Administration, University of Ljubljana, Ljubljana, Slovenia
| | - Nina Tomaževič
- Faculty of Public Administration, University of Ljubljana, Ljubljana, Slovenia
| | - Chinaza Uleanya
- Business Management, University of South Africa (UNISA), Pretoria, South Africa
| | - Lan Umek
- Faculty of Public Administration, University of Ljubljana, Ljubljana, Slovenia
| | - Giada Vicentini
- Department of Human Sciences, University of Verona, Verona, Italy
| | - Özlem Yorulmaz
- Department of Econometrics, Faculty of Economics, University of Istanbul, Istanbul, Turkey
| | - Ana-Maria Zamfir
- National Scientific Research Institute for Labour and Social Protection, Bucharest, Romania
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