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Asghar AUR, Aksoy M, Graham AI, Baseler HA. Developing research skills in medical students online using an active research study. BMC MEDICAL EDUCATION 2023; 23:805. [PMID: 37884936 PMCID: PMC10605271 DOI: 10.1186/s12909-023-04781-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/03/2023] [Accepted: 10/16/2023] [Indexed: 10/28/2023]
Abstract
BACKGROUND Developing research skills and scholarship are key components of medical education. The COVID-19 pandemic necessitated that all teaching be delivered online. We introduced an approach to small group teaching in the academic year 2020-2021 online which involved students in an active (ongoing) research study to develop their research skills. METHODS We acquired student feedback to evaluate their perspectives quantitatively on development of research and scholarship skills, teaching content and format, and tutor performance using this teaching approach. In addition, we captured free text responses from both students and tutors on the positives and negatives of our course, and their suggested improvements. We also compared summative assessment marks for the online/active research course (2020-2021) with those obtained from previous (2017-2019) and subsequent (2021-2023) teaching sessions. RESULTS Students were largely positive about most aspects of the online course utilising an active research study (n = 13). Students agreed that they were able to acquire research skills, particularly related to data analysis, transferable skills, and giving scientific presentations. A one-way ANOVA revealed no significant difference for assessment marks across all five teaching years (two years prior and two years following the online/active research course), indicating that the course achieved the learning outcomes. Students enjoyed the convenience of online teaching and the availability of course resources, but least liked the lack of in-person interaction and laboratory training. Tutors enjoyed the collaborative aspects of online teaching, but least liked the lack of face-to-face interactions with students. CONCLUSIONS Our study demonstrates that delivering online teaching which involves students in active research engages and motivates them to develop their research and scholarship skills. We recommend that educators consider incorporating a current research study in their undergraduate courses as this can enhance the student learning experience as well as the research project itself.
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Affiliation(s)
- Aziz U R Asghar
- Centre for Anatomical and Human Sciences, Hull York Medical School, University of Hull, Hull, HU6 7RX, UK
- Experimental Medicine and Biomedicine, Hull York Medical School, University of Hull, Hull, HU6 7RX, UK
- York Biomedical Research Institute, University of York, York, YO10 5DD, UK
| | - Murat Aksoy
- Centre for Anatomical and Human Sciences, Hull York Medical School, University of Hull, Hull, HU6 7RX, UK
| | - Alison I Graham
- Experimental Medicine and Biomedicine, Hull York Medical School, University of Hull, Hull, HU6 7RX, UK
- Health Professions Education Unit, Hull York Medical School, University of York, York, YO10 5DD, UK
| | - Heidi A Baseler
- Experimental Medicine and Biomedicine, Hull York Medical School, University of Hull, Hull, HU6 7RX, UK.
- York Biomedical Research Institute, University of York, York, YO10 5DD, UK.
- Department of Psychology, University of York, York, YO10 5DD, UK.
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Hertling S, Hertling D, Matziolis G, Schleußner E, Loos F, Graul I. Digital teaching tools in sports medicine: A randomized control trial comparing the effectiveness of virtual seminar and virtual fishbowl teaching method in medical students. PLoS One 2022; 17:e0267144. [PMID: 35709198 PMCID: PMC9202876 DOI: 10.1371/journal.pone.0267144] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2021] [Accepted: 04/01/2022] [Indexed: 11/19/2022] Open
Abstract
Background
Since the COVID-19 pandemic, the demand for online courses has increased enormously. Therefore, finding new methods to improve medical education is imperative.
Objective
The aim of this study was to compare the self-reports of the individual student-centered virtual teaching techniques (seminar versus fishbowl) in a group of medical students.
Methods
During the second semester of 2020, students in the clinical phase of the study (n = 144) participated in the optional subject of Sports Medicine. The students were divided into 2 groups. One group (n = 72) received the knowledge transfer in the form of a virtual seminar, the other group (n = 72) in the form of a virtual fishbowl.
Results
Virtual seminar and virtual fishbowl students gave insights into these teaching techniques. Most of the students from the virtual fishbowl group believed that the virtual fishbowl format allowed them to be more actively involved in learning. The mean quiz scores were statistically higher for students in the virtual fishbowl group than students in the virtual seminar group (p < 0. 001).
Conclusion
This study concluded that virtual seminars and virtual fishbowl formats could be served as structured learning and teaching formats. At the same time, the virtual fishbowl format can promote an active exchange of knowledge from students’ perspectives.
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Affiliation(s)
- Stefan Hertling
- Department of Gynecology and Obstetrics, University Hospital Jena, Jena, Germany
- Orthopaedic Department, Campus Eisenberg, University Hospital Jena, Jena, Eisenberg, Germany
- Fakultät für Gesundheit (Department für Humanmedizin), Lehrstuhl für Medizintheorie, Integrative und Anthroposophische Medizin, Witten/Herdecke, Germany
- Department of Obstetrics, University Hospital Jena, Jena, Germany
| | - Doreen Hertling
- Department of Gynecology, Hospital Rummelsberg, Schwarzenbruck, Germany
| | - Georg Matziolis
- Orthopaedic Department, Campus Eisenberg, University Hospital Jena, Jena, Eisenberg, Germany
| | | | - Franziska Loos
- Practice for Orthopaedics and Shoulder Surgery, Leipzig, Germany
| | - Isabel Graul
- Orthopaedic Department, Campus Eisenberg, University Hospital Jena, Jena, Eisenberg, Germany
- Department of Trauma, Hand and Reconstructive Surgery, University Hospital Jena, Jena, Germany
- Department für Orthopädie, Unfall - Universitätsklinikum Halle, Halle, Germany
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Motte-Signoret E, Labbé A, Benoist G, Linglart A, Gajdos V, Lapillonne A. Perception of medical education by learners and teachers during the COVID-19 pandemic: a cross-sectional survey of online teaching. MEDICAL EDUCATION ONLINE 2021; 26:1919042. [PMID: 33871308 PMCID: PMC8079026 DOI: 10.1080/10872981.2021.1919042] [Citation(s) in RCA: 40] [Impact Index Per Article: 13.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
COVID-19 lockdowns have deeply impacted teaching programs. Online teaching has suddenly become the main form of medical education, a form that may be used as long as the pandemic continues. We aimed at analyzing how online teaching was perceived by both teachers and learners to help determine how to adapt curricula in the next few years. An anonymous cross-sectional survey of medical students, pediatric residents, neonatal fellows, and their respective teachers was conducted between June and August 2020 to assess feelings about quality, attendance, equivalence, and sustainability of online teaching programs. 146 Students and 26 teachers completed the survey. 89% of students agreed that the offered online teaching was an appropriate way of teaching during the pandemic. Less than half of learners and teachers felt they have received or provided a training of an equivalent level and quality as in usual courses. About one-third thought that this online teaching should continue after the crisis ends. Medical school students had significantly more mixed opinions on online teaching than residents and fellows did. Attendance of learners significantly improved with synchronous online classes (p < 0.001), and among more advanced learners (p < 0.002). Our study is the first of this kind to assess simultaneously the feelings of learners at different levels (medical students, residents, and fellows) and their respective teachers of pediatric on programs taught online. It showed that online programs were perceived as appropriate ways of teaching during the COVID pandemic. Further studies are, however, needed to assess the efficacy of such teaching methods on medical skills and communication capabilities.
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Affiliation(s)
- Emmanuelle Motte-Signoret
- Université Paris-Saclay, UVSQ, INRAE, BREED, 78350, Jouy-en-Josas, France
- Université Paris-Saclay, UVSQ, UFR Simone Veil Santé, 78180, Montigny le Bretonneux, France
- Neonatal Intensive Care Unit, CHI Poissy St Germain, 78300, Poissy, France
- CONTACT Emmanuelle Motte-Signoret Neonatal Intensive Care Unit, CHI Poissy-St Germain, 10 rue du Champ Gaillard, Poissy78300, France
| | - Antoine Labbé
- Université Paris-Saclay, UVSQ, UFR Simone Veil Santé, 78180, Montigny le Bretonneux, France
- Ophtalmology, CHU A. Paré, 92100, Boulogne-Billancourt, France
| | - Grégoire Benoist
- Université Paris-Saclay, UVSQ, UFR Simone Veil Santé, 78180, Montigny le Bretonneux, France
- Department of Pediatrics, CHU A. Paré, 92100, Boulogne-Billancourt, France
| | - Agnès Linglart
- Université Paris-Saclay, Faculté de Médecine, 94270, Le Kremlin-Bicêtre, France
- Department of Pediatric Endocrinology, CHU Bicêtre, 94270, Le Kremlin-Bicêtre, France
| | - Vincent Gajdos
- Department of Pediatrics, CHU A. Paré, 92100, Boulogne-Billancourt, France
- Université Paris-Saclay, Faculté de Médecine, 94270, Le Kremlin-Bicêtre, France
| | - Alexandre Lapillonne
- Université de Paris, UFR Médecine Santé, 75006, Paris, France
- Neonatal Intensive Care Unit, CHU Necker Enfants Malades, 75015, Paris
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Nicklas D, Treitz M, Daniels S, Hanson J. Developing a Center for Education Research and Scholarship in a Department of Pediatrics. MEDEDPUBLISH 2020; 9:181. [PMID: 38073837 PMCID: PMC10702635 DOI: 10.15694/mep.2020.000181.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/22/2023] Open
Abstract
This article was migrated. The article was marked as recommended. Background The skills needed to engage in scholarship in medical education are not part of the training that all physicians acquire. To build skills and promote scholarship, we developed a Center for Education Research and Scholarship (CERS) in the Department of Pediatrics at the University of Colorado. In this paper, we offer recommendations for others who seek to establish departmental-level efforts to support education. Approach and Lessons Learned CERS provides an "education home" for those interested in education scholarship, supplementing campus-wide efforts such as an Academy of Medical Educators. Mentorship from two experienced leaders in medical education provided a foundation for other faculty in the department and helped to build scholarship efforts more broadly. Through a weekly meeting and an annual departmental retreat, CERS provides opportunities for community among educators, faculty development in the skills needed to engage in education research, and a forum for generating ideas and planning projects. Essential resources for success include at least one leader with expertise in educational research, an administrative and/or research assistant, and some funding for faculty time and initiation of projects. Mentors with experience in education research and scholarship are also needed, although a group of mentors quickly grows as more individuals engage. Results Benefits to the department include peer-reviewed presentations and publications in medical education, with regional, national, and international recognition. Faculty members can focus on medical education as a key component of their careers, and the quality of education programs is enhanced. Conclusions While it takes time to fully develop a departmental center for education scholarship, it is possible to start small and grow. One or two leaders in education with vision can begin the effort and engage others, and the faculty will begin to experience the satisfaction of collaborative projects in education, successful innovation, and dissemination of scholarship.
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