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Zhang J, Chen H, Wang X, Huang X, Xie D. Application of flipped classroom teaching method based on ADDIE concept in clinical teaching for neurology residents. BMC MEDICAL EDUCATION 2024; 24:366. [PMID: 38570778 PMCID: PMC10988803 DOI: 10.1186/s12909-024-05343-z] [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: 09/26/2023] [Accepted: 03/23/2024] [Indexed: 04/05/2024]
Abstract
BACKGROUND As an important medical personnel training system in China, standardized residency training plays an important role in enriching residents' clinical experience, improving their ability to communicate with patients and their clinical expertise. The difficulty of teaching neurology lies in the fact that there are many types of diseases, complicated conditions, and strong specialisation, which puts higher requirements on residents' independent learning ability, the cultivation of critical thinking, and the learning effect. Based on the concept of ADDIE (Analysis-Design-Development-Implementation-Evaluation), this study combines the theory and clinical practice of flipped classroom teaching method to evaluate the teaching effect, so as to provide a basis and reference for the implementation of flipped classroom in the future of neurology residency training teaching. METHODS The participants of the study were 90 neurology residents in standardised training in our hospital in the classes of 2019 and 2020. A total of 90 residents were divided into a control group and an observation group of 45 cases each using the random number table method. The control group used traditional teaching methods, including problem based learning (PBL), case-based learning (CBL), and lecture-based learning (LBL). The observation group adopted the flipped classroom teaching method based on the ADDIE teaching concept. A unified assessment of the learning outcomes of the residents was conducted before they left the department in the fourth week, including the assessment of theoretical and skill knowledge, the assessment of independent learning ability, the assessment of critical thinking ability, and the assessment of clinical practice ability. Finally, the overall quality of teaching was assessed. RESULTS The theoretical and clinical skills assessment scores achieved by the observation group were significantly higher than those of the control group, and the results were statistically significant (P < 0.001). The scores of independent learning ability and critical thinking ability of the observation group were better than those of the control group, showing statistically significant differences (P < 0.001). The observation group was better than the control group in all indicators in terms of Mini-Cex score (P < 0.05). In addition, the observation group had better teaching quality compared to the control group (P < 0.001). CONCLUSION Based on the concept of ADDIE combined with flipped classroom teaching method can effectively improve the teaching effect of standardized training of neurology residents, and had a positive effect on the improvement of residents' autonomous learning ability, critical thinking ability, theoretical knowledge and clinical comprehensive ability.
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Affiliation(s)
- Juan Zhang
- Department of Neurology, The First Affiliated Hospital of Anhui University of Traditional Chinese Medicine, 117 Meishan Road, Hefei, Anhui, China.
| | - Hong Chen
- The First Clinical Medical College of Anhui University of Chinese Medicine, Hefei, China
| | - Xie Wang
- The First Clinical Medical College of Anhui University of Chinese Medicine, Hefei, China
| | - Xiaofeng Huang
- Department of Neurology, The First Affiliated Hospital of Anhui University of Traditional Chinese Medicine, 117 Meishan Road, Hefei, Anhui, China
| | - Daojun Xie
- Department of Neurology, The First Affiliated Hospital of Anhui University of Traditional Chinese Medicine, 117 Meishan Road, Hefei, Anhui, China
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Ettl F, Schriefl C, Grafeneder J, Thallner DG, Mueller M, Fischer E, Schlegel R, Sigmund T, Holzer M, Schnaubelt S. A moodle course to substitute resuscitation teaching in a medical curriculum during the COVID-19 pandemic: A prospective pilot study. Front Public Health 2022; 10:991408. [PMID: 36438255 PMCID: PMC9691759 DOI: 10.3389/fpubh.2022.991408] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2022] [Accepted: 10/17/2022] [Indexed: 11/13/2022] Open
Abstract
Background Face-to-face medical education was restricted during the COVID-19 pandemic, leading to alternative teaching methods. Moodle® (Modular Object-Oriented Dynamic Learning Environment) - an online course format - has not yet been sufficiently evaluated for its feasibility and effectiveness in teaching cardiopulmonary resuscitation. Methods Medical students in the eighth semester took part in a Moodle® course teaching basic life support, the ABCDE-approach, airway management, and advanced life support. The content was presented using digital background information and interactive videos. A multiple-choice test was conducted at the beginning and at the end of the course. Subjective ratings were included as well. Results Out of 594 students, who were enrolled in the online course, 531 could be included in this study. The median percentage of correctly answered multiple-choice test questions increased after completing the course [78.9%, interquartile range (IQR) 69.3-86.8 vs. 97.4%, IQR 92.1-100, p < 0.001]. There was no gender difference in the median percentage of correctly answered questions before (female: 79.8%, IQR 70.2-86.8, male: 78.1%, IQR 68.4-86.8, p = 0.412) or after (female: 97.4%, IQR 92.1-100, male: 96.5%, IQR 92.6-100, p = 0.233) the course. On a 5-point Likert scale, 78.7% of students self-reported ≥4 when asked for a subjective increase in knowledge. Noteworthy, on a 10-point Likert scale, male students self-reported their higher confidence in performing CPR [female 6 (5-7), male 7 (6-8), p < 0.001]. Conclusion The Moodle® course led to a significant increase in theoretical knowledge. It proved to be a feasible substitute for face-to-face courses - both objectively and subjectively.
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Affiliation(s)
- Florian Ettl
- Department of Emergency Medicine, Medical University of Vienna, Vienna, Austria
| | - Christoph Schriefl
- Department of Emergency Medicine, Medical University of Vienna, Vienna, Austria,*Correspondence: Christoph Schriefl
| | - Jürgen Grafeneder
- Department of Emergency Medicine, Medical University of Vienna, Vienna, Austria
| | | | - Matthias Mueller
- Department of Emergency Medicine, Medical University of Vienna, Vienna, Austria
| | - Eva Fischer
- Department of Emergency Medicine, Medical University of Vienna, Vienna, Austria,Department of Anaesthesiology, Clinic Donaustadt, Vienna Healthcare Group, Vienna, Austria
| | - Raphael Schlegel
- Department of Emergency Medicine, Medical University of Vienna, Vienna, Austria
| | - Thorsten Sigmund
- Department of IT-Systems and Communications, Medical University of Vienna, Vienna, Austria
| | - Michael Holzer
- Department of Emergency Medicine, Medical University of Vienna, Vienna, Austria
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Sun X, Ding M, Luo X, Kang B, Zhu Y, Xu Z, Chen C. A case study: a continuous improvement project of lecturing skills for clinical teachers in Chinese residency standardized training. BMC MEDICAL EDUCATION 2022; 22:265. [PMID: 35410273 PMCID: PMC8996608 DOI: 10.1186/s12909-022-03311-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/02/2021] [Accepted: 03/28/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Aiming at the poor quality of small lectures due to the lack of lecturing skills of the clinical teachers in residency standardized training, the Teaching and Training Department of Shanghai East Hospital set up a continuous improvement project of lecturing skills for the clinical teachers to search for effective ways to improve lecture quality, then the effect was evaluated. METHODS Based on the ADDIE model of training design, the department conducted the project in accordance with a process of analysis, design, development, implementation and evaluation. A special course "Clinical Teacher Presentation Training" (CTPT) was developed to convey and train the 5 key behaviors in presentation to improving lecture quality of the clinical teachers. Ninety-nine clinical teachers who give lectures to the residents were recruited as subjects for the project. Adopted the model of "intensive training + practice transference" to strengthen lecturing skills, and applied the Kirkpatrick Four Levels to evaluate the effect of the project from multi-role and multi-stage. RESULTS The training satisfaction of the CTPT course from the subjects reaches 100%. The subjects have a high degree of knowledge acquisition through CTPT and the knowledge of the 5 key behaviors has been actually used in their lectures at the stage of practice transference. Comparing the data before training and after transference, it is found that the average increasing of the subjects' 5 key behavior scores made by teaching secretaries is 14.12 points (14.12%) and that of the subjects' self-efficacy scores is 9.31 points (9.31%); the performance values were modeling based on the scores from different types of evaluators and increased by an average of 12.61 points (12.61%); and the star ratings of the overall performance increased by an average of 1.17 points (23.4%). The results showed statistically difference (P < 0.001). CONCLUSIONS The project effectively promoted the improvement of the clinical teachers' lecturing skills and the quality of small lectures.
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Affiliation(s)
- Xiaoliang Sun
- Teaching and Training Department, Shanghai East Hospital, Tongji University School of Medicine, No.1800 Yuntai Road, Pudong New Area, Shanghai, 200123 China
| | - Min Ding
- Teaching and Training Department, Shanghai East Hospital, Tongji University School of Medicine, No.1800 Yuntai Road, Pudong New Area, Shanghai, 200123 China
| | - Xi Luo
- Teaching and Training Department, Shanghai East Hospital, Tongji University School of Medicine, No.1800 Yuntai Road, Pudong New Area, Shanghai, 200123 China
| | - Baoli Kang
- Teaching and Training Department, Shanghai East Hospital, Tongji University School of Medicine, No.1800 Yuntai Road, Pudong New Area, Shanghai, 200123 China
| | - Yaqin Zhu
- Teaching and Training Department, Shanghai East Hospital, Tongji University School of Medicine, No.1800 Yuntai Road, Pudong New Area, Shanghai, 200123 China
| | - Zengguang Xu
- Shanghai East Hospital, Tongji University School of Medicine, No.1800 Yuntai Road, Pudong New Area, Shanghai, 200123 China
| | - Chi Chen
- Teaching and Training Department, Shanghai East Hospital, Tongji University School of Medicine, No.1800 Yuntai Road, Pudong New Area, Shanghai, 200123 China
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Ho TTT, Oh J. Development and Evaluation of Cultural Competence Course on Undergraduate Nursing Students in Vietnam. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19020888. [PMID: 35055710 PMCID: PMC8776207 DOI: 10.3390/ijerph19020888] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/11/2021] [Revised: 01/09/2022] [Accepted: 01/10/2022] [Indexed: 01/27/2023]
Abstract
Cultural competence is a crucial requirement of nursing to promote caring for patients with diverse backgrounds. The purpose of this study was to develop a cultural competence course and to evaluate the effects of the course on undergraduate nursing students in Vietnam. A concurrent triangulation mixed-methods study was adopted using quantitative and qualitative data sources. Sixty-six nursing students were recruited for the following groups: cultural competence course with field experience (n = 22), stand-alone cultural competence course (n = 22), and a control group (n = 22). The findings indicated that significant group by time interactions in total cultural competence score (F = 66.73, p < 0.001) were found. Participants’ perceptions reflected on three categories: (a) journey to cultural competence, (b) satisfaction of cultural competence course, and (c) suggestions for improvements. No statistically significant differences between the two experimental groups were revealed, but “obtaining cultural experiences” and “expanding understanding of cultural competence through field experience” were immersed from participants having field experience. It is vital to expand cultural competency education into nursing curricula to enhance nursing students’ perspective of culturally competent care.
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Affiliation(s)
- Trang-Thi-Thuy Ho
- Faculty of Nursing, Hue University of Medicine and Pharmacy, Hue University, Hue 49120, Vietnam;
| | - Jina Oh
- Institute of Health Science, College of Nursing, Inje University, Busan 47720, Korea
- Correspondence: ; Tel.: +82-10-4071-6833
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Ranganathan H, Singh DKA, Kumar S, Sharma S, Chua SK, Ahmad NB, Harikrishnan K. Readiness towards online learning among physiotherapy undergraduates. BMC MEDICAL EDUCATION 2021; 21:376. [PMID: 34246264 PMCID: PMC8271316 DOI: 10.1186/s12909-021-02803-8] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/19/2020] [Accepted: 06/24/2021] [Indexed: 05/13/2023]
Abstract
BACKGROUND Online learning is an attractive option for educators, especially as means of overcoming the challenges posed by the global pandemic. Although it is best to evaluate student readiness prior to commencement of an online course, to ensure successful development and delivery of student-centric teaching and learning strategies, readiness towards online learning among physiotherapy undergraduates is unknown. The main aim of this study was to examine physiotherapy undergraduates' readiness towards online learning. METHODS In this cross-sectional study, participants were selected through a combination of total population and convenience sampling. The Student Online Learning Readiness questionnaire was distributed among physiotherapy undergraduates from two public and two private universities in Malaysia to investigate their technical, social and communication competencies. Information about device characteristics were obtained to evaluate their equipment readiness. Descriptive and group comparisons were conducted using independent t-test, and analysis of variance with p < 0.05 as level of significance. RESULTS A total of 352 physiotherapy undergraduates participated. The response rate was 81.6%. The results showed that physiotherapy undergraduates in these four institutions had moderate levels of readiness towards technical competencies (M = 3.7 ± 0.5), social competencies with instructor (M = 3.7 ± 0.6), social competencies with classmates (M = 3.8 ± 0.6) and communication competencies (M = 3.6 ± 0.5) related to online learning. The overall readiness for these four competencies was moderate (M = 3.7 ± 0.4), however the physiotherapy undergraduates had high (> 80% possessed smartphones and laptop) level of equipment readiness. Institution and gender had no significant effect on the level of readiness (p > 0.05). Year 1 and 2 had significantly higher levels of social competencies with instructor compared to final year physiotherapy undergraduates (p < 0.05). CONCLUSION Physiotherapy undergraduates in these four institutions had moderate to high levels of readiness towards online learning. Technical, social and communication competencies could be further enhanced with appropriate strategies. SIGNIFICANCE This study provides an insight into the level of readiness towards online learning among physiotherapy undergraduates. The findings of our study shed light on issues to consider when designing online courses. A pre-course training for undergraduates prior to the commencement of online courses may be useful. TRIAL REGISTRATION Not Applicable.
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Affiliation(s)
- Harikrishnan Ranganathan
- Physiotherapy Programme, Centre for Healthy Ageing and Wellness, Faculty of Health Sciences, Universiti Kebangsaan Malaysia, Jalan Raja Muda Abdul Aziz, Kuala Lumpur, Malaysia
- Physiotherapy Programme, Faculty of Allied Health Sciences, University of Cyberjaya, Cyberjaya, Selangor, Malaysia
| | - Devinder Kaur Ajit Singh
- Physiotherapy Programme, Centre for Healthy Ageing and Wellness, Faculty of Health Sciences, Universiti Kebangsaan Malaysia, Jalan Raja Muda Abdul Aziz, Kuala Lumpur, Malaysia.
| | - Saravana Kumar
- Allied Health and Human Performance, University of South Australia, Adelaide, Australia
| | - Shobha Sharma
- Speech Science Programme, Centre for Healthy Ageing and Wellness, Faculty of Health Sciences, Universiti Kebangsaan Malaysia, Jalan Raja Muda Abdul Aziz, Kuala Lumpur, Malaysia
| | - Siew Kuan Chua
- Centre of Physiotherapy, Faculty of Health Sciences, Universiti Teknologi MARA, Puncak Alam, Selangor, Malaysia
| | - Nabilah Binti Ahmad
- Physiotherapy Programme, School of Health Sciences, KPJ Healthcare University College, Nilai, Malaysia
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Han S, Park HJ, Nah S, Lee EH, Lee HJ, Park JO, Lee CA. Instructor-led distance learning for training students in cardiopulmonary resuscitation: A randomized controlled study. PLoS One 2021; 16:e0251277. [PMID: 33956873 PMCID: PMC8101908 DOI: 10.1371/journal.pone.0251277] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2021] [Accepted: 04/23/2021] [Indexed: 12/05/2022] Open
Abstract
Study hypothesis Cardiopulmonary resuscitation (CPR) training can increase the likelihood of patient survival and better neurological outcomes. However, conventional learning (CL) has cost, time, and space constraints. This study aimed to evaluate whether laypersons who completed instructor-led distance learning (DL) acquired a level of CPR skill comparable to that achieved via CL training. Methods This randomized controlled study recruited students from 28 Korean high schools who were randomized to complete instructor-led DL or CL training. The CL training involved classroom-based face-to-face training, whereas the instructor-led DL training was provided online using a videoconferencing system. Results The study enrolled 62 students who were randomized to the CL group (31 participants) or the DL group (31 participants). Relative to the CL group, the DL group achieved remarkably similar results in terms of most CPR variables. In addition, the DL group had a significant improvement in the mean compression depth (before: 46 mm [interquartile range: 37–52 mm] vs. after: 49 mm [interquartile range: 46–54 mm], p<0.001). Conclusions Instructor-led DL can be a suitable alternative to CL for providing CPR training to laypersons. In settings like the current COVID-19 pandemic, where face-to-face CL is not practical, DL may be a useful tool for delivering CPR training.
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Affiliation(s)
- Sangsoo Han
- Department of Emergency Medicine, Soonchunhyang University Bucheon Hospital, Bucheon, Republic of Korea
| | - Hye Ji Park
- Department of Emergency Medicine, Dongtan Sacred Heart Hospital, Hallym University, Hwaseong-si, Gyeonggi-do, Republic of Korea
| | - Sangun Nah
- Department of Emergency Medicine, Soonchunhyang University Bucheon Hospital, Bucheon, Republic of Korea
| | - Eun Hae Lee
- Division of Injury Prevention and Control, Korea Disease Control and Prevention Agency, Cheongju-si, Chungcheongbuk-do, Republic of Korea
| | - Hyun Ji Lee
- Department of Emergency Medicine, Dongtan Sacred Heart Hospital, Hallym University, Hwaseong-si, Gyeonggi-do, Republic of Korea
| | - Ju Ok Park
- Department of Emergency Medicine, Dongtan Sacred Heart Hospital, Hallym University, Hwaseong-si, Gyeonggi-do, Republic of Korea
| | - Choung Ah Lee
- Department of Emergency Medicine, Dongtan Sacred Heart Hospital, Hallym University, Hwaseong-si, Gyeonggi-do, Republic of Korea
- * E-mail:
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Blanco-Ávila D, Gómez-Leal J, Sáenz-Montoya X. Incremento del conocimiento en soporte vital básico facilitado por un recurso educativo digital. ENFERMERÍA UNIVERSITARIA 2020. [DOI: 10.22201/eneo.23958421e.2020.1.737] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022] Open
Abstract
Introducción: La enfermedad cardiovascular es responsable de 17.3 millones de muertes por año en el mundo y conlleva a complicaciones como el paro cardiorrespiratorio, el cual se puede presentar tanto en el escenario intra como extrahospitalario. Tener una comunidad capacitada posibilita la sobrevida y/o mitigación de secuelas. Con el propósito de aumentar la población capacitada en soporte vital básico, favorecer el aprendizaje y dedicar más tiempo al desarrollo de habilidades prácticas, se construyó un recurso educativo digital. Objetivo: Determinar el efecto de un recurso educativo digital en el proceso de aprendizaje de soporte vital básico en integrantes de la comunidad de una institución de educación superior. Métodos: Estudio cuantitativo, pre-experimental tipo pre-prueba/pos-prueba en un solo grupo. Resultados: El recurso educativo digital para el aprendizaje de soporte vital básico en 110 estudiantes incrementó el conocimiento, mostró una diferencia estadísticamente significativa en los resultados del post-test en comparación con el pre-test: p<0.01 para grupos ajustados al modelo gaussiano y p<0.05 para el grupo no ajustado. Discusión: Los resultados de implementar un recurso educativo digital para la enseñanza de soporte vital básico es consecuente con los beneficios hallados en otros estudios similares. Los Objetos Virtuales de Aprendizaje favorecen en los estudiantes la motivación, el aprendizaje autorregulado y la apropiación de conocimientos, por lo que los proponen como estrategia de aprendizaje. Conclusión: El recurso educativo digital favoreció el aprendizaje e incrementó el conocimiento, requisito necesario en la formación como primer respondiente en los tres grupos de estudiantes de pregrado que participaron en el presente estudio.
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