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Tan JW, Tan G, Lian X, Chong DKS, Rajalingam P, Dalan R, Mogali SR. Impact of Facilitation on Cognitive Flow in a Novel Diabetes Management Rehearsal Game for Health Professions Education: Mixed Methods, Open-Label, Superiority Randomized Controlled Trial. JMIR Serious Games 2024; 12:e54703. [PMID: 38900700 PMCID: PMC11292155 DOI: 10.2196/54703] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2023] [Revised: 01/02/2024] [Accepted: 05/31/2024] [Indexed: 06/22/2024] Open
Abstract
BACKGROUND Though the prevalence of diabetes is set to increase, most serious game solutions typically target patient self-management and education. Few games target health care professions education, and even fewer consider the factors that may increase their efficacies. The impact of facilitation, a prominent feature of health professions education, is examined in the context of a rehearsal-based diabetes management serious game. OBJECTIVE In this mixed methods, open-label, superiority randomized controlled trial, we compare student performance, attitudes, and perceptions of a rehearsal-based diabetes management game for health care professionals. METHODS Student participants were randomized into 2 groups to play a diabetes management game. The control group played the game alone, and the intervention group played the same game alongside a facilitator tasked to moderate overall challenge levels and address queries. Both groups were administered the Flow Short Scale, a 13-item measure rated on a 7-point Likert scale ranging from 1 ("not at all") to 7 ("very much") immediately after the game. Students were then invited to voluntary focus group discussions to elicit their attitudes and perceptions of the game. Findings were subject to between-group comparisons and inductive thematic analysis respectively. RESULTS A total of 48 (26 control, 22 intervention) clinical-year undergraduates from the Lee Kong Chian School of Medicine in Singapore participated in this study, with 18 continuing to the focus group discussions. Flow Short Scale results indicated the superiority of the intervention group for overall flow (t46=-2.17, P=.04) and the absorption subdomain (t46=-2.6, P=.01). Qualitative results indicated students viewed facilitation as helpful and appropriate, and were able to identify improvable elements of the game's theoretical foundations and overall design. CONCLUSIONS While serious games are efficacious means of rehearsing previously learned knowledge, facilitation allows for their efficiency to be greatly increased. Such increases are likely crucial in the coming years with the increased digitization of health care professions education and the prevalence of diabetes. TRIAL REGISTRATION ClinicalTrials.gov NCT05637749; https://www.clinicaltrials.gov/study/NCT05637749.
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Affiliation(s)
- Jun Wen Tan
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
| | | | - Xia Lian
- Department of Endocrinology, Tan Tock Seng Hospital, Singapore, Singapore
| | - Darren Kai Siang Chong
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
| | - Preman Rajalingam
- Institute of Learning, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Rinkoo Dalan
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
- Department of Endocrinology, Tan Tock Seng Hospital, Singapore, Singapore
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Ata M, Amin F, Saghir S, Sultana S, Imran M, Mehdi S. Evaluation of an online "Train the Trainers" course for family physicians in Pakistan: Expectations vs reality. J Family Med Prim Care 2024; 13:2020-2025. [PMID: 38948611 PMCID: PMC11213383 DOI: 10.4103/jfmpc.jfmpc_1796_23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2023] [Revised: 12/12/2023] [Accepted: 12/24/2023] [Indexed: 07/02/2024] Open
Abstract
Aim Pakistan is in dire need of trained family physicians to enhance the quality of primary health care. To build capacity, there is a need to train the trainers on a large scale through a feasible and accessible program. Therefore, for the first time, a three-month online course was designed and piloted, in collaboration with national and international family medicine faculty. The aim of this study was to determine the gap between the pre-course expectations and the post-program perceptions of the participants for* a unique family medicine "Train the Trainers" course. Methods A longitudinal-observational study was conducted at a private college of Karachi after approval from the Institutional Review Board. The expectations and perceptions of all (31) participants were recorded through a pre- and post-course questionnaire. Data were analyzed through descriptive and analytical statistics on SPSS-26. The responses to the open-ended questions were analyzed by content analytical approach. Results Out of 20 quantitative items on the questionnaire, four were associated with a positive gap between the expectations and perceptions. One item showed a negative gap, while the rest did not show any significant difference. The majority of the participants expressed that they expected to see an improvement in their teaching skills because of the online course. Conclusion The online course was successful in meeting the participants' expectations. The course delivery can be revisited to further improve its quality according to the participant's feedback, including an opportunity to ask questions and incorporating some face-to-face sessions.
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Affiliation(s)
- Madiha Ata
- Department of Family Medicine, Indus College of Family Medicine and Public Health, Karachi, Sindh, Pakistan
| | - Faridah Amin
- Department of Family Medicine, Indus College of Family Medicine and Public Health, Karachi, Sindh, Pakistan
| | - Shaista Saghir
- Department of Family Medicine, Indus College of Family Medicine and Public Health, Karachi, Sindh, Pakistan
| | - Shafaq Sultana
- Department of HPE, Indus University of Health Sciences, Karachi, Sindh, Pakistan
| | - Muhammad Imran
- Department of Family Medicine, Indus College of Family Medicine and Public Health, Karachi, Sindh, Pakistan
| | - Salima Mehdi
- Department of Family Medicine, Indus College of Family Medicine and Public Health, Karachi, Sindh, Pakistan
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Odu J, Osi K, Nguyen L, Goldstein A, Appel LJ, Matsushita K, Ojji D, Orji IA, Alex-Okoh M, Odoh D, Toma MM, Elemuwa CO, Lamorde S, Baraya H, Dewan MT, Chijioke O, Moran AE, Agogo E, Thomas MP. On-demand mobile hypertension training for primary health care workers in Nigeria: a pilot study. BMC Health Serv Res 2024; 24:444. [PMID: 38594665 PMCID: PMC11005121 DOI: 10.1186/s12913-024-10693-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2023] [Accepted: 02/07/2024] [Indexed: 04/11/2024] Open
Abstract
BACKGROUND Only one out of every ten Nigerian adults with hypertension has their blood pressure controlled. Health worker training is essential to improve hypertension diagnosis and treatment. In-person training has limitations that mobile, on-demand training might address. This pilot study evaluated a self-paced, case-based, mobile-optimized online training to diagnose and manage hypertension for Nigerian health workers. METHODS Twelve hypertension training modules were developed, based on World Health Organization and Nigerian guidelines. After review by local academic and government partners, the course was piloted by Nigerian health workers at government-owned primary health centers. Primary care physician, nurse, and community health worker participants completed the course on their own smartphones. Before and after the course, hypertension knowledge was evaluated with multiple-choice questions. Learners provided feedback by responding to questions on a Likert scale. RESULTS Out of 748 users who sampled the course, 574 enrolled, of whom 431 (75%) completed the course. The average pre-test score of completers was 65.4%, which increased to 78.2% on the post-test (P < 0.001, paired t-test). Health workers who were not part of existing hypertension control programs had lower pre-test scores and larger score gains. Most participants (96.1%) agreed that the training was applicable to their work, and nearly all (99.8%) agreed that they enjoyed the training. CONCLUSIONS An on-demand mobile digital hypertension training increases knowledge of hypertension management among Nigerian health workers. If offered at scale, such courses can be a tool to build health workforce capacity through initial and refresher training on current clinical guidelines in hypertension and other chronic diseases in Nigeria as well as other countries.
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Affiliation(s)
| | - Kufor Osi
- Resolve To Save Lives, New York, USA
| | - Leander Nguyen
- Columbia University Irving Medical Center, New York, USA
| | | | - Lawrence J Appel
- Welch Center for Prevention, Epidemiology, and Clinical Research, Johns Hopkins University, Baltimore, MD, USA
| | - Kunihiro Matsushita
- Welch Center for Prevention, Epidemiology, and Clinical Research, Johns Hopkins University, Baltimore, MD, USA
| | - Dike Ojji
- Department of Internal Medicine, Faculty of Clinical Sciences, University of Abuja, Abuja, Nigeria
| | - Ikechukwu A Orji
- Cardiovascular Research Unit, University of Abuja Teaching Hospital, Gwagwalada, Abuja, Nigeria
| | | | | | | | | | | | - Hasana Baraya
- National Primary Health Care Development Agency, Abuja, Nigeria
| | | | | | - Andrew E Moran
- Resolve To Save Lives, New York, USA
- Columbia University Irving Medical Center, New York, USA
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Okemah J, Neunie S, Noble A, Wysham C. Impact on Knowledge, Competence, and Performance of a Faculty-Led Web-Based Educational Activity for Type 2 Diabetes and Obesity: Questionnaire Study Among Health Care Professionals and Analysis of Anonymized Patient Records. JMIR Form Res 2023; 7:e49115. [PMID: 37703084 PMCID: PMC10534284 DOI: 10.2196/49115] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2023] [Revised: 07/18/2023] [Accepted: 07/19/2023] [Indexed: 09/14/2023] Open
Abstract
BACKGROUND Strategies for managing type 2 diabetes (T2D) and obesity are evolving with the introduction of targeted therapies, including incretin-based dual agonists and growing knowledge of the importance of multidisciplinary care. Accessible, effective continuing medical education (CME) activities are required to ensure that health care professionals (HCPs) understand and can implement the most recent data to optimize patient outcomes. OBJECTIVE We aimed to measure changes in knowledge, competence, and self-reported performance and quantitatively evaluate changes in performance using anonymized patient data following participation in a web-based educational activity. The faculty-led CME-accredited activity was based on incretin-based dual agonists and patient education on T2D and obesity. The remaining educational gaps in this field were also identified. METHODS A CME-accredited, web-based, multidisciplinary (touchMDT) educational activity titled "The future for glycemic control and weight loss in T2D and obesity: Incretin-based dual-agonists and optimizing patient education" was developed. HCP knowledge, competence, and performance were assessed before and after the activity against Moore's expanded outcomes framework (levels 1-5), using self-reported questionnaires and by analyzing anonymized patient record data. RESULTS For evaluating knowledge and competence (50 respondents before and 50 learners after the activity), the mean number of correctly answered questions was significantly higher post activity (median 5.0, IQR 4.0-6.0 to 6.0, IQR 5.0-7.0; mean 4.98, SD 1.22 to 5.78, SD 1.13; P<.001). Modest, nonsignificant improvements in self-reported performance (N=50 respondents preactivity; N=50 learners postactivity) from before to after the activity were observed (median 4.0, IQR 3.25-4.0 to 4.0, IQR 4.0-4.0; mean 3.64, SD 0.69 to 3.76, SD 0.48; P=.32). PPatient data analysis indicated that patients were being treated more intensively postactivity: before the activity, the most commonly used treatment regimens were metformin monotherapy (13/50, 26%) and dual therapy with metformin plus injectable glucagon-like peptide-1 (GLP-1) receptor agonist (RA; 11/50, 22%); post activity, this changed to dual therapy with metformin plus injectable GLP-1 RA (12/50, 24%) and triple therapy with metformin plus injectable GLP-1 RA plus sodium-glucose cotransporter-2 inhibitor (SGLT2i; 10/50, 20%). In addition, there was an increased number of referrals to a combination of specialists (physicians referred 27%, 8/30 of patients to ≥2 specialists before the activity and 36%, 10/28 to ≥2 specialists post activity). The remaining educational gaps included understanding the biology and psychology of obesity, efficacy and safety data for incretin-based dual agonists, and the role of the diabetes educator or diabetes care and education specialist in managing T2D and obesity. CONCLUSIONS This short, web-based CME activity on the management of T2D and obesity led to improvements in HCP knowledge, competence, and performance. Several remaining unmet needs were identified, which can be used to inform the content of future educational activities in this disease area.
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Affiliation(s)
| | - Sola Neunie
- touch Independent Medical Education, Stockport, Cheshire, United Kingdom
| | - Alexander Noble
- touch Independent Medical Education, Stockport, Cheshire, United Kingdom
| | - Carol Wysham
- Rockwood Center for Diabetes and Endocrinology, Spokane, WA, United States
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Day K, Bredenoord AJ, Skypala I, Spergel J, Bickford K, Noble A, Nunn AM. Addressing educational gaps through multidisciplinary team education in eosinophilic oesophagitis management. JOURNAL OF CME 2023; 12:2230033. [PMID: 37426427 PMCID: PMC10327516 DOI: 10.1080/28338073.2023.2230033] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/26/2023] [Revised: 06/13/2023] [Accepted: 06/21/2023] [Indexed: 07/11/2023]
Abstract
Once considered a rare disease, eosinophilic oesophagitis (EoE) is becoming increasingly prevalent, yet many healthcare professionals (HCPs) remain unfamiliar with the underlying pathophysiology and optimal management approaches. For this study, we developed a faculty-led, online, continuing medical education activity on EoE. The effectiveness of this activity was evaluated according to Moore's framework, with changes in knowledge and competence (Moore's Levels 3 and 4) assessed for a cohort of gastroenterologists, dietitians, allergists and immunologists (N = 300), using questionnaires completed before and after participation. Changes in HCP confidence in treating EoE were also reported and remaining educational gaps were identified. The activity was viewed by a global audience of 5,330 participants within 6 months, and significant improvements in knowledge and competence were reported following participation in the activity across all specialities, regions and experience (mean [standard deviation] score pre- versus post-activity: 4.32 [1.38] versus 5.46 [0.82]; p < 0.001). Confidence in treating EoE also increased from pre- to post-activity, with the proportion of participants reporting that they felt moderately or extremely confident increasing from 53% to 82%. Several educational unmet needs were identified, which can be used to inform the design of future educational activities in EoE.
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Affiliation(s)
- Kathy Day
- Medical and Editorial, touchIME Ltd, Stockport, UK
| | - Albert J Bredenoord
- Department of Gastroenterology and Hepatology, Amsterdam University Medical Centers, Amsterdam, Netherlands
| | - Isabel Skypala
- Department of Allergy and Clinical Immunology, Royal Brompton & Harefield Hospitals, Part of Guys & St Thomas NHS Foundation Trust, London, UK
| | - Jonathan Spergel
- Allergy Section, Children’s Hospital of Philadelphia, Philadelphia, PA, USA
| | | | | | - Anne M Nunn
- Medical and Editorial, touchIME Ltd, Stockport, UK
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Harris SB, Idzik S, Boasso A, Neunie SQ, Noble AD, Such HE, Van J. The Educational Impact of Web-Based, Faculty-Led Continuing Medical Education Programs in Type 2 Diabetes: A Survey Study to Analyze Changes in Knowledge, Competence, and Performance of Health Care Professionals. JMIR MEDICAL EDUCATION 2022; 8:e40520. [PMID: 36102282 PMCID: PMC9617189 DOI: 10.2196/40520] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/21/2022] [Revised: 09/08/2022] [Accepted: 09/13/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND The treatment landscape for type 2 diabetes (T2D) is continually evolving; therefore, ongoing education of health care professionals (HCPs) is essential. There is growing interest in measuring the impact of educational activities, such as through use of the Moore framework; however, data on the benefits of continuing medical education (CME) in the management of T2D remain limited. OBJECTIVE This study aimed to evaluate HCP satisfaction; measure improvements in knowledge, competence, and performance following short, case-based, multidisciplinary web-based CME activities; and identify the remaining educational gaps. METHODS Two faculty-led, CME-accredited, web-based educational activities on T2D and obesity, touchIN CONVERSATION and touch MultiDisciplinary Team, were developed and made available on a free-to-access medical education website. Each activity comprised 3 videos lasting 10 to 15 minutes, which addressed learning objectives developed based on a review of published literature and faculty feedback. Participant satisfaction (Moore level 2) was evaluated using a postactivity questionnaire. For both activities, changes in knowledge and competence (Moore levels 3 and 4) were assessed using questionnaires completed by representative HCPs before or after participation in the activities. A second set of HCPs completed a questionnaire before and after engaging in activities that assessed changes in self-reported performance (Moore level 5). RESULTS Each activity was viewed by approximately 6000 participants within 6 months. The participants expressed high levels of satisfaction (>80%) with both activities. Statistically significant improvements from baseline in knowledge and competence were reported following participation in touchIN CONVERSATION (mean score, SD before vs after activity: 4.36, 1.40 vs 5.42, 1.37; P<.001), with the proportion of learners answering at least six of 7 questions correctly, increasing from 22% (11/50) to 60% (30/50). A nonsignificant improvement in knowledge and competence was observed following participation in touch MultiDisciplinary Team (mean score, SD 4.36, 1.24 vs 4.58, 1.07; P=.35); however, baseline knowledge and competence were relatively high, where 80% of the respondents (40/50) answered at least four of 6 questions correctly. A significant improvement in HCP self-reported performance was observed in a combined analysis of both activities (mean score, SD 2.65, 1.32 vs 3.15, 1.26; P=.03), with the proportion of learners selecting the answer representing the best clinical option for all 4 questions increasing from 32% (11/34) to 59% (20/34) after the activity. Several unmet educational needs were self-reported or identified from the analysis of incorrectly answered questions, including setting individualized glycemic targets and the potential benefits of sodium-glucose cotransporter 2 inhibitor therapies. CONCLUSIONS Short, case-based, web-based CME activities designed for HCPs to fit their clinical schedules achieved improvements in knowledge, competence, and self-reported performance in T2D management. Ongoing educational needs identified included setting individualized glycemic targets and the potential benefits of sodium-glucose cotransporter 2 inhibitor therapies.
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Affiliation(s)
- Stewart B Harris
- Schulich School of Medicine and Dentistry, Western University, London, ON, Canada
| | - Shannon Idzik
- University of Maryland School of Nursing, Baltimore, MD, United States
| | | | | | | | | | - Joanna Van
- University Clinical Investigators (d.b.a. Diabetes Research Center), Tustin, CA, United States
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Thomas MP, Kozikott S, Kamateeka M, Abdu-Aguye R, Agogo E, Bello BG, Brudney K, Manzi O, Patel LN, Barrera-Cancedda AE, Abraham J, Lee CT. Development of a simple and effective online training for health workers: results from a pilot in Nigeria. BMC Public Health 2022; 22:551. [PMID: 35313834 PMCID: PMC8934907 DOI: 10.1186/s12889-022-12943-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2021] [Accepted: 02/18/2022] [Indexed: 11/15/2022] Open
Abstract
Background Health workers (HWs) in Africa face challenges accessing and learning from existing online training opportunities. To address these challenges, we developed a modular, self-paced, mobile-ready and work-relevant online course covering foundational infection prevention and control (IPC) concepts. Here, we evaluate the first pilot of this course, conducted with HWs in Nigeria. Methods We used a learner-centered design and prototyping process to create a new approach to delivering online training for HWs. The resulting course comprised 10 self-paced modules optimized for use on mobile devices. Modules presented IPC vignettes in which learning was driven by short assessment questions with feedback. Learners were recruited by distributing a link to the training through Nigeria-based email lists, WhatsApp groups and similar networks of HWs, managers and allied professionals. The course was open to learners for 8 weeks. We tracked question responses and time on task with platform analytics and assessed learning gains with pre- and post-testing. Significance was evaluated with the Wilcoxon signed-rank test, and effect size was calculated using Cohen’s d. Results Three hundred seventy-two learners, with roles across the health system, enrolled in the training; 59% completed all 10 modules and earned a certificate. Baseline knowledge of foundational IPC concepts was low, as measured by pre-test scores (29%). Post-test scores were significantly higher at 54% (effect size 1.22, 95% confidence interval 1.00-1.44). Learning gains were significant both among learners with low pre-test scores and among those who scored higher on the pre-test. We used the Net Promoter Score (NPS), a common user experience metric, to evaluate the training. The NPS was + 62, which is slightly higher than published scores of other self-paced online learning experiences. Conclusions High completion rates, significant learning gains and positive feedback indicate that self-paced, mobile-ready training that emphasizes short, low-stakes assessment questions can be an effective, scalable way to train HWs who choose to enroll. Low pre-test scores suggest that there are gaps in IPC knowledge among this learner population.
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Affiliation(s)
- Marshall P Thomas
- Resolve to Save Lives, an Initiative of Vital Strategies, New York, NY, USA.
| | - Samantha Kozikott
- Resolve to Save Lives, an Initiative of Vital Strategies, New York, NY, USA
| | | | | | - Emmanuel Agogo
- Resolve to Save Lives, an Initiative of Vital Strategies, New York, NY, USA
| | | | - Karen Brudney
- Resolve to Save Lives, an Initiative of Vital Strategies, New York, NY, USA
| | - Olivier Manzi
- Resolve to Save Lives, an Initiative of Vital Strategies, New York, NY, USA
| | - Leena N Patel
- Resolve to Save Lives, an Initiative of Vital Strategies, New York, NY, USA
| | | | - Jobin Abraham
- Resolve to Save Lives, an Initiative of Vital Strategies, New York, NY, USA
| | - Christopher T Lee
- Resolve to Save Lives, an Initiative of Vital Strategies, New York, NY, USA
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Shabila NP, Alkhateeb NE, Dauod AS, Al-Dabbagh A. Exploring the perspectives of medical students of application on e-learning in medical education during the COVID-19 pandemic. Work 2021; 70:751-762. [PMID: 34719456 DOI: 10.3233/wor-205339] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
BACKGROUND The use of e-learning has become mandatory during the COVID-19 pandemic. However, there are many barriers to applying e-learning in medical education. OBJECTIVE This study aimed to explore medical students' perspectives on the application of e-learning in medical education during the COVID-19 pandemic. METHODS This Q-methodology explorative study was conducted in Kurdistan Region of Iraq. A sample of 37 medical students was purposively selected to represent different characteristics. The students distributed 37 statements representing different aspects of e-learning in medical education into a nine-point scoring grid from "least agree" to "most agree." RESULTS Data analysis revealed three distinct viewpoints. The first viewpoint, complete dependence on e-learning, emphasized a preference for e-learning to continue medical education and complete the study year with a minimal return to study halls or practical/clinical sessions. The second viewpoint, opponents of applying e-learning in medical education, included a generally negative view about e-learning and its role in medical education during the COVID-19 pandemic. The third viewpoint, e-learning as a supplement to medical education, emphasized a generally positive view about e-learning and considered it a supplement to the theoretical parts of medical education during the pandemic. CONCLUSION The three diverse viewpoints are primarily distinguished by the availability of e-learning experience and skills, availability of technology, risk perception of COVID-19, and the need for in-hospital clinical teaching. Provision of necessary facilities and training is required to strengthen the role of e-learning in medical education. A safe environment is needed for on-campus or hospital clinical teaching.
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Affiliation(s)
- Nazar P Shabila
- Department of Community Medicine, College of Medicine, Hawler Medical University, Erbil, Iraq
| | | | - Ali Shakir Dauod
- Department of Community Medicine, College of Medicine, Hawler Medical University, Erbil, Iraq
| | - Ali Al-Dabbagh
- Department of Medical Education, College of Medicine, Hawler Medical University, Erbil, Iraq
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Naidoo N, Azar AJ, Khamis AH, Gholami M, Lindsbro M, Alsheikh-Ali A, Banerjee Y. Design, Implementation, and Evaluation of a Distance Learning Framework to Adapt to the Changing Landscape of Anatomy Instruction in Medical Education During COVID-19 Pandemic: A Proof-of-Concept Study. Front Public Health 2021; 9:726814. [PMID: 34568264 PMCID: PMC8460872 DOI: 10.3389/fpubh.2021.726814] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2021] [Accepted: 08/06/2021] [Indexed: 12/23/2022] Open
Abstract
This study presents the design of a DL-framework to deliver anatomy teaching that provides a microfiche of the onsite anatomy learning experience during the mandated COVID-19 lockdown. First, using nominal-group technique, we identified the DL learning theories to be employed in blueprinting the DL-framework. Effectiveness of the designed DL-framework in anatomy teaching was demonstrated using the exemplar of the Head and Neck (H&N) course during COVID-19 lockdown, in the pre-clerkship curriculum at our medical school. The dissemination of the DL-framework in the anatomy course was informed by the Analyse, Design, Develop, Implement, and Evaluate (ADDIE) model. The efficiency of the DL-framework was evaluated using the first two levels of Kirkpatrick's model. Versatility of the DL-framework was demonstrated by aligning its precepts with individual domains of key learning outcomes framework. The framework's blueprint was designed amalgamating principles of: Garrison's community inquiry, Siemens' connectivism and Harasim's online-collaborative-learning; and improved using Anderson's DL-model. Following the implementation of the DL-framework in the H&N course informed by ADDIE, the framework's efficiency was evaluated. In total, 70% students responded to the survey assessing perception toward DL (Kirkpatrick's Level: 1). Descriptive analysis of the survey results showed that the DL-framework was positively received by students and attested that students had an enriched learning experience, which promoted collaborative-learning and student-autonomy. For, Kirkpatrick's Level: 2 i.e., cognitive development, we compared the summative assessment performance in the H&N course across three cohort of students. The results show that the scores of the cohort, which experienced the course entirely through DL modality was statistically higher (P < 0.01) than both the other cohorts, indicating that shift to DL did not have an adverse effect on students' learning. Using Bourdieu's Theory of Practice, we showed that the DL-framework is an efficient pedagogical approach, pertinent for medical schools to adopt; and is versatile as it attests to the key domains of students' learning outcomes in the different learning outcomes framework. To our knowledge this is the first-study of its kind where a rationale and theory-guided approach has been availed not only to blueprint a DL framework, but also to implement it in the MBBS curriculum.
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Affiliation(s)
- Nerissa Naidoo
- College of Medicine and Health Sciences, Mohammed Bin Rashid University of Medicine and Health Sciences (MBRU), Dubai, United Arab Emirates
| | - Aida J. Azar
- College of Medicine and Health Sciences, Mohammed Bin Rashid University of Medicine and Health Sciences (MBRU), Dubai, United Arab Emirates
| | - Amar Hassan Khamis
- College of Medicine and Health Sciences, Mohammed Bin Rashid University of Medicine and Health Sciences (MBRU), Dubai, United Arab Emirates
| | - Mandana Gholami
- College of Medicine and Health Sciences, Mohammed Bin Rashid University of Medicine and Health Sciences (MBRU), Dubai, United Arab Emirates
| | - Marjam Lindsbro
- College of Medicine and Health Sciences, Mohammed Bin Rashid University of Medicine and Health Sciences (MBRU), Dubai, United Arab Emirates
| | - Alawi Alsheikh-Ali
- College of Medicine and Health Sciences, Mohammed Bin Rashid University of Medicine and Health Sciences (MBRU), Dubai, United Arab Emirates
- Dubai Health Authority (DHA) Building, Dubai, United Arab Emirates
| | - Yajnavalka Banerjee
- College of Medicine and Health Sciences, Mohammed Bin Rashid University of Medicine and Health Sciences (MBRU), Dubai, United Arab Emirates
- Centre for Medical Education, University of Dundee, Dundee, United Kingdom
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Nordmann E, Horlin C, Hutchison J, Murray JA, Robson L, Seery MK, MacKay JRD. Ten simple rules for supporting a temporary online pivot in higher education. PLoS Comput Biol 2020; 16:e1008242. [PMID: 33001990 PMCID: PMC7529278 DOI: 10.1371/journal.pcbi.1008242] [Citation(s) in RCA: 28] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/20/2022] Open
Abstract
As continued COVID-19 disruption looks likely across the world, perhaps until 2021, contingency plans are evolving in case of further disruption in the 2020–2021 academic year. This includes delivering face-to-face programs fully online for at least part of the upcoming academic year for new and continuing cohorts. This temporary pivot will necessitate distance teaching and learning across almost every conceivable pedagogy, from fundamental degrees to professionally accredited ones. Each institution, program, and course will have its own myriad of individualized needs; however, there is a common question that unites us all: how do we provide teaching and assessment to students in a manner that is accessible, fair, equitable, and provides the best learning whilst acknowledging the temporary nature of the pivot? No “one size fits all” solution exists, and many of the choices that need to be made will be far from simple; however, this paper provides a starting point and basic principles to facilitate discussions taking place around the globe by balancing what we know from the pedagogy of online learning with the practicalities imposed by this crisis and any future crises.
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Kumar AP, Al Ansari AM, Shehata MHK, Tayem YIY, Arekat MRK, Kamal AAM, Deifalla A, Tabbara KS. Evaluation of Curricular Adaptations Using Digital Transformation in a Medical School in Arabian Gulf during the COVID-19 Pandemic. J Microsc Ultrastruct 2020; 8:186-192. [PMID: 33623745 PMCID: PMC7883498 DOI: 10.4103/jmau.jmau_87_20] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/29/2020] [Accepted: 11/14/2020] [Indexed: 11/04/2022] Open
Abstract
BACKGROUND Several institutions adopted innovative approaches to ensure continued learning for their students during the COVID-19 pandemic. All curricular innovations should undergo curriculum evaluation; hence, the objective of this paper was to share the salient features of evaluation using faculty and student's feedback on curricular adaptations implemented through digital transformation in a Medical School in Arabian Gulf during the COVID-19 pandemic, using a structured questionnaire. METHODOLOGY After getting informed consent, feedback about acceptability and limitations regarding various aspects of curricular adaptations was obtained from students and faculty, using a structured and validated questionnaire. The response rate from faculty and students was 90% and 60%, respectively. The qualitative responses were analyzed using thematic analysis. RESULTS About 97% agreed that Modular Object-Oriented Dynamic Learning Environment, ZOOM, and Examsoft platforms were effective for curriculum delivery and assessment. 85% agreed that they were able to maintain online interactivity and 92% conveyed their willingness to continue to use these digital innovations even after the end of pandemic. "Lack of interactivity," "missed clinical training," "live sessions were more engaging than recorded ones" were the prominent themes emerged out of thematic analysis. All faculty and students expressed concern over the lack of clinical training involving real patients. All of them expressed appreciation to the university and faculty for their enormous efforts. CONCLUSION Innovative ways should be considered to start clinical teaching with real patients, during pandemic. The learning outcomes of digital learning should be validated across all institutions. New indicators related to "digital learning" should be considered for accreditation of medical schools.
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Affiliation(s)
- Archana Prabu Kumar
- Medical Education Unit, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
- Department of Physiology, Sri Ramachandra Medical College and Research Institute, SRIHER, Chennai, Tamil Nadu, India
| | - Ahmed Mohammed Al Ansari
- Medical Education Unit, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
| | - Mohamed Hany Kamel Shehata
- Department of Family and Community Medicine, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
- Helwan University, Faculty of Medicine, Cairo, Egypt
| | - Yasin Ibrahimm Yousif Tayem
- Department of Pharmacology and therapeutics, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
| | - Mona Rushdi Khalil Arekat
- Department of Internal Medicine, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
| | - Adel Abdulrahim Mohammed Kamal
- Department of Quality and Excellence Center, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
| | - Abdelhalim Deifalla
- Department of Anatomy, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
| | - Khaled Saeed Tabbara
- Department of Microbiology, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
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Patterson KK, Ritwik P, Kerins CA, Adewumi A. Real-time measurement for effectiveness of novel educational endeavors during the COVID-19 pandemic. J Dent Educ 2020; 85:1020-1021. [PMID: 32749718 PMCID: PMC7436449 DOI: 10.1002/jdd.12363] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2020] [Revised: 07/20/2020] [Accepted: 07/24/2020] [Indexed: 11/13/2022]
Affiliation(s)
- Kimberly K. Patterson
- Department of Pediatric DentistryVirginia Commonwealth University School of DentistryRichmondVirginiaUSA
| | - Priyanshi Ritwik
- School of DentistryThe University of Texas Health Science Center at HoustonHoustonTexasUSA
| | - Carolyn A. Kerins
- Department of Pediatric DentistryTexas A&M University College of DentistryDallasTexasUSA
| | - Abimbola Adewumi
- Pediatric DentistryUniversity of Florida College of DentistryGainesvilleFloridaUSA
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Foulds J, Burkle M, Sonnenberg LK. From Spark to Flame -- Radical Innovations from Cataclysmic Events in Medical Education. MEDEDPUBLISH 2020; 9:132. [PMID: 38073800 PMCID: PMC10702677 DOI: 10.15694/mep.2020.000132.1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/22/2023] Open
Abstract
This article was migrated. The article was marked as recommended. We all knew it was coming. We just didn't realize it would all come at once. No, we are not talking about the zombie apocalypse, but rather the emergence of virtual teaching and virtual healthcare delivery pervading every aspect of life as we now know it. In the context of COVID-19 and marked shifts in how and where we teach medical learners, the staggering number of new ideas, adaptations, and innovations has been inspiring. This game-changing pandemic is a spark, a lightning bolt if you will, that has created solutions, where previous barriers may have been in virtual teaching and healthcare provision. It is impossible to even consider going "back to normal", as they say. We believe the torrent of ideas and possibilities for medical education, brought by COVID-19, cannot and should not be stopped. We explore the nuances of virtual teaching and virtual care and seek readers to consider what their actionable frameshift can mean for medical education in their teaching realm moving forward. We believe that this is the time to innovate: the time to radically change our traditional medical education practices. To sustain these innovations, institutional support, participant buy-in, and assessment and outcome data will be invaluable to harness these new opportunities.
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