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Ortiz Riofrio AG, Valdivieso-Andrade EJ, Acosta Masaquiza NM, Aguirre AS, Almeida Villavicencio NA, Calderón Pilla CS, Del Pozo Acosta P, Guaillas Japón A, Luna Chonata DV, Mafla Roca NB, Mendoza García AS, Muñoz Caicedo LA, Muñoz Salazar GA, Pacheco Reinoso KM, Pazmiño Chávez CN, Proaño Lozada NK, Rzonzew Sauer J, Saldaña Armas GA, Salinas Avalo IE, Saltos Granizo AC, Soria Sarabia BF, Suárez Morales DA, Sulca Caillagua RF, Zavala Cárdenas MA, Carrera Verdesoto F, Cisneros-Heredia D, Estrella Porter P, Guillemot JR. COVID-19: Medical education from the point of view of medical students using the participatory Delphi method. PLoS One 2024; 19:e0297602. [PMID: 38968213 PMCID: PMC11226019 DOI: 10.1371/journal.pone.0297602] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/09/2024] [Accepted: 04/04/2024] [Indexed: 07/07/2024] Open
Abstract
BACKGROUND The COVID-19 pandemic has prompted a transformation of medical training. Although there were obvious medical education and social interaction challenges, e-learning presented some advantages, which may have generated medical curricula innovation and adjustments to novel technological methodologies. This study aims to generate consensuses among medical students regarding medical education provided during the pandemic in the resource-limited context of a Global South university. METHODS The implementation of a participatory Delphi method included a recruitment campaign, training, constitution of Delphi panels and questions, and development of the Delphi exercises. Students from the second to the sixth year of medicine of a university in Quito, Ecuador, constituted two Delphi panels, developed questions about the education received during the pandemic, and answered them over 3.5 rounds. FINDINGS Twenty-two medical students participated in the Delphi exercises about their perception of medical education during the COVID-19 pandemic. The analysis consisted of a total of 22 Delphi questions divided into five distinct categories: adaptations and innovations, curriculum and assessment changes, virtual clinical practice, time management, and mental health. The authors established high, medium, and low consensuses for analysis. CONCLUSIONS Consensuses were reached based on students' academic year and focused on the changes in lecture delivery, the usage of new technologies, patient care skills, the impact of the educational routine, and the mental health of the COVID-19 pandemic. The way the pandemic affected medical education in the Global South set the stage for the need for a comprehensive review of tools, skills, and curricula for students from culturally diverse backgrounds. This study offers a highly replicable methodology to generate consensuses and introduce students to academic research.
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Affiliation(s)
- Andrea Gabriela Ortiz Riofrio
- Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador
- Instituto de Medicina Social & Desafíos Globales, Universidad San Francisco de Quito USFQ, Quito, Ecuador
| | - Emilia José Valdivieso-Andrade
- Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador
- Instituto de Medicina Social & Desafíos Globales, Universidad San Francisco de Quito USFQ, Quito, Ecuador
| | | | - Alex S. Aguirre
- Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador
- Instituto de Medicina Social & Desafíos Globales, Universidad San Francisco de Quito USFQ, Quito, Ecuador
| | | | | | | | - Auki Guaillas Japón
- Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador
| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | - Flavio Carrera Verdesoto
- Programa UNIDiversidad, Universidad San Francisco de Quito USFQ, Quito, Ecuador
- Instituto de Estudios Avanzados en Desigualdades, Colegio de Ciencias Sociales y Humanidades, Universidad San Francisco de Quito USFQ, Quito, Ecuador
| | - Diego Cisneros-Heredia
- Laboratorio de Ecología Urbana y Rural, Instituto IBIOTROP, Colegio de Ciencias Biológicas y Ambientales, Universidad San Francisco de Quito USFQ, Quito, Ecuador
- Laboratorio de Salud Animal, Escuela de Medicina Veterinaria, Instituto IBIOTROP, Hospital de Fauna Silvestre TUERI, Universidad San Francisco de Quito USFQ, Quito, Ecuador
| | - Pablo Estrella Porter
- Departamento de Medicina Preventiva y Salud Pública, Hospital Clínico Universitario de Valencia, Valencia, Spain
| | - Jonathan Raymond Guillemot
- Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador
- Instituto de Medicina Social & Desafíos Globales, Universidad San Francisco de Quito USFQ, Quito, Ecuador
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Javaid ZK, Chen Z, Ramzan M. Assessing stress causing factors and language related challenges among first year students in higher institutions in Pakistan. Acta Psychol (Amst) 2024; 248:104356. [PMID: 38885578 DOI: 10.1016/j.actpsy.2024.104356] [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: 03/24/2024] [Revised: 05/11/2024] [Accepted: 06/11/2024] [Indexed: 06/20/2024] Open
Abstract
This mixed-methods study delves into stress factors among first-year undergraduate students in universities across Punjab, Pakistan. Five hundred students underwent evaluation for stress levels and academic achievement, with 10 selected for further analysis. The Perceived Stress Scale (Cohen et al., 1983) and demographic sheets were utilized for data collection. Analysis revealed a significant negative correlation between perceived stress and academic achievement. While women exhibited higher stress levels but better academic performance, students from public sector universities reported greater stress and lower academic success. In-depth interviews identified key stressors including heavy academic workload, financial constraints, limited support systems, competitive academic environments, and language-related challenges, notably weak English-speaking skills. These findings underscore the urgent need for enhanced support services, increased financial aid accessibility, a balanced academic culture, and the implementation of language support programs in Southern Punjab's higher education institutions. Addressing these stressors is crucial for fostering the well-being and academic success of first-year students, emphasizing the importance of creating a supportive learning environment during this transitional phase. The study offers insights into the multifaceted nature of stress experienced by first-year students and highlights the imperative of addressing these stressors to promote a nurturing learning environment conducive to academic success. Future research should explore the effectiveness of interventions aimed at reducing stress among first-year students and investigate additional factors that may contribute to stress in this population.
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Affiliation(s)
| | - Zhuo Chen
- Guangzhou Panyu Polytechnic, No. 1342, Shiliang Road, Panyu District, Guangzhou City 510000, Guangdong Province, China.
| | - Muhammad Ramzan
- Department of English Linguistics, The Islamia University of Bahawalpur, Pakistan
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Han SP, Kumwenda B. Bridging the digital divide: Promoting equal access to online learning for health professions in an unequal world. MEDICAL EDUCATION 2024. [PMID: 38860836 DOI: 10.1111/medu.15455] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/27/2024] [Revised: 05/18/2024] [Accepted: 05/24/2024] [Indexed: 06/12/2024]
Abstract
Online learning has the potential to enhance open and equitable access to medical education resources globally. Conversely, there are also concerns that it can perpetuate and exacerbate digital inequalities between developed (global North) and developing (global South) countries. In this article, we describe the historical lack of representation of the global South in the design of online medical education, as well as the resulting consequences and potential solutions. We compare the Northern and Southern views of online learning in medical education and identify the different types of barriers to its adoption. We describe how socioeconomic disparities and the historical dominance of the global North over the global South have led to systemic digital inequalities in the design and implementation of online learning in education generally, and in medical education particularly. The lack of representation of global South voices hinders the development of digital learning solutions relevant to local contexts, therefore limiting their effectiveness and sustainability. Thus, we propose approaches to build more equitable partnerships by soliciting local input and local expertise. Further, we discuss the need to maintain local relevance while setting global standards. Overall, we hope to inform and guide the development of more equitable and accessible online education training for a diverse global population.
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Affiliation(s)
- Siew Ping Han
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore
| | - Ben Kumwenda
- Centre for Medical Education, School of Medicine, University of Dundee, Scotland, UK
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Soklaridis S, Shier R, Zaheer R, Scully M, Williams B, Daniel SJ, Sockalingam S, Dang L, Tremblay M. "The genie is out of the bottle": a qualitative study on the impact of COVID-19 on continuing professional development. BMC MEDICAL EDUCATION 2024; 24:631. [PMID: 38844926 PMCID: PMC11155036 DOI: 10.1186/s12909-024-05498-9] [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: 11/09/2023] [Accepted: 04/30/2024] [Indexed: 06/10/2024]
Abstract
BACKGROUND The onset of the COVID-19 pandemic catalysed a monumental shift in the field of continuing professional development (CPD). Prior to this, the majority of CPD group-learning activities were offered in-person. However, the pandemic forced the field to quickly pivot towards more novel methods of learning and teaching in view of social distancing regulations. The purpose of this study was to obtain the perspectives of CPD leaders on the impact of the pandemic to elucidate trends, innovations, and potential future directions in the field. METHODS Semi-structured interviews were conducted between April-September 2022 with 23 CPD leaders from Canada and the USA. Interviews were audio-recorded, transcribed, and de-identified. A thematic analysis approach was used to analyse the data and generate themes. RESULTS Participants characterised COVID-19 as compelling widespread change in the field of CPD. From the interviews, researchers generated six themes pertaining to the impact of the pandemic on CPD: (1) necessity is the mother of innovation, (2) the paradox of flexibility and accessibility, (3) we're not going to unring the bell, (4) reimagining design and delivery, (5) creating an evaluative culture, and (6) a lifeline in times of turmoil. CONCLUSION This qualitative study discusses the impact of the pandemic on the field of CPD and leaders' vision for the future. Despite innumerable challenges, the pandemic created opportunities to reform design and delivery. Our findings indicate a necessity to maintain an innovative culture to best support learners, to improve the healthcare system, and to prepare for future emergencies.
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Affiliation(s)
- Sophie Soklaridis
- Department of Education Services, Centre for Addiction and Mental Health, Toronto, ON, Canada.
- Department of Psychiatry, Temerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada.
- Department of Family and Community Medicine, Temerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada.
- The Wilson Centre, University Health Network, University of Toronto, Toronto, ON, Canada.
- Centre for Addiction and Mental Health, 1025 Queen Street West B1 - 2nd Floor, Room 2300, Toronto, ON, M6J 1H4, Canada.
| | - Rowen Shier
- Department of Education Services, Centre for Addiction and Mental Health, Toronto, ON, Canada
| | - Rabia Zaheer
- Department of Education Services, Centre for Addiction and Mental Health, Toronto, ON, Canada
| | - Michelle Scully
- Department of Education Services, Centre for Addiction and Mental Health, Toronto, ON, Canada
| | - Betsy Williams
- Professional Renewal Centre, Lawrence, KS, USA
- Wales Behavioral Assessment, Lawrence, KS, USA
- Department of Psychiatry, School of Medicine, University of Kansas, Lawrence, KS, USA
| | - Sam J Daniel
- Department of Pediatric Surgery, McGill University, Montréal, Québec, Canada
- Continuing Professional Development Department, Fédération des médecins spécialistes du Québec, Montréal, Québec, Canada
| | - Sanjeev Sockalingam
- Department of Education Services, Centre for Addiction and Mental Health, Toronto, ON, Canada
- Department of Psychiatry, Temerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada
- The Wilson Centre, University Health Network, University of Toronto, Toronto, ON, Canada
| | - Linda Dang
- Slaight Family Centre for Youth in Transition, Centre for Addiction and Mental Health, Toronto, ON, Canada
| | - Martin Tremblay
- Continuing Professional Development Department, Fédération des médecins spécialistes du Québec, Montréal, Québec, Canada
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Wilkes FA, Looi JCL, Maguire PA, Bonner D, Reay RE, Brazel M, Keightley P, Tedeschi M, Wardle C, Kramer D. Online medical student OSCE examinations during the first three years of the COVID-19 pandemic compared to three years pre-pandemic: An Australian experience in psychiatry and addiction medicine. MEDICAL TEACHER 2024; 46:776-781. [PMID: 38113876 DOI: 10.1080/0142159x.2023.2279918] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/21/2023]
Abstract
PURPOSE We have evaluated the final-year Psychiatry and Addiction Medicine (PAM) summative Objective Structured Clinical Examination (OSCE) examinations in a four-year graduate medical degree program, for the previous three years as a baseline comparator, and during three years of the COVID-19 pandemic (2020-2022). METHODS A de-identified analysis of medical student summative OSCE examination performance, and comparative review for the 3 years before, and for each year of the pandemic. RESULTS Internal reliability in test scores as measured by R-squared remained the same or increased following the start of the pandemic. There was a significant increase in mean test scores after the start of the pandemic compared to pre-pandemic for combined OSCE scores for all final-year disciplines, as well as for the PAM role-play OSCEs, but not for the PAM mental state examination OSCEs. CONCLUSIONS Changing to online OSCEs during the pandemic was related to an increase in scores for some but not all domains of the tests. This is in line with a nascent body of literature on medical teaching and examination following the start of the pandemic. Further research is needed to optimise teaching and examination in a post-pandemic medical school environment.
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Affiliation(s)
- Fiona A Wilkes
- Academic Unit of Psychiatry and Addiction Medicine, The Australian National University School of Medicine and Psychology, Canberra Hospital, Canberra, Australia
| | - Jeffrey C L Looi
- Academic Unit of Psychiatry and Addiction Medicine, The Australian National University School of Medicine and Psychology, Canberra Hospital, Canberra, Australia
| | - Paul A Maguire
- Academic Unit of Psychiatry and Addiction Medicine, The Australian National University School of Medicine and Psychology, Canberra Hospital, Canberra, Australia
| | - Daniel Bonner
- Academic Unit of Psychiatry and Addiction Medicine, The Australian National University School of Medicine and Psychology, Canberra Hospital, Canberra, Australia
| | - Rebecca E Reay
- Academic Unit of Psychiatry and Addiction Medicine, The Australian National University School of Medicine and Psychology, Canberra Hospital, Canberra, Australia
| | - Matthew Brazel
- Academic Unit of Psychiatry and Addiction Medicine, The Australian National University School of Medicine and Psychology, Canberra Hospital, Canberra, Australia
| | - Philip Keightley
- Academic Unit of Psychiatry and Addiction Medicine, The Australian National University School of Medicine and Psychology, Canberra Hospital, Canberra, Australia
| | - Michael Tedeschi
- Academic Unit of Psychiatry and Addiction Medicine, The Australian National University School of Medicine and Psychology, Canberra Hospital, Canberra, Australia
| | - Claire Wardle
- Medical Education Unit, College of Health and Medicine, The Australian National University School of Medicine and Psychology, Acton, Australia
| | - David Kramer
- Medical Education Unit, College of Health and Medicine, The Australian National University School of Medicine and Psychology, Acton, Australia
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Saeed E, Hamad MH, Alhuzaimi AN, Aljamaan F, Elsenterisi H, Assiri H, Alhasan K, Bashiri FA, Kambal M, Khalil MS, Abdulghani HM, Al-Tawfiq JA, Al-Eyadhy A, Temsah MH. Virtual Objective Structured Clinical Examination (OSCE) Training in the Pandemic Era: Feasibility, Satisfaction, and the Road Ahead. Cureus 2024; 16:e61564. [PMID: 38962609 PMCID: PMC11220732 DOI: 10.7759/cureus.61564] [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] [Accepted: 06/01/2024] [Indexed: 07/05/2024] Open
Abstract
INTRODUCTION Objective Structured Clinical Examinations (OSCEs) are essential assessments for evaluating the clinical competencies of medical students. The COVID-19 pandemic caused a significant disruption in medical education, prompting institutions to adopt virtual formats for academic activities. This study analyzes the feasibility, satisfaction, and experiences of pediatric board candidates and faculty during virtual or electronic OSCE (e-OSCE) training sessions using Zoom video communication (Zoom Video Communications, Inc., San Jose, USA). METHODS This is a post-event survey assessing the perceptions of faculty and candidates and the perceived advantages and obstacles of e-OSCE. RESULTS A total of 142 participants were invited to complete a post-event survey, and 105 (73.9%) completed the survey. There was equal gender representation. More than half of the participants were examiners. The overall satisfaction with the virtual e-OSCE was high, with a mean score of 4.7±0.67 out of 5. Most participants were likely to recommend e-OSCE to a friend or colleague (mean score 8.84±1.51/10). More faculty (66.1%) than candidates (40.8%) preferred e-OSCE (P=0.006). CONCLUSION Transitioning to virtual OSCE training during the pandemic proved feasible, with high satisfaction rates. Further research on virtual training for OSCE in medical education is recommended to optimize its implementation and outcomes.
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Affiliation(s)
- Elshazaly Saeed
- Department of Pediatrics, Prince Abdullah Ben Khaled Coeliac Disease Research Chair, College of Medicine, King Saud University, Riyadh, SAU
| | - Muddathir H Hamad
- Department of Pediatric Neurology, King Saud University Medical City, Riyadh, SAU
| | - Abdullah N Alhuzaimi
- Department of Cardiac Science, College of Medicine, King Saud University, Riyadh, SAU
- Department of Pediatric Cardiology, King Faisal Specialist Hospital and Research Centre, Riyadh, SAU
| | - Fadi Aljamaan
- Department of Critical Care Medicine, College of Medicine, King Saud University, Riyadh, SAU
- Department of Medicine, Al Rayan Hospital, Dr. Sulaiman Al Habib Medical Group, Riyadh, SAU
| | | | - Heba Assiri
- Department of Pediatrics, Dr. Sulaiman Al Habib Medical Group, Riyadh, SAU
| | - Khalid Alhasan
- Department of Kidney and Pancreas Health Center, King Faisal Specialist Hospital and Research Centre, Riyadh, SAU
- Department of Pediatrics, College of Medicine, King Saud University, Riyadh, SAU
| | - Fahad A Bashiri
- Department of Pediatrics, College of Medicine, King Saud University, Riyadh, SAU
| | - Mohammad Kambal
- Department of Pediatrics, Specialized Medical Center Hospital, Riyadh, SAU
| | - Mahmoud Salah Khalil
- Department of Medical Education, College of Medicine, King Saud University, Riyadh, SAU
| | | | - Jaffar A Al-Tawfiq
- Department of Specialty Internal Medicine and Quality, Johns Hopkins Aramco Healthcare, Dhahran, SAU
- Department of Medicine, Indiana University School of Medicine, Indianapolis, USA
- Department of Medicine, Johns Hopkins University School of Medicine, Baltimore, USA
| | - Ayman Al-Eyadhy
- Department of Pediatrics, College of Medicine, King Saud University, Riyadh, SAU
- Department of Pediatrics, Pediatric Intensive Care Unit, King Saud University Medical City, Riyadh, SAU
| | - Mohamad-Hani Temsah
- Department of Pediatrics, College of Medicine, King Saud University, Riyadh, SAU
- Department of Family and Community Medicine, Evidence-Based Research Chair, College of Medicine, King Saud University, Riyadh, SAU
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Ferreira T, Collins AM, Handscomb A, Al-Hashimi D. The role of medical schools in UK students' career intentions: findings from the AIMS study. BMC MEDICAL EDUCATION 2024; 24:604. [PMID: 38822263 PMCID: PMC11143605 DOI: 10.1186/s12909-024-05366-6] [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: 10/08/2023] [Accepted: 03/28/2024] [Indexed: 06/02/2024]
Abstract
OBJECTIVES To investigate differences in students' career intentions between UK medical schools. DESIGN Cross-sectional, mixed-methods online survey. SETTING The primary study included all 44 UK medical schools, with this analysis comprising 42 medical schools. PARTICIPANTS Ten thousand four hundred eighty-six UK medical students. MAIN OUTCOME MEASURES Career intentions of medical students, focusing on differences between medical schools. Secondary outcomes included variation in medical students' satisfaction with a prospective career in the NHS, by medical school. RESULTS 2.89% of students intended to leave medicine altogether, with Cambridge Medical School having the highest proportion of such respondents. 32.35% of respondents planned to emigrate for practice, with Ulster medical students being the most likely. Of those intending to emigrate, the University of Central Lancashire saw the highest proportion stating no intentions to return. Cardiff Medical School had the greatest percentage of students intending to assume non-training clinical posts after completing FY2. 35.23% of participating medical students intended to leave the NHS within 2 years of graduating, with Brighton and Sussex holding the highest proportion of these respondents. Only 17.26% were satisfied with the prospect of working in the NHS, with considerable variation nationally; Barts and the London medical students had the highest rates of dissatisfaction. CONCLUSIONS This study reveals variability in students' career sentiment across UK medical schools, emphasising the need for attention to factors influencing these trends. A concerning proportion of students intend to exit the NHS within 2 years of graduating, with substantial variation between institutions. Students' intentions may be shaped by various factors, including curriculum focus and recruitment practices. It is imperative to re-evaluate these aspects within medical schools, whilst considering the wider national context, to improve student perceptions towards an NHS career. Future research should target underlying causes for these disparities to facilitate improvements to career satisfaction and retention.
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Affiliation(s)
- Tomas Ferreira
- School of Clinical Medicine, University of Cambridge, Cambridge, UK.
- Bristol Medical School, University of Bristol, Bristol, UK.
| | - Alexander M Collins
- School of Public Health, Faculty of Medicine, Imperial College London, London, UK
- Bristol Medical School, University of Bristol, Bristol, UK
| | | | - Dania Al-Hashimi
- Sheffield Medical School, University of Sheffield, Sheffield, UK
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Zarifsanaiey N, Farrokhi MR, Karimian Z, Hoseini S, Chahartangi F, Shahraki HR. Lesson learned from assessing teachers' and students' perspectives regarding the quality of e-learning in medical education during the pandemic: a mixed-methods study. BMC MEDICAL EDUCATION 2024; 24:171. [PMID: 38388898 PMCID: PMC10885478 DOI: 10.1186/s12909-024-05160-4] [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: 09/04/2023] [Accepted: 02/09/2024] [Indexed: 02/24/2024]
Abstract
BACKGROUND The evaluation of e-learning systems ensures the provision of quality training. The goal was to identify the perspectives of teachers and students on e-learning in medical education during the COVID-19 pandemic at Shiraz University of Medical Sciences (SUMS), Iran. METHODS This study utilized a convergent mixed methods research design with a two-phase approach to collect and analyze data between June and August 2022. In the first stage, a cross-sectional descriptive study was conducted to evaluate the quality of e-learning systems from the perspective of 400 students. In the second stage, semi-structured interviews were conducted with 10 virtual education professors and 10 student representatives to identify the strengths, weaknesses, opportunities, and threats of virtual education. A validated questionnaire was administered to assess the quality of the e-learning system, and data were analyzed using SPSS-21. Qualitative data were subjected to content analysis. RESULTS Our findings revealed that the student support system, the course structure, and the infrastructure and technology subscales' mean scores were significantly higher than the average level (P < 0.001). However, the professors' methods of teaching and learning strategies were unsatisfactory. The results of the present study showed that the evaluation mean score was significantly higher among, younger, female, and undergraduate students. Virtual education has strengths and weaknesses, and innovative approaches are needed to enhance student engagement. The lack of appropriate infrastructure and virtual teaching tools for teachers and students is a significant challenge that needs to be addressed. Blended learning is effective in medical education, and the shift from teacher-centered to learner-centered teaching approaches is an opportunity to explore innovative teaching approaches. CONCLUSION From the perspective of students, the quality of eLearning systems at the universities was moderate. Virtual education offers both benefits and drawbacks, and there is a requirement for innovative solutions to enhance student engagement and lessen boredom.
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Affiliation(s)
- Nahid Zarifsanaiey
- Department of E-learning, Virtual School, Shiraz University of Medical Sciences, Shiraz, Iran.
| | - Majid Reza Farrokhi
- Department of Neurosurgery, School of Medicine, Neuroscience Research Centre, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Zahra Karimian
- Department of E-learning, Virtual School, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Sara Hoseini
- Shiraz University of Medical Sciences, Shiraz, Iran
| | - Farshid Chahartangi
- Department of E-learning, Virtual School, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Hadi Raeisi Shahraki
- Departments of Epidemiology and Biostatistics, Faculty of Health, Shahrekord University of Medical Sciences, Shahrekord, Iran
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Stanley S, Finucane A, Thompson A, Nwosu AC. How can technology be used to support communication in palliative care beyond the covid-19 pandemic: a mixed-methods national survey of palliative care healthcare professionals. BMC Palliat Care 2024; 23:40. [PMID: 38351101 PMCID: PMC10865684 DOI: 10.1186/s12904-024-01372-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2023] [Accepted: 02/01/2024] [Indexed: 02/16/2024] Open
Abstract
BACKGROUND Developments in digital health have the potential to create new opportunities for healthcare professionals support delivery of palliative care. Globally, many palliative care professionals used digital health innovations to support communication with staff, patients and caregivers, during COVID-19 pandemic. However, there is limited data about the views of palliative care professionals of using digital health to support communication during the pandemic. We aimed to describe how palliative care professionals used technology to support communication (multidisciplinary team working, education and with patients and family caregivers) during the COVID-19 pandemic. METHOD(S) UK based palliative care healthcare professionals completed an electronic questionnaire to describe their use of digital health, during the COVID-19 pandemic, to support (1) communication within the multidisciplinary team (MDT), (2) education and (3) to support communication with patients and carers. RESULTS Two hundred and thirty-four palliative care professionals participated. Most (n = 227, 97%) described an increase in their use of digital health, to support communication, since the start of the COVID-19 pandemic. We identified benefits and challenges for digital health communication, which we summarised into themes, including 'a new way of working', 'developing a new approach to learning' and 'impacting care'. CONCLUSION(S) Since the pandemic, palliative care professionals have increased their use of digital health to support communication in clinical practice. We have identified facilitators and barriers for future practice. Further work should identify the levels of support needed for organisations to ensure that digital health interventions are meaningfully used to help palliative care professionals effectively communicate with patients, caregivers and staff.
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Affiliation(s)
- Sarah Stanley
- Marie Curie Hospice Liverpool, Liverpool, L25 8QA, United Kingdom.
- Liverpool John Moores University, Liverpool, United Kingdom.
| | - Anne Finucane
- Clinical Psychology, University of Edinburgh, Edinburgh, United Kingdom
- Marie Curie Hospice Edinburgh, Edinburgh, United Kingdom
| | - Anthony Thompson
- St Helens and Knowsley NHS Foundation Trust, Prescot, United Kingdom
| | - Amara Callistus Nwosu
- Marie Curie Hospice Liverpool, Liverpool, L25 8QA, United Kingdom
- Lancaster Medical School, Lancaster University, Lancaster, United Kingdom
- Liverpool University Hospitals NHS Foundation Trust, Liverpool, United Kingdom
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Malhotra PS, Bennett M, Yin L, Whiting L, Singh RR, Sindhar J. Neurophobia Among Medical Students: Is Virtual Teaching the Answer? World Neurosurg 2024; 182:e29-e33. [PMID: 37952888 DOI: 10.1016/j.wneu.2023.11.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2023] [Accepted: 11/02/2023] [Indexed: 11/14/2023]
Abstract
OBJECTIVE Neurophobia is well recognized as dissuading medical students from neurocentric specialties and limiting the success of neurology and neurosurgery teaching at medical school. Past studies have associated neurophobia with deficiencies in medical education. We performed a cross-sectional analysis of medical students' confidence and perceived level of knowledge in recognizing the following neurosurgical and neurological emergencies: ischemic stroke, hemorrhagic stroke, status epilepticus, subarachnoid hemorrhage, increased intracranial pressure, acute hydrocephalus, spinal cord injury, cauda equina syndrome, and traumatic brain injury. In addition, we assessed the usefulness of virtual seminars in neurosurgery and neurology teaching. METHODS Medical students from King's College London were invited to a virtual teaching session. We obtained preteaching and postteaching scores for students' subjective ability to recognize specific neurologic and neurosurgical emergencies, along with their confidence in the subject. RESULTS Ninety-seven medical students attended the teaching session. For our sample group's subjective rating on their confidence in neurology or neurosurgery as a subject, we obtained a mean score of 3.87 and a median score of 4. Across all domains, there was a significant forward shift in the distribution curve of scores after teaching. We obtained statistically significant differences for all 9 neurologic and neurosurgical emergencies evaluated in our questionnaire (asymptotic significance <0.001). Median scores for all 9 conditions improved after the teaching session, with >50% positive ranks seen within each group. Across the teaching modalities compared, placement teaching was the highest scoring, whereas online lectures received a better rating than in-person lectures. CONCLUSIONS In neurosurgery teaching, virtual seminars may compensate for deficiencies that exist within medical education, hence limiting the effects of neurophobia.
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Affiliation(s)
| | - Max Bennett
- King's College London School of Medical Education, London, United Kingdom
| | - Lucia Yin
- King's College Hospital NHS Foundation Trust, London, United Kingdom
| | - Luke Whiting
- King's College Hospital NHS Foundation Trust, London, United Kingdom
| | | | - Jan Sindhar
- King's College London School of Medical Education, London, United Kingdom
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Han SP, Yang L. MOSH: An Online Tool for Real-Time Monitoring of Student Engagement. MEDICAL SCIENCE EDUCATOR 2024; 34:25-29. [PMID: 38510399 PMCID: PMC10948696 DOI: 10.1007/s40670-023-01890-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/21/2023] [Indexed: 03/22/2024]
Abstract
Student engagement is important for classroom management but can be challenging to monitor, especially in large virtual classes. After lessons were moved online due to COVID-19 measures, instructors were unable to directly observe student behaviours, impacting their ability to gauge engagement levels and adjust the pace of delivery for optimal learning outcomes. A widget called MOSH, for Move On/Stay Here, was developed for students to indicate whether they wished to "move on" from or "stay here" on a point of discussion in real-time. By increasing acknowledgment of and response to student feedback, we aimed to enhance the student-instructor feedback loop.
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Affiliation(s)
- Siew Ping Han
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
| | - Lishan Yang
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
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12
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Li G, Alam BF, Bashir R, Tarhini A, Nayab T, Sousa LM. A comparative analysis of online learning versus face-to-face learning approach in problem based learning in dentistry. Work 2024:WOR220674. [PMID: 38306076 DOI: 10.3233/wor-220674] [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: 02/03/2024] Open
Abstract
BACKGROUND Problem-based learning (PBL), a student-centered approach which has been implemented in many educational institutes worldwide. OBJECTIVES This study aimed to evaluate and compare the proficiency of students in 5 key areas of PBL process and assess perceptions of students towards PBL learning using a self-explanatory questionnaire. METHOD This cross-sectional study was conducted from March 2020 to September 2022 and evaluated perceptions of 1st year dental students of Batch 2021 (having Face-to-face PBL sessions) and batch 2020 (having online PBL sessions) using a questionnaire. Three similar PBL cases were used, which assessed PBL parameters that included attendance, group dynamics, knowledge, communication skills and preparation. Statistical analysis was performed for all the categorical and continuous variables. RESULTS Majority of Distance Learning (DL) group (66.7%) concurred that PBL helped improve their communication skills, decision making power (66.7%), self-directed learning (80%) and promoted interaction with peers (66.7) and teachers (68.9%). The Face -to- Face (FF) group demonstrated better scores (7.7±2.42 & 7.55±2.55) with respect to their attendance and group dynamics (7.44±2.17 & 8.02±2.40) in PBL 1 & 3 as compared to DL group. Overall, better performance in all the 5 key areas of PBL was observed for the FF group versus the DL group. CONCLUSION The Distance learning (DL) group displayed a positive attitude and perception towards PBL as a learning strategy whereas Face-to-face (FF) group showed greater performance and proficiency in the key PBL parameters scores.
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Affiliation(s)
- Guang Li
- School of History, Capital Normal University, Beijing, China
| | - Beenish Fatima Alam
- Department of Oral Biology, Bahria University Dental College, Karachi, Pakistan
| | - Raima Bashir
- Department of Oral Biology, Bahria University Dental College, Karachi, Pakistan
| | - Ali Tarhini
- Department of Information Systems, Sultan Qaboos University, Muscat, Oman
| | - Talha Nayab
- Department of Dental Materials science, Sindh Institute of Oral Health Sciences, Jinnah Sindh Medical University, Pakistan
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13
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Wahlstedt E, Danby M. Curriculum committees are a chance for medical students to drive educational change. BMJ 2024; 384:q100. [PMID: 38228331 DOI: 10.1136/bmj.q100] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/18/2024]
Affiliation(s)
- Eric Wahlstedt
- University of Kentucky College of Medicine, Kentucky, USA
| | - Margaux Danby
- University of Kentucky College of Medicine, Kentucky, USA
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14
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Lund MB, Green S, Leppke A, Vohra-Khullar P, Alfonso S, Moore MA. Identifying Barriers to Precepting Health Professions Learners During the COVID-19 Pandemic. PRIMER (LEAWOOD, KAN.) 2024; 8:2. [PMID: 38406238 PMCID: PMC10887379 DOI: 10.22454/primer.2024.453046] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/27/2024]
Abstract
Background and Objectives The COVID-19 pandemic worsened the shortage of clinical training opportunities for health professions learners. During the pandemic, additional barriers to precepting health professions learners emerged. Understanding preceptors' perceptions of barriers is a first step to providing learners with the best clinical learning opportunities. Methods In February 2021, the Emory Primary Care Consortium surveyed primary care providers eligible to precept health professions learners to determine their current precepting status and associated barriers encountered during and since COVID-19. Results A total of 61 physicians and 11 nurse practitioners (NPs) or physician assistants (PAs) completed the survey. Of the 41 current preceptors, 29 precepted only MD students, 2 MD and PA students, 7 NP students only, and 3 PA students only. Of the 31 respondents who were not precepting, most (21) had precepted before March 2020 and not since. Pandemic-related precepting challenges included low patient volume (12), lack of comfort teaching in a telehealth setting (7), increased external pressure (eg, children at home; 8), and other reasons (12). Overall, 20 respondents were interested in training on incorporating students into the telehealth clinical workflow and 13 in training on teaching and providing feedback remotely. Conclusion The COVID-19 pandemic placed additional burdens on preceptors in primary care. Preceptors could benefit from training on incorporating students into telehealth visits. Increased understanding of preceptor needs could lead to new resource offerings and improved future medical education.
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Affiliation(s)
- Maha B Lund
- School of Health Sciences, Elon University, Elon, NC
| | | | - Allison Leppke
- Emory Healthcare, Atlanta, GA | School of Nursing, Emory University, Atlanta, GA
| | | | - Susana Alfonso
- Emory Healthcare, Atlanta, GA | Family Medicine Division, Department of Family and Preventive Medicine, School of Medicine, Emory University, Atlanta GA | Physician Assistant Program, Department of Family and Preventive Medicine, School of Medicine, Emory University, Atlanta, GA
| | - Miranda A Moore
- Family Medicine Division, Department of Family and Preventive Medicine, School of Medicine, Emory University, Atlanta GA | Physician Assistant Program, Department of Family and Preventive Medicine, School of Medicine, Emory University, Atlanta, GA
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15
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Mohammadi F, Kouhpayeh SA, Bijani M, Karimi S, Rustaee S. Development and psychometric testing of a questionnaire for assessment of medical science educators' adherence to ethical principles in virtual education: exploratory sequential mixed methods study. BMC MEDICAL EDUCATION 2024; 24:56. [PMID: 38200505 PMCID: PMC10782661 DOI: 10.1186/s12909-024-05035-8] [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: 03/21/2023] [Accepted: 01/04/2024] [Indexed: 01/12/2024]
Abstract
BACKGROUND Principles of ethics are among the pillars of the teaching-learning system. Evaluation of educators' adherence to principles of ethics in virtual education requires the use of reliable instruments. This study was carried out to develop and test the psychometric properties of a questionnaire for assessment of medical science educators' adherence to principles of ethics in virtual education. METHODS This is an exploratory sequential mixed methods study conducted in two parts. In the first stage (the qualitative phase), we used conventional content analysis to establish the concept of ethical principles in virtual education. Thus, 21 semi-structured, in-depth interviews were conducted with 21 medical science professors on a face-to-face basis from March 2022 to November 2022. Subsequently, we developed the items of the questionnaire based on a review of literature and semi-structured in-depth interviews. In the second stage (the quantitative phase), psychometric features of the questionnaire were evaluated using COSMIN criteria (face validity, content validity, construct validity and internal consistency). RESULTS Construct validity was surveyed with exploratory and confirmatory factor analysis via completing the questionnaire by 300 medical science professors, who were selected using convenience sampling. The results of exploratory factor analysis yielded a factor loading of the 20 items of the questionnaire to range between 0.79 and 0.98, all the values being significant. The three factors of adherence to the principles of copyright, adherence to educational principles, and justice in evaluation, which were addressed by the instrument, were verified by satisfactory values. The confirmatory factor analysis (CFA) fitted the data well (χ2/df = 13), RMSEA = 0.01, CFI = 0.96, NFI = 0.97, and TLI = 0.99. The total interclass correlation (ICC) of the questionnaire was estimated to be 0.90. Moreover, the reliability of the instrument measured in terms of internal consistency was estimated 0.98. CONCLUSION The findings of the study indicated that the questionnaire we developed for evaluation of adherence to ethical principles of in virtual education was valid and reliable enough. Therefore, the managers in the education system can employ this instrument to assess medical science educators' adherence to principles of ethics in virtual education.
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Affiliation(s)
- Fateme Mohammadi
- Chronic Diseases (Home Care) Research Center and Autism Spectrum Disorders Research Center, Department of Nursing, Hamadan University of Medical Sciences, Hamadan, Iran
| | | | - Mostafa Bijani
- Department of Medical Surgical Nursing, School of Nursing, Fasa University of Medical Sciences, Fasa, 81936-13119, Iran.
| | - Shahnaz Karimi
- Department of Medical Education, Medical Education Research Center, School of Nursing, Fasa University of Medical Sciences, Fasa, Iran
| | - Sanaz Rustaee
- Department of Medical Surgical Nursing, School of Nursing, Fasa University of Medical Sciences, Fasa, 81936-13119, Iran
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Liang JZ, Ng DKW, Raveendran V, Teo MYK, Quah ELY, Chua KZY, Lua JK, Owyong JLJ, Vijayan AV, Abdul Hamid NAB, Yeoh TT, Ong EK, Phua GLG, Mason S, Fong W, Lim C, Woong N, Ong SYK, Krishna LKR. The impact of online education during the Covid-19 pandemic on the professional identity formation of medical students: A systematic scoping review. PLoS One 2024; 19:e0296367. [PMID: 38181035 PMCID: PMC10769105 DOI: 10.1371/journal.pone.0296367] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2023] [Accepted: 12/09/2023] [Indexed: 01/07/2024] Open
Abstract
Evolving individual, contextual, organizational, interactional and sociocultural factors have complicated efforts to shape the professional identity formation (PIF) of medical students or how they feel, act and think as professionals. However, an almost exclusive reliance on online learning during the COVID-19 pandemic offers a unique opportunity to study the elemental structures that shape PIF and the environmental factors nurturing it. We propose two independent Systematic Evidence-Based Approach guided systematic scoping reviews (SSR in SEBA)s to map accounts of online learning environment and netiquette that structure online programs. The data accrued was analysed using the clinically evidenced Krishna-Pisupati Model of Professional Identity Formation (KPM) to study the evolving concepts of professional identity. The results of each SSR in SEBA were evaluated separately with the themes and categories identified in the Split Approach combined to create richer and deeper 'themes/categories' using the Jigsaw Perspective. The 'themes/categories' from each review were combined using the Funnelling Process to create domains that guide the discussion. The 'themes/categories' identified from the 141 included full-text articles in the SSR in SEBA of online programs were the content and effects of online programs. The themes/categories identified from the 26 included articles in the SSR in SEBA of netiquette were guidelines, contributing factors, and implications. The Funnelling Process identified online programs (encapsulating the content, approach, structures and the support mechanisms); their effects; and PIF development that framed the domains guiding the discussion. This SSR in SEBA identifies the fundamental elements behind developing PIF including a structured program within a nurturing environment confined with netiquette-guided boundaries akin to a Community of Practice and the elemental aspect of a socialisation process within online programs. These findings ought to be applicable beyond online training and guide the design, support and assessment of efforts to nurture PIF.
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Affiliation(s)
- Jonathan Zhen Liang
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Donovan Kai Wei Ng
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Vijayprasanth Raveendran
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Mac Yu Kai Teo
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Elaine Li Ying Quah
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Keith Zi Yuan Chua
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Jun Kiat Lua
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | | | - Andrew Vimal Vijayan
- Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
| | | | - Ting Ting Yeoh
- Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
- Department of Pharmacy, National Cancer Centre Singapore, Singapore, Singapore
| | - Eng Koon Ong
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
- Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
- Duke-NUS Medical School, Singapore, Singapore
- Assisi Hospice, Singapore, Singapore
| | - Gillian Li Gek Phua
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
- Duke-NUS Medical School, Singapore, Singapore
- Lien Centre for Palliative Care, Duke-NUS Medical School, Singapore, Singapore
| | - Stephen Mason
- Palliative Care Institute Liverpool, Academic Palliative & End of Life Care Centre, University of Liverpool, Liverpool, United Kingdom
| | - Warren Fong
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Duke-NUS Medical School, Singapore, Singapore
- Department of Rheumatology and Immunology, Singapore General Hospital, Singapore, Singapore
| | - Crystal Lim
- Medical Social Services, Singapore General Hospital, Singapore, Singapore
| | - Natalie Woong
- Department of Internal Medicine, Singapore General Hospital, Singapore, Singapore
| | - Simon Yew Kuang Ong
- Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
- Duke-NUS Medical School, Singapore, Singapore
- Division of Medical Oncology, National Cancer Centre Singapore, Singapore, Singapore
| | - Lalit Kumar Radha Krishna
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
- Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
- Duke-NUS Medical School, Singapore, Singapore
- Palliative Care Institute Liverpool, Academic Palliative & End of Life Care Centre, University of Liverpool, Liverpool, United Kingdom
- PalC, The Palliative Care Centre for Excellence in Research and Education, Singapore, Singapore
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Huang WD, Loid V, Sung JS. Reflecting on gamified learning in medical education: a systematic literature review grounded in the Structure of Observed Learning Outcomes (SOLO) taxonomy 2012-2022. BMC MEDICAL EDUCATION 2024; 24:20. [PMID: 38172852 PMCID: PMC10765768 DOI: 10.1186/s12909-023-04955-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/11/2023] [Accepted: 12/08/2023] [Indexed: 01/05/2024]
Abstract
BACKGROUND The acquisition of in-depth medical knowledge, skills, and competencies is of utmost importance when training future medical professionals. This systematic literature review delves into the empirical connection between gamified learning in medical education and the Structure of Observed Learning Outcomes (SOLO) taxonomy. METHODS Following PRISMA guidelines, a systematic literature review was conducted in seven databases to identify empirical studies related to gamification and medical education. The literature search was limited to peer-reviewed articles published between January 2012 and December 2022. Articles focusing on games or learning technologies in a broader sense as well as research focusing on nursing or pharmacy education were excluded. RESULTS Upon reviewing 23 qualified empirical studies that applied gamified learning strategies in medical education, 18 (78%) studies are associated with the second lowest level (uni-structural) of the SOLO taxonomy. The mid-level (multi-structural) learning outcomes are associated with three (13%) of the reviewed studies. There are five (22%) studies focusing on the second highest (relational) level of the SOLO. Only one study (4%) is associated with the highest SOLO level (extended-abstract). Finally, three (13%) studies were identified with multiple levels of the SOLO. In addition to the SOLO levels, the review found six (26%) studies emphasizing motivational and engagement support of gamified learning strategies in facilitating intended learning outcome attainment. A total of three (13%) studies, across three SOLO levels, suggested that gamified learning strategies can improve students' soft skills in medical education programs. CONCLUSION These findings collectively emphasize the need for future research and development to design gamified learning experiences capable of fostering higher SOLO taxonomy attainment in medical education. Moreover, there is potential to extend the SOLO framework to encompass motivational and affective learning outcomes, providing a comprehensive understanding of the impact of gamified learning on medical students.
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Affiliation(s)
- Wenhao David Huang
- Biomedical and Translational Science, Carle-Illinois College of Medicine; Education Policy, Organization, and Leadership, College of Education, University of Illinois Urbana-Champaign, Champaign, IL, USA.
| | - Viktoria Loid
- Education Policy, Organization, and Leadership College of Education, University of Illinois Urbana-Champaign, Champaign, IL, USA
| | - Jung Sun Sung
- Education Policy, Organization, and Leadership College of Education, University of Illinois Urbana-Champaign, Champaign, IL, USA
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Choi A, Murtha TD, Morrison LJ, Talwalkar JS. A Comparison Between In-Person and Virtual Communication Skills OSCE for Medical Students. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2024; 11:23821205241241375. [PMID: 38532857 PMCID: PMC10964456 DOI: 10.1177/23821205241241375] [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: 10/03/2023] [Accepted: 03/05/2024] [Indexed: 03/28/2024]
Abstract
Objectives This study investigates the effectiveness of a virtual format of an advanced communication skills observed structured clinical examination (OSCE) for senior medical students in comparison to an in-person format. The study also examines the emotional support students experience in the virtual setting. Our analysis was based on quantitative data collected through objective checklists and post-OSCE survey results. Methods The virtual OSCE was a revision of an earlier in-person formative advanced communication skills OSCE for fourth-year medical students. Student performances were assessed by self and peers using objective checklists-the modified Master Interview Rating Scale (mMIRS) and Communication Behavior Checklist (CBC). The mMIRS measured interview process such as avoiding jargon and demonstrating empathy. The CBC examined interview content which included tasks specific to the content of the case. The OSCE was followed by a faculty-led debrief and quantitative survey. The virtual OSCE was conducted in 2021, and the results of the checklists and survey were compared with those collected from two earlier in-person OSCEs. Results Eighty-three students participated in the virtual OSCE. There was no difference in mMIRS scores between the virtual and in-person OSCE. Overall CBC scores were lower in the virtual OSCE compared to in-person (p < 0.05). Sixty-seven out of 83 (80.7%) students completed the post-OSCE survey. There were no differences between the virtual and in-person OSCE in terms of educational value, whether the OSCE would change the way participants talk to patients, and preparedness to have serious conversations with patients. All respondents somewhat or strongly agreed with feeling emotionally supported during the virtual OSCE. Conclusion The virtual format was a suitable alternative to an in-person, formative, advanced communication skills OSCE for medical students. The virtual OSCE was educationally effective and was met with student satisfaction and a sense of emotional support. Future virtual iterations must ensure adequate instruction on interview content.
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Affiliation(s)
- Alex Choi
- Department of Medicine, Yale School of Medicine, New Haven, CT, USA
| | - Tanya D. Murtha
- Department of Pediatrics, Warren Alpert Medical School of Brown University, Providence, RI, USA
| | | | - Jaideep S. Talwalkar
- Departments of Internal Medicine and Pediatrics, Yale School of Medicine, New Haven, CT, USA
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Kabangu JLK, Yekzaman BR, Heskett CA, Rouse AG, Chamoun RB. Virtual Interviews During COVID-19 Changed Neurosurgery Match-for Better or Worse. World Neurosurg 2024; 181:e177-e181. [PMID: 37777177 DOI: 10.1016/j.wneu.2023.09.077] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2023] [Accepted: 09/20/2023] [Indexed: 10/02/2023]
Abstract
OBJECTIVE The COVID-19 pandemic forced neurosurgery residency application processes to adopt a virtual interview model. This study analyzes the trends in program and applicant residency match behavior due to virtual interviews. METHODS National Resident Matching Program data from Main Residency Match, National Resident Matching Program Director and Applicant Survey, Electronic Residency Application Service, and Charting Outcomes in the Match were collected for neurosurgery residents for all available years, providing information on neurosurgery residency application, interview, and match outcomes. Studied years were dichotomized to account for virtual versus in-person interviews and analyzed for differences. RESULTS Although the average number of applications received during in-person versus virtual years was not statistically different, 245 versus 290 (P = 0.115), programs interviewed more applicants when interviews were virtual, 37.2 versus 46, (P = 0.008). Similarly, matched U.S. senior applicants did not submit a statistically higher number of applications in person versus virtual, 54 versus 77 (P = 0.055), but they did attend more interviews virtually, 20.5 versus 16.6 (P = 0.013), and ranked more programs, 20 versus 16.2 (P = 0.002). Although White applicants did not have a statistically significant difference in number of applications submitted (55 vs. 68, P = 0.129), Black applicants submitted more applications during virtual match compared with in-person match (52 vs. 74, P = 0.012). The number of applicants that programs needed to rank to fill each position was not statistically different when comparing in-person versus virtually conducted interviews, 4.6 versus 5.4 (P = 0.070). CONCLUSIONS Despite no change in the overall number of applications submitted per applicant, Black applicants submitted more applications virtually, suggesting potential benefits of virtual format for Black applicants. Interview format was strongly correlated to the use of perceived fitness by applicants in rank decision making. Virtual interviews provide major financial advantages to candidates and could help improve Black representation in neurosurgery. However, they impose limitations on ability access fitness.
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Affiliation(s)
- Jean-Luc K Kabangu
- Department of Neurological Surgery, University of Kansas Medical Center, Kansas City, Missouri, USA.
| | - Bailey R Yekzaman
- Department of Neurological Surgery, University of Kansas Medical Center, Kansas City, Missouri, USA
| | - Cody A Heskett
- University of Kansas School of Medicine, Kansas City, Missouri, USA
| | - Adam G Rouse
- Department of Neurological Surgery, University of Kansas Medical Center, Kansas City, Missouri, USA
| | - Roukoz B Chamoun
- Department of Neurological Surgery, University of Kansas Medical Center, Kansas City, Missouri, USA
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Kim KJ, Kim G, Kang Y. Faculty perceptions and use of e-learning resources for medical education and future predictions. KOREAN JOURNAL OF MEDICAL EDUCATION 2023; 35:325-334. [PMID: 38062680 PMCID: PMC10704051 DOI: 10.3946/kjme.2023.270] [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] [Received: 08/08/2023] [Revised: 09/15/2023] [Accepted: 10/05/2023] [Indexed: 12/18/2023]
Abstract
PURPOSE This study aims to investigate medical faculties' perceptions and current practice of using e-learning resources, needs and suggestions for more effective use of such resources, and future directions of e-learning in medical education. METHODS This descriptive study was conducted on full-time faculty members who were registered users of the e-learning portal of the consortium of Korean medical schools. Participants were invited to an online survey containing 45 items that addressed their perceptions and use of e-learning resources, and their predictions of future use. Descriptive analysis and reliability analysis were conducted as well as a thematic analysis of qualitative data. RESULTS Ninety faculty members from 31 medical schools returned the questionnaires. Participants positively perceived e-learning resources and that they predicted their use would become increasingly popular. Still, only half of the respondents were using e-learning resources for teaching and agreed that they were willing to share their e-learning resources. Our study illustrates several barriers inhibit faculty use and sharing of e-learning resources, and a need for a more comprehensive, better-organized resource repository. Participants also pointed out the needs for more resources on multimedia assessment items, clinical videos, and virtual patients. CONCLUSION Our study sheds light on medical faculty needs for institutional support and faculty development programs on e-learning, and institutional policies that address faculty concerns regarding ownership, intellectual property rights, and so forth on creating and sharing such resources. Collaborations among medical schools are suggested for creating a better organized around learning outcomes and more comprehensive repository of resources.
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Affiliation(s)
- Kyong-Jee Kim
- Department of Medical Education, Dongguk University School of Medicine, Goyang, Korea
| | - Giwoon Kim
- Department of Emergency Medicine, Soonchunhyang University Bucheon Hospital, Bucheon, Korea
| | - Youngjoon Kang
- Department of Medical Education, Institute for Medical Science, Jeju National University School of Medicine, Jeju, Korea
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Visuddho V, Nugraha D, Melbiarta RR, Rimbun R, Purba AKR, Syafa’ah I, Bakhtiar A, Rejeki PS, Romdhoni AC. Predominant aspects of knowledge and practical skills among medical students with online learning during the COVID-19 pandemic era. MEDICAL EDUCATION ONLINE 2023; 28:2182665. [PMID: 36855247 PMCID: PMC9980156 DOI: 10.1080/10872981.2023.2182665] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/01/2022] [Revised: 12/23/2022] [Accepted: 02/16/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Social restrictions due to the COVID-19 pandemic have shifted most learning methods into online courses, especially for medical skills education. However, the effects of online courses on medical skill education amongst medical students are still arguable. The study aims to analyse medical students' knowledge, attitude, practice and satisfaction towards medical skills between online and offline courses. METHOD We performed a case-control study conducted among 533 medical students with online (as a case group, n = 288) and offline courses (as a control group, n = 245). We evaluated three fundamental medical skills, including history taking [HT], lung physical examination [LPE], and heart physical examination [HPE]. We tested the knowledge and skills among students through theory and practical examinations. Students' attitudes and satisfaction were assessed using a validated questionnaire. RESULTS The scores for knowledge and practical skills among the online group were significantly higher (p = 0.016, p = 0.004, respectively). In comparison, the scores for the students' attitudes and satisfaction were substantially lower (p = 0.000, p = 0.003, respectively) compared to the control group. Most of the students in both groups passed the exam (case vs. control = 81.94%; 83.27%, respectively). Males were the only factor associated with a higher rate of passing the examination (OR 0.42, 95% CI [0.27-0.67], p = 0.000). CONCLUSIONS Online learning could be an alternative approach on improving student's knowledge and practice towards medical skill especially amidst COVID-19 pandemic, however further consideration on student's attitude and satisfaction are mandatory to achieve appropriate competence as future general practitioner.
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Affiliation(s)
- Visuddho Visuddho
- Medical Program, Faculty of Medicine, Universitas Airlangga, Surabaya, Indonesia
| | - David Nugraha
- Medical Program, Faculty of Medicine, Universitas Airlangga, Surabaya, Indonesia
| | | | - Rimbun Rimbun
- Department of Anatomy, Histology, and Pharmacology, Faculty of Medicine, Universitas Airlangga, Surabaya, Indonesia
| | - Abdul Khairul Rizki Purba
- Department of Anatomy, Histology, and Pharmacology, Faculty of Medicine, Universitas Airlangga, Surabaya, Indonesia
| | - Irmi Syafa’ah
- Department of Pulmonology and Respiratory Medicine, Faculty of Medicine, Universitas Airlangga/Dr. Soetomo General Hospital, Surabaya, Indonesia
| | - Arief Bakhtiar
- Department of Pulmonology and Respiratory Medicine, Faculty of Medicine, Universitas Airlangga/Dr. Soetomo General Hospital, Surabaya, Indonesia
| | - Purwo Sri Rejeki
- Department of Medical Physiology and Biochemistry, Faculty of Medicine, Universitas Airlangga, Surabaya, Indonesia
| | - Achmad Chusnu Romdhoni
- Department of Otorhinolaryngology-Head & Neck Surgery, Faculty of Medicine, Universitas Airlangga/Dr. Soetomo General Hospital, Surabaya, Indonesia
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Rupani S, Trimble N, Schweinle W, Hulse B. Does Remote and/or Virtual Learning Prepare First-Year Physician Assistant Students for Clinical Rotations as Effectively as In-Person Learning? J Physician Assist Educ 2023; 34:283-287. [PMID: 37467206 DOI: 10.1097/jpa.0000000000000521] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/21/2023]
Abstract
PURPOSE The coronavirus disease 2019 pandemic has profoundly affected many lives, and the aftermath is still uncertain. Many aspects of life have been affected, including physician assistant (PA) education. The collective efforts of students and faculty, perseverance, and optimism have allowed the uninterrupted preparation of the next generation of PAs. The objective of this study was to understand PA students' perceptions of the effectiveness of remote and/or virtual learning in preparing PA students for clinical rotations. METHODS This pilot study was a mixed-methods survey with quantitative and qualitative data involving 3 accredited PA programs in the United States. Statistics were analyzed using SAS 9.4. RESULTS Ninety-four individuals responded to the survey with a response rate of 46.8%. Response distributions, standard deviations, and means were calculated. Likert scale response means for each survey item were used to estimate the overall perspective of the participants. CONCLUSION Most participants highlighted the advantages of flexibility and an opportunity to balance school and family life, but the participants did not favor remote and/or virtual learning platforms for effectively preparing students for their clinical phase. More research on a larger scale is warranted. Including students' hands-on skills performance measures in addition to perceptions could provide objective evidence for the efficacy of remote and/or virtual learning in preparing students for clinical rotations.
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Affiliation(s)
- Sonia Rupani
- Sonia Rupani, DMS, MS, PA-C, AE-C, is an assistant professor, director of clinical education, Physician Assistant Studies, Lincoln Memorial University, Knoxville, Tennessee
- Nancy Trimble, DMS, MPAS, PA-C, DFAAPA, is an assistant professor, clinical education coordinator, Physician Assistant Studies Program, University of South Dakota, School of Health Science Building, Vermillion, South Dakota
- William Schweinle, PhD, is a professor of biostatistics, director of Research Development School of Health Sciences, Physician Assistant Studies Program, University of South Dakota, School of Health Science Building, Vermillion, South Dakota
- Betty Hulse, MSPAS, PA-C, is an associate professor, clinical education coordinator, Physician Assistant Studies Program, University of South Dakota, School of Health Science Building, Vermillion, South Dakota
| | - Nancy Trimble
- Sonia Rupani, DMS, MS, PA-C, AE-C, is an assistant professor, director of clinical education, Physician Assistant Studies, Lincoln Memorial University, Knoxville, Tennessee
- Nancy Trimble, DMS, MPAS, PA-C, DFAAPA, is an assistant professor, clinical education coordinator, Physician Assistant Studies Program, University of South Dakota, School of Health Science Building, Vermillion, South Dakota
- William Schweinle, PhD, is a professor of biostatistics, director of Research Development School of Health Sciences, Physician Assistant Studies Program, University of South Dakota, School of Health Science Building, Vermillion, South Dakota
- Betty Hulse, MSPAS, PA-C, is an associate professor, clinical education coordinator, Physician Assistant Studies Program, University of South Dakota, School of Health Science Building, Vermillion, South Dakota
| | - William Schweinle
- Sonia Rupani, DMS, MS, PA-C, AE-C, is an assistant professor, director of clinical education, Physician Assistant Studies, Lincoln Memorial University, Knoxville, Tennessee
- Nancy Trimble, DMS, MPAS, PA-C, DFAAPA, is an assistant professor, clinical education coordinator, Physician Assistant Studies Program, University of South Dakota, School of Health Science Building, Vermillion, South Dakota
- William Schweinle, PhD, is a professor of biostatistics, director of Research Development School of Health Sciences, Physician Assistant Studies Program, University of South Dakota, School of Health Science Building, Vermillion, South Dakota
- Betty Hulse, MSPAS, PA-C, is an associate professor, clinical education coordinator, Physician Assistant Studies Program, University of South Dakota, School of Health Science Building, Vermillion, South Dakota
| | - Betty Hulse
- Sonia Rupani, DMS, MS, PA-C, AE-C, is an assistant professor, director of clinical education, Physician Assistant Studies, Lincoln Memorial University, Knoxville, Tennessee
- Nancy Trimble, DMS, MPAS, PA-C, DFAAPA, is an assistant professor, clinical education coordinator, Physician Assistant Studies Program, University of South Dakota, School of Health Science Building, Vermillion, South Dakota
- William Schweinle, PhD, is a professor of biostatistics, director of Research Development School of Health Sciences, Physician Assistant Studies Program, University of South Dakota, School of Health Science Building, Vermillion, South Dakota
- Betty Hulse, MSPAS, PA-C, is an associate professor, clinical education coordinator, Physician Assistant Studies Program, University of South Dakota, School of Health Science Building, Vermillion, South Dakota
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Bughrara MS, Swanberg SM, Lucia VC, Schmitz K, Jung D, Wunderlich-Barillas T. Beyond COVID-19: the impact of recent pandemics on medical students and their education: a scoping review. MEDICAL EDUCATION ONLINE 2023; 28:2139657. [PMID: 36331873 PMCID: PMC9639463 DOI: 10.1080/10872981.2022.2139657] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/21/2022] [Revised: 08/16/2022] [Accepted: 10/20/2022] [Indexed: 06/04/2023]
Abstract
INTRODUCTION Over the past two years, coronavirus disease (COVID-19) has greatly altered medical student education as well as daily life. Medical schools across the world were disrupted and had to immediately adapt the educational experience to the online environment in order to continue the delivery of quality medical education. However, COVID-19 was not the only recent pandemic. This posed the question, were similar disruptions and adaptations also seen in recent past pandemics such as Severe Acute Respiratory Syndrome (SARS) or Middle East Respiratory Syndrome (MERS) that could have prepared medical educators for COVID-19? This scoping review investigated the educational and personal impact of recent pandemics on medical students. METHODS This review followed the PRISMA-ScR guidelines for scoping reviews. Nine databases including PubMed, ERIC, and EMBASE were systematically searched using keywords and subject headings related to medical students and SARS, H1N1, MERS, Ebola, Zika, and COVID-19. Studies were limited to research studies published between 2000 and 2020 and in English. Based on exclusion and inclusion criteria, all studies were independently screened by two reviewers first by the title/abstract and then via full text. Data were extracted from the included studies and analyzed qualitatively using thematic analysis. RESULTS A total of 174 studies fit the criteria. Seven major themes emerged from those studies: educational adaptations and online modifications, knowledge and attitudes of students, mental wellness of students, student involvement and use of telehealth, student vaccination, physical wellness of students, and stigma. CONCLUSION This review provided insights into how medical students were affected by recent pandemics and their perceptions of pivoting to online education, mental health, and knowledge of the diseases. Additionally, this review showcases the various educational adaptations that emerged uniquely during the COVID-19 pandemic, such as telehealth services or video conferencing tools, that can be utilized in a post-pandemic environment.
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Affiliation(s)
- Moneb S. Bughrara
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, MI, USA
| | - Stephanie M. Swanberg
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, MI, USA
- Moustakas Johnson Library, Michigan School of Psychology, Farmington Hills, MI, USA
| | - Victoria C. Lucia
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, MI, USA
| | - Keaton Schmitz
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, MI, USA
| | - Dawn Jung
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, MI, USA
- Department of Emergency Medicine, Oakland University William Beaumont School of Medicine Beaumont Health, Royal Oak, MI, USA
| | - Tracy Wunderlich-Barillas
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, MI, USA
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Al-Riyami AZ, Vanden Broeck J, Rahimi-Levene N, Das S, Saxon B, Lin Y, Stanworth SJ. E-learning in transfusion medicine: A scoping review. Transfusion 2023; 63:2362-2376. [PMID: 37876263 DOI: 10.1111/trf.17564] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/04/2023] [Revised: 09/06/2023] [Accepted: 09/08/2023] [Indexed: 10/26/2023]
Affiliation(s)
- Arwa Z Al-Riyami
- Department of Haematology, Sultan Qaboos University Hospital, Sultan Qaboos University, Muscat, Oman
| | - Jana Vanden Broeck
- Department of Hematology, Universitair Ziekenhuis Brussel, Vrije Universiteit Brussel (VUB), Brussels, Belgium
- Federal Public Service Health, Food Chain Safety and Environment, Brussels, Belgium
| | - Naomi Rahimi-Levene
- Blood Bank, Shamir Medical Center, Zerifin, Israel
- Adelson School of Medicine, Ariel University, Ariel, Israel
| | - Soumya Das
- Department of Transfusion Medicine, All India Institute of Medical Sciences (AIIMS), Nagpur, Maharashtra, India
| | - Ben Saxon
- Department of Haematology/Oncology, Women's and Children's Hospital, Adelaide, Australia
| | - Yulia Lin
- Sunnybrook Health Sciences Centre, University of Toronto, Toronto, Ontario, Canada
- University of Toronto Quality in Utilization, Education and Safety in Transfusion (QUEST) Research Program, Toronto, Ontario, Canada
| | - Simon J Stanworth
- Transfusion Medicine, NHS Blood and Transplant, Oxford, Oxford, UK
- Oxford University Hospitals NHS Trust, University of Oxford, Oxford, UK
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Yin M, McManus M, Dawson N, Tolaymat L, Prier CC, Tan W, Pritchard I, Hill E, Haga C, Hedges MS. Virtual Academic Asynchronous Mentoring (VAAM) for Faculty Physicians: An Innovative Mentorship. Cureus 2023; 15:e51289. [PMID: 38283499 PMCID: PMC10822490 DOI: 10.7759/cureus.51289] [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] [Accepted: 12/27/2023] [Indexed: 01/30/2024] Open
Abstract
INTRODUCTION Successful mentorship programs in academic medicine correlate with increased achievement in scholarly activities, leadership, and academic advancement for faculty members, as well as reduced burnout. Despite these benefits, the traditional mentorship model may be underutilized due to challenges of time constraints and alignment in goals. Furthermore, women and underrepresented in medicine (UriM) physicians are less likely to have mentorship, perpetuating the gap in the diversity of academic faculty in leadership and career advancement. To address this, we created an innovative mentorship model for busy academic faculty physicians using a virtual academic asynchronous mentoring video platform. Methods: A series of videos were created by interviewing 10 identified mentors (four male, six female) from various medical specialties at a national academic institution. The mentors included nine physician faculty with the academic rank of Associate Professor or full Professor and one Research Administrator. Key learning points shared by mentors included topics on academic advancement, mentorship development, leadership development, and research resources. RESULTS Between March 2020 and September 2023, the Virtual Academic Asynchronous Mentoring (VAAM) Video Series garnered 182 unique viewers, received 2,107 visits, and accumulated 1,871 total minutes of viewing time. All viewers were surveyed, with an 11% survey response rate received. Fifty-two percent of survey respondents reported that the video content was excellent and 43% reported very good. Seventy-six percent of respondents thought the video series had the potential to enhance their professional development and academic productivity. CONCLUSION The VAAM Video Platform offers a novel approach to academic mentoring for faculty physicians which eliminates limitations of traditional mentorship models in a convenient and cost-effective way. VAAM offers an egalitarian starting point for all junior faculty who have not yet established a mentoring relationship to seek information and resources on academic advancement and career development.
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Affiliation(s)
- Mingyuan Yin
- Research Administration, Mayo Clinic, Jacksonville, USA
| | | | | | | | | | | | | | - Ebone Hill
- Medicine, Mayo Clinic, Jacksonville, USA
| | - Claire Haga
- Family Medicine, Mayo Clinic, Jacksonville, USA
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26
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Wang CY, Yin T, Ma KH, Shyu JF, Cheng CP, Wang YC, Huang YL, Chiang MH. Enhancing anatomy education through cooperative learning: harnessing virtual reality for effective gross anatomy learning. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2023; 24:e00100-23. [PMID: 38108010 PMCID: PMC10720469 DOI: 10.1128/jmbe.00100-23] [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: 06/23/2023] [Accepted: 09/11/2023] [Indexed: 12/19/2023]
Abstract
The advent of virtual reality (VR) in education offers unique possibilities for facilitating cooperative learning strategies, particularly in fields demanding intricate spatial understanding, such as gross anatomy. This study investigates the impact of integrating cooperative learning strategies within a VR-based gross anatomy curriculum, focusing on enhancing students' anatomy knowledge and skills. We analyzed the performance of two cohorts of first-year nursing students across five semesters (2016-2020), where traditional learning methods were used in the first three semesters (2016-2018), and a VR-based cooperative learning approach was adopted in the last two semesters (2019-2020). Our findings suggest that the VR-based cooperative learning group achieved significantly higher scores in their gross anatomy laboratory courses compared to their counterparts learning through traditional methods. This research provides valuable insights into how the integration of VR technology and cooperative learning strategies can not only enhance learning outcomes but also improve the VR learning experience by reducing motion sickness. It accentuates the potential of VR-based cooperative learning as an impactful educational tool in anatomy education. Future research should further explore the optimal integration of VR and cooperative learning strategies in diverse course types and their potential to enhance educational outcomes and the learning experience.
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Affiliation(s)
- Chao-Ying Wang
- Department and Graduate Institute of Biology and Anatomy, National Defense Medical Center, Taipei, Taiwan
- Department of Radiology, Tri-Service General Hospital, National Defense Medical Center, Taipei, Taiwan
| | - Ti Yin
- Nursing Department, Tri-Service General Hospital, National Defense Medical Center, Taipei, Taiwan
| | - Kuo-Hsing Ma
- Department and Graduate Institute of Biology and Anatomy, National Defense Medical Center, Taipei, Taiwan
| | - Jia-Fwu Shyu
- Department and Graduate Institute of Biology and Anatomy, National Defense Medical Center, Taipei, Taiwan
| | - Chia-Pi Cheng
- Department and Graduate Institute of Biology and Anatomy, National Defense Medical Center, Taipei, Taiwan
| | - Yu-Chiao Wang
- Taoyuan Armed Forces General Hospital, Taoyuan, Taiwan
| | - Yun-Ling Huang
- Department and Graduate Institute of Biology and Anatomy, National Defense Medical Center, Taipei, Taiwan
| | - Ming-Hsien Chiang
- Department and Graduate Institute of Biology and Anatomy, National Defense Medical Center, Taipei, Taiwan
- Higher Education SPROUT Project Office, National Defense Medical Center, Taipei, Taiwan
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Elepaño A, Villafuerte AR, Besa JJ, Arenos CL, Castillo RM, Palileo-Villanueva L. Restructuring an internal medicine rotation to take on a fully virtual experience in a resource-limited setting: A mixed-methods study. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2023; 12:382. [PMID: 38333182 PMCID: PMC10852159 DOI: 10.4103/jehp.jehp_534_23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/18/2023] [Accepted: 07/19/2023] [Indexed: 02/10/2024]
Abstract
BACKGROUND During the coronavirus disease 2019 (COVID-19) pandemic, medical schools in the Philippines accelerated the adoption of virtual learning. Course developers were challenged to provide equal opportunities for clinical exposure given the differential access of students to technology. This study describes the modifications in the course design of an internal medicine rotation for third-year medical students and the perceptions of the faculty and students toward these changes. MATERIALS AND METHODS Course evaluations by students and faculty were reviewed. Using a concurrent mixed-methods approach, we analyzed the quantitative and qualitative responses and triangulated the results of the faculty and student surveys. RESULTS Shifting to a virtual learning platform decreased the number of student-patient interactions. Observing a telemedicine consultation done by faculty substituted for real patient encounters. In consideration of students with limited Internet access, synchronous activities were made nongraded. The survey response rate was 51% (93/181) for students and 34% (32/94) for faculty. Survey participants indicated high overall satisfaction toward the virtual course with a general agreement between students and faculty respondents in most domains. Recurrent themes were the demand for more patient encounters, more synchronous activities, and better evaluation tools. Only the faculty were critical of technical issues, such as audibility and Internet connectivity. CONCLUSION The experiences of a single institution in redesigning and implementing an undergraduate medical course in internal medicine for a fully virtual platform were described. Strategies for augmenting patient exposure and tailored clinical assessment tools are needed to improve stakeholder satisfaction. In resource-limited settings, access to appropriate technology must be considered to ensure equitable learning.
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Affiliation(s)
- Anton Elepaño
- Department of Medicine, University of the Philippines-Philippine General Hospital, Manila, Philippines
| | - Andrew Rufino Villafuerte
- Department of Medicine, University of the Philippines-Philippine General Hospital, Manila, Philippines
| | - John Jefferson Besa
- Department of Medicine, College of Medicine, University of the Philippines, Manila, Philippines
| | - Carl Lawrence Arenos
- Department of Medicine, University of the Philippines-Philippine General Hospital, Manila, Philippines
| | - Ron Michael Castillo
- Department of Medicine, University of the Philippines-Philippine General Hospital, Manila, Philippines
| | - Lia Palileo-Villanueva
- Department of Medicine, College of Medicine, University of the Philippines, Manila, Philippines
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Akhras A, ElSaban M, Tamil Selvan V, Alzaabi SZ, Senok A, Zary N, Ho SB. An Inquiry-Based Distance Learning Tool for Medical Students Under Lockdown ("COVID-19 Rounds"): Cross-Sectional Study. JMIR MEDICAL EDUCATION 2023; 9:e40264. [PMID: 37856734 PMCID: PMC10629505 DOI: 10.2196/40264] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/14/2022] [Revised: 01/31/2023] [Accepted: 06/12/2023] [Indexed: 10/21/2023]
Abstract
BACKGROUND The COVID-19 pandemic presented significant challenges to both clinical practice and the delivery of medical education. Educators and learners implemented novel techniques, including distance learning and web-based rounds, while trying to stay updated with the surge of information regarding COVID-19 epidemiology, pathogenesis, and treatment. Hence, we designed and implemented a technologically enhanced course called "COVID-19 Rounds" to educate students about the rapidly evolving pandemic. OBJECTIVE The objectives of this study are to describe a technologically enhanced course called "COVID-19 Rounds" and evaluate the following: (1) student satisfaction and program usefulness in achieving preset objectives, (2) perceived improvement in literacy regarding the pandemic, and (3) the impact of student engagement by designing infographics and initiating COVID-19-related research projects. METHODS This is a cross-sectional study measuring the impact of the implementation of the web-based "COVID-19 Rounds" course. This program included web-based clinical experiences with physicians on actual rounds in COVID-19 wards in the hospital, weekly updates on evolving data and new research, and engagement in student-led projects. The study population included 47 fourth-year medical students at the Mohamed Bin Rashid University of Medicine and Health Sciences in Dubai, the United Arab Emirates, who attended the course. We designed and administered a 47-item survey to assess student satisfaction, program usefulness, impact on knowledge, and student engagement. Data were collected at the end of program delivery via Microsoft Forms. RESULTS In total, 38 (81%) out of 47 fourth-year medical students participated in this study. The final course evaluation revealed an overall high satisfaction rate, with a mean rating of 3.9 (SD 0.94) on the 5-point Likert scale. Most students were satisfied with the course format (27/38, 71%), organization (31/38, 82%), and the learning experience (28/38, 74%) that the course offered. The course was particularly appreciated for offering evidence-based talks about aspects of the pandemic (34/38, 90%), providing weekly updates regarding emerging evidence (32/38, 84%), and enhancing understanding of the challenges of the pandemic (34/38, 90%). Satisfaction with distance learning was moderate (23/37, 62%), and a minority of students would have preferred an in-person version of the course (10/37, 27%). Student engagement in the course was high. All students participated in small group presentations of infographics of pandemic-related topics. Perceived advantages included conciseness and visual appeal, and disadvantages included the lack of detail and the time-consuming nature of infographic design, especially for students with no prior design experience. After the course ended, 27 (57%) students began research projects. This resulted in 6 abstracts presented at local meetings and 8 scientific papers published or submitted for publication. CONCLUSIONS This inquiry-based adaptive approach to educating medical students about updates on COVID-19 via web-based learning was successful in achieving objectives and encouraging engagement in research. However, shortcomings of the course related to the lack of in-person teaching and clinical activities were also highlighted.
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Affiliation(s)
- Aya Akhras
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Mariam ElSaban
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Varshini Tamil Selvan
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Shaika Zain Alzaabi
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Abiola Senok
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Nabil Zary
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Samuel B Ho
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
- Department of Medicine, Mediclinic City Hospital, Dubai Healthcare City, Dubai, United Arab Emirates
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Grace M, Azim A, Blissett S, Keuhl A, Wojkowski S, Sibbald M. Framing asynchronous interprofessional education: a qualitative study on medical, physiotherapy and nursing students. INTERNATIONAL JOURNAL OF MEDICAL EDUCATION 2023; 14:155-167. [PMID: 37930800 PMCID: PMC10693952 DOI: 10.5116/ijme.6531.02ac] [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: 04/14/2023] [Accepted: 10/19/2023] [Indexed: 11/07/2023]
Abstract
Objectives To explore how virtual, asynchronous modules can be used in interprofessional health education curricula and to identify any advantages and shortcomings of asynchronous interprofessional education. Methods A sample of 27 health professional students who attended in-person interprofessional education workshops at the McMaster Centre for Simulation-Based Learning from 2019-2020 were recruited through email discourse. Participants were asked to complete an asynchronous interprofessional education module and take part in a semi-structured interview that was recorded and transcribed verbatim. Techniques of direct content analysis were used to analyze the qualitative data from recorded transcripts. Results The following emergent themes from participants' responses were identified: 1) the modules, as well as the features interspersed throughout, taught strategies for conflict resolution and interprofessional communication, 2) the modules have utility in preparing students for future interprofessional learning, 3) the convenience of virtual asynchronous modules introduces a sense of learner safety, and 4) a sense of isolation and fatigue was identified as a consequence of the lack of face-to-face interaction in these modules. Conclusion Asynchronous interprofessional education modules may be best suited to prepare students for future interprofessional learning in a synchronous setting. Asynchronous modules effectively provide an introduction to interprofessional objectives such as conflict resolution and role clarification, yet the competency of team functioning is more difficult to achieve in an asynchronous environment. Future studies may focus on establishing a sequence of completing asynchronous modules for ideal development of interprofessional competencies in health professions learners.
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Affiliation(s)
- Matthew Grace
- Faculty of Health Sciences, McMaster University, Canada
| | - Arden Azim
- Department of Medicine, Western University, Canada
| | | | - Amy Keuhl
- Faculty of Health Sciences, McMaster University, Canada
| | - Sarah Wojkowski
- School of Rehabilitation Sciences, McMaster University, Canada
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Toro J, Rivera JS, Gaitán J, Rodríguez D, Serna-Corredor LA, Cortés-Muñoz F, Medina T, Yepes M. Simulation-based education in neurology: lessons from the COVID-19 pandemic. BMC Res Notes 2023; 16:307. [PMID: 37919770 PMCID: PMC10623696 DOI: 10.1186/s13104-023-06605-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2022] [Accepted: 10/30/2023] [Indexed: 11/04/2023] Open
Abstract
OBJECTIVES The COVID-19 pandemic has led to the disruption of all sectors of the economy including education. According to UNESCO over 1.37 million young people including medical students, were affected by the lockdowns in response to COVID-19 and the subsequent closure of the education system. The primary challenge for medical education was to provide clerkships in a biosafety environment. This study aimed to determine the impact of a simulated hospital in a neurology clerkship of 5-year medical students during the coronavirus pandemic and compare their results with a non-pandemic group in Bogotá, Colombia. RESULTS The students in the pandemic group answered a Likert scale survey regarding their satisfaction with the simulated hospital. Both groups were required to perform an oral, mid-term and final examination. From the results, it is clear that students perceived that exposure to a simulated hospital facilitated their learning process (93.1%) and allowed greater interaction with the teacher compared to a face-to-face environment (77.3%). There were no clinically significant differences in test results. This experience indicates that a simulated hospital is a valuable method to acquire clinical skills in trainees, that could be integrated into the curricular milestones of medical education programs regardless of the pandemic.
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Affiliation(s)
- Jaime Toro
- Department of Neurology, Hospital Universitario-Fundación Santa Fe de, Carrera 7 No. 117-15, Bogotá, Colombia.
- School of Medicine, Universidad El Bosque, Carrera 7B Bis No. 132-11, Bogotá, Colombia.
- School of Medicine, Universidad de Los Andes, Carrera 1 No. 18A-12, Bogotá, Colombia.
- Multiple Sclerosis and other Neurological Disorders Research Group, Fundación Santa Fe de Bogotá, Carrera 7 No. 117-15, Bogotá, Colombia.
| | - Juan Sebastián Rivera
- Department of Neurology, Hospital Universitario-Fundación Santa Fe de, Carrera 7 No. 117-15, Bogotá, Colombia
- Multiple Sclerosis and other Neurological Disorders Research Group, Fundación Santa Fe de Bogotá, Carrera 7 No. 117-15, Bogotá, Colombia
| | - Jairo Gaitán
- School of Medicine, Universidad de Los Andes, Carrera 1 No. 18A-12, Bogotá, Colombia
- Multiple Sclerosis and other Neurological Disorders Research Group, Fundación Santa Fe de Bogotá, Carrera 7 No. 117-15, Bogotá, Colombia
| | - Daniela Rodríguez
- School of Medicine, Universidad de Los Andes, Carrera 1 No. 18A-12, Bogotá, Colombia
- Multiple Sclerosis and other Neurological Disorders Research Group, Fundación Santa Fe de Bogotá, Carrera 7 No. 117-15, Bogotá, Colombia
| | - Laura Andrea Serna-Corredor
- School of Medicine, Universidad de Los Andes, Carrera 1 No. 18A-12, Bogotá, Colombia
- Multiple Sclerosis and other Neurological Disorders Research Group, Fundación Santa Fe de Bogotá, Carrera 7 No. 117-15, Bogotá, Colombia
| | - Fabián Cortés-Muñoz
- Multiple Sclerosis and other Neurological Disorders Research Group, Fundación Santa Fe de Bogotá, Carrera 7 No. 117-15, Bogotá, Colombia
- Fundación Clínica Shaio, Bogotá, Colombia
| | - Thomas Medina
- School of Medicine, Universidad de Los Andes, Carrera 1 No. 18A-12, Bogotá, Colombia
- Multiple Sclerosis and other Neurological Disorders Research Group, Fundación Santa Fe de Bogotá, Carrera 7 No. 117-15, Bogotá, Colombia
| | - Manuel Yepes
- Department of Neurology, Emory University School of Medicine, Atlanta, GA, 30322, USA
- Department of Neurology, Veterans Affairs Medical Center, Atlanta, GA, USA
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Banc-Husu AM, Bonn J, Mavis AM, Feldman AG. Development of a national Zoom-based lectureship for pediatric transplant hepatology trainees. Pediatr Transplant 2023; 27:e14572. [PMID: 37462281 DOI: 10.1111/petr.14572] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/08/2023] [Revised: 05/31/2023] [Accepted: 07/03/2023] [Indexed: 10/22/2023]
Abstract
BACKGROUND Previous publications identified a gap in standard education on topics related to advanced hepatology and liver transplantation for pediatric transplant hepatology trainees. The Society of Pediatric Liver Transplantation (SPLIT) Education Committee designed a Zoom-based lectureship series for all advanced pediatric transplant hepatology trainees. We aim to describe the educational series and feedback from fellow participants. METHODS Pediatric transplant hepatology trainees from across the United States and Canada were invited to attend 25 Zoom-based lectures on a broad list of topics pertaining to pediatric transplant hepatology. At the completion of the lectureship, a 53-item REDcap survey using single-answer, Likert-scale, and open-ended questions was distributed via email to all participants. RESULTS A total of 16 fellows from broad geographic areas responded to the survey. Nineteen percent (n = 3/16) of fellows attended all 25 lectures and 31% (n = 5/16) attended 16-20 lectures. Majority of fellows (88%, n = 14/16) reported the lecture series increased knowledge of liver disease, increased confidence in managing children with liver disease, and aided with board preparation. Additionally, over half of the fellows (81%, n = 13/16) reported the series served as a platform for networking and mentoring from peers and experts in the field. All fellows recommended the lecture series for future fellows. CONCLUSION The SPLIT educational lectureship for advanced pediatric transplant hepatology trainees provided a national education curriculum that not only led to increased knowledge and confidence in the diagnosis and management of common conditions encountered in pediatric transplant hepatology but also provided a unique networking and mentorship environment.
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Affiliation(s)
- Anna M Banc-Husu
- Division of Gastroenterology, Hepatology, and Nutrition, Department of Pediatrics, Baylor College of Medicine, Texas Children's Hospital, Houston, Texas, USA
| | - Julie Bonn
- Division of Gastroenterology, Hepatology, and Nutrition, Department of Pediatrics, Cincinnati Children's Medical Center, University of Cincinnati College of Medicine, Cincinnati, Ohio, USA
| | - Alisha M Mavis
- Division of Gastroenterology, Hepatology, and Nutrition, Department of Pediatrics, Duke University, Durham, North Carolina, USA
| | - Amy G Feldman
- Section of Gastroenterology, Hepatology, and Nutrition, The Digestive Health Institute, Children's Hospital Colorado, University of Colorado Denver School of Medicine, Aurora, Colorado, USA
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Javaid MK, Calo M, Wullich S, Mohsin Z, Osorio EC, Orjuela AM, Unigarro CA, Mendez-Sanchez L, Naranjo JT, Vieira LT, Tutiya KK, Inacio AM, de Leon AOG, García JCV, Habib C, Subies F, Guyot JP, Diehl M, Carabelli G, Soulie A, Cooper C. Development, implementation and evaluation of a multinational FLS mentorship programme in Latin America. Osteoporos Int 2023; 34:1881-1891. [PMID: 37418151 PMCID: PMC10579116 DOI: 10.1007/s00198-023-06742-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/29/2022] [Accepted: 04/03/2023] [Indexed: 07/08/2023]
Abstract
Realising the benefits of systematic secondary fracture prevention requires supporting local sites to get started and becoming effective. We here describe the development, implementation and impact of a regional fracture liaison service (FLS) mentorship programme in Latin America that led to 64 FLS getting started and coverage of 17,205 patients. INTRODUCTION Despite treatments and service models to deliver effective secondary fracture prevention, most patients are left untreated after a fragility fracture. To improve the capability to get FLS started and more effective, we describe the development, implementation and evaluation of an international programme to develop national communities of FLS mentors as part of the Capture the Fracture Partnership in Latin America. METHODS The IOF regional team and the University of Oxford developed the curriculum and associated resources for training mentors in setting up FLS, service improvement and mentorship. Mentors were selected during a preparatory meeting, trained using live online sessions followed by regular mentor-led post-training meetings. The programme was evaluated using a pre-training needs assessment and post-training evaluation based on Moore's outcomes. RESULTS The mentorship programme was initiated in Mexico, Brazil, Colombia and Argentina. The mentors were multidisciplinary, including orthopaedic surgery, rehabilitation, rheumatology, endocrinology, geriatrics, gynaecology and internal medicine. There was 100% participation in training sessions and reported satisfaction with the training. Since the initiation of the training programme, 22 FLS have been set up in Mexico, 30 in Brazil, 3 in Colombia and 9 in Argentina, in comparison with two in Chile and none in any other LATAM countries that were not involved in the mentorship programme. This equates to approximately 17,025 additional patients identified from 2019 to 2021 after initiation of mentorship. The mentors have engaged with 58 FLS for service development. Post-training activities include two published national best practice guidelines and other country-specific resources for FLS in the local language. CONCLUSION Despite the COVID pandemic, the mentorship pillar of the Capture the Fracture Partnership has developed a community of FLS mentors with measurable improvement in national FLS provision. The programme is a potentially scalable platform to develop communities of mentors in other countries.
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Affiliation(s)
| | - M Calo
- International Osteoporosis Foundation Latin America Office, Buenos Aires, Argentina
| | - S Wullich
- International Osteoporosis Foundation Latin America Office, Buenos Aires, Argentina
| | | | | | | | | | - L Mendez-Sanchez
- Facultad de Medicina, Unidad de Epidemiología Clínica, Hospital Infantil de México Federico Gómez, Universidad Nacional Autónoma de México, Mexico City, Mexico
| | - J Torres Naranjo
- Centro de Investigación Ósea Y de La Composición Corporal (CIO), Guadalajara, Mexico
| | | | | | - A Manoel Inacio
- Hospital da Cruz Vermelha Brasileira Do Paraná, Med Sênior, Curitiba, PR, Brazil
| | | | | | - C Habib
- Hospital Austral and Sanatorio Las Lomas, Buenos Aires, Argentina
| | - F Subies
- Hospital Austral and Sanatorio Las Lomas, Buenos Aires, Argentina
| | - J P Guyot
- Hospital Austral and Sanatorio Las Lomas, Buenos Aires, Argentina
| | - M Diehl
- Hospital Italiano de Buenos Aires, Buenos Aires, Argentina
| | - G Carabelli
- Hospital Italiano de Buenos Aires, Buenos Aires, Argentina
| | - A Soulie
- International Osteoporosis Foundation Europe Office, Nyon, Switzerland
| | - C Cooper
- NDORMS, Oxford, UK
- MRC LEU, University of Southampton, Southampton, UK
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Zhang Y, Liu J, Liang J, Lang J, Zhang L, Tang M, Chen X, Xie Y, Zhang J, Su L, Wang X. Online education isn't the best choice: evidence-based medical education in the post-epidemic era-a cross-sectional study. BMC MEDICAL EDUCATION 2023; 23:744. [PMID: 37817252 PMCID: PMC10563228 DOI: 10.1186/s12909-023-04746-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/07/2023] [Accepted: 10/04/2023] [Indexed: 10/12/2023]
Abstract
BACKGROUND The COVID-19 pandemic led many educational institutions to shift to online courses, making blended education a significant trend in teaching. We examined the effectiveness of blended learning in an evidence-based medicine course. METHODS We compared the examination scores of a blended learning group, an online only group, and a traditional offline group and conducted a questionnaire survey on students' preferences for different learning modes and the reasons for their preferences. A total of 2100 undergraduate students in clinical medicine were included in this cross-sectional study. Examination results were collected, and questionnaires were administered to the study participants. We compared the mean scores and exam pass rates of the three teaching groups using ANOVA and c2test for multiple comparisons. RESULTS The blended group's exam scores and pass rate were significantly higher than those of the offline and online groups. Furthermore, 71.6% preferred the blended teaching mode. In the survey on " learning effectiveness", the majority of the students believed that blended education could better enhance the initiative of learning, the interest of the course, the pertinence of the learning content, the comprehension of evidence-based medical thinking, and the basic skills of evidence-based practice. Subsequently, in a questionnaire administered to a blended group of students, their foremost reason for liking online instruction was 'flexible in time and space' (99%), followed by 'can be viewed repeatedly, facilitating a better understanding of knowledge points' (98%). Their foremost reason for liking offline teaching was 'helps to create a good learning atmosphere' (97%), followed by 'teachers can control students' learning status in real time' (89%). CONCLUSIONS This study explored the effectiveness of learning in evidence-based medicine courses by comparing the learning outcomes and personal perceptions of three different teaching modes. This is the first cross-sectional study in which three different teaching models are compared and discussed in an evidence-based medicine course. We also elaborate on the specific instructional protocols for each model. This study shows that using a blended education approach in evidence-based medicine courses can improve students' learning motivation, autonomy, and satisfaction. It also enhances instructional efficiency, thereby improving students' understanding of the course content.
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Affiliation(s)
- Yi Zhang
- Department of Hygiene Toxicology, School of Public Health, Zunyi Medical University, Zunyi, Guizhou, 563000, China.
- Key Laboratory of Maternal & Child Health and Exposure Science of Guizhou Higher Education Institutes, Zunyi Medical University, Zunyi, Guizhou, 563000, China.
| | - Jiarui Liu
- Department of Hygiene Toxicology, School of Public Health, Zunyi Medical University, Zunyi, Guizhou, 563000, China
- Key Laboratory of Maternal & Child Health and Exposure Science of Guizhou Higher Education Institutes, Zunyi Medical University, Zunyi, Guizhou, 563000, China
- School of Public Health, Guizhou Medical University, No. 6, Ankang Avenue, Machang Town, Guian New District, Zunyi, Guizhou Province, China
| | - Jun Liang
- School of Chemical Engineering and Light Industry, Guangdong Industry Polytechnic, Guangzhou, Guangdong, 510300, China
| | - Jie Lang
- Enrollment and Employment Office, Zunyi Medical University, Zunyi, Guizhou, 563099, China
| | - Lijia Zhang
- Department of Hygiene Toxicology, School of Public Health, Zunyi Medical University, Zunyi, Guizhou, 563000, China
- Key Laboratory of Maternal & Child Health and Exposure Science of Guizhou Higher Education Institutes, Zunyi Medical University, Zunyi, Guizhou, 563000, China
| | - Mingwen Tang
- Department of Hygiene Toxicology, School of Public Health, Zunyi Medical University, Zunyi, Guizhou, 563000, China
- Key Laboratory of Maternal & Child Health and Exposure Science of Guizhou Higher Education Institutes, Zunyi Medical University, Zunyi, Guizhou, 563000, China
| | - Xinyu Chen
- Department of Hygiene Toxicology, School of Public Health, Zunyi Medical University, Zunyi, Guizhou, 563000, China
- Key Laboratory of Maternal & Child Health and Exposure Science of Guizhou Higher Education Institutes, Zunyi Medical University, Zunyi, Guizhou, 563000, China
| | - Yan Xie
- Department of Hygiene Toxicology, School of Public Health, Zunyi Medical University, Zunyi, Guizhou, 563000, China
- Key Laboratory of Maternal & Child Health and Exposure Science of Guizhou Higher Education Institutes, Zunyi Medical University, Zunyi, Guizhou, 563000, China
| | - Jianlin Zhang
- Department of Hygiene Toxicology, School of Public Health, Zunyi Medical University, Zunyi, Guizhou, 563000, China
- Key Laboratory of Maternal & Child Health and Exposure Science of Guizhou Higher Education Institutes, Zunyi Medical University, Zunyi, Guizhou, 563000, China
| | - Liyu Su
- Department of Hygiene Toxicology, School of Public Health, Zunyi Medical University, Zunyi, Guizhou, 563000, China
- Key Laboratory of Maternal & Child Health and Exposure Science of Guizhou Higher Education Institutes, Zunyi Medical University, Zunyi, Guizhou, 563000, China
| | - Xin Wang
- Key Laboratory of Maternal & Child Health and Exposure Science of Guizhou Higher Education Institutes, Zunyi Medical University, Zunyi, Guizhou, 563000, China.
- Department of Orthopaedic Surgery, Affiliated Hospital of Zunyi Medical University, Zunyi, Guizhou, 563003, China.
- Guizhou Provincial Key Laboratory of Medicinal Biotechnology in Colleges and Universities, Zunyi Medical University, Zunyi, Guizhou, 563000, China.
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May JE, Anderson E, Clark D, Hull J. Gamification in Biomedical Science Education: The Successful Implementation of Resimion, a Scenario-Based Learning Tool. Br J Biomed Sci 2023; 80:11756. [PMID: 37849690 PMCID: PMC10577182 DOI: 10.3389/bjbs.2023.11756] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2023] [Accepted: 09/15/2023] [Indexed: 10/19/2023]
Abstract
Introduction: Scenario-based learning and gamification have many advantages in comparison to traditional didactic teaching methods, including development of many higher-level skills such as analysis and evaluation. It is hoped that these simulations provide a real-world experience in a format accessible to students. Integration of these tools into teaching excelled during the COVID-19 pandemic, an event that completely changed education and initiated the greatest advancement in digital learning to date. We discuss our experiences using Resimion, a novel scenario-based learning tool that was adapted to biomedical science, both for teaching and assessment. Methods: Our cohort included 769 students studying BSc(Hons) Biomedical Science at the University of the West of England from 2020 to 2023. Data was obtained from assessments within four different modules, two at FHEQ level 5 and two at level 6. Students were grouped based on reasonable adjustment (RA) status, including physical issues, specific learning differences and neurodiversity, with differences between student groups and assessment types analysed by ANOVA. Results: Data clearly demonstrate good engagement from students utilising Resimion software, representing 18,436 student interactions in total, across both assessed and non-assessed activities. RAs of any type did not alter submission rates (p = 0.53) or student outcome in any of the assessment types analysed. However, submission rates for Resimion assessments were notably higher than for other assessment types (p = 0.002). Whist outcomes were not significantly different, students with RAs did take significantly longer to complete the Haematology and Transfusion assessments (p = 0.0012). Specifically, neurodiverse students and those with specific learning differences used on average 81% of their allocated time, students with other RAs used 76%, whereas students without RAs used just 56% (p ≤ 0.0001), highlighting the appropriate adjustment of extra time provided for these students. It was further observed that 1.3% of Resimion activities undertaken by students utilised the in-built inclusivity features in the software. Both students with known RAs, and those without, utilised these features, therefore also aiding students without a formal diagnosis. Conclusion: The scenario-based learning tool Resimion was successfully integrated into the teaching of biomedical science and provided an engaging platform for students, with comparable results to other traditional assessment types.
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Affiliation(s)
- Jennifer E. May
- Faculty of Health and Life Sciences, University of the West of England, Bristol, United Kingdom
| | - Elizabeth Anderson
- Faculty of Health and Life Sciences, University of the West of England, Bristol, United Kingdom
| | - Dan Clark
- Resimion Ltd., Bristol, United Kingdom
| | - Jonathon Hull
- Faculty of Health and Life Sciences, University of the West of England, Bristol, United Kingdom
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Kharidia KM, Lin ME, West JD, Sarode DN, Ma HJ, Vanstrum EB, Wu FM, Johns MM. Virtual Versus In-Person Head and Neck Physical Examination Training in Medical Students: A Pilot Assessment. Ann Otol Rhinol Laryngol 2023; 132:1140-1148. [PMID: 36514234 DOI: 10.1177/00034894221139107] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
Abstract
OBJECTIVE To compare the effect of virtual and in-person head and neck physical examination training events on medical student confidence in performing examination maneuvers and seeking mentorship from otolaryngology faculty and residents. METHODS Training events were held with first-year medical student volunteers in 2020 (in-person) and 2021 (virtual). Participants in both cohorts were given didactics on head and neck cancer, trained to perform a head and neck physical examination, and demonstrated their clinical skills to otolaryngology faculty and residents. Pre- and post-training surveys were utilized to assess the following outcomes: participant head and neck cancer knowledge, confidence in performing examination maneuvers, and confidence in seeking mentorship in otolaryngology. Differences in outcomes between training settings were assessed by comparing participant survey responses pre- and post- training. RESULTS Both in-person and virtual training modalities improved participant confidence in performing the physical examination. There was no significant difference in the degree of improvement between training types. In-person training significantly increased participant confidence in seeking mentorship from otolaryngology faculty and residents (P = .003), while virtual training did not (P = .194). CONCLUSION Virtual training modalities are feasible methods of teaching the head and neck physical examination. Instruction through a video conferencing platform has the potential to be incorporated into traditional in-person medical education in a permanent fashion. This pilot study can inform future studies directly comparing in-person and virtual physical examination training modalities.
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Affiliation(s)
- Khush M Kharidia
- Keck School of Medicine, University of Southern California, Los Angeles, CA, USA
| | - Matthew E Lin
- Keck School of Medicine, University of Southern California, Los Angeles, CA, USA
| | - Jonathan D West
- Department of Otolaryngology-Head and Neck Surgery, Keck School of Medicine, University of Southern California, Los Angeles, CA, USA
| | - Deepika N Sarode
- Keck School of Medicine, University of Southern California, Los Angeles, CA, USA
| | - Harrison J Ma
- Keck School of Medicine, University of Southern California, Los Angeles, CA, USA
| | - Erik B Vanstrum
- Keck School of Medicine, University of Southern California, Los Angeles, CA, USA
| | - Franklin M Wu
- Keck School of Medicine, University of Southern California, Los Angeles, CA, USA
| | - Michael M Johns
- Department of Otolaryngology-Head and Neck Surgery, Keck School of Medicine, University of Southern California, Los Angeles, CA, USA
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Jordan J, Amen A, Do AK, Osborne A, Weygandt PL, Moore KG. RaT race: A standardized open-access education resource provides a structured resident-as-teacher experience. AEM EDUCATION AND TRAINING 2023; 7:e10913. [PMID: 37817837 PMCID: PMC10560752 DOI: 10.1002/aet2.10913] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/02/2023] [Revised: 09/08/2023] [Accepted: 09/12/2023] [Indexed: 10/12/2023]
Abstract
Objectives There is no unified approach for training residents to be teachers. Foundations of Emergency Medicine (FoEM) is a national program that provides free resident education in emergency medicine (EM) utilizing small-group, case-based instruction delivered by individual program faculty and residents. This study seeks to explore the FoEM resident-as-teacher (RaT) experience. Methods We conducted a mixed-methods study of FoEM faculty site leaders and resident teachers in 2022. Site leaders completed an online survey consisting of multiple-choice, completion, and free-response items. We calculated descriptive statistics and applied a thematic qualitative analysis to free-response items. We conducted semistructured interviews with resident teachers. Interview transcripts were analyzed using a thematic approach with a constructivist-interpretivist paradigm. Results A total of 133 of 180 (74%) site leaders completed the survey and 11 resident teachers were interviewed. Forty-nine (37%) programs utilize resident instructors. The frequency of residents teaching and degree of faculty supervision varied. Commonly identified advantages include reinforcement of core content for resident teachers (44/49), structured format (35/49), and reduced need for faculty instructors (30/49). The most commonly identified challenges include variable instruction by residents (33/49) and challenge to providing feedback on teaching (20/49). Resident teachers identified benefits including strengthening residency community, improved EM knowledge, and greater teaching skills. For nearly all resident participants, FoEM RaT impacted their career goals by affirming their interest in teaching. Conclusions The FoEM curricular model appears to be a valuable and feasible method to incorporate a RaT experience into EM residency training programs.
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Affiliation(s)
- Jaime Jordan
- Department of Emergency MedicineDavid Geffen School of Medicine at UCLALos AngelesCaliforniaUSA
| | - Amanda Amen
- Department of Emergency MedicineDavid Geffen School of Medicine at UCLALos AngelesCaliforniaUSA
| | - Anh Khoa Do
- UCLA School of Education and Information StudiesLos AngelesCaliforniaUSA
| | - Anwar Osborne
- Department of Emergency MedicineEmory UniversityAtlantaGeorgiaUSA
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Kermanian F, Zamani S, Mahakizadeh S. Art-based assignment in head and neck anatomical course, a dynamic experience. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2023; 12:328. [PMID: 38023083 PMCID: PMC10670963 DOI: 10.4103/jehp.jehp_1269_22] [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: 08/30/2022] [Accepted: 11/23/2022] [Indexed: 12/01/2023]
Abstract
In recent years, alternative uses of art within medical education have been explored and extended. We report here a method of art-based assignments in anatomy and histology, which we have incorporated into the head and neck course as a means of enlivening didactic lectures. One hundred and two first-year medical students at the Alborz University of Medical Sciences participated in a 15-week educational intervention, in which an art-based assignment method was employed. The learning module focuses on the human anatomy and histology of head and neck. In each session, after the teacher's lecture and practical work, students were given an assignment based on the topics of that session and based on the drawing. The learning outcome was evaluated twice, 1 week and 4 weeks after the course. Student's feedbacks were collected via an anonymous questionnaire at the end of the module. The data were analyzed by using the SPSS 20 software by paired and independent t-tests and the normality of data was evaluated by the Kolmogorov-Smirnov test. Most of students (90%) had rated the new format as very informative. Exam scores were significantly higher at 4 weeks tests (P ≤ 0.05) and data showed significant difference in long-term retention of knowledge. The use of this module by medical students during their head and neck course improves their confidence through drawing. Teacher's feedback provides a step-wise approach that simplifies the learning of anatomy and histology. The strategy has appeal for visual, auditory, read/write, and kinesthetic learners.
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Affiliation(s)
- Fatemeh Kermanian
- Department of Anatomy, Faculty of Medicine, Alborz University of Medical Sciences, Karaj, Iran
| | - Shokoofeh Zamani
- Department of Internal Medicine, Faculty of Medicine, Alborz University of Medical Sciences, Karaj, Iran
| | - Simin Mahakizadeh
- Department of Anatomy, Faculty of Medicine, Alborz University of Medical Sciences, Karaj, Iran
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Johannink J, Axt S, Königsrainer A, Festl-Wietek T, Zipfel S, Herrmann-Werner A. Evaluation of the feasibility of a video-transmitted surgical ward round: a proof of concept study. BMC MEDICAL EDUCATION 2023; 23:685. [PMID: 37735381 PMCID: PMC10515251 DOI: 10.1186/s12909-023-04656-9] [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: 01/02/2023] [Accepted: 09/06/2023] [Indexed: 09/23/2023]
Abstract
BACKGROUND Surgical ward rounds are key element to point-of-care interprofessional postoperative treatment and technical and communicational aspects are relevant for the patient's safety and satisfaction. Due to COVID-19 restrictions, the training opportunity of experiencing a face-to-face surgical ward round was massively hampered and thus, we developed a digital concept. This study aims to investigate the feasibility of video-transmitted ward rounds integrating surgical and communicational aspects with live streaming from wards. Further, medical students were asked for their satisfaction and their subjective learning success. METHODS The proof-of-concept study consisted of self-reported subjective evaluation of competences in ward round skills. Qualitative feedback was collected to gain deeper insight and students' empathy was rated by using the student version of the Jefferson Empathy Scale (JES). RESULTS One hundred three medical students participated. The students were satisfied with the video-transmitted ward round (M = 3.54; SD = 1.22). In the subjective evaluation students' ward round competencies rose significantly (p < .001, Mpre = 3.00, SD = 0.77; Mpost = 3.76, SD = 0.75). The surgeon was rated as empathic (M = 119.05; SD = 10.09). In the qualitative feedback they named helpful aspects like including an expert for communication. However, they preferred the face-to-face setting in comparison to the digital concept. CONCLUSIONS It was feasible to implement a video-transmitted ward round within a pandemic. The format worked technically, was well-accepted and also led to a subjective rise in the students' competencies. Video-transmitted ward rounds may be integrated to support the medical education, though, they cannot replace the face-to-face setting.
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Affiliation(s)
- Jonas Johannink
- Department of General, Visceral and Transplant Surgery, Tübingen University Hospital, Hoppe-Seyler-Str. 3, 72076, Tübingen, Germany.
| | - Steffen Axt
- Department of General, Visceral and Transplant Surgery, Tübingen University Hospital, Hoppe-Seyler-Str. 3, 72076, Tübingen, Germany
| | - Alfred Königsrainer
- Department of General, Visceral and Transplant Surgery, Tübingen University Hospital, Hoppe-Seyler-Str. 3, 72076, Tübingen, Germany
| | - Teresa Festl-Wietek
- Tübingen Institute for Medical Education (TIME), Medical Faculty of Tübingen, University of Tübingen, Tübingen, Elfriede-Aulhorn-Straße 10, Tübingen, 72076, Germany
| | - Stephan Zipfel
- Department of Psychosomatic Medicine and Psychotherapy, Tübingen University Hospital, Osianderstraße 5, 72076, Tübingen, Germany
| | - Anne Herrmann-Werner
- Tübingen Institute for Medical Education (TIME), Medical Faculty of Tübingen, University of Tübingen, Tübingen, Elfriede-Aulhorn-Straße 10, Tübingen, 72076, Germany
- Department of Psychosomatic Medicine and Psychotherapy, Tübingen University Hospital, Osianderstraße 5, 72076, Tübingen, Germany
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Garcia-Ara A, Sandoval-Barron E, Seguino A. Survey of students' learning experience using a virtual slaughterhouse simulator in three UK veterinary schools during the COVID-19 pandemic. Vet Rec 2023; 193:e3307. [PMID: 37621129 DOI: 10.1002/vetr.3307] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2023] [Revised: 07/05/2023] [Accepted: 07/13/2023] [Indexed: 08/26/2023]
Abstract
BACKGROUND Although visiting an abattoir is mandatory for all UK veterinary students, this was challenging during the COVID-19 pandemic and virtual simulators were temporarily approved by the Royal College of Veterinary Surgeons. Subsequently, the virtual slaughterhouse simulator (VSS) was used by the University of Nottingham School of Veterinary Medicine and Science, the University of Liverpool School of Veterinary Science and the Royal (Dick) School of Veterinary Studies in Edinburgh. This study aimed to evaluate the student learning experience using the VSS. METHODS An online survey containing satisfaction and assessment questions was distributed to all final-year students who used the VSS from September 2020 to August 2021. RESULTS A total of 207 students completed the survey (n = 207/488, 42%). Students were mostly highly satisfied and found the VSS very useful for their learning (n = 164/207,79%); however, anxiety levels to visit a real abattoir lowered for less than half of the students (n = 97/207, 46%). Most students obtained an overall mark over 50% in the assessment questions (n = 197/207, 95%). LIMITATIONS Although the findings were very positive, extrapolation to other veterinary schools and postgraduate curricula should be done cautiously. CONCLUSION The VSS is a valid tool for training veterinary students. However, more research is advised to compare virtual and real experiences and assess students' long-term performance.
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Affiliation(s)
- Amelia Garcia-Ara
- School of Veterinary Medicine and Science, University of Nottingham, Sutton Bonington, UK
| | - Elsa Sandoval-Barron
- School of Veterinary Medicine and Science, University of Nottingham, Sutton Bonington, UK
| | - Alessandro Seguino
- The Royal (Dick) School of Veterinary Studies, University of Edinburgh, Midlothian, UK
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Benton M. Experience and Impact of COVID-19 on a Newly Formed Rural University Medical Office: Survey Study. JMIR Form Res 2023; 7:e48299. [PMID: 37676708 PMCID: PMC10514764 DOI: 10.2196/48299] [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: 04/18/2023] [Revised: 07/27/2023] [Accepted: 08/16/2023] [Indexed: 09/08/2023] Open
Abstract
BACKGROUND The COVID-19 pandemic had large social effects, particularly in the fields of medicine and medical education. Medical organizations in the United States operate in overlapping contexts with interrelated goals inside multiple organizations, and the context of work strongly influenced how organizations were able to respond to COVID-19 restrictions. OBJECTIVE This research examines the experience and impact of COVID-19 on the implementation of a Health Resources and Services Administration grant in a newly formed university medical office with the interrelated goals of health policy, health outreach, and medical education. The goal is to understand how COVID-19 created different experiences and challenges for leaders and their collaborators working in medical education compared to those working in public health outreach or health policy. METHODS A survey about COVID-19 opportunities and challenges was administered to work unit leaders and their project collaborators. The most common experiences and challenges are shown, direct educational and other respondents' experiences and challenges are compared, and open-ended comment segments are analyzed. RESULTS Helping others adjust to digital work, remoteness, and coordination were common experiences during COVID-19. Common challenges include coordination and an inability to make comparisons to previous program years. On average, respondents had 11.3 (SD 7.8) experiences and 8.3 (SD 6.9) challenges considered in the survey. While all units were influenced by COVID-19 restrictions, medical education units had more experiences and challenges. Those involved directly in medical education experienced 69% (18.6/27) of their possible experiences and 54% (14.7/27) of their possible challenges on average compared to 35% (7/20) and 21% (4.2/20) among other respondents (P<.001). COVID-19 restrictions increased the complexity of project work and presented challenges, especially in terms of coordinating responses and access to locations. CONCLUSIONS The findings suggest that COVID-19 made the overall administration of programs more complex and drew attention from other medical and public health programs. While remoteness is appropriate for some medical education tasks, it is less appropriate for clinical learning. Remoteness presents an especially large challenge to clinical education. Employees now have expectations for remoteness to be built into programs and workplaces. Program administrators will have to integrate remoteness' benefits and drawbacks into their organization for the foreseeable future.
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Affiliation(s)
- Mark Benton
- Center for Health Policy, Department of Public Health, University of Missouri, Columbia, MO, United States
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Hartsgrove C, DeLauter G, Kirshblum S. Sustained Impact of a Virtual Disability Education Curriculum With Fourth-Year Medical Students in a Mandatory Physical Medicine and Rehabilitation Clerkship. Am J Phys Med Rehabil 2023; 102:780-786. [PMID: 36753447 DOI: 10.1097/phm.0000000000002201] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/09/2023]
Abstract
OBJECTIVE The aim of the study was to measure the short- and long-term impact of a virtual disability education curriculum associated with a 2-wk mandatory physical medicine and rehabilitation clerkship for fourth-year medical students. DESIGN A prospective pre-post intervention survey-based study measuring the impact of a virtual disability education series at 1-wk and 6-mo time points after a mandatory physical medicine and rehabilitation clerkship including 8 hrs of virtual didactics with an emphasis on physical disabilities. The surveys assessed the overall virtual curriculum, perceived benefit of a virtual encounter, and the long-term applicability of the information learned from the clerkship. RESULTS The physical medicine and rehabilitation clerkship was effective in improving medical students' perceived comfort and clinical knowledge regarding treatment of persons with disabilities ( P < 0.01). There were no statistical differences at the 6-mo time point, indicating sustained benefit and integration of knowledge in the long term ( P > 0.05). In addition, 84% of students reported using the information in clinical experiences at 6 mos. CONCLUSIONS The physical medicine and rehabilitation clerkship including a virtual disability education curriculum improved long-term perceived medical student comfort and knowledge of treating persons with disabilities, with a focus on those with physical disabilities. Virtual encounters with persons with disabilities are viable and impactful avenues to provide this education.
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Affiliation(s)
- Caitlin Hartsgrove
- From the Department of Physical Medicine and Rehabilitation, Rutgers New Jersey Medical School, Newark, New Jersey (CH, SK); Rutgers New Jersey Medical School, Newark, New Jersey (CH, SK); Kessler Institute for Rehabilitation, West Orange, New Jersey (CH, SK); and Select Medical, Mechanicsburg, Pennsylvania (GD)
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Spooner JTR, MacNevin W, Grantmyre J. Impact of virtual education on urology education during the COVID-19 pandemic. Can Urol Assoc J 2023; 17:264-267. [PMID: 37581553 PMCID: PMC10426431 DOI: 10.5489/cuaj.8232] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/16/2023]
Abstract
INTRODUCTION The coronavirus pandemic changed the way urology education was delivered. At Dalhousie University, third-year medical students (clinical clerks) undergoing a two-week urology elective had the historic in-person seminars changed to virtual seminars with pre-recorded lectures by staff. The academic abilities of the clerks were measured via a standardized written exam and clinical score assigned by a staff preceptor. This study aimed to measure the impact of virtual education on student performance. METHODS Clerk clinical and exam scores have been recorded since 2014. The in-person seminar (pre-COVID) cohort included students from January 2014 to March 2020 (n=109), while the virtual seminar (post-COVID) cohort was recorded from April 2020 to August 2022 (n=60). Independent t-test was used to compare clinical, exam, and total scores between the pre-COVID student groups after ensuring normality. RESULTS Students in the virtual seminar group (mean ± standard deviation 88.69±6.50%) performed better than the in-person seminar student groups (86.32±6.33%) in terms of clinical performance gradings (p=0.02). There was no statistically significant difference in written exam scores between the in-person seminar and virtual seminar cohorts (77.34±10.94% vs. 78.75±11.37%, p=0.43). Cumulative scores were higher for virtual seminar student groups vs. in-person seminar cohort (86.70±5.40% vs. 84.52±5.44%, p=0.01). CONCLUSIONS Clinical clerks undergoing virtual education during a two-week urology elective had improved clinical and cumulative score performances when compared to the in-personal seminar cohort; virtual seminars did not statistically negatively impact exam scores.
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Affiliation(s)
| | - Wyatt MacNevin
- Department of Urology, Dalhousie University, Halifax, NS, Canada
| | - John Grantmyre
- Department of Urology, Dalhousie University, Halifax, NS, Canada
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Qin E, Monda J, Mattox E, Yantsides K, Ward J, Gorukanti S, Howard I. Cancer Rehabilitation Veterans Affairs Extension for Community Healthcare Outcomes Virtual Education Program: A Model for Virtual Learning in the COVID-19 Era. Am J Phys Med Rehabil 2023; 102:720-727. [PMID: 37026897 PMCID: PMC10368160 DOI: 10.1097/phm.0000000000002258] [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] [Indexed: 04/08/2023]
Abstract
ABSTRACT Rehabilitation is important in the care of patients with cancer for improving function, pain, and quality of life. However, only a small number of clinicians are formally trained in cancer rehabilitation. Virtual learning environments may play a promising role in cancer rehabilitation education, especially in the coronavirus pandemic era where in-person learning is not readily available. A national, interprofessional cancer rehabilitation education program involving a monthly longitudinal webinar series and a 2-day virtual bootcamp was developed through the US Department of Veterans Affairs Extension for Community Healthcare Outcomes to improve Department of Veterans Affairs clinician understanding of cancer rehabilitation and ultimately increase the availability of cancer rehabilitation services in the Veterans Health Administration. From March 2020 to July 2022, 923 individuals participated with an average of 72 participants per session and 204 participants per session in the bootcamp. Participants' most common disciplines were physical therapy, occupational therapy, nursing, medicine (physicians), advanced practice providers, speech therapy, and pharmacy. Participants reported improved knowledge of cancer rehabilitation and anticipated that the knowledge would change their practice. Virtual education can be a useful means to educate Department of Veterans Affairs-based healthcare professionals about cancer rehabilitation and improve access to rehabilitation services for veterans with cancer.
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Ganesh K, Rashid NA, Hasnaoui RE, Assiri R, Cordero MAW. Analysis of female pre-clinical students' readiness, academic performance and satisfaction in online learning: an assessment of quality for curriculum revision and future implementation. BMC MEDICAL EDUCATION 2023; 23:523. [PMID: 37480021 PMCID: PMC10360213 DOI: 10.1186/s12909-023-04503-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/20/2022] [Accepted: 07/07/2023] [Indexed: 07/23/2023]
Abstract
BACKGROUND The acceptance of online courses by medical and dental students, especially during the coronavirus disease 2019 crisis, is substantial, as reported in various studies. However, the unfavourable online learning experiences of the students during the pandemic were also highlighted. As the teaching-learning process is returning to the "new normal," it is necessary to identify online learning domains implemented during the pandemic crisis that may be applied in pre-clinical courses in the future. METHODS A validated Student Online Learning Readiness questionnaire assessed pre-clinical students' online learning competence. Students' academic performance in face-to-face post-pandemic was compared with their performance in online settings during the pandemic crisis. Students' satisfaction with online learning was evaluated using a self-made survey questionnaire. Descriptive statistics, the t-test, and multiple regression analysis were used to analyze the data gathered with a p-value ≤ 0.05 considered statistically significant. RESULTS Except for social skills with classmates and groupmates, in which 47.5% of respondents indicated unreadiness, most students were prepared for online learning. Theory-wise, online learners outperformed traditional learners, but the difference was insignificant. In contrast, students' practical skills in face-to-face modality are significantly higher (p = 0.029). Students rated their satisfaction with online learning higher for interactions with instructors and staff and lower for interactions with classmates and group mates and skill acquisition. CONCLUSION Providing high-quality pre-clinical online teaching was achieved for theoretical components but not practical skills acquisition. Students' social engagement with peers is one of the key elements crucial to online learning success. Academic leaders and curriculum developers must recognize potential gaps as they transition to online learning.
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Grants
- Grant No (43- PRFA-P-9) This research project was funded by the Deanship of Scientific Research, Princess Nourah bint Abdulrahman University, through the Program of Research Project Funding After Publication, grant No (43- PRFA-P-9).
- Grant No (43- PRFA-P-9) This research project was funded by the Deanship of Scientific Research, Princess Nourah bint Abdulrahman University, through the Program of Research Project Funding After Publication, grant No (43- PRFA-P-9).
- Grant No (43- PRFA-P-9) This research project was funded by the Deanship of Scientific Research, Princess Nourah bint Abdulrahman University, through the Program of Research Project Funding After Publication, grant No (43- PRFA-P-9).
- Grant No (43- PRFA-P-9) This research project was funded by the Deanship of Scientific Research, Princess Nourah bint Abdulrahman University, through the Program of Research Project Funding After Publication, grant No (43- PRFA-P-9).
- Grant No (43- PRFA-P-9) This research project was funded by the Deanship of Scientific Research, Princess Nourah bint Abdulrahman University, through the Program of Research Project Funding After Publication, grant No (43- PRFA-P-9).
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Affiliation(s)
- Kavitha Ganesh
- College of Medicine, Princess Nourah Bint Abdulrahman University, P.O. Box 84428, Riyadh, 11671, Saudi Arabia
| | - Najwa Abdur Rashid
- College of Medicine, Princess Nourah Bint Abdulrahman University, P.O. Box 84428, Riyadh, 11671, Saudi Arabia
| | - Raja El Hasnaoui
- College of Medicine, Princess Nourah Bint Abdulrahman University, P.O. Box 84428, Riyadh, 11671, Saudi Arabia
| | - Rasha Assiri
- College of Medicine, Princess Nourah Bint Abdulrahman University, P.O. Box 84428, Riyadh, 11671, Saudi Arabia
| | - Mary Anne W Cordero
- College of Medicine, Princess Nourah Bint Abdulrahman University, P.O. Box 84428, Riyadh, 11671, Saudi Arabia.
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Peramuna Gamage M, Baskaran R, Mukhopadhyay S, Dalavaye N, Leveridge B, Ganesananthan S, Spencer R, Manivannan S, Zaben M. Assessment of Factors That Students Perceive to Affect Their Virtual Learning of Clinical Skills for OSCE. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:707-712. [PMID: 37440771 PMCID: PMC10335294 DOI: 10.2147/amep.s402920] [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: 02/02/2023] [Accepted: 05/25/2023] [Indexed: 07/15/2023]
Abstract
Purpose Objective Structured Clinical Examination (OSCE) is a vital examination that must be passed to graduate as a qualified doctor. The delivery of OSCE teaching was changed to an online format to accommodate COVID-19 restrictions. Therefore, this study evaluates factors that students perceive to affect their virtual learning of clinical skills for OSCE. Methods In this cross-sectional study, all medical students from across the world who attended "The Respiratory Station" session delivered by OSCEazy (a medical student organization providing free online medical education) in the academic year 2020-2021 received an online questionnaire about their perceptions of this learning opportunity. The survey was created on Google™ forms and consisted of 5-point Likert scales as well as free-text boxes. Results A total of 556 responses were received (mean age: 24, female: 76.6%). Most students agreed that online OSCE teaching offers more flexibility and convenience (median: 5, IQR: 4-5) but their likeliness to ask questions in either format was similar (median: 4, IQR: 3-5 vs median: 4, IQR: 3-4, p value: 0.94). The use of visual aids (median: 5, IQR: 4-5) and breakout rooms (median: 3, IQR: 2-4) were thought to enhance the quality of virtual OSCE teaching. The biggest concern about online teaching was access to a stable internet connection (69.1%). Conclusion The flexibility and convenience of virtual OSCE teaching enables the sharing of knowledge and skills to a wider audience and thus may be a very useful adjunct to face-to-face OSCE teaching in the future.
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Affiliation(s)
| | - Ravanth Baskaran
- School of Medicine, Cardiff University, Heath Park Campus, Cardiff, CF14 4YS, UK
| | - Srinjay Mukhopadhyay
- School of Medicine, Cardiff University, Heath Park Campus, Cardiff, CF14 4YS, UK
| | - Nishaanth Dalavaye
- School of Medicine, Cardiff University, Heath Park Campus, Cardiff, CF14 4YS, UK
| | - Becky Leveridge
- School of Medicine, Cardiff University, Heath Park Campus, Cardiff, CF14 4YS, UK
| | | | - Robert Spencer
- Neuroscience and Mental Health Innovation Institute (NMHII), Cardiff University, Cardiff, UK
- Department of Neurosurgery, University Hospital of Wales, Cardiff, UK
| | - Susruta Manivannan
- Division of Psychological Medicine and Clinical Neurosciences, University Hospital of Wales, Cardiff, UK
| | - Malik Zaben
- Neuroscience and Mental Health Innovation Institute (NMHII), Cardiff University, Cardiff, UK
- Department of Neurosurgery, University Hospital of Wales, Cardiff, UK
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Gardanova Z, Belaia O, Zuevskaya S, Turkadze K, Strielkowski W. Lessons for Medical and Health Education Learned from the COVID-19 Pandemic. Healthcare (Basel) 2023; 11:1921. [PMID: 37444754 DOI: 10.3390/healthcare11131921] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2023] [Revised: 06/27/2023] [Accepted: 07/01/2023] [Indexed: 07/15/2023] Open
Abstract
Our paper analyzes lessons for medical education and health education stemming from the experience gained in the course of the COVID-19 pandemic. Moreover, it tackles the issue of the social health and psychological wellbeing of medical students involved in online education during the COVID-19 pandemic. The paper systematizes up-to-date data on how medical schools and universities have adapted to the conditions of the COVID-19 pandemic and implemented novel effective solutions for the learning process, such as transitioning from traditional in-person classes to online learning, incorporating virtual simulations and telemedicine experiences for clinical training, and collaborating with health authorities to provide support in testing and contact tracing efforts. The paper contains an analysis of various aspects of medical education, such as the changes in practical classes, the impact of the pandemic on the formation of communication skills, methods for assessing students' knowledge and skills, and many others. It also considers case studies related to the implementation of educational programs, methodologies, and novel digital technologies in a pandemic. Additionally, the paper features an empirical study that is based on the results of our own survey that was carried out with the help of a snowball convenient sampling that involved 710 medical students between 19 and 25 years of age (56% females and 44% males) from 4 Russian regions (Moscow, Krasnodar, Kazan, and Saint Petersburg). We applied the correlation between stress scores, anxiety scores, factors of stress, and strategies for coping with stress and various economic and demographic variables (age, environment, and gender) that were analyzed using the chi-square test. Our results demonstrate that over 85% of the students in our sample yielded an above-average vulnerability to stress due to the COVID-19 restrictions. At the same time, around 61% of the students experienced severe anxiety during online education in the COVID-19 pandemic. The important factors leading to stress and anxiety were the fear of getting infected and social distancing, and the best strategy to deal with stress and increase wellbeing was self-control. Through a comprehensive review of the literature and empirical estimations, our paper identifies key areas of improvement, including curriculum adaptation, technology integration, faculty development, student support, and interprofessional collaboration. The proposed recommendations aim at strengthening medical education systems and preparing healthcare professionals to effectively navigate future pandemics.
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Affiliation(s)
- Zhanna Gardanova
- Department of Psychotherapy, Pirogov Russian National Research Medical University, Ostrovitianov Str. 1, Moscow 117997, Russia
| | - Olga Belaia
- Department of Infectious Diseases, I.M. Sechenov First Moscow State Medical University (Sechenov University), Trubetskaya Str. 8/2, Moscow 119991, Russia
| | - Svetlana Zuevskaya
- Department of Infectious Diseases, I.M. Sechenov First Moscow State Medical University (Sechenov University), Trubetskaya Str. 8/2, Moscow 119991, Russia
| | - Klavdiya Turkadze
- Department of Infectious Diseases, I.M. Sechenov First Moscow State Medical University (Sechenov University), Trubetskaya Str. 8/2, Moscow 119991, Russia
| | - Wadim Strielkowski
- Department of Trade and Finance, Faculty of Economics and Management, Czech University of Life Sciences Prague, Kamýcká 129, Prague 6, 165 00 Prague, Czech Republic
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Chauhan PR, Mehra S, Pandya AM. The Impact of Virtual Interactive Three-Dimensional Model in the Conceptualization of the Anatomy of the Sacrum: A Randomized Controlled Trial. Cureus 2023; 15:e41514. [PMID: 37551205 PMCID: PMC10404414 DOI: 10.7759/cureus.41514] [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] [Accepted: 07/07/2023] [Indexed: 08/09/2023] Open
Abstract
Introduction Virtual interactive three-dimensional model (VI3DM) is an emerging technology with promising futures in medical education. It allows learners to view and interact with the three-dimensional (3D) object in an isolated virtual environment, as well as on screen-based platforms. This technology seems more helpful in understanding the learning objectives that demand high cognitive and visuospatial skills. The sacrum, part of the posterior wall of the bony pelvis, is a structure of interest to medical professionals and forensic experts. Understanding the anatomy and relations of the sacrum demands good spatial understanding. Hypothetically, virtual 3D models should help in learning the anatomy of the sacrum along with its relations and attachments. This study was conducted to find out the effect of low-cost digital 3D models on the anatomical knowledge of the study. Aims and objectives The goal of the work was to identify the role of virtual 3D models in the conceptualization of the anatomy of the sacrum. The study's objectives were to identify the impact of virtual 3D models on students' knowledge of the external features, relations, attachments, and joints formed by the sacrum. Material and methods Two hundred first-year medical students (168 males and 32 females) who participated in the study after providing informed consent were divided into two equal groups, a control group (n=100) and an experimental group (n=100), after matching the age, gender, and anatomical knowledge of the sacrum. We used two-dimensional (2D) images and virtual interactive 3D models of the sacrum as control and intervention, respectively, in this randomized controlled study. We conducted a post-test quiz after the 30-minute session of self-directed learning. Results The mean difference between the post-test score and the pre-test score of the experimental group (4.1±1.6 ) was significantly higher than the difference between the post-test and pre-test scores of the control group (2.5±1.2). The virtual interactive 3D model of the sacrum was significantly effective in the conceptualization of the sacrum anatomy. Conclusion A virtual interactive 3D model is an effective tool to conceptualize the anatomy of the sacrum and can be explored for its use in further complex anatomical structures. Digital 3D models can become a platform for the application of various virtual realities (VR) and artificial intelligences in medical education.
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Affiliation(s)
| | - Simmi Mehra
- Anatomy, All India Institute of Medical Sciences, Rajkot, IND
| | - Ashish M Pandya
- Anatomy, Pandit Deendayal Upadhyay (PDU) Government Medical College, Rajkot, IND
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Singh S, Thiagarajah V, Banerjee R, Iyenger K, Garg S, Singh B, Ahluwalia R. Delivering surgical education: a specialist surgical society and undergraduate student collaboration. Postgrad Med J 2023; 99:639-643. [PMID: 37319155 DOI: 10.1136/postgradmedj-2021-140849] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2021] [Accepted: 01/15/2022] [Indexed: 11/03/2022]
Abstract
Currently, the delivery of the undergraduate medical curriculum includes various teaching, learning and assessment strategies. Self-directed learning is an important aspect of this mix and includes the use of resources, sometimes not provided by the parent University, in the student's own time to enhance the student's knowledge, skills and professional practice. Societies aimed at a particular specialty contain a pool of professionals that can provide undergraduate students with opportunities for further self-directed learning, development of specialty-specific core skills and exploration of research interests. This may then enhance and enlighten the students' approach to a particular orthopaedic problem and reinforce the curriculum they are studying while providing an understanding of current areas of debate that are not part of the curriculum at present. The collaboration of postgraduate societies with undergraduate students in developing and implementing undergraduate engagement strategies is of benefit to undergraduate education, the specialty society and the collaborating students. We explore the planning and implementation of an interactive webinar series run by the British Indian Orthopaedic Society in collaboration with undergraduate students. We provide a case study of a surgical specialty society engaging with undergraduate students with synergistic effect. We pay particular attention to the benefits accrued by the specialty society and the student collaborators by this joint effort.
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Affiliation(s)
- Shashwat Singh
- The Medical School, The University of Edinburgh, Edinburgh, UK
| | - Viswan Thiagarajah
- Faculty of Medicine, Imperial College of Science & Technology and Medicine, London, UK
| | - Rishi Banerjee
- Faculty of Medicine, Imperial College of Science & Technology and Medicine, London, UK
| | - Kartik Iyenger
- Faculty of Medicine, Orthopaedics, Southport and Ormskirk Hospital NHS Trust, Southport, Sefton, UK
| | - Sunil Garg
- Orthopaedics, James Paget University Hospitals NHS Foundation Trust, Great Yarmouth, Norfolk, UK
| | | | - Raju Ahluwalia
- Orthopaedics, King's College Hospital NHS Foundation Trust, London, UK
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Allsop S, McKinley RK, Douglass C, Pope L, Macdougall C. Every doctor an educator? MEDICAL TEACHER 2023; 45:559-564. [PMID: 36622887 DOI: 10.1080/0142159x.2022.2158069] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/18/2023]
Abstract
INTRODUCTION The education of the future health care workforce is fundamental to ensuring safe, effective, and inclusive patient care. Despite this there has been chronic underinvestment in health care education and, even though there is an increased need for educators, the true number of medical educators has been in relative decline for over a decade. PURPOSE In this paper, we focus on the role of doctors as medical educators. We reflect on the culture in which medical education and training are delivered, the challenges faced, and their origins and sustaining factors. We propose a re-framing of this culture by applying Maslow's principles of the hierarchy of needs to medical educators, not only as individuals but as a specialist group and to the system in which this group works, to instigate actionable change and promote self-actualization for medical educators. DISCUSSION Promoting and supporting the work of doctors who are educators is critically important. Despite financial investment in some practice areas, overall funding for and the number of medical educators continues to decline. Continuing Professional Development (CPD) schemes such as those offered by specialised medical education associations are welcomed, but without time, funding and a supportive culture from key stakeholders, medical educators cannot thrive and reach their potential. CONCLUSION We need to revolutionise the culture in which medical education is practised, where medical educators are valued and commensurately rewarded as a diverse group of specialists who have an essential role in training the health care workforce to support the delivery of excellent, inclusive health care for patients. By reimagining the challenges faced as a hierarchy we show that until the fundamental needs of value, funding and time are realised, it will remain challenging to instigate the essential change that is needed.
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Affiliation(s)
- Sarah Allsop
- Bristol Medical School, University of Bristol, Bristol, UK
| | | | | | - Lindsey Pope
- School of Medicine, Dentistry and Nursing, University of Glasgow, Glasgow, UK
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Alenezi S, Bahathig A, Soliman M, Alhassoun H, Alkadi N, Albarrak M, Albadrani W, Alghoraiby R, Alhaddab A, Al-Eyadhy A. Performance and satisfaction during the E-learning transition in the COVID-19 pandemic among psychiatry course medical students. Heliyon 2023; 9:e16844. [PMID: 37303529 PMCID: PMC10229445 DOI: 10.1016/j.heliyon.2023.e16844] [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: 08/04/2022] [Revised: 05/19/2023] [Accepted: 05/30/2023] [Indexed: 06/13/2023] Open
Abstract
Background In the field of medical education, students faced significant challenges during the COVID-19 pandemic. Abrupt alterations were made in the form of preventative precautions. Virtual classes replaced onsite classes, clinical placements were canceled, and social distance interventions prevented face-to-face practical sessions. The present study aimed to assess students' performance and satisfaction before and after the transition of a psychiatry course from onsite to entirely online during the COVID-19 pandemic. Methods A retrospective, non-clinical, and non-interventional comparative educational research study included all students registered in the psychiatric course for the academic year 2020 (pre-pandemic/onsite) and 2021 (during the pandemic/online).To assess students' satisfaction, we utilized the National Commission for Academic Accreditation and Assessment (NCAAA) students' satisfaction survey used by the academic quality unit at KSU, College of Medicine.Satisfaction was assessed in six domains: course organization, learning resources, faculty experiences, clinical teaching, practical sessions, and overall satisfaction. The reliability of the questionnaire was measured using Cronbach's alpha test.To assess their performance, students' grades from both periods were obtained from the exam center. Results A total of 193 medical students enrolled in the study; 80 received onsite learning and assessment, while another 113 received full online learning and assessment. The students' mean indicators of course satisfaction for the online courses exceeded their corresponding indicators significantly compared to the onsite courses. These indicators included students' satisfaction in terms of course organization, p < 0.001; medical learning resources, p < 0.050; faculty experience, p < 0.050; and overall course, p < 0.050. There were no significant differences regarding satisfaction in both practical sessions, p > 0.050, and clinical teaching, p > 0.050. The students' performance mean was significantly higher in the online (M = 91.76) compared to the onsite courses (M = 88.58) (p < 0.001), and the Cohen's D statistic showed there was a medium level of enhancement in students' overall grades (Cohen's d = 0.41). Conclusion Students perceived the switch to online delivery methods very favorably. Students' satisfaction significantly improved regarding the themes of course organization, faculty experience, learning resources, and overall course satisfaction, while a similar level of adequate student satisfaction was maintained in terms of clinical teaching and practical sessions during the transition of the course to e-learning. In addition, the online course was associated with a trend toward higher students' grades. However, the assessment of the achievement of course learning outcomes and the maintenance of this positive impact warrants further investigation.
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Affiliation(s)
- Shuliweeh Alenezi
- College of Medicine, King Saud University, Riyadh11362, Saudi Arabia
- Department of Psychiatry, College of Medicine, King Saud University Medical City, King Saud University, Riyadh11362, Saudi Arabia
- SABIC Psychological Health Research and Applications Chair (SPHRAC), Department of Psychiatry, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Ali Bahathig
- College of Medicine, King Saud University, Riyadh11362, Saudi Arabia
- Department of Psychiatry, College of Medicine, King Saud University Medical City, King Saud University, Riyadh11362, Saudi Arabia
- SABIC Psychological Health Research and Applications Chair (SPHRAC), Department of Psychiatry, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Mona Soliman
- College of Medicine, King Saud University, Riyadh11362, Saudi Arabia
- Medical Education Department, King Saud University Medical City, King Saud University, Riyadh11362, Saudi Arabia
| | - Hamad Alhassoun
- College of Medicine, King Saud University, Riyadh11362, Saudi Arabia
| | - Norah Alkadi
- College of Medicine, King Saud University, Riyadh11362, Saudi Arabia
| | - Majd Albarrak
- College of Medicine, King Saud University, Riyadh11362, Saudi Arabia
| | - Wejdan Albadrani
- College of Medicine, King Saud University, Riyadh11362, Saudi Arabia
| | - Rinad Alghoraiby
- College of Medicine, King Saud University, Riyadh11362, Saudi Arabia
| | - Abdullah Alhaddab
- College of Medicine, King Saud University, Riyadh11362, Saudi Arabia
| | - Ayman Al-Eyadhy
- College of Medicine, King Saud University, Riyadh11362, Saudi Arabia
- Pediatric Department, King Saud University Medical City, King Saud University, Riyadh11362, Saudi Arabia
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