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Roze E, Nilles C, Louapre C, Soumet-Leman B, Renaud MC, Dechartres A, Atkinson-Clement C. A podcast to teach medical humanities at medical school: a text-mining study of students' lived experience. MEDICAL EDUCATION ONLINE 2024; 29:2367823. [PMID: 38905106 PMCID: PMC11195461 DOI: 10.1080/10872981.2024.2367823] [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: 10/30/2023] [Accepted: 06/10/2024] [Indexed: 06/23/2024]
Abstract
The teaching of medical humanities is increasingly being integrated into medical school curricula. We developed a podcast called Le Serment d'Augusta (Augusta's Oath), consisting of six episodes tackling hot topics in the modern world of healthcare related to the patient-doctor relationship, professionalism, and ethics. This podcast aimed to provide scientific content in an entertaining way, while promoting debate among medical students. The Le Serment d'Augusta podcast was proposed as one of the various optional modules included in the second- to fifth-year curriculum at the School of Medicine of Sorbonne University (Paris). We asked students to report their lived experience of listening to the podcast. We then used a text-mining approach focusing on two main aspects: i) students' perspective of the use of this educational podcast to learn about medical humanities; ii) self-reported change in their perception of and knowledge about core elements of healthcare after listening to the podcast. 478 students were included. Students were grateful for the opportunity to participate in this teaching module. They greatly enjoyed this kind of learning tool and reported that it gave them autonomy in learning. They appreciated the content as well as the format, highlighting that the topics were related to the very essence of medical practice and that the numerous testimonies were of great added value. Listening to the podcast resulted in knowledge acquisition and significant change of perspective. These findings further support the use of podcasts in medical education, especially to teach medical humanities, and their implementation in the curriculum.
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Affiliation(s)
- Emmanuel Roze
- DMU Neurosciences, Pitié-Salpêtrière Hospital, Paris, France
- Faculty of Medicine of Sorbonne University, INSERM, CNRS, Paris Brain Institute, Paris, France
| | - Christelle Nilles
- DMU Neurosciences, Pitié-Salpêtrière Hospital, Paris, France
- Neurology department, Hôpital Fondation Adolphe de Rothschild, Paris, France
| | - Céline Louapre
- DMU Neurosciences, Pitié-Salpêtrière Hospital, Paris, France
- Faculty of Medicine of Sorbonne University, INSERM, CNRS, Paris Brain Institute, Paris, France
| | | | - Marie-Christine Renaud
- Faculty of Medicine of Sorbonne University, INSERM, CNRS, Paris Brain Institute, Paris, France
| | - Agnès Dechartres
- Département de Santé Publique, Sorbonne Université, INSERM, Institut Pierre Louis d’Épidémiologie et de Santé Publique, AP-HP, Hôpital Pitié-Salpêtrière, Paris, France
| | - Cyril Atkinson-Clement
- Faculty of Medicine of Sorbonne University, INSERM, CNRS, Paris Brain Institute, Paris, France
- Precision Imaging, School of Medicine, University of Nottingham, Nottingham, UK
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Schmitz L, Betz CS, Böttcher A, Häußler SM, Praetorius M. [How much digitization do ENT curricula need? : Opportunities and limits from the perspective of students and teachers]. HNO 2024; 72:325-333. [PMID: 38372803 PMCID: PMC11045585 DOI: 10.1007/s00106-024-01437-8] [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] [Accepted: 01/24/2024] [Indexed: 02/20/2024]
Abstract
BACKGROUND Digitalization has long been an integral part of students' everyday lives and increasingly also of their medical training. It seems to be an unwritten law that "digital natives" want as much digitalization as possible. This study aims to shed more light on how students in the clinical phase of medical studies perceive the increasing digitalization of teaching and what they need for good education. MATERIALS AND METHODS This study analyzed two surveys that were conducted using an online questionnaire. On the one hand, students in the 5th-9th semesters of the medical faculty at the University of Hamburg (n = 282) were surveyed (survey 1). Another survey addressed all employees of ENT clinics in Germany (n = 175; survey 2). RESULTS A total of 76 students took part in survey 1 and 123 lecturers in survey 2. The results show that both students and lecturers do not want face-to-face teaching to be completely replaced by digital formats. A total of 72.7% of students reject the possibility of teaching practical skills through digital formats. The majority of students surveyed stated that offline formats improve their concentration (61.1%), participation probability (63.9%), and motivation to learn (76.6%). In contrast, 40.2% of lecturers see digitalization as a way to reduce the workload without any relevant loss in teaching quality. CONCLUSION Digital teaching formats have a negative impact on the medical education of the students surveyed. Interaction and physical presence are needed to increase the motivation to learn. This leads to the first conclusion that students are critical of the increasing digitalization of medical studies.
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Affiliation(s)
- Lisa Schmitz
- Klinik und Poliklinik für Hals‑, Nasen‑, Ohrenheilkunde, Universitätsklinikum Hamburg-Eppendorf, Hamburg, Deutschland.
- Klinik und Poliklinik für Hals‑, Nasen- und Ohrenheilkunde, Kopf- und Neurozentrum, Universitätsklinikum Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Deutschland.
| | - Christian S Betz
- Klinik und Poliklinik für Hals‑, Nasen‑, Ohrenheilkunde, Universitätsklinikum Hamburg-Eppendorf, Hamburg, Deutschland
| | - Arne Böttcher
- Klinik und Poliklinik für Hals‑, Nasen‑, Ohrenheilkunde, Universitätsklinikum Hamburg-Eppendorf, Hamburg, Deutschland
| | - Sophia M Häußler
- Klinik und Poliklinik für Hals‑, Nasen‑, Ohrenheilkunde, Universitätsklinikum Hamburg-Eppendorf, Hamburg, Deutschland
| | - Mark Praetorius
- Klinik und Poliklinik für Hals‑, Nasen‑, Ohrenheilkunde, Universitätsklinikum Hamburg-Eppendorf, Hamburg, Deutschland
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Wang S, Liu Y, Wang F, Zhao B, Gao L, Guo M. Teaching effects of the online and offline flipped classroom model (FCM) in the post-epidemic era: Development and feasibility study. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2024. [PMID: 38647002 DOI: 10.1002/bmb.21834] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/05/2023] [Revised: 03/10/2024] [Accepted: 04/01/2024] [Indexed: 04/25/2024]
Abstract
With the rapid development of multimedia technology, the student centered flipped classroom model (FCM) and massive open online courses (MOOCs) have been increasingly introduced and implemented in higher medical education. However, comparative analyses of the offline face-to-face FCM and completely online FCM have been rarely reported. In this study, we focused specifically on a set of flipped classrooms in which prerecorded videos were provided before class. Using the Zhihuishu platform as the major online course platform, our team built a MOOC and evaluated the teaching effectiveness of the FCM in both the offline face-to-face class and the online electronic live class for medical genetics education. Questionnaires, paper-based and oral exams were used to collect data on the teaching effects of the different teaching methods. We found that student satisfaction and overall student performance in the offline FCM group was significantly higher than that in the completely online teaching group. Although online FCM allowed students to play back and review anywhere and anytime after class, students taught in offline FCM had a significantly higher degree of knowledge mastery, had a deeper understanding of theoretical knowledge, and were better at knowledge comprehensive application. The effects of their training on genetic disease clinical diagnosis and treatment skills were significantly better, and their capacity for scientific research was also significantly improved. Our research discussed the advantages of the online courses and the problems brought about by using these technologies, and it provided insight into online teaching practices in the era of internet-based medical education.
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Affiliation(s)
- Shumin Wang
- School of Life Sciences, Shandong First Medical University (Shandong Academy of Medical Sciences), Taian, China
| | - Yizhi Liu
- School of Public Health, Shandong First Medical University (Shandong Academy of Medical Sciences), Taian, China
| | - Fengze Wang
- School of Life Sciences, Shandong First Medical University (Shandong Academy of Medical Sciences), Taian, China
| | - Baochang Zhao
- School of Life Sciences, Shandong First Medical University (Shandong Academy of Medical Sciences), Taian, China
| | - Lijun Gao
- School of Life Sciences, Shandong First Medical University (Shandong Academy of Medical Sciences), Taian, China
| | - Miao Guo
- School of Life Sciences, Shandong First Medical University (Shandong Academy of Medical Sciences), Taian, China
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Muacevic A, Adler JR. Rewords and Struggle of Online Teaching of Pathology During the COVID-19 Pandemic: Middle East Medical Students' Judgment. Cureus 2023; 15:e33377. [PMID: 36751207 PMCID: PMC9898799 DOI: 10.7759/cureus.33377] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/04/2023] [Indexed: 01/06/2023] Open
Abstract
INTRODUCTION Online learning involves the delivery of educational instructions regarding a subject using the internet. Pathology is an experimental subject that requires students to learn about disease development via unpleasant photos and slides. This study aims to determine the rewards and struggles of online pathology learning during the coronavirus disease 2019 (COVID-19) pandemic at the Al-Qunfudah Medical College, Kingdom of Saudi Arabia. METHODS Using an online questionnaire comprising three sections of 23 questions (12 questions about the positive perception of online teaching and 11 about the negative perception), we surveyed second and third-year pathology students about their perception of online education. The positive and negative perceptions of the students were compared using the chi-square test (p < 0.05). RESULTS About 77% of the students (n = 85/110) responded to the survey. Female students (n = 43, 50.6%) had a significantly higher positive perception of online learning (p < 0.001); male students (n = 42, 49.4%) had a high negative perception of online teaching (p < 0.035). Nearly 70% of the students agreed that the Blackboard platform (Anthology Inc., Boca Raton, FL) made learning easy. About two-thirds of students agreed that the pre-lecture video produced by the teachers, when shared before the lesson, made the pathology lectures easy. CONCLUSION Female students were more favorable toward online pathology learning. Extensive training provided to teachers can significantly increase the support given to students during online teaching.
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Douglass KM, Niino C, Bryan K, Kwan L, Sridhar A. Contraception e-learning for medical students. BMJ SEXUAL & REPRODUCTIVE HEALTH 2022; 48:231-232. [PMID: 34949689 DOI: 10.1136/bmjsrh-2021-201401] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Affiliation(s)
- Krista Marie Douglass
- Department of Obstetrics & Gynecology, University of California Los Angeles, Los Angeles, California, USA
| | - Clarissa Niino
- Department of Obstetrics & Gynecology, University of California Los Angeles, Los Angeles, California, USA
| | - Karen Bryan
- Department of Obstetrics & Gynecology, University of California Los Angeles, Los Angeles, California, USA
| | - Lorna Kwan
- Department of Urology, University of California Los Angeles, Los Angeles, California, USA
| | - Aparna Sridhar
- Department of Obstetrics & Gynecology, University of California Los Angeles, Los Angeles, California, USA
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Seer M, Kampsen C, Becker T, Hobert S, Anders S, Raupach T. Use of digital teaching resources and predictors of medical student performance during the pandemic: A prospective study. PLoS One 2022; 17:e0268331. [PMID: 35544546 PMCID: PMC9094546 DOI: 10.1371/journal.pone.0268331] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2021] [Accepted: 04/27/2022] [Indexed: 11/18/2022] Open
Abstract
Background
The coronavirus pandemic has led to increased use of digital teaching formats in medical education. A number of studies have assessed student satisfaction with these resources. However, there is a lack of studies investigating changes in student performance following the switch from contact to virtual teaching. Specifically, there are no studies linking student use of digital resources to learning outcome and examining predictors of failure.
Methods
Student performance before (winter term 2019/20: contact teaching) and during (summer term 2020: no contact teaching) the pandemic was compared prospectively in a cohort of 162 medical students enrolled in the clinical phase of a five-year undergraduate curriculum. Use of and performance in various digital resources (case-based teaching in a modified flipped classroom approach; formative key feature examinations of clinical reasoning; daily multiple choice quizzes) was recorded in summer 2020. Student scores in summative examinations were compared to examination scores in the previous term. Associations between student characteristics, resource use and summative examination results were used to identify predictors of performance.
Results
Not all students made complete use of the digital learning resources provided. Timely completion of tasks was associated with superior performance compared to delayed completion. Female students scored significantly fewer points in formative key feature examinations and digital quizzes. Overall, higher rankings within the student cohort (according to summative exams) in winter term 2019/20 as well as male gender predicted summative exam performance in summer 2020. Scores achieved in the first formative key feature examination predicted summative end-of-module exam scores.
Conclusions
The association between timely completion of tasks as well as early performance in a module and summative exams might help to identify students at risk and offering help early on. The unexpected gender difference requires further study to determine whether the shift to a digital-only curriculum disadvantages female students.
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Affiliation(s)
- Michelle Seer
- Institute of Medical Education, University Hospital Bonn, Bonn, Germany
- * E-mail:
| | - Charlotte Kampsen
- Department of Cardiology and Pneumology, Göttingen University Medical Centre, Göttingen, Germany
| | - Tim Becker
- Division of Medical Education, Göttingen University Medical Centre, Göttingen, Germany
| | - Sebastian Hobert
- Division of Application Systems and E-Business, University of Göttingen, Göttingen, Germany
- Campus Institute Data Science, Göttingen, Germany
| | - Sven Anders
- Department of Legal Medicine, University Medical Centre Hamburg-Eppendorf, Hamburg, Germany
| | - Tobias Raupach
- Institute of Medical Education, University Hospital Bonn, Bonn, Germany
- Department of Cardiology and Pneumology, Göttingen University Medical Centre, Göttingen, Germany
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Formalizing Medical Education in Cardiology. J Am Coll Cardiol 2022; 79:1639-1643. [PMID: 35450582 DOI: 10.1016/j.jacc.2022.02.028] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/29/2021] [Revised: 01/04/2022] [Accepted: 02/04/2022] [Indexed: 11/21/2022]
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Darling A, Ullman E, Novak V, Doyle M, Dubosh NM. Design and Evaluation of a Curriculum on Intimate Partner Violence for Medical Students in an Emergency Medicine Clerkship. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2022; 13:1279-1285. [PMID: 36262384 PMCID: PMC9575587 DOI: 10.2147/amep.s365450] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/09/2022] [Accepted: 07/22/2022] [Indexed: 05/16/2023]
Abstract
PURPOSE Intimate partner violence (IPV) is a widespread public health issue that is relevant to all areas of medicine. Patients who suffer from IPV often contact the health care system via the emergency department, making this a particularly important but too often overlooked issue in this setting. Education on IPV varies in medical schools and emergency medicine (EM) educational programs, and evidence suggests that a barrier to assessing for IPV is a lack of adequate training of clinicians. In this study, we sought to design, implement and evaluate the efficacy of a curriculum on IPV geared towards medical students on an EM clerkship. METHODS We assembled a multi-disciplinary team of EM education faculty, a resident content expert on IPV, and social workers to design a two-part curriculum that was administered to medical students on an EM clerkship. The curriculum involved a 20-minute narrated slide presentation viewed asynchronously, followed by a 1-hour case-based discussion session. The curriculum was evaluated using a 13-item self-assessment survey on knowledge, comfort level and skill in managing victims of IPV, administered electronically before and after the curriculum. Survey results were compared pre- and post-curriculum using Wilcoxon signed-rank test. RESULTS Thirty-four students completed the curriculum and 26 completed both the pre and post self-assessment surveys. A statistically significant improvement in knowledge, comfort level and skills was observed in 11 of the 13 survey elements. CONCLUSION Based on the self-assessment survey results, this curriculum was well received and successfully increased participants' comfort, knowledge and skill level regarding assessment of patients for IPV. This is a focused and feasible curriculum that can be easily incorporated into an EM clerkship to provide effective education on a relevant but often overlooked topic.
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Affiliation(s)
- Alanna Darling
- Department of Emergency Medicine, UMass Chan Medical School – Baystate Medical Center, Springfield, MA, USA
- Correspondence: Alanna Darling, UMass Chan Medical School - Baystate Medical Center, Department of Emergency Medicine, 759 Chestnut St., Springfield 5, S5426, Springfield, MA, 01199, USA, Tel +1 508-414-4492, Email ;
| | - Edward Ullman
- Department of Emergency Medicine, Beth Israel Deaconess Medical Center/Harvard Medical School, Boston, MA, USA
| | - Victor Novak
- Soroka University Medical Center, Ben-Gurion University of the Negev, Beer-Sheva, Israel
| | - Melissa Doyle
- Center for Violence Prevention and Recovery, Beth Israel Deaconess Medical Center, Boston, MA, USA
| | - Nicole M Dubosh
- Department of Emergency Medicine, Beth Israel Deaconess Medical Center/Harvard Medical School, Boston, MA, USA
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Rodrigues MAM, Zornoff D, Kobayasi R. Remote Pathology teaching under the COVID-19 pandemic: Medical students' perceptions. Ann Diagn Pathol 2021; 56:151875. [PMID: 34923346 PMCID: PMC8673725 DOI: 10.1016/j.anndiagpath.2021.151875] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2021] [Accepted: 12/08/2021] [Indexed: 11/17/2022]
Abstract
CONTEXT The COVID-19 pandemic has forced traditional teaching to be re-structured and delivered online. OBJECTIVE To analyse medical students' perceptions about the benefits and difficulties of the remote teaching of Pathology during the COVID-19 pandemic. DESIGN A cross-sectional study was performed with an online survey applied to students from the third and fourth year of medical graduation, who attended the remote teaching of Pathology during the COVID-19 pandemic. Online teaching methods consisted of synchronous activities with live interactive lectures, case-based discussions and asynchronous activities with recorded lectures, tutorials and texts available on the online teaching platform. Students' perceptions about the remote teaching of Pathology were assessed through online survey. RESULTS Ninety students (47.4%) of 190 participants completed the questionnaire, 45 were male and 52 in the third year of medical graduation. Perceived conditions that facilitated Pathology learning included the use of the online teaching platform and time flexibility for study. Students regarded live interactive lectures as superior to traditional face-to-face lectures. Perceived conditions that hindered the implementation of the online teaching included difficulty separating study from home activities, lack of motivation and worsening of quality of life due to physical distancing from colleagues and the faculty. Overall, the remote teaching of Pathology was positively valued by 80% of the students. CONCLUSION Online tools allowed the content of Pathology to be successfully delivered to the students during the COVID-19 pandemic. This experience may be a model for future teaching activities of Pathology in health science education.
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Affiliation(s)
| | - Denise Zornoff
- Department of Internal Medicine, Pedagogical Support Nucleus, Botucatu Medical School, Sao Paulo State University (Unesp), Botucatu, SP, Brazil
| | - Renata Kobayasi
- Center for the Development of Medical Education, Faculty of Medicine, University of Sao Paulo (CEDEM FMUSP), Brazil
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Verheijden MJH, Martens H, Heeneman S. A dermatology E-learning programme is perceived as a valuable learning tool in postgraduate general practice training. INTERNATIONAL JOURNAL OF MEDICAL EDUCATION 2021; 12:169-178. [PMID: 34590586 PMCID: PMC8994645 DOI: 10.5116/ijme.612f.3d6c] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/08/2020] [Accepted: 09/01/2021] [Indexed: 06/13/2023]
Abstract
OBJECTIVES This study aims to explore GP residents' knowledge retention and residents' and clinical teachers' perception on the learning value of a dermatology E-learning programme. METHODS The study used a mixed-method design with a convergent parallel collection of data. GP residents (n=21) were selected through purposive sampling and were randomized to an E-learning group (n=12) or a traditional teaching methods group (n=9). The pre-and post-intervention knowledge tests of the E-learning group were compared using paired-samples t-tests. Post-knowledge tests scores of both groups were compared using independent t-tests. Cronbach's coefficient α was used to calculate the internal consistency of the questions used in the knowledge tests. Individual semi-structured interviews and clinical teachers (n=16) were conducted and analyzed using King's template analysis. RESULTS The E-learning group showed a significant increase in mean knowledge test scores from 58.92% (SD=9.55%) to 64.92% (SD=13.65%) (t(11)=2.258, p=0.045, Cohen's d=0.51). The pre-knowledge test consisted of 46 items (Alpha=0.78), and the post-knowledge tests consisted of 45 items (Alpha=0.90). Interview data showed that the E-learning programme aided GP trainees' learning process and favoured a mixed-method teaching design, in which E-learning is used in parallel to the traditional teaching methods. CONCLUSIONS A dermatology E-learning programme appeared an effective strategy in resident's knowledge acquiring. The key users' perceptions, both residents and clinical teachers, indicated that E-learning was feasible and helpful for learning processes. Further research is required to evaluate the implementation of E-learning programmes in parallel to regular teaching programs.
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Affiliation(s)
- Michelle J. H. Verheijden
- Department of Family Medicine, Care and Public Health Research Institute, Maastricht University, Maastricht, the Netherlands
| | - Herm Martens
- Department of Dermatology, Maastricht University Medical Centre+, Maastricht, the Netherlands
| | - Sylvia Heeneman
- Department of Pathology, School of Health Professions Education, Maastricht University, the Netherlands
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[COVID-19: a chance for digitalization of teaching? : Report of experiences and results of a survey on digitalized teaching in the fields of anesthesiology, intensive care, emergency, pain and palliative medicine at the University of Leipzig]. Anaesthesist 2021; 71:340-349. [PMID: 34338817 PMCID: PMC8326644 DOI: 10.1007/s00101-021-01016-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2020] [Revised: 05/10/2021] [Accepted: 06/27/2021] [Indexed: 11/23/2022]
Abstract
Hintergrund Die SARS-CoV-2-Pandemie hat die Universitäten vor große Herausforderungen gestellt. Innerhalb kürzester Zeit galt es, Lehrveranstaltungen zu digitalisieren. Dies betraf auch den Bereich Anästhesiologie, Intensiv‑, Notfall‑, Schmerz- und Palliativmedizin an der Universität Leipzig. Fragestellung Ziel der fragebogengestützten Untersuchung war es herauszufinden, welche Veranstaltungen aus Sicht der Studierenden am ehesten digitalisiert werden können, und welche technische Infrastruktur die Lehrenden bei der Digitalisierung jeweils bestmöglich unterstützt. Material und Methoden Für die digitale Durchführung der Lehrveranstaltungen wurden Videopodcasts, digitale Lernmaterialien, Lehrfilme und Videokonferenzen genutzt. Je nach Veranstaltung wurden verschiedene dieser Angebote kombiniert. Darüber hinaus wurde ein Diskussionsforum für den Austausch zwischen Lehrenden und Studierenden etabliert. Zur Bewertung der Inhalte erfolgte im Anschluss eine Onlineevaluation. Ergebnisse An der Befragung haben 82 Studierende teilgenommen. Als effektivste Angebote zur Wissensvermittlung wurden die Videopodcasts der Vorlesung (45,1 %) sowie der elektronische Unterricht am Krankenbett (34,1 %) bewertet. Insbesondere die Vorlesungen könnten nach Meinung von 92,7 % der befragten Studierenden auch dauerhaft digital ersetzt werden. Knapp 90 % haben die digitalen Lehrangebote der Klinik mit einer Gesamtnote von 1 oder 2 bewertet. Diskussion und Zusammenfassung Im Zuge des digitalen Semesters ließen sich einzelne Lehrformate unterschiedlich gut digitalisieren: Vorlesungen können aus Sicht der Studierenden auch langfristig besonders gut digital abgebildet werden, währenddessen die Digitalisierung des Unterrichts am Krankenbett bisher nicht adäquat möglich ist. Zusatzmaterial online Die Online-Version dieses Beitrags (10.1007/s00101-021-01016-4) enthält weitere Abbildungen.
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Binks AP, LeClair RJ, Willey JM, Brenner JM, Pickering JD, Moore JS, Huggett KN, Everling KM, Arnott JA, Croniger CM, Zehle CH, Kranea NK, Schwartzstein RM. Changing Medical Education, Overnight: The Curricular Response to COVID-19 of Nine Medical Schools. TEACHING AND LEARNING IN MEDICINE 2021; 33:334-342. [PMID: 33706632 DOI: 10.1080/10401334.2021.1891543] [Citation(s) in RCA: 38] [Impact Index Per Article: 12.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Issue: Calls to change medical education have been frequent, persistent, and generally limited to alterations in content or structural re-organization. Self-imposed barriers have prevented adoption of more radical pedagogical approaches, so recent predictions of the 'inevitability' of medical education transitioning to online delivery seemed unlikely. Then in March 2020 the COVID-19 pandemic forced medical schools to overcome established barriers overnight and make the most rapid curricular shift in medical education's history. We share the collated reports of nine medical schools and postulate how recent responses may influence future medical education. Evidence: While extraneous pandemic-related factors make it impossible to scientifically distinguish the impact of the curricular changes, some themes emerged. The rapid transition to online delivery was made possible by all schools having learning management systems and key electronic resources already blended into their curricula; we were closer to online delivery than anticipated. Student engagement with online delivery varied with different pedagogies used and the importance of social learning and interaction along with autonomy in learning were apparent. These are factors known to enhance online learning, and the student-centered modalities (e.g. problem-based learning) that included them appeared to be more engaging. Assumptions that the new online environment would be easily adopted and embraced by 'technophilic' students did not always hold true. Achieving true distance medical education will take longer than this 'overnight' response, but adhering to best practices for online education may open a new realm of possibilities. Implications: While this experience did not confirm that online medical education is really 'inevitable,' it revealed that it is possible. Thoughtfully blending more online components into a medical curriculum will allow us to take advantage of this environment's strengths such as efficiency and the ability to support asynchronous and autonomous learning that engage and foster intrinsic learning in our students. While maintaining aspects of social interaction, online learning could enhance pre-clinical medical education by allowing integration and collaboration among classes of medical students, other health professionals, and even between medical schools. What remains to be seen is whether COVID-19 provided the experience, vision and courage for medical education to change, or whether the old barriers will rise again when the pandemic is over.
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Affiliation(s)
- Andrew P Binks
- Department of Basic Science Education, Virginia Tech Carilion School of Medicine, Roanoke, Virgina, USA
| | - Renée J LeClair
- Department of Basic Science Education, Virginia Tech Carilion School of Medicine, Roanoke, Virgina, USA
| | - Joanne M Willey
- Department of Science Education, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, New York, USA
| | - Judith M Brenner
- Department of Science Education, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, New York, USA
| | - James D Pickering
- Division of Anatomical Education, School of Medicine, University of Leeds, Leeds, UK
| | - Jesse S Moore
- Department of Surgery, Larner College of Medicine, University of Vermont, Burlington, Vermont, USA
| | - Kathryn N Huggett
- Department of Medicine, Larner College of Medicine, University of Vermont, Burlington, Vermont, USA
| | - Kathleen M Everling
- Office of Educational Development, School of Medicine at University of Texas Medical Branch, Galveston, Texas, USA
| | - John A Arnott
- Department of Medical Education, Geisinger Commonwealth School of Medicine, Scranton, Pennsylvania, USA
| | - Colleen M Croniger
- Department of Nutrition, Case Western Reserve University School of Medicine, Cleveland, Ohio, USA
| | - Christa H Zehle
- Department of Pediatrics, Larner College of Medicine, University, of Vermont, Burlington, Vermont, USA
| | - N Kevin Kranea
- Department of Medicine, Tulane University School of Medicine, New Orleans, Louisiana, USA
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Kanzow P, Krantz-Schäfers C, Hülsmann M. Remote Teaching in a Preclinical Phantom Course in Operative Dentistry During the COVID-19 Pandemic: Observational Case Study. JMIR MEDICAL EDUCATION 2021; 7:e25506. [PMID: 33941512 PMCID: PMC8128048 DOI: 10.2196/25506] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/05/2020] [Revised: 12/28/2020] [Accepted: 05/03/2021] [Indexed: 05/27/2023]
Abstract
BACKGROUND During the acute COVID-19 pandemic, physical access to the University Medical Center Göttingen was restricted for students. For the first time at our dental school, theoretical knowledge was imparted to students via asynchronous online screencasts and discussed via synchronous video meetings only. OBJECTIVE We aimed to assess the acceptance and effectiveness of distance education as a new teaching format for theoretical knowledge within the preclinical course in Operative Dentistry (sixth semester of the undergraduate dental curriculum in Germany). METHODS The phantom course comprised distance education (first phase, 11 weeks) and subsequent on-site practical demonstrations and training (second phase, 10 weeks). All theoretical knowledge was taught via online screencasts during distance education (except for the first week, 3 screencasts were uploaded per week resulting in a total of 30 screencasts). Until the end of the term, all students (N=33) were able to view the screencasts for an unlimited number of times. Theoretical knowledge was assessed in a summative examination after practical on-site teaching. Acceptance and effectiveness of the new curriculum and distance education were also measured based on an evaluation survey and students' self-perceived learning outcome, which was compared to the outcome from the two pre-COVID-19 terms. RESULTS Each screencast was viewed by a mean of 24 (SD 3.3) students and accessed a mean of 5.6 (SD 1.2) times per user (ie, by students who accessed the respective screencast at least once). During distance education, the number of accesses showed a linear trend over time. During the practical training phase, screencast views declined and increased again prior to the examination. Screencasts covering topics in Cariology, Restorative Dentistry, and Preventive Dentistry were viewed by more students than screencasts covering topics in Endodontology or Periodontology (both P=.047). Examination items in Periodontology showed inferior results compared to the other topics (P<.001). Within the different topics, students' self-perceived learning outcome did not differ from that during the pre-COVID-19 terms. Although most students agreed that the presented screencasts contributed to their learning outcome, pre-COVID-19 term students more strongly felt that lectures significantly contributed to their learning outcome (P=.03). CONCLUSIONS Screencasts showed high acceptance and effectiveness among the students but were not used as a learning tool by all students. However, students who viewed the screencasts accessed each screencast more frequently than they could have attended a conventional lecture. Screencast views were mostly due to intrinsic motivation.
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Affiliation(s)
- Philipp Kanzow
- Department of Preventive Dentistry, Periodontology and Cariology, University Medical Center Göttingen, Göttingen, Germany
| | - Christiane Krantz-Schäfers
- Department of Preventive Dentistry, Periodontology and Cariology, University Medical Center Göttingen, Göttingen, Germany
| | - Michael Hülsmann
- Department of Preventive Dentistry, Periodontology and Cariology, University Medical Center Göttingen, Göttingen, Germany
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Seifert T, Becker T, Büttcher AF, Herwig N, Raupach T. Restructuring the clinical curriculum at University Medical Center Göttingen: effects of distance teaching on students' satisfaction and learning outcome. GMS JOURNAL FOR MEDICAL EDUCATION 2021; 38:Doc1. [PMID: 33659606 PMCID: PMC7899111 DOI: 10.3205/zma001397] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 07/31/2020] [Revised: 10/16/2020] [Accepted: 11/24/2020] [Indexed: 05/28/2023]
Abstract
Introduction: In summer term 2020, the clinical phase of the undergraduate medical curriculum at University Medical Center Göttingen was restructured since distance teaching had to be used predominantly due to contact restrictions during the COVID-19 pandemic. This paper investigates the impact of restructuring the clinical curriculum on medical students' satisfaction and learning outcomes. Methods: In each cohort, the 13-week curriculum was divided into two parts: During the first 9 weeks, factual knowledge was imparted using distance teaching by means of a modified inverted classroom approach. This was followed by a 4-week period of adapted classroom teaching involving both real and virtual patients in order to train students' practical skills. The evaluation of the 21 clinical modules comprised students' satisfaction with distance teaching as well as students' learning outcome. The latter was assessed by means of comparative self-assessment (CSA) gain and the results of the module exams, respectively. Data of summer term 2020 (= distance teaching, DT) were compared with respective data of winter term 2019/20 (= classroom teaching, CT) and analysed for differences and correlations. Results: Response rates of evaluations were 51.3% in CT and 19.3% in DT. There was no significant difference between mean scores in module exams in CT and DT, respectively. However, CSA gain was significantly lower in DT (p=0.047) compared with CT. Further analyses revealed that CSA gain depended on the time point of data collection: CSA gain was lower the more time had passed since the end of a specific module. Moreover, we found positive correlations between CSA gain and students' satisfaction with various aspects of distance teaching, particularly with "communication between teachers and students" (rho=0.674; p=0.002). Discussion and conclusions: Although some limitations and confounding factors have to be taken into account (such as evaluation response rates, assessment time points, and proportion of familiar items in module exams), the following recommendations can be derived from our findings: A valid assessment of students' learning outcome by means of exam results requires that as few exam items as possible are familiar to the students. CSA gain seems to be valid if assessment time points are standardised and not contaminated by students' learning activities for other modules. Good communication between teachers and students may contribute to increase students' satisfaction with distance teaching.
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Affiliation(s)
- Theresa Seifert
- Universitätsmedizin Göttingen, Bereich Medizindidaktik und Ausbildungsforschung, Göttingen, Germany
| | - Tim Becker
- Universitätsmedizin Göttingen, Bereich Medizindidaktik und Ausbildungsforschung, Göttingen, Germany
| | | | - Nadine Herwig
- Universitätsmedizin Göttingen, Bereich Medizindidaktik und Ausbildungsforschung, Göttingen, Germany
| | - Tobias Raupach
- Universitätsmedizin Göttingen, Bereich Medizindidaktik und Ausbildungsforschung, Göttingen, Germany
- Universitätsmedizin Göttingen, Klinik für Kardiologie und Pneumologie, Göttingen, Germany
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15
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Dubosh NM, Hall MM, Novack V, Shafat T, Shapiro NI, Ullman EA. A Multimodal Curriculum With Patient Feedback to Improve Medical Student Communication: Pilot Study. West J Emerg Med 2019; 21:115-121. [PMID: 31913830 PMCID: PMC6948689 DOI: 10.5811/westjem.2018.11.44318] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2019] [Accepted: 11/08/2018] [Indexed: 11/13/2022] Open
Abstract
Introduction Despite the extraordinary amount of time physicians spend communicating with patients, dedicated education strategies on this topic are lacking. The objective of this study was to develop a multimodal curriculum including direct patient feedback and assess whether it improves communication skills as measured by the Communication Assessment Tool (CAT) in fourth-year medical students during an emergency medicine (EM) clerkship. Methods This was a prospective, randomized trial of fourth-year students in an EM clerkship at an academic medical center from 2016–2017. We developed a multimodal curriculum to teach communication skills consisting of 1) an asynchronous video on communication skills, and 2) direct patient feedback from the CAT, a 15-question tool with validity evidence in the emergency department setting. The intervention group received the curriculum at the clerkship midpoint. The control group received the curriculum at the clerkship’s end. We calculated proportions and odds ratios (OR) of students achieving maximum CAT score in the first and second half of the clerkship. Results A total of 64 students were enrolled: 37 in the control group and 27 in the intervention group. The percentage of students achieving the maximum CAT score was similar between groups during the first half (OR 0.70, p = 0.15). Following the intervention, students in the intervention group achieved a maximum score more often than the control group (OR 1.65, p = 0.008). Conclusion Students exposed to the curriculum early had higher patient ratings on communication compared to the control group. A multimodal curriculum involving direct patient feedback may be an effective means of teaching communication skills.
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Affiliation(s)
- Nicole M Dubosh
- Beth Israel Deaconess Medical Center/Harvard Medical School, Department of Emergency Medicine, Boston, Massachusetts
| | - Matthew M Hall
- Beth Israel Deaconess Medical Center/Harvard Medical School, Department of Emergency Medicine, Boston, Massachusetts
| | - Victor Novack
- Soroka University Medical Center and Faculty of Health Sciences, Ben-Gurion University of the Negev, Beer-Sheva, Israel
| | - Tali Shafat
- Soroka University Medical Center and Faculty of Health Sciences, Ben-Gurion University of the Negev, Beer-Sheva, Israel
| | - Nathan I Shapiro
- Beth Israel Deaconess Medical Center/Harvard Medical School, Department of Emergency Medicine, Boston, Massachusetts
| | - Edward A Ullman
- Beth Israel Deaconess Medical Center/Harvard Medical School, Department of Emergency Medicine, Boston, Massachusetts
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Kuhn S, Frankenhauser S, Tolks D. [Digital learning and teaching in medical education : Already there or still at the beginning?]. Bundesgesundheitsblatt Gesundheitsforschung Gesundheitsschutz 2019; 61:201-209. [PMID: 29234823 DOI: 10.1007/s00103-017-2673-z] [Citation(s) in RCA: 74] [Impact Index Per Article: 14.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
The current choice of digital teaching and learning formats in medicine is very heterogeneous. In addition to the widely used classical static formats, social communication tools, audio/video-based media, interactive formats, and electronic testing systems enrich the learning environment.For medical students, the private use of digital media is not necessarily linked to their meaningful use in the study. Many gain their experience of digital learning in the sense of "assessment drives learning", especially by taking online exams in a passive, consuming role. About half of all medical students can be referred to as "e-examinees" whose handling of digital learning is primarily focused on online exam preparation. Essentially, they do not actively influence their digital environment. Only a quarter can be identified as a "digital all-rounder", who compiles their individual learning portfolio from the broad range of digital media.At present, the use of digital media is not yet an integral and comprehensive component of the teaching framework of medical studies in Germany, but is rather used in the sense of a punctual teaching enrichment. Current trends in digital teaching and learning offerings are mobile, interactive, and personalized platforms as well as increasing the relevance of learning platforms. Furthermore, didactical concepts targeting the changed learning habits of the students are more successful regarding the acceptance and learning outcomes. In addition, digitalization is currently gaining importance as a component in the medical school curricula.
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Affiliation(s)
- Sebastian Kuhn
- Zentrum für Orthopädie und Unfallchirurgie, Universitätsmedizin der Johannes Gutenberg-Universität Mainz, Langenbeckstraße 1, 55131, Mainz, Deutschland.
| | - Susanne Frankenhauser
- Klinik für Anästhesiologie, Universitätsklinikum Heidelberg, Heidelberg, Deutschland
| | - Daniel Tolks
- Institut für Didaktik und Ausbildungsforschung in der Medizin, Klinikum der Universität München, München, Deutschland
- Zentrum für Angewandte Gesundheitswissenschaften, Leuphana Universität Lüneburg, Lüneburg, Deutschland
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Bernstein J, Mazotti L, Ziv TA, Drowos J, Whitlock S, Wood SK, Galvin SL, Latessa R. Texting Brief Podcasts to Deliver Faculty Development to Community-Based Preceptors in Longitudinal Integrated Clerkships. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2018; 14:10755. [PMID: 30800955 PMCID: PMC6342434 DOI: 10.15766/mep_2374-8265.10755] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
INTRODUCTION Longitudinal integrated clerkships (LICs) are an increasingly popular clerkship model that relies heavily on community-based preceptors. The availability of an engaged and prepared community-based faculty is crucial to the success of these programs. Teachers in these programs are often geographically separate from medical school campuses, are engaged in busy practices, and have limited time to devote to faculty development activities. METHODS We created a series of five brief faculty development podcasts directed towards community-based teachers in LICs from three US medical schools. Topics included encouraging continuity, bedside teaching, encouraging student ownership of patients, communicating and managing patient results between clinic days, and choosing the right patients for continuity. The podcasts were sent via a grouped text message just prior to preceptors' morning commute time. Pre- and postsurveys assessed the acceptability and effectiveness of the podcasts. RESULTS Among the 33 postintervention survey responders, 27 (81.8%) listened to at least three podcasts, 21 (63.6%) found them moderately or very helpful, 23 (69.7%) perceived that the podcasts altered their teaching style, 23 (69.7%) would likely or highly likely listen to further podcasts, and 18 (54.5%) would likely or highly likely recommend the podcasts to colleagues. DISCUSSION In a cohort of multispecialty faculty teaching in LICs, educational podcasts were well received and perceived by preceptors to impact their teaching style. Texting these podcasts to other community-based preceptors may offer an effective strategy for providing faculty development to busy clinicians.
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Affiliation(s)
- Joshua Bernstein
- Clinical Assistant Professor, Internal Medicine, UNC Health Sciences at MAHEC
- Internal Medicine Course Director, Education and Development, University of North Carolina School of Medicine, Asheville campus
- Corresponding author:
| | - Lindsay Mazotti
- Associate Professor, Clinical Medicine, Kaiser Permanente East Bay—University of California, San Francisco, School of Medicine
- Assistant Physician in Chief, Education and Development, Kaiser Permanente East Bay—University of California, San Francisco, School of Medicine
| | - Tal Ann Ziv
- Associate Professor, Clinical Medicine, Kaiser Permanente East Bay—University of California, San Francisco, School of Medicine
- Associate Program Director, Longitudinal Integrated Clerkship, Kaiser Permanente East Bay—University of California, San Francisco, School of Medicine
| | - Joanna Drowos
- Associate Professor, Family Medicine, Charles E. Schmidt College of Medicine at Florida Atlantic University
- Associate Chair, Integrated Medical Science Department, Charles E. Schmidt College of Medicine at Florida Atlantic University
- Clerkship Director, Community and Preventive Medicine Clerkship, Charles E. Schmidt College of Medicine at Florida Atlantic University
| | - Sandra Whitlock
- Assistant Professor, Internal Medicine, UNC Health Sciences at MAHEC
- Associate Program Director, University of North Carolina School of Medicine, Asheville campus
| | - Sarah K. Wood
- Associate Professor, Pediatrics, Charles E. Schmidt College of Medicine at Florida Atlantic University
- Senior Associate Dean, Medical Education, Charles E. Schmidt College of Medicine at Florida Atlantic University
| | - Shelley L. Galvin
- Adjunct Assistant Professor, Department of Obstetrics and Gynecology, MAHEC Center for Research, University of North Carolina School of Medicine
- Director of Research, Department of Obstetrics and Gynecology, MAHEC Center for Research, University of North Carolina School of Medicine
| | - Robyn Latessa
- Professor, Family Medicine, UNC Health Sciences at MAHEC
- Director, University of North Carolina School of Medicine, Asheville campus
- Assistant Dean, University of North Carolina School of Medicine, Asheville campus
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Tang B, Coret A, Qureshi A, Barron H, Ayala AP, Law M. Online Lectures in Undergraduate Medical Education: Scoping Review. JMIR MEDICAL EDUCATION 2018; 4:e11. [PMID: 29636322 PMCID: PMC5915670 DOI: 10.2196/mededu.9091] [Citation(s) in RCA: 66] [Impact Index Per Article: 11.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/03/2017] [Revised: 02/04/2018] [Accepted: 02/28/2018] [Indexed: 05/21/2023]
Abstract
BACKGROUND The adoption of the flipped classroom in undergraduate medical education calls on students to learn from various self-paced tools-including online lectures-before attending in-class sessions. Hence, the design of online lectures merits special attention, given that applying multimedia design principles has been shown to enhance learning outcomes. OBJECTIVE The aim of this study was to understand how online lectures have been integrated into medical school curricula, and whether published literature employs well-accepted principles of multimedia design. METHODS This scoping review followed the methodology outlined by Arksey and O'Malley (2005). Databases, including MEDLINE, PsycINFO, Education Source, FRANCIS, ERIC, and ProQuest, were searched to find articles from 2006 to 2016 related to online lecture use in undergraduate medical education. RESULTS In total, 45 articles met our inclusion criteria. Online lectures were used in preclinical and clinical years, covering basic sciences, clinical medicine, and clinical skills. The use of multimedia design principles was seldom reported. Almost all studies described high student satisfaction and improvement on knowledge tests following online lecture use. CONCLUSIONS Integration of online lectures into undergraduate medical education is well-received by students and appears to improve learning outcomes. Future studies should apply established multimedia design principles to the development of online lectures to maximize their educational potential.
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Affiliation(s)
- Brandon Tang
- Faculty of Medicine, University of Toronto, Toronto, ON, Canada
| | - Alon Coret
- Faculty of Medicine, University of Toronto, Toronto, ON, Canada
| | - Aatif Qureshi
- Faculty of Medicine, University of Toronto, Toronto, ON, Canada
| | - Henry Barron
- Faculty of Medicine, University of Toronto, Toronto, ON, Canada
| | - Ana Patricia Ayala
- Gerstein Science Information Centre, University of Toronto, Toronto, ON, Canada
| | - Marcus Law
- Faculty of Medicine, University of Toronto, Toronto, ON, Canada
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Lee LA, Wang SL, Chao YP, Tsai MS, Hsin LJ, Kang CJ, Fu CH, Chao WC, Huang CG, Li HY, Chuang CK. Mobile Technology in E-Learning for Undergraduate Medical Education on Emergent Otorhinolaryngology-Head and Neck Surgery Disorders: Pilot Randomized Controlled Trial. JMIR MEDICAL EDUCATION 2018; 4:e8. [PMID: 29519776 PMCID: PMC5865003 DOI: 10.2196/mededu.9237] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/10/2023]
Abstract
BACKGROUND The use of mobile technology in e-learning (M-TEL) can add new levels of experience and significantly increase the attractiveness of e-learning in medical education. Whether an innovative interactive e-learning multimedia (IM) module or a conventional PowerPoint show (PPS) module using M-TEL to teach emergent otorhinolaryngology-head and neck surgery (ORL-HNS) disorders is feasible and efficient in undergraduate medical students is unknown. OBJECTIVE The aim of this study was to compare the impact of a novel IM module with a conventional PPS module using M-TEL for emergent ORL-HNS disorders with regard to learning outcomes, satisfaction, and learning experience. METHODS This pilot study was conducted at an academic teaching hospital and included 24 undergraduate medical students who were novices in ORL-HNS. The cognitive style was determined using the Group Embedded Figures Test. The participants were randomly allocated (1:1) to one of the two groups matched by age, sex, and cognitive style: the IM group and the PPS group. During the 100-min learning period, the participants were unblinded to use the IM or PPS courseware on a 7-inch tablet. Pretests and posttests using multiple-choice questions to evaluate knowledge and multimedia situational tests to evaluate competence were administered. Participants evaluated their satisfaction and learning experience by the AttrakDiff2 questionnaire, and provided feedback about the modules. RESULTS Overall, the participants had significant gains in knowledge (median of percentage change 71, 95% CI 1-100, P<.001) and competence (median of percentage change 25, 95% CI 0-33, P=.007) after 100 min of learning. Although there was no significant difference in knowledge gain between the two groups (median of difference of percentage change 24, 95% CI -75 to 36; P=.55), competence gain was significantly lower in the IM group compared with the PPS group (median of difference of percentage change -41, 95% CI -67 to -20; P=.008). However, the IM group had significantly higher scores of satisfaction (difference 2, 95% CI 2-4; P=.01), pragmatic quality (difference 1.7, 95% CI 0.1-2.7; P=.03), and hedonic stimulation (difference 1.9, 95% CI 0.3-3.1; P=.01) compared with the PPS group. Qualitative feedback indicated that the various games in the IM module attracted the participants' attention but that the nonlinearly arranged materials affected their learning. CONCLUSIONS Using M-TEL for undergraduate medical education on emergent ORL-HNS disorders, an IM module seems to be useful for gaining knowledge, but competency may need to occur elsewhere. While the small sample size reduces the statistical power of our results, its design seems to be appropriate to determine the effects of M-TEL using a larger group. TRIAL REGISTRATION ClinicalTrials.gov NCT02971735; https://clinicaltrials.gov/ct2/show/NCT02971735 (Archived by WebCite at http://www.webcitation.org/6waoOpCEV).
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Affiliation(s)
- Li-Ang Lee
- Faculty of Medicine, Chang Gung University, Taoyuan, Taiwan
- Graduate Institute of Clinical Medicine Sciences, Chang Gung University, Taoyuan, Taiwan
- Department of Otorhinolaryngology-Head and Neck Surgery, Linkou Chang Gung Memorial Hospital, Taoyuan, Taiwan
| | - Shu-Ling Wang
- Graduate Institute of Clinical Medicine Sciences, Chang Gung University, Taoyuan, Taiwan
- Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan
| | - Yi-Ping Chao
- Graduate Institute of Medical Mechatronics, Department of Computer Science and Information Engineering, Chang Gung University, Taoyuan, Taiwan
- Department of Neurology, Linkou Chang Gung Memorial Hospital, Taoyuan, Taiwan
| | - Ming-Shao Tsai
- Faculty of Medicine, Chang Gung University, Taoyuan, Taiwan
- Department of Otorhinolaryngology-Head and Neck Surgery, Chiayi Chang Gung Memorial Hospital, Chiayi, Taiwan
| | - Li-Jen Hsin
- Faculty of Medicine, Chang Gung University, Taoyuan, Taiwan
- Department of Otorhinolaryngology-Head and Neck Surgery, Linkou Chang Gung Memorial Hospital, Taoyuan, Taiwan
| | - Chung-Jan Kang
- Faculty of Medicine, Chang Gung University, Taoyuan, Taiwan
- Department of Otorhinolaryngology-Head and Neck Surgery, Linkou Chang Gung Memorial Hospital, Taoyuan, Taiwan
| | - Chia-Hsiang Fu
- Faculty of Medicine, Chang Gung University, Taoyuan, Taiwan
- Department of Otorhinolaryngology-Head and Neck Surgery, Linkou Chang Gung Memorial Hospital, Taoyuan, Taiwan
| | - Wei-Chieh Chao
- Faculty of Medicine, Chang Gung University, Taoyuan, Taiwan
- Department of Otorhinolaryngology-Head and Neck Surgery, Keelung Chang Gung Memorial Hospital, Keelung, Taiwan
| | - Chung-Guei Huang
- Department of Laboratory Medicine, Linkou Chang Gung Memorial Hospital, Taoyuan, Taiwan
- Graduate Institute of Biomedical Sciences, Department of Medical Biotechnology and Laboratory Science, Chang-Gung University, Taoyuan, Taiwan
| | - Hsueh-Yu Li
- Faculty of Medicine, Chang Gung University, Taoyuan, Taiwan
- Department of Otorhinolaryngology-Head and Neck Surgery, Linkou Chang Gung Memorial Hospital, Taoyuan, Taiwan
| | - Cheng-Keng Chuang
- Faculty of Medicine, Chang Gung University, Taoyuan, Taiwan
- Graduate Institute of Clinical Medicine Sciences, Chang Gung University, Taoyuan, Taiwan
- Department of Surgery, Linkou Chang Gung Memorial Hospital, Taoyuan, Taiwan
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Kapoor S, Catton R, Khalil H. An evaluation of medical student-led podcasts: what are the lessons learnt? ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2018; 9:133-138. [PMID: 29503592 PMCID: PMC5824749 DOI: 10.2147/amep.s148513] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
BACKGROUND Student-led podcasts were developed by 5th year Peninsula Medical School students as part of an educational grant. The students completed 35 video podcasts using PREZI software, and based on clinical indicative presentations of the Peninsula Medical School curriculum. METHODS Third, 4th and 5th year medical students were invited to complete the evaluation of the indicative presentation video podcasts they watched. Both quantitative and qualitative data were collected through anonymized questionnaires. A thematic analysis of qualitative data was carried out. RESULTS Seven hundred and fifty students were invited to evaluate the podcasts of which 142 responded to the email. One hundred and forty-two students were assigned podcasts, of whom 122 completed the podcast questionnaire (85.9%), with 20 students dropping out for unknown reasons. The majority of the students found the podcasts to be clear, of an appropriate length, targeted at the right academic level and providing a good method of learning. However, there were mixed views in relation to the preference of podcasts over conventional learning methods. The thematic analysis identified positive comments and areas of improvement for the podcasts. CONCLUSION Podcasts conducted in an interview style with an engaging voice and images are thought to help maintain student engagement from their perspective. Further evaluation/research is required to help establish the correct depth and breadth of information to be included in podcasts.
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Affiliation(s)
| | - Rory Catton
- Peninsula Schools of Medicine and Dentistry, Plymouth University, Plymouth, UK
| | - Hisham Khalil
- Peninsula Medical School
- Peninsula Schools of Medicine and Dentistry, Plymouth University, Plymouth, UK
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21
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Spering C, Tezval M, Dresing K, Burchhardt H, Wachowski M, August F, Frosch S, Walde TA, Stürmer KM, Lehmann W, Sehmisch S. [Promoting Young Talents in Trauma Surgery through Students-On-Call]. Chirurg 2018; 87:1063-1069. [PMID: 27484828 DOI: 10.1007/s00104-016-0258-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
BACKGROUND Due to restrictions on admission to medical school, changing claims to an optimized work-life balance and occupational perspectives, surgical professions in particular are struggling with strategies to motivate young academics. Surgical disziplines aim towards a profound transfer of knowledge and pique student's interest by ensuring a sustainable education at university. OBJECTIVES The goal of this study was to evaluate a Students-On-Call System (SOCS) and to identify a financial benefit. MATERIALS AND METHODS In this study the SOCS was compared pre-/postevaluation using questionnaires and the supporting X‑rays within a curricular teaching module of orthopedic trauma surgery, with students in the fourth semester of specialism and those in the practical semester at medical school. RESULTS The students of SOCS showed significantly better results prior to the course and afterwards than the two other groups. By establishing SOCS medical students get involved into the treatment of emergency patients in the trauma resuscitation unit (TRU) and operating room (OR). Students get the chance to enhance their comprehension of diagnostics, therapy and decision making in surgical context. This highly valuable traineeship combines a minimized teaching effort with an effective motivation of young academcis for the surgical profession. A SOCS has reduced the workload of medical colleagues. Establishing SOCS spare the residents being on call and results in reduced costs of 23,659.86 Euro per year. CONCLUSION The results presented show that the SOCS leads to an excellent cost-benefit balance, which has been established in multiple surgical departments at the medical school of the University of Göttingen. Apart from practice-oriented surgical teaching, the SOCS is a way of promoting successful young talent saving resources in the medical on-call services.
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Affiliation(s)
- C Spering
- Klinik für Unfallchirurgie, Orthopädie und Plastische Chirurgie, Universitätsmedizin Göttingen, Robert-Koch-Straße 40, 37075, Göttingen, Deutschland.
| | - M Tezval
- Klinik für Unfallchirurgie, Sporttraumatologie und Handchirurgie, Klinikum Vest, Recklinghausen, Deutschland
| | - K Dresing
- Klinik für Unfallchirurgie, Orthopädie und Plastische Chirurgie, Universitätsmedizin Göttingen, Robert-Koch-Straße 40, 37075, Göttingen, Deutschland
| | - H Burchhardt
- Klinik für Unfallchirurgie, Orthopädie und Plastische Chirurgie, Universitätsmedizin Göttingen, Robert-Koch-Straße 40, 37075, Göttingen, Deutschland
| | - M Wachowski
- Klinik für Unfallchirurgie, Orthopädie und Plastische Chirurgie, Universitätsmedizin Göttingen, Robert-Koch-Straße 40, 37075, Göttingen, Deutschland
| | - F August
- Klinik für Unfallchirurgie, Orthopädie und Plastische Chirurgie, Universitätsmedizin Göttingen, Robert-Koch-Straße 40, 37075, Göttingen, Deutschland
| | - S Frosch
- Klinik für Unfallchirurgie, Orthopädie und Plastische Chirurgie, Universitätsmedizin Göttingen, Robert-Koch-Straße 40, 37075, Göttingen, Deutschland
| | - T A Walde
- Klinik für Unfallchirurgie, Orthopädie und Plastische Chirurgie, Universitätsmedizin Göttingen, Robert-Koch-Straße 40, 37075, Göttingen, Deutschland
| | - K M Stürmer
- Klinik für Unfallchirurgie, Orthopädie und Plastische Chirurgie, Universitätsmedizin Göttingen, Robert-Koch-Straße 40, 37075, Göttingen, Deutschland
| | - W Lehmann
- Klinik für Unfallchirurgie, Orthopädie und Plastische Chirurgie, Universitätsmedizin Göttingen, Robert-Koch-Straße 40, 37075, Göttingen, Deutschland
| | - S Sehmisch
- Klinik für Unfallchirurgie, Orthopädie und Plastische Chirurgie, Universitätsmedizin Göttingen, Robert-Koch-Straße 40, 37075, Göttingen, Deutschland
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22
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Lien K, Chin A, Helman A, Chan TM. A Randomized Comparative Trial of the Knowledge Retention and Usage Conditions in Undergraduate Medical Students Using Podcasts and Blog Posts. Cureus 2018; 10:e2065. [PMID: 29552428 PMCID: PMC5854316 DOI: 10.7759/cureus.2065] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022] Open
Abstract
Introduction Podcasts and blog posts have gained popularity in Free Open Access Medical education (FOAM). Previous work suggests that podcasts may be useful for knowledge acquisition in undergraduate medical education. However, there remains a paucity of research comparing the two mediums. This study aims to investigate if there are differences in knowledge acquisition and usage conditions by medical students using podcasts and blog posts. Methods Medical students were randomized to either the podcast or blog post group. They completed an initial online assessment of their baseline knowledge on the subject matter. Participants then received access to learning materials and were given four weeks to complete the follow-up assessment on their own time. Independent t-test, paired samples t-test, and a mixed ANOVA (analysis of variance) were conducted to assess knowledge acquisition. An intention-to-teach analysis was used to impute missing data from students lost to follow-up. Simple descriptive statistical data was used to describe media usage conditions. Results Completion of at least one follow-up assessment was comparable (68% podcasts (n = 21/31), 73% blog posts (n = 22/30)). Both groups showed significant improvements in their test scores, with an average 22% improvement for the podcast group and 29% for the blog post group. There was no significant statistical difference in knowledge acquisition between educational modalities overall. Students in the blog post group that completed both post-intervention quizzes showed a larger improvement than the podcast group in the toxicology topic, with similar improvements in the asthma topic. The podcast group tended to engage in multiple activities while using the learning materials (e.g. at least two to three of the following: driving, eating, chores, taking notes, exercising/walking), while the blog readers tended to do fewer activities (e.g. only one of the following: note taking, eating). Conclusion This study suggests that podcasts and blog posts are useful for extracurricular knowledge acquisition by undergraduate medical students with no significant difference between the two modalities. The usage conditions for each type of media differ.
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Affiliation(s)
- Kelly Lien
- Michael G. Degroote School of Medicine, McMaster University
| | - Alvin Chin
- Faculty of Health Sciences, Department of Medicine, Division of Emergency Medicine, McMaster University
| | - Anton Helman
- Department of Family and Community Medicine, University of Toronto
| | - Teresa M Chan
- Faculty of Health Sciences, Department of Medicine, Division of Emergency Medicine, McMaster University
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23
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Keis O, Grab C, Schneider A, Öchsner W. Online or face-to-face instruction? A qualitative study on the electrocardiogram course at the University of Ulm to examine why students choose a particular format. BMC MEDICAL EDUCATION 2017; 17:194. [PMID: 29121902 PMCID: PMC5680799 DOI: 10.1186/s12909-017-1053-6] [Citation(s) in RCA: 31] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/16/2016] [Accepted: 11/02/2017] [Indexed: 05/10/2023]
Abstract
BACKGROUND Since the introduction of the e-learning electrocardiogram (ECG) course 'ECG Online' into the curriculum at the University of Ulm, a small but relatively constant number of students have decided not to participate in the online course but to attend the face-to-face course, although the content of both courses is identical. The present study examined why students prefer one format or the other. METHODS In a qualitative research approach, ten medical students were questioned in a guided interview. At the time of the survey the interviewees were enrolled in the 7th to 10th semesters. Among the respondents, 2 had participated only in the face-to-face ECG course, 4 only in the online version and 4 in both the face-to-face and the online course. RESULTS Interestingly, the very factors associated with e-learning - and always praised as advantages of it - are viewed critically by the students. Thus, although the 24-h access to learning content was consistently evaluated positively, the unlimited availability (lack of expiry date) was not seen as conducive to learning. The lack of fixed time constraints and the attendant lack of pressure were important reasons why some of the students had discontinued the online course prematurely. A similar distinction was seen in the flexibility of location for e-learning, because the very obligation to be physically present on a particular day at a fixed time led to a higher degree of commitment to courses and a willingness to actually attend the course until the end. In addition, if the content has a high degree of perceived professional relevance face-to-face courses are preferred because they offer the possibility of direct interaction. CONCLUSIONS Even though the small sample size limits the generalisability of the results, our findings indicate that when developing online courses students' needs could be better met if measures were included to strengthen extrinsic and intrinsic motivation and formats were favoured that enable students to have a minimum level of personal interaction with the lecturer.
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Affiliation(s)
- Oliver Keis
- Medical Faculty, Office of the Dean of Studies, University of Ulm, Albert Einstein Allee 7, 89081 Ulm, Germany
| | - Claudia Grab
- Medical Faculty, Office of the Dean of Studies, University of Ulm, Albert Einstein Allee 7, 89081 Ulm, Germany
| | - Achim Schneider
- Medical Faculty, Office of the Dean of Studies, University of Ulm, Albert Einstein Allee 7, 89081 Ulm, Germany
| | - Wolfgang Öchsner
- Medical Faculty, Office of the Dean of Studies, University of Ulm, Albert Einstein Allee 7, 89081 Ulm, Germany
- Center for Surgery / Department for Cardiac Anesthesiology, University Hospital Ulm, Albert-Einstein-Allee 23, 89081 Ulm, Germany
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24
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Prakash SS, Muthuraman N, Anand R. Short-duration podcasts as a supplementary learning tool: perceptions of medical students and impact on assessment performance. BMC MEDICAL EDUCATION 2017; 17:167. [PMID: 28923046 PMCID: PMC5604391 DOI: 10.1186/s12909-017-1001-5] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/25/2017] [Accepted: 09/05/2017] [Indexed: 05/10/2023]
Abstract
BACKGROUND Use of podcasts has several advantages in medical education. Podcasts can be of different types based on their length: short (1-5 min), moderate (6-15 min) and long (>15 min) duration. Short-duration podcasts are unique since they can deliver high-yield information in a short time. The perceptions of medical students towards short-duration podcasts are not well understood and this study aimed to analyze the same. An exploratory analysis of students' podcast usage and performance in summative assessments was also undertaken. METHODS First-year medical students (N = 94) participated in the study. Eight audiovisual podcasts, each ≤3 min duration (3-MinuTe Lessons; 3MTLs) were developed for two topics in biochemistry. The podcasts were made available for students after didactic lectures on the topics. Feedback was collected from students about their perceptions to 3MTLs using a self-reported questionnaire. The scores of students in summative assessments were compared based on their usage of 3MTLs. RESULTS Feedback revealed that 3MTLs were well received by students as a useful and convenient supplementary tool. Students used 3MTLs for topic review, to get an overview, as well as for quick revision and felt that 3MTLs were helpful in improving their understanding of the topic, clarify concepts and focus on important points and in turn, in preparation for assessments. A significant proportion (49%) felt that 3-min duration was optimal while, an equal proportion suggested an increase in the duration to 5 min with more information. The overall mean scores in assessments were not different between students based on 3MTLs usage. The pairwise comparisons revealed better scores amongst students who used 3MTLs for both topics. CONCLUSION Overall, short-duration podcasts were perceived by students as useful supplementary learning tools that aided them for revision and in preparation for assessments.
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Affiliation(s)
- S S Prakash
- Department of Biochemistry, Christian Medical College, Vellore, Tamil Nadu, 632002, India
| | - N Muthuraman
- Department of Biochemistry, Christian Medical College, Vellore, Tamil Nadu, 632002, India
| | - R Anand
- Department of Biochemistry, Christian Medical College, Vellore, Tamil Nadu, 632002, India.
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Kühl SJ, Toberer M, Keis O, Tolks D, Fischer MR, Kühl M. Concept and benefits of the Inverted Classroom method for a competency-based biochemistry course in the pre-clinical stage of a human medicine course of studies. GMS JOURNAL FOR MEDICAL EDUCATION 2017; 34:Doc31. [PMID: 28890922 PMCID: PMC5569983 DOI: 10.3205/zma001108] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 12/15/2016] [Revised: 04/28/2017] [Accepted: 06/20/2017] [Indexed: 05/27/2023]
Abstract
Background: Medical students often have a problem recognising the relevance of basic science subjects for their later professional work in the pre-clinical stage of their studies. This can lead to a lower motivation to learn biochemical content and dissatisfaction in the courses amongst the students. Alternative teaching methods such as the Inverted Classroom (IC) method can address this deficiency. The goal of this study was: to analyse the motivation and satisfaction of the students in a biochemistry seminar through the use of the e-learning-based IC method, to investigate the acceptance against the IC teaching method in biochemistry, and to compare the learning success achieved using the IC approach with that of a traditional course. We also investigated how a biochemistry course in the pre-clinical stage of a human medicine course of studies can be successfully organised according to the IC method. Furthermore, we examined the benefits of the IC method over conventional teaching formats. Method: The IC method was implemented in accordance with the guidelines of the GMA committee "New Media" [30] in a biochemistry seminar for two student IC intervention groups with 42 students. A part of the factual knowledge from the on-site phase in the form of teaching videos together with self-learning control tasks were provided online before the seminar for both IC intervention groups. Exporting content to the self-learning phase creates new free time in the on-site phase, during which the content can be critically considered and processed and additional competency-based learning objectives can be taught. Identical biochemistry teaching content was taught in parallel control groups (14 student groups with n=299 students), but no material was handed out beforehand for a self-learning phase. These students only received the materials after the on-site phase. Motivation and satisfaction as well as the acceptance for the teaching methods were recorded by questionnaires, the acquisition of knowledge by MC exams. Results: On a Likert scale from 1 (strongly disagree) to 6 (strongly agree), the students in the IC intervention groups could be seen to be much more motivated (5.53) than students in the control group (4.01). Students in the IC intervention groups also recognised the relevance of the learning content much more clearly (5.44) than students in the control group (4.01). Furthermore, the IC group also observed that additional competencies were trained in addition to the biochemistry content. In addition, the IC intervention group award the event a school grade of 1.53, the traditional control group a grade of 2.96. The teaching videos were rated very positively by both groups with an average school grade of 1.3 in each case. A qualitative analysis showed that the motivation and a positive attitude of the lecturers played a decisive role in the successful implementation of the IC method. Discussion and conclusion: Pre-clinical students display a high acceptance of the e-learning-based IC method. Teaching communication competencies in a biochemistry seminar was also rated very positively by the students. The quality of the teaching video and the motivation of the lecturers were shown to be a critical parameter for the successful performance of the IC method. What's more, the IC method can contribute to implementing a competence orientation in medical studies.
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Affiliation(s)
- Susanne J. Kühl
- Ulm University, Institute of Biochemistry and Molecular Biology, Ulm, Germany
| | - Matthias Toberer
- Ulm University, Institute of Biochemistry and Molecular Biology, Ulm, Germany
| | - Oliver Keis
- Ulm University, Medical Faculty Ulm, Office of Student Affairs, Ulm, Germany
| | - Daniel Tolks
- Clinic of the Ludwig-Maximilians-University Munich, Institute of Didactics and Educational Research in Medicine, Munich, Germany
| | - Martin R. Fischer
- Clinic of the Ludwig-Maximilians-University Munich, Institute of Didactics and Educational Research in Medicine, Munich, Germany
| | - Michael Kühl
- Ulm University, Institute of Biochemistry and Molecular Biology, Ulm, Germany
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26
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Sarna L, Bialous SA, Wells M, Brook J. Impact of a webcast on nurses' delivery of tobacco dependence treatment. J Clin Nurs 2017; 27:e91-e99. [PMID: 28493616 DOI: 10.1111/jocn.13875] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/29/2017] [Indexed: 11/30/2022]
Abstract
AIMS AND OBJECTIVES To evaluate an educational programme about nurses' role in tobacco dependence treatment, and its webcast component, on the long-term impact of increasing the frequency of nurses' self-reported changes in practice related to delivery of smoking cessation interventions. BACKGROUND Healthcare professionals' knowledge about evidence-based tobacco dependence treatment using the 5As framework (Ask about tobacco use, Advise users to quit, Assess willingness to quit, Assist in making a quit plan and Arrange for follow-up, including referral to a quitline) is essential to increase smoking cessation rates in the United States. DESIGN A 6-month pre-post design. METHODS A convenience sample of nurses (N = 283) from Kentucky and Louisiana was provided access to the webcast and printed toolkit. Responses from those who completed an online survey at baseline, and at 3 or 6 months postimplementation of the educational programme were included in an analysis of changes in the consistent (always/usually) delivery of the 5As plus referral to the quitline. RESULTS After 3 months, the intervention had a significant impact on increasing nurses' reports of consistently providing the 5As to patients who smoked, which was largely sustained at 6 months. Nurses who viewed the webcast were three times more likely to refer smokers to a quitline at 3 months; and four times more likely at 6 months than those who did not. CONCLUSIONS An online educational programme, plus printed toolkit about tobacco dependence treatment increased nurses' delivery of smoking cessation interventions over time. This study provided preliminary evidence that including a webcast in a nurse-targeted educational programme could significantly increase the proportion of nurses who referred smokers to a quitline beyond the benefit of access to printed materials and web-based resources. RELEVANCE TO CLINICAL PRACTICE Distance learning is a feasible mechanism for enhancing nurses' involvement in tobacco dependence treatment and promoting evidence-based clinical practice.
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Affiliation(s)
- Linda Sarna
- School of Nursing, University of California, Los Angeles, Los Angeles, CA, USA
| | - Stella A Bialous
- School of Nursing, University of California, San Francisco, San Francisco, CA, USA
| | - Marjorie Wells
- School of Nursing, University of California, Los Angeles, Los Angeles, CA, USA
| | - Jenny Brook
- David Geffin School of Medicine, University of California, Los Angeles, Los Angeles, CA, USA
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27
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Tolks D, Schäfer C, Raupach T, Kruse L, Sarikas A, Gerhardt-Szép S, Kllauer G, Lemos M, Fischer MR, Eichner B, Sostmann K, Hege I. An Introduction to the Inverted/Flipped Classroom Model in Education and Advanced Training in Medicine and in the Healthcare Professions. GMS JOURNAL FOR MEDICAL EDUCATION 2016; 33:Doc46. [PMID: 27275511 PMCID: PMC4894356 DOI: 10.3205/zma001045] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 04/08/2015] [Revised: 03/04/2016] [Accepted: 03/16/2016] [Indexed: 05/07/2023]
Abstract
In describing the inverted classroom model (ICM), the following paper is meant to provide an introduction to the subject matter and to serve as a practical guide for those wishing to employ its methods in basic and advanced medical training and education. The ICM is a blended-learning method in which a self-directed learning phase (individual phase) precedes the classroom-instruction phase. During the online phase, factual knowledge is imparted that serves as a basis for the classroom phase. The classroom phase should subsequently be used to assimilate and implement the previously gained knowledge. In contrast, traditional course concepts impart factual knowledge in lectures, for example, or in other face-to-face teaching formats and are followed by the students' self-instruction in order to assimilate this knowledge. The goal of the ICM is the shift from passive learning to accelerated learning in order to foster learning at cognitively demanding levels such as analysis, synthesis and evaluation. The concurrent increase in production and use of screencasts and educational videos, the Open Educational Resources "movement" and the widespread use of Massive Open Online Courses (MOOCS) have contributed to the increased dissemination of the inverted-classroom method. The intention of the present paper is to provide an introduction to the subject matter and simultaneously to offer a short overview of important projects and research results in the field of medical education and other health professions. Furthermore, an outline is given of the advantages and disadvantages of the model as well as its potential benefit to the future of medical education and training.
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Affiliation(s)
- Daniel Tolks
- Klinikum der Universität München, Institut für Didaktik und Ausbildungsforschung in der Medizin, München, Deutschland
- *To whom correspondence should be addressed: Daniel Tolks, Klinikum der Universität München, Institut für Didaktik und Ausbildungsforschung in der Medizin, Ziemssenstraße 1, D-80336 München, Deutschland, E-mail:
| | - Christine Schäfer
- Philipps Universität Marburg, Fachbereich Medizin - Studiendekanat, Marburg, Deutschland
| | - Tobias Raupach
- Universitätsmedizin Göttingen, Studiendekanat, Medizindidaktik und Ausbildungsforschung, Göttinge, Deutschland
- University College London, Health Behaviour Research Centre, London, UK
| | - Leona Kruse
- CAU Kiel, Medizinische Fakultät, Studiendekanat, Koordination E-Learning, Kiel, Deutschland
| | - Antonio Sarikas
- Technische Universität München (TUM), Fakultät für Medizin, Institut für Pharmakologie und Toxikologie, München, Deutschland
| | - Susanne Gerhardt-Szép
- Goethe-Universität, Carolinum Zahnärztliches Universitäts-Institut gGmbH, Poliklinik Zahnerhaltungskunde, Frankfurt am Main, Deutschland
| | - Gertrud Kllauer
- Goethe-Universität Frankfurt FB 16 Medizin, Dr. Senckenbergische Anatomie- Anatomisches Institut II, Frankfurt, Deutschland
| | - Martin Lemos
- RWTH Aachen, Metizinische Fakultät, Audiovisionelles Mediencentrum, Aachen, Deutschland
| | - Martin R. Fischer
- Klinikum der Universität München, Institut für Didaktik und Ausbildungsforschung in der Medizin, München, Deutschland
| | - Barbara Eichner
- Universität Ulm, Medizinische Fakultät, Studiendekanat Molekulare Medizin, Kompetenzzentrum eLearning in der Medizin BW, Ulm, Deutschland
| | - Kai Sostmann
- Charité - Universitätsmedizin Berlin, Dieter Scheffner Fachzentrum für medizinische Hochschullehre und evidenzbasierte Ausbildungsforschung, Berlin, Deutschland
| | - Inga Hege
- Klinikum der Universität München, Institut für Didaktik und Ausbildungsforschung in der Medizin, München, Deutschland
- Geisel School of Medicine at Dartmouth, USA
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