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Nascimento FA, Jing J, Traner C, Kong WY, Olandoski M, Kapur S, Duhaime E, Strowd R, Moeller J, Westover MB. A randomized controlled educational pilot trial of interictal epileptiform discharge identification for neurology residents. Epileptic Disord 2024; 26:444-459. [PMID: 38669007 PMCID: PMC11329359 DOI: 10.1002/epd2.20229] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/22/2023] [Revised: 03/30/2024] [Accepted: 04/10/2024] [Indexed: 05/19/2024]
Abstract
OBJECTIVE To assess the effectiveness of an educational program leveraging technology-enhanced learning and retrieval practice to teach trainees how to correctly identify interictal epileptiform discharges (IEDs). METHODS This was a bi-institutional prospective randomized controlled educational trial involving junior neurology residents. The intervention consisted of three video tutorials focused on the six IFCN criteria for IED identification and rating 500 candidate IEDs with instant feedback either on a web browser (intervention 1) or an iOS app (intervention 2). The control group underwent no educational intervention ("inactive control"). All residents completed a survey and a test at the onset and offset of the study. Performance metrics were calculated for each participant. RESULTS Twenty-one residents completed the study: control (n = 8); intervention 1 (n = 6); intervention 2 (n = 7). All but two had no prior EEG experience. Intervention 1 residents improved from baseline (mean) in multiple metrics including AUC (.74; .85; p < .05), sensitivity (.53; .75; p < .05), and level of confidence (LOC) in identifying IEDs/committing patients to therapy (1.33; 2.33; p < .05). Intervention 2 residents improved in multiple metrics including AUC (.81; .86; p < .05) and LOC in identifying IEDs (2.00; 3.14; p < .05) and spike-wave discharges (2.00; 3.14; p < .05). Controls had no significant improvements in any measure. SIGNIFICANCE This program led to significant subjective and objective improvements in IED identification. Rating candidate IEDs with instant feedback on a web browser (intervention 1) generated greater objective improvement in comparison to rating candidate IEDs on an iOS app (intervention 2). This program can complement trainee education concerning IED identification.
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Affiliation(s)
- Fábio A Nascimento
- Department of Neurology, Massachusetts General Hospital, Harvard Medical School, Boston, Massachusetts, USA
- Department of Neurology, Washington University School of Medicine, St. Louis, Missouri, USA
| | - Jin Jing
- Department of Neurology, Massachusetts General Hospital, Harvard Medical School, Boston, Massachusetts, USA
- Department of Neurology, Beth Israel Deaconess Medical Center, Boston, Massachusetts, USA
| | - Christopher Traner
- Department of Neurology, Yale School of Medicine, New Haven, Connecticut, USA
| | - Wan Yee Kong
- Department of Neurology, Beth Israel Deaconess Medical Center, Boston, Massachusetts, USA
| | - Marcia Olandoski
- School of Medicine, Pontifícia Universidade Católica Do Paraná, Curitiba, Brazil
| | | | | | - Roy Strowd
- Department of Neurology, Wake Forest University School of Medicine, Winston-Salem, North Carolina, USA
| | - Jeremy Moeller
- Department of Neurology, Yale School of Medicine, New Haven, Connecticut, USA
| | - M Brandon Westover
- Department of Neurology, Massachusetts General Hospital, Harvard Medical School, Boston, Massachusetts, USA
- Department of Neurology, Beth Israel Deaconess Medical Center, Boston, Massachusetts, USA
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Kfoury P, Maalouf F, Nasser F, Gulgulian T, Charafeddine L. In-Person Versus Online Training in Simulations of Helping Babies Breathe: A Randomized Controlled Trial. Cureus 2024; 16:e64677. [PMID: 39149645 PMCID: PMC11326855 DOI: 10.7759/cureus.64677] [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: 07/16/2024] [Indexed: 08/17/2024] Open
Abstract
BACKGROUND Birth asphyxia is a leading cause of neonatal deaths, but simple interventions may prevent it. The Helping Babies Breathe (HBB) course has significantly reduced neonatal mortality rates in lower and middle-income countries (LMICs) by training healthcare providers (i.e. midwives and nurses) on the essential skills of bag-and-mask ventilation and postnatal care. Although several studies have supported the efficacy of virtual learning in other medical education programs, there is still a lack of knowledge regarding a virtual approach to HBB. This study aims to compare the effectiveness of online versus in-person learning of the HBB course among medical and nursing students. METHODS The study is a two-arm parallel randomized non-inferiority controlled trial, that includes medical and nursing students. Participants were randomly assigned to either online or in-person debriefing during the hands-on simulations of HBB. They attended a pre-recorded lecture before being assigned to one of three instructors for the simulation lab. Participants completed a seven-point anonymous Likert-based questionnaire and a standardized Debriefing Assessment for Simulation in Healthcare Student Version (DASH-SV) Short Form. The primary outcome was the Objective Structured Clinical Exam (OSCE) grade. The trial is listed on ClinicalTrials.gov with the registration number NCT05257499. RESULTS 47 participants completed the study, with similar baseline characteristics in each arm (gender, age, and class). The participants in both arms reported high levels of satisfaction and confidence, with no significant difference between the two arms. The DASH score over 7 was also similar in the online arm (6.27±0.26) compared to the in-person arm (6.55±0.13) (p=0.07). The mean OSCE score in the online arm (45.8±5.2) was comparable to the mean OSCE score in the in-person arm (41.3±5.0) (p=0.22). Both online and in-person participants failed the OSCE. CONCLUSION The survey responses conveyed that online simulation training is comparable to in-person simulation for the HBB course. Both online and in-person participants failed the OSCE most likely because they needed more training on HBB. This could be due to the fact that the material is too new to the students who needed more practice to pass the OSCE. Further research is needed to confirm these results and explore the long-term impact of online neonatal resuscitation training.
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Affiliation(s)
- Peter Kfoury
- Faculty of Medicine, American University of Beirut Medical Center, Beirut, LBN
| | - Faouzi Maalouf
- Pediatrics and Adolescent Medicine, American University of Beirut Medical Center, Beirut, LBN
| | - Fatima Nasser
- Pediatrics and Adolescent Medicine, American University of Beirut Medical Center, Beirut, LBN
| | - Talin Gulgulian
- Maternal and Child Health, Rafic Hariri School of Nursing, American University of Beirut Medical Center, Beirut, LBN
| | - Lama Charafeddine
- Pediatrics and Adolescent Medicine, American University of Beirut Medical Center, Beirut, LBN
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Johnston M, O'Mahony M, O'Brien N, Connolly M, Iohom G, Kamal M, Shehata A, Shorten G. The feasibility and usability of mixed reality teaching in a hospital setting based on self-reported perceptions of medical students. BMC MEDICAL EDUCATION 2024; 24:701. [PMID: 38937764 PMCID: PMC11212163 DOI: 10.1186/s12909-024-05591-z] [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: 07/18/2023] [Accepted: 05/22/2024] [Indexed: 06/29/2024]
Abstract
BACKGROUND Clinical teaching during encounters with real patients lies at the heart of medical education. Mixed reality (MR) using a Microsoft HoloLens 2 (HL2) offers the potential to address several challenges: including enabling remote learning; decreasing infection control risks; facilitating greater access to medical specialties; and enhancing learning by vertical integration of basic principles to clinical application. We aimed to assess the feasibility and usability of MR using the HL2 for teaching in a busy, tertiary referral university hospital. METHODS This prospective observational study examined the use of the HL2 to facilitate a live two-way broadcast of a clinician-patient encounter, to remotely situated third and fourth year medical students. System Usability Scale (SUS) Scores were elicited from participating medical students, clinician, and technician. Feedback was also elicited from participating patients. A modified Evaluation of Technology-Enhanced Learning Materials: Learner Perceptions Questionnaire (mETELM) was completed by medical students and patients. RESULTS This was a mixed methods prospective, observational study, undertaken in the Day of Surgery Assessment Unit. Forty-seven medical students participated. The mean SUS score for medical students was 71.4 (SD 15.4), clinician (SUS = 75) and technician (SUS = 70) indicating good usability. The mETELM Questionnaire using a 7-point Likert Scale demonstrated MR was perceived to be more beneficial than a PowerPoint presentation (Median = 7, Range 6-7). Opinion amongst the student cohort was divided as to whether the MR tutorial was as beneficial for learning as a live patient encounter would have been (Median = 5, Range 3-6). Students were positive about the prospect of incorporating of MR in future tutorials (Median = 7, Range 5-7). The patients' mETELM results indicate the HL2 did not affect communication with the clinician (Median = 7, Range 7-7). The MR tutorial was preferred to a format based on small group teaching at the bedside (Median = 6, Range 4-7). CONCLUSIONS Our study findings indicate that MR teaching using the HL2 demonstrates good usability characteristics for providing education to medical students at least in a clinical setting and under conditions similar to those of our study. Also, it is feasible to deliver to remotely located students, although certain practical constraints apply including Wi-Fi and audio quality.
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Affiliation(s)
- Michael Johnston
- Peripheral Nerve Block Fellow, Cork University Hospital, Cork, Ireland.
| | | | - Niall O'Brien
- Department of Anaesthesia, University College Cork, Cork, Ireland
| | - Murray Connolly
- Coombe Women's and Infants University Hospital, Dublin, Ireland
| | - Gabriella Iohom
- Anaesthesiologist Cork University Hospital, University College Cork, Cork, Ireland
| | - Mohsin Kamal
- Peripheral Nerve Block Fellow, Cork University Hospital, Cork, Ireland
| | - Ahmed Shehata
- Peripheral Nerve Block Fellow, Cork University Hospital, Cork, Ireland
| | - George Shorten
- Anaesthesiologist Cork University Hospital, University College Cork, Cork, Ireland
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Alroumi F, Belforti R, Villarroel N, Blanchard RD. Curating a media-linked curriculum. CLINICAL TEACHER 2024; 21:e13705. [PMID: 37994251 DOI: 10.1111/tct.13705] [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: 02/20/2023] [Accepted: 10/27/2023] [Indexed: 11/24/2023]
Abstract
BACKGROUND The COVID-19 pandemic motivated considerable educational innovation in technology-enhanced learning (TEL), and educators must now thoughtfully apply identified best practices to both in-person and virtual learning experiences through instructional design and reflective practice. This paper describes the development and evaluation of an innovation utilising TEL to enhance our core curriculum content and students' learning. APPROACH The curriculum-linked media (CLM) was introduced as a part of a doctoring and clinical skills course for pre-clinical medical students as a structured curriculum that pairs audio and/or video-based content with reflection prompts designed to prime students for active, in-person learning upon arrival to their classrooms. The CLM aimed to help students (1) gain a deeper understanding of the course content, (2) partake in reflective practice and (3) explore diverse perspectives on a particular topic. EVALUATION All students completed a survey at the end of their academic year to evaluate the activity. Some students found the innovation helpful in that it facilitated perspective taking and prepared them for their in-person class. The reflection questions that paired with the media prompted discussion in class and a deeper connection with the materials. Making the content relevant to the local community and highlighting regional issues made the activity more relatable. IMPLICATIONS Our experience demonstrated that the CLM model can be a helpful and efficient tool to stretch the educational reach of the classroom. Future applications may consider the implementation and evaluation of the model with clinical students and postgraduate trainees.
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Affiliation(s)
- Fahad Alroumi
- Department of Medicine, University of Massachusetts Chan Medical School - Baystate Medical Center, Springfield, Massachusetts, USA
| | - Raquel Belforti
- Department of Medicine, University of Massachusetts Chan Medical School - Baystate Medical Center, Springfield, Massachusetts, USA
| | - Nadia Villarroel
- Department of Emergency Medicine, University of Massachusetts Chan Medical School - Baystate Medical Center, Springfield, Massachusetts, USA
| | - Rebecca D Blanchard
- Department of Medicine, University of Massachusetts Chan Medical School - Baystate Medical Center, Springfield, Massachusetts, USA
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Connolly M, Iohom G, O'Brien N, Volz J, O'Muircheartaigh A, Serchan P, Biculescu A, Gadre KG, Soare C, Griseto L, Shorten G. Delivering clinical tutorials to medical students using the Microsoft HoloLens 2: A mixed-methods evaluation. BMC MEDICAL EDUCATION 2024; 24:498. [PMID: 38704522 PMCID: PMC11070104 DOI: 10.1186/s12909-024-05475-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/09/2023] [Accepted: 04/26/2024] [Indexed: 05/06/2024]
Abstract
BACKGROUND Mixed reality offers potential educational advantages in the delivery of clinical teaching. Holographic artefacts can be rendered within a shared learning environment using devices such as the Microsoft HoloLens 2. In addition to facilitating remote access to clinical events, mixed reality may provide a means of sharing mental models, including the vertical and horizontal integration of curricular elements at the bedside. This study aimed to evaluate the feasibility of delivering clinical tutorials using the Microsoft HoloLens 2 and the learning efficacy achieved. METHODS Following receipt of institutional ethical approval, tutorials on preoperative anaesthetic history taking and upper airway examination were facilitated by a tutor who wore the HoloLens device. The tutor interacted face to face with a patient and two-way audio-visual interaction was facilitated using the HoloLens 2 and Microsoft Teams with groups of students who were located in a separate tutorial room. Holographic functions were employed by the tutor. The tutor completed the System Usability Scale, the tutor, technical facilitator, patients, and students provided quantitative and qualitative feedback, and three students participated in semi-structured feedback interviews. Students completed pre- and post-tutorial, and end-of-year examinations on the tutorial topics. RESULTS Twelve patients and 78 students participated across 12 separate tutorials. Five students did not complete the examinations and were excluded from efficacy calculations. Student feedback contained 90 positive comments, including the technology's ability to broadcast the tutor's point-of-vision, and 62 negative comments, where students noted issues with the audio-visual quality, and concerns that the tutorial was not as beneficial as traditional in-person clinical tutorials. The technology and tutorial structure were viewed favourably by the tutor, facilitator and patients. Significant improvement was observed between students' pre- and post-tutorial MCQ scores (mean 59.2% Vs 84.7%, p < 0.001). CONCLUSIONS This study demonstrates the feasibility of using the HoloLens 2 to facilitate remote bedside tutorials which incorporate holographic learning artefacts. Students' examination performance supports substantial learning of the tutorial topics. The tutorial structure was agreeable to students, patients and tutor. Our results support the feasibility of offering effective clinical teaching and learning opportunities using the HoloLens 2. However, the technical limitations and costs of the device are significant, and further research is required to assess the effectiveness of this tutorial format against in-person tutorials before wider roll out of this technology can be recommended as a result of this study.
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Affiliation(s)
- Murray Connolly
- Cork University Hospital and University College Cork, Cork, Ireland.
| | - Gabriella Iohom
- Cork University Hospital and University College Cork, Cork, Ireland
| | | | | | | | | | | | | | - Corina Soare
- Cork University Hospital and University College Cork, Cork, Ireland
| | | | - George Shorten
- Cork University Hospital and University College Cork, Cork, Ireland
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Mand SK, Cico SJ, Haas MRC, Schnabel NE, Schnapp BH. Let's get active: The use of technology-enhanced audience interaction to promote active learning. AEM EDUCATION AND TRAINING 2024; 8:S50-S55. [PMID: 38774823 PMCID: PMC11102944 DOI: 10.1002/aet2.10950] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/05/2023] [Revised: 12/04/2023] [Accepted: 12/27/2023] [Indexed: 05/24/2024]
Affiliation(s)
- Simanjit K. Mand
- BerbeeWalsh Department of Emergency MedicineUniversity of Wisconsin School of Medicine and Public HealthMadisonWisconsinUSA
| | - Stephen J. Cico
- Department of Clinical SciencesUniversity of Central Florida College of MedicineOrlandoFloridaUSA
| | - Mary R. C. Haas
- Department of Emergency MedicineUniversity of Michigan Medical SchoolAnn ArborMichiganUSA
| | - Nicole E. Schnabel
- Department of Emergency MedicineUniversity of Michigan Medical SchoolAnn ArborMichiganUSA
| | - Benjamin H. Schnapp
- BerbeeWalsh Department of Emergency MedicineUniversity of Wisconsin School of Medicine and Public HealthMadisonWisconsinUSA
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Hoekstra F, Gainforth HL, Broeksteeg R, Corras S, Collins D, Eleftheriadou E, Gaudet S, Giroux EE, Kuipers LS, McCallum S, Ma JK, de Passillé E, Rakiecki D, Rockall S, van den Berg-Emons R, van Vilsteren A, Williamson M, Wilroy J, Martin Ginis KA. The co-development and evaluation of an e-learning course on spinal cord injury physical activity counselling: a randomized controlled trial. BMC MEDICAL EDUCATION 2024; 24:240. [PMID: 38448881 PMCID: PMC10916033 DOI: 10.1186/s12909-024-05141-7] [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: 11/21/2023] [Accepted: 02/06/2024] [Indexed: 03/08/2024]
Abstract
BACKGROUND Health, fitness and lifestyle professionals can play important roles in promoting physical activity in groups at risk of developing an inactive lifestyle, such as people with spinal cord injury (SCI). Tailored counselling is a promising tool to promote and improve physical activity levels. To support professionals to effectively have a conversation about physical activity with clients with SCI, evidence-based training and resources are needed. This project aimed to (1) co-develop an e-learning course on best practices for SCI physical activity counselling and, (2) examine the effectiveness and usability of this course. METHODS Guided by the technology-enhanced learning (TEL) evaluation framework, we used a systematic, multistep approach to co-develop and evaluate an e-learning course. The development process was informed by input and feedback from a diverse group of end-users and experts (n > 160) via online surveys and (think-aloud) interviews. A randomized controlled trial was used to compare learning outcomes (post-knowledge and self-efficacy) between participants who completed the course (intervention group) and the wait-listed control group. Usability, learning experiences, and satisfaction were assessed among all participants. RESULTS Forty-one participants (21 intervention-group; 20 control-group) with various backgrounds (e.g., lifestyle counsellors, physiotherapists, occupational therapists, recreation therapists, fitness trainers) enrolled in the randomized controlled trial. After completing the course, participants in the intervention group showed significantly improved knowledge on the best practices for SCI physical activity counselling and higher self-efficacy for using these best practices in conversations with clients with SCI compared to the control group (p <.001). Participants reported above average usability scores, positive learning experiences, and high levels of satisfaction when completing the course. CONCLUSION We used a systematic, multi-step, theory-informed approach to co-develop and evaluate an evidence-based e-learning course on SCI physical activity counselling to support professionals to promote physical activity in their daily practices. The overall positive findings demonstrate that the e-learning course is feasible and ready for further implementation in various health and community settings. Implementation of the e-learning course can help professionals improve the physical activity support they provide to their clients, and subsequently increase physical activity participation in people with SCI.
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Affiliation(s)
- Femke Hoekstra
- School of Health and Exercise Sciences, The University of British Columbia, Kelowna, BC, Canada.
- International Collaboration on Repair Discoveries (ICORD), The University of British Columbia, Vancouver, BC, Canada.
| | - Heather L Gainforth
- School of Health and Exercise Sciences, The University of British Columbia, Kelowna, BC, Canada
- International Collaboration on Repair Discoveries (ICORD), The University of British Columbia, Vancouver, BC, Canada
| | | | - Stephanie Corras
- School of Kinesiology and Health Studies, Queen's University, Kingston, ON, Canada
| | - Delaney Collins
- School of Occupational Therapy, Dalhousie University, Halifax, NS, Canada
| | - Electra Eleftheriadou
- Centre for Teaching and Learning, The University of British Columbia, Kelowna, BC, Canada
| | - Sonja Gaudet
- Spinal Cord Injury British Columbia, Vancouver, BC, Canada
- The Thompson Okanagan Tourism Association, Vernon, BC, Canada
| | - Emily E Giroux
- School of Health and Exercise Sciences, The University of British Columbia, Kelowna, BC, Canada
- International Collaboration on Repair Discoveries (ICORD), The University of British Columbia, Vancouver, BC, Canada
| | | | - Shannon McCallum
- Therapeutic Recreation Program, St. Lawrence College, Kingston, ON, Canada
| | - Jasmin K Ma
- International Collaboration on Repair Discoveries (ICORD), The University of British Columbia, Vancouver, BC, Canada
- Arthritis Research Canada, Vancouver, BC, Canada
- School of Kinesiology, University of British Columbia, Vancouver, BC, Canada
| | - Erica de Passillé
- Horizon Health Network, Stan Cassidy Centre for Rehabilitation, Fredericton, NB, Canada
| | - Diane Rakiecki
- School of Health and Exercise Sciences, The University of British Columbia, Kelowna, BC, Canada
| | - Shannon Rockall
- Praxis Spinal Cord Institute, Vancouver, BC, Canada
- Access Community Therapists, Vancouver, BC, Canada
| | - Rita van den Berg-Emons
- Department of Rehabilitation Medicine, Erasmus MC, University Medical Center Rotterdam, Rotterdam, the Netherlands
| | | | | | - Jereme Wilroy
- Department of Physical Medicine and Rehabilitation, University of Alabama at Birmingham, Birmingham, AL, USA
| | - Kathleen A Martin Ginis
- School of Health and Exercise Sciences, The University of British Columbia, Kelowna, BC, Canada
- International Collaboration on Repair Discoveries (ICORD), The University of British Columbia, Vancouver, BC, Canada
- Department of Medicine, Division of Physical Medicine & Rehabilitation, The University of British Columbia, Vancouver, BC, Canada
- Centre for Chronic Disease Prevention and Management, The University of British Columbia, Kelowna, BC, Canada
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Cranston KD, Grieve NJ, Dineen TE, Jung ME. Designing and Developing Online Training for Diabetes Prevention Program Coaches Using an Integrated Knowledge Translation Approach: Development and Usability Study. JMIR Form Res 2024; 8:e50942. [PMID: 38277214 PMCID: PMC10858411 DOI: 10.2196/50942] [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: 07/17/2023] [Accepted: 12/12/2023] [Indexed: 01/27/2024] Open
Abstract
BACKGROUND e-Learning has rapidly become a popular alternative to in-person learning due to its flexibility, convenience, and wide reach. Using a systematic and partnered process to transfer in-person training to an e-learning platform helps to ensure the training will be effective and acceptable to learners. OBJECTIVE This study aimed to develop an e-learning platform for Small Steps for Big Changes (SSBC) type 2 diabetes prevention program coaches to improve the viability of coach training. METHODS An integrated knowledge translation approach was used in the first 3 stages of the technology-enhanced learning (TEL) evaluation framework to address the study objective. This included three steps: (1) conducting a needs analysis based on focus groups with previously trained SSBC coaches, meetings with the SSBC research team, and a review of research results on the effectiveness of the previous in-person version of the training; (2) documenting processes and decisions in the design and development of the e-learning training platform; and (3) performing usability testing. Previously trained SSBC coaches and the SSBC research team were included in all stages of this study. RESULTS Step 1 identified components from the in-person training that should be maintained in the e-learning training (ie, a focus on motivational interviewing), additional components to be added to the e-learning training (ie, how to deliver culturally safe and inclusive care), and mode of delivery (videos and opportunities to synchronously practice skills). Step 2 documented the processes and decisions made in the design and development of the e-learning training, including the resources (ie, time and finances) used, the content of the training modules, and how coaches would flow through the training process. The design and development process consisted of creating a blueprint of the training. The training included 7 e-learning modules, the learning modalities of which included narrated demonstration videos and user-engaging activities, a mock session with feedback from the research team, and a final knowledge test. Step 3, usability testing, demonstrated high levels of learnability, efficiency, memorability, and satisfaction, with minor bugs documented and resolved. CONCLUSIONS Using an integrated knowledge translation approach to the technology-enhanced learning evaluation framework was successful in developing an e-learning training platform for SSBC coaches. Incorporating end users in this process can increase the chances that the e-learning training platform is usable, engaging, and acceptable. Future research will include examining the satisfaction of coaches using the SSBC coach e-learning training platform, assessing coach learning outcomes (ie, knowledge and behavior), and estimating the cost and viability of implementing this training.
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Affiliation(s)
- Kaela D Cranston
- Faculty of Health and Social Development, University of British Columbia, Kelowna, BC, Canada
| | - Natalie J Grieve
- Faculty of Health and Social Development, University of British Columbia, Kelowna, BC, Canada
| | - Tineke E Dineen
- Faculty of Health and Social Development, University of British Columbia, Kelowna, BC, Canada
| | - Mary E Jung
- Faculty of Health and Social Development, University of British Columbia, Kelowna, BC, Canada
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Chang CL, Dyess NF, Johnston LC. Simulation in a blended learning curriculum for neonatology. Semin Perinatol 2023; 47:151824. [PMID: 37748941 DOI: 10.1016/j.semperi.2023.151824] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 09/27/2023]
Abstract
Blended learning is a learner-centered educational method that combines online and traditional face-to-face educational strategies. Simulation is a commonly utilized platform for experiential learning and an ideal component of a blended learning curriculum. This section describes blended learning, including its strengths and limitations, educational frameworks, uses within health professions education, best practices, and challenges. Also included is a brief introduction to simulation-based education, along with theoretical and real-world examples of how simulation may be integrated into a blended learning curriculum. Examples of blended learning in Neonatal-Perinatal Medicine, specifically within the Neonatal Resuscitation Program, procedural skills training, and the National Neonatology Curriculum, are reviewed.
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Affiliation(s)
- Catherine L Chang
- Department of Pediatrics, Weill Cornell Medicine, New York, NY, United States
| | - Nicolle Fernández Dyess
- Department of Pediatrics, University of Colorado School of Medicine, Aurora, CO, United States
| | - Lindsay C Johnston
- Department of Pediatrics, Yale University School of Medicine, New Haven, CT, United States.
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Luxford JC, Cheng TL, Mervis J, Anderson J, Clarke J, Croker S, Nusem E, Bray L, Gunasekera H, Scott KM. An Opportunity to See the Heart Defect Physically: Medical Student Experiences of Technology-Enhanced Learning with 3D Printed Models of Congenital Heart Disease. MEDICAL SCIENCE EDUCATOR 2023; 33:1095-1107. [PMID: 37886275 PMCID: PMC10597946 DOI: 10.1007/s40670-023-01840-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 07/17/2023] [Indexed: 10/28/2023]
Abstract
Three-dimensional (3D) printing is increasingly used in medical education and paediatric cardiology. A technology-enhanced learning (TEL) module was designed to accompany 3D printed models of congenital heart disease (CHD) to aid in the teaching of medical students. There are few studies evaluating the attitudes and perceptions of medical students regarding their experience of learning about CHD using 3D printing. This study aimed to explore senior medical students' experiences in learning about paediatric cardiology through a workshop involving 3D printed models of CHD supported by TEL in the form of online case-based learning. A mixed-methods evaluation was undertaken involving a post-workshop questionnaire (n = 94 students), and focus groups (n = 16 students). Focus group and free-text questionnaire responses underwent thematic analysis. Questionnaire responses demonstrated widespread user satisfaction; 91 (97%) students agreed that the workshop was a valuable experience. The highest-level satisfaction was for the physical 3D printed models, the clinical case-based learning, and opportunity for peer collaboration. Thematic analysis identified five key themes: a variable experience of prior learning, interplay between physical and online models, flexible and novel workshop structure, workshop supported the learning outcomes, and future opportunities for learning using 3D printing. A key novel finding was that students indicated the module increased their confidence to teach others about CHD and recommended expansion to other parts of the curriculum. 3D printed models of CHD are a valuable learning resource and contribute to the richness and enjoyment of medical student learning, with widespread satisfaction. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-023-01840-w.
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Affiliation(s)
- Jack C. Luxford
- Faculty of Medicine and Health, Children’s Hospital Westmead Clinical School, The University of Sydney, Sydney, NSW Australia
- Heart Centre for Children, The Children’s Hospital at Westmead, Sydney, Australia
| | - Tegan L. Cheng
- Sydney School of Health Sciences, The University of Sydney, Sydney, NSW Australia
- EPIC Lab, The Children’s Hospital at Westmead, Sydney, Australia
| | - Jonathan Mervis
- Heart Centre for Children, The Children’s Hospital at Westmead, Sydney, Australia
| | - Jennifer Anderson
- Faculty of Medicine and Health, Children’s Hospital Westmead Clinical School, The University of Sydney, Sydney, NSW Australia
| | - Jillian Clarke
- Discipline of Medical Imaging, Faculty of Medicine and Health, The University of Sydney, Sydney, NSW Australia
| | - Sarah Croker
- School of Medical Sciences, Faculty of Medicine and Health, The University of Sydney, Sydney, NSW Australia
| | - Erez Nusem
- School of Architecture, The University of Queensland, Brisbane, QLD Australia
| | - Liam Bray
- Faculty of Architecture, Design and Planning, The University of Sydney, Sydney, NSW Australia
| | - Hasantha Gunasekera
- Faculty of Medicine and Health, Children’s Hospital Westmead Clinical School, The University of Sydney, Sydney, NSW Australia
| | - Karen M. Scott
- Faculty of Medicine and Health, Children’s Hospital Westmead Clinical School, The University of Sydney, Sydney, NSW Australia
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Draschkow D, Anderson NC, David E, Gauge N, Kingstone A, Kumle L, Laurent X, Nobre AC, Shiels S, Võ MLH. Using XR (Extended Reality) for Behavioral, Clinical, and Learning Sciences Requires Updates in Infrastructure and Funding. POLICY INSIGHTS FROM THE BEHAVIORAL AND BRAIN SCIENCES 2023; 10:317-323. [PMID: 37900910 PMCID: PMC10602770 DOI: 10.1177/23727322231196305] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/31/2023]
Abstract
Extended reality (XR, including augmented and virtual reality) creates a powerful intersection between information technology and cognitive, clinical, and education sciences. XR technology has long captured the public imagination, and its development is the focus of major technology companies. This article demonstrates the potential of XR to (1) deliver behavioral insights, (2) transform clinical treatments, and (3) improve learning and education. However, without appropriate policy, funding, and infrastructural investment, many research institutions will struggle to keep pace with the advances and opportunities of XR. To realize the full potential of XR for basic and translational research, funding should incentivize (1) appropriate training, (2) open software solutions, and (3) collaborations between complementary academic and industry partners. Bolstering the XR research infrastructure with the right investments and incentives is vital for delivering on the potential for transformative discoveries, innovations, and applications.
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Affiliation(s)
- Dejan Draschkow
- Oxford Centre for Human Brain Activity, Wellcome Centre for Integrative Neuroimaging, University of Oxford, Oxford, UK
- Department of Experimental Psychology, University of Oxford, Oxford, UK
| | - Nicola C. Anderson
- Department of Psychology, University of British Columbia, Vancouver, Canada
| | - Erwan David
- Department of Psychology, Scene Grammar Lab, Goethe University Frankfurt, Frankfurt am Main, Germany
| | - Nathan Gauge
- OxSTaR Oxford Simulation Teaching and Research, Nuffield Department of Clinical Neurosciences, University of Oxford, Oxford, UK
| | - Alan Kingstone
- Department of Psychology, University of British Columbia, Vancouver, Canada
| | - Levi Kumle
- Oxford Centre for Human Brain Activity, Wellcome Centre for Integrative Neuroimaging, University of Oxford, Oxford, UK
- Department of Experimental Psychology, University of Oxford, Oxford, UK
| | - Xavier Laurent
- Centre for Teaching and Learning, University of Oxford, Oxford, UK
| | - Anna C. Nobre
- Oxford Centre for Human Brain Activity, Wellcome Centre for Integrative Neuroimaging, University of Oxford, Oxford, UK
- Department of Experimental Psychology, University of Oxford, Oxford, UK
- Wu Tsai Institute, Yale University, New Haven, USA
| | - Sally Shiels
- OxSTaR Oxford Simulation Teaching and Research, Nuffield Department of Clinical Neurosciences, University of Oxford, Oxford, UK
| | - Melissa L.-H. Võ
- Department of Psychology, Scene Grammar Lab, Goethe University Frankfurt, Frankfurt am Main, Germany
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12
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Hege I, Adler M, Donath D, Durning SJ, Edelbring S, Elvén M, Bogusz A, Georg C, Huwendiek S, Körner M, Kononowicz AA, Parodis I, Södergren U, Wagner FL, Wiegleb Edström D. Developing a European longitudinal and interprofessional curriculum for clinical reasoning. Diagnosis (Berl) 2023; 10:218-224. [PMID: 36800998 DOI: 10.1515/dx-2022-0103] [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: 09/23/2022] [Accepted: 01/24/2023] [Indexed: 02/19/2023]
Abstract
Clinical reasoning is a complex and crucial ability health professions students need to acquire during their education. Despite its importance, explicit clinical reasoning teaching is not yet implemented in most health professions educational programs. Therefore, we carried out an international and interprofessional project to plan and develop a clinical reasoning curriculum with a train-the-trainer course to support educators in teaching this curriculum to students. We developed a framework and curricular blueprint. Then we created 25 student and 7 train-the-trainer learning units and we piloted 11 of these learning units at our institutions. Learners and faculty reported high satisfaction and they also provided helpful suggestions for improvements. One of the main challenges we faced was the heterogeneous understanding of clinical reasoning within and across professions. However, we learned from each other while discussing these different views and perspectives on clinical reasoning and were able to come to a shared understanding as the basis for developing the curriculum. Our curriculum fills an important gap in the availability of explicit clinical reasoning educational materials both for students and faculty and is unique with having specialists from different countries, schools, and professions. Faculty time and time for teaching clinical reasoning in existing curricula remain important barriers for implementation of clinical reasoning teaching.
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Affiliation(s)
- Inga Hege
- Medical Education Sciences, University of Augsburg, Augsburg, Germany
| | | | - Daniel Donath
- Faculty of Medicine and Health, EDU Higher Education Institute, Kalkara, Malta
| | - Steven J Durning
- Uniformed Services University of the Health Sciences, Bethesda, USA
| | | | - Maria Elvén
- School of Health Sciences, Örebro University, Örebro, Sweden
- School of Health, Care and Social Welfare, Mälardalen University, Örebro, Sweden
| | - Ada Bogusz
- Jagiellonian University Medical College, Kraków, Poland
| | - Carina Georg
- Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Stockholm, Sweden
| | - Sören Huwendiek
- Department for Assessment and Evaluation, Institute for Medical Education, Bern, Switzerland
| | - Melina Körner
- Medical Education Sciences, University of Augsburg, Augsburg, Germany
| | | | - Ioannis Parodis
- Division of Rheumatology, Department of Medicine Solna, Karolinska Institutet and Karolinska University Hospital, Stockholm, Sweden
- Department of Rheumatology, Faculty of Medicine and Health, Örebro University, Örebro, Sweden
| | | | - Felicitas L Wagner
- Department for Assessment and Evaluation, Institute for Medical Education, Bern, Switzerland
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Grieve NJ, Cranston KD, Jung ME. Examining the Effectiveness of an E-Learning Training Course for Coaches of a Type 2 Diabetes Prevention Program. JOURNAL OF TECHNOLOGY IN BEHAVIORAL SCIENCE 2023:1-11. [PMID: 37362065 PMCID: PMC10191814 DOI: 10.1007/s41347-023-00316-3] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/12/2023] [Revised: 03/07/2023] [Accepted: 04/10/2023] [Indexed: 06/28/2023]
Abstract
Small Steps for Big Changes (SSBC) is a community-based diabetes prevention program (DPP). SSBC utilizes a motivational interviewing (MI) informed counseling style to deliver a structured diet and exercise curriculum to empower healthy behavioral modifications and prevent type 2 diabetes (T2D). An electronic learning (e-learning) platform to train SSBC coaches was developed to improve flexibility, reach, and accessibility. While e-learning has shown to be an effective mode of teaching content to health professionals, less is known in the context of DPP coaches. This study aimed to assess the effectiveness of the SSBC e-learning course. Twenty coaches (eleven fitness staff personnel and nine university students) were recruited through existing fitness facilities to participate in the online SSBC coach training which included completing pre- and post-training questionnaires, seven online modules of content and a mock client session. Knowledge regarding MI (Mpre = 3.30 ± 1.95, Mpost = 5.90 ± 1.29; p < 0.01), SSBC content (Mpre = 5.15 ± 2.23, Mpost = 8.60 ± 0.94; p < 0.01), and T2D (Mpre = 6.95 ± 1.57, Mpost = 8.25 ± 0.72; p < 0.01), and self-efficacy to deliver the program (Mpre = 7.93 ± 1.51, Mpost = 9.01 ± 1.00; p < 0.01) all significantly increased from pre- to post e-learning training. Participants reported positively on the user satisfaction and feedback questionnaire with a mean score of 4.58/5 (SD = 0.36). These findings suggest e-learning platforms are a promising mode to improve DPP coaches' knowledge, counseling skills, and to bolster confidence in program delivery with high levels of satisfaction. E-learning to train DPP coaches allows for effective and feasible expansion of DPP's, ultimately permitting more reach to adults living with prediabetes. Supplementary Information The online version contains supplementary material available at 10.1007/s41347-023-00316-3.
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Affiliation(s)
- Natalie J. Grieve
- School of Health and Exercise Sciences, University of British Columbia, Okanagan Campus, Kelowna, Canada
| | - Kaela D. Cranston
- School of Health and Exercise Sciences, University of British Columbia, Okanagan Campus, Kelowna, Canada
| | - Mary E. Jung
- School of Health and Exercise Sciences, University of British Columbia, Okanagan Campus, Kelowna, Canada
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Seyi-Olajide JO, Ma X, Guadagno E, Ademuyiwa A, Poenaru D. Screening methods for congenital anomalies in low and lower-middle income countries: A systematic review. J Pediatr Surg 2023; 58:986-993. [PMID: 36822972 DOI: 10.1016/j.jpedsurg.2023.01.038] [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: 01/08/2023] [Accepted: 01/10/2023] [Indexed: 01/26/2023]
Abstract
INTRODUCTION Surgically correctable congenital anomalies are responsible for a significant burden of morbidity and mortality in children from low-and lower-middle-income countries (LMICs). Early identification through fetal and neonatal screening is critical to reducing death and disability. This study aims to identify feasible screening methods for surgically correctable congenital anomalies in LMICs. METHODS A systematic search looking at screening for congenital anomalies in LMIC was conducted in seven databases from 2000 until May 25, 2020, with no language restriction. All articles discussing screening methods for surgically correctable congenital anomalies in LMICs were included. Articles were screened by two independent contributors using Rayyan software, with a third contributor resolving conflicts. Feasibility of the screening method and its risk of bias were assessed using the MINORS scale. RESULTS Of 3473 articles, 24 were included in the full-text review. Nine screening methods (three prenatal and six postnatal) were identified - the most frequently utilized being physician clinical examination (45.8%), pulse oximetry (33.3%) and fetal ultrasound (20.8%). The use of a birth defect picture toolkit was the most feasible screening method. The risk of bias scale yielded an average of 11.9 points, which corresponds to a moderate level of bias. CONCLUSION Despite clear benefits, prenatal and neonatal screening methods are infrequently used in LMICs to identify surgically correctable congenital anomalies in neonates, likely due to financial, material, and human resource constraints. Further research into the development of low-cost feasible methods is needed within these settings. PROSPERO REGISTRATION NUMBER CRD42020192051. TYPE OF STUDY Systematic review. LEVEL OF EVIDENCE IV.
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Affiliation(s)
- Justina O Seyi-Olajide
- Pediatric Surgery Unit, Department of Surgery, Lagos University Teaching Hospital, Lagos, Nigeria.
| | - Xiya Ma
- Harvey E. Beardmore Division of Pediatric Surgery, The Montreal Children's Hospital, McGill University Health Centre, Montreal, QC, Canada; Division of Plastic Surgery, Universite de Montreal, Montreal, QC, Canada
| | - Elena Guadagno
- Harvey E. Beardmore Division of Pediatric Surgery, The Montreal Children's Hospital, McGill University Health Centre, Montreal, QC, Canada
| | - Adesoji Ademuyiwa
- Pediatric Surgery Unit, Department of Surgery, Lagos University Teaching Hospital, Lagos, Nigeria; Department of Surgery, College of Medicine, University of Lagos, Lagos, Nigeria
| | - Dan Poenaru
- Harvey E. Beardmore Division of Pediatric Surgery, The Montreal Children's Hospital, McGill University Health Centre, Montreal, QC, Canada
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Windram JD, Neal A, McMahon CJ. Evolution in Congenital Cardiology Education: The Rise of Digital-Learning Tools. CJC PEDIATRIC AND CONGENITAL HEART DISEASE 2023; 2:93-102. [PMID: 37970528 PMCID: PMC10642146 DOI: 10.1016/j.cjcpc.2022.12.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/30/2022] [Accepted: 12/23/2022] [Indexed: 11/17/2023]
Abstract
Technology-enhanced learning is now an established part of medical education due to its ready availability and on-demand nature. This offers new opportunities but also challenges to both learners and teachers. This review outlines the current use of social media tools and online resources in medical education with a particular emphasis on congenital cardiology. It provides strategies to the reader on how to optimize learning in the digital environment and offers guidance on how such tools can be incorporated into routine educational practice. Suggestions for developing and assessing educational material online are discussed. Lastly, the concepts of digital professionalism and digital scholarship are explored to aid medical teachers and educators employ these technologies effectively into their teaching and career development.
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Affiliation(s)
- Jonathan D. Windram
- Department of Cardiology, Mazankowski Heart Institute, University of Alberta, Edmonton, Alberta, Canada
| | - Ashley Neal
- Department of Pediatric Cardiology, Cincinnati Children’s Hospital, Cincinnati, Ohio, USA
| | - Colin J. McMahon
- Department of Pediatric Cardiology, Children’s Health Ireland, Crumlin, Dublin 12, Ireland
- School of Medicine, University College Dublin, Belfield, Dublin 4, Ireland
- School of Health Professions Education, Maastricht University, Maastricht, the Netherlands
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16
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Technology-enhanced trauma training in low-resource settings: A scoping review and feasibility analysis of educational technologies. J Pediatr Surg 2023; 58:955-963. [PMID: 36828675 DOI: 10.1016/j.jpedsurg.2023.01.039] [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: 01/09/2023] [Accepted: 01/10/2023] [Indexed: 01/21/2023]
Abstract
BACKGROUND Lack of training contributes to the burden of trauma-related mortality and morbidity in low- and lower-middle-income countries (LMICs). Educational technologies present a unique opportunity to enhance the quality of trauma training. Therefore, this study reviews current technologies used in trauma courses and evaluates their feasibility for LMICs. METHODS We conducted a scoping review evaluating the learning outcomes of technology-enhanced training in general trauma assessment, team skills or any procedures covered in the 2020 Advanced Trauma Life Support® program. Based on the Technology-Enhanced Learning criteria, we created and applied a feasibility analysis tool to evaluate the technologies for use in LMICs. RESULTS We screened 6471 articles and included 64. Thirty-four (45%) articles explored training in general trauma assessment, 28 (37%) in team skills, and 24 (32%) in procedures. The most common technologies were high-fidelity mannequins (60%), video-assisted debriefing (19%), and low-fidelity mannequins (13%). Despite their effectiveness, high-fidelity mannequins ranked poorly in production, maintenance, cost, and reusability categories, therefore being poorly suited for LMICs. Virtual simulation and digital courses had the best feasibility scores, but still represented a minority of articles in our review. CONCLUSION To our knowledge, this is the first study to perform a feasibility analysis of trauma training technologies in the LMIC context. We identified that the majority of trauma courses in the literature use technologies which are less suitable for LMICs. Given the urgent need for pediatric trauma training, educators must use technologies that optimize learning outcomes and remain feasible for low-resource settings. LEVEL OF EVIDENCE IV.
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Andersson ML, Duch P, Bessmann EL, Lundstrøm LH, Ekelund K. Preparing for obstetric anaesthesia-An educational randomised controlled trial comparing e-learning to written course material. Acta Anaesthesiol Scand 2023; 67:36-43. [PMID: 36112027 PMCID: PMC10092133 DOI: 10.1111/aas.14148] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2022] [Revised: 07/01/2022] [Accepted: 08/29/2022] [Indexed: 12/29/2022]
Abstract
BACKGROUND E-learning is increasingly used in postgraduate medical education. Its numerous benefits include an enhanced learning experience through learning style individualisation, interactive elements, and assessment through tests and quizzes. Current meta-analyses conclude that the overall effectiveness of e-learning is comparable to traditional teaching modalities. However, studies demonstrating its benefits are heterogeneous and of varying quality. This randomised controlled trial aims to investigate whether contemporary e-learning completed prior to a course in obstetric anaesthesia prepares the course participants better than self-study of written course material. METHODS A randomised controlled trial allocated second-year resident anaesthetists to receive either e-learning in postpartum haemorrhage and written course material in preeclampsia or e-learning in preeclampsia and written course material in postpartum haemorrhage, prior to a compulsory course in obstetric anaesthesia. The primary outcome was knowledge after completion of e-learning before the course, assessed by type X multiple-choice questions with a score ranging from zero to 35. The secondary outcomes were anxiety level before course simulations, performance during course simulations, and knowledge four and 12 weeks after the course. RESULTS The per protocol analysis of the primary outcome included 45 participants and demonstrated a mean difference of 1.8 (95% CI 0.7-2.9; p = .002) in knowledge after completion of e-learning before the course, in favour of e-learning compared to written course material. There were no statistically significant differences in the secondary outcomes. CONCLUSION This blinded parallel group randomised controlled trial found a numerically small but statistically significant difference in knowledge favouring e-learning over written course material.
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Affiliation(s)
- Mette Legaard Andersson
- Department of Anaesthesiology and Intensive Care, Odense University Hospital, Odense C, Denmark
| | - Patricia Duch
- Department of Anaesthesiology and Intensive Care, Nordsjaellands Hospital, Hilleroed, Denmark
| | - Ebbe Lahn Bessmann
- Copenhagen Academy for Medical Education and Simulation, Copenhagen, Denmark
| | - Lars Hyldborg Lundstrøm
- Department of Anaesthesiology and Intensive Care, Nordsjaellands Hospital, Hilleroed, Denmark.,Department of Clinical Medicine, Copenhagen University, Copenhagen, Denmark
| | - Kim Ekelund
- Copenhagen Academy for Medical Education and Simulation, Copenhagen, Denmark.,Department of Anaesthesia, Juliane Marie Center, Rigshospitalet, Copenhagen, Denmark
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Gianotto I, Coutts A, Pérez-Pachón L, Gröning F. Evaluating a Photogrammetry-Based Video for Undergraduate Anatomy Education. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2023; 1421:63-78. [PMID: 37524984 DOI: 10.1007/978-3-031-30379-1_4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/02/2023]
Abstract
Modern anatomy education has benefitted from the development of a wide range of digital 3D resources in the past decades, but the impact of the COVID-19 pandemic has sparked an additional demand for high-quality online learning resources. Photogrammetry provides a low-cost technique for departments to create their own photo-realistic 3D models of cadaveric specimens. However, to ensure accessibility, the design of the resulting learning resources should be carefully considered. We aimed to address this by creating a video based on a photogrammetry model of a cadaveric human lung. Students evaluated three different versions of this video in a Likert-type online survey. Most responding students found this type of video useful for their learning and helpful for the identification of anatomical structures in real cadaveric specimens. Respondents also showed a preference for specific design features such as a short video length, white text on black background, and the presence of captions. The positive student feedback is promising for the future development of photogrammetry-based videos for anatomy education and this study has provided pilot data to improve the accessibility of such videos.
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Affiliation(s)
- Irene Gianotto
- School of Medicine, Medical Sciences and Nutrition, University of Aberdeen, Aberdeen, UK
| | - Alexander Coutts
- School of Medicine, Medical Sciences and Nutrition, University of Aberdeen, Aberdeen, UK
| | - Laura Pérez-Pachón
- School of Medicine, Medical Sciences and Nutrition, University of Aberdeen, Aberdeen, UK
| | - Flora Gröning
- School of Medicine, Medical Sciences and Nutrition, University of Aberdeen, Aberdeen, UK.
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Murray S, Trinder K, Kolbenson L, Katulka J, Olszynski P. Virtual Supervision of Third Year Medical Students Using Handheld POCUS Devices and Cloud-based Image Archiving Provides Opportunity for Feedback and Skill Improvement. POCUS JOURNAL 2023; 8:60-64. [PMID: 37152344 PMCID: PMC10155719 DOI: 10.24908/pocus.v8i1.16195] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 05/09/2023]
Abstract
Background : Feedback on Point of Care Ultrasound (POCUS) skills is essential for skill development. Providing feedback can be difficult in a large province with several distributed medical education sites. Use of handheld POCUS devices and a cloud-based image archiving enables virtual supervision. We evaluated the quality of uploaded images as well as feedback provided to students. Methods: Volunteer third year students were given access to handheld POCUS devices at various training sites. Students were encouraged to upload educational POCUS scans to their accounts where they would then receive feedback from faculty. Subsequently, images that met inclusion criteria were randomized and reviewed by a blinded expert using a global rating scale. Feedback was also analyzed. Finally, students completed a questionnaire on their technology-enhanced POCUS learning experience. Results: An independent-sampled t-test comparing mean ratings for initial images submitted prior to any feedback with those submitted after three rounds of feedback showed significant effect on image scores (2.60 vs 3.50, p = .040, d = .93). Feedback included 4 performance domains (indications, image generation, interpretation, and integration). Students found the technology easy to use and felt feedback was tailored to their learning needs. Conclusions: We observed that virtual feedback provided to medical students through a cloud-based work platform can be effective for enhancing POCUS skills.
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Affiliation(s)
- Sydney Murray
- College of Medicine, University of SaskatchewanSaskatoon, SKCanada
| | - Krista Trinder
- College of Medicine, University of SaskatchewanSaskatoon, SKCanada
| | - Linden Kolbenson
- Department of Medicine, University of SaskatchewanSaskatoon, SKCanada
| | - Jeremy Katulka
- Department of Medicine, University of SaskatchewanSaskatoon, SKCanada
| | - Paul Olszynski
- Department of Emergency Medicine, University of SaskatchewanSaskatoon, SKCanada
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Kuhlman PD, Williams D, Russell G, Amornmarn A, Harbaugh J, Woods R, Lycan TW. Just-in-Time Teaching (JiTT) Screencasts: a Randomized Controlled Trial of Asynchronous Learning on an Inpatient Hematology-Oncology Teaching Service. JOURNAL OF CANCER EDUCATION : THE OFFICIAL JOURNAL OF THE AMERICAN ASSOCIATION FOR CANCER EDUCATION 2022; 37:1711-1718. [PMID: 33961204 PMCID: PMC8102147 DOI: 10.1007/s13187-021-02016-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 04/13/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND The efficacy of just-in-time teaching (JiTT) screencasts for graduate medical education on an inpatient adult hematology-oncology service (HOS) setting is not known. Our preceding pilot data identified six high-yield topics for this setting. The study objective was to evaluate screencast educational efficacy. METHODS Internal medicine residents scheduled to start a rotation on the primary HOS of an academic medical center were eligible for this parallel, unblinded, randomized controlled trial with concealed allocation. Participants underwent block randomization to the usual educational curriculum either with or without access to a series of novel screencasts; all participants received an anonymous online end-of-rotation survey and a $20 gift certificate upon completion. The primary outcome was the change in attitude among learners, measured as their self-reported confidence for managing the clinical topics. RESULTS From 12/9/2019 through 6/15/2020, accrual was completed with 67 of 78 eligible residents (86%) enrolled and randomized. Analysis was by intention-to-treat and participant response rate was 91%. Sixty-four percent of residents in the treatment arm rated their clinical management comfort level as "comfortable" or "very comfortable" versus 21% of residents in the usual education arm (p = 0.001), estimated difference = 43% (95% CI: 21-66%), using a prespecified cumulative cutoff score. Treatment arm participants reported that the screencasts improved medical oncology knowledge base (100%), would improve their care for cancer patients (92%), and had an enjoyable format (96%). CONCLUSION Residents on a busy inpatient HOS found that a JiTT screencast increased clinical comfort level in the management of HOS-specific patient problems.
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Affiliation(s)
- Patrick D Kuhlman
- Department of Internal Medicine, Wake Forest School of Medicine, Winston-Salem, NC, USA
| | - Donna Williams
- Department of Internal Medicine, Wake Forest School of Medicine, Winston-Salem, NC, USA
| | - Gregory Russell
- Department of Biostatistical Sciences, Wake Forest School of Medicine, Winston-Salem, NC, USA
| | - Amy Amornmarn
- Department of Internal Medicine, Wake Forest School of Medicine, Winston-Salem, NC, USA
| | - Joshua Harbaugh
- Department of Internal Medicine, Medical University of South Carolina, Charleston, SC, USA
| | - Ryan Woods
- Department of Internal Medicine, Wake Forest School of Medicine, Winston-Salem, NC, USA
| | - Thomas W Lycan
- Department of Internal Medicine, Wake Forest School of Medicine, Winston-Salem, NC, USA.
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21
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Puri S, Guckian J, Elshimy N. Technology-enhanced learning interventions on skin of colour dermatology for dermatology trainees and fellows: are they effective or sustainable? Clin Exp Dermatol 2022; 48:llac084. [PMID: 36763737 DOI: 10.1093/ced/llac084] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/21/2022] [Indexed: 01/22/2023]
Abstract
Recent shifts towards synchronous online learning and raised awareness of ethnic inequalities in health have resulted in the establishment of frequent 'one-off' technology-enhanced learning (TEL) initiatives on diversity issues. There is little established evidence regarding the efficacy or sustainability of such interventions. We designed a prospective cohort pilot study including 14 dermatology registrars and fellows and delivered a TEL programme focusing on central centrifugal cicatricial alopecia and keloid scarring. Information was collected on the existing competence and confidence of our cohort about managing these conditions, as well as the short-term and long-term impact of our intervention. Following our programme, participant knowledge improved transiently, but was not sustainable 6 weeks later. Over half of participants were not confident in adopting newly acquired knowledge on skin of colour into practice. Results demonstrate a disparity between how effective one-off education initiatives are perceived vs. actual benefit. More systemic solutions may be warranted.
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22
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McNamara L, Scott K, Boyd RN, Farmer E, Webb A, Bosanquet M, Nguyen K, Novak I. Can web-based implementation interventions improve physician early diagnosis of cerebral palsy? Protocol for a 3-arm parallel superiority randomised controlled trial and cost-consequence analysis comparing adaptive and non-adaptive virtual patient instructional designs with control to evaluate effectiveness on physician behaviour, diagnostic skills and patient outcomes. BMJ Open 2022; 12:e063558. [PMID: 36410832 PMCID: PMC9680174 DOI: 10.1136/bmjopen-2022-063558] [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] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Abstract
INTRODUCTION Cerebral palsy (CP) is the most common childhood physical disability. Accurate diagnosis before 6 months is possible using predictive tools and decision-making skills. Yet diagnosis is typically made at 12-24 months of age, hindering access to early interventions that improve functional outcomes. Change in practice is required for physicians in key diagnostic behaviours. This study aims to close the identified research-practice gap and increase accurate CP diagnosis before 6 months of age through tailored web-based implementation interventions. This trial will determine whether adaptive e-learning using virtual patients, targeting CP diagnostic behaviours and clinical decision-making skills, effectively changes physician behaviour and practice compared with non-adaptive e-learning instructional design or control. METHODS AND ANALYSIS This study is a 3-arm parallel superiority randomised controlled trial of two tailored e-learning interventions developed to expedite physician CP diagnosis. The trial will compare adaptive (arm 1) and non-adaptive (arm 2) instructional designs with waitlist control (arm 3) to evaluate change in physician behaviour, skills and diagnostic practice. A sample size of 275 paediatric physicians enables detection of small magnitude effects (0.2) of primary outcomes between intervention comparators with 90% power (α=0.05), allowing for 30% attrition. Barrier analysis, Delphi survey, Behaviour Change Wheel and learning theory frameworks guided the intervention designs. Adaptive and non-adaptive video and navigation sequences utilising virtual patients and clinical practice guideline content were developed, integrating formative key features assessment targeting clinical decision-making skills relative to CP diagnosis.Physician outcomes will be evaluated based on postintervention key feature examination scores plus preintervention/postintervention behavioural intentions and practice measures. Associations with CP population registers will evaluate real-world diagnostic patient outcomes. Intervention costs will be reported in a cost-consequence analysis from funders' and societal perspectives. ETHICS AND DISSEMINATION Ethics approved from The University of Sydney (Project number 2021/386). Results will be disseminated through peer-reviewed journals and scientific conferences. TRIAL REGISTRATION NUMBER Australian New Zealand Clinical Trials Registry: ACTRN 12622000184774.
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Affiliation(s)
- Lynda McNamara
- Children's Hospital Westmead Clinical School, The University of Sydney, Westmead, New South Wales, Australia
| | - Karen Scott
- Discipline of Child and Adolescent Health, Children's Hospital Westmead Clinical School, The University of Sydney, Westmead, New South Wales, Australia
| | - Roslyn N Boyd
- Queensland Cerebral Palsy and Rehabilitation Research Centre, Child Health Research Centre, The University of Queensland, South Brisbane, Queensland, Australia
| | - Elizabeth Farmer
- Graduate School of Medicine, University of Wollongong, Wollongong, New South Wales, Australia
| | - Annabel Webb
- Faculty of Medicine and Health, The University of Sydney, Sydney, New South Wales, Australia
| | - Margot Bosanquet
- Paediatric Department, Townsville Hospital and Health Service District (THHS), Townsville, Queensland, Australia
| | - Kim Nguyen
- Faculty of Medicine, Centre for Health Service Research, The University of Queensland, Woolloongabba, Queensland, Australia
| | - Iona Novak
- Faculty of Medicine and Health, The University of Sydney, Sydney, New South Wales, Australia
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Salazar D, Thompson M, Rosen A, Zuniga J. Using 3D Printing to Improve Student Education of Complex Anatomy: a Systematic Review and Meta-analysis. MEDICAL SCIENCE EDUCATOR 2022; 32:1209-1218. [PMID: 36276759 PMCID: PMC9583986 DOI: 10.1007/s40670-022-01595-w] [Citation(s) in RCA: 11] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/15/2022] [Indexed: 05/29/2023]
Abstract
Objective Additive manufacturing has played an increasingly important role in the field of health care. One of the most recent applications has been the development of 3D printed anatomical models specifically to improve student education. The purpose of this review was to assess the potential for 3D printed models to improve understanding of complex anatomy in undergraduate and medical/professional students. Methods A systematic review was performed to investigate the different implementations of 3D printed anatomical models in educational curricula. In addition, a meta-analysis was conducted to assess the differences in comprehension between students who received 3D printed models as part of their instruction and those taught with traditional methods. Results Of the 10 groups included in the meta-analysis, students whose educational experience included a 3D printed model scored roughly 11% better on objective assessments compared to students who did not use such models (Hedge's g = 0.742, p < 0.001). Conclusion Based on these findings, the use of 3D printed anatomical models as a method of education is likely to improve students' understanding of complex anatomical structures.
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Affiliation(s)
- David Salazar
- Department of Biomechanics, University of Nebraska at Omaha, 6160 University Dr S, Omaha, NE 68182 USA
| | - Michael Thompson
- Department of Biomechanics, University of Nebraska at Omaha, 6160 University Dr S, Omaha, NE 68182 USA
| | - Adam Rosen
- School of Health and Kinesiology, University of Nebraska at Omaha, 6160 University Dr S, Omaha, NE 68182 USA
| | - Jorge Zuniga
- Department of Biomechanics, University of Nebraska at Omaha, 6160 University Dr S, Omaha, NE 68182 USA
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Hess O, Qian J, Bruce J, Wang E, Rodriguez S, Haber N, Caruso TJ. Communication Skills Training Using Remote Augmented Reality Medical Simulation: a Feasibility and Acceptability Qualitative Study. MEDICAL SCIENCE EDUCATOR 2022; 32:1005-1014. [PMID: 35966166 PMCID: PMC9362415 DOI: 10.1007/s40670-022-01598-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 07/15/2022] [Indexed: 06/15/2023]
Abstract
INTRODUCTION Augmented reality (AR) has promise as a clinical teaching tool, particularly for remote learning. The Chariot Augmented Reality Medical (CHARM) simulator integrates real-time communication into a portable medical simulator with a holographic patient and monitor. The primary aim was to analyze feedback from medical and physician assistant students regarding acceptability and feasibility of the simulator. METHODS Using the CHARM simulator, we created an advanced cardiovascular life support (ACLS) simulation scenario. After IRB approval, preclinical medical and physician assistant students volunteered to participate from August to September 2020. We delivered augmented reality headsets (Magic Leap One) to students before the study. Prior to the simulation, via video conference, we introduced students to effective communication skills during a cardiac arrest. Participants then, individually and remotely from their homes, synchronously completed an instructor-led ACLS AR simulation in groups of three. After the simulation, students participated in a structured focus group using a qualitative interview guide. Our study team coded their responses and interpreted them using team-based thematic analysis. RESULTS Eighteen medical and physician assistant students participated. We identified four domains that reflected trainee experiences: experiential satisfaction, learning engagement, technology learning curve, and opportunities for improvement. Students reported that the simulator was acceptable and enjoyable for teaching trainees communication skills; however, there were some technical difficulties associated with initial use. CONCLUSION This study suggests that multiplayer AR is a promising and feasible approach for remote medical education of communication skills during medical crises. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-022-01598-7.
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Affiliation(s)
- Olivia Hess
- Department of Anesthesiology, Perioperative, and Pain Medicine, Stanford University School of Medicine, 300 Pasteur Way, H3580, MC 5640, Stanford, 94304 CA USA
| | - Jimmy Qian
- Department of Anesthesiology, Perioperative, and Pain Medicine, Stanford University School of Medicine, 300 Pasteur Way, H3580, MC 5640, Stanford, 94304 CA USA
| | - Janine Bruce
- Department of Anesthesiology, Perioperative, and Pain Medicine, Stanford University School of Medicine, 300 Pasteur Way, H3580, MC 5640, Stanford, 94304 CA USA
- Department of Pediatrics, Stanford University School of Medicine, Stanford, CA USA
| | - Ellen Wang
- Department of Anesthesiology, Perioperative, and Pain Medicine, Stanford University School of Medicine, 300 Pasteur Way, H3580, MC 5640, Stanford, 94304 CA USA
| | - Samuel Rodriguez
- Department of Anesthesiology, Perioperative, and Pain Medicine, Stanford University School of Medicine, 300 Pasteur Way, H3580, MC 5640, Stanford, 94304 CA USA
| | - Nick Haber
- Department of Anesthesiology, Perioperative, and Pain Medicine, Stanford University School of Medicine, 300 Pasteur Way, H3580, MC 5640, Stanford, 94304 CA USA
- Stanford University Graduate School of Education, Stanford, CA USA
| | - Thomas J. Caruso
- Department of Anesthesiology, Perioperative, and Pain Medicine, Stanford University School of Medicine, 300 Pasteur Way, H3580, MC 5640, Stanford, 94304 CA USA
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Al-Riyami AZ, Peterson D, Vanden Broeck J, Das S, Saxon B, Lin Y, Rahimi-Levene N, So-Osman C, Stanworth S. E-learning/online education in transfusion medicine: A cross-sectional international survey. Transfus Med 2022; 32:499-504. [PMID: 36169016 DOI: 10.1111/tme.12920] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/17/2022] [Revised: 08/03/2022] [Accepted: 09/11/2022] [Indexed: 11/30/2022]
Abstract
OBJECTIVES This survey aims to assess the scope of transfusion e-learning courses in blood establishments and transfusion services internationally. BACKGROUND E-learning/online education is increasingly used in the education of medical professionals. There is limited published data on the use of e-learning for transfusion medicine. MATERIAL AND METHODS An International survey was designed and distributed to all members of the International Society of Blood Transfusion to assess utilisation of e-learning in their institutions. Descriptive statistics were used to summarise the results. RESULTS A total of 177 respondents participated, 68 of which had e-learning modules in their institutions. Approximately two-thirds of the courses were developed in-house (66%), and 63% are available to learners from outside the host institutions. In one-third of institutions, these courses were established during the COVID-19 pandemic, while 15% had used e-learning courses for more than 10 years. The courses target different audiences and topics ranging from blood donation to hemovigilance. The most common audiences were physicians (71%), laboratory scientists/technologists (69%) and transfusion practitioners (63%). Formal assessment of learning outcomes is used in 70% of the programs. CONCLUSIONS The survey demonstrates the widespread use of e-learning courses in transfusion education, with a substantial proportion being developed during the COVID-19 pandemic.
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Affiliation(s)
- Arwa Z Al-Riyami
- Department of Haematology, Sultan Qaboos University Hospital, Muscat, Oman
| | - David Peterson
- BloodSafe eLearning Australia, Women's and Children's Hospital, North Adelaide, Australia
| | - 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
| | - Soumya Das
- Department of Transfusion Medicine, All India Institute of Medical Sciences (AIIMS), Nagpur, India
| | - Ben Saxon
- Transfusion Policy and Education, Australian Red Cross Lifeblood, Adelaide, Australia
| | - Yulia Lin
- Sunnybrook Health Sciences Centre, University of Toronto, University of Toronto Quality in Utilization, Education and Safety in Transfusion (QUEST) Research Program, Toronto, Canada
| | | | - Cynthia So-Osman
- Unit Transfusion Medicine, Sanquin Blood Supply Foundation, Amsterdam, The Netherlands.,Department of Haematology, Erasmus Medical Center, Rotterdam, Netherlands
| | - Simon Stanworth
- NHSBT/Oxford University Hospitals NHS Trust, University of Oxford, Oxford, UK
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Fuller R, Goddard VCT, Nadarajah VD, Treasure-Jones T, Yeates P, Scott K, Webb A, Valter K, Pyorala E. Technology enhanced assessment: Ottawa consensus statement and recommendations. MEDICAL TEACHER 2022; 44:836-850. [PMID: 35771684 DOI: 10.1080/0142159x.2022.2083489] [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: 06/15/2023]
Abstract
INTRODUCTION In 2011, a consensus report was produced on technology-enhanced assessment (TEA), its good practices, and future perspectives. Since then, technological advances have enabled innovative practices and tools that have revolutionised how learners are assessed. In this updated consensus, we bring together the potential of technology and the ultimate goals of assessment on learner attainment, faculty development, and improved healthcare practices. METHODS As a material for the report, we used the scholarly publications on TEA in both HPE and general higher education, feedback from 2020 Ottawa Conference workshops, and scholarly publications on assessment technology practices during the Covid-19 pandemic. RESULTS AND CONCLUSION The group identified areas of consensus that remained to be resolved and issues that arose in the evolution of TEA. We adopted a three-stage approach (readiness to adopt technology, application of assessment technology, and evaluation/dissemination). The application stage adopted an assessment 'lifecycle' approach and targeted five key foci: (1) Advancing authenticity of assessment, (2) Engaging learners with assessment, (3) Enhancing design and scheduling, (4) Optimising assessment delivery and recording learner achievement, and (5) Tracking learner progress and faculty activity and thereby supporting longitudinal learning and continuous assessment.
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Affiliation(s)
- Richard Fuller
- Christie Education, The Christie NHS Foundation Trust, Manchester, UK
| | | | | | | | - Peter Yeates
- School of Medicine, University of Keele, Keele, UK
| | - Karen Scott
- Faculty of Medicine and Health, University of Sydney, Sydney, Australia
| | - Alexandra Webb
- College of Health and Medicine, Australian National University, Canberra, Australia
| | - Krisztina Valter
- John Curtin School of Medical Research, Australian National University, Canberra, Australia
| | - Eeva Pyorala
- Center for University Teaching and Learning, University of Helsinki, Helsinki, Finland
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Atta K, Passby L, Edwards S, Abu Baker K, El-Sbahi H, Kathrecha N, Mitchell B, Najim Z, Orr E, Phillips A, Soltan MA, Guckian J. Developing channel-based online teaching. CLINICAL TEACHER 2022; 19:264-269. [PMID: 35706386 DOI: 10.1111/tct.13509] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2021] [Revised: 05/03/2022] [Accepted: 05/17/2022] [Indexed: 11/28/2022]
Affiliation(s)
- Komal Atta
- Department of Medical Education, University Medical and Dental College, The University of Faisalabad, Faisalabad, Pakistan
| | - Lauren Passby
- Department of Dermatology, Worcestershire Acute Hospitals NHS Trust, Worcester, UK
| | - Sarah Edwards
- Emergency Department, University Hospitals of Leicester, Leicester Royal Infirmary, Leicester, UK
| | - Karmel Abu Baker
- Department of Medicine, University Hospitals of Leicester, Leicester, UK
| | - Hana El-Sbahi
- Department of Medicine, Princess Royal University Hospital, Kings College Hospital NHS Foundation Trust, London, UK
| | - Nisha Kathrecha
- Department of Medicine, Medway NHS Foundation Trust, Kent, UK
| | - Bethany Mitchell
- Department of Medicine, Liverpool University Hospitals NHS Foundation Trust, Liverpool, UK
| | - Zainab Najim
- Department of Anaesthesia, James Paget University Hospital NHS Foundation Trust, Great Yarmouth, UK
| | - Emily Orr
- Department of Medicine, University Hospitals Sussex NHS Foundation Trust, Brighton, UK
| | - Alexandra Phillips
- Department of Medicine, Cardiff and Vale University Health Board, Cardiff, UK
| | - Marina A Soltan
- Institute for Inflammation and Ageing, University of Birmingham, Birmingham, UK
| | - Jonathan Guckian
- Dermatology Department, Leeds Teaching Hospitals NHS Trust, Leeds, UK.,University of Sunderland School of Medicine, The University of Sunderland, Sunderland, UK
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Assessing the Impact of Interactive Educational Videos and Screencasts Within Pre-clinical Microanatomy and Medical Physiology Teaching. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2022; 1356:319-343. [DOI: 10.1007/978-3-030-87779-8_14] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Fitzgerald DA, Scott KM, Ryan MS. Blended and e-learning in pediatric education: harnessing lessons learned from the COVID-19 pandemic. Eur J Pediatr 2022; 181:447-452. [PMID: 34322730 PMCID: PMC8318775 DOI: 10.1007/s00431-021-04149-1] [Citation(s) in RCA: 13] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/22/2021] [Revised: 06/03/2021] [Accepted: 06/07/2021] [Indexed: 11/04/2022]
Abstract
Face-to-face education as the traditional basis for medical education was disrupted by the COVID-19 pandemic as learners and educators were moved online with little time for preparation. Fortunately, as online learning has grown, together with medical education shifting to problem-based and team-centered learning over the last three decades, existing resources have been adapted and improved upon to meet the challenges. Effective blended learning has resulted in innovative synchronous and asynchronous learning platforms. Clearly, to do this well requires time, effort, and adjustment from clinicians, educators, and learners, but it should result in an engaging change in teaching practice. Its success will rely on an evaluation of learning outcomes, educator and learner satisfaction, and long-term retention of knowledge. It will be important to maintain ongoing assessment of all aspects of the medical education process, including how to best teach and assess theory, physiology, pathology, history-taking, physical examination, and clinical management.Conclusion: The COVID-19 pandemic triggered emergency transitional processes for teaching and assessment in medical education which built upon existing innovations in teaching medicine with the use of technology. These strategies will continue to evolve so as to provide the basis for an enduring hybrid teaching model involving blended and e-learning in medical education.. What is Known: • Most pediatricians provide clinical teaching to medical students and residents, but few have had formal training in online educational approaches and techniques. • Being able to adapt to new and innovative integrated teaching methods is of key importance when becoming a competent teacher. What is New: • This review presents an up-to-date summary of best practice in blended and e-learning and how it may be optimally delivered. • Knowledge of the principles of e-learning, and how people learn more generally, helps pediatricians shape their clinical teaching and facilitates better interaction with medical students and residents.
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Affiliation(s)
- Dominic A. Fitzgerald
- grid.413973.b0000 0000 9690 854XDepartment of Respiratory Medicine, The Children’s Hospital at Westmead, Locked Bag 4001, Westmead, Sydney, New South Wales 2145 Australia ,grid.1013.30000 0004 1936 834XDiscipline of Child and Adolescent Health, The Children’s Hospital at Westmead Clinical School, Faculty of Health Sciences, University of Sydney, Westmead, Sydney, New South Wales 2145 Australia
| | - Karen M. Scott
- grid.1013.30000 0004 1936 834XDiscipline of Child and Adolescent Health, The Children’s Hospital at Westmead Clinical School, Faculty of Health Sciences, University of Sydney, Westmead, Sydney, New South Wales 2145 Australia
| | - Michael S. Ryan
- grid.224260.00000 0004 0458 8737Children’s Hospital of Richmond at Virginia Commonwealth University, Richmond, VA 23298 USA
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Margolin EJ, Mikhail D, Paniagua-Cruz A, Kavoussi LR, Badalato GM, Richstone L. National Implementation and Evaluation of a Virtual Subinternship in Urology. Urology 2021; 164:55-62. [PMID: 34813829 DOI: 10.1016/j.urology.2021.11.004] [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: 06/01/2021] [Revised: 09/10/2021] [Accepted: 11/03/2021] [Indexed: 11/25/2022]
Abstract
OBJECTIVES To conduct a nationwide evaluation of student and program director (PD) perspectives of virtual subinternships that took place during the COVID-19 pandemic. METHODS In December 2020, we distributed anonymous surveys to all 534 urology residency applicants and 161 urology PDs at academic medical centers across the United States to evaluate virtual subinternships. Surveys assessed curriculum composition, goals, satisfaction, barriers, and future reusability. The primary outcome was overall satisfaction with the subinternship, evaluated on a 5-point Likert scale. RESULTS The survey was completed by 174 students (33%) and 82 PDs (51%), including 81 students (47%) and 32 PDs (41%) who participated in virtual subinternships at 29 institutions. Overall, 77% of students and 78% of PDs rated the electives "excellent" or "very good." On ordinal logistic regression, higher student ratings were associated with duration ≥3 weeks (OR 4.64, p=0.003) and class size ≤4 students (OR 3.33, p=0.015). Higher PD ratings were associated with full-time electives (OR 11.18, p=0.019), class size ≤4 students (OR 13.99, p=0.042), and utilization of the standardized Guidebook from the Society of Academic Urologists (OR 11.89, p=0.038). The most commonly reported challenge to the subinternship's efficacy was lack of hands-on learning (87% of students and 81% of PDs). Looking forward, 45% of students and 66% of PDs recommended incorporating virtual components into future electives. CONCLUSIONS The virtual subinternship was a coordinated nationwide initiative to provide urologic education to medical students during a pandemic. The most successful courses were structured with longer duration, full-time commitment, and small class size.
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Affiliation(s)
- Ezra J Margolin
- Department of Urology, Columbia University Irving Medical Center, New York, NY
| | - David Mikhail
- Department of Urology, The Smith Institute for Urology, Lenox Hill Hospital, New York, NY.
| | - Alan Paniagua-Cruz
- Department of Urology, The Smith Institute for Urology, Lenox Hill Hospital, New York, NY
| | - Louis R Kavoussi
- Department of Urology, The Smith Institute for Urology, Long Island Jewish Medical Center, New Hyde Park, NY
| | - Gina M Badalato
- Department of Urology, Columbia University Irving Medical Center, New York, NY
| | - Lee Richstone
- Department of Urology, The Smith Institute for Urology, Lenox Hill Hospital, New York, NY
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Tyebally A, Dong C. An eLearning program to prepare residents for a rotation in pediatric emergency medicine: A qualitative study. HONG KONG J EMERG ME 2021. [DOI: 10.1177/10249079211044911] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Background: To meet ACGME-I (Accreditation Council for Graduate Medical Education–International) training and duty hour requirements, we converted our 3-week-long pediatric emergency medicine induction program to an eLearning program. Objectives: The study aimed to identify areas of the eLearning program residents perceived useful and the components that helped them prepare for clinical work. Methods: The qualitative study took place in a tertiary pediatric emergency department. Twenty-seven residents from family medicine, emergency medicine, and pediatric medicine participated in focus group discussions to explore how they perceived the eLearning program helped prepare them for work. The interviews were audio-recorded, and transcripts were analyzed and coded into categories and themes. Results: Four themes emerged from the data analysis: residents’ access to the eLearning program, instructional methods, eLearning design elements, and supplementary learning. Residents valued autonomy to control their pace of learning and use online features that matched their preferred learning styles. Design features such as the use of questions and quizzes helped stimulate learning, but attention had to be paid to the order of questions in the modules and the format of the questions. Written guidelines served as a good reference for learners and face-to-face sessions accompanying the eLearning program helped reinforce knowledge and offered opportunities to interact with faculty members to clarify questions. Conclusion: Systematic planning focusing on access, instructional methods, and design is essential when creating eLearning programs for residency training. eLearning programs can be enhanced by the incorporation of team-based learning and having accompanying written content to reference.
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Affiliation(s)
- Arif Tyebally
- Emergency Medicine, KK Women’s and Children’s Hospital, Singapore
| | - Chaoyan Dong
- Office of Education, Sengkang General Hospital, Singapore
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Ow GM, Shipley LC, Nematollahi S, Stetson GV. Morning report for all: a qualitative study of disseminating case conferences via podcasting. BMC MEDICAL EDUCATION 2021; 21:392. [PMID: 34294060 PMCID: PMC8295545 DOI: 10.1186/s12909-021-02799-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/07/2021] [Accepted: 06/21/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Despite its long-established importance, diagnostic reasoning (DR) education has suffered uneven implementation in medical education. The Clinical Problem Solvers (CPSolvers) podcast has emerged as a novel strategy to help teach DR through case conferences with expert diagnosticians and trainees. CPSolvers has 25,000 listeners in 147 countries. The aim of this study was to evaluate the podcast by eliciting the developers' goals of the podcast, then determining to what extent they aligned with the listeners' actual usage habits, features they valued, and perceptions of the podcast. METHODS We conducted semi-structured interviews with 3 developers and 8 listeners from April-May 2020, followed by qualitative thematic analysis. RESULTS Three major developer goals with sub-goals resulted: 1. To teach diagnostic reasoning in a case-based format by (1a) teaching schemas, (1b) modeling expert diagnostic reasoning, (1c) teaching clinical knowledge, and (1d) teaching diagnostic reasoning terminology. 2. To change the culture of medicine by (2a) promoting diversity, (2b) modeling humility and promoting psychological safety, and (2c) creating a fun, casual way to learn. 3. To democratize the teaching of diagnostic reasoning by leveraging technology. Listeners' usage habits, valued features, and perceptions overall strongly aligned with all these aspects, except for (1c) clinical knowledge, and (1d) diagnostic reasoning terminology. Listeners identified (1a) schemas, and (2c) promotion of psychological safety as the most valuable features of the podcast. CONCLUSION CPSolvers has been perceived as a highly effective and novel way to disseminate DR education in the form of case conferences, serving as an alternative to traditional in-person case conferences suspended during COVID-19. CPSolvers combines many known benefits of in-person case conferences with a compassionate and entertaining teaching style, plus advantages of the podcasting medium - democratizing morning report for listeners around the world.
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Affiliation(s)
- Gregory M Ow
- University of California, 513 Parnassus, Suite S-245, San Francisco, CA, 94143-0454, USA.
| | | | | | - Geoffrey V Stetson
- University of California, 513 Parnassus, Suite S-245, San Francisco, CA, 94143-0454, USA
- San Francisco VA Medical Center, San Francisco, USA
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Sayıner AA, Ergönül E. E-learning in clinical microbiology and infectious diseases. Clin Microbiol Infect 2021; 27:1589-1594. [PMID: 34058378 DOI: 10.1016/j.cmi.2021.05.010] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2021] [Revised: 05/03/2021] [Accepted: 05/05/2021] [Indexed: 11/30/2022]
Abstract
BACKGROUND Becoming and staying competent is a challenge in clinical microbiology and infectious diseases because of dramatic increases in medical knowledge, discovery of new pathogens, emerging infections, new resistance mechanisms and laboratory techniques. E-learning is an effective way of meeting educational needs by providing more efficient and flexible training. E-learning resources have become more important to acquire new knowledge and skills, especially at a time of physical distancing. OBJECTIVES This review aims to summarize the implementation of e-learning in clinical microbiology and infectious diseases with references to existing examples and resources. SOURCES Literature and online resources for e-learning, online teaching/education in medical education, clinical microbiology and infectious diseases. CONTENT The principles and common methods of e-learning and frequently used digital tools are described. For all aspects of e-learning/distance learning, available resources and examples of applications in clinical microbiology and infectious diseases are presented. IMPLICATIONS The techniques, tools and resources described in this article should be considered for the development and implementation of e-learning programmes in clinical microbiology and infectious disease training.
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Affiliation(s)
- A Arzu Sayıner
- Department of Medical Microbiology, Medical Faculty, Dokuz Eylul University, Izmir, Turkey.
| | - Esin Ergönül
- Department of Medical Education, Medical Faculty, Dokuz Eylul University, Izmir, Turkey
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Mill T, Parikh S, Allen A, Dart G, Lee D, Richardson C, Howell K, Lewington A. Live streaming ward rounds using wearable technology to teach medical students: a pilot study. BMJ SIMULATION & TECHNOLOGY ENHANCED LEARNING 2021; 7:494-500. [PMID: 35520979 PMCID: PMC8154297 DOI: 10.1136/bmjstel-2021-000864] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Accepted: 05/12/2021] [Indexed: 11/03/2022]
Abstract
Background The COVID-19 pandemic resulted in a loss of clinical clerkship opportunities for medical students. To address this problem while maintaining patient safety, this pilot study explored the feasibility of using a wearable headset to live stream teaching ward rounds to remotely based medical students. Methods Three live streamed teaching ward rounds were delivered to three groups of medical students (n=53) using the Microsoft HoloLens 2 device and Microsoft Teams software, and results pooled for analysis. Feedback was gathered from students and instructors using the evaluation of technology-enhanced learning materials (ETELM). Patient feedback was gathered using the Communication Assessment Tool to explore any impact on interpersonal communication. Results The response rate for the ETELM-learner perceptions was 58% (31/53), 100% for the ETELM-instructor perceptions. Students strongly agreed that the overall quality of the teaching session and instructors was excellent. However, 32% experienced issues with audio or video quality and one remote student reported cyber sickness. The statement 'educational activities encouraged engagement with session materials/content' returned the most varied response. Instructors reported technological problems with delivery while using the HoloLens 2 device and environmental noise in the ward was a disruptive factor. Preparation and skilled facilitation were key to delivering a high-quality teaching session. Patients reacted generally favourably to the technology and no negative effects on interpersonal communication were identified. Conclusion The experience of live streamed ward rounds was well received by patients, medical students and teaching faculty. However, there remain limitations to the routine use of HoloLens 2 technology in our setting including steep learning curves, hardware costs and environmental factors such as noise and WiFi connectivity. Live streamed ward rounds have potential postpandemic implications for the judicious use of resources, and the possibility for few educationally minded clinicians to teach at scale in a patient-friendly manner.
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Affiliation(s)
- Tobias Mill
- Medical Education Leeds, Leeds Teaching Hospitals NHS Trust, Leeds, UK
| | - Shefali Parikh
- Medical Education Leeds, Leeds Teaching Hospitals NHS Trust, Leeds, UK
| | - Archie Allen
- Medical Education Leeds, Leeds Teaching Hospitals NHS Trust, Leeds, UK
| | - Gemma Dart
- Medical Education Leeds, Leeds Teaching Hospitals NHS Trust, Leeds, UK
| | - Daniel Lee
- Medical Education Leeds, Leeds Teaching Hospitals NHS Trust, Leeds, UK
| | | | - Keith Howell
- Medical Education Leeds, Leeds Teaching Hospitals NHS Trust, Leeds, UK
| | - Andrew Lewington
- Medical Education Leeds, Leeds Teaching Hospitals NHS Trust, Leeds, UK
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Hernández-Guerra M, Quintero E, Morales-Arráez DE, Carrillo-Pallarés A, Nicolás-Pérez D, Carrillo-Palau M, Gimeno-García A, González-Alayón C, Alarcón O, Otón-Nieto E, Díaz-Luis H, Hernández-Siverio N, Martín-Malagón A, Arteaga-González I, Bravo-Gutiérrez A, Lorenzo-Rocha MN, Jordán-Balanza J, Sánchez-González JM, Barrera-Gómez M, Reid A, Marina N. Comparison of flipped learning and traditional lecture method for teaching digestive system diseases in undergraduate medicine: A prospective non-randomized controlled trial. MEDICAL TEACHER 2021; 43:463-471. [PMID: 33502276 DOI: 10.1080/0142159x.2020.1867312] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
INTRODUCTION This study examined the effects of a large-scale flipped learning (FL) approach in an undergraduate course of Digestive System Diseases. METHODS This prospective non-randomized trial recruited 404 students over three academic years. In 2016, the course was taught entirely in a Traditional Lecture (TL) style, in 2017 half of the course (Medical topics) was replaced by FL while the remaining half (Surgical topics) was taught by TL and in 2018, the whole course was taught entirely by FL. Academic performance, class attendance and student's satisfaction surveys were compared between cohorts. RESULTS Test scores were higher in the FL module (Medical) than in the TL module (Surgical) in the 2017 cohort but were not different when both components were taught entirely by TL (2016) or by FL (2018). Also, FL increased the probability of reaching superior grades (scores >7.0) and improved class attendance and students' satisfaction. CONCLUSION The holistic FL model is more effective for teaching undergraduate clinical gastroenterology compared to traditional teaching methods and has a positive impact on classroom attendances.
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Affiliation(s)
- Manuel Hernández-Guerra
- Departmento de Medicina Interna, Instituto Universitario de Tecnologías Biomédicas (ITB) & Centro de Investigación Biomédica de Canarias (CIBICAN), Universidad de La Laguna, La Laguna Tenerife, Spain
| | - Enrique Quintero
- Departmento de Medicina Interna, Instituto Universitario de Tecnologías Biomédicas (ITB) & Centro de Investigación Biomédica de Canarias (CIBICAN), Universidad de La Laguna, La Laguna Tenerife, Spain
| | - Dalia Elena Morales-Arráez
- Departmento de Medicina Interna, Instituto Universitario de Tecnologías Biomédicas (ITB) & Centro de Investigación Biomédica de Canarias (CIBICAN), Universidad de La Laguna, La Laguna Tenerife, Spain
| | | | - David Nicolás-Pérez
- Departmento de Medicina Interna, Instituto Universitario de Tecnologías Biomédicas (ITB) & Centro de Investigación Biomédica de Canarias (CIBICAN), Universidad de La Laguna, La Laguna Tenerife, Spain
| | - Marta Carrillo-Palau
- Departmento de Medicina Interna, Instituto Universitario de Tecnologías Biomédicas (ITB) & Centro de Investigación Biomédica de Canarias (CIBICAN), Universidad de La Laguna, La Laguna Tenerife, Spain
| | - Antonio Gimeno-García
- Departmento de Medicina Interna, Instituto Universitario de Tecnologías Biomédicas (ITB) & Centro de Investigación Biomédica de Canarias (CIBICAN), Universidad de La Laguna, La Laguna Tenerife, Spain
| | - Carlos González-Alayón
- Departmento de Medicina Interna, Instituto Universitario de Tecnologías Biomédicas (ITB) & Centro de Investigación Biomédica de Canarias (CIBICAN), Universidad de La Laguna, La Laguna Tenerife, Spain
| | - Onofre Alarcón
- Departmento de Medicina Interna, Instituto Universitario de Tecnologías Biomédicas (ITB) & Centro de Investigación Biomédica de Canarias (CIBICAN), Universidad de La Laguna, La Laguna Tenerife, Spain
| | - Elena Otón-Nieto
- Departmento de Medicina Interna, Instituto Universitario de Tecnologías Biomédicas (ITB) & Centro de Investigación Biomédica de Canarias (CIBICAN), Universidad de La Laguna, La Laguna Tenerife, Spain
| | | | | | | | | | | | | | | | | | | | - Ashley Reid
- Division of Medicine, CL Arena Centre for Research-Based Education, University College London, London, UK
| | - Nephtali Marina
- Division of Medicine, CL Arena Centre for Research-Based Education, University College London, London, UK
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Phillips AL, Edwards S, Parmesar K, Soltan M, Guckian J. Slack as a virtual undergraduate dermatology community: a pilot study. Clin Exp Dermatol 2021; 46:1028-1037. [PMID: 33583049 PMCID: PMC9213941 DOI: 10.1111/ced.14601] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/14/2021] [Revised: 01/26/2021] [Accepted: 02/08/2021] [Indexed: 02/03/2023]
Abstract
Background Dermatology is under‐represented in UK undergraduate curricula, and with a diagnostic and educational toolkit that is heavily centred on face‐to‐face (F2F) clinical examination, dermatology education has been disproportionately affected by the COVID‐19 pandemic. Online channel‐based messaging apps such as Slack offer an opportunity to engage students in remote, multimodal collaborative learning by reproducing a classroom environment in the virtual space. Aim To determine the feasibility, acceptability and proof of concept for an online Slack community in undergraduate dermatology education. Methods Undergraduate medical students participated in an online classroom for a 6‐week programme encompassing case‐based discussions, seminars and journal clubs. The platform was facilitated by junior doctors (n = 10) and patient educators (n = 6). Students and faculty completed a post‐course evaluation. Students additionally completed a pre‐ and post‐intervention dermatology quiz. Mixed methods analyses included quantitative analyses to explore data trends and qualitative phenomenographic analyses to assimilate key underlying themes. Results Students (n = 65) were enrolled to join the platform. The evaluation was completed by students (n = 52) from UK universities (n = 27). The majority of students (n = 27) interacted with the platform as passive observers (≤ 5 active interactions with the channel), with a small group (n = 4) of ‘super‐users’ (≥ 100 active interactions). The overall quality of the course was described as ‘excellent’ by 96% of participants and 100% of faculty. Conclusion A community‐based online classroom can act as an enjoyable, acceptable and collaborative means of delivering dermatology education to undergraduate medical students. Its ease of use and supportive nature may also facilitate patient involvement. Such advances may provide vital safeguards against the reduction in F2F learning that has accompanied the COVID‐19 pandemic.
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Affiliation(s)
- A L Phillips
- Department of Medicine, Cardiff and Vale University Health Board, Cardiff, UK
| | - S Edwards
- Emergency Department, University Hospitals of Leicester NHS Trust, Leicester, UK
| | - K Parmesar
- School of Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, UK
| | - M Soltan
- Institute for Inflammation and Ageing, University of Birmingham, Birmingham, UK
| | - J Guckian
- Department of Medical Education, Leeds Teaching Hospitals NHS Trust, Leeds, UK
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Mah E, Yu J, Deck M, Lyster K, Kawchuk J, Turnquist A, Thoma B. Immersive Video Modeling Versus Traditional Video Modeling for Teaching Central Venous Catheter Insertion to Medical Residents. Cureus 2021; 13:e13661. [PMID: 33824812 PMCID: PMC8017344 DOI: 10.7759/cureus.13661] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Background Central Venous Catheter (CVC) placement is a common critical care procedure. Simulated practice has been shown to reduce its iatrogenic complications. Video modeling (VM) is an instructional adjunct that improves the quality and success of CVC insertion. Immersive VM can improve recall and skill translation, but its role in teaching medical procedures is not established. Research question/hypothesis We hypothesized that, relative to traditional VM, immersive VM would decrease cognitive load and enhance ultrasound-guided CVC insertion skill acquisition. Methods Thirty-two resident physicians from four specialties were randomized into traditional (control) or immersive VM (intervention) groups for three CVC training sessions. Cognitive load was quantified via NASA Task Load Index (TLX). Mean (± standard deviations) values were compared using two-tailed t-tests. Skill acquisition was quantified by procedural time and the average 5-point [EM1] [TB2] entrustment score of three expert raters. Results Overall entrustment scores improved from the first (3.44±0.98) to the third (4.06±1.23; p<0.002) session but were not significantly different between the control and intervention groups. There were no significant differences between NASA TLX scores or procedural time. Conclusion We found no significant difference in entrustment, cognitive load, or procedural time. Immersive VM was not found to be superior to traditional VM for teaching CVC insertion.
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Affiliation(s)
- Evan Mah
- Department of Family Medicine, University of British Columbia, Campbell River, CAN.,College of Medicine, University of Saskatchewan, Saskatoon, CAN
| | - Julie Yu
- Department of Anesthesiology, Perioperative Medicine, and Pain Management, University of Saskatchewan, Saskatoon, CAN
| | - Megan Deck
- Department of Anesthesiology, University of Saskatchewan, Saskatoon, CAN
| | - Kish Lyster
- Department of Family Medicine, University of Saskatchewan, Regina, CAN
| | - Joann Kawchuk
- Department of Anesthesiology, Perioperative Medicine, and Pain Management, University of Saskatchewan, Saskatoon, CAN
| | - Alison Turnquist
- Department of Emergency Medicine, University of Saskatchewan, Saskatoon, CAN
| | - Brent Thoma
- Department of Emergency Medicine, University of Saskatchewan, Saskatoon, CAN
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Shen CW, Ho JT. Technology-enhanced learning in higher education: A bibliometric analysis with latent semantic approach. COMPUTERS IN HUMAN BEHAVIOR 2020. [DOI: 10.1016/j.chb.2019.106177] [Citation(s) in RCA: 41] [Impact Index Per Article: 10.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Tang KS, Cheng DL, Mi E, Greenberg PB. Augmented reality in medical education: a systematic review. CANADIAN MEDICAL EDUCATION JOURNAL 2020; 11:e81-e96. [PMID: 32215146 PMCID: PMC7082471 DOI: 10.36834/cmej.61705] [Citation(s) in RCA: 37] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/08/2023]
Abstract
INTRODUCTION The field of augmented reality (AR) is rapidly growing with many new potential applications in medical education. This systematic review investigated the current state of augmented reality applications (ARAs) and developed an analytical model to guide future research in assessing ARAs as teaching tools in medical education. METHODS A literature search was conducted using PubMed, Embase, Web of Science, Cochrane Library, and Google Scholar. This review followed PRISMA guidelines and included publications from January 1, 2000 to June 18, 2018. Inclusion criteria were experimental studies evaluating ARAs implemented in healthcare education published in English. Our review evaluated study quality and determined whether studies assessed ARA validity using criteria established by the GRADE Working Group and Gallagher et al., respectively. These findings were used to formulate an analytical model to assess the readiness of ARAs for implementation in medical education. RESULTS We identified 100,807 articles in the initial literature search; 36 met inclusion criteria for final review and were categorized into three categories: Surgery (23), Anatomy (9), and Other (4). The overall quality of the studies was poor and no ARA was tested for all five stages of validity. Our analytical model evaluates the importance of research quality, application content, outcomes, and feasibility of an ARA to gauge its readiness for implementation. CONCLUSION While AR technology is growing at a rapid rate, the current quality and breadth of AR research in medical training is insufficient to recommend the adoption into educational curricula. We hope our analytical model will help standardize AR assessment methods and define the role of AR technology in medical education.
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Affiliation(s)
- Kevin S. Tang
- The Program in Liberal Medical Education of Brown University, Rhode Island, USA
- The Warren Alpert Medical School of Brown University, Rhode Island, USA
- Division of Ophthalmology, Warren Alpert Medical School, Rhode Island, USA
- Section of Ophthalmology, Providence VA Medical Center, Rhode Island, USA
| | - Derrick L. Cheng
- The Program in Liberal Medical Education of Brown University, Rhode Island, USA
- The Warren Alpert Medical School of Brown University, Rhode Island, USA
- Lifespan Clinical Research Center, Rhode Island, USA
| | - Eric Mi
- The Program in Liberal Medical Education of Brown University, Rhode Island, USA
| | - Paul B. Greenberg
- Division of Ophthalmology, Warren Alpert Medical School, Rhode Island, USA
- Section of Ophthalmology, Providence VA Medical Center, Rhode Island, USA
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Isherwood G, Taylor K, Burnside G, Fitzgerald R, Flannigan N. Teaching orthodontic emergencies using the "flipped classroom" method of teaching-A mixed methods RCT. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2020; 24:53-62. [PMID: 31518475 DOI: 10.1111/eje.12467] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/23/2019] [Revised: 08/26/2019] [Accepted: 09/09/2019] [Indexed: 06/10/2023]
Abstract
INTRODUCTION In the United Kingdom, the General Dental Council requires newly graduated dentists to be competent in managing orthodontic emergencies. Undergraduate students typically receive limited exposure to orthodontics, with teaching primarily delivered via conventional lectures. Flipped teaching involves knowledge being acquired in students' own time, with class time focussing on construction of meaning. METHODS A total of 61 undergraduate dental students were randomised into either a flipped or a conventional group. The conventional group (n = 30) attended a lecture describing the management of six common emergencies. The flipped group (n = 31) were given access to six videos via a virtual learning environment and later completed practical tasks related to the material. Both groups completed a single best answer assessment. Perceptions of flipped classroom teaching were explored via focus groups. RESULTS For questions on orthodontic emergencies, the conventional group had a mean examination result of 70.5% (SD 8.0%) compared with the flipped group of 72.8% (SD 12.9%). There was no significant difference between the groups (P = .532). For regular orthodontic questions, the conventional group had a mean examination result of 64.8% (SD: 19.9%) compared with 78.3% (SD: 21.7%). There was no significant difference between the groups (P = .083). Thematic analysis identified the following themes: ways in which videos encourages more effective learning, improved engagement, awareness of learning needs and proposed teaching/curriculum changes. The overarching theoretical perspective was facilitating an experiential learning cycle using flipped classroom teaching. CONCLUSIONS In the context of this investigation, the flipped classroom method of teaching resulted in comparable examination performance and improved levels of satisfaction.
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Affiliation(s)
- Grant Isherwood
- Department of Orthodontics, Liverpool University Dental Hospital, Liverpool, UK
| | - Kathryn Taylor
- Department of Oral Surgery, Liverpool University Dental Hospital, Liverpool, UK
| | - Girvan Burnside
- Department of Biostatistics, University of Liverpool, Liverpool, UK
| | | | - Norah Flannigan
- Department of Orthodontics, Liverpool University Dental Hospital, Liverpool, UK
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Wu XV, Chi Y, Chan YS, Wang W, Ang ENK, Zhao S, Sehgal V, Wee FC, Selvam UP, Devi MK. A web-based clinical pedagogy program to enhance registered nurse preceptors' teaching competencies - An innovative process of development and pilot program evaluation. NURSE EDUCATION TODAY 2020; 84:104215. [PMID: 31683138 DOI: 10.1016/j.nedt.2019.104215] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/27/2019] [Revised: 07/08/2019] [Accepted: 09/13/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Registered Nurse Preceptors guide students to integrate theory into practice, assess clinical competencies, and enhance problem-solving skills. Researches have indicated that the teaching competencies of nurse preceptors can be transferred to students' clinical learning. OBJECTIVES The aims of the study are to develop a web-based clinical pedagogy (WCP) program for Registered Nurse Preceptors and conduct pilot program evaluation. DESIGN A three-step process was applied to integrate the theoretical framework, evidence from the systematic review, and content validity by the experts and pilot test with the Registered Nurse Preceptors in the content and technical development of the program. The WCP program has unique features including use of dashboard, interactive videos, consultation with experts, discussion forum and backend data analysis. RESULTS A committee of six content experts evaluated the comprehensiveness, appropriateness, and relevancy of the program. The item-Content Validity Index (CVI) score ranged from 0.83 to 1.00 and the scale-CVI score was 0.87, which indicated that the WCP program had a strong content validity. Ten nurse preceptors were invited to use the WCP program. Preceptors shared that the website was easy to use and navigate. They commented that the videos in each module are beneficial for nurses to understand the real situation in the clinical setting. This feature also makes the website more interactive. Feedback from preceptors was subsequently used to further refine the program. DISCUSSION AND CONCLUSION The WCP program is an evidence-based program that provides a comprehensive coverage on clinical teaching pedagogy and assessment strategies. The unique web-based technology and interactive features provide a platform for nurse preceptors to discuss clinical encounters with peers and consult experts. The flexible and resource-rich nature of web-based learning encourages nurses to use it for continuing education.
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Affiliation(s)
- Xi Vivien Wu
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD 11,10 Medical Drive, 117597, Singapore.
| | - Yuchen Chi
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD 11,10 Medical Drive, 117597, Singapore.
| | - Yah Shih Chan
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD 11,10 Medical Drive, 117597, Singapore.
| | - Wenru Wang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD 11,10 Medical Drive, 117597, Singapore.
| | - Emily Neo Kim Ang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD 11,10 Medical Drive, 117597, Singapore.
| | - Shengdong Zhao
- School of Computing, National University of Singapore, 117417, Singapore.
| | - Vibhor Sehgal
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD 11,10 Medical Drive, 117597, Singapore.
| | - Fong Chi Wee
- Tan Tock Seng Hospital, 11 Jln Tan Tock Seng, 308433, Singapore.
| | | | - M Kamala Devi
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD 11,10 Medical Drive, 117597, Singapore.
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Stevens NT, Bruen C, Boland F, Pawlikowska T, Fitzpatrick F, Humphreys H. Is online case-based learning effective in helping undergraduate medical students choose the appropriate antibiotics to treat important infections? JAC Antimicrob Resist 2019; 1:dlz081. [PMID: 34222954 PMCID: PMC8210328 DOI: 10.1093/jacamr/dlz081] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2019] [Revised: 11/01/2019] [Accepted: 11/07/2019] [Indexed: 11/15/2022] Open
Abstract
Background Medical students are frequently confused about indication for and choice of antibiotic. We developed an online learning resource that focused on antibiotic stewardship and important infections where medical students could practise their antibiotic decision-making skills safely. Methods The resource was made available to third-year undergraduate medical students via their virtual learning environment. It covered the theory and fundamentals of antibiotic stewardship and five clinical cases covering important infections. We assessed the number of attempts taken to achieve the required level of understanding to pass each activity and surveyed a selection of students for their feedback. Results Of 310 students, over 80% engaged with the theory-based components, with an average score exceeding 90% (range 93.4%–99.7%). Eighty-three percent (258/310) engaged with the first two cases (Clostridioides difficile infection and pyelonephritis) but only 61% (189/310) of students completed the fifth case on bacterial meningitis. Only 49.4% (153/310) of students completed all five cases, with 48% (73/153) of these achieving ≥90% on their first attempt of the associated quizzes. Fifty-nine percent (23/39) agreed or strongly agreed that the quality of the learning resource was excellent. Seventy-two percent (28/39) agreed or strongly agreed that the objectives of the resource were relevant to their needs as undergraduate medical students. Only 33% (13/39) reported the resource would change their practice. Conclusions Student feedback was positive but engagement with the cases needs improvement. Highlighting the utility of case-based technology-enhanced learning as a safe place to practise antibiotic decision-making skills among students may improve this.
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Affiliation(s)
- Niall T Stevens
- Department of Clinical Microbiology, Royal College of Surgeons in Ireland, RCSI Education & Research Centre, Beaumont Hospital, Beaumont, Dublin 9, Ireland
| | - Catherine Bruen
- RCSI Health Professions Education Centre, Royal College of Surgeons in Ireland, St Stephen's Green, Dublin 2, Ireland
| | - Fiona Boland
- Data Science Centre, Royal College of Surgeons in Ireland, Beaux Lane House, Lower Mercer Street, Dublin 2, Ireland
| | - Teresa Pawlikowska
- RCSI Health Professions Education Centre, Royal College of Surgeons in Ireland, St Stephen's Green, Dublin 2, Ireland
| | - Fidelma Fitzpatrick
- Department of Clinical Microbiology, Royal College of Surgeons in Ireland, RCSI Education & Research Centre, Beaumont Hospital, Beaumont, Dublin 9, Ireland.,Department of Clinical Microbiology, Beaumont Hospital, Beaumont, Dublin 9, Ireland
| | - Hilary Humphreys
- Department of Clinical Microbiology, Royal College of Surgeons in Ireland, RCSI Education & Research Centre, Beaumont Hospital, Beaumont, Dublin 9, Ireland.,Department of Clinical Microbiology, Beaumont Hospital, Beaumont, Dublin 9, Ireland
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Little P, McMillan M. The Teacher as Learner: Professional Development Programs as Agents for Change. JOURNAL OF PROBLEM-BASED LEARNING 2019. [DOI: 10.24313/jpbl.2019.00185] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/22/2022] Open
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McMillan M, Little P, Conway J, Solman A. Curriculum Design and Implementation: Resources, Processes and Results. JOURNAL OF PROBLEM-BASED LEARNING 2019. [DOI: 10.24313/jpbl.2019.00178] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
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Pérez-Moreno MA, Peñalva-Moreno G, Praena J, González-González A, Martínez-Cañavate MT, Rodríguez-Baño J, Cisneros JM. Evaluation of the impact of a nationwide massive online open course on the appropriate use of antimicrobials. J Antimicrob Chemother 2019; 73:2231-2235. [PMID: 29697842 DOI: 10.1093/jac/dky149] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2017] [Accepted: 03/29/2018] [Indexed: 02/07/2023] Open
Abstract
Objectives To evaluate the impact of a massive online open course (MOOC) design on the appropriate use of antimicrobial agents, to determine specific study areas with better learning outcomes and to identify weak points. Methods A pre- and post-intervention study in the context of a training course on infectious diseases aimed at health professionals. We designed a questionnaire with 30 questions related to the management of infectious diseases in different clinical situations. Participants had to answer the questions based on their competencies and training for these situations. We analysed the scores obtained before and after the course and the resulting progress. In addition, an open response section was provided to enable a qualitative evaluation. Results Two thousand one hundred and forty-eight health professionals were enrolled in the course. The questionnaire was completed before and after the course by 606 participants, mainly physicians (81.2%) and pharmacists (15.4%). The mean overall scores for the pre- and post-course questionnaires were 6.2 (SD 1.38) and 7.9 (SD 0.88), respectively (overall score increase = 1.8, SD 1.21, P < 0.001). A significant increase in self-assessment was detected (P < 0.001) for all the questions. Qualitative assessments were provided by 218 participants with 225 comments, most of which were very positive. Conclusions The course with a MOOC design showed a great teaching capacity in the infectious diseases area for all the clinical situations analysed, notably in the management of severe infections with higher mortality. For future editions of this training activity, the need to include other infectious diseases, especially infections in primary care, was highlighted.
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Affiliation(s)
- María Antonia Pérez-Moreno
- Clinical Unit of Infectious Diseases, Microbiology and Preventive Medicine, University Hospital Virgen del Rocío/CSIC/University of Seville, Institute of Biomedicine of Seville (IBiS), Seville, Spain
| | - Germán Peñalva-Moreno
- Clinical Unit of Infectious Diseases, Microbiology and Preventive Medicine, University Hospital Virgen del Rocío/CSIC/University of Seville, Institute of Biomedicine of Seville (IBiS), Seville, Spain
| | - Julia Praena
- Clinical Unit of Infectious Diseases, Microbiology and Preventive Medicine, University Hospital Virgen del Rocío/CSIC/University of Seville, Institute of Biomedicine of Seville (IBiS), Seville, Spain
| | - Ana González-González
- Transversal Competences Area, Foundation Progress and Health-IAVANTE Line, Andalusian Technology Park, Malaga, Spain
| | - María Teresa Martínez-Cañavate
- Transversal Competences Area, Foundation Progress and Health-IAVANTE Line, Health Sciences Technology Park, Granada, Spain
| | - Jesús Rodríguez-Baño
- Clinical Unit of Infectious Diseases, Microbiology and Preventive Medicine, University Hospital Virgen Macarena, Seville, Spain
| | - José Miguel Cisneros
- Clinical Unit of Infectious Diseases, Microbiology and Preventive Medicine, University Hospital Virgen del Rocío/CSIC/University of Seville, Institute of Biomedicine of Seville (IBiS), Seville, Spain
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Campbell N, Wozniak H, Philip RL, Damarell RA. Peer-supported faculty development and workplace teaching: an integrative review. MEDICAL EDUCATION 2019; 53:978-988. [PMID: 31238387 PMCID: PMC6771963 DOI: 10.1111/medu.13896] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/19/2018] [Revised: 12/21/2018] [Accepted: 03/27/2019] [Indexed: 05/10/2023]
Abstract
CONTEXT The use of peer support as a faculty development technique to improve clinical teaching is uncommon in medical education, despite the benefits of situating learning in the workplace. The authors therefore conducted a broad search seeking theoretical and empirical literature describing peer support strategies for clinical teachers in health care workplaces. This included descriptive and non-experimental studies that are often excluded from reviews. The review aimed to identify and assess existing initiatives and to synthesise key challenges and benefits. METHODS An integrative literature review was undertaken (2004-2017), based on searches of eight international electronic databases and targeted manual searches. Key concepts, elements and models were mapped using an iterative, constant comparative method. An evaluative framework, drawing on previous research, informed conclusions regarding the quality of evidence. RESULTS From a pool of 5735 papers, 34 met the inclusion criteria. The majority referred to studies conducted in the USA (59%) and in the medical profession (71%). Analysis revealed a trend towards using a collaborative model (56%), voluntary participation (59%), and direct workplace observation by a peer clinician (68%). Design features of the peer support strategy were commonly reported (65%), with half providing outcome measures (56%). Few papers reported on process evaluation (15%) or evidence of programme sustainability (15%). Despite logistical and time-associated challenges, benefits accrued to individuals and the workplace, and included improved teaching practices. Embedding the peer support strategy into routine organisational practice proved effective. CONCLUSIONS The results indicated that a workplace-based peer support model is an acceptable and effective faculty development strategy for health care clinical teachers. Conceptualising workplace-based peer support via a sociocultural model that acknowledges the significance of educational design, peers as collaborators and the importance of workplace context and culture is emphasised. Future research should focus on clarification studies informed by contemporary models of faculty development, in which factors impacting the health care workplace are considered.
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Affiliation(s)
- Narelle Campbell
- Flinders NT, College of Medicine and Public Health, Flinders UniversityDarwinNorthern TerritoryAustralia
- Prideaux Centre for Research in Health Professions EducationCollege of Medicine & Public HealthBedford ParkSouth AustraliaAustralia
| | - Helen Wozniak
- Prideaux Centre for Research in Health Professions EducationCollege of Medicine & Public HealthBedford ParkSouth AustraliaAustralia
- Office of Medical Education, Faculty of MedicineUniversity of QueenslandBrisbaneQueenslandAustralia
| | - Robyn L Philip
- Flinders NT, College of Medicine and Public Health, Flinders UniversityDarwinNorthern TerritoryAustralia
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de Leeuw RA, Logger DN, Westerman M, Bretschneider J, Plomp M, Scheele F. Influencing factors in the implementation of postgraduate medical e-learning: a thematic analysis. BMC MEDICAL EDUCATION 2019; 19:300. [PMID: 31382953 PMCID: PMC6683402 DOI: 10.1186/s12909-019-1720-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/12/2019] [Accepted: 07/22/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Postgraduate medical e-learning (PGMeL) is being progressively used and evaluated. Its impact continues to grow, yet there are barriers to its implementation. Although more attention is now being paid to quality evaluation models, little has been written about the successful implementation of PGMeL. This study aims to determine factors and define themes influencing the successful implementation of PGMeL. METHODS We performed 10 semi-structured interviews with experienced e-learning creators, after which we carried out a thematic analysis to name and describe factors and themes. RESULTS Although this was not the objective of the study, the participants stressed the importance of a definition of success. Associated with this definition were: reaching your target audience, achieving learning aims, satisfying your audience and maintaining continuity. Three themes were identified containing eleven factors that influence successful implementation. The themes were named and defined after the group that had the most influence on the factors. We named them creator-, organization- and learner-dependent factors. The creator dependent factors are: the learning aim, pedagogical strategies, content expertise, evaluation and the creators motivational path. The organization dependent factors are management support, recourse and culture. Finally, the learner dependent factors are technology, motivators/barriers and value. CONCLUSIONS This study shows that implementing PGMeL has creator-, organization- and learner-dependent factors which should be taken into account during the creating of the PGMeL. Although creator- and learner-dependent factors are mentioned in other studies, the present study also stresses the importance of organization-dependent factors. Innovation implementation theories such as Rogers' diffusion of innovation or Kotter's eight steps of change management show a great overlap with these factors. Future studies can both evaluate the use of these innovation models in creating PGMeL and assess the effect of the organizational factors in greater depth.
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Affiliation(s)
- Robert Adrianus de Leeuw
- VU Amsterdam, Athena Institute for Trans-Disciplinary Research, Boelelaan 1117, 1081 HZ Amsterdam, The Netherlands
- Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | | | - Michiel Westerman
- Franciscus Gasthuis & Vlietland Hospital, Department of internal medicine, Rotterdam, The Netherlands
| | | | - Marijn Plomp
- VU Amsterdam, School of Business and Economics, Amsterdam, The Netherlands
| | - Fedde Scheele
- VU Amsterdam, Athena Institute for Trans-Disciplinary Research, Boelelaan 1117, 1081 HZ Amsterdam, The Netherlands
- Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
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Chen HJ, Liao LL, Chang YC, Hung CC, Chang LC. Factors Influencing Technology Integration in the Curriculum for Taiwanese Health Profession Educators: A Mixed-Methods Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:ijerph16142602. [PMID: 31336610 PMCID: PMC6678263 DOI: 10.3390/ijerph16142602] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/22/2019] [Revised: 07/15/2019] [Accepted: 07/17/2019] [Indexed: 12/04/2022]
Abstract
In this study, we explored the considerations and the influencing factors for the technological integration of educational curricula based on the technological pedagogical content knowledge (TPCK) framework for health profession educators (HPEs). A mixed methodology was used that included semi-structured interviews with 15 HPEs and an online TPCK survey with a randomly selected sample of 319 HPEs from 217 Taiwanese universities. Five themes emerged, namely, supplementing traditional teaching methods, improving immediate educator–student interactions, tracking the learning process and improving the record-keeping, keeping up with technological trends, and advancing professional learning objectives for different student needs. The presence of pre-existing platforms and inspiration from colleagues and students were facilitators, whereas the risk of technological problems and the need to invest extra time into the preparation process were impediments to technology integration in the curriculum. Of the online respondents (n = 210), 64.2% have integrated at least one technological method into their curriculum. The logistic regression model revealed that gender, prior knowledge regarding how to incorporate technology with teaching, high mean TPCK scores, and relevant school policies were significant predictors of technology integration in the curriculum. Based on these results, recommendations for development in the health profession included efforts to equip HPEs with TPCK, in order to integrate technology into the curriculum effectively.
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Affiliation(s)
- Hsiao-Jung Chen
- School of Nursing, Chang Gung University of Science and Technology, Taoyuan City 33303, Taiwan
- Department of Nursing, Linkou Chang Gung Memorial Hospital, Linkou, Taoyuan City 333, Taiwan
| | - Li-Ling Liao
- Department of Health Management, I-Shou University, Kaohsiung City 82445, Taiwan
| | - Yu-Che Chang
- Chang Gung Medical Education Research Center, CGMERC, Chang Gung University College of Medicine, Department of Emergency Medicine, Chang Gung Memorial Hospital, Linkou, Taoyuan City 333, Taiwan
| | - Chung-Chih Hung
- Department of Laboratory Medicine, Taipei Hospital, Ministry of Health and Welfare, New Taipei City 24213, Taiwan
- Graduate Institute of Technological and Vocational Education, National Taipei University of Technology, Taipei City 10608, Taiwan
| | - Li-Chun Chang
- School of Nursing, Chang Gung University of Science and Technology, Taoyuan City 33303, Taiwan.
- Department of Nursing, Linkou Chang Gung Memorial Hospital, Linkou, Taoyuan City 333, Taiwan.
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Zhao Y, Morris A, Marais BJ, Pardo A, Scott KM. Exploring how medical students learn during clinical rotations: a pilot study with a mobile application. HEALTH AND TECHNOLOGY 2019. [DOI: 10.1007/s12553-019-00305-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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Chen BY, Kern DE, Kearns RM, Thomas PA, Hughes MT, Tackett S. From Modules to MOOCs: Application of the Six-Step Approach to Online Curriculum Development for Medical Education. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2019; 94:678-685. [PMID: 30681454 DOI: 10.1097/acm.0000000000002580] [Citation(s) in RCA: 57] [Impact Index Per Article: 11.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/16/2023]
Abstract
Online curricula can make high-quality health professions education accessible in virtually any setting. They can enhance teaching and learning by both standardizing curricular resources and individualizing curricular experiences. Despite growing demand for and institutional interest in online curricula for medical education, many medical educators lack a framework for online curriculum development. Without rigorous and thoughtful development, online curricula can waste opportunity and resources by leading to education that is inferior to traditional methods. In this article, the authors describe a systematic approach to online curriculum development based on the Six-Step Approach for Curriculum Development for Medical Education, a widely used method that has led to successful implementation of a variety of traditional and online curricula. In each step, special considerations for curricula with larger and more diverse learner audiences-characteristic of many online curricula-are highlighted. Four common online curricular formats are also discussed: blended curricula, instructor-led fully online curricula, self-paced modules, and massive open online courses (MOOCs). The authors emphasize factors that differentiate one online format from another, including the budgetary, technical, and human resource requirements for each. The article concludes by urging medical educators to pursue opportunities to study and disseminate online curricular work.
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Affiliation(s)
- Belinda Y Chen
- B.Y. Chen is director, Faculty Development Programs in Curriculum Development, Johns Hopkins University School of Medicine, and assistant professor, Division of General Internal Medicine, Johns Hopkins Bayview Medical Center, Baltimore, Maryland; ORCID: http://orcid.org/0000-0002-9905-6180. D.E. Kern is emeritus professor of medicine, past director, Faculty Development Programs in Curriculum Development, Johns Hopkins University School of Medicine, and past director, Division of General Internal Medicine, Johns Hopkins Bayview Medical Center, Baltimore, Maryland; ORCID: http://orcid.org/0000-0002-9327-6190. R.M. Kearns is director, Online Education, Johns Hopkins University School of Medicine, Baltimore, Maryland. P.A. Thomas is professor of medicine and vice dean for medical education, Case Western Reserve University School of Medicine, Cleveland, Ohio. M.T. Hughes is assistant professor of medicine, Division of General Internal Medicine, and coeditor, Johns Hopkins Internal Medicine Ambulatory Care Curriculum on PEAC: Physician Education and Assessment Center, Johns Hopkins School of Medicine, Baltimore, Maryland. S. Tackett is assistant professor of medicine and international medical education director, Division of General Internal Medicine, Johns Hopkins Bayview Medical Center, Baltimore, Maryland; ORCID: http://orcid.org/0000-0001-5369-7225
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