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Taylor TA, Kemp K, Mi M, Lerchenfeldt S. Self-directed learning assessment practices in undergraduate health professions education: a systematic review. MEDICAL EDUCATION ONLINE 2023; 28:2189553. [PMID: 36919556 PMCID: PMC10026772 DOI: 10.1080/10872981.2023.2189553] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/17/2022] [Revised: 03/06/2023] [Accepted: 03/07/2023] [Indexed: 06/18/2023]
Abstract
PURPOSE The goal of this systematic review was to examine self-directed learning (SDL) assessment practices in undergraduate health professions education. METHODS Seven electronic databases were searched (PubMed, Embase, PsycINFO, ERIC, CINAHL, Scopus, and Web of Science) to retrieve English-language articles published between 2015 and July of 2022, investigating assessment of SDL learning outcomes. Extracted data included the sample size, field of study, study design, SDL activity type, SDL assessment method, number of SDL assessments used, study quality, number of SDL components present utilising the framework the authors developed, and SDL activity outcomes. We also assessed relationships between SDL assessment method and number of SDL components, study quality, field of study, and study outcomes. RESULTS Of the 141 studies included, the majority of study participants were medical (51.8%) or nursing (34.8%) students. The most common SDL assessment method used was internally-developed perception surveys (49.6%). When evaluating outcomes for SDL activities, most studies reported a positive or mixed/neutral outcome (58.2% and 34.8%, respectively). There was a statistically significant relationship between both number and type of assessments used, and study quality, with knowledge assessments (median-IQR 11.5) being associated with higher study quality (p < 0.001). Less than half (48.9%) of the studies used more than one assessment method to evaluate the effectiveness of SDL activities. Having more than one assessment (mean 9.49) was associated with higher quality study (p < 0.001). CONCLUSIONS The results of our systematic review suggest that SDL assessment practices within undergraduate health professions education vary greatly, as different aspects of SDL were leveraged and implemented by diverse groups of learners to meet different learning needs and professional accreditation requirements. Evidence-based best practices for the assessment of SDL across undergraduate healthcare professions education should include the use of multiple assessments, with direct and indirect measures, to more accurately assess student performance.
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Affiliation(s)
- Tracey A.H. Taylor
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, MI, USA
| | - Kyeorda Kemp
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, MI, USA
| | - Misa Mi
- Medical Library, Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, MI, USA
| | - Sarah Lerchenfeldt
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, MI, USA
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Ohta R, Sano C. Case Report-Driven Medical Education in Rural Family Medicine Education: A Thematic Analysis. Healthcare (Basel) 2023; 11:2270. [PMID: 37628468 PMCID: PMC10454442 DOI: 10.3390/healthcare11162270] [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: 07/03/2023] [Revised: 07/31/2023] [Accepted: 08/09/2023] [Indexed: 08/27/2023] Open
Abstract
Case-based education (CBE) is a teaching method in which learners work on real-life cases to learn and apply concepts and skills they have been taught. Case report-driven medical education using the CBE framework can effectively facilitate student and resident learning, and entice them to become involved in actual clinical practice. Specific case report-driven medical education methods and learning outcomes are not clarified. This study aimed to clarify the specific learning processes and outcomes of case report-driven medical education in rural community-based medical education. Using a qualitative design based on a thematic analysis approach, data were collected through semi-structured interviews. The study participants were medical students and residents in training at a rural Japanese community hospital. Fifty-one case reports were completed and published in Cureus from April 2021 to March 2023. Participants learned about various difficulties related to volatility, uncertainty, complexity, and ambiguity (VUCA) in the medical care of various older patients, which increased their interest in family medicine. They appreciated the importance of case reports in academic careers and how their responsibilities as researchers increase with collaboration. Case report-driven medical education in community hospitals can drive medical students' and junior residents' learning regarding family medicine in the VUCA world.
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Affiliation(s)
- Ryuichi Ohta
- Community Care, Unnan City Hospital, 699-1221 96-1 Iida, Daito-cho, Unnan 699-1221, Japan
| | - Chiaki Sano
- Department of Community Medicine Management, Faculty of Medicine, Shimane University, 89-1 Enya cho, Izumo 693-8501, Japan;
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Evlyn D, Cayami FK, Ediati A, Utari A, Winarni TI. Attitudes of Indonesian health science undergraduates toward sexuality in individuals with intellectual disabilities. RESEARCH IN DEVELOPMENTAL DISABILITIES 2021; 118:104082. [PMID: 34507052 DOI: 10.1016/j.ridd.2021.104082] [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: 03/09/2021] [Revised: 08/06/2021] [Accepted: 08/28/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Sexuality is a fundamental part of the lives of human beings. However, a significant inequality exists regarding the right of an individual with intellectual disabilities. AIMS This study aimed to explore the attitudes of undergraduate health science students toward sexuality in individuals with intellectual disability (ID) in Indonesia. METHODS A cross-sectional study was performed using the Indonesian version of Attitudes toward Sexuality Questionnaires in Intellectual Disability (ASQ-ID). This study involved 617 students in medical, psychology, and public health undergraduate programs. RESULTS Among all participants (n = 617, male = 137, female = 480), the attitude towards self-control was found a significant difference among all three health science undergraduates (p = .01). The psychology students had the most favorable attitudes toward self-control compared to other students. The difference was found between medical and public health students and between public health and psychology students with p = .009 and p = .011, respectively. Religion was significantly affected for the non-reproductive sexual behavior subscale (p = .038). The religion was found to have significant effect on the attitude towards nonreproductive sexual behavior subscale (p = .038). CONCLUSIONS Results show that Indonesian undergraduate students majoring in the health sciences have varying attitudes toward sexuality in individuals with ID. Medical and psychology students have more favorable attitudes toward self-control, whereas public health students have less favorable attitudes. Their religion influencing the attitudes toward nonreproductive sexual behavior.
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Affiliation(s)
- Desiyana Evlyn
- Faculty of Medicine, Diponegoro University, Jl. Prof. H. Soedarto, SH, Tembalang, Semarang, 50275, Central Java, Indonesia.
| | - Ferdy Kurniawan Cayami
- Department of Anatomy, Faculty of Medicine, Diponegoro University, Jl. Prof. H. Soedarto, SH, Tembalang, Semarang, 50275, Central Java, Indonesia; Center for Biomedical Research (CEBIOR), Faculty of Medicine, Diponegoro University, Jl. Prof. H. Soedarto, SH, Tembalang, Semarang, 50275, Central Java, Indonesia.
| | - Annastasia Ediati
- Faculty of Psychology, Diponegoro University, Jl. Prof. H. Soedarto, SH, Tembalang, Semarang, 50275, Central Java, Indonesia.
| | - Agustini Utari
- Center for Biomedical Research (CEBIOR), Faculty of Medicine, Diponegoro University, Jl. Prof. H. Soedarto, SH, Tembalang, Semarang, 50275, Central Java, Indonesia; Department of Pediatrics, Faculty of Medicine, Diponegoro University, Jl Dr. Sutomo no 16, Semarang, 50244, Central Java, Indonesia.
| | - Tri Indah Winarni
- Department of Anatomy, Faculty of Medicine, Diponegoro University, Jl. Prof. H. Soedarto, SH, Tembalang, Semarang, 50275, Central Java, Indonesia; Center for Biomedical Research (CEBIOR), Faculty of Medicine, Diponegoro University, Jl. Prof. H. Soedarto, SH, Tembalang, Semarang, 50275, Central Java, Indonesia.
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Haque A, Mumtaz S, Khattak O, Mumtaz R, Ahmed A. Comparing the preventive behavior of medical students and physicians in the era of COVID-19: Novel medical problems demand novel curricular interventions. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2020; 48:473-481. [PMID: 32682354 PMCID: PMC7404347 DOI: 10.1002/bmb.21406] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/01/2020] [Accepted: 06/15/2020] [Indexed: 05/22/2023]
Abstract
The global challenge presented by COVID-19 is unparalleled. Shortages in healthcare staff and manpower bring the practical skills of medical students under the spotlight. However, before they can be placed on hospital frontlines, it is crucial to assess their preparedness for patient interaction. This can be achieved by comparing their behavioral dynamics to those of physicians. An online questionnaire was administered between March 20, 2020 and March 27, 2020. The preventive strategies adopted by medical students and physicians at different ages and levels of education were compared by using chi-square test where a p value of <0.05 was considered statistically significant. We report that the demonstration of preventive behaviors increased with educational attainment and age. Older age groups avoided crowded areas, wore more masks, used disinfectants and did not touch their faces as compared to the younger participants (p < 0.001). Similarly, postgraduate doctors used more masks and disinfectants as compared to graduate doctors and medical students (p < 0.001). Based on our results, the lack of preventive behavior shown by medical students has implications for policy makers. We recommend short- and long-term changes to medical programs and admissions policies to equip medical students with the personal and professional skills to better contribute to the healthcare system in the present pandemic and beyond.
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Affiliation(s)
- Ayesha Haque
- Department of AnatomyDental college, HITEC‐Institute of Medical SciencesTaxilaPakistan
| | - Sadaf Mumtaz
- Department of PhysiologyDental College, HITEC‐Institute of Medical SciencesTaxilaPakistan
| | - Osama Khattak
- Principal, Dental collegeHITEC‐Institute of Medical SciencesTaxilaPakistan
| | - Rafia Mumtaz
- National University of Health Sciences and Technology (NUST)School of Electrical Engineering and Computer Science (SEECS), H‐12IslamabadPakistan
| | - Amal Ahmed
- School of MedicineImperial College LondonLondonUK
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Rao R, Hawkins M, Ulrich T, Gatlin G, Mabry G, Mishra C. The Evolving Role of Public Health in Medical Education. Front Public Health 2020; 8:251. [PMID: 32714890 PMCID: PMC7344251 DOI: 10.3389/fpubh.2020.00251] [Citation(s) in RCA: 21] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2019] [Accepted: 05/20/2020] [Indexed: 11/15/2022] Open
Abstract
Medical education in the twentieth century was largely influenced by the Flexner Report, with significant proportions of instruction dedicated to the molecular underpinnings of the pathologic pathways and minimal mention of the socio-ecological determinants of health. When examining the predominant diseases of the twenty first century landscape, widening health disparities, and significant changes in the United States healthcare system, it is imperative to view wellness and sickness in a broader public health context rather than a singular focus of the biomedical model. While undergraduate opportunities to study public health are on the rise in the United States, there is a parallel urgency for medical curricula to recognize the importance of the complex interrelated socio-ecological root causes of health, well-being, and illness. In order to reduce the risk of non-communicable diseases and increase health equity, it is necessary for medical education to integrate core public health knowledge and competencies. Contemporary health challenges require a public health approach, in addition to clinical skills, for physicians to provide equitable care. The COVID-19 pandemic further underscores the necessity to mitigate the effects of socio-ecological determinants of health. Seven key recommendations are presented from a training to practice timeline emphasizing the important linkages between medical education, socio-ecological influences on health, and public health. As the health challenges in society and communities shift, so too must training of future physicians. There is a need and an opportunity for medicine and public health to address the shared health challenges of our global society.
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Affiliation(s)
- Ravi Rao
- Independent Researcher, Los Angeles, CA, United States
| | - Melissa Hawkins
- Department of Health Studies, College of Arts and Sciences, American University, Washington, DC, United States
| | - Trina Ulrich
- Department of Health Studies, College of Arts and Sciences, American University, Washington, DC, United States
| | - Greta Gatlin
- Department of Health Studies, College of Arts and Sciences, American University, Washington, DC, United States
| | - Guadalupe Mabry
- Department of Health Studies, College of Arts and Sciences, American University, Washington, DC, United States
| | - Chaitanya Mishra
- Department of Health Studies, College of Arts and Sciences, American University, Washington, DC, United States
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Mateo E, Sevillano E. Project-based learning methodology in the area of microbiology applied to undergraduate medical research. FEMS Microbiol Lett 2019; 365:4998854. [PMID: 29788064 DOI: 10.1093/femsle/fny129] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2018] [Accepted: 05/16/2018] [Indexed: 11/12/2022] Open
Abstract
In the recent years, there has been a decrease in the number of medical professionals dedicated to a research career. There is evidence that students with a research experience during their training acquire knowledge and skills that increase the probability of getting involved in research more successfully. In the Degree of Medicine (University of the Basque Country) the annual core subject 'Research Project' introduces students to research. The aim of this work was to implement a project-based learning methodology, with the students working on microbiology, and to analyse its result along time. Given an initial scenario, the students had to come up with a research idea related to medical microbiology and to carry out a research project, including writing a funding proposal, developing the experimental assays and analyzing and presenting their results to a congress organized by the University. Summative assessment was performed by both students and teachers. A satisfaction survey was carried out to gather the students' opinion. The overall results regarding to the classroom dynamics, learning results and motivation after the implementation were favourable. Students referred a greater interest about research than they had before. They would choose the project based methodology versus the traditional one.
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Affiliation(s)
- Estibaliz Mateo
- UFI 11/25 «Microbios y Salud», Department of Immunology, Microbiology and Parasitology, Faculty of Medicine and Nursery, University of the Basque Country UPV/EHU, Bilbao, Spain
| | - Elena Sevillano
- UFI 11/25 «Microbios y Salud», Department of Immunology, Microbiology and Parasitology, Faculty of Medicine and Nursery, University of the Basque Country UPV/EHU, Bilbao, Spain
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