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Baptista VIDA, Braz JKFDS, Neto SPD, Rabêlo JWC, Marinho RC, Lucena EEDS. Multiple stations in an integrated design of cardiovascular system morphology for medical undergraduate. Ann Anat 2024; 251:152146. [PMID: 37652167 DOI: 10.1016/j.aanat.2023.152146] [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: 04/16/2023] [Revised: 07/25/2023] [Accepted: 08/01/2023] [Indexed: 09/02/2023]
Abstract
The morphology knowledge is essential for clinical, diagnostic and surgical practice in medicine. However, it is a great challenge teaching this science in an integrated curriculum, since it has the need of active methods associated with technology, in a total impaired workload. Therefore, this work described an educational design of multiple practice stations in order to teach morphology of the cardiovascular system in the undergraduate medical education. This activity was conducted in the Multicampi School of Medical Sciences of Federal University of Rio Grande do Norte (UFRN) in Caicó/Brazil. Four anatomy stations and four embryology and histology stations of heart and blood vessels were drawn up. Anatomy stations approached cardiac cycle and cardiac valves (1 A); mediastinum and pericardium (2 A); internal morphology and heart conduction system (3 A) and external morphology of heart (4 A). Whereas embryology and histology stations approached embryogenesis of the heart (1B); cardiac microanatomy and fetal circulation (2B); and vascular microanatomy (3B;4B). All the stations emphasized cognitive and psychomotor fields associated with clinical correlations to active application of morphology knowledge. The multiple stations were considered as an organized, productive, enlightening and riveting alternative to medical students and teaching staff. This innovative experience integrated and energized the three areas of morphological sciences, resignifying the teaching and learning of cardiovascular system morphology.
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Affiliation(s)
| | | | | | - José Wilamy Cosme Rabêlo
- Multicampi School of Medical Sciences, Federal University of Rio Grande do Norte, UFRN, RN, Brazil.
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Xu X, Shi Z, Bos NA, Wu H. Student engagement and learning outcomes: an empirical study applying a four-dimensional framework. MEDICAL EDUCATION ONLINE 2023; 28:2268347. [PMID: 37807698 PMCID: PMC10563621 DOI: 10.1080/10872981.2023.2268347] [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: 01/18/2023] [Accepted: 10/04/2023] [Indexed: 10/10/2023]
Abstract
INTRODUCTION This study applies Reeve's four-dimensional student engagement framework to a medical education context to elucidate the relationship between behavioral, emotional, cognitive, and agentic engagement and learning outcomes. Meanwhile, we categorize learning outcomes in knowledge and skills, and added taxonomies to the cognitive education objectives for the knowledge part, including memorization, comprehension, and application. METHODS We used the China Medical Student Survey to investigate student engagement, and combined it with the Clinical Medicine Proficiency Test for Medical Schools results as a standardized measurement of learning outcomes. We performed multivariate regression analyses to delve into the effectiveness of different types of student engagement. Moreover, we evaluated the moderating roles of gender and the National College Entrance Examination (NCEE) within the relationships between student engagement and learning outcomes. RESULTS We observed that emotional engagement is most effective in promoting learning outcomes in basic medical knowledge and basic clinical skills. Emotional engagement and cognitive engagement could effectively contribute to learning outcomes in all three aspects of basic medical knowledge. In contrast, behavioral and agentic engagement showed negative effects on learning outcomes. Besides, we found that the results of the NCEE played a positive moderating role. CONCLUSION This study provides robust evidence for the effectiveness of emotional engagement and cognitive engagement in promoting learning outcomes. Whereas behavioral and agentic engagement may not be good predictors of learning outcomes in macro-level general competence tests. We suggest a combined effort by students and institutions to promote student engagement and bridge the distance between general competency tests and daily learning activities.
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Affiliation(s)
- Xiaoming Xu
- International Institute of Medicine, Zhejiang University, Yiwu, Zhejiang, China
- The Fourth Affiliated Hospital, Zhejiang University School of Medicine, Yiwu, Zhejiang, China
- Center for Educational Development and Research in health sciences (CEDAR), LEARN, University Medical Center Groningen, University of Groningen, Groningen, the Netherlands
| | - Zehua Shi
- National Centre for Health Professions Education Development/Institute of Medical Education, Peking University, Beijing, China
| | - Nicolaas A. Bos
- Center for Educational Development and Research in health sciences (CEDAR), LEARN, University Medical Center Groningen, University of Groningen, Groningen, the Netherlands
| | - Hongbin Wu
- National Centre for Health Professions Education Development/Institute of Medical Education, Peking University, Beijing, China
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van der Hoeven D, Zhu L, Busaidy K, Quock RL, Holland JN, van der Hoeven R. Integration of Basic and Clinical Sciences: Student Perceptions. MEDICAL SCIENCE EDUCATOR 2020; 30:243-252. [PMID: 34457664 PMCID: PMC8368397 DOI: 10.1007/s40670-019-00884-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
The integrated curriculum is becoming a popular concept among dental schools. The purpose of this study was to query dental students at the University of Texas Health Science Center at Houston - School of Dentistry (UTSD) to elucidate their level of interest in the integrated curriculum, perception of how much integration is currently occurring, and identify challenges to integration. To address this question, dental students at UTSD were invited to participate in a survey. Participants reported their perspectives on integration of sciences. All survey participants agreed that it is beneficial to integrate clinical and basic sciences and that basic science educators were incorporating clinical relevance in their regular teaching. The third and fourth year classes, classes that had been exposed to general as well as all specialty dentistry clinics, agreed that basic sciences are being incorporated into most clinical teaching. Top two barriers to integration identified by the students were lack of crossover knowledge of faculty, and insufficient time to explore connections between basic sciences and clinical sciences because of the volume of information that needs to be covered. In conclusion, student perception at UTSD is that overall basic and clinical sciences are being integrated throughout the curriculum.
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Affiliation(s)
- Dharini van der Hoeven
- Department of Diagnostic and Biomedical Sciences, The University of Texas Health Science Center at Houston - School of Dentistry, 7500 Cambridge, Houston, TX 77054 USA
| | - Liang Zhu
- Biostatistics & Epidemiology Research Design Core, Center for Clinical and Translational Sciences, and Department of Internal Medicine, The University of Texas Health Science Center at Houston – McGovern Medical School, Houston, USA
| | - Kamal Busaidy
- Department of Oral Maxillofacial Surgery, The University of Texas Health Science Center at Houston - School of Dentistry, Houston, USA
| | - Ryan L. Quock
- Department of Restorative Dentistry and Prosthodontics, The University of Texas Health Science Center at Houston - School of Dentistry, Houston, USA
| | - J. Nathaniel Holland
- Office of Research, The University of Texas Health Science Center at Houston - School of Dentistry, Houston, USA
| | - Ransome van der Hoeven
- Department of Diagnostic and Biomedical Sciences, The University of Texas Health Science Center at Houston - School of Dentistry, 7500 Cambridge, Houston, TX 77054 USA
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Lufler RS, Lazarus MD, Stefanik JJ. The Spectrum of Learning and Teaching: The Impact of a Fourth-Year Anatomy Course on Medical Student Knowledge and Confidence. ANATOMICAL SCIENCES EDUCATION 2020; 13:19-29. [PMID: 30793847 DOI: 10.1002/ase.1872] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/05/2018] [Revised: 02/15/2019] [Accepted: 02/18/2019] [Indexed: 06/09/2023]
Abstract
There is growing demand from accrediting agencies for improved basic science integration into fourth-year medical curricula and inculcation of medical students with teaching skills. The objective of this study was to determine the effectiveness of a fourth-year medical school elective course focused on teaching gross anatomy on anatomical knowledge and teaching confidence. Fourth-year medical student "teacher" participants' gross anatomy knowledge was assessed before and after the course. Students rated their overall perceived anatomy knowledge and teaching skills on a scale from 0 (worst) to 10 (best), and responded to specific knowledge and teaching confidence items using a similar scale. First-year students were surveyed to evaluate the effectiveness of the fourth-year student teaching on their learning. Thirty-two students completed the course. The mean anatomy knowledge pretest score and posttest scores were 43.2 (±22.1) and 74.1 (±18.4), respectively (P < 0.001). The mean perceived anatomy knowledge ratings before and after the course were 6.19 (±1.84) and 7.84 (±1.30), respectively (P < 0.0001) and mean perceived teaching skills ratings before and after the course were 7.94 (±1.24) and 8.53 (±0.95), respectively (P = 0.002). Student feedback highlighted five themes which impacted fourth-year teaching assistant effectiveness, including social/cognitive congruence and improved access to learning opportunities. Together these results suggest that integrating fourth-year medical students in anatomy teaching increases their anatomical knowledge and improves measures of perceived confidence in both teaching and anatomy knowledge. The thematic analysis revealed that this initiative has positive benefits for first-year students.
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Affiliation(s)
- Rebecca S Lufler
- Department of Medical Education, Tufts University School of Medicine, Boston, Massachusetts
| | - Michelle D Lazarus
- Centre for Human Anatomy Education, Department of Anatomy and Developmental Biology, Faculty of Medicine Nursing and Health Sciences, Monash University, Melbourne, Australia
- Monash Centre for Scholarship in Health Education, Faculty of Medicine Nursing and Health Sciences, Monash University, Melbourne, Australia
| | - Joshua J Stefanik
- Department of Physical Therapy, Northeastern University, Boston, Massachusetts
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Cavuoto Petrizzo M, Barilla-LaBarca ML, Lim YS, Jongco AM, Cassara M, Anglim J, Stern JN. Utilization of high-fidelity simulation to address challenges with the basic science immunology education of preclinical medical students. BMC MEDICAL EDUCATION 2019; 19:352. [PMID: 31521165 PMCID: PMC6744639 DOI: 10.1186/s12909-019-1786-5] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/25/2019] [Accepted: 09/03/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Immune function and dysfunction are highly complex basic science concepts introduced in the preclinical medical school curriculum. A challenge for early learners is connecting the intricate details and concepts in immunology with clinical manifestations. This impedes relevance and applicability. The impetus in medical education reform is promoting consolidation of basic science and clinical medicine during the first two years of medical school. Simulation is an innovation now widely employed in medical schools to enhance clinical learning. Its use in basic science curriculums is largely deficient. The authors piloted simulation as a novel curricular approach to enhance fundamental immunology knowledge and clinical integration. METHODS The authors introduced a Primary Immunodeficiency Disease (PIDD) simulation during a basic science immunology course for second-year medical students at the Zucker School of Medicine at Hofstra/Northwell. The simulation tasked small groups of students with evaluating, diagnosing and managing an infant with previously undiagnosed immunodeficiency. Joint facilitation by clinical and science faculty during terminal debriefings engaged students in Socratic discussion. Debriefing aimed to immerse basic science content in the context of the clinical case. Students completed a post-simulation Likert survey, assessing utility in reinforcing clinical reasoning, integration of basic science and clinical immunology, enhanced knowledge and understanding of immunodeficiency, and enhanced learning. A summative Immunodeficiency Objective Structured Clinical Examination (OSCE) question was created by faculty to assess students' recognition of a PIDD and clinical reasoning. RESULTS The simulation was well received by students with > 90% endorsing each of the objectives on the post-simulation survey. The authors also determined a statistically significant score variance on the summative OSCE question. Higher scores were achieved by the cohort of students completing the OSCE post-simulation versus the cohort completing the OSCE pre-simulation. CONCLUSIONS The innovative use of simulation in a highly complex basic science immunology course provides relevance and consolidation for preclinical learners. Additional data will be collected to continuously assess application of concepts and proficiency stemming from this novel curricular intervention. The authors advocate the initiation and/or expansion of simulation in non-clinical basic science courses such as immunology to bridge the gap between theory and practice.
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Affiliation(s)
- Marie Cavuoto Petrizzo
- Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, 500 Hofstra Blvd., Hempstead, NY USA
| | | | - Youn Seon Lim
- Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, 500 Hofstra Blvd., Hempstead, NY USA
| | - Artemio M. Jongco
- Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, 500 Hofstra Blvd., Hempstead, NY USA
- Northwell Health Division of Allergy and Immunology, 865 Northern Blvd., Great Neck, NY USA
| | - Michael Cassara
- Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, 500 Hofstra Blvd., Hempstead, NY USA
- Northwell Health Patient Safety Institute, 1979 Marcus Avenue, New Hyde Park, NY USA
| | - James Anglim
- Northwell Health Patient Safety Institute, 1979 Marcus Avenue, New Hyde Park, NY USA
| | - Joel N.H. Stern
- Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, 500 Hofstra Blvd., Hempstead, NY USA
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Olson J, Rinehart J, Spiegel JJ, Al-Nakkash L. Student perception on the integration of simulation experiences into human physiology curricula. ADVANCES IN PHYSIOLOGY EDUCATION 2019; 43:332-338. [PMID: 31305155 DOI: 10.1152/advan.00202.2018] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
A variety of medical simulators have been developed over recent years for students of all medical professions. These simulators serve to teach basic science concepts, advanced clinical skills, as well as empathy and student confidence. This study aimed to understand the students' perception of the integration of high-fidelity simulation exercises into the teaching of human physiology. Research groups were made up of both osteopathic and podiatric medical students. Data were obtained using a Likert-scale survey. Results indicated that students believed the simulation experiences were beneficial to further understanding of physiological concepts, as well as seeing these concepts in a clinical setting. Variations were noted between podiatric and osteopathic medical students' perception on how the experiences helped them develop clinical and personal confidence, and if the experience helped illustrate correlations between laboratory values and accompanying physiology. Results illustrated no differences in perception between the sexes. Although all students agreed that the experience helped with the understanding of physiology, podiatric medical students did not necessarily find value in the simulation for their development as future clinicians. We predict that differences in perception are largely based on the different curriculums of the students questioned. The present study indicated that incorporation of simulation experiences in the first year of medical school enhanced learning basic science physiology concepts and promoted the development of self-confidence as future clinicians. Incorporating simulation into the didactic coursework should be promoted in other medical schools' curricula.
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Affiliation(s)
- Jay Olson
- Arizona College of Osteopathic Medicine, Midwestern University , Glendale, Arizona
| | - Jim Rinehart
- Clinical Skills and Simulation Center, Midwestern University , Glendale, Arizona
| | | | - Layla Al-Nakkash
- Arizona College of Osteopathic Medicine, Midwestern University , Glendale, Arizona
- Department of Physiology, College of Graduate Studies, Midwestern University , Glendale, Arizona
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Caldelari M, Floris L, Marchand C, Schuler Barazzoni M. Maintaining the knowledge and neonatal resuscitation skills of student midwives 6 months after an educational program. Arch Pediatr 2019; 26:385-392. [PMID: 31353148 DOI: 10.1016/j.arcped.2019.05.001] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2018] [Revised: 03/02/2019] [Accepted: 05/22/2019] [Indexed: 11/27/2022]
Abstract
BACKGROUND Training student midwives in neonatal resuscitation is essential because the midwife is present at every birth and must be able to perform resuscitation procedures when needed. The objective of this study was to evaluate student midwives' retention of theoretical knowledge about resuscitation as well as their practical application of that knowledge 6 months after training. METHOD A cross-sectional study was conducted for two consecutive years, 2015 and 2016, among 49 student midwives in the middle of their second and final year of training at the University of Applied Sciences in Western Switzerland. The study included assessments of both theoretical knowledge and practical skills regarding neonatal resuscitation 6 months after each participant had completed the training program. The students' theoretical knowledge was evaluated using a multiple-choice question (MCQ) test, the results of which were compared with results from the same MCQ test that had been obtained 6 months earlier. The students' practical skills were evaluated following a simulation workshop by analyzing recorded videos and applying scores using an adapted validated grid. RESULTS The MCQ pretest and MCQ posttest (after 6 months) scores showed no statistically significant difference (z=-1.583, P=0.113). In terms of the practical skills assessment, 25% of the students (11/44) were considered insufficiently skilled for the table preparation. During the simulation, 22 teams of students were available for analysis. Of these, 11 teams (50.0%) were considered insufficiently skilled. The skills observation findings showed an integration of technical gestures for the majority of the teams, but the items demonstrated a lack of organization and management. CONCLUSION Neonatal resuscitation training for student midwives shows that their theoretical knowledge seems to be well assimilated while practical skills are unevenly retained. Certain elements, as indicated by the detail of the analysis grid, need to be reinforced by additional workshops before the end of the training.
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Affiliation(s)
- M Caldelari
- School of Health Sciences, Vaud, 1011 Lausanne, Switzerland.
| | - L Floris
- School of Health Sciences, Vaud, 1011 Lausanne, Switzerland; Nursing Directorate, Geneva University Hospitals (HUG), 1205 Geneva, Switzerland.
| | - C Marchand
- Health Education and Practices Laboratory, EA 3412, Université Paris 13 Sorbonne Paris Cité, 93017 Bobigny cedex, France.
| | - M Schuler Barazzoni
- Clinic of Neonatology, Department Mother-Woman-Child, Lausanne University Hospital, 1011 Lausanne, Switzerland.
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Alexander LA, Newton MW, McEvoy KG, Newton MJ, Mungai M, DiMiceli-Zsigmond M, Sileshi B, Watkins SC, McEvoy MD. Development and Pilot Testing of a Context-Relevant Safe Anesthesia Checklist for Cesarean Delivery in East Africa. Anesth Analg 2019; 128:993-998. [DOI: 10.1213/ane.0000000000003874] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
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Assessing the impact of Medical Microbiology classes using active strategies on short- and long-term retention on medical students: an innovative study. Braz J Microbiol 2018; 50:165-173. [PMID: 30637632 DOI: 10.1007/s42770-018-0031-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2018] [Accepted: 09/18/2018] [Indexed: 10/27/2022] Open
Abstract
One of teachers' concerns, with students in general and medical students in particular, is to ensure as much as possible that information goes from students' short-term memories to their long-term memories. The present study focuses on knowledge retention in Medical Microbiology and assesses the effectiveness of some strategies implemented for short- and long-term retention. A pre- and post-test was used to assess student's learning. This study involved students of Porto University (test group). Test group participants were all attending the third year of the Medicine Degree Program. The results of post-test 1 were considered very positive and support the importance of these applied active activities and/or methodologies in Medical Microbiology for short-term retention. However, the results obtained in post-test 2 showed that knowledge retention after 9 months, despite substantial, decreases.
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Salkowski LR, Russ R. Cognitive processing differences of experts and novices when correlating anatomy and cross-sectional imaging. J Med Imaging (Bellingham) 2018; 5:031411. [PMID: 29795777 DOI: 10.1117/1.jmi.5.3.031411] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2017] [Accepted: 04/23/2018] [Indexed: 01/15/2023] Open
Abstract
The ability to correlate anatomical knowledge and medical imaging is crucial to radiology and as such, should be a critical component of medical education. However, we are hindered in our ability to teach this skill because we know very little about what expert practice looks like, and even less about novices' understanding. Using a unique simulation tool, this research conducted cognitive clinical interviews with experts and novices to explore differences in how they engage in this correlation and the underlying cognitive processes involved in doing so. This research supported what has been known in the literature, that experts are significantly faster at making decisions on medical imaging than novices. It also offers insight into the spatial ability and reasoning that is involved in the correlation of anatomy to medical imaging. There are differences in the cognitive processing of experts and novices with respect to meaningful patterns, organized content knowledge, and the flexibility of retrieval. Presented are some novice-expert similarities and differences in image processing. This study investigated extremes, opening an opportunity to investigate the sequential knowledge acquisition from student to resident to expert, and where educators can help intervene in this learning process.
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Affiliation(s)
- Lonie R Salkowski
- University of Wisconsin, School of Medicine and Public Health, Department of Radiology, Madison, Wisconsin, United States.,University of Wisconsin, School of Medicine and Public Health, Department of Medical Physics, Madison, Wisconsin, United States
| | - Rosemary Russ
- University of Wisconsin, School of Education, Department of Curriculum and Instruction, Madison, Wisconsin, United States
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Le Lous M, De Chanaud N, Bourret A, Senat MV, Colmant C, Jaury P, Tesnière A, Tsatsaris V. Improving the quality of transvaginal ultrasound scan by simulation training for general practice residents. Adv Simul (Lond) 2017; 2:24. [PMID: 29450025 PMCID: PMC5806366 DOI: 10.1186/s41077-017-0056-z] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2017] [Accepted: 11/01/2017] [Indexed: 01/08/2023] Open
Abstract
Background Ultrasonography (US) is an essential tool for the diagnosis of acute gynecological conditions. General practice (GP) residents are involved in the first-line management of gynecologic emergencies. They are not familiar with US equipment. Initial training on simulators was conducted. The aim of this study was to evaluate the impact of simulation-based training on the quality of the sonographic images achieved by GP residents 2 months after the simulation training versus clinical training alone. Methods Young GP residents assigned to emergency gynecology departments were invited to a one-day simulation-based US training session. A prospective controlled trial aiming to assess the impact of such training on TVS (transvaginal ultrasound scan) image quality was conducted. The first group included GP residents who attended the simulation training course. The second group included GP residents who did not attend the course. Written consent to participate was obtained from all participants. Images achieved 2 months after the training were scored using standardized quality criteria and compared in both groups. The stress generated by this examination was also assessed with a simple numeric scale. Results A total of 137 residents attended the simulation training, 26 consented to participate in the controlled trial. Sonographic image quality was significantly better in the simulation group for the sagittal view of the uterus (3.6 vs 2.7, p = 0.01), for the longitudinal view of the right ovary (2.8 vs 1.4, p = 0.027), and for the Morrison space (1.7 vs 0.4, p = 0.034), but the difference was not significant for the left ovary (2.9 vs 1.7, p = 0.189). The stress generated by TVS after 2 months was not different between the groups (6.0 vs 4.8, p = 0.4). Conclusion Simulation-based training improved the quality of pelvic US images in GP residents assessed after 2 months of experience in gynecology compared to clinical training alone.
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Affiliation(s)
- M Le Lous
- 1Department of Gynecology Obstetrics and Reproductive Medicine, AP-HP, Cochin Port Royal Hospital, University of Sorbonne Paris Cité, Paris, France.,2Simulation Department iLumens, Sorbonne Paris Cité University, Paris, France.,3Department of Obstetrics and Gynecology, University Hospital of Rennes, Rennes, France
| | - N De Chanaud
- 2Simulation Department iLumens, Sorbonne Paris Cité University, Paris, France.,4General Practice Department, Paris Descartes University, Paris, France
| | - A Bourret
- 1Department of Gynecology Obstetrics and Reproductive Medicine, AP-HP, Cochin Port Royal Hospital, University of Sorbonne Paris Cité, Paris, France
| | - M V Senat
- 5Department of Obstetrics and Gynecology, AP-HP, Bicêtre Hospital, University of Paris-Sud, Orsay, France
| | - C Colmant
- 5Department of Obstetrics and Gynecology, AP-HP, Bicêtre Hospital, University of Paris-Sud, Orsay, France
| | - P Jaury
- 4General Practice Department, Paris Descartes University, Paris, France
| | - A Tesnière
- 2Simulation Department iLumens, Sorbonne Paris Cité University, Paris, France.,6Department of Anesthesia, AP-HP, Cochin Port Royal Hospital, University of Sorbonne Paris Cité, Paris, France
| | - V Tsatsaris
- 1Department of Gynecology Obstetrics and Reproductive Medicine, AP-HP, Cochin Port Royal Hospital, University of Sorbonne Paris Cité, Paris, France.,2Simulation Department iLumens, Sorbonne Paris Cité University, Paris, France
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Ginzburg SB, Brenner J, Cassara M, Kwiatkowski T, Willey JM. Contextualizing the relevance of basic sciences: small-group simulation with debrief for first- and second-year medical students in an integrated curriculum. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2017; 8:79-84. [PMID: 28176890 PMCID: PMC5260942 DOI: 10.2147/amep.s124851] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
Abstract
AIM There has been a call for increased integration of basic and clinical sciences during preclinical years of undergraduate medical education. Despite the recognition that clinical simulation is an effective pedagogical tool, little has been reported on its use to demonstrate the relevance of basic science principles to the practice of clinical medicine. We hypothesized that simulation with an integrated science and clinical debrief used with early learners would illustrate the importance of basic science principles in clinical diagnosis and management of patients. METHODS Small groups of first- and second-year medical students were engaged in a high-fidelity simulation followed by a comprehensive debrief facilitated by a basic scientist and clinician. Surveys including anchored and open-ended questions were distributed at the conclusion of each experience. RESULTS The majority of the students agreed that simulation followed by an integrated debrief illustrated the clinical relevance of basic sciences (mean ± standard deviation: 93.8% ± 2.9% of first-year medical students; 96.7% ± 3.5% of second-year medical students) and its importance in patient care (92.8% of first-year medical students; 90.4% of second-year medical students). In a thematic analysis of open-ended responses, students felt that these experiences provided opportunities for direct application of scientific knowledge to diagnosis and treatment, improving student knowledge, simulating real-world experience, and developing clinical reasoning, all of which specifically helped them understand the clinical relevance of basic sciences. CONCLUSION Small-group simulation followed by a debrief that integrates basic and clinical sciences is an effective means of demonstrating the relationship between scientific fundamentals and patient care for early learners. As more medical schools embrace integrated curricula and seek opportunities for integration, our model is a novel approach that can be utilized.
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Affiliation(s)
- Samara B Ginzburg
- Department of Science Education, Hofstra Northwell School of Medicine, Hempstead
| | - Judith Brenner
- Department of Science Education, Hofstra Northwell School of Medicine, Hempstead
| | - Michael Cassara
- Department of Emergency Medicine, Northwell Health, Great Neck, NY, USA
| | - Thomas Kwiatkowski
- Department of Science Education, Hofstra Northwell School of Medicine, Hempstead
| | - Joanne M Willey
- Department of Science Education, Hofstra Northwell School of Medicine, Hempstead
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Klement BJ, Paulsen DF, Wineski LE. Clinical Correlations as a Tool in Basic Science Medical Education. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2016; 3:10.4137_JMECD.S18919. [PMID: 29349328 PMCID: PMC5758745 DOI: 10.4137/jmecd.s18919] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/22/2016] [Revised: 11/09/2016] [Accepted: 11/11/2016] [Indexed: 06/01/2023]
Abstract
Clinical correlations are tools to assist students in associating basic science concepts with a medical application or disease. There are many forms of clinical correlations and many ways to use them in the classroom. Five types of clinical correlations that may be embedded within basic science courses have been identified and described. (1) Correlated examples consist of superficial clinical information or stories accompanying basic science concepts to make the information more interesting and relevant. (2) Interactive learning and demonstrations provide hands-on experiences or the demonstration of a clinical topic. (3) Specialized workshops have an application-based focus, are more specialized than typical laboratory sessions, and range in complexity from basic to advanced. (4) Small-group activities require groups of students, guided by faculty, to solve simple problems that relate basic science information to clinical topics. (5) Course-centered problem solving is a more advanced correlation activity than the others and focuses on recognition and treatment of clinical problems to promote clinical reasoning skills. Diverse teaching activities are used in basic science medical education, and those that include clinical relevance promote interest, communication, and collaboration, enhance knowledge retention, and help develop clinical reasoning skills.
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Affiliation(s)
- Brenda J Klement
- Department of Medical Education, Morehouse School of Medicine, Atlanta, GA, USA
| | - Douglas F Paulsen
- Department of Pathology and Anatomy, Morehouse School of Medicine, Atlanta, GA, USA
| | - Lawrence E Wineski
- Department of Pathology and Anatomy, Morehouse School of Medicine, Atlanta, GA, USA
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