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Zheng B, Sun T. Self-Regulated Learning and Learning Outcomes in Undergraduate and Graduate Medical Education: A Meta-Analysis. Eval Health Prof 2024:1632787241288849. [PMID: 39361881 DOI: 10.1177/01632787241288849] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/05/2024]
Abstract
Self-regulated learning (SRL) plays a pivotal role in medical education. There is a pressing need for a meta-analytical review to comprehensively evaluate the effect sizes of SRL strategies across diverse learning outcomes and levels of medical trainees. A meta-analysis was executed by searching five databases and resulted in 61 studies that met our inclusion criteria. A three-level meta-analysis was performed to examine the association between SRL strategies and various levels of learning outcomes (i.e., affective, cognitive, and behavioral learning outcomes). Moderator analyses were conducted using meta-regression, considering factors such as types of learning outcomes, training levels, SRL subscales, and quality of the studies. The analysis yielded an average effect size of .212, using Pearson's correlation coefficient, demonstrating a positive and significant association between SRL strategies and overall learning outcomes. Although our moderator analyses indicated that SRL subscales and study quality did not significantly influence the relationship between SRL strategies and learning outcomes, SRL strategies had a more pronounced effect on affective outcomes than on test scores, behavioral outcomes, and mental health outcomes. In addition, the association between SRL strategies and learning outcomes were significantly higher among the clerkship phase of undergraduate medical education than the pre-clerkship phase.
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Affiliation(s)
- Binbin Zheng
- Uniformed Services University of the Health Sciences, USA
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Heltne SF, Hovdenakk S, Kvernenes M, Tenstad O. Study preferences and exam outcomes in medical education: insights from renal physiology. BMC MEDICAL EDUCATION 2024; 24:973. [PMID: 39242523 PMCID: PMC11380206 DOI: 10.1186/s12909-024-05964-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/22/2023] [Accepted: 08/27/2024] [Indexed: 09/09/2024]
Abstract
BACKGROUND Efficient learning strategies and resource utilization are critical in medical education, especially for complex subjects like renal physiology. This is increasingly important given the rise in chronic renal diseases and the decline in nephrology fellowships. However, the correlations between study time, perceived utility of learning resources, and academic performance are not well-explored, which led to this study. METHODS A cross-sectional survey was conducted with second-year medical students at the University of Bergen, Norway, to assess their preferred learning resources and study time dedicated to renal physiology. Responses were correlated with end-of-term exam scores. RESULTS The study revealed no significant correlation between time spent studying and overall academic performance, highlighting the importance of study quality over quantity. Preferences for active learning resources, such as Team-Based Learning, interactive lessons and formative assignments, were positively correlated with better academic performance. A notable correlation was found between students' valuation of teachers' professional competence and their total academic scores. Conversely, perceived difficulty across the curriculum and reliance on self-found online resources in renal physiology correlated negatively with academic performance. 'The Renal Pod', a locally produced renal physiology podcast, was popular across grades. Interestingly, students who listened to all episodes once achieved higher exam scores compared to those who listened to only some episodes, reflecting a strategic approach to podcast use. Textbooks, while less popular, did not correlate with higher exam scores. Despite the specific focus on renal physiology, learning preferences are systematically correlated with broader academic outcomes, reflecting the interconnected nature of medical education. CONCLUSION The study suggests that the quality and strategic approaches to learning significantly impact academic performance. Successful learners tend to be proactive, engaged, and strategic, valuing expert instruction and active participation. These findings support the integration of student-activating teaching methods and assignments that reward deep learning.
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Affiliation(s)
- Sofie Fagervoll Heltne
- Department of Biomedicine, University of Bergen, Jonas Lies vei 91, Bergen, N- 5009, Norway
| | - Sigrid Hovdenakk
- Department of Biomedicine, University of Bergen, Jonas Lies vei 91, Bergen, N- 5009, Norway
| | - Monika Kvernenes
- Center for Medical Education, Department of Clinical Medicine, University of Bergen, Bergen, Norway
| | - Olav Tenstad
- Department of Biomedicine, University of Bergen, Jonas Lies vei 91, Bergen, N- 5009, Norway.
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Khadka A, Basnet A, Jaiswal R, Karki S, Magar SS. Learning styles, approaches and academic performance of second and third-year medical students of a medical college of Kathmandu: a descriptive cross-sectional study. Ann Med Surg (Lond) 2024; 86:4432-4438. [PMID: 39118777 PMCID: PMC11305734 DOI: 10.1097/ms9.0000000000002316] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2024] [Accepted: 06/17/2024] [Indexed: 08/10/2024] Open
Abstract
Background The research is based on a questionnaire to study the different learning styles among medical students, and their approach to intellectual development. Methods This is an observational, cross-sectional study conducted on 140 participants. Initially after the informed consent process, the second-year and third-year medical students were requested to respond to the questionnaire without consulting friends. Data were analyzed descriptively and comparison was made. Results In this study, the students were mostly visual learners, followed by solo learners, audio learners, verbal learners, and social learners. The majority of the students in our study (84.56%) studied less than 4 h per day beyond normal lecture hours. Similarly, 45.71% of students studied continuously for 30-60 min. During break, 63.57% of students used social media, watched television, and videos, and listened to music. Most students (75%) preferred to study in a hostel room and only 12.85% used the library as their study place. The majority of the students (65.71%) of students slept between six to eight hours. The University's suggested medical textbooks and reference materials were consulted by 94.3% of the students. The 47.85% of students favored self-directed learning with 56.42% preferring to read and write to retain the learned materials. Self-prepared notes were commonly used by the majority of students (60.7%). Conclusions This research evaluates the preferred learning preferences of medical students and their relationship to academic performance, which will improve the effectiveness of teaching and learning between teachers and medical students.
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Affiliation(s)
| | - Anuj Basnet
- Department of Pharmacology, Nepalese Army Institute of Health Sciences, Kathmandu, Nepal
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Moulton J, Vecchiarelli C, Cheng MS. Do Chosen Learning Strategies Predict Academic Performance in First-Year DPT Anatomy Students? JOURNAL, PHYSICAL THERAPY EDUCATION 2024; 38:100-106. [PMID: 38758174 DOI: 10.1097/jte.0000000000000320] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/29/2023] [Accepted: 10/18/2023] [Indexed: 05/18/2024]
Abstract
INTRODUCTION The purpose of this study was to identify predictors of anatomy final course grades from first-year physical therapist students' characteristics and chosen learning strategies, as indicated on the Motivated Strategies for Learning Questionnaire (MSLQ). Identifying factors that contribute to success in content intensive classes may aid in coaching successful learning strategies as students transition from undergraduate coursework to Doctor of Physical Therapy (DPT) programs. REVIEW OF LITERATURE Previous studies show that first-year graduate students use ineffective learning strategies that are insufficient for graduate-level study. The MSLQ correlates with academic performance at several educational levels. To date, only one study has examined the correlation of MSLQ with physical therapist students' academic performance for an anatomy course. SUBJECTS Thirty-nine first-year physical therapist students participated in the study (27 from a hybrid program, 12 from a traditional program). METHODS This study analyzed MSLQ scores for the total instrument, each domain, and each subscale using regression analyses to determine predictors of final anatomy grades. RESULTS The subscales of Self-Efficacy and Test Anxiety had significant predictive value for anatomy grades (R2 = 0.455, F = 5.203, P = .029). Test Anxiety had an inverse relationship to anatomy grades, meaning lower test anxiety scores correlated with higher anatomy grades. The combination of Self-Efficacy, Test Anxiety, and Critical Thinking subscales resulted in a significant prediction of anatomy grades (R2 = 0.603, F = 6.659, P = .014). DISCUSSION AND CONCLUSION This study found moderate correlations between MSLQ Motivation subscales and final grades in DPT anatomy classes. Self-Efficacy and Test Anxiety subscales had the strongest correlations and were significantly predictive of anatomy grades. Faculty may benefit from using inventories like the MSLQ for first-year physical therapist students to identify motivational characteristics associated with success and to remediate students' learning strategies to prevent academic failure.
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Affiliation(s)
- Joy Moulton
- Joy Moulton is the associate professor in the Department of Physical Therapy at the Nova Southeastern University, Tampa Bay 3400 Gulf to Bay Blvd., Clearwater, FL 33759-4514 . Please address all correspondence to Joy Moulton
- Craig Vecchiarelli is the assistant professor in the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida
- M. Samuel Cheng is the professor and director of PhD program in the Department of Physical Therapy at the Nova Southeastern University
| | - Craig Vecchiarelli
- Joy Moulton is the associate professor in the Department of Physical Therapy at the Nova Southeastern University, Tampa Bay 3400 Gulf to Bay Blvd., Clearwater, FL 33759-4514 . Please address all correspondence to Joy Moulton
- Craig Vecchiarelli is the assistant professor in the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida
- M. Samuel Cheng is the professor and director of PhD program in the Department of Physical Therapy at the Nova Southeastern University
| | - M Samuel Cheng
- Joy Moulton is the associate professor in the Department of Physical Therapy at the Nova Southeastern University, Tampa Bay 3400 Gulf to Bay Blvd., Clearwater, FL 33759-4514 . Please address all correspondence to Joy Moulton
- Craig Vecchiarelli is the assistant professor in the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida
- M. Samuel Cheng is the professor and director of PhD program in the Department of Physical Therapy at the Nova Southeastern University
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Abstract
OBJECTIVES The objective of this study was to understand the variables or study habits that inform study in undergraduate and postgraduate students attending Trinity College Dublin. METHODS A descriptive, cross-sectional anonymous online survey was used to gather data to explore student study habits. Survey 1 was completed by participants in April 2019 and survey 2 was completed by participants in April 2020, during the COVID-19 restrictions. RESULTS A total of 1557 participants completed survey 1 in 2019, and 1793 participants completed survey 2 in 2020. In both surveys a majority reported using caffeine, library study, sleep pattern adjustment and excercise to aid academic performance. Survey 2 participants reported COVID-19 resulted in increased difficulty studying (91%). In particular loss of structure and routine was negatively impacted by the pandemic (92%), and increased feelings of stress were reported (75%). CONCLUSIONS Our study suggests a potential role of the college environment as a target for the implementation of interventions to promote student learning, healthy study habits and well-being. The global pandemic has resulted in additional challenging demands for universities to serve an essential role in supporting college students study habits.
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Affiliation(s)
- C Clarke
- Dublin North Mental Health Services, Millmount Avenue, Drumcondra, Dublin 9, Ireland
| | - M Mullin
- College Health Service, Trinity College Dublin, The University of Dublin, Dublin 2, Ireland
| | - D McGrath
- College Health Service, Trinity College Dublin, The University of Dublin, Dublin 2, Ireland
| | - N Farrelly
- College Health Service, Trinity College Dublin, The University of Dublin, Dublin 2, Ireland
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Saxena S, Wright WS, Khalil MK. Gender differences in learning and study strategies impact medical students' preclinical and USMLE step 1 examination performance. BMC MEDICAL EDUCATION 2024; 24:504. [PMID: 38714975 PMCID: PMC11077801 DOI: 10.1186/s12909-024-05494-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: 12/15/2023] [Accepted: 04/30/2024] [Indexed: 05/12/2024]
Abstract
BACKGROUND Evaluation of students' learning strategies can enhance academic support. Few studies have investigated differences in learning strategies between male and female students as well as their impact on United States Medical Licensing Examination® (USMLE) Step 1 and preclinical performance. METHODS The Learning and Study Strategies Inventory (LASSI) was administered to the classes of 2019-2024 (female (n = 350) and male (n = 262)). Students' performance on preclinical first-year (M1) courses, preclinical second-year (M2) courses, and USMLE Step 1 was recorded. An independent t-test evaluated differences between females and males on each LASSI scale. A Pearson product moment correlation determined which LASSI scales correlated with preclinical performance and USMLE Step 1 examinations. RESULTS Of the 10 LASSI scales, Anxiety, Attention, Information Processing, Selecting Main Idea, Test Strategies and Using Academic Resources showed significant differences between genders. Females reported higher levels of Anxiety (p < 0.001), which significantly influenced their performance. While males and females scored similarly in Concentration, Motivation, and Time Management, these scales were significant predictors of performance variation in females. Test Strategies was the largest contributor to performance variation for all students, regardless of gender. CONCLUSION Gender differences in learning influence performance on STEP1. Consideration of this study's results will allow for targeted interventions for academic success.
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Affiliation(s)
- Sparsha Saxena
- University of South Carolina School of Medicine, 29605, Greenville, SC, USA
| | - William S Wright
- University of South Carolina School of Medicine, 29605, Greenville, SC, USA
| | - Mohammed K Khalil
- University of South Carolina School of Medicine, 29605, Greenville, SC, USA.
- Department of Biomedical Sciences, University of South Carolina School of Medicine, 29605, Greenville, SC, USA.
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Gundler CM, Porta D, Sinning A. Use of Clinically Oriented Laboratory Manuals in a Prosection Gross Anatomy Laboratory during COVID-19. MEDICAL SCIENCE EDUCATOR 2024; 34:335-347. [PMID: 38686137 PMCID: PMC11055815 DOI: 10.1007/s40670-023-01970-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/21/2023] [Indexed: 05/02/2024]
Abstract
Gross anatomy is a critical course for the development of a variety of skills such as anatomical knowledge and spatial, critical, and clinical reasoning. There have been few attempts to integrate clinical applications in gross anatomy, with the majority of these being in the lecture hall and not in the laboratory. Clinical cases and guided questions were added to a laboratory manual (Clinically Oriented Laboratory Manuals (COLMs)) in a first-year medical gross anatomy prosection course during COVID-19. The effectiveness of the COLMs was analyzed using in-laboratory assessments between treatment and control groups, as well as student perceptions. There was no significant difference between in-lab assessment scores between students with or without the COLMs in 2020 (t1304.735= 0.647, p ;= 0.518). Student perceptions demonstrated that 61.6% strongly agreed or agreed that the COLMs were a good way to learn anatomy and 32.0% desired more COLMs in the lab. Overall, COLMs did not increase student knowledge by the end of a session. Students thought the COLMs were a good tool to learn anatomy because they helped become more clinically aware; however, students desired better implementation of the COLMs. The addition of COLMs in the laboratory is a potential method to address the need for clinical applications within the gross anatomy laboratory. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-023-01970-1.
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Affiliation(s)
- Caroline M Gundler
- Department of Biomedical Sciences, Ohio University Heritage College of Osteopathic Medicine, Dublin, OH USA
| | - David Porta
- Department of Biology, Bellarmine University, Louisville, KY USA
| | - Allan Sinning
- Department of Biology, Glendale Community College, Glendale, AZ USA
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Selva-Rodriguez A, Sandars J. Twelve tips for providing academic remediation to widening access learners in medical education. MEDICAL TEACHER 2023; 45:1112-1117. [PMID: 37243728 DOI: 10.1080/0142159x.2023.2216360] [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: 05/29/2023]
Abstract
As medical schools expand access and diversity through widening access initiatives, there is an increasing need to provide academic remediation for learners during their first year in medical school. The previous educational experiences of widening access learners are often mismatched for continuing success in medical school. This article offers 12 tips for providing academic remediation to widening access learners and draws on insights from the learning sciences and research in psychosocial education to support academic development within a holistic framework.
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Affiliation(s)
| | - John Sandars
- Department of Medical Education, Edge Hill University, Ormskirk, UK
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Halalsheh R, Al-Rawashdeh A, Rababah E. Medical students' perceptions of factors that Impact their performance in human physiology course: suggestions for improving course presentation. BMC MEDICAL EDUCATION 2023; 23:705. [PMID: 37759240 PMCID: PMC10523740 DOI: 10.1186/s12909-023-04661-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/16/2023] [Accepted: 09/07/2023] [Indexed: 09/29/2023]
Abstract
OBJECTIVES The study aims to examine students' perceptions of factors that impact students' performance in the Human Physiology course at HU's College of Applied Health Sciences and their suggestions for improvement. METHOD A cross sectional study was conducted between March 2022 and April 2022. A self-administered online questionnaire was distributed to undergraduate students in Physiology courses (online and blended) via Microsoft Teams. Data were analyzed descriptively and inferentially, and thematic analysis was employed based on the most frequent statements for the open-ended question. RESULTS In total, 435 students participated in the study. Results indicated that students had high levels of agreement (M = 4.39) regarding faculty teaching style compared to (M = 4.24) towards course content and (M = 3.49) moderate levels towards technological aspects. In terms of the statistically significant differences at (α = 0.05) in students' perceptions of factors that influence their performance due to the variables (gender, GPA, college, and teaching methods: online or blended), results showed that course content was not affected by any variables. The technological aspects were affected by GPA and gender. In terms of faculty teaching style, it was affected by all variables (GPA, college, and teaching method) except gender. One open-ended question regarding suggested improvements revealed four main themes: assessment and evaluation, technical issues, teaching methods and tools, and Arabic language support. CONCLUSION The study findings recommend greater use of assessment for learning methods and provision of interactive materials to help medical students overcome the challenges that might impact their performance.
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Affiliation(s)
- Raed Halalsheh
- College of Applied Medical Sciences, Department of Medical Laboratory Sciences, The Hashemite University, Zarqa, Jordan.
| | - Amneh Al-Rawashdeh
- College of Education, Department of Educational Administration and Foundations, Yarmouk University, Irbid, Jordan
| | - Eman Rababah
- College of Applied Medical Sciences, Department of Medical Laboratory Sciences, The Hashemite University, Zarqa, Jordan
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Holowaychuk MK, Atilla A, Archer RM, Kwong GPS. Self-care practices and depression, anxiety, and stress scores in veterinary students during a semester. THE CANADIAN VETERINARY JOURNAL = LA REVUE VETERINAIRE CANADIENNE 2023; 64:571-578. [PMID: 37265816 PMCID: PMC10204886] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
Objective To measure associations between self-care activities and depression, anxiety, and stress of preclinical veterinary students during a semester. Procedure Preclinical veterinary students at the University of Calgary Faculty of Veterinary Medicine were recruited voluntarily. Depression, anxiety, and stress scores (DASS-21) were measured, and a self-care questionnaire was administered at the beginning and end of the semester. Results Depression, anxiety, and stress scores did not change during the fall semester (P = 1.000). At the beginning of the semester, students who spent 15 to 30 min (P = 0.042) or 30 to 60 min (P = 0.013) outside daily had lower anxiety scores compared to those who spent < 15 min outside daily; students who spent > 2 h daily on social media had higher stress scores than students who spent < 60 min (P = 0.024); and students who slept for 6 to 8 h daily had lower stress scores than students who slept < 6 h (P = 0.015). At the end of the semester, students who "often" felt that self-care techniques managed their stress had lower depression (P = 0.003) and anxiety (P = 0.011) scores than those who "rarely" did; students who spent 30 to 60 min outside daily had lower depression scores than those who spent < 15 min (P = 0.031); students who spent 15 to 30 min (P = 0.002) or 30 to 60 min (P = 0.009) outside daily had lower stress scores than those who spent < 15 min; and students who exercised 30 to 60 min daily had lower stress scores than those who exercised < 15 min (P = 0.047). Conclusion Self-care activities that were associated with lower depression, anxiety, or stress scores at the beginning or end of the semester included spending at least 15 min daily outside or exercising; spending < 30 min on social media daily; and sleeping 6 to 8 h daily. These practices warrant further investigation. Clinical relevance Encouraging certain self-care practices among preclinical veterinary students has the potential to enhance their mental health and should be considered part of a veterinary school curriculum.
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Affiliation(s)
- Marie K Holowaychuk
- Reviving Veterinary Medicine, 2129 20 Avenue SW, Calgary, Alberta T2T 0M3 (Holowaychuk); Faculty of Veterinary Medicine (Atilla, Kwong) and Department of Community Health Sciences, Cumming School of Medicine (Kwong), University of Calgary, CWPH Building, 3280 Hospital Drive NW, Calgary, Alberta T2N 4Z6; University of Calgary Faculty of Veterinary Medicine, Spy Hill Campus, 11877 85th Street NW, Calgary, Alberta T3R 1J3 (Archer)
| | - Aylin Atilla
- Reviving Veterinary Medicine, 2129 20 Avenue SW, Calgary, Alberta T2T 0M3 (Holowaychuk); Faculty of Veterinary Medicine (Atilla, Kwong) and Department of Community Health Sciences, Cumming School of Medicine (Kwong), University of Calgary, CWPH Building, 3280 Hospital Drive NW, Calgary, Alberta T2N 4Z6; University of Calgary Faculty of Veterinary Medicine, Spy Hill Campus, 11877 85th Street NW, Calgary, Alberta T3R 1J3 (Archer)
| | - Rebecca M Archer
- Reviving Veterinary Medicine, 2129 20 Avenue SW, Calgary, Alberta T2T 0M3 (Holowaychuk); Faculty of Veterinary Medicine (Atilla, Kwong) and Department of Community Health Sciences, Cumming School of Medicine (Kwong), University of Calgary, CWPH Building, 3280 Hospital Drive NW, Calgary, Alberta T2N 4Z6; University of Calgary Faculty of Veterinary Medicine, Spy Hill Campus, 11877 85th Street NW, Calgary, Alberta T3R 1J3 (Archer)
| | - Grace P S Kwong
- Reviving Veterinary Medicine, 2129 20 Avenue SW, Calgary, Alberta T2T 0M3 (Holowaychuk); Faculty of Veterinary Medicine (Atilla, Kwong) and Department of Community Health Sciences, Cumming School of Medicine (Kwong), University of Calgary, CWPH Building, 3280 Hospital Drive NW, Calgary, Alberta T2N 4Z6; University of Calgary Faculty of Veterinary Medicine, Spy Hill Campus, 11877 85th Street NW, Calgary, Alberta T3R 1J3 (Archer)
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Li L, Zhu ML, Shi YQ, Yang LL. Influencing factors of self-regulated learning of medical-related students in a traditional Chinese medical university: a cross-sectional study. BMC MEDICAL EDUCATION 2023; 23:87. [PMID: 36737773 PMCID: PMC9896680 DOI: 10.1186/s12909-023-04051-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/09/2022] [Accepted: 01/23/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND In recent years, self-regulated learning (SRL) has become a hot topic in medical education. However, the factors that affect the SRL ability of medical-related specialties, such as clinical medicine, traditional Chinese medicine (TCM), and nursing specialty in TCM colleges and universities are unclear. Whether the teaching of learning strategies can help improve students' SRL also needs to be further examined. METHOD A cross-sectional survey was distributed, and 878 medical-related students who were from a TCM university were recruited for this study. Descriptive statistics illustrated the status quo of SRL and learning strategies, and an independent t-test and analysis of variance were used to analyze the factors associated with SRL. The relationship between SRL and learning strategies was analyzed with multi-linear regression analysis. RESULTS The scores of SRL on learning motivation, learning setting, self-regulation, and total scores were 34.76 ± 4.62, 41.14 ± 4.30, 39.26 ± 4.74, and 115.16 ± 12.42, respectively. The metacognitive, emotion, cognitive, resource management and total scores of learning strategies were 58.54 ± 12.02, 43.24 ± 8.42, 35.49 ± 7.34, 22.89 ± 4.20, 160.16 ± 29.45, and the mean was all above the midpoint. Learning strategies were positively correlated with SRL (r = 0.421, P < 0.01). Some factors can predict 32% of the variation of SRL, including whether they liked their specialty, educational system, specialty, score ranking, scholarship, whether they were taught by a tutor in middle school, gender, monthly family income, the father's educational background, metacognitive strategy, resource management strategy, and cognitive strategy. CONCLUSIONS The SRL of medical-related students was better. Learning strategies, as well as personal or social factors, can affect SRL. Educators should pay more attention to the cultivation of learning strategies, exercising learning skills, and monitoring, adjustment, and guidance of learning time. It should adopt various methods to improve the SRL of medical-related students according to the different factors.
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Affiliation(s)
- Ling Li
- School of Nursing, Zhejiang Shuren University, 8 Shuren Road, Hangzhou, ZheJiang, 310015, People's Republic of China
| | - Ming-Ling Zhu
- School of Nursing, Zhejiang Chinese Medical University, 548 Bin-Wen Road, Hangzhou, Zhejiang, 310053, People's Republic of China
| | - Yu-Qing Shi
- School of Nursing, Zhejiang Shuren University, 8 Shuren Road, Hangzhou, ZheJiang, 310015, People's Republic of China
| | - Li-Li Yang
- School of Nursing, Zhejiang Chinese Medical University, 548 Bin-Wen Road, Hangzhou, Zhejiang, 310053, People's Republic of China.
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Alzahrani HA, Shati AA, Bawahab MA, Alamri AA, Hassan B, Patel AA, Ahmad MT, El Maksoud WA, Alsaleem MA. Students' perception of asynchronous versus synchronous distance learning during COVID-19 pandemic in a medical college, southwestern region of Saudi Arabia. BMC MEDICAL EDUCATION 2023; 23:53. [PMID: 36691003 PMCID: PMC9870191 DOI: 10.1186/s12909-023-04034-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/21/2022] [Accepted: 01/16/2023] [Indexed: 06/17/2023]
Abstract
BACKGROUND COVID-19 preventive measures required a drastic shift to online teaching-learning in most of countries. Institutions used different combinations of live online lectures (synchronous) requiring students to attend the class in real-time, as well as recorded lectures uploaded by the instructors to be accessed by students as per their own convenience (asynchronous). We undertook this study to assess and compare the perceptions of students regarding their learning experiences in the synchronous versus asynchronous mode of instruction using their teaching-learning during the compulsory online mode of instruction at the peak of the COVID-19 pandemic. METHODOLOGY This cross-sectional questionnaire-based study received responses from 122 final-year medical students studying at the College of Medicine, King Khalid University, Abha, Saudi Arabia. An online 5-point Likert scale-based questionnaire was used to collect data regarding experience and perception towards synchronous and asynchronous learning. Statistical analysis was done using Statistical Package for Social Sciences (SPSS) version 21.0. A P-value less than 0.05 was considered significant. RESULT All the students found both synchronous and asynchronous learning to be equally satisfying, enjoyable and comfortable. No statistically significant difference was found when both the methods were analyzed for enhancement of knowledge. The students opined that asynchronous learning helped them manage their time better whereas synchronous learning encouraged more interaction during the live lectures. CONCLUSION Overall, the students' perceptions regarding both synchronous and asynchronous online learning were positive. As both methods have their advantages/limitations, a mix of both synchronous and asynchronous methods may be adopted depending upon the content of the topic and the desired learning outcomes.
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Affiliation(s)
- Hassan A. Alzahrani
- Department of Surgery, College of Medicine, King Khalid University, Abha, Saudi Arabia
- Department of Medical Education, College of Medicine, King Khalid University, Abha, Saudi Arabia
| | - Ayed A. Shati
- Department of Child Health, College of Medicine, King Khalid University, Abha, Saudi Arabia
| | - Mohammed A. Bawahab
- Department of Surgery, College of Medicine, King Khalid University, Abha, Saudi Arabia
| | - Abdulaziz A. Alamri
- Department of Surgery, College of Medicine, King Khalid University, Abha, Saudi Arabia
| | - Bahaeldin Hassan
- Department of Medical Education, College of Medicine, King Khalid University, Abha, Saudi Arabia
- Department of Obstetrics and Gynecology, College of Medicine, King Khalid University, Abha, Saudi Arabia
| | - Ayyub A. Patel
- Department of Medical Education, College of Medicine, King Khalid University, Abha, Saudi Arabia
- Department of Biochemistry, College of Medicine, King Khalid University, Abha, Saudi Arabia
| | - Mohammad Tauheed Ahmad
- Department of Medical Education, College of Medicine, King Khalid University, Abha, Saudi Arabia
| | - Walid Abd El Maksoud
- Department of Surgery, College of Medicine, King Khalid University, Abha, Saudi Arabia
| | - Mohammed A. Alsaleem
- Department of Family and Community Medicine, College of Medicine, King Khalid University Abha, Abha, Saudi Arabia
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Machado de Oliveira M, Lucchetti G, da Silva Ezequiel O, Lamas Granero Lucchetti A. Association of Smartphone Use and Digital Addiction with Mental Health, Quality of Life, Motivation and Learning of Medical Students: A Two-Year Follow-Up Study. Psychiatry 2023; 86:200-213. [PMID: 36688827 DOI: 10.1080/00332747.2022.2161258] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/24/2023]
Abstract
Background: Despite studies evaluating the insertion of technology and the use of smartphones in the mental health and learning of medical students, few have investigated these outcomes longitudinally. This study aims to investigate the association between smartphone use and digital addiction with mental health, quality of life, learning, and academic motivation of medical students. Methods: This is a longitudinal study conducted between 2016 and 2018. Socio-demographics, smartphone use, digital dependence (Internet Addiction Test), surface and deep learning approach (Biggs), motivation (Academic Motivation Scale), evaluation of symptoms of depression, anxiety, and stress (DASS- 21) and Quality of Life (WHOQOL-BREF) were assessed. Adjusted regression models were used for data analysis. Results: A total of 269 students were included(51.4% of the total). In the two-year follow-up, despite an increase in the frequency of smartphone use in general and also in the classroom for non-educational activities, no increase in digital dependence was found. In the adjusted models, the frequency of smartphone use and digital dependence were predictors of lower academic motivation and greater surface learning after two years of follow up. However, only digital dependence was a predictor of worse mental health (anxiety, depression, and stress) and worse quality of life. Conclusion: Greater use of smartphones and high addiction scores were associated with worse educational outcomes. Digital dependence was another marker of outcomes in mental health and quality of life. It is important that educators are aware of these negative effects and can guide students on the proper and safe use of these devices.
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da Silva Ezequiel O, Lucchetti ALG, Melo PF, Dias MG, e Silva DFL, Lameira TL, Ardisson GMC, de Almeida BT, Lucchetti G. Factors Associated with Motivation in Medical Students: A 30-Month Longitudinal Study. MEDICAL SCIENCE EDUCATOR 2022; 32:1375-1385. [PMID: 36532391 PMCID: PMC9755396 DOI: 10.1007/s40670-022-01651-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/27/2022] [Indexed: 06/17/2023]
Abstract
This longitudinal study aimed to assess the factors associated with motivation in 303 Brazilian medical students after a 30-month follow-up. Their demographics, study habits, sleep quality, motivation (Brazilian version of the Academic Motivation Scale-BAMS), learning approaches (R-SPQ-2F scale), and stressors (MSSF-Medical Student Stress Factor scale) were examined. We found an increase in amotivation and extrinsic motivation through external regulation (e.g., "I come to school to earn a degree") and a decrease in intrinsic motivation and extrinsic motivation through integrated regulation (e.g., "because studying broadens our horizons") in medical students after the 30-month follow-up. Students in earlier stages of medical training showed greater increases in amotivation. Factors such as the learning approach, hours spent studying, sex, stressors, studying just before examinations, and sleep problems were predictors of the different dimensions of motivation. Medical students' motivation changed negatively as medical training progressed.
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Affiliation(s)
- Oscarina da Silva Ezequiel
- Department of Medical Education, School of Medicine, Federal University of Juiz de Fora (UFJF), Av. Eugênio do Nascimento s/nº, Bairro: Dom Bosco, Juiz de Fora, MG 36038-330 Brazil
| | - Alessandra Lamas Granero Lucchetti
- Department of Medical Education, School of Medicine, Federal University of Juiz de Fora (UFJF), Av. Eugênio do Nascimento s/nº, Bairro: Dom Bosco, Juiz de Fora, MG 36038-330 Brazil
- School of Medicine, Post-Graduate Program in Health, UFJF, Juiz de Fora, Brazil
| | - Pedro Freitas Melo
- Department of Medical Education, School of Medicine, Federal University of Juiz de Fora (UFJF), Av. Eugênio do Nascimento s/nº, Bairro: Dom Bosco, Juiz de Fora, MG 36038-330 Brazil
| | - Marcela Gonik Dias
- Department of Medical Education, School of Medicine, Federal University of Juiz de Fora (UFJF), Av. Eugênio do Nascimento s/nº, Bairro: Dom Bosco, Juiz de Fora, MG 36038-330 Brazil
| | - Daniel Ferreira Lana e Silva
- Department of Medical Education, School of Medicine, Federal University of Juiz de Fora (UFJF), Av. Eugênio do Nascimento s/nº, Bairro: Dom Bosco, Juiz de Fora, MG 36038-330 Brazil
| | - Thaís Laranjeira Lameira
- Department of Medical Education, School of Medicine, Federal University of Juiz de Fora (UFJF), Av. Eugênio do Nascimento s/nº, Bairro: Dom Bosco, Juiz de Fora, MG 36038-330 Brazil
| | - Giulia Machado Caldeira Ardisson
- Department of Medical Education, School of Medicine, Federal University of Juiz de Fora (UFJF), Av. Eugênio do Nascimento s/nº, Bairro: Dom Bosco, Juiz de Fora, MG 36038-330 Brazil
| | - Bruna Teixeira de Almeida
- Department of Medical Education, School of Medicine, Federal University of Juiz de Fora (UFJF), Av. Eugênio do Nascimento s/nº, Bairro: Dom Bosco, Juiz de Fora, MG 36038-330 Brazil
| | - Giancarlo Lucchetti
- Department of Medical Education, School of Medicine, Federal University of Juiz de Fora (UFJF), Av. Eugênio do Nascimento s/nº, Bairro: Dom Bosco, Juiz de Fora, MG 36038-330 Brazil
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Cline C, Santuzzi AM, Samonds KE, LaDue N, Bergan-Roller HE. Assessing how students value learning communication skills in an undergraduate anatomy and physiology course. ANATOMICAL SCIENCES EDUCATION 2022; 15:1032-1044. [PMID: 34665527 DOI: 10.1002/ase.2144] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/01/2021] [Revised: 10/15/2021] [Accepted: 10/16/2021] [Indexed: 06/13/2023]
Abstract
Students, particularly those in science, technology, engineering and mathematics (STEM) and healthcare-related programs, should develop proficient interpersonal skills, including communication. To help students develop effective communication skills, instructors need to consider the value students give to learning these skills. The Student Attitudes Toward Communication Skills Survey (SATCSS) was developed to measure how undergraduate students value learning communication skills based on Expectancy-Value Theory across three modes of communication (verbal, written, non-verbal). The survey was given to students interested in healthcare professions and enrolled in an undergraduate anatomy and physiology (A&P) course (n = 233) at a Midwest research active university. The survey showed evidence of validity, measuring two components: (1) "Value to Profession" (attainment and utility value) and (2) "Value to Self" (intrinsic value and cost). There was a significant difference in sub-scores among the four task values such that students thought that learning communication skills was important and relevant (high attainment and utility value) but not interesting (low intrinsic value) and costly. Students with high total scores valued communication skills across all four task values. As total value scores decreased, it was first due to students finding learning communication skills to be time prohibitive and then a lack of interest in learning communication skills. Based on these results, it is recommended that instructors incorporate communication skills training into content that is already part of their A&P course to reduce time concerns. Additional recommendations include using reflective activities and humor to increase student interest.
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Affiliation(s)
- Christina Cline
- Department of Biological Sciences, College of Liberal Arts and Sciences, Northern Illinois University, DeKalb, Illinois, USA
| | - Alecia M Santuzzi
- Department of Psychology, College of Liberal Arts and Sciences, Northern Illinois University, DeKalb, Illinois, USA
| | - Karen E Samonds
- Department of Biological Sciences, College of Liberal Arts and Sciences, Northern Illinois University, DeKalb, Illinois, USA
| | - Nicole LaDue
- Department of Geology and Environmental Geosciences, College of Liberal Arts and Sciences, Northern Illinois University, DeKalb, Illinois, USA
| | - Heather E Bergan-Roller
- Department of Biological Sciences, College of Liberal Arts and Sciences, Northern Illinois University, DeKalb, Illinois, USA
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Chaudhuri JD. An initial preparation for human cadaveric dissection ameliorates the associated mental distress in students. ANATOMICAL SCIENCES EDUCATION 2022; 15:910-927. [PMID: 34143562 DOI: 10.1002/ase.2112] [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: 02/12/2020] [Revised: 05/31/2021] [Accepted: 06/06/2021] [Indexed: 06/12/2023]
Abstract
It is universally recognized that cadaveric dissection is an essential part of anatomy training. However, it has been reported to induce mental distress in some students and impair their intrinsic motivation (IM) to study. One of the postulated reasons for this behavior is the lack of adequate information and preparation of students for cadaveric dissection. Therefore, it is hypothesized that providing relevant information prior to cadaveric dissection will ameliorate the mental distress, enhance the IM of students, and improve their academic performance. A cohort of occupational therapy students enrolled in an anatomy course were psychologically prepared for cadaveric dissection. Students were provided with a curated list of YouTube videos and peer-reviewed journal articles related to cadaveric dissection prior to the commencement of the anatomy course. All students were also required to attend an oral presentation immediately before commencing dissection. The control group included students who had not been provided with any resources in preparation for cadaveric dissection. Compared to the control group, students who had been prepared demonstrated better quality of cadaveric dissection, improved academic performance, reported less mental distress and greater IM. Moreover, students reported the oral presentation to be most relevant and journal articles to be least useful in their preparation. Therefore, this is an effective approach in the amelioration of mental distress and improvement of performance in anatomy students. Consequently, this study represents a paradigm shift in the pedagogy of anatomy, and could represent a vital element in the evolution of a revitalized anatomy curriculum.
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Affiliation(s)
- Joydeep Dutta Chaudhuri
- School of Occupational Therapy, College of Health Sciences, Husson University, Bangor, Maine, USA
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17
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Franz A, Oberst S, Peters H, Berger R, Behrend R. How do medical students learn conceptual knowledge? High-, moderate- and low-utility learning techniques and perceived learning difficulties. BMC MEDICAL EDUCATION 2022; 22:250. [PMID: 35387637 PMCID: PMC8988315 DOI: 10.1186/s12909-022-03283-0] [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: 12/06/2021] [Accepted: 03/23/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Acquiring medical knowledge is a key competency for medical students and a lifelong requirement for physicians. Learning techniques can improve academic success and help students cope with stressors. To support students' learning process medical faculties should know about learning techniques. The purpose of this study is to analyse the preferred learning techniques of female and male as well as junior and senior medical students and how these learning techniques are related to perceived learning difficulties. METHODS In 2019, we conducted an online survey with students of the undergraduate, competency-based curriculum of medicine at Charité - Universitätsmedizin Berlin. We chose ten learning techniques of high, moderate and low utility according to Dunlosky et al. (2013) and we asked medical students to rate their preferred usage of those techniques using a 5-point Likert scale. We applied t-tests to show differences in usage between female and male as well as junior and senior learners. Additionally, we conducted a multiple regression analysis to explore the predictive power of learning techniques regarding perceived difficulties. RESULTS A total of 730 medical students (488 women, 242 men, Mage = 24.85, SD = 4.49) use three techniques the most: 'highlighting' (low utility), 'self-explanation' (moderate utility) and 'practice testing' (high utility). Female students showed a significantly higher usage of low-utility learning techniques (t(404.24) = -7.13, p < .001) and a higher usage of high-utility learning techniques (t(728) = -2.50, p < .05) than male students (M = 3.55, SD = .95). Compared to junior students (second to sixth semester; M = 3.65, SD = .71), senior students (seventh semester to final clerkship year; M = 3.52, SD = .73) showed a lower use of low-utility learning techniques (t(603) = 2.15, p < .05). Usage of low-utility techniques is related to more difficulties (β = .08, t(724) = 2.13, p < .05). Usage of moderate-utility techniques is related to less learning difficulties (β = -.13, t(599) = -3.21, p < .01). CONCLUSIONS Students use a wide range of low-, moderate- and high-utility learning techniques. The use of learning techniques has an influence on the difficulties perceived by students. Therefore, they could benefit from knowing about and using high-utility learning techniques to facilitate their learning. Faculties should inform their students about effective learning and introduce them to useful learning techniques.
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Affiliation(s)
- Anne Franz
- Charité - Universitätsmedizin Berlin, Dean's Office of Study Affairs, Dieter Scheffner Center for Medical Education and Educational Research, Charitéplatz 1, 10117, Berlin, Germany
| | - Sebastian Oberst
- Charité - Universitätsmedizin Berlin, Dean's Office of Study Affairs, Dieter Scheffner Center for Medical Education and Educational Research, Charitéplatz 1, 10117, Berlin, Germany
| | - Harm Peters
- Charité - Universitätsmedizin Berlin, Dean's Office of Study Affairs, Dieter Scheffner Center for Medical Education and Educational Research, Charitéplatz 1, 10117, Berlin, Germany
| | - Ralph Berger
- Charité - Universitätsmedizin Berlin, Dean's Office of Study Affairs, Department of Quality Assurance, Charitéplatz 1, 10117, Berlin, Germany
| | - Ronja Behrend
- Charité - Universitätsmedizin Berlin, Dean's Office of Study Affairs, Dieter Scheffner Center for Medical Education and Educational Research, Charitéplatz 1, 10117, Berlin, Germany.
- Charité - Universitätsmedizin Berlin, Dean's Office of Study Affairs, Semester Coordination, Charitéplatz 1, 10117, Berlin, Germany.
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18
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Chitra E, Hidayah N, Chandratilake M, Nadarajah VD. Self-Regulated Learning Practice of Undergraduate Students in Health Professions Programs. Front Med (Lausanne) 2022; 9:803069. [PMID: 35252245 PMCID: PMC8888845 DOI: 10.3389/fmed.2022.803069] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2021] [Accepted: 01/10/2022] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND University students are expected to take charge of their learning without being dependent on teachers. Self-regulated learning (SRL) is the process by which students direct their learning to achieve their set targets and goals in a timely and controlled manner. This study was undertaken to explore the practice of SRL by undergraduate students from different programs in a health science focused university during COVID-19 pandemic. METHOD Thirty-three undergraduate students of five health professions education programs were recruited to take part in focus group discussions to explore their SRL practice with online learning. Their responses were subjected to thematic analysis. RESULT Our students appeared to practice SRL, going through the phases of forethought and goal setting, performance and self-reflection. They set goals for academic as well as personal development in the university. Academic goals like achieving target GPA or marks were achieved by following different study techniques, personal management including time management, and by creating a conducive learning environment. Personal development such as interpersonal skills, social networking was achieved through socializing and participating in extracurricular activities. The students also engaged in self-reflection and analysis of their own performance followed by designing strategies to manage the challenges they faced. CONCLUSION Undergraduates of health professions programs appear to show evidence of practicing SRL. Although impacted by COVID-19 induced lockdown and online learning, they seem to have strategized and achieved their goals through individualized SRL processes. Promoting and fostering an atmosphere of SRL in universities to cater to the needs of the students would help them be more successful in their careers.
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Affiliation(s)
- Ebenezer Chitra
- School of Health Sciences, International Medical University, Kuala Lumpur, Malaysia
| | - Norul Hidayah
- International Medical University (IMU) Center for Education, International Medical University, Kuala Lumpur, Malaysia
| | | | - Vishna Devi Nadarajah
- IMU Center for Education and School of Medicine, International Medical University, Kuala Lumpur, Malaysia
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19
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Nasre-Nasser RG, Oliveira GAD, Marques Ribeiro MF, Arbo BD. Behind teaching-learning strategies in physiology: perceptions of students and teachers of Brazilian medical courses. ADVANCES IN PHYSIOLOGY EDUCATION 2022; 46:98-108. [PMID: 34855540 DOI: 10.1152/advan.00134.2021] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/16/2020] [Accepted: 11/30/2021] [Indexed: 06/13/2023]
Abstract
The teaching-learning process must constantly overcome the barriers imposed by rapid scientific and technological advances, as well as changes in the profiles of students and access to information. This study intended to analyze the perceptions of students and professors of medical courses of the teaching-learning strategies used in physiology at different Brazilian universities as well as the factors that influence or hinder the learning of this discipline. Questionnaires were analyzed from 174 students and 16 professors of physiology from medical courses of 20 higher education institutions (public and private) in a southern Brazilian state. The teaching strategies most used by physiology teachers coincided with the classroom activities that students consider to have the greatest contribution to their learning (expository classes/lectures, tests and questionnaires, problem-based learning/clinical case studies, and demonstrative/practical classes). It was also evidenced that teachers' didactic is considered as a very influencing factor for the students during their learning process, whereas the teachers pointed out daily pedagogical practice as the most relevant factor in the development of their skills within the classroom. In addition, some factors hindering the teaching-learning process of physiology were identified by the respondents, such as large amounts of information, little time for study outside the classroom, previous knowledge, and intrinsic difficulty of the discipline. Finally, students tended to study alone and generally used teachers' slides and their own notes as study materials. The continuous assessment of the perceptions, needs, and difficulties of students and teachers plays an essential role in improving the teaching-learning process.
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Affiliation(s)
- Raif Gregorio Nasre-Nasser
- Post-graduation Program in Physiological Sciences, Instituto de Ciências Biológicas, Universidade Federal do Rio Grande (FURG), Rio Grande do Sul, Brazil
| | - Gislaine Alves de Oliveira
- Post-graduation Program in Biological Sciences: Physiology, Instituto de Ciências Básicas da Saúde, Universidade Federal do Rio Grande do Sul, Rio Grande do Sul, Brazil
| | - Maria Flavia Marques Ribeiro
- Department of Physiology, Instituto de Ciências Básicas da Saúde, Universidade Federal do Rio Grande do Sul, Rio Grande do Sul, Brazil
| | - Bruno Dutra Arbo
- Department of Pharmacology, Instituto de Ciências Básicas da Saúde, Universidade Federal do Rio Grande do Sul, Rio Grande do Sul, Brazil
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20
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Guckian J, Utukuri M, Asif A, Burton O, Adeyoju J, Oumeziane A, Chu T, Rees EL. Social media in undergraduate medical education: A systematic review. MEDICAL EDUCATION 2021; 55:1227-1241. [PMID: 33988867 DOI: 10.1111/medu.14567] [Citation(s) in RCA: 33] [Impact Index Per Article: 11.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/26/2020] [Revised: 05/06/2021] [Accepted: 05/08/2021] [Indexed: 06/12/2023]
Abstract
INTRODUCTION There are over 3.81 billion worldwide active social media (SoMe) users. SoMe are ubiquitous in medical education, with roles across undergraduate programmes, including professionalism, blended learning, well being and mentoring. Previous systematic reviews took place before recent explosions in SoMe popularity and revealed a paucity of high-quality empirical studies assessing its effectiveness in medical education. This review aimed to synthesise evidence regarding SoMe interventions in undergraduate medical education, to identify features associated with positive and negative outcomes. METHODS Authors searched 31 key terms through seven databases, in addition to references, citation and hand searching, between 16 June and 16 July 2020. Studies describing SoMe interventions and research on exposure to existing SoMe were included. Title, abstract and full paper screening were undertaken independently by two reviewers. Included papers were assessed for methodological quality using the Medical Education Research Study Quality Instrument (MERSQI) and/or the Standards for Reporting Qualitative Research (SRQR) instrument. Extracted data were synthesised using narrative synthesis. RESULTS 112 studies from 26 countries met inclusion criteria. Methodological quality of included studies had not significantly improved since 2013. Engagement and satisfaction with SoMe platforms in medical education are described. Students felt SoMe flattened hierarchies and improved communication with educators. SoMe use was associated with improvement in objective knowledge assessment scores and self-reported clinical and professional performance, however evidence for long term knowledge retention was limited. SoMe use was occasionally linked to adverse impacts upon mental and physical health. Professionalism was heavily investigated and considered important, though generally negative correlations between SoMe use and medical professionalism may exist. CONCLUSIONS Social media is enjoyable for students who may improve short term knowledge retention and can aid communication between learners and educators. However, higher-quality study is required to identify longer-term impact upon knowledge and skills, provide clarification on professionalism standards and protect against harms.
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Affiliation(s)
- Jonathan Guckian
- Dermatology Department, Leeds Teaching Hospitals NHS Trust, Yorkshire, UK
- School of Medical Education, Newcastle University, Newcastle Upon Tyne, UK
| | - Mrudula Utukuri
- School of Clinical Medicine, University of Cambridge, Cambridge, UK
| | - Aqua Asif
- Leicester Medical School, University of Leicester, Leicester, UK
| | - Oliver Burton
- Warwick Medical School, University of Warwick, Coventry, UK
| | - Joshua Adeyoju
- Faculty of Medicine, University of Southampton, Southampton, UK
| | - Adam Oumeziane
- School of Medicine, Anglia Ruskin University, Chelmsford, UK
| | - Timothy Chu
- School of Medical Education, Newcastle University, Newcastle Upon Tyne, UK
| | - Eliot L Rees
- School of Medicine, Keele University, Newcastle-under-Lyme, UK
- Research Department of Primary Care and Population Health, University College London, London, UK
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21
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A step-by-step guide to creating an academic surgery interest group: Review article. Ann Med Surg (Lond) 2021; 69:102688. [PMID: 34429953 PMCID: PMC8368995 DOI: 10.1016/j.amsu.2021.102688] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2021] [Revised: 07/29/2021] [Accepted: 08/03/2021] [Indexed: 11/21/2022] Open
Abstract
An academic interest group in medicine is defined as a collective that can be made up of undergraduate students, residents, and/or teachers, who share as an object of interest the advancement and growth of a specific area of medicine. It is organized to carry out extracurricular academic and research activities. It is essential to stimulate participation in these interest groups, which allow the personal and professional growth of their members, being a tool that promotes and provides better opportunities for entry as candidates for graduate studies. The American College of Surgeons is one of the largest medical scientific societies with the participation of undergraduate students with an interest in surgery. This society mentions the benefits of participating in interest groups in surgery, specifically, it highlights the importance of contributing to these when looking for a surgical specialty, because they address issues such as: what is the mentioned specialty itself?, what are the details about the application process for each surgical specialty?, these groups can provide information on different residency programs, lifestyle benefits, and/or cons; in addition to improving practical skills through surgical technique workshops or various organized activities. Based on the above, the objective of this manuscript is to design a Step-by-step guide for the creation of a surgical interest group, in order to encourage participation by medical students, residents, and teachers in the research and academic field. An academic interest group in surgery reinforces skills and knowledge. •An academic interest group in surgery can be coordinated by undergraduate students. •Academic interest groups in surgery generate national and international knowledge networks.
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Swan Sein A, Dathatri S, Bates TA. Twelve tips on guiding preparation for both high-stakes exams and long-term learning. MEDICAL TEACHER 2021; 43:518-523. [PMID: 33032481 DOI: 10.1080/0142159x.2020.1828570] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
High-stakes exams including admissions, licensing, and maintenance of certification examinations are commonplace in health professions education. Although exam scores and performance can often serve gate-keeping purposes, the broader goal of health professions education is to foster deep, self-directed, meaningful, motivated learning. Establishing strong support structures that emphasize deep learning and understanding rather than exam scores can be beneficial to preparing learners who have the knowledge base to be excellent practitioners. This article offers guidance that can be used by academic support centres, medical educators, learning specialists, and faculty advisors, or even test-takers, to help learners to balance score achievement and knowledge development, while simultaneously cultivating more efficient and motivated studying and increasingly self-regulated learning. This series of tips details considerations for building academic success supports, fostering a growth mindset, planning efficient and effective studying efforts, utilizing test-enhanced learning strategies, exam-taking skills practice, and other support structures that can help strengthen learning experiences overall.
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Affiliation(s)
- Aubrie Swan Sein
- Columbia Vagelos College of Physicians and Surgeons, Columbia University, New York, NY, USA
| | - Shubha Dathatri
- Columbia Vagelos College of Physicians and Surgeons, Columbia University, New York, NY, USA
| | - Todd A Bates
- Columbia Vagelos College of Physicians and Surgeons, Columbia University, New York, NY, USA
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Maharjan S, Pandey A. Experience Sharing: Final Year MBBS Journey. JNMA J Nepal Med Assoc 2021; 59:425-428. [PMID: 34508525 PMCID: PMC8369579 DOI: 10.31729/jnma.6363] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2021] [Accepted: 05/07/2021] [Indexed: 11/01/2022] Open
Abstract
Studying medicine is tough. The saying: It is hard to enter medical school but easier later is a myth. All the semesters and years have their trials and tribulations but the final year is known among students to be a terror. Here we share our experience of the final year hoping it could give insight to the medical students about what to expect in the ultimate year and prepare themselves mentally as well as academically beforehand.
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Affiliation(s)
- Sujata Maharjan
- Kathmandu Medical College and Teaching Hospital, Sinamangal, Kathmandu, Nepal
| | - Ashmita Pandey
- Kathmandu Medical College and Teaching Hospital, Sinamangal, Kathmandu, Nepal
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Swan Sein A, Rashid H, Meka J, Amiel J, Pluta W. Twelve tips for embedding assessment for and as learning practices in a programmatic assessment system. MEDICAL TEACHER 2021; 43:300-306. [PMID: 32658603 DOI: 10.1080/0142159x.2020.1789081] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Abstract
Programmatic assessment supports the evolution from assessment of learning to fostering assessment for learning and as learning practices. A well-designed programmatic assessment system aligns educational objectives, learning opportunities, and assessments with the goals of supporting student learning, making decisions about student competence and promotion decisions, and supporting curriculum evaluation. We present evidence-based guidance for implementing assessment for and as learning practices in the pre-clinical knowledge assessment system to help students learn, synthesize, master and retain content for the long-term so that they can apply knowledge to patient care. Practical tips are in the domains of culture and motivation of assessment, including how an honour code and competency-based grading system can support an assessment system to develop student self-regulated learning and professional identity, curricular assessment structure, such as how and when to utilize low-stakes and cumulative assessment to drive learning, exam and question structure, including what authentic question and exam types can best facilitate learning, and assessment follow-up and review considerations, such exam retake processes to support learning, and academic success structures. A culture change is likely necessary for administrators, faculty members, and students to embrace assessment as most importantly a learning tool for students and programs.
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Affiliation(s)
- Aubrie Swan Sein
- Columbia Vagelos College of Physicians and Surgeons, Columbia University, New York, NY, USA
| | - Hanin Rashid
- Rutgers Robert Wood Johnson Medical School, Piscataway, NJ, USA
| | - Jennifer Meka
- Jacobs School of Medicine and Biomedical Sciences, State University of New York (SUNY) at Buffalo, Buffalo, NY, USA
| | - Jonathan Amiel
- Columbia Vagelos College of Physicians and Surgeons, Columbia University, New York, NY, USA
| | - William Pluta
- Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA
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Hogh A, Müller-Hilke B. Learning strategies and their correlation with academic success in biology and physiology examinations during the preclinical years of medical school. PLoS One 2021; 16:e0245851. [PMID: 33481952 PMCID: PMC7822504 DOI: 10.1371/journal.pone.0245851] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/03/2020] [Accepted: 01/09/2021] [Indexed: 11/18/2022] Open
Abstract
Background Efficient learning is essential for successful completion of the medical degree and students use a variety of strategies to cope with university requirements. However, strategies that lead to academic success have hardly been explored. We therefore evaluated the individual learning approaches used by a cohort of medical students in their first and second preclinical years and analyzed possible correlations with examination scores. Methods 107 students participated in our longitudinal survey on cognitive, meta-cognitive and resource-oriented learning strategies using the LIST-questionnaire (Lernstrategien im Studium). The students were surveyed twice while in their first and second year of medical school, respectively and academic performances were assessed as scores obtained in two examinations written shortly after the LIST surveys. Statistical evaluations included comparisons and cluster analyses. Results We here identified four different patterns of learning strategy combinations, describing the relaxed, diligent, hard-working, and sociable learners. About half of the students stayed true to their initially registered pattern of learning strategy combinations while 53 students underwent a change between the first and second surveys. Changes were predominantly made between the relaxed and the sociable and between the diligent and the hard-working learners, respectively. Examination results suggested that the diligent and hard-working learners were academically more successful than the relaxed and sociable ones. Conclusion Early habits of sociable learning were quickly abandoned however, not in favor of more successful patterns. It is therefore essential to develop interventions on learning skills that have a lasting impact on the pattern of the students´ learning strategy combinations.
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Affiliation(s)
- Annemarie Hogh
- Core Facility for Cell Sorting and Cell Analysis, University Medical Center Rostock, Rostock, Germany
| | - Brigitte Müller-Hilke
- Core Facility for Cell Sorting and Cell Analysis, University Medical Center Rostock, Rostock, Germany
- * E-mail:
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Arooj M, Mukhtar K, Khan RA, Azhar T. Assessing the educational impact of cognitive level of MCQ and SEQ on learning approaches of dental students. Pak J Med Sci 2021; 37:445-449. [PMID: 33679929 PMCID: PMC7931318 DOI: 10.12669/pjms.37.2.3475] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Abstract
Objectives: MCQ’s and SEQ’s are the most widely used assessment tool in dental colleges across Pakistan. This study explores the impact of assessment tool: MCQ’s and SEQ’s on learning approach of dental students and also identifies correlation between these assessment tools and deep & surface learning approaches in integrated and discipline based curriculum. Methods: A quantitative co-relational study was conducted in 2018 on 2nd and 4th year dental students. A pre-validated “Revised Study Process Questionnaire” was used. Spearman’s rho correlation coefficient and Wilcoxon signed ranks test were applied to determine the relationship between learning approaches and assessment tools. Internal consistency was calculated by Cronbach’s alpha. Results: Ninety six students out of one hundred and fifty completed the questionnaire. Correlation test showed that surface approach correlates significantly with MCQ’s (0.73) while no co-relation exists with SEQ’s (-0.14) in our study. Deep approach has a strong and significant correlation with SEQ’s (0.80) as compared to MCQ’s (0.056). Conclusion: Assessment tool has an impact on learning approaches used by the students. It was concluded that students used to prefer deep learning approach while preparing for SEQ’s as they were designed at higher cognitive level, whereas, they preferred surface approach while preparing for MCQ’s as they were developed at low cognitive order.
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Affiliation(s)
- Mahwish Arooj
- Mahwish Arooj, MBBS, MME, M. Phil, PHD Physiology. Professor of Physiology and Director, DME University College of Medicine and Dentistry, Lahore, Pakistan
| | - Khadijah Mukhtar
- Khadijah Mukhtar, BDS, MME Assistant Professor, DME University College of Medicine and Dentistry, Lahore, Pakistan
| | - Rehan Ahmed Khan
- Rehan Ahmed Khan, MBBS, FCPS, FRCS, MHPE Professor of Surgery, Assistant Dean Medical Education, Riphah International University
| | - Tayyaba Azhar
- Tayyaba Azhar. MBBS, MME Assistant Professor, DME University College of Medicine and Dentistry, Lahore, Pakistan
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Thørrisen MM, Mørk G, Åsli LA, Gramstad A, Stigen L, Magne TA, Carstensen T, Johnson SG, Brown T, Lim HB, Fong KNK, Bonsaksen T. Student characteristics associated with dominant approaches to studying: Comparing a national and an international sample. Scand J Occup Ther 2020; 29:13-24. [PMID: 33043750 DOI: 10.1080/11038128.2020.1831056] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
BACKGROUND Productive approaches to studying (deep and strategic learning) are associated with a variety of favourable academic outcomes, and may be of particular importance for students in multifaceted and complex disciplines such as occupational therapy. AIM To explore associations between student characteristics and their dominant approaches to studying in two samples of occupational therapy students: a national sample of Norwegian first-year students, and an international sample of students in different year cohorts (Australia, Hong Kong, Singapore and Norway). MATERIALS AND METHODS A total of 180 (national sample) and 665 (international sample) students were included in the study. Approaches to studying were measured with the Approaches to Study Skills Inventory for Students (ASSIST). Data were analyzed with adjusted multinomial regression analyses. RESULTS Age, gender and prior higher education were not associated with the dominant study approach. More time spent on independent study (international sample: OR = 1.07/1.08, p < 0.01/<0.001) and having current study program as the top priority line of education at enrolment (national sample: OR = 2.89, p < 0.05) predicted productive study approaches. CONCLUSIONS AND SIGNIFICANCE Factors such as age, gender and prior higher education seem to be of limited importance for understanding students' dominant approaches to studying.
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Affiliation(s)
- Mikkel M Thørrisen
- Department of Occupational Therapy, Prosthetics and Orthotics, Faculty of Health Sciences, OsloMet - Oslo Metropolitan University, Oslo, Norway.,Department of Public Health, Faculty of Health Sciences, University of Stavanger, Stavanger, Norway
| | - Gry Mørk
- Faculty of Health Studies, VID Specialized University, Sandnes, Norway
| | - Lene A Åsli
- Department of Health and Care Sciences, Faculty of Health Sciences, UiT - The Arctic University of Norway, Tromsø, Norway
| | - Astrid Gramstad
- Department of Health and Care Sciences, Faculty of Health Sciences, UiT - The Arctic University of Norway, Tromsø, Norway.,Centre for Care Research, North, Tromsø, Norway
| | - Linda Stigen
- Department of Health Sciences, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology (NTNU), Gjøvik, Norway
| | - Trine A Magne
- Department of Neuromedicine and Movement Science, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology (NTNU), Trondheim, Norway
| | - Tove Carstensen
- Department of Neuromedicine and Movement Science, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology (NTNU), Trondheim, Norway
| | - Susanne G Johnson
- Department of Health and Function, Western Norway University of Applied Sciences, Bergen, Norway
| | - Ted Brown
- Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University Peninsula Campus, Frankston, VIC, Australia
| | - Hua B Lim
- Health and Social Sciences Cluster, Singapore Institute of Technology, Singapore, Singapore
| | - Kenneth N K Fong
- Department of Rehabilitation Sciences, Hong Kong Polytechnic University, Hong Kong, Hong Kong
| | - Tore Bonsaksen
- Department of Occupational Therapy, Prosthetics and Orthotics, Faculty of Health Sciences, OsloMet - Oslo Metropolitan University, Oslo, Norway.,Faculty of Health Studies, VID Specialized University, Sandnes, Norway.,Department of Health and Nursing Sciences, Faculty of Social and Health Sciences, Inland Norway University of Applied Sciences, Elverum, Norway
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Chaudhuri JD. Changes in the learning styles and approaches of students following incorporation of drawing during cadaveric dissection. Clin Anat 2020; 34:437-450. [PMID: 32893909 DOI: 10.1002/ca.23673] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2020] [Revised: 08/14/2020] [Accepted: 08/26/2020] [Indexed: 11/08/2022]
Abstract
The teaching of anatomy is challenging due to the constraints of material and personnel resources. Research has established that the learning preferences of students are malleable and determined by the requirements of the course. Further, drawing has been reported to aid learning in anatomy by facilitating problem solving and reducing the cognitive overload in students. Considering these issues, the aims of the study were to investigate (a) if positive changes occur in the learning styles and approaches following the incorporation of drawing during cadaveric dissection, and (b) whether they are associated with improved learning outcomes. One cohort of students in an anatomy course received training in creating scientific drawings from dissected human cadavers, while two cohorts of students did not receive such training. The learning preferences of students and their final examination grades were assessed at the commencement and conclusion of the course. Majority of student who had training in drawing transitioned from being bimodal, to trimodal or quadrimodal learners. This was associated with efficient learning approaches and a significant (p < .05) improvement in learning outcomes in these students. There were no changes in any parameters in students who had not received training in drawing. Therefore, the modulation of learning preferences of students through drawing is a pragmatic approach in anatomy teaching.
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Affiliation(s)
- Joydeep Dutta Chaudhuri
- School of Occupational Therapy, College of Health Sciences, Husson University, Bangor, Maine, USA
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Lee SS, Samarasekera DD, Sim JH, Hong WH, Foong CC, Pallath V, Vadivelu J. Exploring the Cultivation of Self-Regulated Learning (SRL) Strategies Among Pre-Clinical Medical Students in Two Medical Schools. MEDICAL SCIENCE EDUCATOR 2020; 30:271-280. [PMID: 34457667 PMCID: PMC8368284 DOI: 10.1007/s40670-019-00894-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
PURPOSE Research has shown that many undergraduate students struggle with self-regulated learning (SRL) in clinical year as they are insufficiently supported by the staff in the early year to prepare them for the transition. Hence, this study aims to find out the SRL strategies and the approaches that could promote SRL among pre-clinical students in two medical schools. METHOD This is a mixed-method study. The Motivated Strategies for Learning Questionnaire (MSLQ) was used to collect student SRL strategies while semi-structured interviews with faculty members and focus group discussions with students were used to gather data on the approaches that promote SRL. Student MSLQ was analysed using descriptive statistics while interviews were transcribed verbatim and thematically analysed. RESULTS A pilot using MSLQ with 413 students recorded a Cronbach's alpha of 0.928 for the questionnaire. The actual study involved 457 Years 1 & 2 students. Students from both institutions are motivated by the Task Value, and they use Elaboration and Organisation strategies the most in their pre-clinical year. Three themes emerged from the qualitative analysis of this study: characteristics of strategies that promote SRL, hindrance in promoting SRL, and opportunities in promoting SRL. CONCLUSIONS Our findings indicate that students' intrinsic motivation is generally high in pre-clinical year. However, metacognition and critical thinking strategies will need to be enhanced among students. Despite knowing teaching and learning approaches could promote these strategies, many teachers are still not confident in doing so and hence training dang sharing best practices might be helpful in promoting SRL.
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Affiliation(s)
- Shuh Shing Lee
- Centre for Medical Education, Yong Loo Lin School of Medicine, National University of Singapore, 21 Lower Kent Ridge Rd, Singapore, 119077 Singapore
| | - Dujeepa D. Samarasekera
- Centre for Medical Education, Yong Loo Lin School of Medicine, National University of Singapore, 21 Lower Kent Ridge Rd, Singapore, 119077 Singapore
| | - Joong Hiong Sim
- Medical Education and Research Development Unit, Faculty of Medicine, University of Malaya, Wilayah Persekutuan, Kuala Lumpur, Malaysia
| | - Wei-Han Hong
- Medical Education and Research Development Unit, Faculty of Medicine, University of Malaya, Wilayah Persekutuan, Kuala Lumpur, Malaysia
| | - Chan Choong Foong
- Medical Education and Research Development Unit, Faculty of Medicine, University of Malaya, Wilayah Persekutuan, Kuala Lumpur, Malaysia
| | - Vinod Pallath
- Medical Education and Research Development Unit, Faculty of Medicine, University of Malaya, Wilayah Persekutuan, Kuala Lumpur, Malaysia
| | - Jamuna Vadivelu
- Medical Education and Research Development Unit, Faculty of Medicine, University of Malaya, Wilayah Persekutuan, Kuala Lumpur, Malaysia
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'A Healthy CIT': An Investigation into Student Health Metrics, Lifestyle Behaviours and the Predictors of Positive Mental Health in an Irish Higher Education Setting. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:ijerph16224318. [PMID: 31698784 PMCID: PMC6888466 DOI: 10.3390/ijerph16224318] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/28/2019] [Revised: 11/01/2019] [Accepted: 11/04/2019] [Indexed: 01/05/2023]
Abstract
Higher Education Institutions (HEIs) are potent health promotion settings, uniquely positioned to aid societal efforts to combat non-communicable diseases (NCDs). International evidence suggests that health metrics and lifestyle behaviours of higher education students are sub-optimal, yet a dearth of contemporary Irish data exists. This study aimed to examine sex differences in student lifestyle behaviours and identify significant predictors of positive mental health in an Irish HEI setting. An online questionnaire instrument distributed to all registered students (n = 11,261) gathered data regarding a multitude of health and lifestyle domains. Many items were adapted from previous Irish research. Further validated scales included the Alcohol Use Disorders Identification Test (AUDIT), Mental-Health Index 5 (MHI-5) and the Energy and Vitality Index (EVI). Self-reported height/body mass were also recorded. In total, 2267 responses were analysed (51.7% female, 48.3% male). Both sexes demonstrated poor sleeping patterns, hazardous drinking and sub-optimal fruit and vegetable intake. The calculated prevalence of overweight/obesity was 38.2%. Both sexes underestimated obesity. Males underestimated and females overestimated overweight. Males displayed riskier behavioural patterns with regard to illicit substances, drinking, and sexual partners. Females reported greater psychological distress. Multivariate linear regression identified 8 variables as predictors of positive mental health, accounting for 37% of the variance in EVI scores. In conclusion, HEI students would benefit from sex-specific multi-level health promotion initiatives to remove macro-level barriers to healthier lifestyles.
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Dobson E, Patel P, Neville P. Perceptions of e-professionalism among dental students: a UK dental school study. Br Dent J 2019; 226:73-78. [PMID: 30631197 DOI: 10.1038/sj.bdj.2019.11] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/12/2018] [Indexed: 11/09/2022]
Abstract
Introduction The social media activity of some healthcare students has created doubt about their ability to uphold and defend the ethical principles of healthcare in their online behaviours. A lot of research has been conducted on the online behaviours of medical and allied health professional students, however, less has been undertaken on dental students. Aims The aim was to determine whether students were aware of the guidelines set by the General Dental Council (GDC) regarding social media and whether they believed they were being professional in their online activities. Methods and materials Eighty-eight dental students (46 from year 2; 42 from year 4) at one UK dental school completed a questionnaire study examining their attitude towards and perceptions of e-professionalism. Results The results show that most students were heavy users of social media with an awareness of social media guidelines set out by the GDC. However, student responses to various e-professionalism scenarios reveals disagreement on whether posts referring to alcohol and work colleagues were deemed unprofessional. Conclusion Student perceptions of and attitudes towards e-professionalism is complicated and contradictory. More research will need to be undertaken to explore how we can inculcate e-professional values and behaviours in dental professionalism teaching.
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Affiliation(s)
- E Dobson
- General Dental Practitioner, Bateman and Best, 334 Blackburn Road, Darwen BB3 0AA
| | - P Patel
- General Dental Practitioner, Croydon Dental Care, 60-62 Church Street, Croydon, Surrey CR0 1RB
| | - P Neville
- Bristol Dental School, University of Bristol, Lower Maudlin Street, Bristol BS1 2LY
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Shankar N, Ravindranath Y, Ravindranath R, Shah H. Effects of targeted remediation in anatomy for first year medical students. Anat Cell Biol 2019; 52:57-68. [PMID: 30984453 PMCID: PMC6449589 DOI: 10.5115/acb.2019.52.1.57] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2018] [Revised: 10/11/2018] [Accepted: 10/12/2018] [Indexed: 11/27/2022] Open
Abstract
The aim of this study was to assess the effectiveness of a questionnaire to guide targeted remediation among undergraduate medical students in anatomy. Seventy-five students from a medical college in South India who failed in the first internal theory examination were administered a validated 35-item questionnaire. The total and domain specific questionnaire scores were calculated. Specific weekly interventions for each student based on the questionnaire scores were conducted by appointed academic mentors for three months prior to the second internal examination. The dependent variable was performance in the second internal examination. The students were re-administered the questionnaire after the second internal examination. The independent variables were the marks obtained in the first internal examination, domain specific and total questionnaire scores, sex, and regularity of the student in attending the remedial sessions. Inferential statistical tests used were the chi-square test, independent sample t test, paired t test, multiple regression and binomial logistic regression. Of the 75 students who underwent remediation, 54 (72%) passed in the second internal examination. The scores in the second internal examination among these students was found to be significantly higher as compared to the first internal examination. The total, subject related and study skills questionnaire score were significantly lower after remediation. Students who were irregular had a significantly lower pass rate. The multivariate analysis showed that only the first internal marks added significantly to the prediction about second internal performance. This study provides evidence to show that struggling students perceive a benefit from targeted remediation.
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Affiliation(s)
- Nachiket Shankar
- Department of Anatomy, St. John's Medical College, Bangalore, India
| | | | | | - Henal Shah
- Department of Psychiatry, Topiwala National Medical College & BYL Nair Charitable Hospital, Mumbai, India
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D'Antoni AV, Mtui EP, Loukas M, Tubbs RS, Zipp GP, Dunlosky J. An evidence-based approach to learning clinical anatomy: A guide for medical students, educators, and administrators. Clin Anat 2019; 32:156-163. [PMID: 30307063 PMCID: PMC7379743 DOI: 10.1002/ca.23298] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2018] [Accepted: 10/06/2018] [Indexed: 11/29/2022]
Abstract
The amount of information that medical students learn is voluminous and those who do not use evidence-based learning strategies may struggle. Research from cognitive and educational psychology provides a blueprint on how best to learn science subjects, including clinical anatomy. Students should aim for high-cognitive learning levels as defined in the SOLO taxonomy. Using a real-world example from a modern clinical anatomy textbook, we describe how to learn information using strategies that have been experimentally validated as effective. Students should avoid highlighting and rereading text because they do not result in robust learning as defined in the SOLO taxonomy. We recommend that students use (1) practice testing, (2) distributed practice, and (3) successive relearning. Practice testing refers to nonsummative assessments that contain questions used to facilitate retrieval (e.g., flashcards and practice questions). Practice questions can be fill-in, short-answer, and multiple-choice types, and students should receive explanatory feedback. Distributed practice, the technique of distributing learning of the same content within a single study session or across sessions, has been found to facilitate long-term retention. Finally, successive relearning combines both practice testing and distributed practice. For this strategy, students use practice questions to continue learning until they can answer all of the practice questions correctly. Students who continuously use practice testing, distributed practice, and successive relearning will become more efficient and effective learners. Our hope is that the real-world clinical anatomy example presented in this article makes it easier for students to implement these evidence-based strategies and ultimately improve their learning. Clin. Anat., 2018. © 2018 The Authors. Clinical Anatomy published by Wiley Periodicals, Inc. on behalf of American Association of Clinical Anatomists.
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Affiliation(s)
- Anthony V. D'Antoni
- Division of Anatomy, Department of RadiologyWeill Cornell MedicineNew YorkNew York
| | - Estomih P. Mtui
- Division of Anatomy, Department of RadiologyWeill Cornell MedicineNew YorkNew York
| | - Marios Loukas
- Department of Anatomical SciencesSt. George's University School of MedicineGrenadaWest Indies
| | | | - Genevieve Pinto Zipp
- Department of Interprofessional Health Sciences and Health AdministrationSchool of Health and Medical Sciences, Seton Hall UniversitySouth OrangeNew Jersey
| | - John Dunlosky
- Department of Psychological SciencesKent State UniversityKentOhio
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Delgado ÁHDA, Almeida JPR, Mendes LSB, de Oliveira IN, Ezequiel ODS, Lucchetti ALG, Lucchetti G. Are surface and deep learning approaches associated with study patterns and choices among medical students? A cross-sectional study. SAO PAULO MED J 2018; 136:414-420. [PMID: 30365597 PMCID: PMC9907757 DOI: 10.1590/1516-3180.2018.0200060818] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/25/2018] [Accepted: 08/06/2018] [Indexed: 11/21/2022] Open
Abstract
BACKGROUND Different approaches to learning can exert considerable influence on the teaching-learning process in medical education. This study aimed to investigate the association of surface and deep learning with study patterns, preferred type of assessment, practices of cheating and quality of sleep among medical students. DESIGN AND SETTING Cross-sectional study on medical students enrolled in all six years of a medical school in Juiz de Fora, Brazil. METHODS Questionnaires were applied to evaluate learning approaches (R-SPQ-2F), study patterns, sources and choices, and quality of sleep. Students' learning approaches (deep or surface) were assessed in relation to their study patterns, study resources, quality of sleep and whether they cheated in tests. RESULTS Among the 710 students included, 43% frequently studied on the night before an exam, 65% had used psychostimulants to study and more than 46% had cheated in an exam. Regarding quality of sleep, most students (53.4%) reported that their quality of sleep was poor, such that 45.3% slept for fewer than five hours before an exam. Those who studied just prior to an exam, used class summaries, preferred multiple-choice questions and cheated during the test had a more surface-learning approach. On the other hand, those who read books, preferred practical exams and slept better had a deeper approach. CONCLUSION The type of learning approach was associated with study patterns and choices among medical students. Educators need to be attentive to the type of learning their students use and think of measures that impact teaching and assessment methods.
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Affiliation(s)
- Álvaro Henrique de Almeida Delgado
- MD. Physician and Research Collaborator in the Department of Medical Education, School of Medicine, Universidade Federal de Juiz de Fora (UFJF), Juiz de Fora (MG), Brazil.
| | - João Paulo Rodrigues Almeida
- Undergraduate Medical Student and Research Collaborator in the Department of Medical Education, School of Medicine, Universidade Federal de Juiz de Fora (UFJF), Juiz de Fora (MG), Brazil.
| | - Larissa Souza Borowski Mendes
- Undergraduate Medical Student and Research Collaborator in the Department of Medical Education, School of Medicine, Universidade Federal de Juiz de Fora (UFJF), Juiz de Fora (MG), Brazil.
| | - Isabella Noceli de Oliveira
- MD. Physician and Research Collaborator in the Department of Medical Education, School of Medicine, Universidade Federal de Juiz de Fora (UFJF), Juiz de Fora (MG), Brazil.
| | - Oscarina da Silva Ezequiel
- MD, PhD. Associate Professor, Department of Medical Education, School of Medicine, Universidade Federal de Juiz de Fora (UFJF), Juiz de Fora (MG), Brazil.
| | - Alessandra Lamas Granero Lucchetti
- MD, PhD. Associate Professor, Department of Medical Education, School of Medicine, Universidade Federal de Juiz de Fora (UFJF), Juiz de Fora (MG), Brazil.
| | - Giancarlo Lucchetti
- MD, PhD. Associate Professor, Department of Medical Education, School of Medicine, Universidade Federal de Juiz de Fora (UFJF), Juiz de Fora (MG), Brazil.
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Lee LA, Chao YP, Huang CG, Fang JT, Wang SL, Chuang CK, Kang CJ, Hsin LJ, Lin WN, Fang TJ, Li HY. Cognitive Style and Mobile E-Learning in Emergent Otorhinolaryngology-Head and Neck Surgery Disorders for Millennial Undergraduate Medical Students: Randomized Controlled Trial. J Med Internet Res 2018; 20:e56. [PMID: 29439943 PMCID: PMC5829454 DOI: 10.2196/jmir.8987] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2017] [Revised: 11/13/2017] [Accepted: 12/01/2017] [Indexed: 12/03/2022] Open
Abstract
Background Electronic learning (e-learning) through mobile technology represents a novel way to teach emergent otorhinolaryngology-head and neck surgery (ORL-HNS) disorders to undergraduate medical students. Whether a cognitive style of education combined with learning modules can impact learning outcomes and satisfaction in millennial medical students is unknown. Objective The aim of this study was to assess the impact of cognitive styles and learning modules using mobile e-learning on knowledge gain, competence gain, and satisfaction for emergent ORL-HNS disorders. Methods This randomized controlled trial included 60 undergraduate medical students who were novices in ORL-HNS at an academic teaching hospital. The cognitive style of the participants was assessed using the group embedded figures test. The students were randomly assigned (1:1) to a novel interactive multimedia (IM) group and conventional Microsoft PowerPoint show (PPS) group matched by age, sex, and cognitive style. The content for the gamified IM module was derived from and corresponded to the textbook-based learning material of the PPS module (video lectures). The participants were unblinded and used fully automated courseware containing the IM or PPS module on a 7-inch tablet for 100 min. Knowledge and competence were assessed using multiple-choice questions and multimedia situation tests, respectively. Each participant also rated their global satisfaction. Results All of the participants (median age 23 years, range 22-26 years; 36 males and 24 females) received the intended intervention after randomization. Overall, the participants had significant gains in knowledge (median 50%, interquartile range [IQR]=17%-80%, P<.001) and competence (median 13%, IQR=0%-33%, P=.006). There were no significant differences in knowledge gain (40%, IQR=13%-76% vs 60%, IQR=20%-100%, P=.42) and competence gain (0%, IQR= −21% to 38% vs 25%, IQR=0%-33%, P=.16) between the IM and PPS groups. However, the IM group had a higher satisfaction score (8, IQR=6-9 vs 6, IQR=4-7, P=.01) compared with the PPS group. Using Friedman’s two-way nonparametric analysis of variance, cognitive styles (field-independent, field-intermediate, or field-dependent classification) and learning modules (IM or PPS) had significant effects on both knowledge gain (both adjusted P<.001) and satisfaction (both adjusted P<.001). Conclusions Mobile e-learning is an effective modality to improve knowledge of emergent ORL-HNS in millennial undergraduate medical students. Our findings suggest the necessity of developing various modules for undergraduate medical students with different cognitive styles. Trial Registration Clinicaltrials.gov NCT02971735; https://clinicaltrials.gov/ct2/show/NCT02971735 (Archived by WebCite at http://www.webcitation.org/6waoOpCEV)
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Affiliation(s)
- Li-Ang Lee
- Faculty of Medicine, Chang Gung University, Taoyuan, Taiwan.,Graduate Institute of Clinical Medicine Sciences, Chang Gung University, Taoyuan, Taiwan.,Department of Otorhinolaryngology-Head and Neck Surgery, Linkou Chang Gung Memorial Hospital, Taoyuan, Taiwan
| | - Yi-Ping Chao
- Department of Computer Science and Information Engineering, Graduate Institute of Medical Mechatronics, Chang Gung University, Taoyuan, Taiwan.,Department of Neurology, Linkou Chang Gung Memorial Hospital, Taoyuan, Taiwan
| | - Chung-Guei Huang
- Department of Laboratory Medicine, Linkou Chang Gung Memorial Hospital, Taoyuan, Taiwan.,Department of Medical Biotechnology and Laboratory Science, Graduate Institute of Biomedical Sciences, Chang-Gung University, Taoyuan, Taiwan
| | - Ji-Tseng Fang
- Faculty of Medicine, Chang Gung University, Taoyuan, Taiwan.,Graduate Institute of Clinical Medicine Sciences, Chang Gung University, Taoyuan, Taiwan.,Department of Nephrology, Linkou Chang Gung Memorial Hospital, Taoyuan, Taiwan
| | - Shu-Ling Wang
- Graduate Institute of Clinical Medicine Sciences, Chang Gung University, Taoyuan, Taiwan.,Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan
| | - Cheng-Keng Chuang
- Faculty of Medicine, Chang Gung University, Taoyuan, Taiwan.,Graduate Institute of Clinical Medicine Sciences, Chang Gung University, Taoyuan, Taiwan.,Department of Surgery, Linkou Chang Gung Memorial Hospital, Taoyuan, Taiwan
| | - Chung-Jan Kang
- Faculty of Medicine, Chang Gung University, Taoyuan, Taiwan.,Department of Otorhinolaryngology-Head and Neck Surgery, Linkou Chang Gung Memorial Hospital, Taoyuan, Taiwan
| | - Li-Jen Hsin
- Faculty of Medicine, Chang Gung University, Taoyuan, Taiwan.,Department of Otorhinolaryngology-Head and Neck Surgery, Linkou Chang Gung Memorial Hospital, Taoyuan, Taiwan
| | - Wan-Ni Lin
- Faculty of Medicine, Chang Gung University, Taoyuan, Taiwan.,Department of Otorhinolaryngology-Head and Neck Surgery, Linkou Chang Gung Memorial Hospital, Taoyuan, Taiwan
| | - Tuan-Jen Fang
- Faculty of Medicine, Chang Gung University, Taoyuan, Taiwan.,Department of Otorhinolaryngology-Head and Neck Surgery, Linkou Chang Gung Memorial Hospital, Taoyuan, Taiwan
| | - Hsueh-Yu Li
- Faculty of Medicine, Chang Gung University, Taoyuan, Taiwan.,Department of Otorhinolaryngology-Head and Neck Surgery, Linkou Chang Gung Memorial Hospital, Taoyuan, Taiwan
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