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Jantausch BA, Bost JE, Bhansali P, Hefter Y, Greenberg I, Goldman E. Assessing trainee critical thinking skills using a novel interactive online learning tool. MEDICAL EDUCATION ONLINE 2023; 28:2178871. [PMID: 36871259 PMCID: PMC9987719 DOI: 10.1080/10872981.2023.2178871] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 10/06/2022] [Revised: 01/26/2023] [Accepted: 02/07/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Critical thinking is essential for the accurate diagnosis and management of patients. It is correlated with academic success. OBJECTIVE Our objective was to design a novel tool for interactive online learning to improve knowledge and to assess trainees' critical thinking skills using the framework of the American Philosophical Association (APA). METHODS Residents, fellows and students participated in an online, self-directed case-based vignette activity to learn malaria diagnosis and management. Pre and post-tests with multiple choice and open-ended case-based questions assessed knowledge and critical thinking. Comparison between pre and post-test scores across subgroups were performed using paired t-tests or one-way ANOVA. RESULTS Between 4 April 2017 to 14 July 2019, 62 of 75 (82%) eligible subjects completed both the pre and the post-test. Improved post-test scores occurred in 90% of medical students, p=0.001, 77% of residents, p<0.001, 60% of fellows, p=0.72 and 75% of trainees overall, p=<0.001. Fellows had higher pre-test scores than students or residents but there was no difference by level of training on the post-test. CONCLUSIONS This interactive online learning activity effectively imparted medical knowledge and improved trainee responses to questions requiring critical thinking. To our knowledge, this is the first time the APA's critical thinking framework has been incorporated into interactive online learning and assessment of critical thinking skills in medical trainees. We applied this innovation specifically in global health education, but there is obvious potential to expand it to a wide variety of areas of clinical training.
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Affiliation(s)
- Barbara A. Jantausch
- Division of Infectious Diseases, Children’s National Hospital, The George Washington University School of Medicine and Health Sciences, Washington, DC, USA
| | - James E. Bost
- Children’s National Research Institute, The George Washington University School of Medicine and Health Sciences, Washington, DC, USA
| | - Priti Bhansali
- Division of Hospital Medicine, Children’s National Hospital, The George Washington University School of Medicine and Health Sciences, Washington, DC, USA
| | - Yosefa Hefter
- Division of Infectious Diseases, Children’s National Hospital, The George Washington University School of Medicine and Health Sciences, Washington, DC, USA
| | | | - Ellen Goldman
- Human and Organizational Learning, Master Teacher Leadership Development Program, George Washington University, Washington, DC, USA
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Cai H, Zheng H, Li J, Hao C, Gu J, Liao J, Hao Y. Implementation and evaluation of crowdsourcing in global health education. Glob Health Res Policy 2022; 7:50. [PMID: 36522678 PMCID: PMC9753011 DOI: 10.1186/s41256-022-00279-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2022] [Accepted: 10/30/2022] [Indexed: 12/23/2022] Open
Abstract
BACKGROUND Current global health course is most set as elective course taught in traditional teacher-taught model with low credit and short term. Innovate teaching models are required. Crowdsourcing characterized by high flexibility and strong application-orientation holds its potential to enhance global health education. We applied crowdsourcing to global health teaching for undergraduates, aiming to develop and evaluate a new teaching model for global health education. METHODS Crowdsourcing was implemented into traditional course-based teaching via introducing five COVID-19 related global health debates. Undergraduate students majoring in preventative medicine and nursing grouped in teams of 5-8, were asked to resolve these debates in reference to main content of the course and with manner they thought most effective to deliver the messages. Students' experience and teaching effect, were evaluated by questionnaires and teachers' ratings, respectively. McNemar's test was used to compare the difference in students' experience before and after the course, and regression models were used to explore the influencing factors of the teaching effect. RESULTS A total of 172 undergraduates were included, of which 122 (71%) were females. Students' evaluation of the new teaching model improved after the course, but were polarized. Students' self-reported teaching effect averaged 67.53 ± 16.8 and the teachers' rating score averaged 90.84 ± 4.9. Students majoring in preventive medicine, participated in student union, spent more time on revision, and had positive feedback on the new teaching model tended to perform better. CONCLUSION We innovatively implemented crowdsourcing into global health teaching, and found this new teaching model was positively received by undergraduate students with improved teaching effects. More studies are needed to optimize the implementation of crowdsourcing alike new methods into global health education, to enrich global health teaching models.
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Affiliation(s)
- Huanle Cai
- Department of Medical Statistics, School of Public Health, Sun Yat-Sen University, No.74 Zhongshan 2nd Road, Guangzhou, 510080, China
| | - Huiqiong Zheng
- Department of Medical Statistics, School of Public Health, Sun Yat-Sen University, No.74 Zhongshan 2nd Road, Guangzhou, 510080, China
| | - Jinghua Li
- Department of Medical Statistics, School of Public Health, Sun Yat-Sen University, No.74 Zhongshan 2nd Road, Guangzhou, 510080, China
- Sun Yat-Sen Global Health Institute, Sun Yat-Sen University, Guangzhou, China
- Center for Health Information Research, Sun Yat-Sen University, Guangzhou, China
| | - Chun Hao
- Department of Medical Statistics, School of Public Health, Sun Yat-Sen University, No.74 Zhongshan 2nd Road, Guangzhou, 510080, China
- Sun Yat-Sen Global Health Institute, Sun Yat-Sen University, Guangzhou, China
- Center for Health Information Research, Sun Yat-Sen University, Guangzhou, China
| | - Jing Gu
- Department of Medical Statistics, School of Public Health, Sun Yat-Sen University, No.74 Zhongshan 2nd Road, Guangzhou, 510080, China
- Sun Yat-Sen Global Health Institute, Sun Yat-Sen University, Guangzhou, China
- Center for Health Information Research, Sun Yat-Sen University, Guangzhou, China
| | - Jing Liao
- Department of Medical Statistics, School of Public Health, Sun Yat-Sen University, No.74 Zhongshan 2nd Road, Guangzhou, 510080, China.
- Sun Yat-Sen Global Health Institute, Sun Yat-Sen University, Guangzhou, China.
- Center for Health Information Research, Sun Yat-Sen University, Guangzhou, China.
| | - Yuantao Hao
- Department of Medical Statistics, School of Public Health, Sun Yat-Sen University, No.74 Zhongshan 2nd Road, Guangzhou, 510080, China
- Sun Yat-Sen Global Health Institute, Sun Yat-Sen University, Guangzhou, China
- Center for Health Information Research, Sun Yat-Sen University, Guangzhou, China
- Peking University Center for Public Health and Epidemic Preparedness and Response, Peking University, Beijing, China
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Evaluation of the COVID-19 Lockdown-Adapted Online Methodology for the Cytology and Histology Course as Part of the Degree in Veterinary Medicine. Vet Sci 2022; 9:vetsci9020051. [PMID: 35202304 PMCID: PMC8876103 DOI: 10.3390/vetsci9020051] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/04/2022] [Revised: 01/24/2022] [Accepted: 01/25/2022] [Indexed: 12/04/2022] Open
Abstract
The COVID-19 pandemic and lockdown brought numerous teaching challenges requiring innovative approaches to teaching and learning, including novel modes of content delivery, virtual classrooms, and online assessment schemes. The aim of this study is to describe and assess the efficacy of the methods implemented at the University of León (Spain) to adapt to lockdowns in the context of the Cytology and Histology (CH) course for veterinary medicine undergraduate students. To evaluate the success of lockdown-adapted methodologies, we used inferential statistical analysis to compare the academic outcomes of two cohorts: 2018–2019 (traditional face-to-face—presential—learning and evaluation) and 2019–2020 (some face-to-face and some online lockdown-adapted learning and online lockdown-adapted evaluation). This analysis considered scores in both theoretical and practical exams and students’ final subject score. We also evaluated the number of logs onto the Moodle platform throughout the 2019–2020 period, as well as performing a student satisfaction survey in both courses. The use of explanatory pre-recorded lectures, continuous online self-assessment tests, and virtual microscopy (VM) may have produced significant improvements in the acquisition of histology competencies among students in the lockdown cohort. However, we need to implement further strategies to improve the assessment of students’ true level of knowledge acquisition. According to the student feedback, VM is a well-accepted resource that is perceived as a flexible and enjoyable tool to use. However, while students found that the resource enhances their ability to learn about microscopic structures, they felt that it should not completely replace optical microscopy.
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