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Lin Y, Xiu X, Lin J, Chen Z, Zheng CX, Pan X, Lin L, Yan J. Application of Team-Based Flipped Classroom and Traditional Learning on the Antenatal Education Center Course. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:1379-1390. [PMID: 38106922 PMCID: PMC10725629 DOI: 10.2147/amep.s429806] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/17/2023] [Accepted: 11/28/2023] [Indexed: 12/19/2023]
Abstract
Background The goal is to evaluate the effects of a flipped class strategy on knowledge, self-directed learning ability, learning satisfaction and pregnancy outcomes in primiparas undergoing antenatal education. Methods A random sampling method was adopted. A total of 600 primiparas who were diagnosed with early pregnancy in a first-class hospital in southeast China and received continuous prenatal health education from May to July 2020 were selected as the research subjects. In order to make the baseline of the two groups of primipara comparable, we divided the two groups in the antenatal education centre according to the odd-even number of the lesson card number. The odd-numbered group was the experimental group, who used the prenatal health education model based on blended learning; the even-numbered group was the control group, who used the traditional mode of prenatal health education. The two groups were compared on the following outcomes: knowledge, self-directed learning ability, learning satisfaction and pregnancy outcomes. Results Compared with traditional learning, the blended learning approach can effectively controlled the gestational weight gain (GWG), alleviated the anxiety and depression during pregnancy, improved the natural delivery rate of the primipara, shortened the delivery process and reduced the risk of gestational diabetes mellitus (GDM), the difference was statistically significant (all P<0.05). Conclusion Blended learning may be an effective strategy because of its validity and practicality in antenatal education.
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Affiliation(s)
- Yingying Lin
- Department of Healthcare, Fujian Maternity and Child Health Hospital, College of Clinical Medicine for Obstetrics & Gynecology and Pediatrics, Fujian Medical University, Fuzhou, People’s Republic of China
| | - Xiaoyan Xiu
- Department of Health Education, Fujian Maternity and Child Health Hospital, College of Clinical Medicine for Obstetrics & Gynecology and Pediatrics, Fujian Medical University, Fuzhou, People’s Republic of China
| | - Juan Lin
- Department of Obstetrics, Fujian Maternity and Child Health Hospital, College of Clinical Medicine for Obstetrics & Gynecology and Pediatrics, Fujian Medical University, Fuzhou, People’s Republic of China
| | - Zhiwei Chen
- Department of Obstetrics, Fujian Maternity and Child Health Hospital, College of Clinical Medicine for Obstetrics & Gynecology and Pediatrics, Fujian Medical University, Fuzhou, People’s Republic of China
| | - Cui Xian Zheng
- Department of Obstetrics, Fujian Maternity and Child Health Hospital, College of Clinical Medicine for Obstetrics & Gynecology and Pediatrics, Fujian Medical University, Fuzhou, People’s Republic of China
| | - Xuehong Pan
- Department of Health Education, Fujian Maternity and Child Health Hospital, College of Clinical Medicine for Obstetrics & Gynecology and Pediatrics, Fujian Medical University, Fuzhou, People’s Republic of China
| | - Lihua Lin
- Department of Healthcare, Fujian Maternity and Child Health Hospital, College of Clinical Medicine for Obstetrics & Gynecology and Pediatrics, Fujian Medical University, Fuzhou, People’s Republic of China
| | - Jianying Yan
- Department of Obstetrics, Fujian Maternity and Child Health Hospital, College of Clinical Medicine for Obstetrics & Gynecology and Pediatrics, Fujian Medical University, Fuzhou, People’s Republic of China
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Ganfornina MD, Diez-Hermano S, Sanchez D. Flipped classroom in neurophysiology: performance analysis of a system focusing on intrinsic students' motivation. Front Physiol 2023; 14:1308647. [PMID: 38143917 PMCID: PMC10749200 DOI: 10.3389/fphys.2023.1308647] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/06/2023] [Accepted: 11/24/2023] [Indexed: 12/26/2023] Open
Abstract
Introduction: Teaching methodologies promoting active learning result in higher-order knowledge application, a desirable outcome in health disciplines like Physiology. Flipped-classroom (FC) promotes active learning and engagement in the classroom. Although specialized research keeps accumulating, the advantages of FC for improving academic outcome and ultimately patient care remain controversial and open to further analysis. Objective: This study evaluates the benefits of applying FC to the Neurophysiology module of a Human Physiology course. Methods:We compare final grades of students exposed to standard lecturing (five-years) vs. FC (six-years), and study the FC impact on student motivation, study time and rewards. Differing from conventional FC, we performed no pre-class/in-class assessments, relying on the students' internal motivation to experience our FC model. A printed student workbook was designed as pre-class material for each session. Reading times respect the expected daily study time of students in our system. Results and discussion: Concerning academic performance, our long-term study reports a significant increase in average scores for FC groups. Overall, students get better scores in multiple choice tests than in problem-solving questions. A more detailed analysis uncovers that our FC model helps students to obtain better scores, reducing variability in performance due to assessment methods. Based on our open-ended survey questions, most students rate the FC environment and in-class activities positively and perceive a positive effect of FC on teachers' performance. An objective automatic Sentiment analysis of open-ended answers reveals that FC is positively appreciated by students, associating positive perceptions to their understanding of physiological concepts, and negative evaluations to their time management.
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Affiliation(s)
- Maria D. Ganfornina
- Departamento de Bioquímica y Biología Molecular y Fisiología, Universidad de Valladolid, Valladolid, Spain
| | - Sergio Diez-Hermano
- Departamento de Producción Vegetal y Recursos Forestales, Universidad de Valladolid, Valladolid, Spain
| | - Diego Sanchez
- Departamento de Bioquímica y Biología Molecular y Fisiología, Universidad de Valladolid, Valladolid, Spain
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Alghamdi KJ, Aljohani RM, Khurmi RA, Alrehaili JA, Alrehaili YM, Allam RE, Aljohani AR. Medical Students' Perception of Interprofessional Education: A Cross-Sectional Study. Cureus 2023; 15:e50501. [PMID: 38222224 PMCID: PMC10787346 DOI: 10.7759/cureus.50501] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/13/2023] [Indexed: 01/16/2024] Open
Abstract
Background and objective Interprofessional education (IPE) involves learners from multiple health professions learning collaboratively to improve patient care. This study assessed medical students' perceptions of IPE at Taibah University in Saudi Arabia. Methods In this cross-sectional study, 319 medical students in years two to six of graduate medical school and internships completed the Readiness for Interprofessional Learning Scale (RIPLS) questionnaire between April 2022 and July 2022. RIPLS consists of 19 items measuring teamwork/collaboration, negative/positive professional identity, and roles/responsibilities. Comparisons were made based on gender and academic level by using the Mann-Whitney U and Kruskal-Wallis tests. Results Students generally expressed positive attitudes towards IPE. The majority agreed that IPE improves teamwork, communication, and patient care. In our cohort, 148 students (46.4%) strongly agreed and 140 (43.9%) agreed that shared learning enhances understanding of clinical problems. However, 186 students (60%) disagreed that clinical problem-solving is profession-specific. On the teamwork/collaboration subscale, 279 students (87.7%) strongly agreed that learning with others makes them more effective team members. Regarding negative identity, 186 students (58.3%) disagreed that learning with other students wastes time. By gender, males had lower ranks for negative identity (p=0.03) and positive identity (p=0.03) versus females. As for academic level, clinical students and interns had higher and lower ranks, respectively, for negative identity (p<0.01). Conclusion Based on our findings, medical students generally hold favorable views toward IPE and recognize its benefits for collaboration, communication, and patient care. Incorporating IPE throughout medical training may further improve attitudes and interprofessional skills.
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Affiliation(s)
| | | | | | | | | | - Roza E Allam
- Faculty of Medicine, Taibah University, Madinah, SAU
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Thornby KA, Brazeau GA, Chen AMH. Reducing Student Workload Through Curricular Efficiency. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100015. [PMID: 37597906 DOI: 10.1016/j.ajpe.2022.12.002] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/24/2022] [Revised: 11/17/2022] [Accepted: 12/20/2022] [Indexed: 08/21/2023]
Abstract
OBJECTIVE This integrative review will examine the current literature assessing student workload, outcomes of increased workload and cognitive load, and approaches to evaluate and reduce student workload. Recommendations to better inform curriculum planning efforts will be presented along with a call to action to address the dilemma of student workload and curricular efficiency efforts. FINDINGS Literature supports that perceptions of heavy workload can influence students' approach to learning and lead to the adoption of surface learning rather than a deep approach that involves higher-order processing and critical thinking. Additionally, ongoing evidence suggests that workload expansion affects student well-being and potential burnout in professional programs, and specifically that students perceive workload as directly related to their well-being and satisfaction. Intentional planning by faculty and programs can address this issue through streamlining classroom content, reducing lecture time, and modifying preclass work to allow for efficient learning. Even if the curriculum is lecture-based, workload perceptions can be affected by developing clearer guidance to set expectations for learners, intentionality in classroom design, and creating opportunities for student engagement. SUMMARY Cognitive overload is multifactorial and complicated, given the increased standards of professional education accreditation and licensure requirements. As the Academy deliberately considers methods to improve curricular efficiency, there is an opportunity to focus on curriculum delivery with an appropriate balance of breadth and depth of instruction to ensure effective assessment and cognitive load.
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Affiliation(s)
- Krisy-Ann Thornby
- Palm Beach Atlantic University, Lloyd L. Gregory School of Pharmacy, West Palm Beach, FL, USA.
| | - Gayle A Brazeau
- Marshall University, School of Pharmacy, Huntington, WV, USA; Editor, American Journal of Pharmaceutical Education, Arlington, VA, USA
| | - Aleda M H Chen
- Cedarville University, School of Pharmacy, Cedarville, OH, USA
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Mohallem AGDC, Cunha MLR, Pancieri APL, Franco FAL, Dutra LA, Moraes MW, Dellê H. Quality of podcasts recorded by nursing lecturers as pre-class learning material for students: An observational study. Nurse Educ Pract 2023; 71:103721. [PMID: 37499536 DOI: 10.1016/j.nepr.2023.103721] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/11/2023] [Revised: 06/19/2023] [Accepted: 07/03/2023] [Indexed: 07/29/2023]
Abstract
AIM To evaluate the quality of podcasts produced by lecturers as pre-class learning material; to verify lecturers' buy-in, after a specific workshop, regarding the practice of producing and using podcasts. BACKGROUND The teaching-learning process has undergone significant changes in recent years with the proposal of the flipped classroom strategy, which places the student at the center of the learning process and uses technology that requires adaptation of lecturers, both inside and outside the classroom. Pre-class learning material is one of the features of the flipped classroom model. It provides basic concepts for problem solving in small group discussion in classroom. Podcasts for this educational purpose are a recent technology and their innovative characteristics require deeper understanding in terms of their influence and usability. DESIGN Prospective, descriptive and quantitative study. SETTING AND POPULATION A workshop on the production of educational podcasts was offered to 23 lecturers on the Nursing course. METHODS Data were collected in the second semester of 2021 and the quality analysis was based on criteria available in the literature. RESULTS Eighteen professors (78 %) participated in the study and 46 podcasts were produced. Most professors being nurses (61 %), followed by biologists (28 %). Most have a doctorate degree (72 %). These podcasts were available for a mean of five days before the classes and their mean access rate by students was 58 %. There was no correlation between the access rate and the period of availability before the relative class. Most podcasts were informative (100 %) and monologues (98 %). The average duration was 6.2 min, which is within the ideal duration recommended in the literature. All of the podcasts included a description of the learning objectives at the beginning and most of them also included a closing message at the end. CONCLUSION The nursing lecturers were able to produce their podcasts, which met quality criteria and reached the standards suggested by experts in the field.
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Affiliation(s)
| | - Mariana Lucas Rocha Cunha
- Faculdade Israelita de Ciências da Saúde Albert Einstein at Hospital Israelita Albert Einstein, São Paulo, SP, Brazil
| | - Ana Paula Loreto Pancieri
- Faculdade Israelita de Ciências da Saúde Albert Einstein at Hospital Israelita Albert Einstein, São Paulo, SP, Brazil
| | - Fernando Alves Lima Franco
- Faculdade Israelita de Ciências da Saúde Albert Einstein at Hospital Israelita Albert Einstein, São Paulo, SP, Brazil
| | - Livia Almeida Dutra
- Faculdade Israelita de Ciências da Saúde Albert Einstein at Hospital Israelita Albert Einstein, São Paulo, SP, Brazil
| | - Marcia Wanderley Moraes
- Faculdade Israelita de Ciências da Saúde Albert Einstein at Hospital Israelita Albert Einstein, São Paulo, SP, Brazil
| | - Humberto Dellê
- Faculdade Israelita de Ciências da Saúde Albert Einstein at Hospital Israelita Albert Einstein, São Paulo, SP, Brazil; Postgraduate Program in Medicine, Universidade Nove de Julho (Uninove), São Paulo, SP, Brazil.
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Chen AMH, Brown S, Mark K, McBane S. An overview of Instructional approaches and decision-making strategies to curtail curricular overload. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100013. [PMID: 37597910 DOI: 10.1016/j.ajpe.2022.12.001] [Citation(s) in RCA: 8] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/26/2022] [Revised: 11/18/2022] [Accepted: 12/20/2022] [Indexed: 08/21/2023]
Abstract
OBJECTIVES Curriculum overload often occurs when content is kept in the curriculum that may no longer be necessary to prepare students for professional practice. The overload becomes compounded by the addition of new content from the ever-changing professional practice needs and updates to accreditation standards. Challenges may occur when programs must first determine the "level" of proficiency a new graduate should attain and then determine the appropriate breadth and depth of educational outcomes in relation to proficiency, while examining what content should be retained from past curricula. Thus, the purpose of this manuscript is to summarize institutional approaches for making content delivery more effective and efficient with the goal of curtailing curriculum expansion. FINDINGS Four key elements were consistently identified in the literature as important considerations to address curriculum overload - 1) communication and coordination among faculty, 2) incorporation of active learning strategies, 3) effective utilization of technology, and 4) minimizing faculty and student workload and cognitive burden. SUMMARY Each pharmacy program will need to take an individualized approach in addressing curriculum overload; however, consideration of the aforementioned key elements can assist in making these decisions. With increased student engagement in the classroom, intentional design to reduce content and student workload, enhanced communication among faculty, and appropriate technology utilization, curriculum overload can be addressed at every level of pharmacy education.
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Affiliation(s)
- Aleda M H Chen
- Cedarville University, School of Pharmacy, Cedarville, OH 45314, USA.
| | - Stacy Brown
- Bill Gatton College of Pharmacy at East Tennessee State University, Johnson City, TN 37614, USA
| | - Karen Mark
- South College School of Pharmacy, Knoxville, TN 37922, USA
| | - Sarah McBane
- UC Irvine School of Pharmacy and Pharmaceutical Sciences, Irvine, CA 92697, USA
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Elzainy A, Sadik AE. The Impact of Flipped Classroom: Evaluation of Cognitive Level and Attitude of Undergraduate Medical Students. Ann Anat 2022; 243:151952. [PMID: 35526694 DOI: 10.1016/j.aanat.2022.151952] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2022] [Revised: 03/26/2022] [Accepted: 04/14/2022] [Indexed: 10/18/2022]
Abstract
BACKGROUND Anatomy is a core component of the basic health sciences and a structural foundation for higher clinical courses. Mastering this foundational science is an essential competency for health care providers. Some medical schools still adopt the traditional teacher-centered methods for teaching anatomy with the disadvantages of lacking the students' opportunity to practice higher levels of thinking such as application, interpretation, or analysis during class. One of the promising teaching strategies that enhance student engagement is the flipped classroom (FC). The present study explored the students' achievement during the anatomy FC, compared with traditional classroom for the first time in Qassim College of Medicine. METHODS Online educational materials were uploaded on the Blackboard in the form of electronic textbooks, PowerPoint presentations, online websites, journal articles and multimedia in the pre-class phase of the FC. The in-class phase included open discussion and problem-solving activities were based upon the digitalized resources. Students' attendance was recorded during the in-class sessions. Comparison between the students' scores of the pre-and post-tests for both the FC and traditional classroom. A computed students' survey towards the FC was analysed. RESULTS The mean students' scores of the lower and higher-order thinking questions of the FC in the pre-tests were significantly increased in the pre-tests (4.40±1.18 and 1.39±0.53 respectively), compared with that of the traditional classroom (1.44±1.09 and 0.41±0.51 respectively) as well as in the post-tests (5.73±1.03 and 2.14±0.71), compared with that of the traditional classroom (5.07±1.2 and 1.66±0.93 respectively). The absence rate of the students during the FC was lower by 16.13%. Students' survey conveyed their satisfaction towards the FC. Cronbach's alpha test revealed high reliability of all students' survey items and their correlation coefficient was positive. CONCLUSION The current work concluded that the educational outcome gained from the technology-enhanced active learning (TEAL), through the implementation of the anatomy FC, enhanced the students' achievement and commitment and suggested the upgrading of the anatomy teaching methods and exploring the long-term effects of the FC.
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Affiliation(s)
- Ahmed Elzainy
- Department of Anatomy and Histology, College of Medicine, Qassim University, Saudi Arabia.
| | - Abir El Sadik
- Department of Anatomy and Embryology, College of Medicine, Cairo University, Egypt.
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Cleveland J, Greenawald J, LeClair RJ. Considerations for Organizing Longitudinal Delivery of Pharmacology: the Impact of Content Delivery in Context. MEDICAL SCIENCE EDUCATOR 2022; 32:69-73. [PMID: 35154894 PMCID: PMC8814088 DOI: 10.1007/s40670-021-01461-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/03/2021] [Indexed: 06/14/2023]
Abstract
UNLABELLED At Virginia Tech Carilion School of Medicine, we implemented a new strategy to organize the longitudinal delivery of pharmacology, leveraging elements of spaced repetition and spiral design. Our innovative model focused on generating cognitive frameworks in large group sessions, providing a scaffold to associate key aspects of individual drugs using specific objectives in problem-based learning. The design enhanced both student satisfaction and summative performance on pharmacology content on end of Block National Board of Medical Examiners exams. By taking a new approach, we were able to focus student learning, reduce the extraneous load and retain rigor and content volume. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-021-01461-1.
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Affiliation(s)
- Jennifer Cleveland
- Department of Basic Science Education, Virginia Tech Carilion School of Medicine, 1 Riverside Circle, Suite 202, Roanoke, VA 24016 USA
| | - Joanne Greenawald
- Department of Basic Science Education, Virginia Tech Carilion School of Medicine, 1 Riverside Circle, Suite 202, Roanoke, VA 24016 USA
| | - Renée J. LeClair
- Department of Basic Science Education, Virginia Tech Carilion School of Medicine, 1 Riverside Circle, Suite 202, Roanoke, VA 24016 USA
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Kang HY, Kim HR. Impact of blended learning on learning outcomes in the public healthcare education course: a review of flipped classroom with team-based learning. BMC MEDICAL EDUCATION 2021; 21:78. [PMID: 33509176 PMCID: PMC7845047 DOI: 10.1186/s12909-021-02508-y] [Citation(s) in RCA: 31] [Impact Index Per Article: 10.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/10/2020] [Accepted: 01/21/2021] [Indexed: 05/24/2023]
Abstract
BACKGROUND A flipped classroom with team-based learning is a blended educational strategy that guides active learning inside and outside the classroom. This study aimed to verify the effects of this innovative blended educational strategy on knowledge, problem-solving ability, and learning satisfaction of undergraduate nursing students undergoing public healthcare education. METHODS The subjects were undergraduate nursing students enrolled in H University in South Korea. The experiment was conducted over a period of 8 weeks in the public healthcare course. Two groups, blended learning (A flipped classroom with team-based learning) which was the experimental group and traditional lecture-based classroom group, the control group, were assessed. In the blended learning group, the students had pre-class, in-class (including team-based learning elements), and post-class learning elements. The two groups were compared on the following learning outcomes: knowledge, problem-solving ability, and learning satisfaction. RESULTS Results showed that the blended learning instructional methods, in comparison with traditional lectures, enhanced the students' knowledge, problem-solving ability, and learning satisfaction in the public healthcare course. CONCLUSIONS This study supports the feasibility of the flipped classroom with team-based learning as a blended learning strategy, able to produce improvements in nursing students' learning outcomes. Blended learning approaches may be an effective alternative to conventional approaches in nursing education.
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Affiliation(s)
- Hee Young Kang
- Department of Nursing, College of Medicine, Chosun University, 309 Pilmun-daero, Dong-gu, Gwangju, 61452 South Korea
| | - Hae Ran Kim
- Department of Nursing, College of Medicine, Chosun University, 309 Pilmun-daero, Dong-gu, Gwangju, 61452 South Korea
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Browne FR, Zucchero RA, Hooker EA, Tunningley J. Longitudinal outcomes of a brief interprofessional educational experience with or without an interprofessional education course. J Interprof Care 2019; 35:74-82. [PMID: 31865816 DOI: 10.1080/13561820.2019.1702513] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Best practices for delivering interprofessional education (IPE) continue to be debated. The objective of this study was to compare the longitudinal effects of two different methods of delivering IPE: a one-day IPE symposium (Symposium Only) vs. a one-day symposium plus a semester-long IPE course (Symposium + IPE). 40 Health Services Administration (HSA) and 57 Occupational Therapy (OT) students participated in this study. Participant attitudes in the Symposium Only group were compared to participant attitudes in the Symposium + IPE group using the Attitudes toward Health Care Teams Scale (ATHCTS). Participants completed the survey prior to the symposium (Time 1), immediately after the symposium (Time 2), and at least 18 months after the symposium (Time 3). A series of one-way repeated measures ANOVAs indicated that students in either the Symposium Only or Symposium +IPE group showed significantly better attitudes toward interprofessional teamwork at Time 2, and that these attitudes were maintained at Time 3. This was true for total ATHCTS, the Physician Centrality subscale, and Quality of Care/Process subscale. While the addition of the semester-long IPE course negatively impacted attitudes toward interprofessional teamwork in the short-term (at Time 2), it had no negative long-term impact at Time 3. Long-term, it appears that adding a semester-long course to a one-day symposium had no impact on attitude toward interprofessional teamwork.
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Affiliation(s)
- Frederick R Browne
- Department of Health Services Administration, Xavier University , Cincinnati, OH, USA
| | | | - Edmond A Hooker
- Department of Health Services Administration, Xavier University , Cincinnati, OH, USA
| | - Joan Tunningley
- Department of Occupational Therapy, Xavier University , Cincinnati, OH, USA
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Salih S, Gameraddin M, Kamal S, Alsadi M, Tamboul J, Alsultan K. The Readiness For Interprofessional Education (IPE) In The School Setting Among The Internship Students Of Applied Medical Sciences At Taibah University. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2019; 10:843-848. [PMID: 31632173 PMCID: PMC6781596 DOI: 10.2147/amep.s208870] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/15/2019] [Accepted: 09/11/2019] [Indexed: 06/10/2023]
Abstract
OBJECTIVE The study aims to assess the readiness of Interprofessional Education (IPE) in the school setting among the Internship Students of Applied Medical Sciences at Taibah University. METHODS This study utilized a survey targeting internship students of Applied Medical Sciences; departments Diagnostic Radiologic Technology, Medical Laboratory Technology, and Clinical Nutrition, at Taibah University. We used a modified Readiness for Inter-professional Learning Scale (RIPLS) survey to collect the data of this study. Data were analyzed using SPSS software version 21. RESULTS A 100 surveys distributed, 40 were returned. Most of the internship students (88.7%) agreed that IPE could make them more collaborated and can enhance teamwork skill to them. A total of 36.25% of the internship student agreed, and 50.01% disagree about the negative professional identity of the IPE. 86.66% of the internship student agreed, and 50.01% disagree about the positive professional identity of the IPE. They responded that sharing learning with other health care professionals will help them to communicate better with patients and other professionals and to improve practice. 65.84% of the internship student agreed, and 23.75% disagreed about the impact of IPE on their role and responsibility. The difference between the internship student at the end level of the internship and internship student at the beginning level of the internship, towards the positive thinking about other healthcare professionals was 0.015. CONCLUSION The study concluded that there was a readiness of IPE in the school setting among the Internship Students Students of Applied Medical Sciences at Taibah University. The majority of the internship student agreed that IPE could make them more collaborated and can enhance teamwork skill to them. There was a significant difference between the internship student at the end level of the internship and internship student at the beginning level of the internship, towards the positive thinking about other healthcare professionals.
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Affiliation(s)
- Suliman Salih
- Faculty of Applied Medical Sciences, Taibah University, Medina, Saudi Arabia
- National Cancer Institute, University of Gezira, Wad Madani, Sudan
| | - Moawia Gameraddin
- Faculty of Applied Medical Sciences, Taibah University, Medina, Saudi Arabia
- College of Radiological Sciences and Medical Imaging, Alzaiem Alazhari University, Khartoum, Sudan
| | - Sameer Kamal
- Diagnostic Radiology Department, Faculty of Applied Medical Sciences, King Abdulaziz Univesity, Jeddah, Makkah, Saudi Arabia
| | - Mohamed Alsadi
- Faculty of Applied Medical Sciences, Taibah University, Medina, Saudi Arabia
| | - Jumaa Tamboul
- Faculty of Applied Medical Sciences, Taibah University, Medina, Saudi Arabia
| | - Kamal Alsultan
- Faculty of Applied Medical Sciences, Taibah University, Medina, Saudi Arabia
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Abstract
Nurturing student's development of interprofessional collaboration is fundamental. Assessment-For-Learning can use reflection as one technique to support students' growth. Thus, we investigated using reflective-writing within an interprofessional education (IPE) course using an exploratory mixed-methods design. In 2015, student-nurses, student-pharmacists, and student-physicians participated in an IPE course and completed self-assessments of student learning objectives (SLOs). In 2016, new cohorts of student-nurses, student-pharmacists, and student-physicians participated in the course and completed their self-assessments of SLOs; however, student-nurses and student-pharmacists also reflectively-wrote. Quantitatively comparing SLOs from 2015 cohorts with 2016 cohorts, we found that the effect-sizes (magnitude of difference) for those who reflectively-wrote (student-nurses and student-pharmacists) grew more than historical controls, whereas the effect-sizes remained unchanged for a control group (student-physicians) who did not reflectively-write. Qualitatively, initial and final reflective-writings were explored using content analysis. Initial reflective-writings helped students create a baseline for their final reflective-writings. In final reflective-writings, most students discussed their growth in understanding roles/responsibilities and communication, though limited growth was discussed for teams/teamwork and values/ethics. Thus, initial and final reflective-writings appeared useful within this IPE course. Initial reflective-writing further enhanced students' self-assessed IPE improvement and recorded students' baseline perceptions for later review, while final reflective-writings documented students' self-actualized IPE development.
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Chan A, Fung K, Orchard C. The circles of care game © - using gaming to teach interprofessional teamwork in clerkship. J Interprof Care 2019; 34:133-136. [DOI: 10.1080/13561820.2019.1639644] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Affiliation(s)
| | - Kevin Fung
- Department of Otolaryngology, Schulich School of Medicine and Dentistry, Western University, Ontario, Canada
| | - Carole Orchard
- The Arthur Labatt Family School of Nursing, Western University, Ontario, Canada
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Han E, Klein KC. Pre-Class Learning Methods for Flipped Classrooms. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:6922. [PMID: 30894772 PMCID: PMC6418854 DOI: 10.5688/ajpe6922] [Citation(s) in RCA: 30] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/18/2017] [Accepted: 08/01/2018] [Indexed: 05/07/2023]
Abstract
Objective. To review the types of pre-class learning modalities used in flipped classrooms (FC) and team-based learning (TBL) and determine best practices. Findings. Forty-eight articles were included. Reading materials or video lectures were used most often as the primary modality to deliver the pre-class learning. Students favored assignments that have clear objectives, provide guidance, are guided, and are brief. Summary. This study describes how pharmacy schools and colleges are implementing FC into their curricula and the types of pre-class learning that are being developed and assigned with the implementation. More research should be done in comparing the impact of different types of pre-class material on learning outcomes, such as knowledge retention. This is especially important in FC settings because the in-class learning and higher order activities are built upon having a good foundational knowledge, which comes from the pre-class learning.
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Affiliation(s)
- Emily Han
- University of Michigan College of Pharmacy, Ann Arbor, Michigan
| | - Kristin C Klein
- University of Michigan College of Pharmacy, Ann Arbor, Michigan
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Hager KD, Blue HL, Zhang L, Palombi LC. OPIOIDS: cultivating interprofessional collaboration to find solutions to public health problems. J Interprof Care 2018; 33:120-124. [PMID: 30183436 PMCID: PMC6401330 DOI: 10.1080/13561820.2018.1516634] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2017] [Revised: 08/22/2018] [Accepted: 08/23/2018] [Indexed: 01/01/2023]
Abstract
This study evaluated perceived effectiveness of an interprofessional case-based activity that allowed medical and pharmacy students to engage in problem-solving around the role of social determinants of health (SDOH) in opioid misuse. Students participated in a case-based activity, and then completed a post-activity survey that included five open-ended questions and the Interprofessional Collaborative Competency Attainment Survey. Twelve pharmacy students (100%) and 47 medical students (75%) completed the post-activity survey. Results indicate the activity resulted in a statistically significant increase in student ability to: 1) recognize interprofessional team members' knowledge, skills, and contributions to the interprofessional team; 2) communicate effectively across professions; and 3) learn with, from, and about interprofessional team members to develop a patient care plan. Students also reported enhanced understanding of treatment considerations with opioid misuse, the role of SDOH, and recognition of the value of interprofessional collaboration in their future practice. This interprofessional case-based activity appeared to promote collaboration among students from different professional programs as they engaged in problem-solving around a contemporary public health issue that intersects their future practices. This activity may serve as a model for health professional programs, practitioners, healthcare systems, and communities that seek interprofessional solutions to combat opioid misuse.
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Affiliation(s)
- Keri D. Hager
- Department of Pharmacy Practice and Pharmaceutical Sciences, University of Minnesota College of Pharmacy, 211 Life Science, 1110 Kirby Dr Duluth, MN USA, 218-726-6013,
| | - Heather L. Blue
- Department of Pharmacy Practice and Pharmaceutical Sciences, University of Minnesota College of Pharmacy, 218-726-6016,
| | - Lei Zhang
- Biostatistical Design and Analysis Center, University of Minnesota, 612-626-3374,
| | - Laura C. Palombi
- Department of Pharmacy Practice and Pharmaceutical Sciences, University of Minnesota College of Pharmacy, 218-726-6066,
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