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Rosencrans T, Jones R, Griffin D, Loyd I, Grady A, Moon M, Miller F. PharmaMemory: an interactive, animated web application for learning autonomic physiology and pharmacology. Adv Physiol Educ 2024; 48:414-420. [PMID: 38545642 DOI: 10.1152/advan.00214.2022] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/26/2022] [Revised: 02/06/2024] [Accepted: 03/22/2024] [Indexed: 05/01/2024]
Abstract
Medical students face challenging but important topics they must learn in short periods of time, such as autonomic pharmacology. Autonomic pharmacology is difficult in that it requires students to synthesize detailed anatomy, physiology, clinical reasoning, and pharmacology. The subject poses a challenge to learn as it is often introduced early in medical school curricula. To ease the difficulty of learning autonomic pharmacology, we created a free web application, PharmaMemory (www.pharmamemory.com), that interactively depicts the effects of high-yield autonomic drugs on the human body. PharmaMemory provides users with the opportunity to read and quiz themselves on the mechanisms, side effects, indications, and contraindications of these drugs while interacting with the application. We provided PharmaMemory to first-year medical students for three consecutive years of quality improvement and assessed the application's perceived effects on learning via user surveys. Survey feedback showed that users viewed PharmaMemory favorably and self-reported increased knowledge and confidence in the subject of autonomic pharmacology. Comments revealed that users liked the website's visuals, opportunity for challenged recall, and conciseness. PharmaMemory utilizes challenged recall, visual stimulation, and interactive learning to provide users with a multifaceted learning tool. Preliminary data suggest that students find this method of learning beneficial. Further studies are needed to assess PharmaMemory compared with more traditional learning methods such as PowerPoint or text-based learning. Additionally, further research is needed to quantitatively assess reduction in cognitive load.NEW & NOTEWORTHY PharmaMemory (www.pharmamemory.com) is a free web application that interactively depicts the effects of high-yield autonomic drugs on the human body.
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Affiliation(s)
- Timothy Rosencrans
- University of Michigan Medical School, Ann Arbor Michigan, United States
| | - Ryan Jones
- University of Oklahoma College of Medicine, Oklahoma City, Oklahoma, United States
| | - Daniel Griffin
- Division of Engineering and Computer Science, Oklahoma Christian University, Edmond, Oklahoma, United States
| | - India Loyd
- University of Oklahoma College of Medicine, Oklahoma City, Oklahoma, United States
| | - Anna Grady
- University of Oklahoma College of Medicine, Oklahoma City, Oklahoma, United States
| | - Mary Moon
- Department of Cellular Biology, University of Oklahoma Health Science Center, Oklahoma City, Oklahoma, United States
| | - Frederick Miller
- Department of Cellular Biology, University of Oklahoma Health Science Center, Oklahoma City, Oklahoma, United States
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Gür D, Offergeld C, Fabry G, Wünsch A. [Communication training in otorhinolaryngology education : Comparison of an online and a classroom-based training course]. HNO 2024; 72:334-340. [PMID: 38597969 PMCID: PMC11045617 DOI: 10.1007/s00106-024-01475-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/20/2024] [Indexed: 04/11/2024]
Abstract
BACKGROUND Communication skills are among the most important key qualifications of the medical profession. To what extent these can also be acquired online in medical education in otolaryngology is investigated in this study. OBJECTIVE A voluntary online training for the teaching of communication skills was compared with a corresponding face-to-face format. The question of the extent to which acceptance of the two formats and students' self-assessment of their communicative skills differed was investigated. MATERIALS AND METHODS In the online training, students were prepared for the topic asynchronously via a video. Thereafter, they were able to conduct consultations with simulation patients online and synchronously. The face-to-face training was comparable in structure and duration and took place in an earlier semester. The acceptance of both seminars was assessed by a questionnaire with 19 items on a five-point Likert scale. Self-assessment of communication skills was measured by a 10-cm visual analog scale pre/post with 16 items. RESULTS Both formats achieved high acceptance with an average score (M) of 2.08 (standard deviation, SD = 0.54) for the online format and M = 1.97 (SD = 0.48) for the face-to-face event. Students' self-assessments of communication skills showed a twofold increase in the online group (M = 1.54, SD = 0.94) compared to the face-to-face group (M = 0.75, SD = 0.87). CONCLUSION This study shows that teaching communication skills in the online format was well accepted and resulted in significant changes in students' self-assessment of communication skills.
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Affiliation(s)
- Deniz Gür
- Klinik für Psychosomatische Medizin und Psychotherapie, Medizinische Fakultät, Universitätsklinikum Freiburg, Albert-Ludwigs-Universität Freiburg, Hauptstraße 8, 79104, Freiburg im Breisgau, Deutschland.
| | - Christian Offergeld
- Klinik für Hals-Nasen-Ohrenheilkunde, Medizinische Fakultät, Universitätsklinikum Freiburg, Albert-Ludwigs-Universität Freiburg, Freiburg, Deutschland
| | - Götz Fabry
- Medizinische Psychologie, Medizinische Fakultät, Albert-Ludwigs-Universität Freiburg, Freiburg, Deutschland
| | - Alexander Wünsch
- Klinik für Psychosomatische Medizin und Psychotherapie, Medizinische Fakultät, Universitätsklinikum Freiburg, Albert-Ludwigs-Universität Freiburg, Hauptstraße 8, 79104, Freiburg im Breisgau, Deutschland
- Medizinische Onkologie, Psychoonkologischer Dienst, Inselspital, Universitätsspital Bern, Universität Bern, Bern, Schweiz
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van Bonn SM, Grajek JS, Rettschlag S, Schraven SP, Mlynski R. [Interactive electronic visualization formats in student teaching]. HNO 2024; 72:341-349. [PMID: 38393668 PMCID: PMC11045576 DOI: 10.1007/s00106-024-01436-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/22/2024] [Indexed: 02/25/2024]
Abstract
BACKGROUND In the context of contact restrictions, conventional teaching is currently in need of optimization and expansion. The range of digital teaching formats in student training is very heterogeneous and their effectiveness uncertain. This study aims to investigate the extent to which an electronic ward round can be used as an alternative to the conventional ENT attendance practical course, and whether the use of electronic teaching formats has an influence on the quality of teaching. MATERIALS AND METHODS Instead of regular attendance practicals, bedside teaching took place once a week in real time as a video stream via tablet. A total of 43 students in the seventh semester (winter semester 2020/2021) were included in the prospective study. Evaluation forms were used to examine the subjective didactic value of different visualization formats for the students. Examination results from previous years were used for comparison. RESULTS The majority of students reported knowledge gain from the electronic rounds (93.02%) and that they were a good alternative to the traditional attendance clerkship (69.77%). The quality of the video and audio transmission as well as the comprehensibility of the case studies presented were consistently rated as good to very good. The students' examination results tended to be slightly worse in the test group compared to the control students of previous years. CONCLUSION Integration of innovative interactive visualization options into teaching shows promising prospects as a supplement to conventional face-to-face teaching. The results of this study can contribute to the further expansion of digital teaching. Scaling up this model could be considered especially in countries with limited availability of face-to-face teaching.
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Affiliation(s)
- Sara M van Bonn
- Klinik und Poliklinik für Hals-Nasen-Ohrenheilkunde, Kopf- und Halschirurgie "Otto Körner", Universitätsmedizin Rostock, Doberaner Straße 137, 18057, Rostock, Deutschland.
| | - Jan S Grajek
- Klinik und Poliklinik für Hals-Nasen-Ohrenheilkunde, Kopf- und Halschirurgie "Otto Körner", Universitätsmedizin Rostock, Doberaner Straße 137, 18057, Rostock, Deutschland
| | - Stefanie Rettschlag
- Klinik und Poliklinik für Hals-Nasen-Ohrenheilkunde, Kopf- und Halschirurgie "Otto Körner", Universitätsmedizin Rostock, Doberaner Straße 137, 18057, Rostock, Deutschland
| | - Sebastian P Schraven
- Klinik und Poliklinik für Hals-Nasen-Ohrenheilkunde, Kopf- und Halschirurgie "Otto Körner", Universitätsmedizin Rostock, Doberaner Straße 137, 18057, Rostock, Deutschland
| | - Robert Mlynski
- Klinik und Poliklinik für Hals-Nasen-Ohrenheilkunde, Kopf- und Halschirurgie "Otto Körner", Universitätsmedizin Rostock, Doberaner Straße 137, 18057, Rostock, Deutschland
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Rak K, Kaulitz S, Voelker J, Müller-Graff T, Engert J, Spahn B, Hackenberg S, Grasso P, Hagen R. [Online training for hearing implant surgery : A new approach to otological training. German version]. HNO 2024; 72:317-324. [PMID: 38530381 PMCID: PMC11045577 DOI: 10.1007/s00106-024-01451-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/29/2024] [Indexed: 03/28/2024]
Abstract
OBJECTIVE Education in microsurgery of the ear includes staged training to allow for mastering of the complex microsurgical procedures, particularly in the context of middle ear reconstruction and cochlear implantation. Traditional surgical training includes temporal bone preparations by cadaver dissection and supervised operating room practice. As these on-site trainings are limited, there is a need to broaden education facilities in an on-line format. Therefore, a first basic on-line training for otosurgery was developed. MATERIALS AND METHODS The system consists of an artificial temporal bone model together with a set of basic surgical instruments and implant dummies. As an essential part of the training kit, a high-resolution camera set is included that allows for connection to a video streaming platform and enables remote supervision of the trainees' surgical steps by experienced otological surgeons. In addition, a pre-learning platform covering temporal bone anatomy and instrumentation and pre-recorded lectures and instructional videos has been developed to allow trainees to review and reinforce their understanding before hands-on practice. RESULTS Over the three courses held to date, 28 participants with varying levels of prior surgical experience took part in this otological surgical training program. The immediate feedback of the participants was evaluated by means of a questionnaire. On this basis, the high value of the program became apparent and specific areas could by identified where further refinements could lead to an even more robust training experience. CONCLUSION The presented program of an otosurgical online training allows for basal education in practical exercises on a remote system. In this way, trainees who have no direct access to on-site instruction facilities in ear surgery now have the chance to start their otosurgical training in an educational setting adapted to modern technologies.
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Affiliation(s)
- Kristen Rak
- Klinik und Poliklinik für Hals‑, Nasen- und Ohrenkrankheiten, plastische und ästhetische Operationen, Universitätsklinikum Würzburg, Josef-Schneider-Straße 11, 97080, Würzburg, Deutschland.
| | - Stefan Kaulitz
- Klinik und Poliklinik für Hals‑, Nasen- und Ohrenkrankheiten, plastische und ästhetische Operationen, Universitätsklinikum Würzburg, Josef-Schneider-Straße 11, 97080, Würzburg, Deutschland
| | - Johannes Voelker
- Klinik und Poliklinik für Hals‑, Nasen- und Ohrenkrankheiten, plastische und ästhetische Operationen, Universitätsklinikum Würzburg, Josef-Schneider-Straße 11, 97080, Würzburg, Deutschland
| | - Tassilo Müller-Graff
- Klinik und Poliklinik für Hals‑, Nasen- und Ohrenkrankheiten, plastische und ästhetische Operationen, Universitätsklinikum Würzburg, Josef-Schneider-Straße 11, 97080, Würzburg, Deutschland
| | - Jonas Engert
- Klinik und Poliklinik für Hals‑, Nasen- und Ohrenkrankheiten, plastische und ästhetische Operationen, Universitätsklinikum Würzburg, Josef-Schneider-Straße 11, 97080, Würzburg, Deutschland
| | - Björn Spahn
- Klinik und Poliklinik für Hals‑, Nasen- und Ohrenkrankheiten, plastische und ästhetische Operationen, Universitätsklinikum Würzburg, Josef-Schneider-Straße 11, 97080, Würzburg, Deutschland
| | - Stephan Hackenberg
- Klinik und Poliklinik für Hals‑, Nasen- und Ohrenkrankheiten, plastische und ästhetische Operationen, Universitätsklinikum Würzburg, Josef-Schneider-Straße 11, 97080, Würzburg, Deutschland
| | - Peter Grasso
- MED-EL Elektromedizinische Geräte Gesellschaft m.b.H., Innsbruck, Österreich
| | - Rudolf Hagen
- Klinik und Poliklinik für Hals‑, Nasen- und Ohrenkrankheiten, plastische und ästhetische Operationen, Universitätsklinikum Würzburg, Josef-Schneider-Straße 11, 97080, Würzburg, Deutschland
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Grajek JS, Rettschlag S, Schneider A, Schraven SP, Mlynski R, van Bonn SM. [Multidimensional formats of surgical anatomy in otorhinolaryngology student teaching-a comparison of effectivity]. HNO 2024; 72:357-366. [PMID: 38324064 PMCID: PMC11045569 DOI: 10.1007/s00106-024-01427-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/12/2024] [Indexed: 02/08/2024]
Abstract
BACKGROUND Technological change in healthcare and the digital transformation of teaching require innovations in student teaching in medicine. New technologies are needed to enable the delivery and use of diverse teaching and learning formats by educational institutions independent of time and place. The aim of this study is to analyze the effectiveness of different multidimensional formats in student teaching in surgical ENT medical anatomy. MATERIALS AND METHODS During the summer semester 2022 and winter semester 2022/2023, the digital teaching and learning program was expanded by testing different visualization formats (3D glasses, cardboards, or VR glasses) with students in the context of a highly standardized surgical procedure, namely cochlear implantation. A pre- and post-intervention knowledge assessment was carried out in all groups, followed by an evaluation. RESULTS Of 183 students, 91 students fully participated in the study. The post-intervention knowledge assessment showed a significant increase in correct answers regardless of visualization format. In a direct comparison, the operating room (OR) group answered correctly significantly more often than the cardboard group (p = 0.0424). The majority of students would like to see 3D teaching as an integral part of the teaching program (87.9%) and more streaming of live surgeries (93.4%). They see the use of the various technologies as a very good addition to conventional surgical teaching (72.5%), as good visualization (89%) increases retention (74.7%) and motivation (81.3%). CONCLUSION Application and use of new visualization technologies in everyday clinical practice is a promising approach to expanding student training. Mobile, interactive, and personalized technical formats can be adapted to the learning behavior of students. Last but not least, the use of new media influences learning motivation. An expansion of digital teaching and learning formats can be expressly recommended on the basis of this study.
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Affiliation(s)
- Jan S Grajek
- Klinik und Poliklinik für Hals-Nasen-Ohrenheilkunde, Kopf- und Halschirurgie "Otto Körner", Universitätsmedizin Rostock, Doberaner Str. 137, 18057, Rostock, Deutschland
| | - Stefanie Rettschlag
- Klinik und Poliklinik für Hals-Nasen-Ohrenheilkunde, Kopf- und Halschirurgie "Otto Körner", Universitätsmedizin Rostock, Doberaner Str. 137, 18057, Rostock, Deutschland
| | - Armin Schneider
- Jade Hochschule, Fachbereich Ingenieurwissenschaften, Friedrich-Paffrath-Str. 101, 26389, Wilhelmshaven, Deutschland
| | - Sebastian P Schraven
- Klinik und Poliklinik für Hals-Nasen-Ohrenheilkunde, Kopf- und Halschirurgie "Otto Körner", Universitätsmedizin Rostock, Doberaner Str. 137, 18057, Rostock, Deutschland
| | - Robert Mlynski
- Klinik und Poliklinik für Hals-Nasen-Ohrenheilkunde, Kopf- und Halschirurgie "Otto Körner", Universitätsmedizin Rostock, Doberaner Str. 137, 18057, Rostock, Deutschland
| | - Sara M van Bonn
- Klinik und Poliklinik für Hals-Nasen-Ohrenheilkunde, Kopf- und Halschirurgie "Otto Körner", Universitätsmedizin Rostock, Doberaner Str. 137, 18057, Rostock, Deutschland.
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Schmitz L, Betz CS, Böttcher A, Häußler SM, Praetorius M. [How much digitization do ENT curricula need? : Opportunities and limits from the perspective of students and teachers]. HNO 2024; 72:325-333. [PMID: 38372803 PMCID: PMC11045585 DOI: 10.1007/s00106-024-01437-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/24/2024] [Indexed: 02/20/2024]
Abstract
BACKGROUND Digitalization has long been an integral part of students' everyday lives and increasingly also of their medical training. It seems to be an unwritten law that "digital natives" want as much digitalization as possible. This study aims to shed more light on how students in the clinical phase of medical studies perceive the increasing digitalization of teaching and what they need for good education. MATERIALS AND METHODS This study analyzed two surveys that were conducted using an online questionnaire. On the one hand, students in the 5th-9th semesters of the medical faculty at the University of Hamburg (n = 282) were surveyed (survey 1). Another survey addressed all employees of ENT clinics in Germany (n = 175; survey 2). RESULTS A total of 76 students took part in survey 1 and 123 lecturers in survey 2. The results show that both students and lecturers do not want face-to-face teaching to be completely replaced by digital formats. A total of 72.7% of students reject the possibility of teaching practical skills through digital formats. The majority of students surveyed stated that offline formats improve their concentration (61.1%), participation probability (63.9%), and motivation to learn (76.6%). In contrast, 40.2% of lecturers see digitalization as a way to reduce the workload without any relevant loss in teaching quality. CONCLUSION Digital teaching formats have a negative impact on the medical education of the students surveyed. Interaction and physical presence are needed to increase the motivation to learn. This leads to the first conclusion that students are critical of the increasing digitalization of medical studies.
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Affiliation(s)
- Lisa Schmitz
- Klinik und Poliklinik für Hals‑, Nasen‑, Ohrenheilkunde, Universitätsklinikum Hamburg-Eppendorf, Hamburg, Deutschland.
- Klinik und Poliklinik für Hals‑, Nasen- und Ohrenheilkunde, Kopf- und Neurozentrum, Universitätsklinikum Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Deutschland.
| | - Christian S Betz
- Klinik und Poliklinik für Hals‑, Nasen‑, Ohrenheilkunde, Universitätsklinikum Hamburg-Eppendorf, Hamburg, Deutschland
| | - Arne Böttcher
- Klinik und Poliklinik für Hals‑, Nasen‑, Ohrenheilkunde, Universitätsklinikum Hamburg-Eppendorf, Hamburg, Deutschland
| | - Sophia M Häußler
- Klinik und Poliklinik für Hals‑, Nasen‑, Ohrenheilkunde, Universitätsklinikum Hamburg-Eppendorf, Hamburg, Deutschland
| | - Mark Praetorius
- Klinik und Poliklinik für Hals‑, Nasen‑, Ohrenheilkunde, Universitätsklinikum Hamburg-Eppendorf, Hamburg, Deutschland
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Degen CV, Schwitzing F, Long S, Gickel L, Behrends M, Busch CJ, Steffens S, Mikuteit M. [Open educational resources for otorhinolaryngology : A pilot study on needs assessment and implementation]. HNO 2024; 72:310-316. [PMID: 38625372 DOI: 10.1007/s00106-024-01465-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/04/2024] [Indexed: 04/17/2024]
Abstract
BACKGROUND Open educational resources (OER) are educational materials licensed openly by authors, permitting usage, redistribution, and in some instances, modification. OER platforms thereby serve as a medium for distributing and advancing teaching materials and innovative educational methodologies. OBJECTIVE This study aims to determine the present state of OER in otorhinolaryngology and to examine the prerequisites for seamlessly integrating OER into the curricular teaching of medical schools, specifically through the design of two OER blended learning modules. METHODS OER content in the field of otorhinolaryngology was analyzed on OER platforms, ensuring its relevance to the German medical curriculum. Data protection concerns were addressed with legal counsel. The blended learning modules were developed in collaboration with medical students and subsequently published as OER. RESULTS AND CONCLUSION This project yielded the first OER from a German ENT department, tailored to the German medical curriculum. One significant barrier to OER use in medicine, more than in other fields, is data protection. This challenge can be navigated by obtaining consent to publish patient data as OER. OER hold the promise to play a pivotal role in fostering cooperation and collaboration among educators, aiding educators in lesson preparation, and simultaneously enhancing didactic quality.
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Affiliation(s)
- C V Degen
- Studiendekanat - Curriculumsentwicklung, Medizinische Hochschule Hannover, Hannover, Deutschland.
- Klinik für Hals-Nasen-Ohrenheilkunde, Campus Benjamin Franklin, Charité - Universitätsmedizin Berlin, corporate member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Berlin, Deutschland.
- Klinik für Hals‑, Nasen‑, Ohrenheilkunde, Klinikum Nürnberg Nord, Paracelsus Medizinische Privatuniversität, Nürnberg, Deutschland.
| | - F Schwitzing
- Klinik für HNO-Heilkunde, Kopf- und Halschirurgie, Universitätsmedizin Greifswald, Greifswald, Deutschland
| | - S Long
- Studiendekanat - Curriculumsentwicklung, Medizinische Hochschule Hannover, Hannover, Deutschland
| | - L Gickel
- Studiendekanat - Curriculumsentwicklung, Medizinische Hochschule Hannover, Hannover, Deutschland
- Klinik für HNO-Heilkunde, Kopf- und Halschirurgie, Universitätsmedizin Greifswald, Greifswald, Deutschland
| | - M Behrends
- Peter L. Reichertz Institut für Medizinische Informatik der TU Braunschweig und der Medizinischen Hochschule Hannover, Medizinische Hochschule Hannover, Hannover, Deutschland
| | - C J Busch
- Klinik für HNO-Heilkunde, Kopf- und Halschirurgie, Universitätsmedizin Greifswald, Greifswald, Deutschland
| | - S Steffens
- Studiendekanat - Curriculumsentwicklung, Medizinische Hochschule Hannover, Hannover, Deutschland
| | - M Mikuteit
- Studiendekanat - Curriculumsentwicklung, Medizinische Hochschule Hannover, Hannover, Deutschland
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Everad F, Seifert L, Mansour N, Hofauer B, Knopf A, Offergeld C. [Virtual training of practical competences in sonography]. HNO 2024; 72:350-356. [PMID: 38587663 PMCID: PMC11045615 DOI: 10.1007/s00106-024-01476-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/18/2024] [Indexed: 04/09/2024]
Abstract
OBJECTIVE During the COVID-19 pandemic, a particular challenge in the transition to digital teaching was to teach practical skills such as sonography of the head and neck online. The aim of this study was to validate the digital sonography course for medical students established at the Freiburg University Hospital ENT Department. METHODS Participants were 178 students of human medicine. The study group simulated the sonography examination at home with a dummy transducer using the Peyton method under the guidance of a tutor via video seminar. In a subsequent learning success check, the results of the students in the online course were compared with those of the control group, who learned sonography in the classroom. RESULTS Students of the online course achieved comparable results to the classroom group. CONCLUSION This study shows that practical skills which require extensive equipment such as a sonography machine can be taught to a certain extent digitally or at least in a hybrid form.
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Affiliation(s)
- F Everad
- Klinik für Hals- Nasen- und Ohrenheilkunde, Universitätsklinikum Freiburg, Killianstraße 5, 79106, Freiburg, Deutschland.
| | - L Seifert
- Klinik für Hals- Nasen- und Ohrenheilkunde, Universitätsklinikum Freiburg, Killianstraße 5, 79106, Freiburg, Deutschland
| | - N Mansour
- Klinik für Hals- Nasen- und Ohrenheilkunde, Universitätsklinikum Freiburg, Killianstraße 5, 79106, Freiburg, Deutschland
| | - B Hofauer
- Universitätsklinik für Hals‑, Nasen- und Ohrenheilkunde Innsbruck, Innsbruck, Österreich
| | - A Knopf
- Klinik für Hals- Nasen- und Ohrenheilkunde, Universitätsklinikum Freiburg, Killianstraße 5, 79106, Freiburg, Deutschland
| | - C Offergeld
- Klinik für Hals- Nasen- und Ohrenheilkunde, Universitätsklinikum Freiburg, Killianstraße 5, 79106, Freiburg, Deutschland
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Offergeld C, Kuhn S, Kromeier J, Heermann S, Widder A, Flayyih O, Everad F, Knopf A, Albrecht T, Burkhardt V, Hildenbrand T, Ramackers W. [Is the use of virtual reality in otorhinolaryngology teaching automatically positively rated by students? : A questionnaire-based evaluation among students]. HNO 2024; 72:367-374. [PMID: 38578464 PMCID: PMC11045625 DOI: 10.1007/s00106-024-01453-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/29/2024] [Indexed: 04/06/2024]
Abstract
BACKGROUND Analogous to the situation in other disciplines, digital ENT teaching made significant progress during the pandemic. Most ENT clinics nationwide were able to offer a complete virtual teaching program in time. Innovative teaching methods were also used early on. This was recognized in student teaching evaluations. Due to the expansion of virtual reality (VR) in medical teaching, even greater satisfaction should be expected through improved teaching quality. MATERIALS AND METHODS Surveys were performed with students (n = 180) of the ENT block internship in the summer semester of 2023. The aim of the evaluation was to determine the students' satisfaction with and subjective effectiveness of the newly implemented VR digital teaching method for teaching ear anatomy and coniotomy. A survey was also carried out among resident physicians. RESULTS The ENT teaching was perceived favorably by the students, with an average rating of 11.7 out of 15. The learning effectiveness and the value of VR in the ENT learning portfolio was evaluated varyingly by the students. The physicians' assessment was different, with a more positive perception. CONCLUSION Virtual reality represents an innovative component in the teaching portfolio of otolaryngology. This new teaching method is viewed and accepted as a future-oriented tool. Remarkably, the physicians involved voted consistently positively, while the students gave more critical assessments and pointed out limitations in the individual and subjective areas. These findings are in contrast to the further development of innovative teaching methods demanded by student interest groups.
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Affiliation(s)
- C Offergeld
- Univ.-HNO-Klinik, Medizinische Fakultät, Universitätsklinikum Freiburg, Freiburg, Deutschland
| | - S Kuhn
- Institut für Digitalisierung in der Medizin, Universitätsklinikum Gießen-Marburg, Marburg, Deutschland
| | - J Kromeier
- Klinik für Radiologie, St. Josef-Krankenhaus Freiburg, Freiburg, Deutschland
| | - S Heermann
- Institut für Anatomie und Zellbiologie, Medizinische Fakultät, Universitätsklinikum Freiburg, Freiburg, Deutschland
| | - A Widder
- Studiendekanat der Med. Fak., Universitätsklinikum Freiburg, Freiburg, Deutschland
| | - O Flayyih
- Studiendekanat der Med. Fak., Universitätsklinikum Freiburg, Freiburg, Deutschland
| | - F Everad
- Univ.-HNO-Klinik, Medizinische Fakultät, Universitätsklinikum Freiburg, Freiburg, Deutschland
| | - A Knopf
- Univ.-HNO-Klinik, Medizinische Fakultät, Universitätsklinikum Freiburg, Freiburg, Deutschland
| | - T Albrecht
- Univ.-HNO-Klinik, Medizinische Fakultät, Universitätsklinikum Tübingen, Tübingen, Deutschland
| | - V Burkhardt
- Univ.-HNO-Klinik, Medizinische Fakultät, Universitätsklinikum Freiburg, Freiburg, Deutschland
| | - T Hildenbrand
- Univ.-HNO-Klinik, Medizinische Fakultät, Universitätsklinikum Freiburg, Freiburg, Deutschland
| | - W Ramackers
- Klinik für Allgemein‑, Viszeral- und Transplantationschirurgie, Medizinische Hochschule Hannover (MHH), Carl-Neuberg-Straße 1, 30625, Hannover, Deutschland.
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Hildenbrand T, Kuhn S, Everad F, Hassepaß F, Neudert M, Offergeld C. [Views of assistant professors on digital transformation in otorhinolaryngology education : Current status and perspectives in undergraduate and advanced training]. HNO 2024; 72:303-309. [PMID: 38587662 PMCID: PMC11045641 DOI: 10.1007/s00106-024-01468-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/12/2024] [Indexed: 04/09/2024]
Abstract
BACKGROUND Digital transformation in curricular teaching in medicine comprises the use of digital teaching and learning formats as well as the transfer of digital skills for medical staff. Concepts of knowledge transfer and competency profiles also have to be adapted and transferred in advanced training due to necessary changes. OBJECTIVE The aim of this study was an evaluation of the current state of digital transformation in otorhinolaryngology teaching in undergraduate and advanced training at otorhinolaryngology departments of university medical centers in Germany. MATERIALS AND METHODS A questionnaire with nine questions on digital transformation was sent to the assistant professors of 37 national university ENT departments. The anonymous survey was conducted online via the online platform SurveyMonkey®. RESULTS Of the contacted assistant professors, 86.5% participated in the survey. Teaching sessions on digital skills for medical students are part of the curriculum in only 25% of ENT departments. Digital teaching formats are used by half of the departments in undergraduate training. Only 56.25% of the assistant professors receive support to realize the changes required by digital transformation. In 40.62% of departments, the issue of digital transformation is broached during advanced training, but only 28.12% use digital teaching methods to train junior doctors. CONCLUSION Aspects of digital transformation are implemented mainly in undergraduate education, partly driven by the COVID 19 pandemic. Overall, there is still considerable backlog in undergraduate and advanced training in ENT.
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Affiliation(s)
- T Hildenbrand
- Klinik für Hals‑, Nasen- und Ohrenheilkunde, Universitätsklinikum Freiburg, Killianstr. 5, 79106, Freiburg, Deutschland.
| | - S Kuhn
- Institut für Digitale Medizin, Universitätsklinikum Gießen-Marburg & Philipps-Universität Marburg, Marburg, Deutschland
| | - F Everad
- Klinik für Hals‑, Nasen- und Ohrenheilkunde, Universitätsklinikum Freiburg, Killianstr. 5, 79106, Freiburg, Deutschland
| | - F Hassepaß
- Klinik für Hals‑, Nasen- und Ohrenheilkunde, Universitätsklinikum Freiburg, Killianstr. 5, 79106, Freiburg, Deutschland
| | - M Neudert
- Klinik für Hals-Nasen- und Ohrenheilkunde, Universitätsklinikum Carl-Gustav-Carus, Dresden, Deutschland
| | - C Offergeld
- Klinik für Hals‑, Nasen- und Ohrenheilkunde, Universitätsklinikum Freiburg, Killianstr. 5, 79106, Freiburg, Deutschland
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11
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Wang J, Li W, Dun A, Zhong N, Ye Z. 3D visualization technology for Learning human anatomy among medical students and residents: a meta- and regression analysis. BMC Med Educ 2024; 24:461. [PMID: 38671399 PMCID: PMC11055294 DOI: 10.1186/s12909-024-05403-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/04/2023] [Accepted: 04/08/2024] [Indexed: 04/28/2024]
Abstract
BACKGROUND 3D visualization technology applies computers and other devices to create a realistic virtual world for individuals with various sensory experiences such as 3D vision, touch, and smell to gain a more effective understanding of the relationships between real spatial structures and organizations. The purpose of this study was to comprehensively evaluate the effectiveness of 3D visualization technology in human anatomy teaching/training and explore the potential factors that affect the training effects to better guide the teaching of classroom/laboratory anatomy. METHODS We conducted a meta-analysis of randomized controlled studies on teaching human anatomy using 3D visualization technology. We extensively searched three authoritative databases, PubMed, Web of Science, and Embase; the main outcomes were the participants' test scores and satisfaction, while the secondary outcomes were time consumption and enjoyment. Heterogeneity by I² was statistically determined because I²> 50%; therefore, a random-effects model was employed, using data processing software such as RevMan, Stata, and VOSviewer to process data, apply standardized mean difference and 95% confidence interval, and subgroup analysis to evaluate test results, and then conduct research through sensitivity analysis and meta-regression analysis. RESULTS Thirty-nine randomized controlled trials (2,959 participants) were screened and included in this study. The system analysis of the main results showed that compared with other methods, including data from all regions 3D visualization technology moderately improved test scores as well as satisfaction and enjoyment; however, the time that students took to complete the test was not significantly reduced. Meta-regression analysis also showed that regional factorsaffected test scores, whereas other factors had no significant impact. When the literature from China was excluded, the satisfaction and happiness of the 3D virtual-reality group were statistically significant compared to those of the traditional group; however, the test results and time consumption were not statistically significant. CONCLUSION 3D visualization technology is an effective way to improve learners' satisfaction with and enjoyment of human anatomical learning, but it cannot reduce the time required for testers to complete the test. 3D visualization technology may struggle to improve the testers' scores. The literature test results from China are more prone to positive results and affected by regional bias.
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Affiliation(s)
- Junming Wang
- Department of Health Management, The First Affiliated Hospital, Shandong Provincial Qianfoshan Hospital, Shandong First Medical University, 250013, Jinan, Shandong, China
- School of clinical and basic medicine, Shandong First Medical University, Jinan, China
| | - Wenjun Li
- Department of Health Management, The First Affiliated Hospital, Shandong Provincial Qianfoshan Hospital, Shandong First Medical University, 250013, Jinan, Shandong, China
- School of clinical and basic medicine, Shandong First Medical University, Jinan, China
| | - Aishe Dun
- School of Stomatology, Shandong First Medical University, Jinan, China
| | - Ning Zhong
- Department of Health Management, The First Affiliated Hospital, Shandong Provincial Qianfoshan Hospital, Shandong First Medical University, 250013, Jinan, Shandong, China.
| | - Zhen Ye
- Department of Health Management, The First Affiliated Hospital, Shandong Provincial Qianfoshan Hospital, Shandong First Medical University, 250013, Jinan, Shandong, China.
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12
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Eley CL, Palaniappan V, Carter A, Sogaolu O, Horwood J, Davies M, Torkington J, Ansell J. Randomized controlled trial of the CMR immersive virtual reality (IVR) headset training compared to e-learning for operating room configuration of the CMR versius robot. J Robot Surg 2024; 18:143. [PMID: 38554218 PMCID: PMC10981610 DOI: 10.1007/s11701-024-01885-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/05/2024] [Accepted: 02/26/2024] [Indexed: 04/01/2024]
Abstract
Robotic surgery offers potential advantages over laparoscopic procedures, but the training for configuring robotic systems in the operating room remains underexplored. This study seeks to validate immersive virtual reality (IVR) headset training for setting up the CMR Versius in the operating room. This single-blinded randomized control trial randomised medical students with no prior robotic experience using an online randomiser. The intervention group received IVR headset training, and the control group, e-learning modules. Assessors were blinded to participant group. Primary endpoint was overall score (OS): Likert-scale 1-5: 1 reflecting independent performance, with increasing verbal prompts to a maximum score of 5, requiring physical assistance to complete the task. Secondary endpoints included task scores, time, inter-rater reliability, and concordance with participant confidence scores. Statistical analysis was performed using IBM SPSS Version 27. Of 23 participants analysed, 11 received IVR and 12 received e-learning. The median OS was lower in the IVR group than the e-learning group 53.5 vs 84.5 (p < 0.001). VR recipients performed tasks independently more frequently and required less physical assistance than e-learning participants (p < 0.001). There was no significant difference in time to completion (p = 0.880). Self-assessed confidence scores and assessor scores differed for e-learning participants (p = 0.008), though not IVR participants (p = 0.607). IVR learning is more effective than e-learning for preparing robot-naïve individuals in operating room set-up of the CMR Versius. It offers a feasible, realistic, and accessible option in resource-limited settings and changing dynamics of operating theatre teams. Ongoing deliberate practice, however, is still necessary for achieving optimal performance. ISCRTN Number 10064213.
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Affiliation(s)
- Catherine L Eley
- University Hospital of Wales, Heath Park, Cardiff, CF144XY, United Kingdom.
- School of Medicine, Cardiff University, Heath Park, Cardiff, CF14 4XN, United Kingdom.
| | - Varun Palaniappan
- Princess of Wales Hopsital, Coity Road, Bridgend, CF31 1RQ, United Kingdom
| | - Abbie Carter
- School of Medicine, Cardiff University, Heath Park, Cardiff, CF14 4XN, United Kingdom
| | - Opeyemi Sogaolu
- University Hospital of Wales, Heath Park, Cardiff, CF144XY, United Kingdom
| | - James Horwood
- University Hospital of Wales, Heath Park, Cardiff, CF144XY, United Kingdom
| | - Michael Davies
- University Hospital of Wales, Heath Park, Cardiff, CF144XY, United Kingdom
| | - Jared Torkington
- University Hospital of Wales, Heath Park, Cardiff, CF144XY, United Kingdom
| | - James Ansell
- University Hospital of Wales, Heath Park, Cardiff, CF144XY, United Kingdom
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Alghamdi AA, Alyousif GF, AlQarni AM, Amer FH, Alfadhel TO, Almutairi RN, Almutairi SM, Almutairi AD, Hakami NA, Al Ghamdi K. Factors affecting Saudi medical students' engagement during synchronous and asynchronous eLearning and their impacts on the students' academic achievement: a national survey. BMC Med Educ 2024; 24:358. [PMID: 38553676 PMCID: PMC10981294 DOI: 10.1186/s12909-024-05323-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/14/2023] [Accepted: 03/15/2024] [Indexed: 04/01/2024]
Abstract
BACKGROUND Nowadays, especially after the COVID-19 pandemic, electronic learning (eLearning) has become a necessity in education. eLearning can be either synchronous, where classes are conducted in real-time, or asynchronous, where students can access the class material at any time. Student-instructor interaction has become essential to the educational process. In the literature, most studies have focused on the preferred methods of eLearning and the barriers to interaction in eLearning. Thus, this study aimed to investigate the factors that affect students' interactions during eLearning and their impacts on students' academic achievements. METHODS A national cross-sectional study was conducted among clinical and pre-clinical medical students who were attending universities in five regions of the Kingdom of Saudi Arabia. Data were collected using a bespoke online self-administered questionnaire covering sociodemographic features, eLearning barriers, preferences, and the impact of eLearning on students' performance and understanding. RESULTS This study involved 1371 medical students, of whom 52.37% were male and 51.13% were in their pre-clinical years of medical college. Of the participants, 59.88% (n = 821) preferred synchronous modalities of eLearning, and 33.33% (n = 457) avoided interaction during synchronous lectures. The main predictors of avoiding interaction during online lectures were being male in the clinical years of medical studies, being in a quiet atmosphere, having difficulties using the eLearning platform, having a poor internet connection, having a visual learning style, being insecure, and the presence of opposite-sex students and facilitators. In addition, 12.25% students (n = 168) reported a lower grade point average (GPA), whereas 11.96% (n = 164) reported an improved GPA after eLearning compared with in-person/onsite learning sessions. The GPA fluctuation was related to gender, personality type, learning style, interaction, and eLearning modality preference. Moreover, the students' understanding was enhanced by recorded lectures (n = 1,093, 79.72%) and supportive multimedia (n = 1,037, 75.64%), and the easy to use platform (n = 1037, 75.64%). CONCLUSION The synchronous modality of eLearning was the preferred teaching method among the medical students. However, multiple individual, technical, and environmental factors affected their interaction, performance, and understanding during these sessions. Hence, future interventional research is recommended to overcome interaction barriers and enhance student performance and understanding of eLearning.
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Affiliation(s)
- Amal A Alghamdi
- Department of Family and Community Medicine, College of Medicine, Imam Abdulrahman bin Faisal University, Dammam, Saudi Arabia.
| | - Ghada F Alyousif
- Department of Family and Community Medicine, College of Medicine, Imam Abdulrahman bin Faisal University, Dammam, Saudi Arabia
| | - Amani M AlQarni
- Department of Family and Community Medicine, College of Medicine, Imam Abdulrahman bin Faisal University, Dammam, Saudi Arabia
| | - Fatma H Amer
- Department of Family and Community Medicine, College of Medicine, Imam Abdulrahman bin Faisal University, Dammam, Saudi Arabia
| | | | | | | | | | - Nouf A Hakami
- College of Medicine, Jazan University, Jazan, Saudi Arabia
| | - Kholoud Al Ghamdi
- Department of Physiology, College of Medicine, Imam Abdulrahman bin Faisal University, Dammam, Saudi Arabia
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14
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Hartman M, Debiec N, Kim E, Syed H, Adhya J, Giardino A, Hill J. Rad Path in a Flash: Creation of the First AMSER Sponsored Digital Flashcard Deck and a Review of Digital Flashcard Use among? Medical Students. Acad Radiol 2024; 31:426-430. [PMID: 38401988 DOI: 10.1016/j.acra.2023.12.039] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/12/2023] [Revised: 12/05/2023] [Accepted: 12/24/2023] [Indexed: 02/26/2024]
Abstract
RATIONALE AND OBJECTIVES Digital flashcards are an increasingly popular study method for medical students today. The purpose of this study is to assess students' opinions on digital flashcards and to evaluate the need for radiology-focused digital flashcards. We created the first official Radiology-Pathology (Rad-Path) Correlation course digital flashcard deck sponsored by the Alliance of Medical Student Educators in Radiology (AMSER), and evaluated its effectiveness in increasing medical students' confidence levels of understanding Rad-Path concepts. MATERIALS AND METHODS A 16-question survey was developed and publicly shared with medical students to assess the need for a high-quality radiology deck. In addition, students who trialed the AMSER Rad-Path Anki deck were assessed on their confidence of radiology pathology concepts prior to and after using these digital flashcards. RESULTS 185 survey responses were received for the first survey about digital flashcard use. Overall, 87.6% of medical student respondents had used digital flashcards during medical school, and 33.5% had used digital flashcards to study radiology topics specifically. 67.6% of respondents stated they would use a digital flashcard deck if sponsored by an academic radiology society. Regarding the survey of the students who used the AMSER Rad-Path flashcards, 31 responses were received in the pre- and follow-up survey. Mean confidence in understanding the radiology pathology learning objectives increased when the Rad-Path Anki deck was utilized, and students rated the flashcards favorably. CONCLUSION Students reported a high use of digital flashcards for studying topics in medical school. We identified a perceived need in students for a series of high-quality digital flashcards covering radiology topics. We created the first deck of AMSER Rad-Path flashcards which was well received by the medical students.
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Affiliation(s)
- Matthew Hartman
- Allegheny Health Network, 320 East North Avenue, Pittsburgh, Pennsylvania, 15212, USA.
| | - Nicholas Debiec
- Lake Erie College of Osteopathic Medicine, Erie, Pennsylvania, 16509, USA
| | - Esther Kim
- Drexel University College of Medicine, Philadelphia, Pennsylvania, USA
| | - Hamid Syed
- Lake Erie College of Osteopathic Medicine, Erie, Pennsylvania, 16509, USA
| | - Julie Adhya
- Allegheny Health Network, 320 East North Avenue, Pittsburgh, Pennsylvania, 15212, USA
| | | | - Jeanne Hill
- Medical University of South Carolina, Charleston, South Carolina, USA
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15
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Medeiros PDB, Flenady V, Andrews C, Forbes M, Boyle F, Loughnan SA, Meredith N, Gordon A. Evaluation of an online education program for healthcare professionals on best practice management of perinatal deaths: IMPROVE eLearning. Aust N Z J Obstet Gynaecol 2024; 64:63-71. [PMID: 37551966 DOI: 10.1111/ajo.13743] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2022] [Accepted: 07/23/2023] [Indexed: 08/09/2023]
Abstract
BACKGROUND The IMPROVE (IMproving Perinatal Mortality Review and Outcomes Via Education) eLearning, developed by the Stillbirth Centre of Research Excellence in partnership with the Perinatal Society of Australia and New Zealand was launched in December 2019. Based on the successful face-to-face program, the eLearning aims to increase availability and accessibility of high-quality online education to healthcare professionals providing care for families around the time of perinatal death, to improve the delivery of respectful and supportive clinical care and increase best practice investigation of perinatal deaths. AIMS To evaluate participants' reported learning outcomes (change in knowledge and confidence) and overall acceptability of the program. METHODS Pre- and post-eLearning in-built surveys were collected over two years (Dec. 2019-Nov. 2021), with a mix of Likert and polar questions. Pre- and post-eLearning differences in knowledge and confidence were assessed using McNemar's test. Subgroup analysis of overall acceptability by profession was assessed using Pearson's χ2 . RESULTS One thousand, three hundred and thirty-nine participants were included. The majority were midwives (80.2%, n = 1074). A significant improvement in knowledge and confidence was shown across all chapters (P < 0.01). The chapter showing the greatest improvement was perinatal mortality audit and classification (21.5% pre- and 89.2% post-education). Over 90% of respondents agreed the online education was relevant, helpful, acceptable, engaging. Importantly, 80.7% of participants considered they were likely to change some aspect of their clinical practice after the eLearning. There was no difference in responses to relevance and acceptability of the eLearning program by profession. CONCLUSIONS The IMPROVE eLearning is an acceptable and engaging method of delivery for clinical education, with the potential to improve care and management of perinatal deaths.
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Affiliation(s)
- Poliana de Barros Medeiros
- Centre of Research Excellence in Stillbirth, Mater Research Institute, The University of Queensland, Brisbane, Queensland, Australia
- Sunshine Coast University Hospital, Sunshine Coast, Queensland, Australia
| | - Vicki Flenady
- Centre of Research Excellence in Stillbirth, Mater Research Institute, The University of Queensland, Brisbane, Queensland, Australia
| | - Christine Andrews
- Centre of Research Excellence in Stillbirth, Mater Research Institute, The University of Queensland, Brisbane, Queensland, Australia
| | - Madeline Forbes
- Centre of Research Excellence in Stillbirth, Mater Research Institute, The University of Queensland, Brisbane, Queensland, Australia
| | - Fran Boyle
- Centre of Research Excellence in Stillbirth, Mater Research Institute, The University of Queensland, Brisbane, Queensland, Australia
- Institute for Social Science Research, The University of Queensland, Brisbane, Queensland, Australia
| | - Siobhan A Loughnan
- Centre of Research Excellence in Stillbirth, Mater Research Institute, The University of Queensland, Brisbane, Queensland, Australia
| | - Natasha Meredith
- Centre of Research Excellence in Stillbirth, Mater Research Institute, The University of Queensland, Brisbane, Queensland, Australia
| | - Adrienne Gordon
- Centre of Research Excellence in Stillbirth, Mater Research Institute, The University of Queensland, Brisbane, Queensland, Australia
- The University of Sydney, Sydney, New South Wales, Australia
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Henkel M, Belfi L. Utilizing Learning Analytics in Radiology: A Pilot Study of an e-Learning Platform in Medical Student Education. Acad Radiol 2024; 31:724-735. [PMID: 37331868 DOI: 10.1016/j.acra.2023.05.021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2023] [Revised: 05/07/2023] [Accepted: 05/21/2023] [Indexed: 06/20/2023]
Abstract
RATIONALE AND OBJECTIVES Learning analytics is a rapidly advancing scientific field that enables data-driven insights and personalized learning experiences. However, traditional methods for teaching and assessing radiology skills do not provide the data needed to leverage this technology in radiology education. MATERIALS AND METHODS In this paper, we implemented rapmed.net, an interactive radiology e-learning platform designed to utilize learning analytics tools in radiology education. Second-year medical students' pattern recognition skills were evaluated using time to solve a case, dice score, and consensus score, while their interpretation abilities were assessed through multiple-choice questions (MCQs). Assessments were conducted before and after a pulmonary radiology block to examine the learning progress. RESULTS Our results show that a comprehensive assessment of students' radiological skills using consensus maps, dice scores, time metrics, and MCQs revealed shortcomings traditional MCQs would not have detected. Learning analytics tools allow for a better understanding of students' radiology skills and pave the way for a data-driven educational approach in radiology. CONCLUSION As one of the most important skills for physicians across all disciplines, improving radiology education will contribute to better healthcare outcomes.
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Affiliation(s)
- Maurice Henkel
- Department of Radiology, University Hospital Basel, Basel, Switzerland (M.H.).
| | - Lily Belfi
- Department of Radiology, Weill Cornell Medicine, New York, New York (L.B.)
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Wiskow KM, Subramaniam S, Montenegro-Montenegro E. A comparison of individual and group equivalence-based instruction delivered via Canvas. J Appl Behav Anal 2024; 57:262-274. [PMID: 37796040 DOI: 10.1002/jaba.1025] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2022] [Accepted: 09/03/2023] [Indexed: 10/06/2023]
Abstract
Equivalence-based instruction (EBI) is an efficient method that has been used to teach various skills, including content in college courses. This study extended the literature on EBI in higher education by teaching 13 graduate students to identify features of functional analysis conditions and variations. Equivalence-based instruction methods were implemented using Canvas, an online learning management system. Participants completed pretests, experienced EBI individually and in small groups, and completed a posttest, all using the quiz feature in Canvas. The EBI modules increased students' posttest scores relative to pretest scores by 36%, on average, and there was a slight increase in correct responding in the group relative to the individual teaching condition. Furthermore, responses to social-validity surveys indicated that EBI was acceptable to most students; however, students' preferences for group and individual EBI varied.
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Affiliation(s)
- Katie M Wiskow
- California State University, Stanislaus, Turlock, CA, USA
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Cubillos P, Diaz E, Báez P, Gutiérrez L, Molina C, Härtel S. E-learning module for cytopathology education based on virtual microscopy. J Am Soc Cytopathol 2024; 13:42-52. [PMID: 37993377 DOI: 10.1016/j.jasc.2023.10.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2023] [Revised: 09/04/2023] [Accepted: 10/12/2023] [Indexed: 11/24/2023]
Abstract
INTRODUCTION In cytopathology education, Virtual Microscopy e-learning modules (VM-eLM) have achieved remarkable results in the improvement and personalization of learning. However, it remains to be determined whether these modules can significantly contribute to improving the accuracy of cytological diagnosis. The aim of this work was to create a VM-eLM for gynecologic cytopathology education designed to improve screening and interpretation skills in two groups of cytologists: experienced and nonexperienced. MATERIALS AND METHODS The module was designed in Moodle with both Whole Slide Images and Static Images taken from Papanicolaou smears that were diagnosed as: negative for intraepithelial lesion, low-grade squamous intraepithelial lesion, high-grade squamous intraepithelial lesion, squamous cell carcinoma, or adenocarcinoma. We assessed the effectiveness of the module using 1) clinical quality indicators to measure skill development and 2) a user survey. RESULTS After training, participants significantly improved their cytological screening skills, decreasing their false negative diagnosis by 78% in the non-experienced group and eliminating them entirely in the experienced group. Nonexperienced participants also significantly increased their recognition of low-grade squamous intraepithelial lesion and high-grade squamous intraepithelial lesion by 31% and 50%, respectively. Participants positively evaluated the module, highlighting its novelty, the possibility to train remotely, the immediate feedback and the quality of the Whole Slide Images. CONCLUSIONS We designed, implemented and tested a VM-eLM for Gynecologic Cytopathology Education that improved cytological screening skills for both non-experienced and experienced cytologists, also increasing the diagnostic accuracy of preinvasive lesions by less experienced cytologists. The module was positively evaluated by participants, who perceived an improvement in their interpretive skills.
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Affiliation(s)
- Paulina Cubillos
- Faculty of Medicine, Preventive Oncology Center, University of Chile, Quinta Normal, Chile.
| | - Eugenia Diaz
- Laboratory of Scientific Image Processing (SCIAN-Lab), Program for Integrative Biology (PIB), Faculty of Medicine, Institute of Biomedical Sciences (ICBM), University of Chile, Independencia, Chile
| | - Pablo Báez
- Laboratory of Scientific Image Processing (SCIAN-Lab), Program for Integrative Biology (PIB), Faculty of Medicine, Institute of Biomedical Sciences (ICBM), University of Chile, Independencia, Chile
| | - Lorena Gutiérrez
- Faculty of Medicine, Preventive Oncology Center, University of Chile, Quinta Normal, Chile
| | - Carla Molina
- Faculty of Medicine, Preventive Oncology Center, University of Chile, Quinta Normal, Chile
| | - Steffen Härtel
- Laboratory of Scientific Image Processing (SCIAN-Lab), Program for Integrative Biology (PIB), Faculty of Medicine, Institute of Biomedical Sciences (ICBM), University of Chile, Independencia, Chile
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Kaluschke M, Yin MS, Haddawy P, Suebnukarn S, Zachmann G. The effect of 3D stereopsis and hand-tool alignment on learning effectiveness and skill transfer of a VR-based simulator for dental training. PLoS One 2023; 18:e0291389. [PMID: 37792776 PMCID: PMC10550175 DOI: 10.1371/journal.pone.0291389] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/28/2022] [Accepted: 08/29/2023] [Indexed: 10/06/2023] Open
Abstract
Recent years have seen the proliferation of VR-based dental simulators using a wide variety of different VR configurations with varying degrees of realism. Important aspects distinguishing VR hardware configurations are 3D stereoscopic rendering and visual alignment of the user's hands with the virtual tools. New dental simulators are often evaluated without analysing the impact of these simulation aspects. In this paper, we seek to determine the impact of 3D stereoscopic rendering and of hand-tool alignment on the teaching effectiveness and skill assessment accuracy of a VR dental simulator. We developed a bimanual simulator using an HMD and two haptic devices that provides an immersive environment with both 3D stereoscopic rendering and hand-tool alignment. We then independently controlled for each of the two aspects of the simulation. We trained four groups of students in root canal access opening using the simulator and measured the virtual and real learning gains. We quantified the real learning gains by pre- and post-testing using realistic plastic teeth and the virtual learning gains by scoring the training outcomes inside the simulator. We developed a scoring metric to automatically score the training outcomes that strongly correlates with experts' scoring of those outcomes. We found that hand-tool alignment has a positive impact on virtual and real learning gains, and improves the accuracy of skill assessment. We found that stereoscopic 3D had a negative impact on virtual and real learning gains, however it improves the accuracy of skill assessment. This finding is counter-intuitive, and we found eye-tooth distance to be a confounding variable of stereoscopic 3D, as it was significantly lower for the monoscopic 3D condition and negatively correlates with real learning gain. The results of our study provide valuable information for the future design of dental simulators, as well as simulators for other high-precision psycho-motor tasks.
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Affiliation(s)
| | - Myat Su Yin
- Faculty of ICT, Mahidol University, Bangkok, Thailand
| | - Peter Haddawy
- Faculty of ICT, Mahidol University, Bangkok, Thailand
| | | | - Gabriel Zachmann
- Computer Graphics and Virtual Reality, University of Bremen, Bremen, Germany
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20
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Buddle S. Time-lapse dissection videos: traditional practice in a new, digital format. J Vis Commun Med 2023; 46:197-208. [PMID: 38252467 DOI: 10.1080/17453054.2024.2304838] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2023] [Accepted: 01/08/2024] [Indexed: 01/23/2024]
Abstract
This research introduces an innovative series of time-lapse dissection videos that enable accelerated observation of the dissection process. Cadaveric dissection has consistently been described in the literature as a reliable method for enhancing student understanding and visualisation, however as a process it is expensive and extremely time-consuming, hence it is often inaccessible to learners. When active dissection is unavailable, prosections can be used to teach anatomy, however a considerable amount of spatial and structural information is lost during the dissection process. These time-lapse videos demonstrate dissection quickly and accurately and allow an irreversible process to be rewound and rewatched with flexibility. Results suggest that time-lapse offers a comprehensive and engaging view of the dissection process that students appreciate being able to observe within a concise timeframe. Written annotation, audio narration and colourful highlighting were essential inclusions following student feedback. These videos can provide instruction before dissection classes or can expose the dissection process to learners without access to cadaveric specimens. However, certain invaluable elements of practical dissection are rooted within constructivism and cannot be replicated by video. Time-lapse dissection videos should therefore be used to supplement and not replace active dissection.
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Affiliation(s)
- Steven Buddle
- Keele Anatomy and Surgical Training Centre, Keele University, Staffordshire, United Kingdom
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21
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Moore ME, Courville EL, Prakash S, Brown LE, Beck RC, Qualtieri JN, Siddon AJ, Wake LM. An interactive e-learning module on peripheral blood smear analysis is an effective option for teaching pathology trainees. Am J Clin Pathol 2023; 160:150-156. [PMID: 36905942 DOI: 10.1093/ajcp/aqad014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/11/2022] [Accepted: 01/25/2023] [Indexed: 03/13/2023] Open
Abstract
OBJECTIVES This study compares the effectiveness of an interactive e-learning module with a traditional text-based method for teaching peripheral blood smear analysis. METHODS Pathology trainees at Accreditation Council for Graduate Medical Education residency programs were asked to participate. Participants completed a multiple-choice test on peripheral blood smear findings. Trainees were randomized into completing an e-learning module or a PDF reading exercise with the same educational content. Respondents rated their experience and completed a postintervention test composed of the same questions. RESULTS In total, 28 participants completed the study; 21 improved their score in the posttest (mean, 21.6 correct answers) compared with the pretest (19.8; P < .001). This improvement was seen in both the PDF (n = 19) and interactive (n = 9) groups, with no difference in performance between the 2 groups. Trainees with less clinical hematopathology experience showed a trend of having the largest performance improvement. Most participants completed the exercise within 1 hour, rated the exercise as easy to navigate, were engaged, and reported learning new information about peripheral blood smear analysis. All participants indicated that they would likely complete a similar exercise in the future. CONCLUSIONS This study suggests that e-learning is an effective tool for hematopathology education and equivalent to traditional narrative-based methods. This module could easily be incorporated into a curriculum.
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Affiliation(s)
- Margaret E Moore
- Department of Pathology and Laboratory Medicine, University of Virginia Health System, Charlottesville, VA, US
| | - Elizabeth L Courville
- Department of Pathology and Laboratory Medicine, University of Virginia Health System, Charlottesville, VA, US
| | - Sonam Prakash
- Department of Laboratory Medicine, University of California, San Francisco, CA, US
| | - Laura E Brown
- Department of Laboratory Medicine, University of California, San Francisco, CA, US
| | | | | | - Alexa J Siddon
- Department of Pathology, Yale University School of Medicine, New Haven, CT, US
| | - Laura M Wake
- Department of Pathology, Johns Hopkins Hospital/University School of Medicine, Baltimore, MD, US
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22
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Chen T, Luo H, Feng Q, Li G. Effect of Technology Acceptance on Blended Learning Satisfaction: The Serial Mediation of Emotional Experience, Social Belonging, and Higher-Order Thinking. Int J Environ Res Public Health 2023; 20:4442. [PMID: 36901449 PMCID: PMC10001970 DOI: 10.3390/ijerph20054442] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/31/2023] [Revised: 02/26/2023] [Accepted: 02/28/2023] [Indexed: 06/18/2023]
Abstract
This study explored the relationship between technology acceptance and learning satisfaction in the context of blended learning, with a particular focus on the mediating effects of online behaviors, emotional experience, social belonging, and higher-order thinking. A total of 110 Chinese university students participated in this study and completed a questionnaire at the end of 11 weeks of blended learning. The results demonstrate that technology acceptance directly and indirectly relates to blended learning satisfaction. The mediation analysis further revealed two significant mediating pathways from technology acceptance to blended learning satisfaction: one through higher-order thinking, and the other through serial mediation of emotional experience, social belonging, and higher-order thinking. Moreover, there was no significant mediating effect of online learning behaviors on blended learning satisfaction. Based on these results, we have proposed practical implications for improving blended learning practice to promote learner satisfaction. These results contribute to our understanding of blended learning as an integrated construct under the triadic interplay of technical environment, learning behaviors, and individual perceptions.
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23
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Grundgeiger T, Ertle F, Diethei D, Mengelkamp C, Held V. Improving procedural skills acquisition of students during medical device training: experiments on e-Learning vs. e-Learning with hands-on. Adv Health Sci Educ Theory Pract 2023; 28:127-146. [PMID: 36068368 PMCID: PMC9992047 DOI: 10.1007/s10459-022-10148-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/05/2021] [Accepted: 07/23/2022] [Indexed: 06/15/2023]
Abstract
In the context of medical device training, e-Learning can address problems like unstandardized content and different learning paces. However, staff and students value hands-on activities during medical device training. In a blended learning approach, we examined whether using a syringe pump while conducting an e-Learning program improves the procedural skills needed to operate the pump compared to using the e-Learning program only. In two experiments, the e-Learning only group learned using only the e-Learning program. The e-Learning + hands-on group was instructed to use a syringe pump during the e-Learning to repeat the presented content (section "Experiment 1") or to alternate between learning on the e-Learning program and applying the learned content using the pump (section "Experiment 2"). We conducted a skills test, a knowledge test, and assessed confidence in using the pump immediately after learning and two weeks later. Simply repeating the content (section "Experiment 1") did not improve performance of e-Learning + hands-on compared with e-Learning only. The instructed learning process (section "Experiment 1") resulted in significantly better skills test performance for e-Learning + hands-on compared to the e-Learning only. Only a structured learning process based on multi-media learning principles and memory research improved procedural skills in relation to operating a medical device.
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Affiliation(s)
- Tobias Grundgeiger
- Institute Human-Computer-Media, Julius-Maximilians-Universität Würzburg, Oswald-Külpe-Weg 82, 97074, Würzburg, Germany.
| | - Franz Ertle
- Institute Human-Computer-Media, Julius-Maximilians-Universität Würzburg, Oswald-Külpe-Weg 82, 97074, Würzburg, Germany
| | - Daniel Diethei
- Institute Human-Computer-Media, Julius-Maximilians-Universität Würzburg, Oswald-Külpe-Weg 82, 97074, Würzburg, Germany
- Human-Computer Interaction, Universität Bremen, Bibliothekstraße 5, 28359, Bremen, Germany
| | - Christoph Mengelkamp
- Institute Human-Computer-Media, Julius-Maximilians-Universität Würzburg, Oswald-Külpe-Weg 82, 97074, Würzburg, Germany
| | - Volker Held
- Medical Device Management and Training, Schindeller 11, 97218, Gerbrunn, Germany
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Styn A, Scheiter K, Fischer MR, Shiozawa T, Behrmann F, Steffan A, Kugelmann D, Berndt M. Effects of tablet-based drawing and paper-based methods on medical students' learning of gross anatomy. Anat Sci Educ 2023; 16:266-279. [PMID: 36453083 DOI: 10.1002/ase.2237] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/21/2022] [Revised: 10/20/2022] [Accepted: 11/09/2022] [Indexed: 06/17/2023]
Abstract
The way medical students learn anatomy is constantly evolving. Nowadays, technologies such as tablets support established learning methods like drawing. In this study, the effect of drawing on a tablet on medical students' anatomy learning was investigated compared to drawing or summarizing on paper. The quality of drawings or summaries was assessed as a measure of the quality of strategy implementation. Learning outcome was measured with an anatomy test, both immediately afterward and after 4-6 weeks to assess its sustainability. There were no significant group differences in learning outcome at both measurement points. For all groups, there was a significant medium strength correlation between the quality of the drawings or summaries and the learning outcome (p < 0.05). Further analysis revealed that the quality of strategy implementation moderated outcomes in the delayed test: When poorly implemented, drawing on a tablet (M = 48.81) was associated with lower learning outcome than drawing on paper (M = 58.95); The latter (M = 58.89) was related to higher learning outcome than writing summaries (M = 45.59). In case of high-quality strategy implementation, drawing on a tablet (M = 60.98) outperformed drawing on paper (M = 52.67), which in turn was outperformed by writing summaries (M = 62.62). To conclude, drawing on a tablet serves as a viable alternative to paper-based methods for learning anatomy if students can make adequate use of this strategy. Future research needs to identify how to support student drawing, for instance, by offering scaffolds with adaptive feedback to enhance learning.
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Affiliation(s)
- Amelie Styn
- Institute of Medical Education, University Hospital, LMU Munich, Munich, Germany
| | - Katharina Scheiter
- Leibniz-Institut für Wissensmedien Tübingen, Tübingen, Germany
- Department of Educational Science, University of Potsdam, Potsdam, Germany
| | - Martin R Fischer
- Institute of Medical Education, University Hospital, LMU Munich, Munich, Germany
| | - Thomas Shiozawa
- Department of Anatomy, Institute of Clinical Anatomy and Cell Analysis, Faculty of Medicine, Eberhard Karls University of Tuebingen, Tuebingen, Germany
| | - Felix Behrmann
- Institute of Medical Education, University Hospital, LMU Munich, Munich, Germany
| | | | - Daniela Kugelmann
- Chair for Vegetative Anatomy, Faculty of Medicine, LMU Munich, Munich, Germany
| | - Markus Berndt
- Institute of Medical Education, University Hospital, LMU Munich, Munich, Germany
- Richard W. Riley College of Education and Human Sciences, Walden University, Minnesota, Minneapolis, USA
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25
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Lo SC, Tsai HH. Design of 3D Virtual Reality in the Metaverse for Environmental Conservation Education Based on Cognitive Theory. Sensors (Basel) 2022; 22:8329. [PMID: 36366028 PMCID: PMC9654491 DOI: 10.3390/s22218329] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/15/2022] [Revised: 10/26/2022] [Accepted: 10/27/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Climate change causes devastating impacts with extreme weather conditions, such as flooding, polar ice caps melting, sea level rise, and droughts. Environmental conservation education is an important and ongoing project nowadays for all governments in the world. In this paper, a novel 3D virtual reality architecture in the metaverse (VRAM) is proposed to foster water resources education using modern information technology. METHODS A quasi-experimental study was performed to observe a comparison between learning involving VRAM and learning without VRAM. The 3D VRAM multimedia content comes from a picture book for learning environmental conservation concepts, based on the cognitive theory of multimedia learning to enhance human cognition. Learners wear VRAM helmets to run VRAM Android apps by entering the immersive environment for playing and/or interacting with 3D VRAM multimedia content in the metaverse. They shake their head to move the interaction sign to initiate interactive actions, such as replaying, going to consecutive video clips, displaying text annotations, and replying to questions when learning soil-and-water conservation course materials. Interactive portfolios of triggering actions are transferred to the cloud computing database immediately by the app. RESULTS Experimental results showed that participants who received instruction involving VRAM had significant improvement in their flow experience, learning motivation, learning interaction, self-efficacy, and presence in learning environmental conservation concepts. CONCLUSIONS The novel VRAM is highly suitable for multimedia educational systems. Moreover, learners' interactive VRAM portfolios can be analyzed by big-data analytics to understand behaviors for using VRAM in the future to improve the quality of environmental conservation education.
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Affiliation(s)
- Shih-Che Lo
- Department of Industrial Management, National Taiwan University of Science and Technology, Taipei 106335, Taiwan
| | - Hung-Hsu Tsai
- Institute of Data Science and Information Computing, National Chung Hsing University, Taichung 402204, Taiwan
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26
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Iop A, El-Hajj VG, Gharios M, de Giorgio A, Monetti FM, Edström E, Elmi-Terander A, Romero M. Extended Reality in Neurosurgical Education: A Systematic Review. Sensors (Basel) 2022; 22:6067. [PMID: 36015828 PMCID: PMC9414210 DOI: 10.3390/s22166067] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/06/2022] [Revised: 08/06/2022] [Accepted: 08/12/2022] [Indexed: 06/15/2023]
Abstract
Surgical simulation practices have witnessed a rapid expansion as an invaluable approach to resident training in recent years. One emerging way of implementing simulation is the adoption of extended reality (XR) technologies, which enable trainees to hone their skills by allowing interaction with virtual 3D objects placed in either real-world imagery or virtual environments. The goal of the present systematic review is to survey and broach the topic of XR in neurosurgery, with a focus on education. Five databases were investigated, leading to the inclusion of 31 studies after a thorough reviewing process. Focusing on user performance (UP) and user experience (UX), the body of evidence provided by these 31 studies showed that this technology has, in fact, the potential of enhancing neurosurgical education through the use of a wide array of both objective and subjective metrics. Recent research on the topic has so far produced solid results, particularly showing improvements in young residents, compared to other groups and over time. In conclusion, this review not only aids to a better understanding of the use of XR in neurosurgical education, but also highlights the areas where further research is entailed while also providing valuable insight into future applications.
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Affiliation(s)
- Alessandro Iop
- Department of Neurosurgery, Karolinska University Hospital, 141 86 Stockholm, Sweden
- Department of Clinical Neuroscience, Karolinska Institutet, 171 77 Stockholm, Sweden
- KTH Royal Institute of Technology, 114 28 Stockholm, Sweden
| | - Victor Gabriel El-Hajj
- Department of Neurosurgery, Karolinska University Hospital, 141 86 Stockholm, Sweden
- Department of Clinical Neuroscience, Karolinska Institutet, 171 77 Stockholm, Sweden
| | - Maria Gharios
- Department of Neurosurgery, Karolinska University Hospital, 141 86 Stockholm, Sweden
- Department of Clinical Neuroscience, Karolinska Institutet, 171 77 Stockholm, Sweden
| | - Andrea de Giorgio
- SnT—Interdisciplinary Center for Security, Reliability and Trust, University of Luxembourg, 4365 Esch-sur-Alzette, Luxembourg
| | | | - Erik Edström
- Department of Neurosurgery, Karolinska University Hospital, 141 86 Stockholm, Sweden
- Department of Clinical Neuroscience, Karolinska Institutet, 171 77 Stockholm, Sweden
| | - Adrian Elmi-Terander
- Department of Neurosurgery, Karolinska University Hospital, 141 86 Stockholm, Sweden
- Department of Clinical Neuroscience, Karolinska Institutet, 171 77 Stockholm, Sweden
| | - Mario Romero
- KTH Royal Institute of Technology, 114 28 Stockholm, Sweden
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Ramirez-Arellano A, Almira JMS, Reyes JB. Fractional Online Learning Rate: Influence of Psychological Factors on Learning Acquisition. Nonlinear Dynamics Psychol Life Sci 2022; 26:289-313. [PMID: 35816135] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
The quantification of learning acquisition in a blended and online course is still slightly explored from the complex systems lens. The fractional online learning rate (fOLR) using fractional integrals is introduced. The notion of fOLR is based on the nonlinearity of the individual students learning pathway network, built from Learning Management System log files. Several learning pathway networks from students that pass or fail the course were constructed. The Akaike information criterion shows that the minimum number of boxes to cover these networks follow a power-law model. Further analysis shows that the fOLR model and its parameters were significantly compared with the online learning rate model. Thus, the fOLR was computing power and delayed power models, inspired by the "law of practice." The results show that the fractional definition is a better model and has a nonlinear relationship with the overall grade. Also, engagement and disengagement mould the fOLR curve. It means that the student's performance is affected by the engagement, and it is necessary that they are encouraged to pay more effort and attention to the learning activities, and those activities need to be designed to be fun and pleasant to improve the learning achievements.
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28
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Oh SY, Cook DA, Van Gerven PWM, Nicholson J, Fairbrother H, Smeenk FWJM, Pusic MV. Physician Training for Electrocardiogram Interpretation: A Systematic Review and Meta-Analysis. Acad Med 2022; 97:593-602. [PMID: 35086115 DOI: 10.1097/acm.0000000000004607] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
PURPOSE Using electrocardiogram (ECG) interpretation as an example of a widely taught diagnostic skill, the authors conducted a systematic review and meta-analysis to demonstrate how research evidence on instruction in diagnosis can be synthesized to facilitate improvement of educational activities (instructional modalities, instructional methods, and interpretation approaches), guide the content and specificity of such activities, and provide direction for research. METHOD The authors searched PubMed/MEDLINE, Embase, Cochrane CENTRAL, PsycInfo, CINAHL, ERIC, and Web of Science databases through February 21, 2020, for empirical investigations of ECG interpretation training enrolling medical students, residents, or practicing physicians. They appraised study quality with the Medical Education Research Study Quality Instrument and pooled standardized mean differences (SMDs) using random effects meta-analysis. RESULTS Of 1,002 articles identified, 59 were included (enrolling 17,251 participants). Among 10 studies comparing instructional modalities, 8 compared computer-assisted and face-to-face instruction, with pooled SMD 0.23 (95% CI, 0.09, 0.36) indicating a small, statistically significant difference favoring computer-assisted instruction. Among 19 studies comparing instructional methods, 5 evaluated individual versus group training (pooled SMD -0.35 favoring group study [95% CI, -0.06, -0.63]), 4 evaluated peer-led versus faculty-led instruction (pooled SMD 0.38 favoring peer instruction [95% CI, 0.01, 0.74]), and 4 evaluated contrasting ECG features (e.g., QRS width) from 2 or more diagnostic categories versus routine examination of features within a single ECG or diagnosis (pooled SMD 0.23 not significantly favoring contrasting features [95% CI, -0.30, 0.76]). Eight studies compared ECG interpretation approaches, with pooled SMD 0.92 (95% CI, 0.48, 1.37) indicating a large, statistically significant effect favoring more systematic interpretation approaches. CONCLUSIONS Some instructional interventions appear to improve learning in ECG interpretation; however, many evidence-based instructional strategies are insufficiently investigated. The findings may have implications for future research and design of training to improve skills in ECG interpretation and other types of visual diagnosis.
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Affiliation(s)
- So-Young Oh
- S.-Y. Oh is assistant director, Program for Digital Learning, Institute for Innovations in Medical Education, NYU Grossman School of Medicine, NYU Langone Health, New York, New York; ORCID: https://orcid.org/0000-0002-4640-3695
| | - David A Cook
- D.A. Cook is professor of medicine and medical education, director of education science, Office of Applied Scholarship and Education Science, research chair, Mayo Clinic Rochester Multidisciplinary Simulation Center, and consultant, Division of General Internal Medicine, Mayo Clinic College of Medicine and Science, Rochester, Minnesota; ORCID: https://orcid.org/0000-0003-2383-4633
| | - Pascal W M Van Gerven
- P.W.M. Van Gerven is associate professor, Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands; ORCID: https://orcid.org/0000-0002-8363-2534
| | - Joseph Nicholson
- J. Nicholson is director, NYU Health Sciences Library, NYU Grossman School of Medicine, NYU Langone Health, New York, New York
| | - Hilary Fairbrother
- H. Fairbrother is associate professor, Department of Emergency Medicine, Memorial Hermann-Texas Medical Center, Houston, Texas
| | - Frank W J M Smeenk
- F.W.J.M. Smeenk is professor, Department of Educational Development and Research, Maastricht University, Maastricht, and respiratory specialist, Catharina Hospital, Eindhoven, The Netherlands
| | - Martin V Pusic
- M.V. Pusic is associate professor of pediatrics and associate professor of emergency medicine, Harvard Medical School, Boston, Massachusetts; ORCID: https://orcid.org/0000-0001-5236-6598
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Caballero J, Jacobs RJ, Ownby RL. Development of a computerized intervention to improve health literacy in older Hispanics with type 2 diabetes using a pharmacist supervised comprehensive medication management. PLoS One 2022; 17:e0263264. [PMID: 35139107 PMCID: PMC8827421 DOI: 10.1371/journal.pone.0263264] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2021] [Accepted: 01/17/2022] [Indexed: 11/19/2022] Open
Abstract
Objective
The primary objective was to develop a computerized culturally adapted health literacy intervention for older Hispanics with type 2 diabetes (T2D). Secondary objectives were to assess the usability and acceptability of the intervention by older Hispanics with T2D and clinical pharmacists providing comprehensive medication management (CMM).
Materials and methods
The study occurred in three phases. During phase I, an integration approach (i.e., quantitative assessments, qualitative interviews) was used to develop the intervention and ensure cultural suitability. In phase II, the intervention was translated to Spanish and modified based on data obtained in phase I. During phase III, the intervention was tested for usability/acceptability.
Results
Thirty participants (25 older Hispanics with T2D, 5 clinical pharmacists) were included in the study. Five major themes emerged from qualitative interviews and were included in the intervention: 1) financial considerations, 2) polypharmacy, 3) social/family support, 4) access to medication/information, and 5) loneliness/sadness. Participants felt the computerized intervention developed was easy to use, culturally appropriate, and relevant to their needs. Pharmacists agreed the computerized intervention streamlined patient counseling, offered a tailored approach when conducting CMM, and could save them time.
Conclusion
The ability to offer individualized patient counseling based on information gathered from the computerized intervention allows for precision counseling. Future studies are needed to determine the effectiveness of the developed computerized intervention on adherence and health outcomes.
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Affiliation(s)
- Joshua Caballero
- Department of Clinical and Administrative Pharmacy, College of Pharmacy, University of Georgia, Athens, Georgia, United States of America
- * E-mail:
| | - Robin J. Jacobs
- Departments of Health Informatics, Nutrition, Medical Education & Research, Kiran C. Patel College of Osteopathic Medicine, Nova Southeastern University, Fort Lauderdale, Florida, United States of America
| | - Raymond L. Ownby
- Department of Psychiatry and Behavioral Medicine, Kiran C. Patel College of Osteopathic Medicine, Nova Southeastern University, Fort Lauderdale, Florida, United States of America
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Abstract
Augmented reality (AR) is a relatively new technology that allows for digitally generated three-dimensional representations to be integrated with real environmental stimuli. AR can make use of smart phones, tablets, or other devices to achieve a highly stimulating learning environment and hands-on immersive experience. The use of AR in industry is becoming widespread with applications being developed for use not just for entertainment and gaming but also healthcare, retail and marketing, education, military, travel and tourism, automotive industry, manufacturing, architecture, and engineering. Due to the distinct learning advantages that AR offers, such as remote learning and interactive simulations, AR-based teaching programs are also increasingly being adopted within medical schools across the world. These advantages are further highlighted by the current COVID-19 pandemic, which has caused an even greater shift towards online learning. In this review, we investigate the use of AR in medical training/education and its effect on students' experiences and learning outcomes. This includes the main goals of AR-based learning, such as to simplify the delivery and enhance the comprehension of complex information. We also describe how AR can enhance the experiences of medical students, by improving knowledge and understanding, practical skills and social skills. These concepts are discussed within the context of specific AR medical training programs, such as HoloHuman, OculAR SIM, and HoloPatient. Finally, we discuss the challenges of AR in learning and teaching and propose future directions for the use of this technology in medical education.
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Affiliation(s)
- Poshmaal Dhar
- Institute for Innovation in Mental and Physical Health and Clinical Translation, School of Medicine, Faculty of Health, Deakin University, Geelong, Australia
| | - Tetyana Rocks
- Institute for Innovation in Mental and Physical Health and Clinical Translation, Food and Mood Centre, School of Medicine, Faculty of Health, Deakin University, Geelong, Australia
| | - Rasika M Samarasinghe
- Institute for Innovation in Mental and Physical Health and Clinical Translation, School of Medicine, Faculty of Health, Deakin University, Geelong, Australia
| | - Garth Stephenson
- Institute for Innovation in Mental and Physical Health and Clinical Translation, School of Medicine, Faculty of Health, Deakin University, Geelong, Australia
| | - Craig Smith
- Institute for Innovation in Mental and Physical Health and Clinical Translation, School of Medicine, Faculty of Health, Deakin University, Geelong, Australia
- CONTACT Craig Smith School of Medicine, Institute for Innovation in Mental and Physical Health and Clinical Translation, Deakin University, Australia
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Chevalère J, Cazenave L, Berthon M, Martinez R, Mazenod V, Borion MC, Pailler D, Rocher N, Cadet R, Lenne C, Maïonchi-Pino N, Huguet P. Computer-assisted instruction versus inquiry-based learning: The importance of working memory capacity. PLoS One 2021; 16:e0259664. [PMID: 34752504 PMCID: PMC8577743 DOI: 10.1371/journal.pone.0259664] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2021] [Accepted: 10/22/2021] [Indexed: 11/18/2022] Open
Abstract
The Covid-19 pandemic has led millions of students worldwide to intensify their use of digital education. This massive change is not reflected by the scant scientific research on the effectiveness of methods relying on digital learning compared to other innovative and more popular methods involving face-to-face interactions. Here, we tested the effectiveness of computer-assisted instruction (CAI) in Science and Technology compared to inquiry-based learning (IBL), another modern method which, however, requires students to interact with each other in the classroom. Our research also considered socio-cognitive factors-working memory (WM), socioeconomic status (SES), and academic self-concept (ASC)-known to predict academic performance but usually ignored in research on IBL and CAI. Five hundred and nine middle-school students, a fairly high sample size compared with relevant studies, received either IBL or CAI for a period varying from four to ten weeks prior to the Covid-19 events. After controlling for students' prior knowledge and socio-cognitive factors, multilevel modelling showed that CAI was more effective than IBL. Although CAI-related benefits were stable across students' SES and ASC, they were particularly pronounced for those with higher WM capacity. While indicating the need to adapt CAI for students with poorer WM, these findings further justify the use of CAI both in normal times (without excluding other methods) and during pandemic episodes.
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Affiliation(s)
- Johann Chevalère
- Laboratoire de Psychologie Sociale et Cognitive (LAPSCO), Université Clermont Auvergne et CNRS, Clermont-Ferrand, France
- * E-mail: (JC); (PH)
| | - Loreleï Cazenave
- Laboratoire de Psychologie Sociale et Cognitive (LAPSCO), Université Clermont Auvergne et CNRS, Clermont-Ferrand, France
| | - Mickaël Berthon
- Laboratoire de Psychologie Sociale et Cognitive (LAPSCO), Université Clermont Auvergne et CNRS, Clermont-Ferrand, France
| | - Ruben Martinez
- Laboratoire d’Informatique, de Modélisation et d’Optimisation des Systèmes (LIMOS), Université Clermont Auvergne et CNRS, Clermont-Ferrand, France
| | - Vincent Mazenod
- Laboratoire d’Informatique, de Modélisation et d’Optimisation des Systèmes (LIMOS), Université Clermont Auvergne et CNRS, Clermont-Ferrand, France
| | - Marie-Claude Borion
- Laboratoire de Psychologie Sociale et Cognitive (LAPSCO), Université Clermont Auvergne et CNRS, Clermont-Ferrand, France
- Rectorat de Clermont-Ferrand, Clermont-Ferrand, France
| | | | | | - Rémi Cadet
- Laboratoire Activité, Connaissance, Transmission, Éducation (ACTé), Université Clermont Auvergne, Clermont-Ferrand, France
- Maison pour la Science/Auvergne (MPSA), Université Clermont Auvergne, Clermont-Ferrand, France
| | - Catherine Lenne
- Maison pour la Science/Auvergne (MPSA), Université Clermont Auvergne, Clermont-Ferrand, France
- Laboratoire Physique et Physiologie Intégratives de l’Arbre en Environnement Fluctuant (PIAF), Université Clermont Auvergne et INRAe, Clermont-Ferrand, France
| | - Norbert Maïonchi-Pino
- Laboratoire de Psychologie Sociale et Cognitive (LAPSCO), Université Clermont Auvergne et CNRS, Clermont-Ferrand, France
| | - Pascal Huguet
- Laboratoire de Psychologie Sociale et Cognitive (LAPSCO), Université Clermont Auvergne et CNRS, Clermont-Ferrand, France
- * E-mail: (JC); (PH)
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Otaki F, Zaher S, Du Plessis S, Lakhtakia R, Zary N, Inuwa IM. Introducing the 4Ps Model of Transitioning to Distance Learning: A convergent mixed methods study conducted during the COVID-19 pandemic. PLoS One 2021; 16:e0253662. [PMID: 34264968 PMCID: PMC8282011 DOI: 10.1371/journal.pone.0253662] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/11/2021] [Accepted: 06/10/2021] [Indexed: 11/19/2022] Open
Abstract
Significant concern has been raised regarding the effect of COVID-19 on medical education. This study aimed to shed light on the distance learning experiences of medical students and their instructors at the Mohammed Bin Rashid University of Medicine and Health Sciences (MBRU) in Dubai, United Arab Emirates. A convergent mixed methods approach was utilized. Qualitative and quantitative data was collected using a survey of closed-ended followed by open-ended questions. The percentage of the total average of satisfaction among stakeholders was 76.4%. The qualitative analysis led to developing the 4Ps Model of Transitioning to Distance Learning, which encapsulates four interrelated themes. It would be helpful to leverage the lessons learned to tailor blended medical programs with a reasonable mélange of experiences. The study also contributes to the mixed methods research by showcasing a means of adapting it to evaluate critical situations reliably and rapidly.
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Affiliation(s)
- Farah Otaki
- Strategy and Institutional Excellence, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Shroque Zaher
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Stefan Du Plessis
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Ritu Lakhtakia
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Nabil Zary
- Institute for Excellence in Health Professions Education, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Ibrahim M. Inuwa
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
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Fakhoury HMA, A Fatoum H, Aldeiry MA, Alahmad H, Enabi J, Kayali S, Bawahab Y, Masuadi EM, Obeidat A, Lumsden CJ. Flipping a biochemistry class within a medical curriculum: Impacts on perception, engagement, and attainment. Biochem Mol Biol Educ 2021; 49:625-632. [PMID: 33904634 DOI: 10.1002/bmb.21521] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/18/2020] [Revised: 03/02/2021] [Accepted: 04/13/2021] [Indexed: 06/12/2023]
Abstract
The flipped classroom has gained prominence in higher education, but little has been written about its application in the Middle East. This study aimed to assess the feasibility, acceptability, and impact of flipping biochemistry classes in comparison to the traditional didactic program. The study was conducted on first-year medical students taking biochemistry at a private University in Saudi Arabia. A series of short, pre-recorded videos were used to replace traditional lectures. The scheduled lecture time was used for problem solving and discussion sessions. To gather their evaluation of the learning approach, participants completed an online survey. To study the effect of the learning approach on exam performance, the scores of the participants were compared in questions taught using the flipped classroom versus the traditional didactic method. Participants noted that the effort needed for the course was similar regardless of the learning approach. Moreover, examination performance measured using single best answer multiple-choice questions showed no difference between the two teaching methods. However, the participants did report a significantly better perception of the flipped classroom compared to the traditional approach. Although no significant improvement in examination results was noted, the participants significantly favored the flipped classroom over traditional lectures. This study has demonstrated that the flipped classroom can be used in the teaching of the biosciences within a Middle Eastern setting, resulting in an improvement in student satisfaction and engagement in the course materials.
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Affiliation(s)
- Hana M A Fakhoury
- Department of Biochemistry and Molecular Medicine, Alfaisal University, Riyadh, Saudi Arabia
| | - Hanaa A Fatoum
- College of Medicine, Alfaisal University, Riyadh, Saudi Arabia
| | | | - Hawazen Alahmad
- College of Medicine, Alfaisal University, Riyadh, Saudi Arabia
| | - Joud Enabi
- College of Medicine, Alfaisal University, Riyadh, Saudi Arabia
| | - Sara Kayali
- College of Medicine, Alfaisal University, Riyadh, Saudi Arabia
| | - Yahya Bawahab
- College of Medicine, Alfaisal University, Riyadh, Saudi Arabia
| | - Emad M Masuadi
- Research Unit, Medical Education Department, College of Medicine, King Saud Bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
| | - Akef Obeidat
- College of Medicine, Alfaisal University, Riyadh, Saudi Arabia
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Gao J, Yang L, Zou J, Fan X. Comparison of the influence of massive open online courses and traditional teaching methods in medical education in China: A meta-analysis. Biochem Mol Biol Educ 2021; 49:639-651. [PMID: 33894023 DOI: 10.1002/bmb.21523] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/28/2020] [Revised: 03/17/2021] [Accepted: 04/19/2021] [Indexed: 05/11/2023]
Abstract
In the past 5 years, the MOOC-based teaching method has been extensively applied as an experimental educational method in medical education in China. However, the effects of this teaching method on medical education are still controversial and ambiguous. To assess the effectiveness of the MOOC-based teaching method in medical education in China, we conducted the meta-analysis. Literature search was performed through the PubMed, Embase, Web of Knowledge and CNKI databases through March 3, 2020. Studies evaluating the effectiveness of the MOOC-based teaching method in medical education in China were included in our meta-analysis. All data were pooled using a fixed- or random-effect model based on a heterogeneity test. Hedges' g was calculated to evaluate the effectiveness of the MOOC-based teaching method on the final exam knowledge scores of participants. Subgroup analyses were also carried out. There were 27 studies (25 records) identified in our meta-analysis. The final exam knowledge scores of participants were statistically higher in the MOOC group compared with the controls in medical courses in China (Hedges' g = 1.080, 95%CI 0.592-1.567, p < 0.001). Obvious heterogeneity across studies was found in the study. Further analysis demonstrated that a significant difference in favor of the MOOC-based teaching method compared with the traditional teaching method in medical students and doctors. The MOOC-based teaching method may be applicable to medical education in China, strengthening the roles of MOOCs in medical education.
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Affiliation(s)
- Junwei Gao
- Department of Developmental Neuropsychology, School of Psychology, Third Military Medical University (Army Medical University), Chongqing, China
| | - Ling Yang
- Department of Developmental Neuropsychology, School of Psychology, Third Military Medical University (Army Medical University), Chongqing, China
| | - Jiao Zou
- Department of Developmental Neuropsychology, School of Psychology, Third Military Medical University (Army Medical University), Chongqing, China
| | - Xiaotang Fan
- Department of Developmental Neuropsychology, School of Psychology, Third Military Medical University (Army Medical University), Chongqing, China
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Shelby SJ, Fralish ZD. Using Edpuzzle to improve student experience and performance in the biochemistry laboratory. Biochem Mol Biol Educ 2021; 49:529-534. [PMID: 33666326 DOI: 10.1002/bmb.21494] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/19/2020] [Revised: 11/05/2020] [Accepted: 02/10/2021] [Indexed: 06/12/2023]
Abstract
Student preparation has been shown to be of appreciable importance to student success in laboratory components of science courses. To promote student engagement prior to each laboratory session, technique and content videos, online assessments, and additional methods aiming to decrease cognitive load have been put into effect. Edpuzzle allows for instructors to effectively combine all of these components on a free, user-friendly, cloud-based platform. To improve student experience and performance in the introductory Biochemistry laboratory, Edpuzzle videos were incorporated into the curriculum. Ten videos were created and assigned to students on the platform. The platform allowed students to view the videos at their own pace and provided immediate feedback from assessments embedded within the videos. Student perceptions of Edpuzzle were favorable and the platform helped to promote student engagement in the material prior to the laboratory session which resulted in improvements in the Biochemistry lab experience. Edpuzzle has shown to be a highly effective tool for student engagement in the Biochemistry laboratory and can be utilized in other undergraduate laboratories as a replacement for existing pre-laboratory preparation methods.
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Affiliation(s)
- Shameka J Shelby
- From the Department of Chemistry, Biochemistry, and Physics, Florida Southern College, Lakeland, Florida, USA
| | - Zachary D Fralish
- From the Department of Chemistry, Biochemistry, and Physics, Florida Southern College, Lakeland, Florida, USA
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Franic DM, Palmer R, Fulford M. Doctor of pharmacy student preferences for computer-based vs. paper-and-pencil testing in a, social and administrative pharmacy course. Curr Pharm Teach Learn 2021; 13:819-825. [PMID: 34074513 DOI: 10.1016/j.cptl.2021.03.018] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/20/2020] [Revised: 12/07/2020] [Accepted: 03/25/2021] [Indexed: 06/12/2023]
Abstract
INTRODUCTION The use of online learning and subsequent online testing has expanded rapidly in pharmacy programs across the United States. Numerous published studies have compared online learning with traditional methods in pharmacy. However, no such studies have been published in pharmacy. This study's objective is to compare first-professional year student preferences for computer-based vs. traditional paper-and-pencil testing for a required social and administrative pharmacy class. METHODS All students enrolled in the class were invited to complete one brief survey at the end of the semester to determine their testing preference. RESULTS Of the 138 first-professional year students completing the survey, 79% (109 of 138) preferred computer-based testing, 9% had no preference, 6% (8 of 138) preferred paper-and-pencil testing, and the remainder (8 of 138) stated it depended on what was being tested. Ninety-one percent of students did not perceive the testing method to impact their grades. Students preferred computer-based testing over traditional paper-and-pencil as a convenient testing method (mean 4.73 vs. 3.4, P < .001), providing immediate feedback (mean 4.87 vs. 1.91, P < .001), and as a more effective testing method (mean 4.57 vs. 3.96, P < .001). CONCLUSIONS First-professional year students preferred computer-based over traditional paper-and-pencil testing for a social and administrative science class, with the method of testing not perceived to impact grade. This finding is timely, given the recent required transitioning of all pharmacy classes and subsequent testing to an online format due to the coronavirus disease of 2019 pandemic.
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Affiliation(s)
- Duska M Franic
- College of Pharmacy, University of Georgia, Clinical and Administrative Pharmacy, RC Wilson Bldg, 250 W Green St, Athens, GA, United States.
| | - Russ Palmer
- College of Pharmacy, University of Georgia, 250 W Green St, Athens, GA, United States
| | - Michael Fulford
- College of Pharmacy, University of Georgia, 250 W Green St, Athens, GA, United States
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Abstract
The COVID-19 pandemic has disrupted the lives of all including university students. With the preventive measures to reduce the transmission of COVID-19, all face-to-face teaching and learning are converted to e-learning. The COVID-19 pandemic and the implementation of e-learning may influence these students' mental conditions. This study aimed to determine the association of factors with mental health status (depression, anxiety and stress) among university students in Malaysia. Study participants were tertiary education students from both the private and public universities in Malaysia. Participants were recruited via university emails and social media. The survey was administered via the online REDCap platform, from April to June 2020, during the movement control order period in the country. The questionnaire captured data on socio-demographic characteristics, academic information, implementation of e-learning, perception towards e-learning and COVID-19; as well as DASS 21 to screen for depression, anxiety and stress. The levels of stress, anxiety and depression were 56.5% (95% CI: 50.7%, 62.1%), 51.3% (95% CI: 45.6%, 57.0%) and 29.4% (95% CI: 24.3%, 34.8%) respectively. Most participants had good perception towards e-learning but negative perception on COVID-19. From the multivariate analysis, participants with positive perception on COVID-19 were protective towards stress (aOR: 0.96; 95% CI: 0.92, 0.99), anxiety (aOR: 0.94, 95% CI: 0.90, 0.98) and depression (aOR: 0.95; 95% CI: 0.91, 0.99). Older students were 14% (aOR: 0.86, 95% CI: 0.79, 0.94) and 11% (aOR: 0.89: 95% CI: 0.80, 0.99) less likely for anxiety and depression, respectively. Students originated from the Malay ethnicity had higher odds (aOR: 1.93; 95% CI: 1.05, 3.56) for depression. These findings demonstrated that the mental status of university students was greatly affected during the COVID-19 pandemic. Timely and credible information should be disseminated to alleviate their negative perception towards COVID-19.
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Affiliation(s)
- Foong Ming Moy
- Centre of Evidence Based Practice, Department of Social & Preventive Medicine, Faculty of Medicine, University of Malaya, Kuala Lumpur, Malaysia
| | - Yit Han Ng
- Centre of Evidence Based Practice, Department of Social & Preventive Medicine, Faculty of Medicine, University of Malaya, Kuala Lumpur, Malaysia
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Handy R, Spackman J, Moloney-Johns A, Loder R, Curran S, Valentin V, Rolls J, Schaefer C. Administering a Physician Assistant Program During the COVID-19 Pandemic. J Physician Assist Educ 2021; 32:119-122. [PMID: 34004651 DOI: 10.1097/jpa.0000000000000359] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Affiliation(s)
- Rod Handy
- Rod Handy, PhD, MBA, is a professor for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Jared Spackman, MPAS, PA-C, is an assistant professor and the program director for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Amanda Moloney-Johns, MPAS, PA-C, is an assistant professor and associate director of clinical education for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Rayne Loder, MHS, PA-C, is an assistant professor for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Shaun Curran, MPAS, PA-C, is an assistant professor for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Virginia Valentin, DrPH, PA-C, is an associate professor for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Joanne Rolls, MPAS, MEHP, PA-C, is an associate professor for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Camie Schaefer, PhD, is a research proposal development officer in the Department of Family and Preventive Medicine at the University of Utah, Salt Lake City, Utah
| | - Jared Spackman
- Rod Handy, PhD, MBA, is a professor for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Jared Spackman, MPAS, PA-C, is an assistant professor and the program director for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Amanda Moloney-Johns, MPAS, PA-C, is an assistant professor and associate director of clinical education for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Rayne Loder, MHS, PA-C, is an assistant professor for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Shaun Curran, MPAS, PA-C, is an assistant professor for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Virginia Valentin, DrPH, PA-C, is an associate professor for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Joanne Rolls, MPAS, MEHP, PA-C, is an associate professor for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Camie Schaefer, PhD, is a research proposal development officer in the Department of Family and Preventive Medicine at the University of Utah, Salt Lake City, Utah
| | - Amanda Moloney-Johns
- Rod Handy, PhD, MBA, is a professor for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Jared Spackman, MPAS, PA-C, is an assistant professor and the program director for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Amanda Moloney-Johns, MPAS, PA-C, is an assistant professor and associate director of clinical education for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Rayne Loder, MHS, PA-C, is an assistant professor for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Shaun Curran, MPAS, PA-C, is an assistant professor for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Virginia Valentin, DrPH, PA-C, is an associate professor for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Joanne Rolls, MPAS, MEHP, PA-C, is an associate professor for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Camie Schaefer, PhD, is a research proposal development officer in the Department of Family and Preventive Medicine at the University of Utah, Salt Lake City, Utah
| | - Rayne Loder
- Rod Handy, PhD, MBA, is a professor for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Jared Spackman, MPAS, PA-C, is an assistant professor and the program director for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Amanda Moloney-Johns, MPAS, PA-C, is an assistant professor and associate director of clinical education for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Rayne Loder, MHS, PA-C, is an assistant professor for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Shaun Curran, MPAS, PA-C, is an assistant professor for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Virginia Valentin, DrPH, PA-C, is an associate professor for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Joanne Rolls, MPAS, MEHP, PA-C, is an associate professor for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Camie Schaefer, PhD, is a research proposal development officer in the Department of Family and Preventive Medicine at the University of Utah, Salt Lake City, Utah
| | - Shaun Curran
- Rod Handy, PhD, MBA, is a professor for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Jared Spackman, MPAS, PA-C, is an assistant professor and the program director for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Amanda Moloney-Johns, MPAS, PA-C, is an assistant professor and associate director of clinical education for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Rayne Loder, MHS, PA-C, is an assistant professor for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Shaun Curran, MPAS, PA-C, is an assistant professor for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Virginia Valentin, DrPH, PA-C, is an associate professor for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Joanne Rolls, MPAS, MEHP, PA-C, is an associate professor for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Camie Schaefer, PhD, is a research proposal development officer in the Department of Family and Preventive Medicine at the University of Utah, Salt Lake City, Utah
| | - Virginia Valentin
- Rod Handy, PhD, MBA, is a professor for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Jared Spackman, MPAS, PA-C, is an assistant professor and the program director for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Amanda Moloney-Johns, MPAS, PA-C, is an assistant professor and associate director of clinical education for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Rayne Loder, MHS, PA-C, is an assistant professor for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Shaun Curran, MPAS, PA-C, is an assistant professor for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Virginia Valentin, DrPH, PA-C, is an associate professor for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Joanne Rolls, MPAS, MEHP, PA-C, is an associate professor for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Camie Schaefer, PhD, is a research proposal development officer in the Department of Family and Preventive Medicine at the University of Utah, Salt Lake City, Utah
| | - Joanne Rolls
- Rod Handy, PhD, MBA, is a professor for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Jared Spackman, MPAS, PA-C, is an assistant professor and the program director for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Amanda Moloney-Johns, MPAS, PA-C, is an assistant professor and associate director of clinical education for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Rayne Loder, MHS, PA-C, is an assistant professor for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Shaun Curran, MPAS, PA-C, is an assistant professor for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Virginia Valentin, DrPH, PA-C, is an associate professor for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Joanne Rolls, MPAS, MEHP, PA-C, is an associate professor for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Camie Schaefer, PhD, is a research proposal development officer in the Department of Family and Preventive Medicine at the University of Utah, Salt Lake City, Utah
| | - Camie Schaefer
- Rod Handy, PhD, MBA, is a professor for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Jared Spackman, MPAS, PA-C, is an assistant professor and the program director for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Amanda Moloney-Johns, MPAS, PA-C, is an assistant professor and associate director of clinical education for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Rayne Loder, MHS, PA-C, is an assistant professor for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Shaun Curran, MPAS, PA-C, is an assistant professor for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Virginia Valentin, DrPH, PA-C, is an associate professor for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Joanne Rolls, MPAS, MEHP, PA-C, is an associate professor for Physician Assistant Studies, Department of Family and Preventive Medicine, at the University of Utah, Salt Lake City, Utah
- Camie Schaefer, PhD, is a research proposal development officer in the Department of Family and Preventive Medicine at the University of Utah, Salt Lake City, Utah
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Abstract
Over the past decades, extensive studies have underscored the growing importance of simulation-based medical education (SBME) for medical students. However, the underlying influence of SBME on undergraduate students is yet to be investigated. This work is a single-center cohort study involving 1178 undergraduate students who were divided into a control group and an SBME group. All participants gave their written informed consent. We compared the theoretical and practical achievements of these 2 groups and distributed a feedback questionnaire. Results show that SBME significantly improves the practical or theoretical achievements of students (P < .001). The humanistic care (improvement rate: 69.2%) and doctor-patient communication (improvement rate: 56.3%) performances of these studies were vastly improved. The students in the SBME group tend to allocate more time to communicating with others. SBME is an effective teaching method that can improve the reflective capacity and communication skills of undergraduate medical students, thereby resulting in their relatively improved performance.
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Affiliation(s)
- Shangqian Wang
- The State Key Lab of Reproductive, Department of Urology, the First Affiliated Hospital of Nanjing Medical University
| | - Xiaohan Ren
- The State Key Lab of Reproductive, Department of Urology, the First Affiliated Hospital of Nanjing Medical University
| | - Jun Ye
- The First Clinical Medical College, Nanjing Medical University, Nanjing, PR China
| | - Wei Wang
- The State Key Lab of Reproductive, Department of Urology, the First Affiliated Hospital of Nanjing Medical University
| | - Huaxing Huang
- The First Clinical Medical College, Nanjing Medical University, Nanjing, PR China
| | - Chao Qin
- The State Key Lab of Reproductive, Department of Urology, the First Affiliated Hospital of Nanjing Medical University
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Cecil KM, Brunst KJ, Horowitz-Kraus T. Greater reading gain following intervention is associated with low magnetic resonance spectroscopy derived concentrations in the anterior cingulate cortex in children with dyslexia. Brain Res 2021; 1759:147386. [PMID: 33631208 PMCID: PMC7980091 DOI: 10.1016/j.brainres.2021.147386] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/21/2020] [Revised: 02/15/2021] [Accepted: 02/16/2021] [Indexed: 10/22/2022]
Abstract
BACKGROUND/OBJECTIVE The "neural noise" hypothesis suggests that individuals with dyslexia have high glutamate concentrations associated with their reading challenges. Different reading intervention programs have showed low GLX (a combined measure for glutamine and glutamate obtained with in vivo magnetic resonance spectroscopy) in association with reading improvement. Several studies demonstrated improved reading and increased activation in the anterior cingulate cortex following an-executive-function (EF)-based reading intervention. The goals of the current study are two-fold: 1) to determine if the effect of the EF-based reading program extends also to the metabolite concentrations and in particular, on the GLX concentrations in the anterior cingulate cortex; 2) to expand the neural noise hypothesis in dyslexia also to neural networks supporting additional parts of the reading networks, i.e. in specific regions related to executive function skills. METHODS Children with dyslexia and typical readers were trained on the EF-based reading program. Reading ability was assessed before and after training while spectroscopy data was obtained at the end of the program. The association between change in reading scores following intervention and GLX concentrations was examined. RESULTS Greater "gains" in word reading were associated with low GLX, Glu, Cr, and NAA concentrations for children with dyslexia compared to typical readers. CONCLUSIONS These results suggest that the improvement reported following the EF-based reading intervention program also involved a low GLX concentration, as well as additional metabolites previously associated with better reading ability (Glx, Cr, NAA) which may point at the decreased neural noise, especially in the anterior cingulate cortex, as a possible mechanism for the effect of this program.
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Affiliation(s)
- Kim M Cecil
- Department of Environmental and Public Health Sciences, University of Cincinnati College of Medicine, United States; Imaging Research Center, Cincinnati Children's Hospital Medical Center, United States; Department of Radiology, University of Cincinnati College of Medicine, United States
| | - Kelly J Brunst
- Department of Environmental and Public Health Sciences, University of Cincinnati College of Medicine, United States
| | - Tzipi Horowitz-Kraus
- Educational Neuroimaging Center, Faculty of Biomedical Engineering, Faculty of Education in Science and Technology, Technicon Israel Institution of Technology, Israel; Reading and Literacy Discovery Center, United States; Division of General and Community Pediatrics, Department of Pediatrics, University of Cincinnati College of Medicine, United States.
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Poelman AAM, Cochet-Broch M, Beelen J, Wiggins B, Heffernan JE, Cox DN. Teacher Evaluation of an Experiential Vegetable Education Program for Australian Primary Schools: Does Face-to-Face Training Add Value above Digital Training? Nutrients 2021; 13:nu13051648. [PMID: 34068195 PMCID: PMC8152987 DOI: 10.3390/nu13051648] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2021] [Revised: 05/07/2021] [Accepted: 05/07/2021] [Indexed: 12/26/2022] Open
Abstract
The teacher-led implementation of healthy eating programs in schools is cost-effective and potentially impactful. Teacher acceptability is important for uptake; however, process evaluations are scarce. This study evaluated the effect of two intensities of teacher training on the evaluation of a vegetable education program for Australian primary schools by teachers. The teachers (n = 65) who implemented the program as part of a cluster RCT (25 schools in two states, New South Wales and South Australia) received either low- (provision with materials and online training) or high (additional face-to-face (F2F) training)-intensity training prior to implementing a 5-week vegetable education program. They evaluated the acceptability of a digital training module and program by indicating the level of agreement with 15 and 18 statements, respectively, using 5-point Likert scales. The average item scores ranged from 3.0 to 4.2. All but one item, including student engagement, alignment to the curriculum and intent for reuse of the program, had a rounded average or median score of 4. The level of training intensity did not impact the teacher acceptability ratings. In conclusion, the teacher acceptability was good, and additional F2F training does not add value above the solely digital training of the teachers.
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Affiliation(s)
- Astrid A. M. Poelman
- Sensory and Consumer Science, CSIRO Agriculture and Food, North Ryde, NSW 2113, Australia; (M.C.-B.); (J.B.); (J.E.H.)
- Correspondence: ; Tel.: +61-2-9490-8356
| | - Maeva Cochet-Broch
- Sensory and Consumer Science, CSIRO Agriculture and Food, North Ryde, NSW 2113, Australia; (M.C.-B.); (J.B.); (J.E.H.)
| | - Janne Beelen
- Sensory and Consumer Science, CSIRO Agriculture and Food, North Ryde, NSW 2113, Australia; (M.C.-B.); (J.B.); (J.E.H.)
| | - Bonnie Wiggins
- Public Health Nutrition, CSIRO Health and Biosecurity, Adelaide, SA 5000, Australia; (B.W.); (D.N.C.)
| | - Jessica E. Heffernan
- Sensory and Consumer Science, CSIRO Agriculture and Food, North Ryde, NSW 2113, Australia; (M.C.-B.); (J.B.); (J.E.H.)
| | - David N. Cox
- Public Health Nutrition, CSIRO Health and Biosecurity, Adelaide, SA 5000, Australia; (B.W.); (D.N.C.)
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Zhou C, Lewis M. A mobile technology-based cooperative learning platform for undergraduate biology courses in common college classrooms. Biochem Mol Biol Educ 2021; 49:427-440. [PMID: 33751781 PMCID: PMC8251787 DOI: 10.1002/bmb.21496] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/06/2019] [Revised: 04/21/2020] [Accepted: 02/09/2021] [Indexed: 06/12/2023]
Abstract
As a high-impact educational practice, cooperative learning uses a structured group study to promote students' active learning. Currently, it lacks economical yet effective tools to facilitate the interactive nature of structured cooperative learning in regular classrooms. Here, we have established a mobile technology-based cooperative learning (MBCL) platform that comprises the 2018 iPad, Apple Pencil, LiveBoard, Google Forms, and Google Drive. We tested the MBCL platform in multiple undergraduate biology courses. During semester-long MBCL studies, the students engaged in cooperative learning to discuss a real-life issue or chapter-based contents. With the MBCL platform, the students' group study processes were shown on shared, visible electronic whiteboards that were updated in real-time, generating visible thinking and instant, interactive communication. The instructor was able to guide the students promptly to conduct knowledge integration and knowledge synthesis using tables and diagrams. The deep learning outcome was evident in the examples and quantitative analyses of students' whiteboard study results and team presentations. Thus, integrating innovative mobile technologies into high-impact teaching practices, exemplified by the MBCL platform, promotes deep learning in higher education.
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Affiliation(s)
- Chun Zhou
- Department of Natural Sciences, School of Health and Natural SciencesMercy CollegeDobbs FerryNew YorkUSA
| | - Matthew Lewis
- Center for Teaching and Learning, Mercy CollegeDobbs FerryNew YorkUSA
- Present address:
CUNY School of Professional StudiesNew YorkUSA
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Doggrell SA. Quantitative study showing how and why students access lecture recordings, and of the association between accessing and academic outcomes, in a biochemistry course. Biochem Mol Biol Educ 2021; 49:464-474. [PMID: 33660926 DOI: 10.1002/bmb.21502] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/03/2020] [Revised: 01/03/2021] [Accepted: 02/01/2021] [Indexed: 06/12/2023]
Abstract
Many factors predict academic performance at university but accessing lecture recordings has not been established as one. Our aims were to quantify how and why biochemistry students accessed lecture recordings and to determine any association between accessing lecture recordings and academic outcomes. Lecture recording access data was collected and related to academic outcomes. On average, students accessed 46% of lecture recordings and each recording was accessed 2.3 times, but not to completion. After lecture delivery, students were slow to access lecture recordings, and the number of accesses was still increasing prior to the examinations. For the entire cohort, there were weak positive associations between accessing lecture recordings and academic outcomes for the semester, and between the access to lecture recordings in weeks 1-5 and 6-11 with the mid-semester and final examination, respectively. For programs, the weak association for the semester was only apparent for the pharmacy and biomedical science students, and not for the medical laboratory or nutrition students. The most common reason for accessing lecture recording was to "Revise lecture concepts for assessment purposes." For students, who did not attend lectures, lecture recordings were accessed predominantly as "I prefer the flexibility of online recordings." Flexibility was also the theme of the positive additional feedback on accessing lecture recordings. In conclusion, consideration needs to be given on how to persuade students to access lecture recordings in a timelier way. As accessing lecture recordings is weakly associated with positive academic outcomes for some program cohorts, this supports their continued availability.
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Affiliation(s)
- Sheila Anne Doggrell
- Faculty of Health, Queensland University of Technology, Brisbane, Queensland, Australia
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Soroya SH, Ahmad AS, Ahmad S, Soroya MS. Mapping internet literacy skills of digital natives: A developing country perspective. PLoS One 2021; 16:e0249495. [PMID: 33878124 PMCID: PMC8057616 DOI: 10.1371/journal.pone.0249495] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2020] [Accepted: 03/19/2021] [Indexed: 12/03/2022] Open
Abstract
Over the last three decades, Information and Communication Technologies (ICTs) have changed the world in all walks of life. It has not only influenced the ways of human communication but also changed the way of learning. However, to utilize the facility of the Internet in effective manners, people need a certain set of skills called “Internet Literacy Skills”. The purpose of the study was to explore the level of Internet literacy skills of Undergraduate first-year students (Digital Natives) of the University of the Punjab, Lahore, Pakistan. The study is quantitative, and data were gathered through questionnaires. A total of 180 students from three disciplines i.e. Pure Sciences, Social Sciences, and Arts and Humanities were approached for the final data collection. Descriptive (mean and standard deviation) and inferential statistics (regression analysis) were applied to analyze the collected data. Results further revealed that respondents possess very good knowledge to identify legal and illegal activities and information on the Internet. Findings of the study, not only reported the Internet literacy skills of digital natives but also helped to come up with a theoretical model that may be useful to design an efficient and effective Internet literacy module/subject to help students increase their Internet use-related skills.
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Affiliation(s)
- Saira Hanif Soroya
- Institute of Information Management, University of the Punjab, Lahore, Pakistan
- * E-mail:
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Rahm AK, Töllner M, Hubert MO, Klein K, Wehling C, Sauer T, Hennemann HM, Hein S, Kender Z, Günther J, Wagenlechner P, Bugaj TJ, Boldt S, Nikendei C, Schultz JH. Effects of realistic e-learning cases on students' learning motivation during COVID-19. PLoS One 2021; 16:e0249425. [PMID: 33882079 PMCID: PMC8059845 DOI: 10.1371/journal.pone.0249425] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/29/2020] [Accepted: 03/18/2021] [Indexed: 12/30/2022] Open
Abstract
Background Keeping up motivation to learn when socially isolated during a pandemic can be challenging. In medical schools, the COVID-19 pandemic required a complete switch to e-learning without any direct patient contact despite early reports showing that medical students preferred face-to-face teaching in clinical setting. We designed close to real-life patient e-learning modules to transmit competency-based learning contents to medical students and evaluated their responses about their experience. Methods Weekly e-learning cases covering a 10-week leading symptom-based curriculum were designed by a team of medical students and physicians. The internal medicine curriculum (HeiCuMed) at the Heidelberg University Medical School is a mandatory part of clinical medical education in the 6th or 7th semester. Case-design was based on routine patient encounters and covered different clinical settings: preclinical emergency medicine, in-patient and out-patient care and follow-up. Individual cases were evaluated online immediately after finishing the respective case. The whole module was assessed at the end of the semester. Free-text answers were analyzed with MaxQDa following Mayring`s principles of qualitative content analyses. Results N = 198 students (57.6% female, 42.4% male) participated and 1252 individual case evaluations (between 49.5% and 82.5% per case) and 51 end-of-term evaluations (25.8% of students) were collected. Students highly appreciated the offer to apply their clinical knowledge in presented patient cases. Aspects of clinical context, interactivity, game-like interface and embedded learning opportunities of the cases motivated students to engage with the asynchronously presented learning materials and work through the cases. Conclusions Solving and interpreting e-learning cases close to real-life settings promoted students’ motivation during the COVID-19 pandemic and may partially have compensated for missing bedside teaching opportunities.
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Affiliation(s)
- Ann-Kathrin Rahm
- Heidelberg University Medical School, Heidelberg, Germany
- Department of Cardiology, Heidelberg University Hospital, Heidelberg, Germany
- * E-mail:
| | | | - Max Ole Hubert
- Heidelberg University Medical School, Heidelberg, Germany
| | - Katrin Klein
- Department of Nephrology, Heidelberg University Hospital, Heidelberg, Germany
| | - Cyrill Wehling
- Department of Gastroenterology, Infectious Diseases and Intoxication, Heidelberg, Germany
| | - Tim Sauer
- Department of Hematology, Heidelberg University Hospital, Heidelberg, Germany
| | | | - Selina Hein
- Department of Cardiology, Heidelberg University Hospital, Heidelberg, Germany
| | - Zoltan Kender
- Department of Endocrinology, Diabetology and Clinical Chemistry, Heidelberg University Hospital, Heidelberg, Germany
| | - Janine Günther
- Department of Hematology, Heidelberg University Hospital, Heidelberg, Germany
| | - Petra Wagenlechner
- Department of General Internal Medicine and Psychosomatics, Heidelberg University Hospital, Heidelberg, Germany
| | - Till Johannes Bugaj
- Department of General Internal Medicine and Psychosomatics, Heidelberg University Hospital, Heidelberg, Germany
| | - Sophia Boldt
- Department of General Internal Medicine and Psychosomatics, Heidelberg University Hospital, Heidelberg, Germany
| | - Christoph Nikendei
- Department of General Internal Medicine and Psychosomatics, Heidelberg University Hospital, Heidelberg, Germany
| | - Jobst-Hendrik Schultz
- Heidelberg University Medical School, Heidelberg, Germany
- Department of General Internal Medicine and Psychosomatics, Heidelberg University Hospital, Heidelberg, Germany
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Herse P, Lee A. Optometry and WebCT: a student survey of the value of web‐based learning environments in optometric education. Clin Exp Optom 2021; 88:46-52. [PMID: 15658926 DOI: 10.1111/j.1444-0938.2005.tb06663.x] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2004] [Revised: 10/12/2004] [Accepted: 10/29/2004] [Indexed: 11/28/2022] Open
Abstract
PURPOSE Improvements in information and communication technology and the need for off-campus delivery have led to the increased use of web-based learning tools in optometry schools around the world. This study compared student-reported preferences for traditional lecture-based learning with their preferences when using a web-based learning tool. METHODS One hundred and thirteen second and third year students from the School of Optometry and Vision Science at the University of New South Wales were surveyed. All students had worked with WebCT for at least two years. Students were asked to rank a range of learning tools in perceived usefulness and also to state how often they used the particular learning tools. RESULTS The students rated notes (lecture or WebCT delivered) and clinical laboratory sessions as their most useful learning tools. The use of specific learning tools was more diverse, with students reporting that they often used notes (lecture or WebCT delivered), the WebCT calendar tool and the WebCT discussion tool. This result highlights the valuable contribution of the communication aspect of WebCT to fostering learning communities. The least used learning tools were textbooks, websites mentioned in lectures and library print resources. Interestingly, the purchase of textbooks was high with 77 per cent of students on average reporting they had bought the recommended textbooks. CONCLUSION Notes were the preferred learning tool of the optometry students at UNSW, suggesting that passive learning of content was the preferred learning style. It is hoped that the introduction of web-based learning environments may allow students and staff to reflect on their preferred teaching and learning styles. Web-based learning tools, such as WebCT, provide a powerful method to facilitate independent deeper learning in students with active learning styles. The current encouragement of student-based active learning methods should see increased use of independent learning platforms, such as WebCT, in optometry schools.
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Affiliation(s)
- Peter Herse
- School of Optometry and Vision Science, University of New South Wales, Sydney 2052, Australia
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Dzara K, Heller A, Kesselheim J. The COVID-19 Online Learning Transition and the Plus/Delta Debriefing Model. J Contin Educ Health Prof 2021; 41:91-93. [PMID: 33929354 DOI: 10.1097/ceh.0000000000000359] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
As a result of the COVID-19 pandemic, the Harvard Medical School Master of Medical Sciences in Medical Education program implemented the Plus/Delta debriefing model to collect real-time learner feedback and facilitate continuous quality improvement within our assessment and program evaluation module, which rapidly transitioned online. The model is grounded in quality improvement methodology and encourages bidirectional rather than top-down feedback. Learners identified specifically what went well with each module session (Plus) and how to improve for the next time (Delta). After each session, narrative responses were reviewed, aggregated into meaningful categories, and implemented when possible. Implemented improvements focused on increasing session interactivity and enhancing communication. Learners pointed to the uniqueness of the model and applauded efforts to embed them in the cocreation process. Asking learners to debrief their experience-especially during a module which is iteratively redesigned week-by-week-can offer a realistic view of what is working and what needs further refinement. As we continue to navigate the COVID-19 pandemic, rapid, continuous educational quality improvement deserves renewed emphasis. Implementing the Plus/Delta debriefing model into longitudinal online teaching sessions is a translatable, easily replicable, and free method of receiving immediate and valuable learner feedback.
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Affiliation(s)
- Kristina Dzara
- Dr. Dzara: Assistant Professor of Pediatrics and Faculty, Master of Medical Sciences in Medical Education Program, Departments of Pediatrics and Obstetrics and Gynecology, Harvard Medical School, Massachusetts General Hospital and the Brigham Education Institute, Brigham and Women's Hospital, Boston, MA; Ms. Heller: Associate Director, Master of Medical Sciences in Medical Education Program, Harvard Medical School, Bostton, MA; and Dr. Kesselheim: Associate Professor of Pediatrics, and Director, Master of Medical Sciences in Medical Education Program, Department of Pediatric Hematology/Oncology, Harvard Medical School, Dana-Farber Cancer Institute, Boston, MA
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Cao W, Hu L, Li X, Li X, Chen C, Zhang Q, Cao S. Massive Open Online Courses-based blended versus face-to-face classroom teaching methods for fundamental nursing course. Medicine (Baltimore) 2021; 100:e24829. [PMID: 33655944 PMCID: PMC7939164 DOI: 10.1097/md.0000000000024829] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/03/2020] [Accepted: 01/23/2021] [Indexed: 01/04/2023] Open
Abstract
An increasing number of studies focus on the effectiveness of Massive Open Online Courses (MOOC)-based blended learning, whereas none have yet studied using it for teaching fundamental nursing skills at an undergraduate level.To evaluate the effectiveness of MOOC-based blended learning versus face-to-face classroom teaching techniques within the fundamental nursing course at the Faculty of Nursing, University of Xiang Nan, China.This cluster randomized controlled trial enrolled 181 students and assigned them into either an MOOC-based blended or a face-to-face classroom teaching group, both involving the Fundamental Nursing course for undergraduate nursing students. The analyzed outcomes included test scores, critical thinking ability, and feedback received from the students on the Fundamental Nursing course.MOOC-based blended techniques versus face-to-face classroom teaching methods demonstrated higher daily performance (P = .014), operational performance (P = .001), theoretical achievements (P < .001), and final grades (P < .001) in Fundamental Nursing.Moreover, the mean change in the participants' critical thinking ability items between groups were, mostly, statistically significant. The items focusing on the feedback from the students demonstrated significant differences between the groups in terms of their satisfaction with the teaching they received (P < .001) and the overall learning effects (P = .030).This study confirmed that receiving MOOC-based blended learning was superior when compared against face-to-face classroom teaching techniques for learning within the Fundamental Nursing course.
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Affiliation(s)
| | | | | | - Xiaoling Li
- School of Rehabilitation, Xiang Nan University, Chenzhou
| | | | | | - Shunwang Cao
- Department of Laboratory Medicine, The Second Affiliated Hospital of Guangzhou University of Chinese Medicine, Guangzhou, Guangdong Province, China
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Abstract
PURPOSE In this study, we presented movable surface models to help medical students understand the multiaxial movements of the hip joint. The secondary objective was to demonstrate a simple method to make movable surface models for other researchers. METHODS We used 166 surface models of the virtual human, and the commercial software was used for all the processes described in this study. Virtual joints were created for the hip joint of the surface models to simulate realistic movements of the joints. Bone surface models were processed to maintain the original shape of the bones during movement. Muscle surface models were processed to express deformation of the muscle shapes during movement. Next, the muscle and bone surface models were moved over six movements of the hip joint (flexion, extension, abduction, adduction, lateral rotation, and medial rotation). The surface models of these six movements were saved and packaged in a PDF file. RESULTS The PDF file enabled users to see the stereoscopic shapes of the bones and muscles of the hip joint and to scrutinize the six movements on the X, Y, and Z axes of the joint. CONCLUSION The movable surface models of the hip joint of this study will be helpful for medical students to learn the multiaxial movements of the hip joint. We expect to develop simulations of other joints that can be used in the education of medical students using the materials and methods described in this study.
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Affiliation(s)
- Chung Yoh Kim
- Department of Anatomy, Dongguk University School of Medicine, 87 Dongdae-ro, Gyeongju, 38066, Republic of Korea
| | - Yong Wook Jung
- Department of Anatomy, Dongguk University School of Medicine, 87 Dongdae-ro, Gyeongju, 38066, Republic of Korea
| | - Jin Seo Park
- Department of Anatomy, Dongguk University School of Medicine, 87 Dongdae-ro, Gyeongju, 38066, Republic of Korea.
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Schoeb DS, Schwarz J, Hein S, Schlager D, Pohlmann PF, Frankenschmidt A, Gratzke C, Miernik A. Mixed reality for teaching catheter placement to medical students: a randomized single-blinded, prospective trial. BMC Med Educ 2020; 20:510. [PMID: 33327963 PMCID: PMC7745503 DOI: 10.1186/s12909-020-02450-5] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/26/2020] [Accepted: 12/11/2020] [Indexed: 05/11/2023]
Abstract
BACKGROUND Cost-effective methods to facilitate practical medical education are in high demand and the "mixed-reality" (MR) technology seems suitable to provide students with instructions when learning a new practical task. To evaluate a step-by-step mixed reality (MR) guidance system for instructing a practical medical procedure, we conducted a randomized, single-blinded prospective trial on medical students learning bladder catheter placement. METHODS We enrolled 164 medical students. Students were randomized into 2 groups and received instructions on how to perform bladder catheter placement on a male catheterization training model. One group (107 students) were given their instructions by an instructor, while the other group (57 students) were instructed via an MR guidance system using a Microsoft HoloLens. Both groups did hands on training. A standardized questionnaire covering previous knowledge, interest in modern technologies and a self-evaluation was filled out. In addition, students were asked to evaluate the system's usability. We assessed both groups's learning outcome via a standardized OSCE (objective structured clinical examination). RESULTS Our evaluation of the learning outcome revealed an average point value of 19.96 ± 2,42 for the control group and 21.49 ± 2.27 for the MR group - the MR group's result was significantly better (p = 0.00). The self-evaluations revealed no difference between groups, however, the control group gave higher ratings when evaluating the quality of instructions. The MR system's assessment showed less usability, with a cumulative SUS (system usability scale) score of 56.6 (lower half) as well as a cumulative score of 24.2 ± 7.3 (n = 52) out of 100 in the NASA task load index. CONCLUSIONS MR is a promising tool for instructing practical skills, and has the potential to enable superior learning outcomes. Advances in MR technology are necessary to improve the usability of current systems. TRIAL REGISTRATION German Clinical Trial Register ID: DRKS00013186.
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Affiliation(s)
- D. S. Schoeb
- Department of Urology, Faculty of Medicine, Medical Center – University of Freiburg, Hugstetter Str. 55, 79106 Freiburg, Germany
| | - J. Schwarz
- Department of Urology, Faculty of Medicine, Medical Center – University of Freiburg, Hugstetter Str. 55, 79106 Freiburg, Germany
| | - S. Hein
- Department of Urology, Faculty of Medicine, Medical Center – University of Freiburg, Hugstetter Str. 55, 79106 Freiburg, Germany
| | - D. Schlager
- Department of Urology, Faculty of Medicine, Medical Center – University of Freiburg, Hugstetter Str. 55, 79106 Freiburg, Germany
| | - P. F. Pohlmann
- Department of Urology, Faculty of Medicine, Medical Center – University of Freiburg, Hugstetter Str. 55, 79106 Freiburg, Germany
| | - A. Frankenschmidt
- Department of Urology, Faculty of Medicine, Medical Center – University of Freiburg, Hugstetter Str. 55, 79106 Freiburg, Germany
| | - C. Gratzke
- Department of Urology, Faculty of Medicine, Medical Center – University of Freiburg, Hugstetter Str. 55, 79106 Freiburg, Germany
| | - A. Miernik
- Department of Urology, Faculty of Medicine, Medical Center – University of Freiburg, Hugstetter Str. 55, 79106 Freiburg, Germany
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