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Harrison M, Agarwal A, Alberti H. Letter, in response to 'Nurse-doctor co-teaching: A path towards interprofessional collaboration'. Clin Teach 2024; 21:e13700. [PMID: 37956999 DOI: 10.1111/tct.13700] [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] [Received: 10/16/2023] [Accepted: 10/22/2023] [Indexed: 11/21/2023]
Affiliation(s)
- Michael Harrison
- School of Medical Education, Newcastle University, Newcastle upon Tyne, UK
| | - Aastha Agarwal
- School of Medical Education, Newcastle University, Newcastle upon Tyne, UK
| | - Hugh Alberti
- School of Medical Education, Newcastle University, Newcastle upon Tyne, UK
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2
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Claessen RJM, van Ede AE, van Gils M, Reuzel RPB, van Woezik TET, van Gurp PJM. Co-learning and co-teaching in a newly introduced research learning community. Clin Teach 2024; 21:e13683. [PMID: 37944918 DOI: 10.1111/tct.13683] [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] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/17/2023] [Accepted: 09/08/2023] [Indexed: 11/12/2023]
Abstract
BACKGROUND Research clerkships are usually designed as individual learning projects focusing on research skills training, such as research design, data analysis and reporting. When the COVID-19 pandemic triggered an urgent need for digital education, we redesigned a research clerkship with the challenging aim to maintain original quality for more students than usual with limited teaching staff. APPROACH We introduced the concept of a research learning community (RLC) with co-teaching and co-learning to a group of 14 students and seven teaching faculty using digital platforms. Small groups of students participated in the RLC, which was supervised weekly by the teachers. Research experts were continuously involved and led workshops. EVALUATION Using a qualitative design, we analysed experiences from the perspectives of students and faculty. We performed an inductive thematic content analysis of three focus group interviews and used 14 student reports for triangulation. The results indicate that apart from developing research skills, students valued peer assistance, attention to uncertainty and learning beyond individual research projects. The teachers/research experts reported that co-teaching and co-learning had contributed to their professional development. In terms of organisation, students and faculty recognised that the RLC model allowed for interdisciplinary learning, facilitated by a digital platform. IMPLICATIONS To develop students' research skills, embedding a clerkship in an RLC is an attractive alternative to individual research clerkships. The obligatory learning goals are met. Co-learning and co-teaching foster faculty's and students' professional development. When translating to other curricula, we recommend stating common goals in addition to individual objectives.
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Affiliation(s)
- Roy J M Claessen
- Department of Internal Medicine, Radboudumc, Nijmegen, The Netherlands
| | | | - Merel van Gils
- Radboud Health Academy, Radboudumc, Nijmegen, The Netherlands
| | - Rob P B Reuzel
- Department for Health Evidence, Radboudumc, Nijmegen, The Netherlands
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Dove E, Hennessy K, Kirou-Mauro A, Aitkens L, Duncan A, Agur A, Ho ES. Gross and Applied Anatomy Pedagogical Approaches in Occupational Therapy Education: A Scoping Review. Can J Occup Ther 2024; 91:136-148. [PMID: 37680142 PMCID: PMC11088213 DOI: 10.1177/00084174231197614] [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] [Indexed: 09/09/2023]
Abstract
Introduction. With technological advancements, anatomy teaching approaches in occupational therapy education have expanded. However, uncertainty remains regarding the approaches that best optimize academic and practice outcomes in student occupational therapists (OTs). Purpose. This scoping review mapped the pedagogical approaches used to teach musculoskeletal anatomy to student OTs. Methods. A scoping review was conducted, with a consultation exercise involving Canadian occupational therapy educators. Six databases were searched, with terms related to student OTs, anatomy, and education. Included articles were available in English, full text; featured empirical research of any study design and/or gray literature; featured a pedagogical approach used to teach anatomy; and targeted student OTs with the pedagogies. Results. Twenty-eight reports between 1978 and 2021 were included. Although technology-based pedagogies became more common with time, historically used pedagogies (e.g., lectures and labs) remained prominent and most common. Narrative synthesis regarding the effectiveness of anatomy pedagogical approaches identified five main factors: (a) anatomy competency; (b) teaching method diversity; (c) learner psychological considerations; (d) interprofessional education; and (e) optimal academic outcomes. Implications. This review demonstrates the importance of anatomy knowledge to occupational therapy education and practice. A diversity of pedagogical approaches, with and without technology, may foster better outcomes by addressing diverse learning needs.
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Affiliation(s)
| | | | | | | | | | | | - Emily S. Ho
- Emily S. Ho, Department of Occupational Science and Occupational Therapy, University of Toronto, 500 University Avenue, Room 926, Toronto, ON M5G 1V7, Canada.
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Jenkins J, Peters S, McCrorie P. ASPIRE for excellence in curriculum development. Med Teach 2024; 46:633-639. [PMID: 38422995 DOI: 10.1080/0142159x.2024.2322706] [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: 01/15/2024] [Accepted: 02/20/2024] [Indexed: 03/02/2024]
Abstract
The objective of the ASPIRE award programme of the International Association for Health Professions Education is to go beyond traditional accreditation processes. Working in partnership with the ASPIRE Academy, the programme aims to encourage and support excellence in health professions education, in part by showcasing and exemplifying best practices. Each year ASPIRE award applications received from institutions across the globe describe their greatest achievements in a variety of areas, one of which is curriculum development, where evaluation of applications is carried out using a framework of six domains. These are described in this paper as key elements of excellence, specifically, Organisational Structure and Curriculum Management; Underlying Educational Strategy; Content Specification and Pedagogy; Teaching and Learning Methods and Environment; Assessment, Monitoring and Evaluation; Scholarship. Using examples from the content of submissions of three medical schools from very different settings that have been successful in the past few years, achievements in education processes and outcomes of institutions around the world are highlighted in ways that are relevant to their local and societal contexts.
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Affiliation(s)
- John Jenkins
- Medicine and Health Sciences, RCSI University, Dublin, Ireland
| | - Sharon Peters
- Faculty of Medicine, Memorial University, St. John's, Newfoundland, Canada
| | - Peter McCrorie
- University of Nicosia Medical School, Cyprus and St George's University of London, UK
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Srinivasan S, Jefferies P, Ewe R. Digital health must be better integrated into medical education. BMJ 2022; 376:o363. [PMID: 35144964 DOI: 10.1136/bmj.o363] [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] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Affiliation(s)
| | | | - Renee Ewe
- Medical Education Innovation and Research Centre, Imperial College London
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6
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Grand D, Kelly MS. The Need to Expand Peer-to-Peer Tutoring Programs and Promote Them Online to Every Medical Student. Acad Med 2022; 97:168-169. [PMID: 35084395 DOI: 10.1097/acm.0000000000004350] [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] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Affiliation(s)
- David Grand
- Fourth-year medical student, Albert Einstein College of Medicine, Bronx, New York;
| | - Mary S Kelly
- Associate professor, Department of Psychiatry and Behavioral Sciences, Albert Einstein College of Medicine, Bronx, New York
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Woranush W, Sedghi A, Moskopp ML, Japtok J, Ziegler CG, Barlinn J, Mirow L, Noll T, Siepmann T. Effects of digitalized university curriculum-associated teaching on the equilibrium of autonomic neurophysiology and disposition of learners in medical school (EDUCATE-AND-LEARN): protocol for a randomized crossover study. Ann Med 2021; 53:1991-1998. [PMID: 34726527 PMCID: PMC8567892 DOI: 10.1080/07853890.2021.1996626] [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] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/15/2021] [Accepted: 10/16/2021] [Indexed: 12/02/2022] Open
Abstract
BACKGROUND Homoeostasis of the autonomic nervous system (ANS) contributes to cognitive functional integrity in learners and can be greatly influenced by emotions and stress. While moderate stress can enhance learning and memory processes, long-term stress compromises learning performance in a face-to-face classroom environment. Integrative online learning and communication tools were shown to be beneficial for visualization and comprehension but their effects on the ANS are poorly understood. We aim to assess the effects of video conference-supported live lectures compared to on-site classroom teaching on autonomic functions and their association with learning performance. METHODS AND DESIGN Fifty mentally and physically healthy medical students will be enrolled in a randomized two-period crossover study. Subjects will attend a seminar, which is held in face-to-face and simultaneously transmitted via videoconference. Subjects will be allocated in two arms in a randomized sequence determining the order in which both seminar settings will be attended. At baseline and throughout the interactive seminar subjects will undergo detailed autonomic testing comprising neurocardiac (heart rate variability), sudomotor (sympathetic skin response), neurovascular (laser Doppler flowmetry) and pupillomotor (pupillography) function. Furthermore, learning progress will be evaluated using pre- and post-tests on the seminar subject and emotions will be assessed using profile of mood state (POMS) questionnaire. STATISTICAL ANALYSIS Carryover effects will be handled using a two-way repeated measures (mixed model). Between-group differences (baseline vs face-to-face vs videoconference) will be determined using one-way analysis of variance ANOVA followed by Student-Newman-Keul test. LIMITATIONS AND STRENGTHS This study may elucidate complex interactions between autonomic and emotional dynamics during conventional on-site and video conference-based teaching, thus providing a basis for customized learning and teaching methods. Understanding and utilizing advanced distance learning strategies is particularly important during the current pandemic, which has been limiting on-site teaching dramatically in nearly all countries of the world.
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Affiliation(s)
- Warunya Woranush
- Department of Neurology, University Hospital Carl Gustav Carus, Technische Universität Dresden, Dresden, Germany
- Institute of Physiology, Medical Faculty Carl Gustav Carus, Technische Universität Dresden, Dresden, Germany
| | - Annahita Sedghi
- Department of Neurology, University Hospital Carl Gustav Carus, Technische Universität Dresden, Dresden, Germany
| | - Mats Leif Moskopp
- Institute of Physiology, Medical Faculty Carl Gustav Carus, Technische Universität Dresden, Dresden, Germany
- Vivantes Klinikum im Friedrichshain, Charité Academic Teaching Hospital, Berlin, Germany
| | - Julia Japtok
- Department of Neurology, University Hospital Carl Gustav Carus, Technische Universität Dresden, Dresden, Germany
| | - Christian G. Ziegler
- Department of Internal Medicine III, Technische Universität Dresden, University Hospital Carl Gustav Carus, Dresden, Germany
| | - Jessica Barlinn
- Department of Neurology, University Hospital Carl Gustav Carus, Technische Universität Dresden, Dresden, Germany
| | - Lutz Mirow
- Department of General and Visceral Surgery, Medical Campus Chemnitz of the TU Dresden, Chemnitz, Germany
| | - Thomas Noll
- Institute of Physiology, Medical Faculty Carl Gustav Carus, Technische Universität Dresden, Dresden, Germany
| | - Timo Siepmann
- Department of Neurology, University Hospital Carl Gustav Carus, Technische Universität Dresden, Dresden, Germany
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Santiago M, Davis EA, Hinton T, Angelo TA, Shield A, Babey A, Kemp‐Harper B, Maynard G, Al‐Sallami HS, Musgrave IF, Fernandes LB, Ngo SNT, Christopoulos A, White PJ. Defining and unpacking the core concepts of pharmacology education. Pharmacol Res Perspect 2021; 9:e00894. [PMID: 34817122 PMCID: PMC8611774 DOI: 10.1002/prp2.894] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Pharmacology education currently lacks a research-based consensus on which core concepts all graduates should know and understand, as well as a valid and reliable means to assess core conceptual learning. The Core Concepts in Pharmacology Expert Group (CC-PEG) from Australia and New Zealand recently identified a set of core concepts of pharmacology education as a first step toward developing a concept inventory-a valid and reliable tool to assess learner attainment of concepts. In the current study, CC-PEG used established methodologies to define each concept and then unpack its key components. Expert working groups of three to seven educators were formed to unpack concepts within specific conceptual groupings: what the body does to the drug (pharmacokinetics); what the drug does to the body (pharmacodynamics); and system integration and modification of drug-response. First, a one-sentence definition was developed for each core concept. Next, sub-concepts were established for each core concept. These twenty core concepts, along with their respective definitions and sub-concepts, can provide pharmacology educators with a resource to guide the development of new curricula and the evaluation of existing curricula. The unpacking and articulation of these core concepts will also inform the development of a pharmacology concept inventory. We anticipate that these resources will advance further collaboration across the international pharmacology education community to improve curricula, teaching, assessment, and learning.
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Affiliation(s)
- Marina Santiago
- Macquarie Medical SchoolMacquarie UniversitySydneyNew South WalesAustralia
| | | | - Tina Hinton
- Sydney Pharmacy SchoolFaculty of Medicine and HealthThe University of SydneySydneyNew South WalesAustralia
| | - Thomas A. Angelo
- Eshelman School of PharmacyUniversity of North Carolina‐Chapel HillChapel HillNorth CarolinaUSA
| | - Alison Shield
- Discipline of PharmacyFaculty of HealthUniversity of CanberraBruce CanberraAustralian Capital TerritoryAustralia
| | - Anna‐Marie Babey
- Faculty of Medicine and HealthUniversity of New EnglandArmidaleNew South WalesAustralia
| | | | - Gregg Maynard
- School of Biomedical SciencesCharles Sturt UniversityWagga WaggaNew South WalesAustralia
| | | | - Ian F. Musgrave
- School of BiomedicineThe University of AdelaideAdelaideSouth AustraliaAustralia
| | - Lynette B. Fernandes
- School of Biomedical SciencesThe University of Western AustraliaCrawleyWestern AustraliaAustralia
| | - Suong N. T. Ngo
- Faculty of SciencesThe University of AdelaideRoseworthySouth AustraliaAustralia
| | - Arthur Christopoulos
- Faculty of Pharmacy and Pharmaceutical SciencesMonash UniversityParkvilleVictoriaAustralia
| | - Paul J. White
- Faculty of Pharmacy and Pharmaceutical SciencesMonash UniversityParkvilleVictoriaAustralia
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Rodrigues Cintra Armellini B, La Luna A, Bueris V, Pinto de Almeida A, Moraes Tamais A, Krzyzanowski F, Hasten Reiter VS, Lellis-Santos C, Café Ferreira RDC. Comparison of hybrid learning and remote education in the implementation of the "Adopt a Microorganism" methodology. PLoS One 2021; 16:e0248906. [PMID: 34818328 PMCID: PMC8612561 DOI: 10.1371/journal.pone.0248906] [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] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2021] [Accepted: 11/03/2021] [Indexed: 11/26/2022] Open
Abstract
The Internet has changed the way teachers and students access information and build knowledge. The recent COVID-19 pandemic has created challenges for both teachers and students and a demand for new methodologies of remote learning. In the life sciences, mixing online content with practical activities represents an even greater challenge. In microbiology, the implementation of an active teaching methodology, the #Adopt project, based on the social network Facebook®, represents an excellent option for connecting remote education with classroom activities. In 2020, the version applied in high school, "Adopt a Microorganism", was adapted to meet the demands of emergency remote education owing to the suppression of face-to-face activities caused by the pandemic. In the present study, we assessed how the change in methodology impacted the discourse richness of students from high school integrated with technical education in the Business Administration program of the Federal Institute of São Paulo, Sorocaba Campus. Three questionnaires related to the groups of microorganisms (Archaea, Bacteria, Virus, Fungi, and Protozoan) were applied. The students' responses in the 2019 and 2020 classes were compared concerning content richness and multiplicity of concepts through the application of the Shannon diversity index, an approach that is generally used to assess biodiversity in different environments. The observed results suggest that remote learning provided students with a conceptual basis and richness of content equivalent to that achieved by students subjected to the hybrid teaching model. In conclusion, this study suggests that the #Adopt project methodology increases students' discourse richness in microbiology even without face-to-face traditional classes.
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Affiliation(s)
| | - Alexandre La Luna
- Institute of Biomedical Sciences, University of São Paulo, São Paulo, Brazil
- Federal Institute of São Paulo, Campus Sorocaba, São Paulo, Brazil
| | - Vanessa Bueris
- Institute of Biomedical Sciences, University of São Paulo, São Paulo, Brazil
| | | | | | - Flavio Krzyzanowski
- Institute of Biomedical Sciences, University of São Paulo, São Paulo, Brazil
- Federal Institute of São Paulo, Campus Capital, São Paulo, Brazil
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10
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Bacon CT, McCoy TP, Henshaw DS, Stabel CL. Organizational Safety Climate and Job Enjoyment in Hospital Surgical Teams With and Without Crew Resource Management Training. J Nurs Adm 2021; 51:E20-E26. [PMID: 34705767 DOI: 10.1097/nna.0000000000001071] [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] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
OBJECTIVE The association between organizational safety climate (OSC) and job enjoyment (JE) for team members in surgical units in 2 hospitals was investigated. The treatment hospital received airline industry-based crew resource management (CRM) training, and the comparison hospital did not. BACKGROUND Strong OSC has been positively associated with healthy hospital work environments and was expected to also be associated with employee job enjoyment. METHODS Two hundred sixty-two surgical personnel responded to surveys about OSC and JE. RESULTS The effects of OSC on JE did not depend on having CRM training. However, OSC and JE scores were higher in the treatment hospital, and the main effect of OSC and JE scores in the treatment hospital was highly significant (P < 0.001), with higher safety climate scores associated with higher JE. CONCLUSIONS A strong OSC is important to employee job enjoyment. Nurse leaders should promote measures to strengthen the OSC in their surgical services departments.
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Affiliation(s)
- Cynthia Thornton Bacon
- Author Affiliations: Associate Professor (Dr Bacon) and Clinical Professor (Dr McCoy), School of Nursing, The University of North Carolina at Greensboro; Associate Professor (Dr Henshaw), School of Medicine, Wake Forest University, Winston-Salem, North Carolina; and PhD Student (Ms Stabel), School of Nursing, The University of North Carolina at Greensboro
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Affiliation(s)
- Luise I Pernar
- Boston University School of Medicine, USA; Department of Surgery, Boston Medical Center, USA.
| | - Alaina Geary
- Boston University School of Medicine, USA; Department of Surgery, Boston Medical Center, USA
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Green DL. A comparison of motorcycle instructor candidate selection practices in the United States. J Safety Res 2021; 77:23-29. [PMID: 34092314 DOI: 10.1016/j.jsr.2021.01.003] [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: 02/18/2020] [Revised: 09/27/2020] [Accepted: 01/27/2021] [Indexed: 06/12/2023]
Abstract
INTRODUCTION An essential aspect of motorcycle rider education is how the instructor selection process impacts student learning, sometimes referred to as the human element, as it is a significant factor influencing curriculum success. Student and program achievements are partially contingent on instructors who understand the curriculum and facilitate student learning during instruction. Previous research on motorcycle rider education has emphasized a need for the examination of instructor selection and development, stating that quality education is reliant on instructors who are competent and qualified. METHOD By applying an exploratory study method, state and military Motorcycle Safety Education Program Managers and Instructor Trainers were examined and compared through telephonic interviews to develop a greater understanding of instructor candidate selection criteria and vetting processes. RESULTS The results suggest that changes in instructor candidate selection systems may improve decisions about a candidate's job and organizational fit. CONCLUSIONS Study conclusions indicate that use of multiple and thorough assessments to determine a candidate's motivation, social disposition, and emotional intelligence before preparation courses may better identify candidates and align potential job and organization fit within the discipline. Practical Application: Applications of the findings would include a standardized selection process with improved interviews and pre-course auditing, and candidate expectation management before the selection to attend preparation or certification courses. The efforts potentially decrease long-term costs and deficiencies when candidates have an inconsistent job or organizational fit, departing from organizations after short periods or by not providing consistent quality instruction to students. The study recommendations, when implemented, can improve most educational disciplines where instructors are selected for technical instructional positions where students risk injury or harm.
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Affiliation(s)
- Donald L Green
- Ed.D. Rider Choices, Motorcycle Rider Education Consulting, 60 Pewter Cir., Chester, NY 10918, United States.
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Liu CQ, Wei Y, Ren HF, Zhou Q, Chen J, Guo HX, Li XL, Ni Z, Cao XY, Li K, Li JP. Strategies and criteria targeting the reform and development for the teaching resource of nursing undergraduate: A multi-center cross-sectional study. Medicine (Baltimore) 2021; 100:e25853. [PMID: 34011051 PMCID: PMC8137029 DOI: 10.1097/md.0000000000025853] [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] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/23/2020] [Revised: 04/01/2021] [Accepted: 04/17/2021] [Indexed: 02/05/2023] Open
Abstract
ABSTRACT Teaching resource of nursing students play an important role in improving clinical performance, while there is a little know and dearth of the access and development criteria or guidance of teaching resources for nursing undergraduates.To develop the admission and development criteria of education resources for nursing undergraduates, and to explore and determine its composition and connotation.A cross-sectional survey has been used.A total of 22 Chinese nursing schools and affiliated teaching bases (hospitals and community health centers).A total of 20 nursing experts were consulted to develop the questionnaire of admission and development criteria of teaching resource for nursing undergraduates in China, and then 285 valid experts from 22 Chinese nursing schools and affiliated teaching bases (hospitals and community health centers) conducted the questionnaire survey to evaluate experts' consensus rate and view on the composition and connotation of the developed criteria.There were 6 domains and 43 items included in the admission and development criteria of teaching resource for nursing undergraduates, which domains included educational budget and allocation of resources, infrastructure, clinical teaching bases, books and information services, educational experts, and educational exchanges. The experts' consensus rate was more than 90.2%.The standard is helpful to guide the future admission and development of teaching resource for nursing undergraduates, and favor the education quality improvement of nursing undergraduates.
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Affiliation(s)
- Chang-qing Liu
- West China School of Nursing/Operating Room of Anesthesia Surgery Center, West China Hospital
| | - Yi Wei
- Central Transportation System of West China Hospital/West China School of Nursing
| | - Hong-fei Ren
- Department of Gastroenterology of West China Hospital/West China School of Nursing
| | - Qian Zhou
- Thyroid Surgery of West China Hospital/West China School of Nursing
| | - Juan Chen
- Mental Health Center of West China Hospital/West China School of Nursing
| | - Hong-xia Guo
- West China School of Nursing/West China Hospital, Sichuan University, No. 37, Guoxue Alley, Wuhou District, Chengdu, Sichuan, China
| | - Xiao-ling Li
- West China School of Nursing/West China Hospital, Sichuan University, No. 37, Guoxue Alley, Wuhou District, Chengdu, Sichuan, China
| | - Zhao Ni
- School of Medicine, Yale University, No. 135 college street, New Haven, Connecticut
| | - Xiao-yi Cao
- West China Hospital/West China School of Nursing
| | - Ka Li
- West China School of Nursing
| | - Ji-ping Li
- West China Hospital/West China School of Nursing, Sichuan University, No. 37, Guoxue Alley, Wuhou District, Chengdu, Sichuan, China
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14
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Bowles J, Bleich MR. A Framework for Developing Holistic Leaders. J Contin Educ Nurs 2021; 52:211-213. [PMID: 34038676 DOI: 10.3928/00220124-20210414-03] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
Advocating for holistic leaders' development, holistic leadership is defined and contrasted with other developmental approaches. A model that frames four dimensions of development is presented. These dimensions include self-awareness and values identification, relational capacity, problem solving and action orientation, and other orientation. [J Contin Educ Nurs. 2021;52(5):211-213.].
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Eskander MF, Woelfel I, Harzman A, Cochran AL, Ellison EC, Phoenix Chen X. Education Morbidity and Mortality: Reviving Intraoperative Teaching and Learning. J Surg Res 2021; 264:462-468. [PMID: 33848846 DOI: 10.1016/j.jss.2021.02.044] [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: 11/30/2020] [Revised: 02/08/2021] [Accepted: 02/27/2021] [Indexed: 11/18/2022]
Abstract
BACKGROUND Using the platform of morbidity and mortality conference, we developed and executed a combined faculty-resident intervention called "Education M&M" to discuss challenges faced by both parties in the operating room (OR), identify realistic solutions, and implement action plans. This study aimed to investigate the impact of this intervention on resident OR training. MATERIALS AND METHODS Two resident case presentations were followed by audience discussion and recommendations regarding actionable solutions aimed at improving resident OR training from an expert faculty panel. Postintervention surveys were completed by participants immediately and 2 mo later to assess perceived short and long-term impact on OR teaching and/or learning and the execution of two recommended solutions. Descriptive statistical analysis was applied. RESULTS Immediate post-intervention surveys (n = 44) indicated that 81.8% of participants enjoyed the M&M "a lot"; 90.1% said they would use some or a lot of the ideas presented. Awareness of OR teaching/learning challenges before and after the M&M improved from 3.0 to 3.7 (P = 0.00001) for faculty and 3.0 to 3.9 for trainees (P = 0.00004). Understanding of OR teaching and/or learning approaches improved from 3.1 to 3.7 for faculty (P = 0.00004) and 2.7 to 3.9 for trainees (P = 0.00001). In 2-mo post-intervention surveys, most residents had experienced two recommended solutions (71% and 88%) in the OR, but self-reported changes to faculty behavior did not reach statistical significance. CONCLUSIONS A department-wide education M&M could be an effective approach to enhance mutual communication between faculty members and residents around OR teaching/learning by identifying program-specific challenges and potential actionable solutions.
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Affiliation(s)
| | - Ingrid Woelfel
- Ohio State University Wexner Medical Center, Columbus, Ohio.
| | - Alan Harzman
- Ohio State University Wexner Medical Center, Columbus, Ohio
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Strelow KUR, Bahadır Ş, Stollhof B, Heeb RM, Buggenhagen H. Patient interviews in interprofessional and intercultural contexts (PinKo) - project report on interdisciplinary competence development in students of medicine, pharmacy, and community interpreting. GMS J Med Educ 2021; 38:Doc67. [PMID: 33824903 PMCID: PMC7994884 DOI: 10.3205/zma001463] [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] [Figures] [Subscribe] [Scholar Register] [Received: 03/31/2020] [Revised: 11/30/2020] [Accepted: 01/20/2021] [Indexed: 06/12/2023]
Abstract
Background: Hospitals and other medical institutions must prepare for a further increase in patients who are either immigrants or Germans with a migration background. In spite of the unquestionable educational and socio-political relevance of this topic, most German universities do not offer a comprehensive curriculum aimed at increasing intercultural awareness and putting it into practice in the training of students in medicine and pharmacy. Against this background, this article presents the innovative teaching project "Die Triade", which was jointly implemented by the Departments of Medicine, Pharmacy and Translation Studies at the University of Mainz. Aim: The aim is to give an overview of the development, realisation, implementation and consolidation of the course "Patient interviews in interprofessional and intercultural contexts" (PinKo), which was designed in the project "Die Triade". Project description: A two-day course was developed, starting with a block session for all participating students to teach the basics of interprofessional and intercultural competence development. On the second practical training day, students learn and practice triadic conversation in different language groups using scripted roles. While the trainee doctors and pharmacists represent their respective professions in the prepared conversational situations, the interpreting students take on the roles of interpreters and patients. The event is jointly supervised by lecturers from the participating professions and language groups. Results: In the 2016 summer semester and the following winter semester, the course was organised for a total of 112 students. The event as a whole was evaluated by means of a questionnaire by the students of the participating departments (Medicine (M) N=8, Pharmacy (P) N=60; Translation (T) N=44). Overall, the event was rated as good (1=very good, 6=insufficient) ((M) 1.67/2.00; (P) 2.29/3.33; (T) 1.50/1.86). The course tended to be rated lower by pharmacy students; this also applies to the rating of the development of interprofessional competences ((M) 1.33/2.00, (P) 2.00/2.93, (T) 1.82/2.25). Discussion: The course is suitable for the acquisition of interprofessional as well as intercultural competences. However, in order to improve the course in a participant-centred way, train larger numbers of participants and include additional healthcare occupations such as nursing or assistant medical professions, adaptations of the concept would be necessary. In this context, the digitalisation of the learning content appears to be particularly useful for ensuring that the course can be adapted to heterogeneous groups of participants and to optimise in-person times for further opportunities for practice.
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Affiliation(s)
- Kai-Uwe R. Strelow
- University of Mainz, University Medical Center, Rudolf Frey Lernklinik, Mainz, Germany
| | - Şebnem Bahadır
- University of Mainz, Translation, Linguistics and Cultural Studies, Department of Intercultural German Studies, Germersheim, Germany
- University of Graz, Department of Translation Studies, Graz, Austria
| | - Bettina Stollhof
- University of Mainz, Institute of Pharmacy and Biochemistry, Clinical Pharmacy, Training Pharmacy, Mainz, Germany
| | - Rita M. Heeb
- University of Mainz, Institute of Pharmacy and Biochemistry, Clinical Pharmacy, Training Pharmacy, Mainz, Germany
| | - Holger Buggenhagen
- University of Mainz, University Medical Center, Rudolf Frey Lernklinik, Mainz, Germany
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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
During the COVID-19 pandemic, there has been a global shift toward online distance learning due to travel limitations and physical distancing requirements as well as medical school and university closures. In low- and middle-income countries like Nepal, where medical education faces a range of challenges-such as lack of infrastructure, well-trained educators, and advanced technologies-the abrupt changes in methodologies without adequate preparation are more challenging than in higher-income countries. In this article, the authors discuss the COVID-19-related changes and challenges in Nepal that may have a drastic impact on the career progression of current medical students. Outside the major cities, Nepal lacks dependable Internet services to support medical education, which frequently requires access to and transmission of large files and audiovisual material. Thus, students who are poor, who are physically disadvantaged, and who do not have a home situation conducive to online study may be affected disproportionately. Further, the majority of teachers and students do not have sufficient logistical experience and knowledge to conduct or participate in online classes. Moreover, students and teachers are unsatisfied with the digital methodologies, which will ultimately hamper the quality of education. Students' clinical skills development, research activities, and live and intimate interactions with other individuals are being affected. Even though Nepal's medical education system is struggling to adapt to the transformation of teaching methodologies in the wake of the pandemic, it is important not to postpone the education of current medical students and future physicians during this crisis. Looking ahead, medical schools in Nepal should ensure that mechanisms are proactively put into place to embrace new educational opportunities and technologies to guarantee a regular supply of high-quality physicians capable of both responding effectively to any future pandemic and satisfying the nation's future health care needs.
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Affiliation(s)
- Shailendra Sigdel
- S. Sigdel is assistant professor, Department of Cardiothoracic and Vascular Anesthesiology, Manmohan Cardiothoracic Vascular and Transplant Center, Maharajgunj Medical Campus, Tribhuvan University Institute of Medicine, Maharajgunj, Kathmandu, Nepal; ORCID: https://orcid.org/0000-0001-5357-1083
| | - Akihiko Ozaki
- A. Ozaki is attending physician, Department of Breast Surgery, Jyoban Hospital of Tokiwa Foundation, Iwaki, Fukushima, Japan
| | - Rachana Dhakal
- R. Dhakal is assistant professor, Department of Pathology, Kathmandu University School of Medical Sciences, Dhulikhel, Nepal
| | - Bishwas Pradhan
- B. Pradhan is professor, Department of Cardiothoracic and Vascular Anesthesiology, Manmohan Cardiothoracic Vascular and Transplant Center, Maharajgunj Medical Campus, Tribhuvan University Institute of Medicine, Maharajgunj, Kathmandu, Nepal
| | - Tetsuya Tanimoto
- T. Tanimoto is researcher, Medical Governance Research Institute, Shinagawa, Tokyo, Japan
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Morse M, Spahn L, Pierre P, Lucien F, Israel K, Toussaint S, Robert M, Katz JT, Buyske J, Clisbee M, Suffrin DJC, Raymonville M, Cadet JC, Pierre S, Mukherjee J, Rhatigan J, Farmer PE. Revitalizing Graduate Medical Education in Global Settings: Lessons From Post-Earthquake Haiti. Acad Med 2021; 96:368-374. [PMID: 33239535 DOI: 10.1097/acm.0000000000003857] [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] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Following the massive 7.0-magnitude earthquake that devastated much of the Haitian capital city of Port-au-Prince on January 12, 2010, the Haitian health system and its medical education programs were fragmented, fragile, and facing a significant, overwhelming demand for clinical care. In response, the authors of this paper and the institutions they represent supported the development of a teaching hospital that could fill the void in academic training capacity while prioritizing the health of Haiti's rural poor-goals aligned with the Haitian Ministry of Health (MOH) strategy. This bold initiative aimed to address both the immediate and long-term health care needs within post-disaster Haiti through a strategic investment in graduate medical education (GME). Here, the authors describe their approach, which included building consensus, aspiring to international standards, and investing in shared governance structures under Haitian leadership. The Haitian MOH strategy and priorities guided the development, implementation, and expansion of solutions to the ongoing crisis in human resources for health within the acute context. Local leadership of this initiative ensured a sustained and transformative model of GME that has carried Haiti beyond acute relief and toward a more reliable health system. The enduring success can be measured through sustained governance systems, graduates who have remained in Haiti, standardized curricula, a culture of continuous improvement, and the historic achievement of international accreditation. While ongoing challenges persist, Haiti has demonstrated that the strategy of investing in GME in response to acute disasters should be considered in other global settings to support the revitalization of tenuous health systems.
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Affiliation(s)
- Michelle Morse
- M. Morse is cofounder, EqualHealth, internist, Brigham and Women's Hospital, assistant professor, Harvard Medical School, and former deputy chief medical officer, Partners In Health, Boston, Massachusetts; ORCID: https://orcid.org/0000-0002-3272-4690
| | - Lauren Spahn
- L. Spahn is senior advisor, Office of the CEO, Partners In Health, Boston, Massachusetts, and former project manager, Operational Planning and Development, University Hospital of Mirebalais, Mirebalais, Haiti
| | - Paul Pierre
- P. Pierre was previously at Partners In Health (2009-2017) and is currently senior TB/HIV medical advisor, Global Health/Infectious Disease Division, CAMRIS/GHSI-III, United States Agency for International Development, Washington, DC, and lecturer, University of Global Health Equity, Kigali, Rwanda
| | - Franciscka Lucien
- F. Lucien was previously with Partners In Health (2011-2018) and is currently executive director, Institute for Justice and Democracy in Haiti, Boston, Massachusetts
| | - Kerling Israel
- K. Israel is senior advisor, Medical Education, Zanmi Lasante/Partners In Health, and founding director, Family Medicine Residency Program, Hospital Saint Nicolas, Saint Marc, Haiti; ORCID: http://orcid.org/0000-0003-1841-9945
| | - Sterman Toussaint
- S. Toussaint is general surgeon and director, Medical Education, Zanmi Lasante/Partners In Health, Cange, Haiti
| | - Merly Robert
- M. Robert is internist and program director, Internal Medicine Residency Program, Mirebalais Hospital, Mirebalais, Haiti
| | - Joel T Katz
- J.T. Katz is internist, infectious disease specialist, and program director, Internal Medicine Residency Program, Brigham and Women's Hospital, Boston, Massachusetts
| | - Jo Buyske
- J. Buyske is general surgeon and chief executive officer and president, American Board of Surgery, Philadelphia, Pennsylvania
| | - Mary Clisbee
- M. Clisbee is director of research and administrator, Graduate Medical Education, Zanmi Lasante/Partners In Health, Croix-des-Bouquets, Haiti
| | - Dimitri J C Suffrin
- D.J.C. Suffrin is a physician and TB/HIV/AIDS clinical manager, Zanmi Lasante/Partners In Health, Mirebalais Hospital, Mirebalais, Haiti (2012-2014), and is currently TB/HIV/AIDS clinical manager, Abwenzi Pa Za Umoyo/Partners In Health, Malawi; ORCID: https://orcid.org/0000-0001-7403-3460
| | - Maxi Raymonville
- M. Raymonville is an obstetrician-gynecologist and chief executive officer, Mirebalais Hospital, Mirebalais, Haiti
| | - Jean Claude Cadet
- J.C. Cadet is ophthalmologist and dean, Faculté de Médecine et de Pharmacie de l'Université d'État d'Haiti, Port-au-Prince, Haiti
| | - Sosthene Pierre
- S. Pierre is general surgeon and dean, Graduate Medical Education, Faculté de Médecine et de Pharmacie de l'Université d'État d'Haiti, Port-au-Prince, Haiti
| | - Joia Mukherjee
- J. Mukherjee is internist, pediatrician, infectious disease specialist, and associate professor, Harvard Medical School, and chief medical officer, Partners In Health, Boston, Massachusetts
| | - Joseph Rhatigan
- J. Rhatigan is internist and associate professor, Harvard Medical School, associate chief, Division of Global Health Equity, Brigham and Women's Hospital, and associate program director, Internal Medicine Residency, Brigham and Women's Hospital, Boston, Massachusetts; ORCID: https://orcid.org/0000-0002-4516-7969
| | - Paul E Farmer
- P.E. Farmer is internist, infectious disease specialist, and anthropologist, Kolokotrones University, professor of global health and social medicine, Harvard Medical School, chief, Division of Global Health Equity, Brigham and Women's Hospital, and founder and chief strategist, Partners In Health, Boston, Massachusetts
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Brown HE, Cox J. Improving Undergraduate Epidemiology Education: An Example Using Instructional Teams. Am J Epidemiol 2021; 190:305-312. [PMID: 32808983 DOI: 10.1093/aje/kwaa181] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2019] [Revised: 07/02/2020] [Accepted: 07/02/2020] [Indexed: 01/26/2023] Open
Abstract
Epidemiology is a core component of the undergraduate public health curriculum and a critical component of a healthy community and a comprehensive education. Evidence-based, collaborative instructional practices improve student success, reach diverse student populations, and improve learning outcomes. Here we describe the pedagogical approach of an instructional team with which we observed an 18% greater learning gain (95% confidence interval: 6.5, 29.5; t = -3.08; P = 0.002), based on pre-/posttesting in a large (approximately 120 students) undergraduate course, than with the prior course offering. There were no differences in DEW rates (defined as receiving a grade of D (scoring 60%-69%) or E (scoring <60%) or withdrawing (W)) between the 2 offerings, but the ratio of "A" to "B" grades was higher (by approximately 10%) after deployment of the instructional team (Pearson's χ2 (1 degree of freedom) = 4.17, P = 0.041). In addition, students reported greater satisfaction with the course deploying an instructional team (80.4% positive sentiment in course evaluation comments compared with 76.1% in the prior offering). As students and faculty become more familiar with effective evidence-based instructional practices, improvements in student learning can be achieved and the goal of creating an educated citizenry ready to build a healthy society will be more attainable.
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Abstract
PROBLEM When medical students with disabilities fail, identifying the underlying cause is challenging. Faculty unfamiliar with disability-related barriers or accommodations may falsely attribute academic struggles to disability. Fear of legal action may prompt inappropriate promotion of students with disabilities who are struggling to meet competencies. Therefore, a clear understanding of the origin of difficulty is critical to determining an appropriate response to the student's failure, including revision of accommodations, academic remediation, probation, and dismissal. APPROACH A large Midwestern medical college created an innovative approach to differentiate between disability-related barriers and academic deficits by creating a diagnostic objective structured clinical examination (OSCE). The goal of this OSCE was to determine the need for additional or refined accommodations versus clinical remediation, and to guide future decision making about a student on academic probation. Using 3 simulated cases that drew on a cross section of clinical knowledge, a team of clinical and disability specialists observed a disabled student to determine the origin of that student's difficulties in a clinical rotation. OUTCOMES Using the diagnostic OSCE, the team quickly identified clinical reasoning and fund of knowledge deficits, and need for further accommodations. As a result, the team was able to remediate the clinical deficits, augment the current accommodations in vivo, and determine the potential impact on performance. The team approach was documented and facilitated the legally required interactive process for determining additional barriers, efficacy of existing accommodations, and need for additional reasonable accommodations. All parties reported a positive experience. The collective knowledge and expertise of the team helped confirm the origin of the deficit: a fundamental lack of knowledge and reasoning skills versus a disability-related barrier. NEXT STEPS The next step is to formalize this process to ensure appropriate evaluation of students with disabilities.
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Affiliation(s)
- Rahul Patwari
- R. Patwari is associate dean for curriculum and associate professor of emergency medicine, Rush Medical College, Chicago, Illinois; ORCID: https://orcid.org/0000-0001-8040-992X
| | - Marie Ferro-Lusk
- M. Ferro-Lusk is director, Office of Student Accessibility Services, Rush University, Chicago, Illinois
| | - Ellenkate Finley
- E. Finley was manager of simulation education at Rush Medical College, Chicago, Illinois, at the time of this work
| | - Lisa M Meeks
- L.M. Meeks is assistant professor of family medicine, director of MDisability education, University of Michigan Medical School, Ann Arbor, Michigan; ORCID: https://orcid.org/0000-0002-3647-3657
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Röhle A, Horneff H, Willemer MC. Practical teaching in undergraduate human and dental medical training during the COVID-19 crisis. Report on the COVID-19-related transformation of peer-based teaching in the Skills Lab using an Inverted Classroom Model. GMS J Med Educ 2021; 38:Doc2. [PMID: 33659607 PMCID: PMC7899122 DOI: 10.3205/zma001398] [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] [Subscribe] [Scholar Register] [Received: 08/04/2020] [Revised: 10/19/2020] [Accepted: 11/24/2020] [Indexed: 05/28/2023]
Abstract
Objective: Drastic restrictions were imposed due to the COVID-19 pandemic, especially relating to the practical training part of the undergraduate human and dental medical training. During emergency mode teaching in the summer semester of 2020, a pilot project on practical classroom teaching under COVID-19 conditions was undertaken the Skills Lab Dresden, the Interprofessional Medical Training Centre (MITZ). Students were able to continue learning basic communication and manual skills. This project report presents the adaptations needed for this teaching concept and discusses their feasibility as well as selected evaluation results of the trial run. Description of the project: In normal teaching, students rotate to complete training sessions in small groups. Teaching is provided in a peer-teaching format. An Inverted Classroom Model was implemented as a teaching concept during emergency operation with preparation through digital learning and classroom teaching. Organisational and teaching adjustments were carried out for the concept and to comply with containment regulations. The concept was evaluated by the students using a standardised online questionnaire. Results: 1012 students completed their training during emergency operation at the university. The containment regulations meant that there were a higher number of training sessions and a higher workload. Only one of the alternative dates provided had to be used for COVID-19-related reasons. Infection chains could be tracked. The majority of students found the communication of information via Moodle to be sufficient and did not experience any technical problems. An analysis of the students' evaluation revealed a high level of overall satisfaction with the adapted teaching concept. Conclusion: The MITZ will once again use the concept in a modified form should there be renewed or continued emergency operation. The Inverted Classroom Model will also be established as an integral part of regular teaching. The findings may be of interest to other Skills Labs to develop concepts for emergency operation teaching to efficiently utilise site-specific resources.
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Affiliation(s)
- Anne Röhle
- Technische Universität Dresden, Faculty of Medicine Carl Gustav Carus, Medical Interprofessional Training Centre, Dresden, Germany
| | - Henrike Horneff
- Technische Universität Dresden, Faculty of Medicine Carl Gustav Carus, Medical Interprofessional Training Centre, Dresden, Germany
- University of Leipzig, Faculty of Medicine, Skills and Simulation Centre LernKlinik, Leipzig, Germany
| | - Marie-Christin Willemer
- Technische Universität Dresden, Faculty of Medicine Carl Gustav Carus, Medical Interprofessional Training Centre, Dresden, Germany
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Kunisch R, Zimmermann P, Berges N, Nitzschke M, Schweiger F, Seidl M, Weidenbusch M. Learning in peer teaching of patient relations and communication skills at the "Anamnesegruppen" Munich - proof-of-concept and lessons learned. GMS J Med Educ 2021; 38:Doc4. [PMID: 33659609 PMCID: PMC7899106 DOI: 10.3205/zma001400] [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] [Figures] [Subscribe] [Scholar Register] [Received: 07/31/2020] [Revised: 10/18/2020] [Accepted: 11/24/2020] [Indexed: 06/12/2023]
Abstract
Background: Due to the ban on classroom teaching during the pandemic, the Munich "Anamnesegruppen" had to be switched to e-learning at short notice. There were no established concepts for this, which is why digitalization was piloted and evaluated for feasibility. Student "Anamnesegruppen": "Anamnesegruppen" have existed for over 50 years and are organized as independent student peer teaching. In small groups of medical and psychology students, interviews with patients are conducted once a week during the semester. This is followed by a feedback and discussion round, in which ethical and professional questions are discussed in addition to the patient's medical history. The goal is to train the participants' ability to communicate and reflect. Adaptation to digital methods: The anamnesis seminars have been moved to a virtual group room using video conference. Patients were mainly recruited from the participants' circle of acquaintances. The group size was set at eight people each in four groups and supervised by a pair of student tutors. Confidentiality and data protection declarations were obtained in writing. Results: By switching to digital anamnesis groups, all four groups were successfully completed. Both the final supervision of the tutors and the electronic evaluation of the participants yielded positive feedback. Compared to the two previous evaluations of the semesters in classroom sessions, there were no significant differences in the evaluation. Discussion: The continuously good evaluation results, which did not differ between the digital format and the classroom course of the previous semesters, show that an ad hoc conversion to digital teaching is possible. We want to stress the fact that elements reflecting the doctor-patient relationship were successfully preserved. For the similarly structured Balint groups, virtual sessions may also be considered. Further research, especially prospective, is desirable in order to better understand the possibilities of digital teaching in this area.
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Affiliation(s)
- Raphael Kunisch
- Friedrich-Alexander-Universität Erlangen-Nürnberg, Allgemeinmedizinisches Institut, Universitätsklinikum Erlangen, Erlangen, Germany
| | - Peter Zimmermann
- Technische Universität München, Fakultät für Medizin, Munich, Germany
| | - Natalie Berges
- Ludwig-Maximilians-Universität München, Medizinische Fakultät, Munich, Germany
| | - Malte Nitzschke
- Ludwig-Maximilians-Universität München, Medizinische Fakultät, Munich, Germany
| | - Felix Schweiger
- Ludwig-Maximilians-Universität München, Medizinische Fakultät, Munich, Germany
| | - Mira Seidl
- Ludwig-Maximilians-Universität München, Psychologische Fakultät, Munich, Germany
| | - Marc Weidenbusch
- Ludwig-Maximilians-Universität München, Nephrologisches Zentrum, Medizinische Klinik und Poliklinik IV, Klinikum der LMU München, Munich, Germany
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Anschuetz W, Wagner F, Jucker-Kupper P, Huwendiek S. Workshops for developing written exam questions go online: appropriate format according to the participants. GMS J Med Educ 2021; 38:Doc17. [PMID: 33659622 PMCID: PMC7899100 DOI: 10.3205/zma001413] [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] [Figures] [Subscribe] [Scholar Register] [Received: 07/31/2020] [Revised: 10/20/2020] [Accepted: 11/24/2020] [Indexed: 06/12/2023]
Abstract
Background: The Corona pandemic has made it difficult to conduct face-to-face events, which is why two workshops planned for the development of multiple choice (MC) questions were conducted online. Whether the online format is suitable for MC question development has not yet been described to our knowledge. Questions: The study aimed to answer the following questions from the perspective of the participants: How are the two online workshops evaluated in terms of their implementation? Are these online workshops suitable for developing MC questions? Is the online or face-to-face format preferred? As a measure of efficiency, it was examined whether the expected question output (standard of comparable face-to-face workshops) was achieved in the online workshops. Methods: In May and June 2020, two online workshops with a total of 24 participants were conducted for Swiss professional societies with SWITCHinteract. The participants' feedback was collected via an anonymous online survey with 21 questions. Results: 88% of the participants took part in the voluntary online survey. The participants were satisfied with the implementation and found the online format suitable. The majority of the participants did not show a preference for a certain format (online vs. face-to-face), although in case of a format preference the online format was indicated more often. The expected question output was exceeded in both workshops. Technical aspects were most frequently cited as requiring improvement. Conclusion: Based on the results, online workshops for MC question development can be considered as a resource-saving and efficient alternative to face-to-face workshops. Increased use and optimization of online tools could further facilitate implementation and influence the format preference.
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Affiliation(s)
- Wilma Anschuetz
- Universität Bern, Institut für medizinische Lehre, Bern, Switzerland
| | - Felicitas Wagner
- Universität Bern, Institut für medizinische Lehre, Bern, Switzerland
| | | | - Sören Huwendiek
- Universität Bern, Institut für medizinische Lehre, Bern, Switzerland
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Assinger A, Grasl M, Volf I. Distance teaching of experimental scientific methodology and scientific thinking. GMS J Med Educ 2021; 38:Doc15. [PMID: 33659620 PMCID: PMC7899117 DOI: 10.3205/zma001411] [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] [Figures] [Subscribe] [Scholar Register] [Received: 07/31/2020] [Revised: 10/23/2020] [Accepted: 11/24/2020] [Indexed: 06/12/2023]
Abstract
Objective: The aim of this project was to convert a traditional face-to-face seminar for the teaching of experimental scientific methodology to remote teaching in a timely manner due to the COVID-19 related restrictions to teaching in presence. Methodology: The main focus of the course was on flow cytometry. Basics were developed in a virtual presence phase. Specific teaching contents were taught by an interactive presentation, which came very close to the user experience of a flow cytometer and interactively illustrated the influence of different experimental conditions on the obtained results. Video sequences of authentic sample acquisitions were integrated into Adobe Captivate®. These "virtual acquisitions" were not distinguishable from the original procedure. For interpretation of the resulting diagrams, interactions were inserted, which allowed direct comparison of the obtained results. Implementation: A presentation with interactive elements and video sequences was created and used for the virtual presence phases. After publishing on a web server in HTML 5, contents were made available to the students for post-processing of learning contents by self-paced learning with full (interactive) functionality. Conclusion: Contributions elaborated by the students during the course demonstrate a learning outcome comparable to that archieved in the last years in presence mode. While implementation of this solution represented a highly time-consuming process, narrative feedback was consistently positive. Due to the short time available for implementation, no systematic evaluation could be conducted, which represents a clear limitation of this work.
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Affiliation(s)
- Alice Assinger
- Medizinische Universität Wien, Institut für Gefäßbiologie und Thromboseforschung, Vienna, Austria
| | - Matthäus Grasl
- Medizinische Universität Wien, Universitätsklinik für Hals- Nasen- und Ohrenkrankheiten, Vienna, Austria
| | - Ivo Volf
- Medizinische Universität Wien, Institut für Physiologie, Vienna, Austria
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Weissmann Y, Useini M, Goldhahn J. COVID-19 as a chance for hybrid teaching concepts. GMS J Med Educ 2021; 38:Doc12. [PMID: 33659617 PMCID: PMC7899104 DOI: 10.3205/zma001408] [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] [Subscribe] [Scholar Register] [Received: 07/29/2020] [Revised: 10/30/2020] [Accepted: 11/24/2020] [Indexed: 06/12/2023]
Abstract
COVID-19 has turned the 2020 spring semester upside down. Three days before the start of the block week of the "Teamwork" module, the Federal Office of Public Health (FOPH) announced the ban on live interaction, which made it impossible to conduct five days of practice in the simulation centre of the University Hospital of Zurich. But how can the teaching of all the learning objectives necessary for medical training be guaranteed during an exceptional situation with constantly changing conditions? In the case of the BSc Human Medicine at ETH Zurich (ETHZ), the answer is: Hybrid teaching. The field report "COVID-19 as a chance for hybrid teaching concepts" outlines how ETHZ switched to hybrid teaching within a very short time and how hospital placements were combined with video conferences. The qualitative surveys conducted at the end of the semester and the weekly quantitative surveys of students from March to June indicate the importance of personal exchange despite the ban on contact and that interactivity is possible even without physical proximity. An example from the autumn semester will also be used to show which aspects have proved to be successful and can therefore be retained.
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Kollewe T, Ochsendorf F. Medical didactics during the pandemic: the asynchronous online seminar "Written Examinations" of the Frankfurter Arbeitsstelle für Medizindidaktik. GMS J Med Educ 2021; 38:Doc18. [PMID: 33659623 PMCID: PMC7899102 DOI: 10.3205/zma001414] [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] [Figures] [Subscribe] [Scholar Register] [Received: 09/27/2020] [Revised: 10/14/2020] [Accepted: 11/24/2020] [Indexed: 06/12/2023]
Abstract
Objective: Due to the prohibition of face-to-face courses during the Corona pandemic, the seminar "Written Examinations" of the Frankfurter Arbeitsstelle für Medizindidaktik (FAM) was converted into an asynchronous online seminar. This pilot project investigated how such a format is accepted and evaluated by the participants. Methodology: A forum-based online format with group and individual tasks was chosen, which was didactically designed according to the problem-oriented design by Reinmann and Mandl. Results: The seminar was attended by 14 people, 13 of whom took part in the evaluation. The overall evaluation was, with one exception, a grade of 2 (and better). The three items "practical relevance", "subjective learning success" and the question of recommendation also received very high approval ratings. The weekly workload reported by the participants was very heterogeneous (mean=2.4 hours; SD=1.1). For some participants, the use of the learning platform was not intuitive and group collaboration was somewhat faltering. Conclusion: The experiences made show that courses on medical didactics can be implemented online and are gladly accepted by the participants. Based on the experience gained, online seminars or blended learning formats will certainly continue to be part of the FAM course program in the future.
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Affiliation(s)
- Thomas Kollewe
- Goethe-Universität Frankfurt, Fachbereich Medizin, Frankfurter Arbeitsstelle für Medizindidaktik, Frankfurt/Main, Germany
| | - Falk Ochsendorf
- Universitätsklinikum Frankfurt, Klinik für Dermatologie, Venerologie und Allergologie, Frankfurt/Main, Germany
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Nourkami-Tutdibi N, Hofer M, Zemlin M, Abdul-Khaliq H, Tutdibi E. TEACHING MUST GO ON: flexibility and advantages of peer assisted learning during the COVID-19 pandemic for undergraduate medical ultrasound education - perspective from the "sonoBYstudents" ultrasound group. GMS J Med Educ 2021; 38:Doc5. [PMID: 33659610 PMCID: PMC7899109 DOI: 10.3205/zma001401] [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] [Subscribe] [Scholar Register] [Received: 07/30/2020] [Revised: 10/15/2020] [Accepted: 11/24/2020] [Indexed: 06/12/2023]
Abstract
Background: Facing the global COVID-19 pandemic University teaching has been digitalized and German medical faculties took great effort to offer curricular contents online as they agreed that semesters during pandemic should not be suspended. Skill training is an essential part of medical education and cannot be fully digitalized nor should it be omitted. The pandemic demonstrates that skills like ultrasound are essential when treating critical ill patients. Medical faculties use peer assisted learning (PAL) concepts to teach skills, like ultrasound through specially trained student tutors. Aim: Here, we would like to share our experiences and elaborate how ultrasound teaching can be safely performed during the pandemic with an emphasis on adjustment of an existing PAL teaching concept. Method: At the hospital of Saarland University, we implemented a PAL teaching concept for abdominal, including emergency, ultrasound, and echocardiography, called "sonoBYstudents" to teach sonography to undergraduate medical students. Students are generally taught in small groups of 5 people in 90min sessions over a time of 8 weeks with an objective structured clinical exam (OSCE) at the end of the course program. Each semester nearly 50 students are taught in abdominal and emergency ultrasound and 30 students in echocardiography. Over five years, more than 600 students have been taught with at least 30 students being trained as student tutors. Given the pandemic, course size, course interval and total course time and total course time were adapted to the hygienic precautions. Results: 45 and 30 students were taught in abdominal ultrasound and echocardiography respectively achieving their learning goals measured via OSCE at the end of the courses. OSCE results were the same when compared to previous semesters. Conclusion: PAL as a teaching concept lives out of sustained educational strategies like practical and didactical trainings and an ongoing recruitment of new student tutors. Suspending PAL and its skill teaching would require starting from the beginning which is a time and cost consuming process. With sonoBYstudents we were able to demonstrate that an existing PAL concept can, with some effort, be adjusted to changing teaching circumstances. Apart from this ultrasound is a non-omittable part of medical skill training with easily appliable hygienic precautions during teaching sessions.
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Affiliation(s)
- Nasenien Nourkami-Tutdibi
- Saarland University Medical Center, Hospital for General Pediatrics and Neonatology, Homburg/Saar, Germany
- Saarland University Medical Center, Hospital for General Pediatrics and Neonatology, sonoBYstudents, Homburg/Saar, Germany
| | - M. Hofer
- University Spital Bern, Institute for Diagnostic, Interventional and Pediatric Radiology, Inselspital, Bern, Switzerland
| | - M. Zemlin
- Saarland University Medical Center, Hospital for General Pediatrics and Neonatology, Homburg/Saar, Germany
| | - H. Abdul-Khaliq
- Saarland University Medical Center, Hospital for Pediatric Cardiology, Homburg/Saar, Germany
| | - E. Tutdibi
- Saarland University Medical Center, Hospital for General Pediatrics and Neonatology, Homburg/Saar, Germany
- Saarland University Medical Center, Hospital for General Pediatrics and Neonatology, sonoBYstudents, Homburg/Saar, Germany
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Wyatt T, Baich VA, Buoni CA, Watson AE, Yurisic VE. Clinical Reasoning: Adapting Teaching Methods During the COVID-19 Pandemic to Meet Student Learning Outcomes. J Nurs Educ 2021; 60:48-51. [PMID: 33400809 DOI: 10.3928/01484834-20201217-11] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2020] [Accepted: 09/23/2020] [Indexed: 11/20/2022]
Abstract
BACKGROUND The COVID-19 pandemic impacted all aspects of health care, including nursing education. Senior nursing students saw the elimination of in-person clinical opportunities in the final months prior to graduation as health care facilities restricted access to essential personnel in an effort to minimize transmission of the virus and conserve personal protective equipment. METHOD To fulfill course requirements, faculty created a COVID-19 assignment that implored students to research the most current infection control recommendations for COVID-19 and to describe the impacts of the virus on nursing care, patients, families, interdisciplinary collaboration, and public safety. RESULTS The COVID-19 assignment fostered clinical reasoning and encouraged personal reflection with application to practice. Students reported that the assignment greatly enhanced knowledge and awareness of COVID-19. CONCLUSION This assignment was beneficial for transition to practice in the midst of a pandemic, and it can be easily replicated for any future emerging health care topic that may affect nursing education. [J Nurs Educ. 2021;60(1):48-51.].
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Huber J, Witti M, Schunk M, Fischer MR, Tolks D. The use of the online Inverted Classroom Model for digital teaching with gamification in medical studies. GMS J Med Educ 2021; 38:Doc3. [PMID: 33659608 PMCID: PMC7899094 DOI: 10.3205/zma001399] [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] [Subscribe] [Scholar Register] [Received: 07/31/2020] [Revised: 10/30/2020] [Accepted: 11/19/2020] [Indexed: 05/19/2023]
Abstract
Introduction: In 2014, a newly designed, case-based seminar was successfully implemented in the subjects of health systems, health economics and public health care (GGG). The seminar "The Lonely Patient" is based on a real patient case and deals with the German health care system from the perspective of a patient. In order to create more space for discussion and exchange among students, the seminar was redesigned on the basis of the Inverted Classroom Method (ICM). Project description: Due to the COVID-19 pandemic, new, purely digital teaching formats had to be developed quickly in the sense of Emergency Remote Teaching. Therefore, the Inverted Classroom concept of the seminar was transformed into an online ICM. In order to promote active learning based on the ICAP model (Interactive, Constructive, Active, Passive), the online face-to-face part was designed as a synchronous interactive learner-centered course using the gamified audience response system Kahoot! Results: Evaluation results to date and feedback rounds with students indicate that the online ICM-version of the seminar leads to at least as good evaluation results as the previous face-to-face course. In particular, the students positively emphasize the use of Kahoot! as an activating digital medium. Discussion: Through the use of the ICM and the gamified audience response system Kahoot!, students could be activated in meaningful ways. The resulting discussions about the patient case and teaching content of the quiz questions in the synchronous online course could be implemented just as well as in the classroom-based course of previous semesters. Conclusion: The application of the online ICM, along with the consideration of the ICAP Model, has led to the successful implementation of a digital course within the context of the increased difficulty surrounding the emergency remote teaching. Additionally, students' learning success has remained at a similar level as during traditional classroom-based courses of previous semesters.
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Affiliation(s)
- Johanna Huber
- LMU Klinikum München, Institut für Didaktik und Ausbildungsforschung in der Medizin, Munich, Germany
- *To whom correspondence should be addressed: Johanna Huber, LMU Klinikum München, Institut für Didaktik und Ausbildungsforschung in der Medizin, Ziemssenstr. 1, D-80336 Munich, Germany, E-mail:
| | - Matthias Witti
- LMU Klinikum München, Institut für Didaktik und Ausbildungsforschung in der Medizin, Munich, Germany
| | - Michaela Schunk
- LMU Klinikum München, Klinik und Poliklinik für Palliativmedizin, Munich, Germany
| | - Martin R. Fischer
- LMU Klinikum München, Institut für Didaktik und Ausbildungsforschung in der Medizin, Munich, Germany
| | - Daniel Tolks
- LMU Klinikum München, Institut für Didaktik und Ausbildungsforschung in der Medizin, Munich, Germany
- Leuphana Universität Lüneburg, Zentrum für Gesundheitswissenschaften, Lüneburg, Germany
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Ullmann-Moskovits J, Farquharson M, Schwär M, Sennekamp M. Learning how to conduct medical interviews online for the first time - this is what we learned in Frankfurt am Main. GMS J Med Educ 2021; 38:Doc19. [PMID: 33659624 PMCID: PMC7899101 DOI: 10.3205/zma001415] [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] [Subscribe] [Scholar Register] [Received: 07/30/2020] [Revised: 11/03/2020] [Accepted: 11/24/2020] [Indexed: 05/19/2023]
Abstract
Objective: The COVID-19 pandemic made it necessary to convert a course on history taking, in theory and practice, to an online format over a very short time. A key question was whether, and if so to what extent, basic theory and, in particular, the practical skills required to conduct medical interviews can be learned online. Methodology/project description: The teaching program in basic theory was didactically redesigned and asynchronously placed on a learning platform, while the practical program, which consisted of training in conducting history-taking interviews, took place with the help of video conferencing software during synchronous sessions. For the practical sessions, the lecturers received organizational and technical support. Results: Based on initial evaluation results, a positive picture of the conversion has emerged since the course was completed. The need to restructure the course and use new teaching methods because of the COVID-19 pandemic was well accepted by lecturers and students, and the course content was successfully adapted to an online format. Conclusion: Overall, the online format enabled the learning objectives of the course to be successfully achieved. For topics such as non-verbal communication, the evaluation results indicated that a classroom format is preferable. Asynchronous theory teaching was generally very well received. Blended learning formats thus represent an appropriate means of teaching how to conduct medical interviews. Overall, online courses on conducting medical interviews provide students with the opportunity to become acquainted with the use of digital formats to conduct doctor-patient interviews, and to develop the relevant skills.
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Affiliation(s)
- Judith Ullmann-Moskovits
- Goethe-Universität Frankfurt am Main, Institut für Allgemeinmedizin, Frankfurt/Main, Germany
- *To whom correspondence should be addressed: Judith Ullmann-Moskovits, Goethe-Universität Frankfurt am Main, Institut für Allgemeinmedizin, Theodor-Stern-Kai 7, D-60590 Frankfurt/Main, Germany, E-mail:
| | - Maria Farquharson
- Goethe-Universität Frankfurt am Main, Institut für Allgemeinmedizin, Frankfurt/Main, Germany
| | - Miriam Schwär
- Goethe-Universität Frankfurt am Main, Institut für Allgemeinmedizin, Frankfurt/Main, Germany
| | - Monika Sennekamp
- Goethe-Universität Frankfurt am Main, Institut für Allgemeinmedizin, Frankfurt/Main, Germany
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Tolks D, Kuhn S, Kaap-Fröhlich S. Teaching in times of COVID-19. Challenges and opportunities for digital teaching. GMS J Med Educ 2020; 37:Doc103. [PMID: 33364382 PMCID: PMC7740021 DOI: 10.3205/zma001396] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Subscribe] [Scholar Register] [Received: 11/09/2020] [Revised: 11/09/2020] [Accepted: 11/09/2020] [Indexed: 05/28/2023]
Affiliation(s)
- Daniel Tolks
- Klinikum der LMU München, Institut für Didaktik und Ausbildungsforschung in der Medizin, München, Germany
- Leuphana Universität Lüneburg, Zentrum für angewandte Gesundheitswissenschaften, Lüneburg, Germany
| | - Sebastian Kuhn
- Universität Bielefeld, Med. Fakultät OWL, AG 4 Digitale Medizin, Bielefeld, Germany
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von Lengerke T, Afshar K, Just I, Lange K. Classroom teaching with simulated patients during COVID-19: the communication skills course in the second year of the model medical curriculum HannibaL. GMS J Med Educ 2020; 37:Doc81. [PMID: 33364360 PMCID: PMC7740023 DOI: 10.3205/zma001374] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 07/22/2020] [Revised: 10/12/2020] [Accepted: 10/23/2020] [Indexed: 06/12/2023]
Abstract
Objective: In the spring of 2020 in response to the COVID-19 pandemic, the question arose at Hannover Medical School as to how simulated patients (SP) could still be utilized in the communication course that is part of the module "Diagnostic methods" taught in the second year of the model medical curriculum known as HannibaL. Methods: This short report summarizes the process of implementing the utilization of SP in analog classroom teaching and describes the relevant results on the concluding Objective Structured Clinical Examination (OSCE) in comparison to the previous year. Results: Overall, the analog SP deployments were practicable under local conditions and in compliance with precautionary measures to curb the risk of infection, whereby the OSCE scores did not deviate significantly from those in the prior year. Conclusion: During the COVID-19 pandemic and perhaps other epidemics as well, it will continue to be important in the future to make locally adapted, purpose-oriented, and preventively effective decisions regarding university didactics in undergraduate studies.
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Affiliation(s)
- Thomas von Lengerke
- Hannover Medical School (MHH), Department of Medical Psychology, Simulated Patients Programme (SPP-MHH), Hannover, Germany
| | - Kambiz Afshar
- Hannover Medical School, Institute for General Practice, Module “Diagnostic Methods”, Hannover, Germany
| | - Ingo Just
- Hannover Medical School, Dean of Medicine, Bachelor and Master Studies, Hannover, Germany
| | - Karin Lange
- Hannover Medical School (MHH), Department of Medical Psychology, Simulated Patients Programme (SPP-MHH), Hannover, Germany
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Schmidt HG, Mamede S. How cognitive psychology changed the face of medical education research. Adv Health Sci Educ Theory Pract 2020; 25:1025-1043. [PMID: 33244724 PMCID: PMC7704490 DOI: 10.1007/s10459-020-10011-0] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [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: 09/12/2020] [Accepted: 10/27/2020] [Indexed: 05/25/2023]
Abstract
In this article, the contributions of cognitive psychology to research and development of medical education are assessed. The cognitive psychology of learning consists of activation of prior knowledge while processing new information and elaboration on the resulting new knowledge to facilitate storing in long-term memory. This process is limited by the size of working memory. Six interventions based on cognitive theory that facilitate learning and expertise development are discussed: (1) Fostering self-explanation, (2) elaborative discussion, and (3) distributed practice; (4) help with decreasing cognitive load, (5) promoting retrieval practice, and (6) supporting interleaving practice. These interventions contribute in different measure to various instructional methods in use in medical education: problem-based learning, team-based learning, worked examples, mixed practice, serial-cue presentation, and deliberate reflection. The article concludes that systematic research into the applicability of these ideas to the practice of medical education presently is limited and should be intensified.
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Affiliation(s)
- Henk G Schmidt
- Department of Psychology, Erasmus University, P.O. Box 1738, 3000, DR, Rotterdam, the Netherlands.
| | - Silvia Mamede
- Department of Psychology, Erasmus University, P.O. Box 1738, 3000, DR, Rotterdam, the Netherlands
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Goolsarran N, Hamo CE, Lu WH. Using the jigsaw technique to teach patient safety. Med Educ Online 2020; 25:1710325. [PMID: 31884898 PMCID: PMC6968255 DOI: 10.1080/10872981.2019.1710325] [Citation(s) in RCA: 4] [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: 07/24/2019] [Revised: 11/18/2019] [Accepted: 11/20/2019] [Indexed: 05/31/2023]
Abstract
Background: Medical education is rapidly changing where there has been decreased emphasis on passive didactics and increased focus on novel modes of teaching and learning to address the unique needs of millennial learners. As educators, it is challenging to keep up and find active teaching strategies outside of routine small group exercises to engage learners. Although the traditional small group activities, such as cased-based learning, allows for interactive and effective teaching, this modality may require the use of multiple faculty facilitators, which can be a difficult resource to find. The jigsaw learning method is cooperative learning that utilizes peer teaching and promotes collaborative learning, and additionally, only one facilitator is required of this type of learning technique.Objectives: We aimed to assess the effectiveness of the jigsaw method by comparing it to the traditional small group learning method to teach principles of diagnostic reasoning. Design: Residents were assigned to either the traditional small group teaching method or the jigsaw method. We compared pre-test, post-test, one-year follow-up test results between participants, and resident perception of the exercises.Results: A 2 × 3 repeated measures ANOVA indicated statistically significant improvement in tests scores from before to after participation with the jigsaw method compared to the traditional small group method. Post-survey demonstrated higher resident satisfaction with the jigsaw method.Conclusion: Our study demonstrates that a jigsaw cooperative learning approach can be used as an effective method to promote collaborative learning and engagement.
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Affiliation(s)
- Nirvani Goolsarran
- Department of Medicine, Stony Brook University Hospital, Stony Brook, NY, USA
| | - Carine E. Hamo
- Department of Medicine, Stony Brook University Hospital, Stony Brook, NY, USA
| | - Wei-Hsin Lu
- Department of Medicine, Stony Brook University Hospital, Stony Brook, NY, USA
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Garg M, Eniasivam A, Satterfield J, Norton B, Austin E, Dohan D. Rapid transition of a preclinical health systems science and social justice course to remote learning in the time of coronavirus. Med Educ Online 2020; 25:1812225. [PMID: 32822280 PMCID: PMC7482827 DOI: 10.1080/10872981.2020.1812225] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [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: 06/08/2020] [Revised: 08/14/2020] [Accepted: 08/14/2020] [Indexed: 06/01/2023]
Abstract
As the coronavirus pandemic started, we rapidly transitioned a preclinical social justice and health systems sciences course at our medical school to asynchronous, remote learning. We describe processes, curricular innovations, and lessons learned. Small groups were converted into independent learning modules and lectures were given live via videoconferencing technology. We started with a simplified approach and then built technological capabilities over time. Current events were incorporated into curriculum and assessment. Our course ran from 16 March-3 April 2020 for the 155-person first-year class. Student attendance for optional, synchronous remote sessions was higher than in-person attendance in previous years. Completion rates for assignments were high but with minimal student collaboration. Faculty office hours were underutilized. Focus group and formal evaluations were largely positive, with numerical ratings for quality of the course and faculty teaching higher than the 2 years prior. Student engagement with social justice topics in aremote format was successful through modifications to small groups and lecture structure. Students, faculty, and administrative staff appreciated the consistency of session format throughout the course. Students exam performance was similar to prior years. Attention should be paid to what can be learned via self-study as opposed to small group learning. Better methods of soliciting real-time student feedback, and encouraging engagement with each other and with faculty in aremote environment are needed.
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Affiliation(s)
- Megha Garg
- Department of Medicine, University of California San Francisco and San Francisco Veterans Affairs Medical Center, San Francisco, CA, USA
| | - Archna Eniasivam
- Departments of Medicine and Pediatrics, University of California San Francisco, San Francisco, CA, USA
| | - Jason Satterfield
- Division of General Internal Medicine, University of California San Francisco, San Francisco, CA, USA
| | - Betsy Norton
- School of Medicine, University of California San Francisco, San Francisco, CA, USA
| | - Elizabeth Austin
- School of Medicine, University of California San Francisco, San Francisco, CA, USA
| | - Daniel Dohan
- Philip R. Lee Institute for Health Policy Studies, University of California San Francisco, San Francisco, CA, USA
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Bakewell Z, Davies D, Allanby L, Dhonye Y. Pandemically challenged: Developing a ward-based cross-skilling programme. Med Educ 2020; 54:1181-1182. [PMID: 32438448 PMCID: PMC7280587 DOI: 10.1111/medu.14252] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/30/2020] [Revised: 05/15/2020] [Accepted: 05/19/2020] [Indexed: 05/07/2023]
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Raudenbush SW, Hernandez M, Goldin-Meadow S, Carrazza C, Foley A, Leslie D, Sorkin JE, Levine SC. Longitudinally adaptive assessment and instruction increase numerical skills of preschool children. Proc Natl Acad Sci U S A 2020; 117:27945-27953. [PMID: 33106414 PMCID: PMC7668039 DOI: 10.1073/pnas.2002883117] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [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] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
Social inequality in mathematical skill is apparent at kindergarten entry and persists during elementary school. To level the playing field, we trained teachers to assess children's numerical and spatial skills every 10 wk. Each assessment provided teachers with information about a child's growth trajectory on each skill, information designed to help them evaluate their students' progress, reflect on past instruction, and strategize for the next phase of instruction. A key constraint is that teachers have limited time to assess individual students. To maximize the information provided by an assessment, we adapted the difficulty of each assessment based on each child's age and accumulated evidence about the child's skills. Children in classrooms of 24 trained teachers scored 0.29 SD higher on numerical skills at posttest than children in 25 randomly assigned control classrooms (P = 0.005). We observed no effect on spatial skills. The intervention also positively influenced children's verbal comprehension skills (0.28 SD higher at posttest, P < 0.001), but did not affect their print-literacy skills. We consider the potential contribution of this approach, in combination with similar regimes of assessment and instruction in elementary schools, to the reduction of social inequality in numerical skill and discuss possible explanations for the absence of an effect on spatial skills.
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Affiliation(s)
- Stephen W Raudenbush
- Department of Sociology, University of Chicago, Chicago, IL 60637;
- Harris School of Public Policy, University of Chicago, Chicago, IL 60637
- Committee on Education, University of Chicago, Chicago, IL 60637
| | - Marc Hernandez
- Department of Education and Child Development, National Opinion Research Center, University of Chicago, Chicago, IL 60637
| | - Susan Goldin-Meadow
- Committee on Education, University of Chicago, Chicago, IL 60637
- Department of Psychology, University of Chicago, Chicago, IL 60637
| | - Cristina Carrazza
- Committee on Education, University of Chicago, Chicago, IL 60637
- Department of Psychology, University of Chicago, Chicago, IL 60637
| | - Alana Foley
- Committee on Education, University of Chicago, Chicago, IL 60637
- Department of Psychology, University of Chicago, Chicago, IL 60637
| | - Debbie Leslie
- UChicago STEM Education, University of Chicago, Chicago, IL 60637
| | - Janet E Sorkin
- Committee on Education, University of Chicago, Chicago, IL 60637
- Department of Psychology, University of Chicago, Chicago, IL 60637
| | - Susan C Levine
- Committee on Education, University of Chicago, Chicago, IL 60637
- Department of Psychology, University of Chicago, Chicago, IL 60637
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Karamaroudis S, Poulogiannopoulou E, Sotiropoulos MG, Kalantzis T, Johnson EO. Implementing Change in Neuroanatomy Education: Organization, Evolution, and Assessment of a Near-Peer Teaching Program in an Undergraduate Medical School in Greece. Anat Sci Educ 2020; 13:694-706. [PMID: 31955512 DOI: 10.1002/ase.1944] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [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: 04/26/2019] [Revised: 11/24/2019] [Accepted: 01/06/2020] [Indexed: 06/10/2023]
Abstract
In light of the current shifts in medical education from traditional lectures to more active teaching modalities, a peer-teaching program was introduced to a compulsory, second-year neuroanatomy course. A cross-sectional survey of 527 medical students in the six-year medical program of the National and Kapodistrian University of Athens was administered. The primary aim of the survey, which was distributed to second- through sixth-year medical students, who had completed the neuroanatomy course, was to assess student perception of peer teachers (PTs). Across the five years assessed, students increasingly acknowledged the contribution of PTs to their learning (P < 0.001). Attributes of PTs (e.g., contribution to learning, motivation, effective usage of material, and team environment) were significantly related to the student's opinion of the importance of laboratory activities (P < 0.001). Students who received "average" final grades scored the importance of laboratory exercises, and by inference PTs, significantly lower than students who received "excellent" final grades (P < 0.05). The amount of training that PTs had received was also significantly related to student perceptions of a PT's contribution. Better trained PTs were associated with significantly higher scores regarding learning, motivation, and positive environment compared to less trained PTs (P < 0.05). The results of the present study show that peer-teaching was well received by students attending the neuroanatomy course. While the results express the evolution of the program across the years, the findings also show that learners believed that PTs and the laboratory program contributed significantly to their understanding of neuroanatomy.
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Affiliation(s)
- Stefanos Karamaroudis
- Laboratory for Education and Research in Neurosciences, Department of Anatomy, School of Medicine, National and Kapodistrian University of Athens, Athens, Greece
| | - Eleni Poulogiannopoulou
- Laboratory for Education and Research in Neurosciences, Department of Anatomy, School of Medicine, National and Kapodistrian University of Athens, Athens, Greece
| | - Marinos G Sotiropoulos
- Laboratory for Education and Research in Neurosciences, Department of Anatomy, School of Medicine, National and Kapodistrian University of Athens, Athens, Greece
| | | | - Elizabeth O Johnson
- Laboratory for Education and Research in Neurosciences, Department of Anatomy, School of Medicine, National and Kapodistrian University of Athens, Athens, Greece
- Dean's Office, School of Medicine, European University Cyprus, Nicosia, Cyprus
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Cheng X, Chan LK, Li H, Yang X. Histology and Embryology Education in China: The Current Situation and Changes Over the Past 20 Years. Anat Sci Educ 2020; 13:759-768. [PMID: 32162490 DOI: 10.1002/ase.1956] [Citation(s) in RCA: 4] [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: 07/23/2019] [Revised: 03/04/2020] [Accepted: 03/05/2020] [Indexed: 06/10/2023]
Abstract
In mainland China, histology and embryology (HE) are taught in one course as an essential component of medical curricula. The effectiveness of HE courses directly affects the quality of medical students. To determine the present situation and changes in HE teaching in Chinese medical schools, a nationwide survey was conducted among the HE departmental leaders. In total, 66 responses were included in the study, representing prominent Chinese mainland medical schools. The results revealed that most HE teachers have medical educational backgrounds; an increasing number of teaching staff with PhDs have joined the teaching staffs. A range of 71 to 90 HE curriculum contact hours is predominant. The ratio of theory to practice for HE contact hours is 1:1 at half of the surveyed medical schools. The numbers of students in each laboratory are less than 30 and from 31 to 60 at 23 and 36 medical schools, respectively. Virtual microscopy is employed in 40% of the surveyed medical schools. Didactic teaching is the most common strategy, although new teaching approaches are being employed gradually. During the past 20 years, both the total number of HE teachers and the number of HE teachers with medical educational backgrounds have been reduced in at least half of the surveyed schools. A total of 83.33% of the surveyed schools have reduced their HE contact hours. Almost half of the Chinese medical schools remained unchanged in both their ratio of theory to practice and the number of students in each laboratory. The data derived from this study help to understand the development of the HE discipline at Chinese medical schools.
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MESH Headings
- China
- Curriculum/statistics & numerical data
- Curriculum/trends
- Education, Medical, Undergraduate/history
- Education, Medical, Undergraduate/organization & administration
- Education, Medical, Undergraduate/statistics & numerical data
- Education, Medical, Undergraduate/trends
- Educational Measurement/history
- Educational Measurement/methods
- Educational Measurement/statistics & numerical data
- Embryology/education
- Histology/education
- History, 21st Century
- Humans
- Schools, Medical/history
- Schools, Medical/organization & administration
- Schools, Medical/statistics & numerical data
- Schools, Medical/trends
- Students, Medical/statistics & numerical data
- Teaching/history
- Teaching/organization & administration
- Teaching/trends
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Affiliation(s)
- Xin Cheng
- Department of Histology and Embryology, Medical College, Jinan University, Guangzhou, People's Republic of China
| | - Lap Ki Chan
- Macau University of Science and Technology, Macao SAR, People's Republic of China
| | - He Li
- Department of Histology and Embryology, Hubei University of Medicine, Shiyan, People's Republic of China
| | - Xuesong Yang
- Department of Histology and Embryology, Medical College, Jinan University, Guangzhou, People's Republic of China
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Henderson LR, Shah SGS, Ovseiko PV, Dam R, Buchan AM, McShane H, Kiparoglou V. Markers of achievement for assessing and monitoring gender equity in a UK National Institute for Health Research Biomedical Research Centre: A two-factor model. PLoS One 2020; 15:e0239589. [PMID: 33052933 PMCID: PMC7556494 DOI: 10.1371/journal.pone.0239589] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [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: 02/03/2020] [Accepted: 09/09/2020] [Indexed: 11/18/2022] Open
Abstract
BACKGROUND The underrepresentation of women in academic medicine at senior level and in leadership positions is well documented. Biomedical Research Centres (BRC), partnerships between leading National Health Service (NHS) organisations and universities, conduct world class translational research funded by the National Institute for Health Research (NIHR) in the UK. Since 2011 BRCs are required to demonstrate significant progress in gender equity (GE) to be eligible to apply for funding. However, the evidence base for monitoring GE specifically in BRC settings is underdeveloped. This is the first survey tool designed to rank and identify new GE markers specific to the NIHR BRCs. METHODS An online survey distributed to senior leadership, clinical and non-clinical researchers, trainees, administrative and other professionals affiliated to the NIHR Oxford BRC (N = 683). Participants ranked 13 markers of GE on a five point Likert scale by importance. Data were summarised using frequencies and descriptive statistics. Interrelationships between markers and underlying latent dimensions (factors) were determined by exploratory and confirmatory factor analyses. RESULTS The response rate was 36% (243 respondents). Respondents were more frequently female (55%, n = 133), aged 41-50 years (33%, n = 81), investigators (33%, n = 81) affiliated to the BRC for 2-7 years (39.5%, n = 96). Overall participants ranked 'BRC senior leadership roles' and 'organisational policies on gender equity', to be the most important markers of GE. 58% (n = 141) and 57% (n = 139) respectively. Female participants ranked 'organisational policies' (64.7%, n = 86/133) and 'recruitment and retention' (60.9%, n = 81/133) most highly, whereas male participants ranked 'leadership development' (52.1%, n = 50/96) and 'BRC senior leadership roles' (50%, n = 48/96) as most important. Factor analyses identified two distinct latent dimensions: "organisational markers" and "individual markers" of GE in BRCs. CONCLUSIONS A two-factor model of markers of achievement for GE with "organisational" and "individual" dimensions was identified. Implementation and sustainability of gender equity requires commitment at senior leadership and organisational policy level.
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Affiliation(s)
- Lorna R. Henderson
- National Institute for Health Research Oxford Biomedical Research Centre, John Radcliffe Hospital, Oxford, United Kingdom
- Radcliffe Department of Medicine, University of Oxford, Oxford, Oxford, United Kingdom
- * E-mail:
| | - Syed Ghulam Sarwar Shah
- National Institute for Health Research Oxford Biomedical Research Centre, John Radcliffe Hospital, Oxford, United Kingdom
- Radcliffe Department of Medicine, University of Oxford, Oxford, Oxford, United Kingdom
| | - Pavel V. Ovseiko
- Radcliffe Department of Medicine, University of Oxford, Oxford, Oxford, United Kingdom
| | - Rinita Dam
- Radcliffe Department of Medicine, University of Oxford, Oxford, Oxford, United Kingdom
| | - Alastair M. Buchan
- Radcliffe Department of Medicine, University of Oxford, Oxford, Oxford, United Kingdom
| | - Helen McShane
- National Institute for Health Research Oxford Biomedical Research Centre, John Radcliffe Hospital, Oxford, United Kingdom
- Nuffield Department of Medicine, University of Oxford, Oxford, Oxford, United Kingdom
| | - Vasiliki Kiparoglou
- National Institute for Health Research Oxford Biomedical Research Centre, John Radcliffe Hospital, Oxford, United Kingdom
- Nuffield Department of Primary Health Care Sciences University of Oxford, Oxford, United Kingdom
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Bhopal SS, Cannon E. Education disruption in response to a positive covid-19 PCR test must be proportionate and consistent. BMJ 2020; 371:m3803. [PMID: 33008813 DOI: 10.1136/bmj.m3803] [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] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Affiliation(s)
- Sunil S Bhopal
- Population Health Sciences Institute, Newcastle University, Newcastle upon Tyne NE1 7RU, UK
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Delany C, Kameniar B, Lysk J, Vaughan B. "Starting from a higher place": linking Habermas to teaching and learning clinical reasoning in the emergency medicine context. Adv Health Sci Educ Theory Pract 2020; 25:809-824. [PMID: 32006129 DOI: 10.1007/s10459-020-09958-x] [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: 06/18/2019] [Accepted: 01/14/2020] [Indexed: 06/10/2023]
Abstract
Teaching clinical reasoning in emergency medicine requires educators to foster diagnostic accuracy and judicious decision-making amidst chaotic ambient factors including clinician fatigue, high cognitive load, and diverse patient expectations. The current study applies the early work of Jurgen Habermas and his knowledge-constitutive interests as a lens to explore an educational approach where physician-educators were asked to make their expert reasoning visible to emergency medicine trainees, to more deliberately make visible and accessible the context-specific thinking that emergency physicians routinely use. An action research methodology was used. The 'making thinking visible' teaching approach was introduced to five emergency medicine educators working in large public hospital emergency departments. Participants were asked to trial this teaching method and document its impact on student learning over two reporting cycles. Based on written reports of trialing the teaching approach, participants identified a need to change from: (1) introducing thinking structures to cultivating enquiry; and, (2) providing explanations based on cognitive thinking routines towards encouraging the learner to see the relevance of the clinical context. Educators described how they developed a more diagnostic and reflexive approach to learners, recognized the need to cultivate independent thinking, and valued the opportunity to reflect on their usual teaching. Teaching clinical reasoning using the 'making thinking visible' approach prompted educators to decrease the emphasis on providing technical information to assisting learners to understand the purposes and meanings behind clinical reasoning in emergency medicine. The knowledge-constitutive interests work of Jurgen Habermas was found to provide a robust framework supporting this emancipatory teaching approach.
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Affiliation(s)
- Clare Delany
- Department of Medical Education, University of Melbourne, Grattan Street,, Melbourne, Parkville, VIC, 3010, Australia.
| | - Barbara Kameniar
- Melbourne Graduate School of Education, University of Melbourne, Melbourne, Australia
- Faculty of Education, University of Tasmania, Hobart, Australia
| | - Jayne Lysk
- Department of Medical Education, University of Melbourne, Grattan Street,, Melbourne, Parkville, VIC, 3010, Australia
| | - Brett Vaughan
- Department of Medical Education, University of Melbourne, Grattan Street,, Melbourne, Parkville, VIC, 3010, Australia
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Affiliation(s)
- Enrik John T. Aguila
- Institute of Digestive and Liver Diseases, St. Luke’s Medical Center Global City, Taguig City, Philippines
| | | | - Carlos Paolo D. Francisco
- Institute of Digestive and Liver Diseases, St. Luke’s Medical Center Global City, Taguig City, Philippines
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Ayala-Yáñez R, Ruíz-López R, McCullough LB, Chervenak FA. Violence against trainees: urgent ethical challenges for medical educators and academic leaders in perinatal medicine. J Perinat Med 2020; 48:728-732. [PMID: 32628636 DOI: 10.1515/jpm-2020-0123] [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] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/21/2020] [Accepted: 05/24/2020] [Indexed: 11/15/2022]
Abstract
Objectives Violence against medical trainees confronts medical educators and academic leaders in perinatal medicine with urgent ethical challenges. Despite their evident importance, these ethical challenges have not received sufficient attention. The purpose of this paper is to provide an ethical framework to respond to these ethical challenges. Methods We used an existing critical appraisal tool to conduct a scholarly review, to identify publications on the ethical challenges of violence against trainees. We conducted web searches to identify reports of violence against trainees in Mexico. Drawing on professional ethics in perinatal medicine, we describe an ethical framework that is unique in the literature on violence against trainees in its appeal to the professional virtue of self-sacrifice and its justified limits. Results Our search identified no previous publications that address the ethical challenges of violence against trainees. We identified reports of violence and their limitations. The ethical framework is based on the professional virtue of self-sacrifice in professional ethics in perinatal medicine. This virtue creates the ethical obligation of trainees to accept reasonable risks of life and health but not unreasonable risks. Society has the ethical obligation to protect trainees from these unreasonable risks. Medical educators should protect personal safety. Academic leaders should develop and implement policies to provide such protection. Institutions of government should provide effective law enforcement and fair trials of those accused of violence against trainees. International societies should promulgate ethics statements that can be applied to violence against trainees. By protecting trainees, medical educators and academic leaders in perinatology will also protect pregnant, fetal, and neonatal patients. Conclusions This paper is the first to provide an ethical framework, based on the professional virtue of self-sacrifice and its justified limits, to guide medical educators and academic leaders in perinatal medicine who confront ethical challenges of violence against their trainees.
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Affiliation(s)
- Rodrigo Ayala-Yáñez
- Department of Obstetrics and Gynecology, ABC Medical Center, Mexico City, Mexico
| | - Regina Ruíz-López
- Department of Obstetrics and Gynecology, ABC Medical Center, Mexico City, Mexico
| | - Laurence B McCullough
- Department of Obstetrics and Gynecology, Zucker School of Medicine at Hofstra/Northwell, Lenox Hill Hospital, New York, NY, USA
| | - Frank A Chervenak
- Department of Obstetrics and Gynecology, Zucker School of Medicine at Hofstra/Northwell, Lenox Hill Hospital, New York, NY, USA
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Kawaguchi-Suzuki M, Nagai N, Akonoghrere RO, Desborough JA. COVID-19 Pandemic Challenges and Lessons Learned by Pharmacy Educators Around the Globe. Am J Pharm Educ 2020; 84:ajpe8197. [PMID: 32934392 PMCID: PMC7473220 DOI: 10.5688/ajpe8197] [Citation(s) in RCA: 30] [Impact Index Per Article: 7.5] [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: 05/29/2020] [Accepted: 06/10/2020] [Indexed: 05/07/2023]
Abstract
The coronavirus identified in 2019 (COVID-19) has affected peoples' lives worldwide. This pandemic forced both pharmacy faculty members and students to adapt to a new teaching and learning environment not only in the United States but around the globe. Pharmacy educators faced challenges and opportunities to convert classroom learning and experiences, as well as student assessments, to a remote or online format. The unique approaches taken to overcome difficulties in various countries showed pharmacy faculty members' resilience in the face of adversity and their determination to continue providing education to students. The pandemic also shed light on areas needing improvement for pharmacy educators to work on in the future.
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Affiliation(s)
- Marina Kawaguchi-Suzuki
- Pacific University, Office of Global Pharmacy Education and Research, Hillsboro, Oregon
- Editorial Board Member, American Journal of Pharmaceutical Education, Arlington, Virginia
| | - Naomi Nagai
- Musashino University, Faculty of Pharmacy, Tokyo, Japan
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Schlesselman LS. Perspective from a Teaching and Learning Center During Emergency Remote Teaching. Am J Pharm Educ 2020; 84:ajpe8142. [PMID: 32934391 PMCID: PMC7473224 DOI: 10.5688/ajpe8142] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [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: 05/06/2020] [Accepted: 05/11/2020] [Indexed: 05/10/2023]
Abstract
During the COVID-19 pandemic, universities around the globe frantically and emergently switched to remote teaching. This commentary provides the perspective from a teaching and learning center about the difference between emergency remote teaching and online learning, plus suggestions for preparing for an online fall semester.
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Affiliation(s)
- Lauren S Schlesselman
- University of Connecticut, Center for Excellence in Teaching and Learning, Storrs, Connecticut
- Associate Editor, American Journal of Pharmaceutical Education, Arlington, Virginia
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Meeuwissen SN, Gijselaers WH, Wolfhagen IH, oude Egbrink MG. How Teachers Meet in Interdisciplinary Teams: Hangouts, Distribution Centers, and Melting Pots. Acad Med 2020; 95:1265-1273. [PMID: 31833854 PMCID: PMC7382530 DOI: 10.1097/acm.0000000000003115] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
PURPOSE To explore team learning processes among interdisciplinary teacher teams in the development of integrated health professions education and to investigate students' perspectives on the quality of the educational courses. METHOD Using an exploratory, sequential mixed-methods design, the first author conducted 17 vignette-guided, semistructured interviews with teachers originating from diverse disciplines. These teachers worked in different courses of integrated, undergraduate health professions programs at the Faculty of Health, Medicine and Life Sciences, Maastricht University, the Netherlands. The interview guide and vignettes were based on team learning research. The interviews sought to establish how interdisciplinary teacher team members work together on integrated curricula. The vignettes reflected constructs of team learning processes: sharing, co-construction, and constructive conflict. Data were collected between November 2017 and March 2018 and analyzed using template analysis. Sequentially, course evaluation data were used to provide a descriptive analysis of students' perspectives on educational quality (course organization, structure, learning effect, and alignment). RESULTS Three team approaches were identified. In fragmented teams or "hangouts," teachers individually worked on tasks that they were interested in, leaving their disciplinary mark. Framework-guided teams or "distribution centers" aimed to work within the given frameworks and organizational expectations, striving for disciplinary balance. Integrated teacher teams or "melting pots" used an interdisciplinary approach on all topics and put students at the center. Integrated teams reflected high-level team learning processes and were most satisfied with their (team)work. In contrast, fragmented and framework-guided teams mainly reflected low-level team learning processes. Students evaluated courses of integrated teacher teams highest on all investigated quality items (course organization, structure, learning effect, and alignment). CONCLUSIONS Successful interdisciplinary teacher teams are represented by an integrated approach with high-level team learning behavior and the best course evaluations. Therefore, health professions education management should actively encourage and facilitate integrated teacher teamwork.
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Affiliation(s)
- Stephanie N.E. Meeuwissen
- S.N.E. Meeuwissen is a PhD candidate, School of Health Professions Education, Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, the Netherlands; ORCID: https://orcid.org/0000-0002-5434-4226
| | - Wim H. Gijselaers
- W.H. Gijselaers is professor of Educational Research and chair, Department of Educational Research and Development, School of Business and Economics, Maastricht University, the Netherlands; ORCID: http://orcid.org/0000-0002-4218-2944
| | - Ineke H.A.P. Wolfhagen
- I.H.A.P. Wolfhagen is associate professor, School of Health Professions Education, Department of Educational Development and Research, and deputy director, Institute for Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, the Netherlands
| | - Mirjam G.A. oude Egbrink
- M.G.A. oude Egbrink is professor of Implementation of Educational Innovations, School of Health Professions Education, Department of Physiology, and scientific director, Institute for Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, the Netherlands; ORCID: https://orcid.org/0000-0002-5530-6598
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Mensah GA. Cardiovascular health research, training, and capacity building for the eradication of rheumatic fever and rheumatic heart disease in our lifetime: the inaugural Bongani Mayosi Memorial Lecture. Lancet Glob Health 2020; 8:e1098-e1100. [PMID: 32710866 DOI: 10.1016/s2214-109x(20)30297-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/20/2020] [Accepted: 05/27/2020] [Indexed: 11/19/2022]
Affiliation(s)
- George A Mensah
- Center for Translation Research and Implementation Science, National Heart, Lung, and Blood Institute, National Institutes of Health, Bethesda, MD 20892, USA.
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Affiliation(s)
- Joshua M Sharfstein
- Department of Health Policy and Management, Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland
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