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Chang MF, Yeh CC, Lue JH, Liao ML. Medical students' preferences for asynchronous online or face-to-face learning strategies in learning gross anatomy and neuroanatomy during the COVID-19 pandemic. Clin Anat 2024. [PMID: 38994925 DOI: 10.1002/ca.24202] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2023] [Revised: 05/15/2024] [Accepted: 06/28/2024] [Indexed: 07/13/2024]
Abstract
Gross anatomy and neuroanatomy are fundamental subjects in medical education. However, learning different anatomical terms and understanding the complexity of the subjects are often challenging for medical students. At National Taiwan University, the 2020-2021 cohort adopted a face-to-face (F2F) learning strategy for gross anatomy and neuroanatomy lecture and laboratory courses until May 17, 2021. After the aforementioned date, the same cohort learned the rest of the gross anatomy and neuroanatomy courses via asynchronous online learning. This study aimed to evaluate the benefits of and students' preferences for F2F and asynchronous online learning strategies in learning gross anatomy and neuroanatomy. A survey with closed-ended and open-ended questions was used to quantitatively and qualitatively explore medical students' learning preferences for two teaching strategies in gross anatomy and neuroanatomy. The results identified different learning preferences among students in learning gross anatomy and neuroanatomy-satisfied with both learning strategies, satisfied with only F2F learning strategy, satisfied with only asynchronous online learning strategy, and satisfied with neither learning strategy. The survey results with closed-ended and open-ended questions showed that medical students preferred F2F learning for anatomical laboratory courses but favored asynchronous online learning for neuroanatomical laboratory courses. In addition, medical students considered peer discussion more critical in learning gross anatomy than neuroanatomy. These findings provide valuable information about medical students' preference for gross anatomy and neuroanatomy courses, which anatomy teachers can consider when planning to enhance their curriculum in the future.
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Affiliation(s)
- Ming-Fong Chang
- Department of Anatomy and Cell Biology, College of Medicine, National Taiwan University, Taipei, Taiwan
| | - Chi-Chuan Yeh
- Department of Surgery, National Taiwan University Hospital, College of Medicine, National Taiwan University, Taipei, Taiwan
| | - June-Horng Lue
- Department of Anatomy and Cell Biology, College of Medicine, National Taiwan University, Taipei, Taiwan
| | - Meng-Lin Liao
- Department of Anatomy and Cell Biology, College of Medicine, National Taiwan University, Taipei, Taiwan
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Besse M, Signerski-Krieger J, Engelmann H, Fink N, Methfessel I, Belz M. Community-supported teaching on the topic of transgender identity in undergraduate medical education - a pilot project. GMS JOURNAL FOR MEDICAL EDUCATION 2023; 40:Doc58. [PMID: 37881525 PMCID: PMC10594031 DOI: 10.3205/zma001640] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 01/04/2022] [Revised: 05/30/2023] [Accepted: 07/18/2023] [Indexed: 10/27/2023]
Abstract
Introduction and objectives Future physicians are insufficiently prepared for the topic of transgender identity during their studies. Relevant courses during undergraduate medical education are heterogeneous and not widely established within the curricula. At our university, we investigated if students' knowledge of transgender identity could be increased through medical specialist teaching and teaching delivered by representatives of the trans* community (community-supported teaching). Methods During summer semester 2021 (SS21), the knowledge level on transgender identity of 134 medical students in their fifth clinical semester was evaluated (phase 1). In addition, knowledge gain on gender incongruence through the module "psychiatry" was retrospectively surveyed across two dimensions: 1. diagnostic criteria, 2. treatment/care. During winter semester 2021/22 (WS 21/22), a 90-minute seminar on transgender identity was held either community-supported or by medical specialists (phase 2). Following the psychiatry exam, a re-evaluation was carried out by 115 students (phase 3). Results The students in SS21 did not feel sufficiently educated in the topic of transgender identity through their studies, but rated the relevance of the topic for their later profession as high. Learning gain improved after the introduction of the seminar in WS21/22 compared to the previous semester (both dimensions p<.001). Community-supported and specialist teaching achieved equivalent results. Conclusion One 90-minutes seminar led to a significant learning gain regarding the topic of transgender identity. Community-supported teaching is a promising way to impart knowledge in a qualified manner: Medical faculties should use this form of teaching to convey established knowledge to students in future curricula.
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Affiliation(s)
- Matthias Besse
- University Medical Center Göttingen, Clinic for Psychiatry and Psychotherapy, Göttingen, Germany
| | - Jörg Signerski-Krieger
- University Medical Center Göttingen, Clinic for Psychiatry and Psychotherapy, Göttingen, Germany
| | - Hannah Engelmann
- Trans*Counseling Göttingen c/o Queer Center Göttingen, Göttingen, Germany
| | - Né Fink
- Trans*Counseling Göttingen c/o Queer Center Göttingen, Göttingen, Germany
| | - Isabel Methfessel
- University Medical Center Göttingen, Clinic for Psychiatry and Psychotherapy, Göttingen, Germany
| | - Michael Belz
- University Medical Center Göttingen, Clinic for Psychiatry and Psychotherapy, Göttingen, Germany
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Guerrero-Mendivil FD, Elizondo-Omaña RE, Jacobo-Baca G, Quiroz-Perales XG, Salinas-Alvarez Y, Martinez-Garza JH, de la Fuente-Villarreal D, Quiroga-Garza A, Guzman-Lopez S. Payment with knowledge: A method for a training of anatomy near-peer teachers and formation of future anatomists. ANATOMICAL SCIENCES EDUCATION 2023; 16:428-438. [PMID: 36622770 DOI: 10.1002/ase.2253] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/25/2022] [Revised: 11/30/2022] [Accepted: 12/23/2022] [Indexed: 05/11/2023]
Abstract
Near-peer teaching has been widely implemented in medical schools and the benefits for the near-peer teachers (NPTs), the students, and the institution have been well documented. However, NPT training methods and perceptions of such have been limited. A four-year clinical anatomy and surgical training program was established (est. 2019) as part of the continuous training timeline for NPTs (n > 60 total) formation at the Universidad Autónoma de Nuevo León, in Mexico. The program provides various training courses for the NPTs according to their hierarchy, including teaching skills, professional development, psychosocial aspects, and career objectives. A "Clinical Anatomy and Surgical Training Diploma" was planned with 12 modules to aid in developing these abilities, along with a higher understanding of clinical anatomy shared by expert clinical specialists, and diverse clinical and surgical skills such as suturing, catheterization, and basic surgical procedures. The program has a completion rate of approximately 15 NPTs/year. All, while creating an environment with a sense of belonging, and facilitating mentorship between fellow NPTs and educators. Near-peer teachers develop leadership, communication, and teaching skills. The program has provided a constant source of anatomy educators, avoiding any shortage.
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Affiliation(s)
| | | | - Guillermo Jacobo-Baca
- Department of Human Anatomy, School of Medicine, Universidad Autónoma de Nuevo León, Monterrey, Mexico
| | | | - Yolanda Salinas-Alvarez
- Department of Human Anatomy, School of Medicine, Universidad Autónoma de Nuevo León, Monterrey, Mexico
| | | | | | - Alejandro Quiroga-Garza
- Department of Human Anatomy, School of Medicine, Universidad Autónoma de Nuevo León, Monterrey, Mexico
| | - Santos Guzman-Lopez
- Department of Human Anatomy, School of Medicine, Universidad Autónoma de Nuevo León, Monterrey, Mexico
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Ivarson J, Hermansson A, Meister B, Zeberg H, Bolander Laksov K, Ekström W. Transfer of anatomy during surgical clerkships: an exploratory study of a student-staff partnership. INTERNATIONAL JOURNAL OF MEDICAL EDUCATION 2022; 13:221-229. [PMID: 36049218 PMCID: PMC9905002 DOI: 10.5116/ijme.62eb.850a] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/16/2021] [Accepted: 08/04/2022] [Indexed: 06/15/2023]
Abstract
OBJECTIVES This qualitative study aims to explore how fourth-year medical students on the surgery course perceived a clinical anatomy workshop organised by near-peer student teachers in partnership with faculty. METHODS Forty-seven medical students participated in a workshop on clinical anatomy in the dissection laboratory. A voluntary response sampling method was used. The students' perceptions of the workshop were explored through a thematic content analysis of transcribed, semi-structured group interviews and written comments. RESULTS A majority of the students had not revisited the dissection laboratory since their second year, and all students described the workshop as a unique opportunity to vertically integrate anatomical knowledge. Four main themes were identified as most valuable for the students' learning experience, namely that the workshop 1) was taught by knowledgeable and friendly near-peer tutors (NPTs), 2) consisted of highly relevant anatomical content, 3) offered a hands-on experience of cadavers in the dissection laboratory, and 4) was taught in a focused session in the middle of the surgery course. CONCLUSIONS This study shows how hands-on workshops in clinical anatomy, developed in student-staff partnerships and taught by NPTs, can enable senior medical students to recall and vertically integrate anatomical knowledge during surgical clerkships. The results have implications for curriculum design, giving voice to senior students' wishes for spaced repetition and vertical integration of pre-clinical anatomy knowledge during their clinical training. Moreover, this study may inspire other students and faculty to develop similar near-peer teaching activities through student-staff partnerships.
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Affiliation(s)
- Josefin Ivarson
- Department of Clinical Neuroscience, Karolinska Institutet, Stockholm, Sweden
| | - André Hermansson
- Department of Neuroscience, Karolinska Institutet, Stockholm, Sweden
| | - Björn Meister
- Department of Neuroscience, Karolinska Institutet, Stockholm, Sweden
| | - Hugo Zeberg
- Department of Neuroscience, Karolinska Institutet, Stockholm, Sweden
| | - Klara Bolander Laksov
- Centre for Psychiatry Research, Department of Clinical Neuroscience, CAP Research Centre, Karolinska Institutet, Sweden
| | - Wilhelmina Ekström
- Department of Molecular Medicine and Surgery, Karolinska Institutet, Stockholm, Sweden
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Huang K, Mak D, Hafferty FW, Eva KW. The Advice Given During Near-Peer Interactions Before and After Curriculum Change. TEACHING AND LEARNING IN MEDICINE 2022; 34:351-359. [PMID: 34524067 DOI: 10.1080/10401334.2021.1957685] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/06/2021] [Accepted: 07/02/2021] [Indexed: 06/13/2023]
Abstract
PhenomenonNear-peer interactions (NPIs) provide formal and informal mentorship that can allow medical students to share strategies for successful training. Such capacity to convey valuable advice, however, may depend on the similitude of experiences. Given that many factors can disrupt homogeneity, including curriculum renewal, we must better understand whether junior trainees feel disadvantaged when they do not have more senior peers with similar experiences. This study was, therefore, conducted to examine the focus of, and engagement with, advice available through NPIs during curriculum renewal. Approach: We used a generic exploratory qualitative research approach. Twenty MD undergraduate students, seven from the Class of 2019 (the first cohort post-curriculum change), and thirteen from the Class of 2020 (the first cohort with access to more senior students in the new curriculum), participated in semi-structured interviews. Anonymized transcriptions were analyzed with open, axial, and selective coding to generate themes until saturation was attained. Findings: Participants from the Class of 2019 reported having particularly few reasons to seek advice; because curriculum renewal disrupted their near peers' capacity to provide critical insights, students exerted little effort to learn from them. That said, this vacuum was not generally cause for concern. Deeper probing illustrated why: advice given during NPIs in both classes more commonly focused on nonacademic (e.g., work-life balance issues) than academic advice; academic advice, when sought or offered, tended not to be aimed at improving understanding of curriculum dependent content; and, while students in both classes welcomed advice, both were wary of accepting it at face value, precluding a sense of dependence on senior peers. Insights: Students' skepticism about the overall utility of academic advice raises a number of important issues for medical education and training. Positively, it shielded students from feeling loss when advice from similarly trained students was not available, reducing concerns about disadvantage that could arise during periods of curriculum revision. On the other hand, knowing that what students perceive and what educators claim to be important aspects of training can be at odds and knowing that self-assessment is flawed makes it surprising and unsettling, respectively, that participants so readily treated the lessons learned by those who came before them as irrelevant.
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Affiliation(s)
- Kelly Huang
- Department of Emergency Medicine, University of British Columbia, Vancouver, British Columbia, Canada
| | - David Mak
- Radiation Oncology, University of Toronto, Toronto, Ontario, Canada
| | - Frederic W Hafferty
- Division of General Internal Medicine and Program in Professionalism and Values, Mayo Clinic, Rochester, Minnesota, USA
| | - Kevin W Eva
- Education Research and Scholarship, University of British Columbia, Vancouver, British Columbia, Canada
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Meyer HS, Larsen K, Samuel A, Berkley H, Harvey M, Norton C, Maggio LA. Teaching Medical Students How to Teach: A Scoping Review. TEACHING AND LEARNING IN MEDICINE 2022; 34:379-391. [PMID: 34618654 DOI: 10.1080/10401334.2021.1979006] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/15/2021] [Accepted: 08/23/2021] [Indexed: 06/13/2023]
Abstract
PHENOMENON Teaching medical students how to teach is a growing and essential focus of medical education, which has given rise to student teaching programs. Educating medical students on how to teach can improve their own learning and lay the foundation for a professional identity rooted in teaching. Still, medical student-as-teacher (MSAT) programs face numerous obstacles including time constraints, prioritizing curriculum, and determining effective evaluation techniques. The purpose of this scoping review is to map the current landscape of the literature on medical school initiatives designed to train students to teach to describe why medical student teaching programs are started; the benefits and barriers; who teaches them; what content is taught; and how content is delivered. With this new map, the authors aimed to facilitate the growth of new programs and provide a shared knowledge of practices derived from existing programs. APPROACH The authors conducted a scoping review, guided by Arksey and O'Malley's framework, to map the literature of MSAT training programs. Six databases were searched using combinations of keywords and controlled vocabulary terms. Data were charted in duplicate using a collaboratively designed data charting tool. This review builds on the Marton et al. review and includes articles published from 2014 to 2020. FINDINGS Of the 1,644 manuscripts identified, the full-text of 57 were reviewed, and ultimately 27 were included. Articles included empirical research, synthetic reviews, opinion pieces, and a descriptive study. Analysis focused on modalities for teaching medical students how to teach; content to teach medical students about teaching; benefits and barriers to starting teaching programs; and the value of teaching programs for medical students. INSIGHTS The rapid growth of MSAT programs suggests that this curricular offering is of great interest to the field. Literature shows an increase in evaluative efforts among programs, benefits for students beyond learning to teach, and evidence of effective engagement in medical students' designing and implementing programs.
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Affiliation(s)
- Holly S Meyer
- Center for Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, Maryland, USA
| | - Kelsey Larsen
- School of Politics, Security, and International Affairs, University of Central Florida, Orlando, Florida, USA
| | - Anita Samuel
- Center for Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, Maryland, USA
| | - Holly Berkley
- Obstetrics & Gynecology Resident, Naval Medical Center San Diego, San Diego, California, USA
| | - Morgan Harvey
- Expeditionary Medical Facility, Camp Lemonnier, Djibouti
| | - Candace Norton
- Library Learning Resource Center, Uniformed Services University of the Health Sciences, Bethesda, Maryland, USA
| | - Lauren A Maggio
- Center for Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, Maryland, USA
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Cohen A, Steinert Y, Ruano Cea E. Teaching Medical Students to Teach: A Narrative Review and Literature-Informed Recommendations for Student-as-Teacher Curricula. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022; 97:909-922. [PMID: 35108235 DOI: 10.1097/acm.0000000000004608] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
PURPOSE Medical students play an important role as teachers. This narrative review synthesizes the student-as-teacher (SaT) literature that incorporates formal teaching skills training, with the goal of proposing literature-informed recommendations for SaT curriculum development within the context of competency-based medical education. METHOD In January and August 2020, the authors searched Medline and Embase and conducted forward citation searches in Scopus to identify articles from 1985 to 2020 related to teaching medical students to teach. Search terms included "student(s) as teacher(s)," "near-peer teaching," and "teaching to teach." The findings from selected articles were summarized and synthesized. RESULTS Forty-three articles met the inclusion criteria: 33 papers describing specific SaT curricula, 3 literature reviews, 6 stakeholder surveys, and 1 Delphi study. While students often engage in teaching roles, formal teaching skills training is not always provided. Existing curricula are usually optional, delivered as short courses, and offered to senior students. Course content commonly includes topics related to planning and delivering learning activities and providing feedback. Of the numerous teaching modalities employed, students indicate a preference for interactive and experiential learning. Methods used to assess students' teaching skills vary; however, direct observation and feedback are valued assessment methods. Program evaluations have shown positive outcomes, including high student satisfaction and enhanced self-confidence as teachers. CONCLUSIONS Informed by these findings and outcome-based educational frameworks, the authors suggest 4 guiding principles for SaT curricula: (1) teaching skills training should be formally implemented in undergraduate medical education and should, whenever possible, be compulsory; (2) teaching skills should be taught longitudinally and progressively along the undergraduate to postgraduate continuum; (3) curriculum content should be aligned with a school's preexisting curriculum and local context; and (4) authentic opportunities for students to engage in teaching roles should be included. They also propose recommendations for curriculum content, teaching modalities, and assessment methods.
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Affiliation(s)
- Alexandra Cohen
- A. Cohen was a fourth-year medical student, Faculty of Medicine and Health Sciences, McGill University, Montreal, Quebec, Canada, when conducting this review. She is now a first-year resident in pediatrics, Faculty of Medicine, University of Ottawa, Ottawa, Ontario, Canada; ORCID: https://orcid.org/0000-0001-9593-9093
| | - Yvonne Steinert
- Y. Steinert is professor of family medicine and health sciences education, Richard and Sylvia Cruess Chair in Medical Education, Institute of Health Sciences Education, McGill University, Montreal, Quebec, Canada
| | - Elisa Ruano Cea
- E. Ruano Cea is assistant professor of pediatrics, competency-based medical education faculty lead, and assistant program director, McGill General Pediatrics Program, and associate member, Institute of Health Sciences Education, McGill University, Montreal, Quebec, Canada
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8
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Nikas IP, Lamnisos D, Meletiou‐Mavrotheris M, Themistocleous S, Pieridi C, Mytilinaios DG, Michaelides C, Johnson EO. Shift to emergency remote preclinical medical education amidst the Covid-19 pandemic: A single-institution study. ANATOMICAL SCIENCES EDUCATION 2022; 15:27-41. [PMID: 34854255 PMCID: PMC9011537 DOI: 10.1002/ase.2159] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/31/2021] [Revised: 08/09/2021] [Accepted: 11/29/2021] [Indexed: 05/22/2023]
Abstract
The Covid-19 pandemic disrupted medical education, shifting it towards emergency remote delivery. This cross-sectional study aimed to assess the impact of the pandemic on preclinical medical education and identify predictors of the virtual learning experience and perceived stress. An anonymous survey was delivered electronically to the students of the authors' medical school that attended either histology or pathology. This survey contained two scales, the virtual learning experience (VLE) and the perceived stress scale-10 (PSS-10). A total of 173/255 (68%) responded, showing a positive perception towards the remote delivery of both courses. An exploratory factor analysis was performed on the VLE scale items and four new dimensions were formed: "course quality and learning outcomes", "student motivation", virtual against F2F learning", and "virtual laboratory sessions". The following significant predictors of enhanced VLE, in at least one dimension, were identified: female gender, pathology course, final examination grade >80%, lower perceived stress levels, studying in home country, and holding of another degree before medical school. In addition, the following predictors were significantly associated with higher levels of student perceived stress: female gender, pathology course, studying away from home, and suboptimal internet connection. Notably, the quality of internet connection was significantly associated with the students' final examination performance. Concerning the best mode for future delivery of both courses, most students proposed a blended, rather than an entirely on-campus or online approach. In conclusion, despite its problems, a high-quality remote preclinical medical education was possible in the authors' school and offered tremendous opportunities for future improvement.
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Affiliation(s)
- Ilias P. Nikas
- School of MedicineEuropean University CyprusNicosiaCyprus
| | - Demetris Lamnisos
- Department of Health SciencesEuropean University CyprusNicosiaCyprus
| | | | | | - Chryso Pieridi
- School of MedicineEuropean University CyprusNicosiaCyprus
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New neuroanatomy learning paradigms for the next generation of trainees: A novel literature-based 3D methodology. Clin Neurol Neurosurg 2021; 210:106948. [DOI: 10.1016/j.clineuro.2021.106948] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2021] [Revised: 09/07/2021] [Accepted: 09/09/2021] [Indexed: 11/29/2022]
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10
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van Deursen M, Reuvers L, Duits JD, de Jong G, van den Hurk M, Henssen D. Virtual reality and annotated radiological data as effective and motivating tools to help Social Sciences students learn neuroanatomy. Sci Rep 2021; 11:12843. [PMID: 34145335 PMCID: PMC8213773 DOI: 10.1038/s41598-021-92109-y] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2021] [Accepted: 06/04/2021] [Indexed: 02/07/2023] Open
Abstract
Neuroanatomy as a subject is important to learn, because a good understanding of neuroanatomy supports the establishment of a correct diagnosis in neurological patients. However, rapid changes in curricula reduced time assigned to study (neuro)anatomy. Therefore, it is important to find alternative teaching methods to study the complex three-dimensional structure of the brain. The aim of this manuscript was to explore the effectiveness of Virtual Reality (VR) in comparison with Radiological Data (RaD) as suitable learning methods to build knowledge and increase motivation for learning neuroanatomy. Forty-seven students (mean age of 19.47 ± 0.54 years; 43 females; 4 males) were included; 23 students comprised the VR group. Both methods showed to improve knowledge significantly, the improvement between groups was not different. The RaD group showed to have a significantly higher score on expectancy than students in the VR group. Task value scores regarding finding a task interesting, useful and fun were found to be significantly different in favor of the VR group. Consequently, significant higher Motivation scores were found in the VR group. Motivation and expectancy, however, did not moderate learning results, whereas task value impacted the results in favour of the VR group. This study concludes that VR and RaD are effective and diverting methods to learn neuroanatomy, with VR being more motivating than RaD. Future research should investigate motivation and task value when using VR over a longer period of time.
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Affiliation(s)
- Margot van Deursen
- Department of Educational Sciences, Faculty of Social Sciences, Radboud University, Nijmegen, The Netherlands
| | - Laura Reuvers
- Department of Educational Sciences, Faculty of Social Sciences, Radboud University, Nijmegen, The Netherlands
| | - Jacobus Dylan Duits
- Radboudumc 3D Lab, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Guido de Jong
- Radboudumc 3D Lab, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Marianne van den Hurk
- Department of Educational Sciences, Faculty of Social Sciences, Radboud University, Nijmegen, The Netherlands
| | - Dylan Henssen
- Department of Medical Imaging, Radboud University Medical Center, Nijmegen, The Netherlands.
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Taylor CFC, Kurn OR, Glautier SP, Anbu D, Dean O, Nagy E, Geoghan KR, Harrison CH, Payne DR, Hall S, Border S. The Efficacy of Interdisciplinary Near-Peer Teaching Within Neuroanatomical Education-Preliminary Observations. MEDICAL SCIENCE EDUCATOR 2021; 31:387-393. [PMID: 34457897 PMCID: PMC8368458 DOI: 10.1007/s40670-021-01238-6] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/03/2021] [Indexed: 06/13/2023]
Abstract
Near-Peer Teaching (NPT) is increasingly becoming an integral part of the medical curriculum. When considered alongside the increasing popularity of interdisciplinary education, it seems appropriate to explore NPT within an interdisciplinary context. In these observations, 3rd-year medical students taught 2nd-year psychology students neuroanatomy. The session was evaluated using three objective and subjective assays. A knowledge assessment test showed significant improvement after teaching, and there were significant improvements on self-perceived knowledge/attitudes towards neuroanatomy, as well as positive feedback on the use of NPT. These observations evidence the successful use of Interdisciplinary Near-Peer Teaching (INPT) within a neuroanatomical curriculum. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-021-01238-6.
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Affiliation(s)
- Charles F. C. Taylor
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton, UK
| | - Octavia R. Kurn
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton, UK
| | - Steven P. Glautier
- Department of Psychology, Faculty of Environment and Life Sciences, University of Southampton, Southampton, UK
| | - Deepika Anbu
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton, UK
| | - Oliver Dean
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton, UK
| | - Eva Nagy
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton, UK
| | - Kate R. Geoghan
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton, UK
| | - Charlie H. Harrison
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton, UK
| | - December R. Payne
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton, UK
| | - Sam Hall
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton, UK
| | - Scott Border
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton, UK
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12
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Pintér Z, Kardos D, Varga P, Kopjár E, Kovács A, Than P, Rendeki S, Czopf L, Füzesi Z, Schlégl ÁT. Effectivity of near-peer teaching in training of basic surgical skills - a randomized controlled trial. BMC MEDICAL EDUCATION 2021; 21:156. [PMID: 33711985 PMCID: PMC7953641 DOI: 10.1186/s12909-021-02590-2] [Citation(s) in RCA: 22] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/26/2020] [Accepted: 03/02/2021] [Indexed: 05/25/2023]
Abstract
BACKGROUND Near-peer teaching (NPT) is a special way of teaching where the tutor is one or more academic years ahead of the person being tutored. The literature agrees on the benefits of the method, but there are only a few publications examining its effectiveness using objective methods. The aim of our study was to examine the effectiveness of NPT in the training of basic surgical skills. METHODS We included 60 volunteer students who participated in a 20 × 45 min long surgical skills course. Based on the results of a pre-course test, we randomly divided the students into six equal groups. All groups completed the same curriculum, with three groups being assisted by a NPT tutor. After the course, they completed the same test as at the beginning. The exams were recorded on anonymized videos and were blindly evaluated. The students' satisfaction was monitored using a self-administered online anonymous questionnaire. Statistical analysis was performed using the Mann-Whitney and Wilcoxon tests. RESULTS Overall, student performance improved with completion of the course (from 119.86 to 153.55 points, p < 0.01). In groups where a NPT tutor assisted, students achieved a significantly better score (37.20 vs. 30.18 points improvement, p = 0.036). The difference was prominent in surgical knotting tasks (14.73 vs. 9.30 points improvement, p < 0.01). In cases of suturing (15.90 vs. 15.46 points) and laparoscopy (7.00 vs. 4.98 points), the presence of the NPT tutor did not significantly affect development. Based on student feedback, although students positively assessed the presence of NPT, it did not significantly improve students' overall satisfaction since it was already 4,82 on a scale of 5 in the control group. CONCLUSIONS Overall, involving a NPT tutor had a positive impact on student development. An outstanding difference was observed in connection with knotting techniques.
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Affiliation(s)
- Zsolt Pintér
- Medical Simulation Education Centre, University of Pécs, Medical School, Pécs, Hungary
| | - Dániel Kardos
- Medical Simulation Education Centre, University of Pécs, Medical School, Pécs, Hungary
- Department of Paediatrics, University of Pécs, Medical School, Pécs, Hungary
| | - Péter Varga
- Medical Simulation Education Centre, University of Pécs, Medical School, Pécs, Hungary
- Department of Primary Health Care, University of Pécs, Medical School, Pécs, Hungary
| | - Eszter Kopjár
- Medical Simulation Education Centre, University of Pécs, Medical School, Pécs, Hungary
| | - Anna Kovács
- Medical Simulation Education Centre, University of Pécs, Medical School, Pécs, Hungary
| | - Péter Than
- Department of Orthopaedics, University of Pécs, Medical School, Akác street 1., Pécs, H-7632, Hungary
| | - Szilárd Rendeki
- Medical Simulation Education Centre, University of Pécs, Medical School, Pécs, Hungary
- Department of Operational Medicine, University of Pécs, Medical School, Pécs, Hungary
| | - László Czopf
- 1st Department of Medicine, University of Pécs, Medical School, Pécs, Hungary
- Dean's Office, University of Pécs, Medical School, Pécs, Hungary
| | - Zsuzsanna Füzesi
- Department of Behavioural Sciences, University of Pécs, Medical School, Pécs, Hungary
| | - Ádám Tibor Schlégl
- Medical Simulation Education Centre, University of Pécs, Medical School, Pécs, Hungary.
- Department of Orthopaedics, University of Pécs, Medical School, Akác street 1., Pécs, H-7632, Hungary.
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Sotiropoulos MG. Impostor syndrome: a calling for a career in medical education? Postgrad Med J 2020; 97:264-265. [PMID: 32536604 DOI: 10.1136/postgradmedj-2020-138360] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/30/2020] [Indexed: 11/04/2022]
Affiliation(s)
- Marinos G Sotiropoulos
- Department of Neurology, Brigham and Women's Hospital, Boston, Massachusetts 002115, USA
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