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Narayanan S, Adikesavan PN, Ananthy V. Student Experiential Activities: A Novel Strategy to Teach Neuroanatomy in Lectures. Cureus 2023; 15:e50789. [PMID: 38239512 PMCID: PMC10795853 DOI: 10.7759/cureus.50789] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/19/2023] [Indexed: 01/22/2024] Open
Abstract
Introduction Activity-based teaching is a widely used pedagogical tool for enhancing anatomy learning. However, involving the learner in experiential activities in lectures is an unexplored area in medical research. The present study aims to determine whether incorporating student experiential activities into lectures impacts student's learning of neuroanatomy. Materials and methods We used a pre-test/post-test experimental study design to compare the learning outcome between the experiential activity based lecture and traditional lectures. We divided 150 students into control (75 students) and intervention groups (75 students). To assess the baseline knowledge on the subject, the students attended 20 clinical scenario-based multiple-choice questions two weeks before the lectures. Then, both groups attended two lecture sessions on the functional areas of the brain. In the control group, the students drew the boundaries of a particular cerebral area and labeled its function and clinical symptoms. In the intervention group, the learners participated in experiential activities while following the instructions. The lecturer used their response as a scaffold to explain the function and clinical correlation of a specific part of the cerebral cortex. The same test questions were given to the students one week after the final lecture session to evaluate their level of understanding. We analyzed the scores of 111 students (57 students in the control group and 54 students in the interventional group) who attended the two lectures and pre- and post-test sessions. Students also completed a validated 10-item feedback questionnaire regarding their perception of the teaching sessions. Results The mean score improvement for the control and intervention groups was 4.86 ± 1.53 and 6.39 ± 2.93, respectively. The score improvement of the activity group was significantly higher than that of the control group (p = 0.006; d = 0.65). The perception scores of interest, knowledge attainment, and satisfaction were significantly higher in the intervention group compared to the control group. Conclusion The findings of this study suggest that experiential activities facilitate better comprehension of abstract neuroanatomical concepts as compared to traditional didactic teaching.
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Affiliation(s)
- Suresh Narayanan
- Department of Anatomy, All India Institute of Medical Sciences, Madurai, Ramanathapuram, IND
| | | | - Vimala Ananthy
- Department of Pharmacology, Mahatma Gandhi Medical College and Research Institute, Puducherry, IND
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Bernges F, Zielbauer S, Weberschock T, Ochsendorf F. Dermatologische Lehre im Medizinstudium: ein Scoping Review publizierter Interventionsstudien: Teaching dermatology to medical students: a Scoping Review of published interventional studies. J Dtsch Dermatol Ges 2022; 20:1077-1087. [PMID: 35971583 DOI: 10.1111/ddg.14805_g] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2021] [Accepted: 03/29/2022] [Indexed: 12/11/2022]
Affiliation(s)
- Felix Bernges
- Klinik für Dermatologie, Venerologie und Allergologie, Universitätsklinikum Frankfurt, Frankfurt am Main
| | - Sebastian Zielbauer
- Klinik für Dermatologie, Venerologie und Allergologie, Universitätsklinikum Frankfurt, Frankfurt am Main.,Arbeitsgruppe Evidenzbasierte Medizin Frankfurt, Institut für Allgemeinmedizin, Goethe-Universität Frankfurt, Frankfurt am Main
| | - Tobias Weberschock
- Klinik für Dermatologie, Venerologie und Allergologie, Universitätsklinikum Frankfurt, Frankfurt am Main.,Arbeitsgruppe Evidenzbasierte Medizin Frankfurt, Institut für Allgemeinmedizin, Goethe-Universität Frankfurt, Frankfurt am Main
| | - Falk Ochsendorf
- Klinik für Dermatologie, Venerologie und Allergologie, Universitätsklinikum Frankfurt, Frankfurt am Main
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Bernges F, Zielbauer S, Weberschock T, Ochsendorf F. Teaching dermatology to medical students: a Scoping Review of published interventional studies. J Dtsch Dermatol Ges 2022; 20:1077-1087. [PMID: 35908803 DOI: 10.1111/ddg.14805] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2021] [Accepted: 03/29/2022] [Indexed: 11/29/2022]
Abstract
It is unclear how dermatology should be optimally taught to medical students. Therefore, this scoping review was conducted aiming to identify and structure all published interventional studies that investigated dermatological teaching approaches with medical students. The methodology of this scoping review followed the PRISMA Extension for Scoping Reviews. The databases Medline and Embase were searched without restriction until 30.06.2020. A categorization and a descriptive analysis of the studies published as full articles were performed. The database search yielded 36,627 hits. 114 studies met all inclusion criteria. These came from 19 countries, were mainly published since 2010 and were distributed across 64 different journals. 32 randomized controlled trials were identified. A wide variety of teaching approaches was found, including both E-learning and conventional teaching formats. The results of the studies are presented in structured tables. This scoping review documents a large number of studies published worldwide on teaching dermatology to medical students. The teaching of dermatology appears to be successful with numerous teaching approaches, whereby interventions that incorporate didactic principles were verifiably more successful. This literature review can serve as an aid for evidence-based teaching design in dermatology as well as a basis for future research approaches.
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Affiliation(s)
- Felix Bernges
- Department of Dermatology, Venereology and Allergology, University Hospital Frankfurt, Frankfurt am Main, Germany
| | - Sebastian Zielbauer
- Department of Dermatology, Venereology and Allergology, University Hospital Frankfurt, Frankfurt am Main, Germany.,Working Group Evidence Based Medicine, Institute of General Medicine, Goethe University Frankfurt, Frankfurt am Main, Germany
| | - Tobias Weberschock
- Department of Dermatology, Venereology and Allergology, University Hospital Frankfurt, Frankfurt am Main, Germany.,Working Group Evidence Based Medicine, Institute of General Medicine, Goethe University Frankfurt, Frankfurt am Main, Germany
| | - Falk Ochsendorf
- Department of Dermatology, Venereology and Allergology, University Hospital Frankfurt, Frankfurt am Main, Germany
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Jünger J, Pante SV, Ackel-Eisnach K, Wagener S, Fischer MR. Do it together! Conception and long-term results of the trans-institutional Master of Medical Education (MME) program in Germany. GMS JOURNAL FOR MEDICAL EDUCATION 2020; 37:Doc33. [PMID: 32566735 DOI: 10.3105/zma0001326] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 12/10/2018] [Revised: 09/30/2019] [Accepted: 01/31/2020] [Indexed: 05/26/2023]
Abstract
Medical education has the responsibility to react to developments and changing demands in healthcare. This implies the need for experts in the area of medical education as well as nationally coordinated initiatives. An innovative model based on trans-institutional cooperation and nationwide consensus for establishing a master's degree course in Medical Education (MME) and long-term results are presented here to other countries and other programs, facing similar challenges. A MME program with the following goals was implemented at the Medical Faculty of Heidelberg University, Germany, in 2004: Qualification of leaders in medical faculties, professionalization and improvement of teaching quality, promotion of nationwide and international exchange, and stimulation of research in medical education. Since then, 15 cohorts with a total of 380 participants have started their studies, 179 participants have graduated and 90 publications resulted from the master's theses (as at November 2018). Evaluation and survey data revealed a very high degree of satisfaction among the participants and a lasting development to medical education experts. Our concept shows that the bundling of regional expertise into a clearly structured trans-institutional network can be a driving force for nationwide comprehensive changes, in order to address changing demands in healthcare systems and transfer it into medical education programs.
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Affiliation(s)
- Jana Jünger
- Heidelberg University, Medical Faculty of Heidelberg, MME program, Heidelberg, Germany
- Institute of Medical and Pharmaceutical Proficiency Assessment, Mainz, Germany
| | - Saskia V Pante
- Heidelberg University, Medical Faculty of Heidelberg, MME program, Heidelberg, Germany
| | | | - Stefan Wagener
- Heidelberg University, Medical Faculty of Heidelberg, MME program, Heidelberg, Germany
| | - Martin R Fischer
- University Hospital, LMU Munich, Institute for Medical Education, Munich, Germany
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Jünger J, Pante SV, Ackel-Eisnach K, Wagener S, Fischer MR. Do it together! Conception and long-term results of the trans-institutional Master of Medical Education (MME) program in Germany. GMS JOURNAL FOR MEDICAL EDUCATION 2020; 37:Doc33. [PMID: 32566735 PMCID: PMC7291385 DOI: 10.3205/zma001326] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 12/10/2018] [Revised: 09/30/2019] [Accepted: 01/31/2020] [Indexed: 05/06/2023]
Abstract
Medical education has the responsibility to react to developments and changing demands in healthcare. This implies the need for experts in the area of medical education as well as nationally coordinated initiatives. An innovative model based on trans-institutional cooperation and nationwide consensus for establishing a master's degree course in Medical Education (MME) and long-term results are presented here to other countries and other programs, facing similar challenges. A MME program with the following goals was implemented at the Medical Faculty of Heidelberg University, Germany, in 2004: Qualification of leaders in medical faculties, professionalization and improvement of teaching quality, promotion of nationwide and international exchange, and stimulation of research in medical education. Since then, 15 cohorts with a total of 380 participants have started their studies, 179 participants have graduated and 90 publications resulted from the master's theses (as at November 2018). Evaluation and survey data revealed a very high degree of satisfaction among the participants and a lasting development to medical education experts. Our concept shows that the bundling of regional expertise into a clearly structured trans-institutional network can be a driving force for nationwide comprehensive changes, in order to address changing demands in healthcare systems and transfer it into medical education programs.
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Affiliation(s)
- Jana Jünger
- Heidelberg University, Medical Faculty of Heidelberg, MME program, Heidelberg, Germany
- Institute of Medical and Pharmaceutical Proficiency Assessment, Mainz, Germany
- *To whom correspondence should be addressed: Jana Jünger, Heidelberg University, Medical Faculty of Heidelberg, MME program, Im Neuenheimner Feld 672, D-69120 Heidelberg, Germany, phone: +49 (0)6221/56-4592, Fax: +49 (0)6221/56-4365, E-mail:
| | - Saskia V. Pante
- Heidelberg University, Medical Faculty of Heidelberg, MME program, Heidelberg, Germany
| | | | - Stefan Wagener
- Heidelberg University, Medical Faculty of Heidelberg, MME program, Heidelberg, Germany
| | - Martin R. Fischer
- University Hospital, LMU Munich, Institute for Medical Education, Munich, Germany
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Kok EM, van Geel K, van Merriënboer JJG, Robben SGF. What We Do and Do Not Know about Teaching Medical Image Interpretation. Front Psychol 2017; 8:309. [PMID: 28316582 PMCID: PMC5334326 DOI: 10.3389/fpsyg.2017.00309] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2016] [Accepted: 02/20/2017] [Indexed: 11/13/2022] Open
Abstract
Educators in medical image interpretation have difficulty finding scientific evidence as to how they should design their instruction. We review and comment on 81 papers that investigated instructional design in medical image interpretation. We distinguish between studies that evaluated complete offline courses and curricula, studies that evaluated e-learning modules, and studies that evaluated specific educational interventions. Twenty-three percent of all studies evaluated the implementation of complete courses or curricula, and 44% of the studies evaluated the implementation of e-learning modules. We argue that these studies have encouraging results but provide little information for educators: too many differences exist between conditions to unambiguously attribute the learning effects to specific instructional techniques. Moreover, concepts are not uniformly defined and methodological weaknesses further limit the usefulness of evidence provided by these studies. Thirty-two percent of the studies evaluated a specific interventional technique. We discuss three theoretical frameworks that informed these studies: diagnostic reasoning, cognitive schemas and study strategies. Research on diagnostic reasoning suggests teaching students to start with non-analytic reasoning and subsequently applying analytic reasoning, but little is known on how to train non-analytic reasoning. Research on cognitive schemas investigated activities that help the development of appropriate cognitive schemas. Finally, research on study strategies supports the effectiveness of practice testing, but more study strategies could be applicable to learning medical image interpretation. Our commentary highlights the value of evaluating specific instructional techniques, but further evidence is required to optimally inform educators in medical image interpretation.
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Affiliation(s)
- Ellen M Kok
- Department of Educational Development and Research, School of Health Professions Education, Maastricht University Maastricht, Netherlands
| | - Koos van Geel
- Department of Educational Development and Research, School of Health Professions Education, Maastricht University Maastricht, Netherlands
| | - Jeroen J G van Merriënboer
- Department of Educational Development and Research, School of Health Professions Education, Maastricht University Maastricht, Netherlands
| | - Simon G F Robben
- Department of Radiology, Maastricht University Medical Centre Maastricht, Netherlands
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Affiliation(s)
- Amit Parekh
- The Billy Riordan Memorial Clinic; Cape Maclear; Malawi
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Kulak V, Newton G. A guide to using case-based learning in biochemistry education. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2014; 42:457-73. [PMID: 25345695 DOI: 10.1002/bmb.20823] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/25/2013] [Accepted: 09/07/2014] [Indexed: 05/26/2023]
Abstract
Studies indicate that the majority of students in undergraduate biochemistry take a surface approach to learning, associated with rote memorization of material, rather than a deep approach, which implies higher cognitive processing. This behavior relates to poorer outcomes, including impaired course performance and reduced knowledge retention. The use of case-based learning (CBL) into biochemistry teaching may facilitate deep learning by increasing student engagement and interest. Abundant literature on CBL exists but clear guidance on how to design and implement case studies is not readily available. This guide provides a representative review of CBL uses in science and describes the process of developing CBL modules to be used in biochemistry. Included is a framework to implement a directed CBL assisted with lectures in a content-driven biochemistry course regardless of class size. Moreover, this guide can facilitate adopting CBL to other courses. Consequently, the information presented herein will be of value to undergraduate science educators with an interest in active learning pedagogies.
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Affiliation(s)
- Verena Kulak
- Department of Human Health and Nutritional Sciences, University of Guelph, Ontario, N1G, 2W1, Canada
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Miller CJ, Metz MJ. A comparison of professional-level faculty and student perceptions of active learning: its current use, effectiveness, and barriers. ADVANCES IN PHYSIOLOGY EDUCATION 2014; 38:246-52. [PMID: 25179615 PMCID: PMC4154270 DOI: 10.1152/advan.00014.2014] [Citation(s) in RCA: 32] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/24/2014] [Accepted: 05/21/2014] [Indexed: 05/21/2023]
Abstract
Active learning is an instructional method in which students become engaged participants in the classroom through the use of in-class written exercises, games, problem sets, audience-response systems, debates, class discussions, etc. Despite evidence supporting the effectiveness of active learning strategies, minimal adoption of the technique has occurred in many professional programs. The goal of this study was to compare the perceptions of active learning between students who were exposed to active learning in the classroom (n = 116) and professional-level physiology faculty members (n = 9). Faculty members reported a heavy reliance on lectures and minimal use of educational games and activities, whereas students indicated that they learned best via the activities. A majority of faculty members (89%) had observed active learning in the classroom and predicted favorable effects of the method on student performance and motivation. The main reported barriers by faculty members to the adoption of active learning were a lack of necessary class time, a high comfort level with traditional lectures, and insufficient time to develop materials. Students hypothesized similar obstacles for faculty members but also associated many negative qualities with the traditional lecturers. Despite these barriers, a majority of faculty members (78%) were interested in learning more about the alternative teaching strategy. Both faculty members and students indicated that active learning should occupy portions (29% vs. 40%) of face-to-face class time.
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Affiliation(s)
- Cynthia J Miller
- Department of Physiology and Biophysics, School of Medicine, University of Louisville, Louisville, Kentucky; and
| | - Michael J Metz
- Department of General Dentistry and Oral Medicine, School of Dentistry, University of Louisville, Louisville, Kentucky
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Miller CJ, McNear J, Metz MJ. A comparison of traditional and engaging lecture methods in a large, professional-level course. ADVANCES IN PHYSIOLOGY EDUCATION 2013; 37:347-355. [PMID: 24292912 DOI: 10.1152/advan.00050.2013] [Citation(s) in RCA: 50] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
In engaging lectures, also referred to as broken or interactive lectures, students are given short periods of lecture followed by "breaks" that can consist of 1-min papers, problem sets, brainstorming sessions, or open discussion. While many studies have shown positive effects when engaging lectures are used in undergraduate settings, the literature surrounding use of the learning technique for professional students is inconclusive. The novelty of this study design allowed a direct comparison of engaging physiology lectures versus didactic lecture formats in the same cohort of 120 first-year School of Dentistry DMD students. All students were taught five physiological systems using traditional lecture methods and six physiological systems using engaging lecture methods. The use of engaging lectures led to a statistically significant higher average on unit exams compared with traditional didactic lectures (8.6% higher, P < 0.05). Furthermore, students demonstrated an improved long-term retention of information via higher scores on the comprehensive final exam (22.9% higher in engaging lecture sections, P < 0.05). Many qualitative improvements were also indicated via student surveys and evaluations, including an increased perceived effectiveness of lectures, decrease in distractions during lecture, and increased confidence with the material. The development of engaging lecture activities requires a significant amount of instructor preparation and limits the time available to provide traditional lectures. However, the positive results of this study suggest the need for a restructuring of the physiology curriculum to incorporate more engaging lectures to improve both the qualitative experiences and performance levels of professional students.
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Affiliation(s)
- Cynthia J Miller
- Department of Physiology and Biophysics, School of Medicine, University of Louisville, Louisville, Kentucky; and
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Colton PA, Dang K, Teshima J, Lofchy J. Psychiatry clerkship core curriculum renewal: assessing the shift to larger-group learning. ACADEMIC PSYCHIATRY : THE JOURNAL OF THE AMERICAN ASSOCIATION OF DIRECTORS OF PSYCHIATRIC RESIDENCY TRAINING AND THE ASSOCIATION FOR ACADEMIC PSYCHIATRY 2013; 37:417-420. [PMID: 24185290 DOI: 10.1007/bf03340083] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
BACKGROUND/OBJECTIVE A curriculum renewal of the third-year psychiatry clerkship rotation at University of Toronto Medical School resulted in a shift from case-based, small-group teaching at multiple teaching sites to the delivery of core material in a larger-group format. The authors examine the effects of this change in curriculum delivery. METHOD Student examination performance and student evaluations of the clerkship rotation and teaching were compared for the years before and after adoption of the updated, larger-group format curriculum. RESULTS Student examination performance was unchanged, comparing those who participated in small-group seminars versus those receiving larger-group core teaching. Student evaluations of the curriculum as a whole and of the core teaching were also unchanged, other than more negative evaluation of the course organization in the year immediately after implementation of the new curriculum. CONCLUSIONS Delivering core curriculum in larger- versus smaller-group format did not have any discernible effect on student psychiatry clerkship performance, and overall student assessment of the rotation remained largely positive. The involvement of highly-rated teachers and the higher number of uninterrupted clinical days may balance out with the trend for students to generally prefer small-group to larger-group learning. Ongoing evaluation and refinement of the psychiatry clerkship experience and core curriculum will be crucial to continued assurance of a high-quality learning experience for our medical students.
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Gil-Gómez de Liaño B, León OG, Pascual-Ezama D. Research participation improves student's exam performance. THE SPANISH JOURNAL OF PSYCHOLOGY 2012; 15:544-50. [PMID: 22774428 DOI: 10.5209/rev_sjop.2012.v15.n2.38865] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
Although there have been several attempts to explore for beneficial effects of research participation in social sciences, most of them have mainly explored satisfaction and students learning perceptions (e.g., Bowman & Waite, 2003). Very few works have studied learning by measuring exam performance. Moreover, participation has been usually conceptualized as a mixture of active and passive participation, including in the same measure different practices such as filling up questionnaires, running experiments or reading and answering questions about a journal article or a scientific conference. The present work tries to determine if there is an advantage due to research participation comparing exam performance, satisfaction and perceived learning of the matter Research Methods in Psychology, in three different groups (non-participating, passive and active participating). As we can see in the results, the mere participation benefits exam performance. Results are discussed in terms of the use of research participation as a new powerful active method in education.
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Abu-Zidan FM, Elzubeir MA. An interactive problem-solving approach to teach traumatology for medical students. World J Emerg Surg 2010; 5:24. [PMID: 20707895 PMCID: PMC2933699 DOI: 10.1186/1749-7922-5-24] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2010] [Accepted: 08/13/2010] [Indexed: 11/03/2022] Open
Abstract
Aim We aimed to evaluate an interactive problem-solving approach for teaching traumatology from perspectives of students and consider its implications on Faculty development. Methods A two hour problem-solving, interactive tutorial on traumatology was structured to cover main topics in trauma management. The tutorial was based on real cases covering specific topics and objectives. Seven tutorials (5-9 students in each) were given by the same tutor with the same format for fourth and fifth year medical students in Auckland and UAE Universities (n = 50). A 16 item questionnaire, on a 7 point Likert-type scale, focusing on educational tools, tutor-based skills, and student-centered skills were answered by the students followed by open ended comments. Results The tutorials were highly ranked by the students. The mean values of educational tools was the highest followed by tutor-centered skills and finally student-centered skills. There was a significant increase of the rating of studied attributes over time (F = 3.9, p = 0.004, ANOVA). Students' open ended comments were highly supportive of the interactive problem-solving approach for teaching traumatology. Conclusions The interactive problem-solving approach for tutorials can be an effective enjoyable alternative or supplement to traditional instruction for teaching traumatology to medical students. Training for this approach should be encouraged for Faculty development.
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Affiliation(s)
- Fikri M Abu-Zidan
- Department of Surgery, Faculty of Medicine, United Arab Emirates University, UAE.
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Blewett EL, Kisamore JL. Evaluation of an interactive, case-based review session in teaching medical microbiology. BMC MEDICAL EDUCATION 2009; 9:56. [PMID: 19712473 PMCID: PMC2739197 DOI: 10.1186/1472-6920-9-56] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/03/2009] [Accepted: 08/27/2009] [Indexed: 05/17/2023]
Abstract
BACKGROUND Oklahoma State University-Center for Health Sciences (OSU-CHS) has replaced its microbiology wet laboratory with a variety of tutorials including a case-based interactive session called Microbial Jeopardy!. The question remains whether the time spent by students and faculty in the interactive case-based tutorial is worthwhile? This study was designed to address this question by analyzing both student performance data and assessing students' perceptions regarding the tutorial. METHODS Both quantitative and qualitative data were used in the current study. Part One of the study involved assessing student performance using archival records of seven case-based exam questions used in the 2004, 2005, 2006, and 2007 OSU-CHS Medical Microbiology course. Two sample t-tests for proportions were used to test for significant differences related to tutorial usage. Part Two used both quantitative and qualitative means to assess student's perceptions of the Microbial Jeopardy! session. First, a retrospective survey was administered to students who were enrolled in Medical Microbiology in 2006 or 2007. Second, responses to open-ended items from the 2008 course evaluations were reviewed for comments regarding the Microbial Jeopardy! session. RESULTS Both student performance and student perception data support continued use of the tutorials. Quantitative and qualitative data converge to suggest that students like and learn from the interactive, case-based session. CONCLUSION The case-based tutorial appears to improve student performance on case-based exam questions. Additionally, students perceived the tutorial as helpful in preparing for exam questions and reviewing the course material. The time commitment for use of the case-based tutorial appears to be justified.
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Affiliation(s)
- Earl L Blewett
- Dept of Biochemistry and Microbiology, Oklahoma State University-Center for Health Sciences, 1111 West 17th Street, Tulsa, Oklahoma, 74107, USA
| | - Jennifer L Kisamore
- Department of Psychology, University of Oklahoma-Tulsa, 4502 East 41st Street-3J06, Tulsa, Oklahoma, 74135, USA
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