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Willoughby BR, Flack NAMS, Bird RJ, Woodley SJ. Motivation to learn in university science students studying anatomy: A mixed-methods analysis of what drives learning. ANATOMICAL SCIENCES EDUCATION 2024; 17:818-830. [PMID: 38563462 DOI: 10.1002/ase.2416] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/04/2023] [Revised: 02/22/2024] [Accepted: 03/19/2024] [Indexed: 04/04/2024]
Abstract
Exploring student motivation to learn is a research area that has rapidly expanded over the past decade, especially as the COVID-19 pandemic continues to influence education. In the field of anatomy, most research about motivation to learn targets medical and other health professional students, but little is known about factors that drive students enrolled in science degrees. The aims of this mixed-methods study were to determine: (1) what motivates undergraduate university science students to learn anatomy, and whether motivation differs between cohorts (second- and third-year) and gender; and (2) the impact of COVID-19 on motivation to learn. Students (n = 171) completed a survey (the Science Motivation Questionnaire II [SMQII] and questions about learning experiences during the pandemic) and a subset (n = 12) participated in focus groups/interviews. Quantitative data were analyzed using a combination of parametric and non-parametric statistics, and a general inductive approach was applied to qualitative data. Grade, intrinsic, and career factors were consistently identified as the key components of motivation. No statistically significant differences were found for motivation components between level of study or gender. Students reported that the COVID-19 pandemic negatively impacted motivational components, but it had also fast-tracked the development of online learning, with both positive and negative connotations. Students value traditional in-person lectures but support a blended approach of traditional and online teaching methods for learning anatomy. Educators should utilize these findings when considering how to teach and support science students in ways that embrace motivational components to foster success in those studying anatomy.
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Affiliation(s)
| | | | - Rebecca J Bird
- Department of Anatomy, University of Otago, Dunedin, New Zealand
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Sabbah BN, Shah HY, Baqal EJ, Arabi TZ, Shakir IM, Obeidat A, AlKattan K, Sajid MR. Beyond the curriculum: unveiling medical students' drivers and barriers to research participation at Alfaisal University. ADVANCES IN PHYSIOLOGY EDUCATION 2024; 48:205-210. [PMID: 38205516 DOI: 10.1152/advan.00183.2023] [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: 09/07/2023] [Revised: 11/21/2023] [Accepted: 01/03/2024] [Indexed: 01/12/2024]
Abstract
Medical education continually adapts to the needs of future health care professionals, with student motivation in research being a pivotal aspect. This study at Alfaisal University aimed to explore the motivations, benefits, and challenges faced by medical students in extracurricular research activities. Using a mixed-method approach, we combined quantitative surveys with qualitative group interviews. Findings revealed that both extrinsic (e.g., enhancing postgraduate training prospects) and intrinsic (e.g., personal interest and skill refinement) factors significantly motivate students to be involved in research activities. Participants unanimously acknowledged skill enhancement, particularly in literature comprehension, creative ideation, and networking. However, challenges such as conflicts with course scheduling, lack of hands-on experiences, and mentorship issues were identified as potential barriers to research participation. Addressing these barriers and understanding motivations can inform the design of research programs, enhancing the overall student research experience. This study underscores the importance of research in medical education, emphasizing the need for institutions to prioritize addressing challenges and leveraging benefits to prepare medical students for a research-integrated clinical future.NEW & NOTEWORTHY This article examines the motivating factors and obstacles of extracurricular research in Alfaisal University, Saudi Arabia. The study utilizes a mixed methodology of online surveys and in-person group interviews to gain insights from the medical students of the university. We revealed several extrinsic and intrinsic motivators that drove the students; however, there remain several challenges to students during their research journey. Addressing these challenges will help the students obtain a more fruitful, educational research experience.
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Affiliation(s)
| | | | | | | | | | - Akef Obeidat
- College of Medicine, Alfaisal University, Riyadh, Saudi Arabia
| | - Khaled AlKattan
- College of Medicine, Alfaisal University, Riyadh, Saudi Arabia
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Dawod MS, Alswerki MN, Al-Takhaineh MA. Factors that influence medical students' decision to pursue a career in orthopaedics: a comprehensive analysis. INTERNATIONAL ORTHOPAEDICS 2024; 48:1139-1147. [PMID: 38436709 DOI: 10.1007/s00264-024-06132-5] [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: 11/28/2023] [Accepted: 02/24/2024] [Indexed: 03/05/2024]
Abstract
PURPOSE Selecting a postgraduate medical or surgical specialty is a significant decision for medical students, influenced by factors such as demographics, academic performance, satisfaction, work environments, personal aspirations, passion for a specific specialty, exposure to different fields during medical education, lifestyle considerations, financial factors, job market conditions, and prospects. Our research focused on orthopaedic surgery, a highly competitive specialty with many applicants and a low acceptance rate. We aimed to investigate the factors that contribute to the sustained interest in this specialty despite the challenges of securing a residency position. Hence, this study aims to examine the potential factors that influence students' decision to pursue a career as an orthopaedic surgeon. METHODS This cross-sectional study explores the perspectives and attitudes of 211 fifth-year medical students towards orthopaedic surgery after completing their clinical rotation at Mutah University's School of Medicine in 2022. The inclusion criteria for the study were limited to fifth-year medical students who successfully finished the orthopaedic rotation. A questionnaire was employed to evaluate students' firm commitment to orthopaedics as a prospective career and the degree of their current interest in the specialty. RESULTS The study involved 210 participants, with 99 selecting orthopaedics as their specialty and 111 pursuing alternatives. Furthermore, 41.4% expressed the intention to apply for orthopaedic residencies. Factors impacting orthopaedics selection included family/peer input (p = 0.002), prestige (p = 0.002), research prospects (p = 0.005), leadership potential (p = 0.011). Chi-square analysis showed associations between choosing orthopaedics and male gender (p = 0.028), parental occupation in musculoskeletal fields (p = 0.038), and elective rotations (p = 0.016). CONCLUSION This study examines the factors that influence medical students' career preferences in orthopaedic surgery, highlighting the significance of familial and peer influences, job prestige perceptions, gender considerations, parental involvement, elective rotations, research and teaching potential assessments, and aspirations for leadership roles. These findings reveal the complex array of factors that guide medical students toward orthopaedic surgery.
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Affiliation(s)
- Moh'd S Dawod
- Faculty of Medicine, Mutah University, Al-karak, Jordan
| | - Mohammad N Alswerki
- Department of Orthopedics, Jordan University Hospital, P.O. Box: 13046, Amman, 11942, Jordan.
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Abensur Vuillaume L, Goffoy J, Dubois N, Almoyner N, Bardet C, Dubreucq E, Klenkenberg S, Donneau AF, Dib C, Ghuysen A. Collaborative virtual reality environment in disaster medicine: moving from single player to multiple learners. BMC MEDICAL EDUCATION 2024; 24:422. [PMID: 38641770 PMCID: PMC11031920 DOI: 10.1186/s12909-024-05429-8] [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: 10/17/2023] [Accepted: 04/15/2024] [Indexed: 04/21/2024]
Abstract
BACKGROUND The use of virtual reality (VR) in healthcare education is on the increase. In disaster medicine, it could be a solution to the cost and logistic constraints for a "full-scale" scenarios. However, VR is mainly designed for single players, which is not appropriate for the objectives pursued in disaster medicine. We decided to evaluate the educational value of using individual VR simulation in disaster medicine on a group of learners. METHODS The VR scenario used was a reproduction of a major train crash, with 21 victims and whose objectives were START triage and first aid techniques. The sessions were carried out in multi-participant groups with different roles (active and immersed with headset, paper triage without headset, and active for communications not immersed in the headset). Their perceived self-efficacy was assessed before (T0), after (T1) and 2 months (T2) after the training. Satisfaction and confidence in learning were also measured. RESULTS The median levels of satisfaction and confidence in learning were of 21/25 and 32/40 respectively. Their perceived self-efficacy increased significantly between T0 and T1 (p < 0.001), and remained stable until T2. The different roles of participant showed no difference in terms of satisfaction, confidence in learning or changes in perceived self-efficacy. One third of the participants agreed that the number of participants had interfered with their learning. A significant negative correlation (rS = -0.51, p = 0.002) was found between satisfaction and the fact of having been hindered by the number of participants. Around 90% of participants found the activity entertaining and found the new technologies appropriate for learning technical skills. CONCLUSIONS This first experience of VR in a group setting is satisfactory and shows its positive effects. The limitations highlighted here will enable areas of improvement to be identified for the use of VR in disaster medicine, pending the development of multi-player tools. It would now be appropriate to analyse the impact of this type of simulation on learning and its retention over time.
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Affiliation(s)
| | - Jonathan Goffoy
- Medical Simulation Center, Department of Public Health, Liège University, Liege, Belgium
| | - Nadège Dubois
- Medical Simulation Center, Department of Public Health, Liège University, Liege, Belgium
| | - Nathacha Almoyner
- Service d'Accueil Des Urgences, Hôpital Saint Louis, La Rochelle, France
| | - Cécile Bardet
- Service d'Accueil Des Urgences, Centre Hospitalier de Niort, Niort, France
| | - Evelyne Dubreucq
- Service d'Accueil Des Urgences, Hôpital TENON, APHP, Paris, France
| | - Sophie Klenkenberg
- Biostatistics and Research Methods Center (B-STAT), Liège University, Liege, Belgium
| | | | - Camille Dib
- SAMU 57, Service d'Accueil Des Urgences, CHR Metz-Thionville, Metz, France
| | - Alexandre Ghuysen
- Medical Simulation Center, Department of Public Health, Liège University, Liege, Belgium
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Zhang J, Tian Y. Final-year nursing students' perceptions of humanistic education in nursing: a cross-sectional descriptive study. BMC MEDICAL EDUCATION 2024; 24:392. [PMID: 38594668 PMCID: PMC11005204 DOI: 10.1186/s12909-024-05377-3] [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: 11/29/2023] [Accepted: 03/31/2024] [Indexed: 04/11/2024]
Abstract
BACKGROUND Humanistic education is an important part of nursing education. Final-year nursing students' perceptions of nursing humanistic education are under-investigated. This study aimed to examined final-year nursing students' perceptions of nursing humanistic education in both school and hospital. METHODS This was a cross-sectional descriptive study conducted from May to June 2022 among 107 final-year nursing students with a self-designed questionnaire. RESULTS Final-year nursing students recognized the importance of humanistic education, scoring above 4.0 on a 1-5 scale, while their initiative to enhance humanistic qualities was relatively low. Students' satisfaction with the number of humanities courses offered was only 3.7 ± 0.862. Moreover, 62.6% of students believed there was a need to enhance humanistic environmental development including corridor culture. The "monotonous teaching format" (63.6%) and "teaching methods" (64.5%) have emerged as focal points that students identified as needing attention and improvement. CONCLUSIONS In the future, nursing humanistic education can be enhanced by increasing the proportion of humanities, improving teaching methods, stimulating students' learning motivation, and strengthening the construction of humanistic environment.
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Affiliation(s)
- Jun Zhang
- Intensive Care Unit, The Second Affiliated Hospital of Zhejiang Chinese Medical University, 310005, Hangzhou, Zhejiang, China
| | - Yangyang Tian
- Intensive Care Unit, The Second Affiliated Hospital of Zhejiang Chinese Medical University, 310005, Hangzhou, Zhejiang, China.
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Salajegheh M, Rooholamini A, Norouzi A. Investigating the role of clinical exposure on motivational self-regulation skills in medical students based on cognitive apprenticeship model. BMC MEDICAL EDUCATION 2024; 24:257. [PMID: 38459546 PMCID: PMC10921607 DOI: 10.1186/s12909-024-05253-0] [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: 10/28/2023] [Accepted: 03/03/2024] [Indexed: 03/10/2024]
Abstract
BACKGROUND The importance of motivation regulation in medical students is highly significant due to their unique educational circumstances, such as clinical exposure. However, the role of clinical exposure in learning motivational self-regulation skills in students has not been explored thus far. This current study aims to investigate the role of clinical exposure on motivational self-regulation skills in medical students based on cognitive apprenticeship model. METHOD This study was descriptive-analytical research conducted in 2022 on medical students. Data collection involved two questionnaires including Meta motivational Strategies in Medical Students Questionnaire and Maastricht Clinical Teaching Questionnaire. The research comprised two stages including measuring motivational self-regulation strategies in students before entering the clinical exposure phase, and simultaneous measurement of clinical exposure based on the student's viewpoint and their motivational self-regulation strategies at the end of the first term of clinical exposure. RESULTS The results revealed a significant relationship between six dimensions of the cognitive apprenticeship model, including modeling, coaching, scaffolding, reflection, exploration, and learning environment, with motivational self-regulation strategies. However, there was no significant relationship between the articulation dimension of the cognitive apprenticeship model and motivational self-regulation strategies. CONCLUSION Clinical exposure indirectly enhances students' metacognitive skills. Observing the behavior of clinical faculty in the clinical exposure setting leads to the improvement of motivational self-regulation strategies in medical students.
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Affiliation(s)
- Mahla Salajegheh
- Department of Medical Education, Medical Education Development Center, Kerman University of Medical Sciences, Kerman, Iran
| | - Azadeh Rooholamini
- Department of Medical Education, Medical Education Development Center, Kerman University of Medical Sciences, Kerman, Iran.
| | - Ali Norouzi
- Education Development Center, School of Medicine, Zanjan University of Medical Sciences, Zanjan, Iran
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Sara SA, Schwarz A, Knopp MI, Warm EJ. Twelve tips for creating a longitudinal quality improvement and safety education for early health professions students. MEDICAL TEACHER 2024; 46:330-336. [PMID: 37917988 DOI: 10.1080/0142159x.2023.2274137] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/04/2023]
Abstract
Despite the numerous calls for integrating quality improvement and patient safety (QIPS) curricula into health professions education, there are limited examples of effective implementation for early learners. Typically, pre-clinical QIPS experiences involve lectures or lessons that are disconnected from the practice of medicine. Consequently, students often prioritize other content they consider more important. As a result, they may enter clinical settings without essential QIPS skills and struggle to incorporate these concepts into their early professional identity formation. In this paper, we present twelve tips aimed at assisting educators in developing QIPS education early in the curricula of health professions students. These tips address various key issues, including aligning incentives, providing longitudinal experiences, incorporating real-world care outcomes, optimizing learning environments, communicating successes, and continually enhancing education and care delivery processes.
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Affiliation(s)
- S Anthony Sara
- College of Medicine, University of Cincinnati, Cincinnati, OH, USA
| | - Anna Schwarz
- Department of Internal Medicine, College of Medicine, University of Cincinnati, Cincinnati, OH, USA
| | - Michelle I Knopp
- Division of Hospital Medicine, Cincinnati Children's Hospital Medical Center, Department of Pediatrics, College of Medicine, University of Cincinnati, Cincinnati, OH, USA
| | - Eric J Warm
- Department of Internal Medicine, College of Medicine, University of Cincinnati, Cincinnati, OH, USA
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Norouzi A, Parmelee D, Norouzi S, Alizadeh M. Metamotivation in medical education: The 4F conceptual framework. MEDICAL TEACHER 2024:1-11. [PMID: 38316062 DOI: 10.1080/0142159x.2024.2308068] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/25/2023] [Accepted: 01/17/2024] [Indexed: 02/07/2024]
Abstract
INTRODUCTION Several models and frameworks have been developed in the past two decades to explain motivation regulation in different fields. However, a comprehensive framework that explains the dimensions of metamotivation in medical education is lacking. This study aims to address this gap by presenting a conceptual framework to understand metamotivation in medical education. METHOD This study was conducted at Tehran University of Medical Sciences in 2022-2023. We applied Crawford's guidance on developing a conceptual framework via collecting data from three sources: experience, literature, and theory. We developed the initial draft of the conceptual framework by identifying gaps in existing models. A panel of experts reviewed the draft and provided feedback on the framework's generation, explanation, and argumentation. The final model was designed in the form of a graphical presentation. FINDINGS The study's conceptual framework clearly distinguishes between motivational challenges and motivational problems, and outlines four phases that explain each phase's importance, components, and implementation process. The first phase focuses on promoting metamotivational knowledge among learners. In the second phase, learners face motivational challenges and aim to manage them optimally to prevent motivational problems. The third phase occurs when a motivational problem arises, and learners use motivational regulation strategies to resolve it. In the fourth and final phase, learners use psychological skills to stabilize and strengthen the metamotivational process. CONCLUSION This study's conceptual framework focuses specifically on the context of medical education to provide guidance for future research and interventions on metamotivation. By presenting this framework, we aim to capture the attention of researchers toward the topic of metamotivation and encourage further exploration of its dimensions.
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Affiliation(s)
- Ali Norouzi
- Education Development Center (EDC) and Social Determinants of Health Research Center, Zanjan University of Medical Sciences, Zanjan, Iran
| | - Dean Parmelee
- Medical Education, Psychiatry and Pediatrics, Wright State University Boonshoft School of Medicine, Dayton, OH, USA
| | - Saiideh Norouzi
- Abhar Nursing School, and Social Determinants of Health Research Center, Zanjan University of Medical Science, Zanjan, Iran
| | - Maryam Alizadeh
- Department of Medical Education, School of Medicine and Health Professions Education Research Center, Tehran University of Medical Sciences (TUMS), Tehran, Iran
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Yamane Y, Arai J, Shinohara S, Ozeki K, Ishii M, Matsumoto K, Nagayasu T. Social networking service messages improve novice trainees' motivation and performance of skills. Asian J Endosc Surg 2024; 17:e13259. [PMID: 37975157 DOI: 10.1111/ases.13259] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/16/2023] [Revised: 10/23/2023] [Accepted: 10/30/2023] [Indexed: 11/19/2023]
Abstract
PURPOSE We examined the usefulness of positive social networking service (SNS) messages to improve motivation and performance during off-the-job training. METHODS Subjects were sixth-year medical students who completed a 4-week clinical clerkship in our department involving two separate tasks. Time taken to perform the tasks was recorded on Days 1, 14, and 28. All trainees voluntarily practiced the task until Day 14. The trainees were classified into two groups according to the results of their time measurements on Day 14. The slow time group was intervened with SNS messages (SNS group) and the fast time group was not intervened (non SNS group, nSNS). The SNS group received messages from the moderator daily or every other day. The time to complete the skills practiced in the first (Days 1-14) and second half (Days 15-28) were recorded for each group. RESULTS On Day 14, the time for both tasks of the nSNS group was significantly faster than the SNS group. However, there was no significant time difference on Day 28. During Days 15-28, the SNS group had significantly more practice days than the nSNS group (5.3 vs. 3.8 days, p = .023). On questionnaire, all SNS group participants indicated that the messages increased their motivation to practice. CONCLUSIONS SNS messages using smartphones might have increased motivation for task training and improved the performance of tasks in off-the-job training for novice trainees.
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Affiliation(s)
- Yusuke Yamane
- Department of Surgical Oncology, Nagasaki University Graduate School of Biomedical Sciences, Nagasaki, Japan
| | - Junichi Arai
- Department of Surgical Oncology, Nagasaki University Graduate School of Biomedical Sciences, Nagasaki, Japan
| | - Shota Shinohara
- Department of Surgical Oncology, Nagasaki University Graduate School of Biomedical Sciences, Nagasaki, Japan
| | - Keisuke Ozeki
- Department of Surgical Oncology, Nagasaki University Graduate School of Biomedical Sciences, Nagasaki, Japan
| | - Minori Ishii
- Department of Surgical Oncology, Nagasaki University Graduate School of Biomedical Sciences, Nagasaki, Japan
| | - Keitaro Matsumoto
- Department of Surgical Oncology, Nagasaki University Graduate School of Biomedical Sciences, Nagasaki, Japan
| | - Takeshi Nagayasu
- Department of Surgical Oncology, Nagasaki University Graduate School of Biomedical Sciences, Nagasaki, Japan
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Pesesse L, Dozo BO, Quatresooz P, Weatherspoon A, Multon S, Pirotte M, Tonus C, Vandenbosch R, Bonnet P, Verpoorten D, Defaweux V. Designing a Massive Open Online Course (MOOC) in face-to-face sessions. A blended design to teach practical histology. Morphologie 2023; 107:100604. [PMID: 37271663 DOI: 10.1016/j.morpho.2023.05.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2023] [Revised: 05/16/2023] [Accepted: 05/22/2023] [Indexed: 06/06/2023]
Abstract
Teaching histology, through virtual microscopy in educational strategies, undeniably moved towards the digitization and distancing of teaching. The setting up of the Massive Open Online Course (MOOC) entitled "Introduction to Histology: exploring the tissues of the human body" made it possible to exploit the potential to share digital resources with a wider audience while being integrated into the teaching on-campus students. This article described the pedagogical choices prevailing during the design of the MOOC and its combination with face-to-face sessions to achieve specific learning outcomes. The pedagogical alignment of learning outcomes described according to their cognitive levels, with online and face-to-face learning activities and evaluation methods has been demonstrated. The impact of such a blended design into an academic program has been ascertained using perception and performance data. Student satisfaction and engagement as well as motivational cues were identified. The level of performance was maintained in the educational strategy implemented and made it possible to achieve the objectives expected by the teachers. The benefits of integrating a MOOC with classroom-based teaching were highlighted, as well as barriers that could hinder the successful implementation.
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Affiliation(s)
- L Pesesse
- Department of Biomedical and Preclinical Sciences, Faculty of Medicine, University of Liège, Liège, Belgium
| | - B O Dozo
- CARE Digital Tools for Education, University of Liège, Liège, Belgium
| | - P Quatresooz
- Department of Biomedical and Preclinical Sciences, Faculty of Medicine, University of Liège, Liège, Belgium
| | - A Weatherspoon
- Biology didactics research unit, Faculty of Sciences, University of Namur, Namur, Belgium
| | - S Multon
- Department of speech therapy, Faculty of Medicine, University of Lorraine, France
| | - M Pirotte
- Department of Biomedical and Preclinical Sciences, Faculty of Medicine, University of Liège, Liège, Belgium
| | - C Tonus
- CARE Digital Tools for Education, University of Liège, Liège, Belgium
| | - R Vandenbosch
- Department of Biomedical and Preclinical Sciences, Faculty of Medicine, University of Liège, Liège, Belgium
| | - P Bonnet
- Department of Biomedical and Preclinical Sciences, Faculty of Medicine, University of Liège, Liège, Belgium
| | - D Verpoorten
- Institute of Training and Research in Higher Education, University of Liège, Liège, Belgium
| | - V Defaweux
- Department of Biomedical and Preclinical Sciences, Faculty of Medicine, University of Liège, Liège, Belgium.
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Bin Abdulrahman KA, Alshehri AS, Alkhalifah KM, Alasiri A, Aldayel MS, Alahmari FS, Alothman AM, Alfadhel MA. The Relationship Between Motivation and Academic Performance Among Medical Students in Riyadh. Cureus 2023; 15:e46815. [PMID: 37954820 PMCID: PMC10636236 DOI: 10.7759/cureus.46815] [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: 10/10/2023] [Indexed: 11/14/2023] Open
Abstract
BACKGROUND Motivation is the process whereby goal-directed activities are initiated and sustained. Motivation is a crucial factor in academic achievement. The study aims to measure students' demographic factors and external environments' effect on their motivation and determine the impact of students' motivation and self-efficacy on their learning engagement and academic performance. METHODOLOGY This is a cross-sectional study that involved distributing an online digital questionnaire, which was applied in the capital of Saudi Arabia, "Riyadh." The students' motivation was assessed using three scales that are designed to measure the students' intrinsic/extrinsic motivation, self-efficacy, and learning engagement. RESULTS In this study, we collected 429 responses from our distributed questionnaire among medical students where males represented 60.1% of the sample. Moreover, we classified the satisfaction level into five subcategories: very satisfied, satisfied, neutral, unsatisfied, and very unsatisfied. We found that most of the students (38.7%) were satisfied with their academic performance, while 17.7% were strongly satisfied. The mean enrollment motivation score in this study was 19.83 (SD 2.69), and when determining its subcategories, we found that the mean intrinsic motivation score was 10.33 (out of 12) and the mean extrinsic motivation score was 10.23 (out of 12). Moreover, the mean self-efficacy score was 9.61 and the mean learning engagement score was 8.97 (out of 12). Moreover, we found that a longer duration needed by the students to reach the college from their residence is significantly associated with lower learning engagement reported by the students (8.54 vs. 9.13 in shorter times, P=0.034). Finally, we found that students who entered medical school as their first choice had significantly higher intrinsic motivation, extrinsic motivation, self-efficacy, and learning engagement. CONCLUSION A student's preference for entering medical school will affect their motivation, self-efficacy, and learning engagement. Moreover, intrinsic and extrinsic motivations significantly correlate with self-efficacy and satisfaction with academic performance; however, they have no effect on the grade point average (GPA) of the last semester. The only factor that positively correlates with students' GPA is learning engagement.
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Affiliation(s)
| | | | - Khalid M Alkhalifah
- Family Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, SAU
| | - Ahmed Alasiri
- Psychiatry, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, SAU
| | - Mohammad S Aldayel
- Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, SAU
| | - Faisal S Alahmari
- Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, SAU
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Chen W, Bonk CJ, Sandars J. Applying TEC-VARIETY to Motivate and Engage Learners for Online Learning Success. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2023; 43:261-266. [PMID: 36988439 DOI: 10.1097/ceh.0000000000000495] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/19/2023]
Abstract
ABSTRACT Learner motivation plays an essential role in overcoming barriers to achieve online learning success. Many health professions educators, however, are not familiar with evidence-based motivational principles and techniques that tap into learners' inner resources to promote online learning success. The TEC-VARIETY (T-Tone; E-Encouragement; C-Curiosity; V-Variety; A-Autonomy; R-Relevance; I-Interactivity; E-Engagement; T-Tension; and Y-Yielding products) framework provides evidence-based principles and techniques that motivate and engage learners. Health professions educators can identify and assemble appropriate activities to motivate and engage online learners. Educators are encouraged to use Design-Based Research to guide their adoption of TEC-VARIETY and evaluation of outcomes.
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Affiliation(s)
- Weichao Chen
- Dr. Chen : Assistant Director of Evaluation and Assessment Innovation, Division of Evaluation, Assessment, and Education Research, and Assistant Professor, Department of Education, Innovation and Technology, Baylor College of Medicine, Houston, TX. Dr. Bonk : Professor of Instructional Systems Technology at Indiana University and Adjunct IU Luddy School of Informatics, Computing, and Engineering, Bloomington, IN. Dr. Sandars : Professor of Medical Education at Edge Hill University Medical School, Ormskirk, United Kingdom
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Carrier A, Bolduc F, Delli-Colli N, Makela F, Hudon A, Caty ME, Duhoux A, Beaudoin M. Fear of Reprisal and Change Agency in the Public Health and Social Service System: Protocol for a Sequential Mixed Methods Study. JMIR Res Protoc 2023; 12:e48400. [PMID: 37733408 PMCID: PMC10556997 DOI: 10.2196/48400] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2023] [Revised: 09/01/2023] [Accepted: 09/04/2023] [Indexed: 09/22/2023] Open
Abstract
BACKGROUND Since they are key witnesses to the systemic difficulties and social inequities experienced by vulnerable patients, health and social service (HSS) professionals and clinical managers must act as change agents. Using their expertise to achieve greater social justice, change agents employ a wide range of actions that span a continuum from the clinical (microsystem) to the societal (macrosystem) sphere and involve actors inside and outside the HSS system. Typically, however, clinical professionals and managers act in a circumscribed manner, that is, within the clinical sphere and with patients and colleagues. Among the hypotheses explaining this reduced scope of action is the fear of reprisal. Little is known about the prevalence of this fear and its complex dynamics. OBJECTIVE The overall aim is to gain a better understanding of the complex dynamic process leading to clinical professionals' and managers' fear of reprisal in their change agent actions and senior administrators' and managers' determination of wrongdoing. The objectives are (1) to estimate the prevalence of fear of reprisal among clinical professionals and managers; (2) to identify the factors involved in (a) the emergence of this fear among clinical professionals and managers, and (b) the determination of wrongdoing by senior administrators and managers; (3) to describe the process of emergence of (a) the fear of reprisal among clinical professionals and managers, and (b) the determination of wrongdoing by senior administrators and managers; and (4) to document the legal and ethical issues associated with the factors identified (objective 2) and the processes described (objective 3). METHODS Based on the Exit, Voice, Loyalty, Neglect model, a 3-part sequential mixed methods design will include (1) a web-based survey (objective 1), (2) a qualitative grounded theory design (objectives 2 and 3), and (3) legal and ethical analysis (objective 4). Survey: 77,794 clinical professionals or clinical managers working in the Québec public HSS system will be contacted via email. Data will be analyzed using descriptive statistics. Grounded theory design: for each of the 3 types of participants (clinical professionals, clinical managers, and senior administrators and managers), a theoretical sample of 15 to 30 people will be selected via various strategies. Data will be independently analyzed using constant comparison process. Legal and ethical analysis: situations described by participants will be analyzed using, respectively, applicable legislation and jurisprudence and 2 ethical models. RESULTS This ongoing study began in June 2022 and is scheduled for completion by March 2027. CONCLUSIONS Instead of acting, fear of reprisal could induce clinical professionals to tolerate situations that run counter to their social justice values. To ensure they use their capacities for serving a population that is or could become vulnerable, it is important to know the prevalence of the fear of reprisal and gain a better understanding of its complex dynamics. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID) PRR1-10.2196/48400.
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Affiliation(s)
- Annie Carrier
- School of Rehabilitation, Faculty of Medicine and Health Sciences, Université de Sherbrooke, Sherbrooke, QC, Canada
- Research Center on Aging, University Integrated Health and Social Services Centre of the Eastern Townships - Sherbrooke University Hospital, Sherbrooke, QC, Canada
| | - François Bolduc
- Department of Industrial Relations, Faculty of Social Sciences, Université Laval, Quebec, QC, Canada
- Interuniversity Research Centre on Globalization and Work, Université de Montréal, Montreal, QC, Canada
| | - Nathalie Delli-Colli
- Research Center on Aging, University Integrated Health and Social Services Centre of the Eastern Townships - Sherbrooke University Hospital, Sherbrooke, QC, Canada
- School of Social Work, Faculty of Arts and Humanities, Université de Sherbrooke, Sherbrooke, QC, Canada
| | - Finn Makela
- Faculty of Law, Université de Sherbrooke, Sherbrooke, QC, Canada
| | - Anne Hudon
- School of Rehabilitation, Faculty of Medicine, Université de Montréal, Montreal, QC, Canada
- Centre for Interdisciplinary Research in Rehabilitation of Greater Montreal, University Integrated Health and Social Services of the South-Center-of-Montreal-Island, Montreal, QC, Canada
- Research Center for Ethics, Université de Montréal, Montreal, QC, Canada
| | - Marie-Eve Caty
- Department of Speech-Language Pathology, Université du Québec à Trois-Rivières, Trois-Rivières, QC, Canada
| | - Arnaud Duhoux
- Faculty of Nursing, Université de Montréal, Montreal, QC, Canada
- Research Centre of the Integrated Health and Social Services Centre of Laval, Laval, QC, Canada
| | - Michaël Beaudoin
- School of Rehabilitation, Faculty of Medicine and Health Sciences, Université de Sherbrooke, Sherbrooke, QC, Canada
- Research Center on Aging, University Integrated Health and Social Services Centre of the Eastern Townships - Sherbrooke University Hospital, Sherbrooke, QC, Canada
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Tantiphlachiva K, Iramaneerat C, Lertbunnaphong T. Improving surgical skills with feedback: directly-observed versus video-recorded practice. BMC MEDICAL EDUCATION 2023; 23:660. [PMID: 37697379 PMCID: PMC10496316 DOI: 10.1186/s12909-023-04635-0] [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: 01/28/2023] [Accepted: 08/30/2023] [Indexed: 09/13/2023]
Abstract
OBJECTIVE This study aimed to compare two methods of feedback: verbal face-to-face feedback after direct observation (F2F-feedback) versus electronic-written feedback after observation of recorded-VDO of student's performance (VDO-feedback), in terms of effectiveness in improving skill, effects on motivation and satisfaction. BACKGROUND Medical schools are responsible for teaching and ensuring proficiency of basic surgical skills. Feedback is effective in developing psychomotor skills; by providing information of learner's current performance, how to improve, and enhancing motivation. MATERIALS AND METHOD Fifty-eight medical students (3rd- 4th year) were trained to perform vertical mattress suture in small groups. Then, during 6-week period of self-directed practice, students were randomized into group1 VDO-feedback (male:female = 21:8) and group 2 F2F-feedback (male:female = 20:9). Feedbacks were provided once every 2 weeks (Week2, Week4). End-of-rotation OSCE was at Week6, and retention tested was at Week8. Performance checklist (Cronbach's Alpha 0.72) was used to assess skill at 4 timepoints; pre- and post- small group learning, OSCE, and retention phase. Questionnaire was used to assess motivation, learning strategies and satisfaction (Cronbach's Alpha 0.83). RESULT After in-class learning, further significant improvement of skills could be gained by both F2F- and VDO- feedbacks (p < 0.0001). Both could similarly retain skill for at least 4 weeks later without additional practice. Self-efficacy, test anxiety, and cognitive strategies scores were significantly increased in both groups (p < 0.05). Extrinsic motivation was increased in VDO-feedback group. No difference in satisfaction between groups was observed. DISCUSSION AND CONCLUSION VDO-feedback could be alternative to F2F-feedbacks for basic surgical skill training when limitation for simultaneous meeting of teacher and students occurs. TRIAL REGISTRATION This study has been registered to Thai Clinical Trial Registry (WHO International Clinical Trial Registry Platform) on 11/07/2023 (TCTR20230711005).
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Affiliation(s)
- Kasaya Tantiphlachiva
- Department of Surgery, Faculty of Medicine, Chulalongkorn University, 1873 Rama IV Road, Lumphini, Prathumwan, Bangkok, 10330, Thailand.
| | - Cherdsak Iramaneerat
- Department of Surgery, Faculty of Medicine Siriraj Hospital, Mahidol University, Bangkok, Thailand
| | - Tripop Lertbunnaphong
- Department of Obstetrics and Gynecology, Faculty of Medicine Siriraj Hospital, Mahidol University, Bangkok, Thailand
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Gao F, Qiu J, Chen L, Li L, Ji M, Zhang R. Effects of virtual reality simulation on medical students' learning and motivation in human parasitology instruction: a quasi-experimental study. BMC MEDICAL EDUCATION 2023; 23:630. [PMID: 37661271 PMCID: PMC10476417 DOI: 10.1186/s12909-023-04589-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/27/2023] [Accepted: 08/14/2023] [Indexed: 09/05/2023]
Abstract
BACKGROUND Despite the proven effectiveness of simulation-based learning activities, its adoption in medical education remains limited, and the influence of simulation on student motivation, particularly subjective task values, is seldom explored. This study aimed to investigate the impact of a simulation-based learning activity on student learning and subjective task values in a medical morphology-related course of Human Parasitology. METHODS A quasi-experimental study was conducted with 113 Chinese undergraduate medical students who participated in a Human Parasitology course during April to May 2022. Students were divided into two groups: Simulation Group (n = 55), where students used the simulation, and Lecture Group (n = 58), where students attended an online lecture. Students' learning was measured prior to the intervention, immediately after the intervention, and three weeks later to assess knowledge retention. The subjective task values questionnaire was administered before and after the interventions. Data were analyzed using one-way ANCOVA and MANOVA. RESULTS Students in the Simulation Group exhibited significantly higher knowledge gain compared to the Lecture Group [F (1,110) = 23.69, p < 0.01]. Additionally, the Simulation Group retained knowledge significantly better than the Lecture Group [F (1,101) = 10.05, p < 0.005]. Furthermore, students in the Simulation Group experienced a significant increase in subjective task values after the intervention [F (3, 52) = 3.57, p < 0.05, ηp2 = 0.17], while students in the Lecture Group reported a significant decrease in subjective task values [F (3, 55) = 2.96, p < 0.05, ηp2 = 0.14]. CONCLUSIONS Simulation-based learning not only leads to superior learning but also enhances students' subjective task values. These findings offer valuable insights into designing effective simulation-based learning experiences in medical education and have significant practical implications for educators and medical professionals.
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Affiliation(s)
- Fei Gao
- Department of Visual Communication and Technology Education, Bowling Green State University, Bowling Green, OH, USA
| | - Jingfan Qiu
- Department of Pathogen Biology, Key Laboratory of Pathogen Biology of Jiangsu Province, Nanjing Medical University, Nanjing, China
| | - Lin Chen
- Department of Pathogen Biology, Key Laboratory of Pathogen Biology of Jiangsu Province, Nanjing Medical University, Nanjing, China
| | - Lan Li
- School of Teaching and Learning, Bowling Green State University, Bowling Green, OH, USA
| | - Minjun Ji
- Department of Pathogen Biology, Key Laboratory of Pathogen Biology of Jiangsu Province, Nanjing Medical University, Nanjing, China.
| | - Rong Zhang
- National Demonstration Center for Experimental Basic Medical Education, Nanjing Medical University, Nanjing, China.
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Al Qarni A, Habib A, Abdelgadir E, Al Sarawi A, Alqannas N, Alkroud A. The Morning Report Practice and Its Contribution to Education of Internal Medicine Residents: A Multicenter Cross-Sectional Survey in the Eastern Province, Saudi Arabia. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:713-722. [PMID: 37455858 PMCID: PMC10348320 DOI: 10.2147/amep.s414986] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/30/2023] [Accepted: 07/03/2023] [Indexed: 07/18/2023]
Abstract
Background Morning Report (MR) is a ubiquitous traditional educational activity in internal medicine residency training. It is under-researched; hence, this study was conducted. It aimed to examine the practice of MR by internal medicine residents, their motivation to engage with it, and their perception of its contribution to education. Methods This was a multi-center cross-sectional study. The data was collected using an online self-administered 12-item questionnaire that covered MR practice, respondents' motivation for participation, MR contribution to education, and its impact on the practice of evidence-based medicine and quality improvement and patient safety. Results One hundred seventy residents returned the online questionnaire (54.7%). The respondents' gender and year of training were balanced (P > 0.05). The most common MR frequency and duration were five days per week (85.4%) and 45-60 minutes (47.1%), respectively. The most common format was handover combined with an emergency long case presentation (55.8%), and consultants were the most common facilitators (79.7%). The respondents' motivation to engage with MR was predominantly intermediate. The top reasons for attending and not attending MR were mandatory attendance and embarrassing questions, respectively. The perceived MR contribution to residents' different roles development was predominantly intermediate; however, it was predominantly very low/low (42%) for overall education. The perceived MR impact on the practice of EBM and QIPS were both predominantly intermediate. Conclusion MR was found to be a commonly practiced educational activity in internal medicine residency training programs in the eastern province of Saudi Arabia. The case discussion was the core format for education. The respondents' motivation to participate in MR and their perception of its contribution to education was predominantly intermediate. To our best knowledge, this is the first study in Saudi Arabia that examined MR. We hope its findings will be taken for further MR studies and actions for improvement.
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Affiliation(s)
- Ali Al Qarni
- Department of Medicine, King Abdulaziz Hospital, Ministry of National Guard Health Affairs, Al Ahsa, Saudi Arabia
- King Abdullah International Medical Research Center, Al Ahsa, Saudi Arabia
- King Saud bin Abdulaziz University for Health Sciences, Al Ahsa, Saudi Arabia
| | - Ahmad Habib
- Department of Medicine, King Fahd Military Medical Complex (KFMMC), Dhahran, Saudi Arabia
| | - Elbadri Abdelgadir
- Department of Medicine, King Abdulaziz Hospital, Ministry of National Guard Health Affairs, Al Ahsa, Saudi Arabia
| | - Abdulaziz Al Sarawi
- Department of Medicine, King Abdulaziz Hospital, Ministry of National Guard Health Affairs, Al Ahsa, Saudi Arabia
- King Saud bin Abdulaziz University for Health Sciences, Al Ahsa, Saudi Arabia
| | - Naif Alqannas
- Saud Al Babtain Cardiac Centre, Eastern Health Cluster, Dammam, Saudi Arabia
| | - Ammar Alkroud
- Department of Medicine, Johns Hopkins Aramco Healthcare (JHAH), Al Ahsa, Saudi Arabia
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Battista S, Furri L, Pellegrini V, Giardulli B, Coppola I, Testa M, Dell'Isola A. Which lecturers' characteristics facilitate the learning process? A qualitative study on students' perceptions in the rehabilitation sciences. BMC MEDICAL EDUCATION 2023; 23:431. [PMID: 37308863 DOI: 10.1186/s12909-023-04308-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/23/2023] [Accepted: 04/29/2023] [Indexed: 06/14/2023]
Abstract
BACKGROUND In education, lecturers play a crucial role in facilitating students' learning process. However, only a few studies explored which lecturers' characteristics can facilitate this process in higher education for rehabilitation healthcare professionals. Starting from students' perspectives, our qualitative study investigated the lecturers' characteristics that facilitate students' learning process in the rehabilitation sciences. METHODS A qualitative interview study. We enrolled students attending the 2nd year of the Master of Science (MSc) degree in 'Rehabilitation Sciences of Healthcare Professions'. Different themes were generated following a 'Reflexive Thematic Analysis'. RESULTS Thirteen students completed the interviews. From their analysis, we generated five themes. Specifically, a lecturer that facilitates students' learning process should be: 1) 'A Performer who Interacts with the Classroom', 2) A Flexible Planner who Adopts Innovative Teaching Skills', 3) 'A Motivator who Embraces Transformational Leadership', 4) 'A Facilitator Who Encourages a Constructive Learning Context' and 5) 'A Coach who Devises Strategies to Reach Shared Learning Goals'. CONCLUSIONS The results of this study underscore the importance for lecturers in rehabilitation to cultivate a diverse set of skills drawn from the arts and performance, education, team building and leadership to facilitate students' learning process. By developing these skills, lecturers can design lessons that are worth attending not only for their relevant content but also for their value in human experience.
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Affiliation(s)
- Simone Battista
- Department of Neurosciences, Rehabilitation, Ophthalmology, Genetics, Maternal and Child Health, University of Genoa, Genoa, Italy
- Clinical Epidemiology Unit, Department of Clinical Sciences, Lund University, Orthopaedics, Lund, Wigerthuset, Remissgatan, Sweden
- School of Medicine and Surgery, University of Verona, Verona, 37135, Italy
| | - Laura Furri
- School of Medicine and Surgery, University of Verona, Verona, 37135, Italy
| | - Valeria Pellegrini
- School of Medicine and Surgery, University of Verona, Verona, 37135, Italy
| | - Benedetto Giardulli
- Department of Neurosciences, Rehabilitation, Ophthalmology, Genetics, Maternal and Child Health, University of Genoa, Genoa, Italy
| | - Ilaria Coppola
- Department of Education Sciences, School of Social Sciences, University of Genoa, Genoa, Italy
| | - Marco Testa
- Department of Neurosciences, Rehabilitation, Ophthalmology, Genetics, Maternal and Child Health, University of Genoa, Genoa, Italy
| | - Andrea Dell'Isola
- Clinical Epidemiology Unit, Department of Clinical Sciences, Lund University, Orthopaedics, Lund, Wigerthuset, Remissgatan, Sweden.
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Bradbury NA. Do I have your attention? Attention and engagement: What are they, and do I want them? ADVANCES IN PHYSIOLOGY EDUCATION 2023; 47:318-325. [PMID: 36951629 DOI: 10.1152/advan.00022.2023] [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: 02/13/2023] [Revised: 03/16/2023] [Accepted: 03/16/2023] [Indexed: 06/18/2023]
Abstract
Why are my students not paying attention in class? Why are they not engaged? What am I doing wrong? These are questions that even seasoned faculty pose in moments of self-reflection. Although it is good practice for educators to continually evaluate their presentations for areas of improvement, it is unfortunately also true that questions of why students lack attention or engagement in class are often raised by school administrators as subtle implications of failure on the part of faculty. But why is it so hard for our students to pay attention? Why is it that students' focus can so easily ebb away during a class? Why are my students seemingly indifferent to the presented material? To address these issues, and to provide solutions that can be incorporated easily into class preparation and presentation, it is important to define precisely what we mean by attention and engagement. Are they the same thing, and if not, how do they differ? To what extent is the student responsible for acquiring and applying the material presented? Ultimately, of course, the student is accountable for learning the material and passing exams, but there are practices that we as educators often employ that erect hurdles and barriers to student learning, that can make the process significantly harder than it needs to be.NEW & NOTEWORTHY Although many articles and books exist describing various classroom strategies to increase student engagement, often advice to newer faculty is given as prescriptive ways to organize a class or to repeat what was given by the last person who presented the material. Yet irrespective of the structure of the class or learning environment, there are subtle hurdles that many faculty erect that hinder a student's progress. This Personal View discusses some of the potential barriers educators put up that deter effective student learning and, importantly, offers advice on how those barriers can be dismantled.
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Affiliation(s)
- Neil A Bradbury
- Department of Physiology and Biophysics, Chicago Medical School, North Chicago, Illinois, United States
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March-Amengual JM, Cambra-Badii I, Pineda Galán C, Busquets-Alibés E, Masó Aguado M, Ramon-Aribau A, Feito Grande L, Comella Cayuela A, Terribas I Sala N, Andrade-Gómez E, Martínez-Perez N, Jerez-Roig J. The impact of the COVID-19 pandemic on enrollment in undergraduate health-related studies in Spain. BMC MEDICAL EDUCATION 2023; 23:386. [PMID: 37237295 DOI: 10.1186/s12909-023-04347-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/28/2022] [Accepted: 05/10/2023] [Indexed: 05/28/2023]
Abstract
The aim of this study was to determine whether the pandemic has reinforced the choice of pursuing health-related bachelor's degrees, and to identify underlying factors that could contribute to that impact. This is a cross-sectional study using an online survey of 2,344 students of nursing, physiotherapy, medicine, psychology and podiatry who started health-related bachelor's degrees after the COVID-19 outbreak in Spanish higher education institutions. The pandemic influenced the choice of these studies by increasing the desire to help others (33.2%), by increasing citizenship values (28.4%), and by increasing the desire to contribute to improving the situation of the country (27.5%). Women had a significantly greater influence on the increase in social values related to the practice of the profession produced by the pandemic, whereas men and the bachelor's degree in podiatry were more influenced by salary prospects. An increased desire to help others was significantly higher among women and nursing and medical students. Podiatry and psychology were the degrees were most influenced by the pandemic, as more students decided to pursue them, something they had previously doubted, while in nursing, psychology, and medicine the pandemic reinforced their interest in pursuing the degree the most. Students personally affected by COVID-19 reported being more influenced in reconsidering their professional path and in reinforcing their desire to pursue the health-related studies.
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Affiliation(s)
- Jaume-Miquel March-Amengual
- Research Group On Methodology, Methods, Models and Outcomes of Health and Social Sciences (M3O), Faculty of Health Sciences and Welfare, Center for Health and Social Care Research (CESS), University of Vic-Central University of Catalonia (UVic-UCC), Vic, Spain
- Chair in Medical Education, University of Vic-Central University of Catalonia (UVic-UCC), Vic, Spain
| | - Irene Cambra-Badii
- Research Group On Methodology, Methods, Models and Outcomes of Health and Social Sciences (M3O), Faculty of Health Sciences and Welfare, Center for Health and Social Care Research (CESS), University of Vic-Central University of Catalonia (UVic-UCC), Vic, Spain.
- Chair in Medical Education, University of Vic-Central University of Catalonia (UVic-UCC), Vic, Spain.
- Grífols Foundation Chair of Bioethics, University of Vic-Central University of Catalonia (UVic-UCC), Vic, Spain.
| | | | - Ester Busquets-Alibés
- Research Group On Methodology, Methods, Models and Outcomes of Health and Social Sciences (M3O), Faculty of Health Sciences and Welfare, Center for Health and Social Care Research (CESS), University of Vic-Central University of Catalonia (UVic-UCC), Vic, Spain
- Grífols Foundation Chair of Bioethics, University of Vic-Central University of Catalonia (UVic-UCC), Vic, Spain
| | - Montse Masó Aguado
- Research Group On Methodology, Methods, Models and Outcomes of Health and Social Sciences (M3O), Faculty of Health Sciences and Welfare, Center for Health and Social Care Research (CESS), University of Vic-Central University of Catalonia (UVic-UCC), Vic, Spain
| | - Anna Ramon-Aribau
- Research Group On Methodology, Methods, Models and Outcomes of Health and Social Sciences (M3O), Faculty of Health Sciences and Welfare, Center for Health and Social Care Research (CESS), University of Vic-Central University of Catalonia (UVic-UCC), Vic, Spain
| | | | - Agustí Comella Cayuela
- Research Group On Methodology, Methods, Models and Outcomes of Health and Social Sciences (M3O), Faculty of Health Sciences and Welfare, Center for Health and Social Care Research (CESS), University of Vic-Central University of Catalonia (UVic-UCC), Vic, Spain
- Chair in Medical Education, University of Vic-Central University of Catalonia (UVic-UCC), Vic, Spain
| | - Nuria Terribas I Sala
- Grífols Foundation Chair of Bioethics, University of Vic-Central University of Catalonia (UVic-UCC), Vic, Spain
| | | | - Naiara Martínez-Perez
- Department of Nursing, Faculty of Medicine and Nursing, University of the Basque Country UPV/EHU, Leioa, Spain
| | - Javier Jerez-Roig
- Research Group On Methodology, Methods, Models and Outcomes of Health and Social Sciences (M3O), Faculty of Health Sciences and Welfare, Center for Health and Social Care Research (CESS), University of Vic-Central University of Catalonia (UVic-UCC), Vic, Spain
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Zarei Hajiabadi Z, Gandomkar R, Sohrabpour AA, Sandars J. Developing low-achieving medical students' self-regulated learning using a combined learning diary and explicit training intervention. MEDICAL TEACHER 2023; 45:475-484. [PMID: 36534740 DOI: 10.1080/0142159x.2022.2152664] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
INTRODUCTION The development of self-regulated learning (SRL) is an essential educational component of remediation for low-achieving students. The aim of this study was to design, implement, and evaluate a longitudinal SRL intervention combining both a structured learning diary and explicit SRL training in a cohort of low-achieving undergraduate medical students. MATERIALS AND METHODS A mixed methods quasi-experimental study was conducted, with a pretest-posttest study in the intervention group and comparison of the GPA and course grade of the intervention group with a historical comparison group. A questionnaire and focus group explored the participants' perceptions about the intervention. RESULTS The SRL scores (total and rehearsal, organization, critical thinking, metacognitive regulation, time management and environment management) and course grade of participants were significantly improved in the intervention group. The course grade of participants was significantly higher than the comparison group but the GPA was not significantly different. Overall, the participants were positive about the intervention. CONCLUSIONS This study was the first in medical education to evaluate the effectiveness and user acceptability of an SRL intervention that combined a structured learning diary and explicit SRL training in low-achieving medical students. Further research is recommended in different contexts and with larger number of students.
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Affiliation(s)
- Zahra Zarei Hajiabadi
- Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
| | - Roghayeh Gandomkar
- Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
- Health Professions Education Research Center, Tehran University of Medical Sciences, Tehran, Iran
| | - Amir Ali Sohrabpour
- Liver and Pancreatobiliary Diseases Research Center, Digestive Disease Research Institute, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
| | - John Sandars
- Edge Hill University Medical School, Edge Hill University, Ormskirk, UK
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Callaghan JP, Freimane KZ, Kearney GP, Hart ND. (L)earning: Exploring the value of paid roles for medical students. CLINICAL TEACHER 2023; 20:e13563. [PMID: 36808878 DOI: 10.1111/tct.13563] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2022] [Accepted: 01/06/2023] [Indexed: 02/22/2023]
Abstract
BACKGROUND The Medical Student Technician (MST) role is a paid position established in Northern Ireland in 2020. The Experience-Based Learning (ExBL) model is a contemporary medical education pedagogy advocating supported participation to develop capabilities important for doctors-to-be. In this study, we used the ExBL model to explore the experiences of MSTs and how the role contributed to students' professional development and preparedness for practice. METHODS A convenience sampling strategy was used to recruit a total of 17 MSTs in three focus groups. Semi-structured interviews were transcribed verbatim and analysed using the ExBL model as a framework. Transcripts were independently analysed and coded by two investigators and discrepancies resolved with the remaining investigators. RESULTS The MST experiences reflected the various components of the ExBL model. Students valued earning a salary; however, what students earned transcended the financial reward alone. This professional role enabled students to meaningfully contribute to patient care and have authentic interactions with patients and staff. This fostered a sense of feeling valued and increased self-efficacy amongst MSTs, helping them acquire various practical, intellectual and affective capabilities and subsequently demonstrate an increased confidence in their identities as future doctors. CONCLUSION Paid clinical roles for medical students could present useful adjuncts to traditional clinical placements, benefiting both students and potentially healthcare systems. The practice-based learning experiences described appear to be underpinned by a novel social context where students can add value, be and feel valued and gain valuable capabilities that better prepare them for starting work as a doctor.
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Affiliation(s)
| | | | - Grainne P Kearney
- Centre for Medical Education, Queen's University Belfast, Belfast, UK
| | - Nigel D Hart
- Centre for Medical Education, Queen's University Belfast, Belfast, UK
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Faihs V, Heininger S, McLennan S, Gartmeier M, Berberat PO, Wijnen-Meijer M. Professional Identity and Motivation for Medical School in First-Year Medical Students: A Cross-sectional Study. MEDICAL SCIENCE EDUCATOR 2023; 33:431-441. [PMID: 37261015 PMCID: PMC10226964 DOI: 10.1007/s40670-023-01754-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 02/09/2023] [Indexed: 06/02/2023]
Abstract
Background Professional identity formation (PIF) is a life-long process, starting even before professional education. High levels of motivation for medical school are essential for effective learning and academic success. Both are key factors in future physicians' professional and personal development, and according to self-determination theory, professional identity (PI) and students' levels of motivation could be closely linked. Therefore, we sought to investigate whether PI and strength of motivation for medical school are associated in new medical students. Methods In a cross-sectional survey, all new medical students in Munich, Germany, were asked to complete the Macleod Clark Professional Identity Scale (MCPIS-9) and the Strength of Motivation for Medical School-Revised questionnaire (SMMS-R) as well as to provide information about age, gender, and waiting time before starting medical school. Results Eight hundred eleven out of 918 new medical students participated in the survey. A positive correlation between the MCPIS-9 and the SMMS-R (p < 0.001) was found. Female students showed higher scores in the SMMS-R (p < 0.05) and the SMMS-R-subscale Readiness to Start (p < 0.001). The amount of waiting semesters showed a positive correlation with the total SMMS-R score (p < 0.01) as well as with the subscales Readiness to Start and Persistence (both p < 0.001). Discussion We found an association between PI and strength of motivation for medical school in a large cohort of new medical students. Female gender and more waiting semesters were associated with higher levels of self-perceived motivation and higher scores on the SMMS-R-subscale Readiness to Start. More research is needed to better understand this topic to further improve medical education.
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Affiliation(s)
- Valentina Faihs
- TUM Medical Education Center, TUM School of Medicine, Technical University of Munich, Ismaninger Str. 22, 81675 Munich, Germany
- Department of Dermatology and Allergy Biederstein, TUM School of Medicine, Technical University of Munich, Biedersteiner Str. 29, 80802 Munich, Germany
| | - Susanne Heininger
- TUM Medical Education Center, TUM School of Medicine, Technical University of Munich, Ismaninger Str. 22, 81675 Munich, Germany
| | - Stuart McLennan
- Institute of History and Ethics in Medicine, TUM School of Medicine, Technical University of Munich, Ismaninger Str. 22, 81675 Munich, Germany
| | - Martin Gartmeier
- TUM Medical Education Center, TUM School of Medicine, Technical University of Munich, Ismaninger Str. 22, 81675 Munich, Germany
| | - Pascal O. Berberat
- TUM Medical Education Center, TUM School of Medicine, Technical University of Munich, Ismaninger Str. 22, 81675 Munich, Germany
| | - Marjo Wijnen-Meijer
- TUM Medical Education Center, TUM School of Medicine, Technical University of Munich, Ismaninger Str. 22, 81675 Munich, Germany
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Norouzi A, Parmelee D, Shariati M, Norouzi S, Alizadeh M. The role of motivational components in metamotivational monitoring in medical students: a mixed method study. BMC MEDICAL EDUCATION 2023; 23:108. [PMID: 36782217 PMCID: PMC9924879 DOI: 10.1186/s12909-023-04081-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/15/2022] [Accepted: 02/03/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND In metamotivational monitoring, students try to identify the declined motivational component in order to regulate their motivation. There is scarcity of evidence on which motivational components are targeted by the medical students when they use each motivational regulation strategies. This study aims were identifying motivational components in motivational regulation process, developing a measurement tool and, testing the predictive relationship between the motivational components and motivational regulation strategies. METHODS This exploratory sequential design mixed method study is part of a project has been started from 2018 with medical students at Tehran University of Medical Science. First, in a qualitative study conducting a semi-structured in-depth interview, the motivational components were explored. The interviews continued until saturation of data. Then, in a psychometric study the validity and reliability evidence of questionnaire obtained. In the quantitative study, applying the convenience sampling method, 508 students completed the questionnaires. Predictive relation between the motivational regulation strategies and motivational components was assessed utilising Structural Equation Modelling. Path coefficients, T-Value, and R2 index were reported by SmartPLS software. RESULTS In the Exploratory Factor Analysis of Motivational Components Questionnaire (MCQ), 6 factors were discovered that explained 74% of the total variance. All paths in seven models of SEM showed a T-Value above 1.96 that means there is a significant correlation between all strategies and components. In examining the predictive relationships, each of the four components of self-efficacy, intrinsic value, self-relevant value and promotion value were specifically predicted by two motivational regulation strategies. CONCLUSIONS Evidence of validity and reliability of the MCQ indicates that this questionnaire can be used in medical education contexts. Health Profession Educators can improve the academic motivation of students by identifying one or more declined motivational component and teaching specific motivational regulation strategies. It is recommended to hold training courses on motivational regulation strategies for medical school faculty, study-skills advisors, and students.
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Affiliation(s)
- Ali Norouzi
- Education Development Center (EDC) and School of Medicine, Zanjan University of Medical Sciences, Zanjan, Iran
| | - Dean Parmelee
- Medical Education, Psychiatry & Pediatrics, Wright State University Boonshoft School of Medicine, Dayton, OH, USA
| | - Mohammad Shariati
- Department of Medical Education and Department of Community Medicine, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
| | - Saiideh Norouzi
- Department of Nursing, Abhar School of Nursing, Zanjan University of Medical Science, Zanjan, Iran
| | - Maryam Alizadeh
- Department of Medical Education and Education Development Center (EDC), Tehran University of Medical Sciences, Tehran, Iran.
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Badawi MA, Hussain HO, Badawi MA, Al Shawwa LA, Jamjoom RA, Park YS, Tekian A. Learning transfusion medicine through scoring objective structured clinical examination. Transfusion 2023; 63 Suppl 1:S20-S27. [PMID: 36748666 DOI: 10.1111/trf.17199] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/15/2021] [Revised: 12/04/2021] [Accepted: 12/29/2021] [Indexed: 02/08/2023]
Abstract
BACKGROUND Transfusion medicine education at the undergraduate level is typically limited in duration. In view of limitations of traditional teaching methods, we explore effectiveness of scoring (Objective Structured Clinical Examination) OSCE as an educational method. MATERIALS AND METHODS The study was of a randomized interventional three group pre-test-post-test design. Participants were undergraduate medical students in their two final years. The intervention was watching and scoring 2 videotaped OSCE stations about obtaining consent for blood transfusions and assessing the ability to explain risks, benefits, and alternatives of blood transfusion. Participants were asked to assess the performance of the videotaped actor using checklists. Participants were randomized to watch and evaluate one set of videos at either the highest, intermediate, or lowest compliance with required consent elements. Main measure was performance in a knowledge test containing multiple-choice and true/false questions. This was given before (pre-test), immediately after the intervention (post-test 1), and after 8 weeks (post-test 2). Student perceptions regarding the intervention was assessed immediately after the session. RESULTS Sixty-nine students were randomized. Post-test 1 results (mean 16.52, SD 1.88) were significantly greater than pre-test results (mean 11.83, SD 2.13) by group and across all groups (p < 0.001). Post-test 2 results for the complete cohort showed maintenance of significant improvement in comparison with the pre-test. The majority of students agreed that learning through scoring OSCE was an effective educational experience. CONCLUSIONS In the undergraduate medical setting, scoring OSCE stations may enhance learning of content discussed and evaluated in the stations.
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Affiliation(s)
- Maha Abdulrazak Badawi
- Department of Hematology, Faculty of Medicine, King Abdulaziz University, Jeddah, Saudi Arabia.,King Abdulaziz University Hospital, Jeddah, Saudi Arabia
| | | | - Mazen Abdulrazak Badawi
- King Abdulaziz University Hospital, Jeddah, Saudi Arabia.,Department of Internal Medicine, Faculty of Medicine, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Lana Adey Al Shawwa
- Department of Medical Education, Faculty of Medicine, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Reda Abdullah Jamjoom
- Department of Medical Education, Faculty of Medicine, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Yoon Soo Park
- Department of Medical Education, College of Medicine, University of Illinois at Chicago, Chicago, Illinois, USA.,Harvard Medical School, Boston, Massachusetts, USA
| | - Ara Tekian
- Department of Medical Education, College of Medicine, University of Illinois at Chicago, Chicago, Illinois, USA
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Zante B. Impact of number of critical care procedural skill repetitions on supervision level and teaching style. PLoS One 2023; 18:e0280207. [PMID: 36689411 PMCID: PMC9870148 DOI: 10.1371/journal.pone.0280207] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2022] [Accepted: 12/22/2022] [Indexed: 01/24/2023] Open
Abstract
BACKGROUND During critical care procedural skills training (e.g., in intubation and pericardiocentesis) the appropriate supervision level is important to ensure correct use of techniques and guarantee patient safety. The appropriate teaching style should be selected to address residents' learning behavior and foster their competence. The aim of this study was to explore the number of repetitions for given skills needed to achieve a specified supervision level and a specific teaching style. METHODS This cross-sectional multicenter survey obtained data from residents and faculty of three multidisciplinary intensive care units (ICU) in Switzerland. Using a 4-point Likert scale, participants were asked to indicate the number of repetitions required to achieve the specified supervision level and teaching style. RESULTS Among 91 physicians, the response rate was 64% (n = 59). Their median estimations of the numbers of skill repetitions needed to achieve the final fourth level of supervision and final fourth stage of teaching style were as follows: arterial catheter insertion: supervision level 32, teaching style 17.5; peritoneal paracentesis: supervision level 27, teaching style 17; central venous catheter insertion: supervision level 38, teaching style 28; lumbar puncture: supervision level 38, teaching style 21; endotracheal intubation: supervision level 100, teaching style 45; chest drain insertion: supervision level 27, teaching style 21.5; temporary pacemaker placement: supervision level 50, teaching style 19.5; percutaneous tracheostomy: supervision level 50, teaching style 29; pericardiocentesis: supervision level 50, teaching style 35. Comparison of repetitions between supervision level and teaching style revealed no difference at the first and second levels, except for endotracheal intubation at level 2 (p = 0.03). Differences were observed at the third and fourth levels of supervision level and teaching style (p≤0.04). CONCLUSIONS It appears that the supervision level and teaching style applied by faculty should change according to both the number of repetitions and the difficulty of critical care procedural skills.
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Affiliation(s)
- Bjoern Zante
- Department of Intensive Care Medicine, Inselspital, Bern University Hospital, University of Bern, Bern, Switzerland
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Chen DP, Chang SW, Burgess A, Tang B, Tsao KC, Shen CR, Chang PY. Exploration of the external and internal factors that affected learning effectiveness for the students: a questionnaire survey. BMC MEDICAL EDUCATION 2023; 23:49. [PMID: 36690973 PMCID: PMC9868504 DOI: 10.1186/s12909-023-04035-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/23/2022] [Accepted: 01/16/2023] [Indexed: 06/17/2023]
Abstract
Learning effectiveness may be affected by internal and external factors, including personal attitude, motivations, learning skills, learning environment and peer pressure. This study sought to explore potential factors on students who majored in medical technology. The 106 students who completed their internship at Chang Gung Memorial Hospital were enrolled in this study. A written questionnaire was analyzed to explore the relationship between potential factors and learning effectiveness. The strength of relationship between the outcome and each factor was evaluated using Spearman correlation coefficients. A multiple linear regression model was constructed to assess how those factors affected learning effectiveness altogether. The results indicated that the learning effectiveness of the students mainly depended on three factors: the "extracurricular studies" and "willingness to cooperate" were positively associated with learning effectiveness. However, the "weakened motivation due to uncertainty" is negatively associated with learning effectiveness. We suggested that the educators can understand the uncertainty of students about the future. Additionally, the projects that require joint cooperation and discussion need to be given. The most important thing is that students should be able to integrate the learning content instead of rote.
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Affiliation(s)
- Ding-Ping Chen
- Department of Laboratory Medicine, Chang Gung Memorial Hospital at Linkou, Taoyuan, Taiwan.
- Graduate Institute of Biomedical Sciences, College of Medicine, Chang Gung University, Taoyuan, Taiwan.
- Medical Biotechnology and Laboratory Science, Chang Gung University, Taoyuan, Taiwan.
| | - Su-Wei Chang
- Department of Laboratory Medicine, Chang Gung Memorial Hospital at Linkou, Taoyuan, Taiwan
- Clinical Informatics and Medical Statistics Research Center, College of Medicine, Chang Gung University, Taoyuan, Taiwan
- Division of Allergy, Asthma, and Rheumatology, Department of Pediatrics, Chang Gung Memorial Hospital, Taoyuan, Taiwan
| | - Annette Burgess
- Faculty of Medicine and Health, University of Sydney School of Medicine, Education Office, University of Sydney, Sydney, Australia
- Faculty of Medicine and Health, University of Sydney School of Medicine, Sydney Health Education Research Network, University of Sydney, Sydney, Australia
| | - Brian Tang
- Graduate Institute of Biomedical Sciences, College of Medicine, Chang Gung University, Taoyuan, Taiwan
| | - Kuo-Chien Tsao
- Department of Laboratory Medicine, Chang Gung Memorial Hospital at Linkou, Taoyuan, Taiwan
| | - Chia-Rui Shen
- Department of Laboratory Medicine, Chang Gung Memorial Hospital at Linkou, Taoyuan, Taiwan
- Medical Biotechnology and Laboratory Science, Chang Gung University, Taoyuan, Taiwan
| | - Pi-Yueh Chang
- Department of Laboratory Medicine, Chang Gung Memorial Hospital at Linkou, Taoyuan, Taiwan
- Medical Biotechnology and Laboratory Science, Chang Gung University, Taoyuan, Taiwan
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[Digital and innovative teaching in dermatology : Practically oriented teaching online]. DERMATOLOGIE (HEIDELBERG, GERMANY) 2022; 73:829-837. [PMID: 36167913 DOI: 10.1007/s00105-022-05062-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/24/2022] [Indexed: 12/13/2022]
Abstract
BACKGROUND Due to the corona pandemic and also to the new competence-oriented catalogue of learning objectives in medicine and the master plan for medical studies 2020, the development of digital and practical teaching concepts has experienced a great increase in importance. AIM OF THE WORK As a result of this development, it was an important task to establish this combination and incorporate it into the curricular teaching process. MATERIAL AND METHODS The "Toolkit dermatology" was established, which was sent to a total of more than 650 students at German university dermatology clinics. Using educational films, the students were able to practice their skills. In a further development, the toolkit was combined with classroom lectures and the students were asked to evaluate the toolkit online. RESULTS The vast majority of students (95-100%) clearly stated that the toolkit helped them to develop their practical skills. Some of them were in fact motivated to complete a clinical traineeship/practical tertial year in dermatology (21-88%). The combination of toolkit and subsequent classroom teaching was also rated very positively (82.2%), as this hybrid mode of teaching provided a better understanding. DISCUSSION Digital teaching formats as part of the concept of blended learning, i.e. the combination of virtual and analogue teaching formats, are becoming increasingly more important. Solutions for the disadvantages, such as the lack of real interaction and suitable examination formats, still remain to be found; however, the toolkit project demonstrates that hands-on and digital teaching can lead to high student motivation as well as a high educational standard.
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Gillissen A, Kochanek T, Zupanic M, Ehlers JP. Millennials Medical Students Generation at the Crosswalks: Motivations and Attitudes Towards Study and Future Career - A Mixed-Method Study. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2022; 13:1305-1319. [PMID: 36281458 PMCID: PMC9587722 DOI: 10.2147/amep.s368128] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/06/2022] [Accepted: 09/22/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND AND OBJECTIVES The aim of this study was to investigate in the millennium medical student generation the influence of the curriculum (problem-based curriculum [PBC] vs science-based curriculum [SBC]), gender and semester level on medical students' motives to study medicine, their attitudes toward their career and in this regard their view about their study condition in university. METHODS Semi-structured qualitative interviews with 28 medical students were performed and analyzed using Mayring's content analysis. Based on these results, a quantitative questionnaire for a nationwide survey was developed using a mixed-method-approach and send to most medical faculties in Germany. Data from n=1053 students entered statistical analysis. RESULTS Humanistic ideals prevailed in the choice to enter medical school and to become a physician. PBC students were found to be significantly (p<0.001) more idealistic and patient oriented, and they regard their curriculum more competitive than SBC-students (p<0.001). A balanced work and family life is essential for all students but particularly important for the PBC - group, male and undergraduate students. The majority of students wanted to work with patients and omitted patient-distant line of work. Undergraduate SBC-students saw their studies as old-fashioned citing lack of patient contact (p<0.001 compared to PBC), which eased in the graduate study part. CONCLUSION This study found major differences in student's perceptions depending on curriculum type. PBC-students were more idealistic, and humanistic ideals prevailed in comparison to SBC. For both, close patient contact is essential in their training. Particularly for female students, lifestyle factors and a balanced work-life-integration outweigh career ambitiousness. This study offers an important insight to policy makers and educators to understand the motivation and perceptions of the millennial student generation regarding their studies and future career plans, which should be considered in educational policies.
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Affiliation(s)
- Adrian Gillissen
- Institute for Didactics and Educational Research in Health Care, Department of Medicine, Faculty of Health, Witten/Herdecke University, Witten, Germany
| | - Tonja Kochanek
- Institute for Didactics and Educational Research in Health Care, Department of Medicine, Faculty of Health, Witten/Herdecke University, Witten, Germany
| | - Michaela Zupanic
- Interprofessional and Collaborative Didactics in Medicine- and Health professions, Department of Medicine, Faculty of Health, Witten/Herdecke University, Witten, Germany
| | - Jan P Ehlers
- Institute for Didactics and Educational Research in Health Care, Department of Medicine, Faculty of Health, Witten/Herdecke University, Witten, Germany
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Voillequin S, Rozenberg P, Letutour K, Rousseau A. Comparative satisfaction and effectiveness of virtual simulation and usual supervised work for postpartum hemorrhage management: a crossover randomized controlled trial. BMC MEDICAL EDUCATION 2022; 22:709. [PMID: 36203183 PMCID: PMC9540154 DOI: 10.1186/s12909-022-03761-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/13/2021] [Accepted: 09/19/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Because virtual simulation promotes learning and cognitive skill development, it may be useful for teaching students to manage postpartum hemorrhage (PPH) and its complex decision algorithm. OBJECTIVE This study aimed to compare the satisfaction and effectiveness of virtual simulation with usual supervised work in producing knowledge and satisfaction. METHODS This two-center two-stage crossover randomized controlled trial included student midwives. One group underwent the virtual simulation intervention in the first period (January 2018) and the usual supervised classroom work in the second (May 2018); the other group followed the reverse chronology. Satisfaction was the primary outcome. The secondary outcome was knowledge of the PPH management algorithm, assessed by responses to a case vignette after each intervention session. RESULTS The virtual simulation -supervised work (VS-SW) chronology was allocated to 48 students, and its inverse (SW-VS) to 47; Satisfaction was significantly higher for the virtual simulation for its overall grade (6.8 vs. 6.1, P = 0.009), engagingness (very good 82.1% vs. 24.3%, P < 0.001), and ease of use (very good 77.9% vs. 46.1%, P < 0.001). Knowledge did not differ between the two groups (respectively, 89.5% versus 83.5%, P = 0.3). CONCLUSION Satisfaction is higher with virtual simulation without lowering knowledge scores, which argues for the use of such innovative teaching strategies. This could lead to an increase in students' motivation to learn.
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Affiliation(s)
| | - P Rozenberg
- Department of Obstetrics and Gynecology, Poissy-Saint Germain Hospital, 78300, Poissy, France
- Clinical Epidemiology, Paris Saclay University, CESP, UVSQ, Inserm, Team U1018, 78180, Montigny- le-Bretonneux, France
| | - K Letutour
- Department of Obstetrics and Gynecology, Poissy-Saint Germain Hospital, 78300, Poissy, France
- Midwifery Department, UVSQ, 78180, Montigny-le-Bretonneux, France
| | - A Rousseau
- Department of Obstetrics and Gynecology, Poissy-Saint Germain Hospital, 78300, Poissy, France
- Clinical Epidemiology, Paris Saclay University, CESP, UVSQ, Inserm, Team U1018, 78180, Montigny- le-Bretonneux, France
- Midwifery Department, UVSQ, 78180, Montigny-le-Bretonneux, France
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Baghus A, Giroldi E, Timmerman A, Schmitz E, Erkan F, Röhlinger D, Pieterse A, Dielissen P, Kramer A, Rietmeijer C, Muris J, van der Weijden T. Identifying residents' educational needs to optimising postgraduate medical education about shared decision-making. PATIENT EDUCATION AND COUNSELING 2022; 105:3086-3095. [PMID: 35810045 DOI: 10.1016/j.pec.2022.06.016] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/25/2022] [Revised: 06/23/2022] [Accepted: 06/26/2022] [Indexed: 05/17/2023]
Abstract
OBJECTIVE To investigate how to optimise resident engagement during workplace learning of shared decision-making (SDM) by understanding their educational needs. METHODS A qualitative multicentre study was conducted using video-stimulated interviews with 17 residents in General Practice. Video recordings of residents' recent clinical encounters were used to facilitate reflection on their educational needs. RESULTS Data analysis resulted in five themes regarding residents' educational needs for learning SDM: acquiring knowledge and skills needed to perform SDM; practising SDM; reflection and feedback; longitudinal and integrated training; and awareness and motivation for performing SDM. CONCLUSION Residents expressed a need for continuous attention to be paid to SDM during postgraduate medical education. That would help them engage in two parallel learning processes: acquiring the knowledge and skills necessary to perform SDM, and practising SDM in the clinical workplace. Alignment between the educational curriculum, workplace learning and resident learning activities is essential to operationalise SDM attitude, knowledge and skills into clinical performance. PRACTICE IMPLICATIONS The identified educational needs provide ingredients for fostering the development of SDM proficiency. The findings suggest that residents and clinical supervisors need parallel training to bridge the gap between education and clinical practice when learning SDM.
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Affiliation(s)
- Anouk Baghus
- Department of Family Medicine, Maastricht University, Maastricht, the Netherlands.
| | - Esther Giroldi
- Department of Family Medicine, Maastricht University, Maastricht, the Netherlands; Department of Educational Development and Research, Maastricht University, Maastricht, the Netherlands
| | - Angelique Timmerman
- Department of Family Medicine, Maastricht University, Maastricht, the Netherlands
| | - Emmeline Schmitz
- Department of Family Medicine, Maastricht University, Maastricht, the Netherlands
| | - Fatma Erkan
- Department of Family Medicine, Maastricht University, Maastricht, the Netherlands
| | - Darwin Röhlinger
- Department of Family Medicine, Maastricht University, Maastricht, the Netherlands
| | - Arwen Pieterse
- Medical Decision Making, Leiden University Medical Center, Leiden, the Netherlands
| | - Patrick Dielissen
- Department of Primary and Community Care, Radboud University Medical Center, Nijmegen, the Netherlands
| | - Anneke Kramer
- Department of Public Health and Primary Care, Leiden University Medical Center, Leiden, the Netherlands
| | - Chris Rietmeijer
- Department of General Practice and Elderly Care Medicine, Amsterdam University Medical Centers, Location VUmc, Amsterdam, the Netherlands
| | - Jean Muris
- Department of Family Medicine, Maastricht University, Maastricht, the Netherlands
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Undergraduate medical teaching with remote consultations in general practice: a realist evaluation. BJGP Open 2022; 6:BJGPO.2021.0185. [PMID: 35210228 PMCID: PMC9680759 DOI: 10.3399/bjgpo.2021.0185] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/04/2021] [Revised: 01/13/2022] [Accepted: 02/22/2022] [Indexed: 01/09/2023] Open
Abstract
BACKGROUND Supervisors historically educated students in primary care in face-to-face contexts; as a result of COVID-19, students now experience patient consultations predominantly remotely. There is a paucity of evidence regarding the facilitators and barriers to supervising students for excellent educational impact in the remote consultation environment. AIM To understand the facilitators and barriers to educating medical students using remote consultations in primary care, and the consequences for students in terms of educational impact. DESIGN & SETTING A realist evaluation methodology was adopted to identify causal chains of contexts, mechanisms, and outcomes, describing how the teaching and learning functioned on a sample of medical students and GP tutors from two medical schools in London, UK. METHOD An initial programme theory was developed from the literature and a scoping exercise informed the data collection tools. Qualitative data were collected through online questionnaires (49 students, 19 tutors) and/or a semi-structured interview (eight students, two tutors). The data were coded to generate context-mechanisms-outcome configurations outlining how the teaching and learning operated. RESULTS The results demonstrated a sequential style of supervision can positively impact student engagement and confidence, and highlighted a need to address student preparation for remote patient examinations. Students found passive observation of remote patient encounters disengaging, and, in addition, reported isolation that impacted negatively on their experiences and perceptions of primary care. CONCLUSION Student and tutor experiences may improve through considering the supervision style adopted by tutors, and through interventions to reduce student isolation and disengagement when using remote patient consultations in primary care.
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Cohen TN, Anger JT, Kanji FF, Zamudio J, DeForest E, Lusk C, Avenido R, Yoshizawa C, Bartkowicz S, Nemeth LS, Catchpole K. A Novel Approach for Engagement in Team Training in High-Technology Surgery: The Robotic-Assisted Surgery Olympics. J Patient Saf 2022; 18:570-577. [PMID: 35797490 PMCID: PMC9391262 DOI: 10.1097/pts.0000000000001056] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
INTRODUCTION There is ongoing interest in the development of technical and nontechnical skills in healthcare to improve safety and efficiency; however, barriers to developing and delivering related training programs make them difficult to implement. Unique approaches to training such as "serious games" may offer ways to motivate teams, reinforce skill acquisition, and promote teamwork. Given increased challenges to teamwork in robotic-assisted surgery (RAS), researchers aimed to develop the "RAS Olympics," a game-based educational competition to improve skills needed to successfully perform RAS. METHODS This pilot study was conducted at an academic medical center in Southern California. Robotic-assisted surgery staff were invited to participate in the "RAS Olympics" to develop their skills and identify opportunities to improve processes. Impact of the activity was assessed using surveys and debriefs. RESULTS Sixteen operating room team members participated and reacted favorably toward the RAS-Olympics (average score, 4.5/5). They enjoyed the activity, would recommend all staff participate, felt that it was relevant to their work, and believed that they practiced and learned new techniques that would improve their practice. Confidence in skills remained unchanged. Participants preferred the RAS Olympics to traditional training because it provided an interactive learning environment. CONCLUSIONS The successful implementation of the RAS Olympics provided insight into new opportunities to engage surgical staff members while also training technical and nontechnical skills. Furthermore, this shared experience allowed surgical staff members to gain a greater appreciation for their teammates and an understanding of the current challenges and methods to improve teamwork and communication while promoting safety and efficiency in RAS.
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Affiliation(s)
- Tara N. Cohen
- Research Scientist and Associate Professor, Department of Surgery, Cedars-Sinai Medical Center, Los Angeles, CA 90069
| | - Jennifer T. Anger
- Vice Chair of Research, Gender Affirming Surgery, Urologic Reconstruction, and Female Pelvic Medicine, University of California San Diego, Department of Urology, 9400 Campus Point Drive #7897, La Jolla, CA 92037
| | - Falisha F. Kanji
- Clinical Research Assistant, Department of Surgery, Cedars-Sinai Medical Center, Los Angeles, CA 90069
| | - Jennifer Zamudio
- Clinical Research Assistant, Department of Surgery, Cedars-Sinai Medical Center, Los Angeles, CA 90069
| | - Elise DeForest
- Program Assistant, Department of Anesthesia and Perioperative Medicine, Medical University of South Carolina, Charleston, SC 29425
| | - Connor Lusk
- Postdoctoral Scholar, Department of Anesthesia and Perioperative Medicine, Medical University of South Carolina, Charleston, SC 29425
| | - Ray Avenido
- Robotic Surgery Specialist, Department of Surgery, Cedars-Sinai Medical Center, Los Angeles, CA, 90048
| | - Christine Yoshizawa
- Assistant Nurse Manager, Department of Surgery, Cedars-Sinai Medical Center, Los Angeles, CA, 90048
| | - Stephanie Bartkowicz
- Clinical Nurse IV, Department of Surgery, Cedars-Sinai Medical Center, Los Angeles, CA, 90048
| | - Lynne S. Nemeth
- Professor, College of Nursing, Medical University of South Carolina, Charleston, SC
| | - Ken Catchpole
- Endowed Chair in Clinical Practice and Human Factors, Department of Anesthesia and Perioperative Medicine, Medical University of South Carolina, Charleston, SC
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PRISM: A Novel Visual Instrument to Facilitate Self-Reflection and Learning Progress in Undergraduate Dental Education. BIOMED RESEARCH INTERNATIONAL 2022; 2022:2009894. [PMID: 36017381 PMCID: PMC9398765 DOI: 10.1155/2022/2009894] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/27/2022] [Revised: 07/08/2022] [Accepted: 07/28/2022] [Indexed: 11/20/2022]
Abstract
Objectives PRISM (Pictorial Representation of Illness and Self-Measure) is a simple visual tool that has been successfully used as a visual metaphor in medicine. In this pilot study, PRISM was used for the first time to test its potential to support self-reflection and expectations of learning in dental students. Methods Dental student volunteers (25 3rd year, 10 4th year, and 10 5th year) participated. Using both quantitative and qualitative methods, PRISM interviews were compared with a numerical scale in assessing learning objectives concerning theoretical knowledge, practical skills, interest, and training need in the field of conservative dentistry. Results Overall, 71% of total student group stated that they would draw personal consequences for their studies due to participating in the PRISM interviews. Compared to the numeric scales, PRISM was rated as more helpful regarding appraisal of students' theoretical knowledge (p = 0.02), practical skills (p < 0.01), training needs (p < 0.01), importance of dental subspecialties (p < 0.01), and facilitating self-reflection (p = 0.02). In focus groups, students commented that PRISM fostered the development of a trusting relationship with their teacher. Strengths of PRISM mentioned by the students included being able to observe and manipulate a visual summary of their individual learning needs and seeing their different learning needs in relation to one another. Conclusion In this pilot study, dental students evaluated PRISM to be superior against numeric scales. Furthermore, it ameliorated the communication with teachers. The PRISM task is both simple and brief and warrants further exploration as a useful tool for self-reflection in dental education.
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Yao X, Jia X, Shi X, Liu G, Li Y, Zhang X, Du S, Li J, Yin Z. Exploring the experiences and expectations of pharmacist interns in large general hospitals in China: from the perspective of interns. BMC MEDICAL EDUCATION 2022; 22:528. [PMID: 35799164 PMCID: PMC9264576 DOI: 10.1186/s12909-022-03591-5] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/09/2022] [Accepted: 06/21/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Hospital-based pharmacy internship (HBPI) is critical for the transition from "pharmacy students" to "professional pharmacists". This study explores the pharmacist interns' experiences and expectations for HBPI from their personal experiences intending to provide references for future hospital pharmacy education reform and policy development. METHODS This is a multicenter qualitative study applying focus group discussions. Pharmacist interns were invited as participants from large teaching hospitals in Henan, China. A thematic analysis was conducted to qualitatively analyze this data. Nvivo 12 was utilized for data management and processing. RESULTS Three focus group discussions were conducted, involving 16 interns as participants. Three themes were summarized regarding interns' expectations and experiences: (1) positive experiences of the HBPI; (2) negative experiences of the HBPI; (3) expectations and suggestions for the HBPI. CONCLUSION This study finds that the HBPI improves the professional knowledge, professional skills, and core competencies of interns. Therefore, the HBPI is an important preparation and transition stage for pharmacy students. However, the current pharmacy internship in China still has imperfections such as the insufficient ability of clinical teachers, unreasonable internship models, and unscientific internship content.
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Affiliation(s)
- Xiali Yao
- Department of pharmacy, The First Affiliated Hospital of Zhengzhou University, Zhengzhou, Henan, China
| | - Xuedong Jia
- Department of pharmacy, The First Affiliated Hospital of Zhengzhou University, Zhengzhou, Henan, China
| | - Xiangfen Shi
- Department of pharmacy, The First Affiliated Hospital of Zhengzhou University, Zhengzhou, Henan, China
| | - Gang Liu
- Department of Pharmacology, School of Basic Medical Sciences, Guizhou Medical University, Guiyang, Guizhou, China
| | - Yuwei Li
- College of Pharmacy, Jiangsu Food and Pharmaceutical Science College, Jiangsu, Huaian, China
| | - Xiaojian Zhang
- Department of pharmacy, The First Affiliated Hospital of Zhengzhou University, Zhengzhou, Henan, China
| | - Shuzhang Du
- Department of pharmacy, The First Affiliated Hospital of Zhengzhou University, Zhengzhou, Henan, China
| | - Jun Li
- Department of pharmacy, The First Affiliated Hospital of Zhengzhou University, Zhengzhou, Henan, China.
| | - Zhao Yin
- Department of pharmacy, The First Affiliated Hospital of Zhengzhou University, Zhengzhou, Henan, China.
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Vuillaume LA, Chauvin A. Nouvelle méthode pédagogique en médecine d’urgence : l’ escape game. ANNALES FRANCAISES DE MEDECINE D URGENCE 2022. [DOI: 10.3166/afmu-2022-0379] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
La mise en application de la réforme du second cycle confirme aujourd’hui la place importante de l’approche par compétences dans l’éducation en santé depuis l’application de la réforme du second cycle. La médecine d’urgence, via son exercice interprofessionnel, nécessite une grande agilité éducative. Pour cette équipe, composée de professionnels de différents horizons (médecin, infirmier, ambulancier), pour travailler ensemble et être efficient pour le patient, deux points sont essentiels : la communication et la planification. Il semble exister un besoin de formation à ces compétences non techniques. Des innovations pédagogiques permettraient d’étendre l’éventail des possibilités formatives et d’accroître la formation à ces compétences. La gamification est le fait d’appliquer des concepts de jeu à des éléments initialement non ludiques. Elle est ancrée dans les approches d’apprentissage actif et se développe actuellement dans l’éducation à la santé. L’escape game, impliquant de petits groupes de cinq à dix personnes devant ensemble résoudre une énigme, se développe de plus en plus dans le champ de l’éducation, y compris en santé. Il semble intéressant d’utiliser l’escape game comme outil éducatif pour former les équipes de médecine d’urgence sur le thème du travail d’équipe et de la communication interprofessionnelle. En effet, cet outil peut permettre de faciliter l’enseignement des compétences non techniques. L’implémentation de ces outils pédagogiques novateurs serait un réel atout pour les facultés de médecine et les instituts universitaires. Elle serait complémentaire aux autres méthodes pédagogiques utilisées comme la simulation.
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Bolatov AK, Gabbasova AM, Baikanova RK, Igenbayeva BB, Pavalkis D. Online or Blended Learning: the COVID-19 Pandemic and First-Year Medical Students' Academic Motivation. MEDICAL SCIENCE EDUCATOR 2022; 32:221-228. [PMID: 34804635 PMCID: PMC8589226 DOI: 10.1007/s40670-021-01464-y] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 11/04/2021] [Indexed: 06/13/2023]
Abstract
The study aimed to investigate the influence of psychological well-being and different study format on the academic motivation of 1st-year medical students during the COVID-19 pandemic. Repeated cross-sectional study carried out in November 2020 (time 1) and March 2021 (time 2). During time 1 (N = 273), all students studied online. In time 2 (N = 159), both students who learned online only (N = 86) and students who were taking (N = 33) or passed offline classes (N = 40) were trained. The mental state of the students was stable overtime of observation. The effect of the level of psychological destruction and quality of life affecting by the COVID-19 pandemic on academic motivation was minimal. The level of academic motivation was higher in time 2; this was especially noticeable among students who underwent blended learning. The mediating role of satisfaction with academic life and college belongingness in the relationship between the learning format and motivation was found. Blended type of education during a pandemic is more favorable for students in terms of their motivation to study. Further epidemiological studies are needed to assess the safety of blended learning. However, we would like to emphasize that no cases of COVID-19 in the blended learning format have been reported.
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Affiliation(s)
- Aidos K. Bolatov
- Astana Medical University, Beybitshilik St. 49A, Z10K9D9 Nur-Sultan, Kazakhstan
- National Research Center for Maternal and Child Health, CF “University Medical Center”, Kerey-Zhanibek Handar St. 5/1, Z05P3Y4 Nur-Sultan, Kazakhstan
| | - Anar M. Gabbasova
- Astana Medical University, Beybitshilik St. 49A, Z10K9D9 Nur-Sultan, Kazakhstan
| | | | - Bahyt B. Igenbayeva
- Astana Medical University, Beybitshilik St. 49A, Z10K9D9 Nur-Sultan, Kazakhstan
| | - Dainius Pavalkis
- Lithuanian University of Health Sciences, A. Mickeviciaus str. 9, 44307 Kaunas, Lithuania
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Cevik AA, Cakal ED, Alao D, Elzubeir M, Shaban S, Abu-Zidan F. Self-efficacy beliefs and expectations during an Emergency Medicine Clerkship. Int J Emerg Med 2022; 15:4. [PMID: 35065608 PMCID: PMC8903584 DOI: 10.1186/s12245-021-00406-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2021] [Accepted: 12/27/2021] [Indexed: 11/30/2022] Open
Abstract
Background Undergraduate emergency medicine (EM) training is important because all medical graduates are expected to have basic emergency knowledge and skills regardless of their future speciality. EM clerkship should provide opportunities to improve not only knowledge and skills but also the self-efficacy of learners. This study aims to evaluate the expectations, opinions, and self-efficacy beliefs of medical students during a 4-week mandatory EM clerkship. Methods This study used a prospective longitudinal design with quantitative and qualitative survey methods. It includes final year medical students of the 2015–2016 academic year. Voluntary de-identified pre- and post-clerkship surveys included 25 statements. The post-clerkship survey included two open-ended questions asking participants to identify the best and worst three aspects of EM clerkship. Responses were analysed to determine themes or commonalities in participant comments indicative of the EM clerkship learning experiences and environment. Results Sixty-seven out of seventy-nine (85%) students responded to both pre- and post-clerkship surveys. Medical students’ expectations of EM clerkships’ effect on knowledge and skill acquisition were high, and a 4-week mandatory EM clerkship was able to meet their expectations. Medical students had very high expectations of EM clerkships’ educational environment. In most aspects, their experiences significantly exceeded their expectations (p value < 0.001). The only exception was the duration of clerkship, which was deemed insufficient both at the beginning and at the end (p value: 0.92). The students perceived that their self-efficacy improved significantly in the majority of basic EM skills and procedures (p value < 0.001). Emergent qualitative themes in the study also supported these results. Conclusion This study showed that a 4-week mandatory EM clerkship increased medical students' perceived self-efficacy in basic emergency management skills. The EM clerkship met students' expectations on knowledge and skill acquisition, and exceeded students’ expectations on educational environment.
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Shrivastava S, Shrivastava P. Role of motivation in accomplishing the learning outcomes among undergraduate medical students. MULLER JOURNAL OF MEDICAL SCIENCES AND RESEARCH 2022. [DOI: 10.4103/mjmsr.mjmsr_5_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
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Abbiati M, Pelaccia T. When I say … Self. MEDICAL EDUCATION 2022; 56:23-24. [PMID: 34693545 DOI: 10.1111/medu.14683] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/07/2021] [Revised: 10/11/2021] [Accepted: 10/15/2021] [Indexed: 06/13/2023]
Affiliation(s)
- Milena Abbiati
- Unit of Development and Research in Medical Education (UDREM), Faculty of Medicine, University of Geneva, Geneva, Switzerland
- Psychiatry Department, Lausanne University Hospital, Lausanne, Switzerland
| | - Thierry Pelaccia
- Center for Training and Research in Health Sciences Education (CFRPS), Faculty of Medicine, University of Strasbourg, Strasbourg, France
- Prehospital Emergency Care Service (SAMU 67), Strasbourg University Hospital, Strasbourg, France
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Schrempft S, Piumatti G, Gerbase MW, Baroffio A. Pathways to performance in undergraduate medical students: role of conscientiousness and the perceived educational environment. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2021; 26:1537-1554. [PMID: 34291397 PMCID: PMC8610941 DOI: 10.1007/s10459-021-10059-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/13/2020] [Accepted: 06/26/2021] [Indexed: 06/13/2023]
Abstract
This study examined conscientiousness and the perceived educational environment as independent and interactive predictors of medical students' performance within Biggs' theoretical model of learning. Conscientiousness, the perceived educational environment, and learning approaches were assessed at the beginning of the third year in 268 medical students at the University of Geneva, Switzerland. Performance was examined at the end of the third year via a computer-based assessment (CBA) and the Objective Structured Clinical Examination (OSCE). Path analysis was used to test the proposed model, whereby conscientiousness and the perceived educational environment predicted performance directly and indirectly via students' learning approaches. A second model included interaction effects. The proposed model provided the best fit and explained 45% of the variance in CBA performance, and 23% of the variance in OSCE performance. Conscientiousness positively predicted CBA performance directly (β = 0.19, p < 0.001) and indirectly via a deep learning approach (β = 0.05, p = 0.012). The perceived educational environment positively predicted CBA performance indirectly only (β = 0.02, p = 0.011). Neither conscientiousness nor the perceived educational environment predicted OSCE performance. Model 2 had acceptable, but less optimal fit. In this model, there was a significant cross-over interaction effect (β = 0.16, p < 0.01): conscientiousness positively predicted OSCE performance when perceptions of the educational environment were the most positive, but negatively predicted performance when perceptions were the least positive. The findings suggest that both conscientiousness and perceptions of the educational environment predict CBA performance. Research should further examine interactions between personality traits and the medical school environment to inform strategies aimed at improving OSCE performance.
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Affiliation(s)
- S Schrempft
- Unit of Development and Research in Medical Education (UDREM), Faculty of Medicine, University of Geneva, Rue Michel Servet 1, 1211, Geneva 4, Switzerland.
- Unit of Population Epidemiology, Division of Primary Care, Geneva University Hospitals, Geneva, Switzerland.
| | - G Piumatti
- Unit of Development and Research in Medical Education (UDREM), Faculty of Medicine, University of Geneva, Rue Michel Servet 1, 1211, Geneva 4, Switzerland
- Unit of Population Epidemiology, Division of Primary Care, Geneva University Hospitals, Geneva, Switzerland
- Institute of Public Health, Faculty of BioMedicine, Università della Svizzera italiana, Lugano, Switzerland
| | - M W Gerbase
- Unit of Development and Research in Medical Education (UDREM), Faculty of Medicine, University of Geneva, Rue Michel Servet 1, 1211, Geneva 4, Switzerland
| | - A Baroffio
- Unit of Development and Research in Medical Education (UDREM), Faculty of Medicine, University of Geneva, Rue Michel Servet 1, 1211, Geneva 4, Switzerland
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Philippon AL, Truchot J, De Suremain N, Renaud MC, Petit A, Baron GL, Freund Y. Medical students' perception of simulation-based assessment in emergency and paediatric medicine: a focus group study. BMC MEDICAL EDUCATION 2021; 21:586. [PMID: 34798890 PMCID: PMC8605506 DOI: 10.1186/s12909-021-02957-5] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/08/2020] [Accepted: 09/24/2021] [Indexed: 05/31/2023]
Abstract
BACKGROUND Although simulation-based assessment (SBA) is being implemented in numerous medical education systems, it is still rarely used for undergraduate medical students in France. Objective structured clinical examinations (OSCEs) will be integrated into the national medical curriculum in 2021. In 2016 and 2017, we created a mannequin SBA to validate medical students' technical and psychometric skills during their emergency medicine and paediatric placements. The aim of our study was to determine medical students' perceptions of SBA. METHODS We followed the grounded theory framework to conduct a qualitative study. A total of 215 students participated in either a paediatric or an emergency medicine simulation-based course with a final assessment. Among the 215 participants, we randomly selected forty students to constitute the focus groups. In the end, 30 students were interviewed. Data were coded and analysed by two independent investigators within the activity theory framework. RESULTS The analyses found four consensual themes. First, the students perceived that success in the SBA provided them with self-confidence and willingness to participate in their hospital placements (1). They considered SBA to have high face validity (2), and they reported changes in their practice after its implementation (3). Nevertheless, they found that SBA did not help with their final high-stakes assessments (4). They discussed three other themes without reaching consensus: stress, equity, and the structure of SBA. After an analysis with activity theory, we found that students' perceptions of SBA underlined the contradictions between two systems of training: hospital and medical. We hypothesise that a specific role and place for SBA should be defined between these two activity systems. CONCLUSION The students perceived that SBA would increase self-confidence in their hospital placements and emphasise the general skills required in their future professional environment. However, they also reported that the assessment method might be biased and stressful. Our results concerning a preimplementation mannequin SBA and OSCE could provide valuable insight for new programme design and aid in improving existing programmes. Indeed, SBA seems to have a role and place between hospital placements and medical schools.
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Affiliation(s)
- Anne-Laure Philippon
- Emergency Department, Hôpital Pitié-Salpêtrière, Assistance Publique-Hôpitaux de Paris, 83, bd de l'hôpital, 75013, Paris, France.
- Sorbonne Université, Paris, France.
- Department of Learning Sciences, EDA Laboratory, Université Sorbonne Paris Cité, Paris, France.
| | - Jennifer Truchot
- Department of Learning Sciences, EDA Laboratory, Université Sorbonne Paris Cité, Paris, France
- Emergency Department, SMUR, Hôpital Cochin, Assistance Publique - Hôpitaux de Paris (APHP), Paris, France
| | - Nathalie De Suremain
- Emergency Department, Trousseau Hospital, Assistance Publique - Hôpitaux de Paris (APHP), Paris, France
| | | | - Arnaud Petit
- Sorbonne Université, Paris, France
- Department of Pediatric Hematology-Oncology, Trousseau Hospital, Assistance Publique - Hôpitaux de Paris, Paris, France
| | - Georges-Louis Baron
- Department of Learning Sciences, EDA Laboratory, Université Sorbonne Paris Cité, Paris, France
| | - Yonathan Freund
- Emergency Department, Hôpital Pitié-Salpêtrière, Assistance Publique-Hôpitaux de Paris, 83, bd de l'hôpital, 75013, Paris, France
- Sorbonne Université, Paris, France
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Meuwly JY, Mandralis K, Tenisch E, Gullo G, Frossard P, Morend L. Use of an Online Ultrasound Simulator to Teach Basic Psychomotor Skills to Medical Students During the Initial COVID-19 Lockdown: Quality Control Study. JMIR MEDICAL EDUCATION 2021; 7:e31132. [PMID: 34723818 PMCID: PMC8593817 DOI: 10.2196/31132] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/01/2021] [Revised: 09/11/2021] [Accepted: 09/27/2021] [Indexed: 06/01/2023]
Abstract
BACKGROUND Teaching medical ultrasound has increased in popularity in medical schools with hands-on workshops as an essential part of teaching. However, the lockdown due to COVID-19 kept medical schools from conducting these workshops. OBJECTIVE The aim of this paper is to describe an alternative method used by our medical school to allow our students to acquire the essential psychomotor skills to produce ultrasound images. METHODS Our students took online ultrasound courses. Consequently, they had to practice ultrasound exercises on a virtual simulator, using the mouse of their computer to control a simulated transducer. Our team measured the precision reached at the completion of simulation exercises. Before and after completion of the courses and simulator's exercises, students had to complete a questionnaire dedicated to psychomotor skills. A general evaluation questionnaire was also submitted. RESULTS A total of 193 students returned the precourse questionnaire. A total of 184 performed all the simulator exercises and 181 answered the postcourse questionnaire. Of the 180 general evaluation questionnaires that were sent out, 136 (76%) were returned. The average precourse score was 4.23 (SD 2.14). After exercising, the average postcourse score was 6.36 (SD 1.82), with a significant improvement (P<.001). The postcourse score was related to the accuracy with which the simulator exercises were performed (Spearman rho 0.2664; P<.001). Nearly two-thirds (n=84, 62.6%) of the students said they enjoyed working on the simulator. A total of 79 (58.0%) students felt that they had achieved the course's objective of reproducing ultrasound images. Inadequate connection speed had been a problem for 40.2% (n=54) of students. CONCLUSIONS The integration of an online simulator for the practical learning of ultrasound in remote learning situations has allowed for substantial acquisitions in the psychomotor field of ultrasound diagnosis. Despite the absence of workshops, the students were able to learn and practice how to handle an ultrasound probe to reproduce standard images. This study enhances the value of online programs in medical education, even for practical skills.
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Affiliation(s)
- Jean-Yves Meuwly
- Department of Radiology, University Hospital of Lausanne, University of Lausanne, Lausanne, Switzerland
| | - Katerina Mandralis
- Department of Radiology, University Hospital of Lausanne, University of Lausanne, Lausanne, Switzerland
| | - Estelle Tenisch
- Department of Radiology, University Hospital of Lausanne, University of Lausanne, Lausanne, Switzerland
| | - Giuseppe Gullo
- Department of Radiology, University Hospital of Lausanne, University of Lausanne, Lausanne, Switzerland
| | - Pierre Frossard
- Department of Radiology, University Hospital of Lausanne, University of Lausanne, Lausanne, Switzerland
| | - Laura Morend
- Medical Pedagogy Unit, University of Lausanne, Lausanne, Switzerland
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Bolme S, Austeng D, Gjeilo KH. Task shifting of intravitreal injections from physicians to nurses: a qualitative study. BMC Health Serv Res 2021; 21:1185. [PMID: 34717603 PMCID: PMC8557571 DOI: 10.1186/s12913-021-07203-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2021] [Accepted: 10/14/2021] [Indexed: 11/18/2022] Open
Abstract
Background Intravitreal injections of anti-vascular endothelial growth factor are high-volume procedures and represent a considerable workload on ophthalmology departments. Several departments have tried to meet this increase by shifting the task to nurses. To maintain high-quality patient care, we developed a training program for nurses that certifies them to administer injections. This qualitative study aimed to evaluate whether the nurses were confident and in control after participating in the training program and whether they were satisfied with the training and the new task. Methods Between 2014 and 2018, 12 registered nurses were trained in a tertiary hospital in central Norway. All the nurses were interviewed, either individually (n = 7) or in a group (n = 5). We analysed the interviews using Graneheim and Lundman’s qualitative content analysis. Results Eight subthemes were clustered within four main themes: 1) procedure and challenges, 2) motivation, 3) cooperation and confidence, and 4) evaluation. The nurses felt confident and in control when administering injections but experienced moments of insecurity. The new task gave the nurses a sense of achievement, and they highlighted improvement of patients’ lives as positive. A greater level of responsibility gave the nurses pride in their profession. They had suggestions that could improve training efficiency but were overall satisfied with the training program. Conclusions Our study showed that the nurses were satisfied with the training and that learning a new task led to higher self-esteem and increased respect from patients and colleagues. Suggestions to improve the training were identified; these should be considered before implementation by other departments.
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Affiliation(s)
- Stine Bolme
- Department of Ophthalmology, St. Olavs Hospital, Trondheim University Hospital, Trondheim, Norway. .,Department of Neuromedicine and Movement Science, Norwegian University of Science and Technology (NTNU), N-7489, Trondheim, Norway.
| | - Dordi Austeng
- Department of Ophthalmology, St. Olavs Hospital, Trondheim University Hospital, Trondheim, Norway.,Department of Neuromedicine and Movement Science, Norwegian University of Science and Technology (NTNU), N-7489, Trondheim, Norway
| | - Kari Hanne Gjeilo
- Department of Public Health and Nursing, Faculty of Medicine, NTNU, Trondheim, Norway.,Clinic of Cardiology, St. Olavs Hospital, Trondheim University Hospital, Trondheim, Norway.,Department of Cardiothoracic Surgery, St. Olavs Hospital, Trondheim University Hospital, Trondheim, Norway
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Abensur Vuillaume L, Laudren G, Bosio A, Thévenot P, Pelaccia T, Chauvin A. A Didactic Escape Game for Emergency Medicine Aimed at Learning to Work as a Team and Making Diagnoses: Methodology for Game Development. JMIR Serious Games 2021; 9:e27291. [PMID: 34463628 PMCID: PMC8441606 DOI: 10.2196/27291] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2021] [Revised: 03/30/2021] [Accepted: 06/28/2021] [Indexed: 01/23/2023] Open
Abstract
Background In the health care environment, teamwork is paramount, especially when referring to patient safety. We are interested in recent and innovative solutions such as escape games, which is a type of adventure game that may be highly useful as an educational tool, potentially combining good communication skills with successful gamification. They involve teams of 5 to 10 individuals who are “locked” in the same room and must collaborate to solve puzzles while under pressure from a timer. Objective The purpose of this paper was to describe the steps involved in creating and implementing an educational escape game. This tool can then be put into service or further developed by trainers who wish to use it for learning interprofessional collaboration. Therefore, we started with an experience of creating an educational escape game for emergency medicine teams. Methods We chose to develop an educational escape game by using 6 successive steps. First, we built a team. Second, we chose the pedagogical objectives. Third, we gamified (switched from objectives to scenario). Next, we found the human and material resources needed. Thereafter, we designed briefing and debriefing. Lastly, we tested the game. Results By following these 6 steps, we created the first ambulant educational escape game that teaches people, or nurses, doctors, and paramedics, working in emergency medicine to work as a team. Conclusions From a pedagogic point of view, this game may be a good tool for helping people in multidisciplinary fields (medical and paramedical teams) to learn how to work collaboratively and to communicate as a group. Above all, it seems to be an innovative tool that complements medical simulation–based learning and thus consolidates traditional education.
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Affiliation(s)
| | - Garry Laudren
- Intensive Care and Anesthesiology, Pediatric Necker Hospital, Paris, France
| | - Alexandre Bosio
- Emergency Department, Hospital Center of Verdun, Verdun, France
| | | | - Thierry Pelaccia
- University of Strasbourg Medical School, Strasbourg, France.,Prehospital Emergency Care Service (SAMU 67), Center for Training and Research in Health Sciences Education, Strasbourg University Hospital, Strasbourg, France
| | - Anthony Chauvin
- Emergency Department, Lariboisière Hospital, Assistance Publique-Hôpitaux de Paris, Paris, France
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Piumatti G, Guttormsen S, Zurbuchen B, Abbiati M, Gerbase MW, Baroffio A. Trajectories of learning approaches during a full medical curriculum: impact on clinical learning outcomes. BMC MEDICAL EDUCATION 2021; 21:370. [PMID: 34233677 PMCID: PMC8262035 DOI: 10.1186/s12909-021-02809-2] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/23/2020] [Accepted: 06/24/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND No consensus exists on whether medical students develop towards more deep (DA) or surface learning approaches (SA) during medical training and how this impacts learning outcomes. We investigated whether subgroups with different trajectories of learning approaches in a medical students' population show different long-term learning outcomes. METHODS Person-oriented growth curve analyses on a prospective cohort of 269 medical students (Mage=21years, 59 % females) traced subgroups according to their longitudinal DA/SA profile across academic years 1, 2, 3 and 5. Post-hoc analyses tested differences in academic performance between subgroups throughout the 6-year curriculum until the national high-stakes licensing exam certifying the undergraduate medical training. RESULTS Two longitudinal trajectories emerged: surface-oriented (n = 157; 58 %), with higher and increasing levels of SA and lower and decreasing levels of DA; and deep-oriented (n = 112; 42 %), with lower and stable levels of SA and higher but slightly decreasing levels of DA. Post hoc analyses showed that from the beginning of clinical training, deep-oriented students diverged towards better learning outcomes in comparison with surface-oriented students. CONCLUSIONS Medical students follow different trajectories of learning approaches during a 6-year medical curriculum. Deep-oriented students are likely to achieve better clinical learning outcomes than surface-oriented students.
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Affiliation(s)
- Giovanni Piumatti
- Faculty of Medicine, Unit of Development and Research in Medical Education (UDREM), University of Geneva, Geneva, Switzerland.
- Division and Department of Primary Care Medicine, Geneva University Hospitals, Geneva, Switzerland.
- Institute of Public Health, Faculty of BioMedical Sciences, Università della Svizzera Italiana, Lugano, Switzerland.
| | - Sissel Guttormsen
- Faculty of Medicine, Institute for Medical Education (IML), University of Bern, Bern, Switzerland
| | - Barbara Zurbuchen
- Faculty of Medicine, Institute for Medical Education (IML), University of Bern, Bern, Switzerland
| | - Milena Abbiati
- Faculty of Medicine, Unit of Development and Research in Medical Education (UDREM), University of Geneva, Geneva, Switzerland
| | - Margaret W Gerbase
- Faculty of Medicine, Unit of Development and Research in Medical Education (UDREM), University of Geneva, Geneva, Switzerland
| | - Anne Baroffio
- Faculty of Medicine, Unit of Development and Research in Medical Education (UDREM), University of Geneva, Geneva, Switzerland
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Moll-Khosrawi P, Zöllner C, Cronje JS, Schulte-Uentrop L. The effects of simulation-based education on medical students' motivation. INTERNATIONAL JOURNAL OF MEDICAL EDUCATION 2021; 12:130-135. [PMID: 34212864 PMCID: PMC8411332 DOI: 10.5116/ijme.60c0.981e] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/03/2020] [Accepted: 06/09/2021] [Indexed: 06/13/2023]
Abstract
OBJECTIVES To assess the effects of simulation-based education on medical students' motivation and to compare these effects with the motivational effects of a classical teaching approach (seminar). METHODS In this cross-sectional study, motivational qualities of 164 3rd year medical students, who participated in four mandatory simulation-based training and two seminars of the department of anaesthesiology, were assessed. Comparative analysis was made to determine differences and changes of motivation towards participating in each teaching unit and each teaching format, using a one-way analysis of variance and unpaired t-tests. RESULTS The different motivational qualities, as well as the computed levels of autonomous and controlled motivation of students towards participating in each of the six teaching units and each teaching format did not differ significantly (F (5, 839) = 0.66, p = 0.657; F (5, 839) = 0.29, p = 0.920; (t (843) = - 0.72, p = 0.471; t (843) = -0.17, p = 0.868). Students` motivation, particularly autonomous motivation, did not enhance after participating in the first SBME, (t (264) = 1.035, p = 0.301), after participating in the second SBME, (t (254) = -0.055, p = 0.956), or after participating in the third training (t (250) = -0.881, p = 0.379). CONCLUSIONS Simulation-based medical education provides a valuable teaching approach but, in this study, this teaching approach did not enhance nor stimulate student motivation. Therefore, simulation-based medical education equals classical teaching approaches regarding student motivation. Further investigations are needed to identify how simulation-based medical education could enhance medical students' motivation.
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Affiliation(s)
- Parisa Moll-Khosrawi
- Department of Anaesthesiology, University Medical Center Hamburg-Eppendorf, Martinistr. 52, 20246 Hamburg, Germany
| | - Christian Zöllner
- Department of Anaesthesiology, University Medical Center Hamburg-Eppendorf, Martinistr. 52, 20246 Hamburg, Germany
| | - Jonathan S. Cronje
- Department of Anaesthesiology, University Medical Center Hamburg-Eppendorf, Martinistr. 52, 20246 Hamburg, Germany
| | - Leonie Schulte-Uentrop
- Department of Anaesthesiology, University Medical Center Hamburg-Eppendorf, Martinistr. 52, 20246 Hamburg, Germany
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De Gagne JC, Koppel PD, Park HK, Cadavero A, Cho E, Rushton S, Yamane SS, Manturuk K, Jung D. Nursing Students' Perceptions about Effective Pedagogy: Netnographic Analysis. JMIR MEDICAL EDUCATION 2021; 7:e27736. [PMID: 34156337 PMCID: PMC8277346 DOI: 10.2196/27736] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/05/2021] [Revised: 04/04/2021] [Accepted: 05/14/2021] [Indexed: 05/29/2023]
Abstract
BACKGROUND Effective pedagogy that encourages high standards of excellence and commitment to lifelong learning is essential in health professions education to prepare students for real-life challenges such as health disparities and global health issues. Creative learning and innovative teaching strategies empower students with high-quality, practical, real-world knowledge and meaningful skills to reach their potential as future health care providers. OBJECTIVE The aim of this study was to explore health profession students' perceptions of whether their learning experiences were associated with good or bad pedagogy during asynchronous discussion forums. The further objective of the study was to identify how perceptions of the best and worst pedagogical practices reflected the students' values, beliefs, and understanding about factors that made a pedagogy good during their learning history. METHODS A netnographic qualitative design was employed in this study. The data were collected on February 3, 2020 by exporting archived data from multiple sessions of a graduate-level nursing course offered between the fall 2016 and spring 2020 semesters at a large private university in the southeast region of the United States. Each student was a data unit. As an immersive data operation, field notes were taken by all research members. Data management and analysis were performed with NVivo 12. RESULTS A total of 634 posts were generated by 153 students identified in the dataset. Most of these students were female (88.9%). From the 97 categories identified, four themes emerged: (T) teacher presence built through relationship and communication, (E) environment conducive to affective and cognitive learning, (A) assessment and feedback processes that yield a growth mindset, and (M) mobilization of pedagogy through learner- and community-centeredness. CONCLUSIONS The themes that emerged from our analysis confirm findings from previous studies and provide new insights. Our study highlights the value of technology as a tool for effective pedagogy. A resourceful teacher can use various communication techniques to develop meaningful connections between the learner and teacher. Styles of communication will vary according to the unique expectations and needs of learners with different learning preferences; however, the aim is to fully engage each learner, establish a rapport between and among students, and nurture an environment characterized by freedom of expression in which ideas flow freely. We suggest that future research continue to explore the influence of differing course formats and pedagogical modalities on student learning experiences.
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Affiliation(s)
| | - Paula D Koppel
- School of Nursing, Duke University, Durham, NC, United States
| | - Hyeyoung K Park
- College of Nursing, University of Massachusetts Amherst, Amherst, MA, United States
| | - Allen Cadavero
- School of Nursing, Duke University, Durham, NC, United States
| | - Eunji Cho
- School of Nursing, Vanderbilt University, Nashville, TN, United States
| | - Sharron Rushton
- School of Nursing, Duke University, Durham, NC, United States
| | - Sandra S Yamane
- Department of Nursing, Catawba College, Salisbury, NC, United States
| | - Kim Manturuk
- Duke Learning Innovation, Duke University, Durham, NC, United States
| | - Dukyoo Jung
- College of Nursing, Ewha Womans University of Korea, Seoul, Republic of Korea
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Zelesniack E, Oubaid V, Harendza S. Final-year medical students' competence profiles according to the modified requirement tracking questionnaire. BMC MEDICAL EDUCATION 2021; 21:319. [PMID: 34088296 PMCID: PMC8178874 DOI: 10.1186/s12909-021-02728-2] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/28/2020] [Accepted: 05/07/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Undergraduate medical education is supposed to equip medical students with basic competences to select any specialty of their choice for postgraduate training. Medical specialties are characterized by a great diversity of their daily work routines and require different sets of competence facets. This study examines the self-assessed competence profiles of final-year undergraduate medical students and their specialty choice for postgraduate training. Students' profiles, who wish to choose anaesthesiology, internal medicine, or paediatrics, are compared with the physicians' competence profiles from these three disciplines. METHODS In this study, 148 volunteer final-year undergraduate medical students completed the modified requirement-tracking (R-Track) questionnaire for self-assessment of their competence profiles. The R-Track questionnaire contains 63 competence facets assigned to six areas of competence: "Mental abilities", "Sensory abilities", "Psychomotor & multitasking abilities", "Social interactive competences", "Motivation", and "Personality traits". The expression of the different competence facets had to be assessed on a 5-point Likert scale (1: "very low" to 5: "very high"). Additionally, socio-demographic data and the participants' first choice of a medical speciality for postgraduate education were collected. We used analysis of variance (ANOVA) for mean score comparison of subgroups and least significant difference (LSD) tests for post hoc analysis. RESULTS The competence area with the highest rating was "Motivation" (3.70 ± 0.47) while "Psychomotor & multitasking abilities" received the lowest rating (3.34 ± 0.68). Individual facets of competence ranked from "In need of harmony" (4.36 ± 0.72), followed by "Tactfulness" (4.26 ± 0.64), and "Cooperation/Agreeableness" (4.24 ± 0.53) to "Risk orientation" (2.90 ± 0.92), "Mathematical reasoning" (2.87 ± 1.25), and "Sanctioning" (2.26 ± 0.93). The students' competence profiles showed 100 % congruence with physicians' competence profiles of the postgraduate specialty of their choice for internal medicine, 33.3 % for paediatrics, and 0 % for anaesthesiology. CONCLUSIONS Undergraduate medical students could define their competence profiles with the modified R-Track questionnaire and compare them with the profile of their desired specialty for postgraduate training to discover possible learning gaps or to detect good specialty matches. A combination of students' competence self-assessment with an external assessment of students' facets of competence could provide curricular planners with useful information how to design learning opportunities for specific facets of competence.
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Affiliation(s)
- Elena Zelesniack
- III. Department of Internal Medicine, University Medical Center Hamburg-Eppendorf, Martinistr. 52, D-20246 Hamburg, Germany
| | | | - Sigrid Harendza
- III. Department of Internal Medicine, University Medical Center Hamburg-Eppendorf, Martinistr. 52, D-20246 Hamburg, Germany
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Seligman L, Abdullahi A, Teherani A, Hauer KE. From Grading to Assessment for Learning: A Qualitative Study of Student Perceptions Surrounding Elimination of Core Clerkship Grades and Enhanced Formative Feedback. TEACHING AND LEARNING IN MEDICINE 2021; 33:314-325. [PMID: 33228392 DOI: 10.1080/10401334.2020.1847654] [Citation(s) in RCA: 21] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Problem: Medical students perceive honors grading during core clerkships as unfair and inequitable, and negatively impacting their learning and wellbeing. Eliminating honors grading, a powerful extrinsic motivator, and emphasizing formative feedback may address these problems and promote intrinsic motivation and learning. However, it is unknown how transitioning from honors to pass/fail grading with enhanced formative feedback in the core clerkship year may affect student learning experiences, wellbeing, and perceptions of the learning environment. Intervention: Core clerkship grading was transitioned from honors/pass/fail to pass/fail at one US medical school. In addition, the requirement for students to obtain formative supervisor feedback was formalized to twice per week. Context: This qualitative study utilized semi-structured interviews to explore the perceptions among core clerkship students of learning and assessment. Interview questions addressed motivation, wellbeing, learning behaviors, team dynamics, feedback, and student and supervisor attitudes regarding assessment changes. The authors analyzed data inductively using thematic analysis informed by sensitizing concepts related to theories of motivation (goal orientation theory and self-determination theory). Impact: Eighteen students participated, including five with experience in both honors-eligible and pass/fail clerkships. The authors identified three major themes in students' descriptions of the change in approach to assessment: student engagement in clerkships, wellbeing, and recognition of learning context. Student engagement subthemes included intrinsic motivation for patient care rather than performing; sense of agency over learning, including ability to set learning priorities, seek and receive feedback, take learning risks, and disagree with supervisors, and collaborative relationships with peers and team members. Positive wellbeing was characterized by low stress, sense of authenticity with team members, prioritized physical health, and attention to personal life. Learning context subthemes included recognition of variability of clerkship contexts with pass/fail grading mitigating fairness and equity concerns, support of the grading change from residents and some attendings, and implications surrounding future stress and residency selection. Lessons Learned: Students perceive a transition from honors grading to pass/fail with increased feedback as supporting their engagement in learning, intrinsic motivation, and wellbeing. Drivers of wellbeing appear to include students' feelings of control, achieved through the ability to seek learning opportunities, teaching, and constructive feedback without the perceived need to focus on impressing others. Ongoing evaluation of the consequences of this shift in assessment is needed.
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Affiliation(s)
- Lee Seligman
- Internal Medicine, NewYork-Presbyterian Hospital, Columbia University Irving Medical Center, New York, New York, USA
| | - Abdikarin Abdullahi
- University of California, San Francisco School of Medicine, San Francisco, California, USA
| | - Arianne Teherani
- University of California, San Francisco School of Medicine, San Francisco, California, USA
- Department of Medicine, University of California, San Francisco, California, USA
| | - Karen E Hauer
- University of California, San Francisco School of Medicine, San Francisco, California, USA
- Department of Medicine, University of California, San Francisco, California, USA
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Yun H, Kim S, Chung EK. Exploring the structural relationships between medical students' motivational regulation, cognitive learning, and academic performance in online learning. KOREAN JOURNAL OF MEDICAL EDUCATION 2021; 33:115-124. [PMID: 34062643 PMCID: PMC8169376 DOI: 10.3946/kjme.2021.193] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/09/2021] [Revised: 04/24/2021] [Accepted: 05/03/2021] [Indexed: 06/10/2023]
Abstract
PURPOSE The purpose of this study was to investigate the effect of motivational regulation strategies (MRSs) on cognitive learning and academic performance. METHODS The participants were a total of 510 pre-medical and medical students. Survey instruments assessed the use of MRSs and cognitive learning strategies. Students' grade point averages were used for academic performance. Structural equation modeling was used to analyze data, using Mplus ver. 7.4 (Muthén & Muthén, Los Angeles, USA). RESULTS Confirming the measurement model validity, the results of structural model indicated the followings: (1) MRSs had a significant impact on cognitive learning, while these strategies negatively affected academic performance; (2) cognitive learning significantly influenced academic performance and mediated the effect of MRSs on academic performance; and (3) only academic levels had a significant effect on cognitive learning. CONCLUSION The findings from this study confirmed that MRSs were highly influential to predicting students' cognitive learning which affects their better learning performance. Thus, instructional design and practice to support learning motivation is needed to promote cognitive learning and training programs to practice the effective methods of using MRSs in learning need to be provided.
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Affiliation(s)
- Heoncheol Yun
- Institute of Educational Research, Chonnam National University, Gwangju, Korea
| | - Seon Kim
- Department of Medical Education, Chonnam National University Medical School, Hwasun, Korea
| | - Eun-Kyung Chung
- Department of Medical Education, Chonnam National University Medical School, Hwasun, Korea
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