1
|
Qi Y, Zhao P, Bai R, Shao Y, Pan S, Hou Y. Teaching diagnostic radiology to radiology majors: Implementation and evaluation of a flipped classroom model. MEDICAL TEACHER 2024:1-13. [PMID: 38796737 DOI: 10.1080/0142159x.2024.2351138] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/09/2023] [Accepted: 04/30/2024] [Indexed: 05/28/2024]
Abstract
PURPOSE Radiology instruction focuses on cultivating medical students' diagnostic thinking skills and practical competence, and lecture-based learning (LBL) is the most commonly used teaching approach. While fact-based, this type of traditional instruction is often non-engaging, leading to a shift toward student-centered models, one of which is the flipped classroom (FC). However, studies involving a comprehensive evaluation of students' experiences using the FC approach and its effects on their learning are lacking. Therefore, this study analyzed the teaching efficacy of the FC approach based on data of large groups of radiology students, accumulated over time. METHODS Data from 636 medical radiology students taught using the FC and LBL models from 2012 to 2021 were retrospectively collected and analyzed. RESULTS The test scores of the FC group were significantly higher than those of the LBL group, and improvements in learning initiative and learning ability were notably higher in the FC than in the LBL group. The two groups showed no significant difference in the critical thinking disposition indicator, and the proportion of students with positive critical thinking tendencies was higher in the FC than in the LBL group. The academic and social self-perception scores of the FC group were significantly higher than those of the LBL group, and there was a significant difference in Kolb's learning style. CONCLUSIONS Based on evidence of completing pre-, in-, and after-class work, the FC approach improved students' academic performance, learning initiative, diagnostic ability, and satisfaction with learning and the teaching institution. Our findings suggest that FC instruction promotes students' assimilation and convergence of learning styles, and cultivates positive critical thinking.
Collapse
Affiliation(s)
- Ying Qi
- Department of Radiology, Shengjing Hospital of China Medical University, Shenyang, Liaoning, China
| | - Pengfei Zhao
- Department of Pharmacology, School of Pharmaceutical Sciences, China Medical University, Shenyang, Liaoning, China
| | - Ruobing Bai
- Department of Radiology, Shengjing Hospital of China Medical University, Shenyang, Liaoning, China
| | - Yun Shao
- Department of Clinical Psychology, Shengjing Hospital of China Medical University, Shenyang, Liaoning, China
| | - Shinong Pan
- Department of Radiology, Shengjing Hospital of China Medical University, Shenyang, Liaoning, China
| | - Yang Hou
- Department of Radiology, Shengjing Hospital of China Medical University, Shenyang, Liaoning, China
| |
Collapse
|
2
|
Lu F, Luo Z, Huang T, Lv X, Wang H, Wang Y, Yin H. Effectiveness evaluation of flipped classroom in emergency medicine online teaching for medical undergraduates. MEDICAL TEACHER 2024; 46:689-696. [PMID: 37910012 DOI: 10.1080/0142159x.2023.2273780] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/19/2020] [Indexed: 11/03/2023]
Abstract
INTRODUCTION Due to policy changes in the context of COVID-19 pandemic, online teaching has become the main form of class in many Chinese universities. Flipped classroom has been widely used in other disciplines, but there is a dearth of evidence available about the use in online teaching of emergency medicine. This study aimed to develop a flipped classroom for online emergency medicine teaching and evaluate its effectiveness by comparing it with traditional lecture-based online teaching. METHODS A total of 62 clinical medical undergraduates from Jinan University participated in this study from September to December in 2022. An online flipped classroom approach was developed (FC group, n = 31). Traditional lecture-based online teaching was applied as a contrast (LBT group, n = 31). The undergraduates completed examinations and questionnaires at the end of the course. A course experience questionnaire and course examination score were used to evaluate the effectiveness of the flipped classroom approach. RESULTS Regarding the five dimensions of the course experience questionnaire, the scores for good teaching (3.47 ± 0.50 vs. 2.34 ± 0.48, p < .001), appropriate assessment (3.31 ± 0.68 vs. 2.95 ± 0.71, p = .043) and generic skills (3.16 ± 0.60 vs. 2.72 ± 0.39, p < .001) were higher for the FC group than for the LBT group. There was no significant difference between the two groups in clear goals and standards, and appropriate workload. The undergraduates in the FC group showed significantly higher overall satisfaction than those in the LBT group (3.52 ± 0.1.03 vs. 2.87 ± 0.92, p = .012). The examination scores (77.936 ± 11.573 vs. 70.484 ± 7.434, p < .001), especially the scores for questions related to case analysis (33.032 ± 5.363 vs. 26.968 ± 7.657, p < .001), were significantly higher in the FC group than in the LBT group. CONCLUSIONS The flipped classroom for online teaching was efficient in improving undergraduates' emergency medical academic performance and promoting the development of clinical case analysis ability. These findings provide an alternative flipped classroom approach for online teaching of emergency medicine.
Collapse
Affiliation(s)
- Fan Lu
- Intensive Care Unit, The First Affiliated Hospital of Jinan University, Guangzhou, China
| | - Zhiquan Luo
- Science and Education Office, The First Affiliated Hospital of Jinan University, Guangzhou, China
| | - Ting Huang
- Department of Obstetrics and Gynecology, The First Affiliated Hospital of Jinan University, Guangzhou, China
| | - Xiuxiu Lv
- Department of Pathophysiology, School of Medicine, Jinan University, Guangzhou, China
| | - Huadong Wang
- Department of Pathophysiology, School of Medicine, Jinan University, Guangzhou, China
| | - Yiyang Wang
- Department of Pathophysiology, School of Medicine, Jinan University, Guangzhou, China
| | - Haiyan Yin
- Intensive Care Unit, The First Affiliated Hospital of Jinan University, Guangzhou, China
| |
Collapse
|
3
|
Zhang J, Chen H, Wang X, Huang X, Xie D. Application of flipped classroom teaching method based on ADDIE concept in clinical teaching for neurology residents. BMC MEDICAL EDUCATION 2024; 24:366. [PMID: 38570778 PMCID: PMC10988803 DOI: 10.1186/s12909-024-05343-z] [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: 09/26/2023] [Accepted: 03/23/2024] [Indexed: 04/05/2024]
Abstract
BACKGROUND As an important medical personnel training system in China, standardized residency training plays an important role in enriching residents' clinical experience, improving their ability to communicate with patients and their clinical expertise. The difficulty of teaching neurology lies in the fact that there are many types of diseases, complicated conditions, and strong specialisation, which puts higher requirements on residents' independent learning ability, the cultivation of critical thinking, and the learning effect. Based on the concept of ADDIE (Analysis-Design-Development-Implementation-Evaluation), this study combines the theory and clinical practice of flipped classroom teaching method to evaluate the teaching effect, so as to provide a basis and reference for the implementation of flipped classroom in the future of neurology residency training teaching. METHODS The participants of the study were 90 neurology residents in standardised training in our hospital in the classes of 2019 and 2020. A total of 90 residents were divided into a control group and an observation group of 45 cases each using the random number table method. The control group used traditional teaching methods, including problem based learning (PBL), case-based learning (CBL), and lecture-based learning (LBL). The observation group adopted the flipped classroom teaching method based on the ADDIE teaching concept. A unified assessment of the learning outcomes of the residents was conducted before they left the department in the fourth week, including the assessment of theoretical and skill knowledge, the assessment of independent learning ability, the assessment of critical thinking ability, and the assessment of clinical practice ability. Finally, the overall quality of teaching was assessed. RESULTS The theoretical and clinical skills assessment scores achieved by the observation group were significantly higher than those of the control group, and the results were statistically significant (P < 0.001). The scores of independent learning ability and critical thinking ability of the observation group were better than those of the control group, showing statistically significant differences (P < 0.001). The observation group was better than the control group in all indicators in terms of Mini-Cex score (P < 0.05). In addition, the observation group had better teaching quality compared to the control group (P < 0.001). CONCLUSION Based on the concept of ADDIE combined with flipped classroom teaching method can effectively improve the teaching effect of standardized training of neurology residents, and had a positive effect on the improvement of residents' autonomous learning ability, critical thinking ability, theoretical knowledge and clinical comprehensive ability.
Collapse
Affiliation(s)
- Juan Zhang
- Department of Neurology, The First Affiliated Hospital of Anhui University of Traditional Chinese Medicine, 117 Meishan Road, Hefei, Anhui, China.
| | - Hong Chen
- The First Clinical Medical College of Anhui University of Chinese Medicine, Hefei, China
| | - Xie Wang
- The First Clinical Medical College of Anhui University of Chinese Medicine, Hefei, China
| | - Xiaofeng Huang
- Department of Neurology, The First Affiliated Hospital of Anhui University of Traditional Chinese Medicine, 117 Meishan Road, Hefei, Anhui, China
| | - Daojun Xie
- Department of Neurology, The First Affiliated Hospital of Anhui University of Traditional Chinese Medicine, 117 Meishan Road, Hefei, Anhui, China
| |
Collapse
|
4
|
Zhang W, Jiang M, Zhao W, Li S, Li F, Feng F, Wang Y, Li Y, Liu L. Evaluation of the effectiveness of using flipped classroom in puncture skills teaching. BMC MEDICAL EDUCATION 2024; 24:176. [PMID: 38395791 PMCID: PMC10885647 DOI: 10.1186/s12909-024-05132-8] [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: 07/17/2023] [Accepted: 02/04/2024] [Indexed: 02/25/2024]
Abstract
BACKGROUND The effectiveness of flipped classroom (FC) on puncture skills in medical education is still uncertain. This study aimed to assess the role of the FC model in puncture skills and investigate the acceptance and approval of FC among medical students and instructors. METHODS A mixed research approach of quasi-experimental research design and descriptive qualitative research was conducted in September 2022 for one month, using an FC teaching method that combined instructional videos and group learning. The study participants were 71 fifth-year medical students from two classes at a Chinese medical school and four instructors. The medical students were randomly divided into two groups: the traditional classroom (TC) group (Group A) and the FC group (Group B). For teaching, Group B used FC, and Group A used PowerPoint-based TC. The effectiveness of the two teaching models was assessed with Objective Structured Clinical Examination (OSCE), and questionnaires were distributed to the medical students and instructors after the assessment. Two independent sample t-tests were used to analyse the differences in demographic data and the OSCE scores of the two groups of medical students. RESULTS Group B scored higher in puncture skills than Group A, especially regarding abdominal puncture (p = 0.03), thoracentesis (p < 0.001), bone marrow puncture (p < 0.001) and average performance of puncture skills (p < 0.001). For lumbar puncture, no difference in skill scores was observed between groups A and B (p > 0.409). The medical students thought that the FC improved their self-learning ability and helped them acquire knowledge. Regarding the OSCE of their skills, most medical students thought that it was more innovative and objective than traditional examinations and that it was better for assessing their overall abilities. Both the FC and OSCE were supported by the medical students. The instructors were also satisfied with the students' performance in the FC and supported the teaching model, agreeing to continue using it. CONCLUSIONS This study shows that FC teaching that combines instructional videos and group learning is a reliable and well-received teaching method for puncture skills, which supplements and expands existing teaching methods in the medical field.
Collapse
Affiliation(s)
- Weihao Zhang
- Department of Gastroenterology, The Second Hospital of Shandong University, Jinan, Shandong, 250033, China
| | - Miao Jiang
- Clinical Skill Training Center, The Second Hospital of Shandong University, Jinan, Shandong, 250033, China
| | - Wei Zhao
- Department of Gastroenterology, The Second Hospital of Shandong University, Jinan, Shandong, 250033, China
| | - Shuai Li
- Department of Gastroenterology, The Second Hospital of Shandong University, Jinan, Shandong, 250033, China
| | - Fan Li
- Department of Neurology, The Second Hospital of Shandong University, Jinan, Shandong, 250033, China
| | - Feifei Feng
- Department of Respiration, The Second Hospital of Shandong University, Jinan, Shandong, 250033, China
| | - Yongjing Wang
- Department of Hematology, The Second Hospital of Shandong University, Jinan, Shandong, 250033, China
| | - Yan Li
- Clinical Skill Training Center, The Second Hospital of Shandong University, Jinan, Shandong, 250033, China
| | - Lan Liu
- Department of Gastroenterology, The Second Hospital of Shandong University, Jinan, Shandong, 250033, China.
| |
Collapse
|
5
|
Farhadi Z, Rezaei E, Bazrafkan L, Amini M, Sanaiey NZ, Barati-Boldaji R, Mehrabi M. Need assessment of medical school curriculum for MOOCs: perspectives of instructors and students of Shiraz University of Medical Sciences. BMC MEDICAL EDUCATION 2024; 24:141. [PMID: 38351037 PMCID: PMC10865553 DOI: 10.1186/s12909-024-05102-0] [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: 06/03/2023] [Accepted: 01/27/2024] [Indexed: 02/16/2024]
Abstract
INTRODUCTION Designing, developing, and implementing a course without assessing and prioritizing instructional needs may result in inefficiency due to the disregard for the actual needs of the target population. The present study aimed to determine and prioritize medical students' instructional needs regarding Massive Open Online Courses (MOOCs) at Shiraz University of Medical Sciences. METHODS This survey study was carried out in three stages (2020-2021) using the Delphi technique. Purposive and snowball sampling methods were used to select the instructors. The students were selected through simple random sampling. The first round of the Delphi technique involved a questionnaire consisting of one open-ended question, completed by 49 basic/clinical faculty members and 47 senior medical students. In the second round, a 5-point Likert scale-based questionnaire was used to prioritize the instructional needs. The reliability of the questionnaire was verified by Cronbach's alpha coefficient. In the third round, a focus group was used. A total of six expert faculty members and one senior medical student were invited to the focus group session to prioritize the needs. Data were analyzed using Friedman's non-parametric ranking test in SPSS version 26. RESULTS Ten instructional needs priorities were extracted, including common pharmacotherapies (antibiotics and narcotics), prescriptions, physiology, anatomy, physical examination, electrocardiography interpretation, radiography, computed tomography scans, serum electrolyte disorders, and cardiovascular and internal (endocrine and metabolic) diseases. The chi-squared calculated value (715.584) indicated a significant difference in the importance of the questionnaire's questions (P < 0.001). These questions did not have equal value, and the importance, from the respondent's point of view and the observed distribution of ranks, was not the output of a random factor. CONCLUSIONS The findings of this study can be used to design MOOCs, revise instructional programs, and adapt the curriculum to meet the needs of general practitioners, which will, in turn, help meet the medical needs of the general population.
Collapse
Affiliation(s)
- Zahra Farhadi
- Medical Education, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Eisa Rezaei
- Department of Educational Technology in Medical Sciences, Smart University of Medical Sciences, Tehran, Iran
| | - Leila Bazrafkan
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Mitra Amini
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Nahid Zarif Sanaiey
- Department of E-Learning in Medical Sciences, Virtual School (Center of Excellence for E-Learning in Medical Sciences), Shiraz University of Medical Sciences, Third Floor, Sina & Sadra Hall, Neshat Street, Shiraz, Iran
| | - Reza Barati-Boldaji
- Public Health Nutrition, Gastroenterohepatology Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Manoosh Mehrabi
- Department of E-Learning in Medical Sciences, Virtual School (Center of Excellence for E-Learning in Medical Sciences), Shiraz University of Medical Sciences, Third Floor, Sina & Sadra Hall, Neshat Street, Shiraz, Iran.
| |
Collapse
|
6
|
Karimian Z, Mokarram P, Zarifsanaiey N. Comparison of the teaching clinical biochemistry in face-to-face and the flex-flipped classroom to medical and dental students: a quasi-experimental study from IRAN. BMC MEDICAL EDUCATION 2024; 24:137. [PMID: 38350863 PMCID: PMC10863239 DOI: 10.1186/s12909-024-05051-8] [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: 05/26/2023] [Accepted: 01/10/2024] [Indexed: 02/15/2024]
Abstract
INTRODUCTION Biochemistry is one of the main courses of basic sciences in the medical curriculum, along with other difficult subjects that are difficult to learn. The emergence of new technologies has made it possible to test new methods such as e-Learning. In this study, we compared two methods of Flex-Flipped Classroom (FFC) and face-to-face. METHOD A quasi-experimental research was done which involved both medical and dental students studying the clinical biochemistry course in the joint semester in 2019. A total of 100 medical students were trained in biochemistry through face-to-face teaching, and 60 dental students were trained in the same course through the FFC model. Three researcher-made tools were used to compare the two groups to assess the student's satisfaction, scores, and self-evaluation. The content validity of the tools was checked using the opinions of 10 experts through the CVI index. The results were analyzed using one-sample t-tests, independent t-tests, and ANOVA. RESULTS Both groups scored significantly more than the cut-off-point (Mean > 3.5) in their average scores of the total and sub-components of the self-evaluation questionnaire (P < 0.05). Face-to-face teaching was viewed more favorably than the FFC teaching except for considering the flexibility (4.14 ± 1.55), but the difference was not significant (P > 0.05). The students' knowledge score in the FFC was slightly higher than that in the face-to-face method, but this difference was not significant(P = 0.758). CONCLUSION Both face-to-face and FFC methods were effective according to the students, but the level of satisfaction with the face-to-face method was higher. It seems that teacher-student interaction is an important factor in students' preferences. However, the students preferred the flexibility of multimedia. It seems necessary to use the advantages of each method in a model appropriate to the students' conditions and available facilities.
Collapse
Affiliation(s)
- Zahra Karimian
- Department of E-Learning in Medical Sciences, Virtual School and Center of Excellence in E-Learning, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Pooneh Mokarram
- Autophagy Research Center, Department of Biochemistry, School of Medicine, Shiraz University of Medical Sciences, Zand Street, Shiraz, Iran.
| | - Nahid Zarifsanaiey
- Department of E-Learning in Medical Sciences, Virtual School and Center of Excellence in E-Learning, Shiraz University of Medical Sciences, Shiraz, Iran
| |
Collapse
|
7
|
O'Neill S, Deegan J, Ramjit S, Reynolds JV, Donohoe CL. 'SurgTalk': The Educational Outcomes Associated With Development of a Surgical Podcast for Undergraduate Medical Students. JOURNAL OF SURGICAL EDUCATION 2024; 81:202-209. [PMID: 38160114 DOI: 10.1016/j.jsurg.2023.10.008] [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: 06/07/2023] [Revised: 09/01/2023] [Accepted: 10/13/2023] [Indexed: 01/03/2024]
Abstract
OBJECTIVE Educational podcast series are becoming increasingly popular as free open access medical education (FOAMed) resources, however, the educational benefit associated with their use is unclear. The aim of this study was to assess the educational outcomes associated with the implementation of a surgical podcast series for undergraduate medical students. METHODS Two conversational case-based podcast episodes were recorded covering 2 common surgical presentations. Final-year medical students were recruited prospectively in January 2023 and underwent a baseline multiple choice question (MCQ) test covering the material within the podcast episodes. Participants were then provided with the episode files through encrypted Google Drive links. Two weeks following baseline assessment, students repeated the initial MCQ test and completed a postpodcast reaction survey. Data were analyzed using a paired t-test, multivariable regression analyses, and simple descriptive statistics. RESULTS Fifty students were enrolled in the study. All participants undertook the baseline assessment. About 98% completed the postpodcast MCQ, while 94% completed the postpodcast reaction survey. All participants who undertook the reaction survey (n = 47) found the podcast helpful in explaining surgical concepts, 92% of participants found the podcast enjoyable to listen to. The most commonly reported activity undertaken while listening was "commuting/driving" (n = 24, 48%). The mean baseline MCQ score was 44.6%. The mean postpodcast MCQ score was 65.51%. There was a mean absolute increase in test score of 20.2% from baseline which was statistically significant (95%CI 14.67-25.6, p < 0.001). CONCLUSION Implementation of this podcast series was associated with a statistically significant improvement in mean test score from baseline, reflecting knowledge acquisition. There was a positive user reaction and students were able to listen while performing other activities. Further evaluation of the educational outcomes associated with podcast use, particularly the effects on knowledge retention and clinical competence, is required.
Collapse
Affiliation(s)
- Susan O'Neill
- Department of Surgery, Trinity Centre for Health Sciences, Trinity College Dublin and St James' Hospital, Dublin, Ireland.
| | - Joseph Deegan
- Acute Medical Unit, St James' Hospital, Dublin, Ireland
| | - Sinéad Ramjit
- Department of Surgery, Trinity Centre for Health Sciences, Trinity College Dublin and St James' Hospital, Dublin, Ireland
| | - John V Reynolds
- Department of Surgery, Trinity Centre for Health Sciences, Trinity College Dublin and St James' Hospital, Dublin, Ireland
| | - Claire L Donohoe
- Department of Surgery, Trinity Centre for Health Sciences, Trinity College Dublin and St James' Hospital, Dublin, Ireland
| |
Collapse
|
8
|
Patel R, Bannister SL, Degelman E, Sharma T, Beran TN, Lewis M, Novak C. Online Learning in Medical Student Clerkship: A Survey of Student Perceptions and Future Directions. Cureus 2024; 16:e54541. [PMID: 38516469 PMCID: PMC10956628 DOI: 10.7759/cureus.54541] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/19/2024] [Indexed: 03/23/2024] Open
Abstract
Background The coronavirus disease 2019 (COVID-19) pandemic had a major impact on medical education with clerkship students abruptly removed from clinical activities in 2020 and hastily immersed in online learning to maintain medical education. In 2022, students returned to in-person clinical experiences, but synchronous learning sessions continued online with extensive use of asynchronous online resources. This change offers a unique opportunity to gather information about students' perspectives regarding the acceptability and effectiveness of online learning strategies. This study aims to explore the clerkship student experience with the integration of online learning and in-person learning into formalized educational sessions in clerkship. Methodology The authors administered an online survey to clerkship students at the Cumming School of Medicine at the University of Calgary, Canada in spring 2022. The survey consisted of primarily Likert-style questions to explore the perceived effectiveness of various online learning strategies. Results are reported as the proportion selecting "quite effective" or "extremely effective." Results A total of 89 students responded to the survey (57.4% of graduating class). For synchronous online learning, case-based learning was perceived as the most effective teaching strategy (61.8%), and audience response systems were the most effective strategy for improving audience engagement (70.1%). For asynchronous online learning, interactive cases (84.9%) and student-developed online study guides (83.6%) were perceived as the most effective. Students held varying perceptions regarding how online learning impacted their well-being. When considering future clerkship curricula, the majority of clerkship students preferred a blend of in-person and online learning. Conclusions This study identified that most clerkship students prefer a hybrid of in-person and online learning and that ideal online learning curricula could include case-based learning, audience response systems, and a variety of asynchronous learning resources. These results can guide curriculum development and design at other medical institutions.
Collapse
Affiliation(s)
- Rina Patel
- Postgraduate Medical Education, University of Calgary, Calgary, CAN
| | | | - Erin Degelman
- Postgraduate Medical Education, University of Calgary, Calgary, CAN
| | - Tejeswin Sharma
- Postgraduate Medical Education, University of Manitoba, Winnipeg, CAN
| | - Tanya N Beran
- Community Health Sciences, University of Calgary, Calgary, CAN
| | | | - Chris Novak
- Pediatrics, University of Calgary, Calgary, CAN
| |
Collapse
|
9
|
Lin Y, Xiu X, Lin J, Chen Z, Zheng CX, Pan X, Lin L, Yan J. Application of Team-Based Flipped Classroom and Traditional Learning on the Antenatal Education Center Course. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:1379-1390. [PMID: 38106922 PMCID: PMC10725629 DOI: 10.2147/amep.s429806] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/17/2023] [Accepted: 11/28/2023] [Indexed: 12/19/2023]
Abstract
Background The goal is to evaluate the effects of a flipped class strategy on knowledge, self-directed learning ability, learning satisfaction and pregnancy outcomes in primiparas undergoing antenatal education. Methods A random sampling method was adopted. A total of 600 primiparas who were diagnosed with early pregnancy in a first-class hospital in southeast China and received continuous prenatal health education from May to July 2020 were selected as the research subjects. In order to make the baseline of the two groups of primipara comparable, we divided the two groups in the antenatal education centre according to the odd-even number of the lesson card number. The odd-numbered group was the experimental group, who used the prenatal health education model based on blended learning; the even-numbered group was the control group, who used the traditional mode of prenatal health education. The two groups were compared on the following outcomes: knowledge, self-directed learning ability, learning satisfaction and pregnancy outcomes. Results Compared with traditional learning, the blended learning approach can effectively controlled the gestational weight gain (GWG), alleviated the anxiety and depression during pregnancy, improved the natural delivery rate of the primipara, shortened the delivery process and reduced the risk of gestational diabetes mellitus (GDM), the difference was statistically significant (all P<0.05). Conclusion Blended learning may be an effective strategy because of its validity and practicality in antenatal education.
Collapse
Affiliation(s)
- Yingying Lin
- Department of Healthcare, Fujian Maternity and Child Health Hospital, College of Clinical Medicine for Obstetrics & Gynecology and Pediatrics, Fujian Medical University, Fuzhou, People’s Republic of China
| | - Xiaoyan Xiu
- Department of Health Education, Fujian Maternity and Child Health Hospital, College of Clinical Medicine for Obstetrics & Gynecology and Pediatrics, Fujian Medical University, Fuzhou, People’s Republic of China
| | - Juan Lin
- Department of Obstetrics, Fujian Maternity and Child Health Hospital, College of Clinical Medicine for Obstetrics & Gynecology and Pediatrics, Fujian Medical University, Fuzhou, People’s Republic of China
| | - Zhiwei Chen
- Department of Obstetrics, Fujian Maternity and Child Health Hospital, College of Clinical Medicine for Obstetrics & Gynecology and Pediatrics, Fujian Medical University, Fuzhou, People’s Republic of China
| | - Cui Xian Zheng
- Department of Obstetrics, Fujian Maternity and Child Health Hospital, College of Clinical Medicine for Obstetrics & Gynecology and Pediatrics, Fujian Medical University, Fuzhou, People’s Republic of China
| | - Xuehong Pan
- Department of Health Education, Fujian Maternity and Child Health Hospital, College of Clinical Medicine for Obstetrics & Gynecology and Pediatrics, Fujian Medical University, Fuzhou, People’s Republic of China
| | - Lihua Lin
- Department of Healthcare, Fujian Maternity and Child Health Hospital, College of Clinical Medicine for Obstetrics & Gynecology and Pediatrics, Fujian Medical University, Fuzhou, People’s Republic of China
| | - Jianying Yan
- Department of Obstetrics, Fujian Maternity and Child Health Hospital, College of Clinical Medicine for Obstetrics & Gynecology and Pediatrics, Fujian Medical University, Fuzhou, People’s Republic of China
| |
Collapse
|
10
|
Huang PH, O’Sullivan AJ, Shulruf B. Development and validation of the student ratings in clinical teaching scale in Australia: a methodological study. JOURNAL OF EDUCATIONAL EVALUATION FOR HEALTH PROFESSIONS 2023; 20:26. [PMID: 37667437 PMCID: PMC10562831 DOI: 10.3352/jeehp.2023.20.26] [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: 08/02/2023] [Accepted: 08/20/2023] [Indexed: 09/06/2023]
Abstract
PURPOSE This study aimed to devise a valid measurement for assessing clinical students' perceptions of teaching practices. METHODS A new tool was developed based on a meta-analysis encompassing effective clinical teaching-learning factors. Seventy-nine items were generated using a frequency (never to always) scale. The tool was applied to the University of New South Wales year 2, 3, and 6 medical students. Exploratory and confirmatory factor analysis (exploratory factor analysis [EFA] and confirmatory factor analysis [CFA], respectively) were conducted to establish the tool’s construct validity and goodness of fit, and Cronbach’s α was used for reliability. RESULTS In total, 352 students (44.2%) completed the questionnaire. The EFA identified student-centered learning, problem-solving learning, self-directed learning, and visual technology (reliability, 0.77 to 0.89). CFA showed acceptable goodness of fit (chi-square P<0.01, comparative fit index=0.930 and Tucker-Lewis index=0.917, root mean square error of approximation=0.069, standardized root mean square residual=0.06). CONCLUSION The established tool—Student Ratings in Clinical Teaching (STRICT)—is a valid and reliable tool that demonstrates how students perceive clinical teaching efficacy. STRICT measures the frequency of teaching practices to mitigate the biases of acquiescence and social desirability. Clinical teachers may use the tool to adapt their teaching practices with more active learning activities and to utilize visual technology to facilitate clinical learning efficacy. Clinical educators may apply STRICT to assess how these teaching practices are implemented in current clinical settings.
Collapse
Affiliation(s)
- Pin-Hsiang Huang
- Department of Medical Humanities and Education, College of Medicine, National Yang Ming Chiao Tung University, Taipei, Taiwan
- Office of Medical Education, Faculty of Medicine and Health, The University of New South Wales Sydney, Sydney, Australia
- Division of Infectious Disease, Department of Medicine, Taipei Veterans General Hospital, Taipei, Taiwan
| | - Anthony John O’Sullivan
- Faculty of Medicine and Health, The University of New South Wales Sydney, Sydney, Australia
- Department of Endocrinology, St George Hospital, Sydney, Australia
| | - Boaz Shulruf
- Office of Medical Education, Faculty of Medicine and Health, The University of New South Wales Sydney, Sydney, Australia
- Centre for Medical and Health Sciences Education, University of Auckland, Auckland, New Zealand
| |
Collapse
|
11
|
Pylman S, Mavis B. Evaluating the DR-ED Listserv as a Medical Education Networking and Support Tool. Eval Health Prof 2023; 46:233-241. [PMID: 37253706 DOI: 10.1177/01632787231179420] [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] [Indexed: 06/01/2023]
Abstract
The listserv, although considered old technology by some, continues to show benefit for and growth in subscribers. We investigated the roles the DR-ED listserv plays within the medical education community. We asked, Who subscribes? Why do they subscribe? and How do they use the listserv? We conducted a mixed-methods evaluation of the DR-ED listserv based on message content analysis and user surveys. We found the DR-ED listserv fulfills medical educators' need to network collegially; keep current with issues and ideas in the field; share solutions to problems; share resources; and advertise development opportunities. We found two types of listserv engagement: a) one-way engagement by using it as a resource, or two-way engagement by using and sharing resources. Our findings also highlight the value users attribute to virtual resources and the role listservs can play as economical professional development in a time of constrained costs, and our analysis methods can be used to guide future listserv evaluations. We conclude the relatively easy access to a global medical education listserv is one strategy to create a community of practice for medical education practitioners.
Collapse
Affiliation(s)
- Stacey Pylman
- Office of Medical Education Research and Development, College of Human Medicine, Michigan State University, East Lansing, MI, USA
| | - Brian Mavis
- College of Human Medicine, Michigan State University, East Lansing, MI, USA
| |
Collapse
|
12
|
Xu Y, Chen C, Ji M, Xiang Y, Han Y, Feng D, Luo Z. An online flipped classroom approach improves the physiology score and subsequent course scores of the top-performing students. ADVANCES IN PHYSIOLOGY EDUCATION 2023; 47:538-547. [DOI: http:/doi.org/10.1152/advan.00060.2022] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/29/2022] [Revised: 06/06/2023] [Accepted: 06/06/2023] [Indexed: 02/14/2024]
Abstract
An online flipped classroom approach achieved the same teaching effect as online live teaching but had a more positive impact on high-achieving students. The positive impact was not only in Physiology but also in subsequent courses where logical thinking prevailed. However, for low-achieving students, the effect of online live teaching was better.
Collapse
Affiliation(s)
- Yangting Xu
- Xiangya School of Medicine, Central South University, Changsha, China
- Shanghai Key Laboratory of Psychotic Disorders, Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China
| | - Chen Chen
- School of Biomedical Science, University of Queensland, St. Lucia, Brisbane, Queensland, Australia
| | - Ming Ji
- Xiangya School of Medicine, Central South University, Changsha, China
- Department of Physiology, School of Basic Medicine, Central South University, Changsha, China
| | - Yang Xiang
- Xiangya School of Medicine, Central South University, Changsha, China
- Department of Physiology, School of Basic Medicine, Central South University, Changsha, China
| | - Yang Han
- Xiangya School of Medicine, Central South University, Changsha, China
- Department of Physiology, School of Basic Medicine, Central South University, Changsha, China
| | - Dandan Feng
- Xiangya School of Medicine, Central South University, Changsha, China
- Department of Physiology, School of Basic Medicine, Central South University, Changsha, China
| | - Ziqiang Luo
- Xiangya School of Medicine, Central South University, Changsha, China
- Department of Physiology, School of Basic Medicine, Central South University, Changsha, China
| |
Collapse
|
13
|
Mu S, Hu J, Liu F, Zhao C, Sun Y. New innovations and educational process in undergraduate neurology education in blended learning. Postgrad Med 2023; 135:551-561. [PMID: 37428007 DOI: 10.1080/00325481.2023.2234273] [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: 09/26/2022] [Accepted: 07/05/2023] [Indexed: 07/11/2023]
Abstract
Many undergraduate students suffer from 'neurophobia,' which refers to a lack of knowledge or confidence in neurology, and this can influence their career choices. Various measures have been taken to address this issue, including the implementation of new technologies and methodologies. Significant advancements have been made in the development of blended learning, and the integration of student-centered learning modules, multimedia, and web-based devices has become a common teaching approach. Nonetheless, the optimal delivery form, as well as assessment for the selected learning format and teaching quality in both theory and clinical practice, are being investigated. The purpose of this review is to provide a summary of the current understanding of blended learning as well as innovative methods, technologies, and assessments of undergraduate neurology education. It aims to highlight opportunities for implementing a novel, comprehensive learning model with a suitable blended learning method within a framework of customized technology-assessment processes for future neurology classes, encompassing both theoretical and clinical training.
Collapse
Affiliation(s)
- Siyu Mu
- Department of Neurology, The First Affiliated Hospital of China Medical University, Shenyang, China
| | - Jingman Hu
- Department of Neurology, The First Affiliated Hospital of China Medical University, Shenyang, China
| | - Fangxi Liu
- Department of Neurology, The First Affiliated Hospital of China Medical University, Shenyang, China
| | - Chuansheng Zhao
- Department of Neurology, The First Affiliated Hospital of China Medical University, Shenyang, China
- Stroke Center, The First Hospital of China Medical University, Shenyang, China
| | - Yefei Sun
- Department of Gastrointestinal Surgery & Hernia and Abdominal Wall Surgery, The First Affiliated Hospital of China Medical University, Shenyang, China
| |
Collapse
|
14
|
Van Haute M, Monzon JD. Examination performance with flipped classroom as instructional strategy in the carbohydrate metabolism course unit at a Philippine medical school: Estimation of average treatment effect from observational data. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2023; 51:428-438. [PMID: 37148496 DOI: 10.1002/bmb.21740] [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: 07/28/2022] [Revised: 04/03/2023] [Accepted: 04/18/2023] [Indexed: 05/08/2023]
Abstract
While the innovativeness of the flipped classroom (FC) approach promotes active participation and higher-order thinking among students, there are concerns about its effectiveness in terms of knowledge retention. Currently, there are no studies involving medical school biochemistry that evaluate this aspect of effectiveness. Thus, we conducted a historical control study that analyzed observational data from two freshman batches of the Doctor of Medicine program in our institution. Class 2021 (n = 250) served as the traditional lecture (TL) group while Class 2022 (n = 264) served as the FC group. Data on relevant observed covariates (age, sex, National Medical Admission Test or NMAT score, undergraduate degree) and the outcome variable (carbohydrate metabolism course unit examination percentage scores, as indicator of knowledge retention) were included in the analysis. Propensity scores were calculated using logit regression conditional on these observed covariates. Afterwards, 1:1 nearest-neighbor propensity score matching (PSM) was performed to produce an estimated average treatment effect (ATE) measure afforded by FC (as adjusted mean difference in examination scores between the two batches), balancing on the covariates. Nearest-neighbor matching using the calculated propensity scores effectively balanced the two groups (standardized bias <10%), producing 250 matched student-pairs that received either TL or FC. Following PSM, the FC group was found to have a significantly higher adjusted mean examination score compared to the TL group (adjusted mean difference = 5.62%, 95% CI: 2.54%, 8.72%; p < 0.001). Using this approach, we were able to demonstrate benefit of FC over TL in terms of knowledge retention, as reflected by the estimated ATE.
Collapse
Affiliation(s)
- Michael Van Haute
- Department of Biochemistry, De La Salle Medical and Health Sciences Institute-College of Medicine, Dasmariñas, Philippines
| | - Jan David Monzon
- Department of Biochemistry, De La Salle Medical and Health Sciences Institute-College of Medicine, Dasmariñas, Philippines
| |
Collapse
|
15
|
Osten J, Behrens V, Behrens S, Herrler A, Clarner T. Are live lectures a discontinued model? A survey on the influence of synchronous online lecturing on the perception of teaching and assessment outcome. GMS JOURNAL FOR MEDICAL EDUCATION 2023; 40:Doc50. [PMID: 37560040 PMCID: PMC10407577 DOI: 10.3205/zma001632] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 09/27/2022] [Revised: 02/14/2023] [Accepted: 04/06/2023] [Indexed: 08/11/2023]
Abstract
Objectives In the early phase of their studies, students are confronted with a number of teaching and learning methods they are usually not familiar with. Beyond, learning in a university environment requires a high degree of self-organization. Thus, the transition from learning in a school environment to university can be challenging for students and associated with adjustment difficulties. We hypothesized that synchronous online lecturing might be able to serve as a thematic superstructure and a curricular guide that can positively influence course perception, motivation and exam outcome. Methods We investigated this hypothesis in a retrospective approach by comparing results from histology exams (2020 n=411, 2021 n= 423) and questionnaires for course evaluation received from medical and dentistry second semester students of the RWTH Aachen University, Germany, in 2020 (n=113 questionnaire participants) and 2021 (n=106 questionnaire participants). While in 2020, due to the Corona Pandemic, no synchronous online lectures were held, these were reintroduced in 2021. Results Our results show several differences in between the two study cohorts. Most important findings include a significantly (p<0.001) lower number of students that failed to pass or withdrew from the exam in 2021, an increased motivation to deal with the learning content (p<0.001) and a higher perceived quality of the study materials (p<0.001) in 2021. Conclusion Our study indicates that synchronous online lectures can be an important tool to help students to accustom to new learning environments and to structure private study. Further studies will now have to show whether live (online) lectures can have the same significance during clinical training.
Collapse
Affiliation(s)
- Jannik Osten
- RWTH Aachen, Institute of Neuroanatomy, Aachen, Germany
| | | | - Sadie Behrens
- RWTH Aachen, Institute of Neuroanatomy, Aachen, Germany
| | - Andreas Herrler
- Maastricht University, FHML, Anatomy & Embryology, Maastricht, The Netherlands
| | - Tim Clarner
- RWTH Aachen, Institute of Neuroanatomy, Aachen, Germany
- Rostock University Medical Center, Institute of Anatomy, Rostock, Germany
| |
Collapse
|
16
|
Sourg HAA, Satti S, Ahmed N, Ahmed ABM. Impact of flipped classroom model in increasing the achievement for medical students. BMC MEDICAL EDUCATION 2023; 23:287. [PMID: 37106403 PMCID: PMC10142149 DOI: 10.1186/s12909-023-04276-3] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/25/2022] [Accepted: 04/18/2023] [Indexed: 05/13/2023]
Abstract
BACKGROUND Over the past few years, there has been a parallel development in the use of the internet and technology for teaching purposes. The Flipped classroom model (FCM) used by the instructor aims at spending more time interacting with students rather than lecturing them. There are very few studies about the effectiveness of FCM on student performance and perception as compared to the traditional lecture in colleges of medicine. This study evaluates the effectiveness of the FCM on the academic achievement of students in terms of increased performance and perception as compared to the traditional lecture the medical students in Al-Neelain University-Sudan. METHOD This case-control study compares using (FCM) in the medical students at Al-Neelain University and the traditional lecture and its effect on students' academic achievement. The students were randomly assigned into two groups (A & B), flipped classroom group A (30 students as a test), and traditional classroom group B (33students as control). Major outcome indexes were pretest and posttest results used for students' academic achievement performance assessment and a questionnaire used for student perception evaluation about the FCM. Finally, statistical analysis was performed using SPSS programs. RESULTS Although the pretest and posttest scores showed highly statistically differences within each group (A&B) with P<.000, when comparing the pretest and posttest scores of the studied groups showed that, there were no statistically significant differences between the pretest and posttest scores between them with P=0.912 and 0.100 respectively. However, more than 80% of participants were satisfied with using a flipped classroom. While more than 90% of students were more motivated to learn in flipped classrooms meeting learning targets when they used FCM. CONCLUSION There was a positive student perception towards using the FCM, despite no significant effect of FCM on medical students' academic achievement.
Collapse
Affiliation(s)
- Hanadi Abdelgadir Ahmed Sourg
- Faculty of Medicine, University of Khartoum, Khartoum, Sudan
- Faculty of Medicine, Al Neelain University, Khartoum, Sudan
| | - Shahenaz Satti
- Faculty of Medicine, Al Neelain University, Khartoum, Sudan
| | - Nasereldin Ahmed
- King Saud bin Abdulaziz University for Health Sciences, Riyadh, Kingdom of Saudi Arabia
| | | |
Collapse
|
17
|
Sultan AS, Ali R, Zahid N, Akbar R, Ali M, Fatima S, Ghias K, Martins R, Tariq M, Ajani K. Experiences of Undergraduate Medical, Nursing Students and Faculty regarding Flipped Classroom: A Mixed Method Study at Private Medical University in Pakistan. BMJ Open 2023; 13:e070276. [PMID: 37076143 PMCID: PMC10124245 DOI: 10.1136/bmjopen-2022-070276] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 04/21/2023] Open
Abstract
The 'flipped classroom (FCR)' is a teaching pedagogy where students are actively involved in the learning process. It reduces passivity, enables students to become active learners through reasoning and concept application and facilitates student interaction with their peers and instructors. This instructional approach enhances retention and decreases distraction by engaging students. OBJECTIVES The purpose of this study was to train the faculty of the medical college and school of nursing in developing FCRs as an innovative teaching and learning strategy, to facilitate them in conducting flipped sessions for their students and to explore the experiences of medical, nursing students along with faculty members regarding the FCR they had attended and conducted. SETTING Private medical college. PARTICIPANTS A total of 442 students from medical college and school of nursing and midwifery participated in the evaluation survey with a female to male ratio of 339:103. Students who attended the flipped class sessions were included in the study sample. Students who did not complete the forms were excluded from the study. Nine faculty members who attended the workshop, agreed to facilitate the FCR session were invited to participate in the focus group discussion. RESULTS Both medical and nursing students found FCR format stimulating. A significantly higher proportion of medical students (73%) found the FCR more engaging and interesting than a traditional lecture as compared with nursing students (59%) (p=0.009). Similarly, 73% of medical students believed the learning objectives of both the non-face-to-face and face-to-face sessions were shared with them as compared with the 62% of nursing students who believed the same (p=0.002). A significantly higher proportion of medical (76%) versus nursing (61%) students found the FCR format more useful for application of their theoretical knowledge into clinical practice (p=0.030). CONCLUSION Students found the FCR more engaging and interesting in terms of applying theoretical knowledge into practice. Similarly, faculty found this strategy as effective but challenging in terms of involving and engaging students in the learning process. It is recommended to conduct more FCR sessions for an interactive and student-centred learning, but proper planning of the session and using variety of technological tools to engage learners is a key to success.
Collapse
Affiliation(s)
- Amber Shamim Sultan
- Department for Educational Development & Surgery, The Aga Khan University, Karachi, Pakistan
| | - Rahila Ali
- Department for Educational Development, The Aga Khan University, Karachi, Pakistan
| | - Nida Zahid
- Department of Surgery, The Aga Khan University, Karachi, Pakistan
| | - Rozmeen Akbar
- Department of Biological and Biomedical science, The Aga Khan University, Karachi, Pakistan
| | - Mehdia Ali
- Research Department, The Aga Khan University, Karachi, Pakistan
| | - Sadia Fatima
- Department of Biological and Biomedical science, The Aga Khan University, Karachi, Pakistan
| | - Kulsoom Ghias
- Department of Biological and Biomedical science, The Aga Khan University, Karachi, Pakistan
| | - Russell Martins
- Research Department, The Aga Khan University, Karachi, Pakistan
| | - Muhammad Tariq
- Department of Medicine, The Aga Khan University, Karachi, Pakistan
| | - Khairulnissa Ajani
- School of Nursing and Midwifery, The Aga Khan University, Karachi, Pakistan
| |
Collapse
|
18
|
Quaia E. Electronic platform-based education for radiology residents: results of a two-year survey. BMC MEDICAL EDUCATION 2023; 23:202. [PMID: 36998067 PMCID: PMC10062241 DOI: 10.1186/s12909-023-04190-8] [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: 08/19/2022] [Accepted: 03/23/2023] [Indexed: 06/19/2023]
Abstract
BACKGROUND Electronic platform based-learning for residents is increasing. The aim of this study was to identify the most reliable predictor variables related to the usage of electronic platform-based educational material for radiology residents which can predict a successful multiple-choice test during the academic year. METHODS A two year survey was conducted based on the records of electronic platform-based educational material for radiology residents. Radiology resident education was based on the educational content of two educational electronic platform databases named RADPrimer and STATdx (Elsevier, Amsterdam) consisting in evidence-based and expert-vetted summary information to support learning and diagnosing in radiology. A pool of multiple-choice questions was addressed in RADPrimer by each resident after 6 months from the beginning of each academic year, and at the end of the respective residency year as part of end of the year assessment. A per-resident analysis was performed to analyze the correlation between the amount of electronic platform content accessed by residents (measured by total login times, login frequency per month, and the number of per-topic addressed questions) in preparation for the electronic test during the academic year (predictor variables) and per-resident average percentage of correct answers on electronic test (outcome variable). Statistical significance (p < 0.05) was determined using logistic regression and correlation analysis. RESULTS Total login times (OR, 3; 95% CI, 2.2 -4), login frequency per month (OR, 4; 95% CI, 3.1-5.3), the number of per-topic addressed questions (OR, 3; 95% CI, 2.2 -4), and the number of topic-verified correct answers to multiple choice test (OR, 30.5; 95% CI, 12.8-80.9) all showed a statistically significant correlation with final percentage of correct answers on final year electronic test. CONCLUSION The number of correct answers to multiple choice test was related to the number and frequency of login access, the number of per-topic addressed questions and the number of topic-verified correct answers to multiple choice test. The electronic-based educational material contributes significantly to a successful radiology residency program.
Collapse
Affiliation(s)
- Emilio Quaia
- Department of Radiology, University of Padova, Via Giustiniani 2, Padova, 35128, Italy.
| |
Collapse
|
19
|
Martin PC, Maggio LA, Murray H, Willinsky JM. Enculturating a Community of Action: Health Professions Educators' Perspectives on Teaching With Wikipedia. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2023; 98:394-400. [PMID: 35921150 DOI: 10.1097/acm.0000000000004897] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
PURPOSE Health professions educators are increasingly called on to engage learners in more meaningful instruction. Many have used Wikipedia to offer an applied approach to engage learners, particularly learning related to evidence-based medicine (EBM). However, little is known about the benefits and challenges of using Wikipedia as a pedagogic tool from the collective experience of educators who have sought to improve their instructional practice with it. This study aims to synthesize the perspectives of health professions education (HPE) instructors on the incorporation of Wikipedia editing into their HPE courses. METHOD Applying a constructivist approach, the authors conducted semistructured interviews from July to December 2020, with 17 participating HPE instructors who had substantively integrated Wikipedia into their curriculum at 13 institutions. Participants were interviewed about their experiences of integrating Wikipedia editing into their courses. Thematic analysis was conducted on resulting transcripts. RESULTS The authors observed 2 broad themes among participants' expressed benefits of teaching with Wikipedia. First, Wikipedia provides a meaningful instructional alternative that also helps society and develops learners' information literacy and EBM skills. Second, Wikipedia supports learners' careers and professional identity formation. Identified challenges included high effort and time, restrictive Wikipedia sourcing guidelines, and difficult interactions with stakeholders. CONCLUSIONS Findings build on known benefits, such as providing a real-world collaborative project that contextualizes students' learning experiences. They also echo known challenges, such as the resource-intensive nature of teaching with Wikipedia. The findings of this study reveal the potential of Wikipedia to enculturate HPE students within a situated learning context. They also present implications for HPE programs that are considering implementing Wikipedia and faculty development needed to help instructors harness crowd-sourced information tools' pedagogic opportunities as well as anticipate their challenges.
Collapse
Affiliation(s)
- Paolo C Martin
- P.C. Martin is assistant professor of health professions education, Department of Medicine, Center for Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, Maryland; ORCID: http://orcid.org/0000-0002-7720-5667
| | - Lauren A Maggio
- L.A. Maggio is professor of medicine and health professions education, Department of Medicine, Center for Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, Maryland; ORCID: http://orcid.org/0000-0002-2997-6133
| | - Heather Murray
- H. Murray is professor of emergency medicine, Department of Emergency Medicine, and professor, Department of Public Health Sciences, Queen's University School of Medicine, Kingston, Ontario, Canada; ORCID: http://orcid.org/0000-0002-8448-2566
| | - John M Willinsky
- J.M. Willinsky is professor of education, Stanford University Graduate School of Education, Stanford, California; ORCID: http://orcid.org/0000-0001-6192-8687
| |
Collapse
|
20
|
Issa S, Abd El Aaty H, Gaber YM, Zaghloul NM. Students' perception of private supplementary tutoring during medical undergraduate study in some Egyptian universities. JOURNAL OF APPLIED RESEARCH IN HIGHER EDUCATION 2023; 15:599-611. [DOI: 10.1108/jarhe-01-2022-0030] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/02/2023]
Abstract
PurposeThe current work aimed to investigate the private tutoring phenomenon among Egyptian medical faculty students.Design/methodology/approachThe present work is a cross-sectional observational study using an online, anonymous questionnaire disseminated to Egyptian medical students and instructors via social platforms and university e-mails. All subjects involved in the survey gave informed consent to begin the questionnaire. No financial incentives were awarded to finish the questionnaire.FindingsIn total, 79.2% of the surveyed students (n = 198) admitted taking private medical courses during their medical study courses till the date of the survey. The Egyptian students, 68.4% (n = 171), markedly surpassed the non-Egyptian participants (n = 79, 31.6%). Males were nearly double the female participants (n = 162 and 88 consecutively).The highest academic-level-seeking private medical tutoring was the fifth-year students (n = 66, 26.4%).Research limitations/implicationsA large sample size is needed to strengthen the statistical power and permit the generalization over the population, so more research work in this aspect is recommended. Also, subject-specific data in private medical tutoring need to be investigated in future works. Similar global work is recommended to allow better comparison of data worldwide.Originality/valueWhen conceptualizing medical education processes and developing its regulations, the dynamics of private medical instruction should be taken into account, especially concerning socioeconomic inequities and efficiency in medical school systems. This work has been the first to investigate the private tutoring phenomenon among Egyptian medical students to the authors' best knowledge.
Collapse
|
21
|
DeVaul N, Goldman E. The Medical Student Experience With Prework. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2023; 10:23821205231216863. [PMID: 38025029 PMCID: PMC10676066 DOI: 10.1177/23821205231216863] [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: 05/23/2023] [Accepted: 11/09/2023] [Indexed: 12/01/2023]
Abstract
OBJECTIVES The objective of this study is to better understand the medical student experience with prework to determine what factors influence their motivation to complete prework. INTRODUCTION Medical education has been shifting to more active learning-type sessions such as flipped classrooms but these activities are unsuccessful when students do not complete the associated prework. The literature is lacking on why students do not complete prework and what would motivate them to do so. This qualitative study aims to answer those questions through the view of expectancy-value motivation theory. METHODS Thirteen preclinical medical students participated in a semistructured basic interview study investigating their experience with prework. Interview transcripts were coded, and codes were clustered and analyzed for themes. RESULTS Students develop particular routines they find successful for their studies. They explain how time in their schedules and the amount of time prework takes to complete plays a role in their study environment which must be favorable in order to complete prework. Students view video prework more favorably compared to reading assignments. Students note how the opinions of their peers influence their decision to complete prework. Each of these factors influences student motivation to complete prework. CONCLUSION This study finds that motivation to complete prework is influenced by the environment, format, and use of prework, student interest and prior knowledge, and peer influence. The combination of these factors determines whether a student believes they are capable of completing prework and if they find it valuable. In order to increase motivation to complete prework, faculty should consider how to address these factors in a way that students are able to fit prework into their study routines. This study provides the first step in understanding the medical student experience with prework and suggests directions for future studies to maximize student motivation to complete prework.
Collapse
Affiliation(s)
- Nicole DeVaul
- Department of Anatomy and Cell Biology, The George Washington University, Washington, USA
| | - Ellen Goldman
- Graduate School of Education and Human Development, The George Washington University, Washington, USA
| |
Collapse
|
22
|
Malka RE, Marinelli JP, Newberry TR, Carlson ML, Bowe SN. Asynchronous learning among otolaryngology residents in the United States. Am J Otolaryngol 2022; 43:103575. [DOI: 10.1016/j.amjoto.2022.103575] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2022] [Accepted: 07/31/2022] [Indexed: 11/16/2022]
|
23
|
Greenberg GS, Mansour M. Evaluation of a Novel Cardiology Undergraduate Medical Education Curriculum. Cureus 2022; 14:e27360. [PMID: 36046293 PMCID: PMC9417489 DOI: 10.7759/cureus.27360] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/27/2022] [Indexed: 11/05/2022] Open
Abstract
Introduction Cardiology is a complex discipline that requires mastery of key principles and the ability to apply them in varied clinical scenarios, which may be challenging to teach in the traditional lecture-based format. The purpose of this educational intervention was to evaluate the effect of a flipped classroom model on knowledge base and attitudes towards high-yield cardiology concepts in third and fourth-year medical students at our institution. Methods An invitation to this optional course was sent to third and fourth-year medical students at the Icahn School of Medicine at Mount Sinai. Interested students were sent a document providing optional pre-course self-directed educational materials designed to take one hour to review. The materials included videos, graphics, and short sections of articles related to heart failure (HF), acute coronary syndrome (ACS), and tachyarrhythmias (TA). Students were then scheduled for a thirty-minute small-group session with a clinician, during which they reviewed the diagnosis and management of HF, ACS, and TA on an online video conference platform. Anonymous pre- and post-course assessments to measure knowledge and confidence were collected. Results Twenty-one students completed the pre-course assessment, and 19 students completed the post-course assessment. Seventy-nine percent of the students reported completion of at least half of the self-directed pre-work. The average score on the knowledge assessment rose from 42% to 71% after the course (p<0.001). After the course, 18 (95%) felt comfortable contributing to the management of a case of HF, 16 (84%) a case of ACS, and 13 (68%) a case of TA. Conclusion Knowledge assessment scores and learner self-confidence with the management of HF, ACS, and TA rose significantly after undergraduate medical education students completed this flipped classroom training. This exploratory study showed that the flipped classroom model with small group sessions can be a well-received model for medical student cardiology education among a self-motivated group of learners, though further analysis with a larger learner cohort is needed.
Collapse
|
24
|
Pan GC, Zheng W, Liao SC. Qualitative study of the learning and studying process of resident physicians in China. BMC MEDICAL EDUCATION 2022; 22:460. [PMID: 35706013 PMCID: PMC9202223 DOI: 10.1186/s12909-022-03537-x] [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: 07/26/2021] [Accepted: 06/09/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Clinical medical education is essential in physician training. This study developed recommendations for medical residency course design on the basis of the perspectives of learners in China and how they interact with their environment. The central research topic was the professional development and learning process of residents, including the obstacles that hinder and factors that promote their learning, their views on existing teaching methods, interaction between teachers and medical teams, and suggestions for designing future residency training programs. METHODS This study had a qualitative research design. Interviews were conducted between July and October 2019 with 17 specialist residents and 12 assistant general practitioner residents from the department of education of the hospital. The participants were recruited from Qingyuan People's Hospital in Guangdong Province, China. The interview outlines focused on the following four themes: clinical learning experiences and reflections on learning, experience of interaction with patients, experience of working with other medical personnel, and future learning directions. RESULTS To overcome challenges in clinical learning, the residents mainly learned from their teachers and focused specifically on their own experiences. Regarding teaching methods and designs in clinical medicine, the residents preferred large-group, small-group, and bedside teaching and reported that bedside teaching enables the resolution of clinical problems, initiates self-learning, and improves diagnostic thinking. They disliked teachers with low teaching motivation or who were reluctant to interact with them and favored teachers who had strong teaching skills and respect for their students. CONCLUSIONS The residents suggested that clinical and active learning must be the main learning method for developing general medical competencies. Residency training must be conducted in an environment that facilitates residents' learning and meaningful learning activities. The interdependent symbiotic relationships in the education ecosystem can serve as a reference for designing residency courses.
Collapse
Affiliation(s)
- Gui Chang Pan
- Department of Education of the Sixth Affiliated Hospital of Guangzhou Medical University/The People's Hospital of Qingyuan, Guangzhou, China
| | - Wei Zheng
- Department of Education of the Sixth Affiliated Hospital of Guangzhou Medical University/The People's Hospital of Qingyuan, Guangzhou, China
| | - Shih-Chieh Liao
- School of Medicine, China Medical University, 91, Shueh-Shih Road, Taichung, 404, Taiwan.
| |
Collapse
|
25
|
Impact of a Multimodal Simulation-based Curriculum on Endobronchial Ultrasound Skills. ATS Sch 2022; 3:258-269. [PMID: 35924193 PMCID: PMC9341474 DOI: 10.34197/ats-scholar.2021-0046oc] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2021] [Accepted: 03/25/2022] [Indexed: 11/29/2022] Open
Abstract
Background Currently there is no consensus on ideal teaching method to train novice trainees in EBUS. Simulation-based procedure training allows direct observation of trainees in a controlled environment without compromising patient safety. Objective We wanted to develop a comprehensive assessment of endobronchial ultrasound (EBUS) performance of pulmonary fellows and assess the impact of a multimodal simulation-based curriculum for EBUS-guided transbronchial needle aspiration. Methods Pretest assessment of 11 novice pulmonary fellows was performed using a three-part assessment tool, measuring EBUS-related knowledge, self-confidence, and procedural skills. Knowledge was assessed by 20 multiple-choice questions. Self-confidence was measured using the previously validated EBUS–Subjective Assessment Tool. Procedural skills assessment was performed on Simbionix BRONCH Express simulator and was modeled on a previously validated EBUS–Skills and Task Assessment Tool (EBUS-STAT), to create a modified EBUS-STAT based on internal faculty input via the Delphi method. After baseline testing, fellows participated in a structured multimodal curriculum, which included simulator training, small-group didactics, and interactive problem-based learning sessions, followed by individual debriefing sessions. Posttest assessment using the same three-part assessment tool was performed after 3 months, and the results were compared to study the impact of the new curriculum. Results The mean knowledge score improved significantly from baseline to posttest (52.7% vs. 67.7%; P = 0.002). The mean EBUS–Subjective Assessment Tool confidence scores (maximum score, 50) improved significantly from baseline to posttest (26 ± 7.6 vs. 35.2 ± 6.3 points; P < 0.001). The mean modified EBUS-STAT (maximum score, 105) improved significantly from baseline to posttest (44.8 ± 10.6 [42.7%] vs. 65.3 ± 11.4 [62.2%]; P < 0.001). There was a positive correlation (r = 0.81) between the experience of the test participants and the modified EBUS-STAT scores. Conclusion This study suggests a multimodal simulation-based curriculum can significantly improve EBUS-guided transbronchial needle aspiration–related knowledge, self-confidence, and procedural skills among novice pulmonary fellows. A validation study is needed to determine if skills attained via a simulator can be replicated in a clinical setting.
Collapse
|
26
|
Lok P, Beyene K, Awaisu A, Woods D, Kheir N. Microcredentials training in pharmacy practice and education: an exploratory study of its viability and pharmacists' professional needs. BMC MEDICAL EDUCATION 2022; 22:332. [PMID: 35488266 PMCID: PMC9051492 DOI: 10.1186/s12909-022-03341-7] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/31/2021] [Accepted: 04/05/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Microcredentials (MCs) are short courses that certify/recognise an individual's achievement of specific skills or knowledge. Schools of pharmacy could be well-placed to contribute to the continuing professional development (CPD) of pharmacists through the inclusion of MCs training in their programs. This study aimed to explore pharmacy professionals' views on the need and viability of MC courses globally. METHODS Eleven semi-structured telephone interviews were conducted with pharmacy practitioners, policymakers, and academics across seven countries. The participants were selected using purposive sampling to explore information from varying pharmacy disciplines. Interviews were audio-recorded, transcribed verbatim, and analysed using a general inductive approach. RESULTS Participants regarded MCs in pharmacy as an innovative idea, well-suited to the increasingly technology-driven world. They believe MCs provide easily accessible means of skills and knowledge acquisition that fulfils the needs of the pharmacy profession. MCs were also perceived as an alternative pathway of meeting the requirements of traditional CPD programmes. Many participants believe universities are well-suited to provide MCs; however, numerous challenges such as recognition, time and resources have been identified as potential barriers to enrolment and implementation. CONCLUSIONS This study provides an insight into the views of pharmacy practitioners and academics on MCs, and their potential utility in pharmacy education and practice. The findings should help in the development of MCs that could be utilised by pharmacy practitioners around the world for CPD purposes. This study comes at a time when alternative models of teaching and learning are being explored as a direct result of the COVID-19 pandemic.
Collapse
Affiliation(s)
- Peggy Lok
- Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand
| | - Kebede Beyene
- Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand
| | - Ahmed Awaisu
- College of Pharmacy, QU Health, Qatar University, Doha, Qatar
| | - David Woods
- School of Pharmacy, Otago University, Dunedin, New Zealand
| | - Nadir Kheir
- College of Pharmacy and Health Sciences, Ajman University, Ajman, United Arab Emirates
| |
Collapse
|
27
|
Lin Y, Lemos M, Neuschaefer-Rube C. Digital Health and Learning in Speech-Language Pathology, Phoniatrics, and Otolaryngology: Survey Study for Designing a Digital Learning Toolbox App. JMIR MEDICAL EDUCATION 2022; 8:e34042. [PMID: 35475980 PMCID: PMC9096631 DOI: 10.2196/34042] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/04/2021] [Revised: 01/28/2022] [Accepted: 03/18/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND The digital age has introduced opportunities and challenges for clinical education and practice caused by infinite incoming information and novel technologies for health. In the interdisciplinary field of communication sciences and disorders (CSD), engagement with digital topics has emerged slower than in other health fields, and effective strategies for accessing, managing, and focusing on digital resources are greatly needed. OBJECTIVE We aimed to conceptualize and investigate preferences of stakeholders regarding a digital learning toolbox, an app containing a library of current resources for CSD. This cross-sectional survey study conducted in German-speaking countries investigated professional and student perceptions and preferences regarding such an app's features, functions, content, and associated concerns. METHODS An open web-based survey was disseminated to professionals and students in the field of CSD, including speech-language pathologists (SLPs; German: Logopäd*innen), speech-language pathology students, phoniatricians, otolaryngologists, and medical students. Insights into preferences and perceptions across professions, generations, and years of experience regarding a proposed app were investigated. RESULTS Of the 164 participants, an overwhelming majority (n=162, 98.8%) indicated readiness to use such an app, and most participants (n=159, 96.9%) perceived the proposed app to be helpful. Participants positively rated app functions that would increase utility (eg, tutorial, quality rating function, filters based on content or topic, and digital format); however, they had varied opinions regarding an app community feature. Regarding app settings, most participants rated the option to share digital resources through social media links (144/164, 87.8%), receive and manage push notifications (130/164, 79.3%), and report technical issues (160/164, 97.6%) positively. However, significant variance was noted across professions (H3=8.006; P=.046) and generations (H3=9.309; P=.03) regarding a username-password function, with SLPs indicating greater perceived usefulness in comparison to speech-language pathology students (P=.045), as was demonstrated by Generation X versus Generation Z (P=.04). Participants perceived a range of clinical topics to be important; however, significant variance was observed across professions, between physicians and SLPs regarding the topic of diagnostics (H3=9.098; P=.03) and therapy (H3=21.236; P<.001). Concerns included technical challenges, data protection, quality of the included resources, and sustainability of the proposed app. CONCLUSIONS This investigation demonstrated that professionals and students show initial readiness to engage in the co-design and use of an interdisciplinary digital learning toolbox app. Specifically, this app could support effective access, sharing, evaluation, and knowledge management in a digital age of rapid change. Formalized digital skills education in the field of CSD is just a part of the solution. It will be crucial to explore flexible, adaptive strategies collaboratively for managing digital resources and tools to optimize targeted selection and use of relevant, high-quality evidence in a world of bewildering data.
Collapse
Affiliation(s)
- Yuchen Lin
- Clinic for Phoniatrics, Pedaudiology & Communication Disorders, University Hospital and Medical Faculty, Rheinisch-Westfaelische Technische Hochschule Aachen, Aachen, Germany
| | - Martin Lemos
- Audiovisual Media Center (AVMZ), University Hospital and Medical Faculty, Rheinisch-Westfaelische Technische Hochschule Aachen, Aachen, Germany
| | - Christiane Neuschaefer-Rube
- Clinic for Phoniatrics, Pedaudiology & Communication Disorders, University Hospital and Medical Faculty, Rheinisch-Westfaelische Technische Hochschule Aachen, Aachen, Germany
| |
Collapse
|
28
|
Ji M, Luo Z, Feng D, Xiang Y, Xu J. Short- and Long-Term Influences of Flipped Classroom Teaching in Physiology Course on Medical Students' Learning Effectiveness. Front Public Health 2022; 10:835810. [PMID: 35419334 PMCID: PMC8995769 DOI: 10.3389/fpubh.2022.835810] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2021] [Accepted: 02/28/2022] [Indexed: 11/13/2022] Open
Abstract
The flipped classroom (FC) teaching has been increasingly employed in medical education. Many studies have shown this “student-centered” pedagogical model improves students' overall achievement in the course, with students showing more motivation and better self-directed learning skills when compared to the traditional classroom teaching. However, most of the previous studies have been evaluating the short-term effects of FC teaching conducted upon completion of the course. The retention of the promotion and the long-term effects on learning of students' subsequent courses deserve further attention and evaluation. By adopting and running FC teaching in the whole course of physiology, this study aimed to determine the short-term impact of FC teaching on students' learning of physiology course and also the long-term influences in students' learning of follow-up medical curriculums within 18 months after the completion of physiology course. 119 sophomore students majoring in clinical medicine from Central South University were recruited and they were assigned randomly into two groups: the control group (n =61) who received the traditional lecture (TL) teaching, and the experimental group (n =58), who received the FC teaching. In this study, students' final exam scores were used to assess their learning effectiveness and an independent samples t-test was conducted to compare scores between the two groups. Our study showed that FC teaching significantly improved the learning outcome of physiology in the experimental group compared with the control group (P = 0.0001) without obvious impact on the learning of other subjects conducted in the same period of time. Moreover, our results also demonstrated the long-term benefit of FC teaching, with students from the experimental group scoring higher in pathophysiology (P = 0.006), pathology (P = 0.029), pharmacology (P = 0.0089), diagnostics (P = 0.01) and internal medicine (P = 0.0004) than those from the control group. The study results indicate that FC is a promising teaching approach to increase students' learning effectiveness in physiology course, and the long-term effects of FC facilitate the learning of the follow-up medical courses. Furthermore, this study also demonstrates that although the time investment on physiology is increased by FC teaching, it does not weaken students' learning of other courses conducted in the same period of time.
Collapse
Affiliation(s)
- Ming Ji
- Department of Physiology, School of Basic Medical Science, Central South University, Changsha, China
| | - Ziqiang Luo
- Department of Physiology, School of Basic Medical Science, Central South University, Changsha, China
| | - Dandan Feng
- Department of Physiology, School of Basic Medical Science, Central South University, Changsha, China
| | - Yang Xiang
- Department of Physiology, School of Basic Medical Science, Central South University, Changsha, China
| | - Jianping Xu
- Department of Physiology, School of Basic Medical Science, Central South University, Changsha, China
| |
Collapse
|
29
|
Wang YC, Cheng HL, Deng YM, Li BQ, Zhou XZ. Effectiveness of the combination of workshops and flipped classroom model to improve tube fixation training for nursing students. World J Clin Cases 2022; 10:2447-2456. [PMID: 35434064 PMCID: PMC8968585 DOI: 10.12998/wjcc.v10.i8.2447] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/06/2021] [Revised: 12/02/2021] [Accepted: 02/10/2022] [Indexed: 02/06/2023] Open
Abstract
BACKGROUND Tube indwelling is a key procedure in modern medicine. Careful tube setup is necessary to prevent unplanned extubation. The training for tube fixation is time- and resource-consuming, and optimal modes of training are currently being sought. Previous studies have compared workshops and flipped classroom models separately using conventional teaching strategies, but no study has examined a combination of both teaching models in nursing training.
AIM To compare the effectiveness of workshops vs workshops combined with the flipped classroom model for improving tube fixation training for nursing students.
METHODS This was a prospective cohort study. In this study, 149 nurses who joined our hospital in 2019 underwent training using workshops combined with the flipped classroom model (experimental group), while 159 nurses who joined the hospital in 2018 received only workshop-based training (control group). The combination of workshops with the flipped classroom training model was divided into two modules: pre-class and in-class training. The participation of nurses in the training activities, on-site assessment of training, nurses’ evaluation of their training, and related indicators of tube quality management were evaluated.
RESULTS The average age of nurses in the control group was 22.94 ± 0.94 years and that of nurses in the experimental group was 25.42 ± 3.23 years (P < 0.01). The qualified rate of after-class assessments for the experimental and control groups was 100.00% (average score: 94.01 ± 2.78 points) and 91.82% (average score: 84.24 ± 2.94 points), respectively (P < 0.01). Most nurses in the experimental group completely agreed that the combined training was helpful to cultivate clinical thinking and independent learning ability and to master knowledge of tube fixation. In addition, the training content within the pre-class teaching video, pre-class tube atlas, pre-class main instructor guidance, in-class demonstration, and in-class practice was very informative. The experimental group had higher evaluation scores than the control group (4.88 ± 0.38 vs 4.67 ± 0.64; P < 0.01). Comparison of tube quality management before and after training in 2018 to 2019 revealed that the unplanned ureteral tube removal rate dropped from 0.25‰ to 0.06‰, the unplanned chest tube removal rate dropped from 1.07‰ to 0.78‰, and the unplanned gastric tube removal rate dropped from 0.36‰ to 0.17‰. The incidence rate of pressure ulcers caused by the tube decreased from 0.78‰ to 0.45‰.
CONCLUSION The combination of workshop and flipped classroom training is effective in improving tube fixation training of nurses, cultivating nurses’ active learning abilities and clinical thinking, and improving the safety of the procedure.
Collapse
Affiliation(s)
- Yu-Cui Wang
- Department of Surgery, Sun Yat-Sen Memorial Hospital, Sun Yat-Sen University, Guangzhou 510120, Guangdong Province, China
| | - Hui-Lin Cheng
- Department of Stomatology, Sun Yat-Sen Memorial Hospital, Sun Yat-Sen University, Guangzhou 510120, Guangdong Province, China
| | - Yu-Mei Deng
- Cardiovascular Surgery ICU, Sun Yat-Sen Memorial Hospital, Sun Yat-Sen University, Guangzhou 510120, Guangdong Province, China
| | - Bao-Qi Li
- Department of Nursing, Sun Yat-Sen Memorial Hospital, Sun Yat-Sen University, Guangzhou 510120, Guangdong Province, China
| | - Xue-Zhen Zhou
- Department of Nursing, Sun Yat-Sen Memorial Hospital, Sun Yat-Sen University, Guangzhou 510120, Guangdong Province, China
| |
Collapse
|
30
|
Herrera-Aliaga E, Estrada LD. Trends and Innovations of Simulation for Twenty First Century Medical Education. Front Public Health 2022; 10:619769. [PMID: 35309206 PMCID: PMC8929194 DOI: 10.3389/fpubh.2022.619769] [Citation(s) in RCA: 15] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2020] [Accepted: 02/07/2022] [Indexed: 11/13/2022] Open
Abstract
In the last two decades there has been an enormous growth in the use of clinical simulation. This teaching-learning methodology is currently the main tool used in the training of healthcare professionals. Clinical simulation is in tune with new paradigms in education and is consistent with educational theories that support the use of experiential learning. It promotes the development of psychomotor skills and strengthens executive functions. This pedagogical approach can be applied in many healthcare topics and is particularly relevant in the context of restricted access to clinical settings. This is particularly relevant considering the current crisis caused by the COVID-19 pandemic, or when trying to reduce the frequency of accidents attributed to errors in clinical practice. This mini-review provides an overview of the current literature on healthcare simulation methods, as well as prospects for education and public health benefits. A literature search was conducted in order to find the most current trends and state of the art in medical education simulation. Presently, there are many areas of application for this methodology and new areas are constantly being explored. It is concluded that medical education simulation has a solid theoretical basis and wide application in the training of health professionals at present. In addition, it is consolidated as an unavoidable methodology both in undergraduate curricula and in continuing medical education. A promising scenario for medical education simulation is envisaged in the future, hand in hand with the development of technological advances.
Collapse
Affiliation(s)
| | - Lisbell D. Estrada
- Faculty of Health Sciences, Universidad Bernardo O'Higgins, Santiago, Chile
| |
Collapse
|
31
|
Yeung AWK, Parvanov ED, Hribersek M, Eibensteiner F, Klager E, Kletecka-Pulker M, Rössler B, Schebesta K, Willschke H, Atanasov AG, Schaden E. Digital Teaching in Medical Education: Scientific Literature Landscape Review. JMIR MEDICAL EDUCATION 2022; 8:e32747. [PMID: 35138260 PMCID: PMC8867298 DOI: 10.2196/32747] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/09/2021] [Revised: 09/19/2021] [Accepted: 12/20/2021] [Indexed: 05/30/2023]
Abstract
BACKGROUND Digital teaching in medical education has grown in popularity in the recent years. However, to the best of our knowledge, no bibliometric report to date has been published that analyzes this important literature set to reveal prevailing topics and trends and their impacts reflected in citation counts. OBJECTIVE We used a bibliometric approach to unveil and evaluate the scientific literature on digital teaching research in medical education, demonstrating recurring research topics, productive authors, research organizations, countries, and journals. We further aimed to discuss some of the topics and findings reported by specific highly cited works. METHODS The Web of Science electronic database was searched to identify relevant papers on digital teaching research in medical education. Basic bibliographic data were obtained by the "Analyze" and "Create Citation Report" functions of the database. Complete bibliographic data were exported to VOSviewer for further analyses. Visualization maps were generated to display the recurring author keywords and terms mentioned in the titles and abstracts of the publications. RESULTS The analysis was based on data from 3978 papers that were identified. The literature received worldwide contributions with the most productive countries being the United States and United Kingdom. Reviews were significantly more cited, but the citations between open access vs non-open access papers did not significantly differ. Some themes were cited more often, reflected by terms such as virtual reality, innovation, trial, effectiveness, and anatomy. Different aspects in medical education were experimented for digital teaching, such as gross anatomy education, histology, complementary medicine, medicinal chemistry, and basic life support. Some studies have shown that digital teaching could increase learning satisfaction, knowledge gain, and even cost-effectiveness. More studies were conducted on trainees than on undergraduate students. CONCLUSIONS Digital teaching in medical education is expected to flourish in the future, especially during this era of COVID-19 pandemic.
Collapse
Affiliation(s)
- Andy Wai Kan Yeung
- Ludwig Boltzmann Institute for Digital Health and Patient Safety, Medical University of Vienna, Vienna, Austria
- Oral and Maxillofacial Radiology, Applied Oral Sciences and Community Dental Care, Faculty of Dentistry, The University of Hong Kong, Hong Kong, China
| | - Emil D Parvanov
- Ludwig Boltzmann Institute for Digital Health and Patient Safety, Medical University of Vienna, Vienna, Austria
- Department of Translational Stem Cell Biology, Medical University of Varna, Varna, Bulgaria
| | - Mojca Hribersek
- Ludwig Boltzmann Institute for Digital Health and Patient Safety, Medical University of Vienna, Vienna, Austria
| | - Fabian Eibensteiner
- Ludwig Boltzmann Institute for Digital Health and Patient Safety, Medical University of Vienna, Vienna, Austria
- Division of Pediatric Nephrology and Gastroenterology, Department of Pediatrics and Adolescent Medicine, Comprehensive Center for Pediatrics, Medical University of Vienna, Vienna, Austria
| | - Elisabeth Klager
- Ludwig Boltzmann Institute for Digital Health and Patient Safety, Medical University of Vienna, Vienna, Austria
| | - Maria Kletecka-Pulker
- Ludwig Boltzmann Institute for Digital Health and Patient Safety, Medical University of Vienna, Vienna, Austria
- Institute for Ethics and Law in Medicine, University of Vienna, Vienna, Austria
| | - Bernhard Rössler
- Department of Anaesthesia, Intensive Care Medicine and Pain Medicine, Medical University of Vienna, Vienna, Austria
- Academic Simulation Center Vienna, Vienna, Austria
| | - Karl Schebesta
- Department of Anaesthesia, Intensive Care Medicine and Pain Medicine, Medical University of Vienna, Vienna, Austria
- Academic Simulation Center Vienna, Vienna, Austria
| | - Harald Willschke
- Ludwig Boltzmann Institute for Digital Health and Patient Safety, Medical University of Vienna, Vienna, Austria
- Department of Anaesthesia, Intensive Care Medicine and Pain Medicine, Medical University of Vienna, Vienna, Austria
| | - Atanas G Atanasov
- Ludwig Boltzmann Institute for Digital Health and Patient Safety, Medical University of Vienna, Vienna, Austria
- Institute of Genetics and Animal Biotechnology of the Polish Academy of Sciences, Jastrzebiec, Poland
| | - Eva Schaden
- Ludwig Boltzmann Institute for Digital Health and Patient Safety, Medical University of Vienna, Vienna, Austria
- Department of Anaesthesia, Intensive Care Medicine and Pain Medicine, Medical University of Vienna, Vienna, Austria
| |
Collapse
|
32
|
Zheng Z, Liao J, Zeng L, Tang H, Li H, Liu Z, Zhan H, Yang Z, Xiong Y, Yuan S. High-Fidelity Patient Simulation Incorporated Into a Flipped Classroom Improves Students' Long-Term Knowledge Retention of Acute Organophosphorus Pesticide Poisoning. Simul Healthc 2022; 17:e68-e74. [PMID: 35104832 DOI: 10.1097/sih.0000000000000566] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
INTRODUCTION The flipped classroom (FC) approach and high-fidelity patient simulation (HFPS) training have shown promising effects in short-term acquisition or long-term retention of knowledge in medical education. In this study, we aimed to explore the incorporation of HFPS into the FC and the impact on the long-term (3 months after classes) knowledge retention of medical undergraduate students learning about acute organophosphorus pesticide poisoning (AOPP). METHODS Eighty-two fifth-year medical students were randomly divided into an HFPS group (HG, n = 40) and an FC group (FG, n = 42). A postclass quiz and preinternship quiz were performed to assess the short-term knowledge acquisition and long-term (3 months after classes) knowledge retention of both groups of students. Feedback questionnaires were administered immediately after the class and before the internship to assess the students' self-perceived competency. RESULTS In the postclass quiz, the scores achieved by the students from the HG and FG were 15.58 ± 2.69 and 14.62 ± 2.19, respectively. No significant difference was found between the 2 groups (P = 0.19). In the preinternship quiz, the scores achieved by the students from the HG (14.50 ± 2.16) were significantly higher than those achieved by the students from the FG (11.40 ± 2.07, P < 0.001). There was no significant difference between the postclass quiz and preinternship quiz scores achieved by the HG students (P = 0.05). However, scores in the preinternship quiz showed a significant decline compared with the postclass quiz for the FG students (P < 0.001). Students in the HG gave significantly higher scores for self-perceived confidence in dealing with AOPP patients in the forthcoming internship on the postclass and preinternship questionnaires. CONCLUSIONS The incorporation of HFPS into the FC approach could improve students' long-term knowledge retention of AOPP and enhance their confidence in caring for these patients in their internship.
Collapse
Affiliation(s)
- Ziyu Zheng
- From the Department of Emergency Medicine (Z.Z., J.L., L.Z., H.T., H.L., Z.L., H.Z., Z.Y., Y.X.), the First Affiliated Hospital, Sun Yat-sen University; and Department of Rheumatology, Guangzhou First People's Hospital (S.Y.), School of Medicine, South China University of Technology, Guangzhou, Guangdong, China
| | | | | | | | | | | | | | | | | | | |
Collapse
|
33
|
Oudbier J, Spaai G, Timmermans K, Boerboom T. Enhancing the effectiveness of flipped classroom in health science education: a state-of-the-art review. BMC MEDICAL EDUCATION 2022; 22:34. [PMID: 35022002 PMCID: PMC8753844 DOI: 10.1186/s12909-021-03052-5] [Citation(s) in RCA: 26] [Impact Index Per Article: 13.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/26/2021] [Accepted: 11/30/2021] [Indexed: 05/27/2023]
Abstract
BACKGROUND In a flipped classroom, students acquire knowledge before class and deepen and apply this knowledge during class. This way, lower-order learning goals are achieved before class and higher-order skills are reached during class. This study aims to provide an overview of the factors that contribute to the effectiveness of the flipped classroom and how these factors can be stimulated. The effectiveness of the flipped classroom is conceptualized in this study as test scores, the achievement of higher learning goals, and student perceptions. METHODS A state-of-the-art review was conducted. The databases MEDLINE, PsycINFO, PubMed, Web of Science, and Scopus were consulted. The timeframe is 2016 till 2020. The studies were qualitatively analyzed according to the grounded theory method. RESULTS After screening the studies based on the inclusion-and exclusion criteria, 88 studies were included in this review. The qualitative analysis of these studies revealed six main factors that affect the effectiveness of the flipped classroom: student characteristics, teacher characteristics, implementation, task characteristics, out-of-class activities, and in-class activities. Mediating factors are, amongst other factors, the learner's level of self-regulated learning, teacher's role and motivation, assessment approach, and guidance during self-study by means of prompts or feedback. These factors can be positively stimulated by structuring the learning process and focusing the teacher training on competencies and learning-and teaching approaches that are essential for the flipped classroom. CONCLUSION This paper provides insight into the factors that contribute to the effectiveness of the flipped classroom and how these factors could be stimulated. In order to stimulate the effectiveness of the flipped classroom, the positively and negatively affecting factors and mediating factors should be taken into account in the design of the flipped classroom. The interventions mentioned in this paper could also be used to enhance the effectiveness.
Collapse
Affiliation(s)
- Janique Oudbier
- Amsterdam UMC, AMC-University of Amsterdam, Amsterdam, the Netherlands.
| | - Gerard Spaai
- Amsterdam UMC, AMC-University of Amsterdam, Amsterdam, the Netherlands
| | | | - Tobias Boerboom
- Amsterdam UMC, AMC-University of Amsterdam, Amsterdam, the Netherlands
| |
Collapse
|
34
|
Pal D, Taywade M, Kalra R, Gopi K, Maji S. Flipped journal club: A way forward in postgraduate medical education. INTERNATIONAL JOURNAL OF ACADEMIC MEDICINE 2022. [DOI: 10.4103/ijam.ijam_33_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]
|
35
|
Balasubramanian K, Sethuraman V, Ramachandran B. A comparative study of students' perception of flipped classroom teaching and traditional classroom teaching among final-year medical students. JOURNAL OF CURRENT RESEARCH IN SCIENTIFIC MEDICINE 2022. [DOI: 10.4103/jcrsm.jcrsm_69_21] [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
|
36
|
Ibrahim NI, Bohm L, Roche JS, Stoddard SA, Quintana RM, Vetter J, Bennett J, Costello B, Carter PM, Cunningham R, Hashikawa AN. Creating a 'choose your topic' massive open online course: an innovative and flexible approach to delivering injury prevention education. MEDICAL EDUCATION ONLINE 2021; 26:1955646. [PMID: 34282995 PMCID: PMC8293957 DOI: 10.1080/10872981.2021.1955646] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/27/2021] [Revised: 04/19/2021] [Accepted: 07/09/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND A pediatric injury prevention course has not been available as a massive open online course (MOOC). Creating a comprehensive topic course is particularly challenging because the traditional, week-by-week linear curriculum design is often a barrier to learners interested in only specific topics. We created a novel, flexible course as both a 'choose your topic' MOOC for the public learner and a Small Private Online Course (SPOC) for medical students. METHODS We describe creating 'Injury Prevention for Children and Teens', a course of 59 video learning segments within eight modules taught by a multidisciplinary panel of 25 nationally-recognized experts. Completion tracking and course evaluations were collected. RESULTS In 2.5 years, 4,822 learners from 148 countries have enrolled. Two-thirds of learners were female. Median age of learners was 31 years. For engagement, 19.3% (n = 932) of learners attempted quizzes, and 5.2% (n = 252) participated in online forum discussions. Medical professionals (n = 162) claimed an average of 13 credit hours per learner. Over 200 senior medical students have taken the SPOC. CONCLUSION 'Injury Prevention for Children and Teens' is a novel approach to injury prevention education that is broad, science-based, accessible, and not cost-prohibitive for a diverse group of global learners.
Collapse
Affiliation(s)
- Nadine I. Ibrahim
- Department of Otolaryngology, Head and Neck Surgery, Michigan Medicine, Ann Arbor, MI, USA
| | - Lauren Bohm
- Department of Otolaryngology, Head and Neck Surgery, Michigan Medicine, Ann Arbor, MI, USA
| | - Jessica S. Roche
- University of Michigan Injury Prevention Center, University of Michigan, Ann Arbor, MI, USA
- Department of Emergency Medicine, Michigan Medicine, Ann Arbor, MI, USA
| | - Sarah A. Stoddard
- University of Michigan Injury Prevention Center, University of Michigan, Ann Arbor, MI, USA
- Department of Systems, Populations and Leadership, School of Nursing, University of Michigan, Ann Arbor, MI, USA
| | | | - Jennifer Vetter
- Center for Academic Innovation, University of Michigan, Ann Arbor, MI, USA
| | - Jeffrey Bennett
- Center for Academic Innovation, University of Michigan, Ann Arbor, MI, USA
| | - Beth Costello
- University of Michigan Injury Prevention Center, University of Michigan, Ann Arbor, MI, USA
- Department of Emergency Medicine, Michigan Medicine, Ann Arbor, MI, USA
| | - Patrick M. Carter
- University of Michigan Injury Prevention Center, University of Michigan, Ann Arbor, MI, USA
- Department of Emergency Medicine, Michigan Medicine, Ann Arbor, MI, USA
- Department of Health Behavior & Health Education, School of Public Health, University of Michigan, Ann Arbor, MI, USA
| | - Rebecca Cunningham
- University of Michigan Injury Prevention Center, University of Michigan, Ann Arbor, MI, USA
- Department of Emergency Medicine, Michigan Medicine, Ann Arbor, MI, USA
- Department of Health Behavior & Health Education, School of Public Health, University of Michigan, Ann Arbor, MI, USA
- University of Michigan Office of Research, Ann Arbor, MI, USA
| | - Andrew N. Hashikawa
- University of Michigan Injury Prevention Center, University of Michigan, Ann Arbor, MI, USA
- Department of Emergency Medicine, Michigan Medicine, Ann Arbor, MI, USA
- Department of Pediatrics, Michigan Medicine, Ann Arbor, MI, USA
| |
Collapse
|
37
|
Monteiro O, Bhaskar A, Ng AKM, Murdoch CE, Baptista-Hon DT. Computer-based virtual laboratory simulations: LabHEART cardiac physiology practical. ADVANCES IN PHYSIOLOGY EDUCATION 2021; 45:856-868. [PMID: 34473584 DOI: 10.1152/advan.00094.2021] [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: 06/30/2021] [Accepted: 08/17/2021] [Indexed: 06/13/2023]
Abstract
Practical demonstration of cardiomyocyte function requires substantial preparation, a source of freshly isolated animal hearts, and specialized equipment. Even where such resources are available, it is not conducive for demonstration to any more than a few students at a time. These approaches are also not consistent with the 3R principle (replacement, reduction, and refinement) of ethical use of animals. We present an implementation of the LabHEART software, developed by Donald Bers and Jose Puglisi, for medical students. Prior to the activity, students had lectures covering the physiological and pharmacological aspects of cardiac excitation-contraction (EC) coupling. We used this problem-based activity to help students consolidate their knowledge and to allow a hands-on approach to explore the key features of EC coupling. Students simulate and measure action potentials, intracellular calcium changes, and cardiomyocyte contraction. They also apply drugs that target ion channels (e.g., nifedipine or tetrodotoxin) or sympathetic input (using isoproterenol) and explore changes to EC coupling. Furthermore, by modifying the biophysical parameters of key ion channels involved in the electrical activity of the heart, students also explore the effect of channelopathies such as long QT syndromes. We describe approaches to implement this activity in a flipped classroom format, with recorded lecture materials provided ahead of the practical to facilitate active learning. We also describe our experiences implementing this activity online. The content and difficulty of the activity can be altered to suit individual courses and is also amenable to promote peer-driven learning.
Collapse
Affiliation(s)
- Olivia Monteiro
- Department of Biomedical Sciences, Faculty of Medicine, Macau University of Science and Technology, Taipa, Macau S.A.R., China
| | - Anand Bhaskar
- Department of Biomedical Sciences, Faculty of Medicine, Macau University of Science and Technology, Taipa, Macau S.A.R., China
| | - Anna K M Ng
- Department of Biomedical Sciences, Faculty of Medicine, Macau University of Science and Technology, Taipa, Macau S.A.R., China
| | - Colin E Murdoch
- Systems Medicine, School of Medicine, University of Dundee, Dundee, United Kingdom
| | - Daniel T Baptista-Hon
- Department of Biomedical Sciences, Faculty of Medicine, Macau University of Science and Technology, Taipa, Macau S.A.R., China
- Systems Medicine, School of Medicine, University of Dundee, Dundee, United Kingdom
| |
Collapse
|
38
|
Hansen SE, Defenbaugh N, Mathieu SS, Garufi LC, Dostal JA. A Mixed-Methods Exploration of the Developmental Trajectory of Autonomous Motivation in Graduate Medical Learners. MEDICAL SCIENCE EDUCATOR 2021; 31:2017-2031. [PMID: 34956711 PMCID: PMC8651867 DOI: 10.1007/s40670-021-01396-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/29/2021] [Indexed: 06/14/2023]
Abstract
INTRODUCTION Self-determination theory (SDT), when applied to curricular construction, emphasizes curiosity, self-awareness, and resilience. Physicians need these qualities to face the challenges of clinical practice. SDT offers a lens for medical educators to track learner development toward sustainable, rewarding careers. This study describes the changes observed in learner communications about feelings of competence, relatedness, and autonomy across a 3-year family medicine training program designed to develop activated, lifelong learners. METHODS This retrospective, mixed-methods case study uses a phenomenological approach to explore how 51 learners described their experiences at various intervals in residency training. Data collected from 2009 to 2015 from resident focus groups, competency assessment meetings, and faculty assessment reports inform a 3-stage analysis process to determine learner motivation levels along the SDT continuum. RESULTS Aggregated qualitative and quantitative data show residents' progression from introjection (controlled motivation) in PGY1, to identification (autonomous motivation) in PGY2, and integration (autonomous) by the end of PGY3. The examination of a single learner's data set reveals an advanced motivation level in PGY1 (identification), followed by a period of retrograde in PGY2 (introjection), then rebounding in PGY3 (identification), which illustrates how motivation level can be affected by external competency requirements and challenges related to career transitions. DISCUSSION The examination of self-motivation in medical learners has implications for curriculum development, assessment, teaching and self-directed learning, and resilience training. Learner awareness of intrinsic motivation, and the curriculum designed around it, can better prepare residents for challenges during residency and help them flourish in twenty-first-century medicine.
Collapse
Affiliation(s)
- Susan E. Hansen
- Lehigh Valley Health Network Family Medicine Residency Program, PO Box 1806, Allentown, PA 18101 USA
- University of South Florida Morsani College of Medicine, Tampa, FL USA
| | | | - Susan Snyder Mathieu
- Lehigh Valley Health Network Family Medicine Residency Program, PO Box 1806, Allentown, PA 18101 USA
- University of South Florida Morsani College of Medicine, Tampa, FL USA
| | | | - Julie A. Dostal
- University of South Florida Morsani College of Medicine, Tampa, FL USA
| |
Collapse
|
39
|
Shoemaker EZ, Johnson C, Hilty DM, Fung CC. Flipping a Single Lecture in a Survey Course to Active Learning: Do the Benefits Justify the Costs? ACTA ACUST UNITED AC 2021; 7:151-159. [PMID: 34729392 PMCID: PMC8552619 DOI: 10.1007/s41347-021-00230-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2020] [Revised: 09/15/2021] [Accepted: 10/07/2021] [Indexed: 12/03/2022]
Abstract
Health education has seen a surge of interest in active learning strategies like the flipped classroom. In response to the need for physical distancing in the age of COVID-19, schools are rapidly shifting to web-based and video technology, sometimes without being able to predict the outcomes of this change. The objectives of this pilot experiment were to (1) compare active learning (AL) methods versus traditional lecture for transmitting and retaining knowledge in the introductory pre-clinical medical school curriculum and (2) weigh whether the costs required to flip instruction were justified by learning gains. The authors took a 2 h lecture for first-year medical students and converted half of it into an AL format. In-person lecture and active learning groups were compared in terms of student knowledge at pre-intervention, immediately post-intervention, and 6 months post-intervention. Costs for first-time delivery and anticipated costs for repeat delivery of each format were calculated. Students’ gains in knowledge increased in both groups, though more by lecture (control) than via AL. Delivering a single hour of new AL costs 3.4 times that of a new lecture. Repeat offerings of the AL intervention were estimated to cost 5.4 times that of the repeat lecture. The 1 h AL session was less effective than the 1 h lecture for knowledge acquisition and retention at 6-month follow-up. The AL was more expensive to produce and to repeat. Future research needs to evaluate the impact of AL with a larger N, control group, structured faculty/resident procedures, and assessment of gaining and applying attitudes and skills in addition to knowledge.
Collapse
Affiliation(s)
- Erica Z Shoemaker
- Keck School of Medicine, University of Southern California, Los Angeles, CA USA
| | | | - Donald M Hilty
- Department of Psychiatry & Behavioral Sciences, Northern California Veterans Administration Health Care System, UC Davis, 10535 Hospital Way, Mather, CA 95655 USA
| | - Cha-Chi Fung
- Keck School of Medicine, University of Southern California, Los Angeles, CA USA
| |
Collapse
|
40
|
Gatsios D, Antonini A, Gentile G, Konitsiotis S, Fotiadis D, Nixina I, Taba P, Weck C, Lorenzl S, Lex KM, Paal P. Education on palliative care for Parkinson patients: development of the "Best care for people with late-stage Parkinson's disease" curriculum toolkit. BMC MEDICAL EDUCATION 2021; 21:538. [PMID: 34696752 PMCID: PMC8547059 DOI: 10.1186/s12909-021-02964-6] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/15/2020] [Accepted: 08/28/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Palliative care education among all stakeholders involved in the care of patients with late-stage Parkinson's disease is not adequate. In fact, there are many unmet educational and training needs as confirmed with a targeted, narrative literature review. METHODS To address these needs we have developed the "Best Care for People with Late-Stage Parkinson's Disease" curriculum toolkit. The toolkit is based on recommendations and guidelines for training clinicians and other healthcare professionals involved in palliative care, educational material developed in recent research efforts for patients and caregivers with PD and consensus meetings of leading experts in the field. The final version of the proposed toolkit was drafted after an evaluation by external experts with an online survey, the feedback of which was statistically analysed with the chi-square test of independence to assess experts' views on the relevance and importance of the topics. A sentiment analysis was also done to complement statistics and assess the experts positive and negative sentiments for the curriculum topics based on their free text feedback. RESULTS The toolkit is compliant with Kern's foundational framework for curriculum development, recently adapted to online learning. The statistical analysis of the online survey, aiming at toolkit evaluation from external experts (27 in total), confirms that all but one (nutrition in advanced Parkinson's disease) topics included, as well as their objectives and content, are highly relevant and useful. CONCLUSIONS In this paper, the methods for the development of the toolkit, its stepwise evolution, as well as the toolkit implementation as a Massive Open Online Course (MOOC), are presented. The "Best Care for People with Late-Stage Parkinson' s disease" curriculum toolkit can provide high-quality and equitable education, delivered by an interdisciplinary team of educators. The toolkit can improve communication about palliative care in neurological conditions at international and multidisciplinary level. It can also offer continuing medical education for healthcare providers.
Collapse
Affiliation(s)
- Dimitrios Gatsios
- Department of Neurology, Medical School, University of Ioannina, GR-45110, Ioannina, Greece.
- Unit of Medical Technology and Intelligent Information Systems, Department of Materials Science and Engineering, University of Ioannina, Ioannina, Greece.
| | - Angelo Antonini
- Parkinson and Movement Disorders Unit, Study Center for Neurodegeneration, Department of Neuroscience, University of Padua, Padua, Italy
| | - Giovanni Gentile
- Parkinson and Movement Disorders Unit, Study Center for Neurodegeneration, Department of Neuroscience, University of Padua, Padua, Italy
| | - Spyridon Konitsiotis
- Department of Neurology, Medical School, University of Ioannina, GR-45110, Ioannina, Greece
| | - Dimitrios Fotiadis
- Unit of Medical Technology and Intelligent Information Systems, Department of Materials Science and Engineering, University of Ioannina, Ioannina, Greece
- Department of Biomedical Research, Institute of Molecular Biology and Biotechnology, Foundation for Research and Technology-Hellas, Ioannina, Greece
| | - Irini Nixina
- Unit of Medical Technology and Intelligent Information Systems, Department of Materials Science and Engineering, University of Ioannina, Ioannina, Greece
| | - Pille Taba
- Department of Neurology and Neurosurgery, Institute of Clinical Medicine|, University of Tartu, Tartu, Estonia
- Clinic of Neurology, Tartu University Hospital, Tartu, Estonia
| | - Christiane Weck
- University Hospital Agatharied, Hausham, Germany
- Palliative Care Research Hub, WHO Collaborating Centre at the Institute of Nursing Science and Practice, Paracelsus Medical University in Salzburg, Salzburg, Austria
| | - Stefan Lorenzl
- University Hospital Agatharied, Hausham, Germany
- Palliative Care Research Hub, WHO Collaborating Centre at the Institute of Nursing Science and Practice, Paracelsus Medical University in Salzburg, Salzburg, Austria
| | - Katharina Maria Lex
- Palliative Care Research Hub, WHO Collaborating Centre at the Institute of Nursing Science and Practice, Paracelsus Medical University in Salzburg, Salzburg, Austria
| | - Piret Paal
- Palliative Care Research Hub, WHO Collaborating Centre at the Institute of Nursing Science and Practice, Paracelsus Medical University in Salzburg, Salzburg, Austria
| |
Collapse
|
41
|
Dong Y, Yin H, Du S, Wang A. The effects of flipped classroom characterized by situational and collaborative learning in a community nursing course: A quasi-experimental design. NURSE EDUCATION TODAY 2021; 105:105037. [PMID: 34247009 DOI: 10.1016/j.nedt.2021.105037] [Citation(s) in RCA: 20] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/02/2020] [Revised: 05/25/2021] [Accepted: 06/24/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Since traditional teaching could not help to develop competences, flipped classroom has caught the sight of researchers. Despite the uptake of flipped classroom in other disciplines, there is a dearth of evidence available about the use in nursing curricula. In addition, there is no consensus on how to best implement a flipped classroom. OBJECTIVE This study aimed to (1) develop a flipped classroom underpinned by constructivism theory and (2) to verify its effectiveness. DESIGN This study adopted a quasi-experimental design. SETTING AND PARTICIPANTS This study was conducted in 2018 spring semester at a University in East China with 6th semester undergraduate nursing students in four parallel classes in Community Nursing Course. METHODS A flipped classroom characterized by situational and collaborative learning was developed and carried out with two classes (intervention group, n = 98). In-class lectures was applied for the other two classes (control group, n = 90). Course examination score, experience (course experience questionnaire, CEQ), and students' appraisal were used to verify the effectiveness of flipped classroom. RESULTS Compared to control group, the examination score was higher for intervention group. As for the four domains of CEQ, good teaching domain rating was lower, learning burden domain rating was higher for the intervention group. There was no statistical difference in classroom quality and harvest domains. More students in intervention group chose the course helped them in developing "critical thinking" and "self-cognition and evaluation" abilities. Satisfaction rating of groups was not statistically different. CONCLUSIONS Flipped classroom was efficient in improving students' academic performance and promoting development of higher-level thinking abilities; however, it failed in improving students' satisfaction and course experience. These findings suggest that active learning strategies such as situational and collaborative learning of group problem solving and discussion should be integrated into nursing curriculum and refinement to flipped classroom are needed to create students' buy-in.
Collapse
Affiliation(s)
- Yujing Dong
- School of Nursing, Nanjing University of Chinese Medicine, 138 Xianlin RD, Nanjing, Jiangsu Province, China.
| | - Haiyan Yin
- School of Nursing, Nanjing University of Chinese Medicine, 138 Xianlin RD, Nanjing, Jiangsu Province, China
| | - Shizheng Du
- School of Nursing, Nanjing University of Chinese Medicine, 138 Xianlin RD, Nanjing, Jiangsu Province, China
| | - Aihong Wang
- School of Nursing, Nanjing University of Chinese Medicine, 138 Xianlin RD, Nanjing, Jiangsu Province, China
| |
Collapse
|
42
|
Mokahal AE, Ahmad A, Habib JR, Nasrallah AA, Francis G, Sabra R, Zgheib NK. Do Medical Students' Learning Styles and Approaches Explain Their Views and Behavior Regarding Lecture Attendance? MEDICAL SCIENCE EDUCATOR 2021; 31:1693-1702. [PMID: 34603842 PMCID: PMC8446112 DOI: 10.1007/s40670-021-01362-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/20/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Medical students' attendance at lectures, particularly in the preclinical years, has been steadily declining over the years. One of the many explanations offered for this observation is that students have different learning styles and approaches, such that not all of them benefit from attending lectures; however, no studies have specifically examined this possibility. While there is evidence against learning styles as affecting objective measures of learning, they are associated with subjective measures of learning and may therefore influence student behavior. We hypothesized that students' learning styles and/or approaches influence their views about the value and purpose of lectures and their motivation to attend them, which, in turn will affect their behavior. MATERIALS AND METHODS A LimeSurvey was distributed to all preclinical students at the American University of Beirut. The survey included questions about demographic data, self-reported attendance rates in Year 1 of medical school, two validated and standardized questionnaires assessing the students' learning styles (visual, auditory, kinesthetic, tactile, group, individual) and learning approaches (superficial, deep, strategic), and a series of questions exploring the students' views about the purpose and value of lectures and their motivation to attend lectures. RESULTS No associations were found between learning styles or approaches and attendance rates, but this may have been confounded by the mandatory attendance policy at the time. There were, however, a few positive associations between some learning styles or approaches and the students' views about the value of attending lectures. In particular, students with high scores as auditory learners tended to see absolutely no value in attending lectures, and those with high scores as group, auditory or visual learners, tended to see less value in taking their own notes in lectures. Students with superficial approaches to learning felt that watching videos of a lecture provides equivalent education to attending a lecture. There were no statistically significant associations with either the perceived purpose of lectures or the motivation to attend lectures after correction for multiple testing. CONCLUSIONS This study reveals that except for some interesting findings related to auditory learners, differences in learning styles or approaches among students cannot adequately explain differences in their attitudes, and likely, behavior, regarding lecture attendance. The idea that learning styles and approaches can influence educational preferences and outcomes, while attractive and intuitive, continues to require supporting evidence. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-021-01362-3.
Collapse
Affiliation(s)
- Ali El Mokahal
- Faculty of Medicine, American University of Beirut, Beirut, Lebanon
| | - Ali Ahmad
- Faculty of Medicine, American University of Beirut, Beirut, Lebanon
| | - Joseph R. Habib
- Faculty of Medicine, American University of Beirut, Beirut, Lebanon
| | - Ali A. Nasrallah
- Faculty of Medicine, American University of Beirut, Beirut, Lebanon
| | - George Francis
- Faculty of Medicine, American University of Beirut, Beirut, Lebanon
| | - Ramzi Sabra
-
Program for Research and Innovation in Medical Education, Department of Pharmacology and Toxicology, Faculty of Medicine
, American University of Beirut, PO. Box 11-0236, Riad El Solh, Beirut, Lebanon
| | - Nathalie K. Zgheib
-
Program for Research and Innovation in Medical Education, Department of Pharmacology and Toxicology, Faculty of Medicine
, American University of Beirut, PO. Box 11-0236, Riad El Solh, Beirut, Lebanon
| |
Collapse
|
43
|
Dettmer S, Barkhausen J, Volmer E, Mentzel HJ, Reinartz S, Voigt F, Wacker FK, Baeßler B. White Paper: Radiology Curriculum for Undergraduate Medical Education in Germany and Integration into the NKLM 2.0. ROFO-FORTSCHR RONTG 2021; 193:1294-1303. [PMID: 34553362 DOI: 10.1055/a-1586-3372] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
OBJECTIVE The aim was to develop a new curriculum for radiology in medical studies, to reach a national consensus and to integrate it into the new national competence-based learning objectives catalog (NKLM 2.0). In this statement of the German Radiological Society (DRG), the process of curriculum development is described and the new curriculum is presented together with suggestions for practical implementation. MATERIALS AND METHODS The DRG has developed a new curriculum for radiology. This was coordinated nationally among faculty via an online survey and the result was incorporated into the NKLM 2.0. Furthermore, possibilities for the practical implementation of the competency-based content are shown and different teaching concepts are presented. RESULTS The developed curriculum is competency-based and aims to provide students with important skills and abilities for their future medical practice. The general part of the curriculum is divided into the topics "Radiation Protection", "Radiological Methods" and radiologically-relevant "Digital Skills". Furthermore, there is a special part on the individual organ systems and the specific diseases. In order to implement this in a resource-saving way, new innovative teaching concepts are needed that combine the advantages of face-to-face teaching in small groups for practical and case-based learning with digital teaching offers for resource-saving teaching of theoretical content. CONCLUSION We have created a uniform radiology curriculum for medical studies in Germany, coordinated it nationally and integrated it into the NKLM 2.0. The curriculum forms the basis of a uniform mandatory radiology teaching and should be the basis for the individual curriculum development of each faculty and strengthen the position of radiology in the interdisciplinary context. KEY POINTS · A radiology curriculum for undergraduate medical education was developed.. · The curriculum was brought into agreement among the faculties in Germany and integrated into the NKLM 2.0.. · This curriculum is intended to be the basis for curriculum development and to strengthen the position of radiology.. · In order to implement the competence-based teaching, new innovative teaching concepts are necessary.. CITATION FORMAT · Dettmer S, Barkhausen J, Volmer E et al. White Paper: Radiology Curriculum for Undergraduate Medical Education in Germany and Integration into the NKLM 2.0. Fortschr Röntgenstr 2021; 193: 1294 - 1303.
Collapse
Affiliation(s)
- Sabine Dettmer
- Department of Diagnostic and Interventional Radiology, Hannover Medical School, Hannover, Germany
| | - Jörg Barkhausen
- Department of Radiology and Nuclear Medicine, University Hospital of Schleswig-Holstein, Lübeck, Germany
| | - Erik Volmer
- Institute for Diagnostic and Interventional Radiology, Pediatric and Neuroradiology, Rostock University Medical Center, Rostock, Germany
| | - Hans-Joachim Mentzel
- Section of Pediatric Radiology, Institute of Diagnostic and Interventional Radiology, University Hospital Jena, Germany
| | - Sebastian Reinartz
- Department for Diagnostic and Interventional Radiology, University Hospital Aachen, Germany
| | | | - Frank K Wacker
- Department of Diagnostic and Interventional Radiology, Hannover Medical School, Hannover, Germany
| | - Bettina Baeßler
- Institute of Diagnostic and Interventional Radiology, University Hospital Zürich, Switzerland
| | | | | | | |
Collapse
|
44
|
Boulger C, Prats M, Niku A, Diaz M, Bahner DP. ITSUS: Integrated, Tiered, Self-Directed Ultrasound Scanning for Learning Anatomy. Cureus 2021; 13:e16119. [PMID: 34350081 PMCID: PMC8325981 DOI: 10.7759/cureus.16119] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/02/2021] [Indexed: 11/24/2022] Open
Abstract
Ultrasound is being introduced into many medical schools and incorporated into the anatomy curriculum; however, in most cases, this consists of proctored sessions which can be limited by faculty time and availability. Additionally, the severe acute respiratory syndrome coronavirus-2 (SARS-CoV-2) pandemic has significantly impacted medical education, especially ultrasound education, which has traditionally depended on hands-on practice and instruction. A structured, independent, hands-on learning curriculum using ultrasound would have many benefits. In this study, eight self-guided system-based modules were developed mirroring the undergraduate anatomy curriculum. For each scan, a beginner, intermediate, and advanced component was designed. Each module contains clear, stepwise directions for image acquisition, optimization, and interpretation of the anatomical structures and suggestions for troubleshooting. Students save ultrasound images as part of their digital portfolios for review with ultrasound faculty. This design provides an educational model to increase medical student opportunities for independent, structured, self-directed anatomy learning with ultrasound that can be integrated with existing educational programs.
Collapse
Affiliation(s)
- Creagh Boulger
- Emergency Medicine, The Ohio State University College of Medicine, Columbus, USA
| | - Michael Prats
- Emergency Medicine, The Ohio State University College of Medicine, Columbus, USA
| | - Adam Niku
- Cardology, The University of Texas Health Science Center at Houston, Houston, USA
| | - Martina Diaz
- Emergency Medicine, University of Cincinnati Medical Center, Columbus, USA
| | - David P Bahner
- Emergency Medicine, The Ohio State University Wexner Medical Center, Columbus, USA
| |
Collapse
|
45
|
Wang G, Ma XY, Cheng X, Luo CH, Wang H, Xu X, Lee KKH, Yang X. The effects of long-term extracurricular scientific research on the medical students: Insight from Jinan University Medical School. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2021; 49:535-545. [PMID: 33682343 DOI: 10.1002/bmb.21499] [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: 05/21/2020] [Revised: 12/30/2020] [Accepted: 02/17/2021] [Indexed: 06/12/2023]
Abstract
The benefits and long-term effects of extracurricular scientific research on undergraduate students in many countries have been intensively investigated, but it remains obscure for Chinese medical students. In this study, we investigated the outcome of 60 medical students who have participated in extracurricular scientific research at Jinan University Medical School over a period of 7 years (2011-2018). The results revealed that these students have contributed to 31 biomedical science articles in reputable academic journals, as first- or co-authors. Furthermore, they also independently procured various funding based on their research achievements, and smaller awards for achievements in conferences and competitions. Assessment of the grade point average score of these students revealed that conducting extracurricular scientific research did not affect their routine medical study and exam grades (P>0.05). The students benefited from participating in extracurricular research, by acquiring the ability to think scientifically and enhancing their communication skills. In addition, the medical students were motivated to enlist for postgraduate studies so that they could further embark in scientific research. In sum, Chinese medical students are capable of participating in scientific research and make a significant contribution to science.
Collapse
Affiliation(s)
- Guang Wang
- Division of Histology and Embryology, International Joint Laboratory for Embryonic Development & Prenatal Medicine, Medical College, Jinan University, Guangzhou, China
- Key Laboratory for Regenerative Medicine of the Ministry of Education, Jinan University, Guangzhou, China
- Morphology experimental teaching center, Medical College, Jinan University, Guangzhou, China
| | - Xin-Yue Ma
- Department of Epidemiology, Medical School, Jinan University, Guangzhou, China
| | - Xin Cheng
- Division of Histology and Embryology, International Joint Laboratory for Embryonic Development & Prenatal Medicine, Medical College, Jinan University, Guangzhou, China
- Key Laboratory for Regenerative Medicine of the Ministry of Education, Jinan University, Guangzhou, China
| | - Chao-Hua Luo
- College office, Medical College, Jinan University, Guangzhou, China
| | - Heng Wang
- College office, Medical College, Jinan University, Guangzhou, China
| | - Xu Xu
- College office, Medical College, Jinan University, Guangzhou, China
| | - Kenneth Ka Ho Lee
- Joint CUHK-UoS Laboratory for Stem Cells and Regeneration Medicine, School of Biomedical Sciences, Chinese University of Hong Kong, Shatin, Hong Kong
| | - Xuesong Yang
- Division of Histology and Embryology, International Joint Laboratory for Embryonic Development & Prenatal Medicine, Medical College, Jinan University, Guangzhou, China
- Key Laboratory for Regenerative Medicine of the Ministry of Education, Jinan University, Guangzhou, China
| |
Collapse
|
46
|
Ten Cate O, Schultz K, Frank JR, Hennus MP, Ross S, Schumacher DJ, Snell LS, Whelan AJ, Young JQ. Questioning medical competence: Should the Covid-19 crisis affect the goals of medical education? MEDICAL TEACHER 2021; 43:817-823. [PMID: 34043931 DOI: 10.1080/0142159x.2021.1928619] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
The COVID-19 pandemic has disrupted many societal institutions, including health care and education. Although the pandemic's impact was initially assumed to be temporary, there is growing conviction that medical education might change more permanently. The International Competency-based Medical Education (ICBME) collaborators, scholars devoted to improving physician training, deliberated how the pandemic raises questions about medical competence. We formulated 12 broad-reaching issues for discussion, grouped into micro-, meso-, and macro-level questions. At the individual micro level, we ask questions about adaptability, coping with uncertainty, and the value and limitations of clinical courage. At the institutional meso level, we question whether curricula could include more than core entrustable professional activities (EPAs) and focus on individualized, dynamic, and adaptable portfolios of EPAs that, at any moment, reflect current competence and preparedness for disasters. At the regulatory and societal macro level, should conditions for licensing be reconsidered? Should rules of liability be adapted to match the need for rapid redeployment? We do not propose a blueprint for the future of medical training but rather aim to provoke discussions needed to build a workforce that is competent to cope with future health care crises.
Collapse
Affiliation(s)
- Olle Ten Cate
- Center for Research Development of Education, University Medical Center Utrecht, Utrecht, The Netherlands
| | - Karen Schultz
- Department of Family Medicine, Queen's University, Queen's University, Kingston, Canada
| | - Jason R Frank
- Royal College of Physicians and Surgeons of Canada and Department of Emergency Medicine, University of Ottawa, Ottawa, Canada
| | | | - Shelley Ross
- CBAS Program in the Department of Family Medicine, University of Alberta, Edmonton, Canada
| | - Daniel J Schumacher
- Division of Emergency Medicine, Cincinnati Children's Hospital Medical Center and the University of Cincinnati College of Medicine, Cincinnati, Ohio, USA
| | - Linda S Snell
- Royal College of Physicians and Surgeons of Canada, McGill University, Montreal, Canada
| | - Alison J Whelan
- Association of American Medical Colleges, Washington DC, USA
| | - John Q Young
- Department of Psychiatry, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell and the Zucker Hillside Hospital at Northwell Health, Glen Oaks, NY, USA
| |
Collapse
|
47
|
Ten Cate O, Balmer DF, Caretta-Weyer H, Hatala R, Hennus MP, West DC. Entrustable Professional Activities and Entrustment Decision Making: A Development and Research Agenda for the Next Decade. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2021; 96:S96-S104. [PMID: 34183610 DOI: 10.1097/acm.0000000000004106] [Citation(s) in RCA: 21] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
To establish a research and development agenda for Entrustable Professional Activities (EPAs) for the coming decade, the authors, all active in this area of investigation, reviewed recent research papers, seeking recommendations for future research. They pooled their knowledge and experience to identify 3 levels of potential research and development: the micro level of learning and teaching; the meso level of institutions, programs, and specialty domains; and the macro level of regional, national, and international dynamics. Within these levels, the authors categorized their recommendations for research and development. The authors identified 14 discrete themes, each including multiple questions or issues for potential exploration, that range from foundational and conceptual to practical. Much research to date has focused on a variety of issues regarding development and early implementation of EPAs. Future research should focus on large-scale implementation of EPAs to support competency-based medical education (CBME) and on its consequences at the 3 levels. In addition, emerging from the implementation phase, the authors call for rigorous studies focusing on conceptual issues. These issues include the nature of entrustment decisions and their relationship with education and learner progress and the use of EPAs across boundaries of training phases, disciplines and professions, including continuing professional development. International studies evaluating the value of EPAs across countries are another important consideration. Future studies should also remain alert for unintended consequences of the use of EPAs. EPAs were conceptualized to support CBME in its endeavor to improve outcomes of education and patient care, prompting creation of this agenda.
Collapse
Affiliation(s)
- Olle Ten Cate
- O. ten Cate is professor of medical education and senior scientist, Center for Research and Development of Education, University Medical Center Utrecht, Utrecht, the Netherlands; ORCID: https://orcid.org/0000-0002-6379-8780
| | - Dorene F Balmer
- D.F. Balmer is associate professor, Department of Pediatrics, The Children's Hospital of Philadelphia and University of Pennsylvania, Philadelphia, Pennsylvania; ORCID: http://orcid.org/0000-0001-6805-4062
| | - Holly Caretta-Weyer
- H. Caretta-Weyer is assistant professor, Department of Emergency Medicine, Stanford University School of Medicine, Palo Alto, California; ORCID: https://orcid.org/0000-0002-9783-5797
| | - Rose Hatala
- R. Hatala is professor, Department of Medicine, University of British Columbia, Vancouver, Canada; ORCID: https://orcid.org/0000-0003-0521-2590
| | - Marije P Hennus
- M.P. Hennus is a pediatric intensivist and program director, pediatric intensive care fellowship, University Medical Center Utrecht, Utrecht, the Netherlands; ORCID: https://orcid.org/0000-0003-1508-0456
| | - Daniel C West
- D.C. West is professor and senior director of medical education, Department of Pediatrics, Children's Hospital of Philadelphia and The Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania; ORCID: https://orcid.org/0000-0002-0909-4213
| |
Collapse
|
48
|
Moll-Khosrawi P, Zöllner C, Cencin N, Schulte-Uentrop L. Flipped learning enhances non-technical skill performance in simulation-based education: a randomised controlled trial. BMC MEDICAL EDUCATION 2021; 21:353. [PMID: 34158030 PMCID: PMC8220780 DOI: 10.1186/s12909-021-02766-w] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/24/2021] [Accepted: 05/24/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Many efforts of the past years aimed to build a safer health care system and hereby, non-technical skills (NTS) have been recognised to be responsible for over 70 % of preventable medical mishaps. In order to counteract those mishaps, several simulation-based trainings have been implemented in health care education to convey NTS. Still, the best and effective way to foster NTS in simulation-based training is not known. Due to the importance of NTS, this gap in knowledge needs to be filled. A possible approach to convey NTS effectively during simulation-based medical education (SBME), might be the use of the flipped learning approach. The benefits of flipped learning regarding the improvement of human factors (NTS), have not been investigated yet. Therefore, the authors introduced flipped learning as an experimental intervention into their SBME emergency trainings and aimed to analyse, whether flipped learning improved students´ NTS performance compared to lecture-based learning (LBL). METHODS In a randomized controlled trial, 3rd year medical students participated in a SBME training and then received either a further SBME training with integrated flipped learning on NTS (intervention), or a further SBME training and an accompanying lecture on NTS (control). NTS performance was assessed on three skill dimensions with a validated behavioural marker system. RESULTS The authors analysed NTS performance of 102 students, prior and after their allocation to each teaching method. The baseline NTS performance of both groups did not differ, whereas the intervention group enhanced significantly on all three skill dimensions (t (44) = 5.63, p < .001; t (44) = 4.47, p < .001; t (44) = 4.94, p < .001). CONCLUSION The integration of flipped learning into SBME yields a significant improvement of NTS performance and therefore medical educators should consider the application of flipped learning to convey complex human factors and skills.
Collapse
Affiliation(s)
- Parisa Moll-Khosrawi
- Department of Anaesthesiology, University Medical Centre Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Germany.
| | - Christian Zöllner
- Department of Anaesthesiology, University Medical Centre Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Germany
| | - Nadine Cencin
- Department of Anaesthesiology, University Medical Centre Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Germany
| | - Leonie Schulte-Uentrop
- Department of Anaesthesiology, University Medical Centre Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Germany
| |
Collapse
|
49
|
Crome M, Adam K, Flohr M, Rahman A, Staufenbiel I. Application of the inverted classroom model in the teaching module "new classification of periodontal and peri-implant diseases and conditions" during the COVID-19 pandemic. GMS JOURNAL FOR MEDICAL EDUCATION 2021; 38:Doc89. [PMID: 34286069 PMCID: PMC8256130 DOI: 10.3205/zma001485] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 11/10/2020] [Revised: 01/21/2021] [Accepted: 02/25/2021] [Indexed: 06/13/2023]
Abstract
Background: Due to the need for patient-free dental education during the COVID-19 pandemic, Hannover Medical School (MHH) implemented a new periodontology module. Its didactic structure was based on the "inverted classroom model" (ICM) in combination with elements of case-based learning. The educational objective was to increase the diagnostic confidence of dental students in the classification of periodontal patients (staging & grading), based on 33 digitized patient cases. To assess the suitability of the module for future dental curricula, this study aimed to evaluate student satisfaction and skills acquisition. Methods: The periodontology module, which was attended by final year dental students of MHH (n=55, mean age: 26.5±3.9 years, male/female ratio: 24.1%/75.9%) was evaluated in a two-tiered way. Student satisfaction was recorded using a questionnaire. Learning success was assessed by comparing error rates in patient case classifications before (T0) and after (T1) participation in the periodontology module. Results: The study found a high level of student satisfaction with the ICM format and a significant reduction in error rates (T0 error rate=28.3%; MV±SD=3.12±1.67 vs. T1 error rate=18.7%; MV±SD=2.06±1.81; Δ=9.6%). However, of the 11 diagnostic decisions required, only four parameters (extent, grading, percentage of bone loss per age, phenotype) showed significant improvements, with effect sizes ranging from small to medium. Conclusions: The ICM-based teaching concept is definitely not an alternative to patient-based learning. However, in regard to student satisfaction and learning success, it might be superior to conventional classroom-based lectures, especially when complex topics are covered. In summary, the newly developed periodontology module may be a useful addition to traditional dental education in future curricula, even for the time after the COVID-19 pandemic.
Collapse
Affiliation(s)
- Marius Crome
- Hannover Medical School, Department of Conservative Dentistry, Periodontology and Preventive Dentistry, Hannover, Germany
| | - Knut Adam
- Hannover Medical School, Department of Conservative Dentistry, Periodontology and Preventive Dentistry, Hannover, Germany
| | - Marco Flohr
- Hannover Medical School, Department of Conservative Dentistry, Periodontology and Preventive Dentistry, Hannover, Germany
| | - Alexander Rahman
- Hannover Medical School, Department of Conservative Dentistry, Periodontology and Preventive Dentistry, Hannover, Germany
| | - Ingmar Staufenbiel
- Hannover Medical School, Department of Conservative Dentistry, Periodontology and Preventive Dentistry, Hannover, Germany
| |
Collapse
|
50
|
Gelineau-Morel R, Dilts J. Virtual Education During COVID-19 and Beyond. Pediatr Neurol 2021; 119:1-2. [PMID: 33812265 DOI: 10.1016/j.pediatrneurol.2021.02.008] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/02/2020] [Revised: 02/15/2021] [Accepted: 02/25/2021] [Indexed: 11/29/2022]
Affiliation(s)
- Rose Gelineau-Morel
- Division of Neurology, Department of Pediatrics, Children's Mercy Hospital, Kansas City, Missouri.
| | - Jennifer Dilts
- Division of Neurology, Department of Pediatrics, Children's Mercy Hospital, Kansas City, Missouri
| |
Collapse
|