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Cale AS, Hoffman LA, McNulty MA. Pre- and post-examination reflections of first-year medical students in an integrated medical anatomy course. ANATOMICAL SCIENCES EDUCATION 2024; 17:186-198. [PMID: 37772662 DOI: 10.1002/ase.2340] [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: 12/14/2022] [Revised: 07/13/2023] [Accepted: 09/11/2023] [Indexed: 09/30/2023]
Abstract
Due to the rigor and pace of undergraduate medical anatomy courses, it is not uncommon for students to struggle and fail initially. However, repetition of coursework places an additional burden on the student, instructor, and institution. The purpose of this study was to compare the exam preparation strategies of repeating and non-repeating students to identify areas where struggling students can be supported prior to course failure. As part of their integrated anatomy course, first-year medical students at Indiana University completed a metacognitive Practice-Based Learning and Improvement (PBLI) assignment prior to and after their first exam. In the PBLIs, students were asked to reflect on their exam preparation strategies, confidence, and satisfaction, as well as their predicted and actual exam performance. PBLI responses from non-repeating and repeating students were then analyzed quantitatively and qualitatively. A total of 1802 medical students were included in this study, including 1751 non-repeating and 51 repeating students. Based on their PBLI responses, non-repeating students were appropriately confident, somewhat satisfied, and more accurate when predicting their exam performance. Repeating students were overconfident, dissatisfied, and inaccurate when predicting their first exam performance on their initial, unsuccessful attempt but were more successful on their second, repeat attempt. Qualitative analysis revealed that repeating students aimed to improve their studying by modifying their existing study strategies and managing their time more effectively. In conjunction with other known risk factors, these insights into repeater and non-repeater exam preparation practices can help anatomy educators better identify and support potential struggling students.
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Affiliation(s)
- Andrew S Cale
- Department of Anatomy, Cell Biology & Physiology, Indiana University School of Medicine, Indianapolis, Indiana, USA
| | - Leslie A Hoffman
- Department of Anatomy, Cell Biology & Physiology, Indiana University School of Medicine, Fort Wayne, Indiana, USA
| | - Margaret A McNulty
- Department of Anatomy, Cell Biology & Physiology, Indiana University School of Medicine, Indianapolis, Indiana, USA
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Scioscia A, Rakkar J, Pelletier JH, Ghassemzadeh R, Hamilton MF, Fuhrman DY. Virtual Learning Improves Attendance for Critical Care Education During the COVID-19 Pandemic. J Pediatr Intensive Care 2023; 12:325-329. [PMID: 37970144 PMCID: PMC10631843 DOI: 10.1055/s-0041-1735868] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2021] [Accepted: 08/03/2021] [Indexed: 10/20/2022] Open
Abstract
The COVID-19 pandemic has pushed medical educators and learners to adapt to virtual learning (VL) in an expedited manner. The effect of VL for critical care education has not yet been evaluated. In a quantitative analysis of survey data and attendance records, we sought to determine the association of VL with conference attendance and work-life balance. Attending physicians, fellows, and advanced practice providers (APP) at a pediatric critical care department at a quaternary children's hospital participated in the study. Attendance records were obtained before and after the adaption of a VL platform. In addition, an electronic, anonymous survey to evaluate current satisfaction and the strengths and weaknesses of VL as well as its impact on work-life balance was administered. In total, 31 learners (17 attending physicians, 13 fellows, and 1 APP) completed the survey. A total of 83.9% (26/31) of participants were satisfied, and 77.4% (24/31) found VL to be similar or more engaging than non-VL. However, 6.5% (2/31) of learners reported difficulty in using the new platform, 87% (27/31) of participants supported VL as an effective learning tool, and 83.3% (25/30) reported a positive impact on work-life balance. Additionally, median monthly conference attendance increased significantly from 85 to 114 attendees per month ( p < 0.05). Our results suggest that a virtual model has advantages for overall attendance and work-life balance. We anticipate VL will continue to be an integral part of medical education. Future work evaluating the impact of VL on interdepartmental and interinstitutional collaborations is needed.
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Affiliation(s)
- Andrea Scioscia
- Department of Critical Care Medicine, UPMC Children's Hospital of Pittsburgh, Pittsburgh, Pennsylvania, United States
| | - Jaskaran Rakkar
- Department of Critical Care Medicine, UPMC Children's Hospital of Pittsburgh, Pittsburgh, Pennsylvania, United States
| | - Jonathan H. Pelletier
- Department of Critical Care Medicine, UPMC Children's Hospital of Pittsburgh, Pittsburgh, Pennsylvania, United States
| | - Rod Ghassemzadeh
- Department of Critical Care Medicine, UPMC Children's Hospital of Pittsburgh, Pittsburgh, Pennsylvania, United States
| | - Melinda F. Hamilton
- Department of Critical Care Medicine, UPMC Children's Hospital of Pittsburgh, Pittsburgh, Pennsylvania, United States
- Department of Pediatrics, UPMC Children's Hospital of Pittsburgh, Pittsburgh, Pennsylvania, United States
| | - Dana Y. Fuhrman
- Department of Critical Care Medicine, UPMC Children's Hospital of Pittsburgh, Pittsburgh, Pennsylvania, United States
- Department of Pediatrics, UPMC Children's Hospital of Pittsburgh, Pittsburgh, Pennsylvania, United States
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Molina-Rodríguez A, Suárez-Cortés M, Leal-Costa C, Ruzafa-Martínez M, Díaz-Agea JL, Ramos-Morcillo AJ, Jiménez-Ruiz I. Including audience response systems in debriefing. A mixed study during nursing simulation-based learning. BMC Nurs 2023; 22:353. [PMID: 37789299 PMCID: PMC10548674 DOI: 10.1186/s12912-023-01499-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2023] [Accepted: 09/12/2023] [Indexed: 10/05/2023] Open
Abstract
BACKGROUND The audience response systems are being implemented to support active learning in nursing degree programs. The benefits of audience response systems have been studied in lecture-based classes and seminars, but their advantages or inconveniences when included in the debriefing phase of a high-fidelity clinical simulation have not been explored. The study aim was to discover student´s experience about using of interactive questions during debriefing, and the self-perceived effects on attention, participation and motivation. METHODS A Mixed-methods study was used exploratory sequential design in a university. The participants were 4th-year students enrolled in the Nursing Degree in a university in Southern Spain. (1) Qualitative phase: a phenomenological approach was utilized, and focus groups were used for data-collection. (2) Quantitative phase: cross-sectional descriptive study using a questionnaire designed "ad hoc", on the experiences on the use of interactive questions in the debriefing phase and the Debriefing Experience Scale. RESULTS (1) Qualitative phase: the students highlighted the facilitating role of the interactive questions during the reflection part of the debriefing, and mentioned that the interactive questions helped with stimulating attention, participation, and motivation during the analytical part of the debriefing; (2) Quantitative phase: it was observed that the best evaluated dimension was "Motivation", with a mean of 4.7 (SD = 0.480), followed by the dimension "Participation", with a mean of 4.66 (SD = 0.461), and lastly, the dimension "Attention", with a mean of 4.64 (SD = 0.418). CONCLUSIONS The use of interactive questions contributed the attention, participation, and motivation of the students during the debriefing, contributing towards a highly satisfactory experience of high-fidelity clinical simulation.
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Affiliation(s)
| | - María Suárez-Cortés
- Department of Nursing, Faculty of Nursing, University of Murcia, Murcia, Spain.
| | - César Leal-Costa
- Department of Nursing, Faculty of Nursing, University of Murcia, Murcia, Spain
| | | | - José Luis Díaz-Agea
- Department of Nursing, Faculty of Nursing, University of Murcia, Murcia, Spain
| | | | - Ismael Jiménez-Ruiz
- Department of Nursing, Faculty of Nursing, University of Murcia, Murcia, Spain
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Tuma F, Shchatsko A, Kamel M, Vyskocil J, Blebea J. Audience Response System (ARS) Use in the SCORE (Surgical Council on Resident Education) Surgery Training Curriculum: A Mixed Methodology Study. Cureus 2023; 15:e44721. [PMID: 38053581 PMCID: PMC10695001 DOI: 10.7759/cureus.44721] [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: 09/05/2023] [Indexed: 12/07/2023] Open
Abstract
Background Audience Response Systems (ARS) could help overcome the limitations of traditional lectures by providing interactivity, engagement, and assessment. The perception of ARS use in surgical education is not well documented. Objective Examine the use of an ARS in teaching This Week In SCORE (Surgical Council on Resident Education)sessions to general surgery residents and medical students. Methods ARS was used at weekly SCORE question sessions in a new general surgery residency program by four residents, 97 medical students, and 20 faculty. The study employed a mixed quantitative and qualitative method: two separate 10-question surveys for faculty and trainees (49% response rate) and a focus group discussion that included one faculty member, two residents, and two students. Results In 85 (85%) responses, the faculty favored the use of ARS in SCORE. Among the total of 510 responses from 51 residents and students, 57% agreed with the favorable use of ARS, while 28% were neutral and, in 14% of cases, negative. A greater proportion of faculty and learners preferred ARS over traditional lectures. The focus group content analysis showed a positive effect and preference from learners and faculty. Engagement, thinking stimulation, and group participation were the most common positive comments. No significant negative influence on ARS use was reported. Conclusions The use of an ARS in This Week In SCORE sessions were preferred by most of the faculty and a majority of learners. The benefits are ease of use and stimulation of discussion. ARS has the potential for more widespread utilization in additional educational settings.
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Affiliation(s)
- Faiz Tuma
- Surgery, Central Michigan University College of Medicine, Saginaw, USA
| | | | - Mohamed Kamel
- Surgery, Central Michigan University College of Medicine, Saginaw, USA
| | - Joseph Vyskocil
- Surgery, Central Michigan University College of Medicine, Saginaw, USA
| | - John Blebea
- Surgery, Central Michigan University College of Medicine, Saginaw, USA
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Bawazeer MA, Aamir S, Othman F, Alkahtani R. Students engagement using polls in virtual sessions of physiology, pathology, and pharmacology at King Saud bin Abdulaziz University for Health Sciences during COVID-19 pandemic: a cross-sectional study. BMC MEDICAL EDUCATION 2023; 23:276. [PMID: 37085845 PMCID: PMC10121230 DOI: 10.1186/s12909-023-04253-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/25/2022] [Accepted: 04/12/2023] [Indexed: 05/03/2023]
Abstract
BACKGROUND Active involvement of students in class using technology is associated with effective learning and understanding. This work intended to analyze the impact of interactive teaching on medical students' engagement, learning, performance, understanding and attendance in virtual classes of physiology, pathology, and pharmacology during COVID-19 pandemic. METHODS A descriptive cross-sectional study was carried out at college of medicine at King Saud bin Abdulaziz University for Health Sciences (KSAU-HS) in Riyadh during January-April 2022. Third- and fourth-year medical students filled a self-reported questionnaire that assessed students' engagement, understanding, performance, and attendance during the sessions of three courses within the curriculum. The Chi-square test or Fisher's exact test was used to compare the difference between the survey responses. RESULTS A total of 184/234 questionnaires were completed and returned, with an overall response rate of 78.6%. Fifty-five percent of the participants were involved at least more than 5 times in polls during the class. Majority (86.9%), of the students agreed on enjoying participation in polls during the class, and 88.9% recommended the utilization of the polls again. Participation in polls improved understanding and performance of 88%, and 63% of students respectively. In addition, 38% were neutral regarding attendance improvement and spending more time for the class. Around 53% students agreed that polls improved their grades. CONCLUSION In conclusion, this study showed that there is an impact of using interactive polls in virtual classes in medical students at KSAU-HS. It is recommended to continue using polls in all subjects in on-site sessions. This will be a great preface step toward switching the traditional teaching to the interactive teaching using flipped classroom strategy in the future.
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Affiliation(s)
- Mona Abubakr Bawazeer
- College of Medicine, King Saud Bin Abdulaziz University for Health Sciences (KSAU-HS), Riyadh, Saudi Arabia.
- King Abdullah International Medical Research Centre (KAIMRC), Ministry of National Guard Health Affairs (MNGHA), Riyadh, Saudi Arabia.
| | - Saima Aamir
- College of Medicine, King Saud Bin Abdulaziz University for Health Sciences (KSAU-HS), Riyadh, Saudi Arabia
- King Abdullah International Medical Research Centre (KAIMRC), Ministry of National Guard Health Affairs (MNGHA), Riyadh, Saudi Arabia
| | - Fatmah Othman
- King Abdullah International Medical Research Centre (KAIMRC), Ministry of National Guard Health Affairs (MNGHA), Riyadh, Saudi Arabia
- College of Public Health and Health Informatics, King Saud Bin Abdulaziz University for Health Sciences (KSAU-HS), Riyadh, Saudi Arabia
| | - Reem Alkahtani
- College of Medicine, King Saud Bin Abdulaziz University for Health Sciences (KSAU-HS), Riyadh, Saudi Arabia
- King Abdullah International Medical Research Centre (KAIMRC), Ministry of National Guard Health Affairs (MNGHA), Riyadh, Saudi Arabia
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Vuk J, Anders ME, Rhee SW. Self-paced polling increases medical student engagement in recorded lectures and improves examination performance. ADVANCES IN PHYSIOLOGY EDUCATION 2022; 46:728-734. [PMID: 36264925 DOI: 10.1152/advan.00083.2022] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/09/2022] [Revised: 09/30/2022] [Accepted: 10/14/2022] [Indexed: 06/16/2023]
Abstract
Engaging preclinical medical students in the curriculum is challenging. To address this challenge, the investigators developed and implemented self-paced polling with recorded lectures, in which students answered audience response questions at their own pace. In 2021, we retrospectively assigned second-year medical students (N = 165) as Active or Inactive based on their answered polling questions. We subdivided the Active group into two groups, a Live group who predominantly responded to polling in live classes and a Self-paced group who predominantly used polling with recorded lectures. Outcomes were academic performance on customized National Board of Medical Examiners (NBME) examinations and engagement. Compared with the Inactive group, the Self-paced group performed better on the customized NBME examination after extensive self-paced polling. Students answered a significantly larger proportion of questions correctly in self-paced polling compared with live polling. Students who used self-paced polling reported a positive experience and indicated they had emotional, behavioral, or cognitive engagement with the curriculum. This study introduces self-paced polling with recorded lectures, which medical educators can potentially use to enhance student engagement and academic performance.NEW & NOTEWORTHY More medical students utilize recorded lectures than live lectures. Self-paced polling questions allow students to participate while watching recorded lectures. Second-year medical students performed significantly better on examination after actively using the self-paced polling compared with inactive students. They also reported emotional, behavioral, and cognitive engagement with the course material while using the self-paced polling.
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Affiliation(s)
- Jasna Vuk
- Student Success Center, Academic Affairs, University of Arkansas for Medical Sciences, Little Rock, Arkansas
| | - Michael E Anders
- Educational Development, Academic Affairs, University of Arkansas for Medical Sciences, Little Rock, Arkansas
| | - Sung W Rhee
- Department of Biomedical Science, Kaiser Permanente Bernard J. Tyson School of Medicine, Pasadena, California
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Harbell MW, O’Sullivan PS. Reviving the medical lecture: practical tips for delivering effective lectures. Reg Anesth Pain Med 2022; 47:331-336. [DOI: 10.1136/rapm-2021-103401] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2021] [Accepted: 01/25/2022] [Indexed: 11/04/2022]
Abstract
Large group lectures, which are widely used in continuing medical education, are susceptible to pitfalls that can negatively impact their effectiveness. In this article, we describe evidence-based best practices from the educational literature that can revive the medical lecture as an effective educational tool. We provide practical tips for both developing and delivering lectures, emphasizing the key role that learning objectives can and should have in the development of lectures, the importance of organization, effective use of visuals and application of restraint in slide design. Pause techniques to authentically engage the audience are described. We also provide practical tips for promoting attention in virtual presentations.
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Spooner M, Duane C, Uygur J, Smyth E, Marron B, Murphy PJ, Pawlikowska T. Self-regulatory learning theory as a lens on how undergraduate and postgraduate learners respond to feedback: A BEME scoping review: BEME Guide No. 66. MEDICAL TEACHER 2022; 44:3-18. [PMID: 34666584 DOI: 10.1080/0142159x.2021.1970732] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Little is known of processes by which feedback affects learners to influence achievement. This review maps what is known of how learners interact with feedback, to better understand how feedback affects learning strategies, and to explore enhancing and inhibiting factors. METHODS Pilot searching indicated a wide range of interpretations of feedback and study designs, prompting the use of scoping methodology. Inclusion criteria comprised: (i) learners (undergraduate, postgraduate, continuing education) who regularly receive feedback, and (ii) studies that associated feedback with subsequent learner reaction. The screening was performed independently in duplicate. Data extraction and synthesis occurred via an iterative consensus approach. Self-regulatory learning theory (SRL) was used as the conceptual framework. RESULTS Of 4253 abstracts reviewed, 232 were included in the final synthesis. Understandings of feedback are diverse; a minority adopt recognised definitions. Distinct learner responses to feedback can be categorized as cognitive, behavioural, affective, and contextual with complex, overlapping interactions. Importantly emotional responses are commonplace; factors mediating them are pivotal in learner recipience. CONCLUSION Feedback benefits learners most when focussed on learner needs, via engagement in bi-directional dialogue. Learner emotions must be supported, with the construction of positive learner-teacher relationships. A developmental agenda is key to learner's acceptance of feedback and enhancing future learning.
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Affiliation(s)
- Muirne Spooner
- Health Professions Education Centre, RCSI University of Medicine and Health Sciences, Dublin, Ireland
| | - Catherine Duane
- Health Professions Education Centre, RCSI University of Medicine and Health Sciences, Dublin, Ireland
| | - Jane Uygur
- Health Professions Education Centre, RCSI University of Medicine and Health Sciences, Dublin, Ireland
| | - Erica Smyth
- Health Professions Education Centre, RCSI University of Medicine and Health Sciences, Dublin, Ireland
| | - Brian Marron
- Health Professions Education Centre, RCSI University of Medicine and Health Sciences, Dublin, Ireland
| | - Paul J Murphy
- Health Professions Education Centre, RCSI University of Medicine and Health Sciences, Dublin, Ireland
| | - Teresa Pawlikowska
- Health Professions Education Centre, RCSI University of Medicine and Health Sciences, Dublin, Ireland
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Katsioudi G, Kostareli E. A Sandwich-model experiment with personal response systems on epigenetics: insights into learning gain, student engagement and satisfaction. FEBS Open Bio 2021; 11:1282-1298. [PMID: 33660429 PMCID: PMC8091589 DOI: 10.1002/2211-5463.13135] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2020] [Revised: 02/08/2021] [Accepted: 03/02/2021] [Indexed: 11/22/2022] Open
Abstract
Current trends in Higher Education Pedagogies include an ongoing discussion about active learning strategies. Technology-based interventions such as personal response systems (PRS) have gained momentum, especially since the advent of cloud-/web-based solutions. One model that supports the transition from traditional lecturing towards active learning by maintaining a balance between instruction and self-learning is the 'Sandwich Model'. In the present study, we investigated the impact of the Sandwich Model combined with PRS in student learning, engagement and satisfaction by a randomised trial in a large undergraduate biomedical/medical sciences class. A teaching session on epigenetics was delivered either as a traditional lecture (C-group) or as a PRS-including Sandwich-based session (S-group). The major finding of our experiment was the significantly enhanced performance of the S-group over the control, suggesting that the Sandwich Model improves learning gain. We also provide strong evidence that the Sandwich Model enhances student engagement and satisfaction. However, the effect of the Sandwich Model in learning gain and student attitudes was not dependent on PRS incorporation per se and students seemed to favour non-PRS activities over PRS, as evidenced by their feedback. Although further experimental research is needed in order to conclusively compare and contrast PRS and non-PRS activities regarding learning gain, we propose the usage of the Sandwich Model with a variety of in-class learning activities, both PRS and non-PRS-based. Altogether, our work shows that the Sandwich Model is a powerful pedagogical approach that exerts a positive impact on student perceptions for learning and satisfaction and that can support the teaching of challenging biomedical concepts, such as epigenetics.
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Affiliation(s)
- Georgia Katsioudi
- Center for Integrative GenomicsUniversity of LausanneLausanneSwitzerland
| | - Efterpi Kostareli
- The Wellcome‐Wolfson Institute for Experimental MedicineSchool of Medicine, Dentistry and Biomedical SciencesFaculty of Medicine, Health and Life SciencesQueen’s University BelfastBelfastNorthern IrelandUK
- School of Allied Health SciencesFaculty of Health & Life SciencesDe Montfort UniversityLeicesterUK
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Chathampally Y, Cooper B, Wood DB, Tudor G, Gottlieb M. Evolving from Morbidity and Mortality to a Case-based Error Reduction Conference: Evidence-based Best Practices from the Council of Emergency Medicine Residency Directors. West J Emerg Med 2020; 21:231-241. [PMID: 33207171 PMCID: PMC7673891 DOI: 10.5811/westjem.2020.7.47583] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2020] [Accepted: 07/23/2020] [Indexed: 11/11/2022] Open
Abstract
Morbidity and mortality conferences are common among emergency medicine residency programs and are an important part of quality improvement initiatives. Here we review the key components of running an effective morbidity and mortality conference with a focus on goals and objectives, case identification and selection, session structure, and case presentation.
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Affiliation(s)
- Yashwant Chathampally
- The University of Texas Health Sciences Center at Houston, Department of Emergency Medicine, Houston, Texas
| | - Benjamin Cooper
- The University of Texas Health Sciences Center at Houston, Department of Emergency Medicine, Houston, Texas
| | - David B Wood
- Yale University Medical Center, Department of Emergency Medicine, New Haven, Connecticut
| | - Gregory Tudor
- University of Illinois College of Medicine at Peoria/OSF Healthcare, Department of Emergency Medicine, Peoria, Illinois
| | - Michael Gottlieb
- Rush University, Medical Center, Department of Emergency Medicine, Chicago, Illinois
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Effect of Interpolated Questions on Podcast Knowledge Acquisition and Retention: A Double-Blind, Multicenter, Randomized Controlled Trial. Ann Emerg Med 2020; 76:353-361. [DOI: 10.1016/j.annemergmed.2020.01.021] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2019] [Revised: 11/18/2019] [Accepted: 01/16/2020] [Indexed: 11/22/2022]
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Schmidt T, Gazou A, Rieß A, Rieß O, Grundmann-Hauser K, Falb R, Schadeck M, Heinrich T, Abeditashi M, Schmidt J, Mau-Holzmann UA, Schnabel KP. The impact of an audience response system on a summative assessment, a controlled field study. BMC MEDICAL EDUCATION 2020; 20:218. [PMID: 32660496 PMCID: PMC7359272 DOI: 10.1186/s12909-020-02130-4] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/27/2020] [Accepted: 06/26/2020] [Indexed: 05/21/2023]
Abstract
BACKGROUND Audience response systems allow to activate the audience and to receive a direct feedback of participants during lectures. Modern systems do not require any proprietary hardware anymore. Students can directly respond on their smartphone. Several studies reported about a high level of satisfaction of students when audience response systems are used, however their impact on learning success is still unclear. METHODS In order to evaluate the impact of an audience response system on the learning success we implemented the audience response system eduVote into a seminar series and performed a controlled crossover study on its impact on assessments. One hundred fifty-four students in nine groups were taught the same content. In four groups, eduVote was integrated for the first topic while five groups were taught this topic without the audience response systems. For a second topic, the groups were switched: Those groups who were taught before using eduVote were now taught without the audience response system and vice versa. We then analysed the impact of the audience response system on the students' performance in a summative assessment and specifically focused on questions dealing with the topic, for which the audience response system was used during teaching. We further assessed the students' perception on the use of eduVote using questionnaires. RESULTS In our controlled crossover study we could not confirm an impact of the audience response system eduVote on long-term persistence i.e. the students' performance in the summative assessment. Our evaluation revealed that students assessed the use of eduVote very positively, felt stronger engaged and better motivated to deal with the respective topics and would prefer their integration into additional courses as well. In particular we identified that students who feel uncomfortable with answering questions in front of others profit from the use of an audience response system during teaching. CONCLUSIONS Audience response systems motivate and activate students and increase their engagement during classes. However, their impact on long-term persistence and summative assessments may be limited. Audience response systems, however, specifically allow activating students which cannot be reached by the traditional way of asking questions without such an anonymous tool.
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Affiliation(s)
- Thorsten Schmidt
- Institute of Medical Genetics and Applied Genomics, University of Tuebingen, Calwerstrasse 7, 72076, Tuebingen, Germany.
| | - Anastasia Gazou
- Institute of Medical Genetics and Applied Genomics, University of Tuebingen, Calwerstrasse 7, 72076, Tuebingen, Germany
| | - Angelika Rieß
- Institute of Medical Genetics and Applied Genomics, University of Tuebingen, Calwerstrasse 7, 72076, Tuebingen, Germany
| | - Olaf Rieß
- Institute of Medical Genetics and Applied Genomics, University of Tuebingen, Calwerstrasse 7, 72076, Tuebingen, Germany
| | - Kathrin Grundmann-Hauser
- Institute of Medical Genetics and Applied Genomics, University of Tuebingen, Calwerstrasse 7, 72076, Tuebingen, Germany
| | - Ruth Falb
- Institute of Medical Genetics and Applied Genomics, University of Tuebingen, Calwerstrasse 7, 72076, Tuebingen, Germany
| | - Malou Schadeck
- Institute of Medical Genetics and Applied Genomics, University of Tuebingen, Calwerstrasse 7, 72076, Tuebingen, Germany
| | - Tilman Heinrich
- Institute of Medical Genetics and Applied Genomics, University of Tuebingen, Calwerstrasse 7, 72076, Tuebingen, Germany
| | - Mahkameh Abeditashi
- Institute of Medical Genetics and Applied Genomics, University of Tuebingen, Calwerstrasse 7, 72076, Tuebingen, Germany
| | - Jana Schmidt
- Institute of Medical Genetics and Applied Genomics, University of Tuebingen, Calwerstrasse 7, 72076, Tuebingen, Germany
| | - Ulrike A Mau-Holzmann
- Institute of Medical Genetics and Applied Genomics, University of Tuebingen, Calwerstrasse 7, 72076, Tuebingen, Germany
| | - Kai P Schnabel
- Institute for Medical Education, Department for Education and Media, University of Bern, Bern, Switzerland
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Wood DB, Jordan J, Cooney R, Goldflam K, Bright L, Gottlieb M. Conference Didactic Planning and Structure: An Evidence-based Guide to Best Practices from the Council of Emergency Medicine Residency Directors. West J Emerg Med 2020; 21:999-1007. [PMID: 32726275 PMCID: PMC7390555 DOI: 10.5811/westjem.2020.5.46762] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/04/2020] [Accepted: 05/12/2020] [Indexed: 11/11/2022] Open
Abstract
Emergency medicine residency programs around the country develop didactic conferences to prepare residents for board exams and independent practice. To our knowledge, there is not currently an evidence-based set of guidelines for programs to follow to ensure maximal benefit of didactics for learners. This paper offers expert guidelines for didactic instruction from members of the Council of Emergency Medicine Residency Directors Best Practices Subcommittee, based on best available evidence. Programs can use these recommendations to further optimize their resident conference structure and content. Recommendations in this manuscript include best practices in formatting didactics, selection of facilitators and instructors, and duration of individual sessions. Authors also recommend following the Model of Clinical Practice of Emergency Medicine when developing content, while incorporating sessions dedicated to morbidity and mortality, research methodology, journal article review, administration, wellness, and professionalism.
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Affiliation(s)
- D Brian Wood
- St. Joseph's Medical Center, Department of Emergency Medicine, Stockton, California
| | - Jaime Jordan
- Ronald Reagan UCLA Medical Center, David Geffen School of Medicine, Department of Emergency Medicine, Los Angeles, California
| | - Rob Cooney
- Geisinger Commonwealth School of Medicine, Department of Emergency Medicine, Scranton, Pennsylvania
| | - Katja Goldflam
- Yale University, Department of Emergency Medicine, New Haven, Connecticut
| | - Leah Bright
- Johns Hopkins University, Department of Emergency Medicine, Baltimore, Maryland
| | - Michael Gottlieb
- Rush University Medical Center, Department of Emergency Medicine, Chicago, Illinois
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Wray A, Wolff M, Boysen‐Osborn M, Wiechmann W, Paradise S, Runcie E, Sudario G, Toohey S. Not Another Boring Resident Didactic Conference. AEM EDUCATION AND TRAINING 2020; 4:S113-S121. [PMID: 32072115 PMCID: PMC7011410 DOI: 10.1002/aet2.10367] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/15/2019] [Revised: 05/10/2019] [Accepted: 05/29/2019] [Indexed: 05/12/2023]
Abstract
BACKGROUND The Accreditation Council for Graduate Medical Education (ACGME) requires that residency programs in emergency medicine plan at least 5 hours of didactic experiences per week. Instructional methods should include small-group techniques, problem-based learning, or computer-based instruction. Despite recommendations from the ACGME, many programs' conference didactics continue to include primarily lecture-based instruction. METHODS The authors describe instructional methods that promote active learning and may be superior to traditional lecture-based education. RESULTS These methods include varying instructional methods, case-based learning, team-based learning and the flipped classroom, audience response systems, simulation, "wars," oral boards, escape rooms and scavenger hunts, expert panel discussions, debates, clinical pathologic cases, and leaderboards. The authors discuss how these methods can be implemented to make emergency medicine didactic conferences more varied and interactive for learners. CONCLUSIONS While there is minimal research on the efficacy of these methods in graduate medical education, many have shown to improvement engagement of learners and to be effective in undergraduate medical education. Further research will be needed to determine if long-term learning outcomes can be improved with these strategies.
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Affiliation(s)
- Alisa Wray
- Department of Emergency MedicineUniversity of CaliforniaIrvine, OrangeCA
| | - Margaret Wolff
- Department of Emergency MedicineUniversity of Michigan Health SystemAnn ArborMI
| | | | - Warren Wiechmann
- Department of Emergency MedicineUniversity of CaliforniaIrvine, OrangeCA
| | - Sara Paradise
- Department of Emergency MedicineUniversity of CaliforniaIrvine, OrangeCA
| | - Elizabeth Runcie
- Department of Emergency MedicineUniversity of CaliforniaIrvine, OrangeCA
| | - Gabe Sudario
- Department of Emergency MedicineUniversity of CaliforniaIrvine, OrangeCA
| | - Shannon Toohey
- Department of Emergency MedicineUniversity of CaliforniaIrvine, OrangeCA
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Jeffres MN, Kufel WD, Biehle LR, Cho JC, Narayanan N, Gruenberg K, Garcia J, MacDougall C. A Comprehensive Survey of Infectious Diseases Curriculum Among US Pharmacy Schools. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:7168. [PMID: 31871346 PMCID: PMC6920648 DOI: 10.5688/ajpe7168] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/12/2018] [Accepted: 03/03/2019] [Indexed: 05/29/2023]
Abstract
Objective. To describe what and how infectious diseases (ID) topics are taught in US schools of pharmacy and summarize pharmacy faculty members' and students' perceived successes and challenges in teaching and learning about ID. Methods. A 23-item survey instrument was distributed electronically to ID faculty members at 137 US pharmacy schools. Data collected included curricular hours and format, topics covered, active-learning strategies, and curricular successes and concerns. Results. Surveys were collected from 106 schools (77% response rate). Infectious diseases curricula were allotted a median of 60 (IQR=40) hours of classroom time. Respondents dedicated 33% of curriculum hours to ID fundamentals and 66% to disease states. Greater than 94% of schools taught all tier one ID topics from the 2016 American College of Clinical Pharmacy Pharmacotherapy Didactic Curriculum Toolkit. Curricula were primarily delivered through traditional lectures rather than active learning (75% vs 25% of classroom time, respectively). The median number of active-learning strategies used was four (IQR=3). The most common active-learning modalities used either consistently or frequently were patient case application (98%) and audience response systems (76%). The most common successes cited by faculty members were implementation of active learning, the "real-world" applicability of the ID topics, and the breadth of topics and topic exposure covered in the curriculum. The most common concerns were a lack of time to cover material and the amount of material covered. Conclusion. Increased communication and collaboration between ID educators is warranted to increase consistency of ID education and distribution of educational innovations.
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Affiliation(s)
- Meghan N. Jeffres
- University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences, Aurora, Colorado
| | - Wesley D. Kufel
- Binghamton University School of Pharmacy and Pharmaceutical Sciences, Binghamton, New York
- State University of New York Upstate Medical University, Syracuse, New York
- State University of New York Upstate University Hospital, Syracuse, New York
| | | | - Jonathan C. Cho
- The University of Texas at Tyler College of Pharmacy, Tyler, Texas
| | - Navaneeth Narayanan
- Rutgers University Ernest Mario School of Pharmacy, Piscataway, New Jersey
- Rutgers Robert Wood Johnson Medical School, New Brunswick, New Jersey
| | - Katherine Gruenberg
- University of California San Francisco School of Pharmacy, San Francisco, California
| | - Joshua Garcia
- Marshall B. Ketchum University College of Pharmacy, Fullerton, California
| | - Conan MacDougall
- University of California San Francisco School of Pharmacy, San Francisco, California
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Toothaker R. Millennial's perspective of clicker technology in a nursing classroom: A Mixed methods research study. NURSE EDUCATION TODAY 2018; 62:80-84. [PMID: 29306750 DOI: 10.1016/j.nedt.2017.12.027] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/02/2017] [Revised: 11/12/2017] [Accepted: 12/19/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND Nursing education is facing challenges and a shift in paradigm within the nursing classroom. Educators need to explore innovative strategies that engage students. Clickers are one tool that can enhance participation, protect anonymity, and promote learning of concepts. METHODS/DATA SOURCES This mixed methods study evaluated nursing student's perceptions of clicker technology during lecture. This study uses a 9-item questionnaire to explore perceived levels of student perception of the technology of clickers in a nursing classroom. PARTICIPANTS The sample consisted of ninety-nine sophomore and senior level nursing students. Participants were recruited using convenience sampling. RESULTS Ninety-one percent of the students agreed or strongly agreed that the use of clickers helped them to develop a better understanding of the subject matter when compared to traditional lecture based class. CONCLUSION The findings portray a positive correlation of learning and an enhanced pedagogical approach for nursing students.
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Affiliation(s)
- Lauren Biehle
- University of Wyoming College of Pharmacy, Laramie, Wyoming, USA
| | - Meghan Jeffres
- University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences, Aurora, Colorado, USA
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de Oliveira-Santos C, Tirapelli C, Rodrigues CT, Domaneschi C, Caldeira Monteiro SA. Interactive audience response systems in oral and maxillofacial radiology undergraduate lectures. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2018; 22:e63-e69. [PMID: 28294484 DOI: 10.1111/eje.12258] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/21/2016] [Indexed: 06/06/2023]
Abstract
OBJECTIVES To evaluate the impact of audience response systems (ARS) on student participation (SP) during Oral and Maxillofacial Radiology (OMR) undergraduate lectures and on final examination scores (FES). Furthermore, an analysis of unanimity assessed the influence of ARS on students' responses. Students' perceptions were also assessed. METHODS A controlled crossover study was designed. Four lectures covering topics of OMR were each taught with ARS and without ARS (i.e. hand-raising method). SP and FES were compared between ARS and HR groups. Unanimity of answers was analyzed for both groups. Questionnaires assessed students' impressions about ARS. RESULTS Mean SP of ARS and HR groups were 97.6% and 47.3%, respectively, and this difference was statistically significant (P<.05). Mean FES for the ARS group (77%) was slightly higher than HR group (75.1%), however, not statistically significant. There was positive correlation between SP and FES. With ARS, only 5.7% of the questions were unanimous, whilst 51.4% were unanimous with HR method. Most students reported that the use of ARS had positive influence on their attention (92%), participation (96%), classmates' participation (82.7%), interest (74.7%), and learning (86.7%). For the five-point scale ratings of the relevance of ARS features, anonymity had an average 3.6, whilst other items received an average 4.6 or higher. CONCLUSIONS ARS significantly increased participation in OMR lectures; however, an increase in FES could not be associated with ARS by itself. Not taking into consideration which method was used to answer questions posed during lectures, higher participation correlated with higher scores. ARS is well-accepted and students believe that these devices positively influence their performance. Among the recognized advantages of ARS, anonymity was considered the least relevant.
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Affiliation(s)
- Christiano de Oliveira-Santos
- Department of Stomatology, Public Oral Health and Forensic Dentistry, University of São Paulo - Ribeirão Preto School of Dentistry, Ribeirão Preto, Brazil
| | - Camila Tirapelli
- Department of Dental Materials and Prosthetic Dentistry, University of São Paulo - Ribeirão Preto School of Dentistry, Ribeirão Preto, Brazil
| | - Clarissa Teles Rodrigues
- Department of Dentistry, Endodontics and Dental Materials, Bauru School of Dentistry, University of São Paulo, Bauru, Brazil
| | - Carina Domaneschi
- Department of Stomatology, University of São Paulo - School of Dentistry, São Paulo, Brazil
| | - Solange Aparecida Caldeira Monteiro
- Department of Stomatology, Public Oral Health and Forensic Dentistry, University of São Paulo - Ribeirão Preto School of Dentistry, Ribeirão Preto, Brazil
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Ko LN, Rana J, Burgin S. Teaching & Learning Tips 5: Making lectures more “active”. Int J Dermatol 2017; 57:351-354. [DOI: 10.1111/ijd.13701] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/17/2017] [Revised: 06/05/2017] [Accepted: 06/14/2017] [Indexed: 12/01/2022]
Affiliation(s)
| | | | - Susan Burgin
- Harvard Medical School; Boston MA USA
- Department of Dermatology; Beth Israel Deaconess Medical Center; Boston MA USA
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Stevens NT, McDermott H, Boland F, Pawlikowska T, Humphreys H. A comparative study: do "clickers" increase student engagement in multidisciplinary clinical microbiology teaching? BMC MEDICAL EDUCATION 2017; 17:70. [PMID: 28390400 PMCID: PMC5385002 DOI: 10.1186/s12909-017-0906-3] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/21/2016] [Accepted: 03/30/2017] [Indexed: 05/25/2023]
Abstract
BACKGROUND Audience response devices, or "clickers", have been used in the education of future healthcare professionals for several years with varying success. They have been reported to improve the learning experience by promoting engagement and knowledge retention. In 2014, our department evaluated the use of "clickers" in a newly introduced multidisciplinary approach to teaching large groups of third year medical students clinical cases developed around a microbiology theme. METHODS Six multidisciplinary teaching sessions covering community-acquired pneumonia, tuberculosis, infective endocarditis, peritonitis, bloodstream infection with pyelonephritis and bacterial meningitis were included in the study. Three involved the use of the "clickers" and three did not. Consenting undergraduate students attended the designated classes and afterwards answered a short online quiz relating to the session. Students also answered a short questionnaire about the "clickers" to gauge their attitudes on the use of these devices. RESULTS Of 310 students, 294 (94.8%) agreed to participate in the study. Interestingly, the grades of online quizzes after a session where a "clicker" was used were slightly lower. Looking only at the grades of students who engaged completely with the process (n = 19), there was no statistical difference to suggest that the devices had a positive or negative impact on knowledge retention. However, student attitudes to using the devices were positive overall. Fifty-five percent strongly agreed and 27% agreed that teaching sessions where the "clickers" were used were more engaging. Thirty-four percent strongly agreed and 36% agreed that the "clickers" made important concepts more memorable and 54% felt the device enhanced their understanding of the topic being covered. CONCLUSIONS Overall, it appears that "clickers" help in improving student engagement in large classroom environments, enhance the learning experience, and are received positively by medical students but their impact on knowledge retention is variable.
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Affiliation(s)
- Niall T. Stevens
- Department of Clinical Microbiology, Royal College of Surgeons in Ireland, RCSI Education and Research Centre, Beaumont Hospital, Beaumont, Dublin 9, Ireland
| | - Hélène McDermott
- Department of Clinical Microbiology, Royal College of Surgeons in Ireland, RCSI Education and Research Centre, Beaumont Hospital, Beaumont, Dublin 9, Ireland
| | - Fiona Boland
- Division of Population Health Sciences, Royal College of Surgeons in Ireland, Beaux Lane House, Lower Mercer Street, Dublin 2, Ireland
| | - Teresa Pawlikowska
- RCSI Health Professions Education Centre, Royal College of Surgeons in Ireland, St. Stephen’s Green, Dublin 2, Ireland
| | - Hilary Humphreys
- Department of Clinical Microbiology, Royal College of Surgeons in Ireland, RCSI Education and Research Centre, Beaumont Hospital, Beaumont, Dublin 9, Ireland
- Department of Microbiology, Beaumont Hospital, Beaumont, Dublin 9, Ireland
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Trevino R, Majcher C, Rabin J, Kent T, Maki Y, Wingert T. The Effectiveness of an Educational Game for Teaching Optometry Students Basic and Applied Science. PLoS One 2016; 11:e0156389. [PMID: 27233041 PMCID: PMC4883760 DOI: 10.1371/journal.pone.0156389] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/31/2015] [Accepted: 05/15/2016] [Indexed: 11/19/2022] Open
Abstract
Purpose To compare the effectiveness of an educational board game with interactive didactic instruction for teaching optometry students elements of the core optometric curriculum. Methods Forty-two optometry students were divided into two GPA-matched groups and assigned to either 12 hours of game play (game group) or 12 hours of interactive didactic instruction (lecture group). The same material from the core optometric curriculum was delivered to both groups. Game play was accomplished via an original board game. Written examinations assessed change in knowledge level. A post-intervention opinion survey assessed student attitudes. Results There was no significant difference in pre- or post-intervention test scores between the lecture and game groups (Pre-test: p = 0.9; Post-test: p = 0.5). Post-intervention test scores increased significantly from baseline (Game group: 29.3% gain, Didactic group: 31.5% gain; p<0.001 for each). The score increase difference between groups was not statistically significant (p = 0.6). The post-intervention attitude survey did not reveal any significant between group differences (p = 0.5). Conclusions Our results indicate that an educational game and interactive didactic instruction can be equally effective in teaching optometry students basic and applied science. Furthermore, both modes of instruction have the potential to be equally engaging and enjoyable experiences.
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Affiliation(s)
- Richard Trevino
- Rosenberg School of Optometry, University of the Incarnate Word, San Antonio, Texas, United States of America
- * E-mail:
| | - Carolyn Majcher
- Rosenberg School of Optometry, University of the Incarnate Word, San Antonio, Texas, United States of America
| | - Jeff Rabin
- Rosenberg School of Optometry, University of the Incarnate Word, San Antonio, Texas, United States of America
| | - Theresa Kent
- Rosenberg School of Optometry, University of the Incarnate Word, San Antonio, Texas, United States of America
| | - Yutaka Maki
- Rosenberg School of Optometry, University of the Incarnate Word, San Antonio, Texas, United States of America
| | - Timothy Wingert
- Rosenberg School of Optometry, University of the Incarnate Word, San Antonio, Texas, United States of America
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Abstract
The understanding, study, and use of educational tools and their application to the education of adults in professional fields are increasingly important. In this review, we have compiled a description of educational tools on the basis of the teaching and learning setting: the classroom, simulation center, hospital or clinic, and independent learning space. When available, examples of tools used in nephrology are provided. We emphasize that time should be taken to consider the goals of the educational activity and the type of learners and use the most appropriate tools needed to meet the goals. Constant reassessment of tools is important to discover innovation and reforms that improve teaching and learning.
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Affiliation(s)
- Majka Woods
- Office of Educational Development, University of Texas Medical Branch, Galveston, Texas; and
| | - Mark E Rosenberg
- Office of Medical Education, University of Minnesota Medical School, Minneapolis, Minnesota
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