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Mohammed AB, Zegeye RT, Dawed HA, Tessema YM. Implementation of Problem-Based Learning in Undergraduate Medical Education in Ethiopia: An Exploratory Qualitative Study. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2024; 15:105-119. [PMID: 38404356 PMCID: PMC10888017 DOI: 10.2147/amep.s443384] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 10/06/2023] [Accepted: 02/11/2024] [Indexed: 02/27/2024]
Abstract
Background The poor quality of health professional education in Ethiopia, which was rooted in a traditional curriculum, has posed significant challenges for graduates in effectively addressing real-life health problems. In response, there has been curricular reform by adopting problem-based learning across Ethiopian medical schools. Given the dearth of literature on the topic and the significance of context in the effective implementation of problem-based learning, it is imperative to provide local institutional evidence to pinpoint critical intervention areas and support the effective implementation of problem-based learning. Methods A qualitative design based on in-depth, individual, semi-structured interviews was used to explore medical educators, program coordinators, and educational leader's experiences and perspectives on the problem-based learning implementation in health sciences education. A total of 24 participants recruited from five undergraduate health science programs participated in the study. All sessions were audio recorded and transcribed verbatim. Results were analyzed following a qualitative thematic analysis method. Results Analysis of the transcripts revealed three main themes, along with their corresponding subthemes. Within the first main theme, participants discussed the importance of integrating Problem-Based Learning into undergraduate medical programs and the educational benefits it brings to medical education. The second main theme explored issues related to challenges in implementing problem-based learning which include inadequate staff training, deficiencies in curricular design and governance, constraints in educational resources, and a lack of preparedness in the educational environment. The third theme deals with the strategic recommendations to address the challenges that contributed to the poor implementation of problem-based learning in undergraduate medical schools. Conclusion Our study has addressed several issues related to the implementation of Problem-Based Learning in Ethiopian Health Sciences Colleges. The study's findings have the potential to provide educational stakeholders and policymakers with essential information to strategize successful problem-based learning implementation in undergraduate medical schools.
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Affiliation(s)
- Ali Beyene Mohammed
- Department of Medical Radiology Technology, Addis Ababa University, Addis Ababa, Ethiopia
| | - Robel Tezera Zegeye
- Department of Medical Radiology Technology, Addis Ababa University, Addis Ababa, Ethiopia
| | - Hikma Ali Dawed
- Department of Medical Radiology Technology, Arba Minch University, Arba Minch, Ethiopia
| | - Yenuse Molla Tessema
- Department of Medical Radiology Technology, Addis Ababa University, Addis Ababa, Ethiopia
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Salje J, Moyo M. Implementation of a virtual student placement to improve the application of theory to practice. BRITISH JOURNAL OF NURSING (MARK ALLEN PUBLISHING) 2023; 32:434-441. [PMID: 37173091 DOI: 10.12968/bjon.2023.32.9.434] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/15/2023]
Abstract
BACKGROUND The primary aim of undergraduate, pre-registration nursing education is to prepare students to be nurses who can apply theory to practice, with clinical placements to support the practice element of the clinical programme. However, the theory-practice gap is a longstanding problem within nurse education, as nurses continue to practise with incomplete knowledge to support their actions. PROBLEM In April 2020, the COVID-19 pandemic caused a reduction in clinical placement capacity that affected student learning opportunities. APPROACH Based on Miller's pyramid of learning, a virtual placement was created using evidence-based learning theories and an array of multimedia technologies with the intention of replicating real-life experiences and promoting problem-based learning. Scenarios and case studies were collated from clinical experiences and mapped against student proficiencies to produce an authentic and immersive learning environment. CONCLUSION This innovative pedagogy provides an alternative to the placement experience while enhancing the application of theory to practice.
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Affiliation(s)
- Joelle Salje
- Lecturer, Department of Social Sciences and Nursing, Solent University, Southampton
| | - Matsikachando Moyo
- Lecturer, Department of Social Sciences and Nursing, Solent University, Southampton
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Tsai CL, Chiu YL, Chao CT, Lin MW, Ho CC, Chen HL, Sheu BC, Hsu C, Yang CW. Effectiveness of tutor shadowing on faculty development in problem-based learning. BMC MEDICAL EDUCATION 2022; 22:564. [PMID: 35869547 PMCID: PMC9306026 DOI: 10.1186/s12909-022-03615-0] [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: 02/05/2022] [Accepted: 07/06/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND To enhance tutors' teaching skills, tutor shadowing for novice tutors of problem-based learning (PBL) in addition to conventional faculty development (FD) was applied. This study aimed to develop a tutoring-skill scale (TS-scale) and evaluate the effect of shadowing on PBL tutors. METHODS This study employed a before-and-after study design with three phases. In phase 1, a TS-scale was elaborated. A validity examination was performed in phase 2. Phase 3 was a study of the effectiveness using a TS-scale survey of novice PBL tutors before and after the FD course. The FD course for novice PBL tutors included an FD workshop and PBL shadowing activities. RESULTS A TS-scale with a 32-item questionnaire of self-rated confidence for PBL tutors was identified in phase 1. In phase 2, 7 experienced specialists in medical education were invited to evaluate the content validity of the scale. The item content validity index (I-CVI) ranged from 0.86 to 1, and the scale-CVI (S-CVI) was 0.95. A total of 85 novice PBL tutors completed the TS-scale before the FD course, yielding a Cronbach's alpha of 0.98. An exploratory factor analysis with varimax rotation was performed. The twenty-four items with significant loadings greater than 0.5 were incorporated into a new TS-scale and were grouped into three factors: student contact, medical expertise, and teaching expertise. In phase 3, 76 novice PBL tutors completed the 24-item TS-scale before (pretest) and after (posttest) the FD course. Their self-rated confidence improved significantly across the three factors after the FD course. The pretest and posttest scores did not differ according to the tutors' gender, the grades they taught, or their specialty background. CONCLUSIONS Novice PBL tutors benefit from FD that incorporates tutor shadowing in the 3 key domains of tutoring competencies. The TS-scale developed in this study can be applied in future research on FD design.
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Affiliation(s)
- Chiao-Ling Tsai
- Division of Radiation Oncology, Department of Oncology, National Taiwan University Hospital, Taipei, Taiwan
- Center of Faculty Development and Curriculum Integration, National Taiwan University College of Medicine, Taipei, Taiwan
| | - Yen-Lin Chiu
- Graduate Institute of Medical Education and Bioethics, National Taiwan University College of Medicine, No. 1, Sec. 1, Ren'ai Rd., Zhongzheng Dist., 100, Taipei, Taiwan
| | - Chia-Ter Chao
- Center of Faculty Development and Curriculum Integration, National Taiwan University College of Medicine, Taipei, Taiwan
- Nephrology Division, Department of Internal Medicine, National Taiwan University Hospital, Taipei, Taiwan
| | - Mong-Wei Lin
- Center of Faculty Development and Curriculum Integration, National Taiwan University College of Medicine, Taipei, Taiwan
- Department of Surgery, National Taiwan University Hospital, Taipei, Taiwan
| | - Chao-Chi Ho
- Center of Faculty Development and Curriculum Integration, National Taiwan University College of Medicine, Taipei, Taiwan
- Chest Medicine Division, Department of Internal Medicine, National Taiwan University Hospital, Taipei, Taiwan
| | - Huey-Ling Chen
- Graduate Institute of Medical Education and Bioethics, National Taiwan University College of Medicine, No. 1, Sec. 1, Ren'ai Rd., Zhongzheng Dist., 100, Taipei, Taiwan
- Department of Pediatrics, National Taiwan University Hospital, Taipei, Taiwan
| | - Bor-Ching Sheu
- Center of Faculty Development and Curriculum Integration, National Taiwan University College of Medicine, Taipei, Taiwan
- Department of Obstetrics and Gynecology, National Taiwan University Hospital, Taipei, Taiwan
| | - Chiun Hsu
- Center of Faculty Development and Curriculum Integration, National Taiwan University College of Medicine, Taipei, Taiwan
- Department of Education and Research, Department of Medical Oncology, National Taiwan University Cancer Center, Taipei, Taiwan
| | - Chih-Wei Yang
- Graduate Institute of Medical Education and Bioethics, National Taiwan University College of Medicine, No. 1, Sec. 1, Ren'ai Rd., Zhongzheng Dist., 100, Taipei, Taiwan.
- Department of Medical Education, National Taiwan University Hospital, Taipei, Taiwan.
- Department of Emergency Medicine, National Taiwan University Hospital, Taipei, Taiwan.
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Luo P, Pang W, Wang Y, Liu M, Zhou S, Liu S, Zhang X, Liu L, Liu Y, Zhou F. WeChat as a Platform for Problem-Based Learning Among Hematological Postgraduates: Feasibility and Acceptability Study. J Med Internet Res 2021; 23:e16463. [PMID: 34032573 PMCID: PMC8188312 DOI: 10.2196/16463] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2019] [Revised: 11/08/2020] [Accepted: 03/16/2021] [Indexed: 01/27/2023] Open
Abstract
Background Hematological medicine is a practical discipline that is difficult to study. Problem-based learning (PBL) is an innovative student-centered teaching method wherein students define their own learning objectives from clinically based problems. Considering that WeChat is the most popular communication app in China, we selected it as a new platform for online PBL to reduce the limitations of traditional PBL in hematology teaching. Objective This study aims to explore a new pedagogical method called WeChat-PBL, which is based on real micro clinical cases for postgraduates majoring in hematology and to demonstrate its feasibility and acceptability. Methods A total of 48 hematological postgraduates and 7 tutors participated in this study. We divided the participants into 7 groups where students can learn theoretical knowledge. After each course, the members of each group were required to complete in-class quizzes. Moreover, the students and tutors were required to fill out periodic (after each class) and overall (after each semester) evaluations. Results A total of 8 micro clinical cases were presented in WeChat-PBL. The average quiz score for acute myelogenous leukemia, chronic myeloid leukemia, multiple myeloma, acute promyelocytic leukemia, and lymphoma were 89.0%, 86.0%, 83.4%, 88.8%, and 77.5%, respectively. Periodic evaluations showed that both students and tutors were satisfied with the process of WeChat-PBL. The overall evaluation results showed that WeChat-PBL was able to positively impact the learning experiences of hematological postgraduates. Conclusions Our results indicate the feasibility and acceptability of the WeChat-PBL teaching method for postgraduates majoring in hematology.
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Affiliation(s)
- Ping Luo
- Department of Hematology, Zhongnan Hospital of Wuhan University, Wuhan, China
| | - Wenwen Pang
- Department of Hematology, Zhongnan Hospital of Wuhan University, Wuhan, China
| | - Yingying Wang
- Department of Hematology, Zhongnan Hospital of Wuhan University, Wuhan, China
| | - Minghui Liu
- Department of Hematology, Zhongnan Hospital of Wuhan University, Wuhan, China
| | - Shu Zhou
- Department of Hematology, Zhongnan Hospital of Wuhan University, Wuhan, China
| | - Shuai Liu
- Department of Hematology, Dawu County People's Hospital, Xiaogan, China
| | - Xian Zhang
- Department of Hematology, Zhongnan Hospital of Wuhan University, Wuhan, China
| | - Li Liu
- Department of Hematology, Zhongnan Hospital of Wuhan University, Wuhan, China
| | - Yanan Liu
- Department of Hematology, Zhongnan Hospital of Wuhan University, Wuhan, China
| | - Fuling Zhou
- Department of Hematology, Zhongnan Hospital of Wuhan University, Wuhan, China
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Johnson JR. Implementing Best Practice in Training Problem-Based Learning Tutors. JOURNAL OF PROBLEM-BASED LEARNING 2021. [DOI: 10.24313/jpbl.2021.00017] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
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Norris S, Papillon-Smith J, Gagnon LH, Jacobson M, Sobel M, Shore EM. Effect of a Surgical Teaching Video on Resident Performance of a Laparoscopic Salpingo-oophorectomy: A Randomized Controlled Trial. J Minim Invasive Gynecol 2020; 27:1545-1551. [DOI: 10.1016/j.jmig.2020.01.010] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2019] [Revised: 01/07/2020] [Accepted: 01/09/2020] [Indexed: 10/25/2022]
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El-Sayed RESH, El-Sayed SEHAER. Video-based lectures: An emerging paradigm for teaching human anatomy and physiology to student nurses. ALEXANDRIA JOURNAL OF MEDICINE 2019. [DOI: 10.1016/j.ajme.2012.11.002] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/27/2022] Open
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Zhang W, Li ZR, Li Z. WeChat as a Platform for Problem-Based Learning in a Dental Practical Clerkship: Feasibility Study. J Med Internet Res 2019; 21:e12127. [PMID: 30888328 PMCID: PMC6444215 DOI: 10.2196/12127] [Citation(s) in RCA: 27] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2018] [Revised: 12/27/2018] [Accepted: 12/29/2018] [Indexed: 01/24/2023] Open
Abstract
Background Problem-Based-Learning (PBL) has been widely accepted in student-centered medical education. Since WeChat is the most popular communication app in China, we have chosen to use WeChat as new platform for online PBL in order to reduce the limitations of traditional PBL in dental practical clerkships. Objective This study aims to demonstrate the feasibility and acceptability of online PBL using WeChat (WeChat-PBL) in a dental practical clerkship. Methods A total of 72 students in a dental practical clerkship and 10 tutors participated in this study from June to August 2017. We created 10 WeChat groups to provide a communication platform for the PBL teaching, in which the students selected the PBL cases themselves from their practical clerkship. After each individual PBL case, group members were required to complete an evaluation on the PBL process itself. A final questionnaire survey was completed by the participants to summarize the long-term evaluation of the whole WeChat-PBL experience after the 3-month clerkship. Data from the PBL cases, WeChat messages, periodic evaluations, and long-term evaluations were collected for analysis. Results There were 45 cases presented in the WeChat-PBL within the 3-month clerkship. All students had positive reactions to the communication within the PBL groups. The results of the periodic evaluation showed that the students and tutors were quite satisfied with the process of WeChat-PBL and appreciated the group members’ contributions and performance. The final questionnaire results indicated that the WeChat-PBL had achieved positive effects. Conclusions The results of this study indicate the feasibility and acceptability of the app, WeChat, for problem-based learning in a dental practical clerkship.
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Affiliation(s)
- Wei Zhang
- State Key Laboratory Breeding Base of Basic Science of Stomatology (Hubei-MOST) and Key Lab for Oral Biomedical Engineering of the Ministry of Education, School and Hospital of Stomatology, Wuhan University, Wuhan, China.,Department of Endodontics, School and Hospital of Stomatology, Wuhan University, Wuhan, China
| | - Zheng-Rong Li
- State Key Laboratory Breeding Base of Basic Science of Stomatology (Hubei-MOST) and Key Lab for Oral Biomedical Engineering of the Ministry of Education, School and Hospital of Stomatology, Wuhan University, Wuhan, China
| | - Zhi Li
- State Key Laboratory Breeding Base of Basic Science of Stomatology (Hubei-MOST) and Key Lab for Oral Biomedical Engineering of the Ministry of Education, School and Hospital of Stomatology, Wuhan University, Wuhan, China.,Department of Oral and Maxillofacial Surgery, School and Hospital of Stomatology, Wuhan University, Wuhan, China
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Yadav RL, Piryani RM, Deo GP, Shah DK, Yadav LK, Islam MN. Attitude and perception of undergraduate medical students toward the problem-based learning in Chitwan Medical College, Nepal. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2018; 9:317-322. [PMID: 29765260 PMCID: PMC5942169 DOI: 10.2147/amep.s160814] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
BACKGROUND Problem-based learning (PBL) was introduced into Basic Medical Sciences early in the 1980s at Tribhuvan University (TU), Nepal, followed by other universities where didactic lecture method was still followed as the main teaching strategy. Despite gaining its popularity worldwide as integrated teaching learning method, PBL is not given importance in Nepal. This study aimed to assess the attitude and perceptions of undergraduate medical students regarding learning outcomes of PBL and to know their views about role and qualities of effective tutors for its successful implementation. METHODS This descriptive study was based on a self-administered questionnaire. The first part of the questionnaire measured students' perception and attitude toward benefits of PBL and the second part measured students' perception about role of PBL tutor. Bachelor of Medicine and Bachelor of Surgery (MBBS) first year (2014/2015 academic year) students at Chitwan Medical College, TU, were asked to express their opinions about the importance of learning outcomes by rating each statement on a five-point Likert scale and the responses were combined into three categorical variables: "agree" (strongly agree plus agree), "neutral", and "disagree" (strongly disagree plus disagree). Data were analyzed using SPSS version 21.0. RESULTS Approximately 85.5% participants agreed that PBL is an interesting method of teaching learning. Most of them (86.7%) accepted that PBL is an interactive and a mutual learning method and improves self-directed learning (83.2%). Although 78% had recommended it better than lecture, many (54.2%) pointed it out as a time-consuming method. The participants were also highly rated (80.5%) to the statement - the tutor's role in enhancing the constructive active learning and maintaining good intra-personal behavior. CONCLUSION Student's attitude toward PBL was positive. They highly appreciated the roles of a tutor as facilitators and motivators for proper activities in PBL session. PBL sessions were considered effective in improving students professional knowledge and refining problem-solving and self-directed learning skills along with enriching teamwork experience.
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Affiliation(s)
- Ram Lochan Yadav
- Department of Physiology, Chitwan Medical College, Bharatpur, Nepal
| | - Rano Mal Piryani
- Department of Internal Medicine and Health Professional Educational Research Center (HPERC), Chitwan Medical College, Bharatpur, Nepal
| | - Gopendra Prasad Deo
- Department of Anaesthesiology and Critical Care, Chitwan Medical College, Bharatpur, Nepal
| | - Dev Kumar Shah
- Department of Physiology, Chitwan Medical College, Bharatpur, Nepal
| | | | - Md Nazrul Islam
- Department of Physiology, Chitwan Medical College, Bharatpur, Nepal
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Fan C, Jiang B, Shi X, Wang E, Li Q. Update on research and application of problem-based learning in medical science education. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2018; 46:186-194. [PMID: 29285857 DOI: 10.1002/bmb.21105] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/30/2017] [Accepted: 12/09/2017] [Indexed: 05/21/2023]
Abstract
Problem-based learning (PBL) is a unique form of pedagogy dedicated to developing students' self-learning and clinical practice skills. After several decades of development, although applications vary, PBL has been recognized all over the world and implemented by many medical schools. This review summarizes and updates the application and study of PBL in medical education through the literature published between 1993 and early 2017. It focuses on understanding real medical PBL courses and ways to improve PBL to achieve better learning outcomes. PBL aims to develop lifelong skills to solve practical problems rather than limiting learning to theoretical knowledge. To achieve this goal, strict and reasonable procedures need to be designed and implemented. Rigorous monitoring and timely feedback and evaluation are indispensable to constant improvements and perfecting of the process. © 2017 by The International Union of Biochemistry and Molecular Biology, 46(2):186-194, 2018.
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Affiliation(s)
- Chuifeng Fan
- Department of Pathology, College of Basic Medical Sciences of China Medical University, Shenyang 110122, China
| | - Biying Jiang
- Department of Pathology, College of Basic Medical Sciences of China Medical University, Shenyang 110122, China
| | - Xiuying Shi
- Department of Pathology, College of Basic Medical Sciences of China Medical University, Shenyang 110122, China
| | - Enhua Wang
- Department of Pathology, College of Basic Medical Sciences of China Medical University, Shenyang 110122, China
| | - Qingchang Li
- Department of Pathology, College of Basic Medical Sciences of China Medical University, Shenyang 110122, China
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Yılmaz EM, Soyder A, Aksu M, Bozdağ AD, Boylu Ş, Edizsoy A, Ballı Ş, Tekindal MA. Contribution of an educational video to surgical education in laparoscopic appendectomy. Turk J Surg 2017; 33:237-242. [PMID: 29260126 DOI: 10.5152/turkjsurg.2017.3610] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2016] [Accepted: 06/17/2016] [Indexed: 11/22/2022]
Abstract
Objective With recent widespread advances in laparoscopy, providing education on this subject has become a significant challenge. The aim of this study was to determine the degree of contribution made by surgeons to laparoscopic education through an educational video. Material and Methods A total of 40 volunteer general surgery residents and specialists participated in our study. Before watching the approximately six-minute educational video prepared for laparoscopic appendectomy, the participants were asked to fill out participant information forms and information measurement questionnaire forms. After the video, the participants were asked to fill out the information measurement questionnaire forms a second time; additionally, attitude evaluation forms and education evaluation questionnaire forms were presented to the participants for completion, and statistical analysis was performed. Furthermore, the total watching duration and the number of times the video was paused were recorded. Results A total of 40 surgeons participated in the study (75% residents and 25% specialists). When the results of the information determination questionnaire forms filled out by the resident and specialist groups before and after the video were compared, it was observed that the scores of both groups significantly increased after watching the video (p=0.001). A statistical significance was identified between the length of time the video was watched and the education evaluation form scores of the participants (p<0.01). It was observed that the longer the video was watched, the greater the increase in the education evaluation scores. The results of the attitude evaluation forms implied that the video could be produced more professionally. Conclusion Although education is an inevitable requirement of laparoscopic surgery, many teaching methods are available. Awareness-enhancing videos prepared on this topic can be efficient in providing laparoscopic education.
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Affiliation(s)
- Eyüp Murat Yılmaz
- Department of General Surgery, Adnan Menderes University School of Medicine, Aydın, Turkey
| | - Aykut Soyder
- Department of General Surgery, Adnan Menderes University School of Medicine, Aydın, Turkey
| | - Murat Aksu
- Department of Ethics, İzmir University School of Medicine, İzmir, Turkey
| | - Ali Doğan Bozdağ
- Department of General Surgery, Adnan Menderes University School of Medicine, Aydın, Turkey
| | - Şükrü Boylu
- Department of General Surgery, Adnan Menderes University School of Medicine, Aydın, Turkey
| | - Akay Edizsoy
- Department of General Surgery, Adnan Menderes University School of Medicine, Aydın, Turkey
| | - Şadi Ballı
- Department of General Surgery, Adnan Menderes University School of Medicine, Aydın, Turkey
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Garcia I, James RW, Bischof P, Baroffio A. Self-Observation and Peer Feedback as a Faculty Development Approach for Problem-Based Learning Tutors: A Program Evaluation. TEACHING AND LEARNING IN MEDICINE 2017; 29:313-325. [PMID: 28632009 DOI: 10.1080/10401334.2017.1279056] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/25/2023]
Abstract
PROBLEM Good teaching requires spontaneous, immediate, and appropriate action in response to various situations. It is even more crucial in problem-based learning (PBL) tutorials, as the tutors, while directing students toward the identification and attainment of learning objectives, must stimulate them to contribute to the process and provide them with constructive feedback. PBL tutors in medicine lack opportunities to receive feedback from their peers on their teaching strategies. Moreover, as tutorials provide little or no time to stop and think, more could be learned by reflecting on the experience than from the experience itself. We designed and evaluated a faculty development approach to developing PBL tutors that combined self-reflection and peer feedback processes, both powerful techniques for improving performance in education. INTERVENTION We developed an observation instrument for PBL facilitation to be used both by tutors to self-observe and reflect on own teaching strategies and by peers to observe and provide feedback to tutors. Twenty PBL sessions were video-recorded. Tutors completed the instrument immediately after their PBL session and again while watching their video-recorded session (self-observation). A group of three observers completed the instrument while watching each recorded session and provided feedback to each tutor (peer observation and feedback). We investigated tutors' perceptions of the feasibility and acceptability of the approach and gathered data on its effectiveness in enhancing tutors' facilitation skills. CONTEXT The preclinical medical curriculum at the University of Geneva is essentially taught by PBL. A new program of faculty development based on self-observation and peer feedback was offered to voluntary tutors and evaluated. OUTCOME Our results suggest that self-observation and peer feedback, supported by an instrument, can be effective in enhancing tutors' facilitation skills. Reflection on self-observation raised teachers' awareness of the effectiveness of the strategies they used to foster student learning. This motivated a need to change their teaching practice. However, for the changes to become operative, peer feedback was required, providing the cues and strategies needed to improve the facilitation skills. LESSONS LEARNED Peer coaching was considered feasible and useful to improve tutors' facilitation skills. Evaluating the program made it possible to assess tutors' needs and the reasons underlying their difficulties, and this in turn provided the basis for advanced workshops. Nonetheless, aspects related to logistics and the time constraints of such an individualized approach, as well as the cultural appropriation of peer coaching, might be obstacles that need to be addressed.
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Affiliation(s)
- Irène Garcia
- a Department of Pathology and Immunology , University of Geneva Faculty of Medicine , Geneva , Switzerland
| | - Richard W James
- b Department of Internal Medicine , University of Geneva Faculty of Medicine , Geneva , Switzerland
| | - Paul Bischof
- c Department of Gynecology and Obstetrics , University of Geneva Faculty of Medicine , Geneva , Switzerland
| | - Anne Baroffio
- d Unit of Development and Research in Medical Education , University of Geneva Faculty of Medicine , Geneva , Switzerland
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Neville MW, Palmer R, Elder D, Fulford M, Morris S, Sappington K. Evaluating the Effects of Flexible Learning about Aseptic Compounding on First-year Students in a Pharmacy Skills Laboratory. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2015; 79:91. [PMID: 26430278 PMCID: PMC4584383 DOI: 10.5688/ajpe79691] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/15/2014] [Accepted: 05/22/2015] [Indexed: 05/26/2023]
Abstract
OBJECTIVE To evaluate how flexible learning via online video review affects the ability and confidence of first-year (P1) pharmacy students to accurately compound aseptic preparations. DESIGN Customary instructions and assignments for aseptic compounding were provided to students, who were given unlimited access to 5 short review videos in addition to customary instruction. Student self-confidence was assessed online, and faculty members evaluated students' aseptic technique at the conclusion of the semester. ASSESSMENT No significant difference on final assessment scores was observed between those who viewed videos and those who did not. Student self-confidence scores increased significantly from baseline, but were not significantly higher for those who viewed videos than for those who did not. CONCLUSION First-year students performed well on final aseptic compounding assessments, and those who viewed videos had a slight advantage. Student self-confidence improved over the semester regardless of whether or not students accessed review videos.
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Affiliation(s)
| | - Russ Palmer
- University of Georgia College of Pharmacy. Athens, Georgia
| | - Deborah Elder
- University of Georgia College of Pharmacy. Athens, Georgia
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Alves VLDS, Bohomol E, Cunha ICKO. Educação de pós-graduação em enfermagem à distância: avaliação sob a perspectiva dos discentes. ACTA PAUL ENFERM 2015. [DOI: 10.1590/1982-0194201500024] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Objetivo Avaliar os cursos de Especialização em Gestão em Enfermagem Modalidade a Distância sob a perspectiva dos discentes. Métodos Estudo exploratório-descritivo, com abordagem quantitativa realizado com 484 alunos concluintes. Para a avaliação foi utilizado instrumento dividido nas categorias: local de acesso, horas de dedicação, professores; tutores, expectativas dos alunos e avaliação geral. A associação entre as variáveis numéricas foi realizada por meio do teste Qui-quadrado de Pearson, e a confiabilidade da medição por meio do coeficiente Alfa de Cronbach. Resultados Os principais resultados demonstraram que os discentes se sentiram acolhidos pelos tutores e professores, e que os dois cursos contribuíram para melhorar o desempenho profissional e o desenvolvimento de competências relacionadas à gestão. Conclusão Os cursos foram avaliados positivamente e mostraram-se úteis como ferramenta de capacitação de Enfermeiros visando fomentar a transformação do cenário gerencial da Enfermagem brasileira.
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Nikendei C, Diefenbacher K, Köhl-Hackert N, Lauber H, Huber J, Herrmann-Werner A, Herzog W, Schultz JH, Jünger J, Krautter M. Digital rectal examination skills: first training experiences, the motives and attitudes of standardized patients. BMC MEDICAL EDUCATION 2015; 15:7. [PMID: 25638247 PMCID: PMC4322856 DOI: 10.1186/s12909-015-0292-7] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/06/2014] [Accepted: 01/12/2015] [Indexed: 06/04/2023]
Abstract
BACKGROUND Physical clinical examination is a core clinical competence of medical doctors. In this regard, digital rectal examination (DRE) plays a central role in the detection of abnormalities of the anus and rectum. However, studies in undergraduate medical students as well as newly graduated doctors show that they are insufficiently prepared for performing DRE. Training units with Standardized Patients (SP) represent one method to deliver DRE skills. As yet, however, it is little known about SPs' attitudes. METHODS This is a qualitative study using a grounded theory approach. Interviews were conducted with 4 standardized patients about their experiences before, during and after structured SP training to deliver DRE competencies to medical students. The resulting data were subjected to thematic content analysis. RESULTS Results show that SPs do not have any predominant motives for DRE program participation. They participate in the SP training sessions with relatively little prejudice and do not anticipate feeling highly vulnerable within teaching sessions with undergraduate medical students. CONCLUSIONS The current study examined SPs' motives, views, expectations and experiences regarding a DRE program during their first SP training experiences. The results enabled us to derive distinct action guidelines for the recruitment, informing and briefing of SPs who are willing to participate in a DRE program.
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Affiliation(s)
- Christoph Nikendei
- Department of General Internal Medicine and Psychosomatics, University of Heidelberg, Medical Centre, Heidelberg, Germany.
| | - Katja Diefenbacher
- Department of General Internal Medicine and Psychosomatics, University of Heidelberg, Medical Centre, Heidelberg, Germany.
| | - Nadja Köhl-Hackert
- Department of General Internal Medicine and Psychosomatics, University of Heidelberg, Medical Centre, Heidelberg, Germany.
- Department of General Practice and Health Services Research, University Hospital Heidelberg, Heidelberg, Germany.
| | - Heike Lauber
- Department of General Internal Medicine and Psychosomatics, University of Heidelberg, Medical Centre, Heidelberg, Germany.
| | - Julia Huber
- Department of General Internal Medicine and Psychosomatics, University of Heidelberg, Medical Centre, Heidelberg, Germany.
| | - Anne Herrmann-Werner
- Department of Internal Medicine VI, Psychosomatic Medicine and Psychotherapy, University Hospital Tübingen, Tübingen, Germany.
| | - Wolfgang Herzog
- Department of General Internal Medicine and Psychosomatics, University of Heidelberg, Medical Centre, Heidelberg, Germany.
| | - Jobst-Hendrik Schultz
- Department of General Internal Medicine and Psychosomatics, University of Heidelberg, Medical Centre, Heidelberg, Germany.
| | - Jana Jünger
- Department of General Internal Medicine and Psychosomatics, University of Heidelberg, Medical Centre, Heidelberg, Germany.
| | - Markus Krautter
- Department of Nephrology, University of Heidelberg, INF 162, 69115, Heidelberg, Germany.
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Chi DL, Pickrell JE, Riedy CA. Student Learning Outcomes Associated with Video vs. Paper Cases in a Public Health Dentistry Course. J Dent Educ 2014. [DOI: 10.1002/j.0022-0337.2014.78.1.tb05653.x] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Donald L. Chi
- Department of Oral Health Sciences; School of Dentistry, University of Washington
| | | | - Christine A. Riedy
- Department of Oral Health Policy and Epidemiology; Harvard School of Dental Medicine
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Kuhnigk O, Schreiner J, Harendza S. Sustained change in didactic skills--does teacher training last? GMS ZEITSCHRIFT FUR MEDIZINISCHE AUSBILDUNG 2013; 30:Doc37. [PMID: 24062817 PMCID: PMC3778536 DOI: 10.3205/zma000880] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/30/2012] [Revised: 01/28/2013] [Accepted: 04/07/2013] [Indexed: 11/30/2022]
Abstract
Teacher training programmes are necessary assets in faculty development. Few data exist on their long-term effects on participants’ teaching skills. Our aim was to study participants’ didactic competencies up to four years after attending a newly established faculty development workshop at Hamburg Medical School. Of the 322 participants who attended our teacher training between 2006 and 2009, 313 received a self-assessment and evaluation questionnaire in 2010. This follow-up self-assessment (t2) was compared with their self-assessment of the same didactic competencies before (t0) and directly after (t1) the training. Correlations between participants’ personal reasons to attend the workshop and their assessment of didactic competencies were investigated. Self-assessment was significantly higher at the time of follow-up (t2) for all cohorts compared to the assessment before the workshop (t0). Personal reasons for participation differed greatly between voluntary and mandatory. However, self-assessment of the didactic competencies (t2) was not different between these groups. Participants involved in objective structured clinical examinations (OSCE) rated their competency in this field higher than participants without OSCE involvement. In conclusion, teacher training can be effective in the long run even when participation is mandatory. Competencies seem to be retained best when the content of the training fits participants’ teaching activities.
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Affiliation(s)
- Olaf Kuhnigk
- Universitätsklinikum Hamburg-Eppendorf, Prodekanat für Lehre, Hamburg, Deutschland ; Universitätsklinikum Hamburg-Eppendorf, Klinik für Psychiatrie und Psychotherapie, Hamburg, Deutschland
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