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Yamaguchi H, Kagoshima S, Okura Y, Nakanishi Y, Kawahito K, Tani K. Does student evaluation of on-demand video lectures vary with student characteristics? A questionnaire survey of medical students at Tokushima University. THE JOURNAL OF MEDICAL INVESTIGATION 2023; 70:483-493. [PMID: 37940536 DOI: 10.2152/jmi.70.483] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2023]
Abstract
The popularity of online classes in university education has grown rapidly since the COVID-19 outbreak. This study aims to examine the association between the detailed characteristics/various contexts of students and the evaluation of online classes. An online questionnaire survey administered to third- and fourth-grade medical students of Tokushima University in September 2021-with 101 (42.8%) valid responses-showed the respondents' general impressions, comprehension, convenience, and desire for online classes even after the pandemic ends were significantly higher for the on-demand lectures than for simultaneous online classes. Notably, students who did not do other things while watching video lectures (10.9%) rated on-demand lectures as facilitating significantly higher impression, comprehension, and convenience than those who did other things (89.1%). A multivariate analysis revealed that students who did not do anything else while watching, whose waking time changed slightly, who commuted to school for shorter periods, who were not good at morning lectures, and who watched at high speed rated the video lectures highly. Thus, video lectures are appreciated by students who are committed to learning, which is a positive result for the future of on-demand education. J. Med. Invest. 70 : 483-493, August, 2023.
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Affiliation(s)
- Harutaka Yamaguchi
- Department of General Medicine, Tokushima University Graduate School of Biomedical Sciences, Tokushima, Japan
- Department of General Medicine, Taoka Hospital, Tokushima, Japan
| | | | - Yoshihiro Okura
- Department of General Medicine and Primary Care, Tokushima University Hospital, Tokushima, Japan
| | - Yoshinori Nakanishi
- Department of General Medicine and Primary Care, Tokushima University Hospital, Tokushima, Japan
| | - Keisuke Kawahito
- Department of General Medicine, Tokushima University Graduate School of Biomedical Sciences, Tokushima, Japan
| | - Kenji Tani
- Department of General Medicine and Primary Care, Tokushima University Hospital, Tokushima, Japan
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Kuhlman PD, Williams D, Russell G, Amornmarn A, Harbaugh J, Woods R, Lycan TW. Just-in-Time Teaching (JiTT) Screencasts: a Randomized Controlled Trial of Asynchronous Learning on an Inpatient Hematology-Oncology Teaching Service. JOURNAL OF CANCER EDUCATION : THE OFFICIAL JOURNAL OF THE AMERICAN ASSOCIATION FOR CANCER EDUCATION 2022; 37:1711-1718. [PMID: 33961204 PMCID: PMC8102147 DOI: 10.1007/s13187-021-02016-z] [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] [Accepted: 04/13/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND The efficacy of just-in-time teaching (JiTT) screencasts for graduate medical education on an inpatient adult hematology-oncology service (HOS) setting is not known. Our preceding pilot data identified six high-yield topics for this setting. The study objective was to evaluate screencast educational efficacy. METHODS Internal medicine residents scheduled to start a rotation on the primary HOS of an academic medical center were eligible for this parallel, unblinded, randomized controlled trial with concealed allocation. Participants underwent block randomization to the usual educational curriculum either with or without access to a series of novel screencasts; all participants received an anonymous online end-of-rotation survey and a $20 gift certificate upon completion. The primary outcome was the change in attitude among learners, measured as their self-reported confidence for managing the clinical topics. RESULTS From 12/9/2019 through 6/15/2020, accrual was completed with 67 of 78 eligible residents (86%) enrolled and randomized. Analysis was by intention-to-treat and participant response rate was 91%. Sixty-four percent of residents in the treatment arm rated their clinical management comfort level as "comfortable" or "very comfortable" versus 21% of residents in the usual education arm (p = 0.001), estimated difference = 43% (95% CI: 21-66%), using a prespecified cumulative cutoff score. Treatment arm participants reported that the screencasts improved medical oncology knowledge base (100%), would improve their care for cancer patients (92%), and had an enjoyable format (96%). CONCLUSION Residents on a busy inpatient HOS found that a JiTT screencast increased clinical comfort level in the management of HOS-specific patient problems.
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Affiliation(s)
- Patrick D Kuhlman
- Department of Internal Medicine, Wake Forest School of Medicine, Winston-Salem, NC, USA
| | - Donna Williams
- Department of Internal Medicine, Wake Forest School of Medicine, Winston-Salem, NC, USA
| | - Gregory Russell
- Department of Biostatistical Sciences, Wake Forest School of Medicine, Winston-Salem, NC, USA
| | - Amy Amornmarn
- Department of Internal Medicine, Wake Forest School of Medicine, Winston-Salem, NC, USA
| | - Joshua Harbaugh
- Department of Internal Medicine, Medical University of South Carolina, Charleston, SC, USA
| | - Ryan Woods
- Department of Internal Medicine, Wake Forest School of Medicine, Winston-Salem, NC, USA
| | - Thomas W Lycan
- Department of Internal Medicine, Wake Forest School of Medicine, Winston-Salem, NC, USA.
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Carrotte E, Hopgood F, Blanchard M, Groot C, Phillips L. A New Podcast to Reduce Stigma Against People Living with Complex Mental Health Issues: A Co-Design Study (Preprint). JMIR Form Res 2022; 7:e44412. [PMID: 37145860 DOI: 10.2196/44412] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2022] [Revised: 03/10/2023] [Accepted: 03/10/2023] [Indexed: 03/12/2023] Open
Abstract
BACKGROUND Mental illness stigma refers to damaging stereotypes and emotional responses around the experience of mental health issues. Media-based interventions have the potential to reduce the public's stigmatizing attitudes by improving mental health literacy, emotional appeal, and the intimacy of address. As audio-based media facilitating storytelling, podcasts show potential for reducing stigma; however, it is unclear what features could make a podcast effective or engaging. OBJECTIVE The Co-Design and Anti-Stigma Podcast Research (CASPR) study aimed to collaborate with key target audience members to inform the development of a new podcast. This podcast primarily aims to reduce listeners' stigmatizing attitudes toward people living with complex mental health issues. METHODS This study was adapted from Experience-Based Co-Design methodology. The first part, information gathering, involved a web-based mixed methods survey with 629 Australian podcast listeners to explore their interest and concerns around podcasts. Then, a series of focus groups were held with a purposive sample of 25 participants to explore the potential benefits and challenges of the podcast format. Focus group participants included people with lived experience of complex mental health issues, media and communications professionals, health care professionals, and people interested in workplace mental health. The second part, co-design, constituted 3 meetings of a co-design committee with 10 participants drawn from the focus groups to design the podcast using brainstorming and decision-making activities. RESULTS Most survey respondents (537/629, 85.3%) indicated a willingness to listen to a podcast about experiences of mental illness stigma; participants indicated preference for semistructured episodes and a mixture of light and serious content. Focus group participants identified potential challenges with appealing to listeners, making the content emotionally resonant and engaging, and translation to listeners' attitude change. The co-design committee collaborated to achieve consensus on the focus of individual episodes: domains where stigma and discrimination are common, such as workplaces and health care settings; the structure of individual episodes: storyboards that centralize guests with lived experience, featuring explicit discussions around stigma and discrimination; and overarching content principles, including a sincere, empathetic, and hopeful tone; using plain language; having clear calls to action; and providing listener resources. CONCLUSIONS The co-design process informed a podcast design that features lived experience narratives with an explicit focus on stigma and discrimination, highlighting the realities of stigma while acknowledging progress in the space and how listeners can contribute toward social change. This study allowed for an in-depth discussion around the strengths and limitations of such a podcast according to different target audience members. The co-design committee designed key elements of a podcast that has the potential to minimize the limitations of the format while embracing the benefits of podcast-based storytelling. Once produced, the podcast will be evaluated for its impact on attitude change.
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Affiliation(s)
- Elise Carrotte
- Melbourne School of Psychological Sciences, The University of Melbourne, Parkville, Australia
- Anne Deveson Research Centre, SANE, Carlton, Australia
| | - Fincina Hopgood
- Melbourne School of Psychological Sciences, The University of Melbourne, Parkville, Australia
- School of Humanities, Arts, and Social Sciences, University of New England, Armidale, Australia
| | - Michelle Blanchard
- Melbourne School of Psychological Sciences, The University of Melbourne, Parkville, Australia
| | - Christopher Groot
- Melbourne School of Psychological Sciences, The University of Melbourne, Parkville, Australia
| | - Lisa Phillips
- Melbourne School of Psychological Sciences, The University of Melbourne, Parkville, Australia
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Eladl MA, Guraya SY. Measuring the Effectiveness of Faculty Feedback on the use of an active integrated instructional pedagogy for the embryology course. J Taibah Univ Med Sci 2021; 17:120-127. [PMID: 35140574 PMCID: PMC8801475 DOI: 10.1016/j.jtumed.2021.08.013] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2021] [Revised: 08/27/2021] [Accepted: 08/30/2021] [Indexed: 11/17/2022] Open
Abstract
Objectives Didactic time-honoured teaching pedagogies carry a low educational impact due to their inability to foster active learning. Active participation from learners is considered to enhance their learning experience. Furthermore, constructive feedback has been found to facilitate active learning. This study aims to measure the impact of interventions via the use of active learning and feedback on the academic performance of medical students. Methods We conducted an observational multi-stage prospective study of the medical students undertaking embryology courses via passive learning (90 students), active integrated learning (80 students), and finally, with active learning and effective feedback (85 students) over three successive years. The students' grades in the formative and summative assessments were compared with their end-of-course grades. Additionally, the students’ perceptions about the courses were analysed using a self-constructed questionnaire. Results A total of 255 students participated in this research. The observed frequencies of the students’ responses showed significant variations in their responses to all the statements (X2, p < 0.0001). There was a positive trend towards the interventions carried out via active learning as well as feedback. Students' active participation increased from 24% to 69%, and finally to 72% across three years. Furthermore, students were motivated to attend sessions, as can be seen in the participation rates of 28%, 70%, and 82%, respectively. There was a significant improvement in academic grades across the three years (p values of 0.000, 0.000, and 0.006, respectively). Conclusion This study validates the effectiveness of active learning and feedback on the academic performance of medical students. It is possible for an educational approach of active integrated learning followed by feedback to be embedded in the medical curricula.
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Affiliation(s)
- Mohamed A. Eladl
- Department of Basic Medical Sciences, College of Medicine, University of Sharjah, Sharjah, United Arab Emirates
- Corresponding address: Department of Basic Medical Sciences, College of Medicine, University of Sharjah, Sharjah, United Arab Emirates.
| | - Salman Y. Guraya
- Clinical Sciences Department, College of Medicine, University of Sharjah, Sharjah, United Arab Emirates
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Meinert E, Eerens J, Banks C, Maloney S, Rivers G, Ilic D, Walsh K, Majeed A, Car J. Exploring the Cost of eLearning in Health Professions Education: Scoping Review. JMIR MEDICAL EDUCATION 2021; 7:e13681. [PMID: 33704073 PMCID: PMC8081275 DOI: 10.2196/13681] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/11/2019] [Revised: 04/25/2019] [Accepted: 12/18/2020] [Indexed: 05/31/2023]
Abstract
BACKGROUND Existing research on the costs associated with the design and deployment of eLearning in health professions education is limited. The relative costs of these learning platforms to those of face-to-face learning are also not well understood. The lack of predefined costing models used for eLearning cost data capture has made it difficult to complete cost evaluation. OBJECTIVE The key aim of this scoping review was to explore the state of evidence concerning cost capture within eLearning in health professions education. The review explores the available data to define cost calculations related to eLearning. METHODS The scoping review was performed using a search strategy with Medical Subject Heading terms and related keywords centered on eLearning and cost calculation with a population scope of health professionals in all countries. The search was limited to articles published in English. No restriction was placed on literature publication date. RESULTS In total, 7344 articles were returned from the original search of the literature. Of these, 232 were relevant to associated keywords or abstract references following screening. Full-text review resulted in 168 studies being excluded. Of these, 61 studies were excluded because they were unrelated to eLearning and focused on general education. In addition, 103 studies were excluded because of lack of detailed information regarding costs; these studies referred to cost in ways either indicating cost favorability or unfavorability, but without data to support findings. Finally, 4 studies were excluded because of limited cost data that were insufficient for analysis. In total, 42 studies provided data and analysis of the impact of cost and value in health professions education. The most common data source was total cost of training (n=29). Other sources included cost per learner, referring to the cost for individual students (n=13). The population most frequently cited was medical students (n=15), although 12 articles focused on multiple populations. A further 22 studies provide details of costing approaches for the production and delivery of eLearning. These studies offer insight into the ways eLearning has been budgeted and project-managed through implementation. CONCLUSIONS Although cost is a recognized factor in studies detailing eLearning design and implementation, the way cost is captured is inconsistent. Despite a perception that eLearning is more cost-effective than face-to-face instruction, there is not yet sufficient evidence to assert this conclusively. A rigorous, repeatable data capture method is needed, in addition to a means to leverage existing economic evaluation methods that can then test eLearning cost-effectiveness and how to implement eLearning with cost benefits and advantages over traditional instruction.
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Affiliation(s)
- Edward Meinert
- Department of Primary Care and Public Health, Imperial College London, London, United Kingdom
- Centre for Health Technology, University of Plymouth, Plymouth, United Kingdom
| | - Jessie Eerens
- Department of Primary Care and Public Health, Imperial College London, London, United Kingdom
| | - Christina Banks
- Department of Primary Care and Public Health, Imperial College London, London, United Kingdom
| | - Stephen Maloney
- Department of Physiotherapy, Monash University, Melbourne, Australia
| | - George Rivers
- Faculty of Business and Economics, Monash University, Melbourne, Australia
| | - Dragan Ilic
- Medical Education Research and Quality, School of Public Health and Preventive Medicine, Monash University, Melbourne, Australia
| | - Kieran Walsh
- BMJ Knowledge Centre, BMJ Learning, London, United Kingdom
| | - Azeem Majeed
- Department of Primary Care and Public Health, Imperial College London, London, United Kingdom
| | - Josip Car
- Department of Primary Care and Public Health, Imperial College London, London, United Kingdom
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Elbyaly MYH, Elfeky AIM. Investigating the effect of vodcast to enhance the skills of the Canadian smocking and complex problem solving. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-020-01165-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Sheehy R. This is Not Your Grandfather's Medical School: Novel Tools to Enhance Medical Education. MISSOURI MEDICINE 2019; 116:371-375. [PMID: 31645786 PMCID: PMC6797036] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
As new medical students start their journey to become the next generation of physicians, they are in awe of the wealth of knowledge at their fingertips as they begin medical school. Every student brings with them a unique story, and most bring with them a high tolerance for technology. The internet, smart phones, and the personal computer have shrunk the academic world and allowed students access to entire libraries that fit within their pockets. Medical school curricula continues to try to evolve to meet students in their increasingly technology filled world. How are medical schools evolving to integrate technology into their curricula? What follows is a review of the application of different technologies in medical education and a close look at the most efficient uses of technology within medical school curricula. This discussion is followed by perspectives from professors and a student on the use of a variety of different technologies for teaching and learning including podcasts, YouTube, Twitter, and varying online resources.
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Affiliation(s)
- Ryan Sheehy
- Ryan Sheehy, PhD, is Assistant Professor, Department of Pharmacology, Kansas City University College of Osteopathic Medicine
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9
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Venincasa MJ, Cai LZ, Chang A, Kuriyan AE, Sridhar J. Educational Impact of a Podcast Covering Vitreoretinal Topics: 1-Year Survey Results. ACTA ACUST UNITED AC 2019. [DOI: 10.1177/2474126419856464] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Purpose: This article aims to determine preferences and demographics for listeners of an ophthalmology podcast, since podcasts are gaining favor for medical education. Methods: The present study used a cross-sectional, online survey as well as Podtrac, Inc and Squarespace, Inc platform analytics to examine perceived educational usefulness of podcasts for listeners. Results: Quarterly episode downloads increased from 684 in first-quarter 2017 to 16 016 in third-quarter 2018. A total of 102 participants completed the survey: 82 (80.4%) men and 68 (66.7%) retina attending physicians or fellows. Most respondents listened to “stay up to date” or “learn more about the field of retina” (67; 65.7% each). Most respondents agreed that podcasts are useful for medical education and result in changes in practice, but not that podcasts have surpassed traditional educational methods. For respondents, there was no difference in perceived usefulness between podcasts and peer-reviewed journals, textbooks, continuing medical education lectures, or national conferences; these did not differ with respondent listening histories. Conclusions: Podcasts are valuable adjuncts for distributing clinically relevant material.
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Affiliation(s)
- Michael J. Venincasa
- Department of Ophthalmology, Bascom Palmer Eye Institute, Miller School of Medicine, University of Miami, Miami, FL, USA
| | - Louis Z. Cai
- Department of Ophthalmology, Bascom Palmer Eye Institute, Miller School of Medicine, University of Miami, Miami, FL, USA
| | - Angela Chang
- Department of Ophthalmology, Bascom Palmer Eye Institute, Miller School of Medicine, University of Miami, Miami, FL, USA
| | - Ajay E. Kuriyan
- Department of Ophthalmology, Flaum Eye Institute, University of Rochester Medical Center, Rochester, NY, USA
| | - Jayanth Sridhar
- Department of Ophthalmology, Bascom Palmer Eye Institute, Miller School of Medicine, University of Miami, Miami, FL, USA
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10
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Baessler F, Ciprianidis A, Rizvi AZ, Weidlich J, Wagner FL, Klein SB, Baumann TC, Nikendei C, Schultz JH. Delirium: Medical Students' Knowledge and Effectiveness of Different Teaching Methods. Am J Geriatr Psychiatry 2019; 27:737-744. [PMID: 31005497 DOI: 10.1016/j.jagp.2019.03.003] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/29/2018] [Revised: 02/13/2019] [Accepted: 03/05/2019] [Indexed: 01/05/2023]
Abstract
OBJECTIVE Medical schools are often blamed for inadequately training doctors on delirium. This study assesses the knowledge of medical students regarding delirium and evaluates different teaching methods for comparing learning outcomes. METHODS A video, a handout, and a video+handout were used as three different teaching methods. Students were randomly assigned to three groups and pre- and postintervention knowledge gains were compared. Interventions were held between 2015 and 2018 at the University of Heidelberg Medical School in Germany. Seventy-eight (video intervention 33; handout 26; video+handout 19) sixth-year medical students participated. Participants learned about delirium with the help of a video, a handout, and both a video+handout at the start of one-hour lectures dedicated to teaching about delirium. Pre- and postintervention questionnaires, comprising five multiple-choice questions and a self-estimated grade of knowledge about delirium, were used. Variables calculated were objective and subjective knowledge, recall, and accuracy of self-assessment. Microsoft Excel and analysis of covariance were used to analyze data. RESULTS Knowledge gains for all interventions were large (d>0.8) irrespective of gender. Post hoc comparison showed video and video+handout methods were more effective with high recall for video (92.8%). Students rated their knowledge as satisfactory, although they scored 11.4 out of 20. Preintervention knowledge level was correctly estimated by 31% of students, and postintervention by 40.3% students. CONCLUSION Teaching about delirium to medical students with a video resulted in better knowledge transfer and recall. Most medical students, particularly men, overestimated their knowledge about delirium.
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Affiliation(s)
- Franziska Baessler
- Department of General Internal and Psychosomatic Medicine, Heidelberg University Hospital, Heidelberg, Germany.
| | - Anja Ciprianidis
- Department of General Internal and Psychosomatic Medicine, Heidelberg University Hospital, Heidelberg, Germany
| | - Ali Z Rizvi
- Department of General Internal and Psychosomatic Medicine, Heidelberg University Hospital, Heidelberg, Germany
| | - Joshua Weidlich
- Department of General Internal and Psychosomatic Medicine, Heidelberg University Hospital, Heidelberg, Germany
| | - Fabienne L Wagner
- Department of General Internal and Psychosomatic Medicine, Heidelberg University Hospital, Heidelberg, Germany
| | - Sonja B Klein
- Department of General Internal and Psychosomatic Medicine, Heidelberg University Hospital, Heidelberg, Germany
| | - Tabea C Baumann
- Department of General Internal and Psychosomatic Medicine, Heidelberg University Hospital, Heidelberg, Germany
| | - Christoph Nikendei
- Department of General Internal and Psychosomatic Medicine, Heidelberg University Hospital, Heidelberg, Germany
| | - Jobst-Hendrik Schultz
- Department of General Internal and Psychosomatic Medicine, Heidelberg University Hospital, Heidelberg, Germany
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Green RA, Whitburn LY, Zacharias A, Byrne G, Hughes DL. The relationship between student engagement with online content and achievement in a blended learning anatomy course. ANATOMICAL SCIENCES EDUCATION 2018; 11:471-477. [PMID: 29236359 DOI: 10.1002/ase.1761] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/11/2017] [Revised: 09/24/2017] [Accepted: 11/27/2017] [Indexed: 05/22/2023]
Abstract
Blended learning has become increasingly common in higher education. Recent findings suggest that blended learning achieves better student outcomes than traditional face-to-face teaching in gross anatomy courses. While face-to-face content is perceived as important to learning there is less evidence for the significance of online content in improving student outcomes. Students enrolled in a second-year anatomy course from the physiotherapy (PT), exercise physiology (EP), and exercise science (ES) programs across two campuses were included (n = 500). A structural equation model was used to evaluate the relationship of prior student ability (represented by grade in prerequisite anatomy course) and final course grade and whether the relationship was mediated by program, campus or engagement with the online elements of the learning management system (LMS; proportion of documents and video segments viewed and number of interactions with discussion forums). PT students obtained higher grades and were more likely to engage with online course materials than EP and ES students. Prerequisite grade made a direct contribution to course final grade (P < 0.001) but was also mediated by engagement with LMS videos and discussion forums (P < 0.001). Student learning outcomes in a blended anatomy course can be predicted the by level of engagement with online content. Anat Sci Educ 11: 471-477. © 2017 American Association of Anatomists.
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Affiliation(s)
- Rodney A Green
- Departments of Pharmacy and Applied Science, School of Molecular Sciences, College of Science, Health and Engineering, La Trobe University, Bendigo, Victoria, Australia
| | - Laura Y Whitburn
- Department of Physiology, Anatomy and Microbiology, College of Science, Health and Engineering, La Trobe University, Bundoora, Victoria, Australia
| | - Anita Zacharias
- Departments of Pharmacy and Applied Science, School of Molecular Sciences, College of Science, Health and Engineering, La Trobe University, Bendigo, Victoria, Australia
| | - Graeme Byrne
- Statistical Consulting Platform, Department of Mathematics and Statistics, School of Engineering and Mathematical Sciences, College of Science, Health and Engineering, La Trobe University Bendigo, Victoria, Australia
| | - Diane L Hughes
- Departments of Pharmacy and Applied Science, School of Molecular Sciences, College of Science, Health and Engineering, La Trobe University, Bendigo, Victoria, Australia
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Pettit RK. Ten tips to encourage student interaction with screen-capture type vodcasts. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2018; 9:535-540. [PMID: 30100774 PMCID: PMC6067782 DOI: 10.2147/amep.s164751] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
Video podcasts (vodcasts) are gaining popularity in medical education, but they can be a passive learning modality if students do not actively engage with the content. Of the two categories of vodcast software, screen-capture (mp4 output) and Flash™ (HTML5/Flash output), screen-capture has greater potential to result in passive learning because students cannot physically interact with the content. However, screen-capture offers several advantages for the producer (often faculty) and the consumer (students). As such, this type of software is popular with medical school faculty. To encourage active learning, ten tips are presented with specific strategies that faculty can use with screen-capture type vodcasts. Many of the tips also apply to Flash-type vodcasts. By incorporating these strategies, faculty with limited technical abilities can create engaging vodcasts that stimulate active learning.
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Affiliation(s)
- Robin K Pettit
- School of Osteopathic Medicine in Arizona, A. T. Still University, Mesa, AZ, USA,
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McCoy L, Pettit RK, Kellar C, Morgan C. Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2018; 5:2382120518765135. [PMID: 29707649 PMCID: PMC5912289 DOI: 10.1177/2382120518765135] [Citation(s) in RCA: 48] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/17/2017] [Accepted: 02/22/2018] [Indexed: 05/10/2023]
Abstract
BACKGROUND Medical education is moving toward active learning during large group lecture sessions. This study investigated the saturation and breadth of active learning techniques implemented in first year medical school large group sessions. METHODS Data collection involved retrospective curriculum review and semistructured interviews with 20 faculty. The authors piloted a taxonomy of active learning techniques and mapped learning techniques to attributes of learning-centered instruction. RESULTS Faculty implemented 25 different active learning techniques over the course of 9 first year courses. Of 646 hours of large group instruction, 476 (74%) involved at least 1 active learning component. CONCLUSIONS The frequency and variety of active learning components integrated throughout the year 1 curriculum reflect faculty familiarity with active learning methods and their support of an active learning culture. This project has sparked reflection on teaching practices and facilitated an evolution from teacher-centered to learning-centered instruction.
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Affiliation(s)
- Lise McCoy
- Technology-Enhanced Active Learning, A. T.
Still University, Mesa, AZ, USA
- Faculty Development, A. T. Still University,
Mesa, AZ, USA
- School of Osteopathic Medicine in Arizona, A.
T. Still University, Mesa, AZ, USA
| | - Robin K Pettit
- Faculty Development, A. T. Still University,
Mesa, AZ, USA
- School of Osteopathic Medicine in Arizona, A.
T. Still University, Mesa, AZ, USA
| | - Charlyn Kellar
- School of Osteopathic Medicine in Arizona, A.
T. Still University, Mesa, AZ, USA
| | - Christine Morgan
- School of Osteopathic Medicine in Arizona, A.
T. Still University, Mesa, AZ, USA
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Chen Z, Melon J. Evolution of social media: review of the role of podcasts in gynaecology. Int Urogynecol J 2017; 29:477-480. [PMID: 29188323 DOI: 10.1007/s00192-017-3523-0] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2017] [Accepted: 11/08/2017] [Indexed: 10/18/2022]
Abstract
Podcasts are an emerging social media phenomenon in medicine, originating from critical care specialities and now expanding to other domains. Aided by the rapid increase in popularity of social media platforms and the advantage of accessibility, universality and portability, there has been a slow but significant expansion of podcast use in gynaecology. Current literature suggests that there is potential for digital communication to enhance dissemination of information, however there is conflicting evidence on its ability to increase users' knowledge. Emerging interest in urogynaecology presents an opportunity for the subspeciality to tailor podcasts to the needs of its users. In this review, the origins, current evidence and future trends in the use of podcasts in urogynaecology are explored.
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Affiliation(s)
- Zhuoran Chen
- Department of Urogynecology, Pelvic Floor Unit, St George Hospital, Kogarah, Sydney, NSW, 2217, Australia.
| | - Jerome Melon
- Pelvic Floor Unit, Monash Medical Centre Clayton, Clayton, VIC, Australia
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