Efficient undergraduate learning of liver transplant: building a framework for teaching subspecialties to medical students

Theoretical Frameworks in Medical Education: Using a Systematic Review of Ophthalmology Education Research to Create a Theory of Change Model

BACKGROUND

Theoretical frameworks provide a lens to examine questions and interpret results; however, they are underutilized in medical education.

OBJECTIVE

To systematically evaluate the use of theoretical frameworks in ophthalmic medical education and present a theory of change model to guide educational initiatives.

METHODS

Six electronic databases were searched for peer-reviewed, English-language studies published between 2016 and 2021 on ophthalmic educational initiatives employing a theoretical framework. Quality of studies was assessed using the Grading of Recommendations, Assessment, Development, and Evaluations (GRADE) approach; risk of bias was evaluated using the Medical Education Research Study Quality Instrument (MERSQI) and the Accreditation Council for Graduate Medical Education (ACGME) guidelines for evaluation of assessment methods. Abstracted components of the included studies were used to develop a theory of change model.

RESULTS

The literature search yielded 1661 studies: 666 were duplicates, 834 studies were excluded after abstract review, and 132 after full-text review; 29 studies (19.2%) employing a theoretical framework were included. The theories used most frequently were the Dreyfus model of skill acquisition and Messick's contemporary validity framework. GRADE ratings were predominantly "low," the average MERSQI score was 10.04, and the ACGME recommendation for all assessment development studies was the lowest recommendation. The theory of change model outlined how educators can select, apply, and evaluate theory-based interventions.

CONCLUSIONS

Few ophthalmic medical education studies employed a theoretical framework; their overall rigor was low as assessed by GRADE, MERSQI, and ACGME guidelines. A theory of change model can guide integration of theoretical frameworks into educational initiatives.

Knowledge and attitude regarding organ donation among medical students in Hong Kong: a cross-sectional study

Objectives

The rate of organ donation in Hong Kong is among the lowest in developed regions. Since medical students will play an important role in counselling patients for organ donation and identifying potential donors in the future, their knowledge, attitudes and action for organ donation are important. This study aims to understand knowledge, attitudes and actions with regard to organ donation among medical students and investigate the factors determining the knowledge and attitudes.

Design

A cross-sectional study.

Setting and participants

Medical students in Hong Kong were invited to complete a questionnaire. 377 medical students participated in the study.

Methods

The questionnaire assessed their attitudes, knowledge, action of organ donation, belief and perception on organ donation, and other factors. Linear regression analyses and logistic regression were performed to analyse the effect of the variables on knowledge, attitudes and action for organ donation.

Results

Almost all medical students (99.5%) held a positive attitude towards organ donation, but only 28.1% have signed up as organ donors. Determinants of knowledge of organ donation included belief in preservation of intact body after death (β = –0.14, 95% CI = –0.24 to –0.04) and perceived confidence and competence of organ donation discussion (β = –0.12, 95% CI = –0.22 to –0.02). Predictors of organ donor registration status included knowledge of organ donation (OR=1.03, 95% CI=1.00 to 1.06), perceived convenience of organ donation registration (OR=3.75, 95% CI=1.62 to 8.71), commitment to organ donation (OR=3.81, 95% CI=2.01 to 7.21) and exposure to organ donation (OR=4.28, 95% CI=2.37 to 7.74).

Conclusions

Knowledge is positively associated with organ donation action. The above determinants of organ donation could be emphasised in medical education.

Pre-class online video learning and class style expectation: patterns, association, and precision medical education

BACKGROUND

Online video learning has been gaining substantial attention in medical education. The purpose of the study was to evaluate medical students' online video-viewing patterns as well as to identify features associated with their class style preferences in precision medicine courses.

METHODS

A mixed methods research design was used. Part of the cognitive load of the class content of "acute liver failure" was shifted to a 10-minute pre-class online video learning which was further reduced using threshold concept strategy. In the 2019 academic year, all fifth-year medical students who had viewed the pre-class video were invited to take a survey on their learning process and four class style expectations for the upcoming in-person class. For each round of medical students, teaching assistants helped collect anonymous survey data before the class. The teacher then adjusted the in-person class as part of precision medical education. Furthermore, the researchers coded the video-viewing patterns through an action log transformation, along with the questionnaire results, for analysis. Mann-Whitney U and Kruskal-Wallis tests were employed to compare group differences. Qualitative data were content-coded through a descriptive approach using thematic analysis.

RESULTS

Of the 130 medical students, 114 (87.7%) joined the pre-class video learning, 113 (86.9%) responded to the questionnaires, and 87 (66.9%) provided their comments. Most medical students preferred the class styles of a thorough introduction (42.5%) and concept orientation (44.2%). High-engagement viewing patterns were associated with difficult concepts and the provision of comments. Class style expectation and video-viewing patterns did not demonstrate significant linkages. A majority of the substantial comments initiated thought-provoking questions after the online video learning.

CONCLUSION

Association between medical students' preferred class styles and online video-viewing patterns was not necessarily linked. However, medical teachers are recommended to modify class styles based on medical students' expectations after pre-class learning, thereby providing precision medical education.KEY MESSAGEImplementing precision medical education in the blended class is feasible.Online video learning is an ideal platform for balancing the dilemma between increasing the cognitive load of class content and the practice of precision medical education.The association between medical students' preferred class styles and online video-viewing patterns was not clearly seen.

Experience of applying threshold concepts in medical education

BACKGROUND

Practical barriers exist in applying threshold-concept-based clinical teaching. We applied the practice model to the subject of acute liver failure and reported the experiences in teaching and learners' reactions.

METHODS

The course comprised a 10-min online preclass video and a 1-h class with in-depth discussion. The video explained six extracted threshold concepts, which were labelled TC1-TC6. Three sets of feedback questionnaires were given to students. Questionnaires were provided after they watched the online video (Q1), after class (Q2), and before the end of the curriculum section (Q3). All the feedback questionnaires were analysed.

RESULTS

Of the 136 attendees in the academic year 2018, 127 (93.4%), 69 (50.7%), and 112 (82.4%) completed the Q1, Q2, and Q3 questionnaires, respectively, and 48 (42.6%) provided comments. The degree of comprehension varied among threshold concepts and individual students. TC1 and TC2 were viewed as transformative for all three surveys. The threshold-concept-based learning process was satisfactory, and students could auto-reflect on the defining features of a threshold concept. Students became aware of their deficiencies in knowledge and acknowledged room for development with regard to their mindset for future patient management.

CONCLUSION

Threshold-concept-based clinical teaching is a feasible strategy. Students' reflections indicate that thresholds were crossed, which does not guarantee that students' mindsets are ready for future clinical practice.

The Educational Value and Emotional Impact on Medical Students After Participating in Transplant Organ Retrieval

INTRODUCTION

Medical students and healthcare professionals lack knowledge and confidence in organ transplantation which stems in part from a lack of exposure to transplant surgery at medical school. To address this, we developed a program that allowed students to attend organ retrievals and assessed its efficacy as an educational intervention.

METHODS

Students were invited to attend organ retrievals through a voluntary program. Students then completed an anonymous, self-administered questionnaire (n = 40) designed to capture the perceived educational value and emotive impact of attending an organ retrieval, and its effect on career aspirations. Quantitative and qualitative data were analyzed.

RESULTS

100% of students would recommend attending an organ retrieval to a colleague. Students strongly agreed that attending an organ retrieval was a useful learning experience (87.5%) and 90% of students felt more confident discussing organ donation with patients and relatives. 50% of students were more likely to pursue a career in transplant surgery. Students recognized a number of difficulties associated with the emotive impact of organ procurement.

CONCLUSION

An organ retrieval program for medical students offers a novel learning opportunity, and may increase knowledge and improve attitudes toward transplantation in future healthcare professionals. However, the emotive impact of exposing students to organ retrievals must also be recognized.

Specific Needs of Medical Students for Organ Donation Courses: A Qualitative Study in China

BACKGROUND

Global promotion of organ transplantation is contingent upon continuous improvement of the donation rate. Organ donation education is an important measure for changing public awareness and promoting organ donation. Therefore, it is important and urgent to conduct a systematic study of the organ donation courses offered in China and around the world. The aim of this study was to learn the views and needs of Chinese medical students and provide a reference for international peers.

METHODS

Semistructured, in-depth interviews and purposive sampling were used in this study. A total of 18 university students majoring in medicine and nursing were selected according to the principle of data saturation and interviewed. The data were sorted and analyzed with phenomenology.

RESULTS

These interviewees generally agreed that an organ donation course should be offered. They were in urgent need of knowledge regarding organ donation procedures and relevant policies and eager for a practical and experience-based teaching method design. The Chinese medical students surveyed also believed that the course should also be available to clinical practitioners, nonmedical students, and the public.

CONCLUSION

Medical students' demand for an organ donation course should be considered. To fully stimulate their interest in learning and to provide support and a guarantee for continuous improvement of transplant operations promotion and donation rate worldwide, specific organ donation courses and flexible training should be created.