Modern techniques of teaching and learning in medical education: a descriptive literature review

Innovative assesment strategies: image based key feature questions for radiology postgraduate trainees

BACKGROUND

Innovative assessment strategies are essential for determining clinical understanding in the evolving field of health profession education. Key feature questions (KFQs) have been developed as assessment tools to assess the clinical understanding of students. The purpose of this study is to determine the effectiveness of image-based key feature questions (IBKFQs) compared with traditional multiple-choice questions (MCQs) in radiology examinations. Additionally, this study aims to determine the correlation between test scores obtained in both test formats.

METHOD

This quasi experimental, correlation study was conducted from September to December 2021 at a public medical university in Karachi, Pakistan. Thirty radiology residents from various training years participated in the study. Each resident completed a comprehensive written assessment comprising 50 MCQs and 50 IB-KFQs as part of their internal evaluation at the end of a module.

RESULTS

Out of thirty residents, 28 (93.3%) were females. The reliability score and Cronbach's alpha were 0.944 for the MCQs and 0.881 for the IB-KFQs. Spearman's correlation coefficient revealed a positive correlation between the MCQ and IB-KFQ scores (rho = 0.823, p < 0.001). The mean scores were similar for the IB-KFQs (29.24 ± 6.31) and MCQs (28.93 ± 11.41).

CONCLUSION

The findings of this study indicate that incorporating IB-KFQs alongside MCQs in written assessments of radiology residents is feasible. IB-KFQs offer a focused evaluation of critical skills such as film analysis, interpretation, and report writing. By complementing traditional MCQs, IB-KFQs enhance the assessment process.

Medical Education in Afghanistan: Challenges and Policy Implications

Medical education is considered the backbone of future health systems. However, Afghanistan's medical education system is ill-equipped to deliver quality education in the medical training institutions. This article provides insights into existing challenges in the Afghan medical education system. These challenges include infrastructural constraints, substandard recruitment practices, poor learning environment, limited access to updated learning educational resources, shortage of skilled and qualified lecturers, inaccessibility to modern technology, and financial difficulties. This calls for strengthening the Afghan medical education system, highlighting the importance of creating a national policy framework to enhance education quality and ensure academic institutions' sustainability.

Effectiveness of ChatGPT for educators professional development: An empirical study with medical faculty

Study purposethis study aims to investigate the extent to which ChatGPT enhances medical educators' pedagogical practices, fosters reflective teaching, and contributes to their ongoing learning and growth.Methodsthis cross-sectional survey study assessed ChatGPT's efficacy in contributing to professional development among medical educators. Utilizing purposive and convenience sampling, a questionnaire was administered to 309 medical educators. Statistical analyses, including t-tests and ANOVA, were conducted to evaluate perceptions of ChatGPT's effectiveness, considering demographic factors and impairment types.Resultsresource recommendations received the highest mean score (4.08), while continuing education had the lowest (3.62). T-tests showed no significant gender differences (p > .05), while ANOVA indicated significant variances across job roles (p < .0001) and age groups (p < .0001). Lecturers consistently rated ChatGPT's support highest, followed by assistant professors and associate professors, with professors providing lower ratings.ConclusionChatGPT's efficacy in providing personalized feedback, resource recommendations, pedagogical guidance, and other forms of support. However, addressing challenges such as ethical considerations and ensuring accuracy remains imperative for its effective integration into educational contexts.

The Impact of Same-Level or Near Peer Assisted Learning Program (NPAP) on Academic Performance of Students in CMH Lahore, Pakistan

Objectives

To determine the improvement in academic performance of undergraduate medical students by comparing pre- and post- Near Peer Assisted Learning programs (NPAP) academic scores in the subject of Otorhinolaryngology.

Methods

Our study was a quasi-experimental pretest-posttest study and it was carried out at CMH Lahore Medical College, Lahore during the 2022-2023 academic year. We worked with 72 fourth-year MBBS students, 24 students took on the role of NPAL tutors, while 48 were tutees. The NPAP included regular sessions that emphasized crucial Otorhinolaryngology topics. We gauged academic performance by comparing pretest scores from the 2nd Module Examination with posttest scores from the Send Up and Annual Examinations. Our data analysis, done through IBM SPSS Statistics, focused on both overall and gender-based performance improvements.

Results

Our study demonstrated that NPAP significantly improved academic scores in Otorhinolaryngology, with NPAL tutors showing higher overall improvements in scores. Gender based comparison showed that in both groups of NPAL Tutors and NPAL Tutees, female students scored slightly better than males. The P-value less than 0.001 validated the improvement in academic scores of both NPAP groups of Tutors and Tutees displaying the effectiveness of NPAP as an educational intervention at undergraduate level in the subject of Otorhinolaryngology.

Conclusions

NPAP has shown significant impact on improvement of Academic Performance in undergraduate medical students in the subject of Otorhinolatngology at CMH Lahore Medical College.

Neurology Undergraduate Medical Education: A Scoping Review

PURPOSE

To map the current literature on undergraduate neurology medical education and research. Recommendations for future undergraduate neurology education and research are described.

METHOD

PRISMA-Scoping Review guidelines and Arksey and O'Malley's methodological framework are followed. Four databases and gray literature was searched with Oxford Evidence-Based Medicine level of evidence applied. A thematic framework was used to identify the main study outcomes. A narrative description and quantitative frequency analysis were used for results.

RESULTS

Nine-hundred and twenty-two articles were retrieved, 102 studies met the inclusion criteria. We identified four main study outcomes using a thematic framework. Our review found that (1) the main undergraduate neurology teaching styles are didactic and experiential teaching methods. (2) Research design of undergraduate neurology teaching is heterogenous. (3) The outcome measures most frequently used in undergraduate neurology research are student perception and knowledge.

CONCLUSION

Undergraduate neurology education research is challenging due to the heterogeneity in research design and teaching methodology. Evidence-based guidelines are limited. This gap in the literature represents an opportunity to develop tailored guidelines for undergraduate neurology education and research.

Development and validation of the Physician's Health Literacy Competence Scale: A step towards effective doctor-patient communication

This study aimed to develop a physician's Health Literacy Competence Scale that emphasizes the importance of enhancing patient health literacy for effective patient-centered care. A literature review of health literacy and existing measurement tools was conducted to develop the scale's structure and items. The scale was refined through a cross-sectional design in 2 stages: item testing and examination of reliability and validity. Exploratory factor analysis was conducted on the pilot test results of 127 medical students. Items with cross and low factor loadings were deleted, resulting in the retention of 25 items. Subsequently, 203 medical students were recruited as samples for confirmatory factor analysis. Items with excessively large modification indices were excluded from analysis. Finally, 20 items were retained, comprising 4 factors: building doctor-patient trust, providing a supportive environment, shared decision-making, and verifying medication adherence. Analysis of content, internal consistency, and construct validity confirmed the strong reliability and validity of the Physician's Health Literacy Competence Scale. This effective tool serves curriculum development and assessment in medical education while also offering valuable insights into potential reforms in related courses.

Training healthcare students to be competent communication partners: a scoping review

PURPOSE

People with acquired neurogenic Communication Disorders (PwCD) experience reduced satisfaction in healthcare environments, possibly relating to communication difficulties. Communication Partner Training might improve communication success. The purpose of the scoping review was to map the literature about educational experiences in teaching communication strategies to healthcare students (HcS) interacting with PwCD.

MATERIAL AND METHODS

The Arksey and O'Malley framework for Scoping Reviews and further enhancements were followed. Studies published from 1998 were identified from eight electronic databases (CINHAL, PubMed, Embase, PsychINFO, Pedro, SpeechBite, Google Scholar, and ResearchGate) and separately screened by two evaluators.

RESULTS

Twenty-seven articles were included. Studies reported four structured training programmes (SCATM, Connect, FRAME, and Training Con-tAct) and unstructured methods. HcS were mainly studying medicine, speech-language pathology, or occupational therapy. The most common communication disorder was aphasia. Key contents included lectures, role-playing/interaction with real or simulated PwCD, video examples, and feedback.

CONCLUSIONS

The articles reported improvements in both HcS's knowledge and skills in communication strategies, suggesting that training programmes are promising, although they need further exploration. Priorities for future studies are the inclusion of a wider variety of communication disorders and HcS, and common consensus on key learning outcomes and their assessment.

Systematic review of musculoskeletal ultrasound learning methodologies

Introduction/Purpose

As the frequency and morbidity of musculoskeletal (MSK) disorders increase, the use of MSK ultrasound has become an important diagnostic and procedural tool. This has amplified the importance of quality MSK ultrasound training for medical professionals. This systematic review evaluated and compared peer-reviewed journal articles on learning methodologies for MSK ultrasound training.

Methods

Thirty-three articles met inclusion and exclusion criteria and were evaluated.

Results

Results showed a lack of randomised studies that compared learning methodologies.

Conclusion

There was wide variability of methodology used based on educational and institutional needs. Further randomised control trials need to be conducted to ascertain best educational practices.

Pediatric Endocrinology Education Among Trainees: A Scoping Review

INTRODUCTION

Pediatric endocrinology education is a fundamental part of all pediatric endocrinology training. Hence, understanding the current methods used for training learners on skills required and understanding methods or topics that may be underexplored could help improve the quality of training.

OBJECTIVE

This study aims to explore training and assessment strategies used in pediatric endocrinology training across medical education programs through a scoping review.

METHODS

Search strategy was developed with a librarian, and bibliographic databases (e.g., MEDLINE and EMBASE) were searched from January 2005 to July 2024. Pilot screenings ensured consistent inclusion/exclusion decisions among reviewers. Full-text articles were included if they were related to pediatric endocrinology education and focused on medical learners.

RESULTS

We included 45 of 5814 sources of evidence for data extraction. Majority focused on knowledge of Type 1 and Type 2 diabetes and diabetes ketoacidosis (N = 18), followed by differences in sex development and pubertal assessment (N = 12). The most frequently used training method was through didactics. Additionally, the most frequently used assessment measures included knowledge tests (N = 25). Also, a limited number of studies targeted obesity (N = 2), gender care (N = 3), thyroid (N = 1) and hypoglycaemia (N = 1), and no studies targeted common topics such as bone health and adrenal insufficiency.

CONCLUSION

This review reveals the current emphasis on diabetes-related topics and traditional teaching in pediatric endocrinology education. It suggests a need for more innovative methods, like simulation-based learning and varied assessment techniques, to better equip trainees. Addressing these gaps can improve trainee confidence, patient care, and health outcomes for children with endocrine disorders.

How Preceptor Behaviour Shapes the Future of Medical Professionals

Preceptors play an indispensable role in shaping the future of healthcare. They bridge theoretical learning and practical clinical expertise in a rapidly evolving medical education landscape. Their influence extends beyond knowledge transfer, embodying the values, attitudes, and professionalism essential to competent medical practice. Bandura's Social Learning Theory posits that individuals learn through observation and modelling. Applying this theory supports the assumption that trainees acquire skills and professional norms by observing preceptor behaviour, a process known as vicarious learning. They transmit clinical competencies, ethical standards, and interpersonal skills critical for patient-centred care. Despite their significance, challenges such as increasing workloads, diverse trainee needs, and the complexities of modern healthcare often impede their ability to mentor effectively. Preceptors shape trainees' professional identities and ethical standards, which are significantly influenced by the hidden curriculum, the set of unspoken or implicit lessons conveyed outside the formal curriculum. Globally, there is growing recognition of the need to support and enhance the role of preceptors in medical education. Due to several challenges, some factors might prevent preceptors from maintaining their role model status, including the need for experience, continuous learning, and adaptation to diverse trainee needs. Strategies such as engaging in reflective practices and implementing effective stress management techniques are crucial for preceptors to navigate these barriers and uphold their status. However, few studies have synthesised the various dimensions of preceptor influence, including role modelling, communication skills, and the hidden curriculum. This review aims to fill this gap by exploring the variable role of preceptors in shaping medical trainees' professional development. It highlights the theoretical underpinnings of preceptorship, discusses the challenges preceptors face, and proposes evidence-based strategies to enhance their impact on future healthcare professionals.

Student's perception of hybrid team-based and case-based learning in undergraduate endodontics education

BACKGROUND

Limited studies have explored the use of the hybrid approach combining team-based learning (TBL) and case-based learning (CBL) in dental education. This study evaluates how students perceive the hybrid TBL-CBL approach to learning endodontics and determines whether gender and ethnicity impact students' perceptions.

METHODS

The final-year undergraduate Bachelor of Dental Surgery (BDS) students were invited to participate in a hybrid TBL-CBL session. They were randomly divided into six groups of six to seven students, and the session was conducted by one facilitator, supported by two lecturers. At the end of the session, a 23-item questionnaire consisting of four domains (perception of effectiveness, teacher, team interaction and learning environment) and open-ended questions was distributed. Descriptive statistics were used to analyse quantitative data using IBM SPSS software version 27.0 for Mac (SPSS Inc.). Thematic analysis was used to code qualitative data. ANCOVA (Analysis of covariance) was used to evaluate the relationship between gender and ethnicity towards the students' perception of this hybrid TBL-CBL session, with a significant difference set at P < 0.05.

RESULTS

The response rate was 78% (n = 39). Mean scores for the questionnaire items ranged from 4.44 to 4.90 (SD 0.31 to 1.43), suggesting a positive perception among students towards this hybrid TBL-CBL approach to learning endodontics. Regarding the open-ended questions, students highlighted that this hybrid TBL-CBL session effectively linked them to clinical situations, enhancing critical thinking and fostering two-way communication. However, students expressed a desire for regular TBL-CBL session with more challenging cases.

CONCLUSIONS

The positive perception of dental students encourages the potential integration of this novel approach into the dental curriculum, moving away from didactic lectures. Future studies could consider extending the period of using hybrid TBL-CBL in teaching and learning endodontics. This should be followed by assessing the retention of knowledge for hybrid TBL-CBL sessions compared to formal lectures.

Evaluation of Competency-Based Medical Education (CBME) curriculum implementation for Phase II Medical undergraduates: A qualitative study

Introduction

Implementing "Competency-Based Medical education" in Indian medical colleges has necessitated reengineering by the stakeholders at the institutes. Changes in the curriculum are usually inundated with challenges. The present study aimed to evaluate the implementation of the CBME curriculum for Phase II medical undergraduates in our institute.

Methods

This qualitative study involved faculty members from Pathology, Microbiology, and Pharmacology teaching Phase II medical undergraduates, who participated in three focus group discussions (one per department) to discuss the strategies and challenges in curriculum implementation. A gap analysis followed, with individual in-depth interviews with the departmental heads to identify solutions for the challenges. A review meeting was held with the dean, curriculum committee members, and phase II faculty members to finalize the action plan.

Results

A total of 18 faculty members, predominantly females, in different age ranges (29 to 68 years) and teaching experiences (4 to 34 years) participated in this study. The faculty members have adopted various strategies for curriculum implementation such as preparing departmental planners, framing lesson plans, using interactive teaching-learning methods and e-learning, conducting self-directed learning sessions, ensuring alignment and integration, incorporating skill modules, ensuring student logbook maintenance, using appropriate assessment methods and implementing AETCOM modules. However, they faced challenges in implementing self-directed learning sessions, using e-learning platforms and recommended faculty development programs.

Conclusion

Our study reveals that the paraclinical departments at our institute have taken appreciable steps in implementing the CBME curriculum for Phase II MBBS students, despite ongoing challenges. Addressing these challenges requires careful planning and evaluation, with faculty sensitization being crucial for smooth implementation. The key outcome of the study was establishing various subcommittees within the Curriculum Committee and Medical Education Unit to facilitate the implementation of various CBME components, supported by regular feedback mechanisms. Also, the action plan was shared with the Medical Education Unit to organize appropriate faculty development programs.

Evaluating the Effectiveness of Jigsaw-Based Learning in Medical Education: Students' Perceptions and Feedback

Background The medical education system periodically revises the teaching-learning strategies. Medical students find it difficult to cope with pre-clinical subjects due to limited patient exposure and traditional didactic lectures. This study introduced a jigsaw method for revising biochemistry topics and assessed first-year medical students' perceptions and feedback on its effectiveness and implementation in medical education. Materials and methods This cross-sectional study enrolled 80 students for a jigsaw exercise on the topic "carbohydrate chemistry." Students were divided into four groups guided by a moderator. Further subgroups were created in each group, and each student was assigned a subtopic in "carbohydrate chemistry." Students with common subtopics were regrouped to self-study the provided study material. Students then reassembled in their original subgroups to teach their respective subtopics to their peers. Thus, it enables all students of a subgroup to learn all subtopics of the main topic in a short time as an interactive team. In the end, students filled out a feedback form providing their opinion about the effectiveness of the exercise. Results Out of 80 students, 71 responded to the survey, yielding an 88.75% response rate. Most students opined that the jigsaw exercise enhanced their understanding (N = 59, 83.1%), clarified concepts (N = 54, 76.1%), improved retention (N = 55, 77.5%), and communication skills (N = 59, 83.1%) and that it is a good method to revise topics (N = 58, 81.7%). Most supported its inclusion in the medical curriculum (N = 56, 78.9%) and recommended frequent use (N = 49, 69%). Conclusion The jigsaw exercise seems promising for improving students' understanding, clearing doubts, enhancing retention and communication skills, and fast revision. The authors recommend its inclusion in the curriculum to facilitate self-directed active learning.

Using the mind map method in medical education, its advantages and challenges: A systematic review

Mind mapping stands as a contemporary approach to education, introducing an innovative means of teaching and learning. In current times, this technique is embraced due to its ability to enhance the learning and retention process. This investigation explored the imperative nature of adopting novel educational methodologies such as mind mapping, while also examining its benefits and constraints. During the timeframe spanning from 2000 to 2023, the terms "mind map," "medical education," and "thinking skills" were employed as keywords to conduct searches across nine databases: PubMed, Cochrane, Web of Sciences, Science Direct, ProQuest, CNHL, Springer, Wiley, and Google Scholar. After conducting searches across the aforementioned databases, a total of 63 articles were retrieved. Following the elimination of duplicated entries and articles that did not align with the predefined inclusion criteria, the examination focused on 10 relevant articles. This analysis adhered to the guidelines outlined by the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) protocol, available at www.prisma-statement.org. The examination revealed a multitude of notable advantages associated with the implementation of mind maps which are classified into three groups (Enhancing Memory and Comprehension, Fostering Intellectual Growth, Streamlining Learning and Teaching). Additionally, two challenges of the studies were mentioned. Considering the positive ratio of merits to challenges, it is anticipated that this educational methodology will be increasingly incorporated into medical education, owing to its paramount importance and potential.

Assessment of performance feedback as a teaching-learning tool in the operating room at the National Referral Hospital, Bhutan: a prospective pre-post interventional study

BACKGROUND

Effective, efficient, and enduring feedback on performance improves and accelerates learning in medical education. Basic teaching methods like providing constructive feedback would enhance educational quality. However, briefing and debriefing culture is almost absent in our operating room. Feedback, if at all given, is traditionally negative, pointing out errors, while wanting to draw attention to strengths and success. This study aimed to examine the current status of performance feedback in the operating room and to evaluate the effect of an educational intervention "SHARP" on the quality of performance feedback.

METHODS

This was a prospective, pre-post interventional study conducted at the National Referral Hospital, in Bhutan. Surgeons (trainers) and the surgical residents (trainees) performing elective surgical cases under general anesthesia were assessed for pre-intervention and post-intervention performance feedback using a validated Objective Structured Assessment of Debriefing (OSAD) based questionnaire. A validated SHARP 5-Step Feedback tool for surgery (Setting up learning objectives, How did it go, Address concerns, Review learning points, and Plan ahead) was used as an intervention. The data were analyzed using SPSS version 23 and the paired t-test was used to compare the pre-post OSAD scores, and p < 0.05 is considered statistically significant.

RESULTS

The existing performance feedback was unacceptably low. With the 'SHARP' intervention, the post-intervention OSAD score significantly increased compared to the pre-intervention score (26.7 ± 1.72 vs. 22.0 ± 2.67 for post-intervention and pre-intervention respectively, effect size 1.9, p < 0.001). An educational tool 'SHARP' effectively improves the quality of feedback in the operating room.

CONCLUSION

The existing performance feedback is low in the operating room. Performance feedback can be efficient, effective, and enduring if a culture of structured feedback is in place. Educational tools like 'SHARP' can facilitate experiential learning in the surgical classroom.

Enhancing Clinical Medical Education Through Hand Gesture Analogy Teaching: A Narrative Review

This narrative review assesses the effectiveness of hand gesture analogy teaching in clinical medical education, addressing the growing demand for innovative pedagogical strategies. Through a comprehensive analysis of existing literature, it evaluates the theoretical foundations, implementation strategies, and practical applications of this method across various domains of medical education. Hand gesture analogy teaching significantly enhances student learning by improving engagement, spatial reasoning, and procedural knowledge retention more effectively than conventional instructional methods. The integration of modern educational technologies and standardized implementation frameworks further amplifies its effectiveness. Despite challenges in standardization and faculty development, this method shows promising potential for transforming medical education by bridging the gap between theoretical knowledge and clinical practice. Evidence-based recommendations are provided for incorporating hand gesture analogy teaching into clinical training programs, supporting its adoption as an innovative pedagogical tool in contemporary medical education.

Dynamics of Team-Based Learning in Molecular Biology: Insights and Reflections From Undergraduate Medical Students

OBJECTIVE

To investigate the dynamics of collaborative learning in team-based learning (TBL) through students' reflections and feedback.

METHODS

A phenomenological mixed-methods approach was adopted where the survey and reflections were conducted concurrently after the TBL session and the results were analyzed. The study employed a mini-cluster technique to include all first-year MBBS students of batch 2023-24 with an age range between 19 and 22 years. Qualitative and quantitative data were collected from feedback and reflections submitted by 107 first-year MBBS students at the end of the TBL session.

RESULTS

The study found five main themes related to students' engagement with the session, i.e., (1) conceptual clarity as the foundation, (2) collaborative learning culture, (3) communication skills, (4) informative and useful team discussions, and (5) interactive learning for team development. The majority of the respondents, 93 (87%), listened to classmates and coordinated with group members in discussion; 77 (72%) were willing to learn from other group members and contribute ideas to them; 79 (74%) came prepared for the session; and 75 (70%) found learning material assigned to them as appropriate. Respondents had positive perceptions regarding their participation in group work and were strongly inclined to agree with the statements provided.

CONCLUSION

The study highlights the positive effects of TBL in promoting peer-to-peer engagement, active engagement, teamwork skills, and knowledge sharing among undergraduate medical students, ultimately contributing to an effective learning experience.

Comparing telesimulation-based learning and e-learning as remote education delivery methods in pre-hospital practice

Introduction

Pre-hospital practitioners based at rural and geographically spread-out regions often find it difficult to access education and training for continuous professional development. Distance learning can resolve the dilemma of how to provide high-quality education where the number of participants is small and widely scattered. E-learning is an established teaching modality that has been widely used, whereas telesimulation is a novel teaching tool that has been evolving throughout the past decade. This study aimed to evaluate the experience of e-learning compared to telesimulation for pre-hospital practitioners.

Methods

This study was conducted from January to June 2021. Twenty-six pre-hospital responders were randomly allocated to complete either an e-learning module or a telesimulation session based on acute paediatric asthma. Each participant completed a post-session satisfaction questionnaire for quantitative and qualitative analysis. For the telesimulation session, all participants attended remotely, while the faculty were based on site. The e-learning module was accessed by the participants via the internet.

Results

Both modalities were positively received, with participants agreeing that the learning objectives were met. However, telesimulation was rated significantly higher in terms of engagement (p = 0.044) and suitability (p = 0.033). Qualitative feedback highlighted the immersive and realistic nature of telesimulation as key advantages, while e-learning was appreciated for its flow and stimulating questions.

Conclusion

Telesimulation and e-learning can help learners with restricted availability and geographical challenges. Telesimulation allows learners to work as a multi-disciplinary team despite being scattered across a large geographical area, while e-learning gives learners the flexibility to access education at a convenient time.

Simulation techniques in optometric education: Is a model eye for tonometry a valuable instruction tool?

PURPOSE

Simulation techniques are used in healthcare education to support the development of clinical skills. The aim of this study was to investigate the perceived value of a tonometry model eye (TME) when used in teaching and learning the clinical skill of Goldmann applanation tonometry (GAT) in optometric education in the UK.

METHODS

A retrospective two-armed cross-sectional study was conducted to investigate the perceived value of using a model eye for teaching and learning GAT in optometric education. Focus group discussion (FGD) was employed to explore the views of academic experts experienced in teaching GAT using a TME. Semi-structured surveys were conducted to elicit the opinions of optometry students following GAT simulation training. Qualitative thematic analysis of the FGD and open-ended survey questions was undertaken. Quantitative data based on rated student responses was assessed using Chi-square analysis to examine differences between year-group responses.

RESULTS

The TME was reported to be a useful experiential tool, facilitating a safe learning environment for students to develop the technical skills required to perform GAT before moving on to real-eye experiences. Whilst limitations of the model eye were noted, these did not diminish the value of the model eye as an instructional tool. Students reported improved confidence (86%) and would highly recommend (82%) the TME to other students.

CONCLUSION

The model eye for tonometry was perceived by academic tutors and optometry students to be a valuable instruction tool as part of a scaffolded process for learning GAT. Irrespective of their learning stage, students reported a range of benefits from the model eye, such as being able to make mistakes, taking repeat measurements and getting used to the equipment, all whilst not having to worry about patient safety.

Experiential Learning of Active Learning Strategies in Mentor Learner Web-based Discussions: A Perceptions Study

Background

Active learning strategies (ALSs) in medical education are valued for their effectiveness but face adoption challenges among educators, underscoring the need for a deeper understanding of their implementation and impact.

Aim

The aim of the study was to investigate the perceptions of medical educators regarding the effectiveness and challenges of ALS through mentor-learner (ML) web-based discussions.

Settings and Design

The retrospective cross-sectional study analyzed data from 32 medical educators enrolled in the Foundation for Advancement of International Medical Education Research course at Christian Medical College, Ludhiana. It utilized a mixed-method approach, gathering both quantitative and qualitative data through ML web discussions.

Materials and Methods

The study used a "dual-method" approach, combining traditional online discussions with a "role-reversal" method on an ML web platform, promoting experiential learning. Participant responses on ALS implementation tasks were collected and analyzed within these discussions.

Results

Participants shared various ALS for collaborative learning (20), classroom engagement (26), assessing prior knowledge (12), and note-taking during lectures (10). Further, among the 11 ALS examined, the ease of implementation varied significantly among participants (P < 0.0001). Challenges in ALS implementation included inadequate faculty training (91%), motivation (84%), resource constraints (81%), student (75%), and administrative resistance (69%). Four themes emerged as recommendations for effective ALS implementation: empowering educators, engaging students, streamlining support systems, and monitoring impact.

Conclusion

The study highlights a mixed perspective of medical educators on ALS. Although ALS was perceived as effective in fostering critical thinking and developing collaborative learning among students, various challenges, such as a lack of skilled faculty and resources, necessitated robust faculty development initiatives.

Enhancing medical training in conflict zones and remote areas through innovation: introducing the Canadian Virtual Medical University Initiative

Background

The WHO projects a global shortage of 4.3 million physicians by 2030, with the largest deficits in developing and conflict-affected regions. Our aim is to train competent physicians rapidly and affordably through remote education programs.

Methods

We developed an online medical training curriculum with four levels, focusing on different aspects of human body systems using a competency-based, student-centered approach. This study evaluates the first three levels; level four (internship) is outside this scope. The 105 medical students from eight Afghan universities were randomly assigned to nine groups. The curriculum includes Entrustable Professional Activities (EPA) for the cardiovascular system: level 1 covers basic medical sciences, level 2 pathology and basic clinical skills, and level 3 full clinical competencies. EPAs were delivered asynchronously online via Lecturio, CyberPatient, and Zoom. The 30-day intervention included 4 h of weekly online classes for formative assessment, collaborative learning, and evaluation, supervised by medical faculty members. Virtual pre- and post-intervention evaluations used multiple-choice questions and objective structured clinical examination (OSCE). We also conducted a satisfaction survey and open interview forum. Data triangulation from observations, surveys, and interviews validated curriculum effectiveness. The benchmarking method assessed cost-effectiveness.

Findings

Pre- and post-intervention analysis showed a significant increase in clinical competencies and knowledge acquisition (P < 0.0001). The CyberPatient intervention improved clinical competency quality (P < 0.0001) and shortened decision-making time (P < 0.001). Cost analysis revealed that a virtual medical university would be 95% more cost-effective than traditional medical education.

Interpretation

Integrating virtual technology with modern curriculum concepts in pre-internship years can effectively address healthcare training gaps and enhance education quality for healthcare workers at a low cost.

Funding

Provided by CanHealth International. A UBC spin-off not-for-profit organization.

Enhancing Early Identification of Speech-Language-Hearing Delays Through Interprofessional Peer Teaching in a Communication Sciences and Disorders Graduate Training Program

INTRODUCTION

In the current health care landscape, a paradigm shift toward team-based care is underway. Integrating interprofessional education experiences into graduate communication sciences and disorders (CSD) programs is essential to cultivate collaborative skills and prepare future professionals for the interprofessional demands of the field. Within this context, peer teaching has emerged as a noteworthy strategy to promote learning. This study aims to contribute to this evolving field by reporting the impact of an interprofessional (speech-language pathology and audiology) peer teaching educational intervention on physician assistant (PA) students' knowledge of speech-language-hearing developmental milestones and developmental screening.

METHOD

A quantitative, descriptive methodology with a pretest, posttest interventional design was utilized to assess the impact of a CSD peer-led educational intervention on the knowledge of 35 PA students. The perceived satisfaction of the PA students with the peer-led educational experience was also evaluated.

RESULTS

Data analysis revealed a significant increase on knowledge posttest scores compared to pretest scores. PA students also reported an overall positive peer learning experience.

CONCLUSION

The collaboration between speech-language pathology, audiology, and PA students through peer teaching holds significant importance in the context of pediatric primary care, and for CSD graduate trainings programs interested in improving educational experiences that tailor to interprofessional learning and practice.

Study of Efficacy of a Novel Formative Assessment Tool: Keywords Recall

Background Formative assessment is a crucial component of a Competency-Based Medical Education curriculum. Keywords are concise representations of the central ideas and themes explored within a subject. Taking a memory test evaluates knowledge as well as improves future memory. Aim and objectives This study intended to study the efficacy of the "keywords teaching" technique and "keywords recall" after a teaching-learning session as an effective tool for formative assessment and the correlation between the performance of students in summative assessments. Materials and methods Students of first-year professional faculty of medicine students 2022-23 batch attending pre-clinical (physiology) classroom lectures aged between 18-21 years belonging to both genders who consented to voluntary participation in the study were included in the study. Scores of formative sessions by multiple choice questions, keywords recall assessment tool, and summative sessions were analyzed using paired t-tests. Scores of formative assessments and summative assessments were correlated using Pearson correlation analysis. Results Analysis showed formative assessments had a significant (P < 0.05) relationship with summative assessment performance. The study indicates a positive correlation between scores for both formative and summative assessments, highlighting the importance of formative assessment in improved academic performance. Conclusion Optimal learning can be achieved by testing that emphasizes recall retrieval practice and that is repeated at intervals over time. This study suggests that "keywords recall" after a teaching-learning session is an effective tool for formative assessment.

Enhancing medical students critical thinking skills through ChatGPT: An empirical study with medical students

STUDY PURPOSE

This study aims to assess the effectiveness of ChatGPT in critical thinking skills among medical students.

METHODS

This cross-sectional survey study recruited 392 medical students from three public universities in Saudi Arabia. Participants completed an online questionnaire assessing perceptions of ChatGPT's impact on critical thinking skills. Data were analyzed using SPSS, employing descriptive statistics, t-tests, analysis of variance, and Cronbach's alpha to evaluate reliability.

RESULTS

Significant gender-based differences were found in perceptions of ChatGPT's efficacy, particularly in generating diverse perspectives (P = 0.0407*) and encouraging questioning (P = 0.0277*). Reflective practice perceptions varied significantly by age (P = 0.0302*), while academic backgrounds yielded significant differences across all factors assessed (P < 0.0001*). Overall, 92.6% believed integrating ChatGPT would benefit critical thinking skills. Most participants (N = 174) strongly agreed that ChatGPT improved critical thinking.

CONCLUSION

Integrating ChatGPT into medical education could offer valuable opportunities for fostering critical thinking abilities, albeit with the need for addressing associated challenges and ensuring inclusivity.

Medical education: Accommodating students with ADHD

Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that affects a significant number of medical students worldwide. It is poorly recognised by educators, and therefore inadequately accommodated for in educational strategies. In order to investigate this further, a literature review and pilot survey were conducted. Health educators employed by The University of Newcastle, Australia, completed a short online survey, which focused on their understanding of, and ability to recognise and adapt teaching strategies for students with ADHD. The results of the survey informed the development of a resource that provided evidence-based strategies for supporting the learning of tertiary students with ADHD. In addition, the results of this pilot study may form the basis for further research in this domain. Given the prevalence and potential impact of ADHD on higher education, it is important to gain deeper insight into how medical educators can best engage and support students with ADHD. This knowledge may potentially reduce the negative impacts of this neurodiversity on students and support their learning and well-being throughout their medical career. Ultimately this may help doctors to achieve their full potential, especially in clinical decision-making.

Never tell me the odds: Investigating pro-hoc explanations in medical decision making

This paper examines a kind of explainable AI, centered around what we term pro-hoc explanations, that is a form of support that consists of offering alternative explanations (one for each possible outcome) instead of a specific post-hoc explanation following specific advice. Specifically, our support mechanism utilizes explanations by examples, featuring analogous cases for each category in a binary setting. Pro-hoc explanations are an instance of what we called frictional AI, a general class of decision support aimed at achieving a useful compromise between the increase of decision effectiveness and the mitigation of cognitive risks, such as over-reliance, automation bias and deskilling. To illustrate an instance of frictional AI, we conducted an empirical user study to investigate its impact on the task of radiological detection of vertebral fractures in x-rays. Our study engaged 16 orthopedists in a 'human-first, second-opinion' interaction protocol. In this protocol, clinicians first made initial assessments of the x-rays without AI assistance and then provided their final diagnosis after considering the pro-hoc explanations. Our findings indicate that physicians, particularly those with less experience, perceived pro-hoc XAI support as significantly beneficial, even though it did not notably enhance their diagnostic accuracy. However, their increased confidence in final diagnoses suggests a positive overall impact. Given the promisingly high effect size observed, our results advocate for further research into pro-hoc explanations specifically, and into the broader concept of frictional AI.

Evaluating the Impact of Cartoon-Based Learning on Student Performance and Engagement in Medical Education: An Experimental Study

BACKGROUND

Pathology, a foundational yet challenging subject in medical education, is marked by its extensive content and intricate concepts. These complexities often pose a significant learning barrier for students, who must not only comprehend but also effectively apply this knowledge in their clinical practice.

OBJECTIVE

This study aimed to investigate the impact of utilizing cartoons as a supplementary educational tool in pathology. Specifically, it focused on assessing whether incorporating cartoons into the learning process would enhance students' understanding, memory retention, and ability to recall complex topics, thereby augmenting the effectiveness of traditional teaching methodologies.

MATERIALS AND METHODS

Conducted from June to September 2022, this experimental study involved 106 second-year MBBS (Bachelor of Medicine and Bachelor of Surgery) students. Participants were split into two groups: the "traditional group," which received standard interactive large-group teaching, and the "combination group," which benefited from both the standard teaching and additional cartoon-based instruction. The study focused on two selected chapters of the pathology curriculum. After completing the first chapter, the groups were crossed over for the second chapter. Evaluation of the students' learning was conducted through post-learning assessments using multiple-choice questions (MCQs).

RESULTS

The combination group, which received both traditional and cartoon-based teaching, showed a significant improvement in their assessment scores compared to the traditional group. This improvement was consistent in both assessments conducted (t(102) = 8.41, p < .001 and t(99) = 6.85, p < .001). Additionally, feedback from the students through a post-learning survey indicated a strong preference for the use of cartoons. The majority of students agreed that cartoons facilitated a better understanding and retention of complex pathology topics (χ² = 130.9, p < 0.001).

CONCLUSION

The incorporation of cartoons as a supplementary learning tool in pathology teaching shows promising results. This innovative approach not only complements but also enhances the traditional teaching methods, leading to improved comprehension, retention, and recollection of complex subjects among medical students. The study highlights the potential of cartoons in revolutionizing medical education, especially in teaching challenging subjects like pathology.

Taxonomy of teaching methods and their use in health professions education: a scoping review protocol

INTRODUCTION

Applying the lens of social constructivist theory, teaching methods facilitate the process of learning and may be used differently across settings to align learning goals. Teaching methods are used across disciplines, occupations and learning settings, yet terminology, descriptions and application for use vary widely. This scoping review will identify eligible literature of reported teaching methods with documented descriptions across disciplines with a focus of how teaching methods are applied to health professions education. A literary description of a teaching method was used as a basis from which to select eligible articles based on two criteria, a specified method and delivery of that teaching by a teacher figure.

METHODS AND ANALYSIS

Using the extension of the Joanna Briggs Institute methodology aligned to Arksey and O'Malley's six-stage framework and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews guidelines, this scoping review will systematically search ERIC, Embase, Web of Science and PubMed databases. The search strategy was supported by an information specialist. Eligible studies will be identified in a two-stage screening process with four researchers. To complement eligible peer-reviewed literature, we will also search out relevant grey literature including University Websites, Conference Programmes and handsearched reference lists. Data extraction will be performed using a developed data extraction tool. A narrative summary will accompany charted results and describe the results aligned to the study objectives.

ETHICS AND DISSEMINATION

As no intervention or patient recruitment is required for this research, ethics board approval is not required. Results will be disseminated via publication in a peer-reviewed journal, conference presentations and where feasible reaching out to those organisations and universities with published glossaries of terms for teaching.

Employment of Small-Group Discussions to Ensure the Effective Delivery of Medical Education

The changing landscape of medical education has made small-group discussions crucial components. These sessions, including problem-based learning (PBL), case-based learning (CBL), and team-based learning (TBL), revolutionize learning by fostering active participation, critical thinking, and practical skills application. They bridge theory with practice, preparing future healthcare professionals for the dynamic challenges of modern healthcare. Despite their transformative potential, there are challenges in faculty preparation, resource allocation, and effective evaluation. The best practices include aligning discussions with curriculum goals, skilled facilitation, promoting active participation, and robust assessment strategies. Looking ahead, adapting to emerging health trends, ongoing research, and evolving healthcare demands will ensure the continued relevance and effectiveness of small-group discussions, shaping competent and adaptable healthcare providers equipped for the ever-evolving healthcare landscape.

How do medical students want to learn ENT? Perspectives from a consensus forum

OBJECTIVE

The UK Medical Licensing Assessment curriculum represents a consensus on core content, including ENT-related content for newly qualified doctors. No similar consensus exists as to how ENT content should be taught at medical school.

METHOD

A virtual consensus forum was held at the 2nd East of England ENT Conference in April 2021. A syllabus of ENT-related items was divided into 'Presentations', 'Conditions' and 'Practical procedures'. Twenty-seven students, 11 foundation doctors and 7 other junior doctors voted via anonymous polling for the best three of nine methods for teaching each syllabus item.

RESULTS

For 'Presentations' and 'Conditions', work-based or clinical-based learning and small-group seminars were more popular than other teaching methods. For 'Practical procedures', practical teaching methods were more popular than theoretical methods.

CONCLUSION

Students and junior doctors expressed a clear preference for clinical-based teaching and small-group seminars when learning ENT content. E-learning was poorly favoured despite its increasing use.

Medical Students' Perception of Telesimulation Training: A Qualitative Analysis

OBJECTIVES

Over the past 2 decades, simulation-based learning has become an essential part of medical training. Simulated clinics have proven to be effective for training medical students. Even so, this learning method presents organizational and financial challenges that limit its dissemination to all medical students, especially since the COVID-19 pandemic. Simulated teleconsultation retains the advantages of interactive simulated clinics while offering concrete solutions to the challenges faced. The project aims to explore students' perspectives on simulated teleconsultation training compared to simulated clinics in person.

METHODS

Ten pre-clerkship students in the Faculty of Medicine at the University of Ottawa participated in interviews following in-person and teleconsultation simulated clinic sessions. The interview guide was developed based on previous work. The questions asked concerned experience with teleconsultation, interaction with the tutor and patient, practical or logistical obstacles, educational value and feasibility. The authors evaluated the results using a thematic analysis.

RESULTS

The interview analysis showed that the tutor feedback received during the simulated teleconsultation was comparable to that received after the in-person simulated clinic. Although most of the students enjoy teleconsultation, they raised the challenge of carrying out physical examinations and creating a personal connection with the tutor/patient.

CONCLUSION

Given the circumstances of the pandemic and students' comfort with technology, the new generation of medical students seems prepared to embrace teleconsultation. The themes identified in the analysis will enable the necessary adjustments to be made in order to optimize their teleconsultation training, an inextricable step in promoting the active offer of healthcare services.

Postgraduate teaching-learning pattern for radiation oncology students in India - A survey-based analysis

CONTEXT

Teaching and training in Radiation Oncology is only at postgraduate level with 8-10 hours of theory sessions during undergraduate course. Uniform training during the post-graduation course across the country is a major challenge as many new concepts are introduced.

AIM

This study is an effort to look into various aspects of training in terms of teaching-learning and assessment. In addition, we aim to look into innovative methods that can be implemented across the country.

SETTINGS AND DESIGN

This is a survey-based analysis.

METHODS AND MATERIALS

Postgraduate teaching institutes in Radiation Oncology were obtained from the National Medical Council and National Board of Examination websites. A questionnaire was created with Google form and sent to the heads of departments across the country. The data were entered on a spreadsheet and the responses were analyzed using Microsoft Excel sheet.

RESULTS

Thirty-five out of 87 institutes responded out of which 40% were government institutes. Twenty-six (74%) offered MD seats with 14 (40%) having less than five teachers and 13 (37.14%) with 5-10 teachers. With uniform teaching learning method across the country, there was wide variation in formative assessment patterns. There was consensus regarding inadequate exposure in research methodology and statistics.

CONCLUSION

There is uniformity in teaching learning methods with differing patterns of formative assessment. Innovative methods focusing on affective and skill domains with competency-based medical education will help in bringing out a competent radiation oncologist.

An ethnographic study evaluating emergency obstetric care education and training in a remote, fragile region of Southeast Asia: Study protocol

AIM

To evaluate emergency obstetric care education and training within a medical assistant training program, being delivered in a remote, fragile region of Southeast Asia. This will aid in the identification of potential areas of enhancement to improve the management of obstetric emergencies.

DESIGN

An ethnographic study, adopting a multi-methods approach.

METHODS

Emergency obstetric care education and training will be assessed through documentary analysis and interviews (online or face-to-face) with educators and trainers (N ~ 6-7). Student experiences will be explored using in-person focus groups, facilitated by an external trainer involved in delivering the program (N ~ 10-12). A reflective field diary will provide insight into the lived experience of postgraduate students (N ~ 4-5). Data will be collected between May 2022 and May 2023. The full data set will be triangulated and analysed using the READ approach; (1) ready your materials, (2) extract data, (3) analyse data and (4) distil your findings. Institutional ethical approval was obtained from a university in October 2021, and inter-country regional access was gained following adherence to their local ethical requirements.

IMPLICATIONS FOR THE PROFESSION AND PATIENT CARE

The findings from this study may help to inform the future design of the medical assistant training program. It is anticipated that the knowledge gained from this study will enhance the education and training of mid-level health providers at local, national, and international levels. This work intends to contribute to addressing Sustainable Development Goal 3, Target 1 of reducing maternal mortality to 70:100,000 live births in low-income countries.

REPORTING METHOD

This protocol adhered to the Standards for Reporting Qualitative Research (SRQR) checklist.

PATIENT OR PUBLIC CONTRIBUTION

No formal PPI has been undertaken; however, stakeholders involved in delivering the education and training have been consulted.

Psychological Safety as a New ACGME Requirement: A Comprehensive All-in-One Guide to Radiology Residency Programs

RATIONALE AND OBJECTIVES

With the Accreditation Council for Graduate Medical Education recently updating their common program requirements to include components of psychological safety as a core principle, radiology training programs and academic radiology institutions will need to evaluate psychological safety within their residency programs and implement practices to sustain a safety culture. This article reviews current literature to present a concise guide for radiology programs on best practices for implementing psychological safety, considering the plethora of literature that is available.

MATERIALS AND METHODS

We searched PubMed for published studies evaluating safety culture in medical education and residency. The key words used were Psychological Safety, Education, Radiology, Workplace Culture, and Leadership.

RESULTS

Ninety two studies were reviewed that contributed to the topics examined throughout this manuscript, including a brief history of psychological safety, evolving challenges, and a summation of best practices at the institutional, interpersonal, and individual levels that can result in a sustainable psychologically safe culture for radiology residents.

CONCLUSION

This article will highlight unique considerations pertinent to a radiology residency program, including suggestions for creating a less stressful environment during case conferences, fostering and supporting residents who are struggling, and inclusive psychological safety practices that also consider non-resident contributors to a residency program, such as attending physician faculty and non-physician radiology technicians.

Dental Education: A Guide for Novice Tutors

The primary objective of undergraduate-level dental education is to produce proficient dental practitioners who can effectively address the oral health needs of the community and enhance the overall oral health of the population. The field of dental education is subject to continuous change that is shaped by many factors, including changing societal norms, shifting responsibilities of dental practitioners, changing healthcare environments, and rapidly evolving dental science. Learning theories significantly impact the advancement of dental education, and educators must recognize and acknowledge their influence. Dental faculties must be adequately prepared and motivated to use innovations, which enable them to impart knowledge in a practical and organized manner. This review provides an overview of teaching methodologies that have gained acceptance in recent years. It highlights the importance of their implementation in facilitating an effective teaching and learning process in consideration of their history, style, and core focus. A clearer understanding of these techniques can enhance education standards, help establish dental instructors' responsibilities and career advancement, and provide insights for future research.

Adequacy of Orthopaedic Surgery Educational Teaching Methods amongst Medical Students in Enugu State

Introduction

Orthopaedic surgery educational teaching methods for medical students vary across different tertiary institutions in Nigeria.

Aims

To determine the perception of medical students on the adequacy of orthopaedic surgery teaching methods in Enugu state, Nigeria.

Materials and Methods

A cross-sectional online survey conducted using a well-structured questionnaire with the Google forms software and distributed to final year medical students at the two tertiary universities in Enugu state via online forums. SPSS was used for analysis. Significance set at P < 0.05.

Results

106 final year medical students filled the form. Response rate was 65.1%. 85.8% of the respondents reported that every student gets posted for orthopaedic surgery while 53% agreed that graphical illustrations were used. 50% reported that the learning environment were serene whereas 94.3% reported that their lecturers are well-trained. However, 55.6% reported that they do not have surgery simulations. Furthermore, 15.09% reported that they are aware of pitfalls in the teaching methods where only 27.36% alluded to using the library. There was no statistically significant association between gender and perception on quality of trainers/teaching methods of orthopaedic surgery in Enugu state (P value < 0.112).

Conclusion/Recommendation

The orthopaedic surgery teaching methods currently being used are not adequate. Efforts should be made to increase the quality of exposure of medical students to orthopaedic surgery and increase the use of graphical illustrations/simulations.

Are live lectures a discontinued model? A survey on the influence of synchronous online lecturing on the perception of teaching and assessment outcome

Objectives

In the early phase of their studies, students are confronted with a number of teaching and learning methods they are usually not familiar with. Beyond, learning in a university environment requires a high degree of self-organization. Thus, the transition from learning in a school environment to university can be challenging for students and associated with adjustment difficulties. We hypothesized that synchronous online lecturing might be able to serve as a thematic superstructure and a curricular guide that can positively influence course perception, motivation and exam outcome.

Methods

We investigated this hypothesis in a retrospective approach by comparing results from histology exams (2020 n=411, 2021 n= 423) and questionnaires for course evaluation received from medical and dentistry second semester students of the RWTH Aachen University, Germany, in 2020 (n=113 questionnaire participants) and 2021 (n=106 questionnaire participants). While in 2020, due to the Corona Pandemic, no synchronous online lectures were held, these were reintroduced in 2021.

Results

Our results show several differences in between the two study cohorts. Most important findings include a significantly (p<0.001) lower number of students that failed to pass or withdrew from the exam in 2021, an increased motivation to deal with the learning content (p<0.001) and a higher perceived quality of the study materials (p<0.001) in 2021.

Conclusion

Our study indicates that synchronous online lectures can be an important tool to help students to accustom to new learning environments and to structure private study. Further studies will now have to show whether live (online) lectures can have the same significance during clinical training.

Metodological aspects of clinical hemostasiology teaching for internal medicine residents

Modern teaching to young physicians has become increasingly limited because of rising clinical workload, due to the epidemiological situation, new requirements for medical documentation, the lack of a clear timetable of working hours and other educational features. Additionally, today’s residents expect that the training sessions will provide focused content integrated into their clinical workflow. One of the classical teaching methods that is ideally suited to meet these needs is a focused thematic training session, usually conducted with the help of simple but accessible visual aids and extensive audience participation. However, most listeners will benefit from structured content and guidance on the delivery of this content, also known as a learning scenario. A good learning scenario resident’s misconception, highlights a certain number of learning moments, uses strategies to engage students and provides a cognitive basis for teaching a topic that the teacher can improve over time. The proposed pedagogical concept of teaching sections of clinical hemostasiology for residents in the specialty "Therapy" orients the professional and cognitive interest of a young specialist against the background of constantly updated new knowledge in this field with the integration of scenarios of the content of training into clinical practice.

Harnessing the disruption on medical trainee education due to COVID-19 in New South Wales, Australia

The coronavirus disease (COVID-19) pandemic has caused disruption and uncertainty for junior medical doctor training and education. This has compounded the existing stress experienced by this cohort. However, by choosing appropriate educational models, as well as using novel educational approaches and advancing our online technology capabilities, we may be able to provide acceptable and even, superior solutions for educational training moving forward, as well as promote trainee wellbeing during these uncertain times.

Assessment of clinical continuity strategies offered by dual-degree training programs in the USA

Background

Integration of clinical skills during graduate training in dual-degree programs remains a challenge. The present study investigated the availability and self-perceived efficacy of clinical continuity strategies for dual-degree trainees preparing for clinical training.

Methods

Survey participants were MD/DO-PhD students enrolled in dual-degree-granting institutions in the USA. The response rate was 95% of 73 unique institutions surveyed, representing 56% of the 124 MD-PhD and 7 DO-PhD recognized training programs. Respondents were asked to indicate the availability and self-perceived efficacy of each strategy.

Results

Reported available clinical continuity strategies included clinical volunteering (95.6%), medical grand rounds (86.9%), mentored clinical experiences (84.2%), standardized patients/ practice Objective Structured Clinical Examinations (OSCEs) (70.3%), clinical case reviews (45.9%), clinical journal clubs (38.3%), and preclinical courses/review sessions (37.2%). Trainees rated standardized patients (µ = 6.98 ± 0.356), mentored clinical experiences (µ = 6.94 ± 0.301), clinical skills review sessions (µ = 6.89 ± 0.384), preclinical courses/review sessions (µ = 6.74 ± 0.482), and clinical volunteering (µ = 6.60 ± 0.369), significantly (p < 0.050) higher than clinical case review (µ = 5.34 ± 0.412), clinical journal club (µ = 4.75 ± 0.498), and medicine grand rounds (µ = 4.45 ± 0.377). Further, 84.4% of respondents stated they would be willing to devote at least 0.5-1 hour per week to clinical continuity opportunities during graduate training.

Conclusion

Less than half of the institutions surveyed offered strategies perceived as the most efficacious in preparing trainees for clinical reentry, such as clinical skills review sessions. Broader implementation of these strategies could help better prepare dual-degree students for their return to clinical training.

The concept of teaching clinical hemostasiology in internal medicine

Modern professional education of internists is being updated at an intensive pace. This is primarily due to the fact that medicine and its technologies do not stand still, rushing into a high-tech future. In this regard, people have great hopes for highly effective conservative care, including for hematological diseases. Basic research on the mechanisms of blood clotting has greatly improved the knowledge of complex pathophysiology. These advances have led to a more complex decision-making process, which is reflected in the complex effect of hemostasis imbalance on the complement system, immunity and inflammation, and hence on the treatment of hemostasis disorders. Given this rapidly changing context, optimal educational activities are needed to disseminate knowledge among health professionals and develop their competencies in this field. Specialized professional associations can provide support and training offerings that facilitate access to relevant resources and tools to enable high-quality, up-todate basic and clinical research.

Artificial intelligence inspired multilanguage framework for note-taking and qualitative content-based analysis of lectures

With the advent of technology and digitization, the use of Information and Communication Technology (ICT) and its tools for the imperative dissemination of information to learners are gaining more ground. During the process of the conveyance of lectures, it is mostly observed that students (learners) are supposed to take notes (minutes) of the subject matter being delivered to them. The existence of different factors like disturbance (noise) from the environment, learner's lack of interest, problems with the tutor's voice, and pronunciation, or others, may hinder the practice of preparing (or taking) lecture notes effectively. To tackle such an issue, we propose an artificial intelligence-inspired multilanguage framework for the generation of the lecture script (of complete) and minutes (only important contents) of the lecture (or speech). We also aimed to perform a qualitative content-based analysis of the lecture's content. Furthermore, we have validated the performance(accuracy) of the proposed framework with that of the manual note-taking method. The proposed framework outperforms its counterpart in terms of note-taking and performing the qualitative content-based analysis. In particular, this framework will assist the tutors in getting insights into their lecture delivery methods and materials. It will also help them improvise to a better approach in the future. The students will be benefited from the outcomes as they do not have to invest valuable time in note-taking/preparation.

Harnessing the disruption on medical trainee education due to COVID-19 in New South Wales, Australia

The coronavirus disease (COVID-19) pandemic has caused disruption and uncertainty for junior medical doctor training and education. This has compounded the existing stress experienced by this cohort. However, by choosing appropriate educational models, as well as using novel educational approaches and advancing our online technology capabilities, we may be able to provide acceptable and even, superior solutions for educational training moving forward, as well as promote trainee wellbeing during these uncertain times.

Anatomy Education in Nigeria: A Study of Program Curricula Toward Advancing Training and Improving Program Outcomes

Background Anatomy education in this context refers to the training of anatomists particularly in the university or college setting with an emphasis on equipping them with skills to be biomedical researchers and scientists, educators, and providers of applied or allied health services. There has been a recurring call to carefully evaluate and scrutinize biomedical science programs in Nigerian universities. This study considered the anatomy curriculum in representative Nigerian institutions with an emphasis on their philosophy, program design, program objectives, and program contents among other considerations. Materials and methods Structured and validated questionnaires, electronic, were administered to collect quantitative and qualitative data from heads of the anatomy department in representative institutions. Head of anatomy departments in 11 representative institutions returned their properly completed questionnaires, representing over 60% return rate of the target representative institutions. Quantitative data sets were analyzed and presented as tables, charts, and figures. Qualitative data in the form of free responses were analyzed and presented based on themes. Results Degree programs, including bachelor's, master's, and doctorate degrees, are currently offered in respondents' universities. The curricula are generally robust in scope and depth of content as they address all the main domains of anatomy or anatomical sciences, especially gross anatomy, histology, embryology, neuroscience, and physical anthropology in many instances. The average duration for the bachelor's program (BSc) is 4 years, master's 2 years, and PhD (Doctor of Philosophy) 3-5 years. Analysis of the main methods of training indicated that the programs include significant coursework at every level as well as the main research project leading to the presentation of a dissertation or thesis. We also identified gaps in training, with emphasis on transferable skills, which must be addressed in line with modern realities in basic medical sciences. Conclusion  We consider it a necessity to equip graduates at all levels of training with competencies that are directly and clearly aligned with the roles that graduates of the program should play in workplaces. We, therefore, recommend that curricula be reviewed to emphasize competencies in scientific investigations, transferable skills, and science education. Specific cutting-edge skills and research methods should be included in alignment with overall program objectives and deliverables.

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.

Impact of COVID-19 on digital medical education: compatibility of digital teaching and examinations with integrity and ethical principles

The COVID-19 (coronavirus disease 2019) pandemic in 2020 has had a lasting impact on all areas of personal life. However, the political, economic, legal and healthcare system, as well as the education system have also experienced the effects. Universities had to face new challenges and requirements in teaching and examinations as quickly as possible in order to be able to guarantee high-quality education for their students.

This study aims to examine how the German-speaking medical faculties of the Umbrella Consortium of Assessment Network (UCAN) have dealt with the challenges but also the opportunities that the outbreak of the COVID-19 pandemic created in medical education and whether digitalisation has been driven forward as a result. In an initial online-survey we focused our questions on the current teaching situation with regard to digitised teaching content, the support or establishment of adequate framework conditions by the medical faculties and IT facilities and also the execution of examinations during the summer semester 2020.

Between August and September 2020, a total of 88 examiners, educators, dean of study and/or technical admins from 32 partner faculties took part in the survey. Students were not included in our survey. Most respondents stated that a switch to a digital semester had worked, the use of e-learning increased compared to previous semesters and that most courses could be converted, with the exception of practical courses, which were largely cancelled. The respondents also indicated that most examinations could still be taken, with the exception of practical examination formats, like Objective Structured Clinical Examinations (OSCEs). However, in the case of face-to-face examinations, strict distance and hygiene conditions had to be obeyed or there had to be a switch to distance-online examinations, which raised many open issues such as equal opportunities of students (technical equipment, internet access, premises) and attempts at deception (third-party help with the exam, mutual exchange between students, web search).

In conclusion, we identified several issues regarding the rapid transition to a digital semester due to COVID-19 which were categorised into the following topics: Face-to-face teaching could not take place, (2) know-how of educators, (3) integrity aspects, (4) technical aspects, (5) additional personnel required, (6) additional time and effort required for implementation of digital teaching. Our study shows that a switch to digital teaching and distance online examinations is feasible, but many problems were encountered concerning academic integrity and basic ethical principles still need to be solved. In order to investigate whether above mentioned issued could be solved one year after the transition to a digital semester, we conducted a second survey in which the 32 initially surveyed institutions were questioned again.