Matching medical student achievement to learning objectives and outcomes: a paradigm shift for an implemented teaching module

Effectiveness of Journal Club Presentation as a Learning Modality in the Endocrinology and Endocrine Surgery Module in an Integrative Undergraduate Medical Curriculum

Introduction

The journal club is widely used in most postgraduate programs of medical institutes; however, the use of journal clubs in undergraduate medical programs is nearly absent or very rare.

Aim

The aim of this work is to document the insertion of the journal club as a method for learning in the undergraduate starting with the endocrinology/endocrine surgery module to be fully implemented in all modules of the MBBS of FMBU. In addition, the study aimed to outline the steps of designing a journal club by following specific procedures and Identification of students' and faculty satisfaction through 5-years implementation of the journal club.

Material and Methods

A total of 453 students representing the five consecutive batches of medical students from 2019 to 2023 who studied the endocrinology/endocrine surgery module were entered into the study. Following guidelines for implementation of the journal clubs that were adopted by the quality and accreditation committee, the faculty select the types of papers from the articles chosen by students. The papers discussed were case reports, original research, and review articles. The students were asked to formulate critical appraisal topics, PICO, for each paper. A 20-question test was applied to all participants. The students' attendance, scores, and students/faculty satisfaction were estimated.

Results

A total of 50 papers were discussed in the 5-year journal club 15 case reports (30%), 26 original research (52%), and 9 review articles (18%). The student's attendance ranged from 72.53±3.74 to 98.07±3.15. The students and faculty's satisfaction were 3.52 and 3.82 respectively. The mean Students' score in A 20-question test in a 5-year journal club was 76.93 ± 9.78 and the lowest score was in the 2nd batch (online batch).

Conclusion

The insertion of a well-structured journal club in the undergraduate medical program is necessary to improve the knowledge including knowledge among students. In addition, journal clubs inspire students to be lifelong learners.

Comparative study of self-directed learning and traditional teaching method in understanding cardio- respiratory physiology among medical undergraduates

Introduction and Aim: Active and learner centred learning methods specially, self-directed learning is considered to be an important method of blended learning approach of imparting knowledge among under graduate medical students in new curriculum through integrated approach. The aim of the study is to analyse the impact and benefits of self-directed learning sessions for understanding cardio- respiratory physiology among phase one MBBS students. Design and Methods: This cross-sectional study was conducted among 250 students of Phase I MBBS for CVS and RS modules.  Two groups of students were made Group A (n=125) was administered with self- directed learning sessions, while group B (n=125) was administered with normal didactic lecture session for the same topics. Following each session an objective assessment was conducted for all the topics covered in SDL and lecture sessions and the results were assessed and compared. Results: The maximum marks secured in objective assessment by Group A students post self-directed learning sessions for both cardiovascular and respiratory physiology modules were 31.2% (39/125) and 32.8% (41/125); while moderate marks were secured by 47.2% (59/125) and 48% (60/125). For assessment conducted after lecture sessions for both cardiovascular and respiratory physiology module, maximum marks were obtained by 25.6% (32/125) and 24% (30/125); while moderate marks were obtained by 21.6% (27/125) and 23.5% (29/125) respectively. Significant difference was found in the p values of marks for both modules(n=0.009) (n=0.008). The internal assessment scores showed considerable difference in the maximum marks obtained by students attending SDL sessions (80-89%) as compared to didactic learning sessions (70–79%) with p value = 0.0190, 0.01179 and 0.0192, a0.01184, respectively for both modules. Conclusion: Self-directed learning method seems to be more effective way of delivering the concept as compared to traditional lecture sessions.

The Prevalence of Stress Among Medical Students Studying an Integrative Curriculum During the COVID-19 Pandemic

PURPOSE

Stress is a psychological shift that negatively affects student achievement. We sought to investigate the extent of stress in the medical students at our university.

PATIENTS AND METHODS

A total of 337 medical students representing three program phases were represented. Stress was measured using a questionnaire divided into three main parts: 10-question Kessler instruments, 10-questions specific to identifying the causes of stress, and a qualitative component to report additional information. For the Kessler questionnaire, a score of less than 20 was considered negative for stress of any level (alert) and scores of 20-24 were considered mild stress (resistance phase), 25-29 moderate stress (near exhaustion), and 30-50 severe stress (exhaustion). Descriptive studies in the form of mean, standard deviation, and confidence interval (CI) were used in addition to the chi-squared test for estimate significant differences between variables. A P-value of <0.05 was considered significant.

RESULTS

The prevalence of stress was 85.5%, with a slight male predominance. The prevalence of stress was seen among the male students during Phase I (88.25%), followed by male students during Phase III (87.7%), female students during phase II (86.5%), male students during phase II (84.5%), female students during phase I (83.3%) and female students during phase III (80.4%). Stress was uniformly high during phase I (86.2%) followed by phase II (85.4%) and phase III (85.1%), and 85% of stress was obtained from the number and content of assessments.

CONCLUSION

There is a high level of stress throughout the curriculum. The number of assessments and the number of modules and their content are the primary sources of stress. Student mentorship, including academic, psychic, and social counseling, may help predict and manage stress and improve student performance. Detection of stress among the students is a major issue for program monitoring and development.

Review of Learning Tools for Effective Radiology Education During the COVID-19 Era

Coronavirus disease 2019 (COVID-19) has significantly disrupted medical education around the world and created the risk of students missing vital education and experience previously held within actively engaging in-person activities by switching to online leaning and teaching activities. To retain educational yield, active learning strategies, such as microlearning and visual learning tools are increasingly utilized in the new digital format. This article will introduce the challenges of a digital learning environment, review the efficacy of applying microlearning and visual learning strategies, and demonstrate tools that can reinforce radiology education in this constantly evolving digital era such as innovative tablet apps and tools. This will be key in preserving and augmenting essential medical teaching in the currently trying socially and physically distant times of COVID-19 as well as in similar future scenarios.

Perception of Pathology of Otolaryngology-Related Subjects: Students' Perspective in an Innovative Multidisciplinary Classroom

AIM

Multidisciplinary, as a term, is used to define people from different scientific backgrounds working together, each drawing on their field of expertise. Some related terms are frequently used interchangeably, such as interdisciplinary and transdisciplinary, but they are confusing and ambiguous. Introduction of a multidisciplinary teaching method in the early phases of medical curricula is insufficient for effective learning. Here, we aim to implement a multidisciplinary approach in the early phase of medical education and identify outcomes.

METHODS

Two groups were evaluated in this study, each representing phases II and III of the Albaha medical curriculum, and including 90 and 86 students, respectively. "Hearing tests and their clinical applications" was selected as a subject to evaluate the understanding of special senses as studied by the phase II group, while "pathology of otolaryngology-related tumors and clinical correlations" was selected as a subject to evaluate the understanding of otolaryngology as studied by the phase III group. These subjects were selected by faculty members from otolaryngology, pathology and physiology departments and taught in successive stations. Teaching sessions were followed by a formative test that included 10 multiple-choice questions and a mini-clinical evaluation exercise (mini-CEX). A questionnaire to evaluate student satisfaction was completed after the exam.

RESULTS

Students' satisfaction for the "hearing tests and their clinical applications" and "pathology of otolaryngology-related tumors and clinical correlations" subjects were 80% and 90.5%, respectively. The formative assessment revealed good student performance at 63.28%, and 60.46% of all students in both phases attained scores above 80%.

CONCLUSION

Introduction of a multidisciplinary approach early in the medical curriculum improves knowledge and skill acquisition. This is reflected in student performance, especially if evaluated using the mini-CEX format, thus providing rapid feedback to students concerning their performance.

A novel approach to teaching dermatology and plastic surgery in a combined module for undergraduate medical students

Introduction: Medical students need to be equipped with the knowledge and skills to serve their communities properly. Interdisciplinary integration by merging similar disciplines together at the level of planning and implementation is a novel idea. Objectives: The aim is to describe the methods and steps that were followed to plan and implement a module in dermatology and plastic surgery for the fifth year medical students of Albaha University Faculty of Medicine, to explain how two similar courses can be designed and merged into one module. Methods: We followed the Kern's six steps for curriculum development in order to plan and implement the dermatology and plastic surgery module. Questionnaires were applied to measure the degree of both students and staff satisfactions about all Kern' steps of the dermatology-plastic surgery interdisciplinary course. Non-parametric t-test was used in the statistical results of Likert scale. Results and discussion: According to these steps, the module committee identifies the problem and assesses the needs of the targeted learners. Then, goals and objectives of the module and educational strategies were determined. Finally, the evaluation and feedback were obtained from both faculty and students. Using a Likert scale to measure the degree of the satisfactions among students and staff for Kern'steps, no significant P-value was obtained for course evaluation steps, in contrast to the goals/objectives, educational strategies and implementation steps in which significant P-values were obtained. Conclusion: Implementing Kern's methodology for curriculum development resulted in the integrated module of dermatology and plastic surgery with no major problems at all levels.

The efficacy of self-directed learning versus problem-based learning for teaching and learning ophthalmology: a comparative study

INTRODUCTION

Self-directed learning (SDL) and problem-based learning (PBL) are fundamental tools to achieve lifelong learning in an integrated medical curriculum. However, the efficacy of SDL in some clinical courses is debated.

AIM

The aim of the study was to measure the effectiveness of SDL for an ophthalmology course in comparison with PBL.

METHODS

A cross-sectional study was conducted with fifth-year medical students enrolled in an ophthalmology course. SDL comprised four case-based scenarios guided by several questions. PBL comprised three sessions. An ear, nose, and throat (ENT) course was selected for comparison as a control. At the end of the course, 30 multiple-choice questions (MCQs) for both SDL and PBL were assessed and analyzed against their counterparts in the ENT course by an independent t-test.

RESULTS

For the SDL component of the ophthalmology course, the number and percentages of students attaining high (n = 6/60, 10%) and moderate (n = 15/60, 28.3%) scores on an MCQs written exam were evaluated. For the PBL component, high scores were seen for 23.3% (n = 14/60), and moderate scores for 33.3% (n = 20/60) of the participants. For the SDL component of the ENT course, the number and percentages of students attaining high (n = 14/60, 23.3%) and moderate (n = 17/60, 28.3%) scores were recorded. For the PBL component, high (16/60, 26.6%) and moderate (17/60, 28%) scores were recorded. Significant p-values were obtained between the results for SDL and PBL in the ophthalmology course (p = 0.009), as well as between SDL results for both courses (p = 0.0308). Moreover, differences between the SDL results of ophthalmology and the PBL results of ENT (p = 0.0372) were significant.

CONCLUSION

SDL appears to be less valuable for promotion of self-readiness. Periodic discussions in small groups or by panel discussion are strongly recommended for students to enhance readiness with SDL.

Mapping of pathology curriculum as quadriphasic model in an integrated medical school: how to put into practice?

INTRODUCTION

Integration is the dynamic interconnectedness at multiple levels based on recursive interactions. Pathology teaching strategy in the integrated curriculum has been widely studied, but mapping pathology in the integrated curriculum has not been fully handled.

AIM OF THIS STUDY

The aim of this work is to address the pathology teaching experience at Albaha School of Medicine.

METHODS

For attaining the well-situated integration of pathology, the quadriphasic model for teaching/learning pathology in the integrated curriculum is fully formulated and well conducted. This model is formed on the basis of the incorporation of pathology foundations at all academic levels in 4 phases: Phase I: the introductory course of the preparatory phase; Phase II: formation of the 7-week principle of disease module: 2nd basic year; Phase III: integration of anatomic pathology into system-based basic science modules; and Phase IV: application of clinical perspectives on the pathological background in clinical years.

RESULTS

Inferences acquired through program evaluation as well as student assessment indicate that this model will be of practical use in medical schools. Trivial improvements and changes related to the balance between topics applied and time allocated are extensively needed. Despite the positive feedback obtained, minor pathology topics have been missed or only partially delivered.

CONCLUSION

The quadriphasic model is a novel approach to teaching pathology and needs to be more documented and addressed by traditional medical schools that are in the process of shifting toward an integrated system-based learning. Addition of the module that covers the missed topics is highly recommended, and its content must be reformed annually.

Integrated pathology and radiology learning for a musculoskeletal system module: an example of interdisciplinary integrated form

INTRODUCTION

Many curricula integrate radiology with anatomy courses but none of these curricula adopt integration of pathology with radiology as interdisciplinary form at the undergraduate level. The aim of the current study was to identify the outcome of interdisciplinary integrated course of pathology and radiology in musculoskeletal system module (MSK).

METHODS

A comparative interventional study was conducted on 60 students representing a whole class of the third year of level V. MSK and gastrointestinal module (GIT) were selected as study and control module, respectively, as being adopted for the same level/allocated hours, enriched with many subject areas for both fields, and availability of learning resources for both. A planned interdisciplinary integrated course for MSK pathology and radiology was implemented in the pathology lab. The subject area was selected and taught for both fields in consecutive ways by pathology and radiology experts. After teaching, gross/histopathologic specimens and radiology imaging/reports were distributed over benches and the students investigated the same. Conversely, in GIT control module, both fields were delivered separately, and no interdisciplinary form of integration occurred. Students' scores for both fields were filtered from the objective structured practical exam, quiz, and final exam. Students' marks and satisfaction were subjected to multiple comparisons using independent student's t-test. SPSS version 17 was used.

RESULTS

Significances were obtained between total marks of students for both modules and between radiology courses for both with P=0.0152 and 0.0199, respectively. Number of students who achieved >80% in MSK was 20 and 26 compared to 15 and 17 in GIT for pathology and radiology, respectively. Student satisfaction was high for interdisciplinary integration in MSK with significant difference obtained between MSK and GIT.

CONCLUSION

The integration of both fields augments student performance for both. This experience must encourage curriculum committee to globalize it over all other modules.