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Shanmuganathan K, Liang K, Vignaraja V, Galloway R, Chandrakumar C. The learning preferences of aspiring orthopaedic surgeons in the UK. Br J Hosp Med (Lond) 2023; 84:1-12. [PMID: 36848161 DOI: 10.12968/hmed.2022.0461] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/25/2023]
Abstract
BACKGROUND/AIMS The workload of orthopaedic trainees is rapidly increasing at the expense of training. Trainees are expected to assimilate large quantities of information efficiently. This prospective cohort study explores the learning styles, resource preferences and educational needs of aspiring orthopaedic trainees. METHOD A 21-item questionnaire was distributed to delegates of an orthopaedic teaching series. Data were obtained pertaining to demographics, visual, aural, read/write and kinaesthetic learning styles, study materials used and teaching exposure. RESULTS Participants had a strong preference for visual (48.0%) and kinaesthetic (43.0%) learning modalities. Most participants prepared for written exams using online question banks (85.9%), clinical exams using question banks (37.5%) and discussion with colleagues (27.3%), and surgical procedures intraoperatively (43.8%). Only 12.4% of participants felt the teaching they received was consistently adapted to their visual, aural, read/write or kinaesthetic learning preference. CONCLUSIONS The surgical landscape is rapidly changing. It is vital that trainers take into consideration how budding orthopaedic surgeons learn and make the relevant accommodations, to ensure optimal learning.
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Affiliation(s)
- Kanatheepan Shanmuganathan
- Department of Orthopaedic Surgery, Broomfield Hospital, Mid and South Essex NHS Foundation Trust, London, UK
| | - Kaifeng Liang
- Department of General Surgery, North Middlesex University Hospital, London, UK
| | - Vikramman Vignaraja
- Department of Orthopaedic Surgery, Princess Royal University Hospital, Orpington, UK
| | - Richard Galloway
- Department of Orthopaedic Surgery, Barnet Hospital, Royal Free London NHS Foundation Trust, Barnet, UK
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McCormick SA, Ireland C, Yohannes AM, Holmes PS. Technology-Dependent Rehabilitation Involving Action Observation and Movement Imagery for Adults with Stroke: Can It Work? Feasibility of Self-Led Therapy for Upper Limb Rehabilitation after Stroke. Stroke Res Treat 2022; 2022:8185893. [PMID: 36345552 PMCID: PMC9637031 DOI: 10.1155/2022/8185893] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2022] [Accepted: 09/07/2022] [Indexed: 07/21/2023] Open
Abstract
BACKGROUND Motor (re)learning via technology-dependent therapy has the potential to complement traditional therapies available to older adults living with stroke after hospital discharge and increase therapy dose. To date, little is known about the feasibility of technology-dependent therapy in a home setting for this population. OBJECTIVE To develop a technology-dependent therapy that provides mental and physical training for older adults with stroke and assess feasibility. Specifically we ask, "Can it work"? DESIGN Single group repeated measures. METHODS 13 participants, aged 18 years and over, were recruited over a six-month period. All participants had mild upper limb impairment following a stoke and were no longer receiving intensive rehabilitation. All participants received 18 days of technology-dependent therapy in their own home. Information was gathered on recruitment and retention, usability, and suitability of outcome measures. RESULTS 11 participants completed the study. The recruitment rate (number recruited/number canvassed; 10.7%) suggests 1907 participants would need to be canvassed to recruit the necessary sample size (n = 204) for a definitive trial designed to provide 90% power at 5% level of significance to detect a clinically meaningful difference of 5.7 points on the Action Research Arm Test. The usability of the application was rated as exceptional on the System Usability Scale. Effectiveness cannot be determined from this study; however, there was a trend for improvement in measures of upper limb function and emotional well-being. Limitations. The study was limited by a relatively small sample size and lack of control group. CONCLUSIONS This study demonstrated proof of concept of a technology-dependent therapy for upper limb rehabilitation following stroke. The data suggest a definitive trial is feasible, additional strategies to improve recruitment should be considered. Outcome measures aligned with the residual motor function of participants are required.
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Affiliation(s)
- Sheree A. McCormick
- Department of Psychology, Manchester Metropolitan University, Manchester, UK
| | | | - Abebaw M. Yohannes
- Department of Physical Therapy, Azusa Pacific University, California, USA
| | - Paul S. Holmes
- Department of Psychology, Manchester Metropolitan University, Manchester, UK
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Newton PM, Najabat-Lattif HF, Santiago G, Salvi A. The Learning Styles Neuromyth Is Still Thriving in Medical Education. Front Hum Neurosci 2021; 15:708540. [PMID: 34456698 PMCID: PMC8385406 DOI: 10.3389/fnhum.2021.708540] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2021] [Accepted: 07/09/2021] [Indexed: 12/04/2022] Open
Abstract
Learning Styles theory promises improved academic performance based on the identification of a personal, sensory preference for informational processing. This promise is not supported by evidence, and is in contrast to our current understanding of the neuroscience of learning. Despite this lack of evidence, prior research shows that that belief in the Learning Styles “neuromyth” remains high amongst educators of all levels, around the world. This perspective article is a follow up on prior research aimed at understanding why belief in the neuromyth of Learning Styles remains so high. We evaluated current research papers from the field of health professions education, to characterize the perspective that an educator would be given, should they search for evidence on Learning Styles. As in earlier research on Higher Education, we found that the use of Learning Style frameworks persist in education research for the health professions; 91% of 112 recent research papers published on Learning Styles are based upon the premise that Learning Styles are a useful approach to education. This is in sharp contrast to the fundamental principle of evidence-based practice within these professions. Thus any educator who sought out the research evidence on Learning Styles would be given a consistent but inaccurate endorsement of the value of a teaching technique that is not evidence based, possibly then propagating the belief in Learning Styles. Here we offer perspectives from both research and student about this apparent mismatch between educational practice and clinical practice, along with recommendations and considerations for the future.
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Affiliation(s)
- Philip M Newton
- Swansea University Medical School, Swansea University, Swansea, United Kingdom
| | | | - Gabriella Santiago
- Swansea University Medical School, Swansea University, Swansea, United Kingdom
| | - Atharva Salvi
- Swansea University Medical School, Swansea University, Swansea, United Kingdom
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Abstract
Ineffective pairings between preceptors and orientees can lead to decreased job satisfaction and burnout. This article describes the results of a study using a learning style assessment tool to pair preceptors and orientees in an intensive care unit for newly hired registered nurses between February 2017 and December 2019 (n = 173).
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Wang X, Liu XY, Jia S, Jiao R, Zhang Y, Tang L, Ni X, Zhu H, Zhang F, Parpura V, Wang YF. TESOT: a teaching modality targeting the learning obstacles in global medical education. Adv Physiol Educ 2021; 45:333-341. [PMID: 33886395 DOI: 10.1152/advan.00191.2020] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/05/2020] [Accepted: 02/24/2021] [Indexed: 06/11/2023]
Abstract
In higher education, it is a great challenge for instructors to teach international medical students (IMSs) efficiently. These students usually have different learning obstacles and learning style preferences from domestic students. Thus it is necessary to use teaching modalities targeting the specific characteristics of IMSs. Accordingly, we have developed a teaching modality composed of classical teacher-centered approach (TCA), enriched with components of student-centered approach (SCA) and online interactions targeting the learning characteristics of IMSs, which we defined as TESOT (an acronym made of the underlined words' initials). Aside from the online interactions that provide both answers to questions raised by students and guidance throughout a course, this modality contains additional in-classroom components (i.e., pre-lecture quiz, student-led summary, and post-lecture quiz). The effectiveness of this modality was tested in the nervous system module of the Physiology course for IMSs. The final exam scores in the nervous system module in the year taught with TESOT were higher than those earned by students taught with a classical TCA modality in preceding 2 yr. The improvement of teaching effectiveness is attributable to increasing communication, bridging course contexts, and meeting diverse learning style preferences. These results indicate that TESOT as an effective teaching modality is useful for enhancing efficiency of teaching IMSs.
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Affiliation(s)
- Xiaoran Wang
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, Harbin, China
| | - Xiao-Yu Liu
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, Harbin, China
| | - Shuwei Jia
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, Harbin, China
| | - Runsheng Jiao
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, Harbin, China
| | - Yunhong Zhang
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, Harbin, China
| | - Liyong Tang
- Department of Education, School of Basic Medical Sciences, Harbin Medical University, Harbin, China
| | - Xiaoli Ni
- Department of Foreign Language, Heilongjiang Institute of Technology, Harbin, China
| | - Hui Zhu
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, Harbin, China
| | - Fengmin Zhang
- Department of Microbiology, School of Basic Medical Sciences, Harbin Medical University, Harbin, China
| | - Vladimir Parpura
- Department of Neurobiology, The University of Alabama at Birmingham, Birmingham, Alabama
| | - Yu-Feng Wang
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, Harbin, China
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Ghani ASA, Rahim AFA, Yusoff MSB, Hadie SNH. Effective Learning Behavior in Problem-Based Learning: a Scoping Review. Med Sci Educ 2021; 31:1199-1211. [PMID: 33903829 PMCID: PMC8059994 DOI: 10.1007/s40670-021-01292-0] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 04/13/2021] [Indexed: 06/12/2023]
Abstract
Problem-based learning (PBL) emphasizes learning behavior that leads to critical thinking, problem-solving, communication, and collaborative skills in preparing students for a professional medical career. However, learning behavior that develops these skills has not been systematically described. This review aimed to unearth the elements of effective learning behavior in a PBL context, using the protocol by Arksey and O'Malley. The protocol identified the research question, selected relevant studies, charted and collected data, and collated, summarized, and reported results. We discovered three categories of elements-intrinsic empowerment, entrustment, and functional skills-proven effective in the achievement of learning outcomes in PBL.
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Affiliation(s)
- Azril Shahreez Abdul Ghani
- Department of Basic Medical Sciences, Kulliyah of Medicine, Bandar Indera Mahkota Campus, International Islamic University Malaysia, Kuantan, 25200 Pahang Malaysia
- Department of Medical Education, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Kubang Kerian, Kota Bharu, 16150 Kelantan Malaysia
| | - Ahmad Fuad Abdul Rahim
- Department of Medical Education, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Kubang Kerian, Kota Bharu, 16150 Kelantan Malaysia
| | - Muhamad Saiful Bahri Yusoff
- Department of Medical Education, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Kubang Kerian, Kota Bharu, 16150 Kelantan Malaysia
| | - Siti Nurma Hanim Hadie
- Department of Anatomy, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Kubang Kerian, 16150 Kota Bharu, Kelantan Malaysia
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Tanner JA, Jethwa B, Jackson J, Bartanuszova M, King TS, Bhattacharya A, Sharma R. A Three-Dimensional Print Model of the Pterygopalatine Fossa Significantly Enhances the Learning Experience. Anat Sci Educ 2020; 13:568-580. [PMID: 31904166 DOI: 10.1002/ase.1942] [Citation(s) in RCA: 29] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/29/2019] [Revised: 12/23/2019] [Accepted: 01/03/2020] [Indexed: 05/22/2023]
Abstract
The pterygopalatine fossa (PPF) is a bilateral space deep within the skull that serves as a major neurovascular junction. However, its small volume and poor accessibility make it a difficult space to comprehend using two-dimensional illustrations and cadaveric dissections. A three-dimensional (3D) printed model of the PPF was developed as a visual and kinesthetic learning tool for completely visualizing the fossa, its boundaries, its communicating channels, and its neurovascular structures. The model was evaluated by analyzing student performance on pre- and post-quizzes and a student satisfaction survey based on the five-point Likert scale. The first cohort comprised of 88 students who had never before studied the PPF. The second cohort consisted of 30 students who were previously taught the PPF. Each cohort was randomly divided into a control group who were provided with a half skull and an intervention group that were provided with the 3D printed model. The intervention group performed significantly better on the post-quiz as compared to the control group in cohort I (P = 0.001); while not significant, it also improved learning in cohort II students (P = 0.124). Satisfaction surveys indicated that the intervention group found the 3D printed model to be significantly more useful (P < 0.05) as compared to the half skull used by the control group. Importantly, the effect sizes for cohorts I and II (0.504 and 0.581, respectively) validated the statistical results. Together, this study highlights the importance of 3D printed models as teaching tools in anatomy education.
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Affiliation(s)
- Jordan A Tanner
- Department of Cell Systems and Anatomy, Long School of Medicine, UT Health, San Antonio, Texas
| | - Beeran Jethwa
- Department of Cell Systems and Anatomy, Long School of Medicine, UT Health, San Antonio, Texas
| | - Jeff Jackson
- Office of Undergraduate Medical Education, Long School of Medicine, UT Health, San Antonio, Texas
| | - Maria Bartanuszova
- Department of Cell Systems and Anatomy, Long School of Medicine, UT Health, San Antonio, Texas
| | - Thomas S King
- Department of Cell Systems and Anatomy, Long School of Medicine, UT Health, San Antonio, Texas
- Department of Obstetrics-Gynecology, Long School of Medicine, UT Health, San Antonio, Texas
| | - Arunabh Bhattacharya
- Department of Clinical and Applied Sciences Education, School of Osteopathic Medicine, University of Incarnate Word, San Antonio, Texas
| | - Ramaswamy Sharma
- Department of Cell Systems and Anatomy, Long School of Medicine, UT Health, San Antonio, Texas
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Sward LB, Tariq SG. Maternal-Fetal Physiology, Intrapartum Care, Postpartum Care: A Team-Based Learning Module for Normal Obstetrics. MedEdPORTAL 2019; 15:10856. [PMID: 32166112 PMCID: PMC7050659 DOI: 10.15766/mep_2374-8265.10856] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/13/2018] [Accepted: 07/12/2019] [Indexed: 06/10/2023]
Abstract
INTRODUCTION Team-based learning (TBL) is an active learning strategy used at the University of Arkansas for Medical Sciences in both the preclinical and clinical years of medical school. The Department of Obstetrics and Gynecology (OB/GYN) uses TBLs during a 6-week clinical clerkship. This TBL is the first in a series of six and was designed to teach the topic of normal obstetrics to third-year medical students. METHODS Prior to the TBL, students were provided with learning objectives and a list of advance preparation resources. These resources included a reading assignment from the student textbook, as well as optional online videos and optional online interactive quizzes. The students then came to class and completed an individual readiness assurance test (iRAT) and a group readiness assurance test (gRAT). The majority of in-class time was spent working through complex application exercises in the form of case vignettes. The TBLs were facilitated by a faculty member in the OB/GYN department. RESULTS Since its initiation in June 2018, 93 students have participated in this TBL activity. The mean score on the iRAT was 88.9%, and the mean score on the gRAT was 98.8%. Ninety-eight percent of students reported that they were satisfied with this learning activity. DISCUSSION This TBL was well received by students and unique in that it utilized a variety of types of advance preparation resources. With few other published OB/GYN TBLs available, we believe that this module could be a valuable resource for OB/GYN clerkships.
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Affiliation(s)
- Lindsey B. Sward
- Assistant Professor, Department of Obstetrics and Gynecology, University of Arkansas for Medical Sciences College of Medicine
| | - Sara G. Tariq
- Professor, Department of Internal Medicine, University of Arkansas for Medical Sciences College of Medicine
- Assistant Dean of Undergraduate Clinical Education, University of Arkansas for Medical Sciences College of Medicine
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Rezigalla AA, Ahmed OY. Learning style preferences among medical students in the College of Medicine, University of Bisha, Saudi Arabia (2018). Adv Med Educ Pract 2019; 10:795-801. [PMID: 31565016 PMCID: PMC6735654 DOI: 10.2147/amep.s219176] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/13/2019] [Accepted: 08/20/2019] [Indexed: 06/02/2023]
Abstract
OBJECTIVES This research aims to describe the learning styles among undergraduate medical students at the College of Medicine, University of Bisha. MATERIALS AND METHODS Type of study is a cross-sectional. Students preference of learning styles was assessed through VARK (abbreviation stands for Visual, Aural, Read/Write, and Kinesthetic learning style) inventory questionnaire version 7.1. The questionnaire was bilingually translated. Data from the questionnaire were analyzed by SPSS (V20). Data were presented in the form of descriptive statistics. One-way ANOVA and Kruskal-Wallis test were used to assess the relations between study variables. RESULTS One hundred and eighteen students (86.8%) were unimodal in their learning preference, and 18 students (13.3%) were multimodal. The dominant unimodal style was aural (55.9%), and the lowest was reading (5.1%). Among multimodal the commonest preference was AK (77.8%) followed by VR and VK equally (11.1%). The multimodal pattern is limited to students in level one. Visual style increases in percentage with the academic levels. CONCLUSION Students in the College of Medicine, University of Bisha (UBCOM) have different patterns and types of learning style. Aural is the dominant unimodal style. The visual style is widely distributed among students of different levels. Planning and implementation of educational activities that satisfy all learning styles will support the learning process.
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Affiliation(s)
- Assad Ali Rezigalla
- Department of Basic Medical Sciences, College of Medicine, University of Bisha, Bisha61922, Saudi Arabia
| | - Ozaz Y Ahmed
- Department of Hematology, Faculty of Medical Laboratory Sciences, University of Gezira, Wad Madani, Sudan
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Backhaus J, Huth K, Entwistle A, Homayounfar K, Koenig S. Digital Affinity in Medical Students Influences Learning Outcome: A Cluster Analytical Design Comparing Vodcast With Traditional Lecture. J Surg Educ 2019; 76:711-719. [PMID: 30833205 DOI: 10.1016/j.jsurg.2018.12.001] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/23/2018] [Revised: 11/05/2018] [Accepted: 12/06/2018] [Indexed: 06/09/2023]
Abstract
BACKGROUND/OBJECTIVE Undergraduate medical education still relies on lectures as the core teaching activity. However, e-learning and new media have begun to augment learning and information gathering over the last few years. The aim of this study was to investigate the effect of 2 teaching formats in surgical education, a classic lecture and a video podcast (vodcast), on knowledge gain, in particular with respect to the participants' characteristics and preferences. DESIGN A prospective study was conducted over 2 consecutive semesters. A traditional lecture on goitre was given to the first of the 2 semesters and replaced by a matching vodcast made available to the second. An untaught subject (cholelithiasis) served as control. Knowledge gain was calculated as the difference in point scores between entry and mid-module examinations. Furthermore, participants completed a postintervention survey, in which they specifically rated their digital affinity and learning preferences. A cluster analysis was conducted pooling both semesters to evaluate differences between individuals affecting their performance. RESULTS Both teaching formats resulted in a significant knowledge gain. Two clusters could be identified across both semesters: Cluster 2 (Digital natives) proved to be significantly different from Cluster 1 (Traditional) with respect to the 4 variables: "technically interested," the "use of smartphones," "activity in social networks," and "reading in digital formats." The knowledge gain differences between formats for students in the "Traditional" cluster were statistically insignificant. However, students in the cluster "Digital natives" performed significantly worse when exposed to the lecture format. CONCLUSIONS Cluster analysis revealed that the students with an obvious affinity to information communication technology were found to be at a significant disadvantage in the lecture. In future, we recommend offering some form of pretest to determine an individual's profile and empower students to plan their learning activities accordingly.
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Affiliation(s)
- Joy Backhaus
- Institute for Medical Teaching and Medical Educational Research, University Hospital Wuerzburg, Würzburg, Germany.
| | - Katrin Huth
- Department of General, Visceral and Paediatric Surgery, University Medical Centre Goettingen, Göttingen, Germany
| | - Andrew Entwistle
- Department of Genetic Epidemiology, University Medical Centre Goettingen, Göttingen, Germany
| | - Kia Homayounfar
- Department of General, Visceral and Paediatric Surgery, University Medical Centre Goettingen, Göttingen, Germany
| | - Sarah Koenig
- Institute for Medical Teaching and Medical Educational Research, University Hospital Wuerzburg, Würzburg, Germany
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Holanda MA, Sousa NPD, Melo LT, Marinho LS, Ribeiro-Filho HV, Troncon LEDA, Bastos VPD, Santos AAD, Siqueira RJBD. Helping students to understand physiological aspects of regional distribution of ventilation in humans: a experience from the electrical impedance tomography. Adv Physiol Educ 2018; 42:655-660. [PMID: 30387699 DOI: 10.1152/advan.00086.2018] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
Undergraduate biomedical students often have difficulties in understanding basic concepts of respiratory physiology, particularly respiratory mechanics. In this study, we report the use of electrical impedance tomography (EIT) to improve and consolidate the knowledge about physiological aspects of normal regional distribution of ventilation in humans. Initially, we assessed the previous knowledge of a group of medical students ( n = 39) about regional differences in lung ventilation. Thereafter, we recorded the regional distribution of ventilation through surface electrodes on a healthy volunteer adopting four different decubitus positions: supine, prone, and right and left lateral. The recordings clearly showed greater pulmonary ventilation in the dependent lung, mainly in the lateral decubitus. Considering the differences in pulmonary ventilation between right and left lateral decubitus, only 33% of students were able to notice it correctly beforehand. This percentage increased to 84 and 100%, respectively ( P < 0.01), after the results of the ventilation measurements obtained with EIT were examined and discussed. A self-assessment questionnaire showed that students considered the practical activity as an important tool to assist in the understanding of the basic concepts of respiratory mechanics. Experimental demonstration of the physiological variations of regional lung ventilation in volunteers by using EIT is feasible, effective, and stimulating for undergraduate medical students. Therefore, this practical activity may help faculty and students to overcome the challenges in the field of respiratory physiology learning.
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Affiliation(s)
- Marcelo Alcantara Holanda
- Department of Internal Medicine, School of Medicine, Federal University of Ceará , Fortaleza, Ceará , Brazil
| | - Nathalia Parente de Sousa
- Department of Internal Medicine, School of Medicine, Federal University of Ceará , Fortaleza, Ceará , Brazil
| | - Luana Torres Melo
- Department of Internal Medicine, School of Medicine, Federal University of Ceará , Fortaleza, Ceará , Brazil
| | - Liégina Silveira Marinho
- Department of Internal Medicine, School of Medicine, Federal University of Ceará , Fortaleza, Ceará , Brazil
| | - Helder Veras Ribeiro-Filho
- Department of Physiology and Pharmacology, School of Medicine, Federal University of Ceará , Fortaleza, Ceará , Brazil
| | - Luiz Ernesto de Almeida Troncon
- Department of Clinical Medicine, Ribeirão Preto Medical School, University of São Paulo , Ribeirão Preto, São Paulo , Brazil
| | | | - Armênio Aguiar Dos Santos
- Department of Physiology and Pharmacology, School of Medicine, Federal University of Ceará , Fortaleza, Ceará , Brazil
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Albuquerque FDS, Assis TSD, Oliveira Júnior FAD, Freitas MRD, Sá RDCDSE, Martins VJB, Lins LSDS, Araújo JSD, Sousa NAE, Gouveia RLB. Effect of the use of a model with peer instruction for the teaching of membrane potential and action potential. Adv Physiol Educ 2018; 42:661-667. [PMID: 30387701 DOI: 10.1152/advan.00110.2018] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
A group of teachers from Northeast Brazil developed a model of membrane potentials and action potential and tested the hypothesis that using the peer-instruction model would provide a better performance for students in reading traditional texts and lectures. The results were obtained from 357 students from 20 different courses in 9 different undergraduate programs. All students attended two 100-min theoretical lecture and, at the end of the second lecture, were asked to answer a multiple-choice question (a pretest). In the following lecture, students were divided into three groups: control, text, and model. At the end of the lecture, everyone responded to a posttest. Student performance in the pretest did not differ significantly between groups. In the comparison between the pretest and the posttest, students in the model and text groups significantly improved their performance, but there was no improvement in the control group. In the posttest, the model group presented a better performance than the control group. In the evaluation of the strategies used, 46% of the students indicated that the text would be very useful to remind them about the subject in the future, whereas 80% of those who used the model indicated that it would be very useful or extremely useful. useful. Although it was not possible to support the hypothesis conclusively, the performance model group, at least in part, was due to the use of active methodologies that constitute a differential in the teaching-learning process.
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Affiliation(s)
- Fabíola da Silva Albuquerque
- Department of Physiology and Pathology, Federal University of Paraiba , Paraiba , Brazil
- Professional Master in Biology Teaching, Federal University of Paraiba , Paraiba , Brazil
| | - Temilce Simões de Assis
- Department of Physiology and Pathology, Federal University of Paraiba , Paraiba , Brazil
- Professional Master in Biology Teaching, Federal University of Paraiba , Paraiba , Brazil
| | | | | | | | | | | | | | - Nattan Almeida E Sousa
- Department of Physiology and Pathology, Federal University of Paraiba , Paraiba , Brazil
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McElfish PA, Moore R, Buron B, Hudson J, Long CR, Purvis RS, Schulz TK, Rowland B, Warmack TS. Integrating Interprofessional Education and Cultural Competency Training to Address Health Disparities. Teach Learn Med 2018; 30:213-222. [PMID: 29190158 DOI: 10.1080/10401334.2017.1365717] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
PROBLEM Many U.S. medical schools have accreditation requirements for interprofessional education and training in cultural competency, yet few programs have developed programs to meet both of these requirements simultaneously. Furthermore, most training programs to address these requirements are broad in nature and do not focus on addressing health disparities. The lack of integration may reduce the students' ability to apply the knowledge learned. Innovative programs that combine these two learning objectives and focus on disenfranchised communities are needed to train the next generation of health professionals. INTERVENTION A unique interprofessional education program was developed at the University of Arkansas for Medical Sciences Northwest. The program includes experiential learning, cultural exposure, and competence-building activities for interprofessional teams of medicine, nursing, and pharmacy students. The activities include (a) educational seminars, (b) clinical experiential learning in a student-led clinic, and (c) community-based service-learning through health assessments and survey research events. CONTEXT The program focuses on interprofessional collaboration to address the health disparities experienced by the Marshallese community in northwest Arkansas. The Marshallese are Pacific Islanders who suffer from significant health disparities related to chronic and infectious diseases. OUTCOME Comparison tests revealed statistically significant changes in participants' retrospectively reported pre/posttest scores for Subscales 1 and 2 of the Readiness for Interpersonal Learning Scale and for the Caffrey Cultural Competence in Healthcare Scale. However, no significant change was found for Subscale 3 of the Readiness for Interpersonal Learning Scale. Qualitative findings demonstrated a change in students' knowledge, attitudes, and behavior toward working with other professions and the underserved population. LESSONS LEARNED The program had to be flexible enough to meet the educational requirements and class schedules of the different health professions' education programs. The target community spoke limited English, so providing interpretation services using bilingual Marshallese community health workers was integral to the program's success.
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Affiliation(s)
- Pearl Anna McElfish
- a Office of Community Health and Research, University of Arkansas for Medical Sciences Northwest , Fayetteville , Arkansas , USA
| | - Ramey Moore
- a Office of Community Health and Research, University of Arkansas for Medical Sciences Northwest , Fayetteville , Arkansas , USA
| | - Bill Buron
- b College of Nursing, University of Arkansas for Medical Sciences Northwest , Fayetteville , Arkansas , USA
| | - Jonell Hudson
- c College of Pharmacy, University of Arkansas for Medical Sciences Northwest , Fayetteville , Arkansas , USA
| | - Christopher R Long
- a Office of Community Health and Research, University of Arkansas for Medical Sciences Northwest , Fayetteville , Arkansas , USA
| | - Rachel S Purvis
- a Office of Community Health and Research, University of Arkansas for Medical Sciences Northwest , Fayetteville , Arkansas , USA
| | - Thomas K Schulz
- d Department of Internal Medicine , University of Arkansas for Medical Sciences Northwest , Fayetteville , Arkansas , USA
| | - Brett Rowland
- a Office of Community Health and Research, University of Arkansas for Medical Sciences Northwest , Fayetteville , Arkansas , USA
| | - T Scott Warmack
- c College of Pharmacy, University of Arkansas for Medical Sciences Northwest , Fayetteville , Arkansas , USA
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Emmerson KB, Harding KE, Lockwood KJ, Taylor NF. Home exercise programs supported by video and automated reminders for patients with stroke: A qualitative analysis. Aust Occup Ther J 2018. [PMID: 29527686 DOI: 10.1111/1440-1630.12461] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/29/2022]
Abstract
BACKGROUND Allied health professionals working in rehabilitation often prescribe home exercise programs. Smart technology offers an alternative format for presentation of home exercise programs with potential advantages over traditional paper-based programs, but how do patients feel about this? DESIGN This qualitative analysis was part of a convergent mixed methods design, using in depth, semi-structured interviews to explore the lived experience of patients utilising touch screen tablets to support an upper limb home exercise program post stroke. METHODS Ten male participants with stroke and upper limb impairment who received home exercise programs using video and reminders on tablet computers participated. Interviews were transcribed and analysed thematically. RESULTS There were three main themes: (1) exercises on the tablet helped patients' recovery in a variety of ways; (2) everyone could use the tablet for their home exercise program; but (3) not everyone liked using the tablet. CONCLUSIONS AND SIGNIFICANCE OF THE STUDY Smart technology is increasingly accessible and provides a novel, convenient way to provide home exercise programs post stroke with a number of benefits. This technology is not for everyone, but may be well suited to patients who already own and use these devices in daily life. Automated reminders were not viewed as a useful reminder tool.
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Affiliation(s)
- Kellie B Emmerson
- School of Allied Health, La Trobe University, Bundoora, Victoria, Australia.,Peter James Centre-Eastern Health, Burwood East, Victoria, Australia
| | - Katherine E Harding
- School of Allied Health, La Trobe University, Bundoora, Victoria, Australia.,Allied Health Clinical Research Office-Eastern Health, Box Hill, Victoria, Australia
| | - Kylee J Lockwood
- School of Allied Health, La Trobe University, Bundoora, Victoria, Australia.,Allied Health Clinical Research Office-Eastern Health, Box Hill, Victoria, Australia
| | - Nicholas F Taylor
- School of Allied Health, La Trobe University, Bundoora, Victoria, Australia.,Allied Health Clinical Research Office-Eastern Health, Box Hill, Victoria, Australia
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Abstract
Introducción. El conocimiento pedagógico de contenido (CPC) es un saber especializado resultado de la práctica y la experiencia del docente en el aula. Se requiere avanzar en la comprensión del conocimiento pedagógico del docente universitario que enseña fisiología humana.Objetivo. Explorar los tipos de contenidos, el conocimiento de los estudiantes, las estrategias y representaciones didácticas, la evaluación y las orientaciones pedagógicas utilizadas por docentes universitarios que enseñan contenidos sobre la fisiología del sistema respiratorio.Materiales y métodos. Estudio múltiple de caso realizado en cuatro docentes de fisiología pertenecientes a un programa de medicina. Se aplicó el cuestionario de representaciones de contenido de manera autodiligenciada, se realizaron videograbaciones de las clases de fisiología del sistema respiratorio y se empleó el protocolo de registro de evidencia del CPC.Resultados. La población estuvo conformada por cuatro sujetos, dos docentes expertos y dos novatos. Se caracterizó la forma en que entienden los procesos de aprendizaje de los estudiantes, el conocimiento que tienen sobre las estrategias y representaciones que utilizan y el conocimiento sobre los distintos enfoques de evaluación del aprendizaje. Cada docente evidenció visión y propósitos de enseñanza diferentes.Conclusiones. El estudio de los componentes del CPC es necesario para visibilizar la pedagogía y la didáctica del docente que enseña fisiología humana.
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Micheel CM, Anderson IA, Lee P, Chen SC, Justiss K, Giuse NB, Ye F, Kusnoor SV, Levy MA. Internet-Based Assessment of Oncology Health Care Professional Learning Style and Optimization of Materials for Web-Based Learning: Controlled Trial With Concealed Allocation. J Med Internet Res 2017; 19:e265. [PMID: 28743680 PMCID: PMC5548983 DOI: 10.2196/jmir.7506] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2017] [Revised: 05/23/2017] [Accepted: 06/12/2017] [Indexed: 11/26/2022] Open
Abstract
Background Precision medicine has resulted in increasing complexity in the treatment of cancer. Web-based educational materials can help address the needs of oncology health care professionals seeking to understand up-to-date treatment strategies. Objective This study aimed to assess learning styles of oncology health care professionals and to determine whether learning style-tailored educational materials lead to enhanced learning. Methods In all, 21,465 oncology health care professionals were invited by email to participate in the fully automated, parallel group study. Enrollment and follow-up occurred between July 13 and September 7, 2015. Self-enrolled participants took a learning style survey and were assigned to the intervention or control arm using concealed alternating allocation. Participants in the intervention group viewed educational materials consistent with their preferences for learning (reading, listening, and/or watching); participants in the control group viewed educational materials typical of the My Cancer Genome website. Educational materials covered the topic of treatment of metastatic estrogen receptor-positive (ER+) breast cancer using cyclin-dependent kinases 4/6 (CDK4/6) inhibitors. Participant knowledge was assessed immediately before (pretest), immediately after (posttest), and 2 weeks after (follow-up test) review of the educational materials. Study statisticians were blinded to group assignment. Results A total of 751 participants enrolled in the study. Of these, 367 (48.9%) were allocated to the intervention arm and 384 (51.1%) were allocated to the control arm. Of those allocated to the intervention arm, 256 (69.8%) completed all assessments. Of those allocated to the control arm, 296 (77.1%) completed all assessments. An additional 12 participants were deemed ineligible and one withdrew. Of the 552 participants, 438 (79.3%) self-identified as multimodal learners. The intervention arm showed greater improvement in posttest score compared to the control group (0.4 points or 4.0% more improvement on average; P=.004) and a higher follow-up test score than the control group (0.3 points or 3.3% more improvement on average; P=.02). Conclusions Although the study demonstrated more learning with learning style-tailored educational materials, the magnitude of increased learning and the largely multimodal learning styles preferred by the study participants lead us to conclude that future content-creation efforts should focus on multimodal educational materials rather than learning style-tailored content.
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Affiliation(s)
- Christine M Micheel
- Division of Hematology and Oncology, Department of Medicine, Vanderbilt University Medical Center, Nashville, TN, United States.,Vanderbilt-Ingram Cancer Center, Vanderbilt University Medical Center, Nashville, TN, United States
| | - Ingrid A Anderson
- Vanderbilt-Ingram Cancer Center, Vanderbilt University Medical Center, Nashville, TN, United States
| | - Patricia Lee
- Center for Knowledge Management, Vanderbilt University Medical Center, Nashville, TN, United States
| | - Sheau-Chiann Chen
- Department of Cancer Biology, Vanderbilt University, Nashville, TN, United States
| | - Katy Justiss
- Center for Knowledge Management, Vanderbilt University Medical Center, Nashville, TN, United States
| | - Nunzia B Giuse
- Center for Knowledge Management, Vanderbilt University Medical Center, Nashville, TN, United States.,Department of Biomedical Informatics, Vanderbilt University Medical Center, Nashville, TN, United States
| | - Fei Ye
- Department of Biostatistics, Vanderbilt University Medical Center, Nashville, TN, United States
| | - Sheila V Kusnoor
- Center for Knowledge Management, Vanderbilt University Medical Center, Nashville, TN, United States
| | - Mia A Levy
- Division of Hematology and Oncology, Department of Medicine, Vanderbilt University Medical Center, Nashville, TN, United States.,Vanderbilt-Ingram Cancer Center, Vanderbilt University Medical Center, Nashville, TN, United States.,Department of Biomedical Informatics, Vanderbilt University Medical Center, Nashville, TN, United States
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