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Singh G, Thamba A, Rao V, Roth D, Zaazoue MA. Comprehensive analysis of power tool injuries: implications for safety and injury prevention. Injury 2024; 55:111397. [PMID: 38331686 DOI: 10.1016/j.injury.2024.111397] [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] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/31/2023] [Revised: 01/23/2024] [Accepted: 01/27/2024] [Indexed: 02/10/2024]
Abstract
BACKGROUND Power tools are essential for productivity but carry significant injury risks. Addressing power tool injuries across diverse age groups is vital, as existing research predominantly focuses on specific occupational or non-occupational groups, leaving a gap in understanding various age cohorts within the diverse American population. This study aims to comprehend power tool injury epidemiology, raising awareness about the importance of targeted safety measures for enhancing public health. METHODS Using a ten-year retrospective approach, this study analyzed National Electronic Injury Surveillance System (NEISS) data from US hospital emergency departments (2013-2022). Demographic and temporal trends were examined, and associations between injury occurrence and categorical variables, including injured body parts, gender, and race, were explored. RESULTS In 2013, power tool injuries were highest in the "51-60″ age group (23.70 %), followed by "41-50″ (17.31 %) and "61-70″ (19.38 %). Injury rates varied across age groups over the years. Notably, the "41-50″ age group showed a significant decrease in injuries over time (χ² = 17.12, p < .05), indicating a notable temporal trend. Hand injuries were predominant (39.08 %), followed by finger (19.19 %), lower arm (11.25 %), upper arm (8.79 %), and face (4.04 %). Lacerations constituted the most frequent injury type (60.89 %), alongside fractures, amputations, foreign body insertions, and contusions/abrasions. Significant associations emerged between injury occurrence and gender (χ² = 6.19, p < .001), as well as race (χ² = 7.42, p < .001). Males accounted for the majority of injuries (95.97 %), while white individuals constituted the largest proportion (91.84 %). Females and domestic settings exhibited increasing proportions of power tool injuries. CONCLUSIONS The higher incidence among middle-aged individuals in domestic settings, coupled with evolving gender dynamics, underscores the need for targeted safety measures. Our findings contribute crucial novel insights, emphasizing tailored preventive strategies to enhance safety outcomes in the multifaceted landscape of power tool use.
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Affiliation(s)
- Gurbinder Singh
- Department of Orthopaedic Surgery, University of California-San Francisco, San Francisco, CA, USA.
| | - Aish Thamba
- Department of Neurological Surgery, Indiana University School of Medicine, Indianapolis, IN, USA
| | - Varun Rao
- Department of Neurological Surgery, Indiana University School of Medicine, Indianapolis, IN, USA
| | - Dylan Roth
- Department of Neurological Surgery, Indiana University School of Medicine, Indianapolis, IN, USA
| | - Mohamed A Zaazoue
- Department of Neurological Surgery, Indiana University School of Medicine, Indianapolis, IN, USA
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Mahadevan A, Rivera R, Najhawan M, Saadat S, Strehlow M, Rao GVR, Youm J. Assessing the Efficacy of a Novel Massive Open Online Soft Skills Course for South Asian Healthcare Professionals. J Med Syst 2024; 48:32. [PMID: 38509201 PMCID: PMC10954989 DOI: 10.1007/s10916-024-02051-5] [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] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2023] [Accepted: 03/05/2024] [Indexed: 03/22/2024]
Abstract
In healthcare professions, soft skills contribute to critical thinking, decision-making, and patient-centered care. While important to the delivery of high-quality medical care, soft skills are often underemphasized during healthcare training in low-and-middle-income countries. Despite South Asia's large population, the efficacy and viability of a digital soft skills curriculum for South Asian healthcare practitioners has not been studied to date. We hypothesized that a web-based, multilingual, soft skills course could aid the understanding and application of soft skills to improve healthcare practitioner knowledge, confidence, attitudes, and intent-to-change clinical practice.In September 2019 a needs assessment observing soft skills practices was conducted in several Indian states. We developed a communication-focused soft skills curriculum that comprised seven 10-minute video lectures, recorded in spoken English and Hindi. Participants consisted of any practicing healthcare professionals and trainees in select South Asian countries age 18 and over. Participant knowledge, confidence, attitudes, and intent-to-change clinical practice were evaluated using pre- and post-course tests and surveys. Statistical analyses were performed using STATA and SPSS.From July 26, 2021 to September 26, 2021, 5750 registered and attempted the course, 2628 unique participants completed the pre-test, and 1566 unique participants completed the post-test. Participants demonstrated small but statistically significant gains in confidence (𝑝<0.001), attitudes toward course topics relevance (𝑝<0.001), and intent-to-change clinical practice (𝑝<0.001). There was no statistically significant gain in knowledge. A digital soft-skills massive open online course for healthcare practitioners in South Asia could serve as a viable approach to improve the quality of soft skills training in low-to-middle income countries.
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Affiliation(s)
- Aditya Mahadevan
- University of California Irvine School of Medicine, Irvine, CA, USA.
| | - Ronald Rivera
- Department of Emergency Medicine, University of California Irvine Medical Center, Orange, CA, USA
| | - Mahan Najhawan
- University of Queensland-Ochsner School of Medicine, New Orleans, LA, USA
| | - Soheil Saadat
- Department of Emergency Medicine, University of California Irvine Medical Center, Orange, CA, USA
| | - Matthew Strehlow
- Department of Emergency Medicine, Stanford University School of Medicine, Stanford, CA, USA
| | - G V Ramana Rao
- Department of Emergency Medicine Learning Centre and Research, Emergency Management and Research Institute, Hyderabad, Telangana, India
| | - Julie Youm
- Department of Medical Education, University of California Irvine School of Medicine, Irvine, CA, USA
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Engert J, Backhaus J, Henig L, Spahn B, Voelker J, Ickrath P, Scherzad A, Rak K, Hagen R, König S, Hackenberg S, Kaulitz S. [Repetitio est mater studiorum-implementation of ENT cases in case-based e-learning]. HNO 2024; 72:166-172. [PMID: 38180480 PMCID: PMC10879404 DOI: 10.1007/s00106-023-01409-4] [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] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/29/2023] [Indexed: 01/06/2024]
Abstract
BACKGROUND German university otorhinolaryngology has a need for digital teaching content. Case-based e‑learning represents a digital teaching methodology. The data on student use of case-based e‑learning in university teaching of ENT medicine are limited. OBJECTIVE The aim of this work was to determine the extent to which voluntary case-based e‑learning is used by otolaryngology students and what influence the quality of the e‑learning has on motivation to use e‑learning and on the interest in otolaryngology. MATERIALS AND METHODS Fifteen voluntary e‑learning cases were created based on the content of the ENT lecture in the winter semester 2022/2023. Subsequently, a descriptive evaluation of the usage statistics of the cases of 157 students was conducted. Likewise, an evaluation of the quality of the e‑learning as well as the motivation to complete it and the interest in otorhinolaryngology was carried out using a voluntary questionnaire. RESULTS Voluntary case-based e‑learning was used to varying degrees by 66% of the students. The quality of e‑learning correlated significantly with the motivation and the interest in otolaryngology. CONCLUSION The teaching content of otorhinolaryngology can be implemented sufficiently in case-based e‑learning and is characterized by satisfactory student acceptance. Integration should be accomplished in a high-quality manner to increase motivation and interest in otorhinolaryngology.
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Affiliation(s)
- Jonas Engert
- Klinik und Poliklinik für Hals‑, Nasen- und Ohrenkrankheiten, plastische und ästhetische Operationen, Universitätsklinikum Würzburg, Josef-Schneider-Straße 11, 97080, Würzburg, Deutschland.
| | - Joy Backhaus
- Institut für Medizinische Lehre und Ausbildungsforschung, Universitätsklinikum Würzburg, Würzburg, Deutschland
| | - Linda Henig
- Institut für Medizinische Lehre und Ausbildungsforschung, Universitätsklinikum Würzburg, Würzburg, Deutschland
| | - Bjoern Spahn
- Klinik und Poliklinik für Hals‑, Nasen- und Ohrenkrankheiten, plastische und ästhetische Operationen, Universitätsklinikum Würzburg, Josef-Schneider-Straße 11, 97080, Würzburg, Deutschland
| | - Johannes Voelker
- Klinik und Poliklinik für Hals‑, Nasen- und Ohrenkrankheiten, plastische und ästhetische Operationen, Universitätsklinikum Würzburg, Josef-Schneider-Straße 11, 97080, Würzburg, Deutschland
| | - Pascal Ickrath
- Klinik und Poliklinik für Hals‑, Nasen- und Ohrenkrankheiten, plastische und ästhetische Operationen, Universitätsklinikum Würzburg, Josef-Schneider-Straße 11, 97080, Würzburg, Deutschland
| | - Agmal Scherzad
- Klinik und Poliklinik für Hals‑, Nasen- und Ohrenkrankheiten, plastische und ästhetische Operationen, Universitätsklinikum Würzburg, Josef-Schneider-Straße 11, 97080, Würzburg, Deutschland
| | - Kristen Rak
- Klinik und Poliklinik für Hals‑, Nasen- und Ohrenkrankheiten, plastische und ästhetische Operationen, Universitätsklinikum Würzburg, Josef-Schneider-Straße 11, 97080, Würzburg, Deutschland
| | - Rudolf Hagen
- Klinik und Poliklinik für Hals‑, Nasen- und Ohrenkrankheiten, plastische und ästhetische Operationen, Universitätsklinikum Würzburg, Josef-Schneider-Straße 11, 97080, Würzburg, Deutschland
| | - Sarah König
- Institut für Medizinische Lehre und Ausbildungsforschung, Universitätsklinikum Würzburg, Würzburg, Deutschland
| | - Stephan Hackenberg
- Klinik und Poliklinik für Hals‑, Nasen- und Ohrenkrankheiten, plastische und ästhetische Operationen, Universitätsklinikum Würzburg, Josef-Schneider-Straße 11, 97080, Würzburg, Deutschland
| | - Stefan Kaulitz
- Klinik und Poliklinik für Hals‑, Nasen- und Ohrenkrankheiten, plastische und ästhetische Operationen, Universitätsklinikum Würzburg, Josef-Schneider-Straße 11, 97080, Würzburg, Deutschland
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Jedwab R, Boas S, Potashner D, Ostrovsky D, Wacht O, Taragin BH, Gat T, Dayan RR, Fuchs L. A Comparison of Online Self-Training and Standard Bedside Training in Lung Ultrasonography for Medical Students. Acad Med 2024; 99:304-309. [PMID: 37801582 DOI: 10.1097/acm.0000000000005462] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/08/2023]
Abstract
PURPOSE Point-of-care ultrasonography (POCUS) is increasingly integrated into medical education. Traditionally taught at the bedside using a hands-on approach, POCUS is limited by cost, time, faculty availability, and access to POCUS resources. With the recent transition to digitalization in medical education, the authors compare lung POCUS performance and pathology identification among medical students to examine whether using an online, self-learning lung POCUS module is noninferior to traditional bedside, faculty-led lung POCUS training. METHOD This study assessed the performance of 51 medical students from August to October 2021 on an elearning lung POCUS course with traditional bedside training and no training. POCUS students were scored on use of a simulator to identify pathologies, ability to identify lung ultrasonographic pathological clips, and scanning technique. RESULTS The elearning group had a significantly higher median (interquartile range [IQR]) total test score (15/18 [10.5-16] vs. 12/18 [9-13]; P = .03) and scanning technique score (5/5 [4-5] vs. 4/5 [3-4]; P = .03) compared with the standard curriculum group. The median (IQR) accuracy in the clip segment of the examination was 7.5 of 10 (4-9) in the self-learning group and 6 of 10 (4-7) in the standard curriculum group ( P = .18). The median (IQR) grade on the simulator segment of the examination was 2 of 3 (2-3) in the self-learning group and 2 of 3 (1-2) in the standard curriculum group ( P = .06). CONCLUSIONS This study suggests that self-directed elearning of lung POCUS is at least noninferior to bedside teaching and possibly even a superior method of learning lung POCUS. This teaching method POCUS is feasible for medical students to learn lung ultrasonography and has potential to complement or augment the traditional learning process or eliminate or lessen the requirement for bedside teaching by reaching a larger audience while minimizing costs and human resources.
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Rahman MW, Hasan MM, Palash MS, Asaduzzaman M. Medical education in Bangladesh from Student and Teacher's Perspective: Impact and challenges of the COVID-19 pandemic. MedEdPublish (2016) 2024; 13:209. [PMID: 38689938 PMCID: PMC11058450 DOI: 10.12688/mep.19761.2] [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] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/30/2024] [Indexed: 05/02/2024] Open
Abstract
Background In low- and middle-income countries like Bangladesh, where medical education faces a range of challenges-such as lack of infrastructure, well-trained educators, and advanced technologies, abrupt changes in methodologies without adequate preparation are more challenging than in higher-income countries. This was worsened during the COVID-19 pandemic and these challenges have resulted in a change in medical education methodology. This study assesses the medical education procedure, impacts and adaptation strategies and challenges of the COVID-19 pandemic in the medical education system of Bangladesh from learners' as well as educators' perspectives. Methods The study collected data from 22 Medical Colleges/Universities across 18 districts of eight divisions using quantitative and qualitative methods. A total of 408 samples were collected consisting of 316 from students and 92 from medical teachers. Descriptive analysis and probit model were performed for obtaining results. Results The efficacy of online learning was questionable, but results showed that it was more effective for theory classes (92.4%) followed by clinical classes (75.63%) and the efficacy rate was low for practical classes (54.11%). All types of classes (theory, practical and clinical) are currently using mixed methods to some extent in medical education in Bangladesh. Regarding impacts and adaptation strategy, approximately 75.3% of the students surveyed expressed their acceptance of online education. Over 80% of the participants acknowledged the advantages of online learning, highlighting the freedom to learn from home, cost and time savings, and avoiding physical closeness with other students as major benefits. Conclusions To address future challenges like the COVID-19 pandemic in medical education in Bangladesh, a comprehensive policy approach such as strengthening technological infrastructure, promoting blended learning approaches, enhancing faculty training and support, integrating telemedicine into the curriculum, and continuously evaluating and improving policies and interventions can enhance the resilience of its medical education system, and prepare for future challenges.
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Affiliation(s)
- M. Wakilur Rahman
- Professor, Department of Rural Sociology, Bangladesh Agricultural University, Mymensingh, Dhaka Division, 2202, Bangladesh
| | - Md Mahfuzul Hasan
- Department of Agribusiness and Marketing, Bangladesh Agricultural University, Mymensingh, Dhaka Division, 2202, Bangladesh
| | - Md. Salauddin Palash
- Professor, Department of Agribusiness and Marketing, Bangladesh Agricultural University, Mymensingh, Dhaka Division, 2202, Bangladesh
| | - Md Asaduzzaman
- Assistant Professor, Department of Rural Sociology, Bangladesh Agricultural University, Mymensingh, Dhaka Division, Bangladesh
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Kumar PR, Large J, Konda N, Hashmi Y, Adebayo O, Sivaraman M, Lee JJ. Student advanced trauma management and skills (SATMAS): a validation study. Eur J Trauma Emerg Surg 2024:10.1007/s00068-024-02456-4. [PMID: 38305858 DOI: 10.1007/s00068-024-02456-4] [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] [Received: 09/04/2023] [Accepted: 01/14/2024] [Indexed: 02/03/2024]
Abstract
INTRODUCTION Despite trauma accounting 9% of global mortality, it has been demonstrated that undergraduate trauma teaching is inadequate nationally and worldwide. With COVID-19 exacerbating this situation, a scalable, accessible, and cost-effective undergraduate trauma teaching is required. METHODS Our Continual Professional Development United Kingdom (CPUDK)-accredited University Hospitals Birmingham (UHB) Major Trauma Service (MTS) affiliated programme consisted of seven biweekly pre-recorded sessions that were delivered online through the Moodle educational platform to University of Birmingham students. Pre- and post-randomised session-specific multiple-choice questions (MCQs) and anonymous feedback forms were administered. RESULTS There were 489 student responses, with 63 students completing all seven sessions. On an 8-point scale, students' objective knowledge scores increased by a mean of 1.2 (p < 0.001). Using a 5-point Likert scale, students also showed improvement in subjective outcomes including their confidence in assessing trauma patient (absolute difference (AD) 1.38, p < 0.001), advising initial investigations and formulating initial management plans (AD 1.78, p < 0.001) and thereby their confidence to manage a trauma patient overall (AD 1.98, p < 0.001). A total of 410 student responses endorsed the online delivery of SATMAS through Moodle and recommended SATMAS to future medical students. CONCLUSION SATMAS has demonstrated positive student feedback and extensive recruitment from only one centre, demonstrating that our programme can be an indispensable low-cost learning resource that prepares undergraduate medical students for their trauma exams and informs the implementation of clinical skills required by all doctors. We publish our pilot study findings to encourage similar teaching programmes to be adopted at other universities nationally and internationally, to synergistically benefit students, tutors, and ultimately patients, on a larger scale.
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Affiliation(s)
- Prakrit R Kumar
- Lister Hospital, East and North Hertfordshire NHS Trust, Stevenage, Hertfordshire, SG1 4AB, UK.
| | - Jamie Large
- Kingston Hospital NHS Foundation Trust, London, UK
| | - Nagarjun Konda
- University Hospital Coventry & Warwickshire, Coventry, UK
- University of Warwick, Coventry, UK
| | - Yousuf Hashmi
- College of Medical and Dental Sciences, University of Birmingham, Birmingham, UK
| | | | | | - Justine J Lee
- Major Trauma Service, Queen Elizabeth Hospital, Birmingham, UK
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Liang JZ, Ng DKW, Raveendran V, Teo MYK, Quah ELY, Chua KZY, Lua JK, Owyong JLJ, Vijayan AV, Abdul Hamid NAB, Yeoh TT, Ong EK, Phua GLG, Mason S, Fong W, Lim C, Woong N, Ong SYK, Krishna LKR. The impact of online education during the Covid-19 pandemic on the professional identity formation of medical students: A systematic scoping review. PLoS One 2024; 19:e0296367. [PMID: 38181035 PMCID: PMC10769105 DOI: 10.1371/journal.pone.0296367] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2023] [Accepted: 12/09/2023] [Indexed: 01/07/2024] Open
Abstract
Evolving individual, contextual, organizational, interactional and sociocultural factors have complicated efforts to shape the professional identity formation (PIF) of medical students or how they feel, act and think as professionals. However, an almost exclusive reliance on online learning during the COVID-19 pandemic offers a unique opportunity to study the elemental structures that shape PIF and the environmental factors nurturing it. We propose two independent Systematic Evidence-Based Approach guided systematic scoping reviews (SSR in SEBA)s to map accounts of online learning environment and netiquette that structure online programs. The data accrued was analysed using the clinically evidenced Krishna-Pisupati Model of Professional Identity Formation (KPM) to study the evolving concepts of professional identity. The results of each SSR in SEBA were evaluated separately with the themes and categories identified in the Split Approach combined to create richer and deeper 'themes/categories' using the Jigsaw Perspective. The 'themes/categories' from each review were combined using the Funnelling Process to create domains that guide the discussion. The 'themes/categories' identified from the 141 included full-text articles in the SSR in SEBA of online programs were the content and effects of online programs. The themes/categories identified from the 26 included articles in the SSR in SEBA of netiquette were guidelines, contributing factors, and implications. The Funnelling Process identified online programs (encapsulating the content, approach, structures and the support mechanisms); their effects; and PIF development that framed the domains guiding the discussion. This SSR in SEBA identifies the fundamental elements behind developing PIF including a structured program within a nurturing environment confined with netiquette-guided boundaries akin to a Community of Practice and the elemental aspect of a socialisation process within online programs. These findings ought to be applicable beyond online training and guide the design, support and assessment of efforts to nurture PIF.
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Affiliation(s)
- Jonathan Zhen Liang
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Donovan Kai Wei Ng
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Vijayprasanth Raveendran
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Mac Yu Kai Teo
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Elaine Li Ying Quah
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Keith Zi Yuan Chua
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Jun Kiat Lua
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | | | - Andrew Vimal Vijayan
- Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
| | | | - Ting Ting Yeoh
- Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
- Department of Pharmacy, National Cancer Centre Singapore, Singapore, Singapore
| | - Eng Koon Ong
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
- Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
- Duke-NUS Medical School, Singapore, Singapore
- Assisi Hospice, Singapore, Singapore
| | - Gillian Li Gek Phua
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
- Duke-NUS Medical School, Singapore, Singapore
- Lien Centre for Palliative Care, Duke-NUS Medical School, Singapore, Singapore
| | - Stephen Mason
- Palliative Care Institute Liverpool, Academic Palliative & End of Life Care Centre, University of Liverpool, Liverpool, United Kingdom
| | - Warren Fong
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Duke-NUS Medical School, Singapore, Singapore
- Department of Rheumatology and Immunology, Singapore General Hospital, Singapore, Singapore
| | - Crystal Lim
- Medical Social Services, Singapore General Hospital, Singapore, Singapore
| | - Natalie Woong
- Department of Internal Medicine, Singapore General Hospital, Singapore, Singapore
| | - Simon Yew Kuang Ong
- Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
- Duke-NUS Medical School, Singapore, Singapore
- Division of Medical Oncology, National Cancer Centre Singapore, Singapore, Singapore
| | - Lalit Kumar Radha Krishna
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
- Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
- Duke-NUS Medical School, Singapore, Singapore
- Palliative Care Institute Liverpool, Academic Palliative & End of Life Care Centre, University of Liverpool, Liverpool, United Kingdom
- PalC, The Palliative Care Centre for Excellence in Research and Education, Singapore, Singapore
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Alencar MS, Kubrusly M, Aquino BOAD, Viana IN, Morais PI, Rocha HAL. Depression among Brazilian medical students exposed to remote learning and the role of scopophobia. Med Teach 2024; 46:102-109. [PMID: 37485691 DOI: 10.1080/0142159x.2023.2236779] [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] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/25/2023]
Abstract
Medical education was greatly affected by the COVID-19 pandemic, and remote teaching through lectures and classes through videoconferencing was heavily used. However, the need to use cameras led to scopophobia, which is the fear of being watched, which can lead to psychological symptoms. Despite the relevance and prevalence of depression and the increase in the use of cameras for learning, research evaluating the impact of scopophobia on students' mental health is surprisingly scarce. Hence, to fill up this gap, a cross-sectional study was carried out in medical schools in Brazil. To assess the presence of depressed mood, the Patient Health Questionnaire-9 (PHQ-9) was applied. We used logistic regression models to verify the associations. The overall prevalence of positive PHQ9 found in our study was 62%. By studying the factors associated with a high risk of scopophobia, we could identify that the PHQ was statistically associated with scopophobia (odds ratio 2.43 (confidence interval 1.11-5.26), adjusted p value = .0269). Also, a lower family income, a higher number of household inhabitants, and female gender were associated. These results suggest that scopophobia is associated with depression, leading us to believe that interventions to mitigate this risk in students are opportune, especially if targeted at lower-income students.
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Affiliation(s)
| | - Marcos Kubrusly
- Medical Education Department, Unichristus University Center, Fortaleza, Brazil
| | | | - Isadora Néri Viana
- Medical Education Department, Unichristus University Center, Fortaleza, Brazil
| | | | - Hermano Alexandre Lima Rocha
- Medical Education Department, Unichristus University Center, Fortaleza, Brazil
- Community Health Department, Federal University of Ceará, Fortaleza, Brazil
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Venkatesan J, Manickam N, Madasamy B, Rajagopal MD, Karthikeyan AK. The Impact of Patient-Centric Interactive E-Module in Pathology Among Medical Undergraduates. Med Sci Educ 2023; 33:1347-1358. [PMID: 38188400 PMCID: PMC10767029 DOI: 10.1007/s40670-023-01869-x] [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] [Subscribe] [Scholar Register] [Accepted: 08/18/2023] [Indexed: 01/09/2024]
Abstract
Introduction COVID pandemic shifted healthcare-related education to digital platforms. With the widespread availability of learning management systems like MOODLE, many opportunities exist to create innovative e-modules. Its success depends on the interactive multimedia resources and structural framework. The present study aims to create two patient-centric e-modules on Diabetes and Alcoholic liver disease in Pathology by a medical undergraduate facilitated by faculty and to assess its impact on learning outcomes and learners' perceptions in relation to student seminars. Methodology This mixed-method intervention study combines quantitative and qualitative research methods to gain deeper insight into learners' experiences. By random allocation, half of the second-year medical undergraduates (n = 60) attended an e-module, and the other half listened to a student seminar on the same topic with the same specific learning objectives. Pre- and post-test scores and feedback questionnaires were quantitatively analysed. Student-led focus group discussions (FGD) for learners' experiences underwent thematic analysis. Results Pre- and post-tests for both learning techniques were statistically significant, while the feedback questionnaire's responses favoured e-module. Four focus group discussions yielded six themes for the e-module: Patient-driven holistic learning experience, Inquiry-based learning, Immersive learning, Higher level cognitive skills, Flexibility, repeatability and accessibility, and No human involvement. The five themes for the seminar were: Peer-driven camaraderie learning dynamic, Teacher-centric synchronous learning, Active vs passive listening, Basic learning, and Teacher-student interaction. Conclusion While both learning techniques had comparable effects on test scores, they have merits and demerits. Hence, blending both techniques where seminars impart basic knowledge and e-module for deeper reinforcement will benefit the students.
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Li‐Sauerwine S, Weygandt PL, Smylie L, Williamson K, Burns W, Ordonez E, Hartman ND, Chung AS, Ketterer AR, Jordan J. The more things change the more they stay the same: Factors influencing emergency medicine residency selection in the virtual era. AEM Educ Train 2023; 7:e10921. [PMID: 37997588 PMCID: PMC10664396 DOI: 10.1002/aet2.10921] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/01/2023] [Revised: 08/25/2023] [Accepted: 09/13/2023] [Indexed: 11/25/2023]
Abstract
Background Interviews for emergency medicine (EM) residency positions largely transitioned to a virtual-only format in 2020-2021. The impact of virtual interview factors on applicants' rank of programs is unknown. Objective We sought to assess the impact of modifiable factors in virtual interviews on applicants' rank of EM residency programs. Methods We conducted a cross-sectional mixed-methods survey of students applying to at least one of seven study authors' EM residency programs in the United States during the 2020-2021 application cycle. The survey was developed using an interactive Delphi process and piloted prior to implementation. The survey was administered from May to June 2021 with up to four email reminders. Quantitative analysis included descriptive statistics. Three authors performed a thematic qualitative analysis of free-text responses. Results A total of 664 of 2281 (29.1%) students completed the survey, including 335 (50.5%) male, 316 (47.7%) female, and six (0.9%) nonbinary. A total of 143 (21.6%) respondents identified as underrepresented in medicine and 84 (12.7%) identified as LGBTQIA+. Respondents participated in a median of 14 interviews and ranked a median of 14 programs. Most respondents (335, 50.6%) preferred a choice of in-person or virtual, while 183 (27.6%) preferred all in-person, and 144 (21.8%) preferred all virtual. The program website and interview social were the most important factors influencing respondent ranking. Qualitative analysis revealed several positive aspects of virtual interviews including logistical ease and comfort. Negative aspects include technical issues, perceived interview hoarding, and barriers to applicant assessment and performance. Demonstrated effort by the program, effective information delivery, communication of resident culture, and a well-implemented interview day positively influenced respondents' rank of programs. Conclusions This study identified characteristics of the virtual interview format that impact applicants' rank of programs. These results can inform future recruitment practices.
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Affiliation(s)
| | | | - Laura Smylie
- Department of Emergency MedicineWayne State University School of MedicineDetroitMichiganUSA
| | - Kelly Williamson
- Department of Emergency MedicineNorthwestern University, Feinberg School of MedicineChicagoIllinoisUSA
| | - William Burns
- BerbeeWalsh Department of Emergency MedicineUniversity of Wisconsin School of Medicine and Public HealthMadisonWisconsinUSA
| | - Edgar Ordonez
- Henry J.N. Taube Department of Emergency MedicineBaylor College of MedicineHoustonTexasUSA
| | - Nicholas D. Hartman
- Department of Emergency MedicineWake Forest University School of MedicineWinston‐SalemNorth CarolinaUSA
| | - Arlene S. Chung
- Department of Emergency MedicineMaimonides Medical CenterBrooklynNew YorkUSA
| | - Andrew R. Ketterer
- Department of Emergency MedicineBeth Israel Deaconess Medical Center/Harvard Medical SchoolBostonMassachusettsUSA
| | - Jaime Jordan
- Department of Emergency MedicineDavid Geffen School of Medicine at UCLALos AngelesCaliforniaUSA
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11
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Haydar A, Santos IS, Arcon LC, Martins MDA, Tempski PZ, Zatz R. Remote vs. face-to-face activities in the teaching of renal pathophysiology in the context of social isolation during the early phase of the COVID-19 pandemic. Adv Physiol Educ 2023; 47:788-795. [PMID: 37615046 DOI: 10.1152/advan.00257.2022] [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] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/11/2023] [Revised: 07/24/2023] [Accepted: 08/22/2023] [Indexed: 08/25/2023]
Abstract
The advent of the COVID-19 pandemic forced medical schools around the world to adopt emergency remote learning as a resort to avoid interruption of courses. However, the effectiveness of online classes as an educational strategy has been questioned by medical educators and students. In a prospective observational study design, students enrolled in a renal physiology and pathophysiology course were exposed to either face-to-face or remote synchronous classes. Students taught online obtained significantly higher mean scores than the group who had in-person classes, both groups assessed with identical exams. Appropriate screening tests suggested that fraud is unlikely to have significantly influenced these results and that the observed differences in performance reflected increased learning by the remote group. These observations suggest that online classes can help to maintain the continuity of physiology and pathophysiology courses during periods of social isolation and may contribute to improving learning under normal conditions.NEW & NOTEWORTHY In this study, we were able to make a rare direct comparison of face-to-face and remote strategies for the teaching of undergraduate medical students in a specific area, namely, renal pathophysiology. Unexpectedly, students who attended the remote course had significantly higher grades than those who had mostly in-person classes.
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Affiliation(s)
- Ahmed Haydar
- Nephrology Division, Department of Clinical Medicine and Center for Development of Medical Education, School of Medicine, University of São Paulo, São Paulo, Brazil
| | - Itamar Souza Santos
- Nephrology Division, Department of Clinical Medicine and Center for Development of Medical Education, School of Medicine, University of São Paulo, São Paulo, Brazil
| | - Luis Carlos Arcon
- Nephrology Division, Department of Clinical Medicine and Center for Development of Medical Education, School of Medicine, University of São Paulo, São Paulo, Brazil
| | - Mílton de Arruda Martins
- Nephrology Division, Department of Clinical Medicine and Center for Development of Medical Education, School of Medicine, University of São Paulo, São Paulo, Brazil
| | - Patricia Zen Tempski
- Nephrology Division, Department of Clinical Medicine and Center for Development of Medical Education, School of Medicine, University of São Paulo, São Paulo, Brazil
| | - Roberto Zatz
- Nephrology Division, Department of Clinical Medicine and Center for Development of Medical Education, School of Medicine, University of São Paulo, São Paulo, Brazil
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12
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Abstract
Background Recording large-group lectures is commonplace in higher education, allowing students to access content asynchronously and remotely. With the move towards online learning during the COVID-19 pandemic, recording of small-group teaching sessions has also become increasingly common; however, the educational value of this practice is unknown. Methods All medical students rotating through the Acute Medicine Department of a large teaching hospital were invited to enrol in the study. Consenting students were recorded for the second half of an online case-based learning (CBL) session. The recording was available for 6 months; viewing patterns were analysed. Students were sent a questionnaire after the session, asking them to reflect on the recorded and unrecorded halves of the session. Findings Thirty-three students underwent recording in 12 separate groups; 31 students (94%) completed the questionnaire. All 31 respondents (100%) described the session as "useful" or "very useful". Twenty-four respondents (77%) recommended continuing to record small-group sessions and 17 (55%) reported being "likely" or "very likely" to watch the recording. Six respondents (19%) reported a negative impact of being recorded. During 6 months of follow-up, no students returned to view the recording for more than 1 minute. Conclusion Despite positive feedback for the session and high student demand for ongoing recording, no students viewed the recording for any significant duration. One-fifth of students reported a negative impact of being recorded. The findings from this study do not support routine recording of small-group CBL sessions, even where demand for this may exist. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-023-01837-5.
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Affiliation(s)
- Peter Crook
- Institute of Medical and Biomedical Education, St George’s, University of London, Cranmer Terrace, London, SW17 0RE UK
- Department of Acute Medicine, St George’s Hospital, St George’s University Hospitals NHS Foundation Trust, Blackshaw Road, London, SW17 0QT UK
| | - Shagayegh Javadzadeh
- Institute of Medical and Biomedical Education, St George’s, University of London, Cranmer Terrace, London, SW17 0RE UK
- Department of Acute Medicine, St George’s Hospital, St George’s University Hospitals NHS Foundation Trust, Blackshaw Road, London, SW17 0QT UK
| | - Rebecca Shone
- Institute of Medical and Biomedical Education, St George’s, University of London, Cranmer Terrace, London, SW17 0RE UK
- Department of Acute Medicine, St George’s Hospital, St George’s University Hospitals NHS Foundation Trust, Blackshaw Road, London, SW17 0QT UK
| | - Vikram Joseph
- Institute of Medical and Biomedical Education, St George’s, University of London, Cranmer Terrace, London, SW17 0RE UK
- Department of Acute Medicine, St George’s Hospital, St George’s University Hospitals NHS Foundation Trust, Blackshaw Road, London, SW17 0QT UK
| | - Debasish Banerjee
- Institute of Medical and Biomedical Education, St George’s, University of London, Cranmer Terrace, London, SW17 0RE UK
- Department of Renal Medicine, St George’s Hospital, St George’s University Hospitals NHS Foundation Trust, Blackshaw Road, London, SW17 0QT UK
| | - Nicholas M. P. Annear
- Institute of Medical and Biomedical Education, St George’s, University of London, Cranmer Terrace, London, SW17 0RE UK
- Department of Acute Medicine, St George’s Hospital, St George’s University Hospitals NHS Foundation Trust, Blackshaw Road, London, SW17 0QT UK
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13
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Patel D, Mullen M, Eley DS. A Paradigm Shift from International to Transnational Medical Education. Med Sci Educ 2023; 33:1227-1230. [PMID: 37886290 PMCID: PMC10597967 DOI: 10.1007/s40670-023-01843-7] [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] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/17/2023] [Indexed: 10/28/2023]
Abstract
In recent years, the number of medical students seeking international opportunities has grown. To satisfy these demands, collaborative international programs have been developed. However, the benefits of these programs are limited as they employ an international medical education (IME) approach where only the students are exchanged. In this commentary, we discuss the current models of IME and propose a paradigm shift to a transnational approach wherein the student, faculty, and curriculum are exchanged allowing for increased integration and awareness of cultural and educational approaches to treatment that can be retained and incorporated into future practice to advance healthcare across the globe.
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Affiliation(s)
- Dhaval Patel
- Ochsner Clinical School, The University of Queensland Faculty of Medicine, 1401 Jefferson Hwy, 70121 Jefferson, LA USA
| | - Michael Mullen
- Ochsner Clinical School, The University of Queensland Faculty of Medicine, 1401 Jefferson Hwy, 70121 Jefferson, LA USA
| | - Diann S. Eley
- Academy for Medical Education, Medical School, The University of Queensland, 288 Herston Road, 4006 Brisbane, QLD Australia
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14
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Norman MK, Spagnoletti C, Proulx C, Crevasse I, Vazquez N, Radomski TR. The Case for Instructional Teams in the New Era of Online Medical Education. Med Sci Educ 2023; 33:1231-1238. [PMID: 37886263 PMCID: PMC10597977 DOI: 10.1007/s40670-023-01850-8] [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] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/19/2023] [Indexed: 10/28/2023]
Abstract
After a period of "emergency remote teaching" precipitated by COVID-19, academic medical centers are moving into a second, more mature phase in online education. This article offers guidance to institutions planning for this second phase. In it, we advocate a reorientation towards "instructional teams;" outline typical roles and skill sets on instructional teams; discuss the hardware, software, and space required to develop high-quality online courses; and describe common pitfalls experienced by instructional teams along with strategies to avoid them. Our objective is to help institutions hoping to develop high-quality, sustainable online programming to set realistic and informed expectations, allocate resources intelligently, hire appropriately, and work productively.
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Affiliation(s)
- Marie K. Norman
- Innovative Design for Education and Assessment (IDEA) Lab, University of Pittsburgh, Pittsburgh, PA USA
| | - Carla Spagnoletti
- Institute for Clinical Research Education (ICRE), University of Pittsburgh, Pittsburgh, PA USA
| | - Chelsea Proulx
- Clinical and Translational Science Institute, University of Pittsburgh, Pittsburgh, PA USA
| | - Isabel Crevasse
- Innovative Design for Education and Assessment (IDEA) Lab, University of Pittsburgh, Pittsburgh, PA USA
| | - Natalie Vazquez
- Innovative Design for Education and Assessment (IDEA) Lab, University of Pittsburgh, Pittsburgh, PA USA
| | - Thomas R. Radomski
- Institute for Clinical Research Education (ICRE), University of Pittsburgh, Pittsburgh, PA USA
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15
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Adongo PR, Epuitai J, Mpagi JL, Nekaka R, Lyagoba I, Odula J, Oboth P. "No PBL is better than online PBL": Qualitative exploration regarding the perceived impact of online problem-based learning on nursing and medical students' learning during COVID-19 lockdown. Res Sq 2023:rs.3.rs-3296163. [PMID: 37790310 PMCID: PMC10543252 DOI: 10.21203/rs.3.rs-3296163/v1] [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] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/05/2023]
Abstract
The COVID-19 pandemic and its restrictions increased the adoption of online learning even in low-income countries. The adoption of online teaching methods may have affected teaching and learning, particularly in settings where it was used for the first time. This study was conducted to explore the perceptions of medical and nursing students regarding the impact of online delivery of problem-based learning (PBL) on students learning and academic performance during COVID-19 imposed restrictions. Methods and materials This was a qualitative study among fourth and fifth-year nursing and medical undergraduate students at Busitema University Faculty of Health Sciences. Four focused group discussions were conducted and the interviews focused on students' perceptions, experiences, and attitudes toward the PBL process conducted online and its likely impact on their learning. Braun and Clarke's thematic analysis was used for qualitative data analysis. Results Four themes were identified that represented perceptions of online PBL on learning: transition to online learning; perceived benefits of online learning; limited learning and poor performance; and lost soft and practical skills. During the initial stages of introduction to online PBL learning, students transitioning to online had to adapt and familiarize themselves with online learning following the introduction of online learning. Students perceived that learning was less online compared to face-to-face sessions because of reduced learner engagement, concentration, motivation, peer-to-peer learning, and limited opportunities for practical sessions. Online learning was thought to increase students' workload in the form of a number of assessments which was thought to reduce learning. Online tutorials were perceived to reduce the acquisition of soft skills like confidence, communication, leadership, and practical or clinical skills. While learning was thought to be less during online teaching, it was noted to allow continued learning during the lockdown, to be flexible, enhance self-drive and opportunity for work, solve infrastructure problems, and protect them from COVID-19 infection. Conclusion Generally, online learning enabled continuity and flexibility of learning. However, online PBL learning was perceived to be less engaging compared to traditional classroom-based PBL. Online PBL was seen to deter students from acquiring critical generic and clinical skills inherently found in traditional PBL. Innovative pedagogical measures should be adopted to avoid reduced learning noted in the online teaching methods to ensure the successful adoption of online teaching and learning in the post-COVID-19 era.
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16
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Akhtar N, Kumar A, Mattoo B, Deepak KK, Bhatia R. Introducing virtual classrooms for undergraduate physiology teaching during the COVID-19 pandemic: acceptance by students and subjective impact on learning. Adv Physiol Educ 2023; 47:376-382. [PMID: 37199736 PMCID: PMC10281776 DOI: 10.1152/advan.00252.2022] [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] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/08/2022] [Revised: 05/15/2023] [Accepted: 05/17/2023] [Indexed: 05/19/2023]
Abstract
The COVID-19 pandemic and worldwide lockdowns brought major changes in education systems. There was a sudden obligatory shift toward utilization of digital resources for teaching and learning purposes. Medical education, specifically physiology teaching, comprises hands-on training in the laboratory. It is challenging to offer a course like physiology in a virtual format. The objective of this study was to assess the effectiveness and influence of virtual classroom technology on online physiology education in a sample size of 83 first-year MBBS undergraduates. A questionnaire comprising questions related to technology accessibility and utilization, comprehensibility and effectiveness of instructions, faculty proficiency, and learning outcomes was administered to the group. The responses were collected and analyzed. Validation through principal components and factor analysis showed that online teaching is not very effective and has a limited application in the physiology education of undergraduate MBBS students. Our study also revealed that virtual physiology teaching of undergraduate medical students during the COVID-19 pandemic had a moderate level of effectiveness.NEW & NOTEWORTHY In the present qualitative study, we have conducted and validated an online physiology teaching platform at a medical college to continue medical education during the peak times of the COVID-19 pandemic and prolonged lockdowns. Furthermore, we have evaluated the effectiveness of online physiology teaching through multidimensional feedback from undergraduate MBBS students. It is experimental evidence of inadequate sustainability, moderate efficacy, limited application, and poor first-hand experience gained by the students in virtual physiology teaching in a preclinical and clinical setting.
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Affiliation(s)
- Nasreen Akhtar
- Department of Physiology, All India Institute of Medical Sciences (AIIMS), New Delhi, India
| | - Aasheesh Kumar
- Department of Physiology, All India Institute of Medical Sciences (AIIMS), New Delhi, India
| | - Bhawna Mattoo
- Department of Physiology, All India Institute of Medical Sciences (AIIMS), New Delhi, India
| | - Kishore Kumar Deepak
- Department of Physiology, All India Institute of Medical Sciences (AIIMS), New Delhi, India
| | - Renu Bhatia
- Department of Physiology, All India Institute of Medical Sciences (AIIMS), New Delhi, India
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17
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Lavallard V, Cerutti B, Audétat-Voirol MC, Broers B, Sader J, Galetto-Lacour A, Hausmann S, Savoldelli GL, Nendaz M, Escher M. Formative assessments during COVID-19 pandemic: an observational study on performance and experiences of medical students. MedEdPublish (2016) 2023; 13:7. [PMID: 37942501 PMCID: PMC10628360 DOI: 10.12688/mep.19428.2] [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] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2023] Open
Abstract
Background: Because of COVID-19, the 2020 written medical examinations were replaced by mandatory formative online assessments. This study aimed to determine students' performance, self-assessment of performance, and perception about the switch from a summative to a formative approach. Methods: Medical students from year 2 to 5 (n=648) were included. They could repeat each test once or twice. They rated their performance after each attempt and were then given their score. Detailed feedback was given at the end of the session. An online survey determined medical students' perception about the reorganization of education. Two items concerned the switch from summative to formative assessments Results: Formative assessments involved 2385 examinees totaling 3197 attempts. Among examinees, 30.8% made at least 2 attempts. Scores increased significantly at the second attempt (median 9.4, IQR 10.8), and duration decreased (median -31.0, IQR 48.0). More than half of examinees (54.6%) underestimated their score, female students more often than male. Low performers overestimated, while high performers underestimated their scores. Students approved of the switch to formative assessments. Stress was lessened but motivation for learning decreased. Conclusions: Medical students' better scores at a second attempt support a benefit of detailed feedback, learning time and re-test opportunity on performance. Decreased learning motivation and a minority of students repeating the formative assessments point to the positive influence of summative assessment on learning.
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Affiliation(s)
| | - Bernard Cerutti
- Faculty of Medicine, University of Geneva, Geneva, Switzerland
- Unit of Development and Research in Medical Education, Faculty of Medicine, University of Geneva, Geneva, Switzerland
| | - Marie-Claude Audétat-Voirol
- Faculty of Medicine, University of Geneva, Geneva, Switzerland
- Unit of Development and Research in Medical Education, Faculty of Medicine, University of Geneva, Geneva, Switzerland
| | - Barbara Broers
- Faculty of Medicine, University of Geneva, Geneva, Switzerland
| | - Julia Sader
- Unit of Development and Research in Medical Education, Faculty of Medicine, University of Geneva, Geneva, Switzerland
| | - Annick Galetto-Lacour
- Faculty of Medicine, University of Geneva, Geneva, Switzerland
- Pediatrics, Gynecology and Obstetrics, Geneva University Hospitals, Geneva, Switzerland
| | | | - Georges L. Savoldelli
- Faculty of Medicine, University of Geneva, Geneva, Switzerland
- Unit of Development and Research in Medical Education, Faculty of Medicine, University of Geneva, Geneva, Switzerland
- Anesthesia, Pharmacology and Intensive Care, Geneva University Hospitals, Geneva, Switzerland
| | - Mathieu Nendaz
- Faculty of Medicine, University of Geneva, Geneva, Switzerland
- Unit of Development and Research in Medical Education, Faculty of Medicine, University of Geneva, Geneva, Switzerland
- Division of General Internal Medicine, Geneva University Hospitals, Geneva, Switzerland
| | - Monica Escher
- Faculty of Medicine, University of Geneva, Geneva, Switzerland
- Unit of Development and Research in Medical Education, Faculty of Medicine, University of Geneva, Geneva, Switzerland
- Division of Palliative Medicine, Geneva University Hospitals, Geneva, Switzerland
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18
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O'Brien SJ, Reardon M, McGreal G. A novel video compendium of real surgical patient interactions for medical students. Surg Open Sci 2023; 14:128-134. [PMID: 37599670 PMCID: PMC10436175 DOI: 10.1016/j.sopen.2023.07.017] [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] [Received: 06/27/2023] [Revised: 07/23/2023] [Accepted: 07/26/2023] [Indexed: 08/22/2023] Open
Abstract
Objective To develop a novel video compendium of real surgical patient interactions as a tool for medical student education and to evaluate our institutional experience of its usefulness. Design Prospective development of a video compendium of real surgical patient interactions. Setting Single university affiliated hospital in Cork, Ireland. Participants Patients with illnesses relevant to the surgery curriculum and students from an Irish medical school. Results Videos were recorded of the clinical interaction between a consultant surgeon and patients, capturing focused history taking and/or clinical examination, with an associated set of explanatory notes. Fifty videos were developed with a tiered release to the clinical year medical students, via their virtual learning/education platform. Three hundred and eleven students responded to the questionnaire across 3-student year groups (311/585-53 %). Fifty-two percent of students did not have their clinical rotations affected by the COVID-19 pandemic. >90 % of students agreed that the videos helped history taking and clinical examination technique. >80 % of students agreed that the accompanying text slides reinforced key points and helped with understanding difficult topics. Eighty-five percent of students reported that the videos increased exposure to surgical patients and pathology. Eighty-five percent of students rated their experience as at least 4 out of 5. Conclusions This online educational compendium bridged a gap for students with limited clinical exposure during the COVID-19 pandemic, and has become an important resource for all clinical students. Our novel engagement with real patients sets this compendium apart from resources which use actors.
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Affiliation(s)
- Stephen J. O'Brien
- Department of Surgery, Mercy University Hospital, Grenville Place, Cork, Ireland
- Department of Surgery, School of Medicine, University College Cork, Ireland
| | | | - Gerald McGreal
- Department of Surgery, Mercy University Hospital, Grenville Place, Cork, Ireland
- Department of Surgery, School of Medicine, University College Cork, Ireland
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Ganesh K, Rashid NA, Hasnaoui RE, Assiri R, Cordero MAW. Analysis of female pre-clinical students' readiness, academic performance and satisfaction in online learning: an assessment of quality for curriculum revision and future implementation. BMC Med Educ 2023; 23:523. [PMID: 37480021 PMCID: PMC10360213 DOI: 10.1186/s12909-023-04503-x] [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] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/20/2022] [Accepted: 07/07/2023] [Indexed: 07/23/2023]
Abstract
BACKGROUND The acceptance of online courses by medical and dental students, especially during the coronavirus disease 2019 crisis, is substantial, as reported in various studies. However, the unfavourable online learning experiences of the students during the pandemic were also highlighted. As the teaching-learning process is returning to the "new normal," it is necessary to identify online learning domains implemented during the pandemic crisis that may be applied in pre-clinical courses in the future. METHODS A validated Student Online Learning Readiness questionnaire assessed pre-clinical students' online learning competence. Students' academic performance in face-to-face post-pandemic was compared with their performance in online settings during the pandemic crisis. Students' satisfaction with online learning was evaluated using a self-made survey questionnaire. Descriptive statistics, the t-test, and multiple regression analysis were used to analyze the data gathered with a p-value ≤ 0.05 considered statistically significant. RESULTS Except for social skills with classmates and groupmates, in which 47.5% of respondents indicated unreadiness, most students were prepared for online learning. Theory-wise, online learners outperformed traditional learners, but the difference was insignificant. In contrast, students' practical skills in face-to-face modality are significantly higher (p = 0.029). Students rated their satisfaction with online learning higher for interactions with instructors and staff and lower for interactions with classmates and group mates and skill acquisition. CONCLUSION Providing high-quality pre-clinical online teaching was achieved for theoretical components but not practical skills acquisition. Students' social engagement with peers is one of the key elements crucial to online learning success. Academic leaders and curriculum developers must recognize potential gaps as they transition to online learning.
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Grants
- Grant No (43- PRFA-P-9) This research project was funded by the Deanship of Scientific Research, Princess Nourah bint Abdulrahman University, through the Program of Research Project Funding After Publication, grant No (43- PRFA-P-9).
- Grant No (43- PRFA-P-9) This research project was funded by the Deanship of Scientific Research, Princess Nourah bint Abdulrahman University, through the Program of Research Project Funding After Publication, grant No (43- PRFA-P-9).
- Grant No (43- PRFA-P-9) This research project was funded by the Deanship of Scientific Research, Princess Nourah bint Abdulrahman University, through the Program of Research Project Funding After Publication, grant No (43- PRFA-P-9).
- Grant No (43- PRFA-P-9) This research project was funded by the Deanship of Scientific Research, Princess Nourah bint Abdulrahman University, through the Program of Research Project Funding After Publication, grant No (43- PRFA-P-9).
- Grant No (43- PRFA-P-9) This research project was funded by the Deanship of Scientific Research, Princess Nourah bint Abdulrahman University, through the Program of Research Project Funding After Publication, grant No (43- PRFA-P-9).
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Affiliation(s)
- Kavitha Ganesh
- College of Medicine, Princess Nourah Bint Abdulrahman University, P.O. Box 84428, Riyadh, 11671, Saudi Arabia
| | - Najwa Abdur Rashid
- College of Medicine, Princess Nourah Bint Abdulrahman University, P.O. Box 84428, Riyadh, 11671, Saudi Arabia
| | - Raja El Hasnaoui
- College of Medicine, Princess Nourah Bint Abdulrahman University, P.O. Box 84428, Riyadh, 11671, Saudi Arabia
| | - Rasha Assiri
- College of Medicine, Princess Nourah Bint Abdulrahman University, P.O. Box 84428, Riyadh, 11671, Saudi Arabia
| | - Mary Anne W Cordero
- College of Medicine, Princess Nourah Bint Abdulrahman University, P.O. Box 84428, Riyadh, 11671, Saudi Arabia.
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20
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Pan P, Zheng M, Luo H, Liu J, Li L, Su L. Importance of clinical parameters for cultivation of critical care thinking by online teaching of critical care medicine. BMC Med Educ 2023; 23:485. [PMID: 37391727 DOI: 10.1186/s12909-023-04435-6] [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] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/26/2023] [Accepted: 06/07/2023] [Indexed: 07/02/2023]
Abstract
BACKGROUND The teaching of critical care medicine is a very important task, especially during the COVID-19 pandemic. The understanding of critical care parameters is the foundation and core, which is conducive to the formation of clinical thinking. This study is to evaluate the training effect of teaching of critical care parameters based on an online platform, and explore the teaching methods of critical care medicine that can help to cultivate trainees' clinical thinking and practical ability. METHODS Questionnaires were released before and after the training through the official new media platform "Yisheng" application (APP) of China Medical Tribune involving 1109 participants. The trainees who filled in the questionnaire in APP and received training were randomly selected as the investigated population. Statistical description and analysis were carried out using SPSS 20.0 and Excel 2020. RESULTS The trainees were mainly attending physicians in tertiary hospitals and above. Among all critical care parameters, trainees paid more attention to critical hemodynamics, respiratory mechanics, severity of illness scoring systems, critical ultrasound, and critical hemofiltration. The degree of satisfaction with the courses was high, especially the course of critical hemodynamics was scored the highest. The trainees believed that the course contents were of great help to clinical work. However, no significant difference was found in the trainees' understanding or cognition of the connotation of the parameters before and after the training. CONCLUSION Teaching of critical care parameters based on an online platform is conducive to improving and consolidating the clinical care ability of trainees. However, it is still necessary to strengthen the cultivation of clinical thinking in critical care. In the future, the integration of theory with practice must be strengthened in clinical practice, ultimately achieving the homogeneous diagnosis and treatment of patients with critical illness.
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Affiliation(s)
- Pan Pan
- College of Pulmonary and Critical Care Medicine, Eighth Medical Center, Chinese People's Liberation Army General Hospital, Beijing, 100089, China
| | - Min Zheng
- Department of Critical Care Medicine, State Key Laboratory of Complex Severe and Rare Diseases, Peking Union Medical College Hospital, Chinese Academy of Medical Science and Peking Union Medical College, Beijing, 100730, China
| | - Hongbo Luo
- Department of Critical Care Medicine, State Key Laboratory of Complex Severe and Rare Diseases, Peking Union Medical College Hospital, Chinese Academy of Medical Science and Peking Union Medical College, Beijing, 100730, China
| | - Jinbang Liu
- Department of Critical Care Medicine, State Key Laboratory of Complex Severe and Rare Diseases, Peking Union Medical College Hospital, Chinese Academy of Medical Science and Peking Union Medical College, Beijing, 100730, China
| | - Lina Li
- College of Pulmonary and Critical Care Medicine, Eighth Medical Center, Chinese People's Liberation Army General Hospital, Beijing, 100089, China
| | - Longxiang Su
- Department of Critical Care Medicine, State Key Laboratory of Complex Severe and Rare Diseases, Peking Union Medical College Hospital, Chinese Academy of Medical Science and Peking Union Medical College, Beijing, 100730, China.
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Gottschalk M, Milch PM, Albert C, Werwick K, Braun-Dullaeus RC, Stieger P. Medical education during the Covid-19 pandemic long-term experiences of German clinical medical students. PLoS One 2023; 18:e0286642. [PMID: 37279236 DOI: 10.1371/journal.pone.0286642] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2023] [Accepted: 05/22/2023] [Indexed: 06/08/2023] Open
Abstract
INTRODUCTION Due to the Covid-19 pandemic and the accompanying hygiene regulations, medical students in Germany faced multiple educational and personal challenges. The challenges included the cancellation and digitalisation of courses, the closing of university institutions such as libraries, a decrease in social contacts, and the risk of a Covid-19 infection. The aim of this study was to understand medical students' pandemic experiences as well as the consequences of these experiences for the students' future work as physicians. MATERIALS AND METHODS We performed 15 guided, one-on-one interviews with clinical medical students (third to fifth year) at the Otto-von-Guericke-University Magdeburg. Interviews were recorded, transcribed, and anonymised. We performed a qualitative content analysis in accordance with Mayring and thereby formed an inductive category system. The Consolidated Criteria for Reporting Qualitative Research (COREQ) were applied. RESULTS Five categories were inductively formed: "Changes in the teaching experience", "negative effects on the learning experience", "decrease in personal social contacts", "contact with covid-19", and "pandemic-associated stress increase". The participating students reported higher levels of stress due to isolation and uncertainty regarding their educational future. Furthermore, students welcomed the digitalisation of lectures, developed individual coping strategies, and voluntarily took part in the care of Covid-19 patients. Limitations to social interactions were perceived as the major restrictive factor to their educational structure, their perceived learning success and personal development. CONCLUSION This study identified social restrictions as well as didactic and academic structural challenges as relevant factors contributing to perceived stress and fear for medical students during the Covid-19 pandemic, especially as regards their learning experience. Students' acceptance of digitalised learning may enable regular interaction with university peers and may facilitate a structured educational life. However, the implementation of digital resources could not provide a sufficient substitute for in-person courses.
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Affiliation(s)
- Marc Gottschalk
- University Clinic for Cardiology and Angiology, Center for Internal Medicine, University Medicine Magdeburg, Magdeburg, Germany
| | - Pascal M Milch
- University Clinic for Cardiology and Angiology, Center for Internal Medicine, University Medicine Magdeburg, Magdeburg, Germany
| | - Christian Albert
- University Clinic for Cardiology and Angiology, Center for Internal Medicine, University Medicine Magdeburg, Magdeburg, Germany
- Clinic for Nephrology, Central Clinic Bad Berka, Bad Berka, Germany
| | - Katrin Werwick
- Deans Office of Student Affairs, Medical Faculty, Magdeburg University, Magdeburg, Germany
| | - Ruediger C Braun-Dullaeus
- University Clinic for Cardiology and Angiology, Center for Internal Medicine, University Medicine Magdeburg, Magdeburg, Germany
| | - Philipp Stieger
- University Clinic for Cardiology and Angiology, Center for Internal Medicine, University Medicine Magdeburg, Magdeburg, Germany
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Valera-Calero JA, Navarro-Santana MJ, Fernández-de-Las-Peñas C, Varol U, López-de-Uralde-Villanueva I, Rodríguez-López ES, Plaza-Manzano G. Inclusion of cross-sectional and radiological images for better understanding of musculoskeletal anatomy and decreasing the risk of adverse events during dry needling in undergraduate physiotherapy students. Anat Sci Educ 2023; 16:521-530. [PMID: 36622744 DOI: 10.1002/ase.2251] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/11/2022] [Revised: 12/02/2022] [Accepted: 01/06/2023] [Indexed: 05/11/2023]
Abstract
Since there is an increasing rate of physiotherapists using invasive procedures during the clinical practice, understanding the cross-sectional anatomy and radiological images is essential for ensuring patients' safety during these interventions. Therefore, the aim of this study was to analyze the students' opinion of including cross-sectional and radiological images to traditional methodologies, to evaluate whether these additional resources improve their ability to identify musculoskeletal structures in radiological images and their understanding of neurovascular and visceral structures related with specific muscles to be avoided during invasive procedures. First-year undergraduate physiotherapy students were enrolled in the study. A brief online survey asking about their opinion about the use of cross-sectional and radiological images as complementary resources was built. In addition, two open-answer tests (before and after the inclusion of these resources) were conducted to evaluate their ability to identify correctly musculoskeletal structures in magnetic resonance and ultrasound images and to evaluate their awareness of high-risk structures related with specific muscles. One-hundred-thirty-two students returned the online survey and one-hundred-forty-eight completed all the tests. In general, students opined cross-sectional images to be of utility for learning anatomy (81.8%) and radiological images (93.9%) and felt they benefited from cross-sectional and ultrasound images (78.0%). All tests showed significant improvements after the inclusion of these complementary resources (all, p < 0.001) except for trunk structures in MRI (p = 0.777). The implementation of anatomical cross-sectional and radiological images resulted in better understanding of radiological images and better cognition of possible risk during invasive procedures.
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Affiliation(s)
- Juan Antonio Valera-Calero
- Department of Radiology, Rehabilitation and Physiotherapy, Faculty of Nursery, Physiotherapy and Podiatry, Complutense University of Madrid, Madrid, Spain
- Grupo InPhysio, Instituto de Investigación Sanitaria del Hospital Clínico San Carlos (IdISSC), Madrid, Spain
| | - Marcos José Navarro-Santana
- Department of Radiology, Rehabilitation and Physiotherapy, Faculty of Nursery, Physiotherapy and Podiatry, Complutense University of Madrid, Madrid, Spain
| | - César Fernández-de-Las-Peñas
- Grupo de Innovación Docente en mapas mentales y evaluación de las prácticas clínicas, asistenciales y docentes en fisioterapia, Rey Juan Carlos University, Alcorcón, Spain
- Cátedra Institucional en Docencia, Clínica e Investigación en Fisioterapia: Terapia Manual, Punción Seca y Ejercicio Terapéutico, Rey Juan Carlos University, Alcorcón, Spain
- Department of Physical Therapy, Occupational Therapy, Rehabilitation and Physical Medicine, Rey Juan Carlos University, Alcorcón, Spain
| | - Umut Varol
- Escuela Internacional de Doctorado, Rey Juan Carlos University, Alcorcón, Spain
| | - Ibai López-de-Uralde-Villanueva
- Department of Radiology, Rehabilitation and Physiotherapy, Faculty of Nursery, Physiotherapy and Podiatry, Complutense University of Madrid, Madrid, Spain
- Grupo InPhysio, Instituto de Investigación Sanitaria del Hospital Clínico San Carlos (IdISSC), Madrid, Spain
| | | | - Gustavo Plaza-Manzano
- Department of Radiology, Rehabilitation and Physiotherapy, Faculty of Nursery, Physiotherapy and Podiatry, Complutense University of Madrid, Madrid, Spain
- Grupo InPhysio, Instituto de Investigación Sanitaria del Hospital Clínico San Carlos (IdISSC), Madrid, Spain
- Grupo de Innovación Docente en mapas mentales y evaluación de las prácticas clínicas, asistenciales y docentes en fisioterapia, Rey Juan Carlos University, Alcorcón, Spain
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Soundariya K, Velusami D. Incorporating ABC in physiology education: Active learning, blended learning and curricular changes. Natl Med J India 2023; 36:182-186. [PMID: 38692623 DOI: 10.25259/nmji_883_2021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/03/2024]
Abstract
Physiology is of central importance in medicine. Teaching the complex physiological frameworks to the current generation of students with the implementation of competency-based medical education (CBME) has become a challenging task. Development of digital technology in educational field during Covid-19 pandemic has made medical educators modify their teaching learning strategies from traditional to blended mode. We offer tips to embrace the three major challenges namely, generational diversity with active learning strategies, technological growth with blended learning, and strategies to implement curricular changes in physiology education. Adult learning principles involve active learning as a crux component. Various simple active teaching strategies that can be adapted for large and small group teaching are highlighted. Blended learning is characterized by self-paced learning, and face-to-face training sessions with online collaborative learning. Simple ways to incorporate the blended mode of teaching strategies with the use of virtual platforms and learning management system (LMS) are described. Further, we discuss the nuances that help to adapt the various curriculum changes brought about by the implementation of CBME. Teaching physiology is an ever-challenging task. With an appropriate mindset, medical educators can turn these challenges into opportunities and make teaching learning a better experience.
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Affiliation(s)
- Krishnamurthy Soundariya
- Sri Manakula Vinayagar Medical College and Hospital, Kallitherthalkuppam, Madagadipet, Puducherry 605107, India
| | - Deepika Velusami
- Sri Manakula Vinayagar Medical College and Hospital, Kallitherthalkuppam, Madagadipet, Puducherry 605107, India
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Chen C, Coppola KM, Weber P, Parikh P. Interactive Patient Safety and Quality Improvement capstone during transition-to-residency program: virtual and in-person focused workshop for EPA 13. BMC Med Educ 2023; 23:235. [PMID: 37046253 PMCID: PMC10091311 DOI: 10.1186/s12909-023-04220-5] [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] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/22/2022] [Accepted: 03/31/2023] [Indexed: 06/19/2023]
Abstract
Identifying systems failures and contributing to a safety culture is the Association of American Colleges (AAMC's) thirteenth Entrustable Professional Activity (EPA). While most curricula teach Patient Safety (PS) and Quality Improvement (QI) principles, student participation in live QI/PS activities remains limited. This workshop enabled late Clerkship phase students to apply these Health Systems Science (HSS) principles to real adverse patient event cases through team-based simulation.This 3-h capstone included both a didactic review of QI, PS, and TeamSTEPPS® tools and an experiential component where student-led interactive small group discussions were augmented by resident and faculty preceptors. Collaboratively, students composed an adverse patient event report, conducted a Root Cause Analysis (RCA) during role-play, and proposed error prevention ideas after identifying systems problems. In April 2020, the in-person workshop became fully virtual due to the COVID-19 pandemic.A statistically significant increase in ability to identify Serious Safety Events, Escalation Chain of Command, and define a Plan-Do-Study-Act (PDSA) cycle was observed. Comfort with RCA increased from 48 to 87% and comfort with TeamSTEPPS® principles increased from 68% to 85.5%This novel capstone provided students with the tools to synthesize HSS concepts through problem-solving processes and recognize EPA 13's importance. Their increased capability to identify appropriate chain of command, escalate concerns, and recognize serious adverse patient events also has training and practice readiness implications.
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Affiliation(s)
- Catherine Chen
- Department of Medicine, Rutgers University Robert Wood Johnson Medical School, Director of Internal Medicine Bootcamp Program,, 125 Paterson St., Suite 2300, New Brunswick, NJ, 08901, USA.
| | - Kristen M Coppola
- Department of Psychiatry, Rutgers University Robert Wood Johnson Medical School, New Brunswick, New Jersey, USA
| | - Paul Weber
- Department of Medicine, Rutgers University Robert Wood Johnson Medical School, Associate Dean of Continuing Medical Education, Thread Director, Health Systems Science Curriculum, New Brunswick, New Jersey, USA
| | - Payal Parikh
- Department of Medicine, Rutgers University Robert Wood Johnson Medical School, Vice Chair of Quality and Safety, New Brunswick, New Jersey, USA
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Devani P, Thakker A, Shah N. Near-Peer-Teaching Revision Series During the COVID-19 Recovery Phase: An Experience From a UK Medical School. Cureus 2023; 15:e35775. [PMID: 37025727 PMCID: PMC10072175 DOI: 10.7759/cureus.35775] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/04/2023] [Indexed: 03/07/2023] Open
Abstract
Background The COVID-19 pandemic led to a significant disruption in clinical attachments for final-year medical students which can result in gaps in clinical knowledge and lower confidence levels. We developed a targeted near-peer-teaching (NPT) revision series to bridge this gap. Method A one-week virtual revision series was developed by the postgraduate doctors (PD and AT) and supervised by the final year written paper lead (NS) as per curriculum requirements. The series focused on eight key common clinical presentations. It was delivered via Leicester Medical School's virtual platform by PD and AT a week before the finals. Multiple-choice surveys were sent out prior to the commencement of the series to gauge participation and baseline confidence. Surveys were also sent out before and after each session evaluating teaching, confidence levels, and improvement points. Results This NPT experience was the first comprehensive revision series during the COVID-19 recovery phase. Between 30 and 120 students attended each session. From the pre-series survey (n=63), almost all students indicated that their clinical attachments had been affected by the pandemic and that they (100%) would be interested in participating in the NPT series. From the post-session surveys, 93% of students reported that the session enhanced their confidence in recognizing and managing the clinical presentation, and 100% considered the quality of teaching to be good to excellent. From the post-series survey, a significant improvement was seen in confidence based on the Likert scale (from a combined 35% to 83%, pre, and post-series, respectively). Conclusion The series evaluation demonstrates that students found it a valuable experience and benefited from the social and cognitive congruence afforded by near-peer teachers. Furthermore, the results support the continued use and development of a virtual pre-exam revision series within the medical school curriculum as an adjunct to normal teaching.
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Tay YX, McNulty JP. Radiography education in 2022 and beyond - Writing the history of the present: A narrative review. Radiography (Lond) 2023; 29:391-397. [PMID: 36774692 PMCID: PMC9916893 DOI: 10.1016/j.radi.2023.01.014] [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] [Received: 09/06/2022] [Revised: 01/04/2023] [Accepted: 01/19/2023] [Indexed: 02/12/2023]
Abstract
OBJECTIVES The COVID-19 pandemic had a major effect on teaching and learning. This study aimed to describe a range of teaching, learning, and assessment strategies related to radiography education which have become more common due to the pandemic through a narrative literature review. KEY FINDINGS Educational change in radiography was accelerated by the disruption caused by the pandemic. Changes included the site and mode of teaching and conducting of assessment. While some of the digital transformation trends were introduced before the pandemic, others were further amplified during this period of time. Alternative solutions such as virtual reality technology, gamification, and technology-enhanced learning were especially salient and have the potential to mitigate challenges brought about by the pandemic. The use of technology in the clinical setting, in assessment, and to facilitate feedback, are important tools for improving learners' clinical skills performance. Collectively, these digital technologies can maximise learning and support mastery of knowledge, skills and attitudes. CONCLUSION The pandemic has cast a new light on existing methodologies and pedagogies in education. This review suggests that digital technology is shaping teaching and learning within radiography education and also that educators cannot ignore this digital shift. With the digital trajectory, it would be highly useful to transform approaches to education within radiography to support learning as radiography education moves towards the new normal era. IMPLICATIONS FOR PRACTICE Digital technology in education can help improve the learning experience for learners but educators need to be equipped with the technological skills and be adaptable to these changes. Continual sharing of experiences and knowledge among radiography educators is essential. Safety nets need to be in place to ensure digital inclusiveness and that no learner gets left behind due to the digital divide in education.
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Affiliation(s)
- Y X Tay
- Radiography Department, Allied Health Division, Singapore General Hospital, Singapore.
| | - J P McNulty
- Radiography and Diagnostic Imaging, School of Medicine, University College Dublin, Ireland
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Thorne C, Kimani P, Hampshire S, Hamilton-Bower I, Begum-Ali S, Benson-Clarke A, Couper K, Yeung J, Lockey A, Perkins G, Soar J. The nationwide impact of COVID-19 on life support courses. A retrospective evaluation by Resuscitation Council UK. Resusc Plus 2023; 13:100366. [PMID: 36816597 PMCID: PMC9922585 DOI: 10.1016/j.resplu.2023.100366] [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] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/15/2023] Open
Abstract
Aim To determine the impact of the COVID-19 pandemic on Resuscitation Council UK Advanced Life Support (ALS) and Immediate Life Support (ILS) course numbers and outcomes. Methods We conducted a before-after study using course data from the Resuscitation Council UK Learning Management System between January 2018 and December 2021, using 23 March 2020 as the cut-off between pre- and post-pandemic periods. Demographics and outcomes were analysed using chi-squared tests and regression models. Results There were 90,265 ALS participants (51,464 pre-; 38,801 post-) and 368,140 ILS participants (225,628 pre-; 142,512 post-). There was a sharp decline in participants on ALS/ILS courses due to COVID-19. ALS participant numbers rebounded to exceed pre-pandemic levels, whereas ILS numbers recovered to a lesser degree with increased uptake of e-learning versions. Mean ALS course participants reduced from 20.0 to 14.8 post-pandemic (P < 0.001).Post-pandemic there were small but statistically significant decreases in ALS Cardiac Arrest Simulation Test pass rates (from 82.1 % to 80.1 % (OR = 0.90, 95 % CI = 0.86-0.94, P < 0.001)), ALS MCQ score (from 86.6 % to 86.0 % (mean difference = -0.35, 95 % CI -0.44 to -0.26, P < 0.001)), and overall ALS course results (from 95.2 %to 94.7 %, OR = 0.92, CI = 0.85-0.99, P = 0.023). ILS course outcomes were similar post-pandemic (from 99.4 % to 99.4 %, P = 0.037). Conclusion COVID-19 caused a sharp decline in the number of participants on ALS/ILS courses and an accelerated uptake of e-learning versions, with the average ALS course size reducing significantly. The small reduction in performance on ALS courses requires further research to clarify the contributing factors.
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Affiliation(s)
- C.J. Thorne
- Resuscitation Council UK, Tavistock House North, Tavistock Square, London WC1H 9HR, UK,North Bristol NHS Trust, Bristol BS10 5NB, UK,Corresponding author at: North Bristol NHS Trust, Bristol BS10 5NB, UK.
| | - P.K. Kimani
- Warwick Clinical Trials Unit, Warwick Medical School, University of Warwick, Coventry, UK
| | - S. Hampshire
- Resuscitation Council UK, Tavistock House North, Tavistock Square, London WC1H 9HR, UK
| | - I. Hamilton-Bower
- Resuscitation Council UK, Tavistock House North, Tavistock Square, London WC1H 9HR, UK
| | - S. Begum-Ali
- Resuscitation Council UK, Tavistock House North, Tavistock Square, London WC1H 9HR, UK
| | - A. Benson-Clarke
- Resuscitation Council UK, Tavistock House North, Tavistock Square, London WC1H 9HR, UK
| | - K. Couper
- Resuscitation Council UK, Tavistock House North, Tavistock Square, London WC1H 9HR, UK,Warwick Clinical Trials Unit, Warwick Medical School, University of Warwick, Coventry, UK,Critical Care Unit, Heartlands Hospital, University Hospitals Birmingham NHS Foundation Trust, Birmingham, UK
| | - J. Yeung
- Resuscitation Council UK, Tavistock House North, Tavistock Square, London WC1H 9HR, UK,Warwick Clinical Trials Unit, Warwick Medical School, University of Warwick, Coventry, UK,Critical Care Unit, Heartlands Hospital, University Hospitals Birmingham NHS Foundation Trust, Birmingham, UK
| | - A. Lockey
- Resuscitation Council UK, Tavistock House North, Tavistock Square, London WC1H 9HR, UK,Calderdale & Huddersfield NHS Foundation Trust, Halifax, United Kingdom,School of Human and Health Sciences, University of Huddersfield, Huddersfield, UK
| | - G.D. Perkins
- Resuscitation Council UK, Tavistock House North, Tavistock Square, London WC1H 9HR, UK,Warwick Clinical Trials Unit, Warwick Medical School, University of Warwick, Coventry, UK,Critical Care Unit, Heartlands Hospital, University Hospitals Birmingham NHS Foundation Trust, Birmingham, UK
| | - J. Soar
- Resuscitation Council UK, Tavistock House North, Tavistock Square, London WC1H 9HR, UK,North Bristol NHS Trust, Bristol BS10 5NB, UK
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Campbell MH, Maharaj S, Khan K, Sa B, Adams OP, Majumder MAA. Resilient Coping is More Important Than Previous Virtual Learning Experience: Predicting Pharmacy Student Stress During the COVID-19 Pandemic. Adv Med Educ Pract 2023; 14:443-451. [PMID: 37143569 PMCID: PMC10153405 DOI: 10.2147/amep.s402178] [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] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/11/2023] [Accepted: 04/20/2023] [Indexed: 05/06/2023]
Abstract
Purpose The COVID-19 pandemic precipitated a swift transition to online learning in medical and health sciences. This study investigated the associations of previous experience with online learning, current confidence with online learning, and resilient coping skills with perceived stress reported by pharmacy students during the emergency transition to online learning. Methods Undergraduate pharmacy students (N=113, response rate = 41%) completed an online, self-report, cross-sectional survey during April-June 2020. Measures included Likert items measuring prior experience and current comfort levels with online learning, the Brief Resilient Coping Scale (BRCS), and the Perceived Stress Scale 10-Item Version (PSS-10). Experience, comfort with online learning, reported scores, and internal consistency for the BRCS and PSS-10 were summarized. A linear regression model examined the associations of prior experience with online education, gender, and resilient coping with perceived stress. Results Of the 113 respondents (78% female, mean age 22.3 years), > 50% had only occasional prior experience with online learning, coursework, and examinations, but 63% expressed confidence with online learning. Mean PSS-10 and BRCS scores were 23.8 and 13.3, respectively, and both scales demonstrated good internal consistency (α > 0.80). BRCS score was the single predictor of the PSS-10 score (r2 = 0.18, p < 0.001). Female gender was not a significant predictor (p = 0.11). A multiple regression model explained moderate variation in perceived stress (adjusted R2 = 0.19). Conclusion PSS-10 and BRCS scores indicated moderate levels of stress and coping skills among students during online teaching. Most students had some prior exposure to online learning, coursework, and examinations. Higher resiliency scores, but not prior online learning experience, predicted lower perceived stress.
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Affiliation(s)
- Michael H Campbell
- The Faculty of Medical Sciences, The University of the West Indies, Bridgetown, Barbados
| | - Sandeep Maharaj
- The Faculty of Medical Sciences, The University of the West Indies, St Augustine, Trinidad and Tobago
| | - Katija Khan
- The Faculty of Medical Sciences, The University of the West Indies, St Augustine, Trinidad and Tobago
- The Faculty of Social Sciences, The University of the West Indies, St Augustine, Trinidad and Tobago
| | - Bidyadhar Sa
- The Faculty of Medical Sciences, The University of the West Indies, St Augustine, Trinidad and Tobago
| | - O Peter Adams
- The Faculty of Medical Sciences, The University of the West Indies, Bridgetown, Barbados
| | - Md Anwarul Azim Majumder
- The Faculty of Medical Sciences, The University of the West Indies, Bridgetown, Barbados
- Correspondence: Md Anwarul Azim Majumder, Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Bridgetown, Barbados, Tel +1 246 8228160, Email
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Vygivska LA, Galchenko TV, Guz IA, Merenkova IM, Kachailo IA. FEATURES OF THE PROCESS OF TRAINING IN EDUCATIONAL MEDICAL INSTITUTIONS OF UKRAINE AT THE PRESENT STAGE. PART І. ATTITUDES OF STUDENTS AND UNIVERSITY TEACHERS TOWARDS DISTANCE LEARNING. Wiad Lek 2023; 76:2112-2120. [PMID: 37898952 DOI: 10.36740/wlek202309130] [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] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/31/2023]
Abstract
The review article reflects the results of the assessment of data from individual research papers and personal observations, as well as data from domestic and foreign literature, as well as own opinion about the features of the training process in educational medical institutions of Ukraine at the present stage. First, the COVID-19 pandemic, and then martial law in the state, caused distance learning to become an inseparable component of modern education and contrib¬uting to the effective implementation of the educational process in general and the achievement of high quality results in medical educational institutions in particular. For the successful implementation of the e-learning system, all participants in the educational process need the help and assistance of special technical support services. Therefore, universities need to pay more attention to improving technical support of platforms and academic interaction between teachers and students [1]. Universities that have been able to provide such support have avoided many problems in the transition to distance learning. Practical and clinical skills are essential in the field of medicine, and the lack of opportunities to master and practice these skills could potentially lead to a generation of insecure doctors with limited experience of meeting and examining real patients [2]. Therefore, the task of teachers at the present stage is to do everything possible to prepare competent specialists adapted to the realities of life.
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Affiliation(s)
| | - Tetiana V Galchenko
- UNIVERSITY OF KHARKIV, PRIVATE HIGHER EDUCATIONAL INSTITUTION, KHARKIV, UKRAINE
| | - Iryna A Guz
- KHARKIV NATIONAL MEDICAL UNIVERSITY, KHARKIV, UKRAINE
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Muacevic A, Adler JR. Physician Assistant Students' Perception of Online Didactic Education: A Cross-Sectional Study. Cureus 2023; 15:e33833. [PMID: 36819434 PMCID: PMC9931029 DOI: 10.7759/cureus.33833] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/13/2023] [Indexed: 01/18/2023] Open
Abstract
PURPOSE This study describes physician assistant students' perception toward online didactic education and highlights relationships between student characteristics and their preference for online learning. METHODS A previously validated survey questionnaire was administered online to physician assistant students enrolled in traditional, in-person training programs across the United States. The survey consisted of five Likert-scale statements measuring perceptions of online learning and was rated on a seven-point Likert scale. Students also reported their age, gender, history of taking an online course, and preferred learning style. Mean scores were reported for agreement with each Likert-scale statement; Pearson correlation coefficients, one-way ANOVA with post hoc Tukey tests, and independent samples t-tests were used to determine relationships between student characteristics and their preference for online learning. RESULTS A total of 391 completed surveys met the inclusion criteria for the study and were used in data analysis. The average age of respondents was 25.98 years, 81.1% (n = 317) were female, 96.2%, (n = 376) reported taking an online course previously, and preferred learning styles were reported as 36.1% (n = 141) visual, 7.7% (n = 30) auditory, 15.6% (n = 61) reading/writing, and 40.7% (n = 159) kinesthetic. Nearly a quarter of respondents indicated they preferred online courses, particularly students with a preferred learning style of reading/writing. No relationships were observed between age, gender, or history of taking an online course and preference for online education. CONCLUSION Most physician assistant students prefer in-person learning. However, a substantial number prefer online learning, and a significant number of these students reported a preferred learning style of reading/writing. More research is necessary to give educational institutions the ability to make data-driven, student-centered program development decisions. However, data in this study indicate a need for continued development of online/hybrid physician assistant programs to better align with current student preferences.
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Rashid M, Nguyen J, Foulds JL, Forgie SE. Exploring Virtual Teaching Approaches Among Pediatricians During the SARS-CoV-2 Pandemic: A Virtual Ethnographic Study. J Contin Educ Health Prof 2023; 43:12-20. [PMID: 36849428 DOI: 10.1097/ceh.0000000000000449] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
INTRODUCTION During the SARS-CoV-2 pandemic, Canadian postsecondary institutions were forced to rely on online teaching to comply with physical distancing recommendations. This sole reliance on virtual methods to deliver synchronous teaching sessions in medical education was novel. We found little empirical research examining pediatric educators' experiences. Hence, the objective of our study was to describe and gain a deeper understanding of pediatric educators' perspectives, focusing on the research question, "How is synchronous virtual teaching impacting and transforming teaching experiences of pediatricians during a pandemic?" METHODS A virtual ethnography was conducted guided by an online collaborative learning theory. This approach used both interviews and online field observations to obtain objective descriptions and subjective understandings of the participants' experiences while teaching virtually. Pediatric educators (clinical and academic faculty) from our institution were recruited using purposeful sampling and invited to participate in individual phone interviews and online teaching observations. Data were recorded and transcribed, and a thematic analysis was conducted. RESULTS Fifteen frontline pediatric teachers from our large Canadian research-intensive university were recruited. Four main themes, with subthemes, emerged: (1) the love/hate relationship with the virtual shift; (2) self-imposed pressure to increase virtual engagement; (3) looking back, moving forward; (4) accelerated adaptation and enhanced collaboration. CONCLUSION Pediatricians adopted new delivery methods quickly and found many efficiencies and opportunities in this shift. Continued use of virtual teaching will lead to increased collaboration, enhanced student engagement strategies, and blending the advantages of virtual and face-to-face learning.
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Affiliation(s)
- Marghalara Rashid
- Dr. Rashid: Research Scientist, Department of Paediatrics, University of Alberta, Edmonton, Alberta, Canada. Ms. Nguyen: Teaching Assistant, Department of Paediatrics, University of Alberta, Edmonton, Alberta, Canada. Dr. Foulds: Assistant Professor, Department of Paediatrics, University of Alberta, Edmonton, Alberta, Canada. Dr. Forgie: Chair, Department of Paediatrics, University of Alberta, Edmonton, Alberta, Canada
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Yamaguchi H, Kagoshima S, Okura Y, Nakanishi Y, Kawahito K, Tani K. Does student evaluation of on-demand video lectures vary with student characteristics? A questionnaire survey of medical students at Tokushima University. J Med Invest 2023; 70:483-493. [PMID: 37940536 DOI: 10.2152/jmi.70.483] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2023]
Abstract
The popularity of online classes in university education has grown rapidly since the COVID-19 outbreak. This study aims to examine the association between the detailed characteristics/various contexts of students and the evaluation of online classes. An online questionnaire survey administered to third- and fourth-grade medical students of Tokushima University in September 2021-with 101 (42.8%) valid responses-showed the respondents' general impressions, comprehension, convenience, and desire for online classes even after the pandemic ends were significantly higher for the on-demand lectures than for simultaneous online classes. Notably, students who did not do other things while watching video lectures (10.9%) rated on-demand lectures as facilitating significantly higher impression, comprehension, and convenience than those who did other things (89.1%). A multivariate analysis revealed that students who did not do anything else while watching, whose waking time changed slightly, who commuted to school for shorter periods, who were not good at morning lectures, and who watched at high speed rated the video lectures highly. Thus, video lectures are appreciated by students who are committed to learning, which is a positive result for the future of on-demand education. J. Med. Invest. 70 : 483-493, August, 2023.
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Affiliation(s)
- Harutaka Yamaguchi
- Department of General Medicine, Tokushima University Graduate School of Biomedical Sciences, Tokushima, Japan
- Department of General Medicine, Taoka Hospital, Tokushima, Japan
| | | | - Yoshihiro Okura
- Department of General Medicine and Primary Care, Tokushima University Hospital, Tokushima, Japan
| | - Yoshinori Nakanishi
- Department of General Medicine and Primary Care, Tokushima University Hospital, Tokushima, Japan
| | - Keisuke Kawahito
- Department of General Medicine, Tokushima University Graduate School of Biomedical Sciences, Tokushima, Japan
| | - Kenji Tani
- Department of General Medicine and Primary Care, Tokushima University Hospital, Tokushima, Japan
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Machado PM, Verschueren P, Grainger R, Jones H, Piercy J, van Beneden K, Caporali R, Dejaco C, Fautrel B. Impact of COVID-19 pandemic on the management of patients with RA: a survey of rheumatologists in six European countries. Rheumatol Adv Pract 2022; 7:rkac108. [PMID: 36601518 PMCID: PMC9800854 DOI: 10.1093/rap/rkac108] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [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: 07/15/2022] [Accepted: 11/28/2022] [Indexed: 12/15/2022] Open
Abstract
Objective We aimed to describe, from the perspective of rheumatologists in Europe, how the coronavirus disease 2019 (COVID-19) pandemic has impacted their management of people with RA and the continuing medical education of physicians. Methods Rheumatologists participating in the Adelphi RA Disease Specific ProgrammeTM in six European countries were contacted in August and September 2020 for a telephone survey. Rheumatologists were asked seven attitudinal questions on changes to patient management, prescription behaviour and continuing education owing to COVID-19. Results were summarized with descriptive statistics. Results The telephone survey was completed by 284 rheumatologists. The most commonly reported changes to patient management were increased utilization of video/telephone consultations (66.5% of respondents), fewer visits (58.5%) and limiting physical contact (58.1%). Furthermore, 67.9% of rheumatologists who indicated that prescribing behaviour had changed switched their patients to self-administered medication, and 60.7% reported not starting patients on targeted synthetic DMARDs, biologic originator DMARDs or biosimilar DMARDs. In total, 57.6% of rheumatologists believed that changes in management would persist. Rheumatologists reported that 38.0% of patients expressed concerns about how COVID-19 would impact treatment, including access to treatment and the risk of infection. The biggest impact on rheumatologist education was a switch to online training and conferences. Conclusion All countries saw changes in patient management and prescribing behaviour, including the rapid uptake of telemedicine. It is important that the international rheumatology community learns from these experiences to prepare better for future pandemics and to address ongoing rheumatologist shortages.
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Affiliation(s)
- Pedro M Machado
- Correspondence to: Pedro M. Machado, Centre for Rheumatology and Department of Neuromuscular Diseases, University College London, 1st Floor, Russell Square House, 10–12 Russell Square, London WC1B 5EH, UK. E-mail:
| | | | - Rebecca Grainger
- Department of Medicine, University of Otago, Dunedin, New Zealand
| | - Hannah Jones
- Autoimmune Franchise, Adelphi Real World, Bollington, UK
| | - James Piercy
- Health Economics and Outcomes Research, Adelphi Real World, Bollington, UK
| | | | - Roberto Caporali
- Department of Clinical Sciences and Community Health, University of Milan, Milan, Italy,Division of Clinical Rheumatology, ASST Pini-CTO, Milan, Italy
| | | | - Bruno Fautrel
- Service de Rhumatologie, Sorbonne Université-Assistance Publique-Hôpitaux de Paris, Paris, France
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JUNGES FORUM – Digitale Lehre kam gut an. ROFO-FORTSCHR RONTG 2022; 194:1303-1304. [DOI: 10.1055/a-1855-5732] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/03/2022]
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Jiao Z, Yang Y, Zhang S, Xu J. A comparative study about attitudes towards the efficiency, effectiveness, and atmosphere of offline and online learning among medical students. Ann Transl Med 2022; 10:1270. [PMID: 36618795 PMCID: PMC9816847 DOI: 10.21037/atm-22-5112] [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] [Subscribe] [Scholar Register] [Received: 09/29/2022] [Accepted: 11/24/2022] [Indexed: 12/03/2022]
Abstract
Background In recent decades, the mode of education has changed, and online learning via the Internet has gradually entered the medical education system. During the Coronavirus disease 2019 pandemic, online learning rapidly became one of the main learning methods for medical students, this has impacted medical undergraduates and postgraduates to varying degrees; however, currently, little is known about its effectiveness as a learning mode. Methods This study included undergraduates and postgraduates in medical schools at some universities in China. The student participants were asked to complete a questionnaire survey in which they self-evaluated the learning effectiveness, learning efficiency, learning atmosphere, and other issues associated with online and offline learning. SPSSAU was used to analyze the acquired data. Results Most medical students expressed the view that offline learning was superior to online learning in terms of effectiveness, efficiency, and atmosphere. However, online learning was better in terms of the acquisition of learning resources and flexibility. The attitudes of medical undergraduates and postgraduates participating in this research were largely similar (P>0.05); however, undergraduates placed a higher value on offline learning than postgraduates (P<0.05). Conclusions Both online and offline learning have advantages and disadvantages. The differences between undergraduates and postgraduates may be related to subtle differences in the training objectives at these 2 levels of medical education. Combining the advantages of online and offline learning may improve the learning of medical students.
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Affiliation(s)
- Zhiqiao Jiao
- School of Education, China Conservatory of Music, Beijing, China
| | - Yongjie Yang
- Qingdao University Medical College, Qingdao, China
| | - Shuai Zhang
- School of Education, China Conservatory of Music, Beijing, China
| | - Jing Xu
- Affiliated Hospital of Qingdao University, Qingdao, China
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Ettl F, Schriefl C, Grafeneder J, Thallner DG, Mueller M, Fischer E, Schlegel R, Sigmund T, Holzer M, Schnaubelt S. A moodle course to substitute resuscitation teaching in a medical curriculum during the COVID-19 pandemic: A prospective pilot study. Front Public Health 2022; 10:991408. [PMID: 36438255 PMCID: PMC9691759 DOI: 10.3389/fpubh.2022.991408] [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] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2022] [Accepted: 10/17/2022] [Indexed: 11/13/2022] Open
Abstract
Background Face-to-face medical education was restricted during the COVID-19 pandemic, leading to alternative teaching methods. Moodle® (Modular Object-Oriented Dynamic Learning Environment) - an online course format - has not yet been sufficiently evaluated for its feasibility and effectiveness in teaching cardiopulmonary resuscitation. Methods Medical students in the eighth semester took part in a Moodle® course teaching basic life support, the ABCDE-approach, airway management, and advanced life support. The content was presented using digital background information and interactive videos. A multiple-choice test was conducted at the beginning and at the end of the course. Subjective ratings were included as well. Results Out of 594 students, who were enrolled in the online course, 531 could be included in this study. The median percentage of correctly answered multiple-choice test questions increased after completing the course [78.9%, interquartile range (IQR) 69.3-86.8 vs. 97.4%, IQR 92.1-100, p < 0.001]. There was no gender difference in the median percentage of correctly answered questions before (female: 79.8%, IQR 70.2-86.8, male: 78.1%, IQR 68.4-86.8, p = 0.412) or after (female: 97.4%, IQR 92.1-100, male: 96.5%, IQR 92.6-100, p = 0.233) the course. On a 5-point Likert scale, 78.7% of students self-reported ≥4 when asked for a subjective increase in knowledge. Noteworthy, on a 10-point Likert scale, male students self-reported their higher confidence in performing CPR [female 6 (5-7), male 7 (6-8), p < 0.001]. Conclusion The Moodle® course led to a significant increase in theoretical knowledge. It proved to be a feasible substitute for face-to-face courses - both objectively and subjectively.
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Affiliation(s)
- Florian Ettl
- Department of Emergency Medicine, Medical University of Vienna, Vienna, Austria
| | - Christoph Schriefl
- Department of Emergency Medicine, Medical University of Vienna, Vienna, Austria,*Correspondence: Christoph Schriefl
| | - Jürgen Grafeneder
- Department of Emergency Medicine, Medical University of Vienna, Vienna, Austria
| | | | - Matthias Mueller
- Department of Emergency Medicine, Medical University of Vienna, Vienna, Austria
| | - Eva Fischer
- Department of Emergency Medicine, Medical University of Vienna, Vienna, Austria,Department of Anaesthesiology, Clinic Donaustadt, Vienna Healthcare Group, Vienna, Austria
| | - Raphael Schlegel
- Department of Emergency Medicine, Medical University of Vienna, Vienna, Austria
| | - Thorsten Sigmund
- Department of IT-Systems and Communications, Medical University of Vienna, Vienna, Austria
| | - Michael Holzer
- Department of Emergency Medicine, Medical University of Vienna, Vienna, Austria
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Antón-Solanas I, Rodríguez-Roca B, Urcola-Pardo F, Anguas-Gracia A, Satústegui-Dordá PJ, Echániz-Serrano E, Subirón-Valera AB. An evaluation of undergraduate student nurses' gameful experience whilst playing a digital escape room as part of a FIRST year module: A cross-sectional study. Nurse Educ Today 2022; 118:105527. [PMID: 36057150 PMCID: PMC9682324 DOI: 10.1016/j.nedt.2022.105527] [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] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/09/2022] [Revised: 07/12/2022] [Accepted: 08/23/2022] [Indexed: 05/20/2023]
Abstract
BACKGROUND The circumstances arising from the COVID-19 pandemic have accelerated the use of digital teaching and learning in health professions education. Digital gamification-based teaching and learning activities are innovative and versatile tools for the acquisition of professional competencies in higher education, which can be used on a range of topics and can be supplemental to other teaching methods. OBJECTIVES This study aimed to investigate nursing students' gameful experience whilst playing a digital escape room. In addition, we aimed to analyze the students' motivation, learning experience and outcome of the activity, and the students' perception of the degree of achievement of the intended learning outcomes. DESIGN Cross-sectional descriptive study. PARTICIPANTS A total of 136 undergraduate first year student nurses enrolled in a "Fundamentals of Nursing" course. METHOD The digital escape room game took place online during the academic year 2020-2021. The measures included the GAMEX scale in its Spanish version and a self-reported questionnaire to evaluate the outcome of the scape room game and the degree of achievement of the intended learning outcomes. RESULTS More than 80 % of the participants were moderately to very motivated to play the game. Three GAMEX dimensions achieved a mean score of 3 or above 3, namely Enjoyment, Creative Thinking and Absence of Negative effects. The mean score for each of the outcome variables was over 3. However, the degree of achievement of the learning outcomes after exiting the digital escape room was uneven. CONCLUSION Gamification-based teaching and learning activities, such as digital escape rooms, can be effective in fostering specific skills, including teamwork, communication and critical thinking. However, they should be designed carefully, and used as a complement, rather than a substitute, of other educational activities.
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Affiliation(s)
- Isabel Antón-Solanas
- Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain; Research group Nursing Research in Primary Care in Aragón (GENIAPA) (GIIS094), Institute of Research of Aragón, Zaragoza, Spain.
| | - Beatriz Rodríguez-Roca
- Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain.
| | - Fernando Urcola-Pardo
- Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain; Research group Water and Environmental Health (B43_20R), University Institute of Research in Environmental Science of Aragón, University of Zaragoza, Zaragoza, Spain.
| | - Ana Anguas-Gracia
- Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain; Research group Water and Environmental Health (B43_20R), University Institute of Research in Environmental Science of Aragón, University of Zaragoza, Zaragoza, Spain; Research group Safety and Care (GIISA0021), Institute of Research of Aragón, Zaragoza, Spain.
| | - Pedro J Satústegui-Dordá
- Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain; Research group Water and Environmental Health (B43_20R), University Institute of Research in Environmental Science of Aragón, University of Zaragoza, Zaragoza, Spain.
| | - Emmanuel Echániz-Serrano
- Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain
| | - Ana B Subirón-Valera
- Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain; Research group Water and Environmental Health (B43_20R), University Institute of Research in Environmental Science of Aragón, University of Zaragoza, Zaragoza, Spain.
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Liang S, Chai CS, Lee VWY. Surveying and Modelling 21st Century Online Learning Patterns of Medical Students. Int J Environ Res Public Health 2022; 19:12648. [PMID: 36231948 PMCID: PMC9566485 DOI: 10.3390/ijerph191912648] [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] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/05/2022] [Revised: 09/27/2022] [Accepted: 09/28/2022] [Indexed: 06/16/2023]
Abstract
Medical education in the 21st century is shifting more toward online learning because of extensive application of information and communication technology (ICT). We surveyed medical students' 21st century online learning experiences and modeled the interrelations among relevant dimensions of 21st century online learning. Based on the general themes proposed by multiple 21st century learning frameworks and current medical education emphases, a seven-factor instrument was developed for surveying 364 medical students' learning process, thinking process, and basic science-related clinical ability. The associations among the seven factors and the structural relationships of how online learning practices and thinking processes affected basic science-related clinical ability were explored. The developed instrument was validated and possessed good reliability. The seven dimensions were interrelated. Specifically, meaningful learning with ICT was positively associated with other learning practices. The learning practices were positively associated with the thinking processes and the thinking processes were positively associated with students' basic science-related clinical ability. Our findings suggested that students engaged in active and collaborative learning with technology would employ higher-order thinking and perceived better basic science-related clinical ability. The findings support engaging medical students with 21st century learning practices to strengthen students' self-perception of clinical ability.
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Affiliation(s)
- Siya Liang
- Centre for Learning Enhancement and Research (CLEAR), The Chinese University of Hong Kong, Hong Kong, China
| | - Ching Sing Chai
- Faculty of Education, The Chinese University of Hong Kong, Hong Kong, China
| | - Vivian W. Y. Lee
- Centre for Learning Enhancement and Research (CLEAR), The Chinese University of Hong Kong, Hong Kong, China
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Kumar S, Singh B, Mahuli AV, Singh A, Mahadevan V, Ranjan M. E-learning during the COVID-19 Pandemic in Various Healthcare Institutes of India. J Pharm Bioallied Sci 2022; 14:196-200. [PMID: 37051420 PMCID: PMC10084998 DOI: 10.4103/jpbs.jpbs_373_22] [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] [Received: 08/18/2022] [Revised: 11/30/2022] [Accepted: 12/12/2022] [Indexed: 02/17/2023] Open
Abstract
Introduction A multicentric study on the benefits and outcomes of e-learning was lacking during the pandemic. This study aimed to find out the participation, satisfaction, and insights of dental and medical undergraduate learners toward digital learning during the COVID-19 pandemic in various healthcare institutes of India. Material and Methods A questionnaire-based cross-sectional study was conducted using Google Forms online on e-learning among students from the first to the final year of MBBS and BDS courses in five healthcare institutions. Results Most participants (72.7%) reported cellular data as their mode of internet connection. Seventy point eight percent of participants stated online classes did not affect health. Eyestrain (54.6%) was the most common, followed by headache and fatigue, whereas only 21.2% chose obesity and disturbed sleep as a consequence of e-learning. Conclusion Most students had experience in digital learning, in which the use of smart phones with cellular data was the most common mode of digital learning during the pandemic.
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Affiliation(s)
- Surender Kumar
- Department of Prosthodontics, Dental College, RIMS, Ranchi, Jharkhand, India
| | - Bishnupati Singh
- Department of Prosthodontics, Dental College, RIMS, Ranchi, Jharkhand, India
| | - Amit Vasant Mahuli
- Department of Public Health Dentistry, Dental College, RIMS, Ranchi, Jharkhand, India
| | - Ankita Singh
- Department of Prosthodontics, Faculty of Dental Sciences, Banaras Hindu University, Varanasi, Uttar Pradesh, India
| | - Vallabh Mahadevan
- Department of Prosthodontics, Ragas Dental College and Hospital, Uthandi, Chennai, Tamil Nadu, India
| | - Madhu Ranjan
- Department of Prosthodontics, Dental College, RIMS, Ranchi, Jharkhand, India
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Bakkum MJ, Loobeek BJ, Richir MC, Papaioannidou P, Likic R, Sanz EJ, Christiaens T, Costa JN, Dima L, de Ponti F, Kramers C, van Smeden J, van Agtmael MA, Tichelaar J. Teaching resources for the European Open Platform for Prescribing Education (EurOP 2E)-a nominal group technique study. NPJ Sci Learn 2022; 7:23. [PMID: 36180446 PMCID: PMC9523648 DOI: 10.1038/s41539-022-00141-y] [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] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/30/2022] [Accepted: 09/02/2022] [Indexed: 06/16/2023]
Abstract
The European Open Platform for Prescribing Education (EurOP2E) seeks to improve and harmonize European clinical pharmacology and therapeutics (CPT) education by facilitating international collaboration and sharing problem-based, online, open educational resources. The COVID-19 pandemic forced teachers to switch to virtual modalities, highlighting the need for high-quality online teaching materials. The goal of this study was to establish the online problem-based teaching resources needed to sustain prescribing education during the pandemic and thereafter. A nominal group technique study was conducted with prescribing teachers from 15 European countries. Results were analyzed through thematic analysis. In four meetings, 20 teachers from 15 countries proposed and ranked 35 teaching materials. According to the participants, the most necessary problem-based-online teaching materials related to three overarching themes. Related to learning outcomes for CPT, participants proposed creating prescription scenarios, including materials focusing on background knowledge and resources on personalized medicine and topical/ethical issues such as the prescription's impact on planetary health. Second, related to teaching, they proposed online case discussions, gamification and decision support systems. Finally, in relation to faculty development, they recommend teacher courses, a repository of reusable exam questions and harmonized formularies. Future work will aim to collaboratively produce such materials.
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Affiliation(s)
- Michiel J Bakkum
- Amsterdam UMC, Vrije Universiteit Amsterdam, Department of Internal Medicine, Section Pharmacotherapy, De Boelelaan 1117, 1081 HV, Amsterdam, Netherlands.
- Research and Expertise Centre in Pharmacotherapy Education (RECIPE), De Boelelaan 1117, 1081 HV, Amsterdam, The Netherlands.
| | - Bryan J Loobeek
- Amsterdam UMC, Vrije Universiteit Amsterdam, Department of Internal Medicine, Section Pharmacotherapy, De Boelelaan 1117, 1081 HV, Amsterdam, Netherlands
- Research and Expertise Centre in Pharmacotherapy Education (RECIPE), De Boelelaan 1117, 1081 HV, Amsterdam, The Netherlands
| | - Milan C Richir
- Amsterdam UMC, Vrije Universiteit Amsterdam, Department of Internal Medicine, Section Pharmacotherapy, De Boelelaan 1117, 1081 HV, Amsterdam, Netherlands
- Research and Expertise Centre in Pharmacotherapy Education (RECIPE), De Boelelaan 1117, 1081 HV, Amsterdam, The Netherlands
| | - Paraskevi Papaioannidou
- European Association for Clinical Pharmacology and Therapeutics (EACPT) Education Working Group, Frankfurt, Germany
- Aristotle University of Thessaloniki, Faculty of Health Sciences, School of Medicine, Department of Pharmacology, Thessaloniki, Greece
| | - Robert Likic
- European Association for Clinical Pharmacology and Therapeutics (EACPT) Education Working Group, Frankfurt, Germany
- University of Zagreb School of Medicine and Clinical Hospital Centre Zagreb, Unit of Clinical Pharmacology, Zagreb, Croatia
| | - Emilio J Sanz
- European Association for Clinical Pharmacology and Therapeutics (EACPT) Education Working Group, Frankfurt, Germany
- Universidad de La Laguna, school of Health Sciences, Tenerife, Spain and Hospital Universitario de Canarias. La Laguna, Tenerife, Spain
| | - Thierry Christiaens
- European Association for Clinical Pharmacology and Therapeutics (EACPT) Education Working Group, Frankfurt, Germany
- Department of Basic and Applied Medical Sciences, Ghent University, Section Clinical Pharmacology, Ghent, Belgium
| | - João N Costa
- European Association for Clinical Pharmacology and Therapeutics (EACPT) Education Working Group, Frankfurt, Germany
- Laboratory of Clinical Pharmacology and Therapeutics, Faculty of Medicine, University of Lisbon, Lisbon, Portugal
| | - Lorena Dima
- European Association for Clinical Pharmacology and Therapeutics (EACPT) Education Working Group, Frankfurt, Germany
- Transilvania University of Brașov, Faculty of Medicine, Brașov, Romania
| | - Fabrizio de Ponti
- Department of Medical and Surgical Sciences, Pharmacology Unit, Alma Mater Studiorum, University of Bologna, Bologna, Italy
| | - Cornelis Kramers
- Department of Internal Medicine and Pharmacology-Toxicology, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Jeroen van Smeden
- Division of education, Centre for Human Drug Research, Leiden, The Netherlands
| | - Michiel A van Agtmael
- Amsterdam UMC, Vrije Universiteit Amsterdam, Department of Internal Medicine, Section Pharmacotherapy, De Boelelaan 1117, 1081 HV, Amsterdam, Netherlands
- Research and Expertise Centre in Pharmacotherapy Education (RECIPE), De Boelelaan 1117, 1081 HV, Amsterdam, The Netherlands
- European Association for Clinical Pharmacology and Therapeutics (EACPT) Education Working Group, Frankfurt, Germany
| | - Jelle Tichelaar
- Amsterdam UMC, Vrije Universiteit Amsterdam, Department of Internal Medicine, Section Pharmacotherapy, De Boelelaan 1117, 1081 HV, Amsterdam, Netherlands
- Research and Expertise Centre in Pharmacotherapy Education (RECIPE), De Boelelaan 1117, 1081 HV, Amsterdam, The Netherlands
- European Association for Clinical Pharmacology and Therapeutics (EACPT) Education Working Group, Frankfurt, Germany
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Elshami W, Abuzaid MM, McConnell J, Floyd M, Hughes D, Stewart S, McFadden S. The impact of COVID-19 on the clinical experience and training of undergraduate Student radiographers internationally: The clinical tutors' perspective. Radiography (Lond) 2022; 28 Suppl 1:S59-S67. [PMID: 35987883 PMCID: PMC9385275 DOI: 10.1016/j.radi.2022.07.012] [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] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2022] [Revised: 06/30/2022] [Accepted: 07/20/2022] [Indexed: 11/24/2022]
Abstract
Introduction The impact on the clinical training and education of healthcare students by COVID-19 has been documented. However, the thoughts and experiences of clinical tutors (CTs) about radiography students attending for clinical training and education during this now elongated period beyond first recognition of the virus has not been explored. This paper will discuss data collected from CTs in the UK Devolved Nations (UKDN) and the United Arab Emirates (UAE) who were compared because of their similarities in delivery based on individual ‘rules of engagement’ devised by their various health departments. Aim The purpose of this study was to examine the clinical tutors' thoughts and experiences of supervising radiography students attending clinical placement during the COVID-19 pandemic. Methods The UK Devolved Nations (UKDN) and the United Arab Emirates (UAE) were selected for comparison on an international level as they are geographically distinct with a comparable population and education accredited/acknowledged by the Society and College of Radiographers (SCoR). Data was collected data from CTs across the UKDN and the UAE. The study used an online questionnaire (Google Forms) with closed questions in four themes including: students' experiences, impact on students' clinical placement, attitude of the clinical staff and the potential effects of COVID-19 on future graduates’ skills and competencies. Further data was gathered on the experience of CTs mentoring students during the COVID-19 pandemic. Results Data were collected from 59 CTs (81%, n = 48) from UKDN and (19%, n = 11) UAE. Twenty-seven (46%) respondents reported that COVID-19 had a negative impact on clinical practical experience. However, 32 (54%) identified that COVID-19 had no impact on student supervision/feedback or on clinical achievements. Eleven (19%) respondents thought that students should not have been on clinical placement during the pandemic but a further 51% (n = 30) were happy with the students on placement and expressed willingness to delegate work to students. Interestingly, 58% (n = 34) of CTs suggested that future graduates may need a longer preceptorship after they graduate due to receiving decreased clinical experience during the pandemic. Overall, 78% (n = 46) of respondents thought that students improved their clinical confidence by working directly with COVID-19 positive patients. Conclusion The current study has identified conflicting opinions across CTs in different clinical departments. Whilst some felt that students should not be in the hospital during the pandemic, others reported that working directly with COVID-19 patients had a positive impact on students as it improved their clinical confidence. Despite the challenges presented by COVID-19, CTs were able to provide direct clinical supervision and feedback to students on clinical placement throughout the pandemic. Nevertheless, future graduates may need a longer preceptorship period due to decreased clinical experience during the pandemic. Implications for practice Clinical placements should continue during subsequent COVID-19 waves of infection or future pandemics to ensure development of skills in resilience and adaptability. Underdeveloped skills due to a decreased range of examinations can be rectified when any wave of the infection subsides by providing tailored training based on individual student's needs.
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Affiliation(s)
- W Elshami
- Medical Diagnostic Imaging Department, College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates.
| | - M M Abuzaid
- Medical Diagnostic Imaging Department, College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
| | | | | | | | | | - S McFadden
- Diagnostic Radiography and Imaging School of Health Sciences, University of Ulster Shore Road Newtownabbey Co. Antrim, BT37 OQB, UK
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Moya-Salazar J, Jaime-Quispe A, Milachay YS, Cañari B, Lozano-Zanely G, Chicoma-Flores K, Moya-Salazar MM, Contreras-Pulache H. What is the perception of medical students about eLearning during the COVID-19 pandemic? A multicenter study in Peru. ELECTRON J GEN MED 2022. [DOI: 10.29333/ejgm/12289] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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Dua AB, Bolster MB, Gensler LS, Kolfenbach J, Mamut MH, Seo P, Jonas BL. Virtually Speaking: The Impact of a Nationwide Synchronous and Asynchronous Learning Forum. Arthritis Care Res (Hoboken) 2022. [PMID: 35724301 DOI: 10.1002/acr.24972] [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: 11/01/2021] [Revised: 05/25/2022] [Accepted: 06/14/2022] [Indexed: 12/31/2022]
Abstract
OBJECTIVE To address significant disruptions in didactic education precipitated by the COVID-19 pandemic, a group of rheumatology program directors collaborated with the American College of Rheumatology to create a virtual fellows-in-training (V-FIT) program. METHODS A working group was composed to develop the virtual didactic program comprising live virtual sessions of core curricular rheumatology topics that were recorded to permit asynchronous learning. Nationally recognized educators were invited to lead sessions to fill the void in didactic education occurring on a broad scale across US rheumatology fellowship training programs. Demographic information, live and asynchronous participation data, and feedback surveys were collected from participants in the program. RESULTS There were 3 components to V-FIT: the Virtual Rheumatology Learning (ViRL) series, the Virtual Rheumatology Practicum (ViP), and the Virtual Rheumatology Teaching Lessons (ViTLs). The ViRL program had global impact with more than 2,000 learners from more than 55 countries. ViP provided a standardized curriculum of rheumatology topics for incoming first-year fellows. ViTLs addressed advanced and interdisciplinary rheumatic disease topics for learners at all stages. CONCLUSION With collaboration, adaptation, and innovation, the V-FIT program not only maintained but also enhanced education for rheumatology trainees, was enriched by national and international participation, and provided standardized, broadly accessible content with interdisciplinary learning.
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Affiliation(s)
| | | | | | | | | | - Philip Seo
- Johns Hopkins University, Baltimore, Maryland
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Alzayani S, Alsayyad A, Al-Roomi K, Almarabheh A. Innovations in Medical Education During the COVID-19 Era and Beyond: Medical Students' Perspectives on the Transformation of Real Public Health Visits Into Virtual Format. Front Public Health 2022; 10:883003. [PMID: 35769788 PMCID: PMC9234203 DOI: 10.3389/fpubh.2022.883003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2022] [Accepted: 05/13/2022] [Indexed: 11/23/2022] Open
Abstract
Background At the College of Medicine and Medical Sciences (CMMS), Arabian Gulf University (AGU), Bahrain, the Public Health Program comprises two core components, namely, lectures and field visits (consumer products safety, communicable diseases control, and food safety). Digital transformation has innovated the medical educational activities during the COVID-19 pandemic where the real public health field visits were transformed into a virtual format. This study is aimed to examine the potential effect of converting the real public health field visit programs into a virtual format during the COVID-19 pandemic. Methods All medical students who have submitted online feedback evaluation forms upon completing the Public Health Program in the academic years 2019–2020 (180 students; before the COVID-19 pandemic) and 2020–2021 (167 students; during the COVID-19 pandemic) were included in the study, a total sample size of 347 responses. Independent samples t-test was employed to compare students' feedback on Public Health Program before and during the COVID-19 pandemic while the Pearson chi-square test was used for categorical data. A p-value of <0.05 was considered statistically significant. Results The mean score of students' satisfaction from the virtual program during the COVID-19 pandemic toward the consumer products safety and food safety field visits was significantly higher than that for students before the COVID-19 pandemic (the real field visits). However, there was no observed statistically significant difference for the Communicable Diseases Control visit. In addition, no significant differences were detected between the mean responses of male and female students toward all field visits, whether the feedback was provided before or during the COVID-19 pandemic. Conclusion Transformation of real public health field visits into virtual format is acceptable and applicable during the COVID-19 era and maybe beyond.
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Affiliation(s)
- Salman Alzayani
- Department of Family and Community Medicine, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
- *Correspondence: Salman Alzayani
| | - Adel Alsayyad
- Department of Family and Community Medicine, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
- Public Health Directorate, Ministry of Health, Manama, Bahrain
| | - Khaldoon Al-Roomi
- Department of Family and Community Medicine, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
| | - Amer Almarabheh
- Department of Family and Community Medicine, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
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Courtney J, Titus-Lay E, Malhotra A, Nehira J, Mohamed I, Mente W, Le U, Buckley L, Feng X, Vinall R. COVID-19-Driven Improvements and Innovations in Pharmacy Education: A Scoping Review. Pharmacy 2022; 10:pharmacy10030060. [PMID: 35736775 PMCID: PMC9227261 DOI: 10.3390/pharmacy10030060] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2022] [Revised: 05/20/2022] [Accepted: 05/31/2022] [Indexed: 02/04/2023] Open
Abstract
The COVID-19 pandemic led to many colleges of pharmacy having to make major changes relating to their infrastructure and delivery of their curriculum within a very short time frame, including the transition of many components to an online setting. This scoping review sought to summarize what is known about the impact of COVID-19 on pharmacy education and the effectiveness of adaptation strategies which were put in place. PubMed, Web of Science, OVID Medline, and MedEdPortal were searched to identify pharmacy education-related articles published since the beginning of the COVID-19 pandemic. For article inclusion, the following criteria had to be met: described original research, related directly to PharmD or PharmBS education, related to the impact of COVID-19 on pharmacy education, and was available in English. Out of a total of 813 articles, 50 primary research articles were selected for inclusion. Our review of these identified four domains relating to the impact of COVID-19 on pharmacy education and/or effectiveness of adaptation strategies: (1) lab-based courses and activities (including interprofessional education activities), (2) experiential education, (3) didactic education, and (4) student well-being. The key research findings are summarized and discussed. While the COVID-19 pandemic has clearly brought many challenges to pharmacy education, it has also led to key improvements and innovations.
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Lee JX, Ahmad Azman AH, Ng JY, Ismail NAS. Deciphering Learning Motivation in Open Distance Learning towards Sustainable Medical Education. Sustainability 2022; 14:4497. [DOI: 10.3390/su14084497] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/18/2022]
Abstract
Open distance learning has become a new norm in medical education since the COVID-19 pandemic. The abrupt shift from conventional medical education to fully virtual learning deserves a reflection on how it affected the learning motivation among medical students. Hence, this study aimed to investigate the effect of open distance learning on their learning motivation during this pandemic period, with suggestions to improve through reflections and recommendations. This qualitative study involved 152 medical students undertaking the Doctor of Medicine program in Universiti Kebangsaan Malaysia, Malaysia, during the COVID-19 pandemic. All data were collected through a validated questionnaire. We found that medical students portrayed intrinsic motivation—mainly self-motivation, self-discipline, and self-adaptation—in open distance learning during the pandemic period. Feedback from medical students also showed that they advocated a better internet connection, innovative teaching, and learning, as well as new appropriate assessment methods and strengthening of the learning management system for a sustainable open distance learning outcome. Hence, medical educators should be creative in making use of open distance learning as an attractive complementary platform in medical education to ensure life-long learning.
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Atwa H, Shehata MH, Al-Ansari A, Kumar A, Jaradat A, Ahmed J, Deifalla A. Online, Face-to-Face, or Blended Learning? Faculty and Medical Students' Perceptions During the COVID-19 Pandemic: A Mixed-Method Study. Front Med (Lausanne) 2022; 9:791352. [PMID: 35186989 PMCID: PMC8850343 DOI: 10.3389/fmed.2022.791352] [Citation(s) in RCA: 24] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2021] [Accepted: 01/03/2022] [Indexed: 11/13/2022] Open
Abstract
BackgroundCOVID-19 pandemic forced educational institutions to adopt online methods which were inevitable to keep continuity of education across all academia after suspension of traditional educational systems. The aim of this study was to explore the experience of faculty and students of online and face-to-face learning, and their preference of the mode of learning after the pandemic.MethodsThis is a mixed-method study. Quantitative data was collected through a survey from 194 medical students and 33 faculty members, while qualitative data was collected through two focus group discussions with 9 students and another two with 13 faculty members. Quantitative variables were presented as means and standard deviations. Paired samples t-test and Chi-square test were used. Thematic analysis of qualitative data was used to code, interpret, and make sense of data.ResultsMean scores of responses of faculty members and students were higher for face-to-face and blended learning compared to online learning in all survey statements with statistically significant differences. More than half of the students (53.1%) preferred the face-to-face mode of learning, while most of the faculty members (60.6%) preferred the blended mode of learning. Qualitative analysis identified five themes, namely: “Transforming the way theoretical teaching sessions are given,” “Face-to-face teaching at campus cannot be replaced for some types of education,” “Interaction in online sessions is limited,” “Problems and challenges of online examinations,” and “Technical issues and challenges of online education.” It revealed suggestions that at least 30% of the curriculum could be taught online post-COVID-19. Some aspects of clinically oriented teaching including history taking and case discussions can also be delivered online in the future. Faculty members and students reported that dealing with online education was not difficult, although the transition was not smooth.ConclusionMedical students and faculty members were in favor of face-to-face and blended modes of learning. However, they perceived online mode of learning as an acceptable adaptation in theoretical teaching and in some clinically oriented teaching including history taking and clinical case discussions. Although face-to-face education in medicine is irreplaceable, the blended mode of learning remains an acceptable and practical solution for the post-COVID era.
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Affiliation(s)
- Hani Atwa
- Medical Education Unit, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
- Medical Education Department, Faculty of Medicine, Suez Canal University, Ismailia, Egypt
- *Correspondence: Hani Atwa ;
| | - Mohamed Hany Shehata
- Department of Family and Community Medicine, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
- Department of Family Medicine, Faculty of Medicine, Helwan University, Helwan, Egypt
| | - Ahmed Al-Ansari
- Medical Education Unit, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
| | - Archana Kumar
- Medical Education Unit, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
- Department of Physiology, Sri Ramachandra Medical College, SRIHER, Chennai, India
| | - Ahmed Jaradat
- Department of Family and Community Medicine, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
| | - Jamil Ahmed
- Department of Family and Community Medicine, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
| | - Abdelhalim Deifalla
- Department of Anatomy, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
- Department of Human Anatomy and Embryology, Faculty of Medicine, Suez Canal University, Ismailia, Egypt
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Rohr JM, Mukherjee M, Donnelly A, Sprinkle S, Martinez Duarte E, Yuil Valdes A. Successful integration of thyroid cytopathology and surgical pathology education in an E-module format. J Pathol Inform 2022; 13:100124. [PMID: 36268066 PMCID: PMC9577056 DOI: 10.1016/j.jpi.2022.100124] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2022] [Revised: 06/30/2022] [Accepted: 06/30/2022] [Indexed: 11/23/2022] Open
Abstract
Context The shift to digital learning in medicine is well underway and in fact spurred by the COVID-19 pandemic. The didactic portion of our institution's cytotechnology (CT) education program is online and delivered to learners across the nation. With CT education elevating to the master’s degree level, there is a need to expand cytologic correlation with surgical resection specimens. We also wanted to afford pathology residents the same. Methods We developed an online cytologic–histologic correlation digital learning module (e-module) addressing thyroid fine needle aspirations (FNAs) and surgical thyroidectomy specimens which was administered as part of coursework in the CT education and pathology residency programs. The module was 35 min long and consisted of guided narration with both formative and summative interactive quizzes. After completion of the module, participants were invited to fill a brief survey comprised of multiple choice, Likert, and free response questions. This study was approved by the institutional review board. Results The 29 respondents were comprised of 22 CT students and 7 residents. CT students had minimal experience thyroid pathology prior to the module; residents were mixed. Twenty-three (79.3%) ranked the highest tiers for learning cytopathology through this module, 24 (82.8%) for learning thyroid surgical pathology, and 25 (86.2%) for cytologic–histologic correlation. All respondents stated they would like similar activities in the future. Conclusions Teaching cytology–histology correlation for thyroid in an electronic format was effective and well-received by participants. There is a demand for these activities among current learners, suggesting that expanding the available repertoire will be beneficial.
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Affiliation(s)
- Joseph M. Rohr
- Department of Pathology & Microbiology, College of Medicine, University of Nebraska Medical Center, Omaha, NE, USA
- Corresponding author at: University of Nebraska Medical Center, Department of Pathology and Microbiology, 983135 Nebraska Medical Center, Omaha, NE 68198-3135, USA.
| | - Maheswari Mukherjee
- Cytotechnology Education, Department of Medical Sciences, College of Allied Health Professions, University of Nebraska Medical Center, Omaha, NE, USA
| | - Amber Donnelly
- Cytotechnology Education, Department of Medical Sciences, College of Allied Health Professions, University of Nebraska Medical Center, Omaha, NE, USA
| | - Sarah Sprinkle
- Cytotechnology Education, Department of Medical Sciences, College of Allied Health Professions, University of Nebraska Medical Center, Omaha, NE, USA
| | - Ernesto Martinez Duarte
- Department of Pathology/Immunology/Laboratory Medicine, University of Florida, Gainesville, FL, USA
| | - Ana Yuil Valdes
- Department of Pathology & Microbiology, College of Medicine, University of Nebraska Medical Center, Omaha, NE, USA
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Backes DS, Colomé JS, Mello GBD, Gomes RCDC, Lomba MDLLDF, Ferreira CLDL. Empreendedorismo social na formação profissional de Enfermagem. Rev Bras Enferm 2022. [DOI: 10.1590/0034-7167-2021-0391pt] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/03/2023] Open
Abstract
RESUMO Objetivos: conhecer saberes e práticas que estimulam o empreendedorismo social na formação profissional de estudantes de Enfermagem. Métodos: pesquisa qualitativa de caráter exploratório-descritivo, realizada com 44 estudantes de Enfermagem de uma Universidade do Sul do Brasil. Os dados foram coletados entre maio e agosto de 2021, por meio de entrevistas individuais na modalidade online. Participaram do estudo estudantes de Enfermagem a partir do 6º semestre e que previamente haviam participado de atividades empreendedoras de ensino, pesquisa ou extensão universitária. Resultados: os dados organizados e analisados com base na técnica de análise temática resultaram em três categorias temáticas: Significados de empreendedorismo social, Experiências empreendedoras na formação do enfermeiro e Reconhecendo-se Enfermeiro empreendedor. Considerações Finais: os saberes e práticas que estimulam o empreendedorismo social na formação profissional de estudantes de Enfermagem estão relacionados às atividades de ensino, pesquisa e extensão universitárias, possibilitadas pelas vivências concretas no mundo vivo e dinâmico em comunidades.
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Spineli VMCD, Costa GDD, Minosso JSM, Oliveira MADC. Educational needs in palliative care of Primary Health Care nurses. Rev Bras Enferm 2022; 75:e20220391. [DOI: 10.1590/0034-7167-2021-0391] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2022] [Accepted: 07/07/2022] [Indexed: 02/03/2023] Open
Abstract
ABSTRACT Objectives: to understand the experience of Primary Health Care nurses with palliative care and their educational needs on the topic. Methods: an exploratory study, with a qualitative approach. The data was collected through 19 focus groups involving 181 nurses. In interpreting the results, the thematic analysis was used. Results: the knowledge presented by nurses in palliative care proved to be limited. Gaps were identified in the definition of palliative care and in the philosophical principles that guide it. The experiences described highlighted the need for continuing education regarding the definition and philosophy of palliative care, patient eligibility, integral care to the patient and the family, interpersonal communication and difficult news, performance in a multi-professional team, and end-of-life care. Final Considerations: the analysis of the perceptions of Primary Health Care nurses about palliative care can help identify the obstacles to improving the provision of this care modality.
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