1
|
Merhavy ZI, Bassett L, Melchiorre M, Hall MPM. The impact of lecture playback speeds on concentration and memory. BMC Med Educ 2023; 23:515. [PMID: 37464312 DOI: 10.1186/s12909-023-04491-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] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/09/2023] [Accepted: 07/02/2023] [Indexed: 07/20/2023]
Abstract
BACKGROUND The information required to be learned and retained by medical students has continued to increase over the years. The stress that medical students face has already been highlighted in several studies, however, this in combination with a post-pandemic educational system subsequently generated a shift in medical education towards asynchronous streaming of daily lectures as part of the curriculum with variable playback speed options. METHODS This paper aims to study the effectiveness of playback speeds, principally that of 1.5x and 2x playback speeds. One objective of this study is to analyze the existing literature regarding how playback speeds may impact learning, and to highlight the need for additional research. It has become apparent that there is not enough literature to support the role that playback speeds have in concentration and/or long-term memory retention in medical students. Due to this lack of information on the topic, this paper additionally highlights a study conducted on second year medical students at one university to assess the associations that may exist between lecture playback speeds of 1.5x and 2x and concentration and long-term retention of memory. RESULTS Based on the data collected, it was found that there was no significant difference in student concentration or long-term memory retention with regards to lecture playback speeds. CONCLUSIONS Although more studies are needed to better understand the topic, it is the current recommendation of the authorial team that students are free to watch medical school lectures at their preferred speed without worry of changes in learning ability.
Collapse
Affiliation(s)
| | - Lukas Bassett
- Ross University School of Medicine, Bridgetown, Barbados
| | | | | |
Collapse
|
2
|
Yarmohammadi A, Mostafazadeh F, Shahbazzadegan S. Comparison lecture and concept map methods on the level of learning and satisfaction in puerperal sepsis education of midwifery students: a quasi-experimental study. BMC Med Educ 2023; 23:251. [PMID: 37069551 PMCID: PMC10108536 DOI: 10.1186/s12909-023-04247-8] [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] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/03/2023] [Accepted: 04/11/2023] [Indexed: 06/19/2023]
Abstract
BACKGROUND Education and training about emergency cases are necessary for different medical groups such as midwives. Teaching puerperal sepsis is important for midwives. The teaching method is one of the challenges of the educational system in universities. This study was conducted to compare lecture and concept map methods on the level of learning and satisfaction in puerperal sepsis education of midwifery students. METHOD This semi-experimental study was conducted in 2022 at Ardabil Nursing and Midwifery School on 50 midwifery students. Students randomly were placed in lecture and concept map teaching groups. To collect data, a 23-question satisfaction questionnaire and a 15-question test taken from the WHO books on the management of puerperal sepsis were used to check students' knowledge and learning. The data were analyzed by using descriptive statistics and independent and paired t-test SPSS software. FINDINGS The average learning score of the students after teaching in the concept map group was 10.28 ± 1.90 and the lecture group 9.20 ± 1.70, the difference was statistically significant (p = 0.04). The average satisfaction score in the concept map group was 107.92 ± 4.46 and in the lecture group 105.68 ± 6.84, this difference was statistically significant (p = 0.03). CONCLUSION The teaching of puerperal sepsis with the concept map method had a greater effect on the learning and satisfaction of midwifery students. Therefore, it is recommended to use this educational method.
Collapse
Affiliation(s)
- Azita Yarmohammadi
- Department of Midwifery, School of Nursing and Midwifery, Ardabil University of Medical Sciences, Ardabil, Iran
| | - Farideh Mostafazadeh
- Department of Midwifery, School of Nursing and Midwifery, Ardabil University of Medical Sciences, Ardabil, Iran
- Present Address: Department of Educational Technology, Faculty of Psychology and Education, Allameh Tabataba’i University, Tehran, Iran
| | - Samira Shahbazzadegan
- Department of Midwifery, School of Nursing and Midwifery, Ardabil University of Medical Sciences, Ardabil, Iran
| |
Collapse
|
3
|
Benamer HT, Stanley AG. The relationship of online pre-recorded neurology mini- lectures to medical student assessment: a pilot study. BMC Med Educ 2023; 23:225. [PMID: 37029415 PMCID: PMC10081813 DOI: 10.1186/s12909-023-04185-5] [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] [Subscribe] [Scholar Register] [Received: 10/19/2022] [Accepted: 03/22/2023] [Indexed: 06/19/2023]
Abstract
INTRODUCTION eLearning has become an essential part of medical education. However, there is a lack of published research on student engagement with online pre-recorded mini-lectures and its relation to assessment. The aim of this pilot study is to explore the relationship between newly introduced neurology pre-recorded mini-lectures and undergraduate medical students engagement and assessment. This may encourage the wider use of mini-lectures in undergraduate medical curricula. METHODS The engagement of medical students with 48 online pre-recorded neurology mini-lectures was assessed through a Learning Management System. To measure engagement, data was stratified according to the number of watched/downloaded mini-lectures. A point system was used (out of 5): - 1 point = watching/downloading 0-10 mini-lectures, 2 points = watching/downloading 11-20 mini-lectures, 3 points = watching/downloading 21-30 mini-lectures, 4 points = watching/downloading 31-40 mini-lectures and, 5 points = watching/downloading 41-48 mini-lectures. The students' engagement was correlated with their neurology assessments [Objective Structured Clinical Examination (OSCE), and knowledge-based assessment 10 Multiple Choice Questions (MCQs) and one 10-mark Short Answer Question, (SAQ)], internal medicine grade and annual grade point average (GPA) using the Pearson correlation coefficient. RESULTS The mean engagement of 34, Year 5, medical students is 3.9/5. There is a significant positive correlation between engagement and internal medicine grade (r = 0.35, p = 0.044). There is a moderate correlation between engagement and neurology OSCE (r = 0.23), annual Year 5 GPA (r = 0.23), neurology knowledge-based score (r = 0.22) and composite neurology knowledge/OSCE (r = 0.27). The knowledge-based assessment included SAQ and MCQs: there was a moderate correlation with SAQ (r = 0.30), but a weak negative correlation with the MCQs (r =-0.11). Sub-groups analysis comparing the top- and low- or non- engaging students made these weaker correlations stronger. CONCLUSION This pilot study indicates a high rate of engagement with an online pre-recorded mini-lectures resource and evidence of moderate correlation between engagement and assessment. Online pre-recorded mini-lectures should be used more in delivering the curriculum contents of the clinical clerkships. Further studies are needed to evaluate the relation and the impact of the mini-lectures on assessment.
Collapse
Affiliation(s)
- Hani Ts Benamer
- Department of Clinical Sciences, College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, United Arab Emirates, Building 14, PO Box 505055, Dubai, UAE.
| | - Adrian G Stanley
- Department of Clinical Sciences, College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, United Arab Emirates, Building 14, PO Box 505055, Dubai, UAE
| |
Collapse
|
4
|
Ashour O, Alkhatib AM, Al Zureikat Q, Al-Shaikhli M, Ata BB, Massad T, Al-Huneidy L, Al-Sabbagh MQ, Al-Ani A. Investigating medical students' satisfaction towards video-based learning versus face-to-face lectures: a Jordanian tertiary teaching hospital experience. Korean J Med Educ 2023; 35:21-32. [PMID: 36858374 PMCID: PMC10020058 DOI: 10.3946/kjme.2023.246] [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] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/29/2022] [Revised: 11/29/2022] [Accepted: 12/12/2022] [Indexed: 06/18/2023]
Abstract
PURPOSE We aimed to evaluate the disparity between video-based learning and lecture-based learning on Jordanian medical students' satisfaction. METHODS We conducted this cross-sectional study using a web-based questionnaire adapted from Student Evaluation of Educational Quality survey. Using convenience sampling, medical students studying at the University of Jordan and Jordan University Hospital were recruited. Participants in either clinical or basic-science years that have completed the entire survey were included in the final analysis. RESULTS We surveyed a total 487 participants among which male to female ratio was 1.19:1. Participants perceived greater benefit in terms of learning, instructor enthusiasm, content organization, breadth of teaching, and quality and number of assignments when using video-based learning (all p<0.01). In contrast, face-to-face learning was associated with significantly higher benefits in terms of group interactions (p<0.01) and capacity for rapport building (p<0.01). There was no significant difference in perceived examination performance between the two learning modalities (p=0.11). CONCLUSION Video-based learning is the preferred learning modality among Jordanian medical students. Despite its dominance across multiple domains, it should be implemented as an adjunct to traditional classroom teaching for it is vital in the development of good communication skills and building rapport in medical students.
Collapse
Affiliation(s)
- Omar Ashour
- School of Medicine, University of Jordan, Amman,
Jordan
| | | | | | | | | | - Talal Massad
- School of Medicine, University of Jordan, Amman,
Jordan
| | | | | | - Abdallah Al-Ani
- Office of Scientific Affairs and Research, King Hussein Cancer Center, Amman,
Jordan
| |
Collapse
|
5
|
Omori K, Shigemoto N, Kitagawa H, Nomura T, Kaiki Y, Miyaji K, Akita T, Kobayashi T, Hattori M, Hasunuma N, Tanaka J, Ohge H. Virtual reality as a learning tool for improving infection control procedures. Am J Infect Control 2023; 51:129-134. [PMID: 35659561 DOI: 10.1016/j.ajic.2022.05.023] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [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: 02/26/2022] [Revised: 05/27/2022] [Accepted: 05/27/2022] [Indexed: 01/25/2023]
Abstract
BACKGROUND Hand hygiene and donning personal protective equipment (PPE) are essential techniques for infection control; however, low compliance is an issue. The effectiveness of virtual reality (VR) in learning infection control procedures is unknown. METHODS To verify the effectiveness of VR, medical students were categorized into VR or lecture groups (n=21 each). Each group was given the same curricular content; one group received the training through VR learning using a fully-immersive 360-degree video and the other was conventional lecture-style learning. Before and after the training, they were evaluated for the implementation of hand hygiene and PPE using an Objective Structured Clinical Examination method. Post-test questionnaires were administered. RESULTS The scores for hand hygiene, donning PPE, and the total score increased after learning in both groups. There was no difference between the pre-test total scores of the two groups (7 [5-9] vs 6 [5-7.5], P=.352); however, the VR group had significantly higher post-test total scores than the lecture group (12 [9.5-12] vs 9 [8-12], P=.024). More students in the VR group responded that they enjoyed the training and would like to use the same learning method next time. CONCLUSIONS VR can be a useful tool for learning and practicing appropriate infection control procedures.
Collapse
Affiliation(s)
- Keitaro Omori
- Department of Infectious Diseases, Hiroshima University Hospital, Hiroshima, Japan.
| | - Norifumi Shigemoto
- Department of Infectious Diseases, Hiroshima University Hospital, Hiroshima, Japan; Department of Surgery, Graduate School of Biomedical and Health Sciences, Hiroshima University, Hiroshima, Japan; Translational Research Center, Hiroshima University, Hiroshima, Japan
| | - Hiroki Kitagawa
- Department of Infectious Diseases, Hiroshima University Hospital, Hiroshima, Japan; Department of Surgery, Graduate School of Biomedical and Health Sciences, Hiroshima University, Hiroshima, Japan
| | - Toshihito Nomura
- Department of Infectious Diseases, Hiroshima University Hospital, Hiroshima, Japan
| | - Yuki Kaiki
- Department of Surgery, Graduate School of Biomedical and Health Sciences, Hiroshima University, Hiroshima, Japan
| | - Kentaro Miyaji
- School of medicine, Hiroshima University, Hiroshima, Japan
| | - Tomoyuki Akita
- Department of Epidemiology Infectious Disease Control and Prevention, Graduate School of Biomedical and Health Sciences, Hiroshima University, Hiroshima, Japan
| | - Tomoki Kobayashi
- Center for Medical Education Institute of Biomedical & Health Sciences, Hiroshima University, Hiroshima, Japan
| | - Minoru Hattori
- Center for Medical Education Institute of Biomedical & Health Sciences, Hiroshima University, Hiroshima, Japan
| | - Naoko Hasunuma
- Center for Medical Education Institute of Biomedical & Health Sciences, Hiroshima University, Hiroshima, Japan
| | - Junko Tanaka
- Department of Epidemiology Infectious Disease Control and Prevention, Graduate School of Biomedical and Health Sciences, Hiroshima University, Hiroshima, Japan
| | - Hiroki Ohge
- Department of Infectious Diseases, Hiroshima University Hospital, Hiroshima, Japan
| |
Collapse
|
6
|
Henry M, Clayton S. Attendance Improves Student Electrocardiography Interpretation Skills Using the Flipped Classroom Format. Med Sci Educ 2023; 33:39-47. [PMID: 37008425 PMCID: PMC10060492 DOI: 10.1007/s40670-022-01689-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/07/2022] [Indexed: 06/19/2023]
Abstract
The implementation of classroom capture and casting technologies has changed how content can be accessed. Students can access live, streaming, and/or recorded formats of material. Broadening this accessibility has, in turn, introduced flexibility for both the learner and the instructor. This flexibility has impacted the necessity of attendance to access classroom-delivered content. There are many reports that investigate the changing attendance climate as well as the potential impact of attendance on student outcomes. Here we investigated the impact of attending classroom activities on student performance with two common content delivery methods in an undergraduate, pre-clinical cardiology course. Electrocardiography (ECG) interpretation was taught using a flipped classroom format which allowed for the practice of interpretive skills with faculty guidance. Other components of the course related to the diagnosis, treatment, and management of cardiovascular disease were delivered using a lecture-based format. The results demonstrate that attendees outperform their classmates in the ability to interpret ECGs and related content. However, the attending student does not appear to have a performance advantage when content is delivered by lecture. The results provide evidence for students to prioritize their time when making decisions about attendance, based on teaching modality, when given a choice. Further, the information can guide curricular change and help colleges and programs identify curricular activities that have a clear attendance benefit for students. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-022-01689-5.
Collapse
Affiliation(s)
- Matthew Henry
- Department of Physiology & Pharmacology, Des Moines University, Des Moines, IA 50312 USA
| | - Sarah Clayton
- Department of Physiology & Pharmacology, Des Moines University, Des Moines, IA 50312 USA
| |
Collapse
|
7
|
Kharaman-nia F, Rezaei H, Roustaei N, Etemadfar P, Hosseini N. Comparing the effects of self- care education by lecture and smartphone application on self-efficacy of patients with thalassemia. BMC Med Inform Decis Mak 2023; 23:21. [PMID: 36717912 PMCID: PMC9885911 DOI: 10.1186/s12911-023-02097-4] [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: 07/01/2022] [Accepted: 01/02/2023] [Indexed: 01/31/2023] Open
Abstract
BACKGROUND Patients with the thalassemia have a basic requirement for self-efficacy regarding their treatment procedure. The present study aimed to compare the effect of self-care education via a smartphone application and lectures on the self-efficacy of patients with thalassemia. METHODS In the present quasi-experimental study, 99 patients with thalassemia at Shahid Beheshti Hospital in Yasuj, Iran, in 2019 who were eligible to enter the study, were selected. The block randomization was done with the block sizes of 3, 6, and 9, and participants were randomly assigned to 3 groups: smartphone application (A), lecture intervention (B), and control (c). Smartphone application and lecture interventions were performed for intervention groups A and B, respectively, during 8 weeks. Scherer's self-efficacy measure was used to collect the data at baseline and eight weeks after the intervention. Data were analyzed by SPSS-version 25 software using Paired t-test, Wilcoxon and Kruskal-Wallis tests. RESULTS Ninety-nine patients with thalassemia with a mean (SD) age of 25 (6) and 58 females (58.59%) participated in the present study. The results indicated a significant difference in self-efficacy among 3 groups after intervention (P = 0.001). However, self-care education with smartphone application revealed a significant increase in the mean (SD) of self-efficacy of the patients with thalassemia 68.36(8.45) compared to the lecture method 62.55 (7.3) (P = 0.003) and control 62.09 (6.7) (P = 0.001). There were no significant differences among the self-efficacy scores of the patients in lecture intervention and control groups. CONCLUSIONS The results revealed that smartphone application was a suitable educational software to promote self-efficacy in patients with thalassemia. It is recommended to use smartphone application methods to improve the self-efficacy levels of patients with thalassemia.
Collapse
Affiliation(s)
- Fahimeh Kharaman-nia
- grid.413020.40000 0004 0384 8939Student Research Committee, Yasuj University of Medical Sciences, Yasuj, Iran
| | - Habibolah Rezaei
- grid.413020.40000 0004 0384 8939Cellular and Molecular Research Center, Yasuj University of Medical Sciences, Yasuj, Iran
| | - Narges Roustaei
- grid.413020.40000 0004 0384 8939Department of Biostatistics and Epidemiology, School of Health and Nutrition Sciences, Yasuj University of Medical Sciences, Yasuj, Iran
| | - Peyman Etemadfar
- grid.413020.40000 0004 0384 8939Department of Pediatrics, Yasuj University of Medical Sciences, Yasuj, Iran
| | - Nazafarin Hosseini
- grid.413020.40000 0004 0384 8939Department of Nursing, School of Nursing, Social Determinants of Health Research Center, Yasuj University of Medical Sciences, Yasuj, 759195436 Iran
| |
Collapse
|
8
|
Goodall KR, Wofford LG. Pedagogical strategies of LGBTQIA+ education in pre-licensure nursing: An integrative review. Nurse Educ Today 2022; 119:105547. [PMID: 36122533 DOI: 10.1016/j.nedt.2022.105547] [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: 02/12/2022] [Revised: 08/23/2022] [Accepted: 09/08/2022] [Indexed: 06/15/2023]
Abstract
OBJECTIVES Previous research suggests that information about providing culturally sensitive care to patients of the LGBTQIA+ population has been lacking among pre-licensure nursing programs. This is due, in part, to a lack of faculty preparation and knowledge regarding LGBTQIA+ issues. The purpose of this integrative review is to examine pedagogical strategies of LGBTQIA+ content integration in pre-licensure nursing programs in the United States. DATA SOURCES The literature search was conducted by searching CINAHL, the Cochrane Database, PubMed, MEDLINE, Google Scholar, and PsychINFO for peer-reviewed articles that were written in the English language and completed in an educational setting. REVIEW METHODS The search was conducted by a single independent reviewer. Inclusion and exclusion criteria were applied to articles identified by the databases. Eighteen articles met all identified criteria. Articles were appraised using resources from the Joanna Briggs Institute and one article was excluded from further consideration after appraisal. Seventeen articles were analyzed for themes. RESULTS Three themes emerged from the review: lecture and dialogue, experiential learning, and reading and writing. CONCLUSIONS Based on the review of the literature, there is a myriad of evidence-based pedagogies to incorporate LGBTQIA+ content into pre-licensure nursing programs. Students were successful in achieving learning outcomes and interventions were well-received. The studies in this review may assist in mitigating a lack of faculty preparedness in teaching LGBTQIA+ content by providing examples of pedagogical strategies that can be adapted to fit their particular course or program.
Collapse
Affiliation(s)
- Kaysi R Goodall
- College of Nursing, Belmont University, 1900 Belmont Blvd., Nashville, TN 37212, United States of America.
| | - Linda G Wofford
- College of Nursing, Belmont University, 1900 Belmont Blvd., Nashville, TN 37212, United States of America.
| |
Collapse
|
9
|
Zhang B. Kill Two Birds with One Stone: Convert Didactic Lecture to Active Engaged Learning Using Reflective and Collaborative Writing. Med Sci Educ 2022; 32:769-770. [PMID: 36035525 PMCID: PMC9411297 DOI: 10.1007/s40670-022-01588-9] [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: 06/26/2022] [Indexed: 06/15/2023]
Abstract
A didactic lecture is transformed into active learning by strategically adopting reflective and collaborative writing, which at the same time offers meaningful feedback to both teachers and students. The writing also "activates" learning by engaging students to identify learning objectives and select readings to fill knowledge gaps.
Collapse
Affiliation(s)
- Bei Zhang
- Department of Pathology and Laboratory Medicine, Robert Larner, M.D. College of Medicine at the University of Vermont, 89 Beaumont Avenue, Given D211, Burlington, VT 05405 USA
| |
Collapse
|
10
|
Kasai H, Saito G, Ito S, Kuriyama A, Kawame C, Shikino K, Takeda K, Yahaba M, Taniguchi T, Igari H, Sakao S, Suzuki T. COVID-19 infection control education for medical students undergoing clinical clerkship: a mixed-method approach. BMC Med Educ 2022; 22:453. [PMID: 35690852 PMCID: PMC9188461 DOI: 10.1186/s12909-022-03525-1] [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: 02/23/2022] [Accepted: 06/06/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Coronavirus disease (COVID-19) has induced an urgent need to train medical students not only in infection prevention control but also in the treatment of infectious diseases, including COVID-19. This study evaluates the impact of simulated clinical practice with peer role-plays and a lecture on clinical education for COVID-19. METHODS The sample for the study included 82 fourth- and fifth-year medical students undergoing clinical clerkship in respiratory medicine. They answered questionnaires and participated in semi-structured focus group interviews (FGIs) regarding the advantages of simulated clinical practice with peer role-plays and lectures on clinical education for COVID-19. RESULTS A total of 75 students participated in the COVID-19 education program between January and November 2021. The responses to the questionnaire revealed that the satisfaction level of students with COVID-19 education was high. No significant change was found among students concerning fear of COVID-19 before and after the program. The degree of burden of handling information on COVID-19 reduced significantly, while the degree with respect to the use of personal protective equipment (PPE), including appropriate wearing and removing of PPE, and care of patients with confirmed COVID-19 while taking steps to prevent infection, exhibited a decreasing trend. Nine FGIs were conducted (n = 74). The advantages of simulated clinical practice were segregated into five categories (infection prevention control, educational methods, burden on healthcare providers, self-reflection, and fear of COVID-19); and that of the lecture were segregated into four categories (information literacy, knowledge of COVID-19, educational methods, and self-reflection). CONCLUSIONS Simulated clinical practice with peer role-plays and the lecture pertaining to COVID-19 can prove to be efficient and safe methods for learning about COVID-19 infection and prevention control for medical students. They can reduce the burden of COVID-19 patients' care. Moreover, they can also provide an opportunity for self-reflection, realize the burden of medical care, and acquire relevant information.
Collapse
Affiliation(s)
- Hajime Kasai
- Health Professional Development Center, Chiba University Hospital, Chiba, Japan.
- Department of Respirology, Graduate School of Medicine, Chiba University, Chiba, Japan.
| | - Go Saito
- Department of Respirology, Graduate School of Medicine, Chiba University, Chiba, Japan
| | - Shoichi Ito
- Health Professional Development Center, Chiba University Hospital, Chiba, Japan
- Department of Medical Education, Graduate School of Medicine, Chiba University, Chiba, Japan
| | - Ayaka Kuriyama
- Department of Respirology, Graduate School of Medicine, Chiba University, Chiba, Japan
| | - Chiaki Kawame
- Department of Respirology, Graduate School of Medicine, Chiba University, Chiba, Japan
| | - Kiyoshi Shikino
- Department of General Medicine, Graduate School of Medicine, Chiba University, Chiba, Japan
| | - Kenichiro Takeda
- Department of Respirology, Graduate School of Medicine, Chiba University, Chiba, Japan
| | - Misuzu Yahaba
- Department of Infectious Diseases, Chiba University Hospital, Chiba, Japan
| | | | - Hidetoshi Igari
- Department of Infectious Diseases, Chiba University Hospital, Chiba, Japan
| | - Seiichiro Sakao
- Department of Respirology, Graduate School of Medicine, Chiba University, Chiba, Japan
| | - Takuji Suzuki
- Department of Respirology, Graduate School of Medicine, Chiba University, Chiba, Japan
| |
Collapse
|
11
|
Akbari F, Nasiri M, Rashidi N, Zonoori S, Amirmohseni L, Eslami J, Torabizadeh C, Havaeji FS, Bigdeli Shamloo MB, Paim CPP, Naghibeiranvand M, Asadi M. Comparison of the effects of virtual training by serious game and lecture on operating room novices' knowledge and performance about surgical instruments setup: a multi-center, two-arm study. BMC Med Educ 2022; 22:268. [PMID: 35410279 PMCID: PMC8999983 DOI: 10.1186/s12909-022-03351-5] [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] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/18/2021] [Accepted: 04/07/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Game-based training is increasingly implemented in different nursing fields, as it allows students to learn experientially, with the flexibility to regulate their training based on their personal progresses and abilities. This study aimed to compare the effects of virtual training by the "Playing with Surgical Instruments (PlaSurIn)" game and the lecture on the surgical instruments setup knowledge and performance of Operating Room (OR) novices. METHODS This study was conducted on 51 s-semester undergraduate OR technology students taking the course "An Introduction to Surgical Instruments and Equipment." An additional virtual training session was held via a learning management system using two different methods. The students of the Game Training Group (GTG, n = 27) played individually with the "PlaSurIn" game during a week, while the students of the Lecture Training Group (LTG, n = 24) received the lecture-based training during a week. To measure knowledge, all the students participated in a theoretical test with 10 multiple-choice questions before and immediately after the training. They also participated in an Objective Structured Clinical Examination (OSCE) after the training, and their performance was evaluated by the remained time for setup completion and the scores, errors, and bonuses. RESULTS The mean score of the theoretical test was significantly higher in the GTG than in the LTG after the training (p = 0.040). Additionally, the GTG participants had higher scores (p = 0.016), fewer errors (p = 0.001), and higher bonuses (p = 0.011) compared to the LTG ones. The remained time for setup completion was also significantly longer in the GTG than in the LTG (p < 0.001). CONCLUSION Virtual training by "PlaSurIn" was superior to the lecture-based method for the enhancement of surgical instruments setup knowledge and performance amongst OR novices.
Collapse
Affiliation(s)
- Fakhridokht Akbari
- Department of Nursing, Behbahan Faculty of Medical Sciences, Behbahan, Iran
| | - Morteza Nasiri
- Student Research Committee, Shiraz University of Medical Sciences, Shiraz, Iran
- Department of Operating Room Nursing, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Neda Rashidi
- Department of Operating Room Technology, School of Paramedical Sciences, Dezful University of Medical Science, Dezful, Iran
| | - Sahar Zonoori
- Department of Nursing, Broujerd School of Nursing, Lorestan University of Medical Sciences, Khormaabad, Iran
| | - Leila Amirmohseni
- Department of Operating Room Nursing, Behbahan Faculty of Medical Sciences, Behbahan, Iran
| | - Jamshid Eslami
- Department of Operating Room Nursing, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Camellia Torabizadeh
- Department of Nursing, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Fahimeh Sadat Havaeji
- Department of Operating Room Technology, School of Paramedical Sciences, Qom University of Medical Sciences, Qom, Iran
| | - Marzieh Beigom Bigdeli Shamloo
- Department of Operating Room Technology, School of Paramedical Sciences, Dezful University of Medical Science, Dezful, Iran
- Department of Clinical Nursing, Nursing and Midwifery School, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
| | - Crislaine Pires Padilha Paim
- Department of Graduate Nursing Program, Institute of Cardiology of Rio Grande Do Sul, University Foundation of Cardiology, Porto Alegre, Brazil
| | | | - Masoomeh Asadi
- Department of Operating Room Nursing, Abadan University of Medical Sciences, P.O. Box 6313833177, Abadan, Iran
| |
Collapse
|
12
|
Boyatzis AE, Ulgiati D, Quail EA. Enhancing Early Tertiary Students' Education: a Novel Lecture Learning Objectives Strategy. Med Sci Educ 2022; 32:21-25. [PMID: 35186429 PMCID: PMC8814299 DOI: 10.1007/s40670-021-01488-4] [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] [Subscribe] [Scholar Register] [Accepted: 11/23/2021] [Indexed: 06/14/2023]
Abstract
While university lectures enable large volumes of complex material to be taught efficiently, this format requires students to discriminate between core concepts and examples, applications and anecdotes. Here we present a lecture slide learning objectives method which builds this capability in Level 1 tertiary students in preclinical sciences. Our method applies the principles of constructive alignment to individual teaching activities. Students report the use of this lecturing methodology results in improved focus, decreased stress during lectures and greater preparedness for assessment (n = 93). This practicable addition to the lecture slides greatly improves the student experience both during and following teaching sessions.
Collapse
Affiliation(s)
- Amber E. Boyatzis
- School of Biomedical Sciences, The University of Western Australia, 35 Stirling Highway, Crawley, W. A 6009 Australia
| | - Daniela Ulgiati
- School of Biomedical Sciences, The University of Western Australia, 35 Stirling Highway, Crawley, W. A 6009 Australia
| | - Elizabeth A. Quail
- School of Biomedical Sciences, The University of Western Australia, 35 Stirling Highway, Crawley, W. A 6009 Australia
- School of Molecular Sciences, The University of Western Australia, 35 Stirling Highway, Crawley, W. A 6009 Australia
| |
Collapse
|
13
|
Zare L, Shahmari M, Dashti S, Jafarizadeh R, Nasiri E. Comparison of the effect of teaching Bundle Branch Block of electrocardiogram through storytelling and lecture on learning and satisfaction of nursing students: A quasi-experimental study. Nurse Educ Pract 2021; 56:103216. [PMID: 34592491 DOI: 10.1016/j.nepr.2021.103216] [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: 04/13/2021] [Revised: 08/09/2021] [Accepted: 09/22/2021] [Indexed: 10/20/2022]
Abstract
AIM In this study, we taught learners the interpretation of the bundle branch block in two ways of storytelling and usual lecture, then compare the effect of these two methods on the level of learning and satisfaction. Storytelling can lead to deep learning, promoted critical thinking of students and enhanced clinical skills. It is an effective teaching method engaging nursing and midwifery students in clinical education. DESIGN A quasi-experimental study. METHODS We conducted this study in the training hospital, Ardabil, Iran, from 2019 to 2020. We selected 70 nursing students of semesters 6th and 7th through convenience sampling then allocated them randomly into two groups of intervention (n = 40) and control (n = 30). We taught the same topics to the intervention group via the storytelling method and the control group via lecturing. Data collection tools included a standard questionnaire of satisfaction with the teaching method and learning how to interpret an electrocardiogram. Data were analyzed using chi-square and independent t-tests. The significance level was considered less than 0.05. RESULTS Students in the control group had a higher mean score of satisfaction with the teaching method (30.00 ± 2.00) than students in the intervention group (29.00 ± 3.00). Also, There was no significant difference between the two groups regarding learning quality (P = 0.20). CONCLUSION Both methods of storytelling and lecturing were effective in increasing students' satisfaction. However, the liking of the teaching method, learning in a short time and high motivation for learning in the intervention group were higher. It is suggested to teach electrocardiogram interpretation to nursing students first through lecturing and then stabilize the concepts in their minds through storytelling.
Collapse
Affiliation(s)
- Leily Zare
- Medical-Educational Center of Imam Khomeini, Ardabil University of Medical Sciences, Ardabil, Iran
| | - Mehraban Shahmari
- PhD Candidate in Nursing, Department of Medical-Surgical, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran
| | - Seemin Dashti
- Department of Nursing, Ardabil Branch, Islamic Azad University, Ardabil, Iran.
| | - Raana Jafarizadeh
- Department of Nursing, Khorasgan Branch, Islamic Azad University, Isfahan, Iran
| | - Elhameh Nasiri
- Department of Critical Care Nursing, Nursing and Midwifery School, Ardabil University of Medical Science, Ardabil, Iran
| |
Collapse
|
14
|
Alamoudi WA, Alhelo AF, Almazrooa SA, Felemban OM, Binmadi NO, Alhindi NA, Ali SA, Akeel SK, Alhamed SA, Mansour GM, Mawardi HH. Why do students skip classroom lectures: A single dental school report. BMC Med Educ 2021; 21:388. [PMID: 34284761 PMCID: PMC8293555 DOI: 10.1186/s12909-021-02824-3] [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: 03/26/2021] [Accepted: 07/12/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Conventional classroom lectures continue to represent a major component of the dental education system to ensure optimum delivery of knowledge. Certain number of students are less compliant and likely to skip classes which may impact the overall academic performance. The aim of this study was to investigate dental students' attitude towards classroom attendance and potential reasons for absenteeism at King Abdulaziz University-Faculty of Dentistry (KAU-FD). METHODS This was a cross-sectional survey of all dental students actively enrolled at KAU-FD from January to June 2019. The survey included questions on demographics, average travel time to school, current dental year, most recent GPA, student's perspective toward classroom lectures. The survey was validated and distributed to all students at a pre-selected time frame. Data were analysed and presented as frequencies and percentages; chi-square test was used to explore parameters association. RESULTS A total of 678 students consented and completed the survey. Overall, 44.3% of students were more likely to skip two classes or less per month. Second year dental students were more likely to be absent from classroom lectures (31.3%), while 3rd year dental students were less likely to do so (15.4%). Reported students' justifications for missing classes included early morning classes (47.9%), exams preparation (42%), and lecturer's weak presentation skills (41.9%). CONCLUSION Compliance of dental students with classroom attendance has been an ongoing challenge for most programs. The current data suggests a multifactorial module for students' attitude toward classroom attendance. Future studies focusing on reasons behind classroom attendance behavior and addressing students' concerns are needed.
Collapse
Affiliation(s)
- Waleed A Alamoudi
- Department of Oral Diagnostic Sciences, King Abdul-Aziz University- Faculty of Dentistry, Jeddah, Saudi Arabia
| | - Azza F Alhelo
- Department of Oral Diagnostic Sciences, King Abdul-Aziz University- Faculty of Dentistry, Jeddah, Saudi Arabia
| | - Soulafa A Almazrooa
- Department of Oral Diagnostic Sciences, King Abdul-Aziz University- Faculty of Dentistry, Jeddah, Saudi Arabia
| | - Osama M Felemban
- Department of Pediatric Dentistry, King Abdulaziz University- Faculty of Dentistry, Jeddah, Saudi Arabia
| | - Nada O Binmadi
- Department of Oral Diagnostic Sciences, King Abdul-Aziz University- Faculty of Dentistry, Jeddah, Saudi Arabia
| | - Nada A Alhindi
- Department of Oral Diagnostic Sciences, King Abdul-Aziz University- Faculty of Dentistry, Jeddah, Saudi Arabia
| | - Sarah A Ali
- Department of Oral Diagnostic Sciences, King Abdul-Aziz University- Faculty of Dentistry, Jeddah, Saudi Arabia
| | - Sara K Akeel
- Department of Oral Diagnostic Sciences, King Abdul-Aziz University- Faculty of Dentistry, Jeddah, Saudi Arabia
| | - Sana A Alhamed
- Department of Oral Diagnostic Sciences, King Abdul-Aziz University- Faculty of Dentistry, Jeddah, Saudi Arabia
| | - Ghadah M Mansour
- Department of Oral Diagnostic Sciences, King Abdul-Aziz University- Faculty of Dentistry, Jeddah, Saudi Arabia
| | - Hani H Mawardi
- Department of Oral Diagnostic Sciences, King Abdul-Aziz University- Faculty of Dentistry, Jeddah, Saudi Arabia.
| |
Collapse
|
15
|
Mansoory MS, Khazaei MR, Azizi SM, Niromand E. Comparison of the effectiveness of lecture instruction and virtual reality-based serious gaming instruction on the medical students' learning outcome about approach to coma. BMC Med Educ 2021; 21:347. [PMID: 34130676 PMCID: PMC8207643 DOI: 10.1186/s12909-021-02771-z] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/19/2020] [Accepted: 05/27/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND New approaches to e-learning and the use of virtual reality technology and serious game in medical education are on the rise. Therefore, the purpose of this study was to compare the effectiveness of lecture method and virtual reality-based serious gaming (VRBSG) method on students learning outcomes about the approach to coma. METHODS We adopted a randomized trial method for this study and selected 50 medical students dividing them into experimental and control groups. Students' learning outcome was measured with a 10-item test. Serious game usability scale was used to evaluate the usability of the serious game. Descriptive and inferential statistics were used for data analysis by SPSS-22 software. RESULTS Students' familiarity with e-learning and VRBSG was low. The mean usability of a VRBSG was 126.78 ± 10.34 out of 150. The majority of students were eager to be instructed through VRBSG. The mean score of learning outcomes in the experimental group was significantly higher than the control group (t = - 2.457, P = 0.019). CONCLUSION Students' learning outcomes in the VRBSG group in the test approach to coma were significantly better than the lecture group. The usability of the serious game instruction method was high. Taken together, instruction through VRBSG had an effective role in medical students' learning.
Collapse
Affiliation(s)
- Meysam Siyah Mansoory
- Department of Biomedical Engineering, School of Medicine, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Mohammad Rasool Khazaei
- Fertility and Infertility Research Center, Health Technology Institute, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Seyyed Mohsen Azizi
- Medical Education and Development Center, Arak University of Medical Sciences, Arak, Iran
| | - Elham Niromand
- Fertility and Infertility Research Center, Health Technology Institute, Kermanshah University of Medical Sciences, Kermanshah, Iran
| |
Collapse
|
16
|
Gabiola J, Morales D, Quizon O, Cadiz RI, Feliciano K, Ruiz RL, Aguatis CJ, Mararac T, Rojina J, Garcia A, Hedlin H, Cullen M, Palaniappan L. The EffectiveNess of LIfestyle with Diet and Physical Activity Education ProGram Among Prehypertensives and Stage 1 HyperTENsives in an Urban Community Setting (ENLIGHTEN) Study. J Community Health 2021; 45:478-487. [PMID: 31677046 DOI: 10.1007/s10900-019-00764-0] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/15/2023]
Abstract
This study aims to determine the effectiveness of a monthly lifestyle education program, which included advice on nutritional changes and physical activity enhancement in the reduction of blood pressure and selected biochemical and anthropometric parameters among pre-hypertensive and stage 1 hypertensive participants in Manila, Philippines. Participants resided in two barangays (districts), in Manila, Philippines, and each barangay was assigned to either the intervention or attention-control group. The intervention group received monthly lectures on cardiovascular disease and organized classes on diet and exercise, while the attention-control group received monthly lectures on non-cardiovascular topics, with verbal advice that healthy diet and exercise are important. The primary outcome was systolic blood pressure, with secondary outcomes of BMI, waist circumference, and laboratory measures. Linear mixed effects models with an interaction between intervention group and time were used to estimate the 6-month change in each group. At 6 months, systolic blood pressure was lower in the intervention group compared to the attention-control group (- 12.7 mmHg (95% CI [- 14.5, - 10.9]) vs. - 0.24 mmHg (95% CI [- 1.87, 1.43]), p-value < 0.001). Waist circumference (p < 0.001), BMI (p < 0.001), and total cholesterol (p = 0.049) were also lower. However, no statistically significant difference in fasting glucose was observed between the two groups (p = 0.740). This study showed that participants receiving a non-pharmacological intervention, specifically a low-cost diet and active lifestyle education program, experienced a greater decrease in blood pressure, BMI, waist circumference, and total cholesterol than the attention-control group. Educational programs such as in ENLIGHTEN show promise for a developing country with limited resources to improve hypertension levels, and ultimately cardiovascular health. ENLIGHTEN deserves further study in randomized trials.
Collapse
Affiliation(s)
- Julieta Gabiola
- Division of Primary Care and Population Health, Stanford University School of Medicine, 1265 Welch Road, MC 5475, Stanford, CA, 94305, USA
| | | | | | | | | | | | | | | | - Jenssy Rojina
- Oregon Health and Science University School of Medicine, Portland, OR, USA
| | - Ariadna Garcia
- Quantitative Sciences Unit, Stanford University School of Medicine, Stanford, CA, USA
| | - Haley Hedlin
- Quantitative Sciences Unit, Stanford University School of Medicine, Stanford, CA, USA
| | - Mark Cullen
- Center for Population Health Sciences, Stanford University School of Medicine, Stanford, CA, USA
| | - Latha Palaniappan
- Division of Primary Care and Population Health, Stanford University School of Medicine, 1265 Welch Road, MC 5475, Stanford, CA, 94305, USA.
| |
Collapse
|
17
|
Emahiser J, Nguyen J, Vanier C, Sadik A. Study of Live Lecture Attendance, Student Perceptions and Expectations. Med Sci Educ 2021; 31:697-707. [PMID: 34457920 PMCID: PMC8368907 DOI: 10.1007/s40670-021-01236-8] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 02/03/2021] [Indexed: 06/13/2023]
Abstract
Declining lecture attendance has been an ongoing concern for educators involved in undergraduate medical education. A survey was developed (a) to gain insight into the reasons students skipped class, (b) to identify the type of study materials they were using, and (c) to determine what they thought would motivate them to come to class. The survey was sent to 317 first-year and second-year medical students, and 145 (45%) responded. Only 63% of first-year students and 53% of second-year students attended any lectures that were not mandatory. The attendance was higher for students who aspired to less competitive specialties such as pediatrics and family medicine. The most popular reasons for not coming to class were related to the efficiency of information intake and instructor or class style. The most heavily used resources (> 60%) were materials or recorded lectures provided by the instructor. The second-year students also heavily used outside study materials for Board exams, such as Pathoma (50%). Students' ideas for what might increase their attendance suggest that they perceive that the lectures may not prepare them for Board exams, and they would like faculty to address Board related content more often in class and on assessments. Respondents also suggested that teaching practices might be improved through faculty development. Faculty awareness of and references to Board exam content, embedded in strong teaching practices, may help students find more value in live lectures. Carefully designed active learning sessions may change students' minds regarding the relevance and value of these sessions. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-021-01236-8.
Collapse
Affiliation(s)
- Johnathan Emahiser
- Third Year Medical Student (OMSIII), College of Osteopathic Medicine, Touro University Nevada, Henderson, NV USA
| | - John Nguyen
- Third Year Medical Student (OMSIII), College of Osteopathic Medicine, Touro University Nevada, Henderson, NV USA
| | - Cheryl Vanier
- Chief Research Officer, Department of Research, Institutional Review Board (IRB) Chair, Touro University Nevada, Henderson, NV USA
| | - Amina Sadik
- Amina Sadik, Basic Sciences Department, College of Osteopathic Medicine, Touro University Nevada, NV Henderson, USA
| |
Collapse
|
18
|
Gadde U, Matthew P, Kumar R, Aggarwal R, Piazza MD, Lamba S. Implementing an Interactive Introduction to Complementary Medicine for Chronic Pain Management Into the Medical School Curriculum. MedEdPORTAL 2020; 16:11056. [PMID: 33409356 PMCID: PMC7780745 DOI: 10.15766/mep_2374-8265.11056] [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: 05/29/2020] [Accepted: 08/31/2020] [Indexed: 06/12/2023]
Abstract
Introduction In the setting of the opioid crisis, chronic pain management requires new approaches and open dialogue between physicians and patients to explore evidence-based nonpharmacologic treatments. We developed an educational session on the role of complementary and alternative medicine (CAM) for chronic pain management as part of our larger curriculum on health equity and social justice. Methods Students and faculty developed a novel educational session for second-year medical students consisting of a lecture and an experiential small-group session immersing the students in CAM. We conducted pre- and postsurveys to assess the students' self-reported learning and impressions of the session. Results Over the academic years of 2018-2019 and 2019-2020, 345 second-year medical students participated in this mandatory session. In matched pre-and postsession surveys, students rated their knowledge of the evidence behind CAM practices, and reported statistically significant increases in their understanding. When asked about the importance of physician familiarity with common CAM practices, students noted both a high baseline agreement and a statistically significant increase after the session concluded. Familiarity with financial costs of each of the practices also saw statistically significant increases after the session. Discussion Our results indicated that the session met the educational objectives. A critical part of improving our session between academic years involved gathering feedback and implementing changes based on these suggestions. Our model is easy to implement and replicate at medical schools across the country. Future studies should assess the effects of CAM-focused educational interventions on practices in the clinical setting.
Collapse
Affiliation(s)
- Uttara Gadde
- Medical Student, Rutgers New Jersey Medical School
| | | | - Raagni Kumar
- Medical Student, Rutgers New Jersey Medical School
| | - Rashi Aggarwal
- Associate Professor and Program Director of Residency Training, Department of Psychiatry, Rutgers New Jersey Medical School
| | - Michelle Dalla Piazza
- Assistant Professor, Department of Medicine, Division of Infectious Diseases, Rutgers New Jersey Medical School
| | - Sangeeta Lamba
- Vice Chancellor for Diversity and Inclusion, Rutgers Biomedical and Health Sciences
| |
Collapse
|
19
|
Jud SM, Cupisti S, Frobenius W, Winkler A, Schultheis F, Antoniadis S, Beckmann MW, Heindl F. Introducing multiple-choice questions to promote learning for medical students: effect on exam performance in obstetrics and gynecology. Arch Gynecol Obstet 2020; 302:1401-1406. [PMID: 32865608 PMCID: PMC8172403 DOI: 10.1007/s00404-020-05758-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [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: 07/13/2020] [Accepted: 08/24/2020] [Indexed: 11/30/2022]
Abstract
Purpose Testing is required in medical education. The large number of exams that students face requires effective learning strategies. Various methods of improving knowledge retention and recall have been discussed, two of the most widely evaluated of which are test-enhanced learning and pause procedures. This study investigated the effect of voluntary multiple-choice questions on students’ performance. Methods In a prospective study from April 2013 to March 2015, 721 students were randomly assigned to receive supplementary online material only (control group) or additional multiple-choice questions (investigative group) accompanying lectures. Their performance in the final exam was evaluated. Results A total of 675 students were ultimately included, with 299 randomly assigned to the investigative group and 376 to the control group. Students in the investigative group scored significantly better in relation to grades and points (2.11 vs. 2.49; 33 vs 31.31; p < 0.05). The effect declined over time. Conclusion This is the first study of the use of voluntary multiple-choice questions to improve medical students’ performance. The results support test-enhanced learning and the feasibility of implementing multiple-choice questions in lectures.
Collapse
Affiliation(s)
- Sebastian M Jud
- Department of Gynecology and Obstetrics, Erlangen University Hospital, Friedrich Alexander University of Erlangen-Nuremberg, Universitätsstrasse 21-23, 91054, Erlangen, Germany.
| | - Susanne Cupisti
- Department of Gynecology and Obstetrics, Erlangen University Hospital, Friedrich Alexander University of Erlangen-Nuremberg, Universitätsstrasse 21-23, 91054, Erlangen, Germany
| | - Wolfgang Frobenius
- Department of Gynecology and Obstetrics, Erlangen University Hospital, Friedrich Alexander University of Erlangen-Nuremberg, Universitätsstrasse 21-23, 91054, Erlangen, Germany
| | - Andrea Winkler
- Department of Gynecology and Obstetrics, Erlangen University Hospital, Friedrich Alexander University of Erlangen-Nuremberg, Universitätsstrasse 21-23, 91054, Erlangen, Germany
| | - Franziska Schultheis
- Department of Gynecology and Obstetrics, Erlangen University Hospital, Friedrich Alexander University of Erlangen-Nuremberg, Universitätsstrasse 21-23, 91054, Erlangen, Germany
| | - Sophia Antoniadis
- Department of Gynecology and Obstetrics, Erlangen University Hospital, Friedrich Alexander University of Erlangen-Nuremberg, Universitätsstrasse 21-23, 91054, Erlangen, Germany
| | - Matthias W Beckmann
- Department of Gynecology and Obstetrics, Erlangen University Hospital, Friedrich Alexander University of Erlangen-Nuremberg, Universitätsstrasse 21-23, 91054, Erlangen, Germany
| | - Felix Heindl
- Department of Gynecology and Obstetrics, Erlangen University Hospital, Friedrich Alexander University of Erlangen-Nuremberg, Universitätsstrasse 21-23, 91054, Erlangen, Germany
| |
Collapse
|
20
|
Ramos-Fresnedo A, Domingo RA, ReFaey K, Gassie K, Clifton W, Grewal SS, Chen SG, Chaichana KL, Quiñones-Hinojosa A. Neurosurgical Interactive Teaching Series: Multidisciplinary Educational Approach. World Neurosurg 2020; 144:e766-e773. [PMID: 32956889 PMCID: PMC7500337 DOI: 10.1016/j.wneu.2020.09.074] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2020] [Revised: 09/13/2020] [Accepted: 09/14/2020] [Indexed: 11/17/2022]
Abstract
OBJECTIVE The goal of this manuscript is to investigate the effects of a multidisciplinary multinational web-based teaching conference on trainee education, research, and patient care. METHODS We present the structure, case selection, and presentation of our educational lectures. We retrospectively reviewed our database to gather data on the number of presentations, type of presentation, and the pathology diagnosis from November 11, 2016 until February 28, 2020. To investigate attendee satisfaction, we analyzed our yearly continuing medical education evaluation survey results to report the impact that this series may have had on our attendees. We assigned a numeric value to the answers, and the mean overall scores were compared through an analysis of variance. Further analysis on specific questions was performed with a Fisher exact test. RESULTS We have hosted 150 lectures, in which we have presented 208 neurosurgical cases corresponding to 133 general session, 59 pituitary, and 16 spine cases, as well as 28 distinct lectures by guest speakers from institutions across the globe. We received 61 responses to our yearly continuing medical education evaluations over the course of 3 years. On these evaluations, we have maintained an excellent overall rating from 2017-2019 (two-sided P > 0.05) and received significantly less suggestions to improve the series comparing 2017 with 2019 (two-sided, P= 0.04). CONCLUSIONS As the world of medicine is constantly changing, we are in need of developing new tools to enhance our ability to relay knowledge through accredited and validated methods onto physicians in training, such as the implementation of structured, multidisciplinary, case-based lectures as presented in this manuscript.
Collapse
Affiliation(s)
| | | | - Karim ReFaey
- Department of Neurosurgery, Mayo Clinic, Jacksonville, Florida, USA
| | - Kelly Gassie
- Department of Neurosurgery, Mayo Clinic, Jacksonville, Florida, USA
| | - William Clifton
- Department of Neurosurgery, Mayo Clinic, Jacksonville, Florida, USA
| | - Sanjeet S Grewal
- Department of Neurosurgery, Mayo Clinic, Jacksonville, Florida, USA
| | - Selby G Chen
- Department of Neurosurgery, Mayo Clinic, Jacksonville, Florida, USA
| | | | | |
Collapse
|
21
|
Abstract
Pre-recorded lectures can be an efficient way to convey instructional content to students in distributed environments, but videos that are not of high quality can potentially reduce student engagement. These guidelines are designed to help faculty and staff prepare and develop effective recorded lectures using presentation software such as PowerPoint and Google Slides. The guidelines are evidence-based and represent best practices for the use of media in education. Effective creation of pre-recorded lectures with presentation software is not an easy process, but the time and effort invested will generate a valuable resource.
Collapse
Affiliation(s)
- Dina Kurzweil
- Graduate Programs in Health Professions Education & Education & Technology Innovation Support Office, Uniformed Services University of the Health Sciences, Bethesda, MD USA
| | - Karen Marcellas
- Education & Technology Innovation Support Office, Uniformed Services University of the Health Sciences, Bethesda, MD USA
| | - Brandon Henry
- Education & Technology Innovation Support Office, Uniformed Services University of the Health Sciences, Bethesda, MD USA
| | - Eric Meyer
- Department of Psychiatry, Uniformed Services University of the Health Sciences, Bethesda, MD USA
| |
Collapse
|
22
|
Abarghouie MHG, Omid A, Ghadami A. Effects of virtual and lecture-based instruction on learning, content retention, and satisfaction from these instruction methods among surgical technology students: A comparative study. J Educ Health Promot 2020; 9:296. [PMID: 33426100 PMCID: PMC7774610 DOI: 10.4103/jehp.jehp_634_19] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/25/2019] [Accepted: 04/27/2020] [Indexed: 06/02/2023]
Abstract
BACKGROUND There are various instructional methods worldwide and virtual instruction is one of them. This widely used method involves online instruction and e-learning. The present study compares the effects of lecture-based and virtual instruction on student learning, satisfaction, and content retention among surgical technology students at Isfahan University of Medical Sciences. MATERIALS AND METHODS The population of this two-stage, quasi-experimental study consisted of 40 surgical technology students at the School of Nursing and Midwifery. After fulfilling inclusion criteria, they were randomly assigned to the virtual instruction group (VG, n = 20) and the traditional, lecture-based instruction group (TG, n = 20). Data were collected via a researcher-made student satisfaction questionnaire and two learning examinations. Their validity and reliability had been confirmed. The data were analyzed using SPSS 13 and analytical and descriptive tests (P < 0.05). RESULTS There was no statistically significant difference between the TG and the VG with respect to the mean score in the first examination (P = 0.89). However, the two groups were significantly different in terms of the mean score in the second examination (P = 0.03). Regarding content retention and recall performance, the VG outperformed the TG. Furthermore, the mean satisfaction score of the VG (132.24 ± 17.92) was higher than that of the TG (115.56 ± 17.57) (P < 0.05). CONCLUSION Virtual instruction and lecture-based instruction had comparable short-term learning outcomes. Nevertheless, with the passage of time, it was revealed that virtual instruction could result in better learning performance and higher content retention and satisfaction.
Collapse
Affiliation(s)
- Mohammad Hassan Ghasemi Abarghouie
- Department of Operating Room and Student Research Committee, School of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Athar Omid
- Department of Medical Education, Medical Education Development Center, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Ahmad Ghadami
- Department of Operating Room, Nursing and Midwifery Care Research Center, School of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran
| |
Collapse
|
23
|
Dodelzon K, Reichman M, Askin G, Katzen J. Effect of a communication lecture tutorial on breast imaging trainees' confidence with challenging breast imaging patient interactions. Clin Imaging 2020; 65:143-146. [PMID: 32505103 DOI: 10.1016/j.clinimag.2020.03.016] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [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: 02/04/2020] [Revised: 03/17/2020] [Accepted: 03/31/2020] [Indexed: 10/24/2022]
Abstract
PURPOSE The aim of the study was to evaluate the effect of a one-hour lecture based communication curriculum on breast imaging trainees' confidence in communicating with patients in a challenging communication setting such as delivering bad news or radiologic error disclosure. METHODS 12 breast imaging trainees from an academic fellowship program completed questionnaires before and after a communication tutorial. A four breast imaging specific scenario questionnaire assessed confidence by asking the trainees to rank agreement with statements related to their attitude in those specific settings. 12-month follow-up questionnaire was sent to the graduating fellows assessing their -overall confidence in patient communication, the contribution of the curriculum to their self-perceived communication skill and their likelihood in disclosing a radiologic error to a patient. RESULTS All trainees completed the pre and post lecture questionnaire. After the communication tutorial, all trainees reported increased confidence in communicating with patients in a variety of challenging settings with pre lecture survey mean confidence score of 38/98 and post lecture survey mean score of 85.3/98, P = 0.003. Three of eight trainees who completed the 12-month follow up questionnaire reported confidence in their communication skills and reported that the tutorial significantly contributed to their communication skill development. All three agreed that they would be likely to disclose a medical error should they encounter it in their future career. CONCLUSIONS A limited resource one-hour lecture communication tutorial provides effective communication training for breast imaging fellows and is a promising part of a breast imaging curriculum.
Collapse
Affiliation(s)
- Katerina Dodelzon
- Department of Radiology, Weill Cornell Medicine, New York, NY, United States of America.
| | - Melissa Reichman
- Department of Radiology, Weill Cornell Medicine, New York, NY, United States of America.
| | - Gulce Askin
- Division of Biostatistics and Epidemiology, Department of Healthcare Policy & Research, Weill Cornell Medicine, 402 East 67th Street, New York, NY 10065, United States of America.
| | - Janine Katzen
- Department of Radiology, Weill Cornell Medicine, New York, NY, United States of America.
| |
Collapse
|
24
|
Lautrette A, Boyer A, Gruson D, Argaud L, Schwebel C, Tardy B, Vignon P, Megarbane B, Schoeffler P, Chabrot P, Schmidt J, Boirie Y, Guerin C, Darmon M, Klouche K, Souweine B, Dellamonica J, Pereira B. Impact of take-home messages written into slide presentations delivered during lectures on the retention of messages and the residents' knowledge: a randomized controlled study. BMC Med Educ 2020; 20:180. [PMID: 32493318 PMCID: PMC7271544 DOI: 10.1186/s12909-020-02092-7] [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] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/05/2020] [Accepted: 05/28/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Lectures with slide presentations are widely used to teach evidence-based medicine to large groups. Take-home messages (THMs) are poorly identified and recollected by students. We investigated whether an instruction to list THMs in written form on slides would improve the retention thereof by residents, and the residents' level of knowledge, 1 month after lectures. METHODS Prospective blinded randomized controlled study was conducted. Twelve lectures (6 control and 6 intervention lectures) were delivered to 73 residents. For the intervention lectures, the lecturers were instructed to incorporate clear written THMs into their slide presentations. The outcomes were ability of resident to recollect THMs delivered during a lecture (as assessed by accordance rate between the lecturers' and residents' THMs) and knowledge (as assessed by multiple choice questions (MCQs)). RESULTS Data for 3738 residents' THMs and 3410 MCQs were analyzed. The intervention did not significantly increase the number of THMs written on slides (77% (n = 20/26), 95% CI 56-91 vs 64% (n = 18/28), 95% CI 44-81, p = 0.31) nor THMs retention (13% (n = 238/1791), 95% CI 12-15 vs 17% (n = 326/1947), 95% 15-18, p = 0.40) nor knowledge (63.8 ± 26.2 vs 61.1 ± 31.4 /100 points, p = 0.75). In multivariable analyses performed with all THMs written on slides from the two groups, a superior knowledge was associated with notetaking during lectures (OR 1.88, 95% CI 1.41-2.51) and THMs retention (OR 2.17, 95% CI 1.54-3.04); and THMs retention was associated with written THMs (OR 2.94, 95% CI 2.20-3.93). CONCLUSIONS In lectures delivered to residents, a third of the THMs were not in written form. An intervention based on an explicit instruction to lecturers to provide THMs in written form in their slide presentations did not result in increased use of written THMs into the slide presentation or improvement of the THMs retention or level of knowledge. However, we showed that there was a strong positive association between writing THMs on a slide, retention of THMs and residents' knowledge. Further researches are needed to assess interventions to increase written THMs in lectures by faculty. TRIAL REGISTRATION ClinicalTrials.gov NCT01795651 (Fev 21, 2013).
Collapse
Affiliation(s)
- Alexandre Lautrette
- Intensive Care Medicine, Gabriel Montpied Hospital, University Hospital of Clermont-Ferrand, Clermont-Ferrand, France.
- Intensive Care Unit, Centre Jean Perrin, Clermont-Ferrand, France.
- LMGE «Laboratoire Micro-organismes: Génome et Environnement», UMR CNRS 6023, Clermont-Auvergne University, Clermont-Ferrand, France.
| | - Alexandre Boyer
- Intensive Care Unit, Pellegrin-Tripode Hospital, University Hospital of Bordeaux, Bordeaux, France
| | - Didier Gruson
- Intensive Care Unit, Pellegrin-Tripode Hospital, University Hospital of Bordeaux, Bordeaux, France
| | - Laurent Argaud
- Intensive Care Unit, Edouard Herriot Hospital, University Hospital of Lyon, Lyon, France
| | - Carole Schwebel
- Intensive Care Unit, Albert Michallon Hospital, University Hospital of Grenoble, Grenoble, France
| | - Bernard Tardy
- Clinical Investigation Center-CIC 1408, Nord Teaching Hospital, University Hospital of Saint-Etienne, Saint-Etienne, France
| | - Philippe Vignon
- Medical-Surgical Intensive Care Unit, Dupuytren Hospital, University Hospital of Limoges, Limoges, France
| | - Bruno Megarbane
- Department of Medical and Toxicological Critical Care, Lariboisière Hospital, Assistance Publique - Hopitaux de Paris, INSERM UMRS-1144, Paris-Diderot University, Paris, France
| | - Pierre Schoeffler
- Intensive Care Unit, Department of Anaesthesiology, Gabriel Montpied Hospital, University Hospital of Clermont-Ferrand, Clermont-Ferrand, France
| | - Pascal Chabrot
- Department of Radiology, Gabriel Montpied Hospital, University Hospital of Clermont-Ferrand, Clermont-Ferrand, France
| | - Jeannot Schmidt
- Adult Emergency Department, Gabriel Montpied Hospital, University Hospital of Clermont-Ferrand, Clermont-Ferrand, France
| | - Yves Boirie
- Nutrition Unit, Gabriel Montpied Hospital, University Hospital of Clermont-Ferrand, Clermont-Ferrand, France
| | - Claude Guerin
- Intensive Care Unit, Croix Rousse Hospital, University Hospital of Lyon, Lyon, France
| | - Michaël Darmon
- Intensive Care Unit, Nord Teaching Hospital, University Hospital of Saint-Etienne, Saint-Etienne, France
| | - Kada Klouche
- Intensive Care Unit, Lapeyronie Hospital, University Hospital of Montpellier, Montpellier, France
| | - Bertrand Souweine
- LMGE «Laboratoire Micro-organismes: Génome et Environnement», UMR CNRS 6023, Clermont-Auvergne University, Clermont-Ferrand, France
- Medical Intensive Care Unit, Gabriel Montpied Hospital, University Hospital of Clermont-Ferrand, Clermont-Ferrand, France
| | - Jean Dellamonica
- Intensive Care Unit, l'Archet Hospital, Cote d'Azur University, Nice, France
| | - Bruno Pereira
- Biostatistics unit, Delegation à la Recherche Clinique (DRCI), University Hospital of Clermont-Ferrand, Clermont-Ferrand, France
| |
Collapse
|
25
|
Abstract
BACKGROUND The deployment of lecturers and different teaching strategies at German university eye clinics were assessed via a questionnaire. METHODS In an online questionnaire the lecturers at German university eye clinics were asked to answer a total of 28 questions. The questions had been agreed upon by the German Ophthalmological Society (DOG) teaching group. RESULTS A total of 30 lecturers from the 36 German university clinics answered the questionnaire (83%). At most of the locations, a half-year course during one semester is held with a median of 180 students taking the course. The median number of teaching hours per semester and clinic was 112 h. Whereas financial support for lecturing is available from the faculty in many locations, only six clinics also allotted lecturers time to organize the teaching. The practical examinations already established in other subjects (objective structured clinical examination, OSCE) are carried out at roughly every third clinic. CONCLUSION This survey revealed a high level of commitment on the part of lecturers at German university eye clinics. The diversity of local conditions poses a challenge to ensuring comparable teaching standards in Germany. Support from the respective clinic administration/faculty could be improved at many locations.
Collapse
Affiliation(s)
- Nicolas Feltgen
- Augenklinik der Universitätsmedizin, Robert-Koch-Str. 40, 37075, Göttingen, Deutschland.
| |
Collapse
|
26
|
Mitroka JG, Harrington C, DellaVecchia MJ. A multiyear comparison of flipped- vs. lecture-based teaching on student success in a pharmaceutical science class. Curr Pharm Teach Learn 2020; 12:84-87. [PMID: 31843170 DOI: 10.1016/j.cptl.2019.10.014] [Citation(s) in RCA: 2] [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: 09/20/2018] [Revised: 06/25/2019] [Accepted: 10/17/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND AND PURPOSE To gauge the potential effect of mode of content delivery on overall student success in a pharmaceutical sciences course in a doctor of pharmacy program. EDUCATIONAL ACTIVITY AND SETTING Principles of Drug Action I (PDAI) is a first-year pharmaceutical science course typically taught by multiple faculty, and each utilizes their own approach to deliver course content. Over a seven year period, the course naturally separated into blocks. Block-1 was taught using a traditional lecture-based approach while Block-2 varied between either a lecture-based or a flipped-classroom format. Student success was evaluated by exam at the end of each block. FINDINGS For the four years in which Block-2 was taught by lecture, the number of exam failures was similar to Block-1. For each of the three years Block-2 was taught via the flipped-classroom format, the number of exam failures was approximately half that of Block-1. While grades for the lecture-based Block-1 trended downward over the seven-year evaluation period, average exam grades overall were similar between Block-1 and Block-2 each year regardless of teaching modality. SUMMARY Retrospective analysis of this novel blocked approach within PDAI provided a means of internally evaluating the potential effect of teaching format on overall student performance. The results described here support previous studies that indicate that the flipped-classroom approach can reduce course failures. These findings also show that flipped-classroom teaching may have a greater impact on improving learning in lower-performing students.
Collapse
Affiliation(s)
- James G Mitroka
- Palm Beach Atlantic University Gregory School of Pharmacy, 901 S. Olive Ave., West Palm Beach, FL 33401-6514, United States.
| | - Catherine Harrington
- Palm Beach Atlantic University Gregory School of Pharmacy, 901 S. Olive Ave., West Palm Beach, FL 33401-6514, United States.
| | - Matthew J DellaVecchia
- Palm Beach Atlantic University Gregory School of Pharmacy, 901 S. Olive Ave., West Palm Beach, FL 33401-6514, United States.
| |
Collapse
|
27
|
Bhalla S, Beegun I, Awad Z, Tolley N. Simulation-based ENT induction: validation of a novel mannequin training model. J Laryngol Otol 2020; 134:74-80. [PMID: 31865923 DOI: 10.1017/S0022215119002639] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
OBJECTIVE To ascertain whether simulation-based teaching is superior to lecture-based teaching for an induction programme using a home-made induction model. METHODS A simulation-based induction programme was designed and separate lecture-based teaching covering the same content was organised for junior doctors. The junior doctors were asked to complete pre- and post-induction surveys regarding confidence and anxiety levels. The skills taught included microsuction, flexible nasendoscopy, and anterior and posterior nasal packing. Structured interviews were conducted after the programme to gain qualitative data for analysis. The trainees' knowledge retention was compared using a standardised written assessment one month after the session. RESULTS Simulation-based teaching using the induction model was associated with a statistically significant increase in confidence levels and reduction in anxiety levels, and was associated with greater knowledge retention. CONCLUSION A regular simulation induction programme should be introduced using the induction model, as it leads to better knowledge retention and increased confidence levels.
Collapse
|
28
|
Regula J. How to Prepare Educational Lecture: EAGEN 50 Years of Experience. Dig Dis 2019; 38:100-103. [PMID: 31865331 DOI: 10.1159/000505324] [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] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/04/2019] [Accepted: 12/10/2019] [Indexed: 02/02/2023]
Abstract
BACKGROUND European Association of Gastroenterology, Endoscopy, and Nutrition for 50 years provided a good, professional teaching of gastroenterology across Europe by world-known experts. Teaching tips and tricks to achieve maximum effects are summarized in this review article. SUMMARY The good speaker should be motivated to teach the audience at the time of lecture a topic in way that information provided is remembered. The educational aim should realistic, well selected, and precisely defined. Putting an order and clarity into information provided are crucial. Speaker should feel comfortable during lecture and enjoy it. Ways to achieve that are described in this review paper. Key Messages: Medical teaching by lectures should be simple, clear, well-structured, and enjoyable.
Collapse
Affiliation(s)
- Jaroslaw Regula
- Department of Gastroenterological Oncology, the Maria Sklodowska-Curie Memorial Cancer Centre and Institute of Oncology, Warsaw, Poland, .,Department of Gastroenterology, Hepatology and Clinical Oncology, Centre for Postgraduate Medical Education, Warsaw, Poland,
| |
Collapse
|
29
|
Vizeshfar F, Zare M, Keshtkaran Z. Role-play versus lecture methods in community health volunteers. Nurse Educ Today 2019; 79:175-179. [PMID: 31136868 DOI: 10.1016/j.nedt.2019.05.028] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/30/2018] [Revised: 04/24/2019] [Accepted: 05/16/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND Considering the key role of health volunteers in promoting community's health, their effective training is of particular importance. Training can be more effective through cooperative and learner-centered methods. Role-play is among the cooperative methods with numerous advantages. Considering the positive impact of training via various methods, we aimed to compare training through role-play and lecture on health volunteers' health knowledge in selected comprehensive health centers of Shiraz, Iran. METHODS This quasi-experimental study was conducted on all health volunteers in four comprehensive health centers selected via random cluster sampling during the second half of 2017. The participants were divided into intervention and control groups and took part in the pretest based on the book entitled "Promotion of Breastfeeding". Based on the pretest results, health volunteers trained the participants in three educational sessions. The two groups were evaluated again immediately and two months after the intervention. RESULTS The mean age of the participants was 49.97 ± 8.1 and 46.52 ± 10.74 years in intervention and control groups, respectively. Most participants were married (94.8%) and had diplomas (92.1%).A significant difference was seen between both groups in knowledge scores at the three time points (P < 0.001). A significant difference was found between the two groups regarding knowledge scores immediately and two months after the intervention (P < 0.001), indicating the effectiveness of training through role-play. CONCLUSION The advantages of role-play, including development of communication skills and active listening, resulted in the learners' enthusiasm and motivation. This method was accompanied with higher educational output as well as longer knowledge persistence. Role-play increased cooperation and group discussions performed after the role-play promoted the transfer emotional experiences.
Collapse
Affiliation(s)
- Fatemeh Vizeshfar
- Department of Nursing, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran.
| | - Marzieh Zare
- Student Research Committee, Shiraz University of Medical Sciences Shiraz, Iran
| | - Zahra Keshtkaran
- Department of Nursing, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran.
| |
Collapse
|
30
|
Sanaie N, Vasli P, Sedighi L, Sadeghi B. Comparing the effect of lecture and Jigsaw teaching strategies on the nursing students' self-regulated learning and academic motivation: A quasi-experimental study. Nurse Educ Today 2019; 79:35-40. [PMID: 31102795 DOI: 10.1016/j.nedt.2019.05.022] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [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: 12/26/2018] [Revised: 03/03/2019] [Accepted: 05/08/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND In cooperative learning approach, the active and direct involvement of the learner in the learning process leads to a comprehensive development. Self-regulated learning and academic motivation focus on the role of the individual in the teaching-learning process. OBJECTIVES The aim of this study was to investigate the comparing of lecture and Jigsaw teaching strategies on the nursing students' self-regulated learning and academic motivation. METHODS This was a quasi-experimental conducted from January to November 2018 on 94 nursing students in the fourth education semester in two classrooms. A classroom was randomly assigned to the lecture group and the other as a Jigsaw group. The data collection tools were demographic data questionnaire, self-regulated learning questionnaire, and academic motivation scale. The interventions were lecture and Jigsaw teaching strategy for seven sessions lasting for 2 h in the lecture and Jigsaw groups respectively. Data was collected before and after the interventions. Finally, data was analyzed using Kolmogorov-Smirnoff test, paired t-test, independent t-test via the PASW-22 software. RESULTS There was no statistically significant differences between the groups in terms of self-regulated learning and academic motivation before the interventions (P = 0.59, P = 0.38), but after the interventions, the mean scores of self-regulated learning and academic motivation were significantly different in Jigsaw group from that of the lecture group (P = 0.000). CONCLUSIONS The Jigsaw teaching strategy can be used for nursing student's theoretical education to improve the self-regulated learning and academic motivation.
Collapse
Affiliation(s)
- Neda Sanaie
- School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Parvaneh Vasli
- School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
| | - Ladan Sedighi
- School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Bita Sadeghi
- School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| |
Collapse
|
31
|
Spehl MS, Straub C, Heinzmann A, Bode SFN. Student-perceived exam difficulty may trump the effects of different quality improvement measures regarding the students' evaluation of a pediatric lecture series. BMC Med Educ 2019; 19:206. [PMID: 31196082 PMCID: PMC6567627 DOI: 10.1186/s12909-019-1654-3] [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: 10/10/2017] [Accepted: 06/06/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND Lectures are still an important part of today's medical education at many medical schools. The pediatric lecture series at the Center for Pediatrics, Medical Center, University of Freiburg, Faculty of Medicine, University of Freiburg, Germany had been evaluated poorly in recent terms. METHODS To improve lecture quality and possibly evaluation results a combination of measures consisting of peer lecturer coaching, use of an audience response system, in depth analysis of the end of term evaluation results and changes to the exam itself were implemented. RESULTS Peer lecturer coaching was performed successfully and both the audience response system evaluation as well as the end of term evaluation results improved significantly in the following term. Analysis of the students' comments revealed more approval of lecture content and presentation after the organization of the lecture series was changed towards less lecturers and focus on less topics. Student-perceived high exam difficulty influenced the evaluation negatively. CONCLUSION The student-perceived exam difficulty can supersede the effects of different measures to improve lecture quality measured via evaluation. Whether better evaluation of the lecture series after different improvement measures was due to better match of the curriculum with the exam content or that an improved curriculum led to better exam performance remains to be elucidated.
Collapse
Affiliation(s)
- Marco S. Spehl
- Center for Pediatrics – Department of general pediatrics, adolescent medicine, and neonatology, Medical Center – University of Freiburg, Freiburg, Germany
| | - Christine Straub
- Center for Pediatrics – Department of general pediatrics, adolescent medicine, and neonatology, Medical Center – University of Freiburg, Freiburg, Germany
| | - Andrea Heinzmann
- Center for Pediatrics – Department of general pediatrics, adolescent medicine, and neonatology, Medical Center – University of Freiburg, Freiburg, Germany
| | - Sebastian F. N. Bode
- Center for Pediatrics – Department of general pediatrics, adolescent medicine, and neonatology, Medical Center – University of Freiburg, Freiburg, Germany
| |
Collapse
|
32
|
Aghababaeian H, Araghi Ahvazi L, Moosavi A, Ahmadi Mazhin S, Tahery N, Nouri M, Kiarsi M, Kalani L. Triage live lecture versus triage video podcast in pre-hospital students' education. Afr J Emerg Med 2019; 9:81-86. [PMID: 31193815 PMCID: PMC6543081 DOI: 10.1016/j.afjem.2018.12.001] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/08/2018] [Revised: 08/22/2018] [Accepted: 12/04/2018] [Indexed: 11/18/2022] Open
Abstract
Introduction Triage is the process of determining the priority of patients’ treatments based on the severity of their conditions. The aim of the present study was to survey the effect of triage video podcasting on the knowledge and performance of pre-hospital students. Methods Sixty pre-hospital students were randomly divided into two groups of a 30-subject control group and a 30-subject intervention group. A pre-test was administered among all students. Afterwards, for the first group, triage education was offered through lectures using PowerPoint, while for the second group, audio and video podcasts tailored for this training program were employed. Right after the training as well as one month later, post-tests were run for both groups, and the results were analysed using an independent t-test and covariance. Results No significant difference was observed between the effects of both types of education on knowledge and performance, either immediately, or one month after training. Discussion We suggest that video podcasts are ready to replace traditional teaching methods in triage.
Collapse
|
33
|
Yamamoto A, Obika M, Mandai Y, Murakami T, Miyoshi T, Ino H, Kataoka H, Otsuka F. Effects on postgraduate-year-I residents of simulation-based learning compared to traditional lecture-style education led by postgraduate-year-II residents: a pilot study. BMC Med Educ 2019; 19:87. [PMID: 30894162 PMCID: PMC6425645 DOI: 10.1186/s12909-019-1509-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/18/2018] [Accepted: 02/27/2019] [Indexed: 06/01/2023]
Abstract
BACKGROUND Simulation-based learning plays an important role in contemporary medical education, although there are problems providing tutors. Peer-assisted learning has begun being formally adopted in medical education. Although it is considered useful for simulation-based learning, its effectiveness remains unclear. This study was designed to compare the effect of simulation-based learning with that of traditional lectures conducted by postgraduate-year (PGY)-II residents on PGY-I residents. METHODS This study was conducted at Okayama University Hospital over three years, for one week each year, before residents entered clinical practice. The study enrolled 76 PGY-I residents, who were randomized into two groups: simulation and lecture groups. PGY-II residents volunteered to conduct simulations and lectures. Knowledge evaluation was performed using pre- and post-tests, and self-evaluation of competence and behaviour-change and program evaluations were conducted using questionnaires. RESULTS In both groups, knowledge test scores were found to improve significantly, and the score difference between pre- and post-tests in both the groups was not significant. Self-evaluation of competence and behaviour-change was found to be higher in the simulation group than the lecture group. The trainees in the simulation group valued the program and the PGY-II residents as teaching staff more than those in the lecture group. CONCLUSIONS The combination of simulation-based learning and peer-assisted learning led by PGY-II residents is potentially more effective in improving the postgraduate education of PGY-I residents than the combination of lecture and peer-assisted learning.
Collapse
Affiliation(s)
- Akira Yamamoto
- Department of General Medicine, Okayama University Graduate School of Medicine, Dentistry and Pharmaceutical Sciences, 2-5-1 Shikata-cho, Kita-ku, Okayama, 700-8558 Japan
| | - Mikako Obika
- Department of General Medicine, Okayama University Graduate School of Medicine, Dentistry and Pharmaceutical Sciences, 2-5-1 Shikata-cho, Kita-ku, Okayama, 700-8558 Japan
| | - Yasuhiro Mandai
- Center for Education in Medicine and Health Sciences, Okayama University Graduate School of Medicine, Dentistry and Pharmaceutical Sciences, 2-5-1 Shikata-cho, Kita-ku, Okayama, 700-8558 Japan
| | - Taku Murakami
- Department of General Medicine, Okayama University Graduate School of Medicine, Dentistry and Pharmaceutical Sciences, 2-5-1 Shikata-cho, Kita-ku, Okayama, 700-8558 Japan
| | - Tomoko Miyoshi
- Center for Education in Medicine and Health Sciences, Okayama University Graduate School of Medicine, Dentistry and Pharmaceutical Sciences, 2-5-1 Shikata-cho, Kita-ku, Okayama, 700-8558 Japan
| | - Hideo Ino
- Center for Education in Medicine and Health Sciences, Okayama University Graduate School of Medicine, Dentistry and Pharmaceutical Sciences, 2-5-1 Shikata-cho, Kita-ku, Okayama, 700-8558 Japan
| | - Hitomi Kataoka
- Department of Primary Care and Medical Education, Okayama University Graduate School of Medicine, Dentistry, and Pharmaceutical Sciences, 2-5-1 Shikata-cho, Kita-ku, Okayama, 700-8558 Japan
| | - Fumio Otsuka
- Department of General Medicine, Okayama University Graduate School of Medicine, Dentistry and Pharmaceutical Sciences, 2-5-1 Shikata-cho, Kita-ku, Okayama, 700-8558 Japan
| |
Collapse
|
34
|
Cooper MB, Chacko M, Christner J. Incorporating LGBT Health in an Undergraduate Medical Education Curriculum Through the Construct of Social Determinants of Health. MedEdPORTAL 2018; 14:10781. [PMID: 30800981 PMCID: PMC6342423 DOI: 10.15766/mep_2374-8265.10781] [Citation(s) in RCA: 39] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/11/2023]
Abstract
INTRODUCTION The AAMC has provided a resource to medical schools for implementing curricular change in lesbian, gay, bisexual, and transgender (LGBT) health education. However, studies have identified that many health professionals who do not feel comfortable in their ability to provide quality care for LGBT patients do not perform complete sexual histories routinely and/or harbor bias towards these patients or their sexual practices. This situation underscores the continued need for further education on this topic. METHODS Based on a needs assessment survey of medical students and faculty, we developed a 1-hour didactic lecture to provide instruction on how social determinants of health impact the care of LGBT patients. Students were not required to have any prerequisite knowledge for the session. A content expert in LGBT health taught the lecture using Microsoft PowerPoint in a traditional medical school lecture hall. RESULTS The lecture was given to 180 third-year medical students. A total of 63 students (35%) responded to the retrospective pre- and postlecture survey. After the didactic lecture, students reported a statistically significant change in their knowledge of the lecture objectives. DISCUSSION The didactic lecture was able to increase students' knowledge of how social determinants impact the health of LGBT patients. The lecture can be incorporated into a longitudinal curriculum on LGBT health. Additional work and research are needed on increasing comfort in faculty teaching.
Collapse
Affiliation(s)
- M. Brett Cooper
- Clinical Fellow, Department of Pediatrics, Section of Adolescent and Sports Medicine, Baylor College of Medicine
- Corresponding author:
| | - Mariam Chacko
- Professor, Department of Pediatrics, Section of Adolescent and Sports Medicine, Baylor College of Medicine
| | | |
Collapse
|
35
|
Schnapp BH, Alvarez A, Ham J, Paetow G, Santen SA, Hart D. An Interactive Session to Help Faculty Manage Difficult Learner Behaviors in the Didactic Setting. MedEdPORTAL 2018; 14:10774. [PMID: 30800974 PMCID: PMC6346279 DOI: 10.15766/mep_2374-8265.10774] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/11/2018] [Accepted: 10/12/2018] [Indexed: 06/09/2023]
Abstract
Introduction The transition to more active learning during residency didactics has made the skill of managing difficult learner behaviors essential: Just one learner exhibiting difficult behavior can derail the educational experience for the room. Many educators feel uncomfortable handling these learners in real time and after the session. Methods We created an interactive session for a mixed group of educators at a medical education boot camp. After learning about a framework for addressing difficult learner behaviors, participants were paired and presented with the case of a withdrawn learner. For each pair, the cause of the behavior was different. With one of the pair role-playing the learner, they were asked to identify the problem and solutions together. Multiple etiologies for the identical behavior reinforced the need to address underlying causes to create an effective plan for behavior change. Strategies to address difficult behaviors in real time were also discussed in large-group format. Results Participants gave the session a mean score of 4.5 out of 5, indicating a high likelihood of changing their teaching practice. Free-response comments remarked on the role-play's educational value and the enjoyability of the session overall. Discussion This session was effective in giving participants a framework for dealing with difficult learner behaviors, as well as hands-on practice with these skills. While this was a short (30-minute), single session, its success with participants with a wide variety of experience levels suggests it would be highly adaptable to other settings and may benefit from future expansion into the clinical setting.
Collapse
Affiliation(s)
- Benjamin H. Schnapp
- Assistant Residency Program Director, BerbeeWalsh Department of Emergency Medicine, University of Wisconsin School of Medicine and Public Health
- Assistant Clinical Professor, BerbeeWalsh Department of Emergency Medicine, University of Wisconsin School of Medicine and Public Health
| | - Al'ai Alvarez
- Assistant Residency Program Director, Department of Emergency Medicine, Stanford University School of Medicine
- Assistant Clinical Professor, Department of Emergency Medicine, Stanford University School of Medicine
| | - Jared Ham
- Resident Physician, Department of Emergency Medicine, University of Cincinnati College of Medicine
| | - Glenn Paetow
- Associate Residency Program Director, Department of Emergency Medicine, Hennepin County Medical Center
| | - Sally A. Santen
- Senior Associate Dean, Virginia Commonwealth School of Medicine
- Professor, Department of Emergency Medicine, Virginia Commonwealth School of Medicine
| | - Danielle Hart
- Residency Director, Emergency Medicine, Hennepin County Medical Center
- Associate Professor, Department of Emergency Medicine, University of Minnesota Medical School
| |
Collapse
|
36
|
Alavi-Arjas F, Farnam F, Granmayeh M, Haghani H. The Effect of Sexual and Reproductive Health Education on Knowledge and Self-Efficacy of School Counselors. J Adolesc Health 2018; 63:615-620. [PMID: 30146435 DOI: 10.1016/j.jadohealth.2018.05.031] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/03/2017] [Revised: 12/22/2017] [Accepted: 05/24/2018] [Indexed: 10/28/2022]
Abstract
PURPOSE Enrichment of school counselors' knowledge would be an effective way to promote sexual and reproductive health (SRH) among adolescents. The present study aims to assess the effect of educational intervention on knowledge and self-efficacy of high school counselors on teenage SRH. METHODS A randomized controlled trial was conducted between June 2016 and March 2017. One hundred and twelve high school counselors from Tehran were recruited and randomized into two groups. The intervention was comprised of training courses on adolescent SRH as per two educational approaches: the team-based learning (TBL) and lecturing, which consisted of four sessions of 2hours in 2 weeks. The knowledge and feeling of self-efficacy in both groups were assessed at the beginning of the study and 8 weeks after the intervention by researcher-made questionnaires. RESULTS After intervention, the mean and standard deviation of the knowledge and self-efficacy scores increased significantly in both TBL and lecture groups (p < .001). However, the final mean (standard deviation) of counselors' knowledge and self-efficacy scores in the TBL group were significantly higher than that of those in the lecture group [20.06 (2.74) vs. 18.90 (2.95); p = .03 for knowledge and 43.01 (4.08) versus 41.15 (4.99); p = .03 for self-efficacy] with an almost moderate effect size d = .55 for both outcomes. CONCLUSIONS The better SRH knowledge and self-efficacy in TBL group can be indicative of the group's effect on making challenges, especially in subjects that are socio-religious by nature. It seems that applying learner-centered educational approaches such as TBL can facilitate achieving pre-assigned SRH goals.
Collapse
Affiliation(s)
- Fatemeh Alavi-Arjas
- Reproductive Health Department, Tehran University of Medical Sciences, Tehran, Iran
| | - Farnaz Farnam
- Reproductive Health Department, Tehran University of Medical Sciences, Tehran, Iran.
| | - Mehrnaz Granmayeh
- Reproductive Health Department, Tehran University of Medical Sciences, Tehran, Iran
| | - Hamid Haghani
- Management and Medical Information Department, Iran University of Medical Sciences, Tehran, Iran
| |
Collapse
|
37
|
Delnavaz S, Hassankhani H, Roshangar F, Dadashzadeh A, Sarbakhsh P, Ghafourifard M, Fathiazar E. Comparison of scenario based triage education by lecture and role playing on knowledge and practice of nursing students. Nurse Educ Today 2018; 70:54-59. [PMID: 30145535 DOI: 10.1016/j.nedt.2018.08.006] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/24/2017] [Revised: 06/18/2018] [Accepted: 08/09/2018] [Indexed: 06/08/2023]
Abstract
INTRODUCTION Quick and accurate triage of patients in the emergency department is a key factor for successful management of the emergency situations and ensuring the quality of care. Moreover, triage skills education is one of the important aspects of preparedness of nurses for different emergency situations. The objective of this study was to compare the effect of educating emergency severity index (ESI) triage using lecture and role-playing on the knowledge and practice of nursing students. METHODS This experimental study was conducted in the School of Nursing and Midwifery, Tabriz, Iran, in 2016. In this study, 56 nursing students were selected by convenience sampling method and were randomly divided into two groups. Triage scenarios were taught and presented in two ways by using lecture or role-playing method. One month later, the post-test was taken. Data were collected using a questionnaire assessing the knowledge and practice of ESI and were analysed using SPSS (version 21). RESULTS The mean knowledge and practice scores in both groups improved significantly (p < 0.05). The post-test score showed a significant difference between the two groups, and the mean score was higher in the role-playing group compared with that of the lecture group (p < 0.05). DISCUSSION The results showed the effectiveness of both educational methods on students' learning. However, the role-playing method was more effective than the lecture method and is recommended for triage education. In addition, according to the importance of triage, developing the theoretical and practical education courses for nursing students is recommended.
Collapse
Affiliation(s)
- Samira Delnavaz
- Faculty of Nursing & Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Hadi Hassankhani
- Center of Qualitative Studies, Department of Medical Surgical Nursing, Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Fariborz Roshangar
- Department of Medical Surgical Nursing, Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Abbas Dadashzadeh
- Department of Medical Surgical Nursing, Faculty of Nursing and Midwifery, Road Traffic Injury Research Center, Tabriz University of Medical Sciences, Tabriz, Iran.
| | - Parvin Sarbakhsh
- Department of Statistics and Epidemiology, School of Public Health, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Mansour Ghafourifard
- Department of Medical Surgical Nursing, Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Eskandar Fathiazar
- Education & Psychology Faculty, Tabriz University of Medical Sciences, Tabriz, Iran
| |
Collapse
|
38
|
Mathis T, Rauber H, Sautivet L, Chambard C, Denis P, Danaila T, Kodjikian L. [Screening for reading difficulties in Parkinson's disease: An evaluation of the Alouette test]. J Fr Ophtalmol 2018; 41:718-724. [PMID: 30150017 DOI: 10.1016/j.jfo.2018.01.013] [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: 11/15/2017] [Revised: 01/24/2018] [Accepted: 01/26/2018] [Indexed: 10/28/2022]
Abstract
INTRODUCTION Reading disorders in Parkinson's disease (PD) are poorly evaluated due to the lack of validated tests to screen for them. They are often attributed to hand tremors associated with the disease. In this study, we evaluated the "alouette test" validated for dyslexia screening, in PD by comparing the results to healthy patients. METHODS The "alouette test" was conducted on a fixed surface to avoid errors related to tremor. A fixation and tracking test were then performed. All the tests were filmed to be analyzed later by 2 examiners blinded to the neurological diagnosis. RESULTS Thirty-eight patients were included, 19 with PD, and 19 healthy age-matched patients. PD patients read on average 250.9±13.7 words correctly vs. 260.3±2.7 words for healthy patients (P=0.008). This difference was greatest for the older patient subgroup (>65 years), who had the disease longer (P=0.014). Tracking and fixation tests were more impaired in PD patients compared to healthy patients. CONCLUSION This study highlighted many reading disorders in PD. The use of the "alouette test" which can easily be implemented in clinical practice, could help to diagnose these disorders. Better evaluation of these difficulties would allow for better medical care of these patients.
Collapse
Affiliation(s)
- T Mathis
- Service d'ophtalmologie, université Lyon 1, hôpital de la Croix-Rousse, hospices civils de Lyon, 103, grande rue de la Croix-Rousse, 69317 Lyon cedex 04, France; UMR-CNRS 5510 Matéis, 345, avenue Gasto-Berger, 69100 Villeurbane, France; Université Lyon 1, institut des sciences et techniques de réadaptation, 8, avenue Rockfeller, 69373 Lyon cedex 08, France.
| | - H Rauber
- Service d'ophtalmologie, université Lyon 1, hôpital de la Croix-Rousse, hospices civils de Lyon, 103, grande rue de la Croix-Rousse, 69317 Lyon cedex 04, France; Université Lyon 1, institut des sciences et techniques de réadaptation, 8, avenue Rockfeller, 69373 Lyon cedex 08, France
| | - L Sautivet
- Service d'ophtalmologie, université Lyon 1, hôpital de la Croix-Rousse, hospices civils de Lyon, 103, grande rue de la Croix-Rousse, 69317 Lyon cedex 04, France; Université Lyon 1, institut des sciences et techniques de réadaptation, 8, avenue Rockfeller, 69373 Lyon cedex 08, France
| | - C Chambard
- Service d'ophtalmologie, université Lyon 1, hôpital de la Croix-Rousse, hospices civils de Lyon, 103, grande rue de la Croix-Rousse, 69317 Lyon cedex 04, France; Université Lyon 1, institut des sciences et techniques de réadaptation, 8, avenue Rockfeller, 69373 Lyon cedex 08, France
| | - P Denis
- Service d'ophtalmologie, université Lyon 1, hôpital de la Croix-Rousse, hospices civils de Lyon, 103, grande rue de la Croix-Rousse, 69317 Lyon cedex 04, France; Université Lyon 1, institut des sciences et techniques de réadaptation, 8, avenue Rockfeller, 69373 Lyon cedex 08, France
| | - T Danaila
- Service de neurologie, troubles du mouvement et pathologies neuromusculaires, université Lyon 1, hôpital Pierre-Wertheimer, hospices civils de Lyon, 59, boulevard Pinel, 69677 Bron, France
| | - L Kodjikian
- Service d'ophtalmologie, université Lyon 1, hôpital de la Croix-Rousse, hospices civils de Lyon, 103, grande rue de la Croix-Rousse, 69317 Lyon cedex 04, France; UMR-CNRS 5510 Matéis, 345, avenue Gasto-Berger, 69100 Villeurbane, France
| |
Collapse
|
39
|
Abstract
INTRODUCTION The key elements of a lecture that promote retention and understanding of material have been extensively described, although both the understanding and use of these principles by lecturers is a significant time and resource investment. Lecturers in healthcare are a broad group of people, many of which have other commitments and may lack prior formal teaching experience. PERSPECTIVE This commentary describes an essential version of the cognitive theories of learning and presents an assimilated and reduced version of these theories in the form of the acronym 'MAKE' (make it memorable, add value, keep audience interest, entertain) to enable the more rapid development of memorable lectures and reduce the time required to improve them. IMPLICATIONS There is a fine line between a lecture that engages and inspires the audience and one that is unimaginative and poorly planned. All lecturers should be encouraged to use simple evidence-based methods to improve engagement, retention and student satisfaction. The easy to understand and share nature of the "MAKE" acronym could help achieve these aims.
Collapse
Affiliation(s)
- Paul McEnhill
- Cardiff University School of Medicine, Centre for Medical Education, College of Biomedical and Life Sciences, Cochrane Building, Heath Park, Cardiff CF14 4YU, United Kingdom.
| | - David J Wilson
- Professor of Medical Education, Director of Admissions Cardiff University School of Medicine Centre for Medical Education College of Biomedical and Life Sciences, Cochrane Building, Heath Park, Cardiff CF14 4YS, United Kingdom.
| |
Collapse
|
40
|
Hadie SN, Abdul Manan@Sulong H, Hassan A, Mohd Ismail ZI, Talip S, Abdul Rahim AF. Creating an engaging and stimulating anatomy lecture environment using the Cognitive Load Theory-based Lecture Model: Students' experiences. J Taibah Univ Med Sci 2018; 13:162-172. [PMID: 31435319 PMCID: PMC6695024 DOI: 10.1016/j.jtumed.2017.11.001] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [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: 08/25/2017] [Revised: 10/31/2017] [Accepted: 11/11/2017] [Indexed: 10/25/2022] Open
Abstract
OBJECTIVE There is a need to create a standard interactive anatomy lecture that can engage students in their learning process. This study investigated the impact of a new lecturing guideline, the Cognitive Load Theory-based Lecture Model (CLT-bLM), on students' cognitive engagement and motivation. METHODS A randomised controlled trial involving 197 participants from three institutions was conducted. The control group attended a freestyle lecture on the gross anatomy of the heart, delivered by a qualified anatomist from each institution. The intervention group attended a CLT-bLM-based lecture on a similar topic, delivered by the same lecturer, three weeks thereafter. The lecturers had attended a CLT-bLM workshop that allowed them to prepare for the CLT-bLM-based lecture over the course of three weeks. The students' ratings on their cognitive engagement and internal motivation were evaluated immediately after the lecture using a validated Learners' Engagement and Motivation Questionnaire. The differences between variables were analysed and the results were triangulated with the focus group discussion findings that explored students' experience while attending the lecture. RESULTS The intervention group has a significantly higher level of cognitive engagement than the control group; however, no significant difference in internal motivation score was found. In addition, the intervention group reported having a good learning experience from the lectures. CONCLUSION The guideline successfully stimulated students' cognitive engagement and learning experience, which indicates a successful stimulation of students' germane resources. Stimulation of these cognitive resources is essential for successful cognitive processing, especially when learning a difficult subject such as anatomy.
Collapse
Affiliation(s)
- Siti N.H. Hadie
- Department of Anatomy, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Kota Bharu, Malaysia
| | - Husnaida Abdul Manan@Sulong
- Integrative Medicine Cluster, Advanced Medical and Dental Institute, Universiti Sains Malaysia, Bertam, Kepala Batas, Penang, Malaysia
| | - Asma’ Hassan
- Faculty of Medicine, Medical Campus, Universiti Sultan Zainal Abidin, Kuala Terengganu, Terengganu, Malaysia
| | - Zul I. Mohd Ismail
- Department of Anatomy, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Kota Bharu, Malaysia
| | - Saiful Talip
- Faculty of Medicine and Health Sciences, Universiti Malaysia Sarawak, Kota Samarahan, Sarawak, Malaysia
| | - Ahmad F. Abdul Rahim
- Department of Medical Education, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, KubangKerian, Kota Bharu, Kelantan, Malaysia
| |
Collapse
|
41
|
Abstract
Both good communication and presentation skills on the part of an academic teacher are crucial when trying to generate students' interest in the subject of a lecture. More generally, our task is to share knowledge in the most effective way possible. It is also worth teaching students presentation skills, as today's students are tomorrow's teachers. An engaging presentation is a powerful tool. There are some rules for presenting which I consider worthy of being discussed and taught at a medical university.
Collapse
Affiliation(s)
- Radoslaw Tarkowski
- Department f Oncology, Division of Surgical Oncology, Wroclaw Medical University, pl. Hirszfelda 12, 53-413, Wroclaw, Poland.
| |
Collapse
|
42
|
O’Keeffe GW, Sullivan AM, McCarthy MM. An Attitudinal Survey of Undergraduate Neuroscience Students Regarding Their Views on the Relevance of Lectures to their Education. J Undergrad Neurosci Educ 2017; 16:A28-A33. [PMID: 29371838 PMCID: PMC5777834] [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] [Subscribe] [Scholar Register] [Received: 12/19/2016] [Revised: 07/27/2017] [Accepted: 08/01/2017] [Indexed: 06/07/2023]
Abstract
Advances in technology have seen a significant growth in the integration of e-learning into university education. Coupled with this trend are the learning approaches used by "Generation Connected" or GenC students, whose prolific use of digital technology is a defining characteristic. This has resulted in questions being asked as to whether in-class university lecture time is still relevant to university education. Here we conducted a case study with a group of undergraduate neuroscience students to assess their views on the relevance of attending lectures, why they attend or the reasons for non-attendance, and on what makes a good lecture. This is with a view to informing the design of new teaching approaches that may be more beneficial in maximising student engagement, and facilitating learning. The survey instrument was a ten-item questionnaire that collected both qualitative and quantitative data. Over 90% of students were of the view that lectures were beneficial to their learning, while only 4% thought they were an outdated mode of education. Three main themes emerged when students were asked what makes a good lecture: 1. Engagement, 2. Time, and 3. Varied format. We discuss the implications of these findings and suggest how these student views could be woven into the design of teaching approaches to increase the relevance of in-class lecture time in undergraduate neuroscience education.
Collapse
Affiliation(s)
- Gerard W. O’Keeffe
- Department of Anatomy and Neuroscience, University College Cork, Cork, Ireland
| | - Aideen M. Sullivan
- Department of Anatomy and Neuroscience, University College Cork, Cork, Ireland
| | - Marian M. McCarthy
- The Centre for the Integration of Research, Teaching & Learning (CIRTL), University College Cork, Cork, Ireland
| |
Collapse
|
43
|
O’Keeffe GW, McCarthy MM. A Case Study in the Use of Primary Literature in the Context of Authentic Learning Pedagogy in the Undergraduate Neuroscience Classroom. J Undergrad Neurosci Educ 2017; 16:A14-A22. [PMID: 29371836 PMCID: PMC5777832] [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] [Subscribe] [Scholar Register] [Received: 12/19/2016] [Revised: 07/13/2017] [Accepted: 07/18/2017] [Indexed: 06/07/2023]
Abstract
Providing opportunities for undergraduate science students to develop causal reasoning skills and the ability to think like research scientists is a crucial part of their preparation for professional practice as a scientist and/or a clinician. This has led many to question whether the traditional academic in-class lecture still has a functional role in today's undergraduate science education. Here, we performed a case study to attempt to maximize the use of in-class time to create a more authentic learning opportunity for undergraduate neuroscience students in our institution, the majority of whom go on to be research active scientists. We hypothesised that using seminal research papers as a teaching tool in a flipped classroom setting would model for neuroscience students what it means to think like a research scientist, would provide an opportunity for them to develop their causal reasoning skills and allow them to become more comfortable with the nature of professional practice (i.e., research) in the context of the discipline. We describe the design and implementation of this teaching approach to undergraduate final year neuroscience students, and evaluate their perception of it. We provide evidence that this approach models for the students what it means to reason like a research scientist, and discuss the implications of these findings for future practice. We propose that these findings will help add to the educational experience of all Neuroscience students whether they are on pre-med or on a research track.
Collapse
Affiliation(s)
- Gerard W. O’Keeffe
- Department of Anatomy and Neuroscience, University College Cork, Cork, Ireland
| | - Marian M. McCarthy
- The Centre for the Integration of Research, Teaching & Learning (CIRTL), University College Cork, Cork, Ireland
| |
Collapse
|
44
|
Mayfield JJ, Ball EM, Tillery KA, Crandall C, Dexter J, Winer JM, Bosshardt ZM, Welch JH, Dolan E, Fancovic ER, Nañez AI, De May H, Finlay E, Lee SM, Streed CG, Ashraf K. Beyond Men, Women, or Both: A Comprehensive, LGBTQ-Inclusive, Implicit-Bias-Aware, Standardized-Patient-Based Sexual History Taking Curriculum. MedEdPORTAL 2017; 13:10634. [PMID: 30800835 PMCID: PMC6338175 DOI: 10.15766/mep_2374-8265.10634] [Citation(s) in RCA: 36] [Impact Index Per Article: 5.1] [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: 05/03/2017] [Accepted: 08/31/2017] [Indexed: 05/08/2023]
Abstract
Introduction This standardized-patient-based module prepares medical students to take inclusive, comprehensive sexual histories from patients of all sexual orientations and gender identities. Health disparities faced by lesbian, gay, bisexual, transgender, and queer (LGBTQ) people are at least partially the result of inadequate access to health care and insufficient provider training. This module incorporates implicit bias activities to emphasize the important role providers can play in mitigating these disparities through compassionate, competent care. Furthermore, two of the three included cases highlight the negative impact sexual dysfunction can have on emotional well-being. Methods Over 3 hours, students participate in a 30-minute large-group lecture and three 40-minute small-group standardized patient encounters with debrief. Prework consists of a short video on sexual history taking, assigned readings, and an implicit bias activity. These materials are included in this resource, along with lecture slides, facilitator guide, and standardized patient cases. Though the cases are adaptable to all levels of medical education, this module is designed for second-year and early third-year medical students. Results Qualitative student evaluations were positive, and postparticipation surveys revealed statistically significant improvement in comfort with their ability to take a sexual history in general, and take one from patients with a differing sexual orientation. Deployed in the second year of our Doctoring curriculum, this module continues to receive positive evaluations. Discussion Introducing these skills begins to address the curricular deficiencies seen across medical education and lays the foundation for a more competent health care workforce to address the needs of LGBTQ patients.
Collapse
Affiliation(s)
- Jacob J. Mayfield
- Intern, Internal Medicine Residency Program, University of California, San Francisco, School of Medicine
- Recent Graduate, University of New Mexico School of Medicine
| | - Emily M. Ball
- Recent Graduate, University of New Mexico School of Medicine
- Intern, Emergency Medicine Residency Program, Jackson Memorial Hospital
| | - Kory A. Tillery
- Medical Student, University of New Mexico School of Medicine
| | - Cameron Crandall
- Professor, Department of Emergency Medicine, University of New Mexico School of Medicine
- Vice Chair for Research, Department of Emergency Medicine, University of New Mexico School of Medicine
- Director of LGBTQ Diversity and Inclusion, University of New Mexico Health Science Center
| | - Julia Dexter
- Medical Student, University of New Mexico School of Medicine
| | | | | | - Jason H. Welch
- Medical Student, University of New Mexico School of Medicine
| | - Ella Dolan
- Medical Student, University of New Mexico School of Medicine
| | - Edward R. Fancovic
- Professor, Division of General Internal Medicine in the Department of Internal Medicine, University of New Mexico School of Medicine
- Executive Director of Assessment and Learning, University of New Mexico School of Medicine
| | - Andrea I. Nañez
- Recent Graduate, University of New Mexico School of Medicine
- Intern, Obstetrics & Gynecology Residency Program, Kaiser Permanente Medical Group (Northern California)/San Francisco
| | - Henning De May
- Student, MD/PhD Program, University of New Mexico School of Medicine
| | - Esmé Finlay
- Assistant Professor, Division of Palliative Medicine in the Department of Internal Medicine, University of New Mexico School of Medicine
| | - Staci M. Lee
- Assistant Professor, Division of Infectious Diseases in the Department of Internal Medicine, University of New Mexico School of Medicine
- Adjunct Instructor, School of Education, Johns Hopkins University
| | - Carl G. Streed
- Fellow, Division of General Internal Medicine & Primary Care, Brigham and Women's Hospital
| | - Khizer Ashraf
- Occupational Therapy Student, University of New Mexico School of Medicine
| |
Collapse
|
45
|
Müller T, Montano D, Poinstingl H, Dreiling K, Schiekirka-Schwake S, Anders S, Raupach T, von Steinbüchel N. Evaluation of large-group lectures in medicine - development of the SETMED-L (Student Evaluation of Teaching in MEDical Lectures) questionnaire. BMC Med Educ 2017; 17:137. [PMID: 28821257 PMCID: PMC5563045 DOI: 10.1186/s12909-017-0970-8] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/03/2017] [Accepted: 07/28/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND The seven categories of the Stanford Faculty Development Program (SFDP) represent a framework for planning and assessing medical teaching. Nevertheless, so far there is no specific evaluation tool for large-group lectures that is based on these categories. This paper reports the development and psychometric validation of a short German evaluation tool for large-group lectures in medical education (SETMED-L: 'Student Evaluation of Teaching in MEDical Lectures') based on the SFDP-categories. METHODS Data were collected at two German medical schools. In Study 1, a full information factor analysis of the new 14-item questionnaire was performed. In Study 2, following cognitive debriefings and adjustments, a confirmatory factor analysis was performed. The model was tested for invariance across medical schools and student gender. Convergent validity was assessed by comparison with results of the FEVOR questionnaire. RESULTS Study 1 (n = 922) yielded a three-factor solution with one major (10 items) and two minor factors (2 items each). In Study 2 (n = 2740), this factor structure was confirmed. Scale reliability ranged between α = 0.71 and α = 0.88. Measurement invariance was given across student gender but not across medical schools. Convergent validity in the subsample tested (n = 246) yielded acceptable results. CONCLUSION The SETMED-L showed satisfactory to very good psychometric characteristics. The main advantages are its short yet comprehensive form, the integration of SFDP-categories and its focus on medical education.
Collapse
Affiliation(s)
- Tjark Müller
- Department of Legal Medicine, University Medical Centre Hamburg-Eppendorf, Butenfeld 34, D-22529 Hamburg, Germany
- Institute of Medical Psychology and Medical Sociology, Georg-August-University Göttingen, Waldweg 37, D-37075 Göttingen, Germany
| | - Diego Montano
- Institute of Medical Psychology and Medical Sociology, Georg-August-University Göttingen, Waldweg 37, D-37075 Göttingen, Germany
| | - Herbert Poinstingl
- Institute of Medical Psychology and Medical Sociology, Georg-August-University Göttingen, Waldweg 37, D-37075 Göttingen, Germany
| | - Katharina Dreiling
- Department of Cardiology and Pneumology, University Medical Centre Göttingen, Robert-Koch-Straße 40, D-37075 Göttingen, Germany
| | - Sarah Schiekirka-Schwake
- Division of Medical Education Research and Curriculum Development, Göttingen University Medical Centre, Robert-Koch-Straße 40, D-37075 Göttingen, Germany
| | - Sven Anders
- Department of Legal Medicine, University Medical Centre Hamburg-Eppendorf, Butenfeld 34, D-22529 Hamburg, Germany
| | - Tobias Raupach
- Department of Cardiology and Pneumology, University Medical Centre Göttingen, Robert-Koch-Straße 40, D-37075 Göttingen, Germany
- Division of Medical Education Research and Curriculum Development, Göttingen University Medical Centre, Robert-Koch-Straße 40, D-37075 Göttingen, Germany
| | - Nicole von Steinbüchel
- Institute of Medical Psychology and Medical Sociology, Georg-August-University Göttingen, Waldweg 37, D-37075 Göttingen, Germany
| |
Collapse
|
46
|
Calzo JP, Melchiono M, Richmond TK, Leibowitz SF, Argenal RL, Goncalves A, Pitts S, Gooding HC, Burke P. Lesbian, Gay, Bisexual, and Transgender Adolescent Health: An Interprofessional Case Discussion. MedEdPORTAL 2017; 13:10615. [PMID: 30800817 PMCID: PMC6374743 DOI: 10.15766/mep_2374-8265.10615] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/16/2017] [Accepted: 07/17/2017] [Indexed: 05/04/2023]
Abstract
INTRODUCTION Lesbian, gay, bisexual, and transgender (LGBT) adolescents frequently endure considerable adversity as they encounter identity-related stigma. As a result, LGBT adolescents are often at disproportionate risk for experiencing negative social and health outcomes. METHODS This four-module curriculum allows learners to explore challenges common to the clinical care of LGBT adolescents while also providing exposure to current trends and evidence in LGBT health. Through a combination of reflective exercises, didactic lectures, foundational readings, facilitated case discussion, and debate, the curriculum introduces learners to issues of assessment, treatment, and support as they relate to LGBT youth. The curriculum was written for use with learners in an interprofessional training program representing the disciplines of medicine, nursing, nutrition, social work, and psychology. RESULTS Four years of evaluation data indicate that the curriculum is particularly useful for exposing learners to the complexities of serving and supporting LGBT youth and identifying personal skills that may require additional development. Learners emerge with greater confidence in identifying local and national LGBT resources. DISCUSSION Incorporating cultural humility is key to fostering a commitment to lifelong learning and maintaining learners' confidence when working with marginalized populations. Optimal discussion occurs when learners in all disciplines contribute, yet instructors can teach modules separately or modify them when learners from all disciplines are not present. In addition, learners emerge with greater confidence in connecting with outside resources, which assists both referrals for patients and self-directed learning.
Collapse
Affiliation(s)
- Jerel P. Calzo
- Associate Professor of Health Promotion and Behavioral Science, San Diego State University Graduate School of Public Health
- Core Investigator, Institute for Behavioral and Community Health
| | - Maurice Melchiono
- Co-Director of the Nursing Fellowship, Division of Adolescent and Young Adult Medicine, Boston Children's Hospital
| | - Tracy K. Richmond
- Assistant Professor of Pediatrics, Boston Children's Hospital and Harvard Medical School
| | - Scott F. Leibowitz
- Medical Director of Behavioral Health, Nationwide Children's Hospital
- Child and Adolescent Psychiatrist, Nationwide Children's Hospital
| | - Russell L. Argenal
- Master of Public Health Student, Health Promotion and Behavioral Science, San Diego State University Graduate School of Public Health
| | - Adrianne Goncalves
- Division Manager, Division of Adolescent and Young Adult Medicine, Boston Children's Hospital
| | - Sarah Pitts
- Associate Professor of Pediatrics, Harvard Medical School
- Program Director of the Adolescent Medicine Fellowship, Boston Children's Hospital
| | - Holly C. Gooding
- Associate Professor of Medicine and Pediatrics, Boston Children's Hospital and Harvard Medical School
| | - Pamela Burke
- Co-Director of the LEAH Nursing Fellowship, Division of Adolescent and Young Adult Medicine, Boston Children's Hospital
- Clinical Professor of Nursing, Bouvé College of Health Sciences, Northeastern University
| |
Collapse
|
47
|
Healy D, Smyth S. Poetry as an engagement strategy: A novice teacher experience of its use within lectures. Nurse Educ Pract 2017; 24:43-48. [PMID: 28359028 DOI: 10.1016/j.nepr.2017.03.007] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [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: 10/15/2014] [Revised: 09/19/2016] [Accepted: 03/21/2017] [Indexed: 10/19/2022]
Abstract
It has been acknowledged the traditional lecture format is a familiar teaching methodology and that there is still much to be learnt from using this in class room based lectures. Whilst the first author was a postgraduate student undertaking a programme in Nurse Education at a University in the Republic of Ireland, poetry was used to challenge undergraduate nursing students' attitudes towards older persons in a large group format. The students were in Year 3 of a Bachelor of Nursing Science General and Intellectual Disability Programmes. Feedback was obtained from the students that comprised of three main themes; Aids Recall of Information; Enriched Learning Experiences, Challenges Attitudes to Person Centred Care. Thus, the paper aims to evaluate using poetry as an engaging teaching strategy within a lecture format for the first time as a novice teacher when drawing out nursing students' attitudes towards older persons with a focus on supporting them in embracing key care skills in the clinical setting. This paper should provide other student educationalists the opportunity to see the value of poetry as a teaching strategy and provide practical tips on its use within the classroom.
Collapse
Affiliation(s)
- Denise Healy
- Department of Nursing, Health Sciences and Disability Studies, St Angela's College, A College of the National University of Ireland, Galway, Lough Gill, Sligo, Ireland.
| | - Siobhan Smyth
- School of Nursing and Midwifery, National University Ireland, Galway Aras Moyola, Upper Newcastle Road, Galway, Ireland.
| |
Collapse
|
48
|
Bode SFN, Straub C, Giesler M, Biller S, Forster J, Krüger M. Audience-response systems for evaluation of pediatric lectures--comparison with a classic end-of-term online-based evaluation. GMS Z Med Ausbild 2016; 32:Doc18. [PMID: 26038683 PMCID: PMC4446649 DOI: 10.3205/zma000960] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/04/2014] [Revised: 02/03/2015] [Accepted: 03/20/2015] [Indexed: 11/30/2022]
Abstract
AIM Course evaluations are often conducted and analyzed well after the course has taken place. By using a digital audience response system (ARS), it is possible to collect, view and discuss feedback during or directly following a course or lecture session. This paper analyzes a student evaluation of a lecture course with ARS to determine if significant differences exist between the results of the ARS lecture evaluation and those of the online evaluation at the end of the semester. In terms of the overall evaluation, consideration is given to the level of students' prior knowledge, the presentation of the lecture material by the lecturers and the relevance of the lecture topic for students. METHOD During the 2011-12 winter semester, the lecture on Pediatrics at the Freiburg Center for Pediatric and Adolescent Medicine (Zentrum für Kinder- und Jugendmedizin (ZKJ) Freiburg) was evaluated using ARS. Thirty-four lectures were evaluated by an average of 22 (range 8-44) students, who responded to four questions each time an evaluation took place. RESULTS On a 6-point Likert scale (1=very good to 6=deficient), the students rated their level of preparedness with a mean of 3.18, the presentation of the lecture with 2.44, and the relevance of the lecture topic with 2.19. The overall evaluation of the lecture course by means of ARS resulted in 2.31. The online evaluation conducted at the end of the semester yielded a score of 2.45. Highly significant correlations were seen between the results of the ARS for the overall evaluation, assessment of prior knowledge, lecture presentation, and the estimated relevance of the lecture topic. CONCLUSION The use of ARS is suitable for immediate evaluation of lectures, in particular regarding timely feedback for the individual lecturer/lecturers. In comparison with an end-of-term evaluation, ARS yielded a better assessment.
Collapse
Affiliation(s)
| | - Christine Straub
- Universitätsklinikum Freiburg, Zentrum für Kinder- und Jugendmedizin, Freiburg, Germany
| | - Marianne Giesler
- Universität Freiburg, Kompetenzzentrum Evaluation Baden-Württemberg, Freiburg, Germany
| | - Silke Biller
- Universität Basel, Medizinische Fakultät, Studiendekanat, Basel, Switzerland
| | | | - Marcus Krüger
- Universitätsklinikum Freiburg, Zentrum für Kinder- und Jugendmedizin, Freiburg, Germany
| |
Collapse
|
49
|
Sterz J, Höfer SH, Bender B, Janko M, Adili F, Ruesseler M. The effect of written standardized feedback on the structure and quality of surgical lectures: A prospective cohort study. BMC Med Educ 2016; 16:292. [PMID: 27842580 PMCID: PMC5109746 DOI: 10.1186/s12909-016-0806-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/20/2016] [Accepted: 10/27/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND Lectures remain an important teaching method to present and structure knowledge to many students concurrently. Adequate measures are necessary to maintain the quality of the lectures. The aim of this study was to determine the impact on the lecture quality using written structured feedback and to compare the ratings of surgical lectures between students and surgical peers. METHODS Prospective analysis of two consecutive surgical lecture series for undergraduate students at Goethe-University Medical School was performed before and after evaluation of the lecturers via independent written feedback from trained undergraduate students and surgeons. The 22-item feedback instrument covered three areas of performance: content, visualization, and delivery. Additional suggestions for improvement were provided from both students and surgical peers who anonymously attended the lectures. The lecturers, experienced surgeons, as well as the student and peer raters were blinded in terms of the aim and content of the study. Their response to the feedback was collected using a web-based 13-item questionnaire. The Kendall's-W coefficient was computed to calculate inter-rater reliability (IRR). Differences between ratings before and after feedback were analyzed using Student's t-test for dependent samples. The Kolmogorov-Smirnov-test was used for independent samples. RESULTS A total of 22 lectures from a possible 32 given by 13 lecturers were included and analyzed by at least three surgeons and two students. There were significant improvements in overall score as well as in the details of 9 of the 13 items were found. The average inter-rater reliability was 0.71. There were no differences in the ratings as a function of the rater's level of expertise (peers vs. students). We found that 13/23 lecturers (56.5%) answered the questionnaire, and 92% strongly agreed that the written feedback was useful. 76.9% of the lecturers revised their lecture based on the written feedback requiring on average 112.5 min (range from 20 to 300 min). CONCLUSIONS Overall, this study indicates that structured written feedback provided by trained peers and students that is subsequently discussed by the lecturers concerned is a highly effective and efficient method to improve aspects of lecturing. We anticipate that structured written feedback by trained students that is discussed by the lecturers concerned will improve lecturing.
Collapse
Affiliation(s)
- Jasmina Sterz
- Department of Surgery, University Hospital Frankfurt, Theodor-Stern-Kai 7, 60590 Frankfurt, Germany
| | - Sebastian H. Höfer
- Department of Surgery, University Hospital Frankfurt, Theodor-Stern-Kai 7, 60590 Frankfurt, Germany
| | - Bernd Bender
- Department of Surgery, University Hospital Frankfurt, Theodor-Stern-Kai 7, 60590 Frankfurt, Germany
- Department of Trauma, Hand and Reconstructive Surgery, University Hospital Frankfurt, Theodor-Stern-Kai 7, 60590 Frankfurt, Germany
| | - Maren Janko
- Department of Surgery, University Hospital Frankfurt, Theodor-Stern-Kai 7, 60590 Frankfurt, Germany
- Department of Trauma, Hand and Reconstructive Surgery, University Hospital Frankfurt, Theodor-Stern-Kai 7, 60590 Frankfurt, Germany
| | - Farzin Adili
- Department of Vascular Surgery, Klinikum Darmstadt, Grafenstraße 9, 64283 Darmstadt, Germany
| | - Miriam Ruesseler
- Department of Surgery, University Hospital Frankfurt, Theodor-Stern-Kai 7, 60590 Frankfurt, Germany
- Department of Trauma, Hand and Reconstructive Surgery, University Hospital Frankfurt, Theodor-Stern-Kai 7, 60590 Frankfurt, Germany
| |
Collapse
|
50
|
Clotuche B, Dorizy N, Franquelin M, Kuhne P, Lakhdar M, Massart S, Strenk J. [Strabismus and reading: Effect of strabismus on reading tests in children from 8 to 11 years]. J Fr Ophtalmol 2016; 39:756-764. [PMID: 27765453 DOI: 10.1016/j.jfo.2016.08.002] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [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: 07/09/2016] [Revised: 08/16/2016] [Accepted: 08/23/2016] [Indexed: 10/20/2022]
Abstract
PURPOSE We try to show a relationship between strabismus and changes in reading skills. MATERIAL AND METHODS We have carried out a prospective study including 135 children from 8 to 11 years (French level CE2 to CM2). They were given an ophthalmologic and orthoptic examination and then divided into 4 groups: strabismus with vertical deviation without binocular vision, accommodative strabismus with binocular vision, accommodative strabismus without binocular vision and control group (children without strabismus). Each child took 4 validated reading tests: reading fluency, uncommon words reading, comparison of letters sequences without signification, searching "verbal index". RESULTS Results are significantly lower in children with accommodative strabismus without binocular vision for two tests (reading fluency and uncommon words reading). In contrast, results for the two other tests do not differ significantly between the 4 groups. CONCLUSION Our study demonstrated lowered reading skills in tests of reading fluency in children with accommodative strabismus without binocular vision.
Collapse
Affiliation(s)
- B Clotuche
- Cabinet privé, 15, chemin de l'Avouerie, 4877 Olne, Belgique.
| | - N Dorizy
- Cabinet privé, 34, rue Émile-Chautemps, 74300 Cluses, France
| | - M Franquelin
- Cabinet privé, 102, avenue Georges-Pompidou, 24750 Trélissac, France
| | - P Kuhne
- Cabinet privé, 13, place René-Beauchamp, 33500 Libourne, France
| | - M Lakhdar
- Cabinet privé, 16, boulevard Deganne, 32120 Arcachon, France
| | - S Massart
- Cabinet privé, 122, avenue Jean-Materne, 5100 Jambes, Belgique
| | - J Strenk
- Cabinet privé, 16, cours Général de Gaulle, 21000 Dijon, France
| |
Collapse
|