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Silveira T, Kütter M, Nornberg B, Meirelles M, Silva D, López AI, Lopes A, Castro C, Moraes J, Schimith LE, de Leon P, Marins LF, Remião M. Course on Breeding, Handling, and Experimental Procedures of Zebrafish ( Danio rerio): Training, Refinement, Paradigm Shift, and Dissemination of Knowledge from Brazil to the World. Zebrafish 2024; 21:155-161. [PMID: 38621201 DOI: 10.1089/zeb.2023.0065] [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] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/17/2024] Open
Abstract
Currently, in Brazil, all researchers involved in animal experimentation must undergo training in laboratory animal science to stay updated on biology, methodology, ethics, and legal considerations related to the use of animals. The training program presented in this study not only aims to fulfill a legal obligation but also intends to train students and professionals to effectively care for their biomodels. It seeks to help them understand the importance of this care, both for the welfare of the animals and for the results of their projects. In total, 58 participants were present at the event (pre-event and full-time course). These participants consisted students and professionals from 11 institutions and 5 different countries. These numbers demonstrate the successful attainment of the desired capillarity in the scientific community and the posterior dissemination of knowledge. Through this course, it was possible to train the participants and raise their awareness about the importance of applying scientific knowledge in their daily practices to maintain the animals, ensuring the welfare of the models and refining the research. Finally, the program presented in this study, as well as the strategies adopted, can serve as a model for other institutions aiming to achieve similar results.
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Affiliation(s)
- Tony Silveira
- Institute of Biology, Federal University of Pelotas (UFPEL), Pelotas, Rio Grande do Sul, Brazil
| | - Mateus Kütter
- Institute of Biology, Federal University of Pelotas (UFPEL), Pelotas, Rio Grande do Sul, Brazil
| | - Bruna Nornberg
- Institute of Biological Sciences, Federal University of Rio Grande (FURG), Rio Grande, Rio Grande do Sul, Brazil
| | - Marcela Meirelles
- Graduate Program in Physiological Sciences, Federal University of Rio Grande (FURG), Rio Grande, Rio Grande do Sul, Brazil
| | - Dennis Silva
- Graduate Program in Physiological Sciences, Federal University of Rio Grande (FURG), Rio Grande, Rio Grande do Sul, Brazil
| | - Andrea Idelette López
- Graduate Program in Physiological Sciences, Federal University of Rio Grande (FURG), Rio Grande, Rio Grande do Sul, Brazil
| | - Andressa Lopes
- Graduate Program in Physiological Sciences, Federal University of Rio Grande (FURG), Rio Grande, Rio Grande do Sul, Brazil
| | - Caroline Castro
- Graduate Program in Physiological Sciences, Federal University of Rio Grande (FURG), Rio Grande, Rio Grande do Sul, Brazil
| | - Jenifer Moraes
- Graduate Program in Physiological Sciences, Federal University of Rio Grande (FURG), Rio Grande, Rio Grande do Sul, Brazil
| | - Lucia Emanueli Schimith
- Graduate Program in Physiological Sciences, Federal University of Rio Grande (FURG), Rio Grande, Rio Grande do Sul, Brazil
| | - Priscila de Leon
- Technological Development Center, Federal University of Pelotas (UFPEL), Pelotas, Rio Grande do Sul, Brazil
| | - Luis Fernando Marins
- Institute of Biological Sciences, Federal University of Rio Grande (FURG), Rio Grande, Rio Grande do Sul, Brazil
| | - Mariana Remião
- Technological Development Center, Federal University of Pelotas (UFPEL), Pelotas, Rio Grande do Sul, Brazil
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Reierson IÅ, Ravik M, Blomberg K, Bjørk IT, Bölenius K, Vesterager Stenholt B, Husebø SE. Comparing didactic approaches for practical skills learning in Scandinavian nursing simulation centres: A qualitative comparative study. J Adv Nurs 2024. [PMID: 38558162 DOI: 10.1111/jan.16150] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2023] [Revised: 02/12/2024] [Accepted: 03/02/2024] [Indexed: 04/04/2024]
Abstract
AIM To explore and compare the didactic approaches to practical skills learning at simulation centres in Scandinavian universities and university colleges. BACKGROUND Academic simulation centres are an important arena for learning practical nursing skills which are essential to ensure competent performance regarding patient safety and quality of care. Knowledge of didactic approaches to enhance learning is essential in promoting the provision and retention of students' practical nursing skills. However, research on didactical approaches to practical nursing skills learning is lacking. DESIGN A qualitative comparative design was used. METHODS During November and December 2019, interviews were conducted with a total of 37 simulation centre directors or assistant directors, each of whom possessed in-depth knowledge of practical skills in teaching and learning. They represented bachelor nursing education in Denmark, Norway and Sweden. A qualitative deductive content analysis was conducted. RESULTS The results revealed all five predetermined didactical components derived from the didactical relationship model. Twenty-two corresponding categories that described a variation in didactic approaches to practical skills learning in Scandinavian nursing simulation centres were identified. The didactical components of Learning process revealed mostly similarities, Setting mostly differences and Assessment showed only differences in didactic approaches. CONCLUSION Although various didactic approaches were described across the countries, no common approach was found. Nursing educational institutions are encouraged to cooperate in developing a shared understanding of how didactic approaches can enhance practical skills learning. IMPLICATIONS FOR PROFESSION AND/OR PATIENT CARE Cross-country comparisons of practical nursing skills learning in Scandinavian countries highlight the importance of educator awareness concerning the impact diverse didactic approaches may have on competent performance in nursing education. Competent performance is pivotal for ensuring patient safety and the provision of high-quality care. PATIENT OR PUBLIC CONTRIBUTION No Patient or Public Contribution. REPORTING METHOD This study followed the Consolidated Criteria for Reporting Qualitative Research reporting guidelines.
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Affiliation(s)
- Inger Åse Reierson
- Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University of South-Eastern Norway, Porsgrunn, Norway
| | - Monika Ravik
- Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University of South-Eastern Norway, Porsgrunn, Norway
| | - Karin Blomberg
- School of Health Sciences, Faculty of Medicine and Health, Örebro University, Örebro, Sweden
| | - Ida Torunn Bjørk
- Department of Public Health Science, Institute of Health and Society, Medical Faculty, University of Oslo, Oslo, Norway
| | - Karin Bölenius
- Department of Nursing, Faculty of Medicine, Umeå University, Umeå, Sweden
| | | | - Sissel Eikeland Husebø
- Department of Quality and Health Technology, Faculty of Health Sciences, University of Stavanger, Stavanger, Norway
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Ragheb DK, Vinson KN, Roberson ML. Anti-racism bystander training: A critical need in medical schools. Med Teach 2024:1-3. [PMID: 38316106 DOI: 10.1080/0142159x.2024.2311271] [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: 11/29/2023] [Accepted: 01/24/2024] [Indexed: 02/07/2024]
Abstract
Despite increasing acknowledgment of racism in both the curricular and clinical spaces, it continues to pervade the medical field, with clear detrimental impacts to the health of our patients. The introduction of anti-racism bystander training (ARBT) may provide a unique opportunity to reduce inequitable care and health disparities that occur secondary to racism in healthcare. ARBT, in its various forms, has been shown to be an effective method to increase participants' confidence and efficacy in intervening on observed racist encounters. This training can take numerous forms, and the authors provide one successful template used with medical students at their own institution. If medical centers, educators, and leaders in the field of medicine truly hope to mitigate the individual racist behaviors that remain in healthcare, ARBT must be employed to a much wider degree in medical education.
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Affiliation(s)
| | | | - Mya L Roberson
- Gillings School of Global Public Health, Chapel Hill, NC, USA
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Memon I, Alrayani YH, Akhund S, Feroz Z, Rohra DK, Alkushi A, Alrashid AA, Anjum I. University Pre-Professional Program: A Transitional Phase from Didactic to PBL Pedagogy. Adv Med Educ Pract 2023; 14:1299-1307. [PMID: 38028373 PMCID: PMC10661953 DOI: 10.2147/amep.s421180] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/13/2023] [Accepted: 09/17/2023] [Indexed: 12/01/2023]
Abstract
Purpose The College of Science and Health Professions offers the University Pre-Professional Program (UPPP) to newly enrolled students. This study aimed to evaluate the effectiveness of the program in preparing students to become self-directed learners and to seek students' perceptions about student-centered teaching. Methods A quantitative quasi-experimental study that used a pre and post-test survey in two stages, before and after semester-4. A self-developed questionnaire was distributed online. Results The t-test showed students (n=701) after semester-4 had a significant increase in the understanding of Problem-Based Learning (PBL) (t (699) = -8.27, p < 0.01), PBL dynamics (t (699) = -5.12, p < 0.01), learning and dynamics of Case-Based Learning (CBL) and Self-Directed Learning (SDL) (t (699) = -6.48, p < 0.01), and facilitators' role in such curriculum (t (699) = -3.41, p < 0.01). The ANOVA showed students attending various courses perceived the program variables differently (Learning in PBL p = 0.08, PBL dynamics p < 0.01, CBL and SDL dynamics p < 0.01, role of facilitator in PBL p < 0.01). Regarding the resources used by students during the basic medical sciences courses, no significant difference was observed between the study groups (p = 0.06). However, the only significant difference observed was in their satisfaction with the question related to assessment and course (p < 0.01). Conclusion The UPPP improved students' understanding of student-centered teaching and learning approaches, especially the PBL. Thus, UPPP helps students shift their learning habits from didactic to student-centered modern learning approaches. Variation among different students' groups could be attributed to their previous academic background and change in learning medium to English. This study suggests that preparatory teaching programs like UPPP are helpful for students interested in joining the bachelor's programs in countries like Saudi Arabia where English is not a native language.
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Affiliation(s)
- Ismail Memon
- Human Body Structure and Function Department, Saba University, School of MedicineThe BottomSaba, Dutch Caribbeanthe Netherlands
- Basic Sciences Department, College of Science and Health Professions, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
- King Abdullah International Medical Research Center, Riyadh, Saudi Arabia
| | - Yazeed H Alrayani
- College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
| | - Shahid Akhund
- Anatomy and Medical Education Department, College of Medicine, Alfaisal University, Riyadh, Saudi Arabia
| | - Zeeshan Feroz
- Basic Sciences Department, College of Science and Health Professions, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
- King Abdullah International Medical Research Center, Riyadh, Saudi Arabia
| | - Dileep Kumar Rohra
- Pharmacology Department, College of Medicine, Alfaisal University, Riyadh, Saudi Arabia
| | - Abdulmohsen Alkushi
- Basic Sciences Department, College of Science and Health Professions, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
- King Abdullah International Medical Research Center, Riyadh, Saudi Arabia
| | - Azzam A Alrashid
- College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
| | - Irfan Anjum
- Clinical Psychology, General Manchester Mental Health Foundation Trust, London, UK
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Jones CW, Singer AA. Application of an Interactive, Hands-On Nutritional Curriculum for Pediatric Residents. JPGN Rep 2023; 4:e384. [PMID: 38034444 PMCID: PMC10684231 DOI: 10.1097/pg9.0000000000000384] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/08/2022] [Accepted: 08/25/2023] [Indexed: 12/02/2023]
Abstract
Currently, there exists a scarcity of suitable nutrition training resources for the primary care physician (PCP) and a paucity of educational materials for pediatric residency programs. Barriers to nutritional education include: a lack of well-defined competencies, a dearth of centralized resources for nutritional education, and a reliance on didactic teaching methodology. Because PCPs often cite a lack of confidence as a primary reason for not providing nutritional counseling, we created an interactive 3-pronged nutritional curriculum for pediatric residents with the aim of increasing their confidence to provide nutritional counseling to patients. This curriculum included an in-person visit to a local supermarket, an online, interactive case during the resident's continuity clinic, and an interactive lecture. There was a statistically significant change in pediatric residents' confidence to manage issues of outpatient nutrition management. We find this particularly relevant as increasing physician confidence is key to increasing nutritional counseling in a clinical setting.
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Affiliation(s)
- Cory Wyatt Jones
- From the Department of Pediatrics, University of Michigan
- Department of Pediatrics, University of South Carolina, SC
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Hemenway AN, Meyer-Junco L, Ahmed Khan MI, Affinati M. Creation of a Didactic Clinical Pharmacology Lecture Series for Internal Medicine Residents. Cureus 2023; 15:e42090. [PMID: 37469577 PMCID: PMC10353880 DOI: 10.7759/cureus.42090] [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] [Accepted: 07/18/2023] [Indexed: 07/21/2023] Open
Abstract
INTRODUCTION One of the noted areas of weakness for internal medicine residents is pharmacology. However, there is little data documenting the creation and effect of a comprehensive pharmacology didactic program. Our goal was to create a two-year clinical pharmacology didactic program focused on areas of stated weakness and to evaluate this program for an increase in knowledge and prescribing confidence of the participants. METHODS From August 2020 to June 2022, a two-year pharmacology program was developed, which included 20 didactic lectures on a variety of topics. Pre- and post-tests were given for 15 of the lectures, and four surveys were given, two during each year of the program. Four questions on each survey were the same and asked about confidence in choosing an appropriate medication based on current guidelines, patient-specific factors, primary literature, and pharmacokinetics. RESULTS Over the two years, participation in the pharmacology sessions ranged from 17 to 29 residents (65-74% of the residency class). The average pre- and post-test scores increased by an average of 25.1%, which was a statistically significant increase (p<0.001, 95% CI [17.5, 32.8]). A Kruskal-Wallis H test showed a statistically significant difference in resident-reported confidence adjusting medications based on primary literature between the different survey groups, χ2 = 9.871, p = 0.02. CONCLUSION A two-year, didactic pharmacology program improved the knowledge of resident participants and confidence in their ability to choose an appropriate medication based on primary literature.
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Affiliation(s)
- Alice N Hemenway
- Department of Pharmacy Practice, University of Illinois at Chicago, Rockford, USA
| | - Laura Meyer-Junco
- Department of Pharmacy Practice, University of Illinois at Chicago, Rockford, USA
| | | | - Mario Affinati
- Department of Medicine, University of Illinois at Chicago, Rockford, USA
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Jameyfield EL, Tesfai S, Palma AA, Olson AS. An Asynchronous Curriculum: Learner Perspectives on Incorporating Asynchronous Learning Into In-Person and Virtual Emergency Residency Didactics. Cureus 2023; 15:e38188. [PMID: 37252480 PMCID: PMC10224736 DOI: 10.7759/cureus.38188] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/23/2023] [Indexed: 05/31/2023] Open
Abstract
Background Didactic education in emergency medicine (EM) residencies has been impacted both by the advent of asynchronous learning and by the shift toward virtual, web-based conference education due to coronavirus disease 2019 (COVID-19). Studies have demonstrated the efficacy of asynchronous education, but few have explored resident opinions about how asynchronous and virtual modifications on conference impact their educational experience. Objective This study aimed to evaluate resident perceptions of both asynchronous and virtual modifications to a historically in-person didactic curriculum. Methods This was a cross-sectional study of residents of a three-year EM program at a large academic center where a 20% asynchronous curriculum was implemented in January 2020. A questionnaire was administered online with questions assessing how residents perceived their didactic curriculum with regard to convenience, retention of information, work/life balance, enjoyability, and overall preference. Questions compared resident opinions of in-person vs. virtual learning, as well as how the substitution of one hour of asynchronous learning impacted residents' perception of their didactics. Responses were reported on a five-point Likert-type scale. Results A total of 32 out of 48 residents (67%) completed the questionnaire. When virtual conference was compared to in-person conference, residents favored virtual conference with regard to convenience (78.1%), work-life balance (78.1%), and overall preference (68.8%). They favored in-person conference (40.6%) or felt that the modalities were equivalent (40.6%) with regard to retention of information and favored in-person conference with regard to enjoyability (53.1%). Residents felt that the addition of asynchronous learning to their curriculum increased subjective convenience, work-life balance, enjoyability, retention of information, and overall preference, regardless of whether synchronous conference was virtual or in-person. All 32 responding residents were interested in seeing the asynchronous curriculum continue. Conclusion EM residents value the addition of asynchronous learning to both in-person and virtual didactic curricula. Additionally, virtual conference was favored over in-person conference with regard to work/life balance, convenience, and overall preference. As social distancing restrictions continue to ease post-COVID-19 pandemic, EM residencies may consider adding or maintaining asynchronous or virtual components to their synchronous conference schedule as a means to support resident wellness.
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Affiliation(s)
| | - Semhar Tesfai
- Emergency Medicine, John H. Stroger, Jr. Hospital of Cook County, Chicago, USA
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Sally R, Shaw K, Ho R. The Evolution of Live Patient Viewing in the Era of COVID-19: Survey Study. JMIR Dermatol 2022; 5:e39952. [PMID: 36937784 PMCID: PMC10012180 DOI: 10.2196/39952] [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: 05/29/2022] [Revised: 10/05/2022] [Accepted: 10/06/2022] [Indexed: 11/06/2022] Open
Affiliation(s)
- Rachel Sally
- Ronald O Perelman Department of Dermatology New York University Grossman School of Medicine New York, NY United States
| | - Katharina Shaw
- Ronald O Perelman Department of Dermatology New York University Grossman School of Medicine New York, NY United States
| | - Roger Ho
- Ronald O Perelman Department of Dermatology New York University Grossman School of Medicine New York, NY United States
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Nozari A, Mukerji S, Lok LL, Gu Q, Buhl L, Jain S, Ortega R. Perception of Web-Based Didactic Activities During the COVID-19 Pandemic Among Anesthesia Residents: Pilot Questionnaire Study. JMIR Med Educ 2022; 8:e31080. [PMID: 35275840 PMCID: PMC9015768 DOI: 10.2196/31080] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/08/2021] [Revised: 10/14/2021] [Accepted: 02/03/2022] [Indexed: 05/31/2023]
Abstract
BACKGROUND Physical and social distancing recommendations aimed at limiting exposure during the COVID-19 pandemic have forced residency programs to increasingly rely on videoconferencing and web-based resources. OBJECTIVE In this pilot study, we aimed to explore the effects of the COVID-19 pandemic on residency training experience, and to delineate the perceived barriers to the successful implementation of web-based medical education. METHODS A 19-item survey was compiled and distributed electronically using Qualtrics. This anonymous survey included information on the training level of each resident, their participation in formal didactics before and during the pandemic, and their perception of the ease and limitations of virtual didactics. The resident's opinions on specific educational resources were assessed, and the effectiveness of new delivery methods on resident engagement and learning was examined. RESULTS Thirty anesthesiology residents were surveyed, 19 of whom agreed to participate in the pilot study. One participant with incomplete responses was excluded, yielding a final cohort of 18 respondents. Most residents (56%, 10/18) reported that the COVID-19 pandemic negatively affected their residency training. The time spent on didactic training and independent studies was, nevertheless, not affected by the pandemic for 90% (16/18) of respondents. Nonetheless, 72% (13/18) of residents were less engaged during virtual lectures in comparison to in-person didactics. Important limitations included distraction from the physical environment (67%, 12/18), internet instability (67%, 12/18), less obligation to participate (44%, 8/18), technical difficulty and unmuted microphones (33%, 6/18, each), and people speaking over each other (28%, 5/18). Despite these limitations, most residents stated that they would like to keep a combination of virtual didactics including live Zoom lectures (56%, 10/18), prerecorded web didactics (56%, 10/18), and virtual ground rounds via Zoom (50%, 9/18) as the "new normal." CONCLUSIONS Despite important limitations listed in this report, anesthesia residents would like to keep a combination of virtual lectures and presentations as the new normal after the COVID-19 pandemic.
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Affiliation(s)
- Ala Nozari
- Boston University School of Medicine, Boston, MA, United States
| | - Shivali Mukerji
- Boston University School of Medicine, Boston, MA, United States
| | - Ling-Ling Lok
- Boston University School of Medicine, Boston, MA, United States
| | - Qingrou Gu
- Boston University School of Medicine, Boston, MA, United States
| | - Lauren Buhl
- Beth Israel Deaconess Medical Center, Boston, MA, United States
| | - Sanjay Jain
- Boston University School of Medicine, Boston, MA, United States
| | - Rafael Ortega
- Boston University School of Medicine, Boston, MA, United States
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Patel S, Chawla A, Unruh M, Guidry L, Brooke A, Lalani A, Kim J, Risher W, Zea N, Torrance B, Palit T, Gwin T, Danos DM, McArthur Sheahan C, Sheahan MG. A Proposed Model for a Comprehensive Virtual Sub-Internship in Vascular Surgery. J Vasc Surg 2021:S0741-5214(21)00991-5. [PMID: 34182033 DOI: 10.1016/j.jvs.2021.05.045] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2020] [Accepted: 05/17/2021] [Indexed: 11/21/2022]
Abstract
OBJECTIVE Understand challenges, advantages, and applications of a vascular surgery virtual sub-internship (VSI) curriculum. METHODS Our institution hosted 25 students for 4-week VSI rotations. We held two sessions, one in July 2020 and another in August 2020. The students participated in a curriculum centered around Zoom® and phone interactions with residents and faculty. The curriculum included selected readings, surgical videos, group didactics and 1-on-1 mentorship. Anonymous pre-rotation and post-rotation self-assessments were used to ascertain achievement of learning objectives and utility of educational tools implemented during the rotation. Faculty and resident mentors were also surveyed to assess their experience. RESULTS With the exception of knot tying techniques (p=0.67), students reported significant improvement in their understanding vascular surgery concepts after the virtual elective (p < 0.05). The highest ranked components of the course were interpersonal including interaction with faculty, mentorship, and learning the program culture. The lowest ranked components of the course were simulation training and research opportunities. Rating of utility for aspects of the course were consistent with ranking of components, with faculty interaction having the highest average rating. The ideal number of hours for daily virtual interaction reported by students ranged from 3 to 6 with a median of 4. Overall, the majority of mentors were satisfied with virtual course. However, they did report limited ability to assess student personality and fit for the program. The number of hours per week spent by mentors on the virtual vascular surgery rotation ranged from 2 to 7 with a median of 4. Fourteen out of seventeen mentors reported that having a virtual student was significant addition to their existing workload. CONCLUSIONS Overall, our student and mentor feedback were positive. Several challenges inherent to the virtual environment still need to be refined, however the goals of a VSI are distinct and should be explored by training programs. With changes to healthcare in the United States in the horizon and the arrival of SARS-CoV2 pandemic constraints, implementing a virtual away rotation may be an acceptable platform for adapting our recruitment strategies.
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Persky AM, Fuller KA, Cate OT. True Entrustment Decisions Regarding Entrustable Professional Activities Happen in the Workplace, not in the Classroom Setting. Am J Pharm Educ 2021; 85:8536. [PMID: 34283734 PMCID: PMC8174615 DOI: 10.5688/ajpe8536] [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] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/01/2021] [Accepted: 01/27/2021] [Indexed: 05/13/2023]
Abstract
Entrustable Professional Activities (EPAs) are workplace responsibilities that directly impact patient care. The use of EPAs allows pharmacy faculty and preceptors to provide learners with feedback and assessment in the clinical setting. Because they focus assessment on a learner's execution of professional activities which requires integration of the respective competencies, EPAs help provide a more holistic picture of a learner's performance. Using EPAs to backwards design classroom learning for those competencies is highly encouraged, but instructors cannot or should not assess performance and make entrustment decisions using EPAs in the classroom setting for several reasons: a learner's classroom performance usually does not predict clinical performance very well, assessment of EPAs require direct observation of the learner performing the EPAs, EPA assessment requires multiple observations of the learner with different patients with varying level of acuity, and most importantly, EPA assessment must result in a decision to trust the learner to perform the clinical activity with limited supervision. By ensuring all entrustment decisions are made in a clinical or experiential setting, students will receive an accurate assessment and benchmark of their performance that will lead them one step closer to becoming independent practitioners.
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Affiliation(s)
- Adam M Persky
- University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
- Associate Editor, American Journal of Pharmaceutical Education, Arlington, Virginia
| | - Kathryn A Fuller
- University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
| | - Olle Ten Cate
- Center for Research and Development of Education, University Medical Center Utrecht, Utrecht, the Netherlands
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Tolu LB, Feyissa GT, Ezeh A, Gudu W. Managing Resident Workforce and Residency Training During COVID-19 Pandemic: Scoping Review of Adaptive Approaches. Adv Med Educ Pract 2020; 11:527-535. [PMID: 32848492 PMCID: PMC7428317 DOI: 10.2147/amep.s262369] [Citation(s) in RCA: 22] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/21/2020] [Accepted: 07/23/2020] [Indexed: 06/11/2023]
Abstract
OBJECTIVE To review available adaptive residency training approaches and management of the resident workforce in different residency programs amid COVID-19 pandemic. MATERIALS AND METHODS Websites of different professional associations and international or national specialty accreditation institutions were searched. We looked for English studies (any form), reviews or editorials, perspectives, short or special communications, and position papers on residency education during the COVID-19 pandemic. PubMed, EMBASE, and Google Scholar were also searched using keywords. Two independent reviewers extracted data using a customized tool that was developed to record the key information relevant to the review question. The two authors resolved their difference in data extraction by discussion. RESULTS We identified 13 documents reporting on residency education during pandemics. Three were articles, 5 short or special communications, and the rest editorials and perspectives. We divided the data obtained into six thematic areas: resident staffing, clinical education, surgical education, didactic teaching, research activity, and accreditation process. CONCLUSION Residency programs must reorganize the resident's staffing and provide appropriate training to ensure the safety of residents during the pandemic. There are feasible adaptive approaches to maintaining residency training in the domains of didactic teaching, clinical education, and some research activities. Although some innovative virtual surgical skills training methods are implemented in limited surgical residency disciplines, their effectiveness is not well examined. Guidance and flexibility of the accreditation bodies in ensuring the competency of residents is one component of the adaptive response.
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Affiliation(s)
- Lemi Belay Tolu
- Saint Paul’s Hospital Millennium Medical College, Department of Obstetrics and Gynecology, Addis Ababa, Ethiopia
| | | | - Alex Ezeh
- Dornsife School of Public Health, Drexel University, Philadelphia, PA, USA
| | - Wondimu Gudu
- Saint Paul’s Hospital Millennium Medical College, Department of Obstetrics and Gynecology, Addis Ababa, Ethiopia
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Sonntag U, Koch A, Bayer G, Heintze C, Döpfmer S. Train the trainer course for general practice trainers in ambulatory care: the Berlin model. GMS J Med Educ 2020; 37:Doc28. [PMID: 32566730 PMCID: PMC7291383 DOI: 10.3205/zma001321] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 08/08/2019] [Revised: 11/21/2019] [Accepted: 01/31/2020] [Indexed: 05/28/2023]
Abstract
Objective: Demands for a stronger competence orientation of specialty postgraduate medical training require the expansion of the didactic qualifications of those responsible for postgraduate medical training. In the context of the foundation of the Berlin competence center for postgraduate general practice training, a train the trainer basic seminar was designed together with the Berlin chamber of physicians. The seminar aims to convey formal-legal aspects in close connection with the development of didactic competences of the general practice trainers. This article presents the didactic concept, focal points and the schedule of the one-and-a-half-day seminar to be able to adapt it to one's own context. Methodology: After the seminars, participants filled out an evaluation form. The questionnaire included the subjective experiences of increased competence, the relevance of the contents, and the satisfaction with the structure and methods of the seminar. The data were analyzed descriptively. Results: Since June 2018, 46 general practice trainers have participated in one of three train the trainer seminars. 97.6% of the participants were very satisfied or satisfied with the overall seminar and felt that the timeframe was right, 92.7% would recommend the seminar to colleagues. 68.3% fully agreed that by attending the seminar they were able to improve their didactic skills, 90% were confident that they could integrate what they had learned into their work as general practice trainers. 85.4% stated that they had reflected on their role as trainers. In particular, the atmosphere, the high degree of interactivity and the protected framework for collegial exchange were positively emphasized. Conclusion: Together with the Berlin chamber of physicians, we succeeded in designing a train the trainer seminar which, on the one hand, met the needs of the general practice trainers for clarification of formal-legal questions of their further training activities and, on the other hand, allowed the further development of didactic skills. At the moment, a modular program is being planned in order to give general practice trainers the opportunity to expand their didactic competence and regularly exchange ideas with colleagues.
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Affiliation(s)
- Ulrike Sonntag
- Charité – Universitätsmedizin Berlin, Institut für Allgemeinmedizin, Kompetenzzentrum Weiterbildung Berlin, Berlin, Germany
| | | | - Gudrun Bayer
- Charité – Universitätsmedizin Berlin, Institut für Allgemeinmedizin, Kompetenzzentrum Weiterbildung Berlin, Berlin, Germany
| | - Christoph Heintze
- Charité – Universitätsmedizin Berlin, Institut für Allgemeinmedizin, Kompetenzzentrum Weiterbildung Berlin, Berlin, Germany
| | - Susanne Döpfmer
- Charité – Universitätsmedizin Berlin, Institut für Allgemeinmedizin, Kompetenzzentrum Weiterbildung Berlin, Berlin, Germany
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Abstract
Nurturing student's development of interprofessional collaboration is fundamental. Assessment-For-Learning can use reflection as one technique to support students' growth. Thus, we investigated using reflective-writing within an interprofessional education (IPE) course using an exploratory mixed-methods design. In 2015, student-nurses, student-pharmacists, and student-physicians participated in an IPE course and completed self-assessments of student learning objectives (SLOs). In 2016, new cohorts of student-nurses, student-pharmacists, and student-physicians participated in the course and completed their self-assessments of SLOs; however, student-nurses and student-pharmacists also reflectively-wrote. Quantitatively comparing SLOs from 2015 cohorts with 2016 cohorts, we found that the effect-sizes (magnitude of difference) for those who reflectively-wrote (student-nurses and student-pharmacists) grew more than historical controls, whereas the effect-sizes remained unchanged for a control group (student-physicians) who did not reflectively-write. Qualitatively, initial and final reflective-writings were explored using content analysis. Initial reflective-writings helped students create a baseline for their final reflective-writings. In final reflective-writings, most students discussed their growth in understanding roles/responsibilities and communication, though limited growth was discussed for teams/teamwork and values/ethics. Thus, initial and final reflective-writings appeared useful within this IPE course. Initial reflective-writing further enhanced students' self-assessed IPE improvement and recorded students' baseline perceptions for later review, while final reflective-writings documented students' self-actualized IPE development.
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Bullock KC, Horne S. A Didactic Community Pharmacy Course to Improve Pharmacy Students' Clinical Skills and Business Management Knowledge. Am J Pharm Educ 2019; 83:6581. [PMID: 31065158 PMCID: PMC6498193 DOI: 10.5688/ajpe6581] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [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: 06/13/2017] [Accepted: 08/23/2017] [Indexed: 05/22/2023]
Abstract
Objective. To create, implement and evaluate a Doctor of Pharmacy (PharmD) course on clinical services in community pharmacy settings. Methods. A 2-credit hour elective course was offered to second- and third-year pharmacy (P2 and P3) students. The course was developed using integrated course design principles. Community pharmacists were featured prominently in the course. Student performance on quizzes was evaluated and compared between groups (2014 and 2015 cohort). A survey with a pretest posttest design was used to assess students' self-rated knowledge and self-efficacy. Results. Twenty students enrolled in the elective course and 18 students completed the pre/post survey. There was no difference in performance scores on each of the three quizzes between students in the 2014 and 2015 courses. There was a significant increase seen for knowledge of the majority of course competencies. Students indicated improvement in their confidence to perform a variety of clinical services after course completion. Conclusion. Participation in this elective course allowed students to improve their knowledge of community pharmacy practice competencies and increased their ability to deliver clinical services in community pharmacy settings.
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Affiliation(s)
- Katura C. Bullock
- University of North Texas System College of Pharmacy, Fort Worth, Texas
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Kukulski P, Ward M, Carter K. Ultrasound for Volume Assessment in Patients with Shock: Effectiveness of an Educational Intervention for Fourth-year Medical Students. Cureus 2018; 10:e2129. [PMID: 29610713 PMCID: PMC5878096 DOI: 10.7759/cureus.2129] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/20/2023] Open
Abstract
Objective Shock is a common emergency condition with high morbidity and mortality, and judicious fluid resuscitation can significantly affect outcomes. The use of a bedside echocardiogram and evaluation of the inferior vena cava (IVC) via ultrasound (US) for collapsibility can predict volume status. Additionally, the Association of American Medical Colleges (AAMC) Entrustable Professional Activities (EPA) 10 states that residents need to be able to address a patient with a critical illness, including hypotension, on Day 1 of residency. Existing literature revealed no published curriculum to teach medical students these skills. We aimed to determine the effectiveness of an educational intervention to teach fourth-year medical students how to utilize IVC US measurement and echocardiography to assist in volume assessment of patients presenting with shock. Methods Students participated in an hour session on the first day of the emergency medicine (EM) clerkship. Didactic effectiveness was evaluated by comparing results on a pre-test and post-test. The test was administered to residents and attendings during the first week of the academic year to gain evidence for content validity. Students also responded to a survey to evaluate learner satisfaction. Results The average score on the validation test was 68.4% (standard deviation (SD): 21.6%, number (n) = 38) for residents and attendings, and 47.4% (SD: 19.4, n = 13) for interns. Students scored an average of 45.6% (SD: 23.6, n = 83) on the pre-test and 66.4% (SD: 22.1 n = 72) on the post-test, p < 0.01 (degrees of freedom (df) = 153, t = 5.7), Cohen's d = 0.92. The satisfaction survey showed 97.6% of students felt the session was worthwhile, 96.4% would recommend it to other students, and 83.1% felt it taught new information. Conclusion These results show that the educational intervention provides a significant increase in knowledge regarding volume assessment and the use of echocardiogram and IVC US. Additionally, students rated the course highly and felt that it provided information not otherwise taught in medical school. This curriculum addresses the AAMC EPA 10, as it increases students’ readiness to address hypotension and could add significant value to the medical school curriculum.
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Affiliation(s)
- Paul Kukulski
- Emergency Medicine, The University of Chicago Medicine
| | | | - Keme Carter
- Emergency Medicine, The University of Chicago Medicine
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Affiliation(s)
- Myo Min Soe
- Medical Education Centre, School of Medicine, The University of Nottingham, UK
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Zastoupil L, McIntosh A, Sopfe J, Burrows J, Kraynik J, Lane L, Hanson J, Seltz LB. Positive Impact of Transition From Noon Conference to Academic Half Day in a Pediatric Residency Program. Acad Pediatr 2017; 17:436-442. [PMID: 28130128 DOI: 10.1016/j.acap.2017.01.009] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [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: 07/17/2016] [Revised: 01/02/2017] [Accepted: 01/15/2017] [Indexed: 11/30/2022]
Abstract
OBJECTIVE To evaluate the impact of transitioning from noon conference (NC) to academic half day (AHD) on conference attendance, interruptions, and perceived protected educational time and to describe pediatric resident experiences with AHD. METHODS In this mixed-methods study, data before and after AHD implementation were collected. Quantitative data were analyzed with a 2-variable t test or chi-square test. Five focus groups and 5 individual interviews of pediatric residents were conducted. Data were analyzed using constant comparative methods, and were collected until reaching saturation. In accordance with grounded theory methodology, we developed codes using an iterative approach and identified major themes. RESULTS After AHD implementation, resident attendance increased from 55% (of residents expected at NC) to 94% (of residents scheduled for AHD) (P < .001); interruptions decreased from 0.25 to 0.01 per resident per hour (P < .001). Positive responses regarding perceived protected educational time improved from 50% to 95% (2015 class) and from 19% to 50% (2016 class) (P < .001). Thirty-two residents participated in focus groups and interviews. Analysis yielded 5 themes: aids and barriers to AHD attendance; teaching; curricular content; learning and engagement; and resident well-being. Residents felt aided attending AHD when clinical supervisors supported their educational time. Compared to NC, residents noted better topic selection but fewer covered topics. Residents valued protected educational time without clinical responsibilities and thought that small-group discussions at AHD facilitated learning. Although cross-covering was stressful, AHD positively contributed to resident well-being. CONCLUSIONS AHD improves resident attendance, interruptions, and perceived learning, and it contributes to resident wellness. More work is needed to mitigate the workload of cross-covering residents.
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Affiliation(s)
- Laura Zastoupil
- Department of Pediatrics, Children's Hospital Colorado and University of Colorado School of Medicine, Aurora, Colo.
| | - Amanda McIntosh
- Department of Pediatrics, Children's Hospital Colorado and University of Colorado School of Medicine, Aurora, Colo
| | - Jenna Sopfe
- Department of Pediatrics, Children's Hospital Colorado and University of Colorado School of Medicine, Aurora, Colo
| | - Jason Burrows
- Department of Pediatrics, Children's Hospital Colorado and University of Colorado School of Medicine, Aurora, Colo
| | - Jessica Kraynik
- Department of Pediatrics, Children's Hospital Colorado and University of Colorado School of Medicine, Aurora, Colo
| | - Lindsey Lane
- Department of Pediatrics, Children's Hospital Colorado and University of Colorado School of Medicine, Aurora, Colo
| | - Janice Hanson
- Department of Pediatrics, Children's Hospital Colorado and University of Colorado School of Medicine, Aurora, Colo
| | - L Barry Seltz
- Department of Pediatrics, Children's Hospital Colorado and University of Colorado School of Medicine, Aurora, Colo
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Olaussen A, Reddy P, Irvine S, Williams B. Peer-assisted learning: time for nomenclature clarification. Med Educ Online 2016; 21:30974. [PMID: 27415590 PMCID: PMC4944593 DOI: 10.3402/meo.v21.30974] [Citation(s) in RCA: 32] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/12/2016] [Revised: 06/17/2016] [Accepted: 06/19/2016] [Indexed: 05/28/2023]
Abstract
BACKGROUND Peer-assisted learning (PAL) is used throughout all levels of healthcare education. Lack of formalised agreement on different PAL programmes may confuse the literature. Given the increasing interest in PAL as an education philosophy, the terms need clarification. The aim of this review is to 1) describe different PAL programmes, 2) clarify the terminology surrounding PAL, and 3) propose a simple pragmatic way of defining PAL programmes based on their design. METHODS A review of current PAL programmes within the healthcare setting was conducted. Each programme was scrutinised based on two aspects: the relationship between student and teacher, and the student to teacher ratio. The studies were then shown to fit exclusively into the novel proposed classification. RESULTS The 34 programmes found, demonstrate a wide variety in terms used. We established six terms, which exclusively applied to the programmes. The relationship between student and teacher was categorised as peer-to-peer or near-peer. The student to teacher ratio suited three groupings, named intuitively 'Mentoring' (1:1 or 1:2), 'Tutoring' (1:3-10), and 'Didactic' (1:>10). From this, six novel terms - all under the heading of PAL - are suggested: 'Peer Mentoring', 'Peer Tutoring', 'Peer Didactic', 'Near-Peer Mentoring', 'Near-Peer Tutoring', and 'Near-Peer Didactic'. CONCLUSIONS We suggest herein a simple pragmatic terminology to overcome ambiguous terminology. Academically, clear terms will allow effective and efficient research, ensuring furthering of the educational philosophy.
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Affiliation(s)
- Alexander Olaussen
- Department of Community Emergency Health and Paramedic Practice, Monash University, Melbourne, Australia
- Emergency & Trauma Centre, The Alfred Hospital, Melbourne, Australia
- National Trauma Research Institute, The Alfred Hospital, Melbourne, Australia;
| | - Priya Reddy
- Department of Community Emergency Health and Paramedic Practice, Monash University, Melbourne, Australia
| | - Susan Irvine
- Department of Community Emergency Health and Paramedic Practice, Monash University, Melbourne, Australia
| | - Brett Williams
- Department of Community Emergency Health and Paramedic Practice, Monash University, Melbourne, Australia
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Moffett J, Mill AC. Evaluation of the flipped classroom approach in a veterinary professional skills course. Adv Med Educ Pract 2014; 5:415-25. [PMID: 25419164 PMCID: PMC4235505 DOI: 10.2147/amep.s70160] [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] [Indexed: 05/07/2023]
Abstract
BACKGROUND The flipped classroom is an educational approach that has had much recent coverage in the literature. Relatively few studies, however, use objective assessment of student performance to measure the impact of the flipped classroom on learning. The purpose of this study was to evaluate the use of a flipped classroom approach within a medical education setting to the first two levels of Kirkpatrick and Kirkpatrick's effectiveness of training framework. METHODS This study examined the use of a flipped classroom approach within a professional skills course offered to postgraduate veterinary students. A questionnaire was administered to two cohorts of students: those who had completed a traditional, lecture-based version of the course (Introduction to Veterinary Medicine [IVM]) and those who had completed a flipped classroom version (Veterinary Professional Foundations I [VPF I]). The academic performance of students within both cohorts was assessed using a set of multiple-choice items (n=24) nested within a written examination. Data obtained from the questionnaire were analyzed using Cronbach's alpha, Kruskal-Wallis tests, and factor analysis. Data obtained from student performance in the written examination were analyzed using the nonparametric Wilcoxon rank sum test. RESULTS A total of 133 IVM students and 64 VPF I students (n=197) agreed to take part in the study. Overall, study participants favored the flipped classroom approach over the traditional classroom approach. With respect to student academic performance, the traditional classroom students outperformed the flipped classroom students on a series of multiple-choice items (IVM mean =21.4±1.48 standard deviation; VPF I mean =20.25±2.20 standard deviation; Wilcoxon test, w=7,578; P<0.001). CONCLUSION This study demonstrates that learners seem to prefer a flipped classroom approach. The flipped classroom was rated more positively than the traditional classroom on many different characteristics. This preference, however, did not translate into improved student performance, as assessed by a series of multiple-choice items delivered during a written examination.
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Affiliation(s)
- Jenny Moffett
- Ross University School of Veterinary Medicine, West Farm, St Kitts, West Indies
- Correspondence: Jenny Moffett, School of Veterinary Medicine, Duke of Kent Building, University of Surrey, Guildford, Surrey GU2 7XH, UK, Email
| | - Aileen C Mill
- Modelling Suite, School of Biology, Newcastle University, Newcastle upon Tyne, UK
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