Peer-assisted learning versus didactic teaching in osteology for first-year Indian undergraduate medical students: a quasi-experimental study

2019 ◽  
Vol 41 (10) ◽  
pp. 1163-1171
Author(s):  
Lakshmi Trikkur Anantharaman ◽  
Yogitha Ravindranath ◽  
Stephen Dayal ◽  
Nachiket Shankar
Keyword(s):  
Experimental Study ◽  
Medical Students ◽  
First Year ◽  
Undergraduate Medical Students ◽  
Peer Assisted Learning ◽  
Didactic Teaching ◽  
Quasi Experimental

scholarly journals (Dis)Inclination of Iraqi Medical Students Towards Creative Thinking: A Quasi-Experimental Study

2017 ◽  
Vol 9 (11) ◽  
pp. 186
Author(s):  
Nawfal Al-Hadithi ◽  
Ahmed Al-Imam
Keyword(s):  
Experimental Study ◽  
Medical Students ◽  
Creative Thinking ◽  
Medical Knowledge ◽  
P Value ◽  
Undergraduate Medical Students ◽  
Standard Pattern ◽  
Female Ratio ◽  
Significant Difference ◽  
Quasi Experimental

BACKGROUND: There have been several attempts in the past centuries to quantify the human intelligence, many of these attempts were successful. On the other hand, there have been parallel trials to identify and quantify an individual’s creativity. To date, there is no universal definition of creativity nor a quantifying system to measure it with a reliable accuracy.MATERIALS & METHODS: This is a quasi-experimental study in an Iraqi population of undergraduate medical students aged 18-20 years; the male-to-female ratio is 3 to 10. The total number of participants was 195 (n=195) who were allocated into three groups; A, B, and C (nA=67, nB=61, nC=67). Each group was interviewed separately, and the participants were given a choice to either correspond to a quiz on an already taught medical subject or write down ideas (one or more) with creative-innovative potentials. There was no restriction on time, language, or the theme of the topics to be written.RESULTS: There was a significant difference in between the three groups’ tendency to take the quiz (p-value=0.040). However, inter-group and intra-group analyses failed to detect any significant difference in students’ tendencies towards either a creative or a classical form of thinking. Besides, gender was not found to be of a determinant effect on an individual’s tendency towards creativity (p=0.633) or traditional thinking based on an already taught medical knowledge (0.905).CONCLUSION: There were no statistically significant differences in the tendencies of students towards either an original (creative) or a standard pattern of thinking. However, inter-group analyses indicated some substantial differences in students’ affinity towards exploring an already taught medical knowledge.

scholarly journals Effect of Seating Arrangement on Class Engagement in Team-based Learning: A Quasi-Experimental Study

2020 ◽  
Author(s):  
Seet Hong An Andrew ◽  
Emmanuel Tan ◽  
Preman Rajalingam
Keyword(s):  
Experimental Study ◽  
First Year ◽  
Classroom Engagement ◽  
Undergraduate Medical Students ◽  
Seating Arrangement ◽  
Team Based Learning ◽  
Before And After ◽  
Two Factors ◽  
Quasi Experimental ◽  
Novice Students

AbstractIntroductionThis study investigated the effects of seating distance and orientation on engagement in novice and experienced learners in a large classroom explicitly designed for Team-based Learning (TBL). Learning what affects TBL engagement may improve its implementation.MethodsParticipants were novice first-year and experienced second-year undergraduate medical students in Singapore (male=103, female=57). Their age ranged from 18 to 23 (M=19.5, SD=1.06). This quasi-experimental study considered two factors. Firstly, the distance from the teams’ table to the tutor’s table. Secondly, students’ orientation at each table, with either their front or back facing the tutor. Engagement was measured using two instruments, Situational Cognitive Engagement Measure and Classroom Engagement Survey at two TBL sessions – before and after swapping seating arrangements.ResultsFor experienced students, seating distance did not significantly affect engagement (p=0.08–0.89). Novice student’s engagement levels decreased significantly for those who moved further; M=3.30 to 2.98 (p=0.009–0.023). However, overall engagement also decreased post-swap regardless of direction moved; M=3.26 to 3.00 (p=0.004). For both cohorts, seating orientation did not significantly affect engagement (p=0.07–0.62). Those unaffected by seating arrangement commended the classroom’s design, such as screens all around and quality audio-visual system. Novice students exhibited a stronger preference to sit nearer to the tutor than experienced students. Both groups preferred sitting with their front- facing the tutor.DiscussionWithin specially designed TBL classrooms, seating distance and orientation did not significantly affect engagement. Technologically enhanced team-centric spaces provide a favorable environment for TBL, though students’ preferences for seats may change with more TBL experience.

Replicating Anatomical Teaching Specimens using 3D Modelling Embedded within a Multimodal E-Learning Course: A Pre/Post Study Exploring the Impact on Medical Education during COVID-19 (Preprint)

2021 ◽  
Author(s):  
Chelsea Stunden ◽  
Sima Zakani ◽  
Avery Martin ◽  
Shreya Moodley ◽  
John Jacob
Keyword(s):  
Medical Students ◽  
Learning Outcomes ◽  
Test Scores ◽  
Student Attitudes ◽  
Congenital Heart ◽  
Secondary Outcome ◽  
First Year ◽  
Undergraduate Medical Students ◽  
E Learning ◽  
The Impact

BACKGROUND The coronavirus disease 2019 (COVID-19) pandemic has had significant effects on anatomy education. During the pandemic, students have had no access to cadavers, which has been the principal way of learning anatomy. We created and tested a customized congenital heart disease e-learning course for medical students that contained interactive 3D models of anonymized pediatric congenital heart defects. OBJECTIVE To assess if a multimodal e-learning course contributed to learning outcomes in a cohort of first year undergraduate medical students study congenital heart diseases. Secondarily, we assess student attitudes and experiences associated with multimodal e-learning. METHODS The pre/post study design involved 290 first year undergraduate medical students. Recruitment was conducted through the course instructors. Data were collected before using the course and after using the course. The primary outcome was knowledge acquisition (test scores). The secondary outcome included attitudes and experiences, as well as time to complete the modules, and browser metadata. RESULTS A total of 141 students were included in the final analysis (N=141). Students’ knowledge significantly improved by an average of 44.6% when using the course (SD 1.73, Z = -10.287, p < 0.001). 88.26% of students were highly motivated to learn with the course and 93.5% of students reported positive experiences with the course. There was a strong correlation between attitudes and experiences, which was statistically significant (rs = 0.687, p<0.001, N = 122). There were no relationships found between change test scores and attitudes or experiences (p>0.05). Students most frequently completed the e-learning course with Chrome (77.3%), and on Apple MacOS (61.0%) or Windows 10 (36.9%). Most students had devices with high-definition screens (83.0%). Most students (58.9%) completed the course in under 3 hours. CONCLUSIONS Multi-modal e-learning could be a viable solution to improving learning outcomes and experiences for undergraduate medical students, who do not have access to cadavers. Future research should focus on validating long-term learning outcomes. CLINICALTRIAL n/a

scholarly journals Immunization competence retention in medical students: a comparation between conventional lectures and lectures with simulations method

2016 ◽  
Vol 55 (6) ◽  
pp. 339 ◽  
Author(s):  
Hartono Gunadi ◽  
Rini Sekartini ◽  
Retno Asti Werdhani ◽  
Ardi Findyartini ◽  
Muhammad Arvianda Kevin Kurnia
Keyword(s):  
Experimental Study ◽  
Medical Students ◽  
Medical School ◽  
Intervention Group ◽  
Control Group ◽  
Vaccine Preventable Diseases ◽  
Before And After ◽  
Quasi Experimental

Background Immunization is recognized as one of the strategiesto reduce vaccine preventable diseases. Competency related toimmunization are consequently important for medical students andthe medical school needs to assure the competence acquisition.Objective To assess competence related to immunization andits retention following lectures with simulations compared tolectures only.Methods A quasi-experimental study was conducted to the 5th yearstudents of University of Indonesia Medical School during the ChildAdolescent Health Module in 2012-2013. The intervention grouphad lectures with simulations and the control group had lecturesonly. Immunization knowledge was assessed with a 30 multiplechoice question (MCA) items performed before and after themodule. Competence retention was assessed by MCQ (knowledge)and OSCE (skills) 2-6 months afterwards.Results Sixty eight subjects for each group with similarcharacteristics were analyzed. There was significant differenceafter module MCQ score between two groups. Competenceretention in 2-6 months after module completion was betterin intervention group, both for the knowledge (median MCQscore of 70.00 (range 37-93) vs. mean score of 58.01 (SD 12.22),respectively; P<0.001) and skill (OSCE mean scores of 75.21 (SD10.74) vs. 62.62 (SD 11.89), respectively; P < 0.001). Proportionof subjects in the intervention group who passed both the MCQand OSCE were also significantly greater.Conclusion Lectures with simulations are proved to bemore effective in improving medical students’ immunizationcompetence as well as its retention compared to lectures onlyapproach.

scholarly journals COVID-19 Pandemic: Assessment of Stress and Perception of E-Learning amongst First Year Undergraduate Medical Students

2021 ◽  
Author(s):  
Shikha Gautam ◽  
Salamah Parveen Imteyaz ◽  
Mohammed Iqbal Alam
Keyword(s):  
Medical Students ◽  
Disease Transmission ◽  
Online Teaching ◽  
Online Survey ◽  
First Year ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Internet Connectivity ◽  
Online Mode ◽  
E Learning

Introduction: The coronavirus pandemic has involved nearly all the countries of the world. The lockdowns and closure of educational institutes to reduce the risk of disease transmission has brought a change in the medium of teaching as most educational institutes have moved to the online mode. There is a widespread increase in stress as the number of cases and mortality associated with Coronavirus 2019 disease (COVID-19) continue each day. Aim: To assess the stress status of first year undergraduate medical students in reference to the coronavirus pandemic and the perception of first year undergraduate medical students in reference to the E-learning being carried out during the coronavirus pandemic. Materials and Methods: This was a cross-sectional web-based online survey that was conducted using a questionnaire in August 2020 at Hamdard Institute of Medical Sciences and Research, New Delhi, India. The questionnaire was prepared and reviewed by the involved faculty members of the project and it was approved by a faculty from Department of Psychiatry. Reliability of questionnaire was measured using Cronbach’s alpha (0.89). A questionnaire with 20 questions was administered via Google forms to all 100 students of first year MBBS course. Some of the questions in the questionnaire were framed to assess the stress status of the students; some were designed to study students’ perception of E-learning. Data was represented as the percentage distribution of response for each question. Results: Ninety five responses were received, after accounting for exclusion factors; data was compiled for 91 respondents. Out of the 91 participants in the study, 48.4% were males (n=44) and 51.6% were females (n=47). Most of the students in this study (84.6%) felt that online teaching had helped in learning Physiology theory; around 43% students found online practical teaching useful. Around 39% students have reported internet connectivity issues all the time while 59% faced problem sometimes. Total 51.6% of students had difficulty in accessibility to devices. Due to coronavirus pandemic, 37.4% of students have reported to be under stress. Around 33% reported feeling unsafe all the time while 39.5% felt unsafe some of the times. Conclusion: Students found online teaching more helpful in learning Physiology theory than practical. Majority of class reported internet connectivity issues. All the responders agreed that this pandemic affected their regular life. Most of the students felt that online classes have helped them to remain positive and motivated towards study.

scholarly journals The usage pattern and willingness of undergraduate medical students for including social media platforms as a learning tool in medical education- an online survey

2020 ◽  
Vol 8 (1) ◽  
pp. 11-17
Author(s):  
Momin Kashif ◽  
Mirza Nisar Baig
Keyword(s):  
Social Media ◽  
Medical Education ◽  
Medical Students ◽  
Online Survey ◽  
Active Participation ◽  
First Year ◽  
Usage Pattern ◽  
Undergraduate Medical Students ◽  
Learning Tool ◽  
Social Media Platforms

Background: The rapid growth and availability of smartphones and social media platforms (SMP) have changed the medical students' approach to learn and manage the information about their academic, personal and professional lives. Methods: An online survey was done in undergraduate medical students of PIMS, Karimnagar to collect information about usage pattern and perception of SMP, and willingness to participate for using SMP as a learning tool in medical education. Results: Total 433 (Females – 275) out of 600 students participated in the survey from the first year (125), secondyear (151) and third-year (157) MBBS students. Everyone is using some type of SMP. They find SMP nearly equal to lecture materials and subject notes as a useful learning tool and there was significantly increasing trend of perception of SMP being a useful learning tool from the first-year (79%), second-year (83%) to third-year (92%), (p=0.01). Almost 93% want to see SMP used at institute level in medical education. Female students (52.4%) are significantly more willing for active participation than male students (43%), p=0.04. First-year students (56%) are more ready for active participation followed by third (48.4%) and second (43.7%) year students, p=0.08. Conclusion: Most students are willing to include SMP in medical education as a learning tool and ready to participate in different activities if they get the required training. As all students have smartphones and efficiently utilizing different services on their devices, SMP can become an effective learning tool in medical education.

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