Musical preferences and learning outcome of medical students in cadaver dissection laboratory: A Nigerian survey

2016 ◽  
Vol 208 ◽  
pp. 228-233 ◽  
Author(s):  
G.E. Anyanwu ◽  
J.N. Nto ◽  
A.U. Agu ◽  
J. Ekezie ◽  
E.A. Esom
Keyword(s):  
Medical Students ◽  
Learning Outcome ◽  
Cadaver Dissection ◽  
Musical Preferences

scholarly journals Comparison of the effectiveness of lecture instruction and virtual reality-based serious gaming instruction on the medical students’ learning outcome about approach to coma

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Meysam Siyah Mansoory ◽  
Mohammad Rasool Khazaei ◽  
Seyyed Mohsen Azizi ◽  
Elham Niromand
Keyword(s):  
Virtual Reality ◽  
Medical Students ◽  
Learning Outcomes ◽  
Learning Outcome ◽  
Serious Game ◽  
Control Group ◽  
Serious Gaming ◽  
E Learning ◽  
The Mean ◽  
Lecture Instruction

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.

scholarly journals ATTITUDE AND EMOTIONAL REACTIONS OF FIRST YEAR MEDICAL STUDENTS TOWARDS CADAVER DISSECTION

2014 ◽  
Vol 3 (29) ◽  
pp. 7989-7997 ◽  
Author(s):  
Sivaraman S ◽  
Bharathi Prabakaran N S ◽  
Ismail M ◽  
Thirumalaikolundu Subramanian P
Keyword(s):  
Medical Students ◽  
Emotional Reactions ◽  
First Year ◽  
Cadaver Dissection ◽  
First Year Medical Students

scholarly journals The Perception, Emotional Experiences and Cultural attachments of Ethiopian Medical Students during Human Cadaver Dissection

2021 ◽  
Vol 35 (S1) ◽  
Author(s):  
Jickssa Gemechu ◽  
Abay Zenebe ◽  
Jason Wasserman ◽  
Malli Barremkala ◽  
Inaya Hajj Hussein
Keyword(s):  
Medical Students ◽  
Human Cadaver ◽  
Emotional Experiences ◽  
Cadaver Dissection

scholarly journals Attitudes and Reactions of Medical Students to the Dissection Room

2021 ◽  
Vol 15 (5) ◽  
pp. 917-919
Keyword(s):  
Longitudinal Study ◽  
Medical Students ◽  
Coping Strategy ◽  
Skin Irritation ◽  
First Year ◽  
Human Cadaver ◽  
Cadaver Dissection ◽  
Negative Effect ◽  
Human Cadavers ◽  
Loss Of Appetite

Background: Students get their first experiences of dissecting human cadavers in the practical classes of anatomy. These experiences may help in their profession, but may also create some problems for students Aims: To find out the attitudes and reactions of medical students to the dissection room. Methods: A longitudinal study was conducted on 309 first year MBBS students at the local college of Lahore with no previous experience of cadaver dissection. Students were filled a questionnaire. The questionnaire designedwas based to identify the feelings and problems faced by the students in their first exposure to the human cadaver. Results: Almost 25% students experience no symptom on first entry into the dissecting room. The commonest symptoms of 75% students were insomnia, dizziness, sweating, loss of appetite and palpitation. Other symptoms reported were breathlessness, skin irritation, irritation of the eye, etc. Focusing on task was the main coping strategy used by majority of students. Conclusion: The majority of the students initially experience nausea and fear that may reduce with time while excitement and interest had increased on ensuing exposure to dissection.Study concluded that the negative effect of dissection room on students is less than the benefits of dissection of cadaver. Anticipation felt by the students to learn dissecting the cadaver was relatively high. Keywords: Cadaver, Dissection room, Medical students.

scholarly journals To examine the associations between medical students’ conceptions of learning, strategies to learning, and learning outcome in a medical humanities course

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Yu-Chun Chiu ◽  
Jyh-Chong Liang ◽  
Hong-Yuan Hsu ◽  
Tzong-Shinn Chu ◽  
Kuan-Han Lin ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
Medical Humanities ◽  
Structural Equation ◽  
Learning Outcome ◽  
Equation Modeling ◽  
Conceptions Of Learning ◽  
Basic Level

Abstract Background By learning medical humanities, medical students are expected to shift from handling the diseases only to seeing a whole sick person. Therefore, understanding medical students’ learning process and outcomes of medical humanities becomes an essential issue of medical education. Few studies have been conducted to explore factors surrounding medical students’ learning process and outcomes of medical humanities. The objectives were: (1) to investigate the relationships between medical students’ conceptions of learning and strategies to learning; and (2) to examine the relationships between students’ strategies to learning and learning outcomes for medical humanities. Methods We used the modified Approaches to Learning Medicine (mALM) questionnaire and Conceptions of Learning Medicine (COLM) questionnaire to measure the medical students’ strategies to learning and conceptions of learning respectively. The learning outcome of medical humanities was measured using students’ weighted grade in a medical humanities course. The confirmatory factor analysis (CFA) was used to validate the COLM and mALM questionnaires, in which construct validity and reliability were assessed. Pearson’s correlation was used to examine the relationships among the factors of COLM, mALM, and the weighted grade. Path analysis using structural equation modeling technique (SEM) was employed to estimate the structural relationships among the COLM, mALM, and the weighted grade. Results Two hundred and seventy-five first-year medical students consented to participate in this study. The participants adopting surface strategies to learning were more likely to have unsatisfactory learning outcome (β = − 0.14, p = .04). The basic-level conception of “Preparing for Testing” was negatively (β = − 0.19, p < .01) associated with deep strategies of learning, and positively (β = 0.48, p < .01) associated with surface strategies of learning (β = 0.50, p < .01). The basic-level conception of “Skills Acquisition” was positively associated with deep strategies of learning (β = 0.23, p < .01). Conclusion Medical educators should wisely employ teaching strategies to increase students’ engagement with deep and self-directed learning strategies, and to avoid using surface learning strategies in the medical humanities course in order to achieve better learning outcomes.

scholarly journals Medical Students First Experience in Human Cadaver Dissection Across Culture

2019 ◽  
Vol 33 (S1) ◽  
Author(s):  
Jickssa M. Gemechu ◽  
Inaya Hajj Hussein ◽  
Jason A. Wasserman ◽  
Eiman Abdel Meguid ◽  
Mallikarjuna Barremkala ◽  
...  
Keyword(s):  
Medical Students ◽  
Human Cadaver ◽  
Cadaver Dissection ◽  
Students First

The Effect of 360° Virtual Reality versus 2-Dimensional Video Reviews on History Taking and Physical Examination Skills Learning in Undergraduate Medical Students: A Randomized Controlled Trial (Preprint)

2020 ◽  
Author(s):  
Yi-Ping Chao ◽  
Chung-Jan Kang ◽  
Ming-Ju Hsieh ◽  
Yu-Che Chang ◽  
Tuan-Jen Fang ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Standard Deviation ◽  
Medical Students ◽  
Physical Examination ◽  
Cognitive Load ◽  
Learning Outcome ◽  
History Taking ◽  
Undergraduate Medical Students ◽  
Video Review ◽  
Video Group

BACKGROUND History taking and physical examination (H&P) is an important core competency of undergraduate medical education. Recent advances in virtual reality (VR) simulation, lowering the complexity of learning tasks and the cognitive load of the learners, make this novel technology well suited for the initial training of novices. Reduced heart rate variation (HRV) is associated with decreased cognitive efficiency. Whether a 360° VR video review can impact learning outcome, cognitive load, and HRV while learning H&P skills in undergraduate medical students is unknown. OBJECTIVE We explored the effectiveness of 360° VR versus 2-dimensional (2D) video review to learn H&P skills with regards to learning outcome, cognitive load, and HRV. METHODS In 2018, we randomly assigned (1:1) 64 undergraduate medical students to either a 360° VR or 2D video group (matched by age, sex, and cognitive style) with allocation concealment to learn H&P skills using VR headsets and controllers. Subsequently, the participants each performed a focused H&P with a real outpatient. Two raters used the Mini-Clinical Evaluation Exercise (Mini-CEX) and Direct Observation of Procedural Skills (DOPS) questionnaires to assess the participants’ performance blindly. The Cognitive Load Component questionnaire and a portable electrocardiogram monitor were used to measure cognitive load and HRV, respectively. RESULTS All participants completed the study (mean age=24.2 years, standard deviation=0.9 years; 44 [69%] males and 20 [31%] females). The physical examination and student’s satisfaction scores (Mini-CEX), total DOPS score, total and intrinsic cognitive load scores, and standard deviation of normal to normal R-R intervals in the 360° VR video group were significantly higher than those in the 2D video group (effect size=0.63, 0.56, 0.72, 0.53, 0.67, and 0.52, respectively). Differences in the other aspects of the Mini-CEX and cognitive loads of both groups were not statistically significant. CONCLUSIONS This study provides a high level of evidence to confirm that 360° VR video review can help undergraduate medical students to perform fundamental H&P skills as effectively as traditional 2D video review. Furthermore, a 360° VR video review could be used to more efficiently examine the body of a real patient with higher learner’s satisfaction. These findings may inspire the design of 360° VR video-based training protocols to enhance competencies other than history taking. CLINICALTRIAL Clinicaltrials.gov NCT03501641; https://clinicaltrials.gov/ct2/show/NCT03501641 (Archived by WebCite at http://www.webcitation.org/72f59ImWm)

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