Lights, camera, surgery: a novel pilot project to engage medical students in the development of pediatric surgical learning resources

2011 ◽  
Vol 46 (5) ◽  
pp. 962-965 ◽  
Author(s):  
Kelvin Kwan ◽  
Christopher Wu ◽  
Damian Duffy ◽  
John Masterson ◽  
Geoffrey K. Blair
Keyword(s):  
Medical Students ◽  
Pilot Project ◽  
Learning Resources ◽  
Surgical Learning

scholarly journals Application of Micro-Lessons in Surgery Teaching

2018 ◽  
Vol 2 (1) ◽  
pp. 21
Author(s):  
Tao Wang
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Learning Resources ◽  
Learning Skills ◽  
Teaching Resource ◽  
Surgical Teaching ◽  
Surgical Learning

<p>Micro-lessons have the characteristics of various forms, clear objectives, and good performance, and have been widely used as a new teaching resource in recent years. Surgical science is a bridge course from theory to clinical practice for medical students, which plays an important role in improving medical students’ aseptic concept, basic surgical learning skills and general consciousness of surgery. According to the content and characteristics of surgical teaching, aiming at the foundation of surgical teaching and combining the advantages of micro-lessons, this article discusses how to use excellent learning resources to improve the teaching effect of surgical science under the digital background.</p>

scholarly journals How does participation in a voluntary prize exam affect medical students’ knowledge and interest in ENT, plastic surgery, ophthalmology and dermatology?

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Razan Nour ◽  
Kerry Jobling ◽  
Alasdair Mayer ◽  
Salma Babikir
Keyword(s):  
Medical Students ◽  
Plastic Surgery ◽  
Pilot Project ◽  
Junior Doctors ◽  
Free Text ◽  
Medical Specialties ◽  
Spare Time ◽  
Before And After ◽  
To Receive ◽  
Interest And Knowledge

Abstract Background Otolaryngology (ENT), plastic surgery, ophthalmology and dermatology are medical specialties which tend to receive less coverage in UK medical school curricula compared to larger, generalist specialties. As a result, there are fewer opportunities for medical students to learn and to cultivate an interest. There are numerous papers that report concerns about junior doctors’ ability to manage conditions within these specialties, which may jeopardise patient safety. The aim of our pilot project was to increase medical students’ interest and knowledge of ENT, plastic surgery, ophthalmology and dermatology. In addition to describing our project, we present and discuss literature on UK undergraduate education in these specialties and its impact on preparedness of junior doctors and future career choices. Methods One hundred twelve final year medical students at Newcastle University were invited to take part in a voluntary two-part (written and clinical) exam, in which prizes could be won and all participants would receive a certificate of participation. We distributed two online surveys to the students, one administered before the exam and one afterwards. Data was collected regarding the students’ motivation for entering the prize exam and the students’ baseline interest and knowledge in these specialties before and after the prize exam. Free-text responses were collected about the students’ opinion of the project and whether participation was beneficial. Results Sixteen students participated in the exam. There was a statistically significant increase in the students’ knowledge in ENT (p < 0.000), plastic surgery (p < 0.000), ophthalmology (p < 0.028) and dermatology (p < 0.012) after participation in the exam, but not in their interest levels. ENT was the preferred specialty of our cohort. The students reported that they found participation beneficial to their learning, particularly receiving exam feedback and explanations to exam questions. Conclusions This pilot project was a useful intervention in increasing medical students’ knowledge in these specialties, but not in their levels of interest. It also demonstrates that medical students are willing to participate in voluntary initiatives (in their spare time) to gain more learning opportunities and that medical students value timely exam feedback to guide their revision.

Videoconferencing for Continuing Medical Education: From Pilot Project to Sustained Programme

2002 ◽  
Vol 8 (3) ◽  
pp. 131-137 ◽  
Author(s):  
Michael Allen ◽  
Joan Sargeant ◽  
Eileen MacDougall ◽  
Michelle Proctor-Simms
Keyword(s):  
Health Care ◽  
Distance Education ◽  
Medical Education ◽  
Medical Students ◽  
Continuing Medical Education ◽  
Health Care Professionals ◽  
Pilot Project ◽  
Technical Support ◽  
Faculty Support

Videoconferencing has been used to provide distance education for medical students, physicians and other health-care professionals, such as nurses, physiotherapists and pharmacists. The Dalhousie University Office of Continuing Medical Education (CME) has used videoconferencing for CME since a pilot project with four sites in 1995–6. Since that pilot project, videoconferencing activity has steadily increased; in the year 1999–2000, a total of 64 videoconferences were provided for 1059 learners in 37 sites. Videoconferencing has been well accepted by faculty staff and by learners, as it enables them to provide and receive CME without travelling long distances. The key components of the development of the videoconferencing programme include planning, scheduling, faculty support, technical support and evaluation. Evaluation enables the effect of videoconferencing on other CME activities, and costs, to be measured.

A learning resources centre: its utilization by medical students

1996 ◽  
Vol 30 (6) ◽  
pp. 405-411 ◽  
Author(s):  
K Premkumar ◽  
J S Baumber
Keyword(s):  
Medical Students ◽  
Learning Resources

Videotapes for teaching clinical methods: Medical students' response to a pilot project

1985 ◽  
Vol 8 (3) ◽  
pp. 90-93 ◽  
Author(s):  
M. Afzal Mir ◽  
R. J. Marshall ◽  
R. W. Evans ◽  
R. J. Dannatt ◽  
R. Hall ◽  
...  
Keyword(s):  
Medical Students ◽  
Pilot Project ◽  
Clinical Methods

Is Wikipedia a reliable learning resource for medical students? Evaluating respiratory topics

2015 ◽  
Vol 39 (1) ◽  
pp. 5-14 ◽  
Author(s):  
Samy A. Azer
Keyword(s):  
Medical Students ◽  
Respiratory System ◽  
Strong Correlation ◽  
Grade Level ◽  
Signs And Symptoms ◽  
Learning Resources ◽  
Learning Resource ◽  
Prevention And Treatment ◽  
The Mean

The aim of the present study was to critically evaluate the accuracy and readability of English Wikipedia articles on the respiratory system and its disorders and whether they can be a suitable resource for medical students. On April 27, 2014, English Wikipedia was searched for articles on respiratory topics. Using a modified DISCERN instrument, articles were independently scored by three assessors. The scoring targeted content accuracy, frequency of updating, and quality of references. The readability of articles was measured using two other instruments. The mean DISCERN score for the 40 articles identified was 26.4 ± 6.3. Most articles covered causes, signs and symptoms, prevention, and treatment. However, several knowledge deficiencies in the pathogenesis of diseases, investigations needed, and treatment were observed. The total number of references for the 40 articles was 1,654, and the references varied from 0 to 168 references, but several problems were identified in the list of references and citations made. The readability of articles was in the range of 9.4 ± 1.8 to 22.6 ± 10.7 using the Flesch-Kincaid Grade Level instrument and 10.0 ± 2.6 to 19.6 ± 8.3 using the Readability Coleman-Liau index. A strong correlation was found between the two instruments ( r2= 0.744, P < 0.001). The agreement between the assessors had mean κ scores in the range of 0.712–0.857. In conclusion, despite the effort placed in creating Wikipedia respiratory articles by anonymous volunteers (wikipedians), most articles had knowledge deficiencies, were not accurate, and were not suitable for medical students as learning resources.

Sign in / Sign up

Export Citation Format

Share Document