scholarly journals P022: The revised METRIQ Score: an international, social-media based usability analysis of a quality evaluation instrument for medical education blogs

CJEM ◽  
2018 ◽  
Vol 20 (S1) ◽  
pp. S64-S64
Author(s):  
I. Colmers-Gray ◽  
K. Krishnan ◽  
T. M. Chan ◽  
N. Trueger ◽  
M. Paddock ◽  
...  
Keyword(s):  
Medical Education ◽  
Mixed Methods ◽  
Medical Students ◽  
Thematic Analysis ◽  
Ease Of Use ◽  
Assessment Instrument ◽  
Free Text ◽  
Evaluation Instrument ◽  
Usability Analysis ◽  
Blog Posts

Introduction: Online medical education resources are widely used in emergency medicine (EM), but strategies to assess quality remain elusive. We previously derived the Medical Education Translational Resources: Impact and Quality (METRIQ) 8 instrument to evaluate quality in medical education blog posts. Methods: As part of a subsequent validation study (The METRIQ Blog Study), a mixed-methods usability analysis was performed to obtain user feedback on the quality assessment instrument in order to improve its clarity and reliability. Participants in the METRIQ Study were first asked to rate five blog posts using the METRIQ-8 Score. They then evaluated the METRIQ-8 instruments ease of use and likelihood of being recommended to others using a 7-point Likert scale and free text comments. Participants were also asked to flag and comment on items within the score that they felt were unclear. Global usability ratings were summarized using median scores or percent rated unclear. We used ANOVA to test associations between ease of use and demographic factors. A thematic analysis was performed on the comments. Results: 309 EM medical students, residents, and attendings completed the survey. Global ratings were generally very favorable (median 2 [IQR 2-3], with 7 being the lowest score) for ease of use and likelihood of recommendation, and did not vary by participants country of origin, frequency of blog use, or learner level. Participants stated that the score was structured, systematic, and straightforward. They found it useful for junior learners and for guiding blog creation. Four questions in the score (questions 2, 4, 5, and 7) were identified by 10% of subjects to be unclear. Thematic analysis of comments identified suggested four main themes for improving the score: adding clearer definitions with marking rubrics; shortening the 7-point scale; adding items evaluating blog post presentation and utility; and, rephrasing the wording of certain questions for clarity. Conclusion: A mixed methods usability analysis of the METRIQ-8 instrument for assessing blog quality was globally well received by EM medical students, residents, and attendings. Qualitative analyses revealed multiple areas to improve the instruments clarity and usability. The METRIQ score is a promising instrument for evaluating the quality of blogs; further development and testing is needed to improve its utility.

Peer-assisted learning in simulation-based medical education: a mixed-methods exploratory study

2020 ◽  
pp. bmjstel-2020-000645
Author(s):  
Leo Nunnink ◽  
Andrea Thompson ◽  
Nemat Alsaba ◽  
Victoria Brazil
Keyword(s):  
Medical Education ◽  
Mixed Methods ◽  
Medical Students ◽  
Focus Group ◽  
Exploratory Study ◽  
Free Text ◽  
Perceived Benefits ◽  
Simulated Environment ◽  
Simulation Based ◽  
Peer Teachers

IntroductionPeer-assisted learning (PAL) is well described in medical education but there has been little research on its application in simulation-based education (SBE). This exploratory study aimed to determine the perceptions of senior medical students at two universities to teaching and learning in SBE using PAL (PAL-SBE).MethodsNinety-seven medical students at two universities working in small groups with facilitator oversight wrote, ran and debriefed a simulation scenario for their peers.This was a mixed-methods study. Participants completed a written free-text and Likert survey instrument, and participated in a facilitated focus group immediately after the scenario. Thematic analysis was performed on the free-text and focus group transcripts.ResultsStudent-led scenarios ran without major technical issues. Instructor presence was required throughout scenario delivery and debrief, making the exercise resource intensive. Participant responses were more positive regarding learning as peer teachers in simulation than they were regarding participation as a peer learner. Five themes were identified: learning in the simulated environment; teaching in the simulated environment; teaching peers and taking on an educator role; learning from peers; and time and effort expended. Perceived benefits included learning in depth through scenario writing, improved knowledge retention, understanding the patient’s perspective and learning to give feedback through debriefing.ConclusionPAL in SBE is feasible and was perceived positively by students. Perceived benefits appear to be greater for the peer teachers than for peer learners.

Can first-year medical students acquire quality improvement knowledge prior to substantial clinical exposure? A mixed-methods evaluation of a pre-clerkship curriculum that uses education as the context for learning

2018 ◽  
Vol 27 (7) ◽  
pp. 576-582 ◽  
Author(s):  
Allison Brown ◽  
Aditya Nidumolu ◽  
Alexandra Stanhope ◽  
Justin Koh ◽  
Matthew Greenway ◽  
...  
Keyword(s):  
Medical Education ◽  
Quality Improvement ◽  
Mixed Methods ◽  
Medical Students ◽  
Health System ◽  
Future Research ◽  
First Year ◽  
Clinical Scenarios ◽  
First Year Medical Students ◽  
The Impact

BackgroundQuality Improvement (QI) training for health professionals is essential to strengthen health systems. However, QI training during medical school is constrained by students’ lack of contextual understanding of the health system and an already saturated medical curriculum. The Program for Improvement in Medical Education (PRIME), an extracurricular offered at the Michael G. DeGroote School of Medicineat McMaster University (Hamilton, Canada), addresses these obstacles by having first-year medical students engage in QI by identifying opportunities for improvement within their own education.MethodsA sequential explanatory mixed-methods approach, which combines insights derived from quantitative instruments and qualitative interview methods, was used to examine the impact of PRIME on first-year medical students and the use of QI in the context of education.ResultsThe study reveals that participation in PRIME increases both knowledge of, and comfort with, fundamental QI concepts, even when applied to clinical scenarios. Participants felt that education provided a meaningful context to learn QI at this stage of their training, and were motivated to participate in future QI projects to drive real-world improvements in the health system.ConclusionsEarly exposure to QI principles that uses medical education as the context may be an effective intervention to foster QI competencies at an early stage and ultimately promote engagement in clinical QI. Moreover, PRIME also provides a mechanism to drive improvements in medical education. Future research is warranted to better understand the impact of education as a context for later engagement in clinical QI applications as well as the potential for QI methods to be translated directly into education.

Respecting patient choices: using the ’Go Wish' cards as a teaching tool

2017 ◽  
Vol 8 (2) ◽  
pp. 194-197 ◽  
Author(s):  
Hibah Osman ◽  
Katia El Jurdi ◽  
Ramzi Sabra ◽  
Thalia Arawi
Keyword(s):  
Palliative Care ◽  
Medical Education ◽  
Medical Students ◽  
End Of Life ◽  
Thematic Analysis ◽  
Death And Dying ◽  
Teaching Tool ◽  
Student Reflection ◽  
Second Year ◽  
Self Discovery

BackgroundIndividuals have different values and priorities that can have an important impact on their medical management. Understanding this concept can help physicians provide medical care that is in line with the goals of their patients. Communicating this message effectively to students is challenging.ObjectiveTo report our experience with using Go Wish cards in the medical education setting.DesignA thematic analysis of student reflection papers using grounded theory.Setting/SubjectsSecond-year medical students participated in an activity using the Go Wish cards as part of a course module on palliative care. The activity aimed to encourage students to reflect on their own choices at the end of life and to highlight that different people have different priorities.ResultsForty-two students (42%) mentioned the Go Wish activity in their reflections on the module. They reported that the activity demonstrated the different priorities at the end of life, it illustrated the importance of providing personalised care, it promoted self-discovery, it transformed their view of death and dying, and it increased their appreciation of the importance of palliative care.ConclusionGo Wish cards can be used to help illustrate the variability in priorities of patients. They can be used as an effective to teach medical students about the importance of considering patient preferences when illness progresses.

scholarly journals Perceptions of Digital Health Education Among European Medical Students: Mixed Methods Survey (Preprint)

2020 ◽  
Author(s):  
Felix Machleid ◽  
Robert Kaczmarczyk ◽  
Doreen Johann ◽  
Justinas Balčiūnas ◽  
Beatriz Atienza-Carbonell ◽  
...  
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Mixed Methods ◽  
Health Literacy ◽  
Medical Students ◽  
Health Education ◽  
Digital Health ◽  
Digital Transformation ◽  
Medical Studies ◽  
Health Technologies

BACKGROUND Digital health technologies hold promise to enhance patient-related outcomes, to support health care staff by reducing their workload, and to improve the coordination of care. As key users of digital health technologies, health care workers are crucial to enable a meaningful digital transformation of health care. Digital health literacy and digital skills should become prerequisite competencies for health professionals to facilitate the implementation and leverage the potential of digital technologies to improve health. OBJECTIVE We aimed to assess European medical students’ perceived knowledge and opinions toward digital health, the status of digital health implementation in medical education, and the students’ most pressing needs. METHODS The explanatory design of our mixed methods study was based on an online, anonymous, self-administered survey targeted toward European medical students. A linear regression analysis was used to identify the influence of the year of medical studies on the responses. Additional analysis was performed by grouping the responses by the self-evaluated frequency of eHealth technology use. Written responses to four qualitative questions in the survey were analyzed using an inductive approach. RESULTS The survey received a total of 451 responses from 39 European countries, and there were respondents for every year of medical studies. The majority of respondents saw advantages in the use of digital health. While 40.6% (183/451) felt prepared to work in a digitized health care system, more than half (240/451, 53.2%) evaluated their eHealth skills as poor or very poor. Medical students considered lack of education to be the reason for this, with 84.9% (383/451) agreeing or strongly agreeing that more digital health education should be implemented in the medical curriculum. Students demanded introductory and specific eHealth courses covering data management, ethical aspects, legal frameworks, research and entrepreneurial opportunities, role in public health and health systems, communication skills, and practical training. The emphasis lay on tailoring learning to future job requirements and interprofessional education. CONCLUSIONS This study shows a lack of digital health-related formats in medical education and a perceived lack of digital health literacy among European medical students. Our findings indicate a gap between the willingness of medical students to take an active role by becoming key players in the digital transformation of health care and the education that they receive through their faculties.

Evaluation of problem-based learning innovation in medical education during the COVID-19 pandemic: a qualitative study among medical students (Preprint)

2020 ◽  
Author(s):  
Meiling Chen ◽  
Siyi Wang ◽  
Babatunde Akinwunmi ◽  
Wai-Kit Ming
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Thematic Analysis ◽  
Teaching Method ◽  
Learning Experience ◽  
Problem Based Learning ◽  
Teaching Quality ◽  
Learning Preferences ◽  
Clinical Clerkship ◽  
Teaching Mode

BACKGROUND Most educators affected by the COVID-19 epidemic have had to find the most appropriate teaching approach to deal with this emergency teaching situation, i.e., an approach that can make good use of various teaching resources to achieve high adaptability. According to the characteristics of medical students and the course content of clinical clerkship, we adopted the problem-based learning (PBL) method to redesign the pedagogy of clerkship. At the end of the semester, the feasibility of the PBL teaching model in emergency remote teaching (ERT), which has an impact on students' learning experience and preference, was evaluated. Compared with other countries affected by the COVID-19 epidemic, the outbreak time and recovery time in China are both earlier; thus, the evaluation and feedback of ERT can provide the referential evidence to global educators and institutions. OBJECTIVE The objective of this study was to explore medical students' learning experience in ERT to understand how these positive and negative perceptions influence their learning preferences in different teaching modes and how the PBL model combined digital technology to influence teaching quality. METHODS Among 123 medical students from Jinan University, China, who participated in the questionnaire at the end of the ERT in the clinical clerkship course, 25 volunteered to have a further in-depth interview. We randomly select five veterinary students to participate in the one-on-one in-depth online interview, which was conducted within 30 minutes. After coding of the transcription by the NVivo 12.0 software, the collected qualitative data would undergo a thematic analysis. RESULTS The thematic analysis indicated two main themes. One is that the adoption of PBL is the crucial for overseas medical students to evaluate ERT positively, and is depicted by one sub-theme: positive comment contributions. The other theme is that clinical practice as the core of medical education has a decisive influence on the teaching mode preference of medical students, as depicted by two sub-themes: negative comment contributions; and preference in different teaching methods. CONCLUSIONS Although medical students preferred an offline teaching mode due to practical requirements, they generally gave positive comments on this ERT because of the PBL method pedagogy. This indicated the feasibility of the online PBL teaching method in medical education. Moreover, medical students' preferences in the combination of the online and offline teaching mode revealed a revolutionary new direction of revolution in medical education.

scholarly journals What Are We Telling Our Students? A National Survey of Clerkship Directors' Advice for Students Applying to Internal Medicine Residency

2015 ◽  
Vol 7 (3) ◽  
pp. 382-387 ◽  
Author(s):  
Katherine C. Chretien ◽  
D. Michael Elnicki ◽  
Diane Levine ◽  
Meenakshy Aiyer ◽  
Alwin Steinmann ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Medical Education ◽  
Medical Students ◽  
Free Text ◽  
Clinical Rotation ◽  
Application Process ◽  
Clinical Rotations ◽  
Decision Points ◽  
Fourth Year Medical Students ◽  
Internal Medicine Residencies

ABSTRACT Background Little is known about the advice fourth-year medical students receive from their advisors as they prepare to apply for residency training. Objective We collected information on recommendations given to medical students preparing to apply to internal medicine residencies regarding fourth-year schedules and application strategies. Methods Clerkship Directors in Internal Medicine conducted its annual member survey in June 2013. We analyzed responses on student advising using descriptive and comparative statistics, and free-text responses using content analysis. Results Of 124 members, 94 (76%) responded, and 83 (88%) advised fourth-year medical students. Nearly half (45%) advised an average of more than 20 students a year. Advisors encouraged students to take a medicine subinternship (Likert scale mean 4.84 [1, strongly discourage, to 5, strongly encourage], SD = 0.61); a critical care rotation (4.38, SD = 0.79); and a medicine specialty clinical rotation (4.01, SD = 0.80). Advisors reported they thought fourth-year students should spend a mean of 6.5 months doing clinical rotations (range 1–10, SD = 1.91). They recommended highest academic quartile students apply to a median of 10 programs (range 1–30) and lowest quartile students apply to 15 programs (range 3–100). Top recommendations involved maximizing student competitiveness, valuing program fit over reputation, and recognizing key decision points in the application process. Conclusions Undergraduate medical advisors recommended specific strategies to enhance students' competitiveness in the Match and to prepare them for residency. The results can inform program directors and encourage dialogue between undergraduate medical education and graduate medical education on how to best utilize the fourth year.

scholarly journals Smartphone Compatible versus Conventional Ophthalmoscope: A Randomized Crossover Educational Trial

2021 ◽  
Vol 13 (02) ◽  
pp. e270-e276
Author(s):  
Rachel Curtis ◽  
Mark Xu ◽  
Daisy Liu ◽  
Jason Kwok ◽  
Wilma Hopman ◽  
...  
Keyword(s):  
Medical Education ◽  
Clinical Practice ◽  
Medical Students ◽  
Gold Standard ◽  
Learning Opportunities ◽  
Ease Of Use ◽  
Optic Disk ◽  
First Year ◽  
Chi Square ◽  
First Year Medical Students

Abstract Objective The aim of the study is to compare performance and ease-of-use (EOU) of optic disk assessment using a smartphone direct ophthalmoscope attachment (D-EYE) to the gold standard direct ophthalmoscope (DO). Design The type of study involved is prospective, randomized, crossover, and educational trial. Participants The participants involved were first year medical students inexperienced in ophthalmoscopy. Methods Optic disks of standardized and volunteer patients were examined using the D-EYE and a conventional DO. Optic disk identification, EOU ratings of the devices, self-reported confidence level in their examination with the devices, and estimation of vertical cup-to-disk ratio (VCDR) were compared. Analyses included Chi-square tests, independent samples t-tests, correlations, and multivariable linear regression. Results Forty-four medical students voluntarily participated in the study. Students using the DO required more attempts (3.57 vs. 2.69, p = 0.010) and time (197.00 vs. 168.02 seconds, p = 0.043) to match the patient's fundus to the correct photograph. Overall EOU between the devices (6.40 vs. 4.79, p < 0.001) and overall confidence in examination (5.65 vs. 4.49, p = 0.003) were greater when using the D-EYE. There were no statistically significant differences in accuracy of VCDR estimations between the two ophthalmoscopes. Conclusion Smartphone ophthalmoscopy could offer additional learning opportunities in medical education and may be considered in clinical practice by non-specialist physicians given its greater EOU and increased success in visualizing the optic disk.

scholarly journals Medical student support for vulnerable patients during COVID-19 – a convergent mixed-methods study

2020 ◽  
Author(s):  
Emma Ladds ◽  
Tirion Hughes ◽  
Amelia Bowman ◽  
Joyce Chan ◽  
Katrina Gadsby ◽  
...  
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Primary Health Care ◽  
Medical Student ◽  
Mixed Methods ◽  
Medical Students ◽  
High Risk ◽  
Active Learning ◽  
Primary Health ◽  
Vulnerable Patients

Abstract Background: The coronavirus pandemic has exerted significant impacts on primary care, causing rapid digital transformation, exacerbating social isolation, and disrupting medical student and General Practitioner [GP] trainee education. Here we report on a medical student telephone initiative set-up by a GP trainee, which aimed to support patients at high risk and vulnerable to the Coronavirus Disease of 2019 [Covid-19]. In addition, it was hoped the project would mitigate a digital divide, enable proactive anticipatory planning, and provide an active learning environment to compensate for the pandemic’s impact on medical education. Methods:33 medical students conducted daily telephone conversations with high risk and vulnerable patients. They confirmed public health messages, offered details for voluntary support groups, established need for medication delivery, explored levels of digital connectivity, and prompted discussions around end-of-life choices. Students had access to online reflective resources and daily remote debriefing sessions with the GP trainee. A convergent mixed-methods evaluation was subsequently undertaken, using quantitative process and descriptive data and individual qualitative interviews were conducted according to a maximal variation sampling strategy with students, GPs, and the GP trainee. Inductive thematic analysis was then applied with cross-validation, respondent validation, and rich evidential illustration aiding integrity. Results:97 ‘high risk’ and 781 ‘vulnerable’ calls were made. Individuals were generally aware of public heath information, but some struggled to interpret and apply it within their own lives. Therefore respondents felt students provided additional practical and psychological benefits, particularly with regard to strengthening the links with the community voluntary groups. The project was widely liked by students who reported high levels of skill development and widened awareness, particularly valuing the active learning environment and reflective feedback sessions. Conclusion:This study demonstrates utilization of medical students as wider assets within the primary health care team, with an initiative that enables support for vulnerable patients whilst promoting active medical education. Ongoing integration of students within ‘normal’ primary health care roles, such as chronic disease or mental health reviews, could provide similar opportunities for supported active and reflective learning.

Creation of a New Educational Podcast: “Headmirror’s ENT in a Nutshell”

2020 ◽  
Vol 163 (4) ◽  
pp. 623-625
Author(s):  
Jason H. Barnes ◽  
Garret Choby ◽  
Alyssa J. Smith ◽  
Patrick Kiessling ◽  
John P. Marinelli ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Distance Learning ◽  
Medical Students ◽  
Medical Student Education ◽  
Learning Opportunities ◽  
Ease Of Use ◽  
Asynchronous Learning ◽  
Digital Audio ◽  
Online Subscription

Podcasts are online digital audio programs that are disseminated via online subscription that are easily accessible through computers or smartphones. Increasingly, residents and medical students are prioritizing podcasts for asynchronous medical education due to ease of use, convenience (eg, use while exercising or commuting), and repeatability. Some trainees have found podcasts more useful than traditional didactic lectures. Given the increasing requirements of social distancing and the need for distance medical education platforms, podcast production can serve as a useful tool to complement resident and medical student education and is a resource that will remain accessible in perpetuity. An otolaryngology specialty podcast, “Headmirror’s ENT in a Nutshell,” was created to augment asynchronous learning and address the acute need for distance learning opportunities. Over the first 7 weeks of production, 50 episodes were created. Episodes were posted on www.headmirror.com, with subscription services available through Apple Podcast, Spotify, and other platforms.

scholarly journals Medical student support for vulnerable patients during COVID-19 – a convergent mixed-methods study

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Tirion Hughes ◽  
Eleanor Beard ◽  
Amelia Bowman ◽  
Joyce Chan ◽  
Katrina Gadsby ◽  
...  
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Primary Health Care ◽  
Medical Student ◽  
Mixed Methods ◽  
Medical Students ◽  
High Risk ◽  
Active Learning ◽  
Primary Health ◽  
Vulnerable Patients

Abstract Background The coronavirus pandemic has exerted significant impacts on primary care, causing rapid digital transformation, exacerbating social isolation, and disrupting medical student and General Practice [GP] trainee education. Here we report on a medical student telephone initiative set-up by a final year GP trainee (the equivalent of a family medicine resident), which aimed to support patients at high risk and vulnerable to the Coronavirus Disease of 2019 [Covid-19]. In addition, it was hoped the project would mitigate a digital divide, enable proactive anticipatory planning, and provide an active learning environment to compensate for the pandemic’s impact on medical education. Methods Thirty-three medical students conducted daily telephone conversations with high risk and vulnerable patients as specified by the initial NHSE published lists. They confirmed public health messages, offered details for voluntary support groups, established need for medication delivery, explored levels of digital connectivity, and prompted discussions around end-of-life choices. Students had access to online reflective resources and daily remote debriefing sessions with the GP trainee. A convergent mixed-methods evaluation was subsequently undertaken, using quantitative process and descriptive data and individual qualitative interviews were conducted according to a maximal variation sampling strategy with students, General Practitioners [GPs], and the GP trainee. Inductive thematic analysis was then applied with cross-validation, respondent validation, and rich evidential illustration aiding integrity. Results Ninety-seven ‘high risk’ and 781 ‘vulnerable’ calls were made. Individuals were generally aware of public heath information, but some struggled to interpret and apply it within their own lives. Therefore respondents felt students provided additional practical and psychological benefits, particularly with regard to strengthening the links with the community voluntary groups. The project was widely liked by students who reported high levels of skill development and widened awareness, particularly valuing the active learning environment and reflective feedback sessions. Conclusion This study demonstrates utilization of medical students as wider assets within the primary health care team, with an initiative that enables support for vulnerable patients whilst promoting active medical education. Ongoing integration of students within ‘normal’ primary health care roles, such as chronic disease or mental health reviews, could provide similar opportunities for supported active and reflective learning.

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