scholarly journals P.083 Effective video technology for teaching the neurological exam

2018 ◽  
Vol 45 (s2) ◽  
pp. S38-S38
Author(s):  
S Lee ◽  
Y Yuen ◽  
G Shi ◽  
C Calvin ◽  
J Liu ◽  
...  
Keyword(s):  
Medical Education ◽  
Cognitive Theory ◽  
Clinical Skills ◽  
Video Technology ◽  
Similar Information ◽  
Neurological Exam ◽  
Extraneous Information ◽  
Production Value ◽  
Audiovisual Quality ◽  
Extraneous Load

Background: With advancements in technology, the use of video as a pedagogical method in medical education has gained in popularity, and may aid in teaching clinical skills. In the UBC MD program, videos have been used to assist in teaching the -neurological exam for several decades, but the currently available videos are outdated and not of contemporary quality. Methods: Drawing upon the cognitive theory of multimedia learning from Mayer and Moreno (2003) which describes methods to maximize learning by minimizing cognitive load, we developed a tool to systematically assess pedagogical videos. We inventoried twelve existing neurology videos and analyzed their use of methods such as weeding (removing extraneous information), signalling (visually highlighting important information), and chunking (grouping similar information together). Results: Generally, older videos had poor audiovisual quality that introduced extraneous load, while more current videos had higher production value, albeit inconsistent with the depth of their content. We therefore produced a new three-part neurological exam video series. We wrote storyboards, filmed with a focus on visually depicting the exam and findings, and edited to elucidate relevant physiological concepts. Conclusions: The end product has been adopted by the UBC MD program, and can be shared with other programs who may wish to adopt them.

scholarly journals TelePresence in Rural Medical Education: A Mixed Methods Evaluation

2014 ◽  
Vol 2014 ◽  
pp. 1-8 ◽  
Author(s):  
Katherine Gray ◽  
Kristian Krogh ◽  
David Newsome ◽  
Victoria Smith ◽  
Donald Lancaster ◽  
...  
Keyword(s):  
Medical Education ◽  
Mixed Methods ◽  
Teaching And Learning ◽  
Clinical Skills ◽  
Ease Of Use ◽  
Clinical Placements ◽  
Learning And Teaching ◽  
Individual Interviews ◽  
Mixed Methods Evaluation ◽  
Audiovisual Quality

In response to rural health workforce shortages, universities and training providers offer rural and remote clinical placements. This has led to development of educational methods to counter the barriers of distance. In this emerging field, recent improvements in technology have provided solutions including the use of sophisticated videoconferencing systems such as the Cisco TelePresence model CTS-500. This paper evaluates the use of TelePresence in diverse medical education activities using a mixed methods design—questionnaires n=60, individual interviews n=33, and observed practice of activities n=22. TelePresence was found to be beneficial to learning and teaching and superior to other systems participants had used. In particular, the audiovisual quality, resulting intimacy, convenience, and ease of use facilitated teaching and learning, while the fixed camera and poorly arranged physical environment were found to be limitations. The system is best suited for small group activities. Clinical skills-based activities are viable. It is recommended that technical support be available during setup and use and a picture-in-picture mode be included and improved integration of office suite software to provide a joint workspace for display of presentations, images, editing or annotation of documents, and file sharing.

scholarly journals Student Perceived Value of Anatomy Pedagogy, Part I: Prosection or Dissection?

2015 ◽  
Vol 2 ◽  
pp. JMECD.S17496 ◽  
Author(s):  
Jonathan J. Wisco ◽  
Stephanie Young ◽  
Paul Rabedeaux ◽  
Seth D. Lerner ◽  
Paul F. Wimmers ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Student Perceptions ◽  
Medical Curriculum ◽  
Clinical Skills ◽  
School Experience ◽  
First Year ◽  
Biomedical Sciences ◽  
Medical Specialties ◽  
Preclinical Medical Education

A series of three annual surveys of David Geffen School of Medicine (DGSOM) at UCLA students and UCR/UCLA Thomas Haider Program in Biomedical Sciences students were administered from 2010 to 2012 to ascertain student perceptions of which anatomy pedagogy—prosection or dissection—was most valuable to them during the first year of preclinical medical education and for the entire medical school experience in general. Students were asked, “What value does gross anatomy education have in preclinical medical education?” We further asked the students who participated in both prosection and dissection pedagogies, “Would you have preferred an anatomy curriculum like the Summer Anatomy Dissection during your first year in medical school instead of prosection?” All students who responded to the survey viewed anatomy as a highly valued part of the medical curriculum, specifically referring to four major themes: Anatomy is (1) the basis for medical understanding, (2) part of the overall medical school experience, (3) a bridge to understanding pathology and physiology, and (4) the foundation for clinical skills. Students who participated in both prosection and dissection pedagogies surprisingly and overwhelmingly advocated for a prosection curriculum for the first year of medical school, not a dissection curriculum. Time efficiency was the dominant theme in survey responses from students who learned anatomy through prosection and then dissection. Students, regardless of whether interested in surgery/radiology or not, appreciated both pedagogies but commented that prosection was sufficient for learning basic anatomy, while dissection was a necessary experience in preparation for the anatomical medical specialties. This suggests that anatomy instruction should be integrated into the clinical years of medical education.

Cross-disciplinary perspectives on the transition to remote education

2021 ◽  
pp. bmjstel-2020-000814
Author(s):  
Natasha Houghton ◽  
Will Houstoun ◽  
Sophie Yates ◽  
Bill Badley ◽  
Roger Kneebone
Keyword(s):  
Medical Education ◽  
Performing Arts ◽  
Procedural Knowledge ◽  
Clinical Skills ◽  
Technology Enhanced Learning ◽  
Practical Skills ◽  
Digital Resources ◽  
Face To Face ◽  
Direct Patient Contact ◽  
Enhanced Learning

The COVID-19 pandemic has prompted the cancellation of clinical attachments and face-to-face teaching at medical schools across the world. Experiential learning—through simulation or direct patient contact—is essential for the development of clinical skills and procedural knowledge. Adapting this type of teaching for remote delivery is a major challenge for undergraduate medical education. It is also an opportunity for innovation in technology enhanced learning and prompts educators to embrace new ways of thinking. In this article, the authors explored how educators from different disciplines (medicine, music and performing arts) are using technology to enhance practical skills-based learning remotely.The authors, five experienced educators from different fields (surgery, medicine, music and magic), jointly documented the transition to technology enhanced remote teaching through a series of five structured conversations. Drawing from literature on distance learning in medicine and professional experience in education, the authors identified seven practice-enhancing recommendations for optimising teaching of procedural knowledge and skills. These are: (1) make a virtue out of necessity; (2) actively manage your environment; (3) make expectations clear; (4) embrace purposeful communication; (5) use digital resources; (6) be prepared for things to go wrong and (7) personalise the approach. The authors argue that widening the discourse in technology enhanced learning to include cross-disciplinary perspectives adds richness and depth to discussions. This article demonstrates a cross-disciplinary approach to addressing challenges in technology-enhanced medical education.

scholarly journals – Medical education Curriculum gaps in teaching clinical skills to Iranian undergraduate medical students

2013 ◽  
Vol 2 ◽  
pp. 309-313 ◽  
Author(s):  
Azim Mirzazadeh ◽  
Behrouz Bavarian ◽  
Ali Labaf ◽  
Ali Afshari ◽  
Mohammad Nikoo ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Clinical Skills ◽  
Education Curriculum ◽  
Undergraduate Medical Students ◽  
Medical Education Curriculum

scholarly journals Virtual Interviews for Students Interacting Online for Psychiatry (VISIOn): a novel resource for learning clinical interview skills

2007 ◽  
Vol 31 (6) ◽  
pp. 218-220 ◽  
Author(s):  
Brian Fitzmaurice ◽  
Katie Armstrong ◽  
Valerie Carroll ◽  
Declan Dagger ◽  
Michael Gill
Keyword(s):  
Medical Education ◽  
Academic Psychiatry ◽  
Psychiatric Disorders ◽  
Undergraduate Medical Education ◽  
Clinical Skills ◽  
General Medical Council ◽  
Mental States ◽  
Clinical Interview ◽  
Psychological Problems ◽  
Medical Council

Academic psychiatry departments have two principle roles within undergraduate medical education. The first is to increase knowledge about psychological and psychiatric disorders and their treatments. The second is to help students develop the clinical skills to sensitively, effectively and accurately interview patients with psychological problems (General Medical Council, 1993) and to assess the mental states of patients.

The Effectiveness of Social Media Use as a Supplement Media of Clinical Skills Lab Learning for Undergraduate Medical Students in Low- and Middle-Income Countries during COVID-19 (Preprint)

2021 ◽  
Author(s):  
Zahira Noor Fathiyya ◽  
Muhammad Reza Utama ◽  
Yelvi Levani ◽  
Yuli Wahyu Rahmawati
Keyword(s):  
Systematic Review ◽  
Social Media ◽  
Medical Education ◽  
Medical Students ◽  
Clinical Skills ◽  
Learning Method ◽  
Undergraduate Medical Students ◽  
Middle Income ◽  
Middle Income Countries ◽  
Skills Lab

BACKGROUND Before COVID-19, it was recommended that medical education be conducted using the blended learning method in order to achieve an effective learning experience. However, it seems that distance learning is currently the best alternative to the previous learning method. Clinical skills lab activities, which are one of the learning methods in medical education, must adapt because they cannot be administered in-person. Social media has been proven giving a potential to supplement formal medical education for undergraduate student. OBJECTIVE This systematic review aims to examine the effectiveness of media social use as a supplement for clinical skills lab learning on undergraduate medical students in low- and middle-income countries (LMIC) during the COVID-19 pandemic. METHODS We designed a protocol for creating a systematic review on the effectiveness of social media as a supplement media in clinical skills lab learning for undergraduate medical students in LMIC during COVID-19. We will be extracting information from appropriate sources online obtained from journal websites’ databases guided by the PRISMA-S checklist in accordance with the research problem. The included sources include randomized controlled trials, systematic review, and meta-analysis published between 2020-2021. RESULTS This manuscript is still a protocol and has not been implemented. CONCLUSIONS In this systematic review, we will discuss the effectiveness of social media as a clinical skills lab learning for undergraduate medical students in LMIC during the COVID-19 pandemic.

Flipping the Medical School Classroom

2018 ◽  
pp. 5800-5809
Author(s):  
Kristina Kaljo ◽  
Laura Jacques
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Clinical Skills ◽  
Medical Knowledge ◽  
Hybrid Learning ◽  
Teaching Methodologies ◽  
Face To Face ◽  
Content Acquisition ◽  
Hybrid Learning Environment

The preparation of today's physicians is a tremendous responsibility. For medical students to be successful, they must experience a multitude of opportunities to develop appropriate clinical skills, problem solving acumen, and medical knowledge. Due to various barriers, medical students may develop gaps in critical and foundational knowledge. The use of flipped lectures has the capacity to “mobilize” education and ensure for versatility and improved content acquisition through the implementation of both online and face-to-face teaching methodologies. This hybrid learning environment has the capacity to also address the increasingly diverse needs of today's matriculating medical student. This article identifies tools and strategies of how to incorporate flipped lectures into medical education.

scholarly journals The “Zing Factor”—How Do Faculty Describe the Best Pediatrics Residents?

2014 ◽  
Vol 6 (1) ◽  
pp. 106-111 ◽  
Author(s):  
Glenn Rosenbluth ◽  
Bridget O'Brien ◽  
Emily M. Asher ◽  
Christine S. Cho
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Knowledge Integration ◽  
Clinical Skills ◽  
Medical Knowledge ◽  
Residency Programs ◽  
Graduate Medical ◽  
Trained Interviewer ◽  
And Behaviors ◽  
Assessment Strategies

Abstract Background Faculty in graduate medical education programs may not have uniform approaches to differentiating the quality of residents, and reviews of evaluations suggest that faculty use different standards when assessing residents. Standards for assessing residents also do not consistently map to items on evaluation forms. One way to improve assessment is to reach consensus on the traits and behaviors that are (or should be) present in the best residents. Methods A trained interviewer conducted semistructured interviews with faculty affiliated with 2 pediatrics residency programs until content saturation was achieved. Interviewees were asked to describe specific traits present in residents they identify as the best. Interviews were recorded and transcribed. We used an iterative, inductive approach to generate a coding scheme and identify common themes. Results From 23 interviews, we identified 7 thematic categories of traits and behaviors: personality, energy, professionalism, team behaviors, self-improvement behaviors, patient-interaction behaviors, and medical knowledge and clinical skills (including a subcategory, knowledge integration). Most faculty interviewees focused on traits like passion, enthusiasm, maturity, and reliability. Examination score or intelligence was mentioned less frequently than traits and behaviors categorized under personality and professionalism. Conclusions Faculty identified many traits and behaviors in the residents they define as the best. The thematic categories had incomplete overlap with Accreditation Council for Graduate Medical Education (ACGME) and CanMEDS competencies. This research highlights the ongoing need to review our assessment strategies, and may have implications for the ACGME Milestone Project.

scholarly journals Teachers and clinical students' perception of the core competencies of different subjects of the undergraduate BDS curriculum

2017 ◽  
Vol 8 (2) ◽  
pp. 24-28
Author(s):  
Md Rasel Ahmad ◽  
Iffat Ara ◽  
Md Humayun Kabir Talukder ◽  
Dipak Kumer Paul Chowdhury ◽  
Md Immam Hossin ◽  
...  
Keyword(s):  
Medical Education ◽  
Clinical Skills ◽  
Core Competencies ◽  
Continuous Process ◽  
Well Being ◽  
Health Science ◽  
Personal Attributes ◽  
Patient Treatment ◽  
The Core ◽  
Competency Based

Background: Curriculum planning and designing is not a static process, rather a continuous process done regularly through a system. More than one decade have elapsed since the Centre for Medical Education (CME), in 1988, developed a national Undergraduate Dental Curriculum which was supposed to be community-oriented and competency based. The curriculum was partially implemented with the advancement of dental health science and application of newer techniques in dental practices in developed and developing countries.Rationale: Competency is the ability to combine evidence based knowledge, personal attitudes, and clinical skills to undertake holistic dental care. Personal attributes may include creativity, ethics, aesthetics, and critical sense and personal attributes include a desire for patient wellbeing and to self-evaluate the effectiveness of the treatment. As life-long learning becomes a crucial attribute for all modern clinicians, the ability to self-assess performance and identify future learning goals is an essential skill that needs to be developed in a modern healthcare curriculum. Self-assessment, self-reflection and selfregulation can promote a deeper understanding in current knowledge. The essential professional clinical skills may include a) diagnosis and treatment planning b) Preventative measures c) patient treatment and rehabilitation. Other skills that may be essential include professionalism, administrative and promotional skills. It is important that universities and dental schools help students nurture these values from a very early stage.Objectives: The present study was undertaken to identify the teachers and clinical students' perception of the core competencies of different subjects of the undergraduate BDS curriculum.Methods: This descriptive type of cross sectional study was conducted in seven public and private dental colleges of Bangladesh after getting written permission from the principal of the respective dental colleges. Voluntary participation of the students was ensured and the names of the students' as well as teachers were kept confidential. The teachers and students of final years from the different dental colleges were the study population; among them four hundred (400) students and one hundred twenty teachers (120) were taken as sample by convenient sampling. Data collection instrument was a semistructured questionnaire with 5-point Likert scale for final year students' and in depth interview was used for teachers.Results: The study revaled that 95% mentioned that introduction part of the curriculum competency in relation to the knowledge, skills and attitude of a dental graduate must be mentioned. Nearly 97 of the students mentioned that competency acquired by the newly passed dental graduate from the BDS course was satisfactory.Conclusion: Competency-based dental education is a continuous process in maintaining a degree of quality consistent with patient well-being and effective treatment management path, which the graduating dentist should achieve. The cultural and socioeconomic diversity among different communities might have an impact on the profile of the professional needed by the society.Bangladesh Journal of Medical Education Vol.8(2) 2017: 24-28

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