scholarly journals DisasterSISM: A Multi-Level Blended Learning Program in Disaster Medicine for Medical Students

2019 ◽  
Vol 34 (s1) ◽  
pp. s83-s83
Author(s):  
Luca Ragazzoni ◽  
Andrea Conti ◽  
Marta Caviglia ◽  
Fabio Maccapani ◽  
Francesco Della Corte
Keyword(s):  
Virtual Reality ◽  
Medical Students ◽  
Blended Learning ◽  
Health Professionals ◽  
Disaster Response ◽  
Medical Schools ◽  
Disaster Medicine ◽  
Basic Knowledge ◽  
Learning Program ◽  
Final Exam

Introduction:Disaster medicine has been identified as a fundamental discipline for health professionals. In Italy, the role of physicians during disaster response is officially recognized by the Italian Code of Medical Ethics and by the Ministry of Education. Nevertheless, few Italian medical schools include this discipline in their curricula.Aim:With the aim of teaching basic knowledge of disaster medicine to Italian medical students, Research Center in Emergency and Disaster Medicine (CRIMEDIM) and Italian Medical Students’ Association (SISM) developed DisasterSISM, a nationwide training project in disaster medicine.Methods:DisasterSISM consists of three courses: Basic, Advanced, and Train-of-Trainers (ToT). The Basic courses are managed by medical students who are trained during the one-week intense ToT. All courses are delivered using innovative training methodologies, such as e-learning, peer education, table-top exercises, and virtual reality simulations.Results:From 2012 to 2018, a total of 122 courses (111 Basic, 5 Advanced, and 6 ToT) have been delivered. DisasterSISM reached 37 out of 45 Italian medical schools, training more than 2,500 students. A survey conducted after the end of each course showed that participants considered the knowledge in Disaster Medicine essential for their future profession, regardless of the specialty chosen. Students also expressed their appreciation about the blended-learning approach, with a predilection for virtual reality simulations. The comparison between the entrance and the final exam scores showed a significant increase in knowledge.Discussion:In six years, DisasterSISM reached the majority of Italian medical schools, providing disaster medicine knowledge to hundreds of undergraduates. Considering the fast growth and diffusion of the project, the significant increase of knowledge, and the positive feedback received from participants, we suggest that the DisasterSISM model be implemented in other countries to widely disseminate information about prevention and disaster preparedness among medical students and health professionals.

scholarly journals Medical students' perspectives about the traditional and the integrated learning programs in the college of medicine- University of Bisha 

2020 ◽  
Author(s):  
Ayman Mohamed Alashkar ◽  
Abdullah Abdelazim Hashish ◽  
Adel Aborgela ◽  
Ashraf Salah Metwally ◽  
Hany Sonpol ◽  
...  
Keyword(s):  
Medical Students ◽  
Online Survey ◽  
New Technologies ◽  
Statistical Significance ◽  
Approaches To Learning ◽  
Medical Schools ◽  
Research Field ◽  
Integrated Learning ◽  
Learning Program ◽  
School Students

Abstract Purpose: Students’ approaches to learning are central to the process of learning. There is strong debate about the efficiency of traditional learning program (TLP) and the integrated learning program (ILP) in medical schools. TLP is easy for the students being passive learners and for the tutors playing the role of sage on the stage. ILP is mainly student centered in which the students are active learners with mentoring of their tutors. It is important to know the perspectives of medical school students about both programs as they used to apply TLP in the 1st year and starting ILP from the 2nd year. Methodology: This study adopted quantitative research methodology. We addressed the 2nd and 3rd year medical students. Online survey using the Google forms was applied for data collection. Results: agreement of the integrated program (80.8%) exceeded the traditional (48.5%) especially in improving the communication skills, dealing with new technologies, reinforcement of competencies in the research field, and to less extent for its suitability to be applied in medical schools nowadays, development of desired doctor skills to deal with patients and for provision of good approach for medical practice, and lastly for its suitability to identify and deal with the community needs. There was no statistical significance between both programs regarding support of professionalism values. The disagreement of ILP (19.2%) was much lower than TLP (51.5%). Conclusion: Integrated learning program becomes an innovative tool for learning in medical schools with very good compliance among the medical students.

Comparison of OSCE Scores of Surgical Clinical Education after Face-to-face vs. Blended Learning Methods among undergraduate medical students

2021 ◽  
pp. 1-13
Author(s):  
Masood Jawaid ◽  
Lubna Baig ◽  
Syed Moyn Aly ◽  
Admin
Keyword(s):  
Medical Students ◽  
Blended Learning ◽  
Student Performance ◽  
Clinical Education ◽  
Teaching Method ◽  
P Value ◽  
Undergraduate Medical Students ◽  
Learning Program ◽  
Face To Face ◽  
Significant Difference

Abstract Objective: Clinical education is an important component of undergraduate medical education. This study compares the efficacy of blended learning (BL) with contemporary face to face (F2F) teaching among medical students by assessing their OSCE scores at end of clinical posting. Methods: This experimental study was conducted in Dow University of Health Sciences from March to August 2014. Third-year medical students posted in the surgical units were divided into two groups. In the first month, one group in the unit was taught by BL while the second group posted in another unit was taught by F2F teaching. Both groups were assessed by same OSCE. In the second month, teaching method was flipped for both the groups with new learning contents. assessment was by the same OSCE for both groups. Data was analyzed by SPSS version 23 with inferential statistics with independent sample t test. Results: A total of 28 students were assessed at the end of posting OSCE in F2F group and 31 students in blended group. There was significant difference in OSCE score [p value = 0.049] after F2F teaching method (78.01 ± 13.29) as compared to BL (85.12 ± 13.77). The domain of “log book” and “clinical examination” scored higher in F2F as compared to BL group. Conclusion: This study showed that student performance can be improved with a blended surgical learning program. BL has proven to be more effective in comparison to face-to-face teaching alone, even in the setting of skill based curriculum like surgery.

Medical students lack basic knowledge about smoking: Findings from two European medical schools

2009 ◽  
Vol 11 (1) ◽  
pp. 92-98 ◽  
Author(s):  
Tobias Raupach ◽  
Lion Shahab ◽  
Sandra Baetzing ◽  
Barbara Hoffmann ◽  
Gerd Hasenfuss ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical Schools ◽  
Basic Knowledge

Development and Implementation of a Disaster Medicine Certificate Series (DMCS) for Medical Students

2019 ◽  
Vol 34 (02) ◽  
pp. 197-202 ◽  
Author(s):  
Madison B. Kommor ◽  
Bethany Hodge ◽  
Gregory Ciottone
Keyword(s):  
Medical Students ◽  
Disaster Response ◽  
Effective Means ◽  
Extreme Environments ◽  
The United States ◽  
Mass Casualty ◽  
Disaster Medicine ◽  
Mass Shootings ◽  
Student Opinions ◽  
Incident Command

Introduction:The recent increase in natural disasters and mass shootings highlights the need for medical providers to be prepared to provide care in extreme environments. However, while physicians of all specialties may respond in emergencies, disaster medicine training is minimal or absent from most medical school curricula in the United States. A voluntary Disaster Medicine Certificate Series (DMCS) was piloted to fill this gap in undergraduate medical education.Report:Beginning in August of 2017, second- and third-year medical students voluntarily enrolled in DMCS. Students earned points toward the certificate through participation in activities and membership in community organizations in a flexible format that caters to variable schedules and interests. Topics covered included active shooter training, decontamination procedures, mass-casualty triage, Incident Command System (ICS) training, and more. At the conclusion of the pilot year, demographic information was collected and a survey was conducted to evaluate student opinions regarding the program.Results:Sixty-eight second- and third-year medical students participated in the pilot year, with five multi-hour skills trainings and five didactic lectures made available to students. Forty-eight of those 68 enrolled in DMCS completed the retrospective survey. Student responses indicated that community partners serve as effective means for providing lectures (overall mean rating 4.50/5.0) and skills sessions (rating 4.58/5.0), and that the program created avenues for real-world disaster response in their local communities (rating 4.40/5.0).Conclusions:The DMCS voluntary certificate series model served as an innovative method for providing disaster medicine education to medical students.Kommor MB, Hodge B, Ciottone G. Development and implementation of a Disaster Medicine Certificate Series (DMCS) for medical students.Prehosp Disaster Med. 2019;34(2):197–202

Creating a Novel Disaster Medicine Virtual Reality Training Environment

2020 ◽  
Vol 35 (2) ◽  
pp. 225-228
Author(s):  
Laurent Gout ◽  
Alexander Hart ◽  
Charles-Henri Houze-Cerfon ◽  
Ritu Sarin ◽  
Gregory R. Ciottone ◽  
...  
Keyword(s):  
Virtual Reality ◽  
San Francisco ◽  
Disaster Response ◽  
Low Frequency ◽  
Disaster Medicine ◽  
Virtual Reality Training ◽  
Medical Providers ◽  
Training Environment ◽  
High Acuity ◽  
Interactive Experience

AbstractIntroduction:Disasters are high-acuity, low-frequency events which require medical providers to respond in often chaotic settings. Due to this infrequency, skills can atrophy, so providers must train and drill to maintain them. Historically, drilling for disaster response has been costly, and thus infrequent. Virtual Reality Environments (VREs) have been demonstrated to be acceptable to trainees, and useful for training Disaster Medicine skills. The improved cost of virtual reality training can allow for increased frequency of simulation and training.Problem:The problem addressed was to create a novel Disaster Medicine VRE for training and drilling.Methods:A VRE was created using SecondLife (Linden Lab; San Francisco, California USA) and adapted for use in Disaster Medicine training and drilling. It is easily accessible for the end-users (trainees), and is adaptable for multiple scenario types due to the presence of varying architecture and objects. Victim models were created which can be role played by educators, or can be virtual dummies, and can be adapted for wide ranging scenarios. Finally, a unique physiologic simulator was created which allows for dummies to mimic disease processes, wounds, and treatment outcomes.Results:The VRE was created and has been used extensively in an academic setting to train medical students, as well as to train and drill disaster responders.Conclusions:This manuscript presents a new VRE for the training and drilling of Disaster Medicine scenarios in an immersive, interactive experience for trainees.

scholarly journals Development and implementation of a biomedical informatics course for medical students: challenges of a large-scale blended-learning program

2013 ◽  
Vol 20 (2) ◽  
pp. 381-387 ◽  
Author(s):  
Melchor Sánchez-Mendiola ◽  
Adrián I Martínez-Franco ◽  
Argelia Rosales-Vega ◽  
Joel Villamar-Chulin ◽  
Florina Gatica-Lara ◽  
...  
Keyword(s):  
Medical Students ◽  
Blended Learning ◽  
Large Scale ◽  
Biomedical Informatics ◽  
Learning Program

scholarly journals GHPSS Multicenter Italian Survey: Smoking Prevalence, Knowledge and Attitudes, and Tobacco Cessation Training among Third-Year Medical Students

2013 ◽  
Vol 99 (1) ◽  
pp. 17-22 ◽  
Author(s):  
Rosella Saulle ◽  
Claudio Bontempi ◽  
Vincenzo Baldo ◽  
Giovanni Boccia ◽  
Guglielmo Bonaccorsi ◽  
...  
Keyword(s):  
Smoking Cessation ◽  
Medical Students ◽  
University Students ◽  
Health Professionals ◽  
Role Models ◽  
Smoking Prevalence ◽  
Medical Schools ◽  
Specific Training ◽  
Knowledge And Attitudes ◽  
Multicenter Survey

Aims and background Healthcare professionals have an important role to play both as advisers – influencing smoking cessation – and as role models. The aims of this study were to examine smoking prevalence, knowledge and attitudes among Italian university students attending medical schools using the Global Health Professions Student Survey (GHPSS) approach. Methods and study design A multicenter cross-sectional study was conducted among University students of 9 Italian medical schools (age ranging between 19 and 29 years). The GHPSS questionnaire was self-administered. A logistic regression model was used to identify possible factors associated with tobacco smoking status. Data were analyzed with the software SPSS 19.0 for Windows. Results Seven hundred thirty medical students (response rate 100%) were enrolled. The prevalence of current smokers was 20.4% (males 22.4%, females 19.1%). Of the total sample, 87.7% believed that health professionals should receive specific training in techniques to quit smoking, and 65% believed that health professionals had a role in giving advice or information about smoking cessation. However, 89.4% answered that they had not received specific training on smoking cessation techniques. Multivariate analysis showed that students belonging to universities in southern Italy were more likely to be smokers (OR = 2.00; 95% CI: 1.03–3.97). Conclusions This Italian multicenter survey found that one fifth of future medical doctors are smokers. There is a need to adopt a standard undergraduate curriculum containing comprehensive tobacco prevention and cessation training to improve their effectiveness as role models.

Self-Perception of Medical Students’ Knowledge and Interest in Disaster Medicine: Nine Years After the Approval of the Curriculum in German Universities

2017 ◽  
Vol 32 (4) ◽  
pp. 374-381 ◽  
Author(s):  
Robert Wunderlich ◽  
Luca Ragazzoni ◽  
Pier Luigi Ingrassia ◽  
Francesco Della Corte ◽  
Jan Grundgeiger ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical Schools ◽  
Disaster Medicine ◽  
The Self ◽  
Self Perception ◽  
Publication Type ◽  
Cross Sectional ◽  
Training Concept ◽  
Level Of Training ◽  
German Universities

AbstractBackgroundFollowing the recommendations of the World Association for Disaster and Emergency Medicine (WADEM; Madison, Wisconsin USA) to develop standards for training the undergraduates in disaster-relevant fields (2004), a German curriculum was approved in 2006. This paper aims to describe the level of training and interest of medical students nine years later.ProblemThe aim of this study was to assess the self-perception of medical students’ knowledge and interest in disaster medicine nine years after the implementation of a standardized disaster medicine curriculum in German medical schools.MethodsThis prospective, cross-sectional, observational study was conducted with medical students in Germany using a web-based, purpose-designed questionnaire consisting of 27 mandatory and 11 optional questions.ResultsNine hundred ninety-two students from 36 of 37 medical schools in Germany participated. More than one-half of medical students were aware of the field of disaster medicine. One hundred twenty-one students undertook training internally within their university and 307 undertook training externally at other institutions. Only a small content of the curriculum was taught. A difference in self-perception of knowledge between trained and untrained participants was found, despite the level of training being low in both groups. Participants were generally highly motivated to learn disaster medicine in a variety of institutions.ConclusionGerman students are still largely not well educated regarding disaster medicine, despite their high motivation. The curriculum of 2006 was not implemented as originally planned and the number of trained students still remains low as the self-perception of knowledge. Currently, there is no clear and standardized training concept in place. A renewal in the agreement of implementation of the curriculum at medical schools should be targeted in order to follow the recommendation of WADEM.WunderlichRRagazzoniLIngrassiaPLDella CorteFGrundgeigerJBickelmayerJWDomresB. Self-perception of medical students’ knowledge and interest in disaster medicine: nine years after the approval of the curriculum in German universities. Prehosp Disaster Med. 2017;32(4):374–381.

scholarly journals Blended learning: An effective methodology for teaching radiology to medical students

2019 ◽  
Vol 67 (2) ◽  
pp. 273-277 ◽  
Author(s):  
Johan Alberto Durán-Guerrero ◽  
Luis Heber Ulloa-Guerrero ◽  
Luis Carlos Salazar-Díaz
Keyword(s):  
Medical Students ◽  
Blended Learning ◽  
Standardized Tests ◽  
Traditional Method ◽  
Control Group ◽  
Learning Method ◽  
Final Exam ◽  
Learning Group ◽  
Classroom Education ◽  
Satisfaction Rates

Introduction: The combination of online learning environments and classroom education is known as blended learning.Objective: To design, implement and evaluate the blended learning method for teaching radiology to medical students.Materials and methods: Five online modules were designed as part of the Introduction to diagnostic imaging course for medical students. The blended learning method was implemented during the classes given in the terms 2016-II and 2017-I. Academic performance was measured using standardized tests, while the effect of the intervention was obtained by comparing the sample with a control group from the 2015-II period (traditional method).Results: 204 students were included in the blended learning group and 90 students in the control group (traditional method). The median final exam score among the blended learning group was 16.5 (IQR: 15.5-17.8), and 15.0 (RIQ: 13.5-16.5) (p=0.001) in the control group. On average, gained knowledge among the blended learning group was 5.8 (SD:2.4) points. The association between gained knowledge and number of visits to online modules was statistically significant (p<0.05). The proportion of good performance was close to 100% on the satisfaction survey.Conclusions: The blended learning method increases the grades obtained in the tests performed and also shows higher satisfaction rates compared to the traditional method among medical students.

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