Long-Term Knowledge Retention after Peer-Assisted Abdominal Ultrasound Teaching: Is PAL a Successful Model for Achieving Knowledge Retention?

2019 ◽  
Vol 41 (01) ◽  
pp. 36-43 ◽  
Author(s):  
Nasenien Nourkami-Tutdibi ◽  
Erol Tutdibi ◽  
Susanne Schmidt ◽  
Michael Zemlin ◽  
Hashim Abdul-Khaliq ◽  
...  
Keyword(s):  
Medical Students ◽  
Abdominal Ultrasound ◽  
Knowledge Retention ◽  
Knowledge Gain ◽  
Mean Values ◽  
Successful Model ◽  
Post Test ◽  
One Year ◽  
Retention Of Knowledge

Abstract Background Diagnostic ultrasound has a crucial importance in clinical settings, especially in intensive care medicine where bedside ultrasound has become indispensable. Medical students as well as residents therefore have a strong interest in learning this useful skill. Since staff resources are limited, more and more universities are using student tutors in a peer-assisted learning concept (PAL) to teach medical students early in their training. To date, there is very sparse data about knowledge retention after peer-assisted teaching. The aim of this study was to evaluate whether PAL is a suitable method for teaching complex skills like abdominal ultrasound and to evaluate whether students do achieve adequate long-term knowledge retention after peer-assisted teaching. Method A total of 40 volunteer 3rd to 5th year students were randomly assigned to a basic abdominal ultrasound course in small training groups of 5 persons each. Participants were evaluated using a pre-post-test design by a validated objective structured clinical examination (OSCE) before and immediately after the course. To measure the retention of knowledge, 15 former participants were randomly selected to repeat the OSCE assessment after one year. Results All groups showed a significant improvement in practical skills and knowledge gain after the training with mean values of 13.1 for pre-test compared to 83.5 (maximum 100 points) for post-test (p < 0.001). The overall score achieved after one year was 78.7 and did not significantly differ from the post-test result. Conclusion PAL is effective for teaching abdominal ultrasound. Students were able to accomplish a satisfactory level of ultrasound skills. We further demonstrated that PAL can assure long-term knowledge retention.

scholarly journals 1695 Undergraduate Cardiothoracic Surgery: Pumping Up Knowledge and Inspiration with High-Fidelity Simulation

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
J Hirniak ◽  
F Hussein ◽  
G Seyedzenouzi ◽  
S Adil ◽  
M Vaghela ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical Curriculum ◽  
Knowledge Retention ◽  
Cardiothoracic Surgery ◽  
High Fidelity ◽  
Undergraduate Medical Students ◽  
Surgical Equipment ◽  
Sustained Improvement ◽  
Post Test

Abstract Introduction Alongside declining ST3 applications, cardiothoracic surgery (CTS) is underrepresented in the medical curriculum with 90% of medical students reporting no exposure to the specialty in medical school placements. This may result in clinicians having difficulties recognising emergency presentations, with subsequent referrals made inappropriately. Method A simulation course involving teaching around common CTS conditions and procedures was delivered by CTS trainees to undergraduate medical students (n = 50). This involved both theory and high-fidelity simulations of coronary anastomoses using cardiac surgical equipment on porcine hearts and ureters. Delegates were given pre and post-test questionnaires, and another at six-weeks to test knowledge retention. Results were statistically analysed using paired and independent sample t-tests. Results Delegates demonstrated significant improvements in post-test knowledge of 56% (p&lt;0.01), and sustained improvement of 51% (p&lt;0.01) six-weeks later compared to baseline. 64% of delegates reported an increased interest in pursuing CTS as a career; 40% reported improved confidence performing a coronary anastomosis. Conclusions Immediate and long-term knowledge retention of key CTS concepts and ability to assess common CTS pathological scenarios were demonstrated in this study. CTS simulation therefore represents an effective mechanism by which key concepts can be taught to undergraduate medical students, whilst enhancing interest in pursuing CTS as a career. As an educational adjunct, simulation can help bridge the gap between taught theory and applied practice, with the potential to empower future doctors to make more informed referrals and management decisions.

scholarly journals Comparison of Online Tests of Very Short Answer versus Single Best Answers for Medical Students in a Pharmacology Course over One Year

2021 ◽  
Vol 2021 ◽  
pp. 1-10 ◽  
Author(s):  
Joachim Neumann ◽  
Stephanie Simmrodt ◽  
Holger Teichert ◽  
Ulrich Gergs
Keyword(s):  
Medical Students ◽  
Knowledge Retention ◽  
Short Answer ◽  
Online Test ◽  
Group A ◽  
One Year ◽  
Group B ◽  
Open Question ◽  
Retention Of Knowledge ◽  
Online Tests

Single best answers (single choice, SC) are the classical tools used in medical examinations on all levels of education. In contrast, very short answer (VSA) probably requires sound prior knowledge and deeper learning than SC, and VSA should make cueing and guessing impossible. Hence, in a basic pharmacology course, we wanted to compare the SC and VSA formats directly at the end of the course and one year later. Medical students (n = 211) were given a formative online test. Two groups were randomly formed (A and B). Participants in group A were first given fifteen single choices (one out of five) pharmacology questions and thereafter fifteen very short answer questions (open question which were to be answered online and semiautomatically assessed). Very similar questions with regard to learning objectives but in opposite order were given to group B. After one year, about half of students from group A were again given the very same questions (AA) or the opposite questions (AB). Likewise, group B was again tested with the opposite questions (BA) or the same (BB). The SC questions in groups A, AA, AB, B, BA, and BB were in sum easier to answer than the corresponding VSA questions. Repeating the test after one year with the same students increased retention of right answers by about 1.5 points. In summary, direct comparison questions in the VSA format are more difficult for our students to answer than questions in the SC format, conceivably because cueing and guessing are eliminated. Knowledge retention is present by repeating the very same examination format online. Retention of knowledge is higher when starting with VSA (group B) both for a subsequent SC format or a VSA format. These data would argue for more use of the VSA format at least in pharmacology examinations.

Abstract 350: Impact on Knowledge Retention on CPR Using a Smartphone App in Teenagers

Circulation ◽  
2020 ◽  
Vol 142 (Suppl_4) ◽  
Author(s):  
Felipe M Crepaldi ◽  
Miguel A Moretti ◽  
Bárbara G Maya ◽  
Beatriz G Magnoni ◽  
Giane P Costa ◽  
...  
Keyword(s):  
Cardiopulmonary Arrest ◽  
Smartphone Application ◽  
Knowledge Retention ◽  
Smartphone App ◽  
Practical Skills ◽  
Mean Values ◽  
Practical Evaluation ◽  
Group Control ◽  
Retention Of Knowledge ◽  
Age And Sex

Cardiopulmonary arrest occurs more frequently outside the hospital, often in the presence of a teenager. Studies show that knowledge retention of basic procedures in CPR tends to decrease with time. Hypothesis: To evaluate the contribution to learning and retention of CPR techniques using a smartphone application (APP) Ressuscita. Methods: An application was developed to assist the training of CPR maneuvers. One group of students (gAPP) was trained according to the BLS principles along with the App (which was installed on the smartphones) and the group control (gCT) received the same training, without the APP. Both groups were evaluated at 3 moments, immediately after the first training (T0), 3 months (T3m) and 6 months later (T6m). Theoretical and practical evaluations were performed. After the 3-month, the gCT was received the APP (they were also able to keep the APP). The groups were matched for age and sex. Data were subjected to statistical analysis and treated as mean values and standard deviation. Shapiro-Wilk test, Mann-Whitney test and t test were used. Results: 93 teenagers were trained, with a mean age of 14 years, 49 in gAPP and 44 in gCT. The graphics show that they were homogeneous and at the end of the training presented the same grade profile in the theoretical and practical evaluation. After 3 months, the gAPP had a better knowledge and retention profile. In the practical evaluation the gAPP demonstrated a smaller reduction in score compared to those with gCT: 0.1 + 0.2 steps vs. 2.1 + 0.3 steps (p <0.001). After six months, the groups returned to the same profile of knowledge and retention. Detailing the practical evaluation, the practical skills were the most improved with the application. Conclusion: There was greater retention of knowledge, especially skills, in relation to CPR maneuvers in individuals trained with the app.

scholarly journals Development, Implementation and Evaluation of A Pain Management and Palliative Care Educational Seminar for Medical Students

2014 ◽  
Vol 19 (5) ◽  
pp. 230-234 ◽  
Author(s):  
Denise Paneduro ◽  
Leah R Pink ◽  
Andrew J Smith ◽  
Anita Chakraborty ◽  
Albert J Kirshen ◽  
...  
Keyword(s):  
Palliative Care ◽  
Pain Management ◽  
Medical Students ◽  
Test Scores ◽  
Pain Education ◽  
Post Test ◽  
Based Instruction ◽  
One Year ◽  
Educational Seminar

BACKGROUND: Despite calls for the development and evaluation of pain education programs during early medical student training, little research has been dedicated to this initiative.OBJECTIVES: To develop a pain management and palliative care seminar for medical students during their surgical clerkship and evaluate its impact on knowledge over time.METHODS: A multidisciplinary team of palliative care and pain experts worked collaboratively and developed the seminar over one year. Teaching methods included didactic and case-based instruction, as well as small and large group discussions. A total of 292 medical students attended a seminar during their third- or fourth-year surgical rotation. A 10-item test on knowledge regarding pain and palliative care topics was administered before the seminar, immediately following the seminar and up to one year following the seminar. Ninety-five percent (n=277) of students completed the post-test and 31% (n=90) completed the follow-up test.RESULTS: The mean pretest, post-test and one-year follow-up test scores were 51%, 75% and 73%, respectively. Mean test scores at post-test and follow-up were significantly higher than pretest scores (all P<0.001). No significant difference was observed in mean test scores between follow-up and post-test (P=0.559), indicating that students retained knowledge gained from the seminar.CONCLUSIONS: A high-quality educational seminar using interactive and case-based instruction can enhance students’ knowledge of pain management and palliative care. These findings highlight the feasibility of developing and implementing pain education material for medical students during their training.

The effectiveness of TBL with real patients in neurology education in terms of knowledge retention, in-class engagement, and learner reactions

2017 ◽  
Vol 41 (1) ◽  
pp. 38-43 ◽  
Author(s):  
Mustafa Kemal Alimoglu ◽  
Selda Yardım ◽  
Hilmi Uysal
Keyword(s):  
Student Satisfaction ◽  
Retention Test ◽  
Knowledge Retention ◽  
Learner Engagement ◽  
The Mean ◽  
Exam Scores ◽  
One Year ◽  
Academic Year ◽  
Real Patients

In our medical school, we changed from a lecture-based method to a team-based learning (TBL) method to teach “polyneuropathies” in the neurology clerkship starting from the 2014 to 2015 academic year. Real patients were used instead of written scenarios in TBL sessions. This study aimed to compare former lecture-based and the current TBL methods in terms of knowledge retention, in-class learner engagement, and learner reactions. First, we determined in-class engagement and satisfaction of the students for the lectures given in the 2013–2014 academic year. The following year, besides the same criteria, we also determined individual (IRAT) and group readiness test (GRAT) scores in the TBL group. End-of-clerkship exam scores for both groups were recorded. Additionally, opinions of patients about their experiences throughout the TBL process were determined. One year later (2015 for lecture and 2016 for TBL), both groups sat for an MCQ test to determine their knowledge retention levels. We found no difference between groups regarding end-of-clerkship exam scores. The mean knowledge retention test score of the TBL group was significantly higher than that of the lecture group (5.85 ± 1.74 vs. 3.28 ± 1.70). The differences between IRAT, GRAT, and retention test scores in the TBL group were significant. The mean student satisfaction score on a five-point scale was 3.01 ± 0.9 (median = 3) in the lecture group and 4.11 ± 1.1 (median = 4) in the TBL group. Our results seem encouraging for use of TBL performed with real patients in neurology education to achieve better long-term knowledge retention and higher in-class engagement and student satisfaction.

scholarly journals The Use of Clinical PBL in Primary Care in Undergraduate Medical Schools

2020 ◽  
Vol 44 (4) ◽  
Author(s):  
Gustavo Salata Romão ◽  
Reinaldo Bulgarelli Bestetti ◽  
Lucélio Bernardes Couto
Keyword(s):  
Medical Students ◽  
Knowledge Retention ◽  
Student Centered ◽  
Student Centered Learning ◽  
Critical Reasoning ◽  
Five Dimensions ◽  
Unified Health System ◽  
Effective Option ◽  
The University

Abstract: Introduction: Problem-based learning (PBL) is a collaborative student-centered learning method for small groups, based on the mobilization of previous knowledge and on critical reasoning for problem solving. Although it has been used predominantly in the classroom, when applied in clinical studies, PBL can increase the intrinsic motivation and long-term knowledge retention. In addition, Clinical PBL represents a more effective option to learn from practice considering the students’ overload in clinical clerkships in the Unified Health System (UHS). This study aimed to assess the students’ perception of a Clinical PBL model implemented in Primary Health Care (PHC) clerkships during the first four years of the Medical Course at the University of Ribeirão Preto (UNAERP) in 2017. Method: The primary outcome was assessed by the DREEM (Dundee Ready Educational Environment Measure) tool, which contains 50 items distributed in five dimensions. The questionnaire was applied to 374 medical students, corresponding to 78% of the total number of medical students from the first to the fourth year. Results: For most of the evaluated items, the students’ perceptions were “positive”, including the dimensions “Perception of Teachers”, “Perception of Academic Results” and “Perception of the General Environment”. For the dimensions “Perception of Learning” and “Perception of Social Relationships” the evaluation was “more positive than negative”. The DREEM total score was 124.31, corresponding to 62.15% of the maximum score, which indicates a perception that is “more positive than negative” regarding the Clinical PBL. The internal consistency given by Cronbach’s alpha was 0.92. Conclusion: The use of Clinical PBL in PHC qualifies learning from practice, is well accepted by medical students and offers a useful option to the students’ overload in the clinical clerkship during the first four years of the Medical School.

scholarly journals NEOGAMES: A Serious Computer Game That Improves Long-Term Knowledge Retention of Neonatal Resuscitation in Undergraduate Medical Students

2021 ◽  
Vol 9 ◽  
Author(s):  
Liyuan Hu ◽  
Lan Zhang ◽  
Rong Yin ◽  
Zhihua Li ◽  
Jianqing Shen ◽  
...  
Keyword(s):  
Medical Students ◽  
Test Scores ◽  
Serious Games ◽  
Neonatal Resuscitation ◽  
Computer Game ◽  
Knowledge Retention ◽  
Control Group ◽  
Undergraduate Medical Students ◽  
Resuscitation Training

Background: Serious games are potential alternatives for supplementing traditional simulation-based education for neonatal resuscitation training. However, evidence regarding the benefits of using serious games to improve long-term knowledge retention of neonatal resuscitation in undergraduate medical students is lacking.Objective: We designed a serious computer game “NEOGAMES” to train undergraduate medical students in neonatal resuscitation in a cost-friendly and accessible way and to examine whether serious game-based training improves long-term knowledge retention in medical students.Methods: “NEOGAMES” consists of a screen with images of an incubator, a baby, visual objects, anatomy, action cards, monitors, real-time feedback, and emotional components. Undergraduate medical students from Shanghai Medical College of Fudan University were invited to participate and were allocated to a game group or a control group. Participants in the game group played the game before the training. All the participants completed three written tests, pre- and post-training knowledge tests and a follow-up test after 6 months.Results: Eighty-one medical students participated in the study. The student demographic characteristics of the groups were comparable, including sex, age, and grade point average (GPA). Significant short-term knowledge improvement was noticed only for male students in the game group based on their 5.2-point higher test scores than those of the controls (p = 0.006). However, long-term knowledge improvement at 6 months was identified for both male and female students in the game group, with test scores 21.8 and 20 points higher, respectively, than those of the controls (P &lt; 0.001). The long-term knowledge retention in the game group was almost 3 times higher than that in the control group.Conclusions: Long-term knowledge retention was nearly 3 times higher for the game group than for the control group. The improvement in knowledge supports the use of serious games for undergraduate medical education.

An integrated simulation-based early clinical exposure module in cardiovascular physiology

2020 ◽  
Vol 64 ◽  
pp. 147-154
Author(s):  
R. Aswini Dutt ◽  
Rashmi Jain ◽  
Shobith Bangera
Keyword(s):  
Medical Students ◽  
Clinical Skills ◽  
Cardiovascular Physiology ◽  
Knowledge Gain ◽  
Perceived Knowledge ◽  
Clinical Exposure ◽  
Integrated Simulation ◽  
Simulation Based ◽  
Post Test ◽  
Early Clinical Exposure

Objectives: A good conceptual understanding of physiology is very important to build a strong foundation for medical students. It is a daunting job for teachers to emphasise the clinical relevance of basic science subjects as exposure to patients invariably starts after these subjects have been taught. With the introduction of early clinical exposure in the newly revised Indian undergraduate medical curriculum, this problem can be addressed to a certain extent. We developed an integrated simulation module for teaching cardiovascular physiology to pre-clinical students as a part of early clinical exposure. Materials and Methods: We included 145 medical students of a Private Medical College of a Deemed to be University in Mangalore, Karnataka, India. The teaching module covered the topics of cardiovascular physiology such as functional anatomy, cardiac cycle, normal electrocardiogram (ECG), arrhythmia, arterial pulse examination, heart sounds and hands-on cardiovascular examination using a variety of simulators. The assessment was done by pre-test and post-test. A retro-pre questionnaire was used to assess their self-perceived knowledge gain and level of clinical skills. Feedback on overall experience was collected from the participants. Results: The student feedback showed that learning experience was life-like (98.6%), effective, innovative and enjoyable (99.3%) and making the overall experience of learning easier (95.2%). It also improved participation, communication (93.8%), clinical skills and a better understanding of patient care (99.3%). The results of the retro- pre questionnaire to assess their self-perceived knowledge gain (95%) and level of clinical skills (96%) were highly satisfactory. The assessment of knowledge domain showed 100% of the students achieved pass percentage (>50%) with significant difference among pre- and post-test scores. Faculty (100%) opined that simulation-based teaching resulted in effected learning. Conclusions: The use of simulation-based teaching in cardiovascular physiology as part of early clinical exposure leads to enhanced learning and clinical application. This will stimulate interest in subject and promote better learning.

AB0641 MANAGING ANKYLOSING SPONDYLITIS (AS) WITH SHORT TERM BIOSIMILAR ADALIMUMAB REGIMEN IN A RESOURCE STRAPPED SETTING: A PROTOCOL DRIVEN COMMUNITY CLINIC ORIENTED STUDY

2020 ◽  
Vol 79 (Suppl 1) ◽  
pp. 1615.1-1615
Author(s):  
A. Chopra ◽  
N. Khadke ◽  
M. Saluja ◽  
T. Kianifard ◽  
A. Venugopalan
Keyword(s):  
Stress Reduction ◽  
Symptomatic Relief ◽  
Real Life ◽  
Substantial Improvement ◽  
First Year ◽  
Short Term ◽  
Mean Values ◽  
One Year

Background:We were handicapped by the exorbitant cost of innovator anti-Tumour Necrosis Factor (TNF) drugs. Despite limited use, we sometimes observed long-term benefits following short term induction like use. Emboldened by advent of biosimilars, we carried out an investigational study.Objectives:To evaluate the effectiveness of a short regimen of biosimilar (Bs) Adalimumab in ASMethods:50 consenting patients (86% B27+) naïve for biologics and negative for latent TB screen were enrolled into an observational design study of one year; Baseline mean values for age, duration, ASDAS and CRP was 31 years, 98.8 months, 4.6 and 64 mg per dl respectively. During the first year, patients were begun with 40 mg Bs Adalimumab (Bs-ADL) (Exemptia™), injected fortnight, for 12-16 weeks. No patient received DMARD or steroid in the first year of study. Patients continued standard of care follow up program in the clinic. The ASAS (Assessment Spondyloarthritis International Society) improvement indices were used. Standard intention-to-treat analysis was performed; significant p <0.05.Results:Optimum ASAS 40 improvement was observed at week 12 (68%); substantial improvement lasted till week 36. At one year, the ASAS 40 was 38%; ASAS partial remission 22% patients. Pro-inflammatory cytokines (IL-6, TNF α and IL-17) showed conspicuous reduction; maximum drop in IL-6 at week 24 (See Figure). 11 patients withdrew in the first year. 30 patients completed two years and 22 patients completed 3 year follow up. Over time, there was substantial loss in the ASAS 20 and 40 responses but patients seemed satisfied with the on-going symptomatic relief and improved function. Admittedly, patients showed more adherences to advice on physical exercise and stress reduction. Flares were more frequent after 1 year requiring short term round the clock NSAID; only 5 patients could afford to repeat a short term Bs-ADL regimen and one patient underwent hip arthroplasty. None received steroids and 5 patients were begun on Sulfasalazine in the second year and monitored. We could not evaluate structural modification (AS). Selected outcomes over 2 and 3 years from the current study will be compared to matched control (derived from the clinic database). None developed TB or any serious drug related toxicity. 2 patients developed recurrent uveitis.Conclusion:This real life documented experience unravelled impressive long term benefits following a kick start short term induction regimen of Biosimilar Adalimumab in AS. Though contrary to standard practice, this seemed a practical solution in our setting. We speculate a psychological and motivational boost rather than a prolonged real time biological effect (Bs-ADL) for this phenomenon. Our study has important socioeconomic bearing and merits validation.Acknowledgement:This was essentially a non-commercial investigator-initiated study. Zydus Cedilla India provided a generous research grant with free of cost Bs_ADL to several patients and a large concession in the cost to the rest.Disclosure of Interests:Arvind Chopra Grant/research support from: Zydus Pharamceutical Ltd India, Nagnath Khadke: None declared, Manjit Saluja: None declared, Toktam Kianifard: None declared, Anuradha Venugopalan: None declared

scholarly journals Long-Term Temporal Variability of the Freshwater Discharge and Water Levels at Patos Lagoon, Rio Grande do Sul, Brazil

2012 ◽  
Vol 2012 ◽  
pp. 1-11 ◽  
Author(s):  
G. P. Barros ◽  
W. C. Marques
Keyword(s):  
Ocean Circulation ◽  
Temporal Variability ◽  
Water Levels ◽  
Freshwater Discharge ◽  
Patos Lagoon ◽  
Mean Values ◽  
Physical Forcing ◽  
The Mean ◽  
One Year

The aim of this study is to investigate the importance of freshwater discharge as a physical forcing in Patos Lagoon at timescales longer than one year, as well as identify the temporal variability of the dominant processes in freshwater discharge and water levels along the Patos Lagoon. Due to its proximity to the mouth, the water level at the estuary is influenced by the remote effects associated with the adjacent ocean circulation and wave climatology, reducing the observed correlation. At the lagoonar region a high correlation is expected because interannual data is being used, reducing the influence of the wind. Cross wavelet technique is applied to examine the coherence and phase between interannual time-series (South Oscillation Index, freshwater discharge and water levels). The freshwater discharge of the main tributaries and water levels in Patos Lagoon are influenced by ENSO on interannual scales (cycles between 3.8 and 6 years). Therefore, El Niño events are associated with high mean values of freshwater discharge and water levels above the mean. On the other hand, La Niña events are associated with low mean values of freshwater discharge and water levels below the mean.

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