scholarly journals Evaluating the Effectiveness of Small-Group Training in Teaching Medical Students Integral Clinical Eye Examination Skills

2020 ◽  
Vol 12 (01) ◽  
pp. e79-e86
Author(s):  
John Y. Lee ◽  
Ryan A. Gallo ◽  
Chrisfouad R. Alabiad
Keyword(s):  
Medical Students ◽  
Optic Nerve ◽  
Small Group ◽  
Clinical Training ◽  
Training Session ◽  
Self Confidence ◽  
Eye Examination ◽  
Second Year ◽  
Direct Ophthalmoscopy

Abstract Objective The aim of this study is to evaluate the effectiveness of an interactive, small-group ophthalmology clinical training session by assessing medical students' self-confidence with eye examination skills and long-term retention of direct ophthalmoscopy skills. Methods The second-year medical students participated in a one-time small-group clinical training session that taught essential components of the eye examination. Students reported their confidence with each component in pre- and postsession surveys. Eight months later, direct ophthalmoscopy skills were reassessed by having students visualize the optic nerves of standardized patients and identify the matching optic nerve photograph in a multiple-choice quiz. Results Among 197 second-year medical students who participated in the training session, 172 students completed the presession survey (87.3% response rate) and 108 students completed the postsession survey (54.8% response rate). Following the training session, students reported increased self-confidence (p < 0.01) overall. A total of 107 (107/108; 99.1%) students reported that they visualized the optic nerve head, and 80 out of 85 (94.1%) students stated that they preferred the PanOptic ophthalmoscope over the traditional direct ophthalmoscope. Students reported greater self-confidence using the PanOptic ophthalmoscope (p < 0.01). In the 8-month follow-up assessment, 42 medical students (42/197; 21.3%) completed the exercise. A total of 41 (41/42; 97.6%) students stated that they saw the optic nerve with the PanOptic ophthalmoscope; 24 (24/42; 57.1%) students identified the correct optic nerve image using the PanOptic ophthalmoscope on a standardized patient; 14 (14/42; 33.3%) students stated that they saw the optic nerve with the traditional direct ophthalmoscope; and 4 (4/42; 9.1%) students from the same cohort identified the correct optic nerve image with the traditional direct ophthalmoscope on a standardized patient. Conclusion Our comprehensive, one-time eye examination skills training session seeks to prepare students to incorporate these skills in future patient care. Students' overall confidence improved in each aspect of the eye examination that was covered. A follow-up assessment on students' direct ophthalmoscopy skills suggests that the PanOptic ophthalmoscope allows for superior skills retention as compared with the traditional direct ophthalmoscope. We believe that the PanOptic ophthalmoscope should be further integrated into medical education and clinical practice.

scholarly journals The Use of a Daily Quiz ‘TOPday’ as Supportive Learning Method for Medical Students

2016 ◽  
Vol 2 (2) ◽  
pp. 100
Author(s):  
Martijn F. H. Maessen ◽  
Cornelia R. M. G. Fluit ◽  
Micha Holla ◽  
Gea Drost ◽  
Marc A. T. M. Vorstenbosch ◽  
...  
Keyword(s):  
Medical Students ◽  
Cognitive Processes ◽  
Learning Method ◽  
Test Results ◽  
Skeletal System ◽  
Potential Explanation ◽  
Self Confidence ◽  
Anonymous Questionnaire ◽  
Second Year

<p>Medical students consider anatomy, neurology, and traumatology as difficult study topics. A recent study showed that the daily quiz ‘Two Opportunities to Practice per day (TOPday)’ positively supported biomedical students in analyzing and solving biomechanical problems. The main purpose of this study was to investigate the effect of TOPday on self-confidence, enthusiasm, and test results for the topics anatomy, neurology and traumatology. Second-year medical students were enrolled in a four-week course on the human skeletal system at the Radboudumc (n = 799). They were randomized over three topic groups (anatomy, neurology, and traumatology) and received TOPday quizzes on every course day. At the end of the course students filled in a non-anonymous questionnaire. Students highly appreciated TOPday (7.5±0.9) and this did not differ between groups (anatomy: 7.4±0.8; neurology: 7.4±1.1; traumatology: 7.5±0.8; P = 0.68). Many students reported that TOPday increased their self-confidence (65% of the students) and enthusiasm (69% of the students) for their topic. However, test results of the students did not improve. A potential explanation for the latter result may relate to the different cognitive processes that are required to study anatomy, neurology, and traumatology compared to biomechanics. In conclusion, appreciation, self-confidence and enthusiasm were positively associated with TOPday, but test results were not.</p>

scholarly journals A Qualitative Exploration of Medical Student Empathy During the COVID-19 Pandemic

2021 ◽  
Author(s):  
Gabriel Ellison ◽  
Thomas Pruzinsky
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Clinical Training ◽  
Medical Specialty ◽  
Moral Dilemmas ◽  
Structured Interview ◽  
Family Responsibilities ◽  
Second Year ◽  
Difficult Times

Abstract BackgroundThere is evidence that medical student self-reported empathy may decline as one progresses through their clinical training. Due to the unprecedented changes to both patient care and medical education caused by COVID-19, it is reasonable to assume that medical student empathy may be impacted. The goal of this July 2020 study was to qualitatively explore how the COVID-19 pandemic might affect medical students’ reported experience of empathy.MethodUsing a semi-structured interview, the authors interviewed 12 medical students, 6 second-year and 6 fourth-year. They selected these groups because of the distinct differences in their clinical experience. ResultsData analysis identified 5 major themes: 1) Expanded Perspective (e.g., a feeling of “we’re in this together”, increased awareness of patient vulnerability) 2) Moral Dilemmas (e.g., difficult decisions faced by students as a result of the pandemic such as weighing educational vs. family responsibilities, students risking their own health to provide the best possible care) 3) Confirmation of Values (e.g., Feeling reaffirmed in decision to enter medicine, feeling the pandemic was “what we signed up for” by entering medical school) 4) Shaping Priorities (e.g., changes in medical specialty or populations of interest) 5) Barriers to Empathy and Adaptive Strategies (e.g., COVID-19 created many physical, psychological, and social barriers to empathy for students, students presented many strategies for ameliorating these barriers). Five students (42%) reported increased empathy with no students reporting a decrease in empathy due to experiences during the pandemic. Conclusions Participants did not report that their personal experience of empathy for patients was negatively influenced by the COVID-19 pandemic. Many reported that their empathy increased. The observed differences in responses by pre-clinical (second-year) and clinical (fourth-year) students suggests a possible shift in how empathy is experienced and practiced as one progresses through their medical education. The overwhelmingly positive responses to the semi-structured interview, emphasizing appreciation of the opportunity to discuss topics not previously openly discussed, underscores the importance of providing explicit opportunities for students to discuss their emotional/interpersonal experiences within medical education, particularly in difficult times such as the COVID-19 pandemic.

scholarly journals Comparison of conventional and wide field direct ophthalmoscopy on medical students’ self-confidence for fundus examination: a 1-year follow-up

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Gabriel Ayub ◽  
Rafael Boava Souza ◽  
Andrelisa Marina de Albuquerque ◽  
José Paulo Cabral de Vasconcellos
Keyword(s):  
Medical Students ◽  
Optic Disc ◽  
Control Group ◽  
Practical Training ◽  
Wide Field ◽  
Fundus Examination ◽  
Self Confidence ◽  
One Year ◽  
Direct Ophthalmoscopy ◽  
Cup To Disc Ratio

Abstract Background Fundus examination is an easy, quick and effective way to diagnose sight- and life-threatening diseases. However, medical students and physicians report lack of proficiency and self-confidence in perform fundoscopy. The aim of this study was to compare students’ self-confidence in fundus examination, using two different direct ophthalmoscopes, 1 month and 1 year after practical training. Methods In this prospective cohort, medical students (MS) of the same class were divided in small groups for PanOptic (PO) or conventional (CO) direct ophthalmoscope training. The intervention group encompassed MS of the 4th -year (class of 2019), and the control group encompassed MS of year behind (class of 2020). A questionnaire to measure self-confidence in fundoscopy technique assessing optic nerve, cup-to-disc ratio and macula was translated and validated to Portuguese, and applied 1-month and 1-year after practical training. Results One-hundred and sixty-seven MS were enrolled (35 PO group, 38 CO group, and 94 control group). PO group had a significantly higher overall self-confidence comparing either control or CO groups, respectively (3.57 ± 0.65 vs. 2.97 ± 1.03 vs. 2.46 ± 0.87, p < 0.01) as well as in evaluate cup-to-disc ratio (3.09 ± 0.75 vs. 2.32 ± 0.87 vs. 1.46 ± 0.81, p < 0.01), optic disc margins (3.26 ± 0.85 vs. 2.71 ± 0.96 vs. 2.01 ± 0.97, p < 0.01) and macula (3.43 ± 1.12 vs. 2.89 ± 1.08 vs. 2.02 ± 0.89, p < 0.01) 1-month after practical training. One-year after intervention, CO group showed a significantly higher score compared to PO group in overall self-confidence (3.31 ± 0.69 vs. 3.18 ± 0.73, p = 0.03) and in optic disc margins assessing (3.16 ± 0.85 vs. 2.95 ± 0.78, p = 0.03), but not significant in the evaluation of cup-to-disc ratio (2.78 ± 0.97 vs. 2.68 ± 0.94, p = 0.08), and macula (3.34 ± 0.79 vs. 3.27 ± 0.98, p = 0.07). Conclusions Students were more confident in use PO as an instrument to perform direct ophthalmoscopy immediately after practical training, but confidence level of CO was higher compared to PO one year after practical training. These findings would help medical schools decide which ophthalmoscope to choose to teach fundus examination.

scholarly journals 1137. What Do We Know? Teaching Medical Students to Deal with Uncertainty as a Pandemic Unfolds

2020 ◽  
Vol 7 (Supplement_1) ◽  
pp. S597-S597
Author(s):  
Margaret E Bauer ◽  
Daniel Trujillo ◽  
Cameron Brown ◽  
Martiza Gomez ◽  
Darrell Davidson ◽  
...  
Keyword(s):  
Medical Students ◽  
Patient Care ◽  
Small Group ◽  
Scientific Literature ◽  
Current Knowledge ◽  
Medical Student Education ◽  
Indiana University ◽  
Group Activities ◽  
Course Effectiveness ◽  
Self Confidence

Abstract Background The global COVID-19 pandemic has had a major impact on medical student education. As the pandemic spread nationwide, numerous universities shut down with only days’ notice, and medical students were removed from all patient care settings and restricted from campuses. Yet, the need and curiosity of these future physicians to understand this new disease was great, including how to interpret and integrate rapidly evolving information on the underlying viral and immune mechanisms, pathophysiology, and epidemiology. Time students spent away from patient care settings presented an opportunity to rapidly develop and deliver new curriculum covering SARS-CoV-2 and COVID-19. Methods A team of students and faculty at Indiana University developed a Fundamentals of COVID-19 course that included up-to-date information on the virology, immunology, and pathophysiology of COVID-19. The course was delivered online, with both synchronous and asynchronous activities. Virology and immunology of the coronavirus family, including current knowledge to-date of SARS-CoV-2, were delivered using a series of readings and brief videos, followed by a small group exercise that required students to choose and present to their peers a paper from the scientific literature on COVID-19. A similar approach was used to deliver content about the pathophysiology of COVID-19. To place the COVID-19 experience in context of other pandemics, students researched and educated their small group cohort on another historical pandemic. Results To measure course effectiveness, we administered a pre-course survey gauging students’ self-confidence in their knowledge of these topics; the same survey was administered after completion of the course. Surveys from 645 (89% of enrolled) 3rd and 4th year medical students who completed both surveys were analyzed. Results showed that the course elicited a 57% increase (p&lt; 0.001) in students’ confidence in their knowledge of COVID-19 virology and immunology and a 64% increase (p&lt; 0.001) in knowledge of the pathophysiology. Conclusion Data showed that the asynchronous content and group activities were successful in engaging and educating the students on foundational knowledge of COVID-19 and were an effective approach to rapidly evolving information when faced with a novel disease. Disclosures All Authors: No reported disclosures

scholarly journals Invasive Aspergillosis of Right Maxillary Sinus with Orbital Extension in an Immunocompetent Individual

2021 ◽  
Author(s):  
Sachin Daigavane ◽  
Madhumita Prasad ◽  
Sana Beg ◽  
Jigna Motwani
Keyword(s):  
Optic Nerve ◽  
Invasive Aspergillosis ◽  
Maxillary Sinus ◽  
Sinus Surgery ◽  
Lateral Side ◽  
Normal Colour ◽  
Eye Examination ◽  
Intravenous Amphotericin ◽  
Unilateral Proptosis

Secondary involvement of orbit in aspergillosis following paranasal sinus fungal infection is rare. A case of invasive aspergillosis of right maxillary sinus in a 31-year-old immunocompetent male patient was referred to Ophthalmology OPD with unilateral proptosis. Patient developed proptosis in right eye since six months, which was insidious in onset, progressive, not associated with painful movements. It showed regression since last one month. On examination, best corrected visual acuity was 6/12 in right eye with light projection accurate in all quadrants on presentation, with progressive diminution of vision over 15 days, normal colour vision, pupil was normal in size, reacting to light. Extraocular movements were reduced on lateral side. Left eye examination was within normal limit. Magnetic resonance imaging showed involvement of intra and extraconal compartment upto apex of orbit of right eye, pushing optic nerve medially, with erosion of lamina papyrecea. Intravenous amphotericin B was started and functional endoscopic sinus surgery with maxillary sinus debridement was done. Regular follow-up was kept to prevent the optic nerve involvement.

Simulation of childbirth improves clinical management capacity and self-confidence in medical students

2018 ◽  
Vol 4 (4) ◽  
pp. 184-189 ◽  
Author(s):  
Paolo Mannella ◽  
Rachele Antonelli ◽  
María Magdalena Montt-Guevara ◽  
Marta Caretto ◽  
Giulia Palla ◽  
...  
Keyword(s):  
Medical Students ◽  
Training Session ◽  
Hospital Environment ◽  
Control Group ◽  
High Fidelity ◽  
Self Assessment ◽  
Normal Cycle ◽  
Self Confidence ◽  
Before And After ◽  
Physiological Childbirth

Background The learning process of physiological mechanisms of childbirth and its management are important elements in the education of medical students. In this study, we verify how the use of a high-fidelity simulator of childbirth improves competence of students in this regard.Methods A total of 132 medical students were recruited for the study in order to attend a physiological childbirth in a no-hospital environment after being assigned to two groups. The control group received only a normal cycle of lectures, while the simulation (SIM) group followed a specific training session on the simulator. Subsequently, both groups were assessed for their technical and non-technical skills in a simulated childbirth. Also, a self-assessment test regarding their self-confidence was administrated before and after simulation, and repeated after 8 weeks.Results The SIM group showed better performance in all the domains with a better comprehension of the mechanisms of childbirth, managing and assistance of labour and delivery. In addition, compared to the control group, they presented a better self-related awareness and self-assurance regarding the possibility of facing a birth by themselves.Conclusion The present study demonstrated that the use of a high-fidelity simulator for medical students allows a significant improvement in the acquisition of theoretical and technical expertise to assist a physiological birth.

Tu1120 Small-Group Case Discussions Improve Learning of Gastrointestinal Pathophysiology Among Second-Year Basic Science Oriented Medical Students

2016 ◽  
Vol 150 (4) ◽  
pp. S849
Author(s):  
Navin L. Kumar ◽  
Emily A. Rosen ◽  
Helen M. Shields ◽  
Sarah N. Flier ◽  
Anna E. Rutherford
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Basic Science ◽  
Group Case ◽  
Case Discussions ◽  
Second Year

scholarly journals Medical students’ preclinical service-learning experience and its effects on empathy in clinical training

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Yi-Sheng Yang ◽  
Pei-Chin Liu ◽  
Yung Kai Lin ◽  
Chia-Der Lin ◽  
Der-Yuan Chen ◽  
...  
Keyword(s):  
Medical Students ◽  
Service Learning ◽  
Perspective Taking ◽  
Clinical Training ◽  
Driving Forces ◽  
Learning Experience ◽  
Compassionate Care ◽  
Positive Effects ◽  
Clinical Clerkships

Abstract Background Service learning (SL) is an educational methodology presumed to help medical students be more empathetic and compassionate. We longitudinally investigated the level of empathy in medical students and how preclinical SL experience was related to their level of empathy in their clinical clerkships. Methods Our cohort comprised fifth-year medical students engaged in clerkships as part of a 7-year medical programme at one medical school in Taiwan. Surveys were conducted at the beginning of the clerkship in September 2015 (T1) to collect data on the medical students’ preclinical SL experience in curriculum-based service teams (CBSTs) and extracurricular service teams (ECSTs) and their SL self-efficacy, demographic characteristics, and empathy level. Subsequently, three follow-up surveys were conducted once every 3 months to determine the empathy level of the students during their clinical clerkships (T2–T4). Seventy students who returned the written informed consent and completed the baseline (T1) and two or more follow-up surveys (T2–T4) were included in our analysis with the response rate of 34%. In total, 247 responses across the 1-year clerkship were analysed. Descriptive statistics, paired t tests, and generalised estimating equations were employed. Results Our study revealed that changes in empathy level in the dimensions of perspective taking, compassionate care, and standing in patients’ shoes in their clinical clerkships. Relative to that at T1, their empathy decreased in perspective taking and compassionate care at T2–T4 but increased in standing in patients’ shoes at T3. Additionally, our study verified the positive effect of medical students’ preclinical SL experience in CBSTs and ECSTs on empathy in terms of compassionate care and perspective taking, respectively, but not on that of standing in patients’ shoes. Conclusions Separate investigations into subconstructs of empathy, such as perspective taking, compassionate care, and standing in patients’ shoes, in medical students may be necessary for exploring the various driving forces or barriers to developing empathy in medical students. Moreover, SL experience through both CBSTs and ECSTs at medical academies may have positive effects on medical students’ empathy in their clinical clerkships and should be promoted at medical schools.

scholarly journals Implementing Peer Assessment to Improve the Writing Ability of the Second Year Students of Smp Negeri 44 Muaro Jambi

2020 ◽  
Vol 20 (1) ◽  
pp. 86
Author(s):  
Abdul Khalim
Keyword(s):  
Alternative Assessment ◽  
Peer Assessment ◽  
Collaborative Work ◽  
Research Report ◽  
Writing Ability ◽  
Self Confidence ◽  
Writing Instructions ◽  
Second Year ◽  
Assessment Strategies

This research report is written to promote the use of peer assessment in EFL classrooms at SMP level. On the basis of a preliminary study done at SMPN 44 Muaro Jambi and the growing interest of the use of alternative assessment strategies led to the idea to conduct a study to implement an applicable and appropriate strategy of peer assessment to improve the writing ability of the second year students of SMPN 44 Muaro Jambi. The researcher designed a classroom action research (CAR) study. It began with a try out. A plan was then made in order the procedures implemented could facilitate the second year students of SMPN 44 Muaro Jambi to handle peer assessment properly and improve their ability in writing a descriptive paragraph as well. It was continued by implementing the plan, observing and evaluating or reflecting. The findings showed that the appropriate strategy of peer assessment in writing instructions to improve the students’ ability in writing a descriptive paragraph requires teachers to follow procedures; telling the purpose of conducting peer assessment, encouraging collaborative work, encouraging impartial assessment, giving clear and detailed guidelines, building students’ self confidence to write and assess, encouraging students’ self confidence to write and assess, and ensuring follow up tasks.

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