Smartphone Compatible versus Conventional Ophthalmoscope: A Randomized Crossover Educational Trial

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.

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Career aspirations and apprehensions regarding medical education among first year medical students in Delhi

Indian Journal of Community Medicine ◽

10.4103/0970-0218.36835 ◽

2007 ◽

Vol 32 (3) ◽

pp. 217 ◽

Cited By ~ 3

Author(s):

Anita Nath ◽

Rahul Malhotra ◽

GK Ingle ◽

Panna Lal ◽

Chetna Malhotra

Keyword(s):

Medical Education ◽

Medical Students ◽

Career Aspirations ◽

First Year ◽

First Year Medical Students

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Research: Does the Addition of Ultrasound Enhance Cardiac Anatomy Learning in Undergraduate Medical Education?

POCUS Journal ◽

10.24908/pocus.v2i1.13271 ◽

2017 ◽

Vol 2 (1) ◽

pp. 7-8 ◽

Cited By ~ 1

Author(s):

Joshua Durbin, MD ◽

Amer M. Johri, MD ◽

Anthony Sanfilippo, MD

Keyword(s):

Medical Education ◽

Medical Students ◽

Point Of Care ◽

Therapeutic Interventions ◽

First Year ◽

Point Of Care Ultrasound ◽

Cardiac Anatomy ◽

True Value ◽

Queen's University ◽

First Year Medical Students

With the advent of portable hand-held ultrasound units, the use of point of care ultrasound (POCUS) has become increasingly popular amongst a wide array of medical specialists for both diagnostic and therapeutic interventions. Canada-wide surveys demonstrate a desire for increased utilization of POCUS in primary medical education. In this study, we aim to assess the efficacy of an ultrasound based anatomy tutorial and the perspectives of a cohort of first year medical students at Queen’s University. Students were recruited, randomized to pre or post-test analysis, and provided with a supplementary lecture on cardiac anatomy utilizing echocardiography studies. In this study, we were unable to demonstrate a difference between understanding of basic cardiac anatomy between groups. However, we were able to report the opinions and perspectives of a small cohort of first year medical students at Queen’s University, illustrating a desire for increased exposure and training towards cardiac POCUS in primary medical education. Further evidence is required to delineate the true value of these experiences.

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Abstract 356: Skill Retention in Medical Students Trained in Cardiac Arrest Care

Circulation ◽

10.1161/circ.142.suppl_4.356 ◽

2020 ◽

Vol 142 (Suppl_4) ◽

Author(s):

Miguel A Moretti ◽

Adriana O Camboim ◽

Caroline A Ferrandez ◽

Isabela C Etcheverria ◽

Iaggo B Costa ◽

...

Keyword(s):

Cardiac Arrest ◽

Medical Students ◽

Training Program ◽

Life Support ◽

Categorical Variables ◽

First Year ◽

Chi Square ◽

Hands On ◽

Before And After ◽

First Year Medical Students

Background: Morbidity and mortality reduction in cardiac arrest depends upon early and effective care. Basic life support (BLS) measures encompass a series of procedures to be started outside the hospital usually by trained lay people. Therefore, it is key that lay caregivers retain knowledge and skills late after instruction. However, studies demonstrate loss of cardiopulmonary resuscitation (CPR) skills as early as 30 days after training, pending mostly on the caregiver professional background. In this study, we evaluated medical students’ retention skills at 6 months. Methods: Prospective case-control observational study. Medical students underwent a 40-hour BLS training program. CPR skills were evaluated immediately and 6 months after the course based on individual scores before and after training as well as on categorical stratification as excellent, good or poor. Data were compared using F-test, paired t-test and chi-square for categorical variables. A 95% confidence interval was used with a level of significance of 0.05. Results: Fifty first-year medical students (54% female) aged between 18 and 24 years were enrolled in the BLS training program. Total number of CPR steps accurately performed decreased after 6 months of training (10.8 vs . 12.5; p<0.001). Sex and age were not associated with performance. Categorical evaluation was considered excellent in 78% of the students immediately after training but decreased to 40% in 6 months (p<0.01). Hands-on basic skills were mostly lost within the period. Conclusion: First-year medical students lost hands-on skills after 6 months of training decreasing the efficacy of CPR measures which might affect outcomes of patients in cardiac arrest.

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LGBT Medical Education: First-Year Medical Students’ Self-Assessed Knowledge and Comfort with Transgender and LGB Populations

Medical Science Educator ◽

10.1007/s40670-018-0614-6 ◽

2018 ◽

Vol 28 (4) ◽

pp. 693-697 ◽

Cited By ~ 5

Author(s):

Hale M. Thompson ◽

Jennifer A. Coleman ◽

Paul M. Kent

Keyword(s):

Medical Education ◽

Medical Students ◽

First Year ◽

First Year Medical Students

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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

BMJ Quality & Safety ◽

10.1136/bmjqs-2017-007566 ◽

2018 ◽

Vol 27 (7) ◽

pp. 576-582 ◽

Cited By ~ 6

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.

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Attitude of first year medical students towards cadaveric dissection: a cross sectional study in a medical college of West Bengal, India

International Journal of Community Medicine and Public Health ◽

10.18203/2394-6040.ijcmph20192343 ◽

2019 ◽

Vol 6 (6) ◽

pp. 2679

Author(s):

Romy Biswas ◽

Raktim Bandyopadhyay

Keyword(s):

Medical Education ◽

Medical Students ◽

Cross Sectional Study ◽

Emotional Reactions ◽

Human Anatomy ◽

First Year ◽

Cadaver Dissection ◽

Cross Sectional ◽

Active Involvement ◽

First Year Medical Students

Background: Cadaver dissection is mandatory for medical education. The cadaver dissection develops the knowledge and skill of the students regarding human anatomy to understand and accomplish the necessity of medical education and clinics in future. This study was conducted to assess the attitude and emotional reactions of first year Medical students to the dissecting cadavers.Methods: The attitude and opinion of students on cadaver dissection was assessed by a modified structured pretested questionnaire after one week of dissection class among all first year medical students by cross-sectional design.Results: Males and females were in the ratio of 7:3.88.3% complied that active involvement is necessary but only 10.9% told that models or virtual program could replace dissection. Altogether 49.6%% had experienced the excitement, 15.3% had experienced headache and sweating. 87.6%% were curious about cadaver dissection and 84.7 %were interested; however 8% had negative feelings towards dead body.Conclusions: Majority of students opined cadaver dissection was the best method for learning and understanding Human anatomy. Pre-education sessions and interaction with the teacher’s prior dissection will help to remove the anxiety among students and will enable them to get involved in their dissection classes.

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Evaluating the appropriateness of electronic information resources for learning in pre-clerkship medical education : an eye tracking study

10.32469/10355/57780 ◽

2015 ◽

Author(s):

◽

Dinara Saparova

Keyword(s):

Medical Education ◽

Medical Students ◽

Learning Outcomes ◽

Mental Effort ◽

Information Resources ◽

First Year ◽

Electronic Information ◽

Electronic Information Resources ◽

Significant Difference ◽

First Year Medical Students

Current U.S. medical students have begun to rely on electronic information repositories -- such as UpToDate, Access Medicine, and Wikipedia -- for their pre-clerkship medical education. However, it is unclear whether these resources are appropriate for this level of learning due to factors involving information quality, level of evidence, and the requisite knowledge base. This study evaluated the appropriateness of electronic information resources from a novel perspective: the amount of mental effort learners invest in interactions with these resources and the effects of the experienced mental effort on learning. Eighteen first-year medical students read about three unstudied diseases in the three above-mentioned resources (a total of 54 observations). Their eye movement characteristics (i.e., fixation duration, fixation count, visit duration, and task-evoked pupillary response) were recorded and used as psychophysiological indicators of the experienced mental effort. Post reading, students' learning was assessed with a multiple-choice test. Eye metrics and test results constituted quantitative data that were analyzed according to the repeated Latin square design. Students' perceptions and observations of their interactions with the information resources constituted qualitative data that were also obtained. Participants' feedback from semi-structured interviews and recordings of students' information acquisition behaviors were reviewed, transcribed, and open coded for the emergent themes. Compared to Access Medicine and Wikipedia, UpToDate was associated with significantly higher values of eye metrics suggesting higher mental effort experienced by learners when using this resource. No statistically significant difference between the amount of mental effort and learning outcomes was found. More so, descriptive statistical analysis of the knowledge test scores suggested similar level of learning regardless of the information resource used. Students' feedback and observations of their behaviors were informative in understanding and interpreting the differences in quantitative findings. Judging by the learning outcomes, all three information resources were found appropriate for learning. UpToDate, however, when used alone, may be less appropriate for first-year medical students' learning as it does not fully address their information needs and is more demanding in terms of invested cognitive resources.

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