The Tuning Project for Medicine – learning outcomes for undergraduate medical education in Europe

Abstract Purpose All UK medical schools are required to include frailty in their curriculum. The term is open to interpretation and associated with negative perceptions. Understanding and recognising frailty is a prerequisite for consideration of frailty in the treatment decision-making process across clinical specialities. The aim of this survey was to describe how frailty has been interpreted and approached in UK undergraduate medical education and provide examples of educational strategies employed. Methods All UK medical schools were invited to complete an electronic survey. Schools described educational strategies used to teach and assess frailty and provided frailty-related learning outcomes. Learning Outcomes were grouped into categories and mapped to the domains of Outcomes for Graduates (knowledge, skills and values). Results 25/34 Medical schools (74%) participated. The interpretation of what frailty is vary widely and the diversity of teaching strategies reflect this. The most common Learning outcomes included as “Frailty” are about the concept of frailty, Comprehensive Geriatric Assessments and Roles of the MDT. Frailty teaching is predominantly opportunistic and occurred within geriatric medicine rotations in all medical schools. Assessments focus on frailty syndromes such as falls and delirium. Conclusion There is variation regarding how frailty has been interpreted and approached by medical schools. Frailty is represented in an array of teaching and assessment methods, with a lack of constructive alignment to related learning outcomes. Consensus should be agreed as to what frailty means in medical education. Further research is required to explore which frailty-specific educational strategies in undergraduate medical education enhance learning.

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Visual Analytics in healthcare education: Exploring novel ways to analyze and represent big data in undergraduate medical education

10.7287/peerj.preprints.456v1 ◽

2014 ◽

Author(s):

Christos Vaitsis ◽

Gunnar Nilsson ◽

Nabil Zary

Keyword(s):

Medical Education ◽

Big Data ◽

Learning Outcomes ◽

Undergraduate Medical Education ◽

Teaching Methods ◽

Visual Analytics ◽

Medical Curriculum ◽

Assessment Methods ◽

Healthcare Education ◽

Teaching Activities

Big data in undergraduate medical education that consist the medical curriculum are beyond human abilities to be perceived and analyzed. The medical curriculum is the main tool used by teachers and directors to plan, design and deliver teaching activities, assessment methods and student evaluation in medical education in a continuous effort to improve it. It remains unexploited mainly for medical education improvement purposes. The emerging research field of Visual Analytics has the advantage to combine data analysis and manipulation techniques, information and knowledge representation, and human cognitive strength to perceive and recognize visual patterns. Nevertheless, there is lack of findings reporting use and benefits of Visual Analytics in medical education. We analyzed data from the medical curriculum of an undergraduate medical program concerning teaching activities, assessment methods and results and learning outcomes in order to explore Visual Analytics as a tool for finding ways of representing big data from undergraduate medical education for improvement purposes. We used Cytoscape to build networks of the identified aspects and visualize them. The analysis and visualization of the identified aspects resulted in building an abstract model of the examined data from the curriculum presented in three different variants; (i) learning outcomes and teaching methods, (ii) examination and learning outcomes and (iii) teaching methods, learning outcomes, examination results and gap analysis This study identified aspects of medical curriculum. The implementation of VA revealed three novel ways of representing big data from undergraduate medical education. It seems to be a useful tool to explore such data and may have future implications on healthcare education. It also opens a new direction in medical informatics research.

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Online Lectures in Undergraduate Medical Education: Scoping Review (Preprint)

10.2196/preprints.9091 ◽

2017 ◽

Author(s):

Brandon Tang ◽

Alon Coret ◽

Aatif Qureshi ◽

Henry Barron ◽

Ana Patricia Ayala ◽

...

Keyword(s):

Medical Education ◽

Learning Outcomes ◽

Undergraduate Medical Education ◽

Scoping Review ◽

Flipped Classroom ◽

Clinical Skills ◽

Design Principles ◽

Multimedia Design ◽

Online Lectures ◽

Online Lecture

BACKGROUND The adoption of the flipped classroom in undergraduate medical education calls on students to learn from various self-paced tools—including online lectures—before attending in-class sessions. Hence, the design of online lectures merits special attention, given that applying multimedia design principles has been shown to enhance learning outcomes. OBJECTIVE The aim of this study was to understand how online lectures have been integrated into medical school curricula, and whether published literature employs well-accepted principles of multimedia design. METHODS This scoping review followed the methodology outlined by Arksey and O'Malley (2005). Databases, including MEDLINE, PsycINFO, Education Source, FRANCIS, ERIC, and ProQuest, were searched to find articles from 2006 to 2016 related to online lecture use in undergraduate medical education. RESULTS In total, 45 articles met our inclusion criteria. Online lectures were used in preclinical and clinical years, covering basic sciences, clinical medicine, and clinical skills. The use of multimedia design principles was seldom reported. Almost all studies described high student satisfaction and improvement on knowledge tests following online lecture use. CONCLUSIONS Integration of online lectures into undergraduate medical education is well-received by students and appears to improve learning outcomes. Future studies should apply established multimedia design principles to the development of online lectures to maximize their educational potential.

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Visual Analytics in healthcare education: Exploring novel ways to analyze and represent big data in undergraduate medical education

10.7287/peerj.preprints.456 ◽

2014 ◽

Author(s):

Christos Vaitsis ◽

Gunnar Nilsson ◽

Nabil Zary

Keyword(s):

Medical Education ◽

Big Data ◽

Learning Outcomes ◽

Undergraduate Medical Education ◽

Teaching Methods ◽

Visual Analytics ◽

Medical Curriculum ◽

Assessment Methods ◽

Healthcare Education ◽

Teaching Activities

Big data in undergraduate medical education that consist the medical curriculum are beyond human abilities to be perceived and analyzed. The medical curriculum is the main tool used by teachers and directors to plan, design and deliver teaching activities, assessment methods and student evaluation in medical education in a continuous effort to improve it. It remains unexploited mainly for medical education improvement purposes. The emerging research field of Visual Analytics has the advantage to combine data analysis and manipulation techniques, information and knowledge representation, and human cognitive strength to perceive and recognize visual patterns. Nevertheless, there is lack of findings reporting use and benefits of Visual Analytics in medical education. We analyzed data from the medical curriculum of an undergraduate medical program concerning teaching activities, assessment methods and results and learning outcomes in order to explore Visual Analytics as a tool for finding ways of representing big data from undergraduate medical education for improvement purposes. We used Cytoscape to build networks of the identified aspects and visualize them. The analysis and visualization of the identified aspects resulted in building an abstract model of the examined data from the curriculum presented in three different variants; (i) learning outcomes and teaching methods, (ii) examination and learning outcomes and (iii) teaching methods, learning outcomes, examination results and gap analysis This study identified aspects of medical curriculum. The implementation of VA revealed three novel ways of representing big data from undergraduate medical education. It seems to be a useful tool to explore such data and may have future implications on healthcare education. It also opens a new direction in medical informatics research.

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Design and evaluation of a blended mental health curriculum for undergraduate medical education in Pakistan

Scholarship of Teaching and Learning in the South ◽

10.36615/sotls.v4i2.111 ◽

2020 ◽

Vol 4 (2) ◽

pp. 100

Author(s):

Aisha Sanober Chachar ◽

Sana Asif Siddiqui ◽

Humera Saeed ◽

Azra Naseem ◽

Ayesha I Mian

Keyword(s):

Mental Health ◽

Medical Education ◽

Blended Learning ◽

Learning Outcomes ◽

Undergraduate Medical Education ◽

Teaching And Learning ◽

Skills Training ◽

Learning System ◽

Health Curriculum ◽

Medical College

There is a significant shortage of qualified psychiatrists and related service providers in Pakistan; this occurs in the backdrop of burgeoning evidence of a high prevalence of mental health disorders in the country. At the Aga Khan University Medical College, Psychiatry has been taught to the undergraduates as a mandatory one-month clinical rotation since 1987. AKU is the only medical college with a formal psychiatry training at the undergraduate level. In 2017, a team of faculty members reassessed the curriculum, teaching methodology and learning outcomes of the psychiatry rotation. As a result, an outcome-based, blended curriculum was devised that integrated virtual and classroom-based learning with patient skills training. The new curriculum has now been in implementation for one year. At the end of the rotation, a questionnaire was administered to determine students’ experience of online learning. WEBLEI was adapted to measure students’ perceptions across four subscales. Data was gathered from learners’ use of the virtual learning system, participation in facilitator-based sessions and the clinical teaching and learning. Students were also asked to compare didactic face-to-face sessions with blended learning. Blended learning scored higher on all measures such as student engagement, critical thinking, student-led learning and alignment of assessment method with learning outcomes. The analysis of this data has informed future directions regarding the design and implementation of a Pakistan-wide mental health program. This study also highlights the challenges of curriculum design and its implications in the broader context of Pakistan. The results add to the existing literature about the experience, challenges and successful outcomes of designing a blended curriculum for Pakistan. Keywords: Blended learning, Integrated curriculum, Mental health, Learning analytics, PakistanHow to cite this article:Chachar, A.S., Siddiqui, S.A., Saeed, H., Naseem, A. & Mian, A.I. 2020. Design and evaluation of a blended mental health curriculum for undergraduate medical education in Pakistan. Scholarship of Teaching and Learning in the South. 4(2): 100-117. https://doi.org/10.36615/sotls.v4i2.111.This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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