A Best Evidence in Medical Education systematic review to determine the most effective teaching methods that develop reflection in medical students: BEME Guide No. 51

2019 ◽  
Vol 41 (1) ◽  
pp. 3-16 ◽  
Author(s):  
Jane Uygur ◽  
Ellen Stuart ◽  
Muireann De Paor ◽  
Emma Wallace ◽  
Seamus Duffy ◽  
...  
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Medical Students ◽  
Effective Teaching ◽  
Teaching Methods

The Effectiveness of Social Media Use as a Supplement Media of Clinical Skills Lab Learning for Undergraduate Medical Students in Low- and Middle-Income Countries during COVID-19 (Preprint)

2021 ◽  
Author(s):  
Zahira Noor Fathiyya ◽  
Muhammad Reza Utama ◽  
Yelvi Levani ◽  
Yuli Wahyu Rahmawati
Keyword(s):  
Systematic Review ◽  
Social Media ◽  
Medical Education ◽  
Medical Students ◽  
Clinical Skills ◽  
Learning Method ◽  
Undergraduate Medical Students ◽  
Middle Income ◽  
Middle Income Countries ◽  
Skills Lab

BACKGROUND Before COVID-19, it was recommended that medical education be conducted using the blended learning method in order to achieve an effective learning experience. However, it seems that distance learning is currently the best alternative to the previous learning method. Clinical skills lab activities, which are one of the learning methods in medical education, must adapt because they cannot be administered in-person. Social media has been proven giving a potential to supplement formal medical education for undergraduate student. OBJECTIVE This systematic review aims to examine the effectiveness of media social use as a supplement for clinical skills lab learning on undergraduate medical students in low- and middle-income countries (LMIC) during the COVID-19 pandemic. METHODS We designed a protocol for creating a systematic review on the effectiveness of social media as a supplement media in clinical skills lab learning for undergraduate medical students in LMIC during COVID-19. We will be extracting information from appropriate sources online obtained from journal websites’ databases guided by the PRISMA-S checklist in accordance with the research problem. The included sources include randomized controlled trials, systematic review, and meta-analysis published between 2020-2021. RESULTS This manuscript is still a protocol and has not been implemented. CONCLUSIONS In this systematic review, we will discuss the effectiveness of social media as a clinical skills lab learning for undergraduate medical students in LMIC during the COVID-19 pandemic.

scholarly journals Interventions to improve recruitment and retention of physicians in rural and remote Canada: a systematic review

2019 ◽  
Author(s):  
Claire Lafortune ◽  
Jeffrey Gustafson
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Medical Students ◽  
Rural And Remote ◽  
Recruitment And Retention ◽  
Effective Strategies ◽  
Rural Physicians ◽  
Final Sample ◽  
Remote Healthcare ◽  
Local Residents

Purpose: Rural and remote regions of Canada struggle to attract and retain an adequate healthcare workforce to provide the healthcare needed by their local residents. The purpose of this systematic review is to explore current literature that has analyzed strategies for recruitment and retention of physicians to rural and remote regions in Canada. Methods: Scopus and PubMed were searched for articles. To be included in the review, the titles yielded from the initial search had to be in English and meet one of the inclusion criteria: (1) address rural and/or remote healthcare, (2) focus on medical students or physicians, and (3) discuss recruitment or retention strategies. Titles were excluded that discussed non-OECD countries, or that were not original journal articles. The final sample of articles were analyzed by both reviewers for content and emerging themes. Summary of Results and Conclusion: The initial search yielded a total of 3397 titles for review. After applying criteria described above, 35 articles remained for review. A variety of recruitment and retention themes were identified targeting physicians before, during, and after their medical education. The most effective strategies consistently appear to be those aimed before medical education, specifically admitting medical students who have a rural background. This review aims to provide a summary of the currently available research to assist with evidence-based decision making to increase supply and retention of rural physicians.

scholarly journals Virtual vs online: an insight from medical students (Preprint)

2021 ◽  
Author(s):  
Shahil Kaini ◽  
Lucinda Zahrah Motie
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Medical Students ◽  
Literature Search ◽  
University College ◽  
University College London ◽  
Virtual Teaching ◽  
Key Terms

UNSTRUCTURED COVID-19 has changed the landscape of medical education and it has brought virtual teaching to the forefront. As fifth year medical students studying at University College London (UCL), we understand the importance of virtual teaching in medical education and therefore we commend Wilcha for carrying out a systematic review to analyse its strengths and weaknesses. However, we would like to discuss a criticism we have of the literature search that was conducted. We believe the key terms used were too narrow. Subsequently, this has limited the amount of literature which was reviewed, the content of the review and the reliability of the studies used.

scholarly journals Medical education in COVID-19 pandemic: medical students' point of view

2020 ◽  
Vol 53 (4) ◽  
pp. 490-494
Author(s):  
Lucas Ricardo Benfatti Marsilli ◽  
Fernanda Bombonato Smecellato ◽  
Orlando de Castro e Silva Júnior
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Teaching Methods ◽  
Point Of View ◽  
Medical Residency ◽  
Active Teaching ◽  
Multiple Issues ◽  
Open And Distance Learning ◽  
The Impact ◽  
Current Reality

Introduction: With the current reality that we are experiencing with the beginning of the new coronavirus (nCov) pandemic, everyone is dealing with new challenges. Among these, there are medical students, with their practical activities interrupted and many concerns. Objective: This article portrays the experience of medical students attending internship and the impact of the pandemic on medical education. Discussion: Among the multiple issues that students have been experiencing, there is a duality between the desire to engage in the fight against the pandemic and the fear of contamination of their friends and family. Furthermore, there is an increasing offer of online content, such as courses, congresses, and discoveries regarding COVID-19. With the massive adoption of Open and Distance Learning, the student faces the duality between traditional and active teaching methods, in addition to fear about the interruption of practical activities and the question of when they will be re-established. Finally, there are concerns about the students’ future: when and how they will complete the medical course, and the preparation for Medical Residency Exams. Conclusion: It is clear that the pandemic is significantly affecting already concerned medical students, in multiple aspects of their lives, about their training and completion of the course.

scholarly journals Group mentorship for undergraduate medical students—a systematic review

2020 ◽  
Vol 9 (5) ◽  
pp. 272-280
Author(s):  
Elise Pauline Skjevik ◽  
J. Donald Boudreau ◽  
Unni Ringberg ◽  
Edvin Schei ◽  
Terese Stenfors ◽  
...  
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Group Mentoring ◽  
Ovid Medline ◽  
Mentorship Programs ◽  
Cross Sectional Design

Abstract Introduction Mentoring has become a prevalent educational strategy in medical education, with various aims. Published reviews of mentoring report very little on group-based mentorship programs. The aim of this systematic review was to identify group-based mentorship programs for undergraduate medical students and describe their aims, structures, contents and program evaluations. Based on the findings of this review, the authors provide recommendations for the organization and assessment of such programs. Methods A systematic review was conducted, according to PRISMA guidelines, and using the databases Ovid MEDLINE, EMBASE, PsycINFO and ERIC up to July 2019. Eight hundred abstracts were retrieved and 20 studies included. Quality assessment of the quantitative studies was done using the Medical Education Research Study Quality Instrument (MERSQI). Results The 20 included studies describe 17 different group mentorship programs for undergraduate medical students in seven countries. The programs were differently structured and used a variety of methods to achieve aims related to professional development and evaluation approaches. Most of the studies used a single-group cross-sectional design conducted at a single institution. Despite the modest quality, the evaluation data are remarkably supportive of mentoring medical students in groups. Discussion Group mentoring holds great potential for undergraduate medical education. However, the scientific literature on this genre is sparse. The findings indicate that group mentorship programs benefit from being longitudinal and mandatory. Ideally, they should provide opportunities throughout undergraduate medical education for regular meetings where discussions and personal reflection occur in a supportive environment.

Impostor Syndrome: A Calling for a Career in Medical Education? (Preprint)

2020 ◽  
Author(s):  
Marinos G Sotiropoulos
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Teaching Methods ◽  
Personal Experience ◽  
Healthcare Professionals ◽  
Teaching Methodology ◽  
Medical Teaching ◽  
Internal Process ◽  
Impostor Feelings ◽  
Impostor Syndrome

UNSTRUCTURED Is it possible that medical students suffer from impostor syndrome due to inadequate teaching methods? Although there is no evidence to support this hypothesis, it is worth exploring: impostor syndrome could be an outcome of defective teaching methodology in medical schools. Students who are most affected may be the ones most invested in growth and learning, and the impostor feelings could signify a tendency to simplify, understand and explain essential concepts. This could translate into a talent in medical teaching. A personal experience that led to a vocation for medical education is used as an example of this internal process that could benefit medical students and healthcare professionals with similar perceptions.

scholarly journals YouTube as a learning tool for four shoulder tests

2018 ◽  
Vol 20 ◽  
Author(s):  
Heewon Lee ◽  
Asayeon Choi ◽  
Yongjun Jang ◽  
Jong In Lee
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Medical Students ◽  
Learning Tool ◽  
Educational Tools ◽  
Physical Examinations ◽  
Youtube Videos ◽  
Effective Education

Abstract Aim To analyze the use of YouTube videos as educational tools for four physical examinations of the shoulder: the Neer, Hawkins, empty can, and drop arm tests. Background Video-based education, which is accompanied by text-based education, can be an effective education method, especially in learning medical skills. Medical students and doctors in training often use YouTube videos to share medical education materials, and more systematic review of the reliability of these videos is required. Methods A search of YouTube was conducted using four keywords: ‘Neer test,’ ‘Hawkins test,’ ‘empty can test,’ and ‘drop arm test.’ Two physicians reviewed each video and recorded a variety of characteristics (date uploaded, number of views, likes and dislikes, and upload source). In addition, they scored and categorized the videos into four groups: ‘very useful,’ ‘somewhat useful,’ ‘not useful,’ and ‘misleading.’ Videos containing inappropriate content were classified as ‘misleading.’ Finally, the correlations of each video’s usefulness with viewers’ preferences and the upload source were analyzed. Results A total of 400 videos were assessed and 200 videos were adopted which yield eligible criteria. Out of 200 videos, 51 videos were very useful and 32 were misleading. Significant correlations were observed between the video’s usefulness and the uploaded source, as well as between the video’s usefulness and viewers’ preferences, such as the number of views, views per day, and number of likes. The proportion of videos classified as ‘very useful’ was highest (58.6%) among those uploaded by physicians and lowest (12.7%) among those uploaded by individuals. Videos uploaded by individuals had significantly lower values reflecting viewer preferences than did videos uploaded by physicians. Conclusion YouTube videos could be used as learning sources for shoulder physical examinations after the application of appropriate filtering processes, such as review of the upload source and viewers’ preferences.

scholarly journals ROLE OF WHATSAPP® IN MEDICAL EDUCATION: A LITERATURE REVIEW

2019 ◽  
Vol 2 (2) ◽  
pp. 60-65
Author(s):  
Noor-i-Kiran Naeem ◽  
Rehan Ahmed Khan ◽  
Haris Iqbal
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Medical Students ◽  
Conclusive Evidence ◽  
Educational Effectiveness ◽  
Inclusion Criteria ◽  
Advantages And Disadvantages ◽  
Research Type ◽  
Share Information

ABSTRACT Background: This review is aimed to find out how WhatsApp® has been integrated into medical education. A systematic review of the current literature was performed, links to prior reviews were drawn and implications for the future were discussed. Methods: Three databases (PubMed, ERIC and Science Direct) were searched after defining the inclusion criteria. Key information from the articles was methodically abstracted and discussed in the categories research type, study design, participants' level of medical education and study content along with the use of WhatsApp® in Medical education and its perceived advantages and disadvantages. Results: Fourteen articles met the inclusion criteria. Results showed that 40-76% of medical students had a WhatsApp® account out of which 30- 60% used WhatsApp® for educational purposes. WhatsApp® was used to communicate with fellow students and faculty, share information online and participate in discussions groups. Conclusion: WhatsApp® influences a myriad of aspects of medical education at the undergraduate and graduate level. Despite an increase in the use of WhatsApp® in medical education, there is a lack of conclusive evidence in terms of its educational effectiveness.

scholarly journals Genetics Practice Classes: A Useful Educational Method to Enhance the Learning of Medical Students

2020 ◽  
Vol In Press (In Press) ◽  
Author(s):  
Mahdi Bijanzadeh
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Teaching Methods ◽  
High Speed ◽  
Practical Aspect ◽  
Medical Genetics ◽  
Clinical Aspects ◽  
Educational Method ◽  
Practical Experiences ◽  
Open Question

Background: The current curriculum of genetics for medical students in the universities of Iran includes basic and clinical materials that are mainly theory-based. The integration of medical genetics into various aspects of medicine and exposing students to the practical and clinical aspects of genetics play a key role in improving the skills of graduated young physicians. Objectives: The present study aimed to evaluate the viewpoints of medical students regarding the practicality of genetics practice classes. Methods: This descriptive study was conducted using a researcher-made questionnaire, which was completed by 72 medical students at Ahvaz Jundishapour University of Medical Sciences in Ahvaz, Iran. The respondents had a genetics practice class (two-credit course), which was taught in the third semester of basic medical education. The participants were asked about the quality and quantity of the genetics course and teaching methods of the instructor, as well as the practicality of the course. Data analysis was performed in SPSS version 19. Results: The majority of the students (59.7%) believed that the genetics practice class was useful and helped with the better understanding of genetics principles. In addition, 60% of the students stated that the class increased their interest to study and research in medical genetics. In response to the open question, 32% of the students emphasized on teaching more clinical examples by teachers and doing more laboratory tests by students. Conclusions: The practical aspect of medical education is constantly reshaped, and the curricula of medical schools have to encompass new measures to keep up with the high speed of these changes. Each item in the medical genetics education should be accompanied with students’ practical experiences and advanced teaching methods in order to meet the requirements of genetics practice classes and prepare the students for the visitation of genetics patients in hospitals, analysis of laboratory genetic tests, and holding counseling sessions in this regard.

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