Maximizing the Impact of a Symposium to Facilitate Change in Student Attitudes about Interdisciplinary Teamwork

BackgroundWe examine the impact of a 5-day online elective course in integrative medicine (IM) taking place during the COVID-19 pandemic, attended by 18 medical students from two faculties of medicine in Israel.MethodsThe course curriculum addressed effectiveness and safety of IM practices highlighting supportive and palliative care, demonstrated the work of integrative physicians (IPs) in designing patient-tailored treatments and taught practical skills in communication regarding IM. Group discussions were conducted via Zoom with 32 physicians, healthcare practitioners and IM practitioners working in integrative academic, community and hospital-based settings, in Israel, Italy, UK and Germany. An 18-item questionnaire examined student attitudes and perceived acquisition of skills for implementing what was learned in clinical practice. Student narratives were analysed using ATLAS.Ti software for systematic coding, identifying barriers and advantages of the online learning methodology.ResultsStudents reported a better understanding of the benefits of IM for specific outcomes (p=0.012) and of potential risks associated with these therapies (p=0.048). They also perceived the acquisition of skills related to the IM-focused history (p=0.006), learnt to identify effectiveness and safety of IM treatments (p=0.001), and internalised the referral to IPs for consultation (p=0.001). Student narratives included reflections on the tools provided during the course for assessing effectiveness and safety, enhancing communication with patients, enriching their patient-centred perspective, raising awareness of available therapeutic options, and personal and professional growth.ConclusionsOnline clinical electives in IM are feasible and can significantly increase students’ awareness and modify attitudes towards acquirement of patient-centred perspectives.

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The Impact of “Manipulated News” on Student Attitudes and Perceptions and Their Participation in the Umbrella Movement in Hong Kong

Social Media + Society ◽

10.1177/20563051211019715 ◽

2021 ◽

Vol 7 (2) ◽

pp. 205630512110197

Author(s):

Chesca Ka Po Wong ◽

Runping Zhu ◽

Richard Krever ◽

Alfred Siu Choi

Keyword(s):

Social Media ◽

Content Analysis ◽

Hong Kong ◽

Survey Research ◽

Student Attitudes ◽

Qualitative Content Analysis ◽

Fake News ◽

Attitudes And Perceptions ◽

The Impact ◽

Potential Use

While the impact of fake news on viewers, particularly marginalized media users, has been a cause of growing concern, there has been little attention paid to the phenomenon of deliberately “manipulated” news published on social media by mainstream news publishers. Using qualitative content analysis and quantitative survey research, this study showed that consciously biased animated news videos released in the midst of the Umbrella Movement protests in Hong Kong impacted on both the attitudes of students and their participation in the protests. The findings raise concerns over potential use of the format by media owners to promote their preferred ideologies.

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Replicating Anatomical Teaching Specimens using 3D Modelling Embedded within a Multimodal E-Learning Course: A Pre/Post Study Exploring the Impact on Medical Education during COVID-19 (Preprint)

10.2196/preprints.30533 ◽

2021 ◽

Author(s):

Chelsea Stunden ◽

Sima Zakani ◽

Avery Martin ◽

Shreya Moodley ◽

John Jacob

Keyword(s):

Medical Students ◽

Learning Outcomes ◽

Test Scores ◽

Student Attitudes ◽

Congenital Heart ◽

Secondary Outcome ◽

First Year ◽

Undergraduate Medical Students ◽

E Learning ◽

The Impact

BACKGROUND The coronavirus disease 2019 (COVID-19) pandemic has had significant effects on anatomy education. During the pandemic, students have had no access to cadavers, which has been the principal way of learning anatomy. We created and tested a customized congenital heart disease e-learning course for medical students that contained interactive 3D models of anonymized pediatric congenital heart defects. OBJECTIVE To assess if a multimodal e-learning course contributed to learning outcomes in a cohort of first year undergraduate medical students study congenital heart diseases. Secondarily, we assess student attitudes and experiences associated with multimodal e-learning. METHODS The pre/post study design involved 290 first year undergraduate medical students. Recruitment was conducted through the course instructors. Data were collected before using the course and after using the course. The primary outcome was knowledge acquisition (test scores). The secondary outcome included attitudes and experiences, as well as time to complete the modules, and browser metadata. RESULTS A total of 141 students were included in the final analysis (N=141). Students’ knowledge significantly improved by an average of 44.6% when using the course (SD 1.73, Z = -10.287, p < 0.001). 88.26% of students were highly motivated to learn with the course and 93.5% of students reported positive experiences with the course. There was a strong correlation between attitudes and experiences, which was statistically significant (rs = 0.687, p<0.001, N = 122). There were no relationships found between change test scores and attitudes or experiences (p>0.05). Students most frequently completed the e-learning course with Chrome (77.3%), and on Apple MacOS (61.0%) or Windows 10 (36.9%). Most students had devices with high-definition screens (83.0%). Most students (58.9%) completed the course in under 3 hours. CONCLUSIONS Multi-modal e-learning could be a viable solution to improving learning outcomes and experiences for undergraduate medical students, who do not have access to cadavers. Future research should focus on validating long-term learning outcomes. CLINICALTRIAL n/a

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A case study of the impact of a reformed science curriculum on student attitudes and learning in a secondary physics classroom

10.17918/etd-3530 ◽

2021 ◽

Author(s):

Gregg Jeremy Molotsky

Keyword(s):

Student Attitudes ◽

Science Curriculum ◽

The Impact

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Making Choices and Reducing Risk (MCARR): School Counseling Primary Prevention of Substance Use

The Professional Counselor ◽

10.15241/llfk.11.3.352 ◽

2021 ◽

Vol 11 (3) ◽

pp. 352-369

Author(s):

Louisa L. Foss-Kelly ◽

Margaret M. Generali ◽

Michael J. Crowley

Keyword(s):

Substance Use ◽

Alcohol Use ◽

Student Attitudes ◽

School Community ◽

Longitudinal Impact ◽

Addictive Behaviors ◽

Making Choices ◽

Drug And Alcohol Use ◽

The Impact ◽

Drug And Alcohol

The consequences of adolescent drug and alcohol use may be serious and far-reaching, forecasting problematic use or addictive behaviors into adulthood. School counselors are particularly well suited to understand the needs of the school community and to seamlessly deliver sustainable substance use prevention. This pilot study with 46 ninth-grade students investigates the impact of the Making Choices and Reducing Risk (MCARR) program, a drug and alcohol use prevention program for the school setting. The MCARR curriculum addresses general knowledge of substances and their related risks, methods for evaluating risk, and skills for avoiding or coping with drug and alcohol use. Using a motivational interviewing framework, MCARR empowers students to choose freely how they wish to behave in relation to drugs and alcohol and to contribute to the health of others in the school community. The authors hypothesized that the implementation of the MCARR curriculum would influence student attitudes, knowledge, and use of substances. Results suggest that the MCARR had a beneficial impact on student attitudes and knowledge. Further, no appreciable increases in substance use during the program were observed. Initial results point to the promise of program feasibility and further research with larger samples including assessment of longitudinal impact.

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Enhancing Rural Students1 Attitudes Toward Peers with Disabilities: A Comparison of Interventions

Rural Special Education Quarterly ◽

10.1177/875687059401300206 ◽

1994 ◽

Vol 13 (2) ◽

pp. 34-40 ◽

Cited By ~ 2

Author(s):

Clifford Baker ◽

Harvey Rude ◽

Gary Sasso ◽

Mel Weishahn

Keyword(s):

Student Attitudes ◽

Sixth Graders ◽

Second Grade ◽

Future Research ◽

Rural School Districts ◽

Grade Levels ◽

The Disabled ◽

Post Test ◽

Acceptance Scale ◽

The Impact

This study investigated the impact of two widely used commercial programs designed to increase peer understanding and acceptance of elementary school-aged handicapped students. Second, fourth, and sixth graders from six rural school districts were used in the study. The Better Understanding of Disabled Youth (BUDY) program and the Lets Meet the New Kids on the Block (KOB) program were two treatments employed to determine whether positive gains in attitudes toward the disabled could be systematically attained. Furthermore, the two programs were compared to see if one was more effective in this regard. By employing an adaptation of the Acceptance Scale (Voeltz, 1981) as both a pre-test and post-test measure, changes in student attitudes were documented on a variety of survey items. While a variety of variables were tracked, the most meaningful differences occurred between students in different grade levels. It appeared that second grade children increased their acceptance toward their peers with disabilities more positively as a result of undergoing the KOB interventions, while the older intermediate level children increased their acceptance more positively as a result of completing the BUDY interventions. Implications of findings and recommendations for future research are discussed.

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