scholarly journals Student perceptions and preferences of two TBL modalities in the second year medical curriculum

2013 ◽  
Vol 27 (S1) ◽  
Author(s):  
Jane Suzanne Waggoner ◽  
Mark W. Braun ◽  
Valerie Dean O'Loughlin
Keyword(s):  
Student Perceptions ◽  
Medical Curriculum ◽  
Second Year

Faculty and second-year medical student perceptions of active learning in an integrated curriculum

2016 ◽  
Vol 40 (4) ◽  
pp. 446-453 ◽  
Author(s):  
Alexander Tsang ◽  
David M. Harris
Keyword(s):  
Medical Students ◽  
Active Learning ◽  
Lifelong Learning ◽  
Student Perceptions ◽  
Medical Curriculum ◽  
Faculty Perceptions ◽  
Mail Survey ◽  
Passive Learning ◽  
Teacher Students ◽  
Second Year

Patients expect physicians to be lifelong learners who are able to interpret and evaluate diagnostic tests, and most medical schools list the development of lifelong learning in their program objectives. However, lecture is the most often utilized form of teaching in the first two years and is considered passive learning. The current generation of medical students has many characteristics that should support active learning pedagogies. The purpose of this study was to analyze student and faculty perceptions of active learning in an integrated medical curriculum at the second-year mark, where students have been exposed to multiple educational pedagogies. The first hypothesis of the study was that faculty would favor active learning methods. The second hypothesis was that Millennial medical students would favor active learning due to their characteristics. Primary faculty for years 1 and 2 and second-year medical students were recruited for an e-mail survey consisting of 12 questions about active learning and lecture. Students perceived that lecture and passive pedagogies were more effective for learning, whereas faculty felt active and collaborative learning was more effective. Students believed that more content should be covered by lecture than faculty. There were also significant differences in perceptions of what makes a good teacher. Students and faculty both felt that lack of time in the curriculum and preparation time were barriers for faculty. The data suggest that students are not familiar with the process of learning and that more time may be needed to help students develop lifelong learning skills.

scholarly journals Involvement of medical students in a surgery congress: impact on learning motivation, decision-making for a career in surgery, and educational curriculum

2021 ◽  
Author(s):  
Ibrahim Alkatout ◽  
Veronika Günther ◽  
Sandra Brügge ◽  
Johannes Ackermann ◽  
Magret Krüger ◽  
...  
Keyword(s):  
Decision Making ◽  
Medical Students ◽  
Medical Curriculum ◽  
Learning Motivation ◽  
Educational Curriculum ◽  
Active Involvement ◽  
Surgical Career ◽  
Second Year ◽  
Digital Surgery ◽  
The Impact

SummaryDuring the preclinical period of medical school, the clinical relevance of theoretical knowledge is given little attention. Medical students of the second year were invited to participate in an interdisciplinary congress for robot-assisted and digital surgery. The students had to evaluate the impact of the congress on their learning motivation, decision-making for a career in surgery, and relevance for their educational curriculum. Participation in the congress increased their learning motivation for preclinical subjects, and significantly increased their interest in a surgical career. Most students considered active involvement in medical congresses a valuable supplement to the medical curriculum. Congress participation during the preclinical period was ranked positively by medical students. Greater learning motivation and enthusiasm for the pilot teaching project as well as for surgical disciplines were registered. Thus, early involvement of medical students in scientific congresses should be an integral part of their educational curriculum.

scholarly journals Study of Live Lecture Attendance, Student Perceptions and Expectations

2021 ◽  
Author(s):  
Johnathan Emahiser ◽  
John Nguyen ◽  
Cheryl Vanier ◽  
Amina Sadik
Keyword(s):  
Student Perceptions ◽  
Teaching Practices ◽  
First Year ◽  
First Year Students ◽  
Study Materials ◽  
Class B ◽  
Second Year ◽  
To Come ◽  
Perceptions And Expectations ◽  
Insight Into

AbstractDeclining lecture attendance has been an ongoing concern for educators involved in undergraduate medical education. A survey was developed (a) to gain insight into the reasons students skipped class, (b) to identify the type of study materials they were using, and (c) to determine what they thought would motivate them to come to class. The survey was sent to 317 first-year and second-year medical students, and 145 (45%) responded. Only 63% of first-year students and 53% of second-year students attended any lectures that were not mandatory. The attendance was higher for students who aspired to less competitive specialties such as pediatrics and family medicine. The most popular reasons for not coming to class were related to the efficiency of information intake and instructor or class style. The most heavily used resources (> 60%) were materials or recorded lectures provided by the instructor. The second-year students also heavily used outside study materials for Board exams, such as Pathoma (50%). Students’ ideas for what might increase their attendance suggest that they perceive that the lectures may not prepare them for Board exams, and they would like faculty to address Board related content more often in class and on assessments. Respondents also suggested that teaching practices might be improved through faculty development. Faculty awareness of and references to Board exam content, embedded in strong teaching practices, may help students find more value in live lectures. Carefully designed active learning sessions may change students’ minds regarding the relevance and value of these sessions.

scholarly journals Student Perceived Value of Anatomy Pedagogy, Part I: Prosection or Dissection?

2015 ◽  
Vol 2 ◽  
pp. JMECD.S17496 ◽  
Author(s):  
Jonathan J. Wisco ◽  
Stephanie Young ◽  
Paul Rabedeaux ◽  
Seth D. Lerner ◽  
Paul F. Wimmers ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Student Perceptions ◽  
Medical Curriculum ◽  
Clinical Skills ◽  
School Experience ◽  
First Year ◽  
Biomedical Sciences ◽  
Medical Specialties ◽  
Preclinical Medical Education

A series of three annual surveys of David Geffen School of Medicine (DGSOM) at UCLA students and UCR/UCLA Thomas Haider Program in Biomedical Sciences students were administered from 2010 to 2012 to ascertain student perceptions of which anatomy pedagogy—prosection or dissection—was most valuable to them during the first year of preclinical medical education and for the entire medical school experience in general. Students were asked, “What value does gross anatomy education have in preclinical medical education?” We further asked the students who participated in both prosection and dissection pedagogies, “Would you have preferred an anatomy curriculum like the Summer Anatomy Dissection during your first year in medical school instead of prosection?” All students who responded to the survey viewed anatomy as a highly valued part of the medical curriculum, specifically referring to four major themes: Anatomy is (1) the basis for medical understanding, (2) part of the overall medical school experience, (3) a bridge to understanding pathology and physiology, and (4) the foundation for clinical skills. Students who participated in both prosection and dissection pedagogies surprisingly and overwhelmingly advocated for a prosection curriculum for the first year of medical school, not a dissection curriculum. Time efficiency was the dominant theme in survey responses from students who learned anatomy through prosection and then dissection. Students, regardless of whether interested in surgery/radiology or not, appreciated both pedagogies but commented that prosection was sufficient for learning basic anatomy, while dissection was a necessary experience in preparation for the anatomical medical specialties. This suggests that anatomy instruction should be integrated into the clinical years of medical education.

Crossword Puzzles: Active Learning in Undergraduate Pathology and Medical Education

2009 ◽  
Vol 133 (9) ◽  
pp. 1457-1462
Author(s):  
Anurag Saxena ◽  
Raenelle Nesbitt ◽  
Punam Pahwa ◽  
Sheryl Mills
Keyword(s):  
Student Perceptions ◽  
Small Groups ◽  
Time Frame ◽  
Teaching Tool ◽  
Internet Resource ◽  
Cooperative Groups ◽  
Key Concepts ◽  
Second Year ◽  
Peer Teachers ◽  
Short Time

Abstract Context.—Second-year medical students are introduced to many new terms and concepts in a short time frame in the hematology system and the neoplasia section of the undergraduate pathology course. It is a challenge to provide adequate practice and necessary repetition to reinforce key concepts. Objective.—To determine student perceptions of the usefulness of crosswords as a quick and effective way to reinforce essential concepts and vocabulary. Design.—Crosswords with ensured content validity built on a free Internet resource were completed by the students in collaborative and cooperative groups of 6 to 7 with a reward for the first group to successfully complete the puzzle. Student perceptions of the value of crosswords for their learning were examined in 2003 (39 students) with a survey of yes or no responses and in 2004 (41 students) with a survey using questions with a 5-point Likert scale. Results.—Many students (37 of 39 in 2003 and 24 of 41 in 2004) indicated that crosswords were useful and contributed to their learning. Specifically, crosswords were found to be useful for identifying key concepts and vocabulary and for their collaborative and competitive aspects. Written and informal comments indicated student enthusiasm for and a desire to participate in more of these exercises. Students have transferred this review strategy to other classes and the peer teachers have expressed an interest in it as an adjunct teaching tool. Conclusions.—The judicious use of crosswords was useful for near transfer content and provided an opportunity to discuss and recall essential concepts, think critically, and collaborate in small groups.

scholarly journals Integrating an Interprofessional Geriatric Active Learning Workshop Into Undergraduate Medical Curriculum

2020 ◽  
Vol 7 ◽  
pp. 238212052092368
Author(s):  
Wanda Jirau-Rosaly ◽  
Shilpa P Brown ◽  
Elena A Wood ◽  
Nicole Rockich-Winston
Keyword(s):  
Medical Students ◽  
Student Perceptions ◽  
Interprofessional Education ◽  
Medical Curriculum ◽  
Clinical Skills ◽  
Comparative Method ◽  
Health Assessment ◽  
The United States ◽  
Home Health ◽  
Knowledge Assessment

Purpose: The aging population in the United States poses a substantial challenge to our health care system, and particularly affects the training of physicians in geriatric care. To introduce undergraduate medical students to a variety of clinical skills and concepts emphasized in geriatrics, we created an interprofessional geriatric workshop and examined changes in student perceptions of working in interprofessional teams, knowledge regarding geriatric concepts, perceptions of the pre-work material, and suggestions for curricular improvement to enhance the workshop for future students. Methods: Second-year medical students participated in a 4-hour workshop with tasks that emphasized activities of daily living, geriatric physical assessment, end-of-life discussions, Beers Criteria, and a home health assessment. Pre- and post-surveys were administered including the Students Perceptions of Interprofessional Clinical Education–Revised (SPICE-R) survey and a knowledge assessment. Student perceptions of pre-work and overall program assessment were captured after the workshop. Descriptive statistics and paired t tests assessed for significant differences. Emerging themes were analyzed using the Glaser constant comparative method. Results: Of the 186 medical student participants, 178 students completed the SPICE-R survey, demonstrating significant increases in students’ perceptions of the value of interprofessional education ( P < .001). In addition, 111 students completed the pre- and post-test for the knowledge assessment, demonstrating significant gains in geriatric concepts ( P < .001). Overall, most students perceived the pre-work as useful and felt prepared to evaluate geriatric patients. Open-ended question analysis supported results, in which 34 students indicated that they felt most comfortable performing a home health assessment and emphasized the usage of the home health simulation. Conclusions: Introducing medical students to a variety of geriatric assessments and concepts in an interprofessional environment early in their career positively influences their perceptions of working as an interprofessional team member to deliver comprehensive care to older adults.

scholarly journals Gender difference in resilience among the under graduate medical students – A cross sectional study

2020 ◽  
Vol 11 (SPL2) ◽  
pp. 21-24
Author(s):  
Mahati Sundar ◽  
Archana R
Keyword(s):  
Medical Students ◽  
Gender Difference ◽  
Medical Curriculum ◽  
Cross Sectional Study ◽  
Female Students ◽  
Sectional Study ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Male And Female ◽  
Second Year

A health professional requires resilience to be able to handle the depression, anxiety and stress, which may occur when they are in the field. Resilience is theability to tackle and overcome difficulties, with personal transformation and growth. Studies in undergraduate medical students have shown a difference in the stress scores of males and females, showing the possibility of gender difference in coping strategies and resilience. Therefore, the objective of the study was to assess the resilience scores of undergraduate medical students and to find out the existence of gender differences in their resilience scores. A cross-sectional study was conducted among the first and second-year MBBS students of 18-25 years of age after obtaining informed consent and Institutional ethical clearance. All willing male and female students fulfilling the inclusion and exclusion criteria formed the study participants. A standard resilience questionnaire was used to assess the resilience scores of the students and the male and female participants scores were noted separately. A total of of282 first and second-year undergraduate medical students participated in the study. A significantly higher percentage of female students had a high resilience score in comparison to male participants. Our study highlights the fact that females have a higher resilience compared to males. But still, the majority of male and female students are having moderate resilience. Thus, the future focus should be on the promotion of resilience-building measures to be taught to the students early in their medical curriculum to successfully tackle the stressful situations.

scholarly journals Original Undergraduate Research in Classroom Contexts: Student Perceptions of a Scaffolded Approach

2016 ◽  
Vol 9 ◽  
pp. 35
Author(s):  
Karen Manarin ◽  
April McGrath ◽  
Miriam Carey
Keyword(s):  
General Education ◽  
Student Perceptions ◽  
Student Attitudes ◽  
Undergraduate Research ◽  
English Literature ◽  
Research Process ◽  
First Year ◽  
Student Work ◽  
Class A ◽  
Second Year

This article describes a model for supporting undergraduate research that can be adapted for very different classroom contexts; we implemented this model in a first-year general education composition class, a second-year Psychology class and a fourth-year English literature seminar. We examine student work created for each class as well as reflections and interviews to explore student attitudes towards and perceptions of research. While the scaffolded approach had an impact on students' understanding of the research process, the effects did not vary significantly by level and context as we had expected.

scholarly journals Neuropoly: An Educational Board Game to Facilitate Neurology Learning

2021 ◽  
Vol 15 ◽  
Author(s):  
Anton Raskurazhev ◽  
Polina Kuznetsova ◽  
Anastasia Evgenievna Khizhnikova ◽  
Anton Klochkov ◽  
Ilya Bakulin ◽  
...  
Keyword(s):  
Pilot Study ◽  
Positive Response ◽  
Medical Curriculum ◽  
Educational Games ◽  
Board Game ◽  
Educational Methods ◽  
Board Games ◽  
Second Year ◽  
Medical Disciplines ◽  
Difficult Subjects

Introduction: Neurology is arguably one of the most difficult subjects to teach and study in the medical curriculum. Educational games (EG) may be a valid option to enhance motivation in neurology residents.Methods: We developed an educational board game (Neuropoly) to assist in teaching neurology. We present here an overview of the game, as well as the results of a pilot study aimed at determining: (a) the efficacy of the game in teaching certain neurological concepts; and (b) student compliance and satisfaction with the EG.Results: The pre- and post-play questionnaire scores differed significantly (3.2 ± 1.7 vs. 7.8 ± 1.6, p &lt; 0.001). Our group of residents, showing an overwhelmingly positive response, very well received the game. The questions were rated as above average regarding difficulty.Conclusion: The “Neuropoly” educational board game has been shown to be interesting, efficient, and motivational among first- and second-year neurology residents. Novel educational methods for complex medical disciplines should be developed, with board games being a viable and inexpensive approach.

scholarly journals Technology Enhanced Learning in Undergraduate Pharmacology through Online Quizzes: A Pedagogical Approach and Medical Students’ Perspective

2019 ◽  
Vol 6 (1) ◽  
pp. 14-17
Author(s):  
Sujit Kumar Sarker ◽  
Geethanjali Bhas ◽  
Vijaya Marakala ◽  
Mohammad Abdullah Yusuf
Keyword(s):  
Medical Students ◽  
Medical Curriculum ◽  
Cross Sectional Study ◽  
Technology Enhanced Learning ◽  
Cross Sectional ◽  
Study Population ◽  
Online Quizzes ◽  
Second Year ◽  
Enhanced Learning ◽  
Structured Questionnaire

Background: Technology enhanced learning in medical curriculum is expanding rapidly because of research showing the benefits for learners in terms of engagement, convenience, attainment and enjoyment. Objectives: The purpose of the present study was to explore medical students’ perspective on technology enhanced learning in undergraduate pharmacology. Methodology: This descriptive cross-sectional study was conducted in the Faculty of Medicine during 2016 for a period of three (3) months. Second year MBBS students who were studying in the International Medical School, Management & Science University,Selangor, Malaysia with the age group of equal or more than 18 years of age with both sexes were selected as study population. Several online quizzes were conducted by Quizizz. Data were analysed after online quizzes using semi-structured questionnaire. Results: A total number of 42 students were involved in this study. Among these 35(83.33%) surveyed students were strongly agreed with timing for answering the questions however, 39(92.86%) strongly agreed that quizzes stimulate interest in pharmacology and 28(66.67%) strongly agreed that quizzes improve knowledge and skill in pharmacology. Most of the students suggested to continue online quizzes. Conclusion:Systematic analysis and stratification of students’ perceptions regarding technology enhanced learning initiatives such as online quizzes are essential in gaining insight for educational planning and interventions in pharmacology. Journal of Current and Advance Medical Research 2019;6(1):14-17

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