A Comprehensive Review to Establish Priority Learning Objectives for Medical Students in the Obstetrics and Gynecology Clerkship

Abstract Background Inclusion of environmental health (EH) in medical education serves as a catalyst for preparing future physicians to address issues as complex as climate change and health, water pollution and lead contamination. However, previous research has found EH education to be largely lacking in U.S. medical education, putting future physicians at risk of not having the expertise to address patients’ environmental illnesses, nor speak to prevention. Methods Environmental health (EH) knowledge and skills were incorporated into the first-year medical school curriculum at Hackensack Meridian School of Medicine (Nutley, New Jersey), via a two-hour interactive large group learning module with follow up activities. Students completed the Environmental Health in Med School (EHMS) survey before and after the year 1 EH module. This survey evaluates medical students’ attitudes, awareness and professionalism regarding environmental health. In year 2, students completed the Environmental Health Survey II, which measured students’ perceptions of preparedness to discuss EH with future patients. The research team created both surveys based upon learning objectives that broadly aligned with the Institute of Medicine six competency-based environmental health learning objectives. Results 36 year 1 students completed both the pre and post EHMS surveys. McNemar’s test was used for paired comparisons. Results identified no statistically significant changes from pre to post surveys, identifying a dramatic ceiling. When comparing year 2, EHS II pre-survey (n = 84) and post-survey (n = 79) responses, a statistically significant positive change in students’ self-reported sense of preparedness to discuss environmental health with their patients following the curriculum intervention was noted. Conclusions Our conclusion for the EHMS in Year 1 was that the current generation of medical students at this school is already extremely aware of and concerned about the impact of environmental issues on health. Through the EHS II in Year 2, we found that the six-week environmental health module combining didactic and experiential elements significantly increased medical students’ self-reported sense of preparedness to discuss environmental health issues, including climate change, with their patients.

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Use of simulation based technology in pre-clinical years improves confidence and satisfaction among medical students

Journal of the Pakistan Medical Association ◽

10.47391/jpma.1152 ◽

2021 ◽

pp. 1-19

Author(s):

Muhammad Bilal Mirza ◽

Anjiya Sulaiman ◽

Satwat Hashmi ◽

Samar Zaki ◽

Rehana Rehman ◽

...

Keyword(s):

Medical Students ◽

Medical Curriculum ◽

Teaching Method ◽

Clinical Skills ◽

Descriptive Analysis ◽

Group Discussion ◽

Cross Sectional Study ◽

Learning Objectives ◽

Student Interest ◽

Cross Sectional

Abstract Objective: To determine perception of medical students about learning from integrated simulated clinical skills sessions in Respiration and Circulation module of Year 1 undergraduate medical curriculum at Aga Khan University. Subjects & Methods: This cross-sectional study was conducted at the Centre for Innovation in Medical Education, Aga Khan University (AKU) from July 2018 to February 2019. Integrated clinical skills session involves use of a combination of live simulated patient and mechanical simulator to teach clinical skills. These sessions were conducted in Respiration and Circulation Module of MBBS Year I curriculum after which quantitative data was collected by a questionnaire that assessed usefulness of integrated clinical skills teaching method and confidence gained by students. The responses acquired were assessed on a Likert scale ranging from 1-5, (strongly agree -strongly disagree). Descriptive analysis was performed. A focused group discussion (FGD) with students and an in-depth interview with a facilitator conducting the clinical skills sessions was arranged. Simple verbatim transcription of FGD recordings and thematic analyses was executed. Results: Quantitative analysis showed that more than 90% of the students believed integrated sessions were effective in acquiring the learning objectives and found them enjoyable and motivating. 80% expressed confidence that they had accomplished learning objectives and felt they have learned practical clinical skills. Qualitative analysis revealed that these sessions enhanced understanding of subject matter and student engagement during sessions. Conclusion: Integrated clinical skills sessions improved student interest, engagement and promoted student confidence. It should be implemented in undergraduate medical teaching curriculum. Continuous...

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Knowledge, Attitude and Awareness on Puberty Menorrhagia among Medical Students of Saveetha Medical College

Journal of Pharmaceutical Research International ◽

10.9734/jpri/2021/v33i50b33446 ◽

2021 ◽

pp. 235-240

Author(s):

T. Sarathkumar ◽

K. Jayashree

Keyword(s):

Medical Students ◽

Positive Attitude ◽

Cross Sectional Study ◽

Obstetrics And Gynecology ◽

Sectional Study ◽

Statistical Tools ◽

Cross Sectional ◽

Medical College ◽

Parametric Data ◽

Non Parametric

Objective: To assess the knowledge, attitude and awareness on pubertal menorrhagia among medical students. Design: It was a cross-sectional study conducted at the department of Obstetrics and Gynecology in Saveetha Medical College and Hospital, Thandalam. Methodology: The study was carried out on 129 students comprising of 1st, 2nd, 3rd, 4th year M.B.B.S students. The students were given a pretested questionnaire and asked to fill up the questions. The responses were collected and analysed using appropriate statistical tools for parametric and non-parametric data with the help of SPSS for Windows version 22 software. Results: The knowledge of participants on pubertal menorrhagia was 58%. The participants that had a positive attitude concerning pubertal menorrhagia was 55% the awareness of participants on pubertal menorrhagia was 51% Conclusion: The study concluded that there is a definitive knowledge of pubertal menorrhagia among students. the participants showed the palpable deficit of knowledge and awareness as well. To prevent such practices knowledge, awareness must spread among the students.

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Development of Geriatric Mental Health Learning Objectives for Medical Students: A Response to the Institute of Medicine 2012 Report

American Journal of Geriatric Psychiatry ◽

10.1016/j.jagp.2017.05.006 ◽

2017 ◽

Vol 25 (10) ◽

pp. 1041-1047 ◽

Cited By ~ 8

Author(s):

Susan W. Lehmann ◽

William B. Brooks ◽

Dennis Popeo ◽

Kirsten M. Wilkins ◽

Mary C. Blazek

Keyword(s):

Mental Health ◽

Medical Students ◽

Learning Objectives ◽

Institute Of Medicine ◽

Geriatric Mental Health

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An Analysis of Perception of Different Online Teaching-Learning Methods among Phase-1 Medical Students of Government Medical College, Thrissur, Kerala during Covid-19 Lockdown

Journal of Evidence Based Medicine and Healthcare ◽

10.18410/jebmh/2021/539 ◽

2021 ◽

Vol 8 (32) ◽

pp. 2950-2955

Author(s):

Sajeevan Kundil Chandran ◽

Shajee Sivasankaran Nair ◽

Sajith Vilambil ◽

Sajna Mathumkunnath Vijayan ◽

Purnima Eliz Thomas

Keyword(s):

Medical Students ◽

Online Teaching ◽

Phase 1 ◽

Learning Objectives ◽

Government Medical College ◽

Visual Aids ◽

Medical College ◽

Online Lectures ◽

Logical Sequence ◽

Bonferroni Test

BACKGROUND Due to Covid-19 lockdown initiated by the Government, the teaching was transformed to an online sphere. Reflection from students was quite essential for advancement in newer platforms. Thus, perception of various online teachinglearning methods among medical students were assessed. METHODS This is a cross-sectional study conducted among phase-1 MBBS students of Government Medical College, Thrissur. This study was done to analyse medical student’s perceptions on four methods of online classes which included live online lectures, assignments, sending PowerPoint presentations and pre-recorded videos. All statistical data was analysed using SPSS software version 16. Continuous variables was expressed as mean ± standard deviation. Difference between the groups were analysed by simple ANOVA but the subgroup analysis in each variable was done by post hoc analysis with Bonferroni test. The level of significance was kept at 5%. RESULTS When different variables were analysed by anova, it was found out that emphasizing important aspects of topics, describing the contents in a logical sequence and interaction was significantly better in live online lectures. Coverage of learning objectives and description of concepts was significantly better in narrative PowerPoint presentation. Likewise, it significantly helped them to prepare notes for examination. Live online lectures effectively used audio-visual aids and it has aroused interest in the subject. Live online lecture was found to be the best single method as compared to the other three when all ten variables were analysed conjointly. CONCLUSIONS The preferred method for online teaching for phase-1 medical students was online lectures when all variables were analysed. Important aspects of topics were emphasized, the contents were discovered in a logical sequence, the audio-visuals were used effectively, and interest was aroused in topics through live online lectures. All the learning objectives were covered and described very clearly and note preparation was easy in PowerPoint presentation. KEYWORDS Covid-19 Lockdown, Perception, Live Online Lectures, Pre-Recorded Videos, Assignments, Interaction, Learning Objectives, Audio Visual Aids

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Single-choice or multiple true false questions (Kprime):Direct comparison of online tests in pharmacology over one year (Preprint)

10.2196/preprints.27179 ◽

2021 ◽

Author(s):

Joachim Neumann ◽

Stephanie Simmrodt ◽

Beatrice Bader ◽

Bertram Opitz ◽

Ulrich Gergs

Keyword(s):

Medical Students ◽

Multiple Choice ◽

Test Group ◽

Learning Objectives ◽

Multiple Choice Questions ◽

Online Test ◽

True Answer ◽

Group A ◽

One Year ◽

Group B

BACKGROUND There remain doubts about whether multiple choice answer formats (single choice) offer the best option to encourage deep learning or whether SC formats simply lead to superficial learning or cramming. Moreover, cueing is always a drawback in the SC format. Another way to assess knowledge is true multiple-choice questions in which one or more answers can be true and the student is not aware of how many true answers are to be anticipated (K´ or Kprime question format). OBJECTIVE Here, we compared both single-choice answers (one true answer, SC) with Kprime answers (one to four true answers out of four answers, Kprime) for the very same learning objectives in a study of pharmacology in medical students. METHODS Two groups of medical students were randomly subjected to a formative online test: group A) was first given 15 SC (#1-15) followed by 15 different Kprime questions (#16-30). The opposite design was used for group B. RESULTS The mean number of right answers was higher for SC than for Kprime questions in group A (10.02 vs. 8.63, p < 0.05) and group B (9.98 vs. 6.66, p < 0.05). The number of right answers was higher for nine questions of SC compared to Kprime in group A and for eight questions in group B (pairwise T-Test, p < 0.05). Thus, SC is easier to answer than the same learning objectives in pharmacology given as Kprime questions. One year later, four groups were formed from the previous two groups and were again given the same online test but in a different order: the main result was that all students fared better in the second test than in the initial test; however, the gain in points was highest if initially mode B was given. CONCLUSIONS Kprime is less popular with students being more demanding, but could improve memory of subject matter and thus might be more often used by meidcal educators.

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Overview

Oxford Handbook of ENT and Head and Neck Surgery ◽

10.1093/med/9780198725312.003.0001 ◽

2019 ◽

pp. 1-8

Author(s):

Rogan Corbridge ◽

Nicholas Steventon

Keyword(s):

Medical Students ◽

Learning Objectives ◽

Nose And Throat

This chapter provides an overview of the scope of the book. It also provides guidance for clinical medical students studying ear, nose, and throat (ENT). A detailed curriculum and a set of learning objectives are provided. The role of research and audit in ENT practice is highlighted.

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