Teaching Pain Management in Interprofessional Medical Education: A Review of Three Portal of Geriatric Online Education Modules

The purpose of this study is to identify the historical background and status of continuing medical education (CME) in Korea, and to establish a method for improving CME in the future. Currently, the CME in Korea presents several problems that need to be addressed, such as the appropriateness of the annual required credits, maintenance of simple refresher training, insufficient online education, and evaluation and accreditation of educational institutions. Solutions are offered in the form of increased time for the required credits, introduction of social competency topics and education methods, improvement of online education, evaluation to improve the quality of CME, and introduction of a systematic and appropriate evaluation and accreditation system. CME and continuing professional development (CPD) are not only obligations stipulated in the medical law, but also professional requisites in terms of securing autonomy through self-development and self-regulation. It aims to enlighten the high level of professionalism required by the international community. It is an essential requirement and ultimately promotes and protects the physical, mental, and social health of people worldwide. In order to cope with the international standards of CME/CPD that ensure high quality treatment and patient safety, it is crucial to reform the continuing medical education system by securing the physicians’ professionalism. To this end, authors propose the improvement and implementation of CME system in Korea based on internal review and benchmarks of the internationally recognized CME/CPD systems that meet global standards.

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Insights from a massive open online course (MOOC) for medical education (2014-2018)

10.7287/peerj.preprints.26879 ◽

2018 ◽

Author(s):

Robert Robinson

Keyword(s):

United States ◽

Medical Education ◽

Online Education ◽

Effective Means ◽

Course Completion ◽

The United States ◽

Online Course ◽

Completion Rates ◽

Massive Open Online ◽

Global Reach

Background Massive open online courses (MOOCs) are technological innovations have been successfully applied in a wide variety of disciplines to deliver quality online education. These courses are an area of intense focus of educational research. Preliminary studies have shown MOOCs to be effective means of delivering medical education. This study reports data on course completion rates and the geographic reach of a MOOC designed for medical education. Methods A online course designed as for a 4th year medical school elective was opened as a free to take MOOC in August, 2014. The course is offered in English with subtitles via Udemy.com. Data regarding completion rates were obtained from the course management interface of the MOOC, data regarding the geographic reach of the course was obtained from Google Analytics. All data is anonymous, aggregated, and studied retrospectively. The intended course audience was fourth year medical students in the United States, but enrollment was open to all. Results MOOC enrollment reached 5,586 students by February, 2018. Completion rates were low (5%), with 8% completing 50% or more of the MOOC. 80% of students did not complete a single course element. Students enrolled from 161 different countries based on localization by Google Analytics. The most common countries students enrolled from were the United States (46%), India (6%), the United Kingdom (4%), Egypt (2.5%), Canada (2.5%), Australia (2%), China (2%), Germany (1.5%), Brazil (1.5%), and Saudi Arabia (1.5%). Conclusions Course enrollment included 5,586 students from 161 different countries. Course completion rates were low, but consistent with other scientific MOOCs designed for high level audiences that are open for public enrollment. These results also show the potential global reach of a MOOC. These factors of high enrollment, low course completion, but global reach are unique challenges for medical educators who deliver content via MOOC technology. Further study is needed to further define the role of MOOCs in medical education.

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Abstract 168: Impact of Continuing Medical Education on the Treatment of Hypertriglyceridemia with Omega-3 Fatty Acids

Circulation Cardiovascular Quality and Outcomes ◽

10.1161/circoutcomes.9.suppl_2.168 ◽

2016 ◽

Vol 9 (suppl_2) ◽

Author(s):

Amy Larkin ◽

Michael LaCouture ◽

George Boutsalis ◽

Harold Bays

Keyword(s):

Fatty Acids ◽

Medical Education ◽

Fatty Acid ◽

Online Education ◽

Continuing Medical Education ◽

Primary Care Physicians ◽

Omega 3 Fatty Acids ◽

Omega 3 ◽

Omega 3 Fatty Acid

Introduction: The less prominent role of triglycerides in determining cardiovascular risk keeps these lipids from being top-of-mind for practicing clinicians, yet epidemiologic data affirm that hypertriglyceridemia contributes to atherosclerotic disease development and progression. We sought to determine if online continuing medical education (CME) could improve the clinical knowledge and competence of primary care physicians (PCPs) and cardiologists regarding hypertriglyceridemia and the use of omega-3 fatty acids in its treatment. Methods: The effects of two educational interventions about advances in hypertriglyceridemia treatment (activity 1) and educating patients about omega-3 fatty acid products (activity 2) were analyzed to determine efficacy of online education presented in the form of online video-based roundtable discussions. The activities launched online in May and June, 2015 respectively, and data were collected through July, 2015. The effects of education were assessed using knowledge- and case-based matched pre-assessment/post-assessments. The effect sizes were calculated with Cohen’s d (> 0.8 is large, 0.8-0.4 is medium, and < 0.4 is small). Results: In total, 842 PCPs and 75 cardiologists who completed all pre/post assessment questions in any of the two activities during the study period were included in analyses. Significant overall improvements were seen for PCPs (activity 1: n = 452, P <.05, effect d= 0.68; activity 2: n = 390, P <.05, effect d= 0.96) and cardiologists (activity 1: n = 35, P <.05, effect d= 0.77; activity 2: n = 40, P <.05, effect d= 0.9). Compared with baseline, specific areas of improvements include: • 22% more PCPs and 31% more cardiologists identified weight loss as a nonpharmacological intervention that can effectively lower triglyceride levels for overweight/obese patients with hypertriglyceridemia, (both P < .05) • 35% more PCPs and 32% more cardiologists identified the appropriate dosing of prescription omega-3 fatty acids (both P <.05) • 23% more PCPs ( P < .05) and 20% more cardiologists ( P =.068 ) recognized that reducing the risk for pancreatitis is a primary medical objective in patients with severe elevations in triglyceride levels Areas identified as needing additional education include: • 57% of all physicians remain unaware that omega-3 fatty acids reduce apolipoprotein C3 • 61% of PCPs and 60% of cardiologists did not demonstrate a thorough understanding of the differences between prescription omega-3 fatty acids and omega-3 supplements Conclusion: This study demonstrates the success of a targeted educational intervention with two educational components on improving knowledge, competence, and clinical decision-making of PCPs and cardiologists regarding hypertriglyceridemia treatment and the role of omega-3 fatty acid products in its treatment.

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Online education in a hurry: Delivering pediatric graduate medical education during COVID-19

Progress in Pediatric Cardiology ◽

10.1016/j.ppedcard.2020.101320 ◽

2020 ◽

pp. 101320

Author(s):

Sarah A. Teele ◽

Anthony Sindelar ◽

David Brown ◽

David A. Kane ◽

Nikhil Thatte ◽

...

Keyword(s):

Medical Education ◽

Online Education ◽

Graduate Medical Education ◽

Graduate Medical

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Technological and Ethical Challenges of Online Education

Research Anthology on Developing Effective Online Learning Courses ◽

10.4018/978-1-7998-8047-9.ch055 ◽

2021 ◽

pp. 1123-1136

Author(s):

Lauren Haar ◽

Simon Kaja

Keyword(s):

Medical Education ◽

Online Education ◽

Best Practice ◽

Medical Professionals ◽

Learning Approaches ◽

Ethical Challenges ◽

Self Directed Learning ◽

Education Professionals ◽

Use Of Technology ◽

Assessment Specialists

The impact of technology can be felt throughout the medical education continuum. From online learning environments in blended learning approaches to exclusively providing the preclinical curriculum online, there is a growing need to optimize the way that technology supports self-directed learning in the next generation of medical professionals. In this chapter, the authors address issues of best practice surrounding the development of virtual content for medical education. The information presented will be integral for medical education professionals, basic science/clinical faculty, and educational assessment specialists with an interest in the use of technology for contemporary medical education. The goal is to offer an overview of the theory and ethics behind adopting an online strategy for medical education. An emphasis is placed on developing best practices for presenting content, a comparison of blended and online-only approaches, and the ethical considerations necessary for the successful training of medical professionals online.

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Experiences of international medical students enrolled in Chinese medical institutions towards online teaching during the COVID-19 pandemic

PeerJ ◽

10.7717/peerj.12061 ◽

2021 ◽

Vol 9 ◽

pp. e12061

Author(s):

Sarfraz Aslam ◽

Huma Akram ◽

Atif Saleem ◽

BaoHui Zhang

Keyword(s):

Medical Education ◽

Medical Students ◽

Online Education ◽

Online Teaching ◽

Clinical Skills ◽

International Medical ◽

Clinical Practices ◽

Internet Connection ◽

Validated Questionnaire ◽

Medical Institutions

Introduction . The COVID-19 pandemic has forced the world to pause. One hundred and eighty-eight countries have imposed countrywide school closures, affecting more than 1.5 billion children and youths. The majority of academic leaders are currently encouraging online education to resolve this crisis. This study aimed to investigate international medical students’ (IMS) experiences of online teaching during the COVID-19 pandemic. Methods Data were collected online using a validated questionnaire and one open-ended question, presented on the Google forms platform. The study attracted responses from 1,107 IMS volunteer participants. IBM SPSS v. 25, GraphPad Prism v. 9, and MindManager v. 2018 were used for data analysis. All variables were subjected to descriptive statistical analysis. The Mann–Whitney U test was used in subgroup analysis and the Kruskal-Wallis test was also applied for year-wise comparisons. Open-ended text responses were analyzed qualitatively, extracting themes by which responses were classified. Results Among 1,107 respondents, a total of 67.8% were males, and the majority (63.1%) of the IMS were in the age group of 21–23 years. The results show that more than half of the respondents reported their Internet connection quality as poor to average. Poor Internet connection severely affected IMS online learning experience. Persistent and recurrent issues with Internet access became a significant concern for IMS. Lack of electricity is one of the factors that can contribute to poor learning output and dissatisfaction with online teaching. IMS perceive online medical education as unhelpful in several phases of the training, such as improving their clinical skills, knowledge, and discussion skills. Conclusions During these unprecedented periods, online teaching has allowed medical education to continue. However, IMS are generally dissatisfied with online teaching. Medical students must visualize the human body, so supportive technologies are important to compensate for the lack of clinical practices. Medical institutions may need to invest in faculty training programs and continually adjust to enhance the content of online training and international partnerships. A switch from conventional face-to-face teaching to a fully functional virtual education framework in the medical education field will take time and experience.

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Experience with forced transition to online learning during the COVID-19 pandemic: Students’ cognitive performance and their perceptions of teaching

The Asia Pacific Scholar ◽

10.29060/taps.2021-6-3/oa2377 ◽

2021 ◽

Vol 6 (3) ◽

pp. 45-55

Author(s):

Nathalie Khoueiry Zgheib ◽

Ahmed Ali ◽

Ramzi Sabra

Keyword(s):

Medical Education ◽

Online Learning ◽

Medical Students ◽

Online Education ◽

Negative Impact ◽

Mode Of Delivery ◽

Advantages And Disadvantages ◽

Survey Questions ◽

Rapid Transition ◽

Performance And Evaluation

Introduction: The forced transition to online learning due to the COVID-19 pandemic has impacted medical education significantly. Methods: In this paper, the authors compare the performance of Year 1 and 2 classes of medical students who took the same courses either online (2019-2020) or face-to-face (2018-2019), and compare their evaluation of these courses. The authors also present results of three survey questions delivered to current Year 1 medical students on the perceived advantages and disadvantages of online learning and suggestions for improvement. Results: Performance and evaluation scores of Year 1 and 2 classes was similar irrespective of the mode of delivery of the course in question. 30 current (2019-2020) Year 1 students responded to the survey questions with a response rate of 25.4%. Some of the cited disadvantages had to do with technical, infrastructural and faculty know-how and support. But the more challenging limitations had to do with the process of learning and what facilitates it, the students’ ability to self-regulate and to motivate themselves, the negative impact of isolation, loss of socialisation and interaction with peers and faculty, and the almost total lack of hands-on experiences. Conclusion: Rapid transition to online learning did not affect student knowledge acquisition negatively. As such, the sudden shift to online education might not be a totally negative development and can be harnessed to drive a more progressive medical education agenda. These results are particularly important considering the several disadvantages that the students cited in relation to the online delivery of the courses.

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Capacities and Obstacles of Kuwait Medical Educational Sector in Transitioning Education System to Online Form: A Paradigm Shift

International Journal of Business and Management ◽

10.5539/ijbm.v16n12p88 ◽

2021 ◽

Vol 16 (12) ◽

pp. 88

Author(s):

Shafi AlDousari

Keyword(s):

Medical Education ◽

Online Learning ◽

Online Education ◽

Education System ◽

Online Teaching ◽

Teaching And Learning ◽

Faculty Members ◽

Online Teaching And Learning ◽

E Mail ◽

Online Form

Background: During this coronavirus outbreak, online teaching and learning have become highly common in medical education. The majority of students and professors have transitioned to this comparatively modern online learning model. While faculty members found the transition to online education to be overwhelming, they persevered. Aim: study aims to investigate the Kuwait Medical educational sector's capacities and obstacles in transitioning the education system to the online form. Method: This study used a close-ended survey questionnaire constructed on Google Forms and distributed to the participants via e-mail. The study used an online Google form for formulating the questionnaire survey, which was later sent to the participants via e-mail. Results: The results showed that most of the faculty members (53%) were satisfied with online learning. The most prominent difficulty emphasized by the faculty members (35%) was network vulnerability n online teaching. The majority of the faculty members (45%) agreed that transitioning to remote teaching is a big challenge and that there is inequality for different technology uses (56%). Conclusion: Online learning has been increasingly relevant in medical education in recent months. It has its own set of benefits for improving students' knowledge and skills, and it may be used as an instructional tool in medical school.

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