scholarly journals HIV/AIDS: A Case-Based Learning Module for First-Year Medical Students †

2018 ◽  
Vol 19 (2) ◽  
Author(s):  
Timothy J. Bauler ◽  
Shanna Cole ◽  
Tyler Gibb ◽  
Richard Van Enk ◽  
Larry Lutwick ◽  
...  
Keyword(s):  
Medical Students ◽  
First Year ◽  
Learning Module ◽  
Case Based Learning ◽  
First Year Medical Students ◽  
Case Based ◽  
Hiv Aids

Case-based Learning: An Effective Tool for Learning Biochemistry by First-Year Medical Students

2017 ◽  
Vol 7 (3) ◽  
pp. 183
Author(s):  
Veena Bhaskar S. Gowda ◽  
Bhaskar Hebbani Nagaiah ◽  
Sam Annie Jeyachristy ◽  
Theingi Maung Maung
Keyword(s):  
Medical Students ◽  
First Year ◽  
Case Based Learning ◽  
First Year Medical Students ◽  
Case Based

scholarly journals Effect of case-based learning in reproductive physiology on cognitive domain scores of first-year medical students in Western India

2017 ◽  
Vol 6 (6) ◽  
pp. 2559
Author(s):  
Srabani N. Bhattacharya ◽  
Aniruddha A. Malgaonkar ◽  
Sundaram Kartikeyan
Keyword(s):  
Medical Students ◽  
Reproductive Physiology ◽  
Cognitive Domain ◽  
First Year ◽  
Western India ◽  
Post Test ◽  
Case Based Learning ◽  
First Year Medical Students ◽  
Case Based ◽  
Domain Scores

Background: The Medical Council of India has recommended early clinical exposure, problem-oriented approach and case-based learning throughout the graduate medical curriculum. Case-based learning is a teaching-learning model that helps effective use of student and faculty time.Methods: This complete-enumeration, before-and-after type of educational intervention study (without controls) was conducted in a municipal medical college in Western India. After explaining the objectives of the study to first-year medical students, aged 18 years and above, of either sex, written informed consent was obtained from students (n=55) who were willing to participate in the study. The pre-test was conducted after lectures by faculty from the Departments of Physiology and Community Medicine. An identical post-test was administered after case-based learning, which was conducted by the same faculty in two sub-groups. The outcome studied was the difference in cognitive domain scores after attending lectures (by a pre-test) and case-based learning (by a post-test).Results: The overall mean score increased from 5.36 ± 0.97 (95% CI: 5.11 - 5.62) in the pre-test to 6.49 ± 1.14 (95% CI: 6.19 - 6.79) in the post-test. The differences between the pre- and post-test correct responses were statistically significant for two questions.Conclusions: The participating first-year medical students had adequate basic knowledge of reproductive physiology. Gender differences in correct responses were statistically significant for few questions. Use of case scenarios enhanced cognitive domain scores.

scholarly journals Integrating clinical reasoning principles in case-based learning sessions for first-year medical students: Lessons learned

2019 ◽  
Vol 8 (1) ◽  
pp. 20-23
Author(s):  
Dinesh Kumar ◽  
Ramakrishnan Rajprasath ◽  
Magi Murugan
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Clinical Reasoning ◽  
A Priori ◽  
Lessons Learned ◽  
First Year ◽  
Perceived Acceptance ◽  
Case Based Learning ◽  
First Year Medical Students ◽  
Case Based

Background: Conventional pedagogies for case-based learning are designed with the intention of helping the student appreciate the relevance of content they learn and kindle their curiosity. However, these pedagogies embody certain shortcomings which inhibit them from reaching the intended objectives. The main aim of our initiative is to improve traditional case-based learning using the principles of clinical reasoning. Methods: A priori, two sessions were conducted in which two vignettes were administered to first-year medical students. We obtained the perceived acceptance which was equivalent to Kirkpatrick level 1 learning outcomes. Results: Overall outcomes were highly positive in terms of acceptability, fostering curiosity, increasing the relevance of learned content, and helping students learn to think in a logical way. Conclusion: With the increasing need for incorporating clinical reasoning skills in medical education, it is imperative that these skills are taught beginning with the preclinical years of medical education.

scholarly journals Dehydration: A Multidisciplinary Case-Based Discussion for First-Year Medical Students

MedEdPORTAL ◽  
2018 ◽  
Vol 14 (1) ◽  
Author(s):  
Yerko Berrocal ◽  
Jonathan Fisher ◽  
Jenna Regan ◽  
Amy L. Christison
Keyword(s):  
Medical Students ◽  
First Year ◽  
First Year Medical Students ◽  
Case Based

scholarly journals A Short Intervention Followed by an Interactive E-Learning Module to Motivate Medical Students to Enlist as First Responders: Protocol for a Prospective Implementation Study

10.2196/24664 ◽  
2020 ◽  
Vol 9 (11) ◽  
pp. e24664
Author(s):  
Laurent Suppan ◽  
Tara Herren ◽  
Victor Taramarcaz ◽  
Simon Regard ◽  
Sébastien Martin-Achard ◽  
...  
Keyword(s):  
Medical Students ◽  
Undergraduate Education ◽  
First Responders ◽  
Ethics Committee ◽  
First Year ◽  
Learning Module ◽  
Alert Message ◽  
E Learning ◽  
First Year Medical Students ◽  
Short Intervention

Background In Geneva, Switzerland, basic life support (BLS) maneuvers are provided in only 40% of out-of-hospital cardiac arrests (OHCAs) cases. As OHCA outcomes are markedly improved when BLS maneuvers are swiftly applied, a “first-responder” system was introduced in 2019. When emergency dispatchers identify a possible OHCA, first responders receive an alert message on a specific app (Save-a-Life) installed on their smartphones. Those nearest to the victim and immediately available are sent the exact location of the intervention. First-year medical students only have limited knowledge regarding BLS procedures but might nevertheless need to take care of OHCA victims. Medical students responding to out-of-hospital emergencies are off-duty in half of these situations, and offering junior medical students the opportunity to enlist as first responders might therefore not only improve OHCA outcomes but also foster a greater recognition of the role medical students can hold in our society. Objective Our aim is to determine whether providing first-year medical students with a short intervention followed by an interactive e-learning module can motivate them to enlist as first responders. Methods After obtaining the approval of the regional ethics committee and of the vice-dean for undergraduate education of the University of Geneva Faculty of Medicine (UGFM), 2 senior medical students will present the project to their first-year colleagues at the beginning of a lecture. First-year students will then be provided with a link to an interactive e-learning module which has been designed according to the Swiss Resuscitation Council’s first aid guidelines. After answering a first questionnaire and completing the module, students will be able to register for practice sessions. Those attending and successfully completing these sessions will receive a training certificate which will enable them to enlist as first responders. The primary outcome will be the proportion of first-year medical students enlisting as first responders at the end of the study period. Secondary outcomes will be the proportion of first-year medical students electing to register on the platform, to begin the e-learning module, to complete the e-learning module, to register for practice sessions, to attend the practice sessions, and to obtain a certificate. The reasons given by medical students for refusing to participate will be analyzed. We will also assess how comfortable junior medical students would feel to be integrated into the first responders system at the end of the training program and whether it affects the registration rate. Results The regional ethics committee (Req-2020-01143) and the UGFM vice-dean for undergraduate education have given their approval to the realization of this study, which is scheduled to begin in January 2021. Conclusions This study should determine whether a short intervention followed by an interactive e-learning module can motivate first-year medical students to enlist as first responders. International Registered Report Identifier (IRRID) PRR1-10.2196/24664

scholarly journals A Short Intervention Followed by an Interactive E-Learning Module to Motivate Medical Students to Enlist as First Responders: Protocol for a Prospective Implementation Study (Preprint)

2020 ◽  
Author(s):  
Laurent Suppan ◽  
Tara Herren ◽  
Victor Taramarcaz ◽  
Simon Regard ◽  
Sébastien Martin-Achard ◽  
...  
Keyword(s):  
Medical Students ◽  
Undergraduate Education ◽  
First Responders ◽  
Ethics Committee ◽  
First Year ◽  
Learning Module ◽  
Alert Message ◽  
E Learning ◽  
First Year Medical Students ◽  
Short Intervention

BACKGROUND In Geneva, Switzerland, basic life support (BLS) maneuvers are provided in only 40% of out-of-hospital cardiac arrests (OHCAs) cases. As OHCA outcomes are markedly improved when BLS maneuvers are swiftly applied, a “first-responder” system was introduced in 2019. When emergency dispatchers identify a possible OHCA, first responders receive an alert message on a specific app (Save-a-Life) installed on their smartphones. Those nearest to the victim and immediately available are sent the exact location of the intervention. First-year medical students only have limited knowledge regarding BLS procedures but might nevertheless need to take care of OHCA victims. Medical students responding to out-of-hospital emergencies are off-duty in half of these situations, and offering junior medical students the opportunity to enlist as first responders might therefore not only improve OHCA outcomes but also foster a greater recognition of the role medical students can hold in our society. OBJECTIVE Our aim is to determine whether providing first-year medical students with a short intervention followed by an interactive e-learning module can motivate them to enlist as first responders. METHODS After obtaining the approval of the regional ethics committee and of the vice-dean for undergraduate education of the University of Geneva Faculty of Medicine (UGFM), 2 senior medical students will present the project to their first-year colleagues at the beginning of a lecture. First-year students will then be provided with a link to an interactive e-learning module which has been designed according to the Swiss Resuscitation Council’s first aid guidelines. After answering a first questionnaire and completing the module, students will be able to register for practice sessions. Those attending and successfully completing these sessions will receive a training certificate which will enable them to enlist as first responders. The primary outcome will be the proportion of first-year medical students enlisting as first responders at the end of the study period. Secondary outcomes will be the proportion of first-year medical students electing to register on the platform, to begin the e-learning module, to complete the e-learning module, to register for practice sessions, to attend the practice sessions, and to obtain a certificate. The reasons given by medical students for refusing to participate will be analyzed. We will also assess how comfortable junior medical students would feel to be integrated into the first responders system at the end of the training program and whether it affects the registration rate. RESULTS The regional ethics committee (Req-2020-01143) and the UGFM vice-dean for undergraduate education have given their approval to the realization of this study, which is scheduled to begin in January 2021. CONCLUSIONS This study should determine whether a short intervention followed by an interactive e-learning module can motivate first-year medical students to enlist as first responders. INTERNATIONAL REGISTERED REPORT PRR1-10.2196/24664

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