scholarly journals Role of 3D printing technology in paediatric teaching and training: a systematic review

2021 ◽  
Vol 5 (1) ◽  
pp. e001050
Author(s):  
Ashar Asif ◽  
Elgin Lee ◽  
Massimo Caputo ◽  
Giovanni Biglino ◽  
Andrew Ian Underwood Shearn
Keyword(s):  
Systematic Review ◽  
Medical Students ◽  
3D Printing ◽  
Teaching Methods ◽  
Comparative Studies ◽  
Test Scores ◽  
Patient Specific ◽  
Traditional Teaching ◽  
Traditional Teaching Methods

BackgroundIn the UK, undergraduate paediatric training is brief, resulting in trainees with a lower paediatric knowledge base compared with other aspects of medicine. With congenital conditions being successfully treated at childhood, adult clinicians encounter and will need to understand these complex pathologies. Patient-specific 3D printed (3DP) models have been used in clinical training, especially for rarer, complex conditions. We perform a systematic review to evaluate the evidence base in using 3DP models to train paediatricians, surgeons, medical students and nurses.MethodsOnline databases PubMed, Web of Science and Embase were searched between January 2010 and April 2020 using search terms relevant to “paediatrics”, “education”, “training” and “3D printing”. Participants were medical students, postgraduate trainees or clinical staff. Comparative studies (patient-specific 3DP models vs traditional teaching methods) and non-comparative studies were included. Outcomes gauged objective and subjective measures: test scores, time taken to complete tasks, self-reported confidence and personal preferences on 3DP models. If reported, the cost of and time taken to produce the models were noted.ResultsFrom 587 results, 15 studies fit the criteria of the review protocol, with 5/15 being randomised controlled studies and 10/15 focussing on cardiovascular conditions. Participants using 3DP models demonstrated improved test scores and faster times to complete procedures and identify anatomical landmarks compared with traditional teaching methods (2D diagrams, lectures, videos and supervised clinical events). User feedback was positive, reporting greater user self-confidence in understanding concepts with users wishing for integrated use of 3DP in regular teaching. Four studies reported the costs and times of production, which varied depending on model complexity and printer. 3DP models were cheaper than ‘off-the-shelf’ models available on the market and had the benefit of using real-world pathologies. These mostly non-randomised and single-centred studies did not address bias or report long-term or clinically translatable outcomes.Conclusions3DP models were associated with greater user satisfaction and good short-term educational outcomes, with low-quality evidence. Multicentred, randomised studies with long-term follow-up and clinically assessed outcomes are needed to fully assess their benefits in this setting.PROSPERO registration numberCRD42020179656.

Modified use of team-based learning in an ophthalmology course for fifth-year medical students

2014 ◽  
Vol 38 (1) ◽  
pp. 46-48 ◽  
Author(s):  
Levent Altintas ◽  
Ozgul Altintas ◽  
Yusuf Caglar
Keyword(s):  
Medical Students ◽  
Teaching Methods ◽  
Time Allocation ◽  
Teaching Strategy ◽  
Traditional Teaching ◽  
Learner Centered ◽  
Traditional Teaching Methods ◽  
Team Based Learning ◽  
Class 1 ◽  
Short Time

Team-based learning (TBL) is an interactive and analytic teaching strategy. TBL is a learner-centered strategy that uses a very structured individual and group accountability process and requires small groups to work together to solve problems. This study served to investigate whether the TBL concept could be modified and adopted to the fifth-year cornea module of an ophthalmology course. Questionnaires (using a Likert scale of 1–5) were distributed to 169 fifth-year medical students attending the cornea module applied as TBL in an ophthalmology course. The questionnaire consisted of two categories: the TBL format (7 items) and an open-ended question about the class (1 item). Feedback was then evaluated. The majority of students felt that modified TBL sessions were better at fulfilling learning objectives (121 students, 71.59%), enabled better understanding (134 students, 79.28%), were more interesting (146 students, 86.39%), ensured greater student participation (123 students, 72.78%), and involved greater effort on the part of students (148 students, 87.57%) compared with traditional teaching methods. Most of the students (129 students, 76.33%) agreed that more such sessions should be organized in the future. In conclusion, after adjustments to improve weaknesses, such as the short time allocation and students' lack of prior background, the outcomes of this modified TBL approach on the cornea module of an ophthalmology course provide a good basis for its continuation.

scholarly journals Education Technology in Orthodontics and Paediatric Dentistry during the COVID-19 Pandemic: A Systematic Review

2021 ◽  
Vol 18 (11) ◽  
pp. 6056
Author(s):  
Assunta Patano ◽  
Nunzio Cirulli ◽  
Matteo Beretta ◽  
Paola Plantamura ◽  
Alessio Danilo Inchingolo ◽  
...  
Keyword(s):  
Systematic Review ◽  
Teaching Methods ◽  
Paediatric Dentistry ◽  
Traditional Teaching ◽  
Learning Techniques ◽  
Traditional Teaching Methods ◽  
E Learning ◽  
Method Of Instruction ◽  
High Level ◽  
Present Systematic Review

Over the last decade, medical education changed from traditional teaching methods to telematic and networking scholar and e-learning approach. The objective of the present systematic review was to evaluate the effectiveness and teachers/student’s acceptability of e-learning applied to the field of orthodontics and paediatric dentistry. A database search of the literature was conducted on PubMed and Embase databases from January 2005 to May 2021. A total of 172 articles were identified by the electronic search, while a total of 32 papers were selected for qualitative analysis. Overall, 19 articles investigated the effectiveness of e-learning, and no difference of acceptability was reported between e-learning and traditional methods for a wide part of the articles selected. A total of 25 papers provided a satisfaction questionnaire for learners and all were positive in their attitude towards e-learning. The results showed that e-learning is an effective method of instruction, complementing the traditional teaching methods, and learners had a positive attitude and perception. The evidence of the present study reported a high level of acceptability and knowledge level of e-learning techniques, compared to frontal lecture methods, in the fields of orthodontics and paediatric dentistry.

scholarly journals High-Fidelity Simulation Improves Long-Term Knowledge of Clinical Swallow Evaluation

2021 ◽  
Vol 30 (2) ◽  
pp. 673-686
Author(s):  
Rebecca S. Bartlett ◽  
Savannah Bruecker ◽  
Bobby Eccleston
Keyword(s):  
Graduate Students ◽  
Teaching Methods ◽  
Repeated Measures ◽  
Simulation Training ◽  
Treatment Plan ◽  
Controlled Trial ◽  
Control Group ◽  
Traditional Teaching ◽  
Traditional Teaching Methods

Purpose Clinical swallow evaluation (CSE) is a critical skill that speech-language pathologists who manage swallowing impairment must learn. The objective of this mixed-methods study was to determine if using a human patient simulator (HPS) to train speech-language pathology graduate students in CSE improved knowledge, preparedness, and anxiety as compared to traditional instruction alone. Method This was a controlled trial with repeated measures. Participants included graduate students from two cohorts who were enrolled in a swallowing disorders course in consecutive academic years ( n = 50). Students in the experimental group participated in a simulation experience in which they performed a CSE on an HPS, generated a treatment plan, and communicated in real time with the HPS, the patient's wife, and a nurse. Quantitative results included quizzes that measured short- and long-term CSE knowledge, and qualitative findings included written feedback from instructors and students. Results Students who participated in simulation training had significantly higher long-term quiz accuracy than the control group, but their short-term quiz scores did not differ. Student ratings of preparedness and anxiety did not differ between the two groups. Many students reported that they appreciated practicing the use of patient-friendly language and preferred clinical simulation over traditional teaching methods. Facilitators reported that simulation increased student engagement and critical thinking skills more than traditional teaching methods. Conclusions CSE simulation provided objective and subjective advantages over traditional teaching methods. Recommendations from students and instructors for improving the CSE simulation training are reported.

scholarly journals Perceived barriers for distance teaching in higher education during the COVID-19 crisis: “I never did a video before”

2021 ◽  
pp. 1-21
Author(s):  
Juan-José Boté-Vericad
Keyword(s):  
Teaching Methods ◽  
Online Teaching ◽  
Traditional Teaching ◽  
Distance Teaching ◽  
Qualitative Survey ◽  
Traditional Teaching Methods ◽  
Analyse Data ◽  
The University ◽  
Teaching In Higher Education

The purpose of this paper is to analyse barriers that a selected group of professors at the University of Barcelona faced due to the COVID-19 restrictions, their perceptions of the current situation, and the potential for long-term adoption of new teaching methods that emerged from this situation. It remains unclear whether these professors will return to traditional teaching methods as soon as COVID-19 restrictions are lifted, or whether they will adopt digital teaching elements in the future. The group of professors sought technical help during the first weeks of online teaching. This research uses a qualitative approach through a self-administered qualitative survey. We analyse data using open-ended questions about barriers they faced in creating educational content via video. Answers were coded and analysed using thematic analysis with an inductive approach. We identified two overarching themes: educational material delivery and professors and distance teaching. Findings indicate that professors lacked digital skills as well as a lack of knowledge of emergency remote teaching. There were differences in their perceptions of teaching methodologies. The results are discussed in relation to research from other countries about the use of videos for teaching before and during the COVID-19 crisis.

The Usefulness of Virtual Reality Head Set in Basic Surgical Skills Education of Medical Students

2021 ◽  
Author(s):  
Sofianna Ojala ◽  
Henrik Nuutinen ◽  
Joonas Sirola ◽  
Timo Nykopp ◽  
Heikki Kröger
Keyword(s):  
Virtual Reality ◽  
Medical Students ◽  
Teaching Methods ◽  
Surgical Skills ◽  
Perceived Usefulness ◽  
Added Value ◽  
Traditional Teaching ◽  
Average Rating ◽  
Traditional Teaching Methods ◽  
The Subject

Abstract BackgroundThe aim of this study was to investigate the usefulness of a Virtual Reality (VR) head set in teaching basic surgical skills. MethodsTwenty-six (26) fourth-year medical students from the University of Eastern Finland participated in a voluntary exercise. Students practiced basic surgical procedure exercises using VR4HEALTHCARE in VR with OCULUS Rift S glasses. Twelve (12) students performed the exercises under the guidance of a teacher and fourteen (14) without the teacher present. After the exercise, the groups filled out a feedback form including questions about the self-perceived usefulness of the training. Statistical analysis was performed using IBM SPSS Statistics 25.0 software, using the Mann-Whitney U test. ResultsThe most important data collected related to whether the student learned something new and whether VR adds value to medical education. Ratings were based on a scale of 0-10 (0 = worst, 10 = best). When the teacher was present, on average the students felt that they were learning something new and gave an average rating of 7.8 ± 1.8 and when teacher was not present students’ average rating was 5.3 ± 2.6 (p = 0.003). VR added value to teaching with a rating of 7.8 ± 1.7 when the teacher was present and 5.5 ± 3.0 when not present (p = 0.045). This study also included specific use of VR for abscess incision, suturing and insertion of a suprapubic catheter. ConclusionsThis study showed that new technology requires proper initial introduction and guidance, especially when the subject being taught is new to the student. The student should also have adequate knowledge of the subject to be taught before VR training. This research also shows, that in the virtual world, it is possible to teach things that may not be possible to teach effectively with traditional teaching methods. However, VR exercises should not replace high-quality traditional teaching methods.

scholarly journals A new method of teaching medical statistics at medical universities in Guangdong

2019 ◽  
Author(s):  
Qing-shan Chen ◽  
Xin-yue Ma ◽  
Xin Cheng ◽  
Xuesong Yang
Keyword(s):  
Medical Students ◽  
Teaching Methods ◽  
Medical Profession ◽  
Traditional Teaching ◽  
Medical Statistics ◽  
Negative Attitudes ◽  
Novel Approach ◽  
Traditional Teaching Methods ◽  
Approach To Teaching ◽  
Effective Use

AbstractAlthough statistics play a significant role in the medical profession, studying medical statistics is challenging because this topic is more difficult to comprehend than other subjects included in medical curricula. Therefore, improving the teaching of medical statistics to meet the requirements of modern medical students/physicians is an essential task. In this study, based on responses about studying medical statistics completed by medical students, we developed a novel approach to teaching medical statistics named “purpose, database, types of variable, and relationship between variables (PDTR)”, which emphasizes how to simply master statistical applications and reduces class hours for students. Also, pilot course was implemented. We discovered that the participants using PDTR performed better on examinations of medical statistics than did graduates of institutions using traditional teaching methods (86.39±3.72 vs 73.72±6.58, P < 0.001). In addition, positive feedback was received by participants (>80%). Altogether, as a completely novel pedagogical method of teaching medical statistics, PDTR overcomes the negative attitudes of students towards medical statistics, enhances enthusiasm for learning statistics, and remarkably simplifies the process of studying statistical applications. These advantages are undoubtedly conductive to improving the effective use of medical statistics in physicians’ professional work.

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