Positive impact of integrating histology and physiology teaching at a medical school in China

2014 ◽  
Vol 38 (4) ◽  
pp. 330-338 ◽  
Author(s):  
Renslow Sherer ◽  
Yu Wan ◽  
Hongmei Dong ◽  
Brian Cooper ◽  
Ivy Morgan ◽  
...  
Keyword(s):  
Medical School ◽  
Teaching Methods ◽  
Clinical Medicine ◽  
Medical Curriculum ◽  
Positive Impact ◽  
Traditional Curriculum ◽  
Knowledge Test ◽  
Reform Curriculum ◽  
Significant Difference ◽  
Students Attitudes

To modernize its stagnant, traditional curriculum and pedagogy, the Medical School of Wuhan University in China adopted (with modifications) the University of Chicago's medical curriculum model. The reform effort in basic sciences was integrating histology and physiology into one course, increasing the two subjects' connection to clinical medicine, and applying new pedagogies and assessment methods. This study assessed the results of the reform by comparing the attitudes and academic achievements of students in the reform curriculum ( n = 41) and their traditional curriculum peers ( n = 182). An attitude survey was conducted to obtain students' views of their respective histology and physiology instruction. Survey items covered lectures, laboratory teaching, case analyses and small-group case discussions, assessment of students, and overall quality of the courses and instruction. A knowledge test consisting of questions from three sources was given to measure students' mastery of topics that they had learned. Results showed that reform curriculum students were rather satisfied with their course and new teaching methods in most cases. When these students' attitudes were compared with those of their traditional curriculum peers, several significant differences favoring the reform were identified regarding physiology teaching. No other significant difference was found for physiology or histology teaching. Reform curriculum students outperformed their peers on four of five subcategories of the knowledge test questions. These findings support the benefits of integration and state-of-the-art teaching methods. Our study may offer lessons to medical schools in China and other countries whose medical education is in need of change.

scholarly journals A Five Year Longitudinal Study of the Educational Environment in a Newly Integrated Medical Curriculum

2019 ◽  
Vol 19 (4) ◽  
pp. 335
Author(s):  
Syed I. Shehnaz
Keyword(s):  
Longitudinal Study ◽  
United Arab Emirates ◽  
Medical Curriculum ◽  
Educational Environment ◽  
Traditional Curriculum ◽  
Prospective Longitudinal Study ◽  
Significant Difference ◽  
The Mean ◽  
Prospective Longitudinal ◽  
Course Of Study

Objectives: The College of Medicine at Gulf Medical University (GMU), Ajman, United Arab Emirates, was subjected to a curricular reform, which shifted the institution from a traditional curriculum to a hybrid, studentcentred, integrated curriculum. There are no previous studies analysing the consequences of such a curricular modification on the educational environment (EE). Therefore, this study aimed to analyse the EE of a pioneer cohort of the innovative curriculum over their five-year course of study. Methods: This prospective longitudinal study was conducted between September 2009 and September 2013 at the College of Medicine. The Dundee Ready Education Environment Measure questionnaire was completed by a pioneer cohort of students at the start of each academic session for five consecutive years. The mean overall, subscale and individual statement scores were evaluated using the Kruskal-Wallis and Wilcoxon-rank sum tests. Results: A total of 178 responses were collected (response rate: 90.4%). The mean overall score throughout the five years of study was 130/200. A significant difference in the scores (P <0.05) was observed as the students proceeded through the course. The overall and subscale scores were significantly higher in the first and final years of study. Analysis of the statements recognised the medical knowledge of the teachers’ and students’ awareness of empathy and social interactions as persistent strengths of the college over the entire course of study. A curricular overload, a want for support systems for stressed students, students’ waning interest levels and assessment strategies emerged as areas that warranted further attention. Conclusion: The pioneer cohort of the new curriculum rated their EE as positive throughout their five years of study at GMU. An examination of individual statements revealed the programme’s strengths and areas for improvement for the institution.Keywords: Curriculum; Environment; Longitudinal Study; Medical Students; Perception; Undergraduate Medical Education; United Arab Emirates.

scholarly journals The Impact of a Revised Curriculum on Academic Motivation, Burnout, and Quality of Life Among Medical Students

2017 ◽  
Vol 4 ◽  
pp. 238212051772190 ◽  
Author(s):  
Mataroria P Lyndon ◽  
Marcus A Henning ◽  
Hussain Alyami ◽  
Sanjeev Krishna ◽  
Tzu-Chieh Yu ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Medical Students ◽  
Medical School ◽  
Academic Motivation ◽  
Medical Curriculum ◽  
Traditional Curriculum ◽  
Clinical Learning Environment ◽  
Cross Sectional ◽  
The Impact

Objective: The purpose of this study was to determine the impact of a revised curriculum on medical student academic motivation, burnout, and quality of life. Methods: This cross-sectional comparative study involved 2 medical school cohorts of second year and fourth year medical students at The University of Auckland: a cohort under a traditional curriculum (n = 437) and a cohort under a revised curriculum (n = 446). Participants completed self-reported questionnaires measuring academic motivation, burnout, and quality of life. Two multivariate analyses of covariance (MANCOVAs) were conducted. Results: The response rate was 48%. No statistically significant differences were found between curriculum cohorts for mean scores of academic motivation, personal burnout, and quality of life. However, differences were found when comparing preclinical medical students and students in their clinical years of training. In comparison with Year 2 medical students, the MANCOVA for Year 4 students showed a significant main effect for the revised curriculum with respect to both physical and environmental quality of life. Conclusions: A revised medical curriculum had a differential effect on quality of life for Year 4 students in the latter years of medical school who are based in a clinical learning environment.

scholarly journals Undergraduate Medical Competencies in Digital Health and Curricular Module Development: Mixed Methods Study

10.2196/22161 ◽  
2020 ◽  
Vol 22 (10) ◽  
pp. e22161
Author(s):  
Akira-Sebastian Poncette ◽  
Daniel Leon Glauert ◽  
Lina Mosch ◽  
Katarina Braune ◽  
Felix Balzer ◽  
...  
Keyword(s):  
Medical Students ◽  
Health Education ◽  
Medical School ◽  
Teaching Methods ◽  
Medical Curriculum ◽  
Digital Health ◽  
Clinical Care ◽  
Academic Disciplines ◽  
Health Technologies ◽  
Module Development

Background Owing to an increase in digital technologies in health care, recently leveraged by the COVID-19 pandemic, physicians are required to use these technologies appropriately and to be familiar with their implications on patient care, the health system, and society. Therefore, medical students should be confronted with digital health during their medical education. However, corresponding teaching formats and concepts are still largely lacking in the medical curricula. Objective This study aims to introduce digital health as a curricular module at a German medical school and to identify undergraduate medical competencies in digital health and their suitable teaching methods. Methods We developed a 3-week curricular module on digital health for third-year medical students at a large German medical school, taking place for the first time in January 2020. Semistructured interviews with 5 digital health experts were recorded, transcribed, and analyzed using an abductive approach. We obtained feedback from the participating students and lecturers of the module through a 17-item survey questionnaire. Results The module received overall positive feedback from both students and lecturers who expressed the need for further digital health education and stated that the field is very important for clinical care and is underrepresented in the current medical curriculum. We extracted a detailed overview of digital health competencies, skills, and knowledge to teach the students from the expert interviews. They also contained suggestions for teaching methods and statements supporting the urgency of the implementation of digital health education in the mandatory curriculum. Conclusions An elective class seems to be a suitable format for the timely introduction of digital health education. However, a longitudinal implementation in the mandatory curriculum should be the goal. Beyond training future physicians in digital skills and teaching them digital health’s ethical, legal, and social implications, the experience-based development of a critical digital health mindset with openness to innovation and the ability to assess ever-changing health technologies through a broad transdisciplinary approach to translate research into clinical routine seem more important. Therefore, the teaching of digital health should be as practice-based as possible and involve the educational cooperation of different institutions and academic disciplines.

scholarly journals Have medical students’ attitudes towards clinical communication skills changed over a 12- year period? A comparative long-term study

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Tore Gude ◽  
Reidar Tyssen ◽  
Tor Anvik ◽  
Hilde Grimstad ◽  
Are Holen ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Communication Skills ◽  
Integrated Curriculum ◽  
Female Students ◽  
Traditional Curriculum ◽  
Clinical Communication ◽  
Positive Attitudes ◽  
Students Attitudes

Abstract Background Attitudes towards learning clinical communication skills at the end of medical school are likely to reflect the students’ training and motivation for the continued development of their skills as doctors. Students from two Norwegian medical schools, one with a traditional, and the other with an integrated curriculum, were approached in 2003 and 2015; with regard to changes in students’ attitudes towards acquiring communication skills in two diverse learning environments. This comparison might reveal the effects of the training programs from a long-term perspective, as neither of the medical schools made any major curriculum changes within the study period. Methods The samples comprised final-year medical students. Two separate cross-sectional surveys performed 12 years apart (2003 and 2015) used items from the Communication Skills Attitude Scale in addition to age and gender. The traditional curriculum included only theoretical teaching and no contact with patients was made during the first 2 to 2.5 years of medical school. However, the integrated curriculum combined training in theoretical and clinical communication skills with early patient contact from the beginning. Results Attitudes improved from the first to the second survey at both schools, however, students from the integrated school reported more positive attitudes than those from the traditional school. Female students from the integrated school contributed the most to the difference in attitudes in both surveys. Conclusions Students in both traditional and integrated curricula improved their attitudes from the first to the second assessment. However, compared with the traditional curriculum, the integrated one fostered even higher levels of positive attitudes towards acquiring communication skills, and a pronounced influence was observed on female students. These findings suggest that an educational program with greater emphasis on improving attitudes among male students may be required.

scholarly journals 1131 The Integration of Cardiothoracic Practical Skills Workshop in The Undergraduate Medical School Curriculum and Its Impact on Promoting Interest in Cardiothoracic Surgery

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
M S Raja ◽  
Y Dhuga ◽  
S Modi ◽  
A Nagasubramony ◽  
S Sood ◽  
...  
Keyword(s):  
Medical School ◽  
Positive Impact ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
Cardiothoracic Surgery ◽  
Vascular Pathology ◽  
Clinical Exposure ◽  
Significant Difference ◽  
The Future ◽  
Cardiothoracic Surgeon

Abstract Recently, a downward trend is seen in undergraduates wishing to pursue a career in cardiothoracic surgery(CTS). This is partly due to lack of clinical exposure and limited teaching during the undergraduate years; the focus being on cardiac ad vascular pathology. Aim Assess if WETLAB workshop encourages the engagement of medical students in CTS surgery Method We hosted a cardiac WETLAB workshop, led by a consultant cardiothoracic surgeon. Attendees were taught how to carry out an end-to-side anastomosis on animal tissue. We used pre-and -post exposure questionnaires composed of 10 items to assess the ability of the workshop to improve undergraduate interest in cardiothoracic surgery. The questionnaire included questions around students’ interest in the speciality, previous exposure to the speciality and whether students want to pursue a career in the speciality. Results Out of the 12 attendees, 10 completed both questionnaires. The workshop was well received with the overall satisfaction of 9.64 out of 10. It significantly increased respondents’ interest in CTS(z=-0.06, p = 0.01) but did not show any significant difference in encouraging them to pursue surgery. 100% of respondents agreed that specialised practical workshops should be incorporated within the medical school curriculum and that if the opportunity arises, they will attend another in the future. Conclusions Specialised practical workshops have the potential to play a significant role in the medical school curriculum in order to enhance exposure to the field of cardiothoracic surgery. This may lead to a positive impact on the number of doctors wishing to pursue this speciality in the future.

scholarly journals Undergraduate Medical Competencies in Digital Health and Curricular Module Development: Mixed Methods Study (Preprint)

2020 ◽  
Author(s):  
Akira-Sebastian Poncette ◽  
Daniel Leon Glauert ◽  
Lina Mosch ◽  
Katarina Braune ◽  
Felix Balzer ◽  
...  
Keyword(s):  
Medical Students ◽  
Health Education ◽  
Medical School ◽  
Teaching Methods ◽  
Medical Curriculum ◽  
Digital Health ◽  
Clinical Care ◽  
Academic Disciplines ◽  
Health Technologies ◽  
Module Development

BACKGROUND Owing to an increase in digital technologies in health care, recently leveraged by the COVID-19 pandemic, physicians are required to use these technologies appropriately and to be familiar with their implications on patient care, the health system, and society. Therefore, medical students should be confronted with digital health during their medical education. However, corresponding teaching formats and concepts are still largely lacking in the medical curricula. OBJECTIVE This study aims to introduce digital health as a curricular module at a German medical school and to identify undergraduate medical competencies in digital health and their suitable teaching methods. METHODS We developed a 3-week curricular module on digital health for third-year medical students at a large German medical school, taking place for the first time in January 2020. Semistructured interviews with 5 digital health experts were recorded, transcribed, and analyzed using an abductive approach. We obtained feedback from the participating students and lecturers of the module through a 17-item survey questionnaire. RESULTS The module received overall positive feedback from both students and lecturers who expressed the need for further digital health education and stated that the field is very important for clinical care and is underrepresented in the current medical curriculum. We extracted a detailed overview of digital health competencies, skills, and knowledge to teach the students from the expert interviews. They also contained suggestions for teaching methods and statements supporting the urgency of the implementation of digital health education in the mandatory curriculum. CONCLUSIONS An elective class seems to be a suitable format for the timely introduction of digital health education. However, a longitudinal implementation in the mandatory curriculum should be the goal. Beyond training future physicians in digital skills and teaching them digital health’s ethical, legal, and social implications, the experience-based development of a critical digital health mindset with openness to innovation and the ability to assess ever-changing health technologies through a broad transdisciplinary approach to translate research into clinical routine seem more important. Therefore, the teaching of digital health should be as practice-based as possible and involve the educational cooperation of different institutions and academic disciplines.

scholarly journals Correction: Undergraduate Medical Competencies in Digital Health and Curricular Module Development: Mixed Methods Study (Preprint)

2020 ◽  
Author(s):  
Akira-Sebastian Poncette ◽  
Daniel Leon Glauert ◽  
Lina Mosch ◽  
Katarina Braune ◽  
Felix Balzer ◽  
...  
Keyword(s):  
Medical Students ◽  
Health Education ◽  
Medical School ◽  
Teaching Methods ◽  
Medical Curriculum ◽  
Digital Health ◽  
Clinical Care ◽  
Academic Disciplines ◽  
Health Technologies ◽  
Module Development

UNSTRUCTURED Owing to an increase in digital technologies in health care, recently leveraged by the COVID-19 pandemic, physicians are required to use these technologies appropriately and to be familiar with their implications on patient care, the health system, and society. Therefore, medical students should be confronted with digital health during their medical education. However, corresponding teaching formats and concepts are still largely lacking in the medical curricula. This study aims to introduce digital health as a curricular module at a German medical school and to identify undergraduate medical competencies in digital health and their suitable teaching methods. We developed a 3-week curricular module on digital health for third-year medical students at a large German medical school, taking place for the first time in January 2020. Semistructured interviews with 5 digital health experts were recorded, transcribed, and analyzed using an abductive approach. We obtained feedback from the participating students and lecturers of the module through a 17-item survey questionnaire. The module received overall positive feedback from both students and lecturers who expressed the need for further digital health education and stated that the field is very important for clinical care and is underrepresented in the current medical curriculum. We extracted a detailed overview of digital health competencies, skills, and knowledge to teach the students from the expert interviews. They also contained suggestions for teaching methods and statements supporting the urgency of the implementation of digital health education in the mandatory curriculum. An elective class seems to be a suitable format for the timely introduction of digital health education. However, a longitudinal implementation in the mandatory curriculum should be the goal. Beyond training future physicians in digital skills and teaching them digital health’s ethical, legal, and social implications, the experience-based development of a critical digital health mindset with openness to innovation and the ability to assess ever-changing health technologies through a broad transdisciplinary approach to translate research into clinical routine seem more important. Therefore, the teaching of digital health should be as practice-based as possible and involve the educational cooperation of different institutions and academic disciplines.

Integration of Medical Informatics with Other Courses in the Medical Curriculum

1989 ◽  
Vol 28 (04) ◽  
pp. 243-245 ◽  
Author(s):  
C. Tumstra
Keyword(s):  
Medical School ◽  
Medical Informatics ◽  
Medical Curriculum ◽  
New Curriculum ◽  
The Way

Abstract:The introduction of a new structure in the Medical Curriculum at the Leiden University Medical School has facilitated the integration of medical informatics subjects with other subjects. The paper describes the holistic nature of the new curriculum, the way Medical Informatics is interwoven with other subjects and the problems which have been encountered.

The performance of Islamic banking among the commercial banks in Malaysia

2008 ◽  
Vol 5 (1) ◽  
pp. 59
Author(s):  
Samsuwatd Zuha Mohd Abbas ◽  
Norli Ali ◽  
Aminah Mohd Abbas
Keyword(s):  
Commercial Banks ◽  
Positive Impact ◽  
Bank Performance ◽  
Islamic Banking ◽  
Islamic Banks ◽  
Return On Assets ◽  
Return On Equity ◽  
Accounting Performance ◽  
Significant Difference ◽  
The Mean

This paper examines the accounting performance of the Islamic banking among (??) commercial banks in Malaysia. A total of 18 commercial banks which include 4 Islamic banks are selected as samples covering the period of 2000 - 2006. Accounting performance is measured by the return on assets (ROA) and return on equity (ROE). The objective of the study is (1) to determine whether Islamic banking performance is at par with the conventional banking and (2) to investigate whether the type (Islamic or conventional bank) and age of bank influence the performance. Result of the independence t-test of the study shows that there is no significant difference in the performance of the Islamic and the conventional banking in Malaysia although the mean score for conventional banking is higher. The regression results show that the age of banks has a positive impact on the bank performance where as none of the types of banks influence performance.

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