scholarly journals Learning clinical skills through audiovisual aids embedded in electronic-PBL sessions in undergraduate medical curriculum: perception and performance

2019 ◽  
Vol 43 (3) ◽  
pp. 378-382
Author(s):  
Shoukat Ali Arain ◽  
Nasir Ali Afsar ◽  
Dileep Kumar Rohra ◽  
Muhammad Zafar
Keyword(s):  
Classroom Environment ◽  
Medical Curriculum ◽  
Clinical Skills ◽  
Intervention Group ◽  
Clinical Signs ◽  
Innovative Technology ◽  
Control Group ◽  
Undergraduate Medical Students ◽  
Audiovisual Aids ◽  
And Performance

Learning clinical skills in a large group of undergraduate medical students is challenging. Innovative technology-based modalities are being evaluated to complement limited hospital rotations. We determined the effectiveness of clinical skills-related audiovisual (AV) aids embedded in electronic-problem-based learning (PBL) sessions, in terms of students’ feedback and formative Objective Structured Clinical Examinations (OSCE) grades. This mixed-method study was conducted during the Cardiovascular System module in year 3 of the Bachelor of Medicine, Bachelor of Surgery program. The AV aids, mainly consisting of abnormal chest auscultation sounds, were linked to the cases for the intervention group. The control group received only a description of clinical signs. Sessions were conducted using an intranet platform. At the end of the module, feedback was obtained from intervention group students and faculty using a self-administered questionnaire. The learning was compared between intervention and control groups through an OSCE. Finally, focus group interviews were conducted to explore factors underlying deviation from the expected results. Out of 110 intervention group students, 86 (78%) responded. The students appreciated the inclusion of AV aids, as suggested by a high average satisfaction score of 4.2 (SD 0.8). They agreed that, apart from being appropriate and relevant, the aids improved the learning environment and engagement in the process. The tutors also gave a similar feedback. However, no difference in the OSCE scores was found between control and intervention groups. The study indicates that inclusion of AV aids improved students’ engagement and classroom environment in electronic-PBL sessions, but did not improve diagnostic abilities based on the learned clinical skills.

scholarly journals Teaching Medical Students to Choose Wisely Through Simulation

2021 ◽  
Author(s):  
Thayza Marcelly Rodrigues Morato ◽  
Pedro Henrique Magalhães Mendes ◽  
Danielle Saad Nemer Bou Ghosn ◽  
Thomaz Bittencourt Couto ◽  
Paulo Victor Ferreira Mai ◽  
...  
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Simulation Training ◽  
Learning Strategy ◽  
Intervention Group ◽  
Control Group ◽  
Online Video ◽  
Undergraduate Medical Students ◽  
In Situ Simulation ◽  
And Performance

Abstract The Choosing Wisely (CW) campaign aims to encourage dialog among physicians and patients about the costs and benefits of medical care. The purpose of the present study was to describe the implementation of the CW campaign among medical students in the pediatrics clerkship using different teaching strategies and to evaluate the students’ perception and performance. A prospective, interventionist, open study with a control group was conducted. All sixth-year undergraduate medical students that were on their pediatric clerkship at the Emergency Department during the study period were invited to participate. The study consisted of two strategies: a remote video class about the CW initiative and in situ simulation training. By the end of the rotation, all participants were evaluated through an Objective Structured Clinical Examination (OSCE). A total of 50 students were included, of which 24 watched only the online video (control group) and 26 were exposed to both the online video and the simulation scenarios (intervention group). Students in the intervention group had a statistically significant higher total score in the OSCE compared to students in the control group (median 90 vs 90; range 78-100 vs 50-100; p: 0.047). Median scores of behavioral items of the OSCE grouped together were statistically significant higher in the intervention group compared to the control group (median 60 vs 50; range 40-60 vs 20-60; p: 0.002).Conclusion: Simulation training about principles of the CW campaign had a greater impact on behavioral aspects of undergraduate students. This learning strategy was well accepted by participants.

Promoting the Community's Ability to Detect and Respond to Suicide Risk Through an Online Bystander Intervention Model-Informed Tool

Crisis ◽  
2020 ◽  
pp. 1-7
Author(s):  
Karien Hill ◽  
Shawn Somerset ◽  
Ralf Schwarzer ◽  
Carina Chan
Keyword(s):  
Suicide Prevention ◽  
Suicide Risk ◽  
Controlled Trial ◽  
Intervention Group ◽  
Bystander Intervention ◽  
Self Report ◽  
Innovative Technology ◽  
Control Group ◽  
Intervention Model ◽  
Standard Material

Abstract. Background: The public health sector has advocated for more innovative, technology-based, suicide prevention education for the community, to improve their ability to detect and respond to suicide risk. Emerging evidence suggests addressing the bystander effect through the Bystander Intervention Model (BIM) in education material may have potential for suicide prevention. Aims: The current study aimed to assess whether BIM-informed tools can lead to improved readiness, confidence and intent in the community to detect and respond to suicide risk in others. Method: A sample of 281 adults recruited from the community participated in a randomized controlled trial comprising a factsheet designed according to the BIM (intervention group) and a standard factsheet about suicide and mental health (control group). Participants' self-reported detecting and responding to suicide risk readiness, confidence, and intent when presented with a suicidal peer was tested pre- and postintervention and compared across time and between groups. Results: The intervention group had significantly higher levels of detecting and responding to suicide risk readiness, confidence, and intent than the control group at postintervention (all p < .001) with moderate-to-large effect sizes. Limitations: The study was limited by a homogenous sample, too low numbers at follow-up to report, and self-report data only. Conclusion: This study demonstrates BIM-informed suicide prevention training may enhance the community's intervention readiness, confidence, and intent better than current standard material. Further testing in this area is recommended. While results were statistically significant, clinical significance requires further exploration.

Comparison of the Effects of Fenugreek Vaginal Cream and Ultra Low- Dose Estrogen on Atrophic Vaginitis

2020 ◽  
Vol 17 (9) ◽  
pp. 815-822
Author(s):  
Maryam Safary ◽  
Sevil Hakimi ◽  
Noushin Mobaraki-Asl ◽  
Paria Amiri ◽  
Habib Tvassoli ◽  
...  
Keyword(s):  
Postmenopausal Women ◽  
Low Dose ◽  
Intervention Group ◽  
Clinical Signs ◽  
Control Group ◽  
Conjugated Estrogens ◽  
Atrophic Vaginitis ◽  
Vaginal Cream ◽  
Intergroup Comparison ◽  
Significant Difference

Introduction: Atrophic vaginitis is a common problem in postmenopausal women and results from decreased levels of blood estrogen. It is associated with symptoms of itching, burning, dyspareunia, and postmenopausal bleeding. The present study evaluated the effects of fenugreek extract on atrophic vaginitis. Materials and Methods: This randomized controlled clinical trial was performed on 60 postmenopausal women in Ardabil, Iran, in 2018. The participants were selected using block randomization with the allocation ratio 1:1. Those in the intervention group received 0.5g (the applicator filled to the half-full mark) fenugreek vaginal cream 5% twice a week for 12 weeks. The control group received conjugated estrogens vaginal cream at the dose of 0.625 mg (the applicator filled to the half-full mark) containing 0.3 mg of conjugated estrogens. Atrophic vaginitis was evaluated before and after the treatment through clinical examination, clinical signs, and measurement of Vaginal Maturation Index (VMI). Findings: After the 12-week intervention and modification of the baseline score, the mean (standard error) score for atrophic vaginitis signs was 3.100 (1.43-4.75). This difference was statistically significant in intragroup comparison and in favor of the control group in intergroup comparison (p=0.001). VMI was less than 49% in 86.7% and 46.7% of the participants in the intervention and control groups, respectively. This was a significant difference in favor of the control group (p=0.001). Conclusion: The results of this study showed that total fenugreek extract could be effective in treating signs of atrophic vaginitis, but it was not as effective as ultra-low-dose estrogen.

scholarly journals Effect of Engaging Trainees by Assessing Peer Performance: A Randomised Controlled Trial Using Simulated Patient Scenarios

2014 ◽  
Vol 2014 ◽  
pp. 1-7 ◽  
Author(s):  
Charlotte Loumann Krogh ◽  
Charlotte Ringsted ◽  
Charles B. Kromann ◽  
Maria Birkvad Rasmussen ◽  
Tobias Todsen ◽  
...  
Keyword(s):  
Controlled Trial ◽  
Intervention Group ◽  
Control Group ◽  
Global Rating ◽  
Training Performance ◽  
Significant Difference ◽  
Training Format ◽  
Peer Performance ◽  
And Performance ◽  
Randomised Controlled

Introduction. The aim of this study was to explore the learning effect of engaging trainees by assessing peer performance during simulation-based training.Methods. Eighty-four final year medical students participated in the study. The intervention involved trainees assessing peer performance during training. Outcome measures were in-training performance and performance, both of which were measured two weeks after the course. Trainees’ performances were videotaped and assessed by two expert raters using a checklist that included a global rating. Trainees’ satisfaction with the training was also evaluated.Results. The intervention group obtained a significantly higher overall in-training performance score than the control group: mean checklist score 20.87 (SD 2.51) versus 19.14 (SD 2.65)P=0.003and mean global rating 3.25 SD (0.99) versus 2.95 (SD 1.09)P=0.014. Postcourse performance did not show any significant difference between the two groups. Trainees who assessed peer performance were more satisfied with the training than those who did not: mean 6.36 (SD 1.00) versus 5.74 (SD 1.33)P=0.025.Conclusion. Engaging trainees in the assessment of peer performance had an immediate effect on in-training performance, but not on the learning outcome measured two weeks later. Trainees had a positive attitude towards the training format.

Effect of health education on awareness and practices of breast self-examination among females attending a charitable hospital at North Karachi

2021 ◽  
Vol 71 (9) ◽  
Author(s):  
Zohra Jabeen ◽  
Nighat Shah ◽  
Zaeema Ahmer ◽  
Sulhera Khan ◽  
Amir Hussain Khan ◽  
...  
Keyword(s):  
Health Education ◽  
Intervention Group ◽  
Positive Association ◽  
Control Group ◽  
Low Resource ◽  
Resource Setting ◽  
Low Resource Setting ◽  
Study Results ◽  
Quasi Experimental ◽  
And Performance

Abstract Objective: The objective of this study was to compare the effectiveness of health education as an intervention to promote BSE among intervention and non-intervention group presenting in a low resource setting at North Karachi Methodology: This Quasi-experimental study was conducted from January-August 2018 in a charitable hospital in Karachi after taking ethical approval by the Institutional Review Board of Jinnah Sindh Medical University and relevant approvals from the hospital authorities. This study recruited 172 eligible women by dividing them into intervention (n=86) and control (n=86) groups from a low resource setting in Karachi. Demographic variables were collected through pretested questionnaire by interview. Intervention group then received health education regarding carcinoma of breast, importance of BSE and monthly motivation to perform BSE through cell phone. The questionnaire was again filled after 6 months of intervention. Control group was also given health education sessions upon completion of study. Results: Results revealed that both groups were similar initially. After 6 months females in intervention group showed significant (p=<0.001) improvement in knowledge and performance of BSE from 44.2% to 88.4% but there was no change in control group. Being in intervention group (RR=2.714, 95% CI= 1.760 - 4.186, p=0.001) and education (RR=0.573, 95% CI= 0.361 - 0.910, p=0.018) showed positive association with BSE performance. Upon adjusting with age, marital status, family history and education, intervention group (RR=2.570, 95% CI= 1.654 - 3.992, p= 0.001) remained significant while education (RR=1.466, 95% CI =0.910 - 2.363, p=0.116) became insignificant. Continuous...

scholarly journals EFFECTS OF NEUROMUSCULAR TRAINING ON BIOMECHANICAL EFFICIENCY IN HIGH SCHOOL ATHLETES

2020 ◽  
Vol 8 (4_suppl3) ◽  
pp. 2325967120S0014
Author(s):  
Joseph J. Janosky ◽  
Brandon Schneider ◽  
Daphne Ling ◽  
James Russomano ◽  
Naomi Roselaar ◽  
...  
Keyword(s):  
High School ◽  
Lower Extremity ◽  
Performance Feedback ◽  
Sports Medicine ◽  
Intervention Group ◽  
Control Group ◽  
High School Athletes ◽  
Warm Up ◽  
Left Lower Extremity ◽  
And Performance

Background: Anterior cruciate ligament (ACL) injuries are among the most common and devastating sports-related knee injuries. Neuromuscular training (NMT) has demonstrated efficacy as a preventive intervention for ACL injury and has been associated with improvements in measures of sports performance, but the specific physiologic mechanisms that serve as protective factors and contribute to improved performance haven not been well-defined. Hypothesis/Purpose: The purpose of this study is to investigate the association between NMT and biomechanical efficiency among high school athletes. We hypothesized that the performance of NMT is associated with improved biomechanical efficiency during the performance of fundamental movements and agility tests when compared to a group of untrained control subjects. Methods: Eight high school soccer and basketball teams (111 athletes, 53.1% male, mean age 15.6 years) were recruited and assigned to either an intervention or control group. The intervention group performed NMT as part of their warm-up prior to each practice and competition for 12 weeks. NMT was administered by experienced sports medicine clinicians who provided exercise instruction, technique cues, and performance feedback throughout each training session. The control group performed their customary warm-up under the direction of the team’s coaches. Biomechanical efficiency was assessed through performance of static and dynamic tests using an FDA-approved wireless sensor system. Agility was assessed using a timed three-cone agility test. All tests were administered immediately prior to and following each competitive sports season. Results: Matched pre-/post-season data was collected from 74 athletes (67%). Significant improvements [point estimate (95% CI) p-value] were observed in the intervention group for left lower extremity [0.25 (0.06,0.45) p = 0.01] and right lower extremity [0.21 (0.05,0.37) p = 0.01] loading/landing speed ratios during a single leg hop test, left lower extremity [-136.34 (-225.74,-46.95) p = 0.003] and right lower extremity [-110 (-211.36,-8.64) p = 0.03] ground reaction force, left lower extremity [-1.03, (-.189,-0.18) p = 0.02] and right lower extremity [-0.94 (-1.73,-0.14) p = 0.02] initial peak acceleration, and cadence [-12.12 (-21.60,-2.65) p = 0.01] during a straight-line running acceleration/deceleration test, and time [0.51 (0.24,0.78) p = 0.0003] during a three-cone agility test. Conclusion: Results demonstrate that season-long, sport-specific, age-appropriate NMT administered by sports medicine clinicians can significantly improve biomechanical efficiency during the performance of fundamental movements and agility tests by high school athletes. To achieve similar results, sports coaches should be trained to provide exercise instruction, technique cues, and performance feedback when administering NMT in real-world settings. [Table: see text][Table: see text]

Does a training programme improve the perceived confidence and performance of student mentors in their delivery of a widening access to medicine programme?

2020 ◽  
Vol 22 (3) ◽  
pp. 88-113
Author(s):  
Jack Robert Whiting ◽  
Sam Wickham
Keyword(s):  
Qualitative Interviews ◽  
Intervention Group ◽  
Training Programme ◽  
Formal Training ◽  
Control Group ◽  
Access To Medicine ◽  
Widening Access ◽  
Perceived Performance ◽  
Significant Difference ◽  
And Performance

Background – Brighton and Sussex Medical School (BSMS) uses medical students to deliver widening access to medicine (WAM) interventions. Previously, new BSMS teaching-mentors received no formal training beyond safeguarding procedures. A training programme for new teaching-mentors was designed, aiming to improve their confidence and self-perceived performance. This study explored its effectiveness. Methodology – Participants self-selected into an intervention group (received formal training) or a control group. The intervention group completed one questionnaire either side of receiving training; the control group completed one questionnaire after taking part in two WAM sessions. Four participants were selected for qualitative interviews which were thematically analysed. Ethical approval was received from the BSMS Research Governance and Ethics Committee. Results – Average confidence and average self-perceived performance within the intervention group improved significantly following training. There was no significant difference between intervention and control groups. Qualitative results uncovered three main themes: Need Training, Benefits of Training, and the Shadowing Day. Discussion – It is argued that whilst training is not essential, and should not be compulsory (if mentors are already confident, it does not augment their self-perceived confidence and performance), nervous teaching-mentors do benefit from a training programme, so it should be offered to new mentors, nonetheless.

scholarly journals Yoga Effects on Anthropometric Indices and Polycystic Ovary Syndrome Symptoms in Women Undergoing Infertility Treatment: A Randomized Controlled Clinical Trial

2021 ◽  
Vol 2021 ◽  
pp. 1-9
Author(s):  
Maryam Mohseni ◽  
Mohammad Eghbali ◽  
Homa Bahrami ◽  
Farzaneh Dastaran ◽  
Leila Amini
Keyword(s):  
Clinical Trial ◽  
Polycystic Ovary ◽  
Intervention Group ◽  
Clinical Signs ◽  
Infertility Treatment ◽  
Abdominal Circumference ◽  
Control Group ◽  
Controlled Clinical Trial ◽  
Hip Circumference ◽  
Anthropometric Parameter

The aim of this study was to investigate the effects of yoga exercises on anthropometric parameter and clinical sign of PCOS among women undergoing infertility treatment. This clinical trial study was performed on 61 women with PCOS who have undergone infertility treatment at Sarem Hospital in Tehran, Iran. The patients were first selecting based on purposeful and then randomly assigning to the intervention and control groups. In the intervention group, yoga exercises were performed for 6 weeks and the patients in the control group only received routine care. Anthropometric parameters and clinical signs were performed and recorded. After the intervention, here was a significant reduction in hirsutism, abdominal circumference, and hip circumference scores in the intervention group compared to the control group ( P < 0.05 ). Given the effects of yoga exercises on the improvement of hirsutism, abdominal circumference, and hip circumference, it is suggested to use yoga as a treatment strategy in women with PCOS.

scholarly journals Omega-3 polyunsaturated fatty acids supplementation improve clinical symptoms in patients with covid-19: A randomized clinical trial

2021 ◽  
Author(s):  
Mohsen Sedighiyan ◽  
Hamed Abdollahi ◽  
Elmira Karimi ◽  
Mostafa Badeli ◽  
Reza Erfanian ◽  
...  
Keyword(s):  
Fatty Acids ◽  
Liver Enzymes ◽  
Clinical Symptoms ◽  
Intervention Group ◽  
Clinical Signs ◽  
Control Group ◽  
Omega 3 Fatty Acids ◽  
Omega 3 ◽  
Body Pain

Objective: We hypothesized that omega-3 fatty acids would be an appropriate adjunct therapy for alleviating the inflammatory response and clinical manifestation in hospitalized patients with covid-19 disease. Methods: This was a single-blind randomized controlled trial in Amir-Alam hospital in Tehran. Thirty adult men and women diagnosed with covid-19 were allocated to either control group (receiving Hydroxychloroquine) or intervention group (receiving Hydroxychloroquine plus 2 grams of DHA+EPA) for 2 weeks. Primary outcome of the intervention including CRP, ESR as well as clinical symptoms including body pain, fatigue, appetite and olfactory and secondary outcomes including liver enzymes were determined at the baseline and after omega-3 supplementation. Clinical signs were measured using self-reported questionnaires. There were commercial kits for determination of CRP and liver enzymes concentrations in the serum of patients. For determination of ESR automated hematology analyzer was applied. Results: In comparison to control group, patients receiving omega-3 indicated favorable changes in all clinical symptoms except for olfactory ((p<0.001 for body pain and fatigue, p= 0.03 for appetite and p=0.21 for olfactory). Reducing effects of omega-3 supplementation compared to control group were also observed in the levels of ESR and CRP after treatment (p<0.001 for CRP and p=0.02 for ESR). However, no between group differences in the liver enzymes serum concentrations were observed after supplementation (p>0.05). Conclusion: Current observations are very promising and indicate that supplementation with moderate dosages of omega-3 fatty acids may be beneficial in the management of inflammation-mediated clinical symptoms in covid-19 patients. Key words: Covid-19, omega-3, inflammation, clinical symptoms

scholarly journals Simulation-based Mastery Improved Nursing Skills in Bsc Nursing Students: A Quasi-experimental Study

2020 ◽  
Author(s):  
Roghaye Mehdipour-rabori ◽  
Behnaz Bagheryan ◽  
monirsadat nematollahi
Keyword(s):  
Experimental Study ◽  
Nursing Education ◽  
Nursing Students ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Mastery Learning ◽  
Intervention Group ◽  
Control Group ◽  
Simulation Based ◽  
Quasi Experimental

Abstract Background:Clinical education is an essential part of nursing education. Selected clinical teaching methods influence it. Simulation-based mastery learning has been used to improve clinical skills among nursing students and may provide a novel way to enhance nursing skills.The object of this study was to assessthe effect of the simulation-based mastery learning on the clinicalskills of undergraduate nursing students from 2017 till 2019.Methods:This study was a quasi-experimental study withtwo groups (the control and intervention).After receiving written consent, one 117 studentsselected random convenience sampling. The intervention group participated in a simulation-based mastery learning intervention, and the control group received no intervention except for traditional training.The students of both groups completed the demographic information questionnaire and the checklist before and after the intervention. The results were analyzed by SPSS version 21 using descriptive and inferential statistics.Results:The results showed that there were no significant differences between the two groups before the intervention (p> o.o5). Also, that students’ performance in the intervention group and control group improved significantly at the post-test compared to baseline(p<0.05), implying that the simulation-based mastery model of the intervention group significantly more effective compared to that of the control.Conclusion: Thesefindings showed that mastery learning strategy improved the clinical skills ofundergraduatenursing students.The results suggest that other nursing and health profession’s programs can develop a successful mastery-based learning model.

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