scholarly journals Flipped classroom improves results in pathophysiology learning: results of a nonrandomized controlled study

2020 ◽  
Vol 44 (3) ◽  
pp. 370-375 ◽  
Author(s):  
Jose I. Herrero ◽  
Jorge Quiroga
Keyword(s):  
Medical Students ◽  
Flipped Classroom ◽  
Health Professions ◽  
Female Students ◽  
Male Students ◽  
Controlled Study ◽  
General Pathology ◽  
Student’S T ◽  
Academic Delay ◽  
Student’S T Test

The flipped classroom has become increasingly popular in health professions education. The aim of this study was to analyze its effect on learning in a pathophysiology course. Flipped classroom was introduced to teach respiratory pathophysiology in 2018. We compared the exam results in respiratory pathophysiology in 2017 and 2018 and the exam results in blood pathophysiology from both years (taught by the same teacher, in a traditional way). Groups were compared with Student’s t test. Students answered a survey after finishing the term. Two hundred and one students were examined in 2018 (and 229 in 2017). Gender distribution and the qualifications obtained in general pathology (in the previous year) were comparable in both years. Results in respiratory pathophysiology were significantly better in 2018 than in 2017 (mean: 48 vs. 42 out of 100; P = 0.004), but the results in blood pathophysiology remained similar. The improvement was significant only in students who scored below the median (mean: 40 vs. 33; P = 0.009) and was more evident in male than in female students (mean: 52 vs. 44; P = 0.01) and in those who did not have an academic delay (mean 51 vs. 44; P = 0.002). Most students considered that flipped classroom was more attractive and helped them to learn more and with less effort. Flipped classroom increased medical students’ knowledge acquisitions in pathophysiology. It was more beneficial to male students and those with lower qualifications with no academic delay.

scholarly journals Flipped classroom improves the results in Pathophysiology learning: results of a non-randomized controlled study

2019 ◽  
Author(s):  
J. Ignacio Herrero ◽  
Jorge Quiroga
Keyword(s):  
Flipped Classroom ◽  
Health Professions ◽  
Female Students ◽  
Male Students ◽  
Controlled Study ◽  
Randomized Controlled ◽  
General Pathology ◽  
Student’S T ◽  
Academic Delay ◽  
Student’S T Test

Abstract Background The flipped classroom has become increasingly popular in health professions education. The aim of this study is to analyze its effect on learning in a Pathophysiology course. Methods Flipped classroom was introduced to teach Respiratory Pathophysiology in 2018. The results obtained in the exam were compared with the results of previous year students and with the evolution in Blood Pathophysiology (given by the same teacher, in a traditional way). Comparisons between groups were done with the Student’s T test. A survey was administered to the students after finishing the term. Results 201 students were examined in 2018 (and 229 in 2017). Gender distribution and the qualifications obtained in General Pathology were comparable between them. The results in Respiratory Pathophysiology were significantly better in 2018 than in 2017 (mean: 48 versus 42 over 100; P=0.004), but the results in Blood Pathophysiology were comparable between both groups. The improvement was significant only in students that obtained scores below the median (mean: 40 versus 33; P=0.009) and was more evident in male than in female students (mean: 52 versus 44; P=0.010) and in those who had the same age (were not older) than the rest of their classmates (mean 51 versus 44; P=0.002). Most students considered that flipped classroom was more attractive and helped them to learn more and with less effort. Conclusions Flipped classroom increases medical students’ knowledge acquisitions in Pathophysiology. It benefits more to male students and those with lower qualifications who had not an academic delay.

scholarly journals Flipped classroom improves the results in Pathophysiology learning: results of a non-randomized controlled study

2019 ◽  
Author(s):  
J. Ignacio Herrero ◽  
Jorge Quiroga
Keyword(s):  
Medical Students ◽  
Flipped Classroom ◽  
Health Professions ◽  
Female Students ◽  
Male Students ◽  
Controlled Study ◽  
Randomized Controlled ◽  
General Pathology ◽  
Student’S T ◽  
Student’S T Test

Abstract Background The flipped classroom has become increasingly popular in health professions education. The aim of this study is to analyze its effect on learning in a Pathophysiology course. Methods Flipped classroom was introduced to teach Respiratory Pathophysiology in 2018. The results obtained in the exam were compared with the results of previous year students and with the evolution in Blood Pathophysiology (given by the same teacher, in a traditional way). Comparisons between groups were done with the Student’s T test. A survey was administered to the students after finishing the term. Results 201 students were examined in 2018 (and 229 in 2017). Gender distribution and the qualifications obtained in General Pathology were comparable between them. The results in Respiratory Pathophysiology were significantly better in 2018 than in 2017 (mean: 48 versus 42 over 100; P=0.004), but the results in Blood Pathophysiology were comparable between both groups. The improvement was significant only in students that obtained scores below the median (P=0.009) and was more evident in male than in female students. Most students considered that flipped classroom was more attractive and helped them to learn more and with less effort. Conclusions Flipped classroom increases medical students’ knowledge acquisitions in Pathophysiology. It benefits more to male students and those with lower qualifications.

scholarly journals Flipped classroom improves results in pathophysiology learning: results of a non-randomised controlled study.

2019 ◽  
Author(s):  
J. Ignacio Herrero ◽  
Jorge Quiroga
Keyword(s):  
Flipped Classroom ◽  
Female Students ◽  
Male Students ◽  
Controlled Study ◽  
General Pathology ◽  
Randomised Controlled Study ◽  
Student’S T ◽  
Randomised Controlled ◽  
Academic Delay ◽  
Student’S T Test

Abstract Background. The flipped classroom has become increasingly popular in health professions education. The aim of this study was to analyse its effect on learning in a pathophysiology course. Methods. Flipped classroom was introduced to teach respiratory pathophysiology in 2018. We compared exam results with the results the previous year and with the exam results from blood pathophysiology from both years (taught by the same teacher, in a traditional way). Groups were compared with the Student’s T test. Students answered a survey after finishing the term. Results. 201 students were examined in 2018 (and 229 in 2017). Gender distribution and the qualifications obtained in general pathology were comparable in both years. The results in respiratory pathophysiology were significantly better in 2018 than in 2017 (mean: 48 versus 42 out of 100; P=0.004), but the results in blood pathophysiology remained similar. The improvement was significant only in students that scored below the median (mean: 40 versus 33; P=0.009) and was more evident in male than in female students (mean: 52 versus 44; P=0.010) and in those who had the same age as (were not older than) the rest of their classmates (mean 51 versus 44; P=0.002). Most students considered that flipped classroom was more attractive and helped them to learn more and with less effort. Conclusions. Flipped classroom increases medical students’ knowledge acquisitions in pathophysiology. It is more beneficial to male students and those with lower qualifications without academic delay.

scholarly journals Flipping the “Learning Skills” Course during COVID-19: A Mixed-Modality Study

2021 ◽  
Vol 13 (3) ◽  
pp. 31-41
Author(s):  
Ashfaq Akram ◽  
Kamran Sattar ◽  
Tauseef Ahmad ◽  
Hamza M. Abdulghani ◽  
Jennesse John ◽  
...  
Keyword(s):  
Medical Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Female Students ◽  
Learning Material ◽  
Learning Skills ◽  
Male And Female ◽  
Class Time ◽  
Significant Difference ◽  
The Mean

The purpose of this study was to compare the male and female medical students’ perceptions of the flipped classroom (FC) using the Zoom online platform during the COVID-19 pandemic. A mixedmodality study proceeded for first-year undergraduate medical students (n = 149). Three topics (learning how to learn, stress management and doctor-patient communication) were flipped using the Zoom platform. Following the flipping, relevant videos and PowerPoint slides were sent to the students. Home assignments were done through the online classroom. The students were then made to answer a questionnaire on their perceptions of FC consisting of 5-point Likert items. In addition, a focus group discussion (FGD) was carried out with voluntary participation (n = 13) for an in-depth discussion of flipped teaching. The quantitative data were analysed using the independent t-test, and Atlas.ti was used to analyse the qualitative data. For most of the Likert statements, there was no significant difference (p > 0.05) between the mean results obtained by the male and female students. For example, for the item “The learning material was available before class time”, both the male (mean [SD] = 1.857 [0.443]) and female (mean [SD] = 1.966 [0.365]) respondents confirmed the learning material’s availability before class time (p = 0.121). However, the mean result obtained by the male respondents for the variable “I understood the topics in lesser time compared to the traditional lecture method” was higher than the mean result obtained by the female participants by 0.236, which was statistically significant (95% CI [0.373, –0.100], p = 0.001). Modified FC teaching for the “learning skills” course is thus an effective teaching method. The male students took significantly lesser time understanding the three included topics compared to the female students.

scholarly journals Attitude of Basic Science Medical Students towards Post Graduation in Medicine and Surgery: A Questionnaire based Cross-sectional Study from Western Region of Nepal

1970 ◽  
Vol 1 (4) ◽  
pp. 126-134 ◽  
Author(s):  
Bedanta Roy ◽  
Indrajit Banerjee ◽  
Brijesh Sathian ◽  
Monami Mondal ◽  
Sai Sailesh Kumar ◽  
...  
Keyword(s):  
Medical Students ◽  
Career Choice ◽  
Basic Science ◽  
Female Students ◽  
Male Students ◽  
Sri Lankan ◽  
Basic Sciences ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Medical Specialties

Background Career choice of medical students plays a vital role for health care system of a country. It also plays a crucial role to bring medical specialties into mainstream focus. Materials and Method A cross-sectional, questionnaire-based study has been performed at Manipal College of Medical Sciences, during the period of 1st May to 31st August–2011. A self reported questionnaire was given to the undergraduate medical students of Basic sciences. Questionnaire included career choices, nature of career, reason for choice, and education level and occupation in their parents. Results Data was collected from 269 medical students, among them 145 males and 124 female students participated in the study. The mean age of Indian (85, 31.6%), Nepalese (110, 40.9%) and Sri Lankan (74, 27.5%) students were 18.3 ± SD 0.7, 18.6 ± SD 0.8 and 18.0 ± SD 1.5 years respectively. Education and Occupation of parents seems to influence the determination of career choice in case of Medical students (p<0.01). Females have 2.19 times preference of choosing Medicine and 0.22 times Surgery compared to males (p<0.01). In case of Nepali male students, Surgery (60.3%) was the most preferred Postgraduate subject followed by medicine (20.6%) and in female students, medicine (44.7%) and OBG (31.9%). But in case of Indian male students 58.0% & 31.4% female students want to choose surgery as their career. 53.1% of the Sri-Lankan male students want to choose medicine as their post graduation and apart from these 50% of the female students also, which is followed by surgery 46.9% (male) and 21.4% (female) respectively. Conclusion Our study supports that Post-graduation in clinical specialties is always preferred over Basic sciences due to more interaction with patients and the practical aspects of medical profession. The relatively less popularity of some streams may show long-term impact on the health of health system of Nepal. Medical Universities have to modify their academic intervention activities to improve the basic science teaching learning programme in Nepal to turn around the deficiency of post graduates in this stream.http://dx.doi.org/10.3126/nje.v1i4.5754 Nepal Journal of Epidemiology 2011;1(4):126-134

Does medical students’ gender affect their clinical learning of gynaecological examination? A retrospective cohort study

2018 ◽  
Vol 94 (1112) ◽  
pp. 325-329
Author(s):  
Thomas Wallbridge ◽  
Angela Holden ◽  
Aled Picton ◽  
Janesh Gupta
Keyword(s):  
Medical Students ◽  
Learning Experience ◽  
Cross Sectional Study ◽  
Female Students ◽  
Male Students ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Medical Graduates ◽  
Significant Difference ◽  
Gynaecological Examination

IntroductionMedical graduates should be competent in gynaecological examination as well as associated skills including speculum use and swabbing. Male and female medical students may have different opportunities to practise these skills in clinical environments, potentially impacting on confidence and competence. This study explores this further via reviewing students’ learning experience in genitourinary medicine (GUM) and obstetrics and gynaecology (O&G) clinics.MethodsCross-sectional study of 759 year 4 and year 5 University of Birmingham medical students via an online questionnaire. This explored degree of participation, impact of gender and self-reported confidence.ResultsOverall response rate was 31% (233/759). Students of either gender who observed an examination being performed by a clinician were more likely to perform the same examination. Female students reported more opportunities to practise gynaecological examination and associated skills. Female students were more likely to be granted consent to perform speculum examinations, vaginal swabbing and vaginal bimanual examinations. Sixty-five per cent of male students felt that their gender affected their learning experience with female patients. Despite this, there was no significant difference in self-reported confidence level in performing gynaecological examinations between genders at the end of placement.ConclusionThe majority of male students perceived that their gender impacted their clinical experience in O&G and GUM. Self-reported confidence levels were unaffected, which could reflect varying approaches to competence between genders. The link between observing examinations and subsequent opportunities to practise is key. This could demonstrate students developing rapport and trust with patients, and clinicians’ roles as gatekeepers.

scholarly journals Empathy and Personality Styles in Medical Students

2020 ◽  
Vol 29 (2) ◽  
pp. 73-87
Author(s):  
Yolanda Dávila Pontón ◽  
Alejandro Reyes Reyes ◽  
Aracelis Calzadilla Núñez ◽  
Víctor Patricio Díaz Narváez ◽  
Robert Utsman ◽  
...  
Keyword(s):  
Medical Students ◽  
Educational Level ◽  
Linear Regression Analysis ◽  
Multiple Linear Regression Analysis ◽  
Personality Styles ◽  
Empathy Scale ◽  
Mean Differences ◽  
Student’S T ◽  
The Relationship ◽  
Student’S T Test

This study aimed to establish the relationship between empathy and personality styles in medical students, considering the differences by gender. The participants were 278 students of the medical career of the Universidad del Azuay, Ecuador. They were evaluated using the Jefferson empathy scale and the Millon Index of Personality Styles. Relationships between empathy and personality styles were examined using Pearson's correlation coefficient and hierarchical multiple linear regression analysis, for comparisons by gender and educational levels; with both Student's t test and analysis of variance used respectively. Results indicated that the factor structure of the empathy scale is invariant between men and women, noticing gender differences in care with compassion and total empathy, with women presenting a higher mean. Differences are observed by educational level, where the general empathy in the first three years grows progressively, and then slightly decrease. In conclusion,  female students present a mean score of total empathy greater than men, with differences of empathy according to educational level

scholarly journals Depression Among First- and Fifth-Year Medical Students in Riyadh, Saudi Arabia

2019 ◽  
Vol 8 ◽  
Author(s):  
Abdulaziz Saeed Almalki ◽  
Abdullah Almalki ◽  
Abdullah Kokandi ◽  
Bandar Aldosari ◽  
Abdulaziz Bin Baz ◽  
...  
Keyword(s):  
Saudi Arabia ◽  
Depressive Symptoms ◽  
Medical Students ◽  
Total Sample ◽  
Female Students ◽  
Male Students ◽  
First Year ◽  
Randomized Sampling ◽  
Stressful Environment ◽  
Medical Colleges

Background: Depression, which is characterized by persistent sadness, is a highly prevalent and serious medical disease that affects more than 300 million individuals worldwide. It is hypothesized that the onset of depressive symptoms in medical students occurs due to prolonged exposure to the stressful environment of medical colleges. Hence, we aimed to determine the presence of depressive symptoms and compare the level of depression between the first-year and fifth-year medical students in Riyadh city, Saudi Arabia. Materials and Methods: This cross-sectional study was performed with convenient sampling from 2 medical colleges in Riyadh in the Kingdom of Saudi Arabia from October to November 2017. The English version of Beck’s Depression Inventory questionnaire was used in this study. Statistical analysis was administered using SPSS via chi-square test, and P-value less than 0.05 was considered statistically significant. Results: The questionnaire was answered by 241 participants. The age variable shows a bimodal distribution. The mean age of first-year and fifth-year students was 19±0.8 years and 23±2.1 years, respectively. Fifth-year students comprised 53.5% of the total sample, and male students accounted for 63.1% of the total sample. After analysis, the results show that male students scored higher than female students on the lower side of the scale in both years. Most of the first-year female students scored a higher level of depression compared with male students (P=0.001), whereas no difference between males and females (P=0.04) was found in the fifth-year students’ data. Conclusion: Our study shows a new pattern of reported depressive symptoms among first- and fifth-year medical students. In addition, the study suggests that depression is more common in female medical students as compared with their male counterparts. For future studies, we recommend using randomized sampling in a cohort study including all levels of medical students to further investigate and confirm the findings.[GMJ.2019;8:e1497]

scholarly journals The role of gender-specific factors in the choice of specialty training in obstetrics and gynecology: results from a survey among medical students in Germany

2021 ◽  
Author(s):  
Maximilian Riedel ◽  
André Hennigs ◽  
Anna Maria Dobberkau ◽  
Caroline Riedel ◽  
Till Johannes Bugaj ◽  
...  
Keyword(s):  
Medical Students ◽  
Interest Rates ◽  
Practical Experience ◽  
Young Female ◽  
Female Students ◽  
Male Students ◽  
Obstetrics And Gynecology ◽  
Specialty Training ◽  
And Gender ◽  
Gender Specific

Abstract Purpose The field of obstetrics and gynecology (OB/GYN) is facing growing competition for young professionals in Germany, with high interest rates among female graduates and a declining proportion of male students who choose residency training in the field. The aim of this study is to analyze general and gender-dependent factors that influence the decision for or against specialty training in OB/GYN among medical students in Germany. Methods Between February and November 2019, n = 346 medical students in their 5th and 6th year of undergraduate training at Heidelberg University received a questionnaire with 44 items. Results n = 286 students (61.3 female; 38.7% male) participated in the study. 28% of the female students and 9% of the male students had considered OB/GYN for their specialty training. The students reported different general and gender-specific influencing factors in their choice of a specialty. Both genders desired a good work-life-balance, however, in comparison with their female colleagues, male students had heavily weighted factors related to their later careers and professional success, including competition among colleagues. Male students had gained little practical experience during compulsory internships (26.9% for females vs. 8.8% for males) or had chosen their final-year elective in OB/GYN (15.9% for females vs. 5.5% for males). Female students had worried about the negative effects of their sex on their career (35.4% for females vs. 5.9% for males). Conclusion OB/GYN must become more appealing and attractive to young female and male professionals alike. A better compatibility of career and family should go hand in hand with the implementation of differentiated, (extra) curricular teaching approaches that take the different preferences of female and male students into account.

scholarly journals Social and physiological peculiarities and professional orientation of medical students

2015 ◽  
Vol 22 (4) ◽  
pp. 51-54 ◽  
Author(s):  
O. V. Toussova ◽  
A. M. Shaporov ◽  
O. V. Pavlova ◽  
G. G. Lebedeva ◽  
E. R. Isaeva
Keyword(s):  
Medical Students ◽  
Self Regulation ◽  
Female Students ◽  
Male Students ◽  
Learning Potential ◽  
Professional Orientation ◽  
Stress Vulnerability ◽  
Personality Feature ◽  
Personal Opinion ◽  
Personality Features

The article describes personality features, self-regulation patterns and professional orientation of medical students. It represents the results of the study conducted among the fourth year students. The sample is characterized with high enough behavior regulation, extraversion, high learning potential, flexible thinking, following intuition and personal opinion in profession choice. High anxiety as personality feature and stress vulnerability is typical for female students; independence tendency is typical for male students.

Sign in / Sign up

Export Citation Format

Share Document