scholarly journals A Task Based Learning (TskBL) strategy in preclinical medical education

2021 ◽  
Author(s):  
Roopashree Mallya ◽  
Animesh Jain ◽  
Bhagyalakshmi K ◽  
Arun Shirali ◽  
Sneha B Shetty ◽  
...  
Keyword(s):  
Medical Students ◽  
Test Scores ◽  
Control Group ◽  
First Year ◽  
Small Group Teaching ◽  
Tutorial Group ◽  
Clinical Exposure ◽  
Post Test ◽  
First Year Medical Students ◽  
Early Clinical Exposure

Preclinical Task based learning (TskBL) is a simulated learning approach in which focus for students is a real task done by a medical professional. TskBL includes standardized patient encounters and is helpful to provide Early Clinical Exposure. Our study aimed at planning, implementing and assessing TskBL among first year Medical students and comparing it to conventional method of tutorials in Physiology MBBS curriculum.This is a non-equivalent group quasi experimental study approved by Institutional ethics committee. TskBL was conducted for five topics among first year medical students of Kasturba Medical College, Mangalore for three academic years. Participants  were divided into a TskBL group and a control group. Both groups attended the theory classes in Physiology, practical sessions and clinical examinations concerning the tasks. Following this, TskBL group underwent TskBL and control group underwent tutorials. Pre and post-test assessments were conducted using the MCQ test and Objective structured clinical examinations (OSCE).The mean TskBL scores for MCQ (exception:Hypertension) and OSCE (exception Anemia) were significantly higher than the tutorial group. Pre test and post test scores revealed significantly higher MCQ and OSCE scores for TskBL. Tutorial group did not show a significant improvement in test scores for all the tasks.TskBL strategy could be used for many other topics are likely to be encountered by the students during clinical attachments. Small group teaching can include TskBL over tutorials to provide early clinical exposure in medical schools.

scholarly journals Introducing reflective narrative for first-year medical students to promote empathy as an integral part of physiology curriculum

2021 ◽  
Vol 45 (2) ◽  
pp. 207-216
Author(s):  
Savitha D ◽  
Taniya Anto ◽  
Sejil TV
Keyword(s):  
Medical Students ◽  
Holistic Approach ◽  
Health Care Team ◽  
First Year ◽  
Narrative Writing ◽  
Patient Centered ◽  
Clinical Exposure ◽  
First Year Medical Students ◽  
Reflective Narrative ◽  
Early Clinical Exposure

Guided reflective narratives facilitate deeper understanding and learning. The study was aimed at exploring the scope of guided reflective narratives on early clinical exposure, for first-year medical students, in promoting empathy. Strengths and limitations of the process of reflective narratives were also explored. First-year medical students ( n = 150) were exposed to guided reflective narrative writing following each of the three “early clinical exposure” sessions integrated into a physiology curriculum. A feedback on the entire program was obtained through a semistructured questionnaire. The contents of the reflective narratives and feedback on the program were analyzed. Students empathized with the situation and needs of patients and caregivers and could relate to responsibilities and challenges faced by members of health care team. They realized the importance of cooperation from patients and caregivers and work efficiency, communication, behavior, and teamwork from members of healthcare and thereby emerged with the idea of the coordinated effort in patient care. Students opined that reflective narratives made them reflect and empathize with people and situations. Too many narrative writing sessions and hesitation to share their thoughts were some of the suggested limitations. The process led to emergence of a working model for guided reflections to promote empathy. Guided reflective narratives made students reflect and relate to people and situations. While promoting empathy, the reflections also gave them an idea of holistic approach to patient-centered care. Inferences led to a conceptual model for guided reflections to promote empathy among medical students.

scholarly journals ANATOMY VISUAL LEARNING: A NEW MODALITY TO ENHANCE NEUROANATOMY LEARNING IN FIRST-YEAR MEDICAL STUDENTS

2021 ◽  
Vol 10 (1) ◽  
pp. 27
Author(s):  
Sasanthy Kusumaningtyas ◽  
Mochamad Iskandarsyah Agung Ramadhan ◽  
Ria Margiana ◽  
Elvan Wiyarta ◽  
Reynardi Sutanto ◽  
...  
Keyword(s):  
Medical Students ◽  
Visual Learning ◽  
Intervention Group ◽  
Control Group ◽  
First Year ◽  
Positive Perception ◽  
Open Questions ◽  
Post Test ◽  
First Year Medical Students ◽  
Interventional Group

Background: In gaining knowledge and comprehension of neuroanatomy, medical students require not only memorizing the anatomical structures but also understanding the spatial relationships. Along with the cadaver prosection usage, we proposed an anatomy visualization learning (AVL) as possible modality to fulfill this need, yet this has to be proven. This study aimed to know whether AVL can improve student knowledge in neuroanatomy and give a positive perception to the student. Methods: A quantitative and qualitative studies were performed to the first-year medical students (n=46) of Faculty of Medicine Universitas Indonesia who were randomly divided into two groups, an interventional (n=23) and a control (n=23) group. Both groups enrolled in the neuroanatomy learning module, with additional two sessions (two hours/session) of AVL using 3D anatomy visualization table for the intervention group. Quantitative study to know the knowledge improvement was done by comparing the pre-test, post-test and gain scores between groups. Student’s perception of the learning method was done using a questionnaire on a Likert scale. Qualitative study was done using open questions. Results: The median value of the pre-test score (8 [0-30] vs. 4 [0-42]; p=0.869) and the post-test scores (44 [30-82] vs. 40 [8-84]; p=0.068) between the interventional vs control group were not different. Nevertheless, the interventional group gained higher scores than the control group (41.6±18.06 vs. 29.8±20.47; CI 95%; p<0.05). Participants (the interventional group) had a positive perception about the AVL usage for neuroanatomy learning. Conclusion: AVL can be considered as a new approach modality for neuroanatomy learning.

Use of Trained Mothers to Teach Interviewing Skills to First-Year Medical Students: A Follow-up Study

PEDIATRICS ◽  
1977 ◽  
Vol 60 (2) ◽  
pp. 165-169 ◽  
Author(s):  
Paula L. Stillman ◽  
Darrell L. Sabers ◽  
Doris L. Redfield
Keyword(s):  
Medical Students ◽  
School Curriculum ◽  
Control Group ◽  
First Year ◽  
Feedback Session ◽  
Optimal Learning ◽  
Interviewing Skills ◽  
One Year ◽  
First Year Medical Students

This report describes an attempt to evaluate the effectiveness of "trained mother" interviews early in the medical school curriculum. As an adjunct to a first-year course that teaches interviewing techniques, half of the students were exposed to an interview with one of three trained mothers early in the course. This treatment interview was immediately followed by a feedback session which concentrated on the content and process of interviewing. At the end of the course, all students had an evaluative interview. Those students who had an initial interview and feedback session with a trained mother scored significantly higher on both the content and process of their interviews than the control group. This technique is an effective and efficient way to teach interviewing skills to medical students prior to entering any of their clinical clerkships. A follow-up assessment conducted one year later indicated that one interview with a trained mother is sufficient for optimal learning and that the skills learned are retained over at least that period of time.

scholarly journals Does self-modulated learning vs. algorithm-regulated learning of dermatology morphology affect learning efficiency of medical students?

2019 ◽  
Vol 10 (3) ◽  
pp. e82-90
Author(s):  
Danya Traboulsi ◽  
Jori Hardin ◽  
Laurie Parsons ◽  
Jason Waechter
Keyword(s):  
Medical Students ◽  
Student Satisfaction ◽  
Skill Acquisition ◽  
Demographic Data ◽  
The Self ◽  
First Year ◽  
Immediate Feedback ◽  
Learning Efficiency ◽  
Post Test ◽  
First Year Medical Students

Background: Deliberate practice is an important method of skill acquisition and is under-utilized in dermatology training. We delivered a dermatologic morphology training module with immediate feedback for first year medical students. Our goal was to determine whether there are differences in accuracy and learning efficiency between self-regulated and algorithm-regulated groups. Methods: First year medical students at the University of Calgary completed a dermatologic morphology module. We randomly assigned them to either a self-regulated arm (students removed cases from the practice pool at their discretion) or an algorithm-regulated arm (an algorithm determined when a case would be removed). We then administered a pre-survey, pre-test, post-test, and post-survey. Data collected included mean diagnostic accuracy of the practice sessions and tests, and the time spent practicing. The surveys assessed demographic data and student satisfaction. Results: Students in the algorithm-regulated arm completed more cases than the self-regulated arm (52.9 vs. 29.3, p<0.001) and spent twice as much time completing the module than the self-regulated participants (34.3 vs. 17.0 min., p<0.001). Mean scores were equivalent between the algorithm- and self-regulated groups for the pre-test (63% vs. 66%, n = 54) and post-test (90% vs. 86%, n = 10), respectively. Both arms demonstrated statistically significant improvement in the post-test. Conclusion: Both the self-regulated and algorithm-regulated arms improved at post-test. Students spent significantly less time practicing in the self-directed arm, suggesting it was more efficient.

scholarly journals Role of regular yoga practice in improvement of various pulmonary parameters in first year medical students

2018 ◽  
Vol 6 (7) ◽  
pp. 2523
Author(s):  
Kislay Kumar ◽  
Devesh Kumar ◽  
Pooja T. Pandey ◽  
Divya .
Keyword(s):  
Medical Students ◽  
Control Group ◽  
P Value ◽  
First Year ◽  
Pulmonary Functions ◽  
Yoga Group ◽  
The Subject ◽  
First Year Medical Students ◽  
And Control

Background: tress at any stage of life virtually produces several respiratory limitations and reduces tolerance to physical efforts, sometimes leading to pulmonary diseases in individuals. Various yoga and Pranayama like Kapalbhati and Nadi-sodhan involves powerful strokes of exhalation, which trains the subject to make full use of diaphragm and abdominal muscles.Methods: This study is performed on 1st yr. medical students whose stress level is in higher side due to academic burden. 55 medical students were selected as participants through counseling and were divided into Yoga group (n= 27) and control group (n=28). Pulmonary functions of subjects were tested using Pony FX advanced desktop spirometer manufactured by Cosmed. Yoga is performed 1 hr/day for 6 days /week for 12 weeks by yoga group.Results: Pulmonary functions tested in Yoga and control group were FVC, FEV1, PEF and FVC/FEV1. There were significant improvements in pulmonary functions in yoga group. In Yoga group (FVC- 5.8% increases, FEV1- 5.2% increase, PEF- 34% increase and FVC/FEV1- 3.15% increase). In control group also, all parameters increased but P value was not significant.Conclusions: This study concludes that practicing Yoga has shown a significant improvement on pulmonary functions in 1st year medical students.

An integrated simulation-based early clinical exposure module in cardiovascular physiology

2020 ◽  
Vol 64 ◽  
pp. 147-154
Author(s):  
R. Aswini Dutt ◽  
Rashmi Jain ◽  
Shobith Bangera
Keyword(s):  
Medical Students ◽  
Clinical Skills ◽  
Cardiovascular Physiology ◽  
Knowledge Gain ◽  
Perceived Knowledge ◽  
Clinical Exposure ◽  
Integrated Simulation ◽  
Simulation Based ◽  
Post Test ◽  
Early Clinical Exposure

Objectives: A good conceptual understanding of physiology is very important to build a strong foundation for medical students. It is a daunting job for teachers to emphasise the clinical relevance of basic science subjects as exposure to patients invariably starts after these subjects have been taught. With the introduction of early clinical exposure in the newly revised Indian undergraduate medical curriculum, this problem can be addressed to a certain extent. We developed an integrated simulation module for teaching cardiovascular physiology to pre-clinical students as a part of early clinical exposure. Materials and Methods: We included 145 medical students of a Private Medical College of a Deemed to be University in Mangalore, Karnataka, India. The teaching module covered the topics of cardiovascular physiology such as functional anatomy, cardiac cycle, normal electrocardiogram (ECG), arrhythmia, arterial pulse examination, heart sounds and hands-on cardiovascular examination using a variety of simulators. The assessment was done by pre-test and post-test. A retro-pre questionnaire was used to assess their self-perceived knowledge gain and level of clinical skills. Feedback on overall experience was collected from the participants. Results: The student feedback showed that learning experience was life-like (98.6%), effective, innovative and enjoyable (99.3%) and making the overall experience of learning easier (95.2%). It also improved participation, communication (93.8%), clinical skills and a better understanding of patient care (99.3%). The results of the retro- pre questionnaire to assess their self-perceived knowledge gain (95%) and level of clinical skills (96%) were highly satisfactory. The assessment of knowledge domain showed 100% of the students achieved pass percentage (>50%) with significant difference among pre- and post-test scores. Faculty (100%) opined that simulation-based teaching resulted in effected learning. Conclusions: The use of simulation-based teaching in cardiovascular physiology as part of early clinical exposure leads to enhanced learning and clinical application. This will stimulate interest in subject and promote better learning.

scholarly journals Question formulation skills training using a novel rubric with first-year medical students

2021 ◽  
Vol 109 (1) ◽  
Author(s):  
Jonathan Eldredge ◽  
Melissa A. Schiff ◽  
Jens O. Langsjoen ◽  
Roger N. Jerabek
Keyword(s):  
Medical Students ◽  
Training Session ◽  
Skills Training ◽  
Average Score ◽  
First Year ◽  
Post Test ◽  
Quasi Experimental ◽  
Based Medicine ◽  
First Year Medical Students ◽  
Instructional Session

Objective: The research used an assessment rubric to measure medical students’ improvement in question formulation skills following a brief evidence-based medicine (EBM) training session conducted by a health sciences librarian.Method: In a quasi-experimental designed study, students were assessed on their pre-instructional skills in formulating answerable EBM questions, based on a clinical scenario, using a rubric. Following their training, they were assessed using the same scenario and rubric. Student pre- and post-test scores were compared using a paired t-test.Results: Students demonstrated statistically significant improvement in their question formulation skills on their post-instructional assessments. The average score for students on the pre-test was 45.5 (SD 11.1) and the average score on the post-test was 65.6 (SD 5.4) with an increase of 20.1 points on the 70-point scale, p<0.001.Conclusion: The brief instructional session aided by the rubric improved students’ performance in question formulation skills.

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.

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