scholarly journals Appraisal of a novel pedagogical approach to demonstrating neuromuscular transmission to medical students

2021 ◽  
Vol 45 (3) ◽  
pp. 580-588
Author(s):  
Sareesh Naduvil Narayanan ◽  
Iffath Ahmed ◽  
Batul Saherawala ◽  
Fatmaelzahraa Foud ◽  
Tarig Hakim Merghani
Keyword(s):  
Medical Students ◽  
Active Learning ◽  
Neuromuscular Transmission ◽  
Positive Influence ◽  
Study Cohort ◽  
Learning Approaches ◽  
Undergraduate Medical Students ◽  
Learning Session ◽  
Pedagogical Approach ◽  
Didactic Lecture

Although traditional didactic lecturing is the principal instructional approach used in numerous medical schools, this method has several limitations. Experiential learning approaches place students in the center of the learning process and creates a positive and supportive classroom learning environment. In this article, we propose an active pedagogical approach for teaching a basic physiology concept, namely, neuromuscular transmission (NMT), and we evaluate the effectiveness of this approach among undergraduate medical students. One-hundred forty-two undergraduate medical students were involved in this study ( cohort A, n = 62; cohort B, n = 80). Cohort A received a didactic lecture on NMT and subsequently tested their knowledge of the topic via test 1, after which their perceptions of didactic lectures were recorded. The students were then asked to participate in a touch-and-go (TAG) active-learning session regarding NMT, after which their learning was subsequently tested by taking test 2. Their perceptions about the TAG game were also recorded. Students in cohort B were first administered test 1 regarding NMT. Then, they were asked to attend a didactic lecture blended with a TAG active-learning session, after which test 2 was administered, and their perceptions were recorded. Both the didactic lecture and active learning sessions facilitated student learning regarding the concepts involved in NMT. A comparison of the lecture followed by the game used in cohort A with the game blended lecture used in cohort B revealed no significant differences. However, both formats created a positive influence on students’ interest in learning the concept, and the students preferred active learning over didactic sessions alone.

scholarly journals A Cross-sectional Study Investigating Learning Approaches in Undergraduate Medical Education

2019 ◽  
Author(s):  
Aya Akhras ◽  
Waseem Wahood ◽  
Fatemeh Abdulrahman Amir Rad ◽  
Christopher Tuffnell ◽  
David Davis ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical Curriculum ◽  
Cross Sectional Study ◽  
Learning Approaches ◽  
Strategic Learning ◽  
Sectional Study ◽  
Teaching Approaches ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Initial Results

Abstract Objective The primary objective of this proof-of-concept cross-sectional study was to identify a framework for appraising the learning-approaches of undergraduate medical students in a competency based medical curriculum and correlating the results with teaching-approaches, as well as academic performance. The study was pursued at MBRU, which is a medical school in the Middle East with an undergraduate entry medical program. Results Our framework was blueprinted using the Approaches and Study Skills Inventory for Students (ASSIST) questionnaire, to which we made some modifications such that the overall cogency of the questionnaire wasn’t affected. Initial results with modified ASSIST at MBRU showed that most of our students adopted Deep or Strategic-learning approaches. This observation is in line with other studies in the literature, which shows that modified ASSIST is a suitable tool for mapping generic learning approaches with teaching approaches. Further, based on the insights from our initial results following the implementation of modified ASSIST, we have considered specific pedagogical strategies, in practice at MBRU, which cater to the generic learning approaches of majority of our undergraduate medical students. These pedagogical approaches, A. Feynman’s Technique; and B. Blended learning strategies, if implemented suitably in a curriculum will transform “Surface-learners” to “Deep/Strategic-learners”.

scholarly journals Quiz as an adjunctive modality in teaching Clinical Microbiology for Undergraduate Medical Students

2021 ◽  
Vol 9 (3) ◽  
pp. 31
Author(s):  
Abhishek Mehta ◽  
Kiran Tripathi ◽  
Himanshi Bansal
Keyword(s):  
Active Learning ◽  
Clinical Microbiology ◽  
Central India ◽  
Learning Approaches ◽  
Undergraduate Medical Students ◽  
Self Directed Learning ◽  
Learning Gain ◽  
Learning Modalities ◽  
Conventional Teaching ◽  
Teaching Learning

Conventional teaching modalities like Didactic lectures if practised alone fails to transfer concepts as effectively as active learning approaches. Active learning methods like Quizzing leads to active participatory involvement of students, motivates them by increasing interest in the subject and act as a driving force for more effective learning. The purpose of this study was to evaluate the effectiveness of Quiz as an adjunctive teaching modality in clinical microbiology for undergraduate medical teaching and to compare it with conventional teaching methods like Didactic lectures. In this interventional study conducted in the Dept. of Microbiology of a Govt. Medical College of Central India, Second MBBS students were divided into two groups. The topic Universal precautions was split and covered through two modules. One module was administered through lecture to one group and through Self study followed by Quiz to another group. Cross over was done for the second module. To evaluate the students performance pretest and post test were conducted for both the methods. In case of both the groups a significant absolute learning gain was observed for both the modalities. However in both the groups the learning gain and effect size were towards much higher side for Quizzing as compared to didactic lectures. Our study has shown the positive impetus of the active teaching learning modalities like Quizzing on self directed learning, and an added advantage of this approach on the learning gain as compared to the conventional teaching.

Technology-Enhanced Active Learning with Flipped Classroom on Otolaryngology Education

2021 ◽  
Vol 104 (7) ◽  
pp. 1159-1165
Keyword(s):  
Medical Students ◽  
Active Learning ◽  
Flipped Classroom ◽  
Role Playing ◽  
Traditional Group ◽  
Online Application ◽  
Assessment Scores ◽  
Fourth Year Medical Students ◽  
Didactic Lecture ◽  
Case Based

Objective: To determine the learning outcomes in otolaryngology education, comparing the traditional lecture-based classroom with the flipped classroom combined with a case-based approach. Materials and Methods: The participants were fourth year medical students and divided into two groups, the traditional classroom group and the flipped classroom group. The topic “vertigo” was chosen for the content of the present study. The traditional groups were assigned to attend a didactic lecture. The flipped group were assigned to watch the video lecture and answer the quizzes on the online application “Edpuzzle”, and they used time during the in-class activity for case-based discussion and role playing involving the doctor-patient interaction. All participants completed a questionnaire, and the final assessment scores. Results: Two hundred thirty-nine medical students were enrolled. Some 113 students participated in the traditional group, and 126 students participated in the flipped group. The knowledge assessment in the flipped group had significantly higher scores than those from the traditional group (p=0.042 and <0.001 respectively). Objective structured clinical examination scores and the score of some items in the questionnaires were also significantly higher in the flipped group than in the traditional group (p<0.001). Conclusion: The implementation of the flipped classroom consists of pre-class activities using an instructor-developed video and a free online application, combined with a case-based approach during the in-class activity appears to be more effective in terms of medical students gaining knowledge and skills on otolaryngology education compared with the traditional instruction method. Keywords: Flipped classroom; Otolaryngology; Vertigo; Technology; Active learning

scholarly journals “Speedy Biochemistry” As a New Teaching Method in Preclinical Curriculum

2020 ◽  
Vol 15 (2) ◽  
pp. 327-332
Author(s):  
Noor Akmal Shareela Ismail ◽  
Keyword(s):  
Medical Students ◽  
Problem Solving ◽  
Active Learning ◽  
Teaching Method ◽  
Academic Community ◽  
Learning Session ◽  
Learning Abilities ◽  
Practical Session ◽  
Preclinical Curriculum ◽  
Self Learning

Previous conventional practical session was reported to be less effective in achieving its objectives. Therefore, “Speedy Biochemistry” was introduced to assist students to apply knowledge they have learnt in the classroom. This setting promotes teamwork and application of knowledge in problem solving which can be achieved through active learning. Active learning has piqued the interest of the academic community in giving more benefits to the students. Steps on how to conduct the “Speedy Biochemistry” among Year-1 medical students were illustrated and collection of their feedback was recorded. “Speedy Biochemistry” can be a good active learning session to enhance and improve medical students’ interest in learning and their self-learning abilities in Biochemistry.

scholarly journals Applying the Plan-Do-Study-Act cycle in medical education to refine an antibiotics therapy active learning session

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Stacey Rose ◽  
Richard Hamill ◽  
Andrew Caruso ◽  
Nital P. Appelbaum
Keyword(s):  
Internal Medicine ◽  
Medical Education ◽  
Medical Students ◽  
Active Learning ◽  
Student Satisfaction ◽  
Knowledge Retention ◽  
Student Feedback ◽  
Learning Session ◽  
Medicine Clerkship ◽  
Pdsa Cycle

Abstract Background Active learning improves learner engagement and knowledge retention. The application of continuous quality improvement methodologies, such as the Plan-Do-Study-Act (PDSA) framework, may be useful for optimizing medical education, including active learning sessions. We aimed to enhance student satisfaction and achievement of learning outcomes by applying the PDSA framework to an antibiotic utilization curriculum for medical students. Methods Guided by the Plan-Do-Study-Act framework, between February 2017 and July 2019, we developed, implemented, and revised an active learning session for medical students, focused on appropriate utilization of antibiotics during their Internal Medicine clerkship. Results Across twelve sessions, 367 students (83.4%) completed the post-evaluation survey. Although baseline ratings were high (97% of respondents enjoyed the “active learning” format), constructive comments informed iterative improvements to the session, such as modifying session timing, handouts and organization of the gaming component. Intervention 3, the last improvement cycle, resulted in more favorable ratings for the active learning format (p = 0.015) improvement in understanding antibiotics and their clinical application (p = 0.001) compared to Baseline ratings. Conclusions This intervention suggests that active learning, with regular incorporation of student feedback vis-à-vis a PDSA cycle, was effective in achieving high student engagement in an Internal Medicine core clerkship session on antibiotic therapy. Iterative interventions based on student feedback, such as providing an antibiotic reference table and answer choices for each case, further improved student receptivity and perceived educational value. The study findings have potential implications for medical education and suggest that the application of the PDSA cycle can optimize active learning pedagogies and outcomes.

scholarly journals Pathways to performance in undergraduate medical students: role of conscientiousness and the perceived educational environment

2021 ◽  
Author(s):  
S. Schrempft ◽  
G. Piumatti ◽  
M. W. Gerbase ◽  
A. Baroffio
Keyword(s):  
Medical Students ◽  
School Environment ◽  
Educational Environment ◽  
Performance Model ◽  
Learning Approaches ◽  
Undergraduate Medical Students ◽  
The Third ◽  
Proposed Model ◽  
Computer Based ◽  
The University

AbstractThis study examined conscientiousness and the perceived educational environment as independent and interactive predictors of medical students’ performance within Biggs’ theoretical model of learning. Conscientiousness, the perceived educational environment, and learning approaches were assessed at the beginning of the third year in 268 medical students at the University of Geneva, Switzerland. Performance was examined at the end of the third year via a computer-based assessment (CBA) and the Objective Structured Clinical Examination (OSCE). Path analysis was used to test the proposed model, whereby conscientiousness and the perceived educational environment predicted performance directly and indirectly via students’ learning approaches. A second model included interaction effects. The proposed model provided the best fit and explained 45% of the variance in CBA performance, and 23% of the variance in OSCE performance. Conscientiousness positively predicted CBA performance directly (β = 0.19, p < 0.001) and indirectly via a deep learning approach (β = 0.05, p = 0.012). The perceived educational environment positively predicted CBA performance indirectly only (β = 0.02, p = 0.011). Neither conscientiousness nor the perceived educational environment predicted OSCE performance. Model 2 had acceptable, but less optimal fit. In this model, there was a significant cross-over interaction effect (β = 0.16, p < 0.01): conscientiousness positively predicted OSCE performance when perceptions of the educational environment were the most positive, but negatively predicted performance when perceptions were the least positive. The findings suggest that both conscientiousness and perceptions of the educational environment predict CBA performance. Research should further examine interactions between personality traits and the medical school environment to inform strategies aimed at improving OSCE performance.

scholarly journals Effectiveness of a module to promote competency in adverse drug reaction reporting in undergraduate medical students

2018 ◽  
Vol 7 (4) ◽  
pp. 723
Author(s):  
Nazuk Sharma ◽  
Taruna Sharma ◽  
Suman Bala
Keyword(s):  
Adverse Drug Reaction ◽  
Drug Reaction ◽  
Medical Students ◽  
Adverse Drug Reaction Reporting ◽  
Phase 1 ◽  
Undergraduate Medical Students ◽  
Adr Reporting ◽  
The Mean ◽  
Didactic Lecture ◽  
Group B

Background: Adverse drug reaction (ADR) under-reporting is a hindrance to the implementation of Pharmacovigilance Program of India. This is essentially due to lack of ADR reporting culture among healthcare professionals. Thus, study was conducted to assess and enhance awareness about ADRs and strengthen reporting among medical undergraduates.Methods: This is an interventional crossover study. A total of 140 students of 2nd professional, MBBS were included and divided into two groups of 70 each. In phase 1, group A was given a didactic lecture (DL) on ADR and pharmacovigilance. Group B was also given DL with an addition of a case narrative exercise and they were asked to fill an ADR form. Both groups were assessed based on an MCQ questionnaire for knowledge and skill. After 15 days of washout period, groups were crossed and reassessed. Feedback from students was taken on a 5 point Likert’s scale.Results: The mean scores of batch A without case was 17.5±3 out of a total score of 25 marks, which showed improvement with case narrative and mean increased to 19.6± 2.4 (p 0.05). Similarly, Batch B showed improvement as well and the mean 17.7±3.1 score without case narrative increased to 19.2±2.7 (p <0.05). Student’s perception of the effectiveness of module-based teaching was positive.Conclusions: Case narrative in addition to didactic lecture enhanced awareness and may strengthen ADR reporting culture among the medical students.

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