The life and death of laboratory teaching of medical physiology: a personal narrative. Part II.

1993 ◽  
Vol 265 (6) ◽  
pp. S55 ◽  
Author(s):  
H W Davenport
Keyword(s):  
Medical Students ◽  
Curriculum Reform ◽  
Department Chair ◽  
Personal Narrative ◽  
Laboratory Course ◽  
Life And Death ◽  
Laboratory Teaching ◽  
Student Revolt

Part II of this essay describes the author's participation in the laboratory course instituted by Eugene Landis at Harvard in 1943, a course that drew heavily on Thomas Lewis's example. He describes in detail his own methods of laboratory teaching at Utah and Michigan when, as department chair, he had the responsibility for organizing courses in physiology for medical students. In conclusion, the author laments the curtailment and eventual abolition of laboratory teaching in the 1970s that resulted from curriculum reform, student revolt, and faculty indifference.

The life and death of laboratory teaching of medical physiology: a personal narrative. Part I.

1993 ◽  
Vol 264 (6) ◽  
pp. S16 ◽  
Author(s):  
H W Davenport
Keyword(s):  
Personal Narrative ◽  
Human Subjects ◽  
University Of Pennsylvania ◽  
Laboratory Course ◽  
Life And Death ◽  
University College ◽  
History Of ◽  
University College London ◽  
Laboratory Teaching ◽  
The University

Part I of this essay sketches the history of laboratory teaching of medical physiology in England from the perspective of the author as a student at Oxford from 1935 to 1938. The systematic laboratory teaching that began in the 1870s at University College London under William Sharpey was carried to Oxford, as well as to other English and Scottish universities, by Sharpey's junior colleagues. C. S. Sherrington added mammalian experiments, and C. G. Douglas and J. G. Priestley added experiments on human subjects. The author describes his experience as a student in the Oxford courses and tells how he learned physiology by teaching it from 1941 to 1943 in the laboratory course established at the University of Pennsylvania by Oxford-trained physiologist Cuthbert Bazett.

scholarly journals Student engagement and higher order skill proficiency: a comparison of traditional didactic and renewed integrated active learning curricula

2018 ◽  
Vol 42 (4) ◽  
pp. 685-692 ◽  
Author(s):  
Mari K. Hopper ◽  
Daniela A. Brake
Keyword(s):  
Student Engagement ◽  
Medical Students ◽  
Active Learning ◽  
Medical School ◽  
Curriculum Reform ◽  
Higher Order ◽  
Poor Correlation ◽  
First Year ◽  
Cohort Groups ◽  
The Impact

A large, multicampus, public medical school underwent curricular renewal, emphasizing a student-centered approach with 50% of all course contact time devoted to active learning. Determining the impact of active learning on student engagement and higher order skill (HOS) proficiency was the primary aim of this study. Following Institutional Review Board approval, two cohort groups of first-year medical students were enrolled. The first cohort ( n = 54) included students before curriculum reform in the legacy curriculum (LC). The second cohort ( n = 73) included students completing studies in the renewed curriculum (RC). Near the end of the first year of medical school, both cohorts completed a validated survey of student engagement, and a proctored problem-based assessment of HOS proficiency [Collegiate Learning Assessment (CLA+)]. Results indicated RC students perceived greater levels of engagement than LC (39.5+5.8 vs. 33.3+5.6), and greater reliance on HOS, including analysis, synthesis, and application. However, there were no significant differences between cohorts in proficiency of HOS when assessed by the CLA+ (LC = 1,878 ± 161 vs. RC = 1,900 ± 157). Additionally, poor correlation between engagement and HOS for both LC and RC indicated more engaged students do not necessarily possess greater HOS proficiency. Ceiling effect may explain results as medical students enter medical school as highly skilled learners with potentially little room for improvement. It will be informative to continue to track engagement and HOS of both cohort groups as they continue their medical studies.

scholarly journals Putting the Theoretical to Practical Use

2019 ◽  
Vol 34 (s1) ◽  
pp. s161-s161
Author(s):  
Eli Jaffe
Keyword(s):  
Medical Students ◽  
Self Efficacy ◽  
Mass Casualty Incident ◽  
Mass Casualty ◽  
Life And Death ◽  
Emergency Responders ◽  
Mature Students ◽  
Daunting Task ◽  
The Mean ◽  
First Time

Introduction:Managing an MCI (Mass Casualty Incident) can be a daunting task for emergency responders. Effective management can be a matter of life and death but can be directly impacted by the feelings of the incident commander.Aim:Students were trained to be incident commanders, then following the course were given a survey. In the days following the training, an MCI occurred involving a train full of passengers. The students were then given another survey to assess their readiness following the practical use of their studies.Methods:Students were given a survey to determine their mean level of confidence in managing MCIs prior to training, and following the training. Following the training, there was an increase in confidence. After the training, there was an MCI in which their theoretical knowledge was put to the test.Results:The pre-training self-efficacy mean scores of younger students (M=3.5, SD+0.23) increased after the training (M=3.8, SD+0.28) and rose even more following the presentation of the Turin train accident (M=4, SD+0.26). While a similar increase in self-efficacy was found among the more mature students post-training compared to the level prior to the training (M=3.7, SD+0.44 versus M=3.4, SD+0.56), the mean self-efficacy score of the mature students decreased following the presentation of the Turin train accident to the pre-training level (M=3.4, SD+0.51).Discussion:Mean scores of self-efficacy and confidence in managing MCIs were found to be higher among medical students that were previously trained in coping with MCIs compared to medical students who participated in such a training program for the first time.

scholarly journals The conceptualisation of "soft skills" among medical students before and after curriculum reform

2006 ◽  
Vol 9 (1) ◽  
Author(s):  
CW Van Staden ◽  
PM Joubert ◽  
GE Pickworth ◽  
JL Roos ◽  
A-M Bergh ◽  
...  
Keyword(s):  
Medical Students ◽  
Curriculum Reform ◽  
Soft Skills ◽  
Before And After

scholarly journals Correlations between Academic Achievement and Anxiety and Depression in Medical Students Experiencing Integrated Curriculum Reform

2007 ◽  
Vol 23 (8) ◽  
pp. 379-386 ◽  
Author(s):  
Yi-Chun Yeh ◽  
Cheng-Fang Yen ◽  
Chung-Sheng Lai ◽  
Chun-Hsiung Huang ◽  
Keh-Min Liu ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Medical Students ◽  
Curriculum Reform ◽  
Integrated Curriculum ◽  
Anxiety And Depression

scholarly journals Perceptions of medical students towards the practice of professionalism at the Arabian Gulf University

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Haifa Mohammed Saleh Al Gahtani ◽  
Haitham Ali Jahrami ◽  
Henry J. Silverman
Keyword(s):  
Medical Students ◽  
Curriculum Reform ◽  
Multiple Testing ◽  
Arabian Gulf ◽  
Cross Sectional ◽  
Maximum Score ◽  
The Mean ◽  
And Behaviors ◽  
Professional Teaching ◽  
Response Choices

Abstract Background To enhance the development of a curriculum in professionalism for medical students, the aim of this research was to evaluate medical students’ responses regarding professionalism teaching and behaviors in their clinical experience at the Arabian Gulf University (AGU). Methods A retrospective cross-sectional, questionnaire-based study involving Year 5 medical students at the AGU. We used a “climate of professionalism” survey that consisted of two parts. The first part asked students to rate their perceptions of the frequency of professionalism practices of their peers (medical students), residents, and faculty. The response choices included: “mostly”, “sometimes”, and “rarely”. The second part asked the students to assess their perceptions of the professionalism teaching and behaviors of the faculty. The response choices included: “mostly”, “sometimes”, and “rarely”. We calculated an overall score for the responses in both parts of the questionnaire by assigning 3, 2, and 1 points to the response choices, respectively. We also calculated subscale scores reflecting different professionalism constructs. We used descriptive statistics and a one-way Analysis of Variance (ANOVA) followed by multiple testing comparisons with Bonferroni correction to examine pairwise comparisons. A p < 0.05 was considered statistically significant. Results The mean total scores of participants’ ratings of professional behaviors of medical students, residents, and faculty for each academic year were approximately 60% of the total maximum score. The mean total scores of participants’ rating of faculty’s teaching and modeling behaviors concerning professionalism were approximately 58% of the maximum score. Compared with similar studies performed in the Arab Region, ratings regarding professional teaching and modeling of professionalism were lower. Conclusion We recommend the further evaluation of professionalism teaching and behaviors at the AGU and further discussions regarding curriculum reform.

scholarly journals Comparison of a Traditional Practical-Based Identification for Microscopic Image Examination with a Microsoft PowerPoint Examination in the Influence of Dental and Medical Students’ Learning Outcome and Motivation in a Histology Laboratory Course at NDMC in Taiwan

2019 ◽  
Author(s):  
Hsin-Chieh Lan ◽  
Chia-Pi Cheng ◽  
Jang-Yi Chen ◽  
Fon-Yi Yin ◽  
Ming-Hsien Chiang ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Outcomes ◽  
Medical Center ◽  
Dental Students ◽  
The Body ◽  
Learning Motivation ◽  
Average Score ◽  
Microscopic Image ◽  
Laboratory Course ◽  
Laboratory Courses

Abstract Background: Histology laboratory courses are morphologic study in the structure of the cells, tissues, and organs of the body that are mainly examined with a microscope. There are two types of examinations to assess learning outcomes in Taiwan. The first is a traditional practical-based identification for microscopic image (PBIMI) examination, and the second is Microsoft PowerPoint (MS PPT) examination. Whether these two types of examinations exhibit different influences on students’ learning motivation has not been evaluated. Methods: In this study, we compared the grades of dental students and medical students in the National Defense Medical Center who completed PBIMI or MS PPT examinations and investigated the influence of the type of examination on the students’ learning outcomes and motivation. We also conducted a survey among the medical students to confirm the hypothesis concluded from the grade analysis. Results: There was a significant decrease in the percentage of students scoring 61 to 80 in the MS PPT group compared to that in the PBIMI group in the midterm examination of dental students. The average score on the MS PPT examination was significantly higher than that on the PBIMI examination among medical students who completing both examinations. The average failing scores on the midterm examination among the students tested with the PBIMI examination were significantly lower than the scores among the students tested with the MS PPT examination. The results of the survey also showed that the MS PPT examination is easier for students and that they will spend less time learning the material when the MS PPT examination is utilized for assessment. Conclusion: This study suggests that the type of examination affects learning motivation in less self-demanding students. The MS PPT test is easier for the students and leads to less time spent studying for the histology laboratory course, especially among the students with fewer self-demands or less interest in the course.

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