scholarly journals Opinions about Teaching Modalities: A Comparison between Faculty and Students

2012 ◽  
Vol 2012 ◽  
pp. 1-7
Author(s):  
Shilpa Shah ◽  
Gerhard Meisenberg
Keyword(s):  
Physical Examination ◽  
Medical School ◽  
Clinical Medicine ◽  
Faculty Members ◽  
Learning Modalities ◽  
School Of Medicine ◽  
Scale Response ◽  
Team Based Learning ◽  
Likert Scale Response ◽  
Teaching Learning

Little is known about the acceptance of different teaching/learning modalities by students and faculty in the preclinical semesters of medical school. We report the results of an anonymous survey at Ross University School of Medicine, where most of the currently popular instructional methods are used. Study subjects included 327 students and 30 faculty members. 5 questions each were asked about lectures, handouts, textbooks, mediasite (video-recorded lectures), simulation, PBL (problem based learning), TBL (team-based learning), and ICM (introduction to clinical medicine, physical examination) practicals, scored on a 5-step Likert scale. Response rates were approximately 80% for students and more than 50% for faculty. Students gave the highest scores to mediasite followed by simulation, handouts, and ICM practicals. Lowest student scores were for PBL followed by TBL and textbooks. Faculty gave highest scores for lectures, followed by ICM practicals and textbooks. They gave the lowest scores for TBL followed by mediasite and PBL. Differences between students and faculty were statistically significant for lectures (P<.001), mediasite (P=.001), textbooks (P=.002), and PBL (P=.043).

scholarly journals Blog as supporting tools in the teaching-learning process of clinical semiology

2018 ◽  
Vol 2 (1) ◽  
pp. 114
Author(s):  
Natália Mendonça ◽  
Natalia Fonseca
Keyword(s):  
Public Health ◽  
Group Work ◽  
Personal Growth ◽  
Technical Skills ◽  
Faculty Members ◽  
Main Difficulty ◽  
High Quality ◽  
School Of Medicine ◽  
Teaching Learning ◽  
Technology Advance

Background: By technology advance, the medical teaching needed an update to support all changing, araising new tools for learning and medical practice. Summary: The Clinical Semiology Blog is a project developed by monitors of the discipline Clinical Semiology I, together with faculty members from the Bahiana School of Medicine and Public Health with the purpose of developing skills and disclosure of a high quality content. The blog is divided in sections making possible the development of many skills. Summary of the results: The Semiology Blog works as a source of learning to students and monitors. The development of each publication demands different skills, making possible the continuos update and sourcing for knowledge. Keeping active is a difficult choir, so is group work, those are the main difficulty to continue with the project. Conclusion: The Semiology blog has shown to be an important tool of learning to monitor and students. The difficulty inherited to this project turns out to be an important way of developing technical skills, to personal growth and bounding.

scholarly journals Team-Based Learning in a Physiology Course To Prepare for The International Inter-Medical School Physiology Written Quiz in Kunming Medical University

2021 ◽  
Author(s):  
Hui Bian ◽  
Yan Bian
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Team Performance ◽  
Clinical Medicine ◽  
Teaching Method ◽  
Team Work ◽  
Global Event ◽  
Team Based Learning ◽  
Medical University ◽  
First Time

Abstract Background International Inter-medical School Physiology Quiz (IMSPQ) is a global event that purportedly engages students in team work, critical thinking and active learning of physiology. Team-based learning (TBL) is an interactive analytic teaching approach and has been used extensively in medical education. However, there is little evidence of its use in preparing for IMSPQ. The purpose of the present study was to investigate whether a TBL approach is effective to prepare for the written section of IMSPQ. Methods Five students from Grade 2014 majoring in Clinical Medicine, were selected, based on academic performance in physiology and English, to be taught in a TBL physiology course to prepare for the written section of 14th IMSPQ. Results In 2016, this TBL teaching method worked well and for the first time the team from Kunming Medical University entered the top forty teams at the written competition of 14th IMSPQ in Yogyakarta. Conclusion TBL method was effective to prepare for the IMSPQ in Kunming Medical University and provided an improved team performance in the written section of 14th IMSPQ.

Combining the Love of Art, Science, Business and Medicine to Innovate and Enhance Patient Health. Highlights from the 7th Annual Leaders in Medicine Symposium of the Cummings School of Medicine, Calgary, AB

2018 ◽  
pp. E51-E54
Author(s):  
Jennifer Beatty ◽  
Michael Peplowski ◽  
Noreen Singh ◽  
Craig Beers ◽  
Evan M Beck ◽  
...  
Keyword(s):  
Hospital Admissions ◽  
Clinical Care ◽  
Clinical Problem ◽  
Faculty Members ◽  
Guest Speaker ◽  
School Of Medicine ◽  
University Of Calgary ◽  
Patient Health ◽  
The University ◽  
Care Costs

The Leader in Medicine (LIM) Program of the Cumming School of Medicine, University of Calgary, hosted its 7th Annual LIM Research Symposium on October 30, 2015 and participation grew once again, with a total of six oral and 99 posters presentations! Over 45 of our Faculty members also participated in the symposium. This year’s LIM Symposium theme was “Innovations in Medicine” and the invited guest speaker was our own Dr. Breanne Everett (MD/MBA). She completed her residency in plastic surgery at University of Calgary and holds both a medical degree and an MBA from the University of Calgary. In her inspiring talk, entitled “Marrying Business and Medicine: Toe-ing a Fine Line”, she described how she dealt with a clinical problem (diabetic foot ulcers), came up with an innovation that optimized patient care, started her own company and delivered her product to market to enhance the health of the community. She clearly illustrated how to complete the full circle, from identifying a clinical problem to developing and providing a solution that both enhances clinical care and patient health as well as reduces health care costs and hospital admissions. The research symposium was an outstanding success and the abstracts are included in companion article in CIM.

A Cohort study to compare Admission criteria and Academic performance among preclinical students at The Copperbelt University School of Medicine: complete enumeration (Preprint)

2019 ◽  
Author(s):  
Andrew Mwila
Keyword(s):  
Academic Performance ◽  
Cohort Study ◽  
Clinical Medicine ◽  
Average Score ◽  
First Year ◽  
Admission Criteria ◽  
Biomedical Sciences ◽  
Dental Surgery ◽  
School Of Medicine ◽  
Better Than

BACKGROUND The Copperbelt University is the second public University in Zambia. The School of Medicine has four major programs namely; Bachelor of Medicine and Surgery, Bachelor of Dental Surgery, Bachelor of Clinical Medicine and Bachelor of Biomedical sciences. The Copperbelt University School of Medicine runs a five-year training program for both the BDS and the MBCHB programs. Students are admitted into the Medical school after successfully completing their first year at the Main campus in the School of Natural Sciences with an average of 4 B grades or higher (B grade is a mark of 65 to 74%). OBJECTIVE The study was done to determine the association between admission criteria and academic performance among preclinical students. Hence, the study compares the academic performance among preclinical students admitted into the Bachelor of Dental Surgery and Bachelor of Medicine and Surgery at the Copperbelt University School of Medicine. METHODS This is a retrospective cohort study conducted at Michael Chilufya Sata School of medicine Campus. A pilot study was conducted with 30 BDS and 30 MBCHB students and the obtained information helped determine the sample size. SPSS was used to analyze the data. The study period lasted approximately 7 weeks at a cost of K1621. RESULTS In 2014, there was an improvement in average performance between 2nd and 3rd year for each program. An average score of 15.4 (SD 4.2) was obtained in 3rd year compared to 12.8 (SD 4.9) in 2nd year (p<0.001). Meanwhile, 3rd MB ChB mean score was 12.6 (SD 3.7) compared to 10.7 (SD 3.6) in 2nd years (p<0.05). However, in 2016, both programs, 3rd year mean scores were lower than 2nd year (MB ChB 2nd year mean score was 12.0 (SD 4.3) compared to 3rd year with a mean score of 9.5 (SD 4.5), p<0.001; BDS 2nd year mean score was 10.6 (SD 4.0) compared to 3rd year mean score of 8.2 (SD 3.4), p<0.01. On average MB ChB students performed better than BDS students in all the years (p<0.05), except in 2016 when the results were comparable. CONCLUSIONS Results from the study shows that entry criteria has a correlation to academic performance as students admitted with higher grades perform much better than those with lower grades.

Report on a Collection of Parasitic Nematodes, mainly from Egypt

Parasitology ◽  
1928 ◽  
Vol 20 (1) ◽  
pp. 32-55 ◽  
Author(s):  
C. L. Boulenger
Keyword(s):  
Medical School ◽  
Parasitic Nematodes ◽  
Government School ◽  
School Of Medicine ◽  
Egyptian Government

The present paper is the fifth instalment of the Report on the Molteno Institute collection, of which Parts I–III (Ascaeidae, Heterakidae, Oxyuridae, Camallanidae, etc.) and Part IV (Trichostrongylidae and Strongylidae) were published in this Journal by Dr H. A. Baylis (1923) and myself (1926). This collection was sent to Cambridge by Dr E. Hindle and consisted chiefly of unnamed material which had accumulated in the Parasitological Laboratory of the Egyptian Government School of Medicine in Cairo. Since commencing the work on the Filarioidea contained in this material, a further series of worms belonging to this order was placed at my disposal by the Cairo Medical School and the results of my study of this collection have been incorporated with those of the Molteno Institute specimens.

scholarly journals Integration of ultrasound in medical School: Effects on Physical Examination Skills of Undergraduates

2020 ◽  
Vol 30 (1) ◽  
pp. 417-427
Author(s):  
Vittorio Oteri ◽  
Federica Occhipinti ◽  
Giorgia Gribaudo ◽  
Francesco Marastoni ◽  
Emanuele Chisari
Keyword(s):  
Physical Examination ◽  
Medical School ◽  
School Effects
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