scholarly journals TelePresence in Rural Medical Education: A Mixed Methods Evaluation

2014 ◽  
Vol 2014 ◽  
pp. 1-8 ◽  
Author(s):  
Katherine Gray ◽  
Kristian Krogh ◽  
David Newsome ◽  
Victoria Smith ◽  
Donald Lancaster ◽  
...  
Keyword(s):  
Medical Education ◽  
Mixed Methods ◽  
Teaching And Learning ◽  
Clinical Skills ◽  
Ease Of Use ◽  
Clinical Placements ◽  
Learning And Teaching ◽  
Individual Interviews ◽  
Mixed Methods Evaluation ◽  
Audiovisual Quality

In response to rural health workforce shortages, universities and training providers offer rural and remote clinical placements. This has led to development of educational methods to counter the barriers of distance. In this emerging field, recent improvements in technology have provided solutions including the use of sophisticated videoconferencing systems such as the Cisco TelePresence model CTS-500. This paper evaluates the use of TelePresence in diverse medical education activities using a mixed methods design—questionnaires n=60, individual interviews n=33, and observed practice of activities n=22. TelePresence was found to be beneficial to learning and teaching and superior to other systems participants had used. In particular, the audiovisual quality, resulting intimacy, convenience, and ease of use facilitated teaching and learning, while the fixed camera and poorly arranged physical environment were found to be limitations. The system is best suited for small group activities. Clinical skills-based activities are viable. It is recommended that technical support be available during setup and use and a picture-in-picture mode be included and improved integration of office suite software to provide a joint workspace for display of presentations, images, editing or annotation of documents, and file sharing.

scholarly journals TEACHING IN CLOUDS: USING THE G SUITE FOR EDUCATION FOR THE DELIVERY OF TWO ENGLISH FOR ACADEMIC PURPOSES COURSES

2018 ◽  
pp. 305 ◽  
Author(s):  
Elis Kakoulli Constantinou
Keyword(s):  
Teaching And Learning ◽  
English For Academic Purposes ◽  
Ease Of Use ◽  
Process Data ◽  
Online Questionnaire ◽  
First Year Students ◽  
Student Centered ◽  
Learning And Teaching ◽  
Teachers And Students ◽  
Constructivist Approaches

Being one of the most important and influential advancements in information technology since the emergence of the Internet, cloud computing has invaded the area of English for Specific Purposes (ESP), among other fields, due to its flexibility, availability, practicality and cost effectiveness. In 2006 Google developed its Apps for Education, currently referred to as “G Suite for Education”, that provide teachers and students with access to different tools, such as Classroom, Mail, Drive, Calendar, Docs, etc., each serving different educational purposes. This paper reports on a research study conducted at the Cyprus University of Technology Language Centre in Fall 2016, in the context of two blended English for Academic Purposes (EAP) courses for first-year students of the Departments of Agricultural Sciences, Biotechnology and Food Science and Commerce, Finance and Shipping, which are based on social constructivist approaches with elements of connectivism and student-centered teaching methods. The study aimed at eliciting data on the students’ views regarding the ease of use of G Suite for Education tools, difficulties encountered during their use, and their efficiency in the teaching and learning process. Data was obtained through an online questionnaire, consisting of Likert scale and open-ended questions, administered to the students at the end of the semester. Findings illustrate that students viewed the use of G Suite for Education tools in their EAP courses very positively, both in terms of ease of use and efficiency in the learning and teaching process, encountering only minor difficulties during their use.

scholarly journals Medical Education Adaptations Post COVID-19: An Egyptian Reflection

2020 ◽  
Vol 7 ◽  
pp. 238212052095181 ◽  
Author(s):  
Mohamed HK Shehata ◽  
Enjy Abouzeid ◽  
Nourhan F Wasfy ◽  
Adel Abdelaziz ◽  
Ray L Wells ◽  
...  
Keyword(s):  
Medical Education ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Clinical Skills ◽  
Alternative Methods ◽  
Learning Assessment ◽  
Proper Role ◽  
Leadership Support ◽  
Phase Study

Background: Coronavirus (COVID19) appears to be an inflection point that is forcing a disruption in medical education. Objective: The study aims to explore how medical schools in Egypt responded to COVID-19 pandemic regarding teaching and learning/assessment for undergraduate students. Design: A mixed method exploratory 2-phase study was conducted. Data was collected through a questionnaire and focus groups. Results: The responses of the participants were categorized according to main themes; University preparedness, Role of faculty in the transition, Role of ME units/Departments/National/Regional bodies in the transition, Role of Egyptian Knowledge Bank, New teaching methods/strategies, New assessment methods/strategies and Projection into the future. The staff level of preparedness for that unexpected shift was evaluated as optimum to high and a good leadership support was reported by 70% of them. They reported conflicting views about the proper role of medical education units but reinforced the idea of Egyptian Knowledge Bank’s crucial role in this transition. Additionally, 64.1% of the participants identified a clinical skills teaching challenge and 76.3% of them reported absence of alternative methods for summative assessment. Finally, there is a communication problem with the students that leads to their detachment. Conclusions: Individuals moved faster than bodies and relied on support existing outside the universities when catastrophe happened. Many recommendations emerged including the need to integrate online learning into the curriculum at favorable percentages.

scholarly journals Extending the use of the conceptions of learning and teaching (COLT) instrument to the postgraduate setting

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Jaime L. Pacifico ◽  
Walther van Mook ◽  
Jeroen Donkers ◽  
Johanna C. G. Jacobs ◽  
Cees van der Vleuten ◽  
...  
Keyword(s):  
Medical Education ◽  
Factor Analysis ◽  
Undergraduate Medical Education ◽  
Factor Structure ◽  
Teaching And Learning ◽  
Postgraduate Medical Education ◽  
Medical Setting ◽  
Clinical Faculty ◽  
Conceptions Of Learning ◽  
Learning And Teaching

Abstract Background Several studies have shown that conceptions of teachers on teaching and learning can influence the teaching practices and behavior in higher education. This association is also found in undergraduate medical education but not yet established in postgraduate medical setting. An instrument, Conceptions of Learning and Teaching (COLT) was developed to measure conception of teachers in undergraduate medical education. COLT is a 3-factor 18-item questionnaire. The objective of this study is to evaluate if COLT is valid for postgraduate medical education. Methods We invited postgraduate clinical faculty from 3 hospitals in the Netherlands to fill out the COLT. Confirmatory and exploratory factor analysis were performed to evaluate the fit of the postgraduate clinical faculty data to the COLT. Analysis of variance was done to evaluate if there was difference among the 3 hospitals in terms of the response by the clinical faculty. Results Confirmatory factor analysis showed that the postgraduate faculty data had a 2 factor structure after removal of five items. These factors were Teacher Centeredness (TC) and combined Appreciation of Active Learning and Orientation to Professional Practice (A-P) and were considered as comparable to the factors in the original COLT, expressing the post-graduate learning and teaching setting. As several items were removed, the fit was suboptimal, yet did suggest validity for use of the COLT for postgraduate medical education. Conclusion The modified COLT can be used to measure conceptions of teaching and learning in postgraduate medical education. We recommend further study to improve the factor structure of the modified COLT.

scholarly journals P.083 Effective video technology for teaching the neurological exam

2018 ◽  
Vol 45 (s2) ◽  
pp. S38-S38
Author(s):  
S Lee ◽  
Y Yuen ◽  
G Shi ◽  
C Calvin ◽  
J Liu ◽  
...  
Keyword(s):  
Medical Education ◽  
Cognitive Theory ◽  
Clinical Skills ◽  
Video Technology ◽  
Similar Information ◽  
Neurological Exam ◽  
Extraneous Information ◽  
Production Value ◽  
Audiovisual Quality ◽  
Extraneous Load

Background: With advancements in technology, the use of video as a pedagogical method in medical education has gained in popularity, and may aid in teaching clinical skills. In the UBC MD program, videos have been used to assist in teaching the -neurological exam for several decades, but the currently available videos are outdated and not of contemporary quality. Methods: Drawing upon the cognitive theory of multimedia learning from Mayer and Moreno (2003) which describes methods to maximize learning by minimizing cognitive load, we developed a tool to systematically assess pedagogical videos. We inventoried twelve existing neurology videos and analyzed their use of methods such as weeding (removing extraneous information), signalling (visually highlighting important information), and chunking (grouping similar information together). Results: Generally, older videos had poor audiovisual quality that introduced extraneous load, while more current videos had higher production value, albeit inconsistent with the depth of their content. We therefore produced a new three-part neurological exam video series. We wrote storyboards, filmed with a focus on visually depicting the exam and findings, and edited to elucidate relevant physiological concepts. Conclusions: The end product has been adopted by the UBC MD program, and can be shared with other programs who may wish to adopt them.

scholarly journals Electronic Mobile Devices, Transformative Pedagogy and Learning: Higher Education and Changing Times in Kenya

2019 ◽  
Vol 9 (3) ◽  
pp. 54-61
Author(s):  
Anne A. Aseey ◽  
Agnes Anyango Andollo
Keyword(s):  
Higher Education ◽  
Knowledge Acquisition ◽  
Mobile Devices ◽  
Teaching And Learning ◽  
Independent Study ◽  
Ease Of Use ◽  
African Countries ◽  
Postgraduate Students ◽  
Learning And Teaching ◽  
Changing Times

Abstract The Fourth Industrial requires new concepts and skills to be acquired by learners at various levels. This has led to a new breed of learners joining our education institutions at various levels with prerequisite knowledge on technology which can be harnessed for learning and teaching purposes. This scenario has generated a lot of interest and more research on how first the process of knowledge acquisition is changing. There is excited attention among researchers, educators, education commentators and stakeholders on this aspect of learning. The new generations of techno savvy leaners joining institutions are a challenge to the old pedagogy of teaching. These young generations are creating a digital gap between the old ways of teaching and learning to new approaches in education. The nature of the generation change needs to bring some reforms in education especially in higher education in Kenya where electronic mobile devices penetration has escalated for the last ten years. This research paper, highlights issues around use of electronic mobile devices for knowledge acquisition purposes which if well utilized can aid the education systems in most African Countries in terms of access, affordability, ease of use and leaners wide interaction and independent study. The old pedagogy of the teacher being the absolute source of information is being transformed by the use of an array of emerging devices like Smartphone, ipads, laptops and others which are readily available to the leaner’s. The study was carried out among undergraduate and postgraduate students at the University of Nairobi, Kenya between 2016 to 2018.The researchers found out that, electronic mobile devices are with the students for ease of use. The study also found out that, some of leaners in higher institutions of learning are not well informed on how to utilize the mobile devices for learning purposes hence most of the time they are used for other purposes not related to learning. In general, most countries in Africa have tried to invest on internet connectivity, ICT Infrastructure, capacity building among others structure which can also be leveraged for Education needs.

scholarly journals Towards a better understanding of medical students’ mentorship needs: a self-determination theory perspective

2021 ◽  
Author(s):  
Adam Neufeld ◽  
Bryden Hughton ◽  
Javeria Muhammadzai ◽  
Meredith McKague ◽  
Greg Malin
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Clinical Skills ◽  
Perceived Competence ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Learning And Teaching

Introduction: Mentorship programs are ubiquitous in medical education. However, few emphasize equal development for learners and mentors, or incorporate clinical skills, which may be important for promoting medical students’ self-determination. Central to this consideration are the three basic psychological needs for autonomy, competence, and relatedness, described by Self-Determination Theory (SDT). Grounded in SDT, this study assesses the extent that meeting these needs, in a near-peer mentoring program, impacts learners’ and mentors’ motivation and perceived competence about learning and teaching of clinical knowledge, respectively. Methods: Medical students from the University of Saskatchewan, who participated in its near-peer mentoring program (PULSE: Peers United in Leadership & Skills Enhancement), were invited to complete an anonymous survey. Regression was used to determine how the program’s learning climate impacted learners’ and mentors’ psychological need satisfaction and perceived competence within their mentorship role. Results: Learners and mentors both rated PULSE as highly needs-satisfying. In turn, this was associated with greater perceived competence about learning and teaching of the material. Conclusions: Findings from this study suggest that mentoring programs in medical education, which support learners’ basic psychological needs, may promote their motivation and perceived competence—both about learning and also teaching of clinical skills. The implications of these results are discussed from an SDT perspective, with respect to mentoring programs in medical education.

scholarly journals From expert-derived user needs to user-perceived ease of use and usefulness: A two-phase mixed-methods evaluation framework

2014 ◽  
Vol 52 ◽  
pp. 141-150 ◽  
Author(s):  
Mary Regina Boland ◽  
Alexander Rusanov ◽  
Yat So ◽  
Carlos Lopez-Jimenez ◽  
Linda Busacca ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Ease Of Use ◽  
Evaluation Framework ◽  
User Needs ◽  
Perceived Ease Of Use ◽  
Two Phase ◽  
Mixed Methods Evaluation

scholarly journals Medical Education Adaptations Post COVID-19 - An Egyptian Reflection

2020 ◽  
Author(s):  
Mohamed Hany Shehata ◽  
Enjy Abouzeid ◽  
Nourhan Wasfy ◽  
Adel Abdelaziz ◽  
Ray L. Wells ◽  
...  
Keyword(s):  
Medical Education ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Clinical Skills ◽  
Early Years ◽  
Alternative Methods ◽  
Learning Assessment ◽  
Two Phase ◽  
Proper Role ◽  
Medical Study

Coronavirus (COVID19) appears to be an inflection point that is forcing a disruption in medical education. However, it is not clear what the responses of the institutions are to this pandemic and how the adaptation of new methods may impact medical education in the post COVID-19 era. Objective: The study aims to explore how medical schools in Egypt responded to COVID-19 pandemic regarding the teaching and learning/assessment for undergraduate students. Design: A mixed method exploratory two-phase study was conducted. A survey was prepared and disseminated to a convenient non-probability sample of the medical school faculty through various social platforms. Then, a focus group guide was conducted to explore in more depth the findings. Results: The staff level of preparedness for that unexpected shift was evaluated by 55.1% of the survey participants as optimum to high and a good leadership support was reported by 70 % of them. They reported conflicting views about the proper role of medical education units but reinforced the idea of Egyptian Knowledge Bank’s crucial role in this transition. Additionally, there is a communication problem with the students that leads to their detachment. Subsequently, 84.6 % of the participants reported that their schools used alternative teaching methods for small groups, large groups, pre-clinical and clinical clerkships. However, 64.1 % of the participants identified a clinical skills teaching challenge. Although, 68.4% reported that alternative methods were used for formative assessment but absence of alternative methods for summative assessment was declared by 76.3%. Conclusions: Individuals moved faster than bodies and relied on support existing outside the universities when catastrophe happened. However, institutes which have experience in adapting modern engaging learning methods should organize a better response for crisis. Online learning should be integrated in the curriculum with a fair percentage especially in the early years of medical study.

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