scholarly journals Undergraduate Radiology Education During the COVID-19 Pandemic: A Review of Teaching and Learning Strategies

2020 ◽  
pp. 084653712094482 ◽  
Author(s):  
Kathryn E. Darras ◽  
Rebecca J. Spouge ◽  
Anique B. H. de Bruin ◽  
Anto Sedlic ◽  
Cameron Hague ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Clinical Learning Environment ◽  
Radiology Education ◽  
Case Based Learning ◽  
E Learning

The Coronavirus disease 2019 (COVID-19) pandemic has altered how medical education is delivered, worldwide. Didactic sessions have transitioned to electronic/online platforms and clinical teaching opportunities are limited. These changes will affect how radiology is taught to medical students at both the pre-clerkship (ie, year 1 and 2) and clinical (ie, year 3 and 4) levels. In the pre-clerkship learning environment, medical students are typically exposed to radiology through didactic lectures, integrated anatomy laboratories, case-based learning, and ultrasound clinical skills sessions. In the clinical learning environment, medical students primarily shadow radiologists and radiology residents and attend radiology resident teaching sessions. These formats of radiology education, which have been the tenets of the specialty, pose significant challenges during the pandemic. This article reviews how undergraduate radiology education is affected by COVID-19 and explores solutions for teaching and learning based on e-learning and blended learning theory.

scholarly journals Challenges of Peer Assisted Learning in online clinical skills training of Ophthalmology module

2020 ◽  
Author(s):  
Sumera Nisar ◽  
Usman Mahboob ◽  
Rehan Ahmed Khan ◽  
Durraiz Rehman
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Clinical Skills ◽  
Skills Training ◽  
Psychological Problems ◽  
Undergraduate Medical Students ◽  
Peer Assisted Learning ◽  
Clinical Skills Training ◽  
The World

Abstract Background In recent days when mankind is passing through the difficult times of COVID-19 pandemic with lock down, almost all over the world, online communication has taken over the world. Overburdened physicians in this pandemic cannot get enough time to teach clinical skills online to the students. Also, due to student’s safety issues, the students cannot attend the clinics. Therefore, in this scenario online PAL sessions for clinical skill teaching and learning can be an effective alternative for undergraduate medical students. The academic limitations caused by the COVID-19 related lockdown however can have a pleasurable outcome if certain challenges, related to online PAL, are overcome. Therefore, the present study aims to identify the challenges of Peer Assisted Learning (PAL) sessions during online clinical skills training in Ophthalmology module of undergraduate medical students.MethodologyThis qualitative exploratory study, utilizing online focus group discussions to explore the challenges of online PAL in training and learning of clinical skills was carried at Ophthalmology department of Batterjee Medical College, Jeddah; Saudi Arabia. Ethical approval was taken from the college and purposive convenient sampling technique was used to collect data. Data was transcribed and analyzed by using thematic analysisResultsThe study identified six themes for argument and classified into further smaller subthemes. The subthemes derived from the collected data were organized under major themes; infrastructure, learning environment, psychological problems, interaction deficit, learning desires and desire for feedback on performance. In our study, major challenge faced by the medical student during online PAL sessions was infrastructure in terms of network connection, scheduling, timing of the session which overpowered by other challenges of online PAL. Unprofessional learning environment, psychological problems in terms of behavioral issues and personality changes, interaction deficit with peers, tutor and patient, learning desires and desire for feedback on performance were the other important challenges faced by the students. ConclusionThe challenges explored by our study can be used by the medical educators to incorporate online PAL as an effective, efficient and alternative teaching and learning modality in the curriculum especially in compromised circumstances like current COVID-19 pandemic.

Successful Online Teaching and Learning Strategies

2009 ◽  
pp. 110-123
Author(s):  
Mary D. Oriol ◽  
Gail Tumulty
Keyword(s):  
Online Education ◽  
Learning Environment ◽  
Learning Strategies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Nursing Program ◽  
Clear Understanding ◽  
Positive Learning Environment ◽  
E Learning ◽  
Teaching Learning

This chapter presents a theoretical framework and research base for the successful transition of an established Master of Science in Nursing program from that of traditional classroom delivery to one that is Web-based with no geographic limitations to students. The application of socio-technical systems theory to facilitate creation of a positive learning environment for future nurse leaders is described. Use of social processes and application of technology to optimize learning is explained and the latest research on content presentation and student engagement in an e-learning environment are presented. The authors hope that through examination of successful online teaching/learning strategies, readers will have a clear understanding of the competencies necessary for students and faculty to be successful in online education.

scholarly journals Qualitative analysis of undergraduate paramedic students’ perceptions of using case-based learning in an online learning environment

2015 ◽  
Vol 4 (3) ◽  
Author(s):  
Brett Williams
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Undergraduate Students ◽  
Clinical Education ◽  
Teaching And Learning ◽  
Teaching Methodology ◽  
Case Based Learning ◽  
E Learning ◽  
Student Centred Learning ◽  
Case Based

This paper presents the second paper in a series outlining the results of a recent research project that aimed to identify student paramedic perceptions of case-based learning (CBL) in the clinical curriculum of the Bachelor of Emergency Health (BEH) degree at Monash University. The integration of student-centred learning (SCL) and CBL within clinical education is an important part of undergraduate prehospital education at Monash University. This e-learning pedagogy has facilitated the creation of small online learning communities, and allowed closer scrutiny of the current technological teaching and learning environment. The study concludes that CBL is a congruent teaching methodology in clinical curricula for prehospital BEH undergraduate students.

scholarly journals A report on the development and implementation of a preceptorship training programme for registered nurses

Curationis ◽  
2013 ◽  
Vol 36 (1) ◽  
Author(s):  
June D. Jeggels ◽  
Annelene Traut ◽  
Florence Africa
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Clinical Supervision ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Training Programme ◽  
Provincial Government ◽  
Western Cape ◽  
The University

Background: Clinical supervision represents an important aspect in the development of nursing students’ clinical skills. At the School of Nursing (SoN) the clinical supervisors employed by the University of the Western Cape (UWC) have limited contact sessions with students in the clinical setting. However, with the increase in student numbers a need was identified to strengthen the support given to nursing students in the service setting. Objective: A preceptorship training programme for nurses was developed in 2009, aimed at improving the clinical teaching expertise of professional nurses. The planning phase, based on a preceptorship model, represents a collaborative undertaking by the higher education institution and the nursing directorate of the Provincial Government Western Cape.Method: A two-week, eight credit, short course was approved by the university structures and presented by staff members of the school. The teaching and learning strategies included interactive lectures, small group activities and preceptor-student encounters in simulated and real service settings. Some of the course outcomes were: applying the principles of clinical teaching and learning within the context of adult education, understanding the preceptor role and managingResults: To date, fifty-four participants have attended the course. Following an internal review of the pilot programme in 2010, relevant adjustments to the programme were made.Conclusion: It is recommended that all the stakeholders be involved in the development and implementation of a contextually relevant preceptorship training programme. It is further recommended that the school embarks on an extensive programme evaluation. 

scholarly journals Challenges of peer assisted learning in online clinical skills training of ophthalmology module

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Sumera Nisar ◽  
Usman Mahboob ◽  
Rehan Ahmed Khan ◽  
Durraiz Rehman
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Clinical Skills ◽  
Online Communication ◽  
Skills Training ◽  
Psychological Problems ◽  
Undergraduate Medical Students ◽  
Peer Assisted Learning ◽  
Clinical Skills Training

Abstract Background Online communication has taken over in the last 2 years due to the frequent lockdowns because of the COVID-19 pandemic. Overburdened physicians in this pandemic are struggling to get enough time to teach clinical skills online to the students. Also, due to student’s safety issues, the students cannot fully attend the clinics. Therefore, in this scenario, online PAL (Peer Assisted Learning) sessions for clinical skill teaching and learning can be an effective alternative for undergraduate medical students. The academic limitations caused by the COVID-19 related lockdown however can have a pleasurable outcome if certain challenges, related to online PAL, are overcome. Therefore, the present study aims to identify the challenges of Peer Assisted Learning (PAL) sessions during online clinical skills training in the Ophthalmology module of undergraduate medical students. Methods This qualitative exploratory study, utilizing online focus group discussions to explore the challenges of online PAL in training and learning of clinical skills were carried at the Ophthalmology department of Batterjee Medical College, Jeddah; Saudi Arabia. A purposive convenient sampling technique was used to collect data. Data were transcribed and analyzed using thematic analysis. Results The study identified six themes that were further divided into smaller subthemes. The subthemes derived from the collected data were organized under the following major themes; infrastructure, learning environment, psychological problems, interaction deficit, learning desires, and desire for feedback on performance. The major challenge reported by the medical student during online PAL sessions was infrastructure in terms of network connection, scheduling, and timing of the session. The unprofessional learning environment, psychological problems in terms of behavioral issues and personality changes, interaction deficit with peers, tutor, and patient, learning desires, and desire for feedback on performance were the other important challenges faced by the students. Conclusion The challenges explored by our study can be used by the medical educators to incorporate online PAL as an effective, efficient, and alternative teaching and learning modality in the curriculum especially in compromised circumstances like the current COVID-19 pandemic.

scholarly journals CORRELATION BETWEEN PERCEPTION ON CLINICAL LEARNING ENVIRONMENTS AND CAREER CHOICE ON CLERKSHIP STUDENTS IN FACULTY OF MEDICINE UNIVERSITAS SEBELAS MARET

2019 ◽  
Vol 8 (1) ◽  
pp. 31
Author(s):  
Adinda Kharisma Apriliani ◽  
Eti Poncorini Pamungkasari ◽  
Amandha Boy Timor Randita
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Career Choice ◽  
Learning Environments ◽  
Career Choices ◽  
Health Workers ◽  
Observational Research ◽  
Clinical Learning ◽  
Weak Correlation ◽  
Clinical Learning Environment

Background: Needs of health workers, especially general practitioners, relatively high in Indonesia. Career choices among medical students are various, such as general practitioner, specialist, medical researcher, etc. Many factors affect medical students’ career choices, one of them is learning environments. This study aims to prove the correlation between clerkship students’ perceptions of clinical learning environments and their career choices.Methods: This research was an analytical observational research with cross sectional approach. The subjects were clerkship students who underwent clinical rotation. The samples were 178 clerkship students from all departments. They were chosen by probability proportional to size sampling. Every respondent was given career choices questionnaire and PHEEM questionnaire which has analyzed for its validity and reliability with α≥0,6 (α=0,826) and r≥0,30 (r=0,442). The result of this study was analyzed by Chi-square test and followed by Contingency Coefficient with 95% confidence level (α = 0,05). Result: The result showed that students’ perception of clinical learning environment “good but still need improvement” category was nearly the same as “plenty of problems” category. The result on the students’ career choices, most students choose clinical career. There was significant correlation between perception of clinical learning environment and career choices on clerkship students of medical faculty, Sebelas Maret University with p <0,05 (p= 0,018), x2 count (x2=5,625) > x2 table (x2=3,841) and also very weak correlation (C= 0,189).Conclusion: There was very weak correlation between perception of clinical learning environments and career choice on clerkship students. 

scholarly journals Factors Affecting Students’ Preferences for Online and Blended Learning: Motivational Vs. Cognitive

2020 ◽  
Vol 22 (2) ◽  
pp. 72-86 ◽  
Author(s):  
Sinan Keskin ◽  
Halil Yurdugül
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Learning Motivation ◽  
Task Value ◽  
Individual Factors ◽  
E Learning ◽  
The Individual

AbstractToday’s educational institutions are expected to create learning opportunities independent of time and place, to offer easily accessible learning environments and interpersonal communication opportunities. Accordingly, higher education institutions develop strategies to meet these expectations through teaching strategies, such as e-learning, blended learning, mobile learning, etc., by using teaching technologies. These new technology-based teaching strategies are mainly shaped by decision-makers in education. This study seeks to analyse the individual factors that affect learners’ mode of teaching and learning delivery preferences. In this study, blended and online learning is considered as preferences of learners’ mode of teaching and learning delivery. The individual factors discussed in this research are cognitive learning strategies, e-learning readiness, and motivation. The data were obtained from the pre-service teachers at the end of the academic semester when they experienced online and blended learning. Data were analysed using optimal scaling analysis. The analysis method provides a two-dimensional centroid graph which shows the correlations between the variable categories. According to study findings, there is a correlation between the preferences of the learning environment, and the constructs of self-efficacy, e-learning motivation, and task value. It can be said that the motivational variables are more effective in the learning environment preference. The students with high task value, e-learning motivation, and self-efficacy preferred studying in blended learning environments. Cognitive strategies, self-directed learning, learner control, and test anxiety factors are independent of the learners’ learning delivery preferences.

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