Undergraduate Dermatology Medical Education: Results of a Large-Scale Patient Viewing Program

2019 ◽  
Vol 23 (5) ◽  
pp. 482-487
Author(s):  
Brittany A. M. Waller ◽  
Annie Liu ◽  
Patrick Fleming ◽  
Perla Lansang
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Primary Care Physicians ◽  
Test Score ◽  
Large Scale ◽  
Self Perception ◽  
Self Assessment ◽  
Clinical Teachers ◽  
Assessment Scores ◽  
Difficult Time

Background: Delivering quality dermatologic instruction to medical students can be difficult; time constraints, limited clinical teachers, and a lack of standardization pose challenges. The literature suggests that many trainees and primary care physicians could benefit from increased clinical dermatology teaching. Objective: We sought to deliver and analyze the results of a large-scale patient-viewing undergraduate dermatology education program. Methods: A total of 250 third-year medical students participated in a 32-station patient-viewing program. Voluntary pre- and posttest surveys were administered to evaluate knowledge and self-perceived abilities in dermatology. The identical tests were composed of 20 multiple-choice and 5 self-perception questions. Results: The response rate for completion of pre- and posttests was 24% (N = 59). Pre- and postknowledge test score means were 69.0% and 93.20%, respectively. Pre- and post–self-perception test score means were 3.95/10 and 7.25/10, respectively. Positive student feedback was received on the patient-viewing educational experience. Conclusion: Improvements in knowledge scores and self-assessment scores support the potential integration of structured patient-viewing teaching into undergraduate dermatology medical education curricula.

scholarly journals Self-Assessment of Problem Solving Disposition in Medical Students

2014 ◽  
Vol 2014 ◽  
pp. 1-6
Author(s):  
Silvia Lizett Olivares-Olivares ◽  
Mildred Vanessa López-Cabrera
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Medical Students ◽  
Problem Solving ◽  
Medical Schools ◽  
Self Assessment ◽  
Competency Based Education ◽  
Competency Based ◽  
Future Demands ◽  
Disposition Model

Medical schools are committed to both students and society to develop capabilities required to succeed in health care environments. Present diagnosis and treatment methods become obsolete faster, demanding that medical schools incorporate competency-based education to keep pace with future demands. This study was conducted to assess the problem solving disposition of medical students. A three-subcategory model of the skill is proposed. The instrument was validated on content by a group of 17 experts in medical education and applied to 135 registered students on the sixth year of the M.D. Physician Surgeon program at a private medical school. Cronbach’s alpha indicated an internal consistency of 0.751. The findings suggest that selected items have both homogeneity and validity. The factor analysis resulted in components that were associated with three problem-solving subcategories. The students’ perceptions are higher in the pattern recognition and application of general strategies for problem solving subcategories of the Problem solving disposition model.

scholarly journals P024: Extracurricular podcast use behaviour and effect on knowledge retention in undergraduate medical students

CJEM ◽  
2016 ◽  
Vol 18 (S1) ◽  
pp. S86-S86
Author(s):  
A. Chin ◽  
A. Helman ◽  
T.M. Chan
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Test Score ◽  
Knowledge Retention ◽  
Undergraduate Medical Students ◽  
Paired Samples ◽  
Score Improvement ◽  
Initial Survey ◽  
Test Score Improvement ◽  
Usage Data

Introduction: Podcasts have become increasingly popular as a medium for free online access medical education (FOAM). However, little research has examined the naturalistic use of podcasts as a tool in undergraduate medical education. This study aims to determine usage conditions, preferences, and level of retention of information from podcasts by medical students at a Canadian University. Methods: Medical students (Years 1 to 3) were instructed to complete an online test assessing their baseline knowledge on the topics of the podcasts and for qualitative data on podcast usage and preferences. Audio podcasts on two topics (adult asthma, and introduction to toxicology) were then distributed to study participants. One week and two weeks after the initial survey students were asked to complete a follow-up survey for knowledge assessment and further podcast usage data. Simple descriptive statistical generated using Microsoft Excel. Paired samples t-tests were utilized to assess knowledge acquisition using Microsoft SPSS version 23. Results: Participants who successfully completed the knowledge assessments demonstrated a significant effect of learning (Asthma, average test score improvement of 30%, p=0.002; Toxicology, average test score improvement of 13%, p=0.004). The majority of participants who stated a preference in podcast length indicated they preferred podcasts of 30 or less minutes (85%). The top three activities participants were engaged in while listening to the podcasts were driving (46%), completing chores (26%), and exercising (23%). A large number of participants who did not complete the study in its entirety cited a lack of time and podcast length to be the top two barriers to completion. Conclusion: This is one of the first studies to examine podcast usage data and preferences in a Canadian undergraduate medical student population. This information may help educators and FOAM producers to optimize educational tools for medical education.

scholarly journals Student-Led Curricular Approaches in Medical Education: The Value-Added Effects of a Virtual Fundamentals of COVID-19 Course

2021 ◽  
Author(s):  
Megan Z. Chiu ◽  
Joseph M. Baker ◽  
Maritza Gomez ◽  
Cameron M. Brown ◽  
Abigail M. Brenner ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Value Added ◽  
Composite Score ◽  
Self Assessment ◽  
Call To Action ◽  
Future Clinical Practice ◽  
Fourth Year Medical Students ◽  
Strongly Agree ◽  
Composite Scores

Abstract Background As the field of education was adapting to virtual learning during the COVID-19 pandemic, a need quickly emerged for a course to prepare medical students for future clinical practice. This call to action was answered by creating an innovative Fundamentals of COVID-19 course at the Indiana University School of Medicine (IUSM). As a group of medical student leaders at IUSM, we developed this online course in order to support our fellow students and the community. The course was implemented in May 2020 and enrolled a total of 724 third- and fourth-year medical students. Subsequently, we carried out a research study about this student-led curricular approach and its implications for medical education. Methods The study examined the value-added educational effects of completing the Fundamentals of COVID-19 course. In order to examine these effects, the study asked enrolled students to complete both a pre- and post-course self-assessment survey. Students were asked an identical set of questions on each survey about their knowledge (7), skills (5), and abilities (5) (KSA) regarding COVID-19. Composite scores were created for each KSA learning domain. Responses were provided using a five-point Likert scale ranging from 1 = strongly disagree to 5 = strongly agree. Results Out of the 724 students enrolled, 645 students completed both the pre- and post-course assessment surveys. Findings show that there were both meaningful and statistically significant differences in students’ responses to the pre- and post-course surveys. Results show 1.) a significant mean increase in the knowledge composite score of 1.01, 95% CI [0.95, 1.06], t(644) = 36.4 , p <.001, d = 1.43; 2.) a significant mean increase in the skills composite score of .55, 95% CI [0.50, 0.60], t(644) = 20.70, p <.001, d = 0.81. and 3.) a significant mean increase of the abilities composite score of 1.02, 95% CI [.97, 1.07], t(644) = 36.56, p <.001, d = 1.44. Conclusions These findings demonstrate that the student-developed, online Fundamentals of COVID-19 course resulted in value-added educational effects. Overall, this study provides evidence to support virtually delivered, student-led curricular approaches in medical education.

Effectiveness of Senior Faculty Member's Didactic, Motivational, Multimedia Teaching Session in Developing Enthusiasm for Training in Transfusion Medicine at a Medical School in Saudi Arabia

Blood ◽  
2016 ◽  
Vol 128 (22) ◽  
pp. 5039-5039
Author(s):  
Abdul Rehman Zia Zaidi ◽  
Shahid Iqbal ◽  
Ibraheem H Motabi ◽  
Imran K Tailor ◽  
Nawal Faiez Alshehry ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Test Score ◽  
Blood Donation ◽  
Educational Background ◽  
Medical Laboratory ◽  
Transfusion Medicine ◽  
Senior Faculty ◽  
Undergraduate Level

Abstract Background: Blood products transfusion is universally the most executed procedure in hospitals around the world. Still there is a general lack of interest among the physicians in training, both at undergraduate and postgraduate level. A lot more enthusiasm development is needed to motivate medical students to get interested in making TM their future career. In fact medical students are not taught enough during undergraduate courses. International studies have indicated that there is often little exposure to TM beyond 1-2 lectures in undergraduate medical training. Our regional anecdotal observations at undergraduate level had indicated that the students, inducted with different educational background (bachelor in biochemistry, pharmacy, dental health, radiology and medical laboratory) were not motivated enough to get involved on-the-bench and in the donation area, eventually reflecting in a poor performance in the examinations when it comes to TM questions. Methods: In this prospective study involving 22 volunteering year 4 medical students, we investigated that if motivational didactic lectures by senior faculty members at undergraduate level can enhance enthusiasm level for TM related training among our students. During motivational talk, emphasis was placed on wide scope and opportunities in TM field. We also tested the basic essential knowledge related to transfusion medicine focused on pre-transfusion testing, blood donation and informed consent procedure in Results: Among 22 medical students, median pre-test score was 6.75 (Range 3-9), median post-test score was 9.75 (Range 6.5-10) & the median percentage positive change in the score was 22.5% (Range 0-60 %). Detailed analysis revealed that students with medical laboratory background at the time of admission to medical school had the least change in the score. In post-talk assessment all of the respondents indicated that they were motivated to do a proactive rotation in blood bank. All respondents also showed their enthusiasm to work on the bench (blood grouping, cross-matching, antibody screen and DAT), participate in donor history questionnaire assessment of responses, and attending complete blood donation process. Conclusion: We demonstrate effectiveness of motivational didactic multi-media teaching by senior faculty member in enhancing enthusiasm level for TM related training among the students at our place. We recommend that transfusion medicine specialists should gain expertise in medical education and collaborate with colleagues who are experts in medical education. We like to disseminate our results to make changes in standardized curriculum and to improve teaching strategies. TM leaders should come forward to enhance enthusiasm level for TM related training among medical students to prevent extreme shortages of TM specialists in future. Disclosures No relevant conflicts of interest to declare.

scholarly journals Moving from Basic to More Advanced: Is there an Increase Over Time in the Complexity of Teacher Questions and Student Responses in Case Based Clinical Seminars?

2021 ◽  
Author(s):  
Martin Gartmeier ◽  
Alexander Hapfelmeier ◽  
Marc Grünewald ◽  
Janina Häusler ◽  
Theresa Pfurtscheller ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Specific Interaction ◽  
Student Response ◽  
Basic Knowledge ◽  
Teacher Questions ◽  
Clinical Teachers ◽  
Student Responses ◽  
Over Time ◽  
Case Based

Abstract Introduction: Case-based group discussions (CBGD) are a specific, interaction-focused form of case based medical education dedicated to foster medical students’ skills of applying basic biomedical knowledge to patient cases. In such seminars, teacher question-student response patters are a crucial aspect. We empirically investigate to which degree clinical teachers progress from more basic, knowledge-oriented towards more advanced, elaboration-oriented questions in CBGD-seminars. Methods We video recorded 32 case-based seminars in the areas of surgery and internal medicine. 21 different clinical teachers had taught and 398 medical students had attended these seminars. We coded closed-reproductive and open-elaborative teacher questions as well as reproductive and elaborative student responses to these questions. Interrater reliability was satisfactory. For determining trends regarding the teacher questions / student responses, we compared eight equally long time-segments per seminar. Results Overall, clinical teachers posed more closed-reproductive than open-elaborative questions to students and the latter gave more reproductive than elaborative responses. Regarding the frequencies of these forms of teacher questions / student responses, we found no significant differences over time. Discussion We found that clinical teachers did not deliberately modify the types of questions they posed over time to push their students towards more elaborative responses. Generally, this raises the critical question to which degree promising didactic concepts are actually put into clinical teaching practice. In our sample, we observed substantial heterogeneity regarding the variables in focus of our study. We conclude that medical education researchers should more thoroughly take different starting conditions and teaching approaches of different teachers into account.

Self-assessment: how do third year medical students rate their performance during problem-based learning?

2017 ◽  
Vol 5 (7) ◽  
pp. 3044 ◽  
Author(s):  
Sehlule Vuma ◽  
Bidyadhar Sa
Keyword(s):  
Medical Students ◽  
Cognitive Skills ◽  
Problem Based Learning ◽  
High Achievers ◽  
Self Directed Learning ◽  
Self Assessment ◽  
Self Monitoring ◽  
Assessment Scores ◽  
Low Achieving Students ◽  
Significant Difference

Background: Problem-based learning (PBL) emphasizes students’ self-directed learning. This requires students to monitor their own learning.  When students enter medical school however, they do not seem to have self-monitoring skills and these need to be developed. Self-assessment exercises are useful in developing these skills. This paper emphasizes the importance of training in self-assessment during PBL. Objective was to describe third-year medical students’ self-assessment of their performance during PBL and correlate their scores with tutors’ scores, and their scores in a written progressive disclosure questions (PDQ) examinationMethods: Using the same rubric used for students’ evaluation by tutors, students scored their activities during PBL sessions. Their scores were compared with the tutor’s scores. Their scores for cognitive skills were further compared with their scores in a PDQ examination.Results: There was no statistically significant difference between the tutor and students’ scores. Low-achieving students (in the PDQ) scored themselves higher than high-achieving students. Self-assessment scores did not predict performance in the PDQ.Conclusions: Perhaps the high-achievers are more critical of themselves which drives them to work harder. Low-achieving students could be awarding themselves scores they wish to obtain and not what they deserve. They may also not understand the assessment criteria. This paper emphasizes the importance of self-assessment exercises, and the need to guide students in learning to assess themselves accurately so they may be better able to monitor their learning.

scholarly journals JGME-ALiEM Hot Topics in Medical Education Online Journal Club: An Analysis of a Virtual Discussion About Resident Teachers

2015 ◽  
Vol 7 (3) ◽  
pp. 437-444 ◽  
Author(s):  
Jonathan Sherbino ◽  
Nikita Joshi ◽  
Michelle Lin
Keyword(s):  
Social Media ◽  
Medical Education ◽  
Medical Students ◽  
Journal Club ◽  
Self Assessment ◽  
Online Journal ◽  
Teacher Resources ◽  
Education Community ◽  
Multicenter Survey ◽  
Social Media Platforms

ABSTRACT Background  In health professionals' education, senior learners play a key role in the teaching of junior colleagues. Objective  We describe an online discussion about residents as teachers to highlight the topic and the online journal club medium. Methods  In January 2015, the Journal of Graduate Medical Education (JGME) and the Academic Life in Emergency Medicine blog facilitated an open-access, online, weeklong journal club on the JGME article “What Makes a Great Resident Teacher? A Multicenter Survey of Medical Students Attending an Internal Medicine Conference.” Social media platforms used to promote asynchronous discussions included a blog, a video discussion via Google Hangouts on Air, and Twitter. We performed a thematic analysis of the discussion. Web analytics were captured as a measure of impact. Results  The blog post garnered 1324 page views from 372 cities in 42 countries. Twitter was used to endorse discussion points, while blog comments provided opinions or responded to an issue. The discussion focused on why resident feedback was devalued by medical students. Proposed explanations included feedback not being labeled as such, the process of giving delivery, the source of feedback, discrepancies with self-assessment, and threats to medical student self-image. The blog post resulted in a crowd-sourced repository of resident teacher resources. Conclusions  An online journal club provides a novel discussion forum across multiple social media platforms to engage authors, content experts, and the education community. Crowd-sourced analysis of the resident teacher role suggests that resident feedback to medical students is important, and barriers to student acceptance of feedback can be overcome.

scholarly journals The Flipped Classroom: An Innovative Approach to Medical Education in Ophthalmology

2020 ◽  
Vol 12 (02) ◽  
pp. e96-e103
Author(s):  
Chris R. Alabiad ◽  
Kevin J. Moore ◽  
David P. Green ◽  
Matthew Kofoed ◽  
Alex J. Mechaber ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Flipped Classroom ◽  
Group Discussions ◽  
Self Assessment ◽  
Final Exam ◽  
School Of Medicine ◽  
Small Group Discussions ◽  
Second Year ◽  
The University

Abstract Objective The aim of the study is to report the creation of a flipped ophthalmology course and preclinical medical student perceptions and knowledge gains before and after a flipped ophthalmology course. Design  The form of the study discussed is an observational study. Subjects The subjects involved in the study are second-year (U.S.) United States medical students at the University of Miami, Miller School of Medicine (n = 401). Methods Second-year medical students participated in a 1-week “flipped classroom” ophthalmology course geared toward primary care providers at the University of Miami, Miller School of Medicine. Eleven hours of traditional classroom lectures were condensed into 4.5 hours of short videos with self-assessment quizzes, small group discussions, and a large group case-based discussion. Fifty-seven short videos (<9 minutes) focused on major ophthalmology topics and common conditions were viewed by the students at their leisure. Students completed a pre- and post-course evaluation on their perceptions and opinions of the flipped classroom approach. Final exam scores in the flipped classroom cohort were compared with the final exam scores in the traditional didactic format used in years prior. Main Outcome Measures The main outcome measures include: student final exam performance; student satisfaction, opinions, and perceptions. Results Over the course of 2 years, 401 second-year U.S. medical students participated in the flipped classroom ophthalmology course. The majority of students enjoyed the flipped classroom experience (75.3%) and expressed interest in using the approach for future lessons (74.6%). The flipped classroom videos were preferred to live lectures (61.2%). Over 90% of students stated the self-assessment quizzes were useful, 79% reported that the small group discussions were an effective way to apply knowledge, and 76% cited the large group case-based discussion as useful. Pre-course knowledge assessment scores averaged 48%. Final examination scores in the flipped group (average ± standard deviation [SD] = 92.1% ± 6.1) were comparable to that of the traditional group when evaluating identical questions (average ± SD = 91.7% ± 5.54), p = 0.34. Conclusion The flipped classroom approach proved to be a well-received and successful approach to preclinical medical education for ophthalmology. This was achieved using 35% less course time than our traditional course. This innovative approach has potential for expansion to other medical schools, medical education abroad, and for other medical school modules.

scholarly journals Moving from Basic to More Advanced: Is there an Increase Over Time in the Complexity of Teacher Questions and Student Responses in Case Based Clinical Seminars?

2021 ◽  
Author(s):  
Martin Gartmeier ◽  
Alexander Hapfelmeier ◽  
Marc Grünewald ◽  
Janina Häusler ◽  
Theresa Pfurtscheller ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Specific Interaction ◽  
Student Response ◽  
Basic Knowledge ◽  
Teacher Questions ◽  
Clinical Teachers ◽  
Student Responses ◽  
Over Time ◽  
Case Based

Abstract Introduction: Case-based group discussions (CBGD) are a specific, interaction-focused form of case based medical education dedicated to foster medical students’ skills of applying basic biomedical knowledge to patient cases. In such seminars, teacher question-student response patters are a crucial aspect. We empirically investigate to which degree clinical teachers progress from more basic, knowledge-oriented towards more advanced, elaboration-oriented questions in CBGD-seminars.Methods: We video recorded 32 case-based seminars in the areas of surgery and internal medicine. 21 different clinical teachers had taught and 398 medical students had attended these seminars. We coded closed-reproductive and open-elaborative teacher questions as well as reproductive and elaborative student responses to these questions. Interrater reliability was satisfactory. For determining trends regarding the teacher questions / student responses, we compared eight equally long time-segments per seminar.Results: Overall, clinical teachers posed more closed-reproductive than open-elaborative questions to students and the latter gave more reproductive than elaborative responses. Regarding the frequencies of these forms of teacher questions / student responses, we found no significant differences over time.Discussion: We found that clinical teachers did not deliberately modify the types of questions they posed over time to push their students towards more elaborative responses. Generally, this raises the critical question to which degree promising didactic concepts are actually put into clinical teaching practice. In our sample, we observed substantial heterogeneity regarding the variables in focus of our study. We conclude that medical education researchers should more thoroughly take different starting conditions and teaching approaches of different teachers into account.

scholarly journals Attitude Towards and Adoption of the Novel Learning Environment Among Undergraduate Medical Students During COVID-19

2021 ◽  
Vol 6 ◽  
Author(s):  
Sonja Mohr ◽  
Birgit Küfe ◽  
Anke Rheingans ◽  
Jennifer Guse
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Learning Environment ◽  
Student Satisfaction ◽  
Large Scale ◽  
Digital Learning ◽  
The Novel ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Digital Formats

Higher education has changed significantly since the beginning of the COVID-19 pandemic. Medical education programs with extensive practical and interactive components faced major challenges to protect students, faculty and patients. In response to COVID-19, many medical schools worldwide shut down undergraduate medical education and converted most of their teaching to digital formats. The aim of this paper is to assess the attitude towards and adoption of the novel learning environment among undergraduate medical students during COVID-19. Two studies were conducted to analyze specific aspects of the adaption of digital teaching during the digital summer semester 2020 (study 1), and to compare student satisfaction and their feeling of preparedness for exams in the digital semester compared to traditional semesters (study 2). Results show that there are numerous pros and cons of digital teaching. Pros were the large flexibility and large-scale availability of digital teaching materials. Cons were the lack of interactions with peers, professionals, and patients in practice. Results also show that female students as well as year 1 students seemingly coped better with the digital learning environment. Students with childcare or job obligations also benefited from the large flexibility. While student satisfaction decreased in the digital semester, they did not feel less prepared for exams. Cross-sectional comparisons revealed that student satisfaction and agreement gradually decreased in the comparison of the different cohorts with fourth year students being the least satisfied and showing the least agreement regarding the feeling of preparedness for exams. Altogether, our results indicate that students were able to cope with digital teaching, but clearly, some groups of students were able to better adapt to the novel learning environment. This might demand the introduction of tailored educational support services for different groups of students during COVID-19 as they progress through medical school.

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