scholarly journals Perceptions of a Remote Learning Pathology Elective for Advanced Clinical Medical Students

2021 ◽  
Vol 8 ◽  
pp. 237428952110068
Author(s):  
Kara S. Tanaka ◽  
Rageshree Ramachandran
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Online Survey ◽  
Learning Goals ◽  
Asynchronous Learning ◽  
Self Directed Learning ◽  
Anatomic Pathology ◽  
Institutional Review ◽  
Clinical Clerkships ◽  
Remote Learning

In mid-March 2020, our institution removed most medical students from in-person clinical clerkships due to the COVID-19 pandemic. The Department of Pathology responded by transitioning a fourth-year clinical elective to an all-remote format composed of synchronous didactics, daily clinical sign-out utilizing digital microscopy, and asynchronous learning materials. Thirty-seven medical students completed 2- or 4-week anatomic pathology electives tailored to meet their career goals and allowing them to progress toward graduation. Institutional Review Board approval was granted to survey students’ perceptions of engagement in the remote learning environment. Quantitative and qualitative data were collected using a standardized school-wide end-of-rotation survey, an online survey developed by the authors, and students’ self-directed learning goals. End-of-rotation data showed the remote pathology course performed well (4.88 of possible 5) when compared to all advanced clinical clerkships (4.51, n = 156 courses), all elective rotations (4.41, n = 50 courses), and the traditional in-person pathology elective (4.73). Core strengths in the virtual environment included high educational value, flexibility of content and schedule, organization, tailoring to an individual’s learning goals, and a positive education environment. Deficits included the inability to gross surgical specimens, inadequate observation or feedback about students’ skills, and impaired social connections. Areas for improvement included requests for in-person experiences and development of themed tracks for career exploration. Many aspects of anatomic pathology appear well-suited to the remote learning environment. While the remote model may not be sufficient for students pursuing careers in pathology, it can be adapted to increase nonpathologists’ understanding of interdisciplinary clinical collaboration with pathologists.

scholarly journals Using online multiple choice questions with multiple attempts: A case for self-directed learning among tertiary students

2021 ◽  
Vol 10 (2) ◽  
pp. 553
Author(s):  
Ng Wen Lee ◽  
Wan Noor Farah Wan Shamsuddin ◽  
Lim Chia Wei ◽  
Muhammad Nur Adilin Mohd Anuardi ◽  
Chan Swee Heng ◽  
...  
Keyword(s):  
Online Survey ◽  
Multiple Choice ◽  
Independent Learning ◽  
Learning Performance ◽  
Learning Goals ◽  
Multiple Choice Questions ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Taking Charge ◽  
Directed Learning

<span lang="EN-GB">Criticisms on multiple choice questions (MCQs) include the possibility of students answering MCQs correctly by guessing, and MCQs generally are said to fall short in cultivating independent learning skills, such as taking charge of their learning goals. Countering these common concerns, this research used online MCQ exercises with multiple attempts to investigate the experiences that drove students to become self-directed learners. In this research, 60 students completed two sets of online MCQ exercises with multiple attempts outside of classroom time for six weeks consecutively. Both focus group interviews and an online survey were conducted to investigate the experiences of using online MCQ exercise with multiple attempts in relation to the development of self-directed learning (SDL). The findings of the study showed that the criticisms may be unfounded. Data leads to the conclusion that the majority of the students do not just try to guess at the correct answers. Rather, many of them attempted the online MCQ exercises more than once to improve themselves indicating that they were interested in self-learning. Students also reported that they utilised search and inquiry skills that clearly showed motivated initiatives to plan how to overcome their weaknesses by independently looking for relevant resources, determine their own learning goals, and evaluate their own learning performance as a firm indicator of SDL development. Based on the findings, this study is able to refute the claim that MCQs are unable to cultivate independent learning skills.</span>

Synchronous and Asynchronous Learning Environments

2011 ◽  
pp. 815-822
Author(s):  
Moti Frank
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Teaching Strategy ◽  
Learning Goals ◽  
Asynchronous Learning ◽  
Knowledge And Skills ◽  
Asynchronous Learning Environments

This paper discusses the organizational and pedagogical aspects, benefits, and disadvantages of synchronous and asynchronous technologies as platforms for creating distance learning environments. By comparing the advantages and challenges of the two learning environments, teachers will be able to match the appropriate learning environment and its teaching strategy to their learning goals. These two learning environments involve distance learning. Distance education (or what is commonly termed “distance learning”) is a method of education in which the learner is physically distanced from both the teacher and the institution providing the instruction. Learning may be undertaken either individually or in groups. According to USDLA (2006), distance learning is: “The acquisition of knowledge and skills through mediated information and instruction, encompassing all technologies and other forms of learning at a distance.”

scholarly journals Impact of individualized learning plans on United States senior medical students advanced clinical rotations

2016 ◽  
Vol 13 ◽  
pp. 39 ◽  
Author(s):  
Amalia Guardiola ◽  
Michelle S. Barratt ◽  
Emma A. Omoruyi
Keyword(s):  
United States ◽  
Medical Students ◽  
Learning Experience ◽  
Learning Goals ◽  
Advanced Practice ◽  
Self Directed Learning ◽  
School Students ◽  
Individualized Learning ◽  
Faculty Knowledge ◽  
Learning Plan

The individualized learning plan (ILP) is a tool that promotes self-directed learning. The aim of this pilot study was to look at the perception of the ILPs in United States senior medical school students as a way to improve their learning experience during their advanced practice clerkship. We conducted a survey of graduating medical students that contained both quantitative and open-ended questions regarding the students’ experiences with the ILP during their advanced practice clerkship from July 2014 to March 2016. We systematically identified and compiled themes among the qualitative responses. Responses from 294 out of 460 subjects were included for analysis (63.9%). Ninety students (30.6%) reported that the ILP was definitely reviewed at the midpoint and 88 (29.9%) at the final evaluation. One hundred sixty one students (54.8%) felt the ILP provided a framework for learning. One hundred sixty one students (61.6%) felt it was a useful tool in helping open a discussion between the student and faculty. The qualitative data was grouped by areas most mentioned and these areas of concern centered on lack of faculty knowledge about ILP, time to complete ILP, and uncertainty of appropriate goal setting. The majority of students perceive the ILP to be helpful. Our results suggest that active intervention is needed by dedicated and trained faculty to improve ILP utilization. It is recommended that faculty gives students examples of learning goals to create their own learning framework and encourages them to discuss and review the ILP.

scholarly journals An Assessment of Pathology Resident Access to and Use of Technology: A Nationwide Survey

2017 ◽  
Vol 141 (3) ◽  
pp. 431-436 ◽  
Author(s):  
Bethany D. Vallangeon ◽  
Jeffrey S. Hawley ◽  
Richard Sloane ◽  
Sarah M. Bean
Keyword(s):  
Online Survey ◽  
Nationwide Survey ◽  
Handheld Devices ◽  
Innovative Technology ◽  
Asynchronous Learning ◽  
Digital Slide ◽  
Use Of Technology ◽  
Institutional Review ◽  
Electronic Data Capture System ◽  
Personal Technology

Context.— Current technologies including digital slide scanners and handheld devices can revolutionize clinical practice and pathology graduate medical education (GME). The extent to which these technologies are used in pathology GME is unknown. Objectives.— To determine the types of technologies used, usage amount, and how they are integrated into pathology residency/fellowship programs nationwide. Design.— A 40-question online survey for residents/fellows was developed and administered via the Research Electronic Data Capture System after institutional review board approval. Results.— Fifty-two program directors (37%) gave permission for participation. One-hundred seventy-one responses were received (18% response rate). Most respondents have access to personal technology (laptop = 78% [134 of 171]), smartphone = 81% [139 of 171], tablet = 49% [84 of 171]), and Web-based digital slide collections (82%, 141 of 171). Few residents are provided electronic devices by their programs (laptop = 22% [38 of 171], smartphone = 0.5% [1 of 171], and tablet = 12% [21 of 171]). Fifty-nine percent have access to digital slide scanners, 33% have access to a program-created database of digitized slides, and 52% use telepathology. Fifteen percent have access to asynchronous learning. Of those with access to video-recorded conferences, 89% review them. Program size was significantly positively correlated with resident access to program-provided laptops (P = .02) and tablets (P &lt; .001), digital slide scanners (P = .01), and telepathology (P = .001). Of all devices, program-provided laptops are used most for professional work (60.5% use this device for more than 5 hours per day). Conclusions.— Most residents report access to multiple types of innovative technology, but incorporation of these tools within pathology training programs is highly variable. Opportunities for incorporating innovative technologies exist and could be further explored.

scholarly journals Approbation of Self-directed Learning by first year medical students: a mixed method study

2021 ◽  
Author(s):  
Bharti Bhandari ◽  
Deepti Chopra ◽  
Prerna Agarwal ◽  
Aprajita Panwar ◽  
Daljit Kaur ◽  
...  
Keyword(s):  
Medical Students ◽  
Phase 1 ◽  
Learning Goals ◽  
Undergraduate Medical Students ◽  
Self Directed Learning ◽  
Lifelong Learner ◽  
Institutional Ethics ◽  
Feedback Questionnaire ◽  
Directed Learning ◽  
Teaching Learning

Background: One of the primary roles played by Indian medical graduates is to be a lifelong learner. For being a lifelong learner, the students should inculcate the habit of Self-Directed Learning (SDL). Lack of SDL skills among undergraduate medical students is a concern, hence the study was planned to introduce SDL in Physiology to phase-1 undergraduate medical students and assess its effectiveness through students and facultys perceptions. Methodology: The project was commenced after obtaining clearance from the Institutional Ethics Committee. The faculty members and students were sensitized on SDL. Feedback questionnaire was framed and the topics for SDL were selected. Six topics were covered as part of the project. The effectiveness of the sessions was evaluated by administering the feedback questionnaire to the students and recording perceptions of the students and faculty on SDL. The quantitative and qualitative analysis of the data was done. Results: A total of 96 phase-1 students participated in the study. Majority of the students felt that self-directed learning sessions have improved their SDL skills; they are more prepared and aware of their learning strengths and have started taking ownership of their learning. However some students felt the activity was not sufficient and SDL was not useful in improving their analytical skills. Both the students and the faculty were fairly satisfied by this teaching learning innovation. Conclusions: Students and faculty were satisfied with the SDL strategy. SDL has shown to make them independent learner, who are aware of their learning goals and capable of evaluating their learning.

Quantifying empathy levels among UK undergraduate medical students: an online survey

2020 ◽  
Vol 70 (suppl 1) ◽  
pp. bjgp20X711293
Author(s):  
Sarah Garnett ◽  
Hajira Dambha-Miller ◽  
Beth Stuart
Keyword(s):  
Medical Students ◽  
Health Outcomes ◽  
Medical School ◽  
Curriculum Design ◽  
Online Survey ◽  
Mental Wellbeing ◽  
Reactivity Index ◽  
Free Text ◽  
Undergraduate Medical Students ◽  
Cross Sectional

BackgroundEmpathy is a key health care concept and refers to care that incorporates understanding of patient perspective’s, shared decision making, and consideration of the broader context in which illness is experience. Evidence suggests experiences of doctor empathy correlate with improved health outcomes and patient satisfaction. It has also been linked to job satisfaction, and mental wellbeing for doctors. To date, there is a paucity of evidence on empathy levels among medical students. This is critical to understand given that it is a key point at which perceptions and practices of empathy in the longer term might be formed.AimTo quantify the level of empathy among UK undergraduate medical studentsMethodAn anonymised cross-sectional online survey was distributed to medical students across three universities. The previously validated Davis’s Interpersonal Reactivity Index was used to quantify empathy. The survey also collected information on age, sex, ethnicity, year of medical school training and included a free-text box for ‘any other comments’.ResultsData analysis is currently underway with high response rates. Mean empathy scores by age, sex, year of study and ethnic group are presented. A correlation analysis will examine associations between age and year of study, and mean empathy sores.ConclusionThese data will help to provide a better understanding of empathy levels to inform the provision of future empathy training and medical school curriculum design. Given previous evidence linking experiences of empathy to better health outcomes, the findings may also be significant to future patient care

scholarly journals Mentors' experiences in an osteopathic medical student research program

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Tyler Hamby ◽  
W. Paul Bowman ◽  
Don P. Wilson ◽  
Riyaz Basha
Keyword(s):  
Medical Students ◽  
Research Program ◽  
Online Survey ◽  
Medical Schools ◽  
Systematic Instruction ◽  
Medical Student Research ◽  
Research Programs ◽  
Student Mentor ◽  
The University

Abstract Context Medical students, especially at osteopathic medical schools, have limited research exposure. Systematic instruction in research, supervised by qualified mentors, could motivate osteopathic medical students to pursue research in their careers, thereby increasing the number of future clinician-scientists. Recruiting and retaining suitable research mentors are crucial to sustaining such programs, but this task is also particularly challenging for osteopathic medical schools. Objectives To assess mentors' experiences in a voluntary student-mentor medical research program. Methods An online survey was sent to 76 university- or hospital-based participants who previously mentored 219 medical students between 2014 and 2019. The questionnaire consisted of 13 items with responses in checklist, five-point Likert scale, and categorical multiple-choice formats, assessing motivation for participation, satisfaction with the program, and interest in future participation. Data were analyzed descriptively, and responses from mentors at the university and hospital were compared using univariate logistic and ordinal regression analyses. Results Among 70 (92.1%) mentors who responded to the survey, 61 (87.1%) reported being motivated by a desire to help medical students learn research. Forty-nine (70.0%) mentors indicated that furthering their own research productivity was a motivation, and hospital-based mentors were statistically significantly more likely to endorse this source of motivation (OR=2.02; 95% CI=1.18–3.45; p=0.01). Most respondents were satisfied with the quality of the students' work (59 [84.3%]) and with the program (59 [85.5%]). However, 46 (65.7%) suggested the program could be enhanced by requiring medical students to be physically present in the clinic or laboratory for a minimum amount of time. Importantly, most (58 [84.1%]) mentors reported that they would be interested in participating in future mentored research programs. Conclusions Mentors were motivated to participate in the voluntary research program for both altruistic and professional reasons. Since most mentors reported being satisfied with the program, it is likely they would participate in future mentored research programs. Our results suggest that mentors viewed this voluntary research program as mutually beneficial.

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