scholarly journals Design, Implementation and Evaluation of a Distance Learning Framework to Expedite Medical Education during COVID-19 pandemic: A Proof-of-Concept Study

2021 ◽  
Vol 8 ◽  
pp. 238212052110003
Author(s):  
Aida J Azar ◽  
Amar Hassan Khamis ◽  
Nerissa Naidoo ◽  
Marjam Lindsbro ◽  
Juliana Helena Boukhaled ◽  
...  
Keyword(s):  
Distance Learning ◽  
Cognitive Development ◽  
Collaborative Learning ◽  
Medical Schools ◽  
Design Strategies ◽  
Student Autonomy ◽  
Learning Framework ◽  
Theory Of Practice ◽  
Competency Based ◽  
Medical Educators

Background: The COVID-19 pandemic has forced medical schools to suspend on-campus live-sessions and shift to distance-learning (DL). This precipitous shift presented medical educators with a challenge, ‘to create a “ simulacrum” of the learning environment that students experience in classroom, in DL’. This requires the design of an adaptable and versatile DL-framework bearing in mind the theoretical underpinnings associated with DL. Additionally, effectiveness of such a DL-framework in content-delivery followed by its evaluation at the user-level, and in cognitive development needs to be pursued such that medical educators can be convinced to effectively adopt the framework in a competency-based medical programme. Main: In this study, we define a DL-framework that provides a ‘ simulacrum’ of classroom experience. The framework’s blueprint was designed amalgamating principles of: Garrison’s community inquiry, Siemens’ connectivism and Harasim’s online-collaborative-learning; and improved using Anderson’s DL-model. Effectiveness of the DL-framework in course delivery was demonstrated using the exemplar of fundamentals in epidemiology and biostatistics (FEB) course during COVID-19 lockdown. Virtual live-sessions integrated in the framework employed a blended-approach informed by instructional-design strategies of Gagne and Peyton. The efficiency of the framework was evaluated using first 2 levels of Kirkpatrick’s framework. Of 60 students, 51 (85%) responded to the survey assessing perception towards DL (Kirkpatrick’s Level 1). The survey-items, validated using exploratory factor analysis, were classified into 4-categories: computer expertise; DL-flexibility; DL-usefulness; and DL-satisfaction. The overall perception for the 4 categories, highlighted respondents’ overall satisfaction with the framework. Scores for specific survey-items attested that the framework promoted collaborative-learning and student-autonomy. For, Kirkpatrick’s Level 2 that is, cognitive-development, performance in FEB’s summative-assessment of students experiencing DL was compared with students taught using traditional methods. Similar, mean-scores for both groups indicated that shift to DL didn’t have an adverse effect on students’ learning. Conclusion: In conclusion, we present here the design, implementation and evaluation of a DL-framework, which is an efficient pedagogical approach, pertinent for medical schools to adopt (elaborated using Bourdieu’s Theory of Practice) to address students’ learning trajectories during unprecedented times such as that during the COVID-19 pandemia.

scholarly journals Creating a ‘simulacrum’ of in-class learning environment employing distance learning modality during the COVID-19 pandemia: Quod Erat Demonstrandum

2020 ◽  
Author(s):  
Aida Azar ◽  
Amar Hassan Khamis ◽  
Nerissa Naidoo ◽  
Marjam Lindsbro ◽  
Suneetha Gonuguntla ◽  
...  
Keyword(s):  
Distance Learning ◽  
Cognitive Development ◽  
Collaborative Learning ◽  
Learning Environment ◽  
Learning Experience ◽  
Medical Schools ◽  
Course Delivery ◽  
Design Strategies ◽  
Student Autonomy ◽  
Theory Of Practice

Abstract Background The COVID-19 pandemic has forced medical schools to suspend on-campus live-sessions and shift to distance-learning (DL). This precipitous shift presented medical educators with a challenge, “to create a ‘simulacrum’ of the learning environment that students experience in classroom, in DL”. Aim We define a DL framework that provides a ‘simulacrum’ of classroom experience and can be effectively employed for course delivery in a competency-based curriculum during unprecedented times. Methodology The framework’s blueprint was designed amalgamating principles of: Garrison’s community inquiry, Siemens’ connectivism and Harasim’s online collaborative-learning; and improved using Anderson’s DL-model. Effectiveness of the designed framework in course delivery was demonstrated using the exemplar of fundamentals in epidemiology and biostatistics (FEB) course in our curriculum during COVID-19 lockdown. Virtual live-sessions integrated in the framework employed a blended-approach informed by instructional-design strategies of Gagne and Peyton. The efficiency of the framework was evaluated using first two levels of Kirkpatrick’s framework i.e. perception and cognitive development. Results Of 60 students, 51 (85%) responded to the survey assessing perception towards DL (Kirkpatrick’s Level:1). The survey-items, validated using exploratory factor analysis, were classified into four categories: computer expertise; DL flexibility; DL usefulness; and DL satisfaction. The overall mean (SD) score of 62.0 (9.0) for the four categories, highlighted respondents’ overall satisfaction with the framework. Scores for specific survey-items attested that students had an enriched learning experience, which promoted collaborative-learning and student-autonomy. For, Kirkpatrick’s Level:2 i.e. cognitive-development, performance in FEB’s summative-assessment of students experiencing DL was compared with students taught using traditional methods. Similar, mean-scores for both groups indicated that shift to DL didn’t have an adverse effect on students’ learning. Conclusion QED, we have demonstrated that the framework is an efficient pedagogical approach, pertinent for medical schools to adopt (elaborated using Bourdieu’s Theory of Practice) to address students’ learning trajectories during unprecedented times.

scholarly journals Design, Implementation, and Evaluation of a Distance Learning Framework to Adapt to the Changing Landscape of Anatomy Instruction in Medical Education During COVID-19 Pandemic: A Proof-of-Concept Study

2021 ◽  
Vol 9 ◽  
Author(s):  
Nerissa Naidoo ◽  
Aida J. Azar ◽  
Amar Hassan Khamis ◽  
Mandana Gholami ◽  
Marjam Lindsbro ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Descriptive Analysis ◽  
Nominal Group Technique ◽  
Nominal Group ◽  
Learning Theories ◽  
Student Autonomy ◽  
Theory Of Practice ◽  
Anatomy Teaching

This study presents the design of a DL-framework to deliver anatomy teaching that provides a microfiche of the onsite anatomy learning experience during the mandated COVID-19 lockdown. First, using nominal-group technique, we identified the DL learning theories to be employed in blueprinting the DL-framework. Effectiveness of the designed DL-framework in anatomy teaching was demonstrated using the exemplar of the Head and Neck (H&N) course during COVID-19 lockdown, in the pre-clerkship curriculum at our medical school. The dissemination of the DL-framework in the anatomy course was informed by the Analyse, Design, Develop, Implement, and Evaluate (ADDIE) model. The efficiency of the DL-framework was evaluated using the first two levels of Kirkpatrick's model. Versatility of the DL-framework was demonstrated by aligning its precepts with individual domains of key learning outcomes framework. The framework's blueprint was designed amalgamating principles of: Garrison's community inquiry, Siemens' connectivism and Harasim's online-collaborative-learning; and improved using Anderson's DL-model. Following the implementation of the DL-framework in the H&N course informed by ADDIE, the framework's efficiency was evaluated. In total, 70% students responded to the survey assessing perception toward DL (Kirkpatrick's Level: 1). Descriptive analysis of the survey results showed that the DL-framework was positively received by students and attested that students had an enriched learning experience, which promoted collaborative-learning and student-autonomy. For, Kirkpatrick's Level: 2 i.e., cognitive development, we compared the summative assessment performance in the H&N course across three cohort of students. The results show that the scores of the cohort, which experienced the course entirely through DL modality was statistically higher (P < 0.01) than both the other cohorts, indicating that shift to DL did not have an adverse effect on students' learning. Using Bourdieu's Theory of Practice, we showed that the DL-framework is an efficient pedagogical approach, pertinent for medical schools to adopt; and is versatile as it attests to the key domains of students' learning outcomes in the different learning outcomes framework. To our knowledge this is the first-study of its kind where a rationale and theory-guided approach has been availed not only to blueprint a DL framework, but also to implement it in the MBBS curriculum.

scholarly journals Medical educators’ beliefs about teaching, learning, and knowledge: development of a new framework

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Marleen W. Ottenhoff- de Jonge ◽  
Iris van der Hoeven ◽  
Neil Gesundheit ◽  
Roeland M. van der Rijst ◽  
Anneke W. M. Kramer
Keyword(s):  
Medical Education ◽  
Faculty Development ◽  
Medical Schools ◽  
Structural Basis ◽  
Educational Beliefs ◽  
Beliefs About Teaching ◽  
Medical Educators ◽  
Teaching Learning ◽  
New Framework

Abstract Background The educational beliefs of medical educators influence their teaching practices. Insight into these beliefs is important for medical schools to improve the quality of education they provide students and to guide faculty development. Several studies in the field of higher education have explored the educational beliefs of educators, resulting in classifications that provide a structural basis for diverse beliefs. However, few classification studies have been conducted in the field of medical education. We propose a framework that describes faculty beliefs about teaching, learning, and knowledge which is specifically adapted to the medical education context. The proposed framework describes a matrix in which educational beliefs are organised two dimensionally into belief orientations and belief dimensions. The belief orientations range from teaching-centred to learning-centred; the belief dimensions represent qualitatively distinct aspects of beliefs, such as ‘desired learning outcomes’ and ‘students’ motivation’. Methods We conducted in-depth semi-structured interviews with 26 faculty members, all of whom were deeply involved in teaching, from two prominent medical schools. We used the original framework of Samuelowicz and Bain as a starting point for context-specific adaptation. The qualitative analysis consisted of relating relevant interview fragments to the Samuelowicz and Bain framework, while remaining open to potentially new beliefs identified during the interviews. A range of strategies were employed to ensure the quality of the results. Results We identified a new belief dimension and adapted or refined other dimensions to apply in the context of medical education. The belief orientations that have counterparts in the original Samuelowicz and Bain framework are described more precisely in the new framework. The new framework sharpens the boundary between teaching-centred and learning-centred belief orientations. Conclusions Our findings confirm the relevance of the structure of the original Samuelowicz and Bain beliefs framework. However, multiple adaptations and refinements were necessary to align the framework to the context of medical education. The refined belief dimensions and belief orientations enable a comprehensive description of the educational beliefs of medical educators. With these adaptations, the new framework provides a contemporary instrument to improve medical education and potentially assist in faculty development of medical educators.

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 Competency-based medical education in two Sub-Saharan African medical schools

2014 ◽  
pp. 483 ◽  
Author(s):  
Elsie Kiguli-Malwadde ◽  
Francis Omaswa ◽  
oluwabunmi Olapade-Olaopa ◽  
Sarah Kiguli ◽  
Candice Chen ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Schools ◽  
Competency Based Medical Education ◽  
Competency Based ◽  
Sub Saharan

scholarly journals Missing the mark: Current practices in teaching the male urogenital examination to Canadian undergraduate medical students

2016 ◽  
Vol 10 (7-8) ◽  
pp. 281
Author(s):  
Kristen McAlpine ◽  
Stephen Steele
Keyword(s):  
Medical Students ◽  
Clinical Training ◽  
Clinical Skills ◽  
Medical Schools ◽  
Clinical Settings ◽  
Undergraduate Medical Students ◽  
Canadian Medical School ◽  
Competency Based ◽  
English Speaking ◽  
And Training

<p><strong>Introduction:</strong> The urogenital physical examination is an important aspect of patient encounters in various clinical settings. Introductory clinical skills sessions are intended to provide support and alleviate students’ anxiety when learning this sensitive exam. The techniques each Canadian medical school uses to guide their students through the initial urogenital examination has not been previously reported.</p><p><strong>Methods:</strong> This study surveyed pre-clerkship clinical skills program directors at the main campus of English-speaking Canadian medical schools regarding the curriculum they use to teach the urogenital examination.</p><p><strong>Results:</strong> A response rate of 100% was achieved, providing information on resources and faculty available to students, as well as the manner in which students were evaluated. Surprisingly, over onethird of the Canadian medical schools surveyed failed to provide a setting in which students perform a urogenital examination on a patient in their pre-clinical years. Additionally, there was no formal evaluation of this skill set reported by almost 50% of Canadian medical schools prior to clinical training years.</p><p><strong>Conclusions:</strong> To ensure medical students are confident and accurate in performing a urogenital examination, it is vital they be provided the proper resources, teaching, and training. As we progress towards a competency-based curriculum, it is essential that increased focus be placed on patient encounters in undergraduate training. Further research to quantify students’ exposure to the urogenital examination during clinical years would be of interest. Without this commitment by Canadian medical schools, we are doing a disservice not only to the medical students, but also to our patient population.</p>

scholarly journals Designing a Social Learning Analytics Tool for Open Annotation and Collaborative Learning

2020 ◽  
Author(s):  
Jeremiah (Remi) Kalir
Keyword(s):  
Distance Learning ◽  
Social Learning ◽  
Collaborative Learning ◽  
Learning Analytics ◽  
Learning Sciences ◽  
Trade Offs ◽  
Collaborative Annotation ◽  
Social Learning Analytics

This book chapter recounts one approach to ethically co-designing a public dashboard that reports social learning analytics and encourages learners’ collaborative annotation across open texts and contexts. As a design narrative in the learning sciences, this chapter is a reflective, first-hand account organized around three related objectives: 1) Naming the theoretical stances toward open and social learning that informed design and research; 2) Describing key decisions and trade-offs pertinent to four iterations of a social learning analytics dashboard; and 3) Considering epistemological, technological, and infrastructural implications for the development and use of social learning analytics in open, flexible, and distance learning.

Scripts for Facilitating Computer Supported Collaborative Learning

2011 ◽  
pp. 745-750
Author(s):  
Bernhard Ertl ◽  
Heinz Mandl
Keyword(s):  
Distance Learning ◽  
Collaborative Learning ◽  
Learning Strategies ◽  
Text Comprehension ◽  
Comprehension Strategies ◽  
Computer Supported Collaborative Learning ◽  
Collaboration Scripts ◽  
Collaboration Skills ◽  
Learning Scenarios ◽  
Collaboration Process

Many distance learning scenarios, for example, virtual seminars, use collaborative arrangements for learning. By applying them, they offer learners the chance to construct knowledge collaboratively. However, learners often do not possess the skills necessary for a beneficial collaboration. It is therefore important that learners are offered support in these learning scenarios. Scripts for collaborative learning can provide support. They can guide learners through their collaboration process (Ertl, Kopp, & Mandl, 2007b) and help them to acquire collaboration skills (Rummel & Spada, 2005). Scripts for collaboration were originally developed in order to support text comprehension. They facilitate two or more learners—who are similar as far as their existing knowledge and learning strategies are concerned— in their efforts to understand contents provided by theory texts. Collaboration scripts split this process into a sequence of smaller steps, assign each learner to a particular role, and offer a number of comprehension strategies, such as questions, feedback, and elaboration. Each one of these learners has a defined role to play, which in turn is associated with certain strategies and varies within the different phases.

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