Success and Satisfaction with Virtual Hematology Curriculum Implemented in Response to COVID-19

Abstract Introduction: In response to the COVID-19 pandemic, the Oregon Health and Science University Blood & Host Defense medical school pre-clinical block was reformatted to a completely online curriculum. In previous years, the curriculum consisted of traditional 1-hour lectures from Monday to Wednesday, with small group review sessions on Thursday prior to weekly assessments on Friday. Changes for the virtual curriculum included shortened, pre-recorded lectures divided into modules by topic, with follow-up questions to test comprehension in real-time. These were followed by live, 1-hour Q&A sessions each day. Weekly, 2-3-hour case-based review sessions were also held virtually in real-time. We aimed to study student performance in this new curriculum, and to learn about the satisfaction of both students and instructors with these changes. Methods: To measure performance, class testing averages across graded components were compared to previous years. To measure satisfaction, first-year medical students and course instructors were polled via anonymous, voluntary Qualtrics® surveys after course completion. Answers were given on a 5-point Likert scale. Students were also asked to answer four free-response questions. Results: Class testing averages were similar to previous years across all graded components of the curriculum. Following remediation, the pass rate for the course was 100%. Fifty eight out of 150 students completed the satisfaction survey, a response rate of 39%. Most students found pre-recorded lectures and weekly live review sessions "useful" or "very useful," but responses were more varied for daily Q&A sessions. Most students either "somewhat preferred" or "greatly preferred" the module-based format over hour-long lectures and indicated they would like a similar format in future virtual blocks. Themes from qualitative questions included a preference for virtual curriculum for its increased flexibility. A small subset of students described a preference for in-person lecture due to increased engagement. Thirteen out of 31 instructors completed the survey, for a response rate of 42%. Six of the respondents indicated that they would prefer the traditional version of the curriculum for the following year, while 5 selected the new virtual-only format. Twelve instructors completed Likert-scale questions comparing the two curriculums. There was no statistically significant difference in satisfaction with lecture format, time and effort to prepare lectures, amount of interaction with students, and overall teaching experience. However, there was a significant increase in dissatisfaction with the quality of student interaction and student engagement with the new virtual curriculum. Conclusions: Students successfully learned in the new, virtual curriculum as demonstrated by summative assessments. Trends that emerged from student feedback included a preference for module-based format over hour-long lectures, and pre-recorded lectures over live sessions. Most respondents enjoyed the weekly live review sessions, but were mixed regarding daily live Q&A sessions. We suspect this mixed feedback for the daily reviews was due to constraints on the schedule and the necessity of viewing all modules each morning prior to the session. From the perspective of instructors, there was perhaps unsurprisingly decreased satisfaction with student engagement in the virtual setting. However, overall, there was no meaningful difference in preference regarding lecture format. When combining this with the diverse needs and preferences of medical students, future versions of the course should consider incorporating more virtual elements. Disclosures No relevant conflicts of interest to declare.

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Twittering to increase student engagement in the university classroom

Knowledge Management & E-Learning: An International Journal ◽

10.34105/j.kmel.2012.04.026 ◽

2012 ◽

pp. 325-345 ◽

Cited By ~ 2

Keyword(s):

Student Engagement ◽

Research Question ◽

Introductory Sociology ◽

Large Lecture ◽

Significant Difference ◽

Quasi Experimental ◽

Lecture Format ◽

University Course ◽

The University ◽

Do So

In this paper, we explored the research question: Does Twitter in a large-lecture format university course produced a difference in levels of self-reported student engagement? To do so, we utilize a quasi-experimental design testing the effect of Twitter on student engagement in introductory sociology and anthropology courses. Our hypotheses predicted that students using Twitter would report higher levels of five forms of student engagement (academic, intellectual, peer, and beyond-class engagement, along with an overall engagement variable). While peer-reviewed literature and others’ anecdotal reporting would lead us to expect a positive result, we found no significant difference in any form of engagement when Twitter was part of the course than when it was not. In fact, we found that students enrolled in the control (non-Twitter) condition perceived significantly higher levels of academic engagement then those in the experimental (used Twitter) condition. We also included a second set of hypothesis predicting that students who reported enjoying using Twitter would perceive of themselves as more engaged than those who did not enjoy Twitter. These hypotheses were supported across all forms of engagement. We report these findings and utilize comments from an open-ended questionnaire to explore potential reasons accounting for these differences and how students perceived Twitter as a classroom tool.

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Knowledge and Attitudes Towards First Aid Measures Among Medical Students at Al-Imam Mohammad Ibn Saud Islamic University, Riyadh, Saudi Arabia

Sultan Qaboos University Medical Journal [SQUMJ] ◽

10.18295/squmj.2018.18.04.013 ◽

2019 ◽

Vol 18 (4) ◽

pp. 507

Author(s):

Abdulrahman Alshuwayrikh ◽

Abdulrahman Aljethaily ◽

Faris Alosaimi ◽

Osama Alshaya ◽

Abdullah Alasmari ◽

...

Keyword(s):

Saudi Arabia ◽

Medical Students ◽

Response Rate ◽

First Aid ◽

Cross Sectional Study ◽

Attitude Score ◽

Cross Sectional ◽

Knowledge And Attitudes ◽

Validated Questionnaire ◽

Significant Difference

Objectives: This study aimed to evaluate knowledge and attitudes towards first aid (FA) measures among medical students at the Al-Imam Mohammad Ibn Saud Islamic University, Riyadh, Saudi Arabia. Methods: This cross-sectional study was conducted between September and December 2016 among 600 medical students in different academic years at Al-Imam Mohammad Ibn Saud Islamic University. Knowledge and attitudes towards FA measures were evaluated using a modified version of a previously validated questionnaire. Data were compared between students with previous FA training and those without previous FA training. Results: A total of 259 medical students were included (response rate: 43%). Of these, 43% had previously received FA training and 63% had witnessed an emergency first-hand. Mean theoretical (5.93 ± 2.50 versus 4.49 ± 2.08; P <0.001) and practical (4.29 ± 2.62 versus 2.90 ± 2.17; P <0.001) knowledge scores were significantly higher among students with previous FA training compared to those without training; however, there was no significant difference in mean attitude score (5.60 ± 1.66 versus 5.39 ± 1.66; P = 0.329). Conclusion: The medical students, particularly those without previous FA training, demonstrated weak levels of FA knowledge. Such findings necessitate the inclusion of FA training in medical curricula in Saudi Arabia.Keywords: First Aid; Emergency Treatment; Medical Education; Knowledge; Attitudes; Saudi Arabia.

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The role of narrative medicine program in promoting professional ethics: perceptions of Iranian medical students

Journal of Medical Ethics and History of Medicine ◽

10.18502/jmehm.v14i21.8181 ◽

2022 ◽

Author(s):

Saeideh Daryazadeh ◽

Payman Adibi ◽

Nikoo Yamani

Keyword(s):

Medical Students ◽

Professional Ethics ◽

Ethics Education ◽

Response Rate ◽

Narrative Medicine ◽

Significant Difference ◽

Ethics Course ◽

Personal Attitudes ◽

Medical Interns

Narrative medicine (NM) is an educational tool that can be used to promote the professional competencies of medical students. This study aimed to investigate Iranian medical students’ perceptions of the first NM program offered in 2019. The study was conducted on 69 medical interns who participated in the weekly NM program that was part of the professional ethics course for two months. We used a questionnaire to determine medical interns' perceptions and personal attitudes toward NM. Three experts confirmed the validity of the questionnaire in Persian, and its reliability was verified by internal consistency (α = 0.879). The independent t-test was used to compare the differences in the total scores of students' perceptions. Data analysis was conducted using SPSS 23 software (P < 0.05). The response rate to the questionnaire was 95.65%. The results showed overall students' perceptions of the program were found to be positive. Furthermore, the scores showed a significant difference in terms of gender (P = 0.014), but none in terms of marital status (P = 0.936). According to the results, NM was effective in improving students’ reflections and their empathy with patients. Therefore, it is recommended to include NM in professional ethics education.

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Impact of the first COVID-19 lockdown on study satisfaction and burnout in medical students in Split, Croatia: a cross-sectional presurvey and postsurvey

BMJ Open ◽

10.1136/bmjopen-2021-049590 ◽

2021 ◽

Vol 11 (6) ◽

pp. e049590

Author(s):

Marija Franka Žuljević ◽

Karlo Jeličić ◽

Marin Viđak ◽

Varja Đogaš ◽

Ivan Buljan

Keyword(s):

Medical Students ◽

Bayes Factor ◽

Clinical Teaching ◽

Response Rate ◽

Secondary Outcome ◽

Cross Sectional ◽

Significant Difference ◽

Before And After ◽

E Learning ◽

The Impact

ObjectivesTo evaluate the impact of the first COVID-19 lockdown in 2020 on the burnout and study satisfaction of medical students.DesignA cross-sectional study with a presurvey and postsurvey.SettingUniversity of Split School of Medicine (USSM), Split, Croatia. The lockdown in the COVID-19 pandemic lasted from late March to mid-May 2020. There was a full switch to e-learning at the USSM during this period, and all clinical teaching was stopped.ParticipantsStudents enrolled in the 2019/2020 academic year. Data were collected before lockdown in December 2019 and January 2020 and again after the end of lockdown in June 2020.Primary and secondary outcome measuresStudy satisfaction was assessed using the study satisfaction survey. Burnout was assessed using two instruments: Oldenburg Burnout Inventory and Copenhagen Burnout Inventory. We used Bayesian statistics to compare before-and-after differences.Results437 independent responses (77.2% response rate) were collected before and 235 after lockdown (41.5% response rate). 160 participant responses were eligible for pairing. There was no significant difference for both paired and unpaired participants in study satisfaction before (3.38 on a 1–5 scale; 95% credible interval (95% CrI) 3.32 to 3.44) and after (3.49, 95% CrI 3.41 to 3.57) lockdown. We found no evidence (Bayes factor (BF10) >3.00 as a cut-off value) for an increase in the level of burnout before and after lockdown, both in independent and paired samples.ConclusionsIt seems that the first pandemic-related lockdown and a switch to e-learning did not affect burnout levels among medical students or their perception of their study programme. More insight is needed on the short-term and long-term effects of the COVID-19 pandemic on medical students and their education. Well-structured longitudinal studies on medical student burnout during the COVID-19 pandemic are needed.

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A Pilot Study of Real-Time Experience Sampling Method to Evaluate Student Engagement in a Global Health Rotation

Education Research International ◽

10.1155/2012/241874 ◽

2012 ◽

Vol 2012 ◽

pp. 1-6

Author(s):

Asima Ahmad ◽

John Schneider ◽

Ifeoma Nwadei ◽

Michael Darcy ◽

Rachel Farr ◽

...

Keyword(s):

Student Engagement ◽

Medical Students ◽

Pilot Study ◽

Global Health ◽

Real Time ◽

Sampling Method ◽

University Of Chicago ◽

Structured Activities ◽

Future Goals ◽

The One

International experiences are increasingly popular among medical students, but few have been rigorously evaluated. We used ESM to characterize the experience of medical students participating in the one-month University of Chicago Geographic Medicine Scholars Program (GMSP) in Hyderabad, India. Participants wore watches programmed to randomly beep eight times daily, during the first and third weeks. When alerted, students reported their activity and rated their level of engagement and emotion in booklets. All 11 student participants responded to 59% of 816 alerts. 41% of beeps occurred during GMSP formal structured activities (i.e., lecture, clinic). Students reported structured activities to be more interesting (6.05 versus 4.14;P<0.001), more important to their future goals (6.48 versus 5.71;P<0.001), more challenging (3.75 versus 2.48;P<0.001), and more enjoyable (6.08 versus 5.36;P<0.001) than unstructured activities. Our results show that future global health efforts should augment the use of structured activities.

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History Teacher Readiness in Applying Historical Thinking Skills in Secondary School

Yupa Historical Studies Journal ◽

10.26523/yupa.v1i2.42 ◽

2017 ◽

Vol 1 (2) ◽

pp. 113

Author(s):

Khairunnajwa Binti Samsudin ◽

Mohd Mahzan Bin Awang ◽

Anuar Bin Ahmad

Keyword(s):

Secondary School ◽

Quantitative Methods ◽

Procedural Knowledge ◽

Teaching Experience ◽

Historical Thinking ◽

Thinking Skills ◽

Pedagogical Knowledge ◽

History Teachers ◽

Significant Difference ◽

Years Of Teaching Experience

This article aims to study on the readiness of history teachers to inculcate historical thinking skills among students. This study focused on four aspects which includes 1) Procedural Knowledge, and 2) Pedagogical Knowledge. Thus, to achieve the purpose of the study, quantitative methods are used. Questionnaires were distributed to 30 history teachers in a secondary school in Batu Pahat district. The results showed that there were no significant differences between teachers who were trained to teach History and those who are not. However, there was a significant difference between teachers with ten years of teaching experience with the readiness of history teachers.

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Assessment of Demographic Differences Regarding Customer Value in Life Insurance Corporation

International Journal of Banking Risk and Insurance ◽

10.21863/ijbri/2015.3.1.004 ◽

2015 ◽

Vol 3 (1) ◽

Author(s):

Amit Sharma ◽

Bodh Raj Sharma

Keyword(s):

Life Insurance ◽

Customer Value ◽

Likert Scale ◽

Demographic Variables ◽

Primary Data ◽

Demographic Differences ◽

Significant Difference ◽

Quota Sampling

Aim of this paper is to assess the empirically demographic differences among the customers regarding customer value in Life Insurance Corporation. It is a fact that life insurance players in J&K have realized that their business advantage depends on customer value. The study is based upon the primary data obtained from customers of LIC belonging to various districts of J&K through quota sampling. A questionnaire was framed containing items of demographics and statements measuring customer value based upon seven point Likert scale. The findings indicate that the demographic variables viz., age, qualification, occupation wise, there is no significant difference regarding customer value in the perception of customers of LIC. However, district wise respondents do differ in their opinion regarding customer value in Life Insurance Corporation.

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Medical Student Attitudes Toward Blood Donation in Times of Increased Need

The American Surgeon ◽

10.1177/00031348211011083 ◽

2021 ◽

pp. 000313482110110

Author(s):

Rahima Khatun ◽

Banan W. Otaibi ◽

Anna Ssentongo ◽

Joshua P. Hazelton ◽

AmandaB. Cooper

Keyword(s):

Medical Students ◽

Student Attitudes ◽

Response Rate ◽

Blood Donation ◽

Multivariable Analysis ◽

The United States ◽

Mass Casualty ◽

Academic Institution ◽

Donor Pool ◽

Willingness To Donate

Background In situations of increased need, such as mass casualty incidents (MCIs) and COVID-19, donated blood products are in shortage across the United States. Medical students are a potential pool for blood donors. The aim of this study was to determine overall attitudes of medical students at a single academic institution toward blood donation during times of increased need. Methods Three anonymous REDCap surveys were administered to all medical students at a rural academic institution. Surveys 1 and 2 were administered preceding and after an institution-wide MCI drill, in September and November 2019, respectively. Survey 3 was administered following a student-organized COVID-19 blood drive in June 2020. Multivariable analysis was performed to determine if factors, ie, experience with MCI drills and emergency medical services (EMS) training, were associated with willingness to donate blood. Furthermore, barriers to donation among those not willing to donate were assessed. Results Overall response rate for MCI surveys (surveys 1 and 2) was 38% (mean age 25.2 years and 50% women). 91% (n = 210) of respondents were willing to donate blood. Previous participation in MCI drills and EMS training was not associated with higher willingness to donate blood. Response rate for survey 3 was 15.6% (59.4% women), and 30 (31.3%) respondents indicated they did not volunteer to donate blood during the COVID-19 drive. Most common reasons for not donating were “other,” medical concerns, and being out-of-town. Conclusions Majority of medical students are willing to donate blood during times of increased need and offer a possible solution to increase blood donor pool.

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Artificial intelligence-based education assists medical students’ interpretation of hip fracture

Insights into Imaging ◽

10.1186/s13244-020-00932-0 ◽

2020 ◽

Vol 11 (1) ◽

Author(s):

Chi-Tung Cheng ◽

Chih-Chi Chen ◽

Chih-Yuan Fu ◽

Chung-Hsien Chaou ◽

Yu-Tung Wu ◽

...

Keyword(s):

Artificial Intelligence ◽

Medical Education ◽

Hip Fracture ◽

Medical Students ◽

Medical Image ◽

Learning System ◽

Significant Difference ◽

Dynamic Collaboration ◽

Increase In Accuracy ◽

Image Learning

Abstract Background With recent transformations in medical education, the integration of technology to improve medical students’ abilities has become feasible. Artificial intelligence (AI) has impacted several aspects of healthcare. However, few studies have focused on medical education. We performed an AI-assisted education study and confirmed that AI can accelerate trainees’ medical image learning. Materials We developed an AI-based medical image learning system to highlight hip fracture on a plain pelvic film. Thirty medical students were divided into a conventional (CL) group and an AI-assisted learning (AIL) group. In the CL group, the participants received a prelearning test and a postlearning test. In the AIL group, the participants received another test with AI-assisted education before the postlearning test. Then, we analyzed changes in diagnostic accuracy. Results The prelearning performance was comparable in both groups. In the CL group, postlearning accuracy (78.66 ± 14.53) was higher than prelearning accuracy (75.86 ± 11.36) with no significant difference (p = .264). The AIL group showed remarkable improvement. The WithAI score (88.87 ± 5.51) was significantly higher than the prelearning score (75.73 ± 10.58, p < 0.01). Moreover, the postlearning score (84.93 ± 14.53) was better than the prelearning score (p < 0.01). The increase in accuracy was significantly higher in the AIL group than in the CL group. Conclusion The study demonstrated the viability of AI for augmenting medical education. Integrating AI into medical education requires dynamic collaboration from research, clinical, and educational perspectives.

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Real-Time High-Level Acute Pain Detection Using a Smartphone and a Wrist-Worn Electrodermal Activity Sensor

Sensors ◽

10.3390/s21123956 ◽

2021 ◽

Vol 21 (12) ◽

pp. 3956

Author(s):

Youngsun Kong ◽

Hugo F. Posada-Quintero ◽

Ki H. Chon

Keyword(s):

Real Time ◽

Electrodermal Activity ◽

Smartphone Application ◽

Real Time Processing ◽

Pain Stimulation ◽

Significant Difference ◽

Before And After ◽

Electrical Pulses ◽

Pain Detection ◽

High Level

The subjectiveness of pain can lead to inaccurate prescribing of pain medication, which can exacerbate drug addiction and overdose. Given that pain is often experienced in patients’ homes, there is an urgent need for ambulatory devices that can quantify pain in real-time. We implemented three time- and frequency-domain electrodermal activity (EDA) indices in our smartphone application that collects EDA signals using a wrist-worn device. We then evaluated our computational algorithms using thermal grill data from ten subjects. The thermal grill delivered a level of pain that was calibrated for each subject to be 8 out of 10 on a visual analog scale (VAS). Furthermore, we simulated the real-time processing of the smartphone application using a dataset pre-collected from another group of fifteen subjects who underwent pain stimulation using electrical pulses, which elicited a VAS pain score level 7 out of 10. All EDA features showed significant difference between painless and pain segments, termed for the 5-s segments before and after each pain stimulus. Random forest showed the highest accuracy in detecting pain, 81.5%, with 78.9% sensitivity and 84.2% specificity with leave-one-subject-out cross-validation approach. Our results show the potential of a smartphone application to provide near real-time objective pain detection.

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