Medical student engagement and leadership within a new learning community

Through a conceptual framework focused on student engagement, this article explores students’ perceptions about the impact the design of learning environments has on student engagement. The current mixed-methods study was conducted at two Texas replacement elementary schools where the entire learning community, all teachers, administrators, staff, and students, moved from an old building to a new building. Through the qualitative component of the study, student focus groups, the study explores the attributes of design and spaces that students value and perceive as having an impact on their learning and engagement. Students’ perceptions demonstrate that learning environments impact student engagement.

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Medical Student Engagement in a Virtual Learning Environment Positively Correlates with Course Performance and Satisfaction in Psychiatry

Medical Science Educator ◽

10.1007/s40670-021-01287-x ◽

2021 ◽

Author(s):

Larrilyn L. Grant ◽

Michael J. Opperman ◽

Brennan Schiller ◽

Jonathan Chastain ◽

Jennelle Durnett Richardson ◽

...

Keyword(s):

Medical Student ◽

Student Engagement ◽

Learning Environment ◽

Virtual Learning ◽

Virtual Learning Environment ◽

Course Performance

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970. Medical Student Engagement with the COVID-19 Pandemic Is Increased Through Participation in a Preclinical Elective

Open Forum Infectious Diseases ◽

10.1093/ofid/ofab466.1165 ◽

2021 ◽

Vol 8 (Supplement_1) ◽

pp. S577-S577

Author(s):

Kaelyn C Cummins ◽

Katherine Naeger ◽

Prathit A Kulkarni

Keyword(s):

Medical Student ◽

Student Engagement ◽

Medical Students ◽

Vaccine Development ◽

Rank Test ◽

Holistic Understanding ◽

Current Events ◽

Signed Rank Test ◽

Pandemic Response ◽

Personal Engagement

Abstract Background The medical field’s response to the Coronavirus Disease 2019 (COVID-19) pandemic required a multifaceted approach. Medical students were often excluded from the initial phases of pandemic response, resulting in feelings of disengagement. This study aimed to determine if offering educational experiences on current events related to the COVID-19 pandemic could increase medical students’ understanding of, and engagement with, the pandemic. Methods In Fall 2020, an elective course reviewing several aspects of the COVID-19 response was implemented. Preclinical medical students attended a discussion-based seminar series given by expert faculty on a variety of topics including pathophysiology, vaccine development, telemedicine, and others. Upon course completion, students were asked to complete a survey quantifying their understanding of the overall COVID-19 response, understanding of various individual facets of the response, and feelings of personal engagement on a Likert scale from 1-5, with 5 representing the most understanding or engagement. The differences in pre-course and post-course mean scores were compared using a Wilcoxon matched-pairs signed rank test for each question. Results A total of 65 students completed the course; 35 (54%) students filled out the final course survey. Results showed significant improvement in students’ perceived holistic understanding of the pandemic response (2.67 pre-course vs. 4.36 post-course; p < 0.001), and their feelings of personal engagement (3.06 pre-course vs. 4.33 post-course; p < 0.001). Students also reported significantly increased feelings of understanding for each individual facet of the pandemic response reviewed during the course (8 questions total, all p-values < 0.001). Conclusion Preclinical medical student participation in a course reviewing COVID-19 pandemic response significantly increased feelings of engagement with and understanding of the medical field’s response to the pandemic. Students showed improved understanding of each aspect of the pandemic response that was covered in the elective. Therefore, it appears that seminar- and discussion-based electives can be a useful tool for fostering preclinical student engagement in current events in medicine. Disclosures Prathit A. Kulkarni, M.D., Vessel Health, Inc. (Grant/Research Support)

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Applying Design Concepts for the Cultivation of Cross-University Partnerships

10.4018/978-1-7998-8213-8.ch010 ◽

2022 ◽

pp. 155-168

Author(s):

Ralph A. Gigliotti ◽

Sunita Kramer ◽

Dee Magnoni

Keyword(s):

Leadership Development ◽

Learning Community ◽

Design Thinking ◽

University Partnerships ◽

Design Concepts ◽

Academic Innovation ◽

Rutgers University ◽

New Learning ◽

Vantage Points ◽

The University

Representing distinct parts of Rutgers University—academic innovation and experiential learning, organizational leadership and strategy, and the university library—the authors approach this discussion of agility and cross-university partnerships from three distinct vantage points. Despite different administrative portfolios and scholarly and professional interests, the authors collectively view this moment as one of profound opportunity for our institution and for higher education more broadly. Purposeful collaborations have contributed to new and innovative partnerships that will be discussed in this chapter, including a new learning community for interested members of the New Brunswick Libraries—The Hatchery, a dedicated design thinking and ideation studio centrally located in the Archibald S. Alexander Library—and varying points of convergence with the Innovation, Design, and Entrepreneurship Academy (IDEA) that integrates design and entrepreneurial thinking and leadership development into the Rutgers student experience.

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E-Learning Environment

Encyclopedia of Information Science and Technology, First Edition ◽

10.4018/978-1-59140-553-5.ch177 ◽

2005 ◽

pp. 1001-1005

Author(s):

Mizue Kayama ◽

Toshio Okamoto

Keyword(s):

Learning Community ◽

The Internet ◽

Computer Assisted ◽

Concept System ◽

New Learning ◽

E Learning ◽

The Many ◽

Assisted Instruction ◽

Learning Ecology ◽

Learning Issues

Nowadays, the concept/system of e-learning (or eLearning) is widespread with the advent and prevalence of the Internet. Via the Internet, people can communicate with each other at anytime and from anywhere. People can also share, rebuild, stock, and reuse various kinds of information. Here, it is clear that e-learning gets citizenship in the educational society instead of CAI (computer-assisted instruction) and CMI (computer-managed instruction). As a response to society’s advance, it is necessary to construct a new learning ecology, such as a learning organization or a learning community. To date, the need for an understanding of e-learning issues has not been met by a coherent set of principles for examining past work and plotting fruitful directions. Obviously, it would be difficult to document the many seeds sown now.

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Impact of a Student-Led Rheumatology Interest Group on Medical Student Interest in Rheumatology

International Journal of Rheumatology ◽

10.1155/2019/4892707 ◽

2019 ◽

Vol 2019 ◽

pp. 1-4 ◽

Cited By ~ 1

Author(s):

Sonia Silinsky Krupnikova ◽

Timothy Brady ◽

Michael Sheppard ◽

N. Andrew LaCombe ◽

Derek Jones ◽

...

Keyword(s):

Medical Student ◽

Student Engagement ◽

Observational Study ◽

Interest Group ◽

Student Interest ◽

The Mean ◽

The Impact

Objectives. This observational study was designed to evaluate the impact of a student-led Rheumatology Interest Group on medical student interest in rheumatology. Methods. The mean numbers of student-rheumatology interactions per six months were assessed for elective enrollment, abstract submissions, and manuscripts, in the pre- and postinterest group period. Results. Enrollment in the rheumatology elective increased from 2.0 ± 0.36 per six months in the preintervention period to 6.2 ± 1.24 per six months in the postintervention period (p=0.0064). Abstract submissions increased from 0.5 ± 0.34 to 5.86 ± 1.49 (p=0.0077), and manuscript submissions from 0.16 ± 0.16 to 1.57 ± 0.37 (p=0.074). Conclusion. The Rheumatology Interest Group significantly increased medical student engagement in rheumatology.

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