scholarly journals Use of simulation in teaching haematological aspects to undergraduate medical students improves student’s knowledge related to the taught theoretical underpinnings

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Laila Alsuwaidi ◽  
Jorgen Kristensen ◽  
Amar HK ◽  
Saba Al Heialy
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Curriculum ◽  
Learning Experience ◽  
Evaluation Framework ◽  
Theory And Practice ◽  
Undergraduate Medical Students ◽  
Educational Method ◽  
Clinical Vignettes ◽  
Simulation Centre

Abstract Background Simulation is an educational method which has several modalities and applications. In the last few decades Simulation-Based Medical Education (SBME) has become a significant influence in medical education. Despite the recognized potential of simulation to be used widely in support of healthcare education, there are no studies focused on the role of simulation in teaching haematology. Moreover, the reaction level is the most commonly reported in medical education. This study evaluates, at two levels of Kirkpatrick’s model, the effectiveness of incorporating SBME in teaching haematological aspects to medical students. Methods A total of 84 second year medical students from two cohorts received theoretical components of Haematopoietic and Immune System in 4 credits course, delivered using lecture approach. First cohort students (n = 49) participated in interactive learning tutorials to discuss clinical vignettes. Second cohort (n = 35) students participated in simulation sessions where the tutorial’s clinical vignettes were developed to clinical simulation scenarios conducted in the simulation centre. The potential influence of the simulation in learning enhancement was evaluated using Kirkpatrick’s Evaluation Framework. Results The students rated the simulation sessions highly and found them to be a valuable learning experience. The category performance summary, generated by the assessment platform, demonstrates improvement in the student’s knowledge enhanced by the SBME. Conclusions Adaptation of SBME in teaching haematological aspects is a feasible way to improve the student’s knowledge related to the taught theoretical foundations. SBME has the potential to enhance the undergraduate medical curriculum and it is expected, in the near future, to be an increasingly recommended educational strategy to bridge the gap between theory and practice.

scholarly journals Community based medical education: A learning experience of Pakistani Undergraduate Medical Students at Medical Camps.

2021 ◽  
Vol 28 (12) ◽  
pp. 1857-1861
Author(s):  
Zahid Kamal ◽  
Muhammad Mohsin Ali ◽  
Manaqibb Zain Ali ◽  
Muhammad Naeem Rustam ◽  
Saeed Zafar Khan
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Curriculum ◽  
Positive Impact ◽  
Learning Experience ◽  
Skill Learning ◽  
Categorical Variables ◽  
Continuous Variables ◽  
Undergraduate Medical Students ◽  
Community Based

Objective: To determine impact of community based Medical Education on learning of undergraduate medical students. Study Design: Non-comparative, Prospective study. Setting: Irfania Ophthalmic Medical Camp, Lahore. Period: July 2019. Material & Methods: 70 students participated in a 4 hour interactive session, where they took a focused history, performed relevant clinical examination, and counseled patients regarding their disease. At the end, feedback was collected using a pre-tested questionnaire. Data obtained was analyzed using SPSS version 23, with mean ± SD determined for continuous variables and frequency with percentage for categorical variables. Results: Majority of the participants were female fourth year medical students. 97.1% found the camp system more efficient for learning, while 94.3% thought it should be included in future ophthalmic curricula. 81.5% of the participants were of the opinion that the camp had had a positive impact on their communication skills regarding taking focused history and counseling patients. Conclusion: In a country like Pakistan with a high burden of ophthalmic diseases and a developing medical curriculum, medical camps are essential for training and skill learning for undergraduate medical students, and should be included in the medical curriculum.

scholarly journals Prevalence of somatic symptoms amongst undergraduate medical students of Marathwada region of Maharashtra, India

2020 ◽  
Vol 7 (12) ◽  
pp. 5106
Author(s):  
Shaikh Arshiya Kaiser Husain ◽  
Anwaya R. Magare ◽  
Purushottam A. Giri ◽  
Vijaykumar S. Jadhav
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Curriculum ◽  
High Stress ◽  
Well Being ◽  
Undergraduate Medical Students ◽  
Future Health ◽  
Cross Sectional ◽  
Significant Difference ◽  
Negative Effect

Background: The aim of medical education is to produce competent, physically and mentally strong health professionals, as they are going to be the pillars of the future health care system. Stress is one of the most common and process-oriented obstacles in medical education. It often exerts a negative effect on the academic performance, physical health, and psychological well-being of the students. Dealing with overloaded medical curriculum, competing with peers, being away from home and meeting high expectations imposed by parents and society to excel is among the common stressful transitions at this stage.Methods: A cross-sectional descriptive study was carried out amongst 352 undergraduate medical students of a private medical college in a rural area of Maharashtra during April to October 2019. The structured questionnaire was used to record the data. Collected data was used to assess the severity of mental health issues among medical students.Results: Majority 194 (55.11%) students were in the age of 18 to 20 years followed by 141 (40.06%) were in 21 to 23 years. There were 196 (55.68%) girl students and 156 (44.32%) boys. According to the various categories, 80 (22.73%) of the students had low stress scores, followed by 76 (21.59%) in minimal. A highly significant difference in stress scores was seen between boys and girls, which was more in boys.Conclusions: Study concluded that undergraduate medical students perceive minimal to very high stress presented as various systems that vary with the year of study and gender wise too. There is a further need to look into the various causes of stress.

scholarly journals Mobile Technology in E-Learning for Undergraduate Medical Education on Emergent Otorhinolaryngology�Head and Neck Surgery Disorders: Pilot Randomized Controlled Trial (Preprint)

2017 ◽  
Author(s):  
Li-Ang Lee ◽  
Shu-Ling Wang ◽  
Yi-Ping Chao ◽  
Ming-Shao Tsai ◽  
Li-Jen Hsin ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Head And Neck ◽  
Cognitive Style ◽  
Mobile Technology ◽  
Learning Experience ◽  
Neck Surgery ◽  
Percentage Change ◽  
Undergraduate Medical Students ◽  
E Learning

BACKGROUND The use of mobile technology in e-learning (M-TEL) can add new levels of experience and significantly increase the attractiveness of e-learning in medical education. Whether an innovative interactive e-learning multimedia (IM) module or a conventional PowerPoint show (PPS) module using M-TEL to teach emergent otorhinolaryngology–head and neck surgery (ORL-HNS) disorders is feasible and efficient in undergraduate medical students is unknown. OBJECTIVE The aim of this study was to compare the impact of a novel IM module with a conventional PPS module using M-TEL for emergent ORL-HNS disorders with regard to learning outcomes, satisfaction, and learning experience. METHODS This pilot study was conducted at an academic teaching hospital and included 24 undergraduate medical students who were novices in ORL-HNS. The cognitive style was determined using the Group Embedded Figures Test. The participants were randomly allocated (1:1) to one of the two groups matched by age, sex, and cognitive style: the IM group and the PPS group. During the 100-min learning period, the participants were unblinded to use the IM or PPS courseware on a 7-inch tablet. Pretests and posttests using multiple-choice questions to evaluate knowledge and multimedia situational tests to evaluate competence were administered. Participants evaluated their satisfaction and learning experience by the AttrakDiff2 questionnaire, and provided feedback about the modules. RESULTS Overall, the participants had significant gains in knowledge (median of percentage change 71, 95% CI 1-100, P<.001) and competence (median of percentage change 25, 95% CI 0-33, P=.007) after 100 min of learning. Although there was no significant difference in knowledge gain between the two groups (median of difference of percentage change 24, 95% CI −75 to 36; P=.55), competence gain was significantly lower in the IM group compared with the PPS group (median of difference of percentage change −41, 95% CI −67 to −20; P=.008). However, the IM group had significantly higher scores of satisfaction (difference 2, 95% CI 2-4; P=.01), pragmatic quality (difference 1.7, 95% CI 0.1-2.7; P=.03), and hedonic stimulation (difference 1.9, 95% CI 0.3-3.1; P=.01) compared with the PPS group. Qualitative feedback indicated that the various games in the IM module attracted the participants’ attention but that the nonlinearly arranged materials affected their learning. CONCLUSIONS Using M-TEL for undergraduate medical education on emergent ORL-HNS disorders, an IM module seems to be useful for gaining knowledge, but competency may need to occur elsewhere. While the small sample size reduces the statistical power of our results, its design seems to be appropriate to determine the effects of M-TEL using a larger group. CLINICALTRIAL ClinicalTrials.gov NCT02971735; https://clinicaltrials.gov/ct2/show/NCT02971735 (Archived by WebCite at http://www.webcitation.org/6waoOpCEV)

scholarly journals Implementation of structured team-based review enhances knowledge consolidation and academic performance of undergraduate medical students studying neuroscience

2020 ◽  
Vol 44 (2) ◽  
pp. 232-238
Author(s):  
Khurshid Anwar ◽  
Junaid Kashir ◽  
Muhammad Raihan Sajid ◽  
Abdul Jabar Rasool ◽  
Abdul Ahad Shaikh ◽  
...  
Keyword(s):  
Medical Students ◽  
Teaching And Learning ◽  
Medical Curriculum ◽  
Learning Experience ◽  
Continuous Assessment ◽  
Undergraduate Medical Students ◽  
Exam Preparation ◽  
Final Exams ◽  
Approach To Teaching ◽  
And Performance

Team-based learning (TBL) provides a systematic approach to teaching and learning and promotes critical thinking and enhances medical educational activities and professional development. TBL-based didactic methodology has proven beneficial in enhancing learning and consolidating key educational concepts throughout educational curricula. Such areas of application include neuroscience, which is traditionally considered to be one of the most difficult disciplines to be taught in undergraduate medical courses to the point where the scientific literature reports “neurophobia” among undergraduate medical students. Herein, we report the design and application of a modified version of TBL, which we termed team-based review (TBR) throughout two cohorts of undergraduate medical students undertaking neuroscience. We show that our TBR methodology enhanced student understanding of neuroscience, increasing average marks and grades achieved in final exams, while also increasing the proportion of students obtaining higher grades. Application of TBR also improved marks obtained by students throughout continuous assessment (midterms, TBL, and problem-based learning grades). In surveys taken following final exams, students strongly felt that TBR enhanced their learning experience and aided knowledge acquisition, consolidation, and exam preparation. Collectively, we show that TBR-based methodology was effective in enhancing the student learning experience and performance in neuroscience and could potentially be successfully used to enhance performance and learning in other subjects in the undergraduate medical curriculum.

Leadership training for undergraduate medical students

2016 ◽  
Vol 29 (3) ◽  
pp. 348-351 ◽  
Author(s):  
Victor Maddalena
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Leadership Training ◽  
Medical Curriculum ◽  
Leadership Role ◽  
Undergraduate Medical Students ◽  
Content Type ◽  
Medical Education Program ◽  
Management And Leadership

Purpose Physicians play an important leadership role in the management and governance of the healthcare system. Yet, many physicians lack formal management and leadership training to prepare them for this challenging role. This Viewpoint article argues that leadership concepts need to be introduced to undergraduate medical students early and throughout their medical education. Design/methodology/approach Leadership is an integral part of medical practice. The recent inclusion of “Leader” competency in the CanMEDS 2015 represents a subtle but important shift from the previous “manager” competency. Providing medical students with the basics of leadership concepts early in their medical education allows them to integrate leadership principles into their professional practice. Findings The Faculty of Medicine at the Memorial University of Newfoundland (MUN) has developed an eight-module, fully online Physician Leadership Certificate for their undergraduate medical education program. This program is cited as an example of an undergraduate medical curriculum that offers leadership training throughout the 4 years of the MD program. Originality/value There are a number of continuing professional development opportunities for physicians in the area of management and leadership. This Viewpoint article challenges undergraduate medical education programs to develop and integrate leadership training in their curricula.

scholarly journals Students’ initial perspectives on online learning experience in China during the COVID-19 outbreak: expanding online education for future doctors on a national scale

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Li Li ◽  
Hongbin Wu ◽  
A’na Xie ◽  
Xiaoyang Ye ◽  
Cheng Liu ◽  
...  
Keyword(s):  
Medical Education ◽  
Online Learning ◽  
Medical Students ◽  
Online Education ◽  
Early Stage ◽  
Learning Experience ◽  
Perceived Usefulness ◽  
Undergraduate Medical Students ◽  
Medical Undergraduate ◽  
Nationally Representative

Abstract Background During the early stage of COVID-19 outbreak in China, most medical undergraduate programs have to eventually embrace the maneuver of transferring to nearly 100% online-learning as a new routine for different curricula. And there is a lack of empirical evidence of effective medical education curriculum that has been completely implemented in an online format. This study summarizes medical students’ perspectives regarding online-learning experience during the COVID-19 outbreak and presents reflection on medical education. Methods From February 21st to March 14th, 2020, the authors conducted survey of a nationally representative sample of undergraduate medical students from 90 medical schools in China. Participant demographics and responses were tabulated, and independent sample t-tests as well as multiple logistic regression models were used to assess the associations of demographic characteristics, prior online learning experience, and orientation with students’ perspectives on the online learning experience. Results Among 118,030 medical students participated in the survey (response rate 52.4%), 99,559 provided valid data for the analysis. The sample is fairly nationally representative. 65.7% (65,389/99,559) supported great orientation and 62.1% (61,818/99,559) reported that they were satisfied with the ongoing online-learning experience. The most common problem students would encounter was the network congestion (76,277/99,559; 76.6%). Demographics, learning phases, and academic performance were associated with online-learning engagement and perceptions. Formal orientation and prior PU (perceived usefulness of online learning) were significantly positively associated with the satisfaction and evaluation of the online learning experience (p <  0.001). Conclusions Data from this national survey indicates a relatively positive role of online learning as a formal teaching/learning approach in medical education. Considerations should be made regarding such application in aspects of students’ different learning phases. We suggest that further policy interventions should be taken from technological, organizational, environmental, as well as individual aspects, to help improve the outcome of online learning for future doctors.

scholarly journals Assessment of Attitude towards two selected areas of professionalism like honesty and confidentiality among undergraduate medical students of Bangladesh

2020 ◽  
Vol 11 (1) ◽  
pp. 3-11
Author(s):  
Sadia Jabeen Khan ◽  
Md Humayun Kabir Talukder ◽  
Kazi Khairul Alam ◽  
Farhana Haque ◽  
Md Rezaul Karim
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Curriculum ◽  
Sampling Technique ◽  
General Medical Council ◽  
Female Students ◽  
Medical Graduate ◽  
Medical Council ◽  
Undergraduate Medical Students ◽  
Cross Sectional

This descriptive type of cross sectional study was carried out to evaluate the attitude of undergraduate medical students of Bangladesh regarding selected areas of professionalism like honesty and confidentiality. Study period was from July 2017 to June 2018. Sample size was 837 undergraduates medical students of 1st, 2nd, 3rd and 4th phase of MBBS course from four public and four non government medical colleges of Bangladesh. Convenience sampling technique was adopted in this study. Data collection was done by a modified structured situational judgment test (SJT) self-administered questionnaire which was adopted from general medical council (GMC) and by in-depth interview schedule of students. The data were then compiled and analyzed using SPSS Version 19.Among the study participants, 37.20% (310) and 62 .80% (537) were males and females respectively. Attitude towards the two most major issues of professionalism were good, mean score were above three in honesty. Mean score was below three in maintaining confidentiality. Result of the present study shows that female students had higher mean professionalism than male. Female students were better than the male students in regards to all two different professional issues and this difference is statistically highly significant (P=0.00). Mean score of professionalism of 1st phase students in all two issues were greater than the respondents of other three phases and this findings was also statistically significant. Medical undergraduates of Bangladesh have a good understanding of acceptable professional honesty but there is scope of improvement. Study recommended that these two issues of professionalism must be taught in the course of undergraduate medical education and should be incorporated in undergraduate medical curriculum with the details of learning outcome what we craving from a registered medical graduate so that learning can be turned into practice. Bangladesh Journal of Medical Education Vol.11(1) 2020: 3-11

scholarly journals LINKING CARDIOVASCULAR THEORY TO PRACTICE IN AN UNDERGRADUATE MEDICAL CURRICULUM

2001 ◽  
Vol 25 (4) ◽  
pp. 193-201 ◽  
Author(s):  
J. N. Hudson ◽  
P. Buckley ◽  
I. C. McMillen
Keyword(s):  
Medical Education ◽  
Learning Style ◽  
Medical Curriculum ◽  
Peer Interactions ◽  
Learning Experience ◽  
Structure And Function ◽  
Theory And Practice ◽  
Early Years ◽  
And Function ◽  
Case Based

Case-based teaching (CBT) tutorials were introduced by the Physiology Department at Adelaide University to bridge the gap between theory and practice in the early years of undergraduate medical education. With the use of a clinical case-based environment, CBT aimed to achieve integration of structure-function relationships and an increase in students’ capacity to apply a physiological understanding to clinical observations/symptoms and data. With peer-peer interactions in small groups, students could trial history taking and examination skills, interpret common investigations, and relate their findings to an understanding of structure and function. Here, the cardiovascular tutorials highlight the centrality of an understanding of structure and function in the evaluation of a case of syncope. An independent evaluation of the students’ learning experience demonstrated that CBT tutorials were successful in their aims. The “hands-on” experience was highly rated, with students reporting that the CBT approach gave relevance to structure and function. Whatever the curriculum learning style, underpinning practice with an understanding of theory remains a desirable feature of medical education.

scholarly journals Perspectives of Indian medical students on e-learning as a tool for medical education in the country: a quantitative study

2020 ◽  
Vol 7 (9) ◽  
pp. 3610
Author(s):  
Neel N. Lawande ◽  
Trusha D. Kenkre ◽  
Nuala A. Mendes ◽  
Lydia M. Dias ◽  
Amit S. Dias
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Learning Experience ◽  
Cross Sectional Study ◽  
Student Perspective ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Indian Medical ◽  
E Learning ◽  
Medical Colleges

Background: In view of the COVID-19 pandemic, medical colleges resorted to e-learning to continue teaching; giving us a unique opportunity to explore the potential of this tool, understand the student perspective, help improve its structure and assess its scope for future use.Methods: A quantitative cross-sectional study was conducted across Indian medical colleges using Google forms. The questionnaire consisted of sections on e-learning experience, technological readiness, effects of COVID-19 on education and attitude towards e-learning.Results: From 32 medical colleges in India, 556 undergraduate medical students participated in the study. The results showed that 93.3% students were exposed to e-learning, from which 99% were introduced to it following the COVID-19 pandemic-imposed lockdown. The study reported the pros and cons of e-learning for medical education. E-learning methods were deemed fit for theory lectures, but wasn’t preferred for clinics and demonstrations. Students believed that e-learning- preferably short live online classes, together with efficient portals, provision of offline videos and discussion of clinical cases- had great scope to support the traditional methods of teaching.Conclusions: According to the students, e-learning has immense potential and is an irreplaceable ally to the traditional method of medical education, even beyond the COVID-19 pandemic.

scholarly journals Usability testing of an e-learning resource designed to improve medical students’ physical activity prescription skills: a qualitative think-aloud study

BMJ Open ◽  
2021 ◽  
Vol 11 (7) ◽  
pp. e042983
Author(s):  
Helen Carter-Roberts ◽  
Richard Antbring ◽  
Manuela Angioi ◽  
Gemma Pugh
Keyword(s):  
Physical Activity ◽  
Medical Students ◽  
Medical Curriculum ◽  
Think Aloud ◽  
Undergraduate Medical Students ◽  
Learning Resource ◽  
Physical Activity Counselling ◽  
Exercise Medicine ◽  
Activity Promotion ◽  
E Learning

ObjectiveAn e-learning resource (MEdic GAming, MEGA) was developed based on the contents of the Faculty of Sports and Exercise Medicine exercise prescription booklet. This study aimed to (i) explore medical students’ perspectives of physical activity promotion and e-learning and (ii) investigate medical students’ response to the design, content and usability of the MEGA e-learning resource.DesignQualitative think-aloud interview study.SettingA London medical school.Participants19 undergraduate medical students were interviewed using the think-aloud method while using the e-learning resource concurrently.ResultsIn general, medical students felt current education on physical activity is inadequate and held a strong desire for more teaching on exercise medicine. Students believed the MEGA e-learning resource addressed a gap in their knowledge on physical activity but noted e-learning should not replace face-to-face teaching and suggested physical activity education would be best delivered through a blended learning approach. Students felt such an approach would allow better opportunity to practice physical activity counselling skills with patients while on clinical placement. Students’ motivation to engage with the MEGA e-learning resource was positively impacted by aesthetically appealing design and interactive gamification elements such as self-assessment quizzes and visual progress tracking.ConclusionMedical students value the role of physical activity in health but are disappointed by the lack of teaching within the current medical curriculum. E-learning resources, such as MEGA, which contain interactive features are a viable means to integrate physical activity into the undergraduate curriculum but should be supplemented by the opportunity to practice physical activity counselling in-person.

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