scholarly journals Design and usability testing of an in-house developed performance feedback tool for medical students

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Yadira Roa Romero ◽  
Hannah Tame ◽  
Ylva Holzhausen ◽  
Mandy Petzold ◽  
Jan-Vincent Wyszynski ◽  
...  
Keyword(s):  
Medical Students ◽  
Performance Feedback ◽  
Usability Testing ◽  
Ease Of Use ◽  
Task Completion ◽  
Self Regulated Learning ◽  
Study Progress ◽  
Large Teaching Hospital ◽  
Medical Faculties ◽  
Further Development

Abstract Background Feedback is essential in a self-regulated learning environment such as medical education. When feedback channels are widely spread, the need arises for a system of integrating this information in a single platform. This article reports on the design and initial testing of a feedback tool for medical students at Charité-Universitätsmedizin, Berlin, a large teaching hospital. Following a needs analysis, we designed and programmed a feedback tool in a user-centered approach. The resulting interface was evaluated prior to release with usability testing and again post release using quantitative/qualitative questionnaires. Results The tool we created is a browser application for use on desktop or mobile devices. Students log in to see a dashboard of “cards” featuring summaries of assessment results, a portal for the documentation of acquired practical skills, and an overview of their progress along their course. Users see their cohort’s average for each format. Learning analytics rank students’ strengths by subject. The interface is characterized by colourful and simple graphics. In its initial form, the tool has been rated positively overall by students. During testing, the high task completion rate (78%) and low overall number of non-critical errors indicated good usability, while the quantitative data (system usability scoring) also indicates high ease of use. The source code for the tool is open-source and can be adapted by other medical faculties. Conclusions The results suggest that the implemented tool LevelUp is well-accepted by students. It therefore holds promise for improved, digitalized integrated feedback about students’ learning progress. Our aim is that LevelUp will help medical students to keep track of their study progress and reflect on their skills. Further development will integrate users’ recommendations for additional features as well as optimizing data flow.

Check-In/Check Out: Electronic Adaptation and Individual Progress Monitoring

2021 ◽  
pp. 016264342199410
Author(s):  
Jordan Yassine ◽  
Leigh Ann Tipton-Fisler
Keyword(s):  
Performance Feedback ◽  
Differential Reinforcement ◽  
Research Evidence ◽  
Progress Monitoring ◽  
Middle School Student ◽  
Teacher Ratings ◽  
Ease Of Use ◽  
Electronic Application ◽  
Long Line ◽  
And Performance

Check-in/Check-Out (CICO) has a long line of research evidence demonstrating its effectiveness in increasing prosocial behavior. The current paper demonstrated an electronic application of CICO utilizing Google Sheets® with teacher feedback. Google Sheets® offers an inexpensive, collaborative, and remote method for tracking behaviors. In the first study, 2,322 teacher ratings (from 38 teachers) were compared between traditional paper CICO forms or electronic Google Sheets®. Results found that teacher ratings were significantly more complete with the use of the electronic forms. In the second study, an electronic CICO form was used for progress monitoring and performance feedback with a middle school student. Through the form we were able to successfully track our participant’s behavior change in response to CICO with the combination of feedback and a differential reinforcement intervention. Social validity showed that overall teacher ratings were high with respect to ease of use, usefulness, cost-effectiveness, and convenience of the electronic Google Sheets®.

scholarly journals An innovative pharmacology curriculum for medical students: promoting higher order cognition, learner-centered coaching, and constructive feedback through a social pedagogy framework

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Douglas McHugh ◽  
Andrew J. Yanik ◽  
Michael R. Mancini
Keyword(s):  
Medical Students ◽  
Higher Order ◽  
Sources Of Information ◽  
Self Directed Learning ◽  
Self Regulated Learning ◽  
Constructive Feedback ◽  
Social Pedagogy ◽  
Learner Centered ◽  
External Expert ◽  
The Social

Abstract Background Ongoing developments in medical education recognize the move to curricula that support self-regulated learning processes, skills of thinking, and the ability to adapt and navigate uncertain situations as much as the knowledge base of learners. Difficulties encountered in pursuing this reform, especially for pharmacology, include the tendency of beginner learners not to ask higher-order questions and the potential incongruency between creating authentic spaces for self-directed learning and providing external expert guidance. We tested the feasibility of developing, implementing, and sustaining an innovative model of social pedagogy as a strategy to address these challenges. Methods Constructivism, communities of practice, and networked learning theory were selected as lenses for development of the model. Three hundred sixty-five first-year medical students participated between 2014 and 2018; they were introduced to pharmacodynamics and pharmacokinetics via 15 online modules that each included: learning objectives, a clinical vignette, teaching video, cumulative concept map, and small group wiki assignment. Five-person communities organized around the 15 wiki assignments were a key component where learners answered asynchronous, case-based questions that touched iteratively on Bloom’s cognitive taxonomy levels. The social pedagogy model’s wiki assignments were explored using abductive qualitative data analysis. Results Qualitative analysis revealed that learners acquired and applied a conceptual framework for approaching pharmacology as a discipline, and demonstrated adaptive mastery by evaluating and interacting competently with unfamiliar drug information. Learners and faculty acquired habits of self-directed assessment seeking and learner-centered coaching, respectively; specifically, the model taught learners to look outward to peers, faculty, and external sources of information for credible and constructive feedback, and that this feedback could be trusted as a basis to direct performance improvement. 82–94% of learners rated the social pedagogy-based curriculum valuable. Conclusions This social pedagogy model is agnostic with regard to pharmacology and type of health professional learner; therefore, we anticipate its benefits to be transferable to other disciplines.

scholarly journals Relationships between medical students’ co-regulatory network characteristics and self-regulated learning: a social network study

2021 ◽  
Author(s):  
Derk Bransen ◽  
Marjan J. B. Govaerts ◽  
Dominique M. A. Sluijsmans ◽  
Jeroen Donkers ◽  
Piet G. C. Van den Bossche ◽  
...  
Keyword(s):  
Social Network ◽  
Medical Students ◽  
Regulatory Network ◽  
Regulatory Networks ◽  
Learning Opportunities ◽  
Network Size ◽  
Tie Strength ◽  
Network Characteristics ◽  
Self Regulated Learning ◽  
Regulated Learning

Abstract Introduction Recent conceptualizations of self-regulated learning acknowledge the importance of co-regulation, i.e., students’ interactions with others in their networks to support self-regulation. Using a social network approach, the aim of this study is to explore relationships between characteristics of medical students’ co-regulatory networks, perceived learning opportunities, and self-regulated learning. Methods The authors surveyed 403 undergraduate medical students during their clinical clerkships (response rate 65.5%). Using multiple regression analysis, structural equation modelling techniques, and analysis of variance, the authors explored relationships between co-regulatory network characteristics (network size, network diversity, and interaction frequency), students’ perceptions of learning opportunities in the workplace setting, and self-reported self-regulated learning. Results Across all clerkships, data showed positive relationships between tie strength and self-regulated learning (β = 0.095, p < 0.05) and between network size and tie strength (β = 0.530, p < 0.001), and a negative relationship between network diversity and tie strength (β = −0.474, p < 0.001). Students’ perceptions of learning opportunities showed positive relationships with both self-regulated learning (β = 0.295, p < 0.001) and co-regulatory network size (β = 0.134, p < 0.01). Characteristics of clerkship contexts influenced both co-regulatory network characteristics (size and tie strength) and relationships between network characteristics, self-regulated learning, and students’ perceptions of learning opportunities. Discussion The present study reinforces the importance of co-regulatory networks for medical students’ self-regulated learning during clinical clerkships. Findings imply that supporting development of strong networks aimed at frequent co-regulatory interactions may enhance medical students’ self-regulated learning in challenging clinical learning environments. Social network approaches offer promising ways of further understanding and conceptualising self- and co-regulated learning in clinical workplaces.

Development of an Instrument for Assessing Trauma Team Performance

2007 ◽  
Vol 51 (11) ◽  
pp. 678-682 ◽  
Author(s):  
Barbara Kuenzle Haake ◽  
Yan Xiao ◽  
Colin Mackenzie ◽  
F. Jacob Seagull ◽  
Thomas Grissom ◽  
...  
Keyword(s):  
Team Performance ◽  
Performance Feedback ◽  
Subject Matter ◽  
Clinical Performance ◽  
Trauma Team ◽  
Ease Of Use ◽  
Initial Assessment ◽  
Subject Matter Experts ◽  
Real Patient ◽  
Widespread Application

Teamwork training is critical for patient safety and has been advocated for widespread application in many settings. A key challenge for evaluating teamwork training is measurement. Despite much effort, the team performance instruments reported thus far suffer from a variety shortcomings that prevent their wide application in assessing teams in real settings. Based on review of video recorded trauma team activities in real patient care, a multi-disciplinary research team developed an instrument based on observable behaviors (UMTOP). A set of video clips were reviewed by 6 subject matter experts who were requested to provide “descriptors” about the observed team activities. The 167 collated descriptors were combined to a reduced list, which was then sent to the subject matter experts for revision. The revised list was then categorized into 5 areas of team performance (task and clinical performance, leadership organization, teamwork organization, social environment, sterile precaution). UMTOP was developed to be a tradeoff among four criteria: ease of use, reliability, usefulness for team performance feedback, and speed of scoring. An initial assessment of reliability was conducted with surgeon and nursing reviewers.

Crowdsourcing the Evaluation of Design Concepts With Empathic Priming

2016 ◽  
Author(s):  
Michelle A. Pang ◽  
Carolyn C. Seepersad
Keyword(s):  
Rating Scales ◽  
Pairwise Comparison ◽  
Comparison Method ◽  
Ease Of Use ◽  
Primary Study ◽  
Design Concepts ◽  
The Impact ◽  
Further Development ◽  
Similar Evaluation ◽  
Insight Into

The evaluation of design concepts is a time consuming and resource intensive process. Crowdsourcing evaluations has been examined in previous work as a means to reduce the need for expert raters, while achieving similar evaluation results. This paper examines the impact of empathically priming novice raters on their evaluation of alternative design concepts. The rating system is based on a pairwise comparison method that requires minimal training of novice raters. In a pilot study the pairwise method for crowdsourcing evaluations is compared with crowdsourced evaluations using non-pairwise rating scales and with the evaluations of expert raters. The primary study incorporates written and empathic priming strategies to determine their impact on novice raters’ evaluation of concepts. Raters are asked to consider several criteria, including novelty, feasibility, clarity (of the concept), usefulness, ease of use, and overall worthiness of further development. Results offer insight into the criteria that are most relevant to novice raters and whether empathic priming has a significant effect on those evaluations.

Online programs to strengthen mental health in medical students: a literature review (Preprint)

2021 ◽  
Author(s):  
Patrizia Ungar ◽  
Ann-Kathrin Schindler ◽  
Sabine Polujanski ◽  
Thomas Rotthoff
Keyword(s):  
Mental Health ◽  
Medical Students ◽  
Literature Search ◽  
Medical Profession ◽  
Behavioral Therapy ◽  
Individual Characteristics ◽  
Online Programs ◽  
Health Promoting ◽  
Medical Faculties ◽  
Prevention Approach

BACKGROUND Medical students are at an increasing risk of depression and burnout during their study period. This trend among future physicians is a cause for concern, given the great responsibility that the medical profession entails. Medical faculties therefore play a significant role in supporting medical students in maintaining their mental health. Especially in the context of the current COVID-19 pandemic, support services that allow greater flexibility in their use become particularly relevant. Online programs can be accessed from anywhere and any time and can be used individually in a safe or well-known setting. From a preventive perspective, individual characteristics that have been shown to be protective of mental health should be addressed in such programs. Before conceptualizing an online program, reviewing existing online programs for medical students is a first relevant step. OBJECTIVE This review provides an overview of the current online programs for medical students to strengthen their mental health by addressing individual characteristics believed to be protective of mental health and addressable in medical curricula. METHODS PubMed, ERIC, Cochrane, and Web of Science were used for a systematic literature search. The programs had to be offered digitally and address medical students. Preventive individual characteristics for mental health were included in the search to provide information on their role in the studies. Publications also should include information on the effectiveness of the respective programs. RESULTS The literature search yielded 592 articles; of them, only nine met the study criteria. The programs found included elements of cognitive-behavioral therapy, mindfulness training, or peer support. Regarding the mental health outcomes, two studies showed a significant reduction in perceived stress and one study indicated a reduced level of burnout. One program had significant immediate effects on mindfulness, empathy, and resilience; two studies indicated strengthening coping strategies. Two programs were qualitatively assessed as helpful. One study is still ongoing. CONCLUSIONS Only a few studies have assessed the effectiveness of online programs to strengthen medical students’ mental health. The programs found mostly addressed preventive individual characteristics but were not developed on the basis of a survey of medical students’ demands. Furthermore, they were provided as add-on programs; integration of such programs into the curriculum may highlight the relevance of mental health. For the development of future online programs, the concrete needs of the respective target group should be surveyed and taken into account. Based on this, suitable online programs can be developed in a targeted way to strengthen mental health by addressing preventive individual characteristics. This needs-based prevention approach can support health-promoting education of future physicians.

scholarly journals The Collaborative Metadata Repository (CoMetaR) Web App: Quantitative and Qualitative Usability Evaluation (Preprint)

2021 ◽  
Author(s):  
Mark R Stöhr ◽  
Andreas Günther ◽  
Raphael W Majeed
Keyword(s):  
Qualitative Analysis ◽  
Medical Informatics ◽  
Ease Of Use ◽  
Metadata Management ◽  
System Usability Scale ◽  
Standards And Guidelines ◽  
Use Efficiency ◽  
Metadata Repository ◽  
Web App ◽  
Further Development

BACKGROUND In the field of medicine and medical informatics, the importance of comprehensive metadata has long been recognized, and the composition of metadata has become its own field of profession and research. To ensure sustainable and meaningful metadata are maintained, standards and guidelines such as the FAIR (Findability, Accessibility, Interoperability, Reusability) principles have been published. The compilation and maintenance of metadata is performed by field experts supported by metadata management apps. The usability of these apps, for example, in terms of ease of use, efficiency, and error tolerance, crucially determines their benefit to those interested in the data. OBJECTIVE This study aims to provide a metadata management app with high usability that assists scientists in compiling and using rich metadata. We aim to evaluate our recently developed interactive web app for our collaborative metadata repository (CoMetaR). This study reflects how real users perceive the app by assessing usability scores and explicit usability issues. METHODS We evaluated the CoMetaR web app by measuring the usability of 3 modules: <i>core module</i>, <i>provenance module</i>, and <i>data integration module</i>. We defined 10 tasks in which users must acquire information specific to their user role. The participants were asked to complete the tasks in a live web meeting. We used the System Usability Scale questionnaire to measure the usability of the app. For qualitative analysis, we applied a modified think aloud method with the following thematic analysis and categorization into the ISO 9241-110 usability categories. RESULTS A total of 12 individuals participated in the study. We found that over 97% (85/88) of all the tasks were completed successfully. We measured usability scores of 81, 81, and 72 for the 3 evaluated modules. The qualitative analysis resulted in 24 issues with the app. CONCLUSIONS A usability score of 81 implies very good usability for the 2 modules, whereas a usability score of 72 still indicates acceptable usability for the third module. We identified 24 issues that serve as starting points for further development. Our method proved to be effective and efficient in terms of effort and outcome. It can be adapted to evaluate apps within the medical informatics field and potentially beyond.

scholarly journals The Perception of Rural Medical Students Regarding the Future of General Medicine: A Thematic Analysis

Healthcare ◽  
2021 ◽  
Vol 9 (10) ◽  
pp. 1256
Author(s):  
Kasumi Nishikawa ◽  
Ryuichi Ohta ◽  
Chiaki Sano
Keyword(s):  
Medical Students ◽  
Thematic Analysis ◽  
General Medicine ◽  
Present Situation ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Factors Influencing ◽  
Positive Impression ◽  
Further Development ◽  
Medicine Education

Although the demand for general physicians has increased in Japan because of its aging population, medical universities primarily provide organ-based education; thus, medical students do not receive sufficient general medical education. The number of residents focusing on general medicine remains low; therefore, to understand the present situation regarding general medicine education, we attempted to clarify the views of medical students and the factors influencing them. In this qualitative study, semi-structured interviews were conducted in 12 medical students at Shimane University, and the results were analyzed through thematic analysis. The results indicated the emergence of three themes and 14 concepts. The three overarching themes were as follows: hopes for the field of general medicine, gaps between ideal and reality of general medicine, and factors affecting students’ motivation for specialization in general medicine. Medical students had a positive impression of general medicine and believed that it has potential for further development; however, they felt a gap between their ideals and reality (i.e., unclear expertise). Factors creating this gap included poorly developed education and medical policies. We need to restructure general medicine education based on the participants’ perceptions by establishing collaborative curricula between universities and community hospitals and by increasing students’ exposure to general medicine.

scholarly journals Sharing communities – Community currency in the sharing economy

2020 ◽  
Author(s):  
Eszter Szemerédi ◽  
Tibor Tatay
Keyword(s):  
High Speed ◽  
Essential Element ◽  
Sharing Economy ◽  
Ease Of Use ◽  
Smart Contracts ◽  
Efficient Operation ◽  
Blockchain Technology ◽  
Community Currency ◽  
Efficient Alternative ◽  
Further Development

AbstractFor the further development and more efficient operation of the sharing economy, a fast and inexpensive peer-to-peer payment system is an essential element. The aim of this study is to outline a prototype that ensures the automation and decentralization of processes through smart contracts without blockchain technology. The model has been built based on the narrative that a community currency created through smart contracts can promote genuine practices of sharing as opposed to the profit-oriented approach that most of the currently operating sharing economy platforms have. Features of the model, such as ease of use, high-speed transactions without transaction cost are benefits that can provide a more efficient alternative to the traditional or to the cryptocurrency-based centralized sharing economy platforms.

scholarly journals The importance of resilience and coherence in dealing with the COVID-19 pandemic among medical and non-medical students

2021 ◽  
Vol 11 (6) ◽  
pp. 86-100
Author(s):  
Agnieszka Syrowatko ◽  
Krzysztof Zdziarski
Keyword(s):  
Medical Students ◽  
Medical Faculties

The aim of the study is to determine the level of resilience and coherence as well as the type of affective reactionsmanifested among students of medical and non-medical faculties, as well as to analyze potential predictors of the intensification of positive and negative reactions to the COVID-19 pandemic.

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