scholarly journals A three-arm single blind randomised control trial of naïve medical students performing a shoulder joint clinical examination

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
P. E. Brewer ◽  
M. Racy ◽  
M. Hampton ◽  
F. Mushtaq ◽  
J. E. Tomlinson ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Style ◽  
Clinical Examination ◽  
Shoulder Joint ◽  
Fundamental Principle ◽  
Educational Material ◽  
Randomised Control Trial ◽  
Post Intervention ◽  
Face To Face ◽  
Large Joint

Abstract Background Technological advances have previously been hailed as a new dawn in Higher Education, with the advent of ‘massive open online courses’ (MOOCs) and online learning. Virtual platforms have potential advantages such as accessibility and availability but simply transferring educational material to the online environment may not ensure high quality learning. Clinical examination is a fundamental principle of medical assessment, and this study aimed to assess the role of technology in teaching these skills. Aims/objectives To determine whether three teaching modalities were of equal efficacy in teaching examination of the shoulder joint to naïve medical students. Methods Sixty-seven pre-clinical medical students naïve to large joint examination were recruited. Participants completed a learning style questionnaire and were then block randomised to three study: textbook study, face-to-face seminar, or video tutorial via online platform. The same examination technique was taught in all groups, with the intervention being the method of delivery All second year students were eligible for inclusion. The single exclusion criteria was previous exposure to clinical examination teaching. Students were assessed using a standardised scoring system at baseline (pre-intervention), and days 5 and 19 post-intervention (maximum score 30). Assessors were blinded to group allocation. The primary outcome was assessment score at day 5 post intervention. Results There was no difference between the three groups at baseline assessment (mean scores 2.4 for textbook, 2.8 for face-to-face, and 3.1 for video; p = 0.267). Mean post-intervention scores were 16.5 textbook, 25.5 face-to-face, and 22.4 video (p < 0.001, η2 = .449). There was no change between day 5 and day 19 post-intervention assessment scores in any group (p = 0.373), Preferred learning style did not affect scores (p = 0.543). Conclusion Face-to-face teaching was the most effective method for teaching clinical examination of the shoulder. Technology can potentially increase accessibility and remove geographic barriers, but is not as effective if teaching techniques are simply mirrored in an online format. Online platforms allow in depth data analysis of how learners interact with educational material and this may have value in improving the design of online educational materials, and is a potential area for further research.

81 VIRTUAL: Virtual Interactive Surgical Skills Classroom – An Ongoing Randomized Controlled Trial

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
M Fricker ◽  
A Nathan ◽  
N Hanna ◽  
A Asif ◽  
S Patel ◽  
...  
Keyword(s):  
Interactive Video ◽  
Controlled Trial ◽  
Virtual Classroom ◽  
Surgical Skills ◽  
Randomised Control Trial ◽  
Instructional Video ◽  
Post Intervention ◽  
Face To Face ◽  
Classroom Training ◽  
Group B

Abstract Introduction High costs and inaccessibility are significant barriers to face-to-face basic surgical skills (BSS) training. Virtual classrooms enable the combination of computer-based learning with interactive expert instruction. They may optimise resources and increase accessibility, facilitating larger-scale training with a similar educational benefit. We aim to evaluate the efficacy of virtual BSS classroom training compared to both non-interactive video and face-to-face teaching. Method 72 medical students will be randomly assigned to three equal intervention groups based on year group and surgical skill confidence. Interventions will be implemented following an instructional video. Group A will practice independently, Group B will receive face-to-face training, and Group C will attend a virtual classroom. Participants will be recorded placing three interrupted sutures with hand tied knots pre- and post-intervention, and Objective Structured Assessment of Technical Skills (OSATS) will be blind marked by two experts. Change in confidence, time to completion and a granular performance score will also be measured. Each intervention’s feasibility and accessibility will be assessed. Results Data collection will be completed in January 2021. Significant improvement in OSATS within groups will be indicative of intervention quality. Difference in improvement between groups will determine the relative performance of the interventions. Conclusions To our knowledge, this will be the largest randomised control trial investigating virtual BSS classroom training. It will serve as a comprehensive appraisal of the virtual classroom’s suitability as an alternative to face-to-face training. The findings will assist the development and implementation of further resource-efficient training programs during the COVID-19 pandemic and in the future.

scholarly journals Algorithm for professional communication in medical settings

2017 ◽  
Vol 2 (4) ◽  
pp. 020477
Author(s):  
Vitaliy Bezsheiko ◽  
Inna Davydenko
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Clinical Examination ◽  
Educational Material ◽  
Professional Communication ◽  
Objective Structured Clinical Examination ◽  
Medical Settings ◽  
Short Algorithm

This is a short algorithm for professional communication in specific clinical situations. Recommendations are developed on the basis of the guidelines on objective structured clinical examination. It is an educational material, intended for medical students and physicians, who have just started a clinical practice.

scholarly journals O43 Virtual: virtual interactive surgical skills classroom: a randomized controlled trial (protocol)

2021 ◽  
Vol 108 (Supplement_5) ◽  
Author(s):  
A Nathan ◽  
M Fricker ◽  
N Hanna ◽  
A Asif ◽  
S Patel ◽  
...  
Keyword(s):  
Training Programs ◽  
Controlled Trial ◽  
Virtual Classroom ◽  
Surgical Skills ◽  
Randomised Control Trial ◽  
Instructional Video ◽  
Post Intervention ◽  
Virtual Classrooms ◽  
Face To Face ◽  
Classroom Training

Abstract Introduction High costs and inaccessibility are significant barriers to face-to-face basic surgical skills (BSS) training. Virtual classrooms enable the combination of computer-based learning with interactive expert instruction. They may optimise resources and increase accessibility, facilitating larger-scale training with a similar educational benefit. We aim to evaluate the efficacy of virtual BSS classroom training compared to both non-interactive video and face-to-face teaching. Method 72 medical students will be randomly assigned to three equal intervention groups based on surgical skills experience and confidence. Interventions will be implemented following an instructional video. Group A will practice independently, Group B will receive face-to-face training, and Group C will attend a virtual classroom. Participants will be recorded placing three interrupted sutures with hand tied knots pre- and post-intervention. Objective Structured Assessment of Technical Skills (OSATS) will be blind marked by two experts. Result Change in confidence, time to completion and a novel granular performance score will also be measured. Each intervention’s feasibility and accessibility will be assessed. Significant improvement in OSATS within groups will be indicative of intervention quality. Difference in improvement between groups will determine the relative performance of the interventions. Conclusion This will be the largest randomised control trial investigating virtual BSS classroom training. It will serve as a comprehensive appraisal of the suitability of virtual classrooms as an alternative to face-to-face training. The findings will assist the development and implementation of further resource-efficient training programs during the COVID-19 pandemic and beyond. Take-home Message This is the first RCT assessing virtual basic surgical skill classroom training and serves as a comprehensive appraisal of the suitability of virtual classrooms as an alternative to face-to-face training. The findings will assist the development and implementation of further resource-efficient training programs during the COVID-19 pandemic and in the future.

scholarly journals V12 VIRTUAL: Virtual InteRacTive sUrgicAl skiLls classroom – A Randomized Controlled Trial Proposal

BJS Open ◽  
2021 ◽  
Vol 5 (Supplement_1) ◽  
Author(s):  
Arjun Nathan ◽  
Monty Fricker ◽  
Nancy Hanna ◽  
Aqua Asif ◽  
Sonam Patel ◽  
...  
Keyword(s):  
Interactive Video ◽  
Controlled Trial ◽  
Virtual Classroom ◽  
Surgical Skills ◽  
Randomised Control Trial ◽  
Instructional Video ◽  
Post Intervention ◽  
Face To Face ◽  
Classroom Training ◽  
Group B

Abstract Introduction High costs and inaccessibility are significant barriers to face-to-face basic surgical skills (BSS) training. Virtual classrooms enable the combination of computer-based learning with interactive expert instruction and feedback. They may optimise resources and increase accessibility, facilitating larger-scale training whilst producing a similar educational benefit. We aim to evaluate the efficacy of virtual BSS classroom training compared to both non-interactive video and face-to-face teaching. Method 72 medical students will be randomly assigned to three equal intervention groups based on year group and surgical skill confidence. Interventions will be implemented following an instructional video. Group A will practice independently, Group B will receive face-to-face training, and Group C will receive virtual classroom training. The assessed task will be to place three interrupted sutures with hand tied knots. Pre- and post-intervention Objective Structured Assessment of Technical Skills (OSATS) will be blind marked by two experts. Change in confidence, time to completion and a granular performance score will be measured. Feasibility and accessibility will also be assessed. Results Significant improvement in OSATS within groups will be indicative of intervention quality. Difference in improvement between groups will determine relative performance. Conclusion To our knowledge, this will be the largest randomised control trial investigating virtual BSS classroom training. It will serve as a comprehensive appraisal of the suitability of virtual BSS classroom training as an alternative to face-to-face training. The findings will assist the development and implementation of further resource-efficient virtual BSS training programs during the COVID-19 pandemic and in the future.

scholarly journals EP.TU.566Virtual Interactive surgical skills classroom – An Ongoing Randomized Controlled Trial

2021 ◽  
Vol 108 (Supplement_7) ◽  
Author(s):  
Arjun Nathan ◽  
Monty Fricker ◽  
Aqua Asif ◽  
Sonam Patel ◽  
Maria Georgi ◽  
...  
Keyword(s):  
Interactive Video ◽  
Controlled Trial ◽  
Virtual Classroom ◽  
Surgical Skills ◽  
Randomised Control Trial ◽  
Instructional Video ◽  
Post Intervention ◽  
Face To Face ◽  
Classroom Training ◽  
Group B

Abstract Introduction High costs and inaccessibility are significant barriers to face-to-face basic surgical skills (BSS) training. Virtual classrooms enable the combination of computer-based learning with interactive expert instruction. They may optimise resources and increase accessibility, facilitating larger-scale training with a similar educational benefit. We aim to evaluate the efficacy of virtual BSS classroom training compared to both non-interactive video and face-to-face teaching. Method 72 medical students will be randomly assigned to three equal intervention groups based on year group and surgical skill confidence. Interventions will be implemented following an instructional video. Group A will practice independently, Group B will receive face-to-face training, and Group C will attend a virtual classroom. Participants will be recorded placing three interrupted sutures with hand tied knots pre- and post-intervention, and Objective Structured Assessment of Technical Skills (OSATS) will be blind marked by two experts. Change in confidence, time to completion and a granular performance score will also be measured. Each intervention’s feasibility and accessibility will be assessed. Results Data collection will be completed in February 2021. Significant improvement in OSATS within groups will be indicative of intervention quality. Difference in improvement between groups will determine the relative performance of the interventions. Conclusion To our knowledge, this will be the largest randomised control trial investigating virtual BSS classroom training. It will serve as a comprehensive appraisal of the virtual classroom’s suitability as an alternative to face-to-face training. The findings will assist the development of further resource-efficient training programs during the COVID-19 pandemic and afterwards.

scholarly journals Response to: viva la VOSCE?

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Lucinda Zahrah Motie ◽  
Shahil Kaini
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Home Environment ◽  
Clinical Examination ◽  
Social Inequalities ◽  
Objective Structured Clinical Examination ◽  
Face To Face ◽  
Playing Field ◽  
University College London ◽  
Objective Structured Clinical Examinations

AbstractBoyle et al. discuss the development and implementation of a Virtual Objective Structured Clinical Examination due to the COVID-19 pandemic lockdown precluding face-to-face Objective Structured Clinical Examinations, something we too as clinical medical students studying at University College London have experienced. We commend Boyle et al. for promptly creating and delivering this assessment. However, we believe this style of assessment has the potential to exacerbate the ethnic and social inequalities that currently exist within medical education. Going forward, it is imperative that the home environment is considered in an attempt to level the playing field.

scholarly journals Triaging and adaptations of surveillance of cancer services in the COVID pandemic

2020 ◽  
pp. 1-3
Author(s):  
Shirley Lewis ◽  
Lavanya Gurram ◽  
Umesh Velu ◽  
Krishna Sharan
Keyword(s):  
Cancer Patients ◽  
Clinical Examination ◽  
Cancer Care ◽  
Middle Income ◽  
Face To Face ◽  
Middle Income Countries ◽  
Cancer Services ◽  
Low Middle Income Countries

Abstract Introduction: Coronavirus disease (COVID-19) has significantly challenged the access to cancer care and follow-up for a patient with cancer. Methods: Based on published literature and our experiences, it is reasonable to presume that clinical examination and follow-up visits have been significantly curtailed worldwide in order to adhere to the new norms during the pandemic. Although telephonic and telemedicine consultations may help bridge a few gaps, completely dispensing with in-person consultation has its challenges, especially in low middle-income countries. Telephonic consultations could facilitate triaging of ambulatory cancer patients and allocation of face-to-face consultations for high priority patients. Conclusions: We propose a telephonic consultation-based triaging approach for ambulatory cancer patients in order to identify those needing in-hospital consultations.

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