scholarly journals Why do pre-clinical medical students learn ultrasound? Exploring learning motivation through ERG theory

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Ting-Cheng Wang ◽  
Wei-Ting Chen ◽  
Yi-No Kang ◽  
Che-Wei Lin ◽  
Chung-Yi Cheng ◽  
...  
Keyword(s):  
Medical Education ◽  
Quantitative Analysis ◽  
Medical Students ◽  
Data Collection ◽  
Learning Motivation ◽  
Point Of Care Ultrasound ◽  
Theory Approach ◽  
Ultrasound Education ◽  
Significant Difference ◽  
Growth Motivation

Abstract Background In recent years, point-of-care ultrasound (POCUS) has become an essential field of medical education. Bedside ultrasound has become a necessary skill for clinical physicians. Previous studies have already discussed the importance of advancements in ultrasound education. However, learning motivations for ultrasound education have seldom been analyzed in the literature. For medical students, learning ultrasound could have a relevance for their future career. The Existence, Relatedness and Growth (ERG) theory extended Maslow’s hierarchy of needs through these three concepts. This theory has been widely used in the workplace to analyze employee job performance but has not yet been applied in medical education. In this study ERG theory was applied to analyze pre-clinical medical students’ learning motivation toward ultrasound education. Method This mixed method study used online questionnaires consisting of open-ended questions as a data collection tool, and based on these results, both qualitative and quantitative analysis were conducted. Participants answered a series of neutral and open-ended questions regarding their motivations to learn ultrasonography. After data collection, a three-step analysis was conducted based on the grounded theory approach. Finally, the results of the thematic coding were used to complete additional quantitative analysis. Results The study involved 140 pre-clinical medical students, and their responses fell into 13 specific categories. The analysis demonstrated that students’ motivations toward ultrasound education were unbalanced across the three ERG domains (F = 41.257, p < .001). Pairwise comparisons showed that students mentioned existence motivation (MD = 39.3%; p < .001) and growth motivation (MD = 40.7%; p < .001) more frequently than relatedness motivation. However, there was no significant difference between existence motivation and growth motivation (MD = − 1.4%; p = .830). Conclusion The results revealed that students placed a high value on existence and growth needs rather than relatedness based on the survey. In addition, the findings suggest that ERG theory can be a useful tool to conduct medical education motivation analysis.

scholarly journals Why do pre-clinical medical students learn ultrasound? Exploring learning motivation through ERG theory

2020 ◽  
Author(s):  
Ting-Cheng Wang ◽  
Wei-Ting Chen ◽  
Yi-No Kang ◽  
Che-Wei Lin ◽  
Chung-Yi Cheng ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Data Collection ◽  
Point Of Care ◽  
Learning Motivation ◽  
Point Of Care Ultrasound ◽  
Ultrasound Education ◽  
Significant Difference ◽  
Quantitative Results ◽  
Growth Motivation

Abstract Background Point-of-care ultrasound (POCUS) has become a hot issue and trend in medical education in recent years. Ultrasound is an indispensable skill for clinical physicians. Previous studies have already discussed the importance of and advancements in ultrasound education. However, learning motivations with regard to ultrasound education have seldom been discussed in the literature. For medical students, learning ultrasound could have a strong connection with their future career. ERG theory extended Maslow's hierarchy of needs through the concepts of existence, relatedness, and growth. The theory has been widely used in the workplace to analyze employee job performance but has not been applied in medical education. As mentioned above, we seek to analyze pre-clinical medical students’ learning motivation toward ultrasound education with regard to their future careers by applying ERG theory. Method This mixed method design used questionnaires for data collection. We also produced further qualitative and quantitative results. The research team asked learners neutral and open-ended questions. After data collection, three steps for analysis were followed based on grounded theory. Finally, the results of the thematic coding were used to complete the quantitative analysis. Results Our study involved 140 pre-clinical medical students, and their responses fell into 13 categories. Our test showed that students’ motivations toward ultrasound learning were unbalanced across the three ERG domains (F = 41.257, p < .001). Pairwise comparisons showed that students mentioned existence motivation (MD = 39.3%; p < .001) and growth motivation (MD = 40.7%; p < .001) more than relatedness motivation. However, there was no significant difference between existence motivation and growth motivation (MD = -1.4%; p = .830). Conclusion Based on our survey, first, we found that students placed a high value on existence and growth needs rather than relatedness. In addition, we recommend that ERG theory be applied in medical education motivation analysis.

scholarly journals The PEGASUS Games: Physical Exam, Gross Anatomy, phySiology and UltraSound Games for Preclinical Medical Education

POCUS Journal ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 22-28
Author(s):  
Mary Hennekes ◽  
Sarah Rahman ◽  
Andrea Schlosser ◽  
Anne Drake ◽  
Tessa Nelson ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Point Of Care ◽  
Gross Anatomy ◽  
Traditional Learning ◽  
Point Of Care Ultrasound ◽  
Learning Material ◽  
Significant Difference ◽  
Post Test ◽  
Preclinical Medical Students

Introduction: Gamification engages learners and has successfully taught point-of-care ultrasound (POCUS) to residents and fellows. Yet ultrasound (US) curricula in undergraduate medical education remains limited. This study assessed a gamification model integrating US, anatomy, physiology, physical examination, and radiology created for preclinical medical students as compared with traditional didactic education. Methods: Twenty first-year medical students participated in a session on neck and thyroid material. Students were randomly assigned to a game or non-game group. Game students participated in games incorporating thyroid US with exam maneuvers, other imaging modalities, physiology, and pathology. Non-game students were taught the same material with an instructor. Students were assessed with a pretest and immediate and delayed post-tests. Group differences and scores were assessed using t-tests. A Likert scale evaluated learners’ opinions of the educational experience. Results: The game group performed better than the non-game group on the immediate post-test (p = 0.007, CI = [0.0305, ∞]). There was no significant difference between the groups on the delayed post-test (p = 0.726, CI = [-0.120, ∞]). Students in both groups felt more confident in their knowledge of the material, and all students in the game group agreed that the games encouraged teamwork. Most (9/10) stated the games allowed them to learn the material more effectively and would like to see more gamification (8/10). Conclusion: This US education model incorporating gamification for preclinical medical students promotes teamwork and is as effective for learning material than a traditional learning model. Students additionally convey a positive attitude towards gamification.

scholarly journals Reflection of connectivism in medical education and learning motivation during COVID-19

2020 ◽  
Author(s):  
Jun Xin Lee ◽  
Ahmad Hathim Ahmad Azman ◽  
Jing Yi Ng ◽  
Noor Akmal Shareela Ismail
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Extrinsic Motivation ◽  
Movement Control ◽  
Learning Motivation ◽  
Digital Learning ◽  
Digital Information ◽  
Life Long Learning ◽  
Significant Difference ◽  
Control Order

AbstractThe COVID-19 pandemic has not only affected the global healthcare and economy but threatened the world of education altogether. Malaysia is not spared from this pandemic as all universities were forced to close and initiate online learning with the implementation of Movement Control Order since mid-March 2020.The abrupt shift from conventional medical education to fully virtual learning definitely deserves a reflection on how it affects the learning motivation among medical students. Hence, this is the first study that compares the effect of digital learning on learning motivation among medical students in Universiti Kebangsaan Malaysia (UKM) prior to and during the COVID-19 pandemic. A modified Students Motivation towards Science Learning (SMTSL) was used to assess the learning motivation of UKM medical students throughout Year 1-5. The number of students that use digital learning during COVID-19 is significantly higher compared to before COVID-19 (p<0.05). However, there is no significant difference (p=0.872) in learning motivation among medical students before and during COVID-19 crisis. Higher frequency in digital learning usage frequency does not exert a great impact on learning motivation. Reflections from each participant were collated to justify the current situation. This could be due to motivation coming from the very choice to pursue medicine as a doctor, which is mainly influenced by intrinsic motivation, and ability to adapt in difficult situations. Thus, medical educators should be creative in enhancing extrinsic motivation by making use of digital learning as a platform so that medical students are able to independently fish for information in the vast pool of digital information and apply in actual medical practice in the future for life-long learning.

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

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.

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 IMPROVING STUDENTS’ MOTIVATION OF LEARNING USING BLENDED LEARNING STRATEGY FACILITATED WITH VARK LEARNING STYLE MODEL

2014 ◽  
Vol 12 (2) ◽  
Author(s):  
Yessica Mega Aprita ◽  
Annisa Ratna Sari
Keyword(s):  
Quantitative Analysis ◽  
Data Collection ◽  
Blended Learning ◽  
Learning Style ◽  
Learning Strategy ◽  
Research Result ◽  
Learning Motivation ◽  
Average Score ◽  
Data Presentation ◽  
Academic Year

The type of this research is Classroom Action Research aimed to improve students’ Motivation of Learning of Grade X AK 1 SMK Negeri 1 Bantul Academic Year of 2013/2014. The research is done in two cycles uses two kinds of data collection techniques, i.e. observation and questionnaire. The data collected was analyzed by qualitative analysis using three steps, data reduction, data presentation and conclusion formulation. The analysis is completed with descriptive quantitative analysis to calculate the score of Accounting Learning Motivation. Based on the research result, the implementation of Blended Learning Strategy facilitated with VARK Learning Style Model is able to improve students’ Accounting Motivation of Learning of the grade X AK 1 SMK Negeri 1 Bantl accounting academic year of 2013/2014. It is proven by the improvements of X AK 1’s  average score of Learning Motivation from 76,71% on the first cycle and reaches to 84,18% on the implementation of the second cycle. This improvement shows that using Blended Learning Strategy facilitated with VARK Learning Style Model, the students’ Motivation of Learning is increasing classically, without any domination from a few of students of the class. Keywords: blended learning, VARK learning style model, motivation, motivation of learning

Point-of-care ultrasound augments physical examination learning by undergraduate medical students

2020 ◽  
Vol 97 (1143) ◽  
pp. 10-15
Author(s):  
Chun Ka Wong ◽  
JoJo Hai ◽  
Kwong Yue Eric Chan ◽  
Ka Chun Un ◽  
Mi Zhou ◽  
...  
Keyword(s):  
Medical Students ◽  
Physical Examination ◽  
Medical Curriculum ◽  
Instant Messaging ◽  
Point Of Care ◽  
Group Discussion ◽  
Point Of Care Ultrasound ◽  
Undergraduate Medical Students ◽  
Significant Difference ◽  
The Impact

BackgroundLittle is known about the impact of the provision of handheld point-of-care ultrasound (POCUS) devices on physical examination skills of medical students.MethodsWe describe an educational initiative that comprised a POCUS workshop followed by allocation of a POCUS device to medical students for use over the subsequent 8 weeks. They were encouraged to scan patients and correlate their physical examination findings. A mobile instant messaging group discussion platform was set to provide feedback from instructors. Physical examination skills were assessed by means of clinical examination.Results210 final-year medical students from the University of Hong Kong participated in the programme. 46.3% completed the end of programme electronic survey: 74.6% enjoyed using the POCUS device, 50.0% found POCUS useful to validate physical examination findings and 47.7% agreed that POCUS increased their confidence with physical examination. 93.9% agreed that the programme should be incorporated into the medical curriculum and 81.9% would prefer keeping the device for longer time from 16 weeks (45.6%) to over 49 weeks (35.3%). Medical students who participated in the POCUS programme had a higher mean score for abdominal examination compared with those from the previous academic year with no POCUS programme (3.65±0.52 vs 3.21±0.80, p=0.014), but there was no statistically significant difference in their mean score for cardiovascular examination (3.62±0.64 vs 3.36±0.93, p=0.203).ConclusionThe POCUS programme that included provision of a personal handheld POCUS device improved students’ attitude, confidence and ability to perform a physical examination.

Research: Does the Addition of Ultrasound Enhance Cardiac Anatomy Learning in Undergraduate Medical Education?

POCUS Journal ◽  
2017 ◽  
Vol 2 (1) ◽  
pp. 7-8 ◽  
Author(s):  
Joshua Durbin, MD ◽  
Amer M. Johri, MD ◽  
Anthony Sanfilippo, MD
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Point Of Care ◽  
Therapeutic Interventions ◽  
First Year ◽  
Point Of Care Ultrasound ◽  
Cardiac Anatomy ◽  
True Value ◽  
Queen's University ◽  
First Year Medical Students

With the advent of portable hand-held ultrasound units, the use of point of care ultrasound (POCUS) has become increasingly popular amongst a wide array of medical specialists for both diagnostic and therapeutic interventions. Canada-wide surveys demonstrate a desire for increased utilization of POCUS in primary medical education. In this study, we aim to assess the efficacy of an ultrasound based anatomy tutorial and the perspectives of a cohort of first year medical students at Queen’s University. Students were recruited, randomized to pre or post-test analysis, and provided with a supplementary lecture on cardiac anatomy utilizing echocardiography studies. In this study, we were unable to demonstrate a difference between understanding of basic cardiac anatomy between groups. However, we were able to report the opinions and perspectives of a small cohort of first year medical students at Queen’s University, illustrating a desire for increased exposure and training towards cardiac POCUS in primary medical education. Further evidence is required to delineate the true value of these experiences.

scholarly journals Integration of Point-of-Care Ultrasound Training into Undergraduate Medical Curricula–-A Perspective from Medical Students

2016 ◽  
Vol 3 ◽  
pp. JMECD.S38240 ◽  
Author(s):  
Jasmine Y. Fu ◽  
Cassie Krause ◽  
Reed Krause ◽  
Josh Mccoy ◽  
April Schindler ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical Curriculum ◽  
Point Of Care ◽  
Point Of Care Ultrasound ◽  
Integration Process ◽  
Physical Diagnosis ◽  
Skill Levels ◽  
Ultrasound Education ◽  
School Of Medicine ◽  
Loma Linda University

The utility of point of care ultrasound training during medical school is becoming more and more evident. At the Loma Linda University School of Medicine, we have formally integrated ultrasound education into the curriculum of all four years. Exposure begins in the first few months of Year 1 and takes form in a variety of educational mediums through Year 4. Whether students receive training through mandatory sessions during physical diagnosis courses or extracurricular workshops provided through the Ultrasound Interest Group–-the experience equips learners of at all different skill levels with the confidence to apply what they have learned to patient care. The successful integration of ultrasound training into the medical curriculum can be attributed to progressive administration, devoted faculty and eager students. The perspective of medical students during the integration process is described in this paper.

scholarly journals Evaluating the appropriateness of electronic information resources for learning in pre-clerkship medical education : an eye tracking study

2015 ◽  
Author(s):  
◽  
Dinara Saparova
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Learning Outcomes ◽  
Mental Effort ◽  
Information Resources ◽  
First Year ◽  
Electronic Information ◽  
Electronic Information Resources ◽  
Significant Difference ◽  
First Year Medical Students

Current U.S. medical students have begun to rely on electronic information repositories -- such as UpToDate, Access Medicine, and Wikipedia -- for their pre-clerkship medical education. However, it is unclear whether these resources are appropriate for this level of learning due to factors involving information quality, level of evidence, and the requisite knowledge base. This study evaluated the appropriateness of electronic information resources from a novel perspective: the amount of mental effort learners invest in interactions with these resources and the effects of the experienced mental effort on learning. Eighteen first-year medical students read about three unstudied diseases in the three above-mentioned resources (a total of 54 observations). Their eye movement characteristics (i.e., fixation duration, fixation count, visit duration, and task-evoked pupillary response) were recorded and used as psychophysiological indicators of the experienced mental effort. Post reading, students' learning was assessed with a multiple-choice test. Eye metrics and test results constituted quantitative data that were analyzed according to the repeated Latin square design. Students' perceptions and observations of their interactions with the information resources constituted qualitative data that were also obtained. Participants' feedback from semi-structured interviews and recordings of students' information acquisition behaviors were reviewed, transcribed, and open coded for the emergent themes. Compared to Access Medicine and Wikipedia, UpToDate was associated with significantly higher values of eye metrics suggesting higher mental effort experienced by learners when using this resource. No statistically significant difference between the amount of mental effort and learning outcomes was found. More so, descriptive statistical analysis of the knowledge test scores suggested similar level of learning regardless of the information resource used. Students' feedback and observations of their behaviors were informative in understanding and interpreting the differences in quantitative findings. Judging by the learning outcomes, all three information resources were found appropriate for learning. UpToDate, however, when used alone, may be less appropriate for first-year medical students' learning as it does not fully address their information needs and is more demanding in terms of invested cognitive resources.

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