Synchronous distance teaching of radiology clerkship promotes medical students’ learning and engagement

Abstract Background The COVID-19 pandemic has impacted education in myriad ways, primarily leading to an abrupt paradigm shift in teaching and learning practices towards distance learning. The study aims to assess the effectiveness of teaching radiology to undergraduate medical students using synchronous distance learning compared to traditional on-campus learning through exploring students’ perceived satisfaction and concerns. Students’ perceptions were correlated with their attendance, grades, and frequency of technical difficulties. Methods The study was designed as an observational study involving fourth-year medical students (2019/2020) from two institutions. The cohort students were exposed to traditional learning, distance learning, or both. Students completed an online self-administered questionnaire concerning their perceptions of distance learning. Students’ attendance, engagement, technical difficulties, and post-clerkship knowledge assessments were analyzed using descriptive and inferential statistics. Results A total of 145 participants completed the clerkship using the following strategies: traditional learning (n = 66), both traditional and distance learning (n = 67), and distance learning alone (n = 12). The most important result indicates that the abrupt transition to distance learning was well perceived. Most students preferred distance learning over traditional learning in the radiology clerkship (p = .05). During the synchronous sessions, student attendance was high, reaching to 100%. Technical difficulties were limited (1.9%), and they did not affect learning. Conclusion Synchronous distance teaching promotes learning, interaction, and enjoyment in undergraduate radiology education, and it can be as effective as traditional on-campus learning. The technical difficulties encountered, although they were limited, can be overcome by recording the synchronous sessions.

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Medical students' perspectives about distance learning during early COVID 19 pandemic: a qualitative study

Qanun Medika - Medical Journal Faculty of Medicine Muhammadiyah Surabaya ◽

10.30651/jqm.v4i2.5000 ◽

2020 ◽

Vol 4 (2) ◽

pp. 255

Author(s):

Muhammad Reza Utama ◽

Yelvi Levani ◽

Ayu Lidya Paramita

Keyword(s):

Distance Learning ◽

Medical Students ◽

Qualitative Study ◽

Teaching And Learning ◽

Online Survey ◽

Undergraduate Medical Students ◽

Learning Platform ◽

The Government ◽

Long Term Impact ◽

Survey Responses

Background: Medical education throughout the world has experienced major changes as a consequence of the presence of the COVID-19 pandemic. The Government of Indonesia has instructed physical distancing so that teaching and learning activities, including in the Faculty of Medicine, must be carried out at home with online methods to reduce the risk of COVID distribution. Objective: to explore undergraduate medical students’ perspectives towards distance learning during early COVID 19 pandemic at Muhammadiyah Surabaya University - Faculty of Medicine (MSU-FM), Indonesia. Methods: a qualitative study of students’ online survey responses had been done. Thematic analysis based on Unified Theory of Acceptance and Usage of Technolgy (UTAUT) constructs was done to ecplore students’ perspectives. Results: Students have a positive perspective related to performance expectancy of distance learning. This factor have been perceived as factor that support the behavior of the use of distance learning in order to increase cognitive involvement in the learning process. However, in this study, other factors conveyed by students limiting their optimal use of current distance learning platform. Conclusion: Students‘ user experiences must be developed and maintained continuously during this pandemic era. Longitudinal studies that investigate the long-term impact of various distance learning platforms‘ usage also need further study.

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Challenges of Peer Assisted Learning in online clinical skills training of Ophthalmology module

10.21203/rs.3.rs-70716/v1 ◽

2020 ◽

Author(s):

Sumera Nisar ◽

Usman Mahboob ◽

Rehan Ahmed Khan ◽

Durraiz Rehman

Keyword(s):

Medical Students ◽

Learning Environment ◽

Teaching And Learning ◽

Clinical Skills ◽

Skills Training ◽

Psychological Problems ◽

Undergraduate Medical Students ◽

Peer Assisted Learning ◽

Clinical Skills Training ◽

The World

Abstract Background In recent days when mankind is passing through the difficult times of COVID-19 pandemic with lock down, almost all over the world, online communication has taken over the world. Overburdened physicians in this pandemic cannot get enough time to teach clinical skills online to the students. Also, due to student’s safety issues, the students cannot attend the clinics. Therefore, in this scenario online PAL sessions for clinical skill teaching and learning can be an effective alternative for undergraduate medical students. The academic limitations caused by the COVID-19 related lockdown however can have a pleasurable outcome if certain challenges, related to online PAL, are overcome. Therefore, the present study aims to identify the challenges of Peer Assisted Learning (PAL) sessions during online clinical skills training in Ophthalmology module of undergraduate medical students.MethodologyThis qualitative exploratory study, utilizing online focus group discussions to explore the challenges of online PAL in training and learning of clinical skills was carried at Ophthalmology department of Batterjee Medical College, Jeddah; Saudi Arabia. Ethical approval was taken from the college and purposive convenient sampling technique was used to collect data. Data was transcribed and analyzed by using thematic analysisResultsThe study identified six themes for argument and classified into further smaller subthemes. The subthemes derived from the collected data were organized under major themes; infrastructure, learning environment, psychological problems, interaction deficit, learning desires and desire for feedback on performance. In our study, major challenge faced by the medical student during online PAL sessions was infrastructure in terms of network connection, scheduling, timing of the session which overpowered by other challenges of online PAL. Unprofessional learning environment, psychological problems in terms of behavioral issues and personality changes, interaction deficit with peers, tutor and patient, learning desires and desire for feedback on performance were the other important challenges faced by the students. ConclusionThe challenges explored by our study can be used by the medical educators to incorporate online PAL as an effective, efficient and alternative teaching and learning modality in the curriculum especially in compromised circumstances like current COVID-19 pandemic.

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Attitudes towards psychiatry of undergraduate medical students at Bayero University, Nigeria

South African Journal of Psychiatry ◽

10.4102/sajpsychiatry.v16i4.239 ◽

2010 ◽

Vol 16 (4) ◽

pp. 6 ◽

Cited By ~ 2

Author(s):

N C Aghukwa

Keyword(s):

Medical Students ◽

Mentally Ill ◽

Residency Education ◽

Cross Sectional Study ◽

Sectional Study ◽

Undergraduate Medical Students ◽

Cross Sectional ◽

Legal Power ◽

Students First ◽

Self Administered Questionnaire

Background. This study determined and compared responses of 5th- and 6th (final)-year medical students on their attitudes to psychiatry as a profession. Also elicited were their choices of area of future medical specialisation.Method. A prospective and cross-sectional study using an adapted 27-item self-administered questionnaire to obtain responses from 91 5th- and 6th-year medical students at Bayero University, Kano, Nigeria.Results. More than 60% of the students’ first choices for future specialisation were surgery, obstetrics/gynaecology or internal medicine. Psychiatry was the first preference for less than 2%. More than 75% of the students’ views on the overall merits and efficacy of psychiatry were positive, although they felt that psychiatry had low prestige and status as a profession. In addition, the same proportion considered that psychiatry was scientific, making advances in the treatment of major mental disorders, and helpful in liaison practice. More than 50% stated that psychiatry would not be their choice of last resort for residency education and the same proportion felt that friends and fellow students rather than family members would discourage them from specialising in psychiatry. More than 50% would feel uncomfortable with mentally ill patients, felt that psychiatry would not be financially rewarding, and did not think that psychiatrists abuse their legal power to hospitalise patients. Attitudes of the two groups of students to psychiatry as a profession were not significantly different (p>0.05).Conclusion. A clinical clerkship in psychiatry did not influence the students’ choice of future specialisation.

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Attitudes and Perceptions of Students to Open and Distance Learning in Nigeria

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v7i1.313 ◽

2006 ◽

Vol 7 (1) ◽

Cited By ~ 6

Author(s):

David Olugbenga Ojo ◽

Felix Kayode Olakulehin

Keyword(s):

Higher Education ◽

Distance Learning ◽

Teaching And Learning ◽

Single Mode ◽

Learning System ◽

Distance Teaching ◽

African Region ◽

Attitudes And Perceptions ◽

The Face ◽

Open And Distance Learning

In the West African Region of Africa, the National Open University of Nigeria (NOUN) is the first full fledged university that operates in an exclusively open and distance learning (ODL) mode of education. NOUN focuses mainly on open and distance teaching and learning system, and delivers its courses materials via print in conjunction with information and communication technology (ICT), when applicable. This 'single mode' of open education is different from the integration of distance learning system into the face- to- face teaching and learning system, which is more typical of conventional Universities in Nigeria and other parts of the world. Thus, NOUN reflects a novel development in the provision of higher education in Nigeria. This study assesses the attitudes and perceptions of distance teaching and learning by students enrolled in the NOUN and of the National Teachers' Institute (NTI) compared to their experiences at conventional universities. One hundred and twenty (n = 120) randomly selected NOUN and NTI students of NOUN were the subjects of the study. The Students' Attitude and Perception Rating of Open and Distance Learning Institutions Inventory (SAPRODLII), developed by the researchers, was administered to the subjects to measure their attitudes and experiences. Results of the study showed that students generally have a positive perception and attitude towards ODL, compared to traditional forms of higher education.

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The value of a core clinical rotation in urology for medical students

Canadian Urological Association Journal ◽

10.5489/cuaj.3297 ◽

2015 ◽

Vol 9 (11-12) ◽

pp. 392 ◽

Cited By ~ 2

Author(s):

Premal Patel ◽

Jasmir G Nayak ◽

Thomas B McGregor

Keyword(s):

Medical Students ◽

Core Curriculum ◽

Medical Curriculum ◽

Foley Catheter ◽

Undergraduate Medical Students ◽

Exact Test ◽

Before And After ◽

Chi Squared ◽

Fourth Year Medical Students ◽

Mandatory Rotation

Introduction: In 2013, our institution underwent a change to the undergraduate medical curriculum whereby a clinical urology rotation became mandatory. In this paper, we evaluated the perceived utility and value of this change in the core curriculum.Methods: Third year medical students, required to complete a mandatory 1-week clinical urology rotation, were asked to complete a survey before and after their rotation. Fourth year medical students, not required to complete this rotation, were also asked to complete a questionnaire. Chi-squared and Fisher’s exact test were used for data analysis.Results: In total, 108 third year students rotated through urology during the study period. Of these, 66 (61%) completed the prerotation survey and 54 (50%) completed the post-rotation survey. In total, there were 110 fourth year students. Of these, 44 (40%) completed the questionnaire. After completing their mandatory rotations, students felt more comfortable managing and investigating common urological problems, such as hematuria and renal colic. Students felt they had a better understanding of how to insert a Foley catheter and felt comfortable independently inserting a Foley catheter. Importantly, students felt they knew when to consult urology and were also more likely to consider a career in urology. Compared to fourth year students, third year students felt urology was an important component to a family medicine practice and felt they had a better understanding of when to consult urology. Conclusion: The introduction of a mandatory urology rotation for undergraduate medical students leads to a perceived improvement in fundamental urological knowledge and skill set of rotating students. This mandatory rotation provides a valuable experience that validates its inclusion.

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Prevalence and correlates of non-medical stimulants and related drug use in a sample of South African undergraduate medical students

South African Journal of Psychiatry ◽

10.4102/sajpsychiatry.v22i1.795 ◽

2016 ◽

Vol 22 (1) ◽

pp. 6 ◽

Cited By ~ 2

Author(s):

Mari Retief ◽

Chris Verster

Keyword(s):

Medical Students ◽

South African ◽

Self Report ◽

Undergraduate Medical Students ◽

Stimulant Use ◽

Hyperactivity Disorder ◽

The Past ◽

Illicit Substance Use ◽

Fourth Year Medical Students ◽

Related Drug

Background: The non-medical use of prescription psychostimulants or cognitive-enhancing substances among healthy college students is a growing concern. This use appears to be particularly high among medical students. To our knowledge, no literature is available on the non-medical use of stimulants among South African medical students.Objective: To determine the prevalence and correlates of non-medical stimulant use as well as subjective opinion on peer numbers using stimulants and university attitude towards stimulant use among a sample of South African undergraduate medical students.Methods: A descriptive observational study was conducted by means of a self-report questionnaire. Second- and fourth-year medical students (n = 252) completed the questionnaire.Results: Of the sample, 44 (18%) reported a lifetime use of stimulants for non-medical purposes and 33 (85%) of this group reported use within the past year. A total of six (2%) students reported a diagnosis of Attention Deficit/Hyperactivity Disorder (ADHD). In the group without a diagnosis of ADHD, non-medical stimulant use was associated with the year of study (p = 0.03) and illicit substance use (p = 0.01). Most of the students in this group (31, 32%) reported using stimulants to improve concentration.Conclusion: Non-medical use of stimulants to improve concentration and academic performance is prevalent among the South African medical students sampled in this study. Further research at other institutions and under non-medical students would be helpful to assess the scope of this phenomenon.

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FACEBOOK® GROUP USAGE TO SUPPORT FLIPPED-CLASSROOM LEARNING ON OCULAR TRAUMA

Jurnal Pendidikan Kedokteran Indonesia The Indonesian Journal of Medical Education ◽

10.22146/jpki.46845 ◽

2020 ◽

Vol 9 (1) ◽

pp. 32

Author(s):

Muhamad Reza Utama ◽

Deny Yuliawan ◽

Yoyo Suhoyo ◽

Widyandana Doni

Keyword(s):

Medical Students ◽

Flipped Classroom ◽

Ocular Trauma ◽

Cognitive Engagement ◽

Traditional Learning ◽

Undergraduate Medical Students ◽

Self Directed Learning ◽

Learning Readiness ◽

Active User ◽

Directed Learning

Background: Facebook has been acknowledged as an alternative media in supporting traditional learning activities. However, its potential in enhancing students’ cognitive engagement on flipped-classroom’ activities is still not much known. This study aims to measure undergraduate medical students’ cognitive engagement changes after joining an ocular trauma flipped-classroom’ Facebook group.Methods: This pre-experimental study was involving 45 third-year undergraduate medical students of Muhammadiyah Surabaya' University who were joining the ocular trauma flipped-classroom' Facebook group. Three cognitive engagement variables were measured before students were joining the group and after the flipped-classroom’ face to face session ended. Finally, metrics data of the group members’ activities, which had been collected using Facebook Insight, used to shown changes between the active and passive user.Results: All users’ (n = 45) cognitive engagement were rising significantly after join the Facebook group (motivation, p = 0,000; self-directed learning readiness, p = 0,000; knowledge towards ocular trauma topic, p = 0,000). Increase in average active user knowledge was 11.09 points higher than passive users. Self-efficacy aspect of the students’ learning motivation and self-management aspects of the students’ self-directed learning readiness were the most increased sub-components.Conclusion: Facebook group has the potential to improve students’ cognitive engagement on ocular trauma’ flipped classroom.

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Influence of formative assessment on summative assessment in undergraduate medical students

Bangladesh Journal of Medical Education ◽

10.3329/bjme.v4i1.32191 ◽

2017 ◽

Vol 4 (1) ◽

pp. 16-19

Author(s):

Nazma Begum ◽

Sakhawat Hossain ◽

Md Humayun Kabir Talukder

Keyword(s):

Medical Education ◽

Medical Students ◽

Formative Assessment ◽

Summative Assessment ◽

Descriptive Study ◽

Undergraduate Medical Students ◽

Cross Sectional ◽

Written Test ◽

Self Administered Questionnaire ◽

Medical Colleges

This cross sectional descriptive study was carried out to determine the students' view about the influence of formative assessment on summative assessment The study was carried out from July 2009 to June 2010 over 300 intern doctors of Medicine and Paediatrics department of two government and two private medical colleges. Data were collected through self administered questionnaire. The questionnaire included different opinion about the influence of formative assessment on summative assessment and were rated using the 5 point Likert's scale. This study revealed that feedback from formative assessment to the students is important to supplement and modify teaching by the teachers. Students' fear is for summative assessment is reduced by formative assessment Written test, VIVA/SOE and OSCE/OSPE of formative assessment greatly improves the results of summative assessment Students opined that to improve the formative assessment the number of teachers should be increased, teachers should be trained up, teachers should give more time to the students and optimum feedback should be provided to the students. Frequency of formative assessment should remain as it is. Twenty to twenty five percent marks from formative assessment should be added to the summative assessment.Bangladesh Journal of Medical Education Vol.4(1) 2013: 16-19

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Implementasi Sistem Mobile Learning pada MI Taufiqul Athfal Bogor

Jurnal Informatika Universitas Pamulang ◽

10.32493/informatika.v5i4.7821 ◽

2021 ◽

Vol 5 (4) ◽

pp. 597

Author(s):

Andi Prastomo

Keyword(s):

Distance Learning ◽

Mobile Learning ◽

Learning Process ◽

Teaching And Learning ◽

Learning System ◽

Distance Teaching ◽

Face To Face ◽

Use Of Technology ◽

Distance Learning System ◽

Iso 9126

The application of technology in education is being developed very intensively today, especially the use of technology to support the teaching and learning process. The transfer of conventional learning methods such as face-to-face in the classroom towards a modern direction such as distance learning using computer-based systems or smartphones (Mobile Learning) has become a common thing implemented in today's education world. But not all educational institutions implement the same thing as MI Taufiqul Athfal Bogor. The purpose of this study was to design and implement a distance learning system based on android with smartphone media (Mobile Learning) to help MI Taufiqul Athfal Bogor in the teaching and learning process. The research method used is the Research & Development (R&D) method. System testing was carried out using the ISO 9126 method by distributing questionnaires to 20 respondents who were teachers at MI Taufiqul Athfal. The test results with four aspects of ISO 9126, namely aspects of Fuctionality, Reliability, Usability, and Efficiency produce an overall Actual Total score, namely Total% Actual of 90%, thus concluding that the quality of the system is Very Good to implement. The final result of this research is an Andiroid-based Mobile Learning system designed by researchers which is implemented very well at MI Taufiqul Athfal and helps support the distance teaching and learning process.

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Agility in Teacher Training: Distance Learning During the Covid-19 Pandemic

International Education Studies ◽

10.5539/ies.v13n12p11 ◽

2020 ◽

Vol 13 (12) ◽

pp. 11

Author(s):

Yonit Nissim ◽

Eitan Simon

Keyword(s):

Distance Learning ◽

Teacher Training ◽

Teaching And Learning ◽

College Of Education ◽

Distance Teaching ◽

Learning And Teaching ◽

The World ◽

The Government ◽

The Moment ◽

Survey Responses

The outbreak of the Covid-19 pandemic forced the world to respond in new and unconventional ways. Quick thinking and unusual flexibility were required whilst operating under conditions of uncertainty and fear. This article deals with agility in the implementation of distance learning during the Covid-19 pandemic as it occurred at Ohalo College of Education with the outbreak of the epidemic in Israel in March 2020. Within 48 hours from the moment that Israel’s government announced a nation-wide lockdown, the College shifted from frontal teaching and learning to social distancing and distance teaching. The College adopted agile leadership that led to moving 700 courses to distance learning and teaching, with 150 lecturers and 1,500 students in their homes; the semester continued, but differently, in light of the lockdown and limitations ordered by the government. It is clear that such swift organization, executed with maximum flexibility, did not benefit from proper planning and was far perfect. This article offers a look at academic agility as demonstrated during the transition of a college of education to distance learning under emergency conditions. It will be examined through an analysis of survey responses from students. The goal of the survey was to assess students’ attitudes toward the implementation of this strategy.

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