scholarly journals A team-based competition for undergraduate medical students to learn radiology within the virtual world Second Life

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Teodoro Rudolphi-Solero ◽  
Alberto Jimenez-Zayas ◽  
Rocio Lorenzo-Alvarez ◽  
Dolores Domínguez-Pinos ◽  
Miguel Jose Ruiz-Gomez ◽  
...  
Keyword(s):  
Medical Students ◽  
Second Life ◽  
Virtual World ◽  
Student Perception ◽  
Load Test ◽  
Undergraduate Medical Students ◽  
Exposure Test ◽  
Radiological Anatomy ◽  
Post Exposure ◽  
Course Grades

Abstract Background A multi-user competitive game within the virtual world Second Life for undergraduate radiology learning was adapted for team participation. This study aimed to assess student perception, impact on learning, and eventual correlation of game results with post-exposure tests and course grades. Methods The game consisted of six weekly stages, dedicated to thoracic, abdominal, and musculoskeletal radiological anatomy and semiology. Participants had several days a week to review self-guided radiology educational content and then complete individual multiple-choice tests and solve team tasks to progress through the game's ranking. Additionally, they completed a cognitive load test, a questionnaire about the experience and a post-exposure knowledge test. Results Fifty-two students organised into 13 teams participated in the game and assessed different aspects of the experience with a mean score ≥ 7.8 on a 10-point scale, highlighting the participation of the teacher (9.3 ± 1.1), the educational contents (8.8 ± 1.4) and the usefulness for their education (8.7 ± 1.4). Participants obtained better post-exposure test results (p < 0.007) and better course grades (p < 0.021) than non-participants did. Conclusion A multi-user game adapted to team competition to learn radiology in Second Life was very positively perceived by third-year medical students, who highly valued its content, organisation, and usefulness for their training. Most of the participants agreed that they had collaborated as a team and that playing in competitive environments helps them learn better. The best post-exposure and academic results compared to non-participating students indicate the potential impact of the game on learning.

Effectiveness of blended learning in radiological anatomy for first year undergraduate medical students

2020 ◽  
Author(s):  
Chitra Nagaraj ◽  
Shyamala Bhadravathi Yadurappa ◽  
Lakshmi Trikkur Anantharaman ◽  
Yogitha Ravindranath ◽  
Nachiket Shankar
Keyword(s):  
Medical Students ◽  
Blended Learning ◽  
First Year ◽  
Undergraduate Medical Students ◽  
Radiological Anatomy

scholarly journals Radiology Seminars with Guest Professors in the Virtual Environment Second Life®: Perception of Learners and Teachers

Proceedings ◽  
2020 ◽  
Vol 54 (1) ◽  
pp. 16
Author(s):  
Juan M. Alonso-Martinez ◽  
Shaghayegh Ravaei ◽  
Teodoro Rudolphi-Solero ◽  
Francisco Sendra-Portero
Keyword(s):  
Medical Students ◽  
Cognitive Load ◽  
Travel Time ◽  
Virtual Environment ◽  
Second Life ◽  
Virtual World ◽  
Reducing Costs ◽  
The University

Nine professors of radiology from six different cities were invited to give a 1-hour seminar in the virtual world Second Life® to 154 third-year medical students from the University of Málaga. Students and teachers performed a questionnaire about the cognitive load that implies receiving/teaching seminars inside Second Life@ and several characteristics involving the experience. This experience was considered remarkably enriching by teachers and learners and opens new interesting pathways for educational contact between students and teachers from different universities, with the advantages of reducing costs and travel time.

scholarly journals Medical students’ experience of the hidden curriculum around primary care careers: a qualitative exploration of reflective diaries

BMJ Open ◽  
2021 ◽  
Vol 11 (7) ◽  
pp. e049825
Author(s):  
Ravi Parekh ◽  
Melvyn Mark Jones ◽  
Surinder Singh ◽  
Jack Shi Jie Yuan ◽  
See Chai Carol Chan ◽  
...  
Keyword(s):  
Medical Students ◽  
Role Models ◽  
Career Choices ◽  
Hidden Curriculum ◽  
Student Perception ◽  
Phenomenological Approach ◽  
Medical Schools ◽  
Junior Doctors ◽  
Undergraduate Medical Students ◽  
The Uk

ObjectivesPrimary healthcare internationally is facing a workforce crisis with fewer junior doctors choosing general practice (GP) as a career. In the UK, a national report on GP careers highlighted adverse influences during medical school on students’ career choices. The authors explored these influences in two urban UK medical schools, both with relatively low numbers of students entering GP training.DesignUsing a phenomenological approach, the authors thematically analysed the reflective diaries of four medical students who were recruited as ‘participant researchers’ over a period of 10 months. These students made regular reflexive notes about their experiences related to GP career perceptions in their academic and personal environments, aiming to capture both positive and negative perceptions of GP careers. The research team discussed emerging data and iteratively explored and developed themes.SettingTwo UK medical schoolsParticipantsUndergraduate medical studentsResultsSeven key themes were identified: the lack of visibility and physicality of GP work, the lack of aspirational GP role models, students’ perceptions of a GP career as default, the performativity of student career choice with the perceptions of success linked to specialism, societal perceptions of GP careers, gender stereotyping of career choices and the student perception of life as a GP.ConclusionsStudents overwhelmingly reflected on negative cues to GP careers, particularly through their experience of the hidden curriculum. Three recommendations are made: the need for increased representation of GP role models in clinical curricula content delivery and senior leadership; ensuring GP clerkships involve an active and authentic student role with patients, enabling students to experience GP’s ‘work’ including managing complexity, uncertainty and risk. Finally, institutions need to consider students’ experiences of the hidden curriculum and the effect this can have on students’ perception of careers, alongside the challenges of rankings and perceived hierarchical positioning of disciplines.

scholarly journals Perceptions and Performance of Undergraduate Medical Students in Objective Structured Practical Examinations (OSPE) in Biochemistry at Rak Medical and Health Sciences University (Rakmhsu), UAE

2015 ◽  
Vol 2 (4) ◽  
pp. 54-61
Author(s):  
BKM Goud ◽  
S. Begam ◽  
B. Zaki ◽  
S. Haridas
Keyword(s):  
Medical Students ◽  
Assessment Tool ◽  
Student Perception ◽  
Time Frame ◽  
Assessment Method ◽  
Team Work ◽  
Psychomotor Skills ◽  
Undergraduate Medical Students ◽  
Mixed Response ◽  
Wide Range

INTRODUCTION: Health educators and accrediting bodies have defined objectives and competencies that medical students need to acquire to become a safe doctor. The present study was done to determine the student perception and satisfaction regarding OSPE as an assessment method of laboratory practical sessions in Biochemistry.  MATERIAL AND METHODS: During OSPE sessions hundred MBBS first year students were divided into 3 different batches. These students were asked to rotate around 10 different working stations. Each station designed to complete a task comfortably within 5 minutes. One or two rest stations of 5 minutes are given at end or in between to complete the unfinished writing work. All the students perform the same task in the same time frame. Institutional research and effectiveness office (IRO) gets the student feedbacks on OSPE will inevitably result in the refinement of the OSPE as a tool for learning and evaluation.  RESULTS: The study showed that 96.5% students agreed that OSPE questions were linked to the curriculum and 93% of students felt objectives were clear. Eight eight percent students perceived that OSPE covered a wide range of learning outcomes. Ninety five percent felt relevant psychomotor skills were assessed using agreed check list. An 86% and 81% of student perceived that it was conducted fairly and is unbiased. In terms of stress we got mixed response as 50.5% percent of students perceived OSPE to be less stressful and other half felt stressful. Seventy two percent of students agreed OSPE preparation facilitated team work. Ninety percent strongly agreed that exam scores are better and 83% said it is easier to pass. Fifty four percent of the students felt that the time given was too short; especially for procedure stations. Ninety six percent of students felt OSPE should be an integral part of assessment tool for the Biochemistry practical's.  CONCLUSION: The current study showed several advantages of OSPE as an objective, structured, unbiased, fair, valid and reliable assessment method. In view of the tremendous advantages, OSPE should be included in summative evaluation to improve student's clinical competence.DOI: http://dx.doi.org/10.3126/jucms.v2i4.12071 Journal of Universal College of Medical Sciences (2014) Vol.02 No.04 Issue 08Page: 54-61

Students’ Perceptions About Delivery of Game-Based Learning for Virtual Patients in Second Life

2011 ◽  
pp. 138-148
Author(s):  
M. Toro-Troconis ◽  
NJ Roberts ◽  
SF Smith ◽  
MR Partridge
Keyword(s):  
Medical Students ◽  
Second Life ◽  
Learning Experience ◽  
Research Question ◽  
Delivery Mode ◽  
Virtual Patients ◽  
Game Based Learning ◽  
Undergraduate Medical Students ◽  
Clinical Exposure ◽  
Advantages And Disadvantages

Two groups of undergraduate medical students (Yr 3, n=14) were invited to participate. The research question posed was: “In your opinion what are the advantages and disadvantages of learning in Second Life compared with other methods?” Thirty items were generated in each group, then reduced to 10 items. These were classified into 3 themes 1) learning experience, 2) clinical exposure, and 3) technical experience. Results from the first group focused on the learning experience highlighting its importance for clinical diagnosis and a structure for learning. The second group focused on the clinical exposure although they were ambivalent about the advantages of this type of delivery mode. Results show interesting findings highlighting the virtual patients developed follow a very linear approach which is not challenging enough for medical students at that level.

scholarly journals Small group effectiveness in a Caribbean medical school’s problem-based learning sessions

2014 ◽  
Vol 11 ◽  
pp. 5 ◽  
Author(s):  
P Ravi Shankar ◽  
Atanu Nandy ◽  
Ramanan Balasubramanium ◽  
Soumitra Chakravarty
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Student Perception ◽  
Group Effectiveness ◽  
Undergraduate Medical Students ◽  
Tutorial Group ◽  
Maximum Score ◽  
School Of Medicine ◽  
Significant Difference ◽  
The Mean

Purpose: The tutorial group effectiveness instrument was developed to provide objective information on the effectiveness of small groups. Student perception of small group effectiveness during the PBL process has not been previously studied in Xavier University School of Medicine. Hence the present study was carried out. Methods: The study was conducted among the second and third semester undergraduate medical students during the last week of September 2013, in Xavier University School of Medicine, Aruba, Kingdom of the Netherlands. Students were informed about the objectives of the study and invited to participate after obtaining written, informed consent. Demographic information like gender, age, nationality and whether the respondent had been exposed to PBL before joining the institution were noted. Student perception about small group effectiveness was studied by noting their degree of agreement with a set of 19 statements using a Likert type scale. Results: Thirty four of the 37 (91.9%) second and third semester medical students participated in the study. The mean cognitive score was 3.76 while the mean motivational and demotivational scores were 3.65 and 2.51 respectively. The median cognitive category score was 27 (maximum score 35) while the motivation score was 26 (maximum score 35) and the demotivational score was 12 (maximum being 25). There was no significant difference in scores according to respondents’ demographic characteristics. Conclusion: Student perception about small group effectiveness was positive. Since most medical schools all over the world already have or are introducing PBL as a learning modality, Tutorial Group Effectiveness Instrument can provide valuable information about small group functioning during PBL sessions.

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