scholarly journals Exploring student thoughts and perception of videos as a learning resource

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S133-S133
Author(s):  
Gianluca Di Pasqua ◽  
Pranav Mahajan
Keyword(s):  
Medical Education ◽  
Focus Groups ◽  
Mental State ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Production Quality ◽  
Learning Resource ◽  
Wide Range ◽  
The University ◽  
State Examination

AimsAs medical education becomes increasingly digital, there is a plethora of readily available video resources available to medical students, aimed at teaching a wide range of topics. Despite this abundance, students report a myriad of issues. These range from videos containing outdated material, being of a poor production quality, and not being entirely relevant to their learning objectives. The aim of this study is to explore student thoughts and perceptions of videos as a teaching and learning resource. As the Mental State Examination is a component of the Psychiatry curriculum that students often find difficult, we have written, filmed and produced a video series explaining and demonstrating it.MethodFollowing the production of the Mental State Examination videos at the University of Sheffield – which contained multiple doctor-patient consultations, interspersed with narration outlining the key learning points – three focus groups were undertaken. These were aimed at understanding student thoughts and perception on the new videos, and the use of videos in medical education in general. Taking a qualitative approach, thematic analysis was performed on the content of the focus groups.ResultThere was universal positive feedback about the structure and content of the videos we had produced; students enjoyed observing the various doctor-patient consultations and felt the separate elements of the Mental State Examination was explained logically and concisely. Furthermore, students appreciated that the videos were produced at their own University, believing this added to their validity. With regards to videos as a teaching resource in general, focus groups revealed that students appreciated specific, relevant and novel video material. Most students felt that videos can play an important role in medical education. There was a unanimous belief however that videos used in medical education should be produced well and be factually correct.ConclusionUnderstanding how students feel about videos as a teaching and learning resource is crucial in the development of more in the future. This study suggests more video resources for many areas, both within Psychiatry, and within the greater sphere of medical education, would be welcomed. This ought to be accompanied with student evaluation.

scholarly journals Neurodiversity in the teaching of the mental state examination: a pilot study of interactive mind-mapping seminars for the new ScotGem (Scottish graduate-entry medicine) students during the COVID-19 pandemic

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S10-S11
Author(s):  
Kathleen Breslin ◽  
Sara Mohsen ◽  
Praveen Kumar
Keyword(s):  
Pilot Study ◽  
Learning Styles ◽  
Mental State ◽  
Mind Mapping ◽  
Response Options ◽  
Graduate Entry ◽  
Wide Range ◽  
Strongly Agree ◽  
State Examination ◽  
Graduate Entry Medicine

AimsAgility in educational delivery has been catalyzed in response to national restrictions mandated by the recent COVID-19 pandemic. Increased use of assistive technologies further aligns with the General Medical Council's aims that medical educators provide an 'accessible training experience'. The study examined medical students' receptiveness to different types of interactive teaching. Two undergraduate cohorts received teaching on the Mental State Examination, either socially-distanced delivered by traditional powerpoint or remotely by mind-mapping software on a tablet hand-held digital device. We required an effective program which would retain the popular interactive elements of Psychiatry teaching and promote inclusivity across students' diverse learning styles.MethodTwo cohorts of Year 2 students from the Universities of Dundee and St Andrew's Scottish Graduate-Entry Medicine (scotGEM) course took part in an Introduction to Psychiatry seminar which involved a presentation of the Mental State Examination. One was conducted in a face-to-face setting via traditional PowerPoint. The second was conducted via remote-conferencing with mindmaps of key concepts drawn and screen-shared live to students as teaching progressed.This was a qualitative study, with online links to questionnaires for 24 student participants across 5 domains. (1. The tutorial met my learning objectives, 2. The format was suitable for me, 3. The balance of theory and cases was suitable for me, 4. The tutorial was of appropriate length, 5. I was satisfied with the performance) Response options included: strongly disagree, disagree, neutral, agree, strongly agree. A section was also included with open-ended questions pooled for thematic analysis.ResultResponse rate reached >60% with >80% respondents answering strongly agree across all domains. Thematic results demonstrated positive responses across both teaching sessions, with the interactive elements valued by students. Comments included: “great job was done with the delivery of the session considering it was online rather than in person”; “drawing element was fantastic”; “Good: interactivity of the session drawing and creativity element”.ConclusionThe Mental State Examination (MSE) via live-drawn mind-maps allows salient clinical information to be conceptualised in non-linear diagramatic format. This paediological approach can offer further access points across wide range of learning styles. This pilot study demonstrated such interactive components of Psychiatry teaching continue to be well received and can be effectively delivered remotely. Such sessions also serve to promote inclusivity, linking those who are geographically distant in addition to the visual learner and the neurodiverse. We aim to incorporate these dynamic teaching sessions into our online induction programs and disseminate Intelligent Tutorials to our remote and rural learners throughout Scotland.

INTRODUCTION

1988 ◽  
Vol 34 (3) ◽  
pp. 280-280
Author(s):  
Gregor Reid ◽  
Andrew W. Bruce
Keyword(s):  
Medical Education ◽  
American Medical ◽  
Continuing Medical Education ◽  
Bacterial Infections ◽  
University Of Toronto ◽  
Future Developments ◽  
Wide Range ◽  
Microbial Infections ◽  
The Many ◽  
The University

The Lister Symposium was held primarily to review the latest concepts of the mechanisms of bacterial infections, and to highlight the research being carried out currently in Toronto and in Canada. The inclusion of several speakers from outside of Toronto added a strong foundation for the meeting.A wide range of topics were addressed and these demonstrated the many areas of research being pursued to better understand the pathogenesis of microbial infections. By drawing together physicians, scientists, and students from a variety of disciplines, it was hoped that the Lister Symposium would contribute, not only to our knowledge of medicine and science in this field, but also to the continued local and national cooperation required for first-class investigative research.This meeting was the first of its kind held under the auspices of the Department of Surgery at the University of Toronto, demonstrating its commitment to research and interdepartmental collaboration. We are most grateful to Professor Bernard Langer, Chairman of the Department of Surgery, for his support in this regard. The assistance of our sponsors and the Continuing Medical Education Office facilitated a wide outreach and enabled recognition of the course and accreditation for Canadian and American Medical participants. It is hoped that this material will provide a useful reference for future developments in the field.

scholarly journals Near-Peer Teaching in Human Anatomy from a Tutors’ Perspective: An Eighteen-Year-Old Experience at the University of Bologna

2021 ◽  
Vol 19 (1) ◽  
pp. 398
Author(s):  
Ester Orsini ◽  
Marilisa Quaranta ◽  
Giulia Mariani ◽  
Sara Mongiorgi ◽  
Lucio Cocco ◽  
...  
Keyword(s):  
Medical Education ◽  
Academic Performance ◽  
Online Survey ◽  
Knowledge Retention ◽  
Peer Teaching ◽  
Human Anatomy ◽  
Cadaver Dissection ◽  
Professional Career ◽  
Wide Range ◽  
The University

The University of Bologna School of Medicine in 2003 adopted a near-peer teaching (NPT) program with senior medical students teaching and assisting younger students in human anatomy laboratories. This study aimed to evaluate the effectiveness and outcomes of this program—unique on the Italian academic panorama—from the tutors’ perspective. An anonymous online survey was administered to all those who acted as peer tutors in the period from 2003 to 2021; it evaluated tutors’ perceptions regarding the influence of the tutoring experience on their skillset gains, academic performance, and professional career. Furthermore, tutors were asked to express their views on the value of cadaver dissection in medical education and professional development. The overall perception of the NPT program was overwhelmingly positive and the main reported benefits were improved long-term knowledge retention and academic performance, improved communication, team-working and time management skills, and enhanced self-confidence and motivation. Most tutors strongly believed that cadaver dissection was an invaluable learning tool in medical education, helped them to develop professionalism and human values, and positively influenced the caring of their future patients. Nearly all the participants highlighted the importance of voluntary body donation for medical education and research. The present results supported the thesis that tutors themselves benefited from the act of teaching peers; this impactful experience equipped them with a wide range of transferable skills that they could draw on as future educators and healthcare professionals.

Game Informed Virtual Patients

2011 ◽  
pp. 304-322
Author(s):  
Michael Begg ◽  
David Dewhurst ◽  
Michael Ross
Keyword(s):  
Medical Education ◽  
Personal Development ◽  
Teaching And Learning ◽  
Virtual Patients ◽  
Learning Tools ◽  
Online Learning Communities ◽  
Patient Resources ◽  
New Learning ◽  
University Of Edinburgh ◽  
The University

Modern medical education necessitates a complex interleaving of issues relating to practice, professional and personal development, teaching and learning. This complexity has led, in part, to medical education being persistently located in the vanguard of eLearning development. Here, the authors describe our approach to the development of virtual patient resources and in particular how this iterative dialogue arising from the allied processes of practice, reflection and pedagogy required to create new learning tools and resources has contributed to professional development of those engaged in teaching medical students and in building online learning communities at the University of Edinburgh.

THE DEVELOPMENT OF CRITICAL THINKING FOR HIGHER STUDENTS: NOTES OF THE ENGLISH TEACHER

2020 ◽  
Author(s):  
I. B. Ushakova
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Law Students ◽  
English Teacher ◽  
Wide Range ◽  
The University ◽  
Learning English

The paper is devoted to critical thinking development techniques in the process of teaching and learning English at the University. A wide range of “critical thinking” definitions and interpretations was studied to single out those ideas that help to form the basis for choosing particular critical thinking development techniques. In this paper we focus on our didactic experience in developing critical thinking skills of law students.

scholarly journals Peer Assisted Study Support (PASS) and Students as Change Agents (SACA) in Mathematics at the University of Nottingham

2016 ◽  
Vol 14 (3) ◽  
pp. 39 ◽  
Author(s):  
Stephen Cox ◽  
Laurence Cook ◽  
Sam Nield
Keyword(s):  
Extracurricular Activities ◽  
Teaching And Learning ◽  
Change Agents ◽  
Wide Range ◽  
Change Leaders ◽  
Study Support ◽  
The University ◽  
Teaching Transformation ◽  
Pass Scheme

In 2015-16, a Peer Assisted Study Support (PASS) scheme was introduced in Mathematics at the University of Nottingham.  This PASS scheme is intimately linked to the University’s Nottingham Advantage Award (NAA) scheme, which recognises a wide range of students’ extracurricular activities, including serving as a PASS Leader.  Furthermore, the PASS scheme has been developed in conjunction with the NAA’s Students as Change Agents and Change Leaders (SACA and SACL) programmes, which recognise student-staff partnerships that change teaching and learning practice.  Essential to the success of the scheme has been its genesis through a student-staff partnership, in particular two summer internships in 2015 to develop PASS materials, supported by the Sigma Network and the University’s Teaching Transformation Programme.

Students' perceptions of music courses in the Birmingham and Solihull Learning and Skills Council Area

2007 ◽  
Vol 24 (1) ◽  
pp. 37-53
Author(s):  
Adrian Hancock ◽  
Janet Hoskyns
Keyword(s):  
Student Perceptions ◽  
Teaching And Learning ◽  
Wide Range ◽  
The University

During 2003/4 a team from the University of Central England in Birmingham (now UCE Birmingham) undertook an evaluation of student perceptions of their music courses as part of the Birmingham and Solihull Learning and Skills Council review of music in the area. As well as identifying the wide range of courses available in the locality and students' perceptions of the teaching and learning they undertook, the research uncovered some significant issues about the nature of musical learning for those aged 14+ and the pathways and guidance that they received both before and during their courses of study.

Game Informed Virtual Patients

2010 ◽  
pp. 190-208
Author(s):  
Michael Begg ◽  
David Dewhurst ◽  
Michael Ross
Keyword(s):  
Medical Education ◽  
Personal Development ◽  
Teaching And Learning ◽  
Virtual Patients ◽  
Learning Tools ◽  
Online Learning Communities ◽  
Patient Resources ◽  
New Learning ◽  
University Of Edinburgh ◽  
The University

Modern medical education necessitates a complex interleaving of issues relating to practice, professional and personal development, teaching and learning. This complexity has led, in part, to medical education being persistently located in the vanguard of eLearning development. Here, the authors describe our approach to the development of virtual patient resources and in particular how this iterative dialogue arising from the allied processes of practice, reflection and pedagogy required to create new learning tools and resources has contributed to professional development of those engaged in teaching medical students and in building online learning communities at the University of Edinburgh.

Ancient Indian Medical Education

2020 ◽  
pp. 95-100
Author(s):  
M. R. Raghava Varier
Keyword(s):  
Medical Education ◽  
Teaching And Learning ◽  
First Century ◽  
Face To Face ◽  
Indian Medical ◽  
Centre Of Excellence ◽  
Stages Of Learning ◽  
Face To Face Instruction ◽  
Talented Students ◽  
The University

Some Jātaka stories relate the story of how a bōdhisattva who studied at Taxila treated the king of Kāśi. Taxila remained a centre of excellence for several centuries until it was destroyed by the Huns who invaded India in the first century BCE. Towards the end of the Gupta dynasty there was a resurgence of the old tradition of universities as noticed and described by the Chinese traveller Hsuan-tsang. He has recorded an excellent account of the mahāvihāra and the university at Nālanda. According to Hsuan-tsang students from distant places came to Nālanda for higher studies in all subjects, including medicine, under great scholars. Teaching and learning were properly systematized during the time of the samhitas and this can be explicitly found in the Carakasamhita that lays specific rules and regulations for various stages of learning medicine. It is assumed that side by side with the university stream of education, the ancient gurukula system also flourished for the training of physicians and that mode of teaching and learning attracted great masters as well as talented students. It may be learnt from the description of the process of learning given in the section śisyōpanayanīya in the Sūtrasthāna that teaching was following the method of face-to-face instruction.

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