scholarly journals Peer-led medication education in the time of COVID-19

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S153-S153
Author(s):  
Rosa Roberts
Keyword(s):  
Medical Education ◽  
Online Teaching ◽  
Online Survey ◽  
Journal Article ◽  
Group Discussion ◽  
Education Programme ◽  
Difficult Time ◽  
Medical Education Programme ◽  
Set Up ◽  
Qualitative Responses

AimsTo set up an online peer-led medical education programme for core psychiatry trainees during the COVID-19 pandemic.To determine trainees’ views regarding the role of peer-led education in psychiatry.MethodA peer-led education programme was set up for psychiatry trainees in their third year of core training, held over an online video-conferencing platform. The weekly sessions were organised and led by trainees. Each week a trainee either presented a journal article or a particular psychiatric topic, with a group discussion afterwards.An online survey was sent to psychiatry trainees that had participated in the programme to determine their views. Close-ended questions were asked as well as open-ended questions for more qualitative responses.ResultThere were 9 peer-led sessions in total, with 11 trainees (out of 18 invited) attending at least one session, and an average of 5 trainees at each session.Five core trainee psychiatrists responded to the survey following the sessions. All of the respondents found the sessions either “very” or “fairly” useful. 80% stated that there should be more peer teaching opportunities as part of normal psychiatry training. All respondents found engaging with online teaching either “easy” or “OK”.Open-ended questions showed that respondents found the sessions were useful for: 1) connecting with peers during a difficult time 2) free discussion due to being around peers 3) wide interest and variety of topics. Improvements that could have been made were: 1) more sessions 2) advance knowledge of journal articles being presented.ConclusionPeer-led sessions are a useful form of medical education for core psychiatry trainees. During the restrictions brought about by the COVID-19 pandemic they are a way to connect with colleagues during an isolating time. They are easy to organise and access; and can take pressure off medical institutions, whilst having the advantages of allowing trainees to feel they can discuss topics in a more open manner and can follow their own interests.

Quality trumps face-to-face presence when delivering lectures in a distributed multi-site medical education programme

2008 ◽  
Vol 42 (2) ◽  
pp. 225-225 ◽  
Author(s):  
Niamh Kelly ◽  
Kathy Gaul ◽  
Hanh Huynh ◽  
Gilat Linn Grunau ◽  
Caroline Murphy
Keyword(s):  
Medical Education ◽  
Education Programme ◽  
Face To Face ◽  
Medical Education Programme

scholarly journals Blueprinting for assessment in undergraduate medical physiology curriculum

2021 ◽  
Vol 65 ◽  
pp. 60-65
Author(s):  
Manjinder Kaur ◽  
Naren Kurmi ◽  
Sangita Chauhan ◽  
Anish Singhal ◽  
Suman Sharma ◽  
...  
Keyword(s):  
Medical Education ◽  
Teaching And Learning ◽  
Medical Curriculum ◽  
Education Programme ◽  
Medical Council ◽  
Competency Based Medical Education ◽  
Medical Education Programme ◽  
Competency Based ◽  
Amount Of Knowledge ◽  
Written Questions

Since long, physiology teaching has been monotonous, teacher centric, didactic type and its assessment primarily focussed on the amount of knowledge recalled by means of stereotyped written questions. A blueprint specifies weightage to various mapped topics (also known as competencies) in the syllabus. For this study, IEC approval was obtained. We aimed to prepare a blueprint for assessment in the undergraduate physiology curriculum and thereby test its utility. We found that blueprinting not only establishes a balance between teaching and learning but also improves validity, reliability and acceptability of assessments. Thus, blueprinting of undergraduate medical curriculum can help in actual execution of the Medical Council of India’s Competency-Based Medical Education programme.

PARADIGM SHIFT IN THE MEDICAL UNDERGRADUATE TEACHING LEARNING METHODS AND ASSESSMENT IN THE COVID 19 PANDEMIC TIME

2021 ◽  
pp. 43-45
Author(s):  
Radha Tatapudi ◽  
Indira Guntoory ◽  
Bhamidipaty Kanaka Durga Prasad ◽  
Sudha Rani Balla ◽  
Nirupam A Palakodeti
Keyword(s):  
Medical Education ◽  
Online Teaching ◽  
Online Survey ◽  
Learning Experience ◽  
Undergraduate Teaching ◽  
Online Class ◽  
Medical Undergraduate ◽  
To Come ◽  
Traditional Classroom Teaching ◽  
Teaching Learning

Background: Medical education has experienced a sea of change in the last decade. Covid- 19 pandemic has catalysed a drastic change in the learning experience from traditional classroom teaching to virtual education. Methods:After 4 months of online teaching at our institute, an online survey based research study was conducted on the perceptions of students and faculty of our department about online teaching. Results:Atotal of 215 students consented to participate. 63.72% felt that the clarity of presentation and audibility was good. 25.11% of students faced major problems with net connectivity. However 51.1% felt that their interaction with other students was less and 27.4% felt that their interaction with faculty was less in online classes when compared to traditional class room.34% were satised and 41.8% gave an equivocal response to satisfaction with online teaching. 12 faculty members participated in the survey. 58.33% of the faculty felt condent in meeting the technical demands of online teaching.41.66% opined that the level of student participation was less in online class. 66.66% experienced difculty in keeping their students involved in the online class. 83.33% appreciated the institutional support. 91.66% of the faculty enjoyed their new experience of teaching online. Conclusion:The students appreciated the efforts of the faculty and management in imparting education virtually as a viable option in the pandemic time. Teachers also echoed the same opinion. Blended learning could be used to enhance and complement the formal face to face teaching in medical education in the years to come.

The Pentalfa project. 3: Participant evaluations of the interactivity of the educational videoconferences and the effectiveness of project promotion

2003 ◽  
Vol 9 (3) ◽  
pp. 167-170
Author(s):  
B Himpens
Keyword(s):  
Medical Education ◽  
Continuing Medical Education ◽  
Education Programme ◽  
Personal Contact ◽  
Age And Gender ◽  
Medical Education Programme ◽  
And Gender ◽  
Academic Year ◽  
Source Of Information

A distance continuing medical education programme was established at the Katholieke Universiteit Leuven using multipoint videoconferencing via ISDN lines at 384 kbit/s. During each academic year, 24–26 sessions were organized. The interactivity afforded by the videoconferencing was investigated during the first three years of the project. More than 60% of the participants rated the interactivity as good or very good. No differences were found between the sites or over the three years of the project, but female participants were more positive (66% making ratings of good or very good) in this regard than male participants (57%). Also, the effectiveness of the various types of publicity used to promote the programme was analysed. A brochure was the main source of information (62% of participants heard of the programme by this means), followed by direct mailings (27%), posters (15%), personal contact (14%) and the programme's Website (1%). The proportions of participants who heard of the programme through these different means varied with age and gender.

Sign in / Sign up

Export Citation Format

Share Document