scholarly journals Paradigm shift in medical education due to the COVID-19 pandemic: guidelines for developing a blended learning curriculum in medical education

F1000Research ◽  
2022 ◽  
Vol 11 ◽  
pp. 37
Author(s):  
Aisha Rafi ◽  
Muhammad Idrees Anwar ◽  
Ayesha Younas ◽  
Shamaila Manzoor
Keyword(s):  
Medical Education ◽  
Blended Learning ◽  
Paradigm Shift ◽  
Personal Experience ◽  
Nominal Group Technique ◽  
Learning System ◽  
Nominal Group ◽  
Current Evidence ◽  
Practical Guidelines ◽  
The Individual

Background: The coronavirus disease 2019 (COVID-19) pandemic has transformed the world’s economy, health and education in a blink of an eye. Almost 1 billion learners have been affected across the globe. This has resulted in a paradigm shift to blended learning. Therefore, it was felt necessary to provide practical guidelines for the development of blended curriculum in medical education. It would help to overcome the challenges faced due to unprecedented transformation of medical education on account of pandemic. Methods: Guidelines based on personal experience of the authors and literature search were developed using the complex adapted blended learning system (CALBS) framework. Seven experts developed these guidelines using the nominal group technique. The consent form and literature for CABLS framework was shared with experts. The experts developed the guidelines independently during phase one of the technique. After a given time, phase 2 started with moderator mediated discussion about the individual guidelines developed by the experts. After discussion and mutual consensus four types of guideline ideas were developed. During the third phase the experts ranked the guideline ideas on a scale of 1 to 5. The guideline idea that ranked highest was selected as a final guideline for developing a blended learning curriculum. Results: The group consensus resulted in developing seven guidelines for a blended course or curriculum in medical education. These guidelines are based on a conceptual framework supplemented by expert’s own personal experience and current evidence from literature. Conclusions: These guidelines would provide a comprehensive and systematic approach to develop a blended learning curriculum in medical education.

scholarly journals Barriers to antigen detection and avoidance in chronic hypersensitivity pneumonitis in the United States

2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Kerri I. Aronson ◽  
Ronan O’Beirne ◽  
Fernando J. Martinez ◽  
Monika M. Safford
Keyword(s):  
Hypersensitivity Pneumonitis ◽  
Nominal Group Technique ◽  
The United States ◽  
Antigen Detection ◽  
Nominal Group ◽  
Clinical Knowledge ◽  
Financial Barriers ◽  
Chronic Hypersensitivity Pneumonitis ◽  
The Individual ◽  
Development And Validation

Abstract Background Chronic hypersensitivity pneumonitis (CHP) is an interstitial lung disease (ILD) caused by long term exposure to an offending antigen. Antigen avoidance is associated with improved outcomes. We are unable to identify the antigen source in approximately half of patients. When an antigen is successfully identified, patients have difficulty with avoidance. Methods We conducted three structured group discussions with US based ILD specialists utilizing the nominal group technique (NGT). Participants listed barriers to antigen detection and avoidance in CHP. Each participant ranked what they perceived to be the top three barriers in the list in terms of importance. The master list of barriers was consolidated across the three groups into themes that were prioritized based on receiving the highest rankings by participants. Results Twenty-five physicians participated; 56% had experience caring for CHP patients for ≥ 16 years. Sixty barriers to antigen detection were categorized into seven themes of which the top three were: 1. unclear significance of identified exposures; 2. gaps in clinical knowledge and testing capabilities; 3. there are many unknown and undiscovered antigens. Twenty-eight barriers to antigen avoidance were categorized into five themes of which the top three were: 1. patient limitations, financial barriers and lack of resources; 2. individual patient beliefs, emotions and attachments to the antigen source; and 3. gaps in clinical knowledge and testing capabilities. Conclusions This study uncovered challenges at the individual patient, organizational, and societal levels and ranked them in terms of level of importance. These findings provide information to guide development and validation of multidisciplinary support and interventions geared towards antigen identification and avoidance in CHP.

scholarly journals Psykologisk kontrakt med studenter i høyere utdanning

2020 ◽  
pp. 53-66
Author(s):  
Gisle Heimly ◽  
Egil Eide ◽  
Njål Vidar Traavik
Keyword(s):  
Psychological Contract ◽  
Nominal Group Technique ◽  
Nominal Group ◽  
Vocational Teachers ◽  
Whole Class ◽  
The Individual ◽  
High Degree ◽  
Group Technique

In this article, we present how a shared psychological contract was negotiated with students at the Practical Pedagogical Education for Vocational Teachers (PPU-Y) at the beginning of the program, autumn 2016. A modified version of the nominal group technique (NGT) was used in groups and in whole class negotiations. General themes representing the individual students as well as common expectations of the role of the teacher and their own role as students were identified. The findings show that the students have a high degree of relational expectations to the teacher, expect structure and predictability in the study, and expect relevance between education and objectives of education and that individual expectations to the teacher and the negotiated psychological contract in class are relatively similar.

scholarly journals Use of Team-Based Learning Pedagogy for Internal Medicine Ambulatory Resident Teaching

2015 ◽  
Vol 7 (4) ◽  
pp. 643-648 ◽  
Author(s):  
Sandy Balwan ◽  
Alice Fornari ◽  
Paola DiMarzio ◽  
Jennifer Verbsky ◽  
Renee Pekmezaris ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Medical Education ◽  
Nominal Group Technique ◽  
Internal Medicine Residency ◽  
Nominal Group ◽  
Resident Satisfaction ◽  
Learner Engagement ◽  
Team Based Learning ◽  
Residency Curriculum ◽  
Group Technique

ABSTRACT Background Team-based learning (TBL) is used in undergraduate medical education to facilitate higher-order content learning, promote learner engagement and collaboration, and foster positive learner attitudes. There is a paucity of data on the use of TBL in graduate medical education. Our aim was to assess resident engagement, learning, and faculty/resident satisfaction with TBL in internal medicine residency ambulatory education. Methods Survey and nominal group technique methodologies were used to assess learner engagement and faculty/resident satisfaction. We assessed medical learning using individual (IRAT) and group (GRAT) readiness assurance tests. Results Residents (N = 111) involved in TBL sessions reported contributing to group discussions and actively discussing the subject material with other residents. Faculty echoed similar responses, and residents and faculty reported a preference for future teaching sessions to be offered using the TBL pedagogy. The average GRAT score was significantly higher than the average IRAT score by 22%. Feedback from our nominal group technique rank ordered the following TBL strengths by both residents and faculty: (1) interactive format, (2) content of sessions, and (3) competitive nature of sessions. Conclusions We successfully implemented TBL pedagogy in the internal medicine ambulatory residency curriculum, with learning focused on the care of patients in the ambulatory setting. TBL resulted in active resident engagement, facilitated group learning, and increased satisfaction by residents and faculty. To our knowledge this is the first study that implemented a TBL program in an internal medicine residency curriculum.

scholarly journals Policy Deployment and Learning in Complex Business Domains: The Potentials of Role Playing

2016 ◽  
Vol 11 (12) ◽  
pp. 15 ◽  
Author(s):  
Federico Barnabè
Keyword(s):  
Conceptual Knowledge ◽  
Management Education ◽  
Nominal Group Technique ◽  
Role Playing ◽  
Nominal Group ◽  
Role Playing Games ◽  
Concrete Experience ◽  
Relevant Role ◽  
Role Playing Game ◽  
The Individual

<p>This article focuses on the use of Role Playing games in management education, aiming at demonstrating that they have the potential to provide concrete experiences in which participants can acquire conceptual knowledge and operative skills, both at the individual and the collective level. More specifically,<strong> </strong>Role Playing games are powerful tools able to support participants’ learning at different degrees, since they provide a context and the conditions for concrete experience, reflective observation, abstract conceptualization, and active experimentation. To pursue this aim, a specific Role Playing game was used in an MBA setting focusing on the management of a typical supply chain. Additionally, a nominal group technique facilitated the emergence of group consensus, and the development of improvement policies. The research design and the results of several gaming sessions are discussed and analyzed according to the theoretical framework presented in the article. Overall, this study shows that Role Playing simulations can play a serious and relevant role in management education, providing free and safe environments in which participants can face decision-making issues, and problem-solving challenges.</p>

scholarly journals Co-producing Progression Criteria for Feasibility Studies: A Partnership between Patient Contributors, Clinicians and Researchers

2019 ◽  
Vol 16 (19) ◽  
pp. 3756 ◽  
Author(s):  
Hannah Young ◽  
Samantha Goodliffe ◽  
Meeta Madhani ◽  
Kay Phelps ◽  
Emma Regen ◽  
...  
Keyword(s):  
Nominal Group Technique ◽  
Feasibility Studies ◽  
Discussion Groups ◽  
Nominal Group ◽  
Study Patient ◽  
Loss To Follow Up ◽  
Second Stage ◽  
Modified Nominal Group Technique ◽  
The Individual

There is a lack of guidance for developing progression criteria (PC) within feasibility studies. We describe a process for co-producing PC for an ongoing feasibility study. Patient contributors, clinicians and researchers participated in discussions facilitated using the modified Nominal Group Technique (NGT). Stage one involved individual discussion groups used to develop and rank PC for aspects of the trial key to feasibility. A second stage involving representatives from each of the individual groups then discussed and ranked these PC. The highest ranking PC became the criteria used. At each stage all members were provided with a brief education session to aid understanding and decision-making. Fifty members (15 (29%) patients, 13 (25%) researchers and 24 (46%) clinicians) were involved in eight initial groups, and eight (two (25%) patients, five (62%) clinicians, one (13%) researcher) in one final group. PC relating to eligibility, recruitment, intervention and outcome acceptability and loss to follow-up were co-produced. Groups highlighted numerous means of adapting intervention and trial procedures should ‘change’ criteria be met. Modified NGT enabled the equal inclusion of patients, clinician and researcher in the co-production of PC. The structure and processes provided a transparent mechanism for setting PC that could be replicated in other feasibility studies.

scholarly journals The Right to Urban Streams: Quantitative Comparisons of Stakeholder Perceptions in Defining Adaptive Stream Restoration

2020 ◽  
Vol 12 (22) ◽  
pp. 9500
Author(s):  
Chang-Yu Hong ◽  
Eun-Sung Chung ◽  
Heejun Chang
Keyword(s):  
South Korea ◽  
Ecological Restoration ◽  
Stream Restoration ◽  
Nominal Group Technique ◽  
Coastal Region ◽  
Nominal Group ◽  
Urban Stream ◽  
Priority Score ◽  
The Individual ◽  
The Right

Assuring healthy streams in the urban environment is a major goal for restoration scientists, urban planners, and city practitioners around the globe. In South Korea, many urban stream restoration efforts are designed to provide safe water to society and enhance ecological functions. We examined the extent to which the individual interests and different values of multiple stakeholders were considered in previous decision-making in two urban stream restoration projects. The relevant data on stream restoration were collected through the nominal group technique (NGT) and the analytic hierarchy process (AHP) for the two stream cases of a populated inland area and a coastal region in South Korea. The AHP results provide information about the comparative weights of the values of ecological restoration (priority score: 0.487), social restoration (priority score: 0.231), and landscape revitalization (priority score: 0.279) of the Ahn-Yang stream and ecological restoration (priority score: 0.527), social restoration (priority score: 0.182), and landscape revitalization (priority score: 0.290) of the Sahn-Jee stream. The stakeholders of the populated metropolitan area had a relatively high awareness of their role in environmental restoration, thus it was natural for them to place a high value on social restoration.

scholarly journals Guidelines: The dos, don’ts and don’t knows of remediation in medical education

2019 ◽  
Vol 8 (6) ◽  
pp. 322-338 ◽  
Author(s):  
Calvin L. Chou ◽  
Adina Kalet ◽  
Manuel Joao Costa ◽  
Jennifer Cleland ◽  
Kalman Winston
Keyword(s):  
Medical Education ◽  
Current Evidence ◽  
Struggling Learners ◽  
High Stakes ◽  
Ongoing Research ◽  
Societal Factors ◽  
Current State ◽  
Complex Process ◽  
Practical Guidelines ◽  
Competency Based

Abstract Introduction Two developing forces have achieved prominence in medical education: the advent of competency-based assessments and a growing commitment to expand access to medicine for a broader range of learners with a wider array of preparation. Remediation is intended to support all learners to achieve sufficient competence. Therefore, it is timely to provide practical guidelines for remediation in medical education that clarify best practices, practices to avoid, and areas requiring further research, in order to guide work with both individual struggling learners and development of training program policies. Methods Collectively, we generated an initial list of Do’s, Don’ts, and Don’t Knows for remediation in medical education, which was then iteratively refined through discussions and additional evidence-gathering. The final guidelines were then graded for the strength of the evidence by consensus. Results We present 26 guidelines: two groupings of Do’s (systems-level interventions and recommendations for individual learners), along with short lists of Don’ts and Don’t Knows, and our interpretation of the strength of current evidence for each guideline. Conclusions Remediation is a high-stakes, highly complex process involving learners, faculty, systems, and societal factors. Our synthesis resulted in a list of guidelines that summarize the current state of educational theory and empirical evidence that can improve remediation processes at individual and institutional levels. Important unanswered questions remain; ongoing research can further improve remediation practices to ensure the appropriate support for learners, institutions, and society.

scholarly journals What are the research priorities for idiopathic intracranial hypertension? A priority setting partnership between patients and healthcare professionals

BMJ Open ◽  
2019 ◽  
Vol 9 (3) ◽  
pp. e026573 ◽  
Author(s):  
Susan Mollan ◽  
Krystal Hemmings ◽  
Clare P Herd ◽  
Amanda Denton ◽  
Shelley Williamson ◽  
...  
Keyword(s):  
Intracranial Hypertension ◽  
Priority Setting ◽  
Idiopathic Intracranial Hypertension ◽  
Healthcare Professionals ◽  
Nominal Group Technique ◽  
Research Priorities ◽  
Nominal Group ◽  
Current Evidence ◽  
The Difference ◽  
Priority Setting Partnership

ObjectiveIdiopathic intracranial hypertension (IIH) is under-researched and the aim was to determine the top 10 research priorities for this disease.DesignA modified nominal group technique was used to engage participants who had experience of IIH.SettingThis James Lind Alliance Priority Setting Partnership was commissioned by IIH UK, a charity.ParticipantsPeople with IIH, carers, family and friends, and healthcare professionals participated in two rounds of surveys to identify unique research questions unanswered by current evidence. The most popular 26 uncertainties were presented to stakeholders who then agreed the top 10 topics.ResultsThe top 10 research priorities for IIH included aetiology of IIH, the pathological mechanisms of headache in IIH, new treatments in IIH, the difference between acute and gradual visual loss, the best ways to monitor visual function, biomarkers of the disease, hormonal causes of IIH, drug therapies for the treatment of headache, weight loss and its role in IIH and finally, the best intervention to treat IIH and when should surgery be performed.ConclusionsThis priority setting encouraged people with direct experience of IIH to collectively identify critical gaps in the existing evidence. The overarching research aspiration was to understand the aetiology and management of IIH.

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