Do our medical students even want e-learning? A user rated evaluation of case based e-learning in undergraduate medical education at the medical university of Vienna.

ObjectivesThe main objectives were to assess medical students’ opinions about e-learning in psychiatry undergraduate medical education, and to investigate a possible relationship between learning styles and preferences for learning modalities.MethodDuring the academic year 2009/2010, all 231 senior Royal College of Surgeons in Ireland (RCSI) medical students in their penultimate year of study were invited to answer a questionnaire that was posted online on Moodle, the RCSI virtual learning environment.ResultsIn all, 186 students responded to the questionnaire, a response rate of 80%. Significantly more students stated a preference for live psychiatry tutorials over e-learning lectures. Students considered flexible learning, having the option of viewing material again and the ability to learn at one’s own pace with e-learning lectures, to be more valuable than having faster and easier information retrieval.ConclusionStudents prefer traditional in-class studying, even when they are offered a rich e-learning environment. Understanding students’ learning styles has been identified as an important element for e-learning development, delivery and instruction, which can lead to improved student performance.

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Not The Ghost in The Machine: Transforming Patient Data into E-Learning Cases Within A Case-Based Blended Learning Framework For Medical Education

Procedia - Social and Behavioral Sciences ◽

10.1016/j.sbspro.2015.04.106 ◽

2015 ◽

Vol 186 ◽

pp. 713-725 ◽

Cited By ~ 11

Author(s):

Bela R. Turk ◽

Rabea Krexner ◽

Ferdinand Otto ◽

Thomas Wrba ◽

Henriette Löffler-Stastka

Keyword(s):

Medical Education ◽

Blended Learning ◽

Patient Data ◽

Learning Framework ◽

E Learning ◽

Case Based

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Attitude & belief towards mental illness and psychiatry as a faculty among medical students at International Medical University, Malaysia

BJPsych Open ◽

10.1192/bjo.2021.362 ◽

2021 ◽

Vol 7 (S1) ◽

pp. S125-S125

Author(s):

Debakanta Behera ◽

Ji Yen Ku

Keyword(s):

Mental Health ◽

Mental Illness ◽

Medical Education ◽

Medical Students ◽

Career Choice ◽

Online Survey ◽

Psychiatric Patients ◽

International Medical ◽

Early Exposure ◽

Medical University

AimsThird year Medical students from the International Medical University, Malaysia were assessed regarding their commonly held attitudes and beliefs for the mental illness in general as well as with respect to psychiatry as a faculty through a survey monkey based survey,BackgroundCommonly held perceptions and prejudices often can be overcame by education and early exposure to facts which also holds true with medical students and their attitude as well as expectations to psychiatry. Ever growing awareness regarding the Mental illness has helped but is unable to complete address the stigma and prejudices associated with it. Also Early exposure to psychiatry in medical education can provide a positive experience to medical students including germinating an interest in psychiatry as a career choice among the students.Method42 students of 3rd and 4th year medical school from International Medical University, Malaysia, some without any exposure to psychiatry, were participated in a survey created on a cloud based online survey link and responded to a questionnaire about the attitude and belief towards mental Illness as well as Psychiatry as a career choice. The results were analysed and data interpreted.ResultMost students (85%) though agreed that psychiatry is a rapidly expanding frontier of medicine sadly only 20% stated that it would be one of the top three career choice. Just under the 50% of the students stated that the psychiatric patients are more likely to harm others. About 95% felt that psychiatric consultations of patients with medical and surgical health problems would be helpful and 90% students shared that they would not feel embarrassed about someone from their family if diagnosed with mental illness.ConclusionPsychiatric exposure in medical education has been recognised as inadequate in general and often exposing medical students to psychiatry early helps improving the stigma and prejudices associated with mental illness. It will also give them sufficient exposure to assess the illness holistically keeping mental health in mind while treating physically ill people and also may inspire them to choose psychiatry as a career choice in a rapidly developing and conservative country such as Malaysia where mental health services are largely inadequate and is the second biggest health issue.

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Simulation in undergraduate medical education: Designing a programme to improve medical students’ non-technical skills

International Journal of Surgery ◽

10.1016/j.ijsu.2015.07.477 ◽

2015 ◽

Vol 23 ◽

pp. S102 ◽

Cited By ~ 2

Author(s):

E. Martinou ◽

R. Chindambaran ◽

G. Krishnasamy ◽

A. Johnson ◽

J.O. Donnell ◽

...

Keyword(s):

Medical Education ◽

Medical Students ◽

Undergraduate Medical Education ◽

Technical Skills

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An Analysis of The Application of “WeChat + Micro-Courses” In Different Majors of Medical University Students

10.21203/rs.3.rs-849351/v1 ◽

2021 ◽

Author(s):

Lu Liu ◽

Qiurun Yu ◽

Qiuqin Tang ◽

Wei Wu

Keyword(s):

Medical Education ◽

Medical Students ◽

University Students ◽

Preventive Medicine ◽

Full Time ◽

Teaching Mode ◽

Medical University

Abstract Background: WeChat and micro-courses have become important tools for improving medical education. However, most research just focused on one of them, and investigations about “WeChat + micro-courses” teaching mode were still lacking. Purpose: The aim of this study was to investigate medical students’ use of WeChat and micro-courses and to analyze the possibility of “WeChat + micro-courses” teaching mode.Methods: This investigation was conducted among 534 full-time undergraduates in Nanjing Medical University. A self-reported questionnaire was adopted to collect data. Data were entered and checked with EpiData 3.0 and were analyzed with STATA 13.Results: 534 participants successfully completed the questionnaires. Most students in all specialties used WeChat. More students in preventive medicine subscribed to OAs related to other majors (χ2 = 28.49, P < 0.01). In three majors, almost 80% of students spent less than 10 minutes or 10-30 minutes browsing OA articles every day. As for micro-courses, using frequency in biostatistics was significantly higher than that in preventive medicine and hygienic analysis and detection (χ2 = 16.68, P < 0.01). Plenty of students complained about the lack of interactions while learning with micro-courses.Conclusions: It was promising to apply “WeChat + micro-courses” mode in medical education.

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0120 Simulation And Undergraduate Medical Education: Medical Students’ Clinical And Non Technical Skills

10.1136/bmjstel-2014-000002.150 ◽

2014 ◽

Author(s):

Eirini Martinou ◽

William Tart ◽

Renju Chindambaran ◽

Andrea Yap ◽

James O’Donnell ◽

...

Keyword(s):

Medical Education ◽

Medical Students ◽

Undergraduate Medical Education ◽

Technical Skills ◽

Education Medical

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Using Technology to Teach and Teaching About Technology

Advances in Medical Education, Research, and Ethics - Handbook of Research on the Efficacy of Training Programs and Systems in Medical Education ◽

10.4018/978-1-7998-1468-9.ch020 ◽

2020 ◽

pp. 379-403 ◽

Cited By ~ 2

Author(s):

Shohreh V. Anand ◽

Tejwansh S. Anand

Keyword(s):

Medical Education ◽

Clinical Practice ◽

Medical Students ◽

Undergraduate Medical Education ◽

Clinical Setting ◽

Digital Technology ◽

Education Technology ◽

Medical Settings ◽

Current State ◽

Educational Theories

This chapter analyzes the role played by technology in undergraduate medical education (UME) using two perspectives: how technology is used as a tool to facilitate teaching and how medical students are taught to use technology in the clinical setting. For each perspective, a survey of literature, published from 2009 to 2019, was conducted to understand the current state. Authors critically examine the current state and describe and analyze issues with it. Recommendations are made for improving the blending of medical education, technology, pedagogy, and clinical practice. The narrative in this chapter is at the intersection of digital technology, educational theories, and medical settings (educational and practice).

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The Evolution of Core Curriculum in Medical Schools

Advances in Medical Education, Research, and Ethics - Handbook of Research on the Efficacy of Training Programs and Systems in Medical Education ◽

10.4018/978-1-7998-1468-9.ch005 ◽

2020 ◽

pp. 92-109

Author(s):

Aaron L. Burshtein ◽

Joshua G. Burshtein ◽

Peter A. Gold ◽

Luke Garbarino ◽

David E. Elkowitz

Keyword(s):

Medical Education ◽

Medical Students ◽

Learning Environments ◽

Technological Innovation ◽

Core Curriculum ◽

Medical School Training ◽

Case Based Learning ◽

Medical Educators ◽

School Training ◽

Case Based

Medical education has undergone an evolution from passive, lecture-based learning environments to curricula that accentuate an active and dynamic system. Stemming from technological innovation, a greater amount of responsibility has been placed on students during clerkships and residency. In addition, a shift in USMLE assessment focuses on interpretation and application as compared to the former memorization-heavy approach. Therefore, learning has been modified to prepare students for the future medical landscape. Through the use of Team-Based, Problem-Based, and/or Case-Based Learning, medical students are taught to understand content rather than memorize it. The authors elucidate the rationale behind active learning and present a guide for medical educators to adopt this style of learning in every part of the undergraduate medical school training process.

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Undergraduate medical education: a national survey of consultant radiologists

British Journal of Radiology ◽

10.1259/bjr.20200380 ◽

2020 ◽

Vol 93 (1112) ◽

pp. 20200380 ◽

Cited By ~ 2

Author(s):

C Chew ◽

PJ O’Dwyer

Keyword(s):

Medical Education ◽

Medical Students ◽

Undergraduate Medical Education ◽

National Survey ◽

Online Survey ◽

Professional Activity ◽

Large Drop ◽

Current Role ◽

Health Boards

Objective: Rising clinical demand and changes to Radiologists’ job plans mean it is becoming ever more difficult for Radiologists to teach medical students. The aim of this study was to assess the current role of Radiologists in undergraduate medical education in Scotland. Methods: Consultant Radiologists working across all 14 Scottish Health Boards were invited by email to participate in an anonymous short online survey. The survey ran for 6 weeks from November 2019. One reminder email was sent a week before the survey closed. Results: 102 responses were recorded, representing 34% of the total whole time equivalent Radiologists in Scotland. All agreed Radiology should be taught to medical students. Over 70% (n = 73) taught medical students, most often during supporting professional activity time. 76 percent of Radiologists who did not teach expressed a desire to do so. The most common barrier to teaching was not having enough time in their job plan. Scottish Radiologists delivered a median of 10 h (IQR 0–22) a year of teaching to medical students. Thematic analysis of free comments revealed staffing/time constraints severely limiting ability to teach. Conclusion: This is the first national survey to assess the current role of Radiologists in teaching medical students. While most are teaching or want to teach, there is a large drop-off between current Scottish and previously reported UK median teaching hours. Engagement from Universities, Royal College of Radiologists and Health Boards is urgently needed to reverse this trend. Advances in knowledge: This is the first national survey into the current role of Radiologists in undergraduate medical education. There is a large drop-off between current Scottish and previously reported UK median teaching hours.

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Undergraduate medical students’ behavioural intentions towards medical errors and how to handle them: a qualitative vignette study

BMJ Open ◽

10.1136/bmjopen-2017-019500 ◽

2018 ◽

Vol 8 (3) ◽

pp. e019500 ◽

Cited By ~ 2

Author(s):

Isabel Kiesewetter ◽

Karen D Könings ◽

Moritz Kager ◽

Jan Kiesewetter

Keyword(s):

Medical Education ◽

Medical Students ◽

Undergraduate Medical Education ◽

Qualitative Content Analysis ◽

Case Vignette ◽

Preventive Action ◽

Undergraduate Medical Students ◽

Case Scenario ◽

Online Questionnaire ◽

Behavioural Intentions

ObjectivesIn undergraduate medical education, the topics of errors in medicine and patient safety are under-represented. The aim of this study was to explore undergraduate medical students’ behavioural intentions when confronted with an error.DesignA qualitative case vignette survey was conducted including one of six randomly distributed case scenarios in which a hypothetical but realistic medical error occurred. The six scenarios differed regarding (1) who caused the error, (2) the presence of witnesses and (3) the consequences of the error for the patient. Participants were asked: ‘What would you do?”. Answers were collected as written free texts and analysed according to qualitative content analysis.SettingStudents from German medical schools participated anonymously through an online questionnaire tool.ParticipantsAltogether, n=159 students answered a case scenario. Participants were on average 24.6 years old (SD=7.9) and 69% were female. They were undergraduate medical students in their first or second year (n=27), third, fourth or fifth year (n=107) or final year (n=21).ResultsDuring the inductive coding process, 19 categories emerged from the original data and were clustered into four themes: (1) considering communication; (2) considering reporting; (3) considering consequences; and (4) emotional responsiveness. When the student him/herself caused the error in the scenario, participants did mention communication with colleagues and taking preventive action less frequently than if someone else had caused the error. When a witness was present, participants more frequently mentioned disclosure of the error and taking actions than in the absence of a witness. When the outcome was significant to the patient, participants more often showed an emotional response than if there were no consequences.ConclusionsThe study highlights the importance of coping strategies for healthcare professionals to adequately deal with errors. Educators need to introduce knowledge and skills on how to deal with errors and emotional preparedness for errors into undergraduate medical education.

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