MEDICAL STUDENTS' PREPARATION FOR ANALYSIS OF STUDY MATERIALS IN THE CHEMICAL COURSE

2019 ◽  
Vol 1 ◽  
pp. 244
Author(s):  
Irina Kazuša
Keyword(s):  
Critical Thinking ◽  
Medical Students ◽  
Knowledge Construction ◽  
Systematic Approach ◽  
Evidence Based ◽  
Information Analysis ◽  
Study Materials ◽  
Participation Level ◽  
Wide Range ◽  
Study Process

The ability to reproduce and assess the content of the text and its argumentation is the most important competence in any profession. Medical students’ systematic approach to information analysis based on evidence-based medical principles can be already developed at the beginning of the study process in the theoretical courses. The goal of this research is to analyse the effectiveness of a didactic model that is based on critical thinking principles and includes a wide range of approaches to working with information. Learning by memorization has become dominant for medical students in Rīga Stradiņš University (RSU). The goal of the chemistry course is to shift the emphasis from fact memorization to knowledge construction, thus significantly changing students’ analytic abilities. The chemistry course not only creates the conditions for understanding content but also improves skills in various methods of acquiring knowledge. When new knowledge is being constructed students learn methods for organizing and structuring information and each student has an opportunity to choose the appropriate amount of information and participation level. Study material is being analyzed sequentially from the simplest to the most complex i.e. by starting with elementary calculations and moving to integrate information from different disciplines. Didactic model based on critical thinking principles underpins "logical steps" and requirements (fact recognition, analysis, and interpretation, recognition of fallacies and concepts, the perfection of reasoning algorithms, interdisciplinary connections) orient students to critically evaluate information while searching for problem solutions. The results obtained in student surveys and final tests prove that the created model, which is based on critical thinking principles, ensures successful mastering of the chemistry course to students with any level of prior knowledge. 

scholarly journals Learning to Speak Up for Patient Safety: Interprofessional Scenarios for Training Future Healthcare Professionals

2020 ◽  
Vol 7 ◽  
pp. 238212052093546
Author(s):  
Lise McCoy ◽  
Joy H Lewis ◽  
Harvey Simon ◽  
Denise Sackett ◽  
Tala Dajani ◽  
...  
Keyword(s):  
Patient Safety ◽  
Critical Thinking ◽  
Medical Students ◽  
The United States ◽  
Individual Student ◽  
Wide Range ◽  
Post Test ◽  
Second Year ◽  
Proactive Communication ◽  
Assessment Questions

Background: Preventable medical errors represent a leading cause of death in the United States. Effective undergraduate medical education (UME) strategies are needed to train medical students in error prevention, early identification of potential errors, and proactive communication. To address this need, a team of faculty from A.T. Still University’s School of Osteopathic Medicine in Arizona developed four digital patient safety case scenarios for second-year medical students. These scenarios were designed to integrate interprofessional collaboration and patient safety principles, increase student ability to identify potential errors, and promote proactive communication skills. Methods: Faculty used Qualtrics to create four digital case scenarios on patient safety covering the following domains: communicating about potential drug-to-drug interactions; effective handoffs; human factors errors, such as fatigue, illness, and stress; and conflicts with supervising resident. In fall 2018, 97 second-year medical students completed the entire safety module in dyad or triad teams. As they worked through each case study, student teams completed 11 assessment questions with instant feedback, and participated in short case debrief discussions. Next, each individual student took a 12-question post-test to assess learning. Descriptive statistics were reviewed for the assessment questions, and case critical thinking discussion answers were reviewed to evaluate student comprehension. Results: The mean score for the module was 95.5% (SD= 6.36%, range = 75%-100%). Seventy-eight students completed the post-test, which had a mean score of 96.5% (SD = 6.51%, range = 66.7%-100%). Student written responses to the four case critical thinking discussion prompts indicated a high level of comprehension. Conclusion: Our results demonstrated that digital case studies can provide an innovative mechanism to introduce key patient safety concepts and experiential practice of interprofessional communication in early UME. Our design and implementation of these engaging interprofessional patient safety training modules provided an opportunity for students to learn key communication and safety concepts in small teams. This training method was cost-effective and could be replicated in other online learning or blended learning environments for a wide range of health professions.

scholarly journals Teaching Critical Thinking Skills for Evidence-Based Reasoning Across the Curriculum Using COGENT

2015 ◽  
Vol 7 (1) ◽  
pp. 90
Author(s):  
Mihai Boicu ◽  
Gheorghe Tecuci ◽  
Dorin Marcu ◽  
Laura Lukes ◽  
Debra Sprague ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Systematic Approach ◽  
Experimental Methods ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Evidence Based ◽  
Intelligence Analysis ◽  
The Core ◽  
Hands On ◽  
Medicine History

Evidence-based reasoning is at the core of many problem-solving and decision-making activities in a wide variety of domains, including all natural sciences and engineering (e.g., for experimental methods), law, intelligence analysis, forensics, medicine, history, archaeology, and many others. However, many students lack the skills to develop sound arguments based on evidence. This session will present a general systematic approach to evidence-based reasoning and a computer system called COGENT (Cognitive Assistant for Cogent Analysis) that are proposed to be used for teaching critical thinking skills for evidence-based reasoning in a variety of courses, through an effective hands-on approach. Examples of using COGENT in current or future courses in intelligence analysis, physics, geology, and other domains will be presented. The audience will have an opportunity to use COGENT in short, hands-on exercises. The main goal of this session is to encourage other professors to adopt these innovations in their courses as a step toward teaching of evidence-based reasoning across the curriculum.

scholarly journals MEDICAL STUDENTS' MOTIVATION PROMOTION OF PROFESSIONAL COMPETENCE DEVELOPMENT

2018 ◽  
Vol 1 ◽  
pp. 237
Author(s):  
Aelita Koha ◽  
Tatjana Ivanova ◽  
Ilze Ivanova
Keyword(s):  
Medical Students ◽  
Professional Competence ◽  
Main Task ◽  
Study Program ◽  
Professional Performance ◽  
Medical College ◽  
Wide Range ◽  
Main Motive ◽  
Study Process ◽  
The Given

When choosing the direction of education, it is important for a person or with the help of the given education he will be able to achieve the goals and ideals of his life, and realize his personality potential. The choice of a career, according to personality, determines success and successful professional performance. Medicine is an area that offers a wide range of opportunities to acquire a profession in various specializations. A successful study program for medical students is very closely related to motivation.Motivation is especially important in encouraging students to motivate the person to develop the chosen profession.Motivation involves mutual interconnection of beliefs, perceptions, values and interests. In the pedagogical process, this means that the need is the main motive for learning, so it is important to notice that one level of needs encourages learning. The main task of the study process is to develop students' knowledge and skills that are useful in further professional careersAim of the article: To study the motivation of students of medical college, the factors influencing it, which promote the development of professional competencesMethods: quantitative study method, research instrument-surveyMain results of the study on the factors of professional competence in the study process: competence of teachers (43%), content of the study program (21%), practical classes (24%).  

scholarly journals Psychometric properties of the critical thinking disposition assessment test amongst medical students in China: a cross-sectional study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Liyuan Cui ◽  
Yaxin Zhu ◽  
Jinglou Qu ◽  
Liming Tie ◽  
Ziqi Wang ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Critical Thinking ◽  
Medical Students ◽  
Psychometric Properties ◽  
Internal Consistency ◽  
Discriminant Validity ◽  
Retest Reliability ◽  
Critical Thinking Disposition ◽  
Thinking Disposition ◽  
Test Retest Reliability

Abstract Background Critical thinking disposition helps medical students and professionals overcome the effects of personal values and beliefs when exercising clinical judgment. The lack of effective instruments to measure critical thinking disposition in medical students has become an obstacle for training and evaluating students in undergraduate programs in China. The aim of this study was to evaluate the psychometric properties of the CTDA test. Methods A total of 278 students participated in this study and responded to the CTDA test. Cronbach’s α coefficient, internal consistency, test-retest reliability, floor effects and ceiling effects were measured to assess the reliability of the questionnaire. Construct validity of the pre-specified three-domain structure of the CTDA was evaluated by explanatory factor analysis (EFA) and confirmatory factor analysis (CFA). The convergent validity and discriminant validity were also analyzed. Results Cronbach’s alpha coefficient for the entire questionnaire was calculated to be 0.92, all of the domains showed acceptable internal consistency (0.81–0.86), and the test-retest reliability indicated acceptable intra-class correlation coefficients (ICCs) (0.93, p < 0.01). The EFA and the CFA demonstrated that the three-domain model fitted the data adequately. The test showed satisfactory convergent and discriminant validity. Conclusions The CTDA is a reliable and valid questionnaire to evaluate the disposition of medical students towards critical thinking in China and can reasonably be applied in critical thinking programs and medical education research.

Assessing the FACTTS: An Evidence-Based Medicine and Critical Appraisal Course for Medical Students

2013 ◽  
Vol 32 (2) ◽  
pp. 209-218 ◽  
Author(s):  
John W. W. Cyrus ◽  
David C. Duggar ◽  
Deidra Woodson ◽  
Donna F. Timm ◽  
Jerry W. McLarty ◽  
...  
Keyword(s):  
Medical Students ◽  
Evidence Based Medicine ◽  
Critical Appraisal ◽  
Evidence Based ◽  
Based Medicine

scholarly journals State of the Science in Dried Blood Spots

2018 ◽  
Vol 64 (4) ◽  
pp. 656-679 ◽  
Author(s):  
Jeffrey D Freeman ◽  
Lori M Rosman ◽  
Jeremy D Ratcliff ◽  
Paul T Strickland ◽  
David R Graham ◽  
...  
Keyword(s):  
Systematic Approach ◽  
Full Range ◽  
Dried Blood Spots ◽  
Blood Spots ◽  
Highly Sensitive ◽  
Wide Range ◽  
Potential Applications ◽  
Review Of Reviews ◽  
Near Term ◽  
State Of The Science

Abstract BACKGROUND Advancements in the quality and availability of highly sensitive analytical instrumentation and methodologies have led to increased interest in the use of microsamples. Among microsamples, dried blood spots (DBS) are the most well-known. Although there have been a variety of review papers published on DBS, there has been no attempt at describing the full range of analytes measurable in DBS, or any systematic approach published for characterizing the strengths and weaknesses associated with adoption of DBS analyses. CONTENT A scoping review of reviews methodology was used for characterizing the state of the science in DBS. We identified 2018 analytes measured in DBS and found every common analytic method applied to traditional liquid samples had been applied to DBS samples. Analytes covered a broad range of biomarkers that included genes, transcripts, proteins, and metabolites. Strengths of DBS enable its application in most clinical and laboratory settings, and the removal of phlebotomy and the need for refrigeration have expanded biosampling to hard-to-reach and vulnerable populations. Weaknesses may limit adoption in the near term because DBS is a nontraditional sample often requiring conversion of measurements to plasma or serum values. Opportunities presented by novel methodologies may obviate many of the current limitations, but threats around the ethical use of residual samples must be considered by potential adopters. SUMMARY DBS provide a wide range of potential applications that extend beyond the reach of traditional samples. Current limitations are serious but not intractable. Technological advancements will likely continue to minimize constraints around DBS adoption.

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