scholarly journals Assessing Student Engagement and Higher Order Skill Proficiency During the First and Second Year of Medical School – A Comparison Between the Legacy and Recently Reformed Active Learning Curricula

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Brandon Francis ◽  
Mari Hopper, PhD
Keyword(s):  
Active Learning ◽  
Medical School ◽  
Higher Order ◽  
T Test ◽  
Self Report ◽  
Learning Assessment ◽  
First Year ◽  
Group Comparison ◽  
Unequal Variance ◽  
Second Year

 Background and Hypothesis: This study set-out to determine if:  students enrolled in Indiana University’s reformed curricula (RC) demonstrate higher levels of engagement (E) and higher order skill (HOS) proficiency than students prior to reform in the legacy curriculum (LC).   students increase E and HOS from first year of medical school (MS1) to second year (MS2).  students performing in lowest HOS quartile during MS1 will demonstrate greater gains in HOS by MS2 than students in higher quartiles.  Experimental Design or Project Methods: Determined E using a validated self-report survey (Ahlfeldt, 2007). Assessed HOS using the standardized Collegiate Learning Assessment (CLA+), professionally developed and validated by the Council for Aid to Education (https://cae.org/flagship-assessments-cla-cwra/cla/). Statistical analysis was preliminary; further analysis to be completed by statistician. Between group comparison of LC and RC via t test assuming unequal variance; paired t test for within group comparison MS1 to MS2 (significance p<0.05).  Results: Students in RC increased E significantly from MS1 (39.0±7.0) to MS2 (40.8±5.3) and demonstrate significantly higher E than LC MS2 students (36.3±5.3). There were no differences in HOS proficiency when comparing RC to LC, or MS1 to MS2. Students in RC in the lowest quartile for HOS during MS1 (1688.8±53.1) significantly increased when re-tested during MS2 (1809.5±86.8).  Conclusion and Potential Impact: Curricular reform resulted in higher E when compared to LC. Despite increased E, there were no related changes in HOS. Results from quartile analysis agreed with previous reports that active learning preferentially benefits lower performing students (Koles, 2010).

scholarly journals Student engagement and higher order skill proficiency: a comparison of traditional didactic and renewed integrated active learning curricula

2018 ◽  
Vol 42 (4) ◽  
pp. 685-692 ◽  
Author(s):  
Mari K. Hopper ◽  
Daniela A. Brake
Keyword(s):  
Student Engagement ◽  
Medical Students ◽  
Active Learning ◽  
Medical School ◽  
Curriculum Reform ◽  
Higher Order ◽  
Poor Correlation ◽  
First Year ◽  
Cohort Groups ◽  
The Impact

A large, multicampus, public medical school underwent curricular renewal, emphasizing a student-centered approach with 50% of all course contact time devoted to active learning. Determining the impact of active learning on student engagement and higher order skill (HOS) proficiency was the primary aim of this study. Following Institutional Review Board approval, two cohort groups of first-year medical students were enrolled. The first cohort ( n = 54) included students before curriculum reform in the legacy curriculum (LC). The second cohort ( n = 73) included students completing studies in the renewed curriculum (RC). Near the end of the first year of medical school, both cohorts completed a validated survey of student engagement, and a proctored problem-based assessment of HOS proficiency [Collegiate Learning Assessment (CLA+)]. Results indicated RC students perceived greater levels of engagement than LC (39.5+5.8 vs. 33.3+5.6), and greater reliance on HOS, including analysis, synthesis, and application. However, there were no significant differences between cohorts in proficiency of HOS when assessed by the CLA+ (LC = 1,878 ± 161 vs. RC = 1,900 ± 157). Additionally, poor correlation between engagement and HOS for both LC and RC indicated more engaged students do not necessarily possess greater HOS proficiency. Ceiling effect may explain results as medical students enter medical school as highly skilled learners with potentially little room for improvement. It will be informative to continue to track engagement and HOS of both cohort groups as they continue their medical studies.

scholarly journals Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach

2018 ◽  
Vol 5 ◽  
pp. 238212051876513 ◽  
Author(s):  
Lise McCoy ◽  
Robin K Pettit ◽  
Charlyn Kellar ◽  
Christine Morgan
Keyword(s):  
Active Learning ◽  
Medical School ◽  
School Curriculum ◽  
First Year ◽  
Group Instruction ◽  
Large Group ◽  
Curriculum Review ◽  
Learning Techniques ◽  
Learning Centered ◽  
Semistructured Interviews

Background: Medical education is moving toward active learning during large group lecture sessions. This study investigated the saturation and breadth of active learning techniques implemented in first year medical school large group sessions. Methods: Data collection involved retrospective curriculum review and semistructured interviews with 20 faculty. The authors piloted a taxonomy of active learning techniques and mapped learning techniques to attributes of learning-centered instruction. Results: Faculty implemented 25 different active learning techniques over the course of 9 first year courses. Of 646 hours of large group instruction, 476 (74%) involved at least 1 active learning component. Conclusions: The frequency and variety of active learning components integrated throughout the year 1 curriculum reflect faculty familiarity with active learning methods and their support of an active learning culture. This project has sparked reflection on teaching practices and facilitated an evolution from teacher-centered to learning-centered instruction.

PENGARUH PERBEDAAN JURUSAN DI SEKOLAH MENENGAH UMUM TERHADAP PRESTASI BELAJAR MAHASISWA AKUNTANSI UNIVERSITAS BUNG HATTA PADA MATA KULIAH AKUNTANSI DITAHUN PERTAMA DAN KEDUA

2007 ◽  
Author(s):  
Yuliarti Yuliarti ◽  
Ethika Ethika
Keyword(s):  
High School ◽  
Test Sample ◽  
T Test ◽  
First Year ◽  
Public High School ◽  
Second Year

This research conducted as a mean to prove empirically influence of difference of majors in High School to achievement learn accountancy student of Bung-Hatta University at of accountancy in first year and both' second year. Sample 47 student which consist of generation 2004 and 2005. For the Examination of Hypothesis of appliance test Sample T-Test independent: First Hypothesis do not there are difference of achievement learn between accountancy student of Bung-Hatta University coming from majors of Sains and of Social in common public High School at mayor accountancy in first year. Second do not there are difference of achievement learn between accountancy student of Bung Hatta University coming from majors of Sains and of Social in High School at mayor accountancy in second year, There by can he concluded that difference of majors High School do not have an effect on to achievement team mayor accountancy student of Bung Hatta University mayor accountancy in first year and second

scholarly journals Improving the Neurological Exam Skills of Medical Students

2012 ◽  
Vol 39 (1) ◽  
pp. 83-86 ◽  
Author(s):  
Fraser G. A. Moore ◽  
Colin Chalk
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Distributed Practice ◽  
First Year ◽  
Muscle Stretch ◽  
Stretch Reflexes ◽  
Class A ◽  
Class B ◽  
Neurological Exam ◽  
Second Year

Objective:Determine if distributed practice of neurological exam (NE) skills in first year medical school produces sustained improvements in the skills of second year students.Methods:A prospective, controlled, non-blinded study conducted at McGill University (class size = 180 students). Expanded teaching of muscle stretch reflexes was provided to first year medical students. A structured examination of muscle stretch reflexes (max score = 100) was administered in second year medical school after a required two week rotation in Neurology. Results for class A (received the intervention in first year) were compared to the results for the preceding class B (had not received the intervention).Results:77 of 177 (44%) eligible students in class A and 69 of 166 (42%) eligible students in class B participated. Results were analyzed separately for each of two examiners. Mean (SD) scores were 95.2 (5.6) for class A (intervention) and 81.7 (11.1) for class B (control) for the first examiner and 90.4 (8.2) for class A and 83.8 (11.7) for class B for the second examiner. Results were statistically significant (Mann-Whitney test z = 5.27, p < 0.0001 first examiner and z = 2.67, p < 0.0038 second examiner).Conclusions:Distributed practice of muscle stretch reflexes during first year medical school results in improved performance by second year medical students after their mandatory clinical rotation in neurology, even when examined up to 14 months after the intervention. This finding has implications for the teaching of the NE.

scholarly journals A Model to Introduce Medical Students to the Use of Artificial Intelligence and Genomics for Precision Medicine

2021 ◽  
Author(s):  
Philip O Alderson ◽  
Maureen J Donlin ◽  
Lynda A Morrison
Keyword(s):  
Artificial Intelligence ◽  
Active Learning ◽  
Precision Medicine ◽  
Course Design ◽  
First Year ◽  
Use Case ◽  
Gene Variants ◽  
First Year Students ◽  
Elective Course ◽  
Second Year

Objective: Despite the significant medical impact of artificial intelligence (AI) in healthcare, emergence of AI-related topics in medical curricula has been slow. The authors sought to introduce pre-clinical students to the importance of AI methodologies and medical applications using modular short courses focused on active learning with precision medicine as a primary use case. Materials and Methods: A short elective course was designed to introduce first-year students to how various bioinformatic and AI-related processes work and how they help classify medical data, facilitate genomic analysis and predict clinical outcomes. The course covers gene sequencing and variants, neural networks, natural language processing, medical computer vision and the limitations and ethical concerns related to use of AI in precision medicine. Online content serves as major source material. After a faculty-led introduction, sessions focus on teams of students who present course content to one another and lead discussions with faculty guidance. A related short AI course focused on gene variants was given to the entire second-year class. Results: The elective course has been taken by 74 first- year students over 8 consecutive semesters (2017-2021). The course achieved average satisfaction scores of 4.4/5.0 (n = 13) when the active learning approach became dominant in 2018. Students were able to describe accurately how bioinformatics and AI make personalized medicine possible. Students also did well on the gene variants exercise given to the entire second year class (2018), but the full class short AI course was not continued in subsequent years. Students have created a school-approved interest group in medical AI. Conclusions: This experience shows that AI-related materials can be sustainably introduced into pre-clinical medical education with precision medicine as the primary use case. This modular course design and content could be adapted easily for educational use in medical subspecialties and other health professions.

scholarly journals Generalizability of a Progress Clinical Skills Examination and the Assessment of the Growth in Clinical Skills in a Medical School Curriculum with Early Clinical Experiences

2019 ◽  
Author(s):  
Heather S Laird-Fick ◽  
Chi Chang ◽  
Ling Wang ◽  
Carol Parker ◽  
Robert Malinowski ◽  
...  
Keyword(s):  
Medical School ◽  
Repeated Measures ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Skills Training ◽  
Longitudinal Growth ◽  
First Year ◽  
Clinical Experiences ◽  
First Year Students ◽  
Second Year

Abstract Background This study evaluates the generalizability of an eight-station progress clinical skills examination and assesses the growth in performance for six clinical skills domains among first- and second-year medial students over four time points during the academic year. Methods We conducted a generalizability study for longitudinal and cross-sectional comparisons and assessed growth in six clinical skill domains via repeated measures ANOVA over the first and second year of medical school. Results The generalizability of the examination domain scores was low but consistent with previous studies of data gathering and communication skills. Variations in case difficulty across administrations of the examination made it difficult to assess longitudinal growth. It was possible to compare students at different training levels and the interaction of level of training and growth. Second-year students outperformed first-year students, but first-year students’ clinical skills performance grew faster than second-year students narrowing the gap in clinical skills over the students’ first year of medical school. Conclusions Case specificity limits the ability to assess longitudinal growth in clinical skills through progress testing. Providing students with early clinical skills training and authentic clinical experiences appears to result in the rapid growth of clinical skills during the first year of medical school.

Confidence in palliative care issues by medical students and internal medicine residents

2017 ◽  
Vol 9 (1) ◽  
pp. e1-e1 ◽  
Author(s):  
Ana Carolina Montouro Storarri ◽  
Giovana Dalmedico de Castro ◽  
Lilian Castiglioni ◽  
Patricia Maluf Cury
Keyword(s):  
Internal Medicine ◽  
Palliative Care ◽  
Medical Students ◽  
Medical School ◽  
Medical Practice ◽  
Terminal Illness ◽  
First Year ◽  
School Students ◽  
Internal Medicine Residents ◽  
Second Year

BackgroundPalliative care (PC) is a relatively new field in Brazil, but this knowledge is of great importance in medical practice.ObjectiveTo evaluate the degree of confidence among medical students and first-year and second-year internal medicine residents in addressing issues of death and terminal illness with patients and their families.MethodA modified version of the Self-Efficacy in Palliative Care Scale was applied to 293 students in their first year to sixth year at the School of Medicine of São José do Rio Preto and to 43 residents in their first year or second year of medical practice at the same institution in Brazil, in 2015. The questionnaire evaluated students' opinions on the need to include theoretical and practical classes on PC in the medical school.ResultsStudents in their fifth year of medical school were more confident than the students in their first, second, third and fourth years; there were no statistically significant differences between fifth-year students, sixth-year students and the internal medicine residents.ConclusionResidents were more confident than all of the medical school students except those in their fifth year (P<0.05) because they have more contact with terminally ill patients than other students do; fifth-year medical students are likely overestimating their abilities.

scholarly journals Interteaching within a human physiology course: a comparison of first- and second-year students' learning skills and perceptions

2016 ◽  
Vol 40 (3) ◽  
pp. 349-353 ◽  
Author(s):  
Bruce Byrne ◽  
Richard Guy
Keyword(s):  
Human Physiology ◽  
Active Learning ◽  
Student Perceptions ◽  
Central Component ◽  
First Year ◽  
Learning Skills ◽  
First Year Students ◽  
Perceived Difficulty ◽  
Significant Difference ◽  
Second Year

This article describes student perceptions and outcomes in relation to the use of a novel interteaching approach. The study sample ( n = 260) was taken from a large human physiology class, which included both first- and second-year students. However, unlike the first-year students, the second-year students had significant prior knowledge, having completed a previous physiology course. Active learning, where students were required to engage with course material in a self-directed manner before tutorials and to identify areas of difficulty and discuss these within tutorial sessions, was a central component of the study. The second-year students adapted quickly to the novel approach, as indicated by stable levels of perceived difficulty and understanding. In contrast, the first-year students demonstrated a decrease in perceived difficulty and an increase in perceived individual understanding throughout the study. These results notwithstanding, there was a consistent low level of interest for both years but no significant difference between the first- and second-year individual and group learning skills by the end of the study, as measured by their performance in the tutorials. Overall, the results were encouraging, with both years achieving a reasonably high learning skill level (average: ∼70%) within the interteaching environment. The improvement of active learning shown by the first-year students may have compensated, to some extent, for the prior learning advantage of the second-year students, since both groups achieved similar marks in the written components of final exams for both interteaching modules.

scholarly journals Assessing the growth in clinical skills using a progress clinical skills examination

PeerJ ◽  
2020 ◽  
Vol 8 ◽  
pp. e9091
Author(s):  
Heather S. Laird-Fick ◽  
Chi Chang ◽  
Ling Wang ◽  
Carol Parker ◽  
Robert Malinowski ◽  
...  
Keyword(s):  
Medical School ◽  
Repeated Measures ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Skills Training ◽  
Longitudinal Growth ◽  
First Year ◽  
Cross Sectional ◽  
First Year Students ◽  
Second Year

Background This study evaluates the generalizability of an eight-station progress clinical skills examination and assesses the growth in performance for six clinical skills domains among first- and second-year medical students over four time points during the academic year. Methods We conducted a generalizability study for longitudinal and cross-sectional comparisons and assessed growth in six clinical skill domains via repeated measures ANOVA over the first and second year of medical school. Results The generalizability of the examination domain scores was low but consistent with previous studies of data gathering and communication skills. Variations in case difficulty across administrations of the examination made it difficult to assess longitudinal growth. It was possible to compare students at different training levels and the interaction of training level and growth. Second-year students outperformed first-year students, but first-year students’ clinical skills performance grew faster than second-year students narrowing the gap in clinical skills over the students’ first year of medical school. Conclusions Case specificity limits the ability to assess longitudinal growth in clinical skills through progress testing. Providing students with early clinical skills training and authentic clinical experiences appears to result in the rapid growth of clinical skills during the first year of medical school.

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