scholarly journals A comparative assessment of the impact of computer assisted learning of knowledge and skill based competencies among undergraduate students in a medical college in South India

2018 ◽  
Vol 7 (4) ◽  
pp. 612
Author(s):  
Jeyalalitha Rathinam ◽  
Divakar R. ◽  
Subahan S. P. ◽  
Preethi A. ◽  
Vanitha G. ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Clinical Skills ◽  
Integrated Approach ◽  
Computer Assisted ◽  
Medical College ◽  
Medical Graduates ◽  
Study Results ◽  
Competency Based ◽  
Teaching Pattern ◽  
The Impact

Background: Pharmacology has always been one subject ultimatum and a cornerstone in building up competency, based on applied therapeutics among medical graduates in prescribing and practicing skills. A focus on an integrated strategical approach towards teaching pharmacology for better proficiency in achieving clinical skills is mandatory. Thus, this study has been done to assess the impact and retainment of overall knowledge gained on various domains, based on a revised method of teaching in pharmacology.Methods: An observational, questionnaire based comparative study was done in a medical college, in Chennai. The study included two group of students, one who have completed their pharmacology course based on the revised pattern of teaching with a comparative group of students who have not been exposed to the revised pattern of teaching. A feedback survey was also done.Results: The study results indicated that the average scoring based on the questionnaire was 84% with the students who have been exposed to revised pattern of teaching in comparison to the average scoring of 70% with the students who have not been exposed to the new pattern of teaching. The average scoring of the students who were found to agree to several questions on the new method of teaching was 74% and 22% of the students were found to disagree. 4% of students were non responders.Conclusions: The ultimate improvement in the outcome of health care education can be achieved through appropriate skill building through a simple strategical modification of the regular teaching pattern with an integrated approach involving pharmacologists and clinicians. A refresher course in pharmacology in the final year curriculum and CRRI involving pharmacologists is mandatory.

scholarly journals Variation in performance on common content items at UK medical schools

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
David Hope ◽  
David Kluth ◽  
Matthew Homer ◽  
Avril Dewar ◽  
Richard Fuller ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Standard Setting ◽  
Medical Schools ◽  
Cross Sectional Study ◽  
Pass Rates ◽  
Cross Sectional ◽  
Study Results ◽  
Institutional Differences ◽  
Common Content ◽  
The Impact

Abstract Background Due to differing assessment systems across UK medical schools, making meaningful cross-school comparisons on undergraduate students’ performance in knowledge tests is difficult. Ahead of the introduction of a national licensing assessment in the UK, we evaluate schools’ performances on a shared pool of “common content” knowledge test items to compare candidates at different schools and evaluate whether they would pass under different standard setting regimes. Such information can then help develop a cross-school consensus on standard setting shared content. Methods We undertook a cross-sectional study in the academic sessions 2016-17 and 2017-18. Sixty “best of five” multiple choice ‘common content’ items were delivered each year, with five used in both years. In 2016-17 30 (of 31 eligible) medical schools undertook a mean of 52.6 items with 7,177 participants. In 2017-18 the same 30 medical schools undertook a mean of 52.8 items with 7,165 participants, creating a full sample of 14,342 medical students sitting common content prior to graduation. Using mean scores, we compared performance across items and carried out a “like-for-like” comparison of schools who used the same set of items then modelled the impact of different passing standards on these schools. Results Schools varied substantially on candidate total score. Schools differed in their performance with large (Cohen’s d around 1) effects. A passing standard that would see 5 % of candidates at high scoring schools fail left low-scoring schools with fail rates of up to 40 %, whereas a passing standard that would see 5 % of candidates at low scoring schools fail would see virtually no candidates from high scoring schools fail. Conclusions Candidates at different schools exhibited significant differences in scores in two separate sittings. Performance varied by enough that standards that produce realistic fail rates in one medical school may produce substantially different pass rates in other medical schools – despite identical content and the candidates being governed by the same regulator. Regardless of which hypothetical standards are “correct” as judged by experts, large institutional differences in pass rates must be explored and understood by medical educators before shared standards are applied. The study results can assist cross-school groups in developing a consensus on standard setting future licensing assessment.

scholarly journals OSPE (Objective structured practical examination): Perception of the faculty and students at A Public Sector Medical College in Pakistan.

2021 ◽  
Vol 28 (10) ◽  
pp. 1519-1524
Author(s):  
Zahid Kamal ◽  
Nauman Aziz ◽  
Hafiza Swaiba Afzal ◽  
Ahmad Zeeshan Jamil ◽  
Muhammad Waseem ◽  
...  
Keyword(s):  
Public Sector ◽  
Undergraduate Students ◽  
Faculty Members ◽  
Medical Sciences ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Medical College ◽  
Practical Examination ◽  
Study Results ◽  
Basic Medical

Objective: Objective Structured Practical Examination (OSPE) is a growing way of assessing the students of medical universities particularly. This study is targeted to compare and assess different perceptions of the faculty and the students towards OSPE at a public sector medical college. Study Design: Cross Sectional Survey. Setting: Sahiwal Medical College Sahiwal. Period: 1st July 2020 to 15th July 2020. Material & Methods: The questionnaire was sent to all the participants by Whatsapp because of COVID-19 pandemic. All the undergrad students of MBBS (500) and all the faculty members (65) of clinical and basic medical sciences were included in the study. Results: The response rate of faculty members was 78.46% and that of undergraduate students was 70.80%. Out of 51 members who responded, 23 (45.10%) were males while 28 (54.90%) were female. Female students were having majority of participation (71.20%). Most of the faculty and students agreed with the fact that ‘The questions asked in the OSPE stations were appropriate and related to the curriculum’ (60.10% and 45.10% respectively). Response to a question ‘OSPE is more transparent, fair and objective as compared to traditional practical examination’ got a nod from faculty members (49%). Almost 76% of the students (strongly agreed and agreed) thought that OSPE was tiring and stressful for them but their respected faculty members thought the opposite. Conclusion: Our study concludes that there is satisfaction of both students and the faculty regarding their perceptions of OSPE at public sector medical college. In our study while comparing, the majority of both the groups were having almost same opinions.

scholarly journals 596 Redeployment of Surgical Trainees to Intensive Care During the COVID-19 Pandemic: Evaluation of the Impact on Training and Wellbeing

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
A Payne ◽  
M Alfa-Wali ◽  
R Rahman ◽  
R Bullingham ◽  
S Vamadeva
Keyword(s):  
Intensive Care ◽  
Negative Impact ◽  
Clinical Skills ◽  
Workforce Planning ◽  
Survey Study ◽  
Nontechnical Skills ◽  
Surgical Trainees ◽  
Study Results ◽  
Peripheral Arterial ◽  
The Impact

Abstract Aim The aim of this study was to evaluate the impact of redeployment of surgical trainees to intensive care units (ICUs) during the COVID-19 pandemic in terms of transferrable technical and nontechnical skills and wellbeing. Method This was a survey study consisting of a 23-point questionnaire. The study involved senior house officer level surgical trainees that had been redeployed to the (ICU) across all hospitals in London during the COVID-19 pandemic. The survey was sent to 90 surgical trainees. Thirty-two trainees responded to the questionnaire and were included in the study results. Results All respondents spent between 4 and 8 weeks working in ICU. Prior to redeployment, 78% of participants had previous experience of ICU or an affiliated specialty, and >90% had attended at least 1 educational course with relevance to ICU. There were statistically significant increases in confidence performing central venous cannulation and peripheral arterial catheterisation (p < 0.05). With regards to clinical skills, respondents reported feeling more confident managing ventilated patients, patients on noninvasive ventilation, dialysis, and circulatory failure patients after working in ICU. Respondents (97%) felt that the experience would be beneficial to their future careers but 53% felt the redeployment had a negative impact on their mental health. Conclusions Redeployment of surgical trainees to ICU led to increased confidence in a number of technical and nontechnical skills. However, proactive interventions are needed for training surgeons with regard to their psychological wellbeing in these extraordinary circumstances and to improve workforce planning for future pandemics.

scholarly journals Determination of student opinions in augmented reality

2016 ◽  
Vol 8 (3) ◽  
Author(s):  
Huseyin Bicen ◽  
Erkan Bal
Keyword(s):  
Augmented Reality ◽  
Undergraduate Students ◽  
Teaching Methods ◽  
New Technology ◽  
Rapid Development ◽  
Classroom Teaching ◽  
Student Opinions ◽  
Study Results ◽  
The Impact

The rapid development of the new technology has changed classroom teaching methods and tools in a positive way. This study investigated the classroom learning with augmented reality and the impact of student opinions. 97 volunteer undergraduate students took part in this study. Results included data in the form of frequencies, percentages and descriptive statistics. The results show that, with gamification methods, augmented reality content affected students’ opinions in a positive way. When QR codes are used in the classroom, students feel independent from classroom materials and can access various resources. Moreover, students think that, when augmented reality in the classroom is used, education is more enjoyable. Keywords: Augmented reality; gamification; opinions; students

Developing Interpersonal and Counseling Skills Through Mixed-Reality Simulation in Communication Sciences and Disorders

2021 ◽  
pp. 1-13
Author(s):  
Twyla Perryman ◽  
Carlie Sandefur ◽  
Chelsea T. Morris
Keyword(s):  
Interpersonal Communication ◽  
Undergraduate Students ◽  
Mixed Reality ◽  
Clinical Skills ◽  
Statistical Significance ◽  
Counseling Skills ◽  
Clinical Simulation ◽  
Positive Attitudes ◽  
Computer Based ◽  
The Impact

Purpose Simulation is increasingly becoming a valuable tool for training and educating students in communication sciences and disorders (CSD). The purpose of this study is to examine the impact of a mixed-reality simulation on CSD students' perceptions of their ability to apply clinical and counseling skills. Additionally, this study sought to investigate the overall efficacy and acceptance of this type of clinical simulation experience for undergraduate CSD students. Method A total of 29 undergraduate students participated in a clinical simulation experience that used actor-controlled avatars in a mixed-reality simulation environment to practice collecting case history information and delivering diagnostic news to parents of a child client. All students completed pre- and postsimulation questionnaires that rated the impact of the clinical simulation experience on their confidence in demonstrating targeted clinical skills and their general attitudes about their participation. Additionally, five lead participants participated in follow-up interviews to gather data to best describe students' perceptions. Quantitative and qualitative data were recorded and analyzed. Results The majority of the students exhibited positive attitudes toward the mixed-reality clinical simulation experience and reported an increase in their perceived ability to apply several counseling skills (e.g., listening and selective feedback) following the session. Analysis showed that the perceived confidence levels on seven out of the 17 targeted skill items increased on the postevent questionnaire to a level of statistical significance and that the simulation experience was described as meaningful and supportive for increasing confidence. Conclusions Mixed-reality clinical simulation may be a useful tool for teaching interpersonal communication and counseling skills for students, including undergraduates, in CSD. Additionally, the use of mixed-reality technology in this study produced similar results seen with other clinical simulation methods such as standardized patients or computer-based simulations.

Differences in the Assessed Performance of Medical Interns in a Comparison of Competency-based and Subject-based Curricula: a Qualitative Study

2021 ◽  
Author(s):  
Titi Savitri Prihatiningsih ◽  
Prattama Santoso Utomo ◽  
Hikmawati Nurrokhmanti ◽  
Mora Claramita ◽  
Albert Scherpbier
Keyword(s):  
Medical School ◽  
Information Literacy ◽  
Cultural Awareness ◽  
Clinical Skills ◽  
Working Environment ◽  
Constructive Feedback ◽  
Medical Graduates ◽  
District Hospitals ◽  
Competency Based ◽  
Medical Interns

Abstract Background: An internship is a transitional training period a medical school graduate undertakes prior to attaining full registration as a medical doctor. Numerous studies have shone a light on the unpreparedness of medical school graduates for the realities of medical practice. Implementation of a competency-based curriculum (CBC) is thought to produce better prepared medical graduates because this curriculum is more structured and integrated; moreover, learning outcomes, the learning process, and assessment are better aligned in the cognitive, affective, and psychomotor domains. During 2006–2011, Indonesia conducted a nation-wide reform shifting to a CBC from a subject-based curriculum (SBC) and launched an internship program in 2013. This study aimed to compare the performances of medical interns training under these two different curricula. Methods: This study was conducted in Yogyakarta Province, involving six supervisors and six interns from six different types of district hospitals. Qualitative, semi-structured interview methods, and thematic analysis were applied. Results: In total, 1,296 initial codings were identified and grouped under the following topics: overall experience (327), effective communication (97), scientific foundation (47), clinical skills (48), information management (23), management of health problems (194), self-insight and professional development (351), and professionalism (209). Eighteen themes emerged, namely understanding the internship, authority, practice context, interprofessional communication, patient communication, cultural awareness in communication, gap and fulfillment in clinical skills, knowledge gap and enhanced knowledge, assumption of a General Practitioner role, progression to profiency, information literacy, internal motivation, learning opportunities, constructive feedback, transition, and working culture. There were irregular patterns of performance from both of the CBC and SBC interns. Interestingly, compared with the SBC group, the CBC group revealed less confidence and assertiveness in handling patients. This group also lacked communication skills when interacting with nurses and patients alike. Moreover, the SBC group demonstrated the ability to learn and adapt quickly to the working environment. Neither group paid much attention to information literacy. Conclusion: We cannot conclude that a CBC would yield better prepared medical graduates. The results of this study showed irregular patterns in eight areas. Hospital contexts and variation in the characters of interns might have contributed to this irregularity. More exposure to the working context and greater contributions from the healthcare system are recommended in the medical curriculum, whether it be a CBC or a SBC. WC:338

scholarly journals Hands in medicine: understanding the impact of competency-based education on the formation of medical students’ identities in the United States

2016 ◽  
Vol 13 ◽  
pp. 31 ◽  
Author(s):  
Catherine Gonsalves ◽  
Zareen Zaidi
Keyword(s):  
United States ◽  
Medical Students ◽  
Identity Formation ◽  
Social Role ◽  
Clinical Skills ◽  
Core Competencies ◽  
The United States ◽  
Competency Based Education ◽  
Competency Based ◽  
The Impact

Purpose: There have been critiques that competency training, which defines the roles of a physician by simple, discrete tasks or measurable competencies, can cause students to compartmentalize and focus mainly on being assessed without understanding how the interconnected competencies help shape their role as future physicians. Losing the meaning and interaction of competencies can result in a focus on ‘doing the work of a physician’ rather than identity formation and ‘being a physician.’ This study aims to understand how competency-based education impacts the development of a medical student’s identity. Methods: Three ceramic models representing three core competencies ‘medical knowledge,’ ‘patient care,’ and ‘professionalism’ were used as sensitizing objects, while medical students reflected on the impact of competency-based education on identity formation. Qualitative analysis was used to identify common themes. Results: Students across all four years of medical school related to the ‘professionalism’ competency domain (50%). They reflected that ‘being an empathetic physician’ was the most important competency. Overall, students agreed that competency-based education played a significant role in the formation of their identity. Some students reflected on having difficulty in visualizing the interconnectedness between competencies, while others did not. Students reported that the assessment structure deemphasized ‘professionalism’ as a competency. Conclusion: Students perceive ‘professionalism’ as a competency that impacts their identity formation in the social role of ‘being a doctor,’ albeit a competency they are less likely to be assessed on. High-stakes exams, including the United States Medical Licensing Exam clinical skills exam, promote this perception.

Perception of Faculty Members in Clinical and Surgical Departments on Mini-CEX as an Assessment Tool for Undergraduate Students in a Medical College in Central Kerala

2021 ◽  
Vol 8 (29) ◽  
pp. 2661-2666
Author(s):  
Menon Narayanankutty Sunilkumar
Keyword(s):  
Standard Deviation ◽  
Formative Assessment ◽  
Undergraduate Students ◽  
Assessment Tool ◽  
Clinical Skills ◽  
Assessment Method ◽  
Faculty Members ◽  
Work Place ◽  
Medical College ◽  
College Setting

BACKGROUND The Mini-CEX (Mini clinical examination exercise) is a work place based assessment (WPBA) method used for the assessment of clinical skills. The present study attempts to study the different perceptions of faculty members of clinical and surgical departments in the medical college in using Mini-CEX as an assessment method in undergraduate students. METHODS This was a descriptive study done at Amala Institute of Medical Sciences, Thrissur for a period of three months.30 faculty members from various departments were requested to conduct the Mini-CEX sessions in their departments and these faculty members were assessed by another Observer from the same department. RESULTS The sample size was thirty. The faculty members with different experience levels were included in the study. They were also the observers mutually. The Mini-CEX was conducted in the hospital premises. The location varied. The duration of the Mini-CEX for a particular skill was noted in minutes. The mean in all 3 skills is around 7.9 with a standard deviation of about 1.2.This shows that the Mini-CEX duration is only about 6 to 8 minutes. The data reveals a mean of 5 minutes with a standard deviation of 1.0 for the feedback session. So in effect the whole session of Mini-CEX was over by about 11 to 13 minutes which is not a lengthy assessment session. 5 point Likert scale was used to analyse the perceptions of the faculty members in the role of examiner and observer as well. The results showed that Mini-CEX is feasible in the medical college setting and can be used for the formative assessment of undergraduate students. CONCLUSIONS Mini-CEX is well appreciated and valued by the examiner for assessment of undergraduate students. Direct observation of medical trainees with actual patients and Mini-CEX during busy clinical postings is feasible with good outcomes. Mini-CEX can be used for the formative assessment of undergraduate students. KEYWORDS WPBA, Mini-CEX, Faculty Perception, Undergraduate Students

scholarly journals Successful Implementation of a Direct Observation Program in an Ambulatory Block Rotation

2017 ◽  
Vol 9 (1) ◽  
pp. 113-117 ◽  
Author(s):  
Jeremy Smith ◽  
Elizabeth Jacobs ◽  
Zhanhai Li ◽  
Bennett Vogelman ◽  
Yingqi Zhao ◽  
...  
Keyword(s):  
Direct Observation ◽  
Evaluation System ◽  
Clinical Skills ◽  
Faculty Attitudes ◽  
Successful Implementation ◽  
Block Rotation ◽  
Competency Based ◽  
Formative Evaluations ◽  
The Impact ◽  
New System

ABSTRACT Background  Direct observation of clinical skills is a cornerstone of competency-based education and training. Ensuring direct observation in a consistent fashion has been a significant challenge for residency programs. Objective  The purpose of this study was to evaluate the effects of a novel evaluation system, designed to achieve ongoing direct observation of residents, examine changes in resident observation practices, and understand faculty attitudes toward direct observation and the evaluation system. Methods  Internal medicine residents on an ambulatory block rotation participated in a new evaluation system, which replaced a single end-of-rotation summative evaluation with 9 formative evaluations based on direct observation. Faculty received training in direct observation and use of the forms, and residents were given responsibility to collect 9 observations per rotation. Faculty members contacted residents at the beginning and middle of the rotation to ensure completion of the observations. Residents and faculty also completed postrotation surveys to gauge the impact of the new system. Results  A total of 507 patient encounters were directly observed, and 52 of 57 (91%) residents completed all 9 observations. Residents reported considerably more direct observation than prior to the intervention, and most reported changes to their clinical skills based on faculty feedback. Faculty reported improvements in their attitudes, increased their use of direct observation, and preferred the new system to the old one. Conclusions  A novel evaluation system replacing summative evaluations with multiple formative evaluations based on direct observation was successful in achieving high rates of observations, and improving faculty attitudes toward direct observation.

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