scholarly journals Application of Micro-Lessons in Surgery Teaching

2018 ◽  
Vol 2 (1) ◽  
pp. 21
Author(s):  
Tao Wang
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Learning Resources ◽  
Learning Skills ◽  
Teaching Resource ◽  
Surgical Teaching ◽  
Surgical Learning

<p>Micro-lessons have the characteristics of various forms, clear objectives, and good performance, and have been widely used as a new teaching resource in recent years. Surgical science is a bridge course from theory to clinical practice for medical students, which plays an important role in improving medical students’ aseptic concept, basic surgical learning skills and general consciousness of surgery. According to the content and characteristics of surgical teaching, aiming at the foundation of surgical teaching and combining the advantages of micro-lessons, this article discusses how to use excellent learning resources to improve the teaching effect of surgical science under the digital background.</p>

Lights, camera, surgery: a novel pilot project to engage medical students in the development of pediatric surgical learning resources

2011 ◽  
Vol 46 (5) ◽  
pp. 962-965 ◽  
Author(s):  
Kelvin Kwan ◽  
Christopher Wu ◽  
Damian Duffy ◽  
John Masterson ◽  
Geoffrey K. Blair
Keyword(s):  
Medical Students ◽  
Pilot Project ◽  
Learning Resources ◽  
Surgical Learning

scholarly journals Interventional radiology and artificial intelligence in radiology: Is it time to enhance the vision of our medical students?

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
Pierre Auloge ◽  
Julien Garnon ◽  
Joey Marie Robinson ◽  
Sarah Dbouk ◽  
Jean Sibilia ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Interventional Radiology ◽  
Clinical Practice ◽  
Medical Students ◽  
Medical Curriculum ◽  
New Technology ◽  
Large Population ◽  
The Other ◽  
Clinical Phase ◽  
Preclinical Phase

Abstract Objectives To assess awareness and knowledge of Interventional Radiology (IR) in a large population of medical students in 2019. Methods An anonymous survey was distributed electronically to 9546 medical students from first to sixth year at three European medical schools. The survey contained 14 questions, including two general questions on diagnostic radiology (DR) and artificial intelligence (AI), and 11 on IR. Responses were analyzed for all students and compared between preclinical (PCs) (first to third year) and clinical phase (Cs) (fourth to sixth year) of medical school. Of 9546 students, 1459 students (15.3%) answered the survey. Results On DR questions, 34.8% answered that AI is a threat for radiologists (PCs: 246/725 (33.9%); Cs: 248/734 (36%)) and 91.1% thought that radiology has a future (PCs: 668/725 (92.1%); Cs: 657/734 (89.5%)). On IR questions, 80.8% (1179/1459) students had already heard of IR; 75.7% (1104/1459) stated that their knowledge of IR wasn’t as good as the other specialties and 80% would like more lectures on IR. Finally, 24.2% (353/1459) indicated an interest in a career in IR with a majority of women in preclinical phase, but this trend reverses in clinical phase. Conclusions Development of new technology supporting advances in artificial intelligence will likely continue to change the landscape of radiology; however, medical students remain confident in the need for specialty-trained human physicians in the future of radiology as a clinical practice. A large majority of medical students would like more information about IR in their medical curriculum; almost a quarter of students would be interested in a career in IR.

scholarly journals Flipping the “Learning Skills” Course during COVID-19: A Mixed-Modality Study

2021 ◽  
Vol 13 (3) ◽  
pp. 31-41
Author(s):  
Ashfaq Akram ◽  
Kamran Sattar ◽  
Tauseef Ahmad ◽  
Hamza M. Abdulghani ◽  
Jennesse John ◽  
...  
Keyword(s):  
Medical Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Female Students ◽  
Learning Material ◽  
Learning Skills ◽  
Male And Female ◽  
Class Time ◽  
Significant Difference ◽  
The Mean

The purpose of this study was to compare the male and female medical students’ perceptions of the flipped classroom (FC) using the Zoom online platform during the COVID-19 pandemic. A mixedmodality study proceeded for first-year undergraduate medical students (n = 149). Three topics (learning how to learn, stress management and doctor-patient communication) were flipped using the Zoom platform. Following the flipping, relevant videos and PowerPoint slides were sent to the students. Home assignments were done through the online classroom. The students were then made to answer a questionnaire on their perceptions of FC consisting of 5-point Likert items. In addition, a focus group discussion (FGD) was carried out with voluntary participation (n = 13) for an in-depth discussion of flipped teaching. The quantitative data were analysed using the independent t-test, and Atlas.ti was used to analyse the qualitative data. For most of the Likert statements, there was no significant difference (p > 0.05) between the mean results obtained by the male and female students. For example, for the item “The learning material was available before class time”, both the male (mean [SD] = 1.857 [0.443]) and female (mean [SD] = 1.966 [0.365]) respondents confirmed the learning material’s availability before class time (p = 0.121). However, the mean result obtained by the male respondents for the variable “I understood the topics in lesser time compared to the traditional lecture method” was higher than the mean result obtained by the female participants by 0.236, which was statistically significant (95% CI [0.373, –0.100], p = 0.001). Modified FC teaching for the “learning skills” course is thus an effective teaching method. The male students took significantly lesser time understanding the three included topics compared to the female students.

scholarly journals Effects of high-fidelity simulation education on medical students’ anxiety and confidence

PLoS ONE ◽  
2021 ◽  
Vol 16 (5) ◽  
pp. e0251078
Author(s):  
Ji Hye Yu ◽  
Hye Jin Chang ◽  
Soon Sun Kim ◽  
Ji Eun Park ◽  
Wou Young Chung ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Patient Care ◽  
Clinical Setting ◽  
Clinical Performance ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Simulation Education ◽  
Before And After ◽  
Care Situation

Introduction Psychological factors such as anxiety and confidence that students have in the patient care situation are important in that this affects the actual clinical performance. Students who are just starting clinical practice have a lack of clinical knowledge, skill proficiency, and patient communication skills, so they experience anxiety and lack of confidence in clinical setting. Practice in a safe environment, such as simulation education, can help students perform more settled and competently in patient care. The purpose of this study was to analyze the effect of high-fidelity simulation experience on anxiety and confidence in medical students. Materials and methods This study enrolled 37 5th-year students at Ajou University School of Medicine in 2020. Two simulation trainings were implemented, and a survey was conducted to measure students’ level of anxiety and confidence before and after each simulation. Based on the research data, a paired t-test was conducted to compare these variables before and after the simulation, and whether this was their first or second simulation experience. Results Students had a significantly lower level of anxiety and a significantly higher level of confidence after the simulation than before. In addition, after one simulation experience, students had less anxiety and more confidence before the second simulation compared to those without simulation experience. Conclusions We confirmed that medical students need to be repeatedly exposed to simulation education experiences in order to have a sense of psychological stability and to competently deliver medical treatment in a clinical setting. There is a practical limitation in that medical students do not have enough opportunities to meet the patients during clinical practice in hospitals. Therefore, in order to produce excellent doctors, students should have the expanded opportunities to experience simulation education so they can experience real-world medical conditions.

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