scholarly journals The Effect of Web-based Flipped Classroom Approach on Learning and Satisfaction of Medical Students Comparison with Lecture-based Method

2021 ◽  
Author(s):  
SG Mortazavi Moghadam ◽  
E. Allahyari ◽  
F Vahedi ◽  
M. Zare-Bidaki
Keyword(s):  
Medical Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Group Discussion ◽  
Intervention Group ◽  
Control Group ◽  
Final Exam ◽  
Educational Models ◽  
Web Based ◽  
Significant Difference

Introduction: Student-centered educational models, such as Flipped classrooms, seem to provide more educational opportunities for learners, especially when combined with web technology. This study aimed to evaluate the effectiveness and satisfaction of medical students with the web-based Flipped classroom method in comparison with the lecture-based teaching method. Method: This is a quasi-experimental case-control study that evaluates 51 people in each of the two intervention and control groups. In the intervention group, pulmonary physiopathology e-contents were delivered to the students one week before the presence-based class in the form of digital files such as video, text, image, audio and interactive applications through Navid learning management system. Students were required to read the content before the class. Then the face-to-face classroom time was completed with group discussion, question and answer and problem-based learning. In the control group, teaching was carried out by the traditional lecture method in the classroom. Data were analyzed using SPSS, 18. Result: In terms of age, sex and, mean pre-test scores, there were no significant differences between the groups. The mean scores in the final exam turned out to be 14.66 (10.16-66) in the intervention group but 12 (9.14-3.66) in the controls (P < 0.001) to make a significant difference. In addition to gaining higher final exam scores as for the flipped classroom group, they were also more satisfied with the procedure (P < 0.001). Conclusion: The flipped classroom approach not only improves learning but also leads to greater students’ satisfaction.

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 The impact of a peer-based education on fruits and vegetables intake among housewives

2021 ◽  
Vol 40 (1) ◽  
Author(s):  
Roya Sheybani ◽  
Zahra Hosseini ◽  
Sayed Hossein Davoodi ◽  
Teamur Aghamolaei ◽  
Amin Ghanbarnejad
Keyword(s):  
Self Efficacy ◽  
Fruits And Vegetables ◽  
Group Discussion ◽  
Peer Education ◽  
Intervention Group ◽  
Control Group ◽  
Post Intervention ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Impact

Abstract Background Evidence indicates the lower intake of fruits and vegetables than the recommended daily amount. Study aimed at determining the effects of peer education intervention on the consumption of fruits and vegetable in housewives. Methods A quasi-experimental was conducted with 130 housewives referring to health care centers in Bandar Abbas, Iran. Sixty-five subjects were recruited in each of the intervention and the control groups. Intervention group were divided into three subgroups each receiving a seven-sessions educational programs (lecturing and group discussion) through peers about the importance of benefits of fruits and vegetables consumption. Participants were followed for two months. Data were collected using a questionnaire in two stages of pre- and post-intervention. Differences in the outcome before and after the intervention were tested using T-test and paired T-test. Results The daily servings of fruits and vegetables in the intervention group increased from 1.73 to 4.20 and in the control group from 1.96 to 2.16; a statistically significant difference was also observed between the groups (P < 0.001). After the intervention benefits and self-efficacy of fruits and vegetables consumption significantly increased and perceived barriers of fruits and vegetables consumption significantly decreased in the intervention group (P < 0.001). Conclusion Peer education improves benefits and self-efficacy, reduces barriers, and increases the daily servings of fruits and vegetables in housewives.

scholarly journals The Flipped Classroom Is Effective for Medical Students to Improve Deep Tendon Reflex Examination Skills: A Mixed-Method Study

2021 ◽  
Author(s):  
Shun Uchida ◽  
Kiyoshi Shikino ◽  
Kosuke Ishizuka ◽  
Yosuke Yamauchi ◽  
Yasutaka Yanagita ◽  
...  
Keyword(s):  
Medical Students ◽  
Flipped Classroom ◽  
Deep Tendon Reflex ◽  
Intervention Group ◽  
General Medicine ◽  
Likert Scale ◽  
University Hospital ◽  
Control Group ◽  
Self Confidence ◽  
Before And After

Abstract Background: Deep tendon reflexes (DTR) are a prerequisite skill in clinical clerkships. However, many medical students are not confident in their technique and need to be effectively trained. We evaluated the effectiveness of a flipped classroom for teaching DTR skills. Methods: We recruited 83 fifth-year medical students who participated in a clinical clerkship at the Department of General Medicine, Chiba University Hospital, from November 2018 to July 2019. They were allocated to the flipped classroom technique (intervention group, n=39) or the traditional technique instruction group (control group, n=44). Before procedural teaching, while the intervention group learned about DTR by e-learning, the control group did so face-to-face. A 5-point Likert scale was used to evaluate self-confidence in DTR examination before and after the procedural teaching (1=no confidence, 5=confidence). We evaluated the mastery of techniques after procedural teaching using the Direct Observation of Procedural Skills (DOPS). Unpaired t-test was used to analyze the results of the 5-point Likert scale and DOPS. We assessed self-confidence in DTR examination before and after procedural teaching using a free description questionnaire in the two groups. Additionally, in the intervention group, focus group interviews (FGI) (7 groups, n=39) were conducted to assess the effectiveness of the flipped classroom after procedural teaching.Results: Pre-test self-confidence in the DTR examination was significantly higher in the intervention group than in the control group (2.8 vs. 2.3, P=0.005). Post-test self-confidence in the DTR examination was not significantly different between the two groups (3.9 vs. 4.1, P=0.31), and so was mastery (4.3 vs. 4.1, P=0.68). The questionnaires before the procedural teaching revealed themes common to the two groups, including “lack of knowledge” and “lack of self-confidence.” Themes about prior learning, including “acquisition of knowledge” and “promoting understanding,” were specific in the intervention group. The FGI revealed themes including “application of knowledge,” “improvement in DTR technique,” and “increased self-confidence.” Conclusions: Teaching DTR skills to medical students in flipped classrooms improves readiness for learning and increases self-confidence in performing the procedure at a point before procedural teaching.

Conception and Feasibility of a Digital Tele-Guided Abdomen, Thorax, and Thyroid Gland Ultrasound Course for Medical Students (TELUS study)

2021 ◽  
Author(s):  
Elena Höhne ◽  
Florian Recker ◽  
Erik Schmok ◽  
Peter Brossart ◽  
Tobias Raupach ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Average Score ◽  
Learning Material ◽  
Digital Learning ◽  
Undergraduate Medical Students ◽  
Final Exam ◽  
Image Rating

Abstract Purpose Medical education has been transformed during the COVID-19 pandemic, creating challenges regarding adequate training in ultrasound (US). Due to the discontinuation of traditional classroom teaching, the need to expand digital learning opportunities is undeniable. The aim of our study is to develop a tele-guided US course for undergraduate medical students and test the feasibility and efficacy of this digital US teaching method. Materials and Methods A tele-guided US course was established for medical students. Students underwent seven US organ modules. Each module took place in a flipped classroom concept via the Amboss platform, providing supplementary e-learning material that was optional and included information on each of the US modules. An objective structured assessment of US skills (OSAUS) was implemented as the final exam. US images of the course and exam were rated by the Brightness Mode Quality Ultrasound Imaging Examination Technique (B-QUIET). Achieved points in image rating were compared to the OSAUS exam. Results A total of 15 medical students were enrolled. Students achieved an average score of 154.5 (SD ± 11.72) out of 175 points (88.29 %) in OSAUS, which corresponded to the image rating using B-QUIET. Interrater analysis of US images showed a favorable agreement with an ICC (2.1) of 0.895 (95 % confidence interval 0.858 < ICC < 0.924). Conclusion US training via teleguidance should be considered in medical education. Our pilot study demonstrates the feasibility of a concept that can be used in the future to improve US training of medical students even during a pandemic.

scholarly journals Electronic Self-Report Assessment for Cancer and Self-Care Support: Results of a Multicenter Randomized Trial

2014 ◽  
Vol 32 (3) ◽  
pp. 199-205 ◽  
Author(s):  
Donna L. Berry ◽  
Fangxin Hong ◽  
Barbara Halpenny ◽  
Ann H. Partridge ◽  
Jesse R. Fann ◽  
...  
Keyword(s):  
Intervention Group ◽  
Self Care ◽  
Symptom Distress ◽  
Self Report ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Web Based ◽  
Significant Difference ◽  
Distress Scale ◽  
Care Support

Purpose The purpose of this trial was to evaluate the effect of a Web-based, self-report assessment and educational intervention on symptom distress during cancer therapy. Patients and Methods A total of 752 ambulatory adult participants were randomly assigned to symptom/quality-of-life (SxQOL) screening at four time points (control) versus screening, targeted education, communication coaching, and the opportunity to track/graph SxQOL over time (intervention). A summary of the participant-reported data was delivered to clinicians at each time point in both groups. All participants used the assessment before a new therapeutic regimen, at 3 to 6 weeks and 6 to 8 weeks later, completing the final assessment at the end of therapy. Change in Symptom Distress Scale–15 (SDS-15) score from pretreatment to end of study was compared using analysis of covariance and regression analysis adjusting for selected variables. Results We detected a significant difference between study groups in mean SDS-15 score change from baseline to end of study: 1.27 (standard deviation [SD], 6.7) in the control group (higher distress) versus −0.04 (SD, 5.8) in the intervention group (lower distress). SDS-15 score was reduced by an estimated 1.21 (95% CI, 0.23 to 2.20; P = .02) in the intervention group. Baseline SDS-15 score (P < .001) and clinical service (P = .01) were predictive. Multivariable analyses suggested an interaction between age and study group (P = .06); in subset analysis, the benefit of intervention was strongest in those age > 50 years (P = .002). Conclusion Web-based self-care support and communication coaching added to SxQOL screening reduced symptom distress in a multicenter sample of participants with various diagnoses during and after active cancer treatment. Participants age > 50 years, in particular, may have benefited from the intervention.

scholarly journals Evaluation of a digitally enhanced cardiac auscultation learning method: a controlled study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Fred-Cyrille Goethe Doualla ◽  
Georges Bediang ◽  
Chris Nganou-Gnindjio
Keyword(s):  
Medical Students ◽  
Teaching Method ◽  
Intervention Group ◽  
Controlled Study ◽  
Control Group ◽  
Learning Method ◽  
Cardiac Auscultation ◽  
Link Type ◽  
Digitally Enhanced ◽  
Clinical Internship

Abstract Background Cardiac auscultation remains an efficient and accessible diagnostic tool, especially in resource-limited countries where modern diagnostic devices like cardiac ultrasound are expensive and difficult to access. However, cardiac auscultation skills of medical students and physicians are declining, mainly because of an ineffective teaching method for this technique. The objective of this study is to evaluate the effect of a digitally enhanced cardiac auscultation learning method on participants’ theoretical knowledge and auscultation skills. Methods This will be a controlled study with two parallel arms (1:1). Participants (fourth-year medical students) will be divided into two groups: an intervention group (receiving additional lectures, clinical internship and audio listening sessions) and a control group (receiving additional lectures and clinical internship). At the beginning of the study, all participants will undergo a pre-test that consist of two parts: a knowledge assessment based on multiple-choice questions and a skills assessment based on recognition of cardiac sounds from audio files. Thereafter, three specific additional lectures on cardiac auscultation will be delivered and all participants will take part in their official clinical internship. During these clinical internships (eight weeks), participants of the intervention group will be invited to two listening sessions based on five digital recordings of heart sounds. At the end of the clinical internship, all participants will be invited to a post-test to evaluate their knowledge, skills and satisfaction according to their learning method. The main outcome will be the participants’ knowledge progression. The other outcomes will be the participants’ skills progression, participants’ total progression and satisfaction. Data will be collected and analyzed in per protocol. Discussion This study could contribute to the development of a learning method that takes into account the advantages of the conventional method and the contribution of digital technology. Positive results could lead to improved cardiac auscultation skills among health professionals, especially in developing countries. Trial registration The trial is registered on the Pan-African Clinical Trials Registry (http://www.pactr.org) under unique identification number: PACTR202001504666847, registered the 29 November 2019.

scholarly journals Effectiveness of Innovative Instructional Module for Professional Competence in Health Literacy in Medical Students

2021 ◽  
Author(s):  
Hui-Fang Yang ◽  
Chia-Chen Chang ◽  
Pei-Ling Tseng ◽  
Hsiang-Ru Lai ◽  
Jaw-Shiun Tasi ◽  
...  
Keyword(s):  
Health Literacy ◽  
Medical Students ◽  
Professional Competence ◽  
Intervention Group ◽  
Role Playing ◽  
Medical Schools ◽  
Estimating Equation ◽  
Control Group ◽  
Significant Difference ◽  
Instructional Module

Abstract BackgroundsPhysicians in medical environments should be equipped with abilities to acquire better understanding, strengthen autonomy, and support their self-management of patients, which will in turn enhance their health literacy. In this study, we developed an innovative instructional module that targeted medical students and measured their professional competence in terms of health literacy. We then implemented the module to investigate whether the intervention helped medical students improve their professional competence in health literacy.MethodsWe adopted a quasi-experimental design and selected three medical schools from northern Taiwan. For the intervention group (n = 98), we assigned fifth-year medical students serving internship at the department of family medicine. Students received a three-hour innovative teaching intervention including teaching materials such as medical simulation videos, role playing, and board games. For the control group (n = 99), we recruited same-level fifth-year medical students from other medical schools. Both groups answered pre-test and post-test questions, and then applied generalized estimating equation (GEE) to measure the effect of teaching intervention.ResultsIn comparing progress margin, there was significant difference (p = 0.001) between the intervention and control groups for knowledge questions, with the intervention group improving 12% more than the control group. In attitude questions, the progress difference was also significant (p = 0.007), with the intervention group improving on average 0.27 more points per question than the control group. In skill questions, the progress difference was likely significant (p = 0.001), with the intervention group improving on average 0.35 more points per question than the control group. The study indicates that the innovative instructional module intervention had significant effect on professional competence in health literacy in all three aspects.ConclusionThe proposed innovative instructional module significantly improved fifth-year medical students’ professional competence in health literacy, which should in turn benefit their future medical practice.

scholarly journals Efektivitas Kombinasi Media Audiovisual Aku Bangga Aku Tahu Dan Diskusi Kelompok Dalam Upaya Meningkatkan Pengetahuan Remaja Tentang HIV-AIDS

2018 ◽  
Vol 1 (1) ◽  
pp. 32
Author(s):  
Riza Hayati Ifroh ◽  
Dian Ayubi
Keyword(s):  
Group Discussion ◽  
Intervention Group ◽  
Primary Data ◽  
Bivariate Analysis ◽  
Control Group ◽  
Research Subjects ◽  
East Kalimantan ◽  
Significant Difference ◽  
And Control ◽  
Hiv Aids

AbstractBackground. The Indonesian government has a target of 95% adolescents have knowledge about HIV-AIDS throughout Indonesia. East Kalimantan as one of the provinces in Indonesia showed that the level of adolescents knowledge Samarinda reached 25.5% in 2012.Aim. Study aim is to assess effectiveness of Aku Bangga Aku Tahu audiovisual Mmedia and group discussion to improve teenager's knowledge on HIV-AIDS.Method. The study design used was quasi experimental on the primary data consisted of 80 research subjects in SMAN 1 and SMAN 3 Samarinda. Data analysis are univariate and bivariate analysis by using the Wilcoxon and Mann Whitney. Result. The results showed that after the intervention to intervention and control groups experienced an increase in knowledge about HIV-AIDS. The increased of adolescents knowledge about HIV-AIDS in the intervention group amounted to 22,41% and increased of knowledge about HIV - AIDS adolescents in the control group was 21,6%. In addition, there is no statistically significant difference in the change in the value of knowledge of HIV-AIDS among the intervention group (film screening and discussion group) and control group (film screening).

scholarly journals An Effective Teaching Method to Enhance History-Taking Skills for Chinese Medical Students

2018 ◽  
Vol 7 (2) ◽  
pp. 144
Author(s):  
Simin Huang ◽  
Peng Xu ◽  
Lie Feng ◽  
Chunting Lu ◽  
Jing Yang
Keyword(s):  
Medical Students ◽  
Teaching Method ◽  
Role Play ◽  
Control Group ◽  
Observation Group ◽  
History Taking ◽  
Play Activity ◽  
Ensure Patient Safety ◽  
Significant Difference ◽  
Real Patients

History taking is an extremely important skill for medical students to master. In China, medical students usually have opportunities to practise this skill on real patients after they have learned diagnostics and basic relevant theoretical knowledge. Today, however, several factors, such as increased enrolment of medical students and the need to ensure patient safety in avoiding stressful doctor-patient relationships may increase both the difficulty and the importance for medical students to develop this skill. In view of these situations, the aim of this study was to introduce one specific teaching method, i.e., role-play activity, in order to help medical students cultivate and practise history-taking and related skills. 52 third-year medical students were divided into two groups. Students in observation group received role-play activity training before interviewing with real patients. Students in control group were taught by traditional methods without the new method intervention. The teaching effects of role-play activities were evaluated via medical records, tests of history taking and theoretical exams, and questionnaire for the observation group. The scores of seven medical case records for each student in the observation group were analysed and were found to be higher than those in the control group. These results showed no significant differences between the two groups in the first and second interview records with real patients in the hospital, but statistically significant differences were found from the third time. The scores on history-taking tests with a standardized patient (SP) were higher in the observation group than in the control group. No significant difference was found between the two groups in their theory exam scores. Results indicated that role-play activity is an effective method for medical students to improve their history-taking skills. 

scholarly journals WhatsApp™ as a Tool in Teaching Elementar Electrocardiogram in Medical Graduation

2020 ◽  
Vol 3 (2) ◽  
pp. 64-69
Author(s):  
Gilson Soares Feitosa-Filho ◽  
Raiza Martins ◽  
Monique Matos ◽  
Yuri Santo ◽  
Rodrigo Amaral ◽  
...  
Keyword(s):  
Medical Students ◽  
Early Stage ◽  
Group Discussion ◽  
Intervention Group ◽  
Control Group ◽  
Similar Increase ◽  
Intention To Treat ◽  
Teacher Control ◽  
And Control ◽  
Ecg Interpretation

Objective: To observe whether the use of WhatsApp™ can contribute to the improvement and retention of ECG knowledge during medical graduation in a period-time of 4 months. Material and Methods: A controlled, quasi-randomized, intention-to-treat, clinical trial. Medical students of the 2nd and 3rd semester attended a 2-hour class on elementar ECG interpretation. A test with 10 ECG tracings covering subjects was applied with a possible 0-10 score at 4 different times: immediately before the lesson (M1), immediately after the lesson (M2), one month after the lesson (M3) and four months after the lesson (M4). Intervention group, formed by 2nd-semester students, were included, shortly after M2, in a WhatsApp™ group, in which final year medical students and a cardiology resident discussed ECG tracings frequently in the absence of a teacher. Control group, formed by 3rd-semester students, was instructed to study on their own. Results: 13 students were included from the 2nd semester and 11 from the 3rd semester. In M1, the intervention and control group obtained a median of 0.0. In M2, both groups presented a similar increase with a median of 4.0 (IIQ=2.8-5.0) for the intervention group and 4.5 (IIQ= 3.3-5.5) for the control group. In M3, there was a difference between group scores, with a median of 6.0 (IIQ= 3.5-7.0) for the intervention group and 2.0 (IIQ=0-4.0) for the control group (p=0.016). In M4, difference was maintained (4.0 for intervention group [IIQ= 3.0-6.3] vs. 1.0 [IIQ= 1.0-3.0] for control group [p= 0.006]). Conclusion: Early-stage medical students learned and retained more elementar ECG knowledge when participating in WhatsApp™ ECG group discussion with more advanced medical students and medical resident, even without a teacher in this group.

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