scholarly journals An assessment of surgical curriculum on “practical year” by students of Pomeranian Medical University in Szczecin

2020 ◽  
Vol 66 (2) ◽  
Author(s):  
Andrzej Żyluk ◽  
Zbigniew Szlosser ◽  
Piotr Puchalski
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Outcome Measures ◽  
Teaching Methods ◽  
Ward Round ◽  
Final Test ◽  
Manual Skills ◽  
Medical University ◽  
Practical Year ◽  
Academic Year

Introduction: Modifications to teaching medicine introduced 5 years ago consisted of abolishing the internship, changing the surgical curriculum in the last year of studies by introduction of a so called “practical year”. The objective of this study was investigating how the practical year was undertaken at the Pomeranian Medical University in Szczecin in the academic year 2017/2018.Materials and methods: A study was carried in a group of154 students of the 6th year of Faculty of Medicine, just before the final test-exam in surgery. The questionnaire used in the study consisted of 11 closed questions concerning the organization, course, and accomplishment of the provided program.Results: The questionnaire results show that the assumed aim of the curriculum, which was a skill/competency-orientedteaching of surgery, was half executed. Students were insufficiently engaged in typical doctor’s activities. One-half of them considered their practical-year as no different from classes practiced in the previous years. Ward-round teaching and the performance of manual skills was considered the most valuable portion of the surgical curriculum. Seminars were scored the lowest, as the least useful. Organization of the classes and the engagement of tutors were evaluated positively by the majority of students. The results of this survey show the grade of accomplishment of the assumed educative aims in teaching surgery in the practical year, and have revealed some drawbacks, which should translate into an improvement of teaching in the forthcoming years.Keywords: surgical curriculum; undergraduate medical education; teaching methods; teaching outcome measures.

scholarly journals Assessment of the quality of the 4th year surgical curriculum at the Pomeranian Medical University in Szczecin for the academic year 2016/2017

2020 ◽  
Vol 66 (1) ◽  
Author(s):  
Andrzej Żyluk ◽  
Zbigniew Szlosser
Keyword(s):  
Medical Practice ◽  
General Surgery ◽  
Ward Round ◽  
Undergraduate Teaching ◽  
Course Quality ◽  
University Curriculum ◽  
Manual Skills ◽  
Medical University ◽  
Academic Year

Introduction: The objective of this study was assessment of the course, quality and accomplishment of 4th year surgical curriculum in Pomeranian Medical University in Szczecin (in Poland) for the academic year 2016/2017.Materials and methods: A questionnaire-survey was carried out in a group of 97 Polish students in the 5th year of the Medical Faculty just before the seminar-block of surgery. Main topics of the questionnaire items concerned students’ opinion on the expected usefulness of the acquired surgical knowledge for future medical practice, acquired manual skills, classes conducted in the operative theatre and overall organization of classes.Results: Knowledge from general surgery was scored by students the highest as potentially most useful for future medical practice. Assisting in operations and learning manual skills (mostly inserting stitches on a pig trotter) was considered the most valuable portion of surgical curriculum. These skills were also believed to be the closest to the meaning of the term “skill/competency-oriented teaching” surgery. Theatre classes were considered valuable only for students assisting in operations, but for most of the passive observers it was a waste of time. Less than a half the students took history and examined patients with common urological and surgical disorders. Most (96%) responders considered an inadequate amount of time assigned for manual skills and ward-round teaching the greatest drawback of the 4th year surgical curriculum.Conclusions: Outcomes of this study showed the students’ expectations in surgery lessons in 4th year of university curriculum and what a grade of its performance was. Awareness of this may have an effect on modification of the curriculum and methods of undergraduate teaching surgery.

An assessment of quality of the surgical curriculum in Pomeranian Medical University in years 2015-2017

2018 ◽  
Vol 90 (4) ◽  
pp. 12-16
Author(s):  
Andrzej Zyluk ◽  
Zbigniew Szlosser ◽  
Piotr Puchalski ◽  
Ireneusz Walaszek
Keyword(s):  
Medical Practice ◽  
Critical Discussion ◽  
Undergraduate Teaching ◽  
Final Test ◽  
Oncologic Surgery ◽  
University Curriculum ◽  
Manual Skills ◽  
The University ◽  
Medical University

The objective of this study was assessment of quality of the surgical curriculum in Pomeranian Medical University in years 2015-2017. Material and methods. A questionnaire-survey has been conducted in a group of 100 of Polish students from the Medical Faculty just before the final test-exam in subject surgery. Main topics of the questionnaire items concerned students’ opinion on the expected usefulness of acquired surgical knowledge for future medical practice, acquired manual skills, range of knowledge learned in particular academic years and on understanding the term “skill/competency-oriented teaching” surgery. Results. Knowledge from general and oncologic surgery was scored by students the highest as potentially most useful for future medical practice. Learning manual skills (mostly put stiches on a pig trotter) was considered the most valuable portion of surgical curriculum. Acquiring of manual skills was also believed as the closest of meaning the term “skill/competency-oriented teaching” surgery. Sixth (last) year of studying was considered the most effective in acquiring surgical knowledge. Most responders considered time assigned for teaching surgery in the university curriculum adequate, but not optimally employed. A critical discussion of the results was done in a light of the results of earlier studies and the literature. Conclusions. Outcomes of this study showed the students’ expectations in teaching surgery in the medical university curriculum and what was a grade of its performance. Awareness of this may have effect on modification of the curriculum and methods of undergraduate teaching surgery.

scholarly journals Visual Analytics in healthcare education: Exploring novel ways to analyze and represent big data in undergraduate medical education

2014 ◽  
Author(s):  
Christos Vaitsis ◽  
Gunnar Nilsson ◽  
Nabil Zary
Keyword(s):  
Medical Education ◽  
Big Data ◽  
Learning Outcomes ◽  
Undergraduate Medical Education ◽  
Teaching Methods ◽  
Visual Analytics ◽  
Medical Curriculum ◽  
Assessment Methods ◽  
Healthcare Education ◽  
Teaching Activities

Big data in undergraduate medical education that consist the medical curriculum are beyond human abilities to be perceived and analyzed. The medical curriculum is the main tool used by teachers and directors to plan, design and deliver teaching activities, assessment methods and student evaluation in medical education in a continuous effort to improve it. It remains unexploited mainly for medical education improvement purposes. The emerging research field of Visual Analytics has the advantage to combine data analysis and manipulation techniques, information and knowledge representation, and human cognitive strength to perceive and recognize visual patterns. Nevertheless, there is lack of findings reporting use and benefits of Visual Analytics in medical education. We analyzed data from the medical curriculum of an undergraduate medical program concerning teaching activities, assessment methods and results and learning outcomes in order to explore Visual Analytics as a tool for finding ways of representing big data from undergraduate medical education for improvement purposes. We used Cytoscape to build networks of the identified aspects and visualize them. The analysis and visualization of the identified aspects resulted in building an abstract model of the examined data from the curriculum presented in three different variants; (i) learning outcomes and teaching methods, (ii) examination and learning outcomes and (iii) teaching methods, learning outcomes, examination results and gap analysis This study identified aspects of medical curriculum. The implementation of VA revealed three novel ways of representing big data from undergraduate medical education. It seems to be a useful tool to explore such data and may have future implications on healthcare education. It also opens a new direction in medical informatics research.

scholarly journals OPTIMIZATION OF TEACHING THE DISCIPLINE “MEDICAL PRACTICE IN FAMILY MEDICINE” AT THE FIFTH COURSE OF MEDICAL FACULTY OF IVANO-FRANKIVSK NATIONAL MEDICAL UNIVERSITY

2021 ◽  
pp. 121-125
Author(s):  
Т. V. Merhel ◽  
U. V. Yusypchuk ◽  
K. V. Levandovska ◽  
T. V. Naluzhna ◽  
O. R. Sarapuk
Keyword(s):  
Medical Education ◽  
Family Medicine ◽  
Medical Practice ◽  
Teaching Methods ◽  
Teaching Quality ◽  
Educational Process ◽  
Interactive Methods ◽  
Practical Skills ◽  
National Medical ◽  
Medical University

This article shows details of educational program for 5-year students education in discipline “Medical practice in family medicine”. There are results for realisation of the competence-based approach in medical education with introduction of educational interactive technologies, new forms and methods of educational process. Described a role of Ivano-Frankivsk national medical university teaching-practical centre “Medicine” in improving teaching quality according to standards of Higher Education, regulation on the organization of the teaching and learning process, which promote qualitative mastery of knowledge to provide medical care. In this article is shown, that the main question by realisation of modern education tendentious is qualitative training of healthcare professionals. Successful using of optimal model of combination by traditional and innovative educational methods is directed to professional skills assimilation by students, formation of clinical thinking and development of future doctors’ personality.This combination promotes the use of knowledge in medical practice, teaches the students to take new information adequately. The main factors influence on students’ interest are teacher’s effective work and skilful using of teaching technologies. Modern educational technologies give new opportunities, interest in studying, discipline. The main conception of practical classes is cooperation between the head of practice and students. Extra individual lessons can promote this. 5- year students study the discipline “Medical practice in family medicine” during the whole academic year, to get knowledge and skills in Department of General Medicine №2 and Nursing, Department of Surgery №2 and cardiac surgery, Department of Pediatry and Department of Midwifery and Gynaecology. Mixed teaching model according to EURACT recommendations gives the best results. It provides a combination of individual work of future doctors with using electronic sources, media services and traditional work in auditoriums with interactive methods of teamwork. The use of active teaching methods should be not a practical addition to theoretical questions, but other way round,  starting point to help teachers and students during the studying – these are common actions to deal successful those or others questions. Specifics of medical speciality has influence on choice of different studying technologies in medical education where both theoretical and practical components are clearly noticeable. Among the most common objection to expediency using of different technologies in education one thesis need to be highlighted: it only can be defined by patient whether doctor has necessary knowledge, practice and skills. Nowadays teaching is based on creating “virtual patient”. Instead there are active technologies and teaching methods which allow us to teach specialists effectively. Practical skills improving takes place at clinical departments and teaching-practical centres. Nowadays distance education helps students to develop such traits as independence, adaptability and responsibility, develops self-educational skills. All of these qualities are highly valued. Consequently new discipline “Medical practice in family medicine” helps students to master and consolidate practical skills, make own decisions in diagnostics and treatment of patients, considering medical ethics rules.

scholarly journals Reflecting on professional identity in undergraduate medical education: implementation of a novel longitudinal course

2021 ◽  
Author(s):  
Valérie Désilets ◽  
Ann Graillon ◽  
Kathleen Ouellet ◽  
Marianne Xhignesse ◽  
Christina St-Onge
Keyword(s):  
Medical Education ◽  
Identity Development ◽  
Professional Identity ◽  
Undergraduate Medical Education ◽  
Evaluation Process ◽  
Professional Identity Development ◽  
Rigorous Evaluation ◽  
Reflective Process ◽  
Complex Patients ◽  
Academic Year

Abstract Background Today’s healthcare professionals face numerous challenges. Improving reflection skills has the potential to contribute to the better management of complex patients and healthcare systems, as well as to improve professional practice. However, the question of how reflection skills can inform professional identity development at the undergraduate medical education level remains unanswered. Approach The authors developed and implemented a 4-year course that aims to engage students in a reflective process to increase their awareness of their professional identity development. The course is structured around three types of pedagogical activities: workshops, reflections deposited in an electronic portfolio, and individual discussions with mentors. Evaluation Sixty-four 1st year students (33%) and 17 mentors (50%) from the 2017–2018 cohort completed evaluation questionnaires. For the 2018–2019 academic year, 73 1st year students (34%) and 27 2nd year students (14%), as well as 20 1st year (59%) and 19 2nd year mentors (57%) replied. Students and mentors considered that the pedagogical activities contributed to the development of students’ professional identity through the acquisition of reflection skills, but some elements were perceived as challenging, notably, completing the portfolio, finding a subject to reflect about and the timing of the proposed activities. Reflection An important preoccupation when wanting to foster the development of professional identity through the acquisition of reflection skills is the authenticity of students’ reflection. We tried to favor authentic reflection, by having a mentee-mentor pair throughout the entire 4‑year course. A rigorous evaluation process helped us identify and promptly correct issues as they surfaced.

scholarly journals Histology Study in Undergraduate Medical Education

2020 ◽  
Vol 43 (3) ◽  
pp. 34-40
Author(s):  
Pakpoom Thintharua ◽  
Permphan Dharmasaroja
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Teaching Methods ◽  
Light Microscope ◽  
Teaching And Learning ◽  
Laboratory Practice ◽  
Advantages And Disadvantages ◽  
Self Study ◽  
Conventional Light Microscope

Histology is an essential field in the education of medical students, and competent knowledge in histology is very important when studying pathology. Current teaching methods for histology in medical schools involve using a conventional light microscope (CM) with or without a virtual microscope (VM). This review aims to present advantages and disadvantages of using CM and VM in terms of teaching and learning histology in the context of undergraduate medical education. One major advantage of the traditional CM histology learning method in laboratory practice is that this allows students to practice using a light microscope; however, study flexibility is limited as the students cannot take the microscope back home for self-study after the histology class has finished. Costly repairs and maintenance must also be considered when using CM. By contrast, VM technology can provide flexibility and convenience for both students and staffs. This method allows students to both self-study and group-study almost anywhere at any time. This review emphasizes that histology learning in undergraduate medical education using VM is no longer confined to the classroom. However, the basic skill of how to operate a conventional light microscope is still important for medical students because CM is commonly used in the hospital laboratories and some hospitals may not be equipped with VM technology.  

scholarly journals Visual Analytics in healthcare education: Exploring novel ways to analyze and represent big data in undergraduate medical education

2014 ◽  
Author(s):  
Christos Vaitsis ◽  
Gunnar Nilsson ◽  
Nabil Zary
Keyword(s):  
Medical Education ◽  
Big Data ◽  
Learning Outcomes ◽  
Undergraduate Medical Education ◽  
Teaching Methods ◽  
Visual Analytics ◽  
Medical Curriculum ◽  
Assessment Methods ◽  
Healthcare Education ◽  
Teaching Activities

Big data in undergraduate medical education that consist the medical curriculum are beyond human abilities to be perceived and analyzed. The medical curriculum is the main tool used by teachers and directors to plan, design and deliver teaching activities, assessment methods and student evaluation in medical education in a continuous effort to improve it. It remains unexploited mainly for medical education improvement purposes. The emerging research field of Visual Analytics has the advantage to combine data analysis and manipulation techniques, information and knowledge representation, and human cognitive strength to perceive and recognize visual patterns. Nevertheless, there is lack of findings reporting use and benefits of Visual Analytics in medical education. We analyzed data from the medical curriculum of an undergraduate medical program concerning teaching activities, assessment methods and results and learning outcomes in order to explore Visual Analytics as a tool for finding ways of representing big data from undergraduate medical education for improvement purposes. We used Cytoscape to build networks of the identified aspects and visualize them. The analysis and visualization of the identified aspects resulted in building an abstract model of the examined data from the curriculum presented in three different variants; (i) learning outcomes and teaching methods, (ii) examination and learning outcomes and (iii) teaching methods, learning outcomes, examination results and gap analysis This study identified aspects of medical curriculum. The implementation of VA revealed three novel ways of representing big data from undergraduate medical education. It seems to be a useful tool to explore such data and may have future implications on healthcare education. It also opens a new direction in medical informatics research.

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