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.

scholarly journals Efficacy of implementing intermittent STOP THE BLEED® reviews on long term retention of hemorrhage control skills of first year medical students

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Enkhtsogt Sainbayar ◽  
Nathan Holt ◽  
Amber Jacobson ◽  
Shalini Bhatia ◽  
Christina Weaver
Keyword(s):  
Medical Students ◽  
Intervention Group ◽  
Training Session ◽  
Likert Scale ◽  
Control Group ◽  
First Year ◽  
Hemorrhage Control ◽  
Term Retention ◽  
Long Term Retention

Abstract Context Some medical schools integrate STOP THE BLEED® training into their curricula to teach students how to identify and stop life threatening bleeds; these classes that are taught as single day didactic and hands-on training sessions without posttraining reviews. To improve retention and confidence in hemorrhage control, additional review opportunities are necessary. Objectives To investigate whether intermittent STOP THE BLEED® reviews were effective for long term retention of hemorrhage control skills and improving perceived confidence. Methods First year osteopathic medical students were asked to complete an eight item survey (five Likert scale and three quiz format questions) before (pretraining) and after (posttraining) completing a STOP THE BLEED® training session. After the surveys were collected, students were randomly assigned to one of two study groups. Over a 12 week intervention period, each group watched a 4 min STOP THE BLEED® review video (intervention group) or a “distractor” video (control group) at 4 week intervals. After the 12 weeks, the students were asked to complete an 11 item survey. Results Scores on the posttraining survey were higher than the pretraining survey. The median score on the five Likert scale items was 23 points for the posttraining survey and 14 points for the pretraining survey. Two of the three knowledge based quiz format questions significantly improved from pretraining to posttraining (both p<0.001). On the 11 item postintervention survey, both groups performed similarly on the three quiz questions (all p>0.18), but the intervention group had much higher scores on the Likert scale items than the control group regarding their confidence in their ability to identify and control bleeding (intervention group median = 21.4 points vs. control group median = 16.8 points). Conclusions Intermittent review videos for STOP THE BLEED® training improved medical students’ confidence in their hemorrhage control skills, but the videos did not improve their ability to correctly answer quiz-format questions compared with the control group.

scholarly journals Immunization competence retention in medical students: a comparation between conventional lectures and lectures with simulations method

2016 ◽  
Vol 55 (6) ◽  
pp. 339 ◽  
Author(s):  
Hartono Gunadi ◽  
Rini Sekartini ◽  
Retno Asti Werdhani ◽  
Ardi Findyartini ◽  
Muhammad Arvianda Kevin Kurnia
Keyword(s):  
Experimental Study ◽  
Medical Students ◽  
Medical School ◽  
Intervention Group ◽  
Control Group ◽  
Vaccine Preventable Diseases ◽  
Before And After ◽  
Quasi Experimental

Background Immunization is recognized as one of the strategiesto reduce vaccine preventable diseases. Competency related toimmunization are consequently important for medical students andthe medical school needs to assure the competence acquisition.Objective To assess competence related to immunization andits retention following lectures with simulations compared tolectures only.Methods A quasi-experimental study was conducted to the 5th yearstudents of University of Indonesia Medical School during the ChildAdolescent Health Module in 2012-2013. The intervention grouphad lectures with simulations and the control group had lecturesonly. Immunization knowledge was assessed with a 30 multiplechoice question (MCA) items performed before and after themodule. Competence retention was assessed by MCQ (knowledge)and OSCE (skills) 2-6 months afterwards.Results Sixty eight subjects for each group with similarcharacteristics were analyzed. There was significant differenceafter module MCQ score between two groups. Competenceretention in 2-6 months after module completion was betterin intervention group, both for the knowledge (median MCQscore of 70.00 (range 37-93) vs. mean score of 58.01 (SD 12.22),respectively; P<0.001) and skill (OSCE mean scores of 75.21 (SD10.74) vs. 62.62 (SD 11.89), respectively; P < 0.001). Proportionof subjects in the intervention group who passed both the MCQand OSCE were also significantly greater.Conclusion Lectures with simulations are proved to bemore effective in improving medical students’ immunizationcompetence as well as its retention compared to lectures onlyapproach.

Simulation of childbirth improves clinical management capacity and self-confidence in medical students

2018 ◽  
Vol 4 (4) ◽  
pp. 184-189 ◽  
Author(s):  
Paolo Mannella ◽  
Rachele Antonelli ◽  
María Magdalena Montt-Guevara ◽  
Marta Caretto ◽  
Giulia Palla ◽  
...  
Keyword(s):  
Medical Students ◽  
Training Session ◽  
Hospital Environment ◽  
Control Group ◽  
High Fidelity ◽  
Self Assessment ◽  
Normal Cycle ◽  
Self Confidence ◽  
Before And After ◽  
Physiological Childbirth

Background The learning process of physiological mechanisms of childbirth and its management are important elements in the education of medical students. In this study, we verify how the use of a high-fidelity simulator of childbirth improves competence of students in this regard.Methods A total of 132 medical students were recruited for the study in order to attend a physiological childbirth in a no-hospital environment after being assigned to two groups. The control group received only a normal cycle of lectures, while the simulation (SIM) group followed a specific training session on the simulator. Subsequently, both groups were assessed for their technical and non-technical skills in a simulated childbirth. Also, a self-assessment test regarding their self-confidence was administrated before and after simulation, and repeated after 8 weeks.Results The SIM group showed better performance in all the domains with a better comprehension of the mechanisms of childbirth, managing and assistance of labour and delivery. In addition, compared to the control group, they presented a better self-related awareness and self-assurance regarding the possibility of facing a birth by themselves.Conclusion The present study demonstrated that the use of a high-fidelity simulator for medical students allows a significant improvement in the acquisition of theoretical and technical expertise to assist a physiological birth.

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 Medical students as adverse drug event managers, learning about side effects while improving their reporting in clinical practice

2021 ◽  
Author(s):  
M. Reumerman ◽  
J. Tichelaar ◽  
M.C. Richir ◽  
M.A. van Agtmael
Keyword(s):  
Medical Students ◽  
Adverse Drug Event ◽  
Healthcare Professionals ◽  
Intervention Group ◽  
Drug Event ◽  
Control Group ◽  
Before And After ◽  
Hospital Patients ◽  
Almost All ◽  
Event Managers

AbstractManaging adverse drug reactions (ADRs) is a challenge, especially because most healthcare professionals are insufficiently trained for this task. Since context-based clinical pharmacovigilance training has proven effective, we assessed the feasibility and effect of a creating a team of Junior-Adverse Drug Event Managers (J-ADEMs). The J-ADEM team consisted of medical students (1st–6th year) tasked with managing and reporting ADRs in hospitalized patients. Feasibility was evaluated using questionnaires. Student competence in reporting ADRs was evaluated using a case-control design and questionnaires before and after J-ADEM program participation. From Augustus 2018 to Augustus 2019, 41 students participated in a J-ADEM team and screened 136 patients and submitted 65 ADRs reports to the Netherlands Pharmacovigilance Center Lareb. Almost all patients (n = 61) found it important that “their” ADR was reported, and all (n = 62) patients felt they were taken seriously by the J-ADEM team. Although attending physicians agreed that the ADRs should have been reported, they did not do so themselves mainly because of a “lack of knowledge and attitudes” (50%) and “excuses made by healthcare professionals” (49%). J-ADEM team students were significantly more competent than control students in managing ADRs and correctly applying all steps for diagnosing ADRs (control group 38.5% vs. intervention group 83.3%, p < 0.001). The J-ADEM team is a feasible approach for detecting and managing ADRs in hospital. Patients were satisfied with the care provided, physicians were supported in their ADR reporting obligations, and students acquired relevant basic and clinical pharmacovigilance skills and knowledge, making it a win-win-win intervention.

scholarly journals Pengembangan Aplikasi Permainan Self-Confidence Book untuk Meningkatkan Self-Confidence pada Anak Tunagrahita

2020 ◽  
Vol 4 (2) ◽  
pp. 48-51
Author(s):  
Devira Putri Giana ◽  
Citra Novita Nur Amalia
Keyword(s):  
Literature Review ◽  
Intervention Group ◽  
Retarded Child ◽  
Mentally Retarded ◽  
The Self ◽  
Control Group ◽  
Self Confidence ◽  
Before And After ◽  
Mentally Retarded Children

The purpose of this study is to increase self-confidence in mentally retarded children who are designed using an application-based self-confidence book so as to provide attraction to the mentally retarded child. The method used in this study is the study of literature by examining 8 journals related to the self-confidence book (busy book) game. The literature review results that have been reviewed are used to develop this research related to application-based self confidence book games for mentally retarded children.The results showed that of 30 mentally retarded children in the intervention group before being given a game showed 16 children experienced insecurity with an average of 2.13, while in the control group showed 18 children experienced insecurity with an average of 1.73. After being given a game in the intervention group showed 14 children experienced self-confidence with an average of 3.20 while in the control group showed 17 children experienced self-confidence with an average of 1.70. There was an increase in the average self-confidence of mentally retarded children before and after the game was given with an average of 2.13 before the intervention and 3.20 after the intervention was given to the intervention group. 

scholarly journals Accuracy and usability of a diagnostic decision support system in the diagnosis of three representative rheumatic diseases: a randomized controlled trial among medical students

2021 ◽  
Vol 23 (1) ◽  
Author(s):  
Johannes Knitza ◽  
Koray Tascilar ◽  
Eva Gruber ◽  
Hannah Kaletta ◽  
Melanie Hagen ◽  
...  
Keyword(s):  
Decision Support ◽  
Medical Students ◽  
Diagnostic Accuracy ◽  
Rheumatic Diseases ◽  
Correct Diagnosis ◽  
Intervention Group ◽  
University Hospital ◽  
Control Group ◽  
First Case ◽  
Diagnostic Decision

Abstract Background An increasing number of diagnostic decision support systems (DDSS) exist to support patients and physicians in establishing the correct diagnosis as early as possible. However, little evidence exists that supports the effectiveness of these DDSS. The objectives were to compare the diagnostic accuracy of medical students, with and without the use of a DDSS, and the diagnostic accuracy of the DDSS system itself, regarding the typical rheumatic diseases and to analyze the user experience. Methods A total of 102 medical students were openly recruited from a university hospital and randomized (unblinded) to a control group (CG) and an intervention group (IG) that used a DDSS (Ada – Your Health Guide) to create an ordered diagnostic hypotheses list for three rheumatic case vignettes. Diagnostic accuracy, measured as the presence of the correct diagnosis first or at all on the hypothesis list, was the main outcome measure and evaluated for CG, IG, and DDSS. Results The correct diagnosis was ranked first (or was present at all) in CG, IG, and DDSS in 37% (40%), 47% (55%), and 29% (43%) for the first case; 87% (94%), 84% (100%), and 51% (98%) in the second case; and 35% (59%), 20% (51%), and 4% (51%) in the third case, respectively. No significant benefit of using the DDDS could be observed. In a substantial number of situations, the mean probabilities reported by the DDSS for incorrect diagnoses were actually higher than for correct diagnoses, and students accepted false DDSS diagnostic suggestions. DDSS symptom entry greatly varied and was often incomplete or false. No significant correlation between the number of symptoms extracted and diagnostic accuracy was seen. It took on average 7 min longer to solve a case using the DDSS. In IG, 61% of students compared to 90% in CG stated that they could imagine using the DDSS in their future clinical work life. Conclusions The diagnostic accuracy of medical students was superior to the DDSS, and its usage did not significantly improve students’ diagnostic accuracy. DDSS usage was time-consuming and may be misleading due to prompting wrong diagnoses and probabilities. Trial registration DRKS.de, DRKS00024433. Retrospectively registered on February 5, 2021.

EFEKTIVITAS LATIHAN KEPERCAYAAN DIRI DALAM MENINGKATKAN HARGA DIRI REMAJA PUTUS SEKOLAH

2019 ◽  
Vol 11 (1) ◽  
pp. 19-26
Author(s):  
Ice Yulia Wardani ◽  
Tantri Widyarti Utami ◽  
Rahma Fadillah Sopha
Keyword(s):  
Psychosocial Development ◽  
Intervention Group ◽  
School Dropout ◽  
Self Esteem ◽  
School Intervention ◽  
Control Group ◽  
P Value ◽  
Self Confidence ◽  
Before And After ◽  
Quasi Experimental

Remaja merupakan periode kritis peralihan dari anak menjadi dewasa. Kejadian putus sekolah merupakan salah satu faktor pencetus yang dapat menyebabkan munculnya masalah dalam beradaptasi terhadap perubahan yang terjadi. Penelitian ini bertujuan mengetahui efektivitas latihan kepercayaan diri dalam meningkatkan harga diri remaja putus sekolah. Penelitian menggunakan desain quasi experimental with control group yang melibatkan 34 responden kelompok intervensi dan 29 responden kelompok kontrol berusia 12-18 tahun yang putus sekolah di jenjang pendidikan SD dan SMP. Kelompok intervensi diberikan latihan kepercayaan diri sementara kelompok kontrol diberikan stimulasi perkembangan psikososial remaja. Untuk mengetahui keefektifan terapi, dilakukan penilaian terhadap harga diri sebelum dan setelah intervensi menggunakan self-esteem questionnaire dengan nilai reliabilitas 0,76. Data hasil penelitian diolah menggunakan analisis bivariat uji beda dua mean dependen guna mengetahui perbedaan mean harga diri remaja sebelum dan setelah intervensi. Analisis statistik menunjukkan adanya perbedaan signifikan harga diri remaja setelah latihan kepercayaan diri (p value= 0,000) dibandingkan remaja setelah pemberian stimulasi perkembangan psikososial. Penelitian ini membuktikan bahwa latihan kepercayaan diri efektif dalam meningkatkan harga diri remaja. Terapi ini dapat dijadikan salah satu intervensi untuk mengatasi masalah harga diri rendah pada remaja putus sekolah.   Kata Kunci: harga diri, latihan kepercayaan diri, remaja.   THE EFFECTIVENESS OF SELF-CONFIDENCE PRACTICE TO INCREASE SELF-ESTEEM IN SCHOOL DROPOUT ADOLESCENCES   ABSTRACT Adolescence is transfer critical periods from child into adult. School dropout is one of precipitation factor that can create problems in adolescence to adapt with those changes. This study aimed to determine the effectiveness of self-confidence practice to increase self-esteem in school dropout adolescences. This study used quasi experimental with control group included 34 intervention group respondents and 29 control group respondents who were 12-18 years old and had school dropout in elementary and junior high school. Intervention group was given self-confidence practice whereas control group was given adolescence’s psychosocial development stimulation. To determine therapy effectiveness, we used scoring of respondents’ self-esteem before and after interventions. Questionnaire that was used was self-esteem questionnaire with reliability score 0,76.  Data was analyzed using bivariat analysis paired sample t test to know mean differentiation of self-esteem in adolescences before and after intervention. Statistical analysis showed there was significant difference between self-esteem in school dropout’s adolescences after self-confidence practice (p value= 0,000) rather than adolescence’s psychosocial development stimulation. This study shown that self-confidence practice was effective to increase adolescences’ self-esteem. This therapy can be intervention to solve low self-esteem problems in school dropout adolescences.   Keywords: adolescence, self-esteem, self-confidence practice.

A STUDY ON THE VARIATION IN CA 72-4 LEVELS OF THE GASTRIC CANCER’S PATIENTS BEFORE AND AFTER SURGERY TREATMENT

2011 ◽  
pp. 81-87
Author(s):  
Thi Thu Huong Hoang ◽  
Minh Vuong Nguyen
Keyword(s):  
Gastric Cancer ◽  
Study Groups ◽  
University Hospital ◽  
Control Group ◽  
Central Hospital ◽  
Before And After

Objectives: Studying on the variation in CA 72-4 levels of the gastric cancer’s patients before and after 10 days and 30 days surgery treatment. Materials and methods: The studying group included 42 gastric cancer’s patients who were examinated and treated in cancerology service of Hue University Hospital and gastroenterology service of Hue Central Hospital. The control group included 30 healthy normal examinated at Hue University Hospital. The study groups were clinical, endoscopic anatopathologic examination diagnosed with gastric cancer and quantitative levels of CA 72-4 in three times points: before surgerying, after surgerying 10 days and 30 days postoperatively. Rerults: The concentration of CA 72-4 in gastric cancer’s patients was 10.06 ± 16.49 U/ml. Clearly higher than the control group 1.2 ± 0.4 U/ml(p <0.01). The rate increased levels of CA 72-4 in gastric cancer’s patients before surgerying was 27.5% and the control group was 0%. After 10 days of surgery, CA 72-4 level was 5.56 ± 8.55 U/ml; 82.5% of patients have reduced levels of CA 72-4 and 17.5% no changes; there are 0% increased cases. After 30 days of surgery, CA 72-4 level was 3.79 ± 6,52 U/ml. CA 72-4 level 10 days after surgering have decreased significantly compared to before surgery (p < 0.05) and 30 days after surgery have decreased significantly compared to after 10 days (p < 0.05). 30 days postoperatively, 90% patients had reduced levels of CA 72-4, 10% no changes, no patient had increased levels of CA 72-4 and no patient be relapsed after 30 days of treatment. Conclusions: CA 72-4 concentrations before surgerying increased 27.5%, after surgery 10 days and 30 days reduced step by step, no case have increased CA 72-4 levels, no case relapsed after 30 days.

scholarly journals Benefit of a pharmacist-led intervention for medication management of renal transplant patients: a controlled before-and-after study

2021 ◽  
Vol 12 ◽  
pp. 204062232110052
Author(s):  
Jeremy Chambord ◽  
Lionel Couzi ◽  
Pierre Merville ◽  
Karine Moreau ◽  
Fabien Xuereb ◽  
...  
Keyword(s):  
Medication Adherence ◽  
Immunosuppressive Therapy ◽  
Medication Management ◽  
Intervention Group ◽  
Knowledge Score ◽  
Control Group ◽  
Patient Knowledge ◽  
Transplant Patients ◽  
Before And After ◽  
High Level

Aims: To assess the effect of a pharmacist-led intervention, using Barrows cards method, during the first year after renal transplantation, on patient knowledge about their treatment, medication adherence and exposure to treatment in a French cohort. Methods: We conducted a before-and-after comparative study between two groups of patients: those who benefited from a complementary pharmacist-led intervention [intervention group (IG), n = 44] versus those who did not [control group (CG), n = 48]. The pharmacist-led intervention consisted of a behavioral and educational interview at the first visit (visit 1). The intervention was assessed 4 months later at the second visit (visit 2), using the following endpoints: treatment knowledge, medication adherence [proportion of days covered (PDC) by immunosuppressive therapy] and tacrolimus exposure. Results: At visit 2, IG patients achieved a significantly higher knowledge score than CG patients (83.3% versus 72.2%, p = 0.001). We did not find any differences in treatment exposure or medication adherence; however, the intervention tended to reduce the proportion of non-adherent patients with low knowledge scores. Using the PDC by immunosuppressive therapy, we identified 10 non-adherent patients (10.9%) at visit 1 and six at visit 2. Conclusions: Our intervention showed a positive effect on patient knowledge about their treatment. However, our results did not show any improvement in overall medication adherence, which was likely to be because of the initially high level of adherence in our study population. Nevertheless, the intervention appears to have improved adherence in non-adherent patients with low knowledge scores.

Sign in / Sign up

Export Citation Format

Share Document