scholarly journals Evaluation of a structured e-learning-based approach to CT anatomy of the paranasal sinuses for medical students

2020 ◽  
Author(s):  
Anna Marleen Krahe ◽  
Manuel Christoph Ketterer ◽  
Christian Offergeld ◽  
Tanja Hildenbrand
Keyword(s):  
Medical Students ◽  
Teaching Methods ◽  
Medical Training ◽  
Subjective Evaluation ◽  
Ct Scans ◽  
Complex Learning ◽  
Anatomical Variants ◽  
Before And After ◽  
E Learning ◽  
The Individual

Abstract Background: Computed tomography (CT) anatomy is not an integral part of undergraduate medical training in many countries. Radiology seems to be well suited for new online based teaching methods. The aim of the study was to evaluate whether e-learning is appropriate to introduce complex learning contents such as sinus CT anatomy in novices and to assess the usefulness of a sinus CT checklist to identify relevant anatomical variants in medical students. Material: Medical students were asked to assess sinus CT scans for anatomical variants before and after the implementation of the CLOSE mnemonic. Sinus CT anatomy and the CLOSE mnemonic were introduced by e-learning. The rate of correctly identified variants and the results of the individual CLOSE items were recorded and compared with those of otolaryngology residents. A questionnaire was distributed for subjective evaluation of the usefulness of the checklist and e-learning.Results: Ten students took part in the study. The rate of correctly identified variants improved significantly from 33.3% to 61.1%. The analysis of the individual CLOSE items showed a significant improvement for C, S and E in students and C, L and S in otolaryngology residents. The students identified more anatomical variants compared to the residents. The subjective evaluation of the CLOSE mnemonic and e-learning was very positive.Conclusion: E-learning was able to transfer complex learning contents in previously non-trained medical students and was evaluated as an appropriate introduction to the topics. The structured assessment of paranasal sinus CT scans using the CLOSE criteria can significantly improve the recognition of anatomical variants.

scholarly journals Assessment of knowledge, attitude and skills towards e-learning in first year medical students

2019 ◽  
Vol 7 (11) ◽  
pp. 4119 ◽  
Author(s):  
Monali Hiwarkar ◽  
Onjal Taywade
Keyword(s):  
Medical Students ◽  
Medical Training ◽  
Positive Impact ◽  
First Year ◽  
First Year Students ◽  
Learning Modalities ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Education In India ◽  
E Learning

Background: With digitization the e-learning modalities are being increasingly used by medical students. These often help the first MBBS students to overcome limitations of conventional teaching methods like didactic lectures. However, e-learning is not official part of medical education in India and the awareness about its use among medical students need to be evaluated. Aim and objective of the study was to assess the extent to which MBBS first year students use e-resources for learning as well as to assess knowledge, attitude, skills and habits of first MBBS students towards e-learning.Methods: A questionnaire of twenty five questions on various aspects of e-learning was administered to the first MBBS students at two medical colleges. The data generated from responses was compiled and analyzed on SPSS to get insight on various aspects of e-learning.Results: Out of 236 students surveyed 77.97% were aware about the academic websites related to first MBBS subjects. 90.68 % accepted that e-learning helped in understanding topics, 84.32% recommended conventional teaching to be supplemented with e-learning. However there was no statistically significant difference between responses from two groups i.e. female and male students (p>0.05).Conclusions: The majority of first MBBS students use e-resources for learning various topics in anatomy, physiology and biochemistry. The e-resources have made a positive impact on overall learning especially anatomy. e-learning can supplement conventional teaching in the first year of medical training.

Design Methodology of a Toy to Improve Manual Abilities on Medicine Students

2020 ◽  
Author(s):  
Jessica Daniela Vega Bello ◽  
Yesica Escalera Matamoros ◽  
Arturo Treviño Arizmendi ◽  
Daniel Haro Mendoza ◽  
Vicente Borja ◽  
...  
Keyword(s):  
Medical Students ◽  
Execution Time ◽  
Design Methodology ◽  
Practical Knowledge ◽  
Measured Variable ◽  
Before And After ◽  
Manual Skills ◽  
Second Year ◽  
The Individual ◽  
Precision Test

Abstract Theoretical knowledge is important in all disciplines, but practical knowledge is of utmost importance in many of them, such is the case in engineering, medicine, and architecture. In most of these majors’ instructors focus more on the theoretical area and set aside the practical one. That is why it is important to develop educational tools to improve students’ practice. Medical students at the Universidad Nacional Autónoma de México were our case of study since we noticed a lack of practical knowledge during their second year at University. In this paper, we present a design methodology of a toy for the students of medicine to exercise and improve their manual precise movements and motor sequencing skills, in order to improve their practical abilities by using it. This methodology emphasizes the importance of specific movements that surgeons do while they perform basic surgical procedures, intending to imitate them when they use the toy. Therefore, procedures like cutting, suturing, exposure, among others were performed by a surgeon, recorded, and analyzed. As a result, it was observed that some movements were repeated in most of the procedures. Based on this, a device was designed so that the user may be able to repeat the movements following a series of audiovisual instructions as a game. To validate its efficiency manual precision tests were used to compare the individual students’ improvement before and after using it. Once the device was built as a toy, 12 second-year medical students took the precision tests, the measured variable was the time they used to complete both tests. Furthermore, they practiced with the toy for 10 days, 6 minutes per day. On the last day, after using it, each student performed the precision tests once again to obtain a quantitative value of their improvement. The time spent by each student to perform the first precision tests were compared to the last after using the toy. The results showed that the execution time was reduced by an average of 53.75 seconds in the first precision test and 45 seconds in the second. This indicates that the use of the toy allows students to improve their manual precision skills, affecting the execution time of tasks that require accurate manual precision. Also, it was observed that the methodology developed could be applied and extrapolated to other disciplines such as engineering, in order to develop similar toys or devices that could enhance manual skills.

Introducing e-learning/teaching in a physiology course for medical students: acceptance by students and subjective effect on learning

2013 ◽  
Vol 37 (4) ◽  
pp. 337-342 ◽  
Author(s):  
E. Felder ◽  
M. Fauler ◽  
S. Geiler
Keyword(s):  
Medical Students ◽  
Subjective Effect ◽  
Teaching Techniques ◽  
Online Questionnaire ◽  
Modern Education ◽  
Preclinical Phase ◽  
Learning Success ◽  
Before And After ◽  
E Learning ◽  
Physiology Laboratory

Retrieval of information has substantially changed within the last two decades. Naturally, this has also affected learning/teaching techniques, and methods that are commonly referred to as “e-learning” have become an important part in modern education. Institutions have to decide if (and how) to implement this new form of teaching but face the problem that little subject-specific research has been published for different teaching modes and methods. The present study compares a course module of the physiology laboratory course for medical students in the preclinical phase before and after the introduction of computer-aided course instructions (CACI). Students were provided with an online questionnaire containing Likert items evaluating workspace redesign, acceptance of course instructions, incentive to actively participate in the course, and subjective gain of knowledge. CACI was clearly preferred over the previously used paper workbook. However, the questionnaire also revealed that the gain in knowledge, as subjectively perceived by the students, had not improved, which is in agreement with several studies that neglected a beneficial effect of e-learning on learning success. We conclude that the CACI meet today's student's expectations and that introducing this system seems justified from this perspective.

scholarly journals Simulation techniques: the Relevance of Old Methods in the Information Technology Age. Surgical Side of the Issue

2021 ◽  
Vol 1 (3) ◽  
pp. 143-144
Author(s):  
T. M. Murasov ◽  
A. M. Murasov
Keyword(s):  
Information Technology ◽  
Medical Students ◽  
Teaching Methods ◽  
Theoretical Aspect ◽  
Practical Training ◽  
Practical Skills ◽  
Individual Interest ◽  
Simulation Techniques ◽  
Technology Age ◽  
The Individual

In the education of medical students, an increasing number of simulation techniques and teaching methods are being used and implemented. The technique of their work is based both on the theoretical aspect of teaching and on the development of practical skills. However, the final goal of all these techniques is to improve the quality and mastery of the methods of medical care provided in future practical activities. In this work, one of the most ancient and everywhere used methods of practical training was used to stimulate the individual interest of students of the surgical profile.

scholarly journals Perception of Preclinical Medical Students About Pathology Subject and the Teaching Methods in an Indian Medical College

2021 ◽  
Vol 7 (2) ◽  
pp. 132-141
Author(s):  
S Sood ◽  
SP Gulia
Keyword(s):  
Medical Students ◽  
Teaching Methods ◽  
Medical Training ◽  
Clinical Stage ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Preclinical Medical Students ◽  
Second Year ◽  
Improved Learning ◽  
Teaching Learning

Background: Pathology is a key subject at the pre-clinical stage of medical training. Objectives: To determine the perception of second-year MBBS (preclinical) students regarding Pathology as a subject and the effectiveness of various teaching, learning and assessment methods. Methods: This cross-sectional study was carried out on 145 randomly selected, second-year MBBS students, appearing for their Phase II final university exams. A predesigned questionnaire with questions about students’ perception of pathology was administered to the students. The questionnaire also assessed the various teaching-learning methods currently used by the faculty. The students were also requested to make suggestions regarding the modifications needed in the teaching methods. Results: A total of 145 out of 150 regular-batch students participated in the study. One hundred (68.9%) regarded pathology as an interesting subject; 131 (90.3%) felt pathology acts as a bridge between paraclinical and clinical branches while 107 (73.8%) found blackboard teaching more effective. Conclusion: The study revealed that the preclinical medical students showed a favourable predisposition towards pathology as a subject while highlighting areas that need to be addressed for more effective teaching and improved learning towards producing better medical professionals.

scholarly journals 698 Virtual Journal Clubs - An Innovative Student-Led Programme to Develop Critical Analysis Skills for Surgical and Medical Training

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
T Tay ◽  
A Nijamudeen ◽  
S Ragavan
Keyword(s):  
Medical Students ◽  
Critical Analysis ◽  
Medical Training ◽  
Group Discussion ◽  
Online Journal ◽  
Academic Surgery ◽  
Journal Clubs ◽  
The United Kingdom ◽  
Before And After ◽  
Based Medicine

Abstract Introduction Critical analysis skills underpin improvements in surgical practice. Educational institutions and student-led societies seek innovative ways to deliver teaching and enhance these skills. Our student-led society designed a programme of online journal clubs to supplement teaching and encourage development of these skills amongst medical students. This study aims to evaluate the effectiveness of virtual journal discussions in evidence-based medicine training. Method Bi-monthly meetings were held online from August-December 2020. A variety of published literature was chosen with different study types. Critical analysis was performed, presented and group discussion was facilitated by a medical student host. Anonymous feedback was collected from attendees via an online form. Results 95 participants attended across 7 sessions. Forty participants, who were from the United Kingdom (n = 36), Bulgaria (n = 3) and Italy (n = 1), consented for inclusion of their responses in this study. We presented 3 SARS-CoV-2, 2 surgical and 2 medical research papers. 52.5% of our participants were final-year medical students. 55% had previously attended physical or online journal clubs. Confidence in critical appraisal was rated from 1 (very poor) to 5 (very good) before and after the session; median score increased from 3 (range 1-4) to 4 (range 3-5). Conclusions We present an innovative method of developing interest and skills in academic surgery and medicine. Feedback from participants has been very positive; we demonstrate these sessions improve self-reported confidence in critical analysis skills. We encourage other institutions to consider providing such sessions for medical students to raise interest in academic surgery.

scholarly journals Impact of the first COVID-19 lockdown on study satisfaction and burnout in medical students in Split, Croatia: a cross-sectional presurvey and postsurvey

BMJ Open ◽  
2021 ◽  
Vol 11 (6) ◽  
pp. e049590
Author(s):  
Marija Franka Žuljević ◽  
Karlo Jeličić ◽  
Marin Viđak ◽  
Varja Đogaš ◽  
Ivan Buljan
Keyword(s):  
Medical Students ◽  
Bayes Factor ◽  
Clinical Teaching ◽  
Response Rate ◽  
Secondary Outcome ◽  
Cross Sectional ◽  
Significant Difference ◽  
Before And After ◽  
E Learning ◽  
The Impact

ObjectivesTo evaluate the impact of the first COVID-19 lockdown in 2020 on the burnout and study satisfaction of medical students.DesignA cross-sectional study with a presurvey and postsurvey.SettingUniversity of Split School of Medicine (USSM), Split, Croatia. The lockdown in the COVID-19 pandemic lasted from late March to mid-May 2020. There was a full switch to e-learning at the USSM during this period, and all clinical teaching was stopped.ParticipantsStudents enrolled in the 2019/2020 academic year. Data were collected before lockdown in December 2019 and January 2020 and again after the end of lockdown in June 2020.Primary and secondary outcome measuresStudy satisfaction was assessed using the study satisfaction survey. Burnout was assessed using two instruments: Oldenburg Burnout Inventory and Copenhagen Burnout Inventory. We used Bayesian statistics to compare before-and-after differences.Results437 independent responses (77.2% response rate) were collected before and 235 after lockdown (41.5% response rate). 160 participant responses were eligible for pairing. There was no significant difference for both paired and unpaired participants in study satisfaction before (3.38 on a 1–5 scale; 95% credible interval (95% CrI) 3.32 to 3.44) and after (3.49, 95% CrI 3.41 to 3.57) lockdown. We found no evidence (Bayes factor (BF10) >3.00 as a cut-off value) for an increase in the level of burnout before and after lockdown, both in independent and paired samples.ConclusionsIt seems that the first pandemic-related lockdown and a switch to e-learning did not affect burnout levels among medical students or their perception of their study programme. More insight is needed on the short-term and long-term effects of the COVID-19 pandemic on medical students and their education. Well-structured longitudinal studies on medical student burnout during the COVID-19 pandemic are needed.

scholarly journals Changes in character strengths after watching movies: when to use rasch analysis

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Sirinut Siritikul ◽  
Sirikorn Chalanunt ◽  
Chitipat Utrapiromsook ◽  
Suchanard Mungara ◽  
Tinakon Wongpakaran ◽  
...  
Keyword(s):  
Medical Students ◽  
Rasch Analysis ◽  
Character Strengths ◽  
Self Regulation ◽  
First Year ◽  
Composite Scale ◽  
Before And After ◽  
The Stability ◽  
The Individual ◽  
First Year Medical Students

Abstract Objective Professionalism is a critical part of a medical education, and various activities have been proposed to enhance professionalism among medical students. Watching films is an activity to promote character related to professionalism. Limitation of such is a single group pre-posttest design raising concerns about the errors of measurement. The study aimed to demonstrate a method to deal with this design using Rasch analysis. Results This study used a pre-posttest design with 40 first year medical students. All participated in a 3-day activity that involved watching four selected movies: Twilight, Gandhi, The Shawshank Redemption and Amélie. These films offer compelling illustrations of the themes of self-regulation, humility, prudence and gratitude, respectively. All participants completed a 10-item composite scale (PHuSeG) addressing these themes before and after watching the movies. When determining who benefitted from the intervention, paired t-tests on the results of a Rasch analysis were used to evaluate changes between pre- and posttest. Using Rasch analyses, we could document the stability of the items from pre- to posttest, and significant changes at both the individual and group levels, which is a useful and practical approach for pre- and posttest design. Moreover, it helps validate the psychometric property of the instrument used.

The effects of a brief educational intervention on medical students’ knowledge, attitudes and beliefs towards low back pain

2017 ◽  
Vol 16 (1) ◽  
pp. 101-104 ◽  
Author(s):  
Christina Abdel Shaheed ◽  
Jane Graves ◽  
Chris Maher
Keyword(s):  
Low Back Pain ◽  
Back Pain ◽  
Medical Students ◽  
Educational Intervention ◽  
Medical Training ◽  
Evidence Based ◽  
Educational Video ◽  
Attitudes And Beliefs ◽  
Low Back ◽  
Before And After

AbstractBackground and aimsKnowledge, attitudes and beliefs towards low back pain (LBP) can significantly impact a health care provider’s clinical decision making. Several studies have investigated interventions designed to change practitioner attitudes and beliefs towards LBP, however no such studies involving medical students have been identified.MethodsThis study explored medical students ‚ knowledge, attitudes and beliefs towards LBP before and after a brief educational intervention on LBP. Responses from medical students (n = 93) were evaluated before and after a 15-min educational video on back pain. The intervention was developed using Camtasia™ video editor and screen recorder. Knowledge, attitudes and beliefs were measured using the “Modified Back Beliefs Questionnaire”, with items from two previously reported questionnaires on back beliefs. The questionnaire asks participants to indicate their agreement with statements about LBP on a 5-point Likert scale. Preferred responses were based on guidelines for the evidence-based management of LBP. The primary analysis evaluated total score on the nine-inevitability items of the Back Beliefs Questionnaire (“inevitability score”).ResultsFollowing the brief intervention there was a significant improvement in the inevitability score (post-workshop mean [SD] 20.8 [4.9] vs pre-workshop mean [SD] 26.9 [4.2]; mean difference (MD) 6.1, p < 0.001; lower score more favourable 1) and large improvements in the proportion of students providing correct responses to items on activity (pre: 49% vs post: 79%), bed rest (41% vs 75%), imaging (44% vs 74%) and recovery (25% vs 66%).ConclusionsAfter watching the educational video students’ knowledge, beliefs and attitudes towards LBP improved and thus aligned more closely with evidence-based guidelines.ImplicationsMedical doctors are at the forefront of managing low back pain in the community, however there is a need to strengthen musculoskeletal education in medical training programmes. The results from this research suggest educational interventions on back pain do not need to be extensive in order to have favourable outcomes on medical students’ knowledge, attitudes and beliefs towards back pain. The translational effects of these changes into clinical practice are not known.

Sign in / Sign up

Export Citation Format

Share Document