scholarly journals Pre-Clinical Remote Undergraduate Medical Education During the COVID-19 Pandemic: A Survey Study

2020 ◽  
Author(s):  
BS Bita Shahrvini ◽  
Baxter ◽  
Charles S. Coffey ◽  
BA Bridget V. MacDonald ◽  
ScD Lina Lander
Keyword(s):  
Student Perceptions ◽  
Clinical Skills ◽  
Living Environment ◽  
Survey Study ◽  
Learning Material ◽  
Multiple Choice Questions ◽  
Quality Of Instruction ◽  
Second Year ◽  
Remote Learning

Abstract Background: The COVID-19 pandemic has necessitated a sudden transition to remote learning in medical schools. We aimed to assess student perceptions of remote learning during the pre-clinical curricular training phase. Methods: A survey was distributed to first- and second-year medical students enrolled at the University of California San Diego School of Medicine in March 2020. Frequencies of responses to structured multiple-choice questions were compared regarding impacts of remote learning on quality of instruction and ability to participate, value of various remote learning resources, living environment, and preparedness for subsequent stages of training. Responses to open-ended questions about strengths and weaknesses of the remote curriculum and overall reflections were coded for thematic content.Results: Of 268 students enrolled, 104 responded (53.7% of first-year students and 23.9% of second-year students). Overall, students felt the quality of instruction and their ability to participate had been negatively affected. Most (64.1%) preferred the flexibility of learning material at their own pace. Only 25.5% of respondents still felt connected to the medical school or classmates. Most second-year students (56.7%) felt their preparation for the USMLE Step 1 exam was negatively affected and 43.3% felt unprepared to begin clerkships. In narrative responses, most appreciated the increased flexibility of remote learning but recognized that digital fatigue, decreased ability to participate, and lack of clinical skills and hands-on lab learning were notable deficits.Conclusions: Videocasted lectures uploaded in advance, electronic health record and telehealth training for students, and training for teaching faculty to increase technological fluency may be considered to optimize remote learning curricula.

scholarly journals Pre-clinical remote undergraduate medical education during the COVID-19 pandemic: a survey study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Bita Shahrvini ◽  
Sally L. Baxter ◽  
Charles S. Coffey ◽  
Bridget V. MacDonald ◽  
Lina Lander
Keyword(s):  
Medical Students ◽  
Clinical Skills ◽  
The United States ◽  
Living Environment ◽  
Learning Material ◽  
Quality Of Instruction ◽  
Skills Laboratory ◽  
Second Year ◽  
Remote Learning

Abstract Background The Coronavirus Disease 2019 (COVID-19) pandemic has necessitated a sudden transition to remote learning in medical schools. We aimed to assess perceptions of remote learning among pre-clinical medical students and subsequently to identify pros and cons of remote learning, as well as uncover gaps to address in ongoing curricular development. Methods A survey was distributed to first- and second-year medical students at the University of California San Diego School of Medicine in March 2020. Frequencies of responses to structured multiple-choice questions were compared regarding impacts of remote learning on quality of instruction and ability to participate, value of various remote learning resources, living environment, and preparedness for subsequent stages of training. Responses to open-ended questions about strengths and weaknesses of the remote curriculum and overall reflections were coded for thematic content. Results Of 268 students enrolled, 104 responded (53.7% of first-year students and 23.9% of second-year students). Overall, students felt that remote learning had negatively affected the quality of instruction and their ability to participate. Most (64.1%) preferred the flexibility of learning material at their own pace. Only 25.5% of respondents still felt connected to the medical school or classmates, and feelings of anxiety and isolation were noted negatives of remote learning. Most second-year students (56.7%) felt their preparation for the United States Medical Licensing Examination Step 1 exam was negatively affected, and 43.3% felt unprepared to begin clerkships. In narrative responses, most students appreciated the increased flexibility of remote learning, but they also identified several deficits that still need to be addressed, including digital fatigue, decreased ability to participate, and lack of clinical skills, laboratory, and hands-on learning. Conclusions Videocasted lectures uploaded in advance, electronic health record and telehealth training for students, and training for teaching faculty to increase technological fluency may be considered to optimize remote learning curricula.

The Conceptual Basis for Statics and Development of a Statics Concept Inventory

2004 ◽  
Author(s):  
Paul S. Steif
Keyword(s):  
Conceptual Understanding ◽  
Student Understanding ◽  
Concept Inventory ◽  
Multiple Choice Questions ◽  
Testing Instrument ◽  
Quality Of Instruction ◽  
Psychometric Analyses ◽  
Key Concepts ◽  
Free Body

This paper describes efforts to establish the fundamental concepts that underlie the solving of problems in Statics, and to devise means of measuring student understanding of these concepts. These efforts are aimed at providing a principled means for improving the quality of instruction in Statics, at least with respect to promoting conceptual understanding. A set of four concept clusters is proposed, together with a set of skills for implementing these concepts. Typical errors committed by students are categorized and shown to be related to these concept clusters. A testing instrument is presented to measure student ability to use the key concepts of Statics individually, with negligible mathematical analysis. This Statics Concept Inventory includes 27 multiple choice questions, focusing on 4 general concepts: free body diagrams, interchange of forces, couples and moments, the forces acting at connections and between bodies, and the conditions of equilibrium. Incorrect answer choices reflect typical student errors. Psychometric analyses of two administrations of this test are reported, one at the start and one just after the end of a sophomore mechanical engineering Statics course.

scholarly journals Formative student-authored question bank: perceptions, question quality and association with summative performance

2017 ◽  
Vol 94 (1108) ◽  
pp. 97-103 ◽  
Author(s):  
Jason L Walsh ◽  
Benjamin H L Harris ◽  
Paul Denny ◽  
Phil Smith
Keyword(s):  
Focus Groups ◽  
Student Perceptions ◽  
Item Analysis ◽  
Multiple Choice Questions ◽  
Online Resource ◽  
Student Focus ◽  
Student Cohorts ◽  
Question Difficulty ◽  
Quantitative And Qualitative Methods

Purpose of the studyThere are few studies on the value of authoring questions as a study method, the quality of the questions produced by students and student perceptions of student-authored question banks. Here we evaluate PeerWise, a widely used and free online resource that allows students to author, answer and discuss multiple-choice questions.Study designWe introduced two undergraduate medical student cohorts to PeerWise (n=603). We looked at their patterns of PeerWise usage; identified associations between student engagement and summative exam performance; and used focus groups to assess student perceptions of the value of PeerWise for learning. We undertook item analysis to assess question difficulty and quality.ResultsOver two academic years, the two cohorts wrote 4671 questions, answered questions 606 658 times and posted 7735 comments. Question writing frequency correlated most strongly with summative performance (Spearman’s rank: 0.24, p=<0.001). Student focus groups found that: (1) students valued curriculum specificity; and (2) students were concerned about student-authored question quality. Only two questions of the 300 ’most-answered' questions analysed had an unacceptable discriminatory value (point-biserial correlation <0.2).ConclusionsItem analysis suggested acceptable question quality despite student concerns. Quantitative and qualitative methods indicated that PeerWise is a valuable study tool.

scholarly journals A Precepting-Focused Advanced Pharmacy Practice Experience in Academia

2020 ◽  
Vol 11 (4) ◽  
pp. 11
Author(s):  
Andrew Darley ◽  
Ashley N. Hannings ◽  
Linda D. Logan ◽  
Kay L. Brooks
Keyword(s):  
Student Perceptions ◽  
Pharmacy Practice ◽  
Faculty Members ◽  
Job Responsibilities ◽  
Quality Of Instruction ◽  
Practice Experience ◽  
Article Type ◽  
Potential Strategy ◽  
Faculty Instruction

Description of the Opportunity: Traditional advanced pharmacy practice experiences (APPEs) in academia provide students exposure to job responsibilities and expectations of pharmacy faculty members. The purpose of this manuscript is to describe the development and structure of a precepting-focused academic APPE, APPE student perceptions of the experience, and introductory pharmacy practice experience (IPPE) student perceptions of being precepted by APPE students. Innovation: An academic pharmacy APPE was developed to emphasize preceptor development in addition to traditional academic pharmacy topics and responsibilities. Pre- and post-experience surveys were completed by APPE students to collect perceptions of academic pharmacy and precepting. During the experience, APPE students, under the supervision of faculty, precepted IPPE students, who were given the opportunity to assess the APPE student’s precepting ability by completing a survey following the experience. Descriptive statistics were used to analyze the results. Findings: Nine students completed the academic APPE and the corresponding pre- and post-surveys. All students indicated the rotation increased their understanding of academia, and the majority (7/9) indicated an increased confidence in their precepting ability. Eighty-five IPPE students evaluated the APPE students, and the majority (78%) rated the quality of instruction from APPE students as “similar” to faculty instruction. Conclusion: The structure of this experience allowed APPE students to gain exposure to academia and increase confidence in precepting, while facilitating the delivery of the IPPE program. Results indicate offering an academic APPE with an emphasis on experiential teaching is a potential strategy to prepare future pharmacy preceptors.   Article Type: Note

scholarly journals MUTU PEMBELAJARAN DAN KOMPETENSI LULUSAN DIPLOMA III POLITEKNIK

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Ahmad Rifandi
Keyword(s):  
Survey Study ◽  
Teacher Professionalism ◽  
Learning Achievement ◽  
Quality Of Instruction ◽  
Quality Of Learning ◽  
The Difference

Abstrak: Penelitian survei ini bertujuan untuk mengungkap pengaruh profesionalisme guru, media, dan fasilitas belajar terhadap kualitas pembelajaran; pengaruh kualitas pembelajaran terhadap kompetensi lulusan; dan perbedaan hasil belajar pada Politeknik Negeri Bandung (POLBAN) dan Politeknik Manufaktur Negeri Bandung (POLMAN). Hasil penelitian menunjukkan bahwa kualitas pembelajaran di POLBAN dipengaruhi oleh profesionalisme dosen dan fasilitas sedangkan kualitas pembelajaran di POLMAN dipengaruhi oleh media dan fasilitas.Kata Kunci: kompetensi lulusan, mutu pembelajaranTHE QUALITY OF INSTRUCTION AND GRADUATE COMPETENCE OF DIPLOMA III POLYTECHNICAbstract: This survey study was aimed to reveal the influence of the teacher professionalism, learning media, and learning facilities towards the learning quality; the influence of the learning quality towards graduate competence; and the difference in the learning achievement between Politeknik Negeri Bandung (POLBAN) and Politeknik Manufaktur Negeri Bandung (POLMAN). The findings showed that the learning quality in POLBAN was influenced by teacher professionalism and facilities, whereas the learning quality in POLMAN was influenced by media and facilities.Keyword: Quality of Learning, Graduate Competence 

scholarly journals A Qualitative Examination of Challenges Influencing Doctoral Students in an Online Doctoral Program

2016 ◽  
Vol 9 (6) ◽  
pp. 139 ◽  
Author(s):  
Anant Deshpande
Keyword(s):  
Doctoral Students ◽  
Student Perceptions ◽  
Doctoral Program ◽  
Business Administration ◽  
Human Interaction ◽  
Future Research ◽  
Quality Of Instruction ◽  
Course Structure ◽  
The University

<p class="apa">The main purpose of the study was to investigate the challenges faced by students in completion of an online doctoral program at the University of Liverpool, Online Doctoral Business Administration program. We analyse the responses of 91 doctoral students in an online DBA program. Based on the exploratory qualitative study themes were developed based on student perceptions. Various themes identified were course structure and workload, resources, absence of human interaction, technological challenges, support systems, and satisfaction with instructor and quality of instruction. Discussion, Implications and avenues for future research are presented.</p>

2008 APSA Teaching and Learning Track Summaries—Track Five: Simulations and Role Play I

2008 ◽  
Vol 41 (03) ◽  
pp. 617-618
Author(s):  
Chad Raymond ◽  
Denise Vaughan
Keyword(s):  
Decision Making ◽  
Student Perceptions ◽  
Teaching And Learning ◽  
Role Play ◽  
Role Playing ◽  
Intercultural Understanding ◽  
Face Model ◽  
Quality Of Instruction ◽  
Face To Face

The Simulations and Role Play I track examined a broad range of approaches to classroom simulations and role-playing exercises. The presentations covered designs that operate online and face-to-face, model decision making at local and international levels, and run from only a few minutes to an entire semester. Participants and discussants identified several elements that are common to successful simulations. These elements included establishing clear objectives for a simulation prior to its use in a course, designing simulations to actively engage students in the learning process, and using simulations to develop professional skills, empathy, and intercultural understanding among students. The track members agreed that simulations need not be time intensive in preparation or presentation, but can be flexible and made to fit unique situations. Finally, while simulations may not increase student perceptions of the quality of instruction, the simulations do seem to increase student empathy and student decision-making skills, which are worthwhile achievements.

scholarly journals FAKTOR-FAKTOR KEPUASAN MAHASISWA SCHOOL OF MARKETING TERHADAP UNIVERSITAS BUNDA MULIA DENGAN METODE FACTOR ANALYSIS

2017 ◽  
Vol 10 (2) ◽  
Author(s):  
Rudy Santosa Sudirga
Keyword(s):  
Factor Analysis ◽  
Student Perceptions ◽  
Five Factor Model ◽  
Living Environment ◽  
Promising Alternative ◽  
Study Characteristics ◽  
University Services ◽  
The Relationship

<p>Over the last three years the number of students choosing School of Marketing (SOM) Bunda Mulia University as a university choice has steadily increased. Studies have demonstrated that university preference at the time that students enter university may be significantly associated with their ultimate choice. The main purpose of this research is to examine the role of positive and negative affectivity variables on the relationship between optimism and satisfaction of school of marketing students to the role of bunda mulia university in providing accurate services study programs and student services. Several measurement assumptions were examined with the goal of assessing the program study lectures, validity of services, living environment, university facilities, university library, and general quality of day to day university services. Confirmatory factor an factor mixture analysis of interval data were used to examine the measurement assumptions. A correlated five-factor model for an abridged version of the factor analysis resulted in good fit when all negatively worded items and several positively worded items were excluded. The abridged item version of the factor analysis provides a promising alternative for the measurement of five factors that are pertinent to adolescents’ quality of university sevices either in program study lectures or in quality services to their students. The purpose of this paper is to explore student perceptions of study characteristics of their internships and to explore the relationship between study characteristics and overall satisfaction with their internship experiences. Bunda Mulia University may use this information to enhance the structure and tasks associated to improve university services. This paper also provides a comprehensive look and analysis of study at school of marketing and satisfaction analysis, as they related to satisfaction in an internship environment. In addition, lecturers’ academic qualifications tends to lead to a mismatch between students’ expectations and professional realities, therefore reduces students’ study satisfaction. Primary findings indicate that there is significant cause and effect on the adolescents’ satisfaction with their interpersonal relationships between their life and the virtual world. Social aspects also affect positive organizational outcomes, specifically positive word-of-mouth in society and community.</p>

Evaluation of Graduating Neonatal Nurse Practitioners

PEDIATRICS ◽  
1991 ◽  
Vol 88 (4) ◽  
pp. 789-794
Author(s):  
Alba Mitchell ◽  
John Watts ◽  
Robin Whyte ◽  
Susan Blatz ◽  
Geoffrey R. Norman ◽  
...  
Keyword(s):  
Problem Solving ◽  
Communication Skills ◽  
Nurse Practitioners ◽  
Educational Program ◽  
Clinical Skills ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Pediatric Residents ◽  
Neonatal Nurse Practitioners ◽  
Second Year

To compare the knowledge and problem-solving, communication, and clinical skills of graduating neonatal nurse practitioners (NNPs) and pediatric residents, a cohort study was conducted in a 33-bed tertiary-level neonatal intensive care unit in a 400-bed teaching hospital affiliated with a faculty of health sciences. Participants were all (n = 10) NNP graduates from the first 3 years of the educational program and 13 (87%) of 15 second-year pediatric residents. One hundred multiple-choice questions and 20 radiographic slides were used to test knowledge; a semistructured oral examination tested problem-solving skills; three simulated interactions with parents tested communication skills; and seven simulated procedures tested clinical skills. Graduating NNPs scored similarly to the pediatric residents on the multiple-choice questions (difference –3.4%; 95% confidence interval [CI] around difference –9.7, 2.9), radiographs (difference –1.4%; 95% CI –11.5, 8.7), oral examination (difference 2.8%; 95% CI –11.1, 16.7), communication skills (simulated parents assessment: difference 0.8%; 95% CI –4.2, 5.7; expert observer assessment: difference 5.8%; 95% CI –2.8, 14.3), and clinical skills (difference 7.4%; 95% CI –5.5, 20.2). The NNPs about to graduate from their educational program showed knowledge and problem-solving, communication, and clinical skills equivalent to those of second-year pediatric residents and are thus likely to deliver comparable care in the clinical setting. The results support the adoption of the NNP role.

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