scholarly journals Team-Based Learning in a Physiology Course To Prepare for The International Inter-Medical School Physiology Written Quiz in Kunming Medical University

2021 ◽  
Author(s):  
Hui Bian ◽  
Yan Bian
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Team Performance ◽  
Clinical Medicine ◽  
Teaching Method ◽  
Team Work ◽  
Global Event ◽  
Team Based Learning ◽  
Medical University ◽  
First Time

Abstract Background International Inter-medical School Physiology Quiz (IMSPQ) is a global event that purportedly engages students in team work, critical thinking and active learning of physiology. Team-based learning (TBL) is an interactive analytic teaching approach and has been used extensively in medical education. However, there is little evidence of its use in preparing for IMSPQ. The purpose of the present study was to investigate whether a TBL approach is effective to prepare for the written section of IMSPQ. Methods Five students from Grade 2014 majoring in Clinical Medicine, were selected, based on academic performance in physiology and English, to be taught in a TBL physiology course to prepare for the written section of 14th IMSPQ. Results In 2016, this TBL teaching method worked well and for the first time the team from Kunming Medical University entered the top forty teams at the written competition of 14th IMSPQ in Yogyakarta. Conclusion TBL method was effective to prepare for the IMSPQ in Kunming Medical University and provided an improved team performance in the written section of 14th IMSPQ.

The role and place of modern educational technologies in medical school

2013 ◽  
Vol 4 (4) ◽  
pp. 3-7
Author(s):  
Vladimir Viktorovich Levanovitch ◽  
Galina Anatol’evna Suslova ◽  
Alexander Vadimovich Gostimsky
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Learning Process ◽  
Graduate Training ◽  
Educational Process ◽  
Historical Background ◽  
Educational Technologies ◽  
Optimal Organization ◽  
Post Graduate Training ◽  
Medical University

This article reviews aspects of the organization of the educational process in medical school using advanced simulation technologies. It contains a brief historical background of the origin and development of simulation technologies.The necessity of introducing simulation in graduate and post-graduate training of students and doctors is justified. The problems of modern medical education and methods of their solutions with the phantom simulation classes are described.The aspects of the optimal organization of phantom simulation classes and learning process, based on the experience of the Center of Modern Educational Technologies in Saint-Peterburg State Pediatric Medical University are addressed.It presents modern concepts and methods of new educational technologies in the educational process.

scholarly journals Building Community and Medical School Partnerships: Impact on Undergraduate Medical Education and Research

2020 ◽  
Author(s):  
Samal Nauhria ◽  
Irene Derksen ◽  
Shreya Nauhria ◽  
Amitabha Basu
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Social Learning ◽  
Active Learning ◽  
Medical School ◽  
Community Service ◽  
Medical Knowledge ◽  
Medical Schools ◽  
Team Work ◽  
Local Healthcare

Abstract Background: Community service provides avenues for social learning in medical education. Partnerships between medical schools and local healthcare agencies has paved the path for an active participation of a medical student in the community. This seems to have a positive impact on the medical knowledge and skills of students and also leads to a betterment of healthcare services for the community. National accreditation agencies and medical boards have emphasized that medical schools should provide opportunities for such learning to occur in the medical school curriculum. Various medical schools around the globe have adopted this active learning pedagogy and thus we wanted to explore how we can establish such a learning framework at out university.Methods: This was a qualitative study based on feedback from volunteer students who attended the annual health fare conducted in collaboration with local healthcare agencies. Two focus group interviews were recorded, transcribed and coded for thematic analyses.Results: Overall, the students enjoyed learning various clinical procedural skills. This activity was an opportunity to apply the medical knowledge learnt in classrooms. The students developed various competencies like communication skills, professionalism, team work and social responsibility. Prevalent health conditions discovered by the students included diabetes mellitus, hypertension and nutritional imbalance.Conclusions: This study explores how serving the community can bring about an educational change for a medical student. The community service framework promotes social learning, interprofessional education, peer learning and active learning amongst medical students.

scholarly journals Team-based learning in large enrollment classes

2016 ◽  
Vol 40 (4) ◽  
pp. 435-442 ◽  
Author(s):  
Jonathan D. Kibble ◽  
Christine Bellew ◽  
Abdo Asmar ◽  
Lisa Barkley
Keyword(s):  
Classroom Management ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Current Evidence ◽  
Critical Elements ◽  
First Case ◽  
Team Based Learning ◽  
Large Enrollment ◽  
First Time

The goal of this review is to highlight the key elements needed to successfully deploy team-based learning (TBL) in any class, but especially in large enrolment classes, where smooth logistics are essential. The text is based on a lecture and workshop given at the American Physiological Society's Institute on Teaching and Learning in Madison, WI, in June 2016. After a short overview of the TBL method, its underpinning in learning theory, and a summary of current evidence for its effectiveness, we present two case studies from our own teaching practices in a new medical school. The first case study explores critical elements of design and planning for a TBL module, and the second explores best practices in classroom management. As medical educators in the fields of physiology, pediatrics, nephrology, and family medicine, we present the objective views of subject matter experts who adopted TBL as one teaching method rather than TBL experts or advocates per se. The review is aimed primarily at faculty contemplating using TBL for the first time who are interested in exploring the significant benefits and challenges of TBL.

Transition Courses in Medical School

2020 ◽  
pp. 177-196
Author(s):  
Vinita C. Kiluk ◽  
Alina R. Zhu ◽  
Antoinette C. Spoto-Cannons ◽  
Dawn M. Schocken ◽  
Deborah J. DeWaay
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical School ◽  
Academic Career ◽  
Standardized Patients ◽  
Boot Camp ◽  
Team Based Learning ◽  
Transition Points ◽  
Short Courses ◽  
Transition Areas

Across the nation, many medical schools have begun to include short courses during key transition points in the curriculum to help prepare students to succeed in the new area where they will be learning. This chapter introduces the reader to these “transition courses” that were not a part of medical education 20 years ago. These courses utilize combinations of high- and low-fidelity simulation, standardized patients, small group sessions, team-based learning and didactics. The authors explore four key transition areas that have seen an influx of these short courses: Orientation to Medical School, Return to Clerkship, Orientation to Clerkship, and Capstone or Boot camp. Each of these four courses is examined in content and relevance in preparing the medical student for the transition in their academic career.

scholarly journals Efficiency of Online Course of Medical Statistics in Nanjing Medical University During the COVID-19 Epidemic

2020 ◽  
Author(s):  
Senmiao Ni ◽  
Wensong Chen ◽  
Honggang Yi ◽  
Yang Zhao ◽  
Na Tong ◽  
...  
Keyword(s):  
Online Teaching ◽  
Clinical Medicine ◽  
Teaching Method ◽  
Online Course ◽  
Medical Statistics ◽  
Learning Platform ◽  
Teachers And Students ◽  
Efficient Alternative ◽  
Strongly Agree ◽  
Medical University

Abstract Background: To analyze the online course efficiency of a combined mode of Massive Open Online Course (MOOC) micro-video and E-learning platform in Nanjing Medical University during the COVID-19 epidemic. Methods: We developed a new questionnaire to assess the efficiency of online teaching of medical statistics in Nanjing Medical University. This investigation enrolled students participating in the online course of medical statistics from January 2020 to June 2020. The “Questionnaire Star” electronic questionnaire collection system was used to collect data. Results: In total, 1050 of the 1210 (86.78%) students completed the questionnaire, including 971 (92.48%) juniors. To be specific, 57.33% of the students majored in clinical medicine, 15.14% in pharmacy, 10.38% in pediatrics, 8.00% in medical imageology, and 6.29% in basic medicine. As to the question "Are you satisfied with the current online teaching method?", 354 (32.77%) students responded with "Agree" and "Strongly Agree", and 1012 (96.47%) thought they needed to consolidate what they had learned after returning to school. Most students reported their "Difficulties in the learning process" by "Learning motivation" and "Personal inertia" (59.90% and 58.29%, respectively).Conclusions: The online course of medical statistics was favored by most students, suggesting its efficiency an efficient alternative to classroom study during the COVID-19 pandemic. Yet there were still some problems, such as inconvenient communication between teachers and students, poor mastery of key knowledge, which should be resolved in classroom teaching at school.

scholarly journals Opinions about Teaching Modalities: A Comparison between Faculty and Students

2012 ◽  
Vol 2012 ◽  
pp. 1-7
Author(s):  
Shilpa Shah ◽  
Gerhard Meisenberg
Keyword(s):  
Physical Examination ◽  
Medical School ◽  
Clinical Medicine ◽  
Faculty Members ◽  
Learning Modalities ◽  
School Of Medicine ◽  
Scale Response ◽  
Team Based Learning ◽  
Likert Scale Response ◽  
Teaching Learning

Little is known about the acceptance of different teaching/learning modalities by students and faculty in the preclinical semesters of medical school. We report the results of an anonymous survey at Ross University School of Medicine, where most of the currently popular instructional methods are used. Study subjects included 327 students and 30 faculty members. 5 questions each were asked about lectures, handouts, textbooks, mediasite (video-recorded lectures), simulation, PBL (problem based learning), TBL (team-based learning), and ICM (introduction to clinical medicine, physical examination) practicals, scored on a 5-step Likert scale. Response rates were approximately 80% for students and more than 50% for faculty. Students gave the highest scores to mediasite followed by simulation, handouts, and ICM practicals. Lowest student scores were for PBL followed by TBL and textbooks. Faculty gave highest scores for lectures, followed by ICM practicals and textbooks. They gave the lowest scores for TBL followed by mediasite and PBL. Differences between students and faculty were statistically significant for lectures (P<.001), mediasite (P=.001), textbooks (P=.002), and PBL (P=.043).

scholarly journals Performance and Preference of Problem Based Learning (Pbl) and Lecture Based Learning Among Selected Medical Students of Nepal

2021 ◽  
Author(s):  
Saroj Adhikari Yadav ◽  
Sangeeta Poudel ◽  
Swotantra Gautam ◽  
Oshna Pandey ◽  
Dhiraj Jaiswal ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Basic Science ◽  
Clinical Medicine ◽  
Problem Based Learning ◽  
Knowledge Retention ◽  
Health Science ◽  
Multiple Choice Questions ◽  
Cross Sectional

Abstract Background: This study aims to compare student’s understanding and knowledge retention when taught through PBL (Problem Based Learning) and Lecture, and compare student’s perception about PBL and Lecture in medical education. Method: This is cross-sectional study done among medical students of PBL based medical school. Ethical approval was taken from IRC-PAHS. To assess understanding and knowledge retention, 50 vignettes based Multiple Choice Questions were administered, half of which were taught through PBL sessions and remaining half were taught in didactic Lectures during basic science years of medical school. To assess student's preference on PBL and Lecture, separate pre-validate perception questionnaire was used.Result: Out of 107 students, 99 participated in understanding and knowledge retention questionnaire and 107 filled perception questionnaires. Understanding and knowledge retention of students was found to be same for topics taught by PBL and Lecture with median score of 17 and 16 respectively. PBL was preferred more for physiology(59.81%), pathology(51.40%) and pharmacology(53.27 %) concepts, and Lecture was more preferred for anatomy(78.50%), biochemistry(45.79%), and microbiology(42.99%) topics. Many students wanted same concepts to be taught through both PBL and Lecture, especially for anatomy. Combined Lecture by group of faculties and community-based programs were preferred for Community Health Science (CHS) contents and hospital ward-based teaching was preferred for Introduction to Clinical Medicine (ICM) rather than PBL or Lectures.Conclusion: Understanding and knowledge retention is same for topics taught by either PBL or Lecture during basic science years of undergraduate medical education. Students prefer PBL for physiology, pathology and pharmacology related concepts, conventional didactic Lecture for physiology and microbiology, and combination of Lecture and PBL sessions for Anatomy.

scholarly journals Are Stories and Anecdotes an Underused Pedagogic Technique in Undergraduate Medicine? A Qualitative Study

2021 ◽  
Author(s):  
Cara Richardson ◽  
Linda Jones
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Qualitative Approach ◽  
Structured Interviews ◽  
Medical Teaching ◽  
Stakeholder Groups ◽  
Undergraduate Medicine ◽  
Insight Into

Abstract Background: Arguably storytelling is a recognised teaching method used in different fields such as teaching children, religion, and culture. Its use in medical teaching is apparent, but little is known of how valuable this method is within medical teaching. This study aimed to explore the perceptions stakeholders have of using stories within teaching and learning at Dundee Medical School. We hope to understand how stories are perceived and to consider how educators might optimise their use. Methods: A qualitative approach allowed for the exploration of participants perceptions of storytelling within medical teaching. Purposive sampling was used to sample medical students and educators. Eleven students participated in one of three group semi-structured interviews and five individual semi-structured interviews with educators took place. The data collected was coded and analysed to reveal themes and sub-themes regarding storytelling at Dundee Medical School. Results: Both stakeholder groups sampled highly valued the use of stories and anecdotes within medical teaching. Whilst both suggested the same purposes, types and impact of stories and identified similar barriers to using storytelling such as confidence and experience. Students were more focused on the importance of the relevance, delivery, and context of where a story was being told for stories to be effective, whilst for faculty, their perceptions didn’t involve these themes. Conclusions: The findings from this small study have provided insight into how storytelling is perceived and developed some recommendations for optimising its use within medical education at Dundee Medical School. This highlights the value of this method to educators and exemplifies the important qualities stories can help to foster amongst students, whilst suggesting a possible theory on how to successfully utilise them.

Patient consent to medical students in general practice

2018 ◽  
Vol 68 (suppl 1) ◽  
pp. bjgp18X697229
Author(s):  
Matthew Webb ◽  
Sarah Thirlwall ◽  
Bob McKinley
Keyword(s):  
Medical Education ◽  
General Practice ◽  
Medical Students ◽  
Medical School ◽  
Undergraduate Students ◽  
Teaching Quality ◽  
School Students ◽  
Patient Journey ◽  
Patient Consent ◽  
High Level

BackgroundInformed consent is required for active participation of patients in medical education. At Keele Medical School, we require practices to advertise that they teach undergraduate students and to obtain appropriate patient consent at various stages of the patient journey.AimThe study aimed to explore patients’ experience of consent to involvement in undergraduate medical education in general practice.MethodDuring the final year at Keele University Medical School, students undertake a patient satisfaction survey. A questionnaire was attached to the reverse of this survey during the academic year 2016–2017. The questionnaire explored the stage of the patient journey consent was obtained, whether they were offered an alternative appointment and how comfortable they were with medical students being involved in their care.ResultsA total of 489 questionnaires were completed covering 62 GP practices. 97% of patients reported that consent was obtained at least once during their encounter and the majority reported that this occurred at booking. 98% of patients were comfortable or very comfortable with a medical student leading their consultation. However, 28% of those surveyed stated that they were either not given the option of not seeing the student or there was no other alternative appointment available.ConclusionThe results indicate that in the vast majority of cases patient consent is obtained at least once during their attendance. Patients expressed a high level of satisfaction with medical students’ involvement in their care. Further work is required to evaluate the role of the data as a marker of individual practice teaching quality.

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