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.

Educational Principles of Community-based Education

PEDIATRICS ◽  
1996 ◽  
Vol 98 (6) ◽  
pp. 1259-1263
Author(s):  
Kenneth B. Roberts
Keyword(s):  
Medical Education ◽  
Adult Learning ◽  
Medical School ◽  
Needs Assessment ◽  
Teaching And Learning ◽  
Educational Experiences ◽  
Community Based ◽  
Community Based Education ◽  
Primary Focus ◽  
School Curricula

Much of medical education remains teacher centered, as exemplified by the continued emphasis on lectures. Increasingly, however, the importance of the learner is being recognized and acknowledged in medical school curricula. The distinction between teaching and learning is also an issue for graduate medical education; accreditation bodies focus on programs and teaching, and credentialing bodies determine whether individuals have accomplished sufficient learning. The true mission of teaching is to facilitate learning, and adult learning is enhanced by four elements: respect, building on previous experiences, immediacy of application, and the opportunity to practice. These elements should be considered when designing educational experiences in the community. Educational planning includes five steps, represented by the mnemonic GNOME: goals, needs assessment, objectives, methods, and evaluation. Goals are broad aspirations, which are refined by the learners' needs to specific, measurable objectives. Methods are selected to match the objective, and evaluation determines whether the objectives were achieved. The results of the evaluation serve as another needs assessment, and the process continues until the goals are achieved. Throughout the process, the primary focus should be on the resident, with the program in a supporting role.

scholarly journals Interprofessional education challenges in medical education of Iran

2019 ◽  
Author(s):  
Soleiman Ahmady ◽  
Zohrehsadat Mirmoghtadaie ◽  
Davood Rasouli
Keyword(s):  
Medical Education ◽  
Interprofessional Education ◽  
Qualitative Content Analysis ◽  
Qualitative Approach ◽  
Team Work ◽  
Structured Interviews ◽  
Cultural Challenges ◽  
Educational Challenges ◽  
Barriers And Challenges ◽  
System Methodology

Abstract Background Interprofessional education is one of the most important educational methods for developing team work encounter with many challenges, especially in developing countries. The purpose of this study was to identify the important challenges of Interprofessional education in Iran's medical educational system. Methodology The qualitative content analysis was used to explain the perception and experience of 15 professors and experts regarding the challenges of Interprofessional education with semi structured interviews. The interviews were analyzed with Graneheim and Lundman qualitative approach in the MAXQDA software V.12 interviews were completed. Findings According to the participants, the important challenges to designing and implementation of Interprofessional education was: 1) educational challenges, 2) structural challenges and 3) cultural challenges. Conclusion Because of the importance of Interprofessional education to enhancing medical education, policymakers need to understand the importance of IPE and address the barriers and challenges they face. Also the Structures must be created and attitudes change.

John Hatton’s manuscript record of the surgical and pathological lectures given by Joseph Jordan, FRCS, in 1837–1838

2019 ◽  
pp. 096777201986694
Author(s):  
Peter D Mohr
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Royal Infirmary ◽  
Valuable Insight ◽  
Manchester Royal Infirmary ◽  
Teaching Anatomy ◽  
Set Up ◽  
The University ◽  
University Of Manchester ◽  
Insight Into

John Hatton, LSA MRCS FRCS MD (1817–1871), was apprenticed from 1833 to Joseph Jordan, MRCS FRCS (1787–1873), a well-known Manchester surgeon. Jordan, who had been teaching anatomy since 1814, closed his Mount Street Medical School in 1834 and was elected as surgeon to the Manchester Royal Infirmary in 1835. He continued to lecture on surgery and surgical pathology at the Infirmary, and sometimes at the Pine Street Medical School run by Thomas Turner, LSA FRCS (1793–1873). During 1837–38 Hatton transcribed and illustrated these lectures in a bound manuscript and also added notes and drawings in his personal copy of The Dublin Dissector. He gained his Licentiate of the Society of Apothecaries (LSA) in 1836 and Membership of the Royal College of Surgeons (MRCS) in 1839 and set up in Manchester as surgeon from around 1840. This paper is based on three previously unrelated documents in the University of Manchester Archives: a handwritten catalogue of specimens in Jordan’s Anatomy Museum, Hatton’s annotated copy of The Dublin Dissector and his manuscript record of Jordan’s lectures. These documents provide a valuable insight into medical education during the 1830s.

scholarly journals A comparison of four models of professionalism in medical education

2021 ◽  
Vol 6 (3) ◽  
pp. 24-31
Author(s):  
Maria Isabel Atienza
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Teaching And Learning ◽  
Medical Curriculum ◽  
Medical Professionalism ◽  
Role Modelling ◽  
School Of Medicine ◽  
Curricular Design ◽  
Definition Of ◽  
Vanderbilt University

Introduction: The prevailing consensus is that medical professionalism must be formally included as a programme in the undergraduate medical curriculum. Methods: A literature search was conducted to identify institutions that can serve as models for incorporating professionalism in medical education. Differences and similarities were highlighted based on a framework for the comparison which included the following features: definition of professionalism, curricular design, student selection, teaching and learning innovations, role modelling and methods of assessment. Results: Four models for integrating professionalism in medical education were chosen: Vanderbilt University School of Medicine (VUSM), University of Washington School of Medicine (UWSOM), University of Queensland (UQ) School of Medicine, and Mayo Clinic and Mayo Medical School. The task of preparing a programme on medical professionalism requires a well-described definition to set the direction for planning, implementing, and institutionalizing professionalism. The programmes are best woven in all levels of medical education from the pre-clinical to the clinical years. The faculty physicians and the rest of the institution’s staff must also undergo a similar programme for professionalism. Conclusion: The development of all scopes of professionalism requires constant planning, feedback and remediation. The students’ ability to handle professionalism challenges are related to how much learning situations the students encounter during medical school. The learning situations must be adjusted according to the level of responsibilities given to students. The goal of learning is to enable students to grow from a novice to a competent level and afterwards to a proficient and expert level handling professionalism challenges in medicine.

scholarly journals EKSPLORASI PERMASALAHAN DALAM IMPLEMENTASI COMMUNITY-BASED EDUCATION DI FAKULTAS KEDOKTERAN

2016 ◽  
Vol 20 (1) ◽  
pp. 90-97
Author(s):  
Vivi Meidianawaty ◽  
Widyandana Widyandana ◽  
Tri Nur Kristina
Keyword(s):  
Data Collection ◽  
Medical School ◽  
Active Participation ◽  
Qualitative Approach ◽  
Learning Objectives ◽  
Structured Interviews ◽  
Community Based ◽  
Community Based Education ◽  
Private Medical School ◽  
Implementation Problems

Penelitian ini bertujuan untuk mengeksplorasi permasalahan-permasalahan yang dapat ditemukan saat implementasi Community-based Education (CBE) di fakultas kedokteran. Pendekatan kualitatif eksplorasi dilakukan untuk mengidentifikasi permasalahan yang sering ditemui dalam implementasi program CBE. Pengumpulan data dilakukan di fakultas kedokteran negeri dan swasta dengan evaluasi dokumen, wawancara semistruktur, dan observasi. Kesimpulan dari penelitian ini adalah program CBE yang tidak menetapkan tujuan pembelajaran bersifat generik, kurang melibatkan peran aktif masyarakat dalam kegiatan pembelajaran mahasiswa, kebutuhan masyarakat yang jarang teridentifikasi, dan tidak adanya program yang berkelanjutan dapat menyebabkan kejenuhan masyarakat atau kegagalan program CBE mencapai tujuannya.Kata kunci: community-based education, implementasi, masalah, metode berkelanjutann EXPLORATION OF PROBLEMS IN COMMUNITY-BASED EDUCATION IN THE FACULTY OF MEDICINEAbstractThere were sereval problems in the implementation of Community-based Education CBE that need to be further explored. Exploratory qualitative approach was carried out to identify problems that were often encountered. Data collection was conducted in Public Medical School and Private Medical School by using document evaluation, semi-structured interviews, and observation. The conclusion of this study is CBE program that does not set the generic learning objectives, less involvement of the community active participation, the needs of community who are rarely identified, and the absence of a sustainable program can lead to saturation of the CBE program or failure to achieve its objectives.Keywords: community-based education, implementation, problems, sustainable methods

scholarly journals Informing the uninformed: a multitier approach to uncover students’ misconceptions on cardiovascular physiology

2019 ◽  
Vol 43 (1) ◽  
pp. 7-14 ◽  
Author(s):  
Marjolein Versteeg ◽  
Marjo Wijnen-Meijer ◽  
Paul Steendijk
Keyword(s):  
Medical Education ◽  
Conceptual Understanding ◽  
Teaching And Learning ◽  
Confidence Score ◽  
Cardiovascular Physiology ◽  
Altman Analysis ◽  
Biomedical Sciences ◽  
Weak Correlation ◽  
High Confidence ◽  
Insight Into

Misconceptions about physiology are a major threat to accurate scientific and clinical reasoning in medical education. Awareness is often mentioned as a prerequisite to achieve conceptual understanding; however, students are frequently unaware of their incorrect understanding. We explored the multitier approach as a tool to obtain insight into students’ awareness and misconceptions regarding cardiovascular physiology. Biomedical sciences students ( N = 81) participated in a diagnostic multitier assessment on cardiovascular physiology. Each question consisted of an answer tier and an explanation tier. Both tiers were paired with confidence tiers, i.e., 5-point Likert scales, which were used as an indicator for metacognitive evaluation, i.e., awareness. The average test score was 3.07 (maximum 4.0) for the answer tier only, and reduced to 1.57 when answer and explanation tiers were combined. A weak correlation ( R2= 0.13, P = 0.001) between students’ confidence and their test scores was found for the combined responses. Correct combined answers were associated with an increase in confidence score of 0.27 vs. incorrect answers. Using a Bland-Altman analysis, we showed that students generally overestimated their knowledge. In total, 28.7% of all responses were classified as misconceptions, defined as incorrect answers paired with high confidence. In all, findings indicate that the multitier approach is useful to study students’ conceptual understanding and uncover misconceptions on cardiovascular physiology. Furthermore, this study supports the need for metacognitive measures in order to improve teaching and learning in medical education.

scholarly journals The transition from clinician to manager: the paramedic experience

2021 ◽  
Vol 18 ◽  
Author(s):  
Karen Stewart ◽  
Vicki Cope ◽  
Melanie Murray
Keyword(s):  
Thematic Analysis ◽  
Qualitative Approach ◽  
Role Transition ◽  
Formal Training ◽  
Structured Interviews ◽  
Service Environment ◽  
Management Roles ◽  
Managerial Experience ◽  
Insight Into ◽  
Made In

Introduction  Promotion from paramedic to manager is common in ambulance services, yet there is limited research concerning paramedics’ experience of this role transition. The purpose of this qualitative study was to explore the experiences of paramedics who have transitioned from clinician to manager. Methods  A qualitative approach was used for this study. Through purposive sampling, semi-structured interviews were conducted with paramedics who had made the transition to manager. The participants were asked to describe how they felt and what their experiences were concerning this transition. Thematic analysis was undertaken identifying themes within participant responses. Results  Six key themes emerged during the data analysis. Participants described feelings of isolation on moving from the frontline, a lack of feeling part of the team ‘in green’; however, they also reported that previously being a paramedic in some instances gave credibility in their new manager roles. Challenges reported concerned no formal training before transitioning into the role, and the lack of essential managerial experience. Conclusion  This research provided insight into how paramedics feel and perceive the transition from clinician to management roles. A review of the organisational approach to role transition is of benefit to paramedics. Such a review may help identify what changes could be made in support of paramedics transitioning to management roles. Further research is required across other ambulance services to determine the efficacy of these results in the broader ambulance service environment.

scholarly journals Memes in medical education

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Jerome Crowder ◽  
Ye Kyung Song
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Visual Media ◽  
Digital Space ◽  
Professional Authority ◽  
Dominant Discourses ◽  
Financial Burdens ◽  
Insight Into

Memes are highly malleable forms of visual media that provide insight into the dominant discourses within a community. This essay presents the top meme posts on /r/medicalschool, a thread on Reddit, an anonymous news-aggregating site, which are the most discussed posts by users, who are predominantly medical students. Within this digital space, users attempt to make meaning of the process of professionalization and what their new roles have in store for them. Studying those memes’ accompanying comments, we find that the majority of posts center on perceptions of diminishing professional authority. These perceptions likely stem from an ontological insecurity due to significant financial burdens, debt, and risk involved in going to medical school.

scholarly journals Medical Students View about the Integrated MBBS Course: A Questionnaire Based Cross-sectional Survey from a Medical College of Kathmandu Valley

1970 ◽  
Vol 1 (3) ◽  
pp. 95-100 ◽  
Author(s):  
Indrajit Banerjee ◽  
Akhilesh Chandra Jauhari ◽  
Ajay Chandra Johorey ◽  
Durga Bista ◽  
Bedanta Roy ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Community Medicine ◽  
Basic Sciences ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Medical College ◽  
The Government

Background Accreditation of curriculum by students may be useful in further modification of teaching and learning methods in medical colleges of any country specially Nepal. Course curriculum of medical sciences is made by learned professors of Universities, politicians and the government officers without consulting the students for whom it is made. In Nepal, Medical education is an experimental integrated teaching of four and half years for MBBS degree. Until now it has not been assessed as to what type of Doctors we are producing. This paper aims on the objective to find out whether integrated teaching or classical medical studies produce better doctors.   Methods The present study was done to assess the teaching, learning and evaluation procedures adopted in Nepal Medical College, Kathmandu by getting feedback from students of 4th (Basic Sciences), 5th-7th semesters and feedback was also taken from a few final year students (Clinical Sciences). A total of nearly two hundred students from this institution participated in this study. A multi-graded questionnaire was prepared and a pilot study of 20 students was done and the results were discussed among the authors to modify the questionnaire. This modified questionnaire was used in the main study. The same questionnaire was used for eliciting feedback from clinical students. The present study was undertaken from August 2008-January 2009. Results Out of 200 medical students, the mean age was found to be 19.4 ± 3 years SD. In gender distribution, male students (61%) were higher than female students (39%). Most of the medical students (70%) wanted to become doctor, to become rich and famous, 90% wanted to go to US (Massive brain drain). 90% of the students perceived that Anatomy is the most interesting and most relevant basic science subject for clinical studies and in Anatomy theory hours of teaching is to be increased (60%). Community Medicine was the most uninteresting subject of Basic sciences and if they are assured of attendance which subject they would not like to attend community medicine classes. 85% wanted that Pharmacology should be reduced in first four semesters and should be extended to seventh semester like Community Medicine. The best teaching method is Chalk and Board Method (60%) and followed by LCD slides (20%). Conclusion: Overall the results were alarming and may be taken up seriously by the policy makers. They can bring about amendments in course curriculum of universities in future.Keywords: Medical Education; Under-graduate; Post- Graduate; Nepal Medical College. DOI: http://dx.doi.org/10.3126/nje.v1i3.5575 Nepal Journal of Epidemiology 2011;1(3) 95-100

Leadership for learning at district level: Lessons from circuit managers working in deprived school contexts

2020 ◽  
pp. 174114322093390
Author(s):  
Phumlani Erasmus Myende ◽  
Sithenjwa Hopewell Ncwane ◽  
Thamsanqa Thulani Bhengu
Keyword(s):  
South Africa ◽  
Teaching And Learning ◽  
Social Deprivation ◽  
Qualitative Approach ◽  
District Level ◽  
Structured Interviews ◽  
Leadership For Learning ◽  
School Contexts ◽  
Interpretive Paradigm

In this paper, we report on the findings of a study that sought to understand the nature of circuit managers’ leadership in supporting teaching and learning in the context of multiple deprivations in South Africa. The paper aimed first at examining the nature of circuit managers’ leadership for learning in deprived school contexts, and second to explore the extent to which the context of deprivation influences circuit managers’ practices of leadership for learning. A qualitative approach grounded within the interpretive paradigm was adopted. We used semi-structured interviews and supplemented them by document reviews to understand leadership of circuit managers. The findings show that the work of circuit managers is strongly influenced by the contextual complexities arising from social deprivation. To lead fruitfully in these contexts, circuit managers adopted relationship-driven leadership, invested in their circuits’ visions and missions, and built leadership capacities amongst different stakeholders. After analysing the findings, we conclude that leadership for teaching and learning, as it happens at circuit level in deprived contexts, goes beyond focusing on teaching and learning, and includes issues that are indirectly linked to teaching and learning.

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