scholarly journals The Effect of The BOPPPS Model With PAL And Medical Humanities Methods On Chinese Medical Students In Cardiopulmonary Resuscitation Courses

Author(s):  
Chen Li ◽  
Song-tao Shou ◽  
Yan-fen Chai

Abstract Background: The purpose of this study was to investigate the effect of the BOPPPS model (bridge-in, learning objective, pretest, participatory learning, posttest, and summary) with PAL (Peer-assisted learning) and medical humanities methods on Chinese Medical Students in Cardiopulmonary Resuscitation Courses. Methods: Participants were the long-term medical students of Tianjin Medical University who accepted emergency medicine courses from 2015 to 2020. Forward-looking descriptive research and phased CPR curriculum teaching innovation, including the BOPPS with PAL (First Stage), the BOPPS with PAL and medical humanities methods (Second Stage), compared with the traditional teaching model (Basic Stage). Results: The usual and final results improved in First stage compared with Basic stage (↑30.2%, ↑7.5%), the proportion of those with more than 80 points increased in the usual exam, and the proportion of those with 70 points or more increased in the final exam. The usual and final results improved in Second stage compared with First stage (↑12.0%, ↑2.2%), the proportion of those with more than 90 points increased in the usual exam, and the proportion of those with 80 points or more increased in the final exam. Conclusions: The teaching innovation of the CPR curriculum, the application of BOPPPS teaching model, and the peer-assisted learning and medical humanities teaching methods can improve teaching quality of CPR courses in medical colleges.

Author(s):  
Umayya Musharrafieh ◽  
Khalil Ashkar ◽  
Dima Dandashi ◽  
Maya Romani ◽  
Rana Houry ◽  
...  

Introduction: Objective Structured Clinical Examination (OSCE) is considered a useful method of assessing clinical skills besides Multiple Choice Questions (MCQs) and clinical evaluations. Aim: To explore the acceptance of medical students to this assessment tool in medical education and to determine whether the assessment results of MCQs and faculty clinical evaluations agree with the respective OSCE scores of 4th year medical students (Med IV). Methods: performance of a total of 223 Med IV students distributed on academic years 2006-2007, 2007-2008, and 2008-2009 in OSCE, MCQs and faculty evaluations were compared. Out of the total 93 students were asked randomly to fill a questionnaire about their attitudes and acceptance of this tool. The OSCE was conducted every two months for two different groups of medical students who had completed their family medicine rotation, while faculty evaluation based on observation by assessors was submitted on a monthly basis upon the completion of the rotation. The final exam for the family medicine clerkship was performed at the end of the 4thacademic year, and it consisted of MCQsResults: Students highly commended the OSCE as a tool of evaluation by faculty members as it provides a true measure of required clinical skills and communication skills compared to MCQs and faculty evaluation. The study showed a significant positive correlation between the OSCE scores and the clinical evaluation scores while there was no association between the OSCE score and the final exam scores.Conclusion: Student showed high appreciation and acceptance of this type of clinical skills testing. Despite the fact that OSCEs make them more stressed than other modalities of assessment, it remained the preferred one.


2018 ◽  
pp. 135910531880582 ◽  
Author(s):  
Dan Wu ◽  
Tingzhong Yang ◽  
Ian RH Rockett ◽  
Lingwei Yu ◽  
Sihui Peng ◽  
...  

2004 ◽  
Vol 38 (8) ◽  
pp. 913-913 ◽  
Author(s):  
H U Ahmed ◽  
C Kellett ◽  
M Ashworth ◽  
S Nazir

2017 ◽  
Vol 27 (suppl_3) ◽  
Author(s):  
P Guner ◽  
N Cilingiroglu ◽  
NP Erbaydar ◽  
A Basdas ◽  
B Sari ◽  
...  

2020 ◽  
Vol 17 (3) ◽  
pp. 237-242
Author(s):  
Yanqiu Wang ◽  
Ying Zhao ◽  
Ling Liu ◽  
Yan Chen ◽  
Dong Ai ◽  
...  

Objective The purpose of this cross-sectional survey is to explore the current state of Internet addiction (IA) in Chinese medical students and its connection with medical students’ sleep quality and self-injury behavior.Methods Respondents were came from Wannan Medical College, China. The Young’s Internet Addiction Test, Pittsburgh Sleep Quality Index (PSQI), Self-Harm Questionnaire were used in this cross-sectional survey. A total of 3,738 medical students were investigated, 1,552 (41.52%) males, 2,186 (58.48%) females. T-test, chi-square test and MANOVA were used for data analysis.Results Of the 3,738 medical students, 1,054 (28.2%) reported having IA, 1,126 (30.1%) reported having poor sleep quality, 563 (15.1%) having self-harm behaviors. IA tends to be more female, upper grade students. The sleep quality of IA was worse than that of non-IA (χ<sup>2</sup>=54.882, p<0.001), and the possibility of self-injury was higher than non-IA (χ<sup>2</sup>=107.990, p<0.001).Conclusion This survey shows that the IA detection rate of medical students was 28.2%. Females, higher grade students had a higher IA detection rate. The low sleep quality and self-injury behavior of medical students are associated with IA.


MedEdPublish ◽  
2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Alan Schamroth ◽  
Joel Schamroth

Author(s):  
Muriel Oyarce Piraud

This article provides a report on a finished piece of research. The study is divided into two stages. Firstly, the brain dominance and grammatical sensitivity of Pedagogy and Medical students in a Chilean university were measured. The correlation of both variables shows that Medical students are better at grammatical sensitivity than Pedagogy students and that left-brain dominance involves higher levels of grammatical sensitivity than right-brain dominance. The instruments used in this stage were: 1) a grammatical sensitivity pre-test (used to assess the students’ levels in this variable), 2) a brain dominance instrument (used to determine the cerebral preferences of the students) and 3) an abstract reasoning test (which measures a person’s ability to identify non numerical or verbal patterns). In the second stage, Pedagogy students underwent a five-session training aimed at improving their grammatical sensitivity. After the training was over, we administered a grammatical sensitivity post- test whose results were compared with the ones in the pre-test; the purpose was to determine if the training could improve the students’ performance in this variable. It was concluded that the training was successful since their grammatical sensitivity improved in 20%. In addition, most students with high attendance to the training (over 80%) improved their grammatical sensitivity after attending it.


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