scholarly journals The Use of Different Technological Methods for Teaching Basic Suturing Skills to Medical Students: A Literature Review

2021 ◽  
Vol 13 (4) ◽  
pp. 1-18
Author(s):  
Helen Xinyi Cai ◽  
◽  
Sarah Yew ◽  
Qi Rou Yap ◽  
Sherry Seah ◽  
...  
Keyword(s):  
Medical Students ◽  
Teaching Methods ◽  
Good Alternative ◽  
Knot Tying ◽  
Instructional Videos ◽  
Self Reflection ◽  
Conventional Teaching ◽  
Key Terms ◽  
Technological Methods ◽  
Suturing Skills

Suturing skills are usually acquired by medical students through observation and then practice. There is a pressing need to develop more efficient teaching methods as students are often unprepared to perform suturing in clinical practice. This study therefore aims to investigate the benefits and limitations of different technological teaching methods and determine if technological methods are superior to conventional teaching. The search was conducted using ScienceDirect, PubMed and Scopus with different combinations of the key terms “suturing”, “suture”, “knot-tying”, “suturing skill”, “surgical skill”, “teaching methods” and “medical students”. Overall, 19 relevant articles were shortlisted, discussing the use of virtual reality, augmented reality, videos and programmes in teaching suturing skills. The use of instructional videos is a good alternative to the traditional lab-based method while video self-reflection was found to be an effective enhancement. Integration of these methods could be a valuable addition to the current curriculum.

scholarly journals Development of a medical education podcast in obstetrics and gynecology

2021 ◽  
Author(s):  
Kristin Black ◽  
Lindsay Drummond ◽  
Venu Jain ◽  
Margaret Sagle
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Teaching Methods ◽  
Obstetrics And Gynecology ◽  
High Quality ◽  
Conventional Teaching ◽  
Education Resource

Implication Statement: Podcasts are used in medical education to supplement conventional teaching methods such as lectures and reading. We identified a lack of Canadian medical education podcasts covering obstetrics and gynecology (Ob/Gyn) content and created a podcast specific for Canadian medical students and residents. The podcast called “OB-G in YEG” is freely available and currently has fourteen episodes that cover common topics in Ob/Gyn. We describe the process for creating a high-quality medical education resource that is widely accessible to learners that readers may be able to replicate in their own discipline.

Validation of a Novel Needle Holder to Train Advanced Laparoscopy Skills to Novices in a Simulator Environment

2020 ◽  
Vol 27 (2) ◽  
pp. 211-219
Author(s):  
Ninos Oussi ◽  
Konstantinos Georgiou ◽  
Andreas Larentzakis ◽  
Dimitrios Thanasas ◽  
Markus Castegren ◽  
...  
Keyword(s):  
Medical Students ◽  
Scoring System ◽  
Evaluation Tool ◽  
Knot Tying ◽  
Laparoscopic Suturing ◽  
Needle Holder ◽  
Advanced Laparoscopy ◽  
Feasible Option ◽  
Suturing Skills ◽  
Trial Performance

Background. Our aim was to determine if a newly designed Najar needle holder (NNH) shortens the time for novices to improve advanced laparoscopy (AL) techniques (suturing/knot tying), compared with a conventional macro needle holder (MNH) in a simulator. Furthermore, we aimed to validate a new video scoring system determining AL skills. Methods. Forty-six medical students performed identical surgical tasks in a prospective, crossover study evaluating AL skills (NNH vs MNH). All subjects performed a double-throw knot, 2 single-throw knots following 3 running sutures in the Simball Box (SB) simulator. After resting, subjects switched needle holders. All tasks were videotaped and analyzed using SB software and by 2 independent reviewers using the Objective Video Evaluation Scoring Table (OVEST). Trial performance expressed as SB Overall Score (SBOS) and OVEST. Results. In the group starting with NNH (followed by MNH) OVEST was consistently high during both trials (median = 12.5, range = 6.5-18.0, and median = 13.5, range = 6.5-21.0; P = .2360). However, in the group starting with MNH, OVEST improved significantly when the participants changed to NNH (median = 10.0, range = 2.5-19.5, vs median = 14.5, range = 4.5-18.0; P = .0003); an improvement was also found with SBOS (median = 37%, range = 27% to 92%, vs median = 48%, range = 34% to 70%; P = .0289). In both trials, both independent reviewers’ OVEST measures correlated well: Trial 1: β = 0.97, P < .0001; and Trial 2: β = 0.95, P < .0001. A correlation also existed between SBOS and OVEST in both trials (β = 2.1, P < .0001; and β = 1.9, P = .0002). Conclusions. This study indicates a significantly higher improvement in laparoscopic suturing skills in novices training AL skills using NNH compared with MNH. Starting early, AL training in novices using NNH is a feasible option. Furthermore, OVEST used in experimental settings as an evaluation tool is comparable with the validated SBOS.

scholarly journals Perception of problem based learning versus conventional teaching methods by clinical medical students in Nigeria

2019 ◽  
Vol 33 ◽  
Author(s):  
Helen Chioma Okoye ◽  
Ijeoma Angela Meka ◽  
Angela Ogechukwu Ugwu ◽  
Isah Adagiri Yahaya ◽  
Ochuko Otokunefor ◽  
...  
Keyword(s):  
Medical Students ◽  
Teaching Methods ◽  
Problem Based Learning ◽  
Conventional Teaching

scholarly journals A questionnaire-based comparison of conventional teaching methods to computer assisted learning in experimental pharmacology for undergraduate medical students

2019 ◽  
Vol 8 (4) ◽  
pp. 762
Author(s):  
Ravi Kant Tiwari ◽  
Sandeep K. Gupta ◽  
R. K. Goel
Keyword(s):  
Medical Students ◽  
Teaching Methods ◽  
Animal Experiments ◽  
Frog Heart ◽  
Computer Assisted ◽  
Undergraduate Medical Students ◽  
Computer Assisted Learning ◽  
Experimental Pharmacology ◽  
Conventional Teaching ◽  
Significant Difference

Background: Computer Assisted Learning (CAL) for teaching experimental pharmacology is now widely accepted as alternative to animal experiments. The objective of this study was to compare the performance of undergraduate medical students by conventional teaching methods (lecture and discussion) and CAL.Methods: This was a questionnaire based observational study involving 109 MBBS students of fifth semester. The students were taught experimental pharmacology practical by both conventional methods (lecture with discussion) and computer assisted learning (CAL). Questionnaire and their filled responses by these students were taken at the end of lecture-discussion (pre-CAL) and after the CAL experiments (post-CAL), covering the same topics of experimental pharmacology. Pre-CAL and post-CAL data were assessed statistically.Results: In the pre-CAL session, only 53.39%, 47.56%, 53.39% and 49.5% of the students were having the scores above 40% in the rabbit eye, DRC and potentiation, frog heart and dog BP experiment respectively, which was increased to 77.44%, 75.48%, 75.47% and 75.48% of the students respectively in the post-CAL assessment. A statistically significant difference (p <0.05) in the performance was observed among the students in the pre-CAL and post-CAL assessment.Conclusions: CAL is a good alternative to animal experimentation. Lecture with discussion, followed by CAL experiments on the same topics, enhanced the performance of students as shown by improvement in post-CAL scores.

iMindMap as an innovative tool in teaching and learning accounting: an exploratory study

2016 ◽  
Vol 13 (1) ◽  
pp. 71-82 ◽  
Author(s):  
Wan Noor Hazlina Wan Jusoh ◽  
Suraya Ahmad
Keyword(s):  
Technology Acceptance ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Accounting Students ◽  
Content Type ◽  
Course Content ◽  
University Of Technology ◽  
Conventional Teaching ◽  
Innovative Tool ◽  
The University

Purpose The purpose of this study is to explore the use of iMindMap software as an interactive tool in the teaching and learning method and also to be able to consider iMindMap as an alternative instrument in achieving the ultimate learning outcome. Design/methodology/approach Out of 268 students of the management accounting at the University of Technology MARA (Terengganu), 97 students have participated in this survey to evaluate the effectiveness of iMindMap in teaching and learning. Findings Results indicate that the majority of the students acknowledged that iMindMap is more attractive than conventional teaching methods and found that iMindMap shows clearly how the points are all associated and linked together. Students could find that learning is an exciting experience and were able to visualize the whole course content remarkably via iMindMap. Originality/value This study presents an alternative instrument, which is innovative and interactive in teaching and learning, especially for accounting students where the students’ technology acceptance could also be viewed.

1005 Acquisition of Surgical Skills in Medical Students Via Telementoring: A Randomised Control Trial

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
A Feeley ◽  
I Feeley ◽  
D Hehir
Keyword(s):  
Medical Students ◽  
Rating Scale ◽  
Significant Degree ◽  
Randomised Control Trial ◽  
Global Rating Scale ◽  
Control Group ◽  
Live Streaming ◽  
Global Rating ◽  
Post Test ◽  
Suturing Skills

Abstract Aim To evaluate the use of telementoring in acquisition of basic suturing skills in medical students. Method This was a single blinded two- armed randomised control trial. Medical students undergoing clinical rotations in their penultimate and final years were invited to participate in this study. Informed consent was obtained. The control group underwent conventional suturing training, with the interventional group undergoing the tutorial in a remote learning setting via live streaming. Pre- and post-test assessment was carried out using validated Global Rating Scale tool. Results Eleven students were enrolled in this study. Participants were comparable at baseline (p=.18) and following the tutorial (p=.29). Participants improved to a statistically significant degree in both the virtual group (p=.02) and the in-person group (p=.001). Conclusions Telementoring is an effective tool in the provision of teaching basic suturing skills in medical students. Research on its use in more complex practical skills is warranted.

scholarly journals Perception of Peer learning, as an innovative learning strategy among first year medical students lacking senior guidance.

2020 ◽  
Vol 27 (09) ◽  
pp. 1895-1901
Author(s):  
Ahmed Murtaz Khalid ◽  
Noman Sadiq ◽  
Aiman Farogh Anjum ◽  
Iffat Naiyar Hashmi ◽  
Misbah Aslam ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Strategy ◽  
Peer Learning ◽  
Cross Sectional Study ◽  
First Year ◽  
Cross Sectional ◽  
Self Reflection ◽  
Medical College ◽  
Innovative Learning ◽  
First Year Medical Students

Objectives: To know the perception of peer-learning among first batch of 1st year medical students in CMH Kharian Medical College. Study Design: Cross-Sectional study. Setting: CMH Kharian Medical College. Period: June 2018 and September 2018. Material & Methods: Questionnaire was distributed among hundred first year medical students on self-reflection and feedback after 15 min power point presentation given by their fellow students based on different pathophysiological scenarios. Results: Out of 100 students, 85 filled out questionnaire form completely. 60% of students were of the opinion that peer-learning facilitated them to perform better in the exam, and can be continued for future batches. 50% of students agreed that this innovative learning modality was conducted in a systematic manner, helped them to improve their understanding of the subject and learning was fostered based on the principles of self-reflection and feedback. Problem solving ability was improved by peer learning format according to 49% of students, while 47% of students reported that this innovative learning strategy provided them with a tool to improve their learning through interaction, while research capabilities of 37% students were improved. Conclusion: Majority of first year medical students lacking senior guidance learned better in a comfortable environment from their peers, and improved understanding of the core subject by realizing the implication of the concept of self-reflection and feedback.

scholarly journals Comparison of Virtual and Actual Education Models on the Learning of Internal Interns During the Pandemic of COVID-19

2021 ◽  
Author(s):  
Azadeh Mottaghi ◽  
Nazanin Alibeik ◽  
Shokoufeh Savaj ◽  
Behnam Shakiba ◽  
Raheleh Alimoradzadeh ◽  
...  
Keyword(s):  
Medical Students ◽  
Good Alternative ◽  
Educational Process ◽  
Virtual Education ◽  
P Value ◽  
Educational Models ◽  
Significant Difference ◽  
Post Test ◽  
E Learning ◽  
The Mean

Abstract Background: Following the outbreak of coronavirus and its impact on the educational process of medical students, attention was paid to e-learning due to importance of education and research. The aim of present study is to evaluation of virtual and actual education models on the learning of internal interns during the pandemic of COVID-19. Results: The mean±SD age of the participants was 24.9±2.3 years, 46% of participants were men and 54% of them live in dormitory. Results of study shows that difference of pre-test and post-test score with actual and virtual education models in the male and female is significantly different (P value=0.020). Virtual education for men and actual education for women have resulted in higher difference scores in pre-test and post-test. Actual and virtual education models were no different in academic achievements of participants. Thus, the scores obtained in 9 areas did not make a significant difference between the two types of educational models.Discussion: Virtual and actual education methods for internal interns were examined and the results showed that there is no significant difference between these two methods in student output. Given the conditions that have created by COVID-19 disease in the world, it seems that the use of virtual education can be a good alternative to educating medical students so that education does not stop.

scholarly journals GAMES AS A MEANS OF LEARNING A FOREIGN LANGUAGE BY MEDICAL STUDENTS

2020 ◽  
pp. 87-92
Author(s):  
N. I. Yelahina ◽  
N. O. Fedchyshyn
Keyword(s):  
Medical Students ◽  
Foreign Language ◽  
Teaching Methods ◽  
Educational Process ◽  
Educational Game ◽  
Effective Learning ◽  
Active Teaching ◽  
English Classes ◽  
Communication Games

The article analyzes the role of the educational game as a means of organizing the speech activity of medical students in English. The authors of the article emphasize the need to use active teaching methods in the educational process while learning English. It has been established that games in English classes can be divided into the following categories: games aimed at mastering new vocabulary; games aimed at grammatical material consolidation; communication games aimed at developing students’ monologs and dialogs. Methods, goals and tasks for forming a communicative model are highlighted. Examples of interaction between a teacher and a student are analyzed. It is noted that the conduct of professional games has a multi-faceted approach and is carried out according to a certain model. Systematic and purposeful use of games as a method of teaching English to medical students contributes to the effective learning in the educational process.

scholarly journals Challenges for learning neuroradiology in undergraduate medical school: analysis from the students’ point of view

2021 ◽  
Vol 45 (1) ◽  
Author(s):  
Esther de Alencar Araripe Falcão Feitosa ◽  
Luiz Henrique Costa Neto ◽  
Carina de Oliveira Gregório ◽  
Letícia Nobre Limas ◽  
Paulo Goberlânio de Barros Silva ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Undergraduate Students ◽  
Mobile Application ◽  
Practical Knowledge ◽  
Good Alternative ◽  
Point Of View ◽  
Basic Knowledge ◽  
Clinical Neurology ◽  
Didactic Material

Abstract: Introduction: The teaching of neuroradiology in undergraduate medical school must be seen as an integration tool for the interdisciplinary study of radiology, anatomy and neurology. In practice, there is a limitation on the part of students in acquiring such knowledge, either due to “neurophobia”, or due to the lack of previous anatomical-radiological knowledge and also due to the lack of integrated didactic materials aimed at undergraduate school. However, there are few studies reporting the difficulties encountered by students in learning neuroradiology. Objective: To assess the perception of medical students about learning difficulties in neuroradiology. Method: Quantitative study, carried out with medical students enrolled in the second and seventh semesters of a university in Fortaleza. Data were obtained through a structured questionnaire with 12 yes or no answer questions. The questions addressed the possible difficulties encountered in acquiring neuroradiological knowledge, among them: the lack of targeted didactic material, the lack of integration with neurology, the need for basic radiological and anatomical knowledge, the large volume of content to study, and the limitations of active and traditional methodologies. Results: 181 questionnaires were analyzed. Most students report as difficulties: the need for basic knowledge of radiology (80.1%); neuroanatomy (77.5%); and to correlate radiology and neuroanatomy (70.9%). When comparing the 2nd semester and 7th semester groups, there was a greater tendency to point out the lack of practical knowledge of neurology by 2nd-semester students as a factor of greater difficulty in learning neuroradiology (82.6% versus 67.4 %, with p <0.0018). When asked about the usefulness of creating an e-book aimed at undergraduate students for learning neuroradiology, 85.6% of the students answered affirmatively; in the case of a mobile application, 92.3% agreed. As for the correlation between neuroradiology and medical practice, 98.3% answered that it is useful and necessary knowledge. Conclusion: In the students’ opinion, previous knowledge of neuroanatomy and clinical neurology is important for learning neuroradiology. The development of material such as an e-book or mobile application focused on integrating the teaching of these disciplines is considered a good alternative to facilitate the understanding of neuroradiology.

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