scholarly journals Effect of Peer-Assisted Learning on Enhancing Clinical Research Skills Among Medical Students: Students’ and Tutors’ Perceptions

2021 ◽  
Vol Volume 12 ◽  
pp. 685-696
Author(s):  
Abdulkarim A Jawhari ◽  
Maha A Safhi ◽  
Mawadah M Magadmi ◽  
Rajwa H Alobaidi ◽  
Khaled M Alghamdi ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Research ◽  
Peer Assisted Learning ◽  
Research Skills

scholarly journals Effect of peer-assisted learning on enhancing clinical research skills among medical students: students’ and tutors’ perceptions

2021 ◽  
Author(s):  
Abdulkarim A. Jawhari ◽  
Maha A. Safhi ◽  
Mawadah M. Magadmi ◽  
Rajwa H. Alobaidi ◽  
Khaled M. Alghamdi ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Research ◽  
Research Methodology ◽  
Knowledge Score ◽  
Nonparametric Test ◽  
Peer Teaching ◽  
Alternative Methods ◽  
Rank Test ◽  
Peer Assisted Learning ◽  
Research Skills

Abstract Background Research methodology is an essential part of evidence-based medicine. Many educational programs include clinical research methodology within their curriculum. Moreover, students’ preferences for learning methods are different to before, as they now prefer alternative methods, such as peer teaching. Peer-assisted learning enhances students’ tutoring skills. Thus, the current study aimed to evaluate the effect of peer teaching on enhancing clinical research skills. Methods Peer-assisted learning was evaluated during a four-week online research methodology course designed for medical students at King Abdulaziz University. A total of 121 students’ and 38 tutors’ attitudes and perceptions of peer teaching were evaluated using a self-administered questionnaire. The effectiveness of peer teaching was assessed using pre- and post-course knowledge tests. Chi-square used to assess the association of qualitative data and Mann-Whitney U test and Wilcoxon rank test are used as nonparametric test for the variables that are not normally distributed. Results The post-course knowledge score was significantly higher than the pre-test score. Students had a positive perception of peer-assisted learning. Over 90% of the students preferred peer-assisted learning to traditional teaching. Similarly, the tutors had significantly positive perceptions of peer-assisted teaching. Younger students who had higher post-test mean knowledge scores had a good perception of peer teaching. Conclusions The current study demonstrates students' and tutors' positive perceptions of peer-assisted learning as well as the effectiveness of peer learning. Medical schools should pay more attention to students and prepare them for peer-teacher roles.

Barriers toward clinical research perceived by medical students: a descriptive study from Saudi Arabia

2020 ◽  
pp. 1777-1781
Author(s):  
Ali Al-saeed ◽  
Nasir Aldandan ◽  
Ahmed Qassimi ◽  
Muhammed Al-Alwan ◽  
Adeeb Buhlaigah ◽  
...  
Keyword(s):  
Saudi Arabia ◽  
Medical Students ◽  
Clinical Research ◽  
Descriptive Study

Preliminary results of a clinical research and innovation scholarship to prepare medical students to lead innovations in health care

Healthcare ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 100555
Author(s):  
Mark P. Sendak ◽  
Michael Gao ◽  
William Ratliff ◽  
Krista Whalen ◽  
Marshall Nichols ◽  
...  
Keyword(s):  
Health Care ◽  
Medical Students ◽  
Clinical Research ◽  
Preliminary Results ◽  
Research And Innovation

Shaping Medical Students' Attitudes Toward Ethically Important Aspects of Clinical Research: Results of a Randomized, Controlled Educational Intervention

2007 ◽  
Vol 17 (1) ◽  
pp. 19-50 ◽  
Author(s):  
Laura Weiss Roberts ◽  
Teddy D. Warner ◽  
Laura B. Dunn ◽  
Janet L. Brody ◽  
Katherine A. Green Hammond ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Research ◽  
Educational Intervention ◽  
Research Results ◽  
Randomized Controlled ◽  
Students Attitudes

scholarly journals Challenges of Peer Assisted Learning in online clinical skills training of Ophthalmology module

2020 ◽  
Author(s):  
Sumera Nisar ◽  
Usman Mahboob ◽  
Rehan Ahmed Khan ◽  
Durraiz Rehman
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Clinical Skills ◽  
Skills Training ◽  
Psychological Problems ◽  
Undergraduate Medical Students ◽  
Peer Assisted Learning ◽  
Clinical Skills Training ◽  
The World

Abstract Background In recent days when mankind is passing through the difficult times of COVID-19 pandemic with lock down, almost all over the world, online communication has taken over the world. Overburdened physicians in this pandemic cannot get enough time to teach clinical skills online to the students. Also, due to student’s safety issues, the students cannot attend the clinics. Therefore, in this scenario online PAL sessions for clinical skill teaching and learning can be an effective alternative for undergraduate medical students. The academic limitations caused by the COVID-19 related lockdown however can have a pleasurable outcome if certain challenges, related to online PAL, are overcome. Therefore, the present study aims to identify the challenges of Peer Assisted Learning (PAL) sessions during online clinical skills training in Ophthalmology module of undergraduate medical students.MethodologyThis qualitative exploratory study, utilizing online focus group discussions to explore the challenges of online PAL in training and learning of clinical skills was carried at Ophthalmology department of Batterjee Medical College, Jeddah; Saudi Arabia. Ethical approval was taken from the college and purposive convenient sampling technique was used to collect data. Data was transcribed and analyzed by using thematic analysisResultsThe study identified six themes for argument and classified into further smaller subthemes. The subthemes derived from the collected data were organized under major themes; infrastructure, learning environment, psychological problems, interaction deficit, learning desires and desire for feedback on performance. In our study, major challenge faced by the medical student during online PAL sessions was infrastructure in terms of network connection, scheduling, timing of the session which overpowered by other challenges of online PAL. Unprofessional learning environment, psychological problems in terms of behavioral issues and personality changes, interaction deficit with peers, tutor and patient, learning desires and desire for feedback on performance were the other important challenges faced by the students. ConclusionThe challenges explored by our study can be used by the medical educators to incorporate online PAL as an effective, efficient and alternative teaching and learning modality in the curriculum especially in compromised circumstances like current COVID-19 pandemic.

Impact of clinical research coordinators on research output in orthopedic surgery

2021 ◽  
Author(s):  
Garrett K Berger ◽  
John C Neilson ◽  
David M King ◽  
Adam N Wooldridge
Keyword(s):  
Medical Students ◽  
Clinical Research ◽  
Orthopedic Surgery ◽  
Research Output ◽  
Academic Departments ◽  
Clinical Research Coordinators ◽  
Poster Presentations ◽  
Oral Presentations

Aim: To describe the efficacy of clinical research coordinators (CRCs) in terms of research output among faculty, residents and medical students. Materials & methods: We analyzed and reviewed departmental research output from the 3 years prior to the hire of 3 CRCs compared with the 3 years following. Results: From 2014 to 2016, the department output was a total of 27 peer-reviewed publications, 16 oral presentations and 33 poster presentations. From 2017–2019 there was a 52% increase in publications (n = 41), 131% increase in oral presentations (n = 37) and a 61% increase in poster presentations (n = 53). Conclusion: The implementation of CRCs has markedly increased tangible research output and trainee involvement. This role may serve as a valuable model for other academic departments.

scholarly journals Aprendizagem Assistida por Pares: Uma Alternativa Pedagógica no Ensino de Competências a Estudantes de Medicina

2020 ◽  
Vol 33 (11) ◽  
pp. 742
Author(s):  
Joana Fernandes Ribeiro ◽  
Manuel Rosete ◽  
Andreia Teixeira ◽  
Hugo Conceição ◽  
Lèlita Santos
Keyword(s):  
Medical Students ◽  
Rating Scale ◽  
Technical Skills ◽  
Surgical Skills ◽  
Global Rating Scale ◽  
Control Group ◽  
P Value ◽  
Global Rating ◽  
Learning Program ◽  
Peer Assisted Learning

Introduction: Technical skills training is fundamental for clinical practice although poorly emphasised in undergraduate medical curricula. In these circumstances, Peer Assisted Learning methodology has emerged as a valid alternative to overcome this insufficiency. The purpose of this study is to evaluate the impact on students of a Peer Assisted Learning program in basic surgical skills, regarding technical competences and knowledge improvement.Material and Methods: A total of 104 randomly selected third year medical students participated in a workshop delivered by fifth year students. From that total, 34 students were assessed before and after the workshop, using the Objective Structured Assessment of Technical Skills instrument, that consists of a global rating scale and a procedure-specific checklist. Sixth year students (control group) were also assessed in their performance without participating in the workshop. Before workshop versus after workshop Objective Structured Assessment of Technical Skills results were compared using Wilcoxon and McNemar tests. After workshop versus control group Objective Structured Assessment of Technical Skills results were compared using Mann-Whitney, qui-squared test and Fisher’s exact test.Results: For the global rating scale, students obtained an after the workshop score (29.5) that was significantly higher than the before the workshop score (15.5; p-value < 0.001), but no significant differences were found between after the workshop and control group scores (p-value = 0.167). For the procedure-specific checklist, 3rd year students had a substantial positive evolution in all parameters and obtained higher rates of correct achievements compared to the control group.Discussion: The final outcomes demonstrated a significant qualitative and quantitative improvement of knowledge and technical skills, which is in accordance with other literature.Conclusion: This Peer Assisted Learning program revealed promising results concerning improvement of surgical skills in medical students, with little staff faculty contribution and extension to a much broader number of students.

A pragmatic approach to promoting research skills in all medical students

2020 ◽  
Vol 54 (5) ◽  
pp. 445-446
Author(s):  
Kerry Uebel ◽  
Maha Pervaz Iqbal ◽  
Barbara‐Ann Adelstein
Keyword(s):  
Medical Students ◽  
Pragmatic Approach ◽  
Research Skills

scholarly journals 3446 The OHSU Physician-Scientist Experience: Integrating intensive translational research training for medical students into a competency-based educational framework

2019 ◽  
Vol 3 (s1) ◽  
pp. 74-75
Author(s):  
Karen W. McCracken ◽  
Peter Mayinger ◽  
Cynthia Morris
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Clinical Research ◽  
Translational Research ◽  
Research Experience ◽  
Research Opportunities ◽  
Competency Based ◽  
Physician Scientist ◽  
One Year ◽  
The One

OBJECTIVES/SPECIFIC AIMS: The aim of this program is to provide early support to motivated medical students interested in a career as a physician-scientist in a framework of competency-based medical education. The CTSA creates an opportunity to provide clinical research education and protected time for research for medical students in clinical and translational research. METHODS/STUDY POPULATION: This physician-scientist experience offers research opportunities in a wide variety of research disciplines, focused on clinical and translational investigations. The program offers both five-month and one-year blocks of protected research time. The five-month option is integrated into the four- year medical curriculum. The one-year option requires enrollment in an established Master of Clinical Research degree. Both options provide research experience under the mentorship of a physician-scientist. The five-month option aligns with UME competencies categorized under the six ACGME Domains of Competence. The one-year option includes coursework in research design, biostatistics, research ethics, data management, scientific communication, and proposal development within the CTSA-based education program. All students in the program attend a bimonthly journal club and seminar series starting in year one and extending through the research experience. This includes discussion of the importance of mentorship, selecting a residency, scientific writing and presentation, and personal narratives of physician-scientists and their pathways to this career. All students will be followed to determine career outcome. RESULTS/ANTICIPATED RESULTS: Between 2015 and 2018, 67 students entered the program 46% selected the year out, and 56% selected the 5-month option. Students selecting this program constitute about 10% of the medical student population overall. We have had 17 graduates of the program to date. 55% of the cohort is women which parallels the OHSU medical student population. Long-term follow-up of at least 10 years will be needed to determine career outcomes. We assess student productivity by traditional measures of submitted abstracts, manuscripts, and presentations as well as longer term outcomes such as career orientation in medicine such as entry into a research-oriented residency and ultimately into an academic medicine or research. DISCUSSION/SIGNIFICANCE OF IMPACT: The OHSU physician-scientist experience successfully matches medical students with a diverse set of research mentors focused on the CTSA. Although institutional structures determine the variety of specific research opportunities, the integration of physician-scientist training into a CTSA-based training program expands the reach of training programs such as the TL1.

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