Comparing the Effects of Physical Practice and Mental Imagery Rehearsal on Learning Basic Venipuncture by Medical Students

2007 ◽  
Vol 27 (2) ◽  
pp. 117-127 ◽  
Author(s):  
Charles W. Sanders ◽  
Mark Sadoski ◽  
Richard M. Wasserman ◽  
Robert Wiprud ◽  
Mark English ◽  
...  
Keyword(s):  
Medical Students ◽  
Treatment Group ◽  
Mental Imagery ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Control Group ◽  
Psychomotor Skills ◽  
Physical Practice ◽  
Lecture Demonstration ◽  
Imagery Rehearsal

Effective and efficient techniques to teach basic clinical skills are much needed in medical education. Many of these skills are psychomotor, and mental imagery rehearsal has been effective in learning psychomotor skills in many fields. We conducted a fully randomized experiment to determine if mental imagery rehearsal was effective compared with physical practice in learning venipuncture (blood drawing) skills by medical students. All participants first received a lecture-demonstration on venipuncture and 30 minutes of guided physical practice on artificial plastic arms. One treatment group received an additional 30 minutes of such practice. Another treatment group received a 30-minute session of guided imagery. A control group received no additional training. Both treatment groups demonstrated improved performance on a live venipuncture compared to the control group and did not significantly differ from each other. Hence, imagery rehearsal offers a very cost-effective method of learning this basic clinical skill.

Comparing the Effects of Mental Imagery Rehearsal and Physical Practice on Learning Lumbar Puncture by Medical Students

2011 ◽  
Vol 17 (2) ◽  
pp. 3-6 ◽  
Author(s):  
Rachel Bramson ◽  
Charles W. Sanders ◽  
Mark Sadoski ◽  
Courtney West ◽  
Robert Wiprud ◽  
...  
Keyword(s):  
Medical Students ◽  
Lumbar Puncture ◽  
Mental Imagery ◽  
Physical Practice ◽  
Imagery Rehearsal

scholarly journals Pengaruh Buku Modul Praktik Clinical Skill Terhadap Kemampuan Mahasiswa Keperawatan Dalam Melakukan Pemeriksaan Fisik Dada

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Fajar Agung Nugroho ◽  
Dadi Santoso ◽  
Wuri Utami
Keyword(s):  
Treatment Group ◽  
Nursing Student ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Control Group ◽  
Group Recommendation ◽  
Physical Assessment ◽  
Physical Examinations ◽  
Nurse Assessment ◽  
And Control

Background: the competencies that must be possessed by a nursing student when they practice on the clinics or hospital, they must be able to carry out about physical examinations, determine nursing diagnoses, plan, implement, and evaluate nursing actions.Purpose: to know the effect of the clinical skills practice module on the nursing student’s ability in a chest physical examinationMethod: this research used True Experimental in the form of Posttest Only Control Design. Using two groups selected randomly into the control and treatment group. Where the control group will be given a conventional method and treatment group will be given a clinical skill module that is made by researchers.Result: t value was -6,625 < t table (1,658), so that it can be concluded that there is different between the treatment group and control group. Recommendation: Nursing process always interest to be discussed, hopefully the next research can explore about nurse’s physical assessment ability in another Keywords:Clinical skill module, nurse assessment, lungs physical assessment

Comparing the effects of physical practice and mental imagery rehearsal on learning basic surgical skills by medical students

2004 ◽  
Vol 191 (5) ◽  
pp. 1811-1814 ◽  
Author(s):  
Charles W. Sanders ◽  
Mark Sadoski ◽  
Rachel Bramson ◽  
Robert Wiprud ◽  
Kim Van Walsum
Keyword(s):  
Medical Students ◽  
Mental Imagery ◽  
Surgical Skills ◽  
Physical Practice ◽  
Imagery Rehearsal

scholarly journals Clinical Medical Students’ Preferred Teaching Methods: A Study at the National Defense University of Malaysia

2021 ◽  
Vol 3 (2) ◽  
pp. 74-78
Author(s):  
Sheikh Salahuddin Ahmed ◽  
Sagili Chandrasekhara Reddy
Keyword(s):  
Medical Students ◽  
Teaching Methods ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Simulated Patient ◽  
National Defense ◽  
Undergraduate Medical Students ◽  
Teaching Materials ◽  
Real Patient ◽  
National Defense University

Background: Providing appropriate teachings in the curriculum have a great impact on learning by the students. Objectives: The aim of this study was to determine the clinical undergraduate medical students’ preferred teaching methods provided by the medical educators. Material and Methods: This study was conducted on 89 medical students in the 4th and 5th year of the Faculty of Medicine and Defense Health, National Defense University of Malaysia, from 1st November 2019 to 31st July 2020. Each of the students was approached with a structured questionnaire for their responses to determine their preferred teaching methods. Results: Out of 89 students, 46 were male (51.7%); the mean age of the study students was 23.5 years. Among the various teaching methods, bedside teaching was the most preferred (76.4%) one followed by lectures (14.6%), tutorials (7.9%) and seminars (1.1%). 66.3% of students would use e-learnings’ uploaded teaching materials, whereas the remainder would not. Bedside demonstrations of clinical skills by the tutors were preferred by 77.5% of students. Practicing clinical skills by the students on a real patient rather than on a mannequin or a simulated patient was preferred by 94.4% of students. Regarding case discussions, problem-based learnings (PBL) were preferred by 80% of students. Conclusions: Bedside teachings, demonstrations of clinical skill by a teacher, practicing skills by the students on a real patient rather than on a simulated patient or a mannequin, and PBLs are highly preferred by the students. Adequate teaching materials uploaded in the e-learning management system provide a good source for the teachings and learnings.

scholarly journals Teaching Pediatric Otoscopy Skills to the Medical Student in the Clinical Setting: Preceptor Perspectives and Practice

2020 ◽  
Author(s):  
Caroline Rose Paul ◽  
Alanna Higgins Joyce ◽  
Gary Beck Dallaghan ◽  
Meg Keeley ◽  
Corinne Lehmann ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Online Survey ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Acute Otitis Media ◽  
The United States ◽  
Direct Patient Care ◽  
Barriers To Teaching

Abstract Background Acute otitis media (AOM) is the most frequent indication for antibiotic treatment of children in the United States. Its diagnosis relies on visualization of the tympanic membrane, a clinical skill acquired through a deliberate approach. Instruction in pediatric otoscopy begins in medical school. Medical students receive their primary experience with pediatric otoscopy during the required pediatric clerkship, traditionally relying on an immersion, apprentice-type learning model. A better understanding of their preceptors’ clinical and teaching practices could lead to improved skill acquisition. This study investigates how pediatric preceptors (PP) and members of the Council on Medical Student Education in Pediatrics (COMSEP) perceive teaching otoscopy. Methods A 30-item online survey was administered to a purposeful sample of PP at six institutions in 2017. A comparable 23-item survey was administered to members through the 2018 COMSEP Annual Survey. Only COMSEP members who identified themselves as teaching otoscopy to medical students were asked to complete the otoscopy-related questions on the survey. Results Survey respondents included 58% of PP (180/310) and 44% (152/348) of COMSEP members. Forty-one percent (62/152) of COMSEP member respondents identified themselves as teaching otoscopy and completed the otoscopy-related questions. The majority agreed that standardized curricula are needed (PP 78%, COMSEP members 97%) and that all graduating medical students should be able to perform pediatric otoscopy (PP 95%, COMSEP members 79%). Most respondents reported usefulness of the American Academy of Pediatrics (AAP) AOM guidelines (PP 95%, COMSEP members 100%). More COMSEP members than PP adhered to the AAP’s diagnostic criteria (pediatric preceptors 42%, COMSEP members 93%). The most common barriers to teaching otoscopy were a lack of assistive technology (PP 77%, COMSEP members 56%), presence of cerumen (PP 58%, COMSEP members 60%), time to teach in direct patient care (PP 46%, COMSEP members 48%), and parent anxiety (PP 62%, COMSEP members 54%). Conclusions Our study identified systemic and individual practice patterns and barriers to teaching pediatric otoscopy. These results can inform education leaders in supporting and enabling preceptors in their clinical teaching. This approach can be adapted to ensure graduating medical students obtain intended core clinical skills.

scholarly journals The Effects of Electronic Feedback on Medical University Students’ Writing Performance

2021 ◽  
Vol 10 (4) ◽  
pp. 124
Author(s):  
Nooreen Noordin ◽  
Laleh Khojasteh
Keyword(s):  
Medical Students ◽  
University Students ◽  
Academic Writing ◽  
Clinical Skills ◽  
Control Group ◽  
Writing Performance ◽  
Electronic Feedback ◽  
Significant Difference ◽  
Post Test ◽  
Medical University

This study was designed to see whether electronic feedback positively affects medical students’ academic writing performance. Two groups of medical university students were randomly selected and participated in this study. In order to see whether the provision of electronic feedback for the compulsory academic writing course for medical students is effective, the researchers divided 50 medical students to the traditional (n=25) and intervention groups (n=25). Pre-test and post-test were conducted at the beginning and at the end of the semester. Electronic feedback was given to the medical students in the intervention group, while the medical students in the traditional group received the traditional pen and paper feedback. By comparing the scores of two written assignments at the beginning and the end of the semester, regarding the application of electronic feedback, the results showed that not only medical students’ overall writing performance improved after providing them electronic feedback, but every single writing component was also enhanced after the intervention. There was a significant difference in the post-test academic writing scores between the traditional and intervention groups (P < 0.001). This difference was not significant in our control group who was given pen-and-paper feedback. In terms of specific writing components, the most affected components in this approach were content followed by organization, language use, vocabulary, and sentence mechanics, respectively. Although this study focused on medical students’ academic writing ability and reported the effect of electronic feedback on medical students’ writing performance, electronic feedback can be equally beneficial for enhancing student-practitioners’ practical clinical skills.

scholarly journals Peer assessment platform of clinical skills in undergraduate medical education

2019 ◽  
Vol 47 (11) ◽  
pp. 5526-5535 ◽  
Author(s):  
Liling Chen ◽  
Hong Chen ◽  
Di Xu ◽  
Yan Yang ◽  
Huiming Li ◽  
...  
Keyword(s):  
Medical Students ◽  
Physical Examination ◽  
Clinical Medicine ◽  
Clinical Skills ◽  
Peer Assessment ◽  
Control Group ◽  
Study Group ◽  
Study Objective ◽  
Assessment Scores ◽  
Year 2013

Objective The study objective was to enhance clinical skills among undergraduate students majoring in clinical medicine in performing physical examination by establishing a novel platform for peer assessment of clinical skills. Methods A total 126 Year 2012 students majoring in medicine and receiving traditional training were assigned to the control group, and 126 Year 2013 students receiving instruction via the peer assessment platform of clinical skills were allocated to the study group. Scores of the physical examination, paper exam, and peer assessment were compared using a t-test, and we performed linear correlation analysis of the data. Results Scores of the physical examination and peer assessment among Year 2013 students (the study group) were significantly higher than those in the control group. Paper exam scores in the study group were also significantly higher than those in the controls. The three assessment scores did not differ significantly according to sex. Conclusions The peer assessment platform can not only improve medical students’ skills and capabilities in physical examination, it can also enhance their theoretical knowledge of basic clinical principles. We determined that sex was not related to the assessment scores obtained by medical students.

scholarly journals Development of a Novel Interactive Multimedia E-Learning Model to Enhance Clinical Competency Training and Quality of Care among Medical Students

Healthcare ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. 500
Author(s):  
Yu-Ting Hsiao ◽  
Hsuan-Yin Liu ◽  
Chih-Cheng Hsiao
Keyword(s):  
Medical Students ◽  
Interactive Multimedia ◽  
Clinical Skill ◽  
Control Group ◽  
Clinical Competency ◽  
Clinical Competencies ◽  
Competency Training ◽  
Conventional Teaching ◽  
The Impact ◽  
Experimental Group

Clinical competencies consisting of skills, knowledge, and communication techniques should be acquired by all medical graduates to optimize healthcare quality. However, transitioning from observation to hands-on learning in clinical competencies poses a challenge to medical students. The aim of this study is to evaluate the impact of a novel interactive multimedia eBook curriculum in clinical competency training. Ninety-six medical students were recruited. Students in the control group (n = 46) were taught clinical competencies via conventional teaching, while students in the experimental group (n = 50) were taught with conventional teaching plus interactive multimedia eBooks. The outcomes of clinical competencies were evaluated using Objective Structured Clinical Examination (OSCE) scores, and feedback on their interactive eBook experiences was obtained. In the experimental group, the average National OSCE scores were not only higher than the control group (214.8 vs. 206.5, p < 0.001), but also showed a quicker improvement when comparing between three consecutive mock OSCEs (p < 0.001). In response to open-ended questions, participants emphasized the importance of eBooks in improving their abilities and self-confidence when dealing with ‘difficult’ patients. Implementing interactive multimedia eBooks could prompt a more rapid improvement in clinical skill performance to provide safer healthcare, indicating the potential of our innovative module in enhancing clinical competencies.

Visuomotor Behavior Rehearsal in Archery Shooting Performance

1991 ◽  
Vol 73 (3_suppl) ◽  
pp. 1183-1190 ◽  
Author(s):  
Yannis Zervas ◽  
Vassilis Kakkos
Keyword(s):  
Program Analysis ◽  
State Anxiety ◽  
Control Group ◽  
Physical Practice ◽  
Visuomotor Behavior ◽  
Self Confidence ◽  
Self Reports ◽  
Before And After ◽  
Experimental Group ◽  
Imagery Rehearsal

To examine the effect of visuomotor behavior rehearsal on archers' shooting performance two groups of athletes were tested, one experimental and one control. The experimental group of 9 received a specifically designed program which included relaxation conditions and imagery rehearsal. The control group of 9 received only physical practice. Competitive State Anxiety Inventory-2 was used to measure the precompetitive state anxiety and self-confidence. Self-reports were used to evaluate the intermediate effectiveness of the program. Analysis showed no significant changes from pre- to posttest shooting scores. No significant changes were observed in sport-specific state anxiety. Significant changes were found on the tense-relaxed scale administered before and after the relaxation program.

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