Use of Commercially Produced Medical Education Videos in a Cardiovascular Curriculum: Multiple Cohort Study

Background Short instructional videos can make learning more efficient through the application of multimedia principles, and video animations can illustrate the complex concepts and dynamic processes that are common in health sciences education. Commercially produced videos are commonly used by medical students but are rarely integrated into curricula. Objective Our goal was to examine student engagement with medical education videos incorporated into a preclinical Cardiovascular Systems course. Methods Students who took the first-year 8-week Cardiovascular Systems course in 2019 and 2020 were included in the study. Videos from Osmosis were recommended to be watched before live sessions throughout the course. Video use was monitored through dashboards, and course credit was given for watching videos. All students were emailed electronic surveys after the final exam asking about the course’s blended learning experience and use of videos. Osmosis usage data for number of video views, multiple choice questions, and flashcards were extracted from Osmosis dashboards. Results Overall, 232/359 (64.6%) students completed surveys, with rates by class of 81/154 (52.6%) for MD Class of 2022, 39/50 (78%) for MD/MPH Class of 2022, and 112/155 (72.3%) for MD Class of 2023. Osmosis dashboard data were available for all 359 students. All students received the full credit offered for Osmosis engagement, and learning analytics demonstrated regular usage of videos and other digital platform features. Survey responses indicated that most students found Osmosis videos to be helpful for learning (204/232, 87.9%; P=.001) and preferred Osmosis videos to the traditional lecture format (134/232, 57.8%; P<.001). Conclusions Commercial medical education videos may enhance curriculum with low faculty effort and improve students’ learning experiences. Findings from our experience at one medical school can guide the effective use of supplemental digital resources for learning, and related evaluation and research.

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Use of Commercially Produced Medical Education Videos in a Cardiovascular Curriculum: Multiple Cohort Study (Preprint)

10.2196/preprints.27441 ◽

2021 ◽

Author(s):

Sean Tackett ◽

David Green ◽

Michael Dyal ◽

Erin O'Keefe ◽

Tanya Emmanuelle Thomas ◽

...

Keyword(s):

Medical Education ◽

Learning Experience ◽

First Year ◽

Multiple Choice Questions ◽

Final Exam ◽

Traditional Lecture ◽

Instructional Videos ◽

Cardiovascular Systems ◽

Survey Responses ◽

Effective Use

BACKGROUND Short instructional videos can make learning more efficient through the application of multimedia principles, and video animations can illustrate the complex concepts and dynamic processes that are common in health sciences education. Commercially produced videos are commonly used by medical students but are rarely integrated into curricula. OBJECTIVE Our goal was to examine student engagement with medical education videos incorporated into a preclinical Cardiovascular Systems course. METHODS Students who took the first-year 8-week Cardiovascular Systems course in 2019 and 2020 were included in the study. Videos from Osmosis were recommended to be watched before live sessions throughout the course. Video use was monitored through dashboards, and course credit was given for watching videos. All students were emailed electronic surveys after the final exam asking about the course’s blended learning experience and use of videos. Osmosis usage data for number of video views, multiple choice questions, and flashcards were extracted from Osmosis dashboards. RESULTS Overall, 232/359 (64.6%) students completed surveys, with rates by class of 81/154 (52.6%) for MD Class of 2022, 39/50 (78%) for MD/MPH Class of 2022, and 112/155 (72.3%) for MD Class of 2023. Osmosis dashboard data were available for all 359 students. All students received the full credit offered for Osmosis engagement, and learning analytics demonstrated regular usage of videos and other digital platform features. Survey responses indicated that most students found Osmosis videos to be helpful for learning (204/232, 87.9%; <i>P</i>=.001) and preferred Osmosis videos to the traditional lecture format (134/232, 57.8%; <i>P</i><.001). CONCLUSIONS Commercial medical education videos may enhance curriculum with low faculty effort and improve students’ learning experiences. Findings from our experience at one medical school can guide the effective use of supplemental digital resources for learning, and related evaluation and research.

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“A little flip goes a long way” The impact of a ‘partial’-flipped classroom design on student performance and engagement in a first year undergraduate economics classroom

10.20944/preprints202010.0188.v1 ◽

2020 ◽

Author(s):

Nadia Singh

Keyword(s):

Student Performance ◽

Flipped Classroom ◽

Control Group ◽

First Year ◽

Classroom Design ◽

Final Exam ◽

Traditional Lecture ◽

Traditional Lectures ◽

Undergraduate Economics ◽

The Impact

The flipped classroom is gaining prominence as an active learning pedagogy to engage a new generation of students. However, all courses do not lend themselves to a fully flipped design and instructors are often reluctant to flip lectures. In this study, I experimented with a “partial” flipped classroom design in a first-year undergraduate economics course. In this partial flipped format, traditional lectures were substituted with micro-lectures and the remaining class time was devoted to activities like quizzes, group work and student presentations. The full lectures were panopto recorded and put up on the e-learning site, Blackboard. This format enabled me to combine the benefits of a traditional lecture with a flipped classroom design. In order to evaluate the effectiveness of the partial flipped classroom format, I compared the final exam scores of students in the partial flipped classroom with those in the control group, which followed a traditional lecture-based approach. The key results from the analysis revealed that students in the partial flipped classroom performed better in the final exams vis-à-vis students in the traditional classroom format. Furthermore, the partial flipped classroom format was associated with lower odds of students failing in the module. This format also resulted in better student engagement, more flexibility and enhanced student-tutor interaction within the classroom.

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Improving Student Satisfaction in a First-Year Undergraduate Accounting Course by Team Learning

Issues in Accounting Education ◽

10.2308/iace-10217 ◽

2012 ◽

Vol 27 (1) ◽

pp. 53-82 ◽

Cited By ~ 36

Author(s):

Evelien Opdecam ◽

Patricia Everaert

Keyword(s):

Student Satisfaction ◽

Undergraduate Students ◽

Team Learning ◽

Accounting Education ◽

First Year ◽

Learning Condition ◽

Final Exam ◽

Traditional Lecture ◽

Course Experience ◽

Course Experiences

ABSTRACT This paper discusses student satisfaction and course experiences of first-year undergraduate students in an introductory financial accounting course where team learning was implemented during tutorials. Course experiences and satisfaction, as perceived by students in the team learning condition, were compared to those in a traditional lecture-based control condition. A post-experimental questionnaire, with open and closed-ended questions, was administered. Students reported significantly higher levels of satisfaction in the team learning condition and a more positive course experience compared to students in the lecture-based condition. The increased time spent on accounting in the team learning condition resulted in increased learning, as evidenced by higher grades on the final exam in the team learning condition. An analysis of open-ended questions revealed that both learning conditions fit for particular students. High pre-class preparation was considered a strength of the team learning condition, while the comprehensive explanation by the teacher was the most frequently mentioned advantage of the lecture-based condition. This paper further contributes to the practice of accounting education by illustrating a way to implement team learning in a large undergraduate accounting course.

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Preparing Future Medical Educators: Development and Pilot Evaluation of a Student-Led Medical Education Elective

Military Medicine ◽

10.1093/milmed/usz175 ◽

2019 ◽

Cited By ~ 2

Author(s):

Morgan M Harvey ◽

Holly H Berkley ◽

Patrick G O’Malley ◽

Steven J Durning

Keyword(s):

Medical Education ◽

Medical Students ◽

Formal Education ◽

Positive Impact ◽

Learning Experience ◽

First Year ◽

Educational Training ◽

Fourth Year Medical Students ◽

First Year Medical Students ◽

Senior Students

Abstract Introduction Although all medical school graduates are expected to be educators as residents, and subsequently as faculty, most students receive no formal education on how to teach. At the Uniformed Services University (USU), no formal educational training previously existed for senior medial students as they prepared for residency. A novel Medical Education Elective for MS4s was developed and run by MS4s with faculty mentoring at USU with implementation between January and June 2018. Materials and Methods The overall goal of the 4-week course was to provide a forum for MS4s to gain exposure to educational theories and teaching methods with an opportunity to practice learned skills in the underclass curriculum. The course’s three core components were: didactics, observed teaching, and independent teaching. The course was evaluated via multiple methods including verbal and survey feedback from both first and fourth year medical students. Results The preliminary outcomes revealed the course had a positive impact on both first-year medical students (MS1s) and MS4s. As of May 2018, 100% (n = 59) of MS1s surveyed reported that having an MS4 teacher contributed positively to their learning experience. All MS4s surveyed (n = 12) agreed that the course enhanced their confidence in teaching. Conclusions Medical education courses not only offer an opportunity for senior students to cultivate educational theoretical knowledge and teaching skills in preparation for residency but also contribute positively to the learning experiences of underclass students. Now that the elective has been piloted with initial data suggesting feasibility and benefit to both MS4 and MS1 students, the next steps are to focus on ensuring longevity of the course offering at USU and to consider working with senior students at other institutions that lack formal training in education to start similar student run medical education initiatives.

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An explorative vs. traditional practical course: how to inspire scientific thinking in medical students

AJP Advances in Physiology Education ◽

10.1152/advan.00120.2018 ◽

2019 ◽

Vol 43 (3) ◽

pp. 350-354

Author(s):

Julia Eckel ◽

Olga Zavaritskaya ◽

Katrin Schüttpelz-Brauns ◽

Rudolf Schubert

Keyword(s):

Medical Education ◽

Medical Students ◽

Thinking Skills ◽

Muscle Physiology ◽

First Year ◽

Scientific Thinking ◽

Multiple Choice Questions ◽

Traditional Course ◽

The Subject ◽

First Year Medical Students

Recently, medical students’ scientific thinking skills have been identified as an important issue in medical education. Scientific thinking cannot be imparted in conventional lectures, but rather requires actively involving students. We modified a practical course in physiology. A study was designed to test whether the new course fosters scientific thinking without impairing the transfer of physiological knowledge. The study group consisted of 226 first-year medical students at the Medical Faculty Mannheim of Heidelberg University. Written consent to participate in the study was obtained from all participants. The group was then randomly divided into two groups (traditional vs. modified course). The subject of both courses was a laboratory experiment in skeletal muscle physiology. In the traditional course, the students addressed topics already presented in lectures. In the modified course, students dealt with the same topics as in the traditional course, but the experiment was expanded to include one issue not taught before. When working on this issue, the students were instructed in scientific thinking. All participants filled out a questionnaire with 15 multiple-choice questions addressing the physiological subject matter and four open-ended questions addressing the criteria of scientific methodology. Physiological knowledge in both groups did not differ [ F(1) = 2.08, P = 0.15]. Scores in scientific thinking in the modified course were higher (mean = 4.20, SD = 1.89) than in the traditional course (mean = 2.04, SD = 1.91) with F(1) = 70.69, P < 0.001, η2 = 0.24 (large effect). Our study demonstrates that small adjustments to courses in medical education can promote scientific thinking without impairing knowledge transfer.

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E-portfolio, a useful tool for reflection and feedback (Preprint)

10.2196/preprints.15306 ◽

2019 ◽

Author(s):

Rita Rezaee ◽

Nahid Zarifsanaiey

Keyword(s):

Medical Education ◽

Academic Performance ◽

Learning Process ◽

Learning Experience ◽

Effective Means ◽

Educational Programs ◽

Electronic Portfolio ◽

Medical Sciences ◽

Educational Settings ◽

Self Reflection

UNSTRUCTURED Utilizing an electronic portfolio (e-portfolio) is an effective means of enhancing the learning experience in educational settings. In the present study an e-portfolio framework was designed for medical education at Shiraz University of Medical Sciences. The objective was to assess learning progress in a medical course that provides instructor feedback via e-portfolio and promotes self-reflection among the students. The results indicate that using e-portfolio stimulates self-reflection in students and increases their active participation in the learning process. Integrating e-portfolios in educational programs can remarkably improve the academic performance in the fields of medicine and healthcare.

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A guide for evaluation of online learning in medical education: a qualitative reflective analysis

BMC Medical Education ◽

10.1186/s12909-021-02752-2 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Nourhan F. Wasfy ◽

Enjy Abouzeid ◽

Asmaa Abdel Nasser ◽

Samar A. Ahmed ◽

Ilham Youssry ◽

...

Keyword(s):

Medical Education ◽

Online Learning ◽

Best Practice ◽

Online Courses ◽

Learning Experience ◽

Organizational Capacity ◽

Expert Consensus ◽

Educational Effectiveness ◽

Education Community ◽

Rapid Shift

Abstract Background With the strike of Covid-19, an unprecedented rapid shift to remote learning happened worldwide with a paradigm shift to online learning from an institutional adjuvant luxury package and learner choice into a forced solo choice. This raises the question of quality assurance. While some groups have already established standards for online courses, teaching and programs yet very little information is included on methodology of their development and very little emphasis is placed on the online learning experience. Nevertheless, no work has been done specifically for medical education institutions. Aim To develop a set of descriptors for best practice in online learning in medical education utilizing existing expertise and needs. Methods This work utilizes a qualitative multistage approach to identify the descriptors of best practice in online learning starting with a question guided focus group, thematic analysis, Delphi technique and an expert consensus session done simultaneously for triangulation. This was done involving 32 institution in 19 countries. Results This materialized into the development of a set of standards, indicators, and development of a checklist for each standard area. The standard areas identified were organizational capacity, educational effectiveness, and human resources each of which listed a number of standards. Expert consensus sessions identified the need for qualification of data and thus the development of indicators for best practice. Conclusion Standards are needed for online learning experience and their development and redesign is situational and needs to be enhanced methodologically in axes that are pertaining to the needs of the education community. Taking such axes into consideration by educators and institutions will lead to planning and implementing successful online learning activities, while taking them into consideration by the evaluators will help them conduct comprehensive audits and provide stakeholders with highly informative evaluation reports.

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Incorporating patient safety into early undergraduate medical education: teaching medical students to perform surgical time outs during anatomy

BMJ Open Quality ◽

10.1136/bmjoq-2020-001229 ◽

2021 ◽

Vol 10 (1) ◽

pp. e001229

Author(s):

Abdul-Rahman M Suleiman ◽

Daniel Amarasinghe ◽

Priya Kathuria ◽

Jacob Vandel ◽

Jordan Holloway ◽

...

Keyword(s):

Medical Education ◽

Patient Safety ◽

Medical Students ◽

Gross Anatomy ◽

First Year ◽

Surgical Time ◽

Surgical Safety ◽

Wayne State University ◽

Time Out ◽

Surgical Errors

ObjectivesTo introduce surgical safety checklists and time outs to future physicians through early incorporation of time outs in the first year gross anatomy course.SettingThe Wayne State University School of Medicine Anatomy Lab.ParticipantsApproximately 300 first year medical students per year participated in the intervention.InterventionsAn educational presentation on medical errors focusing on surgical errors was developed. Students in 2017–2018 viewed the presentation and completed two time outs, one with the first anatomy dissection and a second with the last dissection. Preintervention and postintervention surveys were completed and results compared. Students completed a second postintervention survey after the second time out. Students in 2018–2019 were asked to complete the time outs before every dissection. Time out procedure sheets were collected to determine completion rates. The intervention was further modified for academic year 2019–2020 and time out sheets were again collected.Outcome measuresFour domains of learning were surveyed: (1) major components and goals/limitations of universal protocol, (2) medical error lexicon, (3) components of a time out, and (4) confidence in completing time out checklists.ResultsPostintervention surveys demonstrated significant improvement in each domain. Students found time outs easy to complete and developed confidence in performing time outs. Following a successful pilot, time outs were incorporated into every dissection. Students continued to perform this procedure despite absence of adverse consequences for not doing so.ConclusionStudents found the time outs easy to complete and developed the confidence and ability to perform a surgical time out early in their medical education. The new skills, knowledge and attitudes that these medical students have developed will hopefully improve the care they provide to patients, thereby advancing the practice of quality improvement and patient safety in the clinical setting.

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Need for Assessment of MDS Paper I Examination at the End of the First Year of MDS: A Survey

The Journal of Indian Orthodontic Society ◽

10.1177/0301574220976236 ◽

2021 ◽

pp. 030157422097623

Author(s):

Shweta A. Kolhe ◽

Shivani S. Khandelwal ◽

Amol A. Verulkar ◽

Twinkle D. Bajaj ◽

Niyati Bhupesh Potode

Keyword(s):

Positive Attitude ◽

Learning Experience ◽

First Year ◽

Dental Surgery ◽

Postgraduate Students ◽

New Learning ◽

Patient Work ◽

Clear Information ◽

Gain Access ◽

New Framework

Introduction: Pursuant to the notification published by Dental Council of India, dated May 17, 2018, no. DE-14-MDS-2018/2131, the committee amended the regulation on postgraduate (PG) Masters of Dental Surgery (MDS) students and made provision of giving MDS paper I at the end of the first year. Assessment of this survey will provide clear information between the responses of PG students and teachers. The focus of this article is to report and discuss the characteristics of new learning process. Material Method: A total of 150 sample sizes and 50 PG teachers were included. Questions were generated using Google Form to gain access and establish rapport with participants and to obtain open, honest understanding of the participants’ “learning experience.” The link was sent to the participants, using emails or WhatsApp number. Result: The analysis of survey data was carried out using Likert scale. The comparison of mean scores was carried out using unpaired t-test. Figures 1 to 10 provide responses of participants. Conclusion: Postgraduate students and PG guides are neutral toward the initial protocol of examination. The participants have a positive attitude toward new framework. But curriculum activities such as library dissertation (LD), dissertation selection, and patient work get disturbed somewhere. It might take time for both students and guides to get familiar with the new framework.

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Student Perceived Value of Anatomy Pedagogy, Part I: Prosection or Dissection?

Journal of Medical Education and Curricular Development ◽

10.4137/jmecd.s17496 ◽

2015 ◽

Vol 2 ◽

pp. JMECD.S17496 ◽

Cited By ~ 2

Author(s):

Jonathan J. Wisco ◽

Stephanie Young ◽

Paul Rabedeaux ◽

Seth D. Lerner ◽

Paul F. Wimmers ◽

...

Keyword(s):

Medical Education ◽

Medical School ◽

Student Perceptions ◽

Medical Curriculum ◽

Clinical Skills ◽

School Experience ◽

First Year ◽

Biomedical Sciences ◽

Medical Specialties ◽

Preclinical Medical Education

A series of three annual surveys of David Geffen School of Medicine (DGSOM) at UCLA students and UCR/UCLA Thomas Haider Program in Biomedical Sciences students were administered from 2010 to 2012 to ascertain student perceptions of which anatomy pedagogy—prosection or dissection—was most valuable to them during the first year of preclinical medical education and for the entire medical school experience in general. Students were asked, “What value does gross anatomy education have in preclinical medical education?” We further asked the students who participated in both prosection and dissection pedagogies, “Would you have preferred an anatomy curriculum like the Summer Anatomy Dissection during your first year in medical school instead of prosection?” All students who responded to the survey viewed anatomy as a highly valued part of the medical curriculum, specifically referring to four major themes: Anatomy is (1) the basis for medical understanding, (2) part of the overall medical school experience, (3) a bridge to understanding pathology and physiology, and (4) the foundation for clinical skills. Students who participated in both prosection and dissection pedagogies surprisingly and overwhelmingly advocated for a prosection curriculum for the first year of medical school, not a dissection curriculum. Time efficiency was the dominant theme in survey responses from students who learned anatomy through prosection and then dissection. Students, regardless of whether interested in surgery/radiology or not, appreciated both pedagogies but commented that prosection was sufficient for learning basic anatomy, while dissection was a necessary experience in preparation for the anatomical medical specialties. This suggests that anatomy instruction should be integrated into the clinical years of medical education.

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