Improving Neurosurgery education using Social-Media Case-based discussions: A Pilot Study (Preprint)

BACKGROUND The increasing shift towards a more generalised medical undergraduate curriculum has led to limited exposure to sub-specialities including neurosurgery. The lack of standardised teaching may result in insufficient coverage of the core learning outcomes. Case-based discussions (CbDs) are often utilised in the undergraduate medical curriculum to link theory to practice and develop clinical reasoning. Social media (SoMe) in medical education is becoming an increasingly accepted and popular way for students to meet learning objectives outside of formal medical school teaching. OBJECTIVE We delivered a series of CbDs over SoMe to attempt to meet core learning needs in neurosurgery and determine whether SoMe-based CBDs were an efficient and acceptable method of education. METHODS Twitter was used as a medium to host nine CbDs pertaining to common neurosurgical conditions in practice. A sequence of informative and interactive ‘Tweets’ were formulated prior to the live CbDs and were tweeted in progressive order. Users interacted by replying to tweets to answer questions and raise discussions, as well as liking and retweeting. Moderation was performed by a neurosurgery resident, with oversight from an attending. Demographic data and participant feedback were collected using Qualtrics (Qualtrics LLC. USA). RESULTS 277 participants were recorded across the nine CbDs with 654,584 impressions generated. Feedback responses were received from 135 participants (48.7%). Participants indicated an increase of 77% in their level of knowledge after participating. 57% (n=77) had previous CbD experience as part of traditional medical education, with 62% (n=84) receiving a form of medical education previously through SoMe. All participants (n=135, 100%) felt the CbDs objectives were met and would attend future sessions and 99% of participants (n=134) indicated that their expectations were met by the SoMe CbDs. CONCLUSIONS SoMe has been demonstrated to be a favourable and feasible medium to host live, text-based interactive CbDs. Delivering CbDs over SoMe is a useful approach to teaching undergraduate neurosurgery and is easily translatable to all domains of medicine and surgery. CLINICALTRIAL

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Not Just a Medical Student: Delivering Medical Education Through a Short Video Series on Social Media (Preprint)

10.2196/preprints.11971 ◽

2018 ◽

Author(s):

Nadine Abbas ◽

Utkarsh Ojha

Keyword(s):

Social Media ◽

Medical Education ◽

Medical Student ◽

Medical Curriculum ◽

Medical Community ◽

Junior Doctors ◽

Leadership Academy ◽

Healthcare Leadership ◽

Short Video ◽

Education Award

UNSTRUCTURED “Not Just a Medical Student” is an innovative bite-size medical education video series founded and hosted on social media. Its primary aim is to inspire tomorrow’s doctors to be creative while engaging and informing them with the latest innovations, technology, and conferences within various specialties. To our knowledge, these themes are scarcely covered in the structured medical curriculum. Created and launched in August 2017, “Not Just a Medical Student” quickly gained traction; with over 1000 followers on Facebook and a rapidly increasing number of views, it reached the medical community across the globe. The video series features a trailblazer in virtual reality surgery and its potential impact on the evolution of medical education, reviewing future medical technology apps, such as Touch Surgery, and reporting on the latest medical education and health apps. The series engaged in topical medico-politics at the British Medical Association House and reported on global health issues and innovations at the Royal Society of Medicine Conference. The video series has further received several national awards including the Association and Study of Medical Education (ASME) Educator Innovator 2017 award, runner up to the Zeshan Qureshi Outstanding Contribution to Medical Education Award, and the Alternative Docs National Social Media Influencer award. The concept has been presented at international conferences (eg, the Healthcare Leadership Academy conference) and gained international recognition upon personal invitation at the Norwegian Annual Junior Doctors Conference. With the rise of the social media generation, innovative methods to inspire, engage, and inform students contributing to the continuous evolution of medical education should be encouraged and further explored.

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Views of Medical Educators and Intern Doctors on the Existing MBBS Curriculum

Bangladesh Journal of Medical Education ◽

10.3329/bjme.v3i1.18589 ◽

2014 ◽

Vol 3 (1) ◽

pp. 8-11

Author(s):

Abu Syed Md Mosaddek ◽

Waheeda Nargis ◽

Borhan Uddin Ahamed ◽

Md Zakirul Islam ◽

Habib S Chaudhury ◽

...

Keyword(s):

Medical Education ◽

Qualitative Analysis ◽

Medical Curriculum ◽

Undergraduate Curriculum ◽

Training System ◽

Public And Private ◽

Undergraduate Medical Curriculum ◽

Medical Educators ◽

Medical Colleges ◽

Internship Training

This study was carried out to get an idea about the views of medical educators and intern doctors regarding the current undergraduate medical curriculum. A partially descriptive open ended questionnaire was distributed among teachers of all three phases and intern doctors in undergraduate curriculum in different public and private medical colleges in Bangladesh and was returned by 120 teachers and 663 intern doctors. Qualitative analysis of data was done. Among teachers 70% agreed to need for changes, 68.4% were in favor of present internship training system and 85% were against carry on system. But 94% and 51% of intern doctors were in favor of need changes of curriculum and present internship training respectively. 91% were against carry on system. DOI: http://dx.doi.org/10.3329/bjme.v3i1.18589 Bangladesh Journal of Medical Education Vol.3(1) 2012: 8-11

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Assessment in Undergraduate Medical Education: Bangladesh Perspectives

Bangladesh Journal of Medical Science ◽

10.3329/bjms.v12i4.16658 ◽

2013 ◽

Vol 12 (4) ◽

pp. 357-363 ◽

Cited By ~ 4

Author(s):

M Haque ◽

R Yousuf ◽

SM Abu Baker ◽

A Salam

Keyword(s):

Medical Education ◽

Education Reform ◽

Undergraduate Medical Education ◽

Curriculum Reform ◽

Medical Curriculum ◽

Medical Science ◽

Undergraduate Curriculum ◽

Oral Examination ◽

Formative Assessments ◽

The Government

Background: Medical education in Bangladesh is totally controlled by the Government and run a unique undergraduate curriculum throughout the country in both public and private sectors. This paper is aimed to briefly describe the medical education reform in Bangladesh and suggests further assessment changes. The present official form of undergraduate medical curriculum has first evolved in 1988 followed by revision in 2002 and 2012. Assessment and teaching are the two sides of the same coin. Assessment drives learning and learning drives practices. Following the curriculum reform since 2002, the assessment in undergraduate medical education has been greatly changed. There are a lot of in-course formative assessments which include item examination, card final and term final, designed to improve the quality of education. Ten percent marks of summative written examinations derive from formative assessment. Traditional oral examination has been changed to structured form to ensure greater reliability. Even then, teachers are not yet building up to conduct oral examination in such a structured way. Examiners differ in their personality, style and level of experience with variation of questioning and scoring from student to students. Weakness of reliability on oral examination still exists. Students also feel very stressful during the oral examinations. Moreover, to conduct such oral examination, three to four months times per year are lost by the faculties which can be efficiently utilised for teaching and research purposes. Worlds' leading medical schools now-a-days used oral examination only for borderline and distinction students. Bangladesh also must consider oral examination only for borderline and distinction students. DOI: http://dx.doi.org/10.3329/bjms.v12i4.16658 Bangladesh Journal of Medical Science Vol. 12 No. 04 October 13 Page 357-363

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Understanding Medical Students’ Attitudes Toward Learning eHealth: Questionnaire Study (Preprint)

10.2196/preprints.17030 ◽

2019 ◽

Author(s):

Kjeld Vossen ◽

Jan-Joost Rethans ◽

Sander M J van Kuijk ◽

Cees P van der Vleuten ◽

Pieter L Kubben

Keyword(s):

Medical Students ◽

Medical Curriculum ◽

Mobile Apps ◽

Real Life ◽

Undergraduate Curriculum ◽

Mean Value ◽

Successful Implementation ◽

Medical Undergraduate ◽

Technological Developments ◽

Students Attitudes

BACKGROUND Several publications on research into eHealth demonstrate promising results. Prior researchers indicated that the current generation of doctors is not trained to take advantage of eHealth in clinical practice. Therefore, training and education for everyone using eHealth are key factors to its successful implementation. We set out to review whether medical students feel prepared to take advantage of eHealth innovations in medicine. OBJECTIVE Our objective was to evaluate whether medical students desire a dedicated eHealth curriculum during their medical studies. METHODS A questionnaire assessing current education, the need for education about eHealth topics, and the didactical forms for teaching these topics was developed. Questionnaire items were scored on a scale from 1 (fully disagree with a topic) to 10 (fully agree with a topic). This questionnaire was distributed among 1468 medical students of Maastricht University in the Netherlands. R version 3.5.0 (The R Foundation) was used for all statistical procedures. RESULTS A total of 303 students out of 1468, representing a response rate of 20.64%, replied to our questionnaire. The aggregate statement “I feel prepared to take advantage of the technological developments within the medical field” was scored at a mean value of 4.8 out of 10. Mean scores regarding the need for education about eHealth topics ranged from 6.4 to 7.3. Medical students did not favor creating their own health apps or mobile apps; the mean score was 4.9 for this topic. The most popular didactical option, with a mean score 7.2, was to remotely follow a real-life patient under the supervision of a doctor. CONCLUSIONS To the best of our knowledge, this is the largest evaluation of students’ opinions on eHealth training in a medical undergraduate curriculum. We found that medical students have positives attitudes toward incorporating eHealth into the medical curriculum.

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Students’ perception regarding skill lab training in medical education

The Professional Medical Journal ◽

10.29309/tpmj/2019.26.06.3594 ◽

2019 ◽

Vol 26 (06) ◽

Author(s):

Shezadi Sabah Imran ◽

Musarat Ramzan ◽

Fatima Tuz Zahra ◽

Farhana Kausar ◽

Benish Khan ◽

...

Keyword(s):

Medical Education ◽

Medical Students ◽

Goodness Of Fit ◽

Medical Curriculum ◽

Clinical Skills ◽

Demographic Data ◽

Clinical Skill ◽

P Value ◽

Goodness Of Fit Test ◽

Cross Sectional

Introduction: Clinical skills refer to the skills required for a clinician to manage a complete patient encounter. Clinical skill laboratories provide the facility to medical students and medical staff to learn the clinical skills before applying them on patients. Objectives: To evaluate perception of medical students regarding skill lab training. Study Design: Cross -sectional study. Study Setting: Wah Medical College. Period: January 2017 to June 2017. Study Subject: Students of Final Year M.B.B.S. Sample Size: 114 students. Sampling Technique: Convenient sampling. Data Collection Procedure: With informed consent of participants, questionnaires were filled by students themselves. Questionnaire was comprised of two parts; first part comprised of demographic data, second part comprised of 18 questions to determine perception of medical students about skill lab training. The responses of 18 questions were measured on four-point Likert scale from strongly disagree to agree. Data Analysis: Data was analyzed by using SPSS version 19, frequencies and percentages were calculated. The Chi square- goodness of fit test for one sample was applied on various levels of agreement. The p value of less than 0.05 was considered as significant. Results: The mean age of 114 students was 23.4 years with minimum age of 21 years and maximum of 26 years. Male students were 45(39%) and 69(61%) were female students. Out of 114 medical students108 (94.8%) students preferred to practice in skill lab before performing it on patient and they also had an opinion that the mentor must be friendly and helpful during teaching. Among them 107 (93.9%) students desired that procedures in the skill lab should be performed by the mentors first in front of students and 103 (90.4%) students thought that training of practical skills improve their learning. Out of them 94(82.5%) students believed that skill lab training increased their motivation to become a doctor, 102 (89.5%) students thought that skill lab practice provides a feeling of security for learning process and 100 (87.7%) students had an opinion that it should be a compulsory part of medical curriculum and even it should be started from the first year of the medical education. P value of level of agreement of all the variables regarding perception about skill lab training was found to be < 0.001 which was statistically significant. Conclusion: The students believed that skill lab training is very useful for them and they preferred to practice on manikin before dealing with the patients.

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Introducing complementary medicine into the medical curriculum

Journal of the Royal Society of Medicine ◽

10.1177/014107689709000107 ◽

1997 ◽

Vol 90 (1) ◽

pp. 19-22 ◽

Cited By ~ 52

Author(s):

Hagen Rampes ◽

Fiona Sharples ◽

Sarah Maragh ◽

Peter Fisher

Keyword(s):

Medical Students ◽

Medical School ◽

Complementary Medicine ◽

Medical Curriculum ◽

Great Increase ◽

General Medical Council ◽

Undergraduate Curriculum ◽

Medical Schools ◽

Medical Council ◽

Medical Undergraduate

We surveyed the deans of British medical schools to determine the provision of complementary medicine in the undergraduate curriculum. We also sampled medical students at one British medical school to determine their knowledge of, and views on instruction in, complementary medicine. There is little education in complementary medicine at British medical schools, but it is an area of active curriculum development. Students' levels of knowledge vary widely between different therapies. Most medical students would like to learn about acupuncture, hypnosis, homoeopathy and osteopathy. We conclude that complementary medicine should be included in the medical undergraduate curriculum. This could be done without a great increase in teaching of facts, and could serve as a vehicle to introduce broader issues, as recommended by the General Medical Council.

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Need Assessment for Undergraduate Medical Curriculum of Bangladesh Through Exploring The Views of Government Primary Health Care Doctors

Bangladesh Journal of Anatomy ◽

10.3329/bja.v7i2.6089 ◽

1970 ◽

Vol 7 (2) ◽

pp. 87-93

Author(s):

Kazi Khairul Alam ◽

Tahmina Nargis ◽

Tabassum Ferdous Khan ◽

Md Abul Kasem ◽

Md Faruque

Keyword(s):

Health Care ◽

Medical Education ◽

Primary Health Care ◽

Medical Curriculum ◽

Undergraduate Curriculum ◽

Health Problems ◽

Need Assessment ◽

Undergraduate Medical Curriculum ◽

Primary Health ◽

The Government

Objective: To identify the relevancy of contents of undergraduate medical curriculum of Bangladesh for providing service at primary health care (PHC) level through exploring the views of government PHC doctors. Methods: This descriptive study was conducted upon the government doctors who were working at primary health care level of Bangladesh. A total of 545 doctors of 176 upozilas of 62 districts of the country participated in this study by filling mailed self administered semi-structured questionnaires Result: It was found that majority of doctors were satisfied on their skill and knowledge that they acquired at undergraduate level. Their opinions indicated that clinical subjects of MBBS course need more emphasis than basic subjects. On the basis of their opinion a total of 129 health problems are prioritized according to the load of the health problems at the working place of PHC doctors. Conclusion: Curriculum of undergraduate medical education should be reviewed and more emphasis should be given on skills especially on the clinical subjects keeping in mind common health problem of Bangladesh Key words: Need Assessment Medical Curriculum; Medical Education Bangladesh; Undergraduate Curriculum Bangladesh; Health Needs Bangladesh; Curriculum Development Bangladesh.

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sScope and Challenges of Self-Directed Learning in Undergraduate Medical Education: A Systematic Review

Journal of Medical Education ◽

10.5812/jme.114077 ◽

2021 ◽

Vol 20 (1) ◽

Author(s):

Archana Chirag Buch ◽

Hetal Rathod ◽

Mukta Durgesh Naik

Keyword(s):

Systematic Review ◽

Time Management ◽

Medical Curriculum ◽

Undergraduate Curriculum ◽

Learning Goals ◽

Self Directed Learning ◽

Self Regulated Learning ◽

Medical Undergraduate ◽

Assessment Time ◽

Directed Learning

Context: Self-directed learning (SDL) is an individual’s ability to effectively use various strategies to reach his/her learning goals. We conducted this systematic review to explore the different methods, advantages, and challenges in SDL. Method: A systematic and comprehensive literature search on PubMed, Scopus, and Google Scholar databases was carried out using keywords such as “self-directed learning”, “self-regulated learning”, and “medical undergraduate curriculum” among articles published between 2010 and 2020. Original articles having methods, advantages, or challenges were included. The data were summarized and analyzed thematically. Results: Out of the total number of 1781 screened articles, sixteen eligible studies were included in the systematic review. Flipped classrooms, problem-based learning, case-based scenarios, video lectures, and e-learning were the commonly used methods. Self-assessment, time management, motivation, teamwork, and critical thinking were the advantages. Faculty guidance, time constraints, distraction due to technology, lack of organizational skills, and difficulty to learn complex topics were the common challenges of SDL. Conclusions: Most of the articles in recent years explain the growing interest in SDL in the medical curriculum. Despite numerous advantages of SDL, there are several challenges and limitations due to the lack of specific and defined guidelines on its implementation. Further research is required for structured methods and strategies for SDL effective implementation.

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Time for an Undergraduate Curriculum in General Practice for Nepal

Journal of Nepal Medical Association ◽

10.31729/jnma.85 ◽

2010 ◽

Vol 49 (179) ◽

Author(s):

K Butterworth ◽

R Pradhan

Keyword(s):

General Practice ◽

Core Curriculum ◽

Medical Curriculum ◽

Clinical Care ◽

Undergraduate Curriculum ◽

Delphi Process ◽

Institute Of Medicine ◽

Commitment To Change ◽

Emergency Situations ◽

Medical Undergraduate

Introduction: This is a qualitative study, to generate a framework for a core curriculum in General Practice in the undergraduate setting, designed specifically for Nepal. Methods: A Delphi process was used to involve representatives from the GP faculty in Institute of Medicine, BP Koirala institute BPKIHS, Patan Hospital/National Academy Medical Sciences and Tansen mission hospital. The Delphi involves getting input from an identified group of experts and progressively feeding back the results from each round of enquiry so that subsequent views are influenced until a point of convergence is reached. In effect the Delphi not only analyses problems and identifies solutions, but can begin the process of commitment to change. Results: A prioritized list of the key outcomes for an undergraduate GP curriculum was developed and a broad list of knowledge, skills and attitudes were defined. A balance was observed between the need to train doctors who are skilled in communication, who have compassion for their patients, who are also required to be excellent rational clinicians able to respond to emergency situations. There was also the need for doctors to be competent not just in individual clinical care, but in the care of communities. Conclusions: General Practice, as a core component of primary care, should be an obligatory part of every undergraduate medical curriculum. This Delphi process has produced an important framework for a national undergraduate curriculum in General Practice, designed specifically for Nepal. Keywords: curriculum; delphi technique; education medical undergraduate; family practice; needs assessment

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Augmenting Flexnerism Via Twitterism: Need for Integrating Social Media Application in Blueprinting Pedagogical Strategies for Undergraduate Medical Education (Preprint)

10.2196/preprints.12403 ◽

2018 ◽

Author(s):

Yajnavalka Banerjee ◽

Richa Tambi ◽

Mandana Gholami ◽

Alawi Alsheikh-Ali ◽

Riad Bayoumi ◽

...

Keyword(s):

Social Media ◽

Medical Education ◽

Medical Students ◽

Undergraduate Medical Education ◽

Generation Y ◽

Medical Curriculum ◽

Pedagogical Strategies ◽

Preclinical Phase ◽

Competency Based ◽

Use Of Social Media

BACKGROUND Flexnerism, or “competency-based medical education,” advocates that formal analytic reasoning, the kind of rational thinking fundamental to the basic sciences, especially the natural sciences, should be the foundation of physicians’ intellectual training. The complexity of 21st century health care requires rethinking of current (medical) educational paradigms. In this “Millennial Era,” promulgation of the tenets of Flexnerism in undergraduate medical education requires a design and blueprint of innovative pedagogical strategies, as the targeted learners are millennials (designated as generation-Y medical students). OBJECTIVE The aim of this proof-of-concept study was to identify the specific social media app platforms that are selectively preferred by generation-Y medical students in undergraduate medical education. In addition, we aimed to explore if these preferred social media apps can be used to design an effective pedagogical strategy in order to disseminate course learning objectives in the preclinical phase of a spiral curriculum. METHODS A cross-sectional survey was conducted by distributing a 17-item questionnaire among the first- and second-year medical students in the preclinical phase at the Mohammed Bin Rashid University of Medicine and Health Science. RESULTS The study identified YouTube and WhatsApp as the social media app platforms preferred by generation-Y medical students in undergraduate medical education. This study also identified the differences between female and male generation-Y medical students in terms of the use of social media apps in medical education, which we believe will assist instructors in designing pedagogical strategies to integrate social media apps. In addition, we determined the perceptions of generation-Y medical students on the implementation of social media apps in medical education. The pedagogical strategy designed using social media apps and implemented in the Biochemistry course was well accepted by generation-Y medical students and can be translated to any course in the preclinical phase of the medical curriculum. Moreover, the identified limitations of this study provide an understanding of the gaps in research in the integration of social media apps in a medical curriculum catering to generation-Y medical students. CONCLUSIONS 21st century medical education requires effective use of social media app platforms to augment competency-based medical education: Augmentation of Flexnerism in the current scenario is possible only by the adaptation of Twitterism.

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