scholarly journals Application and reflection of a flipped classroom in pathophysiology teaching (Preprint)

2020 ◽  
Author(s):  
Hui Lin ◽  
Xiaoping Zeng ◽  
Jun Zhu ◽  
Ying Ying ◽  
Zhenzhen Hu ◽  
...  
Keyword(s):  
Medical Students ◽  
Flipped Classroom ◽  
Clinical Medicine ◽  
Medical Curriculum ◽  
Medical Science ◽  
Classroom Teaching ◽  
Problem Analysis ◽  
Undergraduate Medical Students ◽  
Spring Semester ◽  
Flipped Classrooms

UNSTRUCTURED Background The flipped classroom changes the model of traditional teaching and reverses the order of knowledge transfer and internalization. It has received much attention in undergraduate medical education. Pathophysiology courses are critical in bridging basic medical science and clinical medicine courses in the Chinese medical curriculum system. The purpose of this study is to investigate the application of flipped classrooms in pathophysiology courses. Methods In the spring semester of 2018, we carried out a research on flipped classroom teaching for second-year clinical medical students at the College of Medicine in Nanchang University. The chapters on hypoxia and respiratory failure were selected. The effect of flipped classroom was evaluated by classroom performance, final examination and questionnaires. Results Our study found that the students in the flipped group achieved higher scores on their in-course assessments and final exams. The majority of the students reported that the flipped classroom promoted their learning motivation, made them more confident and helped them understand the pathophysiology content. Moreover, the students also improved their problem analysis and teamwork abilities. However, some students from the flipped group also reported that the self-learning and preparatory work before class increased their learning burden, as some of their other courses were following a flipped classroom teaching approach at the same time. Conclusions This study highlights the feasibility of the flipped classroom in pathophysiology teaching. However, further studies are required to assess the broader acceptance and implementation of flipped classrooms among undergraduate medical students.

scholarly journals Saudi Medical Students’ Interest in Basic Medical Sciences and the Factors Affecting It

2018 ◽  
Vol 10 (3) ◽  
pp. 30
Author(s):  
Suha Althubaiti ◽  
Norah Althubaiti
Keyword(s):  
Medical Students ◽  
Clinical Medicine ◽  
Medical Science ◽  
Survey Study ◽  
Practical Training ◽  
Medical Sciences ◽  
Basic Sciences ◽  
Undergraduate Medical Students ◽  
Cross Sectional Survey ◽  
Basic Medical

OBJECTIVES: To evaluate medical students’ interest in basic sciences and identify perceived obstacles for choosing a career in basic science.METHODS: A cross-sectional survey study was conducted and carried out between March and May 2016 with 600 undergraduate medical students at the College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia. Students’ interest towards basic medical sciences was evaluated using a questionnaire.RESULTS: A total of 352 medical students (180 male and 172 female) responded. The leading reasons for not pursuing a career in basic sciences were that medical students aimed primarily to become clinicians (71.6%), would prefer to engage in clinical research (40.4%), were concerned about salaries in basic sciences (36.6%), and had not experienced exciting practical training in basic sciences (26.2%).CONCLUSION: Integrating basic sciences and clinical medicine and increasing research participation will result in more positive attitudes towards basic sciences. Furthermore, reducing the students’ concerns will encourage medical students to engage more with basic medical science.

scholarly journals Usability testing of an e-learning resource designed to improve medical students’ physical activity prescription skills: a qualitative think-aloud study

BMJ Open ◽  
2021 ◽  
Vol 11 (7) ◽  
pp. e042983
Author(s):  
Helen Carter-Roberts ◽  
Richard Antbring ◽  
Manuela Angioi ◽  
Gemma Pugh
Keyword(s):  
Physical Activity ◽  
Medical Students ◽  
Medical Curriculum ◽  
Think Aloud ◽  
Undergraduate Medical Students ◽  
Learning Resource ◽  
Physical Activity Counselling ◽  
Exercise Medicine ◽  
Activity Promotion ◽  
E Learning

ObjectiveAn e-learning resource (MEdic GAming, MEGA) was developed based on the contents of the Faculty of Sports and Exercise Medicine exercise prescription booklet. This study aimed to (i) explore medical students’ perspectives of physical activity promotion and e-learning and (ii) investigate medical students’ response to the design, content and usability of the MEGA e-learning resource.DesignQualitative think-aloud interview study.SettingA London medical school.Participants19 undergraduate medical students were interviewed using the think-aloud method while using the e-learning resource concurrently.ResultsIn general, medical students felt current education on physical activity is inadequate and held a strong desire for more teaching on exercise medicine. Students believed the MEGA e-learning resource addressed a gap in their knowledge on physical activity but noted e-learning should not replace face-to-face teaching and suggested physical activity education would be best delivered through a blended learning approach. Students felt such an approach would allow better opportunity to practice physical activity counselling skills with patients while on clinical placement. Students’ motivation to engage with the MEGA e-learning resource was positively impacted by aesthetically appealing design and interactive gamification elements such as self-assessment quizzes and visual progress tracking.ConclusionMedical students value the role of physical activity in health but are disappointed by the lack of teaching within the current medical curriculum. E-learning resources, such as MEGA, which contain interactive features are a viable means to integrate physical activity into the undergraduate curriculum but should be supplemented by the opportunity to practice physical activity counselling in-person.

scholarly journals Creative Legal Study among Undergraduate Medical Students: Sharing Technique from Mae Fah Luang University

2021 ◽  
Author(s):  
Arnon Jumlongkul
Keyword(s):  
Medical Students ◽  
Medical Curriculum ◽  
Medical Profession ◽  
Competency Assessment ◽  
Undergraduate Medical Students ◽  
End Of Life Decisions ◽  
Legal Study ◽  
Novel Approach ◽  
Medical Professions ◽  
Health Laws

In Thailand, the topic of medical ethics and laws related to medical professions has been one part of the national competency assessment criteria. The objective of this article was to design legal issues into the medical curriculum and to share experiences of creative legal study. Legal contents were inserted into 10 subjects and taught for year 1 to year 6 medical students. Students were divided into multi-groups or received individual tasks and then, shared their knowledge and idea for solving legal problems. The results showed they could interpret and create novel ideas for legal and ethical reconstruction, including the topic of the principle of laws, criminal laws, civil and commercial laws, public health laws, organ donation/transplantation, end of life decisions, and legal liability for the medical profession. Finally, the creative legal study can be used as a novel approach to support creativity among medical students.

scholarly journals Prevalence of somatic symptoms amongst undergraduate medical students of Marathwada region of Maharashtra, India

2020 ◽  
Vol 7 (12) ◽  
pp. 5106
Author(s):  
Shaikh Arshiya Kaiser Husain ◽  
Anwaya R. Magare ◽  
Purushottam A. Giri ◽  
Vijaykumar S. Jadhav
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Curriculum ◽  
High Stress ◽  
Well Being ◽  
Undergraduate Medical Students ◽  
Future Health ◽  
Cross Sectional ◽  
Significant Difference ◽  
Negative Effect

Background: The aim of medical education is to produce competent, physically and mentally strong health professionals, as they are going to be the pillars of the future health care system. Stress is one of the most common and process-oriented obstacles in medical education. It often exerts a negative effect on the academic performance, physical health, and psychological well-being of the students. Dealing with overloaded medical curriculum, competing with peers, being away from home and meeting high expectations imposed by parents and society to excel is among the common stressful transitions at this stage.Methods: A cross-sectional descriptive study was carried out amongst 352 undergraduate medical students of a private medical college in a rural area of Maharashtra during April to October 2019. The structured questionnaire was used to record the data. Collected data was used to assess the severity of mental health issues among medical students.Results: Majority 194 (55.11%) students were in the age of 18 to 20 years followed by 141 (40.06%) were in 21 to 23 years. There were 196 (55.68%) girl students and 156 (44.32%) boys. According to the various categories, 80 (22.73%) of the students had low stress scores, followed by 76 (21.59%) in minimal. A highly significant difference in stress scores was seen between boys and girls, which was more in boys.Conclusions: Study concluded that undergraduate medical students perceive minimal to very high stress presented as various systems that vary with the year of study and gender wise too. There is a further need to look into the various causes of stress.

scholarly journals Effect of epidemiology batch posting in improving attitude towards research among medical students

2020 ◽  
Vol 7 (3) ◽  
pp. 1158
Author(s):  
Aparnavi P. ◽  
Venkatesh U. ◽  
Priyanka S. ◽  
Shalini S.
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Medical Curriculum ◽  
Statistical Significance ◽  
Sampling Technique ◽  
Rank Test ◽  
New Delhi ◽  
Undergraduate Medical Students ◽  
Indian Medical ◽  
Wilcoxon Sign Rank

Background: Epidemiology batch posting (EBP) is conducted only in a few Indian medical colleges for undergraduate students to orient them with research methodologies. EBP is designed to overcome the lacuna in knowledge on attitude towards scientific research amongst medical students. The objective of the study was to study the effect of EBP in improving attitude towards research among medical students.Methods: A pre-post study was conducted on a batch of 40 students (consecutive sampling technique) posted for EBP in Department of Community Medicine, at VMMC and Safdarjung Hospital, New Delhi during October-November 2017. This was well above the required sample size of 16 calculated using G Power 3.1. Data was collected using R-ATR (revised attitude towards research) Data was found to be non-parametric by applying tests of normality. Hence Wilcoxon sign rank test was used to find the statistical significance in change of attitude between pre and post-tests.Results: Participants mean age was 20.50±1.58 yrs and 75% of them were males. The median attitude towards research usefulness increased from 5.25 to 6.75 following EBP. In the domain of positive predisposition towards research, there was an overall positive change in attitude from a median of 4.00 to 5.25. A negative change was shown in ‘research anxiety’ domain, from a median score of 5.00 to 3.00.Conclusions: Authors recommend that Indian medical curriculum should mandate a small group learning model such as EBP for all undergraduate medical students to bring about a positive attitude towards research and to reduce their anxiety levels.

Clinical Education and the Computer: A Proposed Model for Computer-Aided Learning in the Medical Curriculum

1997 ◽  
Vol 5 (1) ◽  
pp. 19-22 ◽  
Author(s):  
Tim J. Lambert ◽  
Kenneth C. Kirkby ◽  
John C. Dunn
Keyword(s):  
Medical Students ◽  
Teaching Strategies ◽  
Clinical Education ◽  
Interactive Multimedia ◽  
Medical Curriculum ◽  
Undergraduate Medical Students ◽  
Proposed Model ◽  
Computer Aided ◽  
Computer Aided Learning

The aim of this paper is to examine the proposition that computer-aided learning (CAL), which utilises interactive multimedia-based teaching strategies, positively enhances the acquisition of selected clinical recognition skills by undergraduate medical students.

scholarly journals A Trial and Perceptions Assessment of APP-Based Flipped Classroom Teaching Model for Medical Students in Learning Immunology in China

2018 ◽  
Vol 8 (2) ◽  
pp. 45 ◽  
Author(s):  
Xingming Ma ◽  
Yanping Luo ◽  
Lifeng Zhang ◽  
Jingqiu Wang ◽  
Yaling Liang ◽  
...  
Keyword(s):  
Medical Students ◽  
Flipped Classroom ◽  
Classroom Teaching ◽  
Teaching Model

scholarly journals Interactive whiteboard use in clinical reasoning sessions to teach diagnostic test ordering and interpretation to undergraduate medical students

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Fares Gouzi ◽  
Christophe Hédon ◽  
Léo Blervaque ◽  
Emilie Passerieux ◽  
Nils Kuster ◽  
...  
Keyword(s):  
Medical Students ◽  
Student Perceptions ◽  
Clinical Reasoning ◽  
Diagnostic Tests ◽  
Clinical Medicine ◽  
Positive Impact ◽  
Interactive Whiteboard ◽  
Respiratory Physiology ◽  
Undergraduate Medical Students ◽  
Test Ordering

Abstract Background Over-testing of patients is a significant problem in clinical medicine that can be tackled by education. Clinical reasoning learning (CRL) is a potentially relevant method for teaching test ordering and interpretation. The feasibility might be improved by using an interactive whiteboard (IWB) during the CRL sessions to enhance student perceptions and behaviours around diagnostic tests. Overall, IWB/CRL could improve their skills. Methods Third-year undergraduate medical students enrolled in a vertically integrated curriculum were randomized into two groups before clinical placement in either a respiratory disease or respiratory physiology unit: IWB-based CRL plus clinical mentoring (IWB/CRL + CM: n = 40) or clinical mentoring only (CM-only: n = 40). Feasibility and learning outcomes were assessed. In addition, feedback via questionnaire of the IWB students and their classmates (n = 233) was compared. Results Analyses of the IWB/CRL sessions (n = 40, 27 paperboards) revealed that they met validated learning objectives. Students perceived IWB as useful and easy to use. After the IWB/CRL + CM sessions, students mentioned more hypothesis-based indications in a test ordering file (p <  0.001) and looked for more nonclinical signs directly on raw data tests (p <  0.01) compared with students in the CM-only group. Last, among students who attended pre- and post-assessments (n = 23), the number of diagnostic tests ordered did not change in the IWB/CRL + CM group (+ 7%; p = N.S), whereas it increased among CM-only students (+ 30%; p <  0.001). Test interpretability increased significantly in the IWB/CRL + CM group (from 4.7 to 37.2%; p <  0.01) but not significantly in the CM-only group (from 2.4 to 9.8%; p = 0.36). Conclusions Integrating IWB into CRL sessions is feasible to teach test ordering and interpretation to undergraduate students. Moreover, student feedback and prospective assessment suggested a positive impact of IWB/CRL sessions on students’ learning.

scholarly journals The value of a core clinical rotation in urology for medical students

2015 ◽  
Vol 9 (11-12) ◽  
pp. 392 ◽  
Author(s):  
Premal Patel ◽  
Jasmir G Nayak ◽  
Thomas B McGregor
Keyword(s):  
Medical Students ◽  
Core Curriculum ◽  
Medical Curriculum ◽  
Foley Catheter ◽  
Undergraduate Medical Students ◽  
Exact Test ◽  
Before And After ◽  
Chi Squared ◽  
Fourth Year Medical Students ◽  
Mandatory Rotation

<p><strong>Introduction:</strong> In 2013, our institution underwent a change to the undergraduate medical curriculum whereby a clinical urology rotation became mandatory. In this paper, we evaluated the perceived utility and value of this change in the core curriculum.</p><p><strong>Methods:</strong> Third year medical students, required to complete a mandatory 1-week clinical urology rotation, were asked to complete a survey before and after their rotation. Fourth year medical students, not required to complete this rotation, were also asked to complete a questionnaire. Chi-squared and Fisher’s exact test were used for data analysis.</p><p><strong>Results:</strong> In total, 108 third year students rotated through urology during the study period. Of these, 66 (61%) completed the prerotation survey and 54 (50%) completed the post-rotation survey. In total, there were 110 fourth year students. Of these, 44 (40%) completed the questionnaire. After completing their mandatory rotations, students felt more comfortable managing and investigating common urological problems, such as hematuria and renal colic. Students felt they had a better understanding of how to insert a Foley catheter and felt comfortable independently inserting a Foley catheter. Importantly, students felt they knew when to consult urology and were also more likely to consider a career in urology. Compared to fourth year students, third year students felt urology was an important component to a family medicine practice and felt they had a better understanding of when to consult urology.</p><p><strong> Conclusion:</strong> The introduction of a mandatory urology rotation for undergraduate medical students leads to a perceived improvement in fundamental urological knowledge and skill set of rotating students. This mandatory rotation provides a valuable experience that validates its inclusion.</p>

scholarly journals Empathy in Undergraduate Medical Students of Bangladesh: Psychometric Analysis and Differences by Gender, Academic Year, and Specialty Preferences

2014 ◽  
Vol 2014 ◽  
pp. 1-7 ◽  
Author(s):  
Asma Mostafa ◽  
Rozina Hoque ◽  
Mohammad Mostafa ◽  
Md. Mashud Rana ◽  
Faisal Mostafa
Keyword(s):  
Medical Students ◽  
Clinical Training ◽  
Medical Curriculum ◽  
Principal Component Factor Analysis ◽  
Validity And Reliability ◽  
Alpha Coefficient ◽  
Undergraduate Medical Students ◽  
Cronbach’S Alpha ◽  
Medical College ◽  
Cronbach's Alpha

Empathy is considered to be associated with better patient compliance, satisfaction, and clinical outcomes. The aim of the study is to measure and examine empathy among a sample of undergraduate medical students of Bangladesh. It was a cross-sectional study and all the medical students of first through fifth year enrolled at Chattagram Maa-O-Shishu Hospital Medical College during the study period of 2014 were surveyed. Participants anonymously completed the Jefferson Scale of Empathy Medical Student version translated into Bengali language, a valid and reliable 20-item self-administered questionnaire. Principal component factor analysis with varimax rotation and Cronbach’s alpha coefficient were calculated to check validity and reliability of the scale. ANOVA was used to examine the differences in empathy between gender, academic years, and specialty preferences. The mean empathy score was 110.41 ± 13.59. Cronbach’s alpha coefficient was 0.88. There were significant associations between gender and empathy scores. The level of empathy in medical students gradually increases after clinical training in medical college. A nonsignificant difference was found between empathy scores and specialty preferences. It is suggested that the medical curriculum in Bangladesh should include more extensive program to promote empathy and other humanistic values among the medical students.

Sign in / Sign up

Export Citation Format

Share Document