scholarly journals Novice and Advanced Learners' Satisfaction and Perceptions from an E-Learning Module to teach Renal Semiology during COVID19 Pandemic: A Qualitative Study (Preprint)

2021 ◽  
Author(s):  
Ido Zamberg ◽  
Eduardo Schiffer ◽  
Catherine Stoermann-Chopard
Keyword(s):  
Medical Students ◽  
Clinical Skills ◽  
Learning Activities ◽  
Learning Activity ◽  
Advanced Learners ◽  
Unique Challenge ◽  
Novice Learners ◽  
E Learning ◽  
Skills Education ◽  
Case Based

BACKGROUND The Nephrotic syndrome is a unique clinical entity providing interesting teaching opportunities to connect physiological and pathological aspects to clinical practice. During current COVID19 outbreak, in-person teaching in our institution was held thus creating a unique challenge for clinical skills’ teaching. A Case-Based E-Learning activity was designed to replace traditional in-person teaching of renal semiology. E-Learning activities were shown to be effective for knowledge retention and increasing novice learners’ performance. However, major knowledge gaps exist concerning the satisfaction of learners with E-Learning activities as a sole mean of teaching, specifically for undergraduate clinical skills education. OBJECTIVE Our study aimed to prospectively assess undergraduate medical students’ perceptions and satisfaction from an E-Learning activity teaching renal semiology. METHODS All second-year medical students (Novice Learners) from the medical faculty of the University undertook the E-Learning activity and were invited to participate in a non-mandatory validated web-based survey using a 1-10 Likert-Scale rating. Seventeen fourth to sixth year students (Advanced learners) were as well prospectively recruited and undertook both E-Learning activity and evaluation. RESULTS Eighty-eight out of 141 (63%) novice learners and all of advanced learners (100%) responded to the evaluation survey. Advanced learners reported significantly higher satisfaction (8.7 ± 1.0 Vs. 7.3 ± 1.8), p < 0.01), objectives clarity (9.6 ± 0.8 Vs. 7.7 ± 1.7, p < 0.01) and objectives attainability (9.8 ± 0.5 Vs. 7.3 ± 1.3, p < 0.01) from the e-learning activity. Both groups showed high interest in the inclusion of the activity as part of blended learning however low interest in the activity as a sole mean of teaching. CONCLUSIONS Case-Based E-Learning activities might be better suited for advanced learners and could increase learners’ satisfaction within blended teaching instructional design. More research concerning students’ satisfaction from E-Learning activities in the field of clinical skills education should be done. Moreover, more effort should be put in finding alternative teaching tools for clinical skills education in light of ongoing and future pandemics.

scholarly journals Stethopedia: an e-learning resource for medical students to supplement Canadian clinical skills education

2021 ◽  
Author(s):  
Randi Q Mao ◽  
Gurinder Sandhu ◽  
Sophia Kerzner ◽  
Shreyas Sreeraman ◽  
Janhavi Nikhil Patel ◽  
...  
Keyword(s):  
Medical Students ◽  
Open Access ◽  
Physical Examination ◽  
Medical Curriculum ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Learning Resource ◽  
Skill Performance ◽  
E Learning ◽  
Skills Education

Implication Statement Online clinical skills videos can supplement teaching and allow for greater flexibility when learning physical examination skills. There are currently few open access clinical skills video resources available for Canadian medical students. Stethopedia is an easy-to-use, open-access library of clinical skills teaching videos based on the Canadian medical curriculum. We created Stethopedia to increase accessibility to clinical skills resources and improve the competency and confidence of medical students performing clinical skills on examinations and clerkship rotations. Medical students would benefit from similar resources based on their school’s specific curriculum in order to improve clinical skill performance.

scholarly journals Adaptive doctors: preparing tomorrows doctors for practice in the Anthropocene Epoch

2021 ◽  
Author(s):  
Claudia Slimings ◽  
Emily Sisson ◽  
Connor Larson ◽  
Devin Bowles ◽  
Rafat Hussain
Keyword(s):  
Medical Students ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Learning Activities ◽  
Curriculum Mapping ◽  
Learning Approaches ◽  
Future Health ◽  
Work Activity ◽  
Planetary Health ◽  
E Learning

Background: The future health workforce needs to be equipped with the knowledge, skills, and motivation to deliver sustainable healthcare and promote planetary health. The aim of this study was to design, implement and evaluate a new suite of planetary health learning activities piloted by medical students for a range of medical professionals. Methods: The study consisted of three components: curriculum mapping, development of learning activities and evaluation. Curriculum mapping involved searching program learning outcomes using relevant search terms. Two learning activities were co-developed with medical students comprising of an e-learning component and an inquiry-based small group workshop presented to 99 2nd year students. Evaluation consisted of pre- and post-learning knowledge quizzes and a student feedback survey. Results: A total of 30 learning outcomes were identified with the majority located in the first two years of the four-year program. The overall evaluation response rate was 49.5%, and 19% completed the feedback survey. The mean pre- and post-lesson scores, respectively, were 7.09 (SD=1.84) and 9.53 (SD=1.69) out of a possible score of 12, increasing by 2.37 points on average (95% confidence interval [CI] 1.66-3.09). Overall, the new activities were rated as excellent/good by 84.2% of respondents. The e-learning module rated more highly as a meaningful learning experience than the workshop (89% v. 63.2%). The most common criticism was the length of time it took to complete the e-learning. Conclusion: Students already had a good understanding of planetary health facts and the e-learning lesson served to confirm, review and update their knowledge. Students embraced the opportunity to engage in interactive learning through the problem-solving group work activity. There is very little vertical alignment of environmental and climate issues across all four years of the medical program in our institution and a variety of learning approaches should be considered when revising the curriculum.

scholarly journals Use of case-based or hands-on laboratory exercises with physiology lectures improves knowledge retention, but veterinary medicine students prefer case-based activities

2018 ◽  
Vol 42 (2) ◽  
pp. 182-191 ◽  
Author(s):  
Renee M. McFee ◽  
Andrea S. Cupp ◽  
Jennifer R. Wood
Keyword(s):  
Veterinary Medicine ◽  
Active Learning ◽  
Student Performance ◽  
Student Attitudes ◽  
Learning Activities ◽  
Learning Activity ◽  
Hands On ◽  
Case Based Learning ◽  
Survey Responses ◽  
Case Based

Didactic lectures are prevalent in physiology courses within veterinary medicine programs, but more active learning methods have also been utilized. Our goal was to identify the most appropriate learning method to augment the lecture component of our physiology course. We hypothesized that case-based learning would be well received by students and would be more effective at helping them learn physiological concepts compared with more traditional laboratory exercises. In this study, approximately one-half of the laboratory sessions for the two-semester course were dedicated to traditional hands-on laboratory exercises, whereas the remaining one-half of the sessions were dedicated to case-based exercises. The lecture portion of the course was not altered. Student attitudes were evaluated after each session and at the end of each semester via quantitative and qualitative survey questions. Student performance was evaluated using section exams and end-of-semester posttests. The vast majority of survey responses received were positive for both cased-based activities and traditional hands-on laboratories. In addition, participation in both types of active learning activities, but not lecture, was associated with retention of conceptual knowledge based on student performance between the section exams and posttests ( P < 0.002). These results indicate that both case-based learning and laboratory exercises are beneficial learning activities to incorporate into a lecture-based physiology course. However, positive survey responses were significantly greater following case-based activities vs. traditional hands-on laboratories, and only participation in case-based activities resulted in greater student performance on the posttest ( P < 0.04). Therefore, case-based activities may be the preferred supplemental learning activity for veterinary medical physiology.

Modeling Students' Performances in Activity-Based E-Learning From a Learning Analytics Perspective

2020 ◽  
Vol 18 (4) ◽  
pp. 71-93 ◽  
Author(s):  
Yousra Banoor Rajabalee ◽  
Mohammad Issack Santally ◽  
Frank Rennie
Keyword(s):  
Learning Analytics ◽  
Predictive Analytics ◽  
Learning Activities ◽  
Learning Assessment ◽  
Learning Activity ◽  
Learning Design ◽  
Continuous Assessment ◽  
Online Module ◽  
E Learning ◽  
Teaching Interventions

This paper reports the findings of a research using marks of students in learning activities of an online module to build a predictive model of performance for the final assessment of the module. The objectives were (1) to compare the performances of students of two cohorts in terms of continuous learning assessment marks and final learning activity marks and (2) to model their final performances from their learning activities forming the continuous assessment using predictive analytics and regression analysis. The findings of this study combined with other findings as reported in the literature demonstrate that the learning design is an important factor to consider with respect to application of learning analytics to improve teaching interventions and students' experiences. Furthermore, to maximise the efficiency of learning analytics in eLearning environments, there is a need to review the way offline activities are to be pedagogically conceived so as to ensure that the engagement of the learner throughout the duration of the activity is effectively monitored.

scholarly journals Undergraduate Radiology Education During the COVID-19 Pandemic: A Review of Teaching and Learning Strategies

2020 ◽  
pp. 084653712094482 ◽  
Author(s):  
Kathryn E. Darras ◽  
Rebecca J. Spouge ◽  
Anique B. H. de Bruin ◽  
Anto Sedlic ◽  
Cameron Hague ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Clinical Learning Environment ◽  
Radiology Education ◽  
Case Based Learning ◽  
E Learning

The Coronavirus disease 2019 (COVID-19) pandemic has altered how medical education is delivered, worldwide. Didactic sessions have transitioned to electronic/online platforms and clinical teaching opportunities are limited. These changes will affect how radiology is taught to medical students at both the pre-clerkship (ie, year 1 and 2) and clinical (ie, year 3 and 4) levels. In the pre-clerkship learning environment, medical students are typically exposed to radiology through didactic lectures, integrated anatomy laboratories, case-based learning, and ultrasound clinical skills sessions. In the clinical learning environment, medical students primarily shadow radiologists and radiology residents and attend radiology resident teaching sessions. These formats of radiology education, which have been the tenets of the specialty, pose significant challenges during the pandemic. This article reviews how undergraduate radiology education is affected by COVID-19 and explores solutions for teaching and learning based on e-learning and blended learning theory.

scholarly journals Medical Students’ Perception Regarding E- Learning during Covid-19 Lockdown Period

2021 ◽  
Vol 17 (2) ◽  
pp. 101-108
Author(s):  
Pratibha Manandhar ◽  
Naresh Manandhar ◽  
Sunil Kumar Joshi
Keyword(s):  
Medical Students ◽  
Conventional Method ◽  
Teaching Method ◽  
Cross Sectional Study ◽  
Learning Activity ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Medical College ◽  
E Learning ◽  
Teaching Learning

Background and Objectives: Due to Covid-19 lockdown period undergraduate medical institutions across the country are moving towards e-learning for continuity of education. The purpose of this study is to determine the perceptions of students towards e-learning and to analyze medical students’ perception on e-learning vs. conventional learning. Materials and Method: This was a descriptive cross sectional study conducted by distributing an online semi-structured questionnaire consisting Likert scale to undergraduate medical students of Kathmandu Medical College. Data assembled from the survey were analyzed and Statistical package for social sciences (SPSS) 24 version software was used for data analysis. Result: A total of 273 students were enrolled in this study. Most of the students, 83.9% (229) had the perception that conventional teaching method was the best method for learning as compared to e-learning method 16.1% (44). The students mentioned that conventional method of learning is more effective to increase knowledge than e -learning (M= 3.87, M= 2.80) which was statistically significant (p=0.000). Conclusion: E-learning was the only option for students to study during lockdown period. But students preferred conventional method of learning as compared to e-learning. It might be due to some disadvantages of e-learning, eg. Technical difficulties, lack of interaction with teacher  and patients, etc. So, these measures have to be addressed for improving e-learning for betterment of teaching-learning activity during these types of circumstances in future.

scholarly journals Physiotherapist-led musculoskeletal education: an innovative approach to teach medical students musculoskeletal assessment techniques

2021 ◽  
Author(s):  
Cyril Boulila ◽  
Élise Girouard-Chantal ◽  
Christophe Gendron ◽  
Matthew Lassman ◽  
Timothy Dubé
Keyword(s):  
Medical Students ◽  
Small Groups ◽  
Clinical Skills ◽  
Learning Activities ◽  
Master's Level ◽  
Musculoskeletal Education ◽  
Hands On ◽  
Assessment Techniques ◽  
Medical Programs ◽  
Physiotherapy Students

Implication Statement We developed physiotherapist-led interprofessional (IP) workshops for medical students each dedicated to a specific anatomical region. The workshops alternated between theoretical presentations from a physiotherapist about basic musculoskeletal (MSK) assessment techniques and hands-on practice in small groups with feedback from Master’s-level physiotherapy students (MPT). The workshops created an optimal IP learning environment where medical students can learn MSK assessment techniques and MPTs can apply their knowledge and clinical skills. Academic institutions with physiotherapy and medical programs seeking to develop IP learning activities should foster opportunities for IP collaboration between physiotherapy and undergraduate medical education.

scholarly journals E-learning Modules to Improve Clinical Reasoning and Practice: a Prospective Comparative Study

2021 ◽  
Author(s):  
Fabiola Stollar ◽  
Bernard Cerutti ◽  
Susanne Aujesky ◽  
Daniel Scherly ◽  
Mathieu Nendaz ◽  
...  
Keyword(s):  
Medical Students ◽  
Student Satisfaction ◽  
Clinical Skills ◽  
Learning Methods ◽  
Learning Modules ◽  
Factors Associated ◽  
E Learning ◽  
Fourth Year Medical Students ◽  
Prospective Comparative Study ◽  
The University

Abstract Background: Controversy remains about how successfully e-learning can improve clinical skills and knowledge acquisition. Our study's main objective was to compare the effects of e-learning versus traditional education on medical students' reasoning and how they applied their knowledge to clinical skills by evaluating their performance in a pediatrics exam based on key features. Our secondary objectives were to assess the factors associated with e-learning that might influence exam scores and to evaluate medical students' satisfaction with these two learning methods. Methods: Prospective observational study of two pediatric clerkship cohorts (2016–17 and 2017–18) of fourth-year medical students at the University of Geneva's Faculty of Medicine, Switzerland. All students participated in a standardized program of traditional seminars and e-learning using case-based scenarios. To compare the two learning methods, we taught two subjects using traditional seminars in 2016–17 and then using e-learning modules in 2017–18. To evaluate factors that might have influenced e-learning's effects, we monitored the use of all the e-learning modules studied in the months preceding the pediatric exam. Student satisfaction was evaluated using a questionnaire of four-point Likert scale-like items. Results: We included 299 medical students. Students using interactive e-learning modules had the same median scores for exam questions associated with e-learning as students who attended traditional seminars (median 80%, IQR 67%–100% vs. median 80%, IQR 67%–100%; p=0.975). A linear regression model showed an association between the scores for exam questions associated with e-learning and the number of quizzes taken and sex. Even though the overall satisfaction with the two learning methods was similar, students claimed that they learned more in e-learning than in traditional seminars, that learning objectives were better explained in e-learning modules, and that traditional seminars were better integrated into the curriculum.Conclusions: We found no evidence of a difference in students’ reasoning and how they applied their knowledge to clinical skills between e-learning and traditional seminar-based methods. The number of quizzes taken and being a female student were factors associated with better scores. Overall, students were satisfied with both learning methods, but they claimed that they learned more with e-learning.

scholarly journals BLENDED LEARNING AS A METHOD FOR IMPROVING STUDENTS’ ACHIEVEMENT IN DERMATOTHERAPY: A PRELIMINARY STUDY

2020 ◽  
Vol 9 (3) ◽  
pp. 249
Author(s):  
Sri Linuwih Menaldi ◽  
Hanny Nilasari ◽  
Githa Rahmayunita ◽  
Siti Farida ◽  
Nanda L. Prasetya
Keyword(s):  
Medical Students ◽  
Blended Learning ◽  
Test Score ◽  
Learning Objectives ◽  
Learning Activities ◽  
Bivariate Analysis ◽  
Learning Method ◽  
Face To Face ◽  
Post Test ◽  
E Learning

Background: Dermatotherapy is an important topic in Dermatology and Venereology module. The time allocated for dermatotherapy topic is limited, so that the development of learning method is needed to achieve the learning objectives. Blended learning is a combination of e-learning and face to face lecture session. This method is often used when there is less time available for lecturing and limited number of teachers. This learning method is expected to be more effective and efficient for the students and also the teachers. This study was conducted to examine the effectiveness of blended learning method used in dermatotherapy topic, and to identify the obstacle of using this method. Methods: This study is a cross sectional study, using quantitative and qualitative approach, involving 22 fifth-year medical students of Faculty of Medicine Universitas Indonesia who enrolled in dermatology and venereology module. We collected data from questionnaire, pre and post-test, and feedback from the students. Comparison of pre-test and post-test results were analysed using paired T test, and followed by bivariate test of students’ characteristic, gadget usage and e-learning activities associated with the increased post-test score.Results: An increased in post-test score was found to be statistically significant (p<0.05). Approximately 95,4% of students passed the final exam on the dermatotherapy subject. Bivariate analysis revealed that the number of gadgets owned, digital usage and e- learning activities did not have a significant effect on the post-test score. Based on the students’ feedback, blended learning had a positive impact on helping their learning process; however, the materials of e-learning must be interactive, informative and comprehensive. Face-to-face lecture is still an important component in learning hence it is irreplaceable. Conclusion: Blended learning is an effective method of learning and should be considered if there is limitation of lecture time and number of teachers available. By using this method, medical students are more flexible in their study and it can be adjusted to their own learning style hence heling them understand better. Further development and improvement are needed for this method as to achieve the learning objectives.  Keywords: blended learning, dermatotherapy, medical students

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