Integrating Instagram Into the Hematology and Oncology Curriculum During the COVID-19 Pandemic – A Cross-Sectional-Study (Preprint)

2021 ◽  
Author(s):  
Julia Felicitas Leni Koenig ◽  
Judith Buentzel ◽  
Wolfram Jung ◽  
Lorenz Truemper ◽  
Rebecca Isabel Wurm-Kuczera
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Oncology ◽  
Medical Center ◽  
Self Care ◽  
Rapid Expansion ◽  
Self Awareness ◽  
Teaching Module ◽  
Teaching Aids

BACKGROUND During the COVID-19 pandemic in person medical education at the University Medical Center Göttingen was restricted, making a rapid expansion of novel tools for digital education necessary. For the first time at our university medical center an Instagram account was developed as a tool for medical education and used as a supplementation for the Hematology and Medical Oncology teaching module of 2020/21. OBJECTIVE We aimed to evaluate the acceptance and role of Instagram as a novel teaching format in the education of medical students in hematology and medical oncology in the German medical curriculum. METHODS To investigate the role of Instagram in student education of hematology and medical oncology, an Instagram account was developed as a tie-in for the teaching module of 2020/21. The account was launched with the beginning of the teaching module and 43 posts were added over the 47 days of the teaching module (at least one post a day). Five categories for content were established: 1) engagement, 2) self-awareness, 3) everyday clinical life combined with teaching aids, 4) teaching aids and 5) scientific resources. Student interaction with the posts was measured on the basis of overall subscription, “likes”, comments and polls. RESULTS 119 (73%) medical students subscribed to the Instagram account showing high acceptance and interest in the use of Instagram for medical education. 43 posts generated 325 interactions. The highest number of interactions was observed for the category “engagement” (15.17 interactions (5.01 SD)) followed by “self-awareness” (14.00 interactions (7.79 SD)). Averaging 7.3 “likes” per post, the interaction was relatively low. However, although the category “scientific resources” garnered the least likes (1.86 (1.81 SD) “likes”) of all categories, 66% of participants in the poll were interested in studies and reviews, suggesting that although “likes” help to estimate a general trend of interest, there are facets to interests that cannot be represented by likes. In the conducted Instagram polls 59% of 34 students stated they would prefer more humorous content, 96% of 56 wanted more posts about everyday clinical life, 66% of 41 more information about reviews and studies, 96% of 51 more mnemonics, and 100% of 49 were interested in more content on sensitive topics such as self-care. CONCLUSIONS Instagram showed a high acceptance among medical students participating in the hematology and oncology teaching curriculum. Students were mostly interested in posts pertaining to routine clinical life, self-care topics and memory aids. More studies need to be conducted to comprehend the use of Instagram in medical education and to define the role Instagram is going to play in the future. Furthermore, evaluation guidelines and tools need to be developed.

scholarly journals The Utilization of the iOS Platform to Create LearnENT: An Interactive Educational App in Otolaryngology—Head and Neck Surgery

2012 ◽  
Vol 2012 ◽  
pp. 1-9 ◽  
Author(s):  
S. Kohlert ◽  
N. Scherer ◽  
S. Kherani ◽  
L. McLean
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Learning Styles ◽  
Head And Neck ◽  
Design Process ◽  
Mobile Apps ◽  
Neck Surgery ◽  
Head And Neck Surgery ◽  
Development Processes

LearnENT, an educational app for iOS, was developed to promote a standardized experience otolaryngology in head and neck surgery (OTOHNS) for University of Ottawa medical students. Its development was grounded in pedagogical theory including Laurillard’s design process, Honey and Mumford’s learning styles, and Nielsen’s theory of usability. This paper examines LearnENT's design and development processes as well as the role of mobile apps in medical education. Features of the LearnENT app as they apply to Constructivist learning are also highlighted.

scholarly journals Undergraduate medical education: a national survey of consultant radiologists

2020 ◽  
Vol 93 (1112) ◽  
pp. 20200380 ◽  
Author(s):  
C Chew ◽  
PJ O’Dwyer
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
National Survey ◽  
Online Survey ◽  
Professional Activity ◽  
Large Drop ◽  
Current Role ◽  
Health Boards

Objective: Rising clinical demand and changes to Radiologists’ job plans mean it is becoming ever more difficult for Radiologists to teach medical students. The aim of this study was to assess the current role of Radiologists in undergraduate medical education in Scotland. Methods: Consultant Radiologists working across all 14 Scottish Health Boards were invited by email to participate in an anonymous short online survey. The survey ran for 6 weeks from November 2019. One reminder email was sent a week before the survey closed. Results: 102 responses were recorded, representing 34% of the total whole time equivalent Radiologists in Scotland. All agreed Radiology should be taught to medical students. Over 70% (n = 73) taught medical students, most often during supporting professional activity time. 76 percent of Radiologists who did not teach expressed a desire to do so. The most common barrier to teaching was not having enough time in their job plan. Scottish Radiologists delivered a median of 10 h (IQR 0–22) a year of teaching to medical students. Thematic analysis of free comments revealed staffing/time constraints severely limiting ability to teach. Conclusion: This is the first national survey to assess the current role of Radiologists in teaching medical students. While most are teaching or want to teach, there is a large drop-off between current Scottish and previously reported UK median teaching hours. Engagement from Universities, Royal College of Radiologists and Health Boards is urgently needed to reverse this trend. Advances in knowledge: This is the first national survey into the current role of Radiologists in undergraduate medical education. There is a large drop-off between current Scottish and previously reported UK median teaching hours.

scholarly journals Role of Undergraduate Medical Students in Designing Teaching Module in Anatomy for Effective Learning

2021 ◽  
Vol 10 (10) ◽  
pp. 729-734
Author(s):  
Preeti Prabhakarrao Thute ◽  
Sunita Jayant Vagha
Keyword(s):  
Data Analysis ◽  
Medical Students ◽  
First Year ◽  
Undergraduate Medical Students ◽  
Interventional Study ◽  
Learning Resource ◽  
Effective Learning ◽  
Teaching Module ◽  
Teaching Learning

BACKGROUND The importance of the students in the development of the medical curriculum has been very well known. The valuable perspective and insight of the medical students is very essential in the development of new student-centred teaching modules with student friendly methodology, tools and learning resource materials to increase students’ interest improving their understanding and competence in anatomy and eventually create better doctors and for better patient outcomes. In view of this, an interventional study was carried out to study the role of undergraduate medical students in designing teaching module in anatomy for effective learning. METHODS An interventional study was carried out from October 2019 to March 2020 in the Department of Anatomy, Jawaharlal Nehru Medical College Sawangi (Meghe), Wardha. 230 first MBBS students and 50 students i.e., 25 students from each 2nd MBBS and 3rd MBBS participated voluntarily. A routine didactic lecture was conducted for first year MBBS students. Perception was taken with the structured proforma (using Likert scale) from all the students and data analysis was done. A panel was formed with 50 volunteered students from 2nd MBBS and 3rd MBBS who were given responsibility to form module (instructions for the teacher). Then lecture was again conducted for the first year MBBS students incorporating the instructions from the module framed after considering input from data analysis of perception of first MBBS students and from panel of second MBBS and third MBBS students. The data was analysed statistically, using descriptive and inferential statistics using chisquare test. Software used in the analysis were Statistical Package for the Social Sciences (SPSS) 24.0 version and GraphPad Prism 7.0 version. RESULTS After data analysis, it was observed that after implementation of instructions from module there was improvement in all parameters of teaching learning methodology, tools used and learning resource material. The difference was statistically significant. CONCLUSIONS It is evident from the present study that when the teaching learning methodology, teaching learning tools and learning resource materials are designed considering the inputs from the techno savvy students, it is accepted and beneficial for effective learning while still keeping a tinge of the traditional methodology. KEY WORDS Challenges, Criticism, Inputs, Teaching Learning Methodology

scholarly journals The Path to Better Health for Black Women: Predicting Self-Care and Exploring Its Mediating Effects on Stress and Health

2019 ◽  
Vol 56 ◽  
pp. 004695801987096
Author(s):  
Paris B. Adkins-Jackson ◽  
Jocelyn Turner-Musa ◽  
Charlene Chester
Keyword(s):  
Black Women ◽  
Negative Relationship ◽  
Self Care ◽  
The United States ◽  
Self Awareness ◽  
Mediating Effects ◽  
Self Rated Health ◽  
The Impact ◽  
Stress And Health

Stress leads to poor self-rated health for many black women because of racial and economic discrimination which results in psychological distress and restricted access to resources. Resilience factors such as self-care may be able to buffer the impact of stress; however, the role of self-care in reducing the effect of stress on self-rated health has not been explored. Self-care involves the utilization of self-awareness and agency to seek remedy for imbalance and to sustain equilibrium. Despite anecdotal exploration of these factors, there has not been a systematic investigation of whether self-awareness and agency indeed predict self-care. Subsequently, this study sought to provide evidence that self-awareness and resilience predict self-care, and self-care can mediate the negative relationship between stress and self-rated health. A cross-section of 223 black women living in the United States completed a battery of assessments of self-care, mindfulness, perceived stress, resilience, and self-rated health. Through a series of regression analyses exploring mediating effects, a path emerged. Findings indicate that awareness and resilience do predict self-care, and self-care mediates the negative relationship between stress and health. These analyses suggest that the role of stress on black women’s health can be reduced by the implementation of awareness and resilience.

scholarly journals Assessment of Students’ Perception of the Nutrition Curriculum in a Canadian Undergraduate Medical Education Program

2018 ◽  
Vol 2 (3) ◽  
pp. 141-147 ◽  
Author(s):  
Stacy Hanninen ◽  
Mohsin Rashid
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Nutrition Education ◽  
Undergraduate Medical Education ◽  
Education Program ◽  
Limited Information ◽  
Nutrition Curriculum ◽  
Medical Education Program ◽  
Nutrition Training

AbstractBackgroundNutrition plays an important role in diseases, and physicians need to be proficient in providing nutrition counselling to patients. There is limited information regarding nutrition education in Canadian medical schools.ObjectiveThe objective of this study was to investigate students’ perspectives about nutrition training provided in the undergraduate medical education program at Dalhousie University.MethodsAll medical students in their second, third, and fourth years of training at Dalhousie University were surveyed online with a 23-item questionnaire that included 10 nutrition competencies.ResultsOf 342 students, 89 (26%) completed the survey. Using a five-point Likert scale, ranging from one, indicating ‘very dissatisfied/strongly disagree’ to five, indicating ‘very satisfied/strongly agree,’ the mean overall satisfaction with nutrition curriculum was 2.9 ± 0.81. Perceived competency in nutrition assessment had the highest mean satisfaction rating (3.98 ± 0.89). There was more variance on perceived competency, with other aspects of training including basic nutrition principles (3.51 ± 0.92), disease prevention (3.14 ± 1.12), disease management (3.48 ± 1.00), role of dietitians (2.97 ± 1.05), credible nutrition sources (3.14 ± 1.09), dietary assessment (2.82 ± 1.11), lifecycle nutrition (2.67 ± 1.09), food security (2.4 ± 0.95) and malnutrition (2.74 ± 0.93). Med-4 students agreed significantly more than Med-2 students regarding confidence about their understanding of the role of dietitians. Students recommended a longitudinal nutrition program, inclusion of dietitians as educators, and provision of evidence-based resources in the curriculum. The majority (79%) agreed that more nutrition instruction is needed. Satisfaction with nutrition education has not improved since 2010, despite curricular changes.ConclusionsMedical students’ satisfaction with nutrition education remains problematic. They want more nutrition training. Ongoing assessment and student feedback is important to make changes and improvements in the nutrition curriculum.

Telegram Education for Surgical Learning and Application (TESLA): An exploratory study (Preprint)

2021 ◽  
Author(s):  
Marcus Khai Siang Soon ◽  
Laura Martinengo ◽  
Junde Lu ◽  
Lorainne Tudor Car ◽  
Clement Luck Khng Chia
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Surgical Education ◽  
Multiple Choice Questions ◽  
Structured Interviews ◽  
Clinical Exposure ◽  
Online Social Media ◽  
Social Media Platforms ◽  
Surgery Education

BACKGROUND The COVID-19 pandemic disrupted medical education, shifting a huge portion of learning online. Social media platforms have long been well-integrated into medical education. However, Telegram’s role in medical education remains relatively unexplored. A Telegram channel titled “Telegram Education for Surgery Learning and Application (TESLA)” focusing on General Surgery education was created to supplement medical students’ learning. It encompassed weekly multiple-choice questions and resources such as illustrations and journal articles. OBJECTIVE This study explored students’ experience of TESLA and their views on the role of messaging apps in medical education. METHODS We invited thirteen medical students from Lee Kong Chian School of Medicine, Singapore who were in the TESLA channel for at least a month to participate in individual semi-structured interviews. The interviews were conducted via video conference using an interview guide. Interviews were transcribed and analysed by two researchers using inductive thematic content analysis. RESULTS Three themes were identified: (1) Learning as a medical student, (2) The role of mobile learning in medical education and (3) TESLA for surgical education. Students shared that pandemic-related safety measures such as reduced clinic allocations and the inability to cross between wards led to a decrease in clinical exposure. Students used a variety of messaging and study apps to aid their medical education. Telegram was preferred over other messaging apps. Concerning the use of TESLA, students felt that the questions were clinically relevant and of appropriate difficulty. Students offered suggestions for improvement relating to the organization, content and format of TESLA. CONCLUSIONS Medical students found TESLA useful as a supplementary learning instrument in surgical education. They were supportive of integrating TESLA into formal undergraduate education and using Telegram as an educational tool in other areas of medicine. In line with our findings, we outlined recommendations for the use of Telegram in medical education.

The role of hidden curriculum in the formation of professional ethics in the Iranian medical students

2020 ◽  
Author(s):  
yahya safari ◽  
Alireza khatoni ◽  
ehsan Khodamoradi ◽  
mansour Rezaei
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Professional Ethics ◽  
Hidden Curriculum ◽  
Individual Characteristics ◽  
Factors Affecting ◽  
Learning And Teaching ◽  
Data Collection And Analysis ◽  
Data Saturation

Abstract Background: Professionalism and medical ethics are a vital quality for doctors, which has been taken into account seriously in recent years. Perception of the factors affecting professionalism may help to develop more efficient approaches to promote this quality in medical education. Objective: This study was aimed to explain the role of hidden curriculum in the formation of professional ethics in the Iranian medical students. Methods: This qualitative study was performed on 15 medical interns using grounded theory. Sampling was started by purposive sampling and continued through theoretical sampling until complete data saturation. Data collection and analysis were done simultaneously. Results: The analysis of the participants’ interviews and reduction of findings using common themes yielded one class and four categories as well as a number of concepts as the role of hidden curriculum in the formation of professional ethics in medical students. The categories included the role of modeling in the formation of professional ethics, role of education in formation of professional ethics, role of environmental factors in the formation of professional ethics, and role of personal and inherent attributes in the formation of professional ethics. Conclusion: The curriculum developers and medical education authorities need to proceed in line with the findings of the present study to provide a proper learning environment in which the modeling, learning, and teaching conditions and supportive environmental atmosphere are taken into account in accordance with the inherent and individual characteristics of the learners in order to guarantee the formation of professional ethics in the medical students.

scholarly journals ROLE OF WHATSAPP® IN MEDICAL EDUCATION: A LITERATURE REVIEW

2019 ◽  
Vol 2 (2) ◽  
pp. 60-65
Author(s):  
Noor-i-Kiran Naeem ◽  
Rehan Ahmed Khan ◽  
Haris Iqbal
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Medical Students ◽  
Conclusive Evidence ◽  
Educational Effectiveness ◽  
Inclusion Criteria ◽  
Advantages And Disadvantages ◽  
Research Type ◽  
Share Information

ABSTRACT Background: This review is aimed to find out how WhatsApp® has been integrated into medical education. A systematic review of the current literature was performed, links to prior reviews were drawn and implications for the future were discussed. Methods: Three databases (PubMed, ERIC and Science Direct) were searched after defining the inclusion criteria. Key information from the articles was methodically abstracted and discussed in the categories research type, study design, participants' level of medical education and study content along with the use of WhatsApp® in Medical education and its perceived advantages and disadvantages. Results: Fourteen articles met the inclusion criteria. Results showed that 40-76% of medical students had a WhatsApp® account out of which 30- 60% used WhatsApp® for educational purposes. WhatsApp® was used to communicate with fellow students and faculty, share information online and participate in discussions groups. Conclusion: WhatsApp® influences a myriad of aspects of medical education at the undergraduate and graduate level. Despite an increase in the use of WhatsApp® in medical education, there is a lack of conclusive evidence in terms of its educational effectiveness.

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