The Effectiveness of Social Media Use as a Supplement Media of Clinical Skills Lab Learning for Undergraduate Medical Students in Low- and Middle-Income Countries during COVID-19 (Preprint)

2021 ◽  
Author(s):  
Zahira Noor Fathiyya ◽  
Muhammad Reza Utama ◽  
Yelvi Levani ◽  
Yuli Wahyu Rahmawati
Keyword(s):  
Systematic Review ◽  
Social Media ◽  
Medical Education ◽  
Medical Students ◽  
Clinical Skills ◽  
Learning Method ◽  
Undergraduate Medical Students ◽  
Middle Income ◽  
Middle Income Countries ◽  
Skills Lab

BACKGROUND Before COVID-19, it was recommended that medical education be conducted using the blended learning method in order to achieve an effective learning experience. However, it seems that distance learning is currently the best alternative to the previous learning method. Clinical skills lab activities, which are one of the learning methods in medical education, must adapt because they cannot be administered in-person. Social media has been proven giving a potential to supplement formal medical education for undergraduate student. OBJECTIVE This systematic review aims to examine the effectiveness of media social use as a supplement for clinical skills lab learning on undergraduate medical students in low- and middle-income countries (LMIC) during the COVID-19 pandemic. METHODS We designed a protocol for creating a systematic review on the effectiveness of social media as a supplement media in clinical skills lab learning for undergraduate medical students in LMIC during COVID-19. We will be extracting information from appropriate sources online obtained from journal websites’ databases guided by the PRISMA-S checklist in accordance with the research problem. The included sources include randomized controlled trials, systematic review, and meta-analysis published between 2020-2021. RESULTS This manuscript is still a protocol and has not been implemented. CONCLUSIONS In this systematic review, we will discuss the effectiveness of social media as a clinical skills lab learning for undergraduate medical students in LMIC during the COVID-19 pandemic.

scholarly journals – Medical education Curriculum gaps in teaching clinical skills to Iranian undergraduate medical students

2013 ◽  
Vol 2 ◽  
pp. 309-313 ◽  
Author(s):  
Azim Mirzazadeh ◽  
Behrouz Bavarian ◽  
Ali Labaf ◽  
Ali Afshari ◽  
Mohammad Nikoo ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Clinical Skills ◽  
Education Curriculum ◽  
Undergraduate Medical Students ◽  
Medical Education Curriculum

scholarly journals The usage pattern and willingness of undergraduate medical students for including social media platforms as a learning tool in medical education- an online survey

2020 ◽  
Vol 8 (1) ◽  
pp. 11-17
Author(s):  
Momin Kashif ◽  
Mirza Nisar Baig
Keyword(s):  
Social Media ◽  
Medical Education ◽  
Medical Students ◽  
Online Survey ◽  
Active Participation ◽  
First Year ◽  
Usage Pattern ◽  
Undergraduate Medical Students ◽  
Learning Tool ◽  
Social Media Platforms

Background: The rapid growth and availability of smartphones and social media platforms (SMP) have changed the medical students' approach to learn and manage the information about their academic, personal and professional lives. Methods: An online survey was done in undergraduate medical students of PIMS, Karimnagar to collect information about usage pattern and perception of SMP, and willingness to participate for using SMP as a learning tool in medical education. Results: Total 433 (Females – 275) out of 600 students participated in the survey from the first year (125), secondyear (151) and third-year (157) MBBS students. Everyone is using some type of SMP. They find SMP nearly equal to lecture materials and subject notes as a useful learning tool and there was significantly increasing trend of perception of SMP being a useful learning tool from the first-year (79%), second-year (83%) to third-year (92%), (p=0.01). Almost 93% want to see SMP used at institute level in medical education. Female students (52.4%) are significantly more willing for active participation than male students (43%), p=0.04. First-year students (56%) are more ready for active participation followed by third (48.4%) and second (43.7%) year students, p=0.08. Conclusion: Most students are willing to include SMP in medical education as a learning tool and ready to participate in different activities if they get the required training. As all students have smartphones and efficiently utilizing different services on their devices, SMP can become an effective learning tool in medical education.

scholarly journals Use of Social Media by the Undergraduate Medical Students: Students’ Perception in Selected Medical Colleges of Bangladesh

2018 ◽  
Vol 9 (2) ◽  
pp. 11-15
Author(s):  
Husneara Begum ◽  
AKM Asaduzzaman ◽  
Humayun Kabir Talukder ◽  
Tahmina Nargis ◽  
Kazi Khairul Alam ◽  
...  
Keyword(s):  
Social Media ◽  
Medical Education ◽  
Medical Students ◽  
Sampling Technique ◽  
Cross Sectional Study ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Negative Effect ◽  
Use Of Social Media ◽  
Medical Colleges

Introduction: This descriptive type of cross sectional study was carried out to explore the extent of use of social media by the undergraduate medical students and its consequences in medical education. This study was carried out in nine (Four public and five private) medical colleges all over Bangladesh during a period from July 2016-2017.Objective: The study revealed that the use of social media by the undergraduate medical students and its effect on their lifestyle and medical education.Methodology: Sample size was 673 medical students. Data was collected by self-administered semi-structured questionnaire from 673 respondents. Convenience sampling technique was adopted for data collection. For each variable frequency and percentages was calculated. There was also a part of in-depth interview for the respondents on the perception of use of Social media.Results: Among the students 54.68% females & 45.34% males, the mean age of the respondents was 20.76 years. Around 42.6% respondents were using Social media for4-6 years. The main use of social media by the respondents was Facebook 70.1%, main devices was mobile phone 96.8%. The main purpose of using the Social media for non-academic purposes such as, communicate with others26.0%, for chatting 51.3%. Maxium duration > 4 times / day up to >6 hours. Academic purpose 44.7% users using the SM every day. Six hundred forty six respondents agreed for negative effect of social media. 52.2% agreed that they used Social media during lecture class.Conclusion: Most students had positive thoughts towards using social media. Students were using social media for almost nonprofessional reason. So, there is need to build up widespread awareness to use social media by medical students for professionalisms.Bangladesh Journal of Medical Education Vol.9(2) 2018: 11-15

scholarly journals Group mentorship for undergraduate medical students—a systematic review

2020 ◽  
Vol 9 (5) ◽  
pp. 272-280
Author(s):  
Elise Pauline Skjevik ◽  
J. Donald Boudreau ◽  
Unni Ringberg ◽  
Edvin Schei ◽  
Terese Stenfors ◽  
...  
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Group Mentoring ◽  
Ovid Medline ◽  
Mentorship Programs ◽  
Cross Sectional Design

Abstract Introduction Mentoring has become a prevalent educational strategy in medical education, with various aims. Published reviews of mentoring report very little on group-based mentorship programs. The aim of this systematic review was to identify group-based mentorship programs for undergraduate medical students and describe their aims, structures, contents and program evaluations. Based on the findings of this review, the authors provide recommendations for the organization and assessment of such programs. Methods A systematic review was conducted, according to PRISMA guidelines, and using the databases Ovid MEDLINE, EMBASE, PsycINFO and ERIC up to July 2019. Eight hundred abstracts were retrieved and 20 studies included. Quality assessment of the quantitative studies was done using the Medical Education Research Study Quality Instrument (MERSQI). Results The 20 included studies describe 17 different group mentorship programs for undergraduate medical students in seven countries. The programs were differently structured and used a variety of methods to achieve aims related to professional development and evaluation approaches. Most of the studies used a single-group cross-sectional design conducted at a single institution. Despite the modest quality, the evaluation data are remarkably supportive of mentoring medical students in groups. Discussion Group mentoring holds great potential for undergraduate medical education. However, the scientific literature on this genre is sparse. The findings indicate that group mentorship programs benefit from being longitudinal and mandatory. Ideally, they should provide opportunities throughout undergraduate medical education for regular meetings where discussions and personal reflection occur in a supportive environment.

scholarly journals Development of a community orientation program (COP) as a community-based medical education method for undergraduate medical students: an experience from India

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Bayapa Reddy Narapureddy ◽  
Shakeer Kahn Patan ◽  
C. Sravana Deepthi ◽  
Sirshendu Chaudhuri ◽  
K. R. John ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Communication Skills ◽  
Undergraduate Medical Students ◽  
Community Based ◽  
Orientation Program ◽  
Middle Income ◽  
Community Orientation ◽  
Indian Setting ◽  
Low And Middle Income

Abstract Background Intra-regional cultural and linguistic differences are common in low- and middle-income countries. To sensitise undergraduate medical students to the social and contextual determinants of health to achieve the ‘health for all’ goal, these countries must focus on innovative teaching methods. The early introduction of a Community Orientation Program (COP) as a Community-based Medical Education (CBME) method could be a game changing strategy. In this paper the methods, evaluation, and implication of the COP in an Indian setting are described. Methods The curriculum of the COP was developed based on the analysis, design, development, implementation, and evaluation (ADDIE) model for educational intervention. In this learner-centric and supervised educational program, the key aim was to focus on developing students’ communication skills, observation power and enhancing their motivation for learning through collaborative learning. To meet the objectives of the COP, a situated learning model under the constructivism theory was adopted. Results Between 2016 and 2019, 557 students were trained through the COP by visiting more than 1300 households in ten villages. To supplement the students’ observations in the community, more than 150 small group discussions, a health education programme for the community and summary presentations were conducted. The students’ feedback indicated the need to improve the clinical examinations demonstration quality and increase the number of instruments for clinical examinations. More than 80% of students felt that the program would assist them to improve their communication skills, their understanding of the various socio-demographic factors associated with the common diseases, and it will enable them to respect the local culture during their clinical practice. Conclusions Early initiation of the COP as a CBME method in the undergraduate medical curriculum in an Indian setting has shown promising results. Further evidence is required to adopt such a program routinely for under-graduate medical teaching in the low- and middle- income settings.

scholarly journals Factors influencing medical students' motivation to practise in rural areas in low-income and middle-income countries: a systematic review

BMJ Open ◽  
2017 ◽  
Vol 7 (2) ◽  
pp. e013501 ◽  
Author(s):  
Shyam Sundar Budhathoki ◽  
Prisca A C Zwanikken ◽  
Paras K Pokharel ◽  
Albert J Scherpbier
Keyword(s):  
Systematic Review ◽  
Medical Students ◽  
Low Income ◽  
Rural Areas ◽  
Middle Income ◽  
Middle Income Countries ◽  
Factors Influencing

scholarly journals Effectiveness of virtual and augmented reality for improving knowledge and skills in medical students: protocol for a systematic review

BMJ Open ◽  
2021 ◽  
Vol 11 (8) ◽  
pp. e047004
Author(s):  
Zain Hussain ◽  
Dominic Mark Ng ◽  
Nouf Alnafisee ◽  
Zakariya Sheikh ◽  
Nathan Ng ◽  
...  
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Medical Students ◽  
Augmented Reality ◽  
Clinical Skills ◽  
Meta Analysis ◽  
The Body ◽  
Primary Data ◽  
Cochrane Central Register ◽  
Knowledge And Skills

IntroductionVirtual reality (VR) and augmented reality (AR) technologies are increasingly being used in undergraduate medical education. We aim to evaluate the effectiveness of VR and AR technologies for improving knowledge and skills in medical students.Methods and analysisUsing Best Evidence in Medical Education (BEME) collaboration guidelines, we will search MEDLINE (via PubMed), Education Resources Information Center, PsycINFO, Web of Knowledge, Embase and the Cochrane Central Register of Controlled Trials for English-language records, from January 1990 to March 2021. Randomised trials that studied the use of VR or AR devices for teaching medical students will be included. Studies that assessed other healthcare professionals, or did not have a comparator group, will be excluded. The primary outcome measures relate to medical students’ knowledge and clinical skills. Two reviewers will independently screen studies and assess eligibility based on our prespecified eligibility criteria, and then extract data from each eligible study using a modified BEME coding form. Any disagreements will be resolved by discussion or, if necessary, the involvement of a third reviewer. The BEME Quality Indicators checklist and the Cochrane Risk of Bias Tool will be used to assess the quality of the body of evidence. Where data are of sufficient homogeneity, a meta-analysis using a random-effects model will be conducted. Otherwise, a narrative synthesis approach will be taken and studies will be evaluated based on Kirkpatrick’s levels of educational outcomes and the Synthesis Without Meta-analysis guidelines.Ethics and disseminationEthical approval is not required for this systematic review as no primary data are being collected. We will disseminate the findings of this review through scientific conferences and through publication in a peer-reviewed journal.

scholarly journals Evaluation of e-learning for medical education in low- and middle-income countries: A systematic review

2020 ◽  
Vol 145 ◽  
pp. 103726 ◽  
Author(s):  
Sandra Barteit ◽  
Dorota Guzek ◽  
Albrecht Jahn ◽  
Till Bärnighausen ◽  
Margarida Mendes Jorge ◽  
...  
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Middle Income ◽  
Middle Income Countries ◽  
E Learning ◽  
Low And Middle Income

Evaluation of E-Learning for Medical Education in Low- and Middle-Income Countries: A Systematic Review (Preprint)

2018 ◽  
Author(s):  
Sandra Barteit ◽  
Dorota Guzek ◽  
Albrecht Jahn ◽  
Till Bärnighausen ◽  
Margarida Mendes Jorge ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Health Workers ◽  
Medical Doctors ◽  
Study Quality ◽  
Middle Income ◽  
Middle Income Countries ◽  
E Learning ◽  
Learning Interventions ◽  
Low And Middle Income

BACKGROUND E-learning in medical education can contribute to alleviating the severe shortages of health workers in many low- and middle-income countries. In the past few decades, the rapid development of technologies resulted in an abundance of new resources, including personal computers, smartphones, handheld devices, software and the Internet – at constantly decreasing costs. Consequently, educational interventions increasingly integrate e-learning to tackle the challenges of health workforce development and training. However, evaluations of e-learning interventions still lack clear methodology to assess the effectiveness and the success of e-learning for medical education, especially in those countries where they are most needed. OBJECTIVE Our specific research aim was to systematically describe currently used evaluation methods and definitions for the success of medical e-learning interventions for medical doctors and medical students in low- and middle-income countries. Our long-term objective is to contribute to generating effective and robust e-learning interventions to address critical health worker shortages in low- and middle-income countries. METHODS Seven databases were searched for e-learning interventions for medical education in low- and middle-income countries, covering publications ranging from January 2007 to June 2017. We derived search terms following a preliminary review of relevant literature and included studies published in English which implemented e-learning asynchronously for medical doctors and/or medical students in a low- or middle-income country. Three reviewers screened the references, assessed their study quality, and synthesized extracted information from the literature. RESULTS We included 52 studies representing a total of 12294 participants. Most of the e-learning evaluations were assessed summatively (83%) and within pilot studies (73%), relying mainly on quantitative evaluation methods using questionnaire (45%) and/or knowledge testing (36%). We identified a lack of evaluation standards for medical e-learning interventions, as methods varied considerably in the evaluation of their medical e-learning interventions with a high variation in study quality (general low study quality, based on study quality scales MERSQI, NOS and NOS-E), study period (ranging from 5 days up to 6 years), assessment methods (6 different main methods) and outcome measures (a total of 52 different outcomes), as well as in the interpretation of intervention success. The majority of studies relied on subjective measures and self-made evaluation frameworks, resulting in low comparability and validity of evidence. Most of the included studies reported success in their e-learning intervention. CONCLUSIONS The evaluation of e-learning interventions needs to produce meaningful and comparable results. Currently, a majority of evaluations of e-learning approaches to educate medical doctors and medical students is based on self-reported measures that lack adherence to a standard evaluation framework. While the majority of studies report success of e-learning interventions – suggesting the potential benefits of the e-learning – the overall low quality of the evidence makes it difficult to draw firm conclusions. Methods development, study design guidance, and standardization of evaluation outcomes and approaches for e-learning interventions will be important for this field of education research to prosper. Methodological strength and standardization are particularly important, because the majority of the existing studies evaluate pilot interventions. Rigorous evidence on pilot success can improve the chances of scaling and sustaining e-learning approaches for health workers.

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