scholarly journals Piloting of Virtual Patient-Based Online Self-Study Quizzes for Developing Undergraduate Medical Students’ Clinical Reasoning Skills

2021 ◽  
Vol 2 (2) ◽  
pp. 27-32
Author(s):  
Alexandra Rogler ◽  
Sophie Freilinger ◽  
Peter Pokieser ◽  
Michaela Wagner-Menghin
Keyword(s):  
Medical Students ◽  
Clinical Reasoning ◽  
Medical Knowledge ◽  
Editorial Team ◽  
Junior Doctors ◽  
Editorial Process ◽  
Undergraduate Medical Students ◽  
Face To Face ◽  
Study Results ◽  
Self Study

Clinical reasoning, the application of medical knowledge to a patient’s problem, requires training in a safe environment. Learning tasks based on Virtual Patients (VP-tasks) simulate the clinical setting in a save way and integrate well into blended-learning environments, as synchronous tasks (face-to-face or online) or as asynchronous online tasks. The article presents the editorial process for developing VP-based self-study quizes (SSQ) and field-study results on students’ learning experiences and study habits. The editorial process initially only involved experienced clinical, educational and technical experts. To better match the tasks’ difficulty to students’ knowledge, junior doctors and advanced medical students joined in a later stage. Students (n = 351) rated the SSQs (n = 10) produced by the expanded team to match their knowledge better as compared to the SSQs (n = 13) developed by the initial expert editorial team. Students rated the online SSQs as more helpful as compared to similar face-to-face VP-tasks. Students’ free comments indicate their high acceptance of the SSQ-format. The SSQ-format is feasible for providing systematic online training in clinical reasoning, especially when working with a multi-level-educational editorial team and when a systematically structured blueprint of topics and learning goals drives the editorial work.

scholarly journals Integration of Technology in Medical Education on Primary Care During the COVID-19 Pandemic: Students’ Viewpoint (Preprint)

2020 ◽  
Author(s):  
Nadine Paul ◽  
Sae Kohara ◽  
Gursharan Kaur Khera ◽  
Ramith Gunawardena
Keyword(s):  
Medical Students ◽  
Online Teaching ◽  
Medical Curriculum ◽  
Medical Knowledge ◽  
Junior Doctors ◽  
Learning Space ◽  
Clinical Placements ◽  
Face To Face ◽  
King's College ◽  
Integration Of Technology

UNSTRUCTURED The COVID-19 pandemic has forced medical schools and clinicians to transition swiftly to working online, where possible. During this time, final-year medical students at King’s College London, England, have received some of their general practice teachings in the form of virtual tutor groups. The predominant feature of such groups is online patient simulations, which provide students a valuable experience to help gain insight into current clinical practice amid the pandemic and inform how their practices as incoming junior doctors would continue. Even in the absence of face-to-face teaching and clinical placements, students have been able to hone their medical knowledge and soft skills through these virtual, simulated consultations. They have been exposed to a new consultation style while in a safe and collaborative learning space. Here, we explore how medical students have benefited from these virtual tutor groups and how similar small-group online teaching opportunities can add value to the medical curriculum in the future.

scholarly journals Integration of Technology in Medical Education on Primary Care During the COVID-19 Pandemic: Students’ Viewpoint

10.2196/22926 ◽  
2020 ◽  
Vol 6 (2) ◽  
pp. e22926
Author(s):  
Nadine Paul ◽  
Sae Kohara ◽  
Gursharan Kaur Khera ◽  
Ramith Gunawardena
Keyword(s):  
Medical Students ◽  
Online Teaching ◽  
Medical Curriculum ◽  
Medical Knowledge ◽  
Junior Doctors ◽  
Learning Space ◽  
Clinical Placements ◽  
Face To Face ◽  
King's College ◽  
Integration Of Technology

The COVID-19 pandemic has forced medical schools and clinicians to transition swiftly to working online, where possible. During this time, final-year medical students at King’s College London, England, have received some of their general practice teachings in the form of virtual tutor groups. The predominant feature of such groups is online patient simulations, which provide students a valuable experience to help gain insight into current clinical practice amid the pandemic and inform how their practices as incoming junior doctors would continue. Even in the absence of face-to-face teaching and clinical placements, students have been able to hone their medical knowledge and soft skills through these virtual, simulated consultations. They have been exposed to a new consultation style while in a safe and collaborative learning space. Here, we explore how medical students have benefited from these virtual tutor groups and how similar small-group online teaching opportunities can add value to the medical curriculum in the future.

scholarly journals PERCEPTION OF STUDENTS AND TEACHERS REGARDING ACADEMIC FAILURE OF UNDERGRADUATE MEDICAL STUDENTS IN LAHORE, PAKISTAN: A QUALITATIVE EXPLORATORY INVESTIGATION

2020 ◽  
Vol 18 (2) ◽  
pp. 54-58
Author(s):  
Gul Muhammad Shaikh ◽  
Rabia Khan ◽  
Rehan Khan ◽  
Rahila Yasmeen
Keyword(s):  
Medical Students ◽  
Attribution Theory ◽  
Academic Failure ◽  
Undergraduate Medical Students ◽  
Psychological Disturbance ◽  
Related Factors ◽  
Face To Face ◽  
Medical Institutions ◽  
University College ◽  
Open Coding

Background: Academic failure adds extra pressure to emotional intelligence of students and this may lead to psychological disturbance. The objective of this study was to explore perception of students and teachers regarding academic failure of undergraduate medical students in Lahore, Pakistan. Materials & Methods: This qualitative exploratory study was conducted at Department of Medical Education, University College of Medicine and Dentistry, University of Lahore, Pakistan from January 2018 to October 2018. Sample included nine MBBS students who took their last examination in year 2017 and five teachers, all from University College of Medicine and Dentistry, University of Lahore. Sampling was purposive. These nine students included five who graduated without failure and four who experienced two/more failures. Medical students were interviewed via two focus groups, whereas face to face semi-structured, audio-recorded interviews were done for teachers. Interview questionnaires were designed on basis of attribution theory. The fundamental question of study was “What are the reasons behind undergraduate medical students’ failure in annual examination?” with five more questions. The interviews were transcribed in English and sent back to participants for member checking. The interviews were organized in ATLAS.ti software for thematic analysis based on Weiner’s Attribution Theory. Open coding was done after familiarization of data, leading to formation of categories, sub-themes and themes related to our conceptual framework. Results: 160 open codes were condensed to 35 axial codes leading to two themes. Main reasons for students’ failure in examinations perceived by both students and teachers were lack of ability, lack of effort and lack of motivation. Additionally, the students attributed bad luck to academic failure. Other factors included were teachers’ related factors, curriculum related factors and negative students’ attitude. Conclusion: Medical institutions must take into account reasons for academic failure among medical students and address those issues to improve their performance.

Flipping the Medical School Classroom

2018 ◽  
pp. 5800-5809
Author(s):  
Kristina Kaljo ◽  
Laura Jacques
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Clinical Skills ◽  
Medical Knowledge ◽  
Hybrid Learning ◽  
Teaching Methodologies ◽  
Face To Face ◽  
Content Acquisition ◽  
Hybrid Learning Environment

The preparation of today's physicians is a tremendous responsibility. For medical students to be successful, they must experience a multitude of opportunities to develop appropriate clinical skills, problem solving acumen, and medical knowledge. Due to various barriers, medical students may develop gaps in critical and foundational knowledge. The use of flipped lectures has the capacity to “mobilize” education and ensure for versatility and improved content acquisition through the implementation of both online and face-to-face teaching methodologies. This hybrid learning environment has the capacity to also address the increasingly diverse needs of today's matriculating medical student. This article identifies tools and strategies of how to incorporate flipped lectures into medical education.

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 Do the undergraduate medical students perceive stress and what are the stressors?

2020 ◽  
Vol 7 (3) ◽  
pp. 877
Author(s):  
Kevin A. John ◽  
Poonam R. Naik
Keyword(s):  
Medical Students ◽  
Perceived Stress ◽  
Cross Sectional Study ◽  
Poor Quality ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Medical College ◽  
Academic Fields ◽  
Study Results ◽  
Study Participants

Background: Medical students have been reported to suffer from higher perceived stress compared to general population and students in the other academic fields. The objective of the study was to estimate the prevalence of stress and to identify the potential stressors among undergraduate medical students using perceived stress scale (PSS).Methods: A cross sectional study was conducted among 301 undergraduate medical students at a private medical college in Dakshina Kannada district, Karnataka. The extent of the stress was assessed using PSS-10 and a questionnaire was used to identify the potential academic, psychosocial and environmental stressors.Results: The mean PSS score was found to be 26.34±3 in this study. Moderate stress was observed in 68% of the study participants. The PSS score was higher among the 2nd year MBBS students. Stress was observed more among female medical students (74%). Inadequate study leave (92.4%), vastness of academic curriculum (84.1%), poor quality of food in mess or home (70.4%), accommodation away from home (60.1%) and high parental expectations (48.5%) were found to be the potential stressors in this study.Conclusions: The study results thereby highlight the need to plan tailored interventions to address the various stressors and prevent stress among the medical students. 

scholarly journals Clinical Educator-Facilitated Schwartz Centre Rounds in Second-Year Medical Students: “A Facilitated Whinge”?

2020 ◽  
Author(s):  
Joshua Smith ◽  
Molly Stewart ◽  
Emily Foggin ◽  
Stuart Matthews ◽  
Joanne Harris ◽  
...  
Keyword(s):  
Medical Students ◽  
Role Model ◽  
Effective Means ◽  
Junior Doctors ◽  
Undergraduate Medical Students ◽  
Clinical Exposure ◽  
Social And Emotional ◽  
Clinical Educator ◽  
Clinical Educators ◽  
The Uk

Abstract Background Medical students are increasingly being exposed to the clinic at early stages in their education, with the benefits becoming widely realised. This early exposure to such a highly pressurized environment can result in increased levels of stress and emotional unrest. Schwartz Center Rounds, reflective forums primed to aid social and emotional issues healthcare professionals’ experience, are now a relatively common and effective means to combat these effects in hospitals in the UK and USA. Recent studies show that the Schwartz Center Round format may also provide positive benefits for medical students. It has been suggested that students may be able to develop good coping strategies from discussions with “real” professionals.Methods This study investigated whether the guidance of Schwartz Center Rounds in year 2 of an MBChB by junior doctors enriches students’ appreciation and benefits of the Schwartz Center Round.Results The results reinforce the concept that Schwartz Center Rounds are an effective way of fostering empathy and understanding towards both patients and colleagues. Moreover, the facilitation of the Round by Clinical Educators, who also act as an imperfect role model, provides a pertinence to the exercise. The results show that early-year undergraduate medical students generally engage positively with SRs and demonstrate an ability to empathise with each other and share feelings regarding early clinical exposure without inhibition. However, correlation analyses suggest that engagement with the Schwartz Center Round is fundamental to gaining an understanding of its purpose and concurrently gain the most awareness of the emotional needs of themselves, their colleagues and patients.Conclusion Schwartz Center Rounds are an effective way of fostering empathy and understanding towards patients and colleagues in the healthcare environment. There is some evidence that the inclusion of Clinical Educators made the Round feel more pertinent to the students with the junior doctors’ clinical experiences being described as a useful addition to the discussion. Moreover, the students that benefitted most from the Round were the ones who engaged with and understood the process best and therefore it is important to help students realise that Schwartz Rounds are not merely a “facilitated whinge”.

Comparison of OSCE Scores of Surgical Clinical Education after Face-to-face vs. Blended Learning Methods among undergraduate medical students

2021 ◽  
pp. 1-13
Author(s):  
Masood Jawaid ◽  
Lubna Baig ◽  
Syed Moyn Aly ◽  
Admin
Keyword(s):  
Medical Students ◽  
Blended Learning ◽  
Student Performance ◽  
Clinical Education ◽  
Teaching Method ◽  
P Value ◽  
Undergraduate Medical Students ◽  
Learning Program ◽  
Face To Face ◽  
Significant Difference

Abstract Objective: Clinical education is an important component of undergraduate medical education. This study compares the efficacy of blended learning (BL) with contemporary face to face (F2F) teaching among medical students by assessing their OSCE scores at end of clinical posting. Methods: This experimental study was conducted in Dow University of Health Sciences from March to August 2014. Third-year medical students posted in the surgical units were divided into two groups. In the first month, one group in the unit was taught by BL while the second group posted in another unit was taught by F2F teaching. Both groups were assessed by same OSCE. In the second month, teaching method was flipped for both the groups with new learning contents. assessment was by the same OSCE for both groups. Data was analyzed by SPSS version 23 with inferential statistics with independent sample t test. Results: A total of 28 students were assessed at the end of posting OSCE in F2F group and 31 students in blended group. There was significant difference in OSCE score [p value = 0.049] after F2F teaching method (78.01 ± 13.29) as compared to BL (85.12 ± 13.77). The domain of “log book” and “clinical examination” scored higher in F2F as compared to BL group. Conclusion: This study showed that student performance can be improved with a blended surgical learning program. BL has proven to be more effective in comparison to face-to-face teaching alone, even in the setting of skill based curriculum like surgery.

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