scholarly journals Exploring online learning interactions among medical students during a self-initiated enrichment year

2021 ◽  
Vol 6 (2) ◽  
pp. 66-77
Author(s):  
Pauline Luk ◽  
Julie Chen
Keyword(s):  
Medical Students ◽  
Personal Growth ◽  
Core Curriculum ◽  
Virtual Community ◽  
Team Members ◽  
Online Interactions ◽  
Community Of Learning ◽  
Group Interviews ◽  
Faculty Mentors ◽  
Personal Interests

Introduction: A novel initiative allowed third year medical students to pursue experiential learning during a year-long Enrichment Year programme as part of the core curriculum. ‘connect*ed’, an online virtual community of learning was developed to provide learning and social support to students and to help them link their diverse experiences with the common goal of being a doctor. This study examined the nature, pattern, and content of online interactions among medical students within this community of learning to identify features that support learning and personal growth. Methods: This was a quantitative-qualitative study using platform data analytics, social network analysis, thematic content analysis to analyse the nature and pattern of online interactions. Focus group interviews with the faculty mentors and medical students were used to triangulate the results. Results: Students favoured online interactions focused on sharing and learning from each other rather than structured tasks. Multimedia content, especially images, attracted more attention and stimulated more constructive discussion. We identified five patterns of interaction. The degree centrality and reciprocity did not affect the team interactivity but mutual encouragement by team members and mentors can promote a positive team dynamic. Conclusion: Online interactions that are less structured, relate to personal interests, and use of multimedia appear to generate the most meaningful content and teams do not necessarily need to have a leader to be effective. A structured online network that adopts these features can better support learners who are geographically separated and engaged in different learning experiences.

scholarly journals The Effectiveness of a Foundation Year 1 Doctor Preparation Course for Final Year Medical Students

2021 ◽  
Vol 8 ◽  
pp. 238212052098418
Author(s):  
William Beedham ◽  
Kasun Wanigasooriya ◽  
Georgia R Layton ◽  
Ley Taing Chan ◽  
Adnan Darr ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Core Curriculum ◽  
Junior Doctor ◽  
Hidden Curriculum ◽  
Medical Curriculum ◽  
Primary Objective ◽  
Rank Test ◽  
Significant Difference ◽  
Curriculum Topics

Background: Starting work as a junior doctor can be daunting for any medical student. There are numerous aspects of the hidden curriculum which many students fail to acquire during their training. Objectives: To evaluate the effectiveness of a novel foundation year one (FY1) doctor preparation course focusing on certain core topics, practical tips and components of the hidden curriculum. The primary objective was to improve the confidence level and knowledge of final year medical students transitioning to FY1 doctors. Method: A 2-day, practical course titled ‘Preparation 2 Practice’ delivering hands-on, small-group and lecture-based teaching, covering core medical student undergraduate curriculum topics in medicine and surgery. The course content spanned therapeutics, documentation skills and managing acute clinical tasks encountered by FY1 doctors during an on-call shift. A pre- and post-course survey and knowledge assessment were carried out to assess the effectiveness of the course. The assessment was MCQ-based, derived from topics covered within our course. The 20-question test and a short survey were administered electronically. Results: Twenty students from a single UK medical school attended the course. 100% participation was observed in the pre- and post-course test and survey. The median post-course test result was 22 (IQR 20.25-23.75) which was higher than the median pre-course test score of 18.75 (IQR 17-21.75). A Wilcoxon sign rank test revealed a statistically significant difference between the pre- and post-course test results ( P = .0003). The self-reported confidence score of delegates on starting work as a junior doctor was also significantly higher following the course ( P = .004). Conclusion: The results show a significant improvement in perceived confidence and knowledge on core curriculum topics amongst final year medical students having attended our FY1 doctor preparation course. We conclude that there is scope for similar supplementary courses as an adjunct to the undergraduate medical curriculum.

scholarly journals Core curriculum in pathology for future Irish medical students

2021 ◽  
Author(s):  
Hilary Humphreys ◽  
Niall Stevens ◽  
Louise Burke ◽  
Mariam Sheehan ◽  
Siobhán Glavey ◽  
...  
Keyword(s):  
Medical Students ◽  
Core Curriculum ◽  
Medical Doctor ◽  
Medical Graduate ◽  
Medical Council ◽  
Multiple Choice Questions ◽  
Traditional Lecture ◽  
Advantages And Disadvantages ◽  
Key Aspects

AbstractPathology is important in training to become a medical doctor but as curricula become more integrated, there is a risk that key aspects of pathology may be excluded. Following a survey of the current delivery of teaching in Ireland under the auspices of the Faculty of Pathology at the Royal College of Physicians of Ireland, suggested components of a core curriculum in pathology have been developed to be delivered at some stage during the medical course. These have been based on key principles and themes required by the Medical Council in Ireland. Professionalism is one of the core principles emphasised by the Medical Council. It includes the role of the pathologist in patient care and other professional values such as patient-centred care, clinical competencies and skills, e.g. explaining results, and knowledge under the various sub-disciplines, i.e. histopathology (including neuropathology), clinical microbiology, haematology, chemical pathology and immunology. In each of these, we suggest key aspects and activities that the medical graduate should be comfortable in carrying out. The methods of delivery of teaching and assessment across pathology disciplines have evolved and adapted to recent circumstances. Lessons have been learned and insights gained during the COVID-19 pandemic as educators have risen to the challenge of continuing to educate medical students. Integrated and multi-disciplinary teaching is recommended to reflect best the professional environment of the medical graduate who works as an integral part of a multi-disciplinary team, with the minimum dependence on the traditional lecture, where at all possible. Finally, options on assessment are discussed, e.g. multiple-choice questions, including their respective advantages and disadvantages.

Does Teaching Clinical Ethics to Medical Students Improve Knowledge, Attitude, and Practice of Medical Ethics Among Clinicians? An Observational Study in a Tertiary Care Hospital in Nepal.

2020 ◽  
Author(s):  
Carmina Shrestha ◽  
Jasmin Joshi ◽  
Ashma Shrestha ◽  
Shuvechchha Karki ◽  
Sajan Acharya ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical Ethics ◽  
Clinical Ethics ◽  
Core Curriculum ◽  
Tertiary Care ◽  
Medical Schools ◽  
Care Hospital ◽  
Cross Sectional ◽  
Significant Difference

Abstract Background: The importance of doctors being aware of medical ethics has been highlighted in a number of studies. Our first study (Study-1) aims to assess the knowledge, attitude, and practices of medical ethics among clinicians at Patan Academy of Health Sciences (PAHS). We then follow up with the effect of teaching clinical ethics to medical students (Study-2). The purpose of this study is to assess the awareness regarding appropriate ethical principles, application of medical ethics and the effect of teaching medical ethics to students. Methods: There are two studies presented: Study-1 is a cross-sectional questionnaire-based study. A total of 72 participants, selected by simple random sampling, included doctors working as interns, medical officers and consultants in six departments of PAHS. Study-2 was a follow-up, cross-sectional online questionnaire-based comparative study conducted at PAHS to compare KAP of medical ethics among medical officers with and without formal medical ethics training. We used the validated questionnaire from our previous study. All graduates of PAHS 2016 and all medical officers employed at PAHS at the time of study who had graduated from other medical schools that did not include Medical Ethics in their core curriculum were included. Results: Study-1: A positive correlation between Knowledge(p = 0.088), Attitude (p = 0.002), Practice of medical ethics(p = 0.000), and years of practice was found. No significant difference in KAP of medical ethics between MBBS graduates from Nepal and abroad (p = 0.190) was found. The majority scored poorly in issues concerning autonomy. The follow-up study found a statistically significant difference (p = 0.000) in the knowledge between the doctors who were taught medical ethics and those who were not. Conclusions: Doctors find it easier to discuss ethical dilemmas with their colleagues rather than department heads. The KAP of the consultants were found to be better than that of the interns and medical officers. Autonomy is the least understood ethical principle. ‘Medical Ethics’ as a part of the core curriculum in medical schools would improve ethical practice.

Essentials for Education and Training for Tomorrow's Physicians

2017 ◽  
pp. 230-252
Author(s):  
Timothy Edward A. Barrett
Keyword(s):  
Mental Health ◽  
Medical Students ◽  
Personal Growth ◽  
Growth And Development ◽  
Well Being ◽  
Education And Training ◽  
Current Approach ◽  
Changing Times ◽  
Health And Well Being ◽  
And Training

Education and training of medical students and postgraduate residents must undergo a critical review in light of the changing times and attitudes. The demands of life in general are enough to provide significant stressors for today's students in addition to coping with pressures of balancing passing exams with meeting the expectations of family and instructors. This chapter will highlight the realities of the effect of the pressures of study on the students' mental health and well-being. It will then describe several changes that can be made to the way medical students are trained which then shifts the focus to personal growth and development and away from the traditional goals of knowledge, skills and competencies for the goal of passing the exams. In the end, this chapter will challenge readers and institutions to pause and reconsider the current approach to training of medical students.

NASATalk as a Discovery Learning Space

2012 ◽  
pp. 49-71
Author(s):  
Debra C. Burkey Piecka ◽  
Laurie Ruberg ◽  
Christopher Ruckman ◽  
Dynae Fullwood
Keyword(s):  
Virtual Community ◽  
Discovery Learning ◽  
Learning Space ◽  
Team Members ◽  
Education Services ◽  
Professional Development Workshop ◽  
Self Discovery ◽  
The Many ◽  
To Receive ◽  
Aerospace Education

The NASATalk online collaborative (www.nasatalk.com) gives educators a virtual place to talk about the many opportunities available from the National Aeronautics and Space Administration (NASA). NASATalk participants include K-16 educators, NASA-affiliated educators’ support staff, and others interested in advancing STEM (science, technology, engineering and math) education. This chapter examines the self-discovery learning opportunities afforded by NASATalk for a three-day professional development workshop from the perspectives of the NASATalk team members, two NASA Aerospace Education Services Project specialists, and the workshop participants. For the conference, NASATalk hosted a public collaborative named the NASA STEM Educators Workshop as well as several blogs. The analysis discusses how various needs are met for orientation and entry, learner decision making, individuated learning, intercommunications and collaboration, and original discovery in the NASATalk content collaborative. A professional virtual community emerges where educators gathered onsite to receive instruction, but they turned to NASATalk to share their ideas and experiences by posting articles, blogs, comments, multimedia, links, and other educational resources.

Virtual Community of Learning Object Repository

2011 ◽  
pp. 1520-1528
Author(s):  
Gilliean Lee
Keyword(s):  
Virtual Community ◽  
Learning Object ◽  
The Internet ◽  
Community Of Learning ◽  
Learning Object Repository ◽  
Increasing Demand ◽  
Use Of The Internet

In recent years, there has been an increasing demand for innovative ways of delivering education, which led to a more personalized, flexible, and portable learning (Zhang et al., 2004). The use of the Internet to support the needs for learning is commonly referred to as “elearning.”

scholarly journals 2523

2017 ◽  
Vol 1 (S1) ◽  
pp. 52-52
Author(s):  
Angela Merrifield ◽  
Michelle Lamere ◽  
Kelvin Lim ◽  
Megan Larson ◽  
David H. Ingbar
Keyword(s):  
Biomedical Research ◽  
Personal Growth ◽  
Undergraduate Student ◽  
Junior Faculty ◽  
Full Time ◽  
Application Process ◽  
Staff Support ◽  
Individual Level ◽  
Faculty Mentors ◽  
Mentoring Model

OBJECTIVES/SPECIFIC AIMS: The NIH states, “The training of the biomedical workforce has always been an integral part of the NIH mission… It takes just one good mentor to influence the career of a new investigator; it takes a robust culture of mentorship across the research community to strengthen, sustain and diversify the entire biomedical research enterprise.” The University of Minnesota’s CTSI-Education core strives to build and maintain a strong culture of mentoring by providing CTSI KL2 scholars an opportunity to mentor an undergraduate student participating in the Pathways to Research Program (PReP). Using this mentoring model, participants gain valuable benefits and CTSI’s culture of mentoring is strengthened. METHODS/STUDY POPULATION: Participating KL2 scholars are matched with a promising PReP scholar for a 12-week mentored research project. The PReP program selects top candidates through a highly competitive application process. Students work in their mentor’s lab full-time, funded by CTSI-Ed. They engage in additional activities together including a mentor/mentee, an interview activity and 2 social events. Junior faculty scholars are asked to participate as judges at CTSI’s Poster Session and are invited to present at PReP seminars. The program culminates with the announcement of the Junior Mentor of the Year, in which scholars nominate their mentors for the award. Junior faculty mentors receive support through a training course, Optimizing the Practice of Mentoring, mentor orientation and a roundtable discussion with the program director and other mentors. The program’s infrastructure is designed to foster mentee/mentor relationships through faculty and staff support. Junior faculty receive one-on-one coaching when faced with difficult mentoring situations and are recognized for their mentoring successes. RESULTS/ANTICIPATED RESULTS: Junior faculty mentors highly rate the program on the following points; the experience was a good use of time, I am satisfied with my experience, I would recommend this program to faculty colleagues and students. Undergraduates and Professional students rated their mentoring relationship as 1 of 3 best outcomes of the program. In exit surveys, their highly rated program successes include having a network that helps move their career forward, and confidence to persist through training to become a successful researcher. DISCUSSION/SIGNIFICANCE OF IMPACT: Creating a culture of mentoring is important to the strengthen, sustain and diversify the biomedical research workforce. This mentoring model contributes to the mission while vertically integrating CTSI-Ed’s KL2 and PReP programs. On an individual level, junior faculty improve communication and management skills, develop leadership qualities, increase their network, provide a sense of fulfilment and personal growth, and reinforce their own skills and knowledge of subject. They are also provided a top undergraduate student worker fully funded by the program.

Asynchronous Online Foreign Language Courses

2011 ◽  
pp. 928-935
Author(s):  
Leticia L. McGrath ◽  
Mark Johnson
Keyword(s):  
Core Curriculum ◽  
Development Process ◽  
Learning Technologies ◽  
Course Development ◽  
Multiple Perspectives ◽  
Team Members ◽  
University System Of Georgia ◽  
Language Courses ◽  
Foreign Language Courses ◽  
The University

In 1999, the Board of Regents of the University System of Georgia (USG), in collaboration with a number of its member institutions, began developing a fully online set of courses that allows a student to complete a core curriculum that is transferable across the USG. The result of this effort is the USG’s eCore® Program, developed by the Advanced Learning Technologies (ALT) unit of the USG. The eCore® Courses were created using a collaborative course development process that engaged teams of USG faculty, technical support and an instructional designer from ALT. The collaborative course development process was utilized in order to take full advantage of the expertise of the team members and to incorporate multiple perspectives of the content into the courses. In addition, a set of guidelines for the development of eCore® courses was established to ensure the courses were of the highest quality possible. The eCore® course array was developed over a period of seven years. While many of the courses were well suited to the asynchronous online approach, there were content areas that were more controversial, such as physics, chemistry and foreign languages, due to the highly specific requirements in each of these disciplines.

The Evolution of Core Curriculum in Medical Schools

2020 ◽  
pp. 92-109
Author(s):  
Aaron L. Burshtein ◽  
Joshua G. Burshtein ◽  
Peter A. Gold ◽  
Luke Garbarino ◽  
David E. Elkowitz
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Learning Environments ◽  
Technological Innovation ◽  
Core Curriculum ◽  
Medical School Training ◽  
Case Based Learning ◽  
Medical Educators ◽  
School Training ◽  
Case Based

Medical education has undergone an evolution from passive, lecture-based learning environments to curricula that accentuate an active and dynamic system. Stemming from technological innovation, a greater amount of responsibility has been placed on students during clerkships and residency. In addition, a shift in USMLE assessment focuses on interpretation and application as compared to the former memorization-heavy approach. Therefore, learning has been modified to prepare students for the future medical landscape. Through the use of Team-Based, Problem-Based, and/or Case-Based Learning, medical students are taught to understand content rather than memorize it. The authors elucidate the rationale behind active learning and present a guide for medical educators to adopt this style of learning in every part of the undergraduate medical school training process.

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