scholarly journals Impact of covid-19 pandemic: Perception of clinical year medical students on transition of traditional to online lectures in a medical university of Karachi, Pakistan.

2021 ◽  
Vol 28 (05) ◽  
pp. 625-629
Author(s):  
Shazia Fakhir ◽  
Ammara Hameed
Keyword(s):  
Clinical Teaching ◽  
Faculty Training ◽  
Medical Studies ◽  
Online Student ◽  
Online Lectures ◽  
Medical University ◽  
Component Training ◽  
Study Setting ◽  
Interaction Component ◽  
Case Based

Objective: To determine the perception of clinical undergraduate MBBS students of online lectures in a medical university of Karachi, Pakistan. Study Design: Descriptive Study. Setting: Bahria University Medical and Dental College. Period: May 2020 till July 2020. Material & Methods: Four weeks after introduction of online lectures. Data was collected from clinical year students over two weeks using Google forms and analysed using SPSS version 22. Result: Of 450 clinical year students, n=234 responded. Overall, 48.7% (n = 114) students were satisfied with the online lectures, 34.2 %( n= 80) were completely satisfied and 17.7 %( n=39) were unsatisfied. 53.4 %( n=125) felt lectures were serving the purpose whereas 37.2% (n=87) do not feel the same. The lack of interaction component in online lectures was felt by 45.7% (n=107) students. Regarding clinical teaching, 72.2% (n= 170) do not think it is possible online, 15.8 (n=35) feel it possible and 12.4% (n=29) were hopeful. Majority 61.1% (n=143) think it is impossible to complete medical studies online. Student ideas for improvement included availability of lecture recording for later viewing, integrated quizzes, increasing interactive component, training of faculty, small group sessions and case based teaching. Majorly students faced internet connectivity issues and timings of long lectures without break. Conclusion: Online lectures can be improved by reducing the issues faced by students, providing them easy internet access, faculty training programs to make interactive and case based presentation and quizzes.

125 years of the Department of Skin and Venereal Diseases of Kazan State Medical University

1997 ◽  
Vol 78 (6) ◽  
pp. 469-470
Author(s):  
R. Z. Zakiev ◽  
V. V. Guryanov
Keyword(s):  
Clinical Teaching ◽  
Medical Faculty ◽  
Venereal Diseases ◽  
Considerable Part ◽  
Medical University

The Chair of skin and venereal diseases was organized in 1872. Its first head was professor A.G. Ge, who graduated from the Medical faculty of Kazan University in 1865 and as early as 1868 defended his thesis for a Doctor of Medicine degree. From 1870 to 1872 A. G. Ge studied skin and venereal diseases abroad, in the clinics of the largest dermatologists Gebra, Zeisle, Sigmund and Brucke (in Vienna and Wrzburg). Thanks to his persistence and efforts on March 1, 1900 a new clinic was opened, built on donations of State Councilor I.I. Alafuzov, the owner of several factories in Kazan. A.G. Ge owns 20 works. The result of my many years of clinical teaching, personal observations and researches was the textbook "The course of venereal diseases", which was reprinted 8 times during the author's life. A considerable part of my works is devoted to the issues of organization of struggle against syphilis and prostitution. Prof. A.G. Ge headed the department for 35 years.

Case-based prediction in experimental medical studies

1999 ◽  
Vol 15 (3) ◽  
pp. 255-273 ◽  
Author(s):  
A. Seitz ◽  
A.M. Uhrmacher ◽  
D. Damm
Keyword(s):  
Medical Studies ◽  
Case Based

scholarly journals Faculty Training and Professional Retraining of Specialists of the Siberian State Medical University — 30 years

2009 ◽  
Vol 8 (4(2)) ◽  
pp. 5-16
Author(s):  
L. M. Ogorodova ◽  
V. M. Alifirova ◽  
Ye. L. Timoshina
Keyword(s):  
Public Health ◽  
Faculty Training ◽  
High Quality ◽  
Medical University ◽  
Development Perspective

The main stages of the development of the Postgraduate Formation in Siberian State Medical University are presented. In 2009 was performed 30 years since day of the opening of the Faculty of the Improvement Specialists. Were analysed main totals to activity of the faculty, its formation and development, perspective directions in training high-quality personnel for practical public health.

Medical Case Based Reasoning Frameworks

2016 ◽  
Vol 8 (3) ◽  
pp. 31-62 ◽  
Author(s):  
Shaker El-Sappagh ◽  
Mohammed Mahfouz Elmogy
Keyword(s):  
English Language ◽  
Diabetes Management ◽  
Critical Evaluation ◽  
Clinical Decision Support Systems ◽  
Clinical Decision ◽  
Case Based Reasoning ◽  
Medical Studies ◽  
Medical Systems ◽  
Medical Domain ◽  
Case Based

Case-Based Reasoning (CBR) is one of the most suitable AI techniques for building clinical decision support systems. Medical domain complexity introduces many challenges for building these systems. Building the systems' knowledge base from the Electronic Health Record (EHR), the encoding of case-base knowledge with standard medical ontology, and the handling of vague data are examples of these challenges. Although several advantages of using CBR in medicine have been identified, there are no real systems acceptable to physicians. This systematic review examines the current state of CBR and its limitations in the medical domain, especially for diabetes mellitus. The critical evaluation of the status of diabetes CBR systems presents unique opportunities for improving these systems. The literature review covers most of the English language studies extracted from relevant databases by using search terms relating CBR, ontology, Fuzzy, and standard terminology concepts. The authors identify 38 articles published between 1999 and 15 January 2015, which represent original researches in CBR domain. The study includes 15 (39.5%) non-medical studies and 23 (60.5%) medical studies with ~22% for diabetes CBR. A list of 18 integrated evaluation metrics has been proposed and used in the analysis. The results show that the non-medical CBR systems achieved higher advances (50%) than medical systems (42.9%). In addition, the diabetes management CBR systems achieve the lowest advances (21.4%) compared to other systems. These shortages explain the question “why CBR paradigm are not fully utilized in the commercial medical systems?” As a result, there is a distinct need for more comprehensive enhancements in clinical CBR especially diabetes systems.

Understanding Student Support

2018 ◽  
pp. 307-324
Author(s):  
Tabitha Rangara-Omol
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Best Practice ◽  
Support Systems ◽  
Student Support ◽  
Faculty Training ◽  
Online Student ◽  
Online Technologies ◽  
Self Reliance ◽  
Use Of Technology

Blended learning comprises of teaching and learning formats that complement online technologies for both on-campus and off-campus students. The disposition of online learning requires the student to exercise autonomy, independence, and self-reliance, and the teacher to engage skills that facilitate, guide, and mentor students. These skills need to be developed through support systems that encourage both faculty and student participation. This chapter examines the concept of student support with the objective of providing a background and justification for its role in online learning. The chapter proposes that student support should be part of faculty training with a double-faceted benefit: 1) faculty will adopt the use of technology while learning online student support systems; 2) a well-designed support system will contribute to best practice through improved student retention and success.

scholarly journals The role of lectures in the modern educational space

2021 ◽  
Vol 12 (4) ◽  
pp. 103-112
Author(s):  
S. A. Andreeva ◽  
N. R. Karelina ◽  
T. I. Kim ◽  
L. Y. Artyukh ◽  
M. L. Opedizano
Keyword(s):  
Professional Competence ◽  
Historical Analysis ◽  
Educational Process ◽  
University Education ◽  
Human Anatomy ◽  
Medical Sciences ◽  
Face To Face ◽  
Lecture Material ◽  
Online Lectures ◽  
Medical University

This article presents the authors personal views on the role, the place and the forms of lecture teaching of the morphological disciplines at the medical universities. Historical analysis shows that lecture has traditionally been the leading form of a university education. At the same time, the increasing requirements for the quality and efficiency of the modern educational process, the intensive intercalation of computer technologies in education and medicine raise the question of the preferred methods of conducting this type of classes. In addition, the difficult epidemiological situation, that is observed today around the world, has made its own adjustments to this discussion. The article provides a comparative overview of the various forms of presentation of lecture material (face-to-face lectures, online lectures in synchronous and asynchronous versions), and details the advantages and the disadvantages of each of them. Evaluating the positive and the negative aspects of the remote lectures, we can say that this format is not perfect for studying at a medical university. Moreover, it is not suitable for giving lectures on human anatomy because their demonstrativeness suffers. A lecture is a parade of a department, noticed the academician of the USSR Academy of Medical Sciences V.N. Shevkunenko. It can give an ability for a creativity, a lifeline in the process of a powerful flow of information to a student, select the most useful and necessary things, promote the development of а professional competence, help to find guidelines, life values and meanings. All this can be fully implemented only with live communication in а lecture audience, which is the secret of the longevity of a lecture.

scholarly journals A Clinical Teaching Blended Learning Program to Enhance Registered Nurse Preceptors’ Teaching Competencies: Pretest and Posttest Study

10.2196/18604 ◽  
2020 ◽  
Vol 22 (4) ◽  
pp. e18604
Author(s):  
Xi Vivien Wu ◽  
Yuchen Chi ◽  
Umadevi Panneer Selvam ◽  
M Kamala Devi ◽  
Wenru Wang ◽  
...  
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
Clinical Teaching ◽  
Teaching Competencies ◽  
Web Based ◽  
Clinical Competencies ◽  
Web Based Learning ◽  
Teaching Competence ◽  
Nurse Preceptors ◽  
Case Based

Background Clinical nursing education provides opportunities for students to learn in multiple patient care settings, receive appropriate guidance, and foster the development of clinical competence and professionalism. Nurse preceptors guide students to integrate theory into practice, teach clinical skills, assess clinical competencies, and enhance problem-solving and critical thinking skills. Previous research has indicated that the teaching competencies of nurse preceptors can be transferred to students’ clinical learning to enhance their clinical competencies. Objective This study aimed to develop a clinical teaching blended learning (CTBL) program with the aid of web-based clinical pedagogy (WCP) and case-based learning for nurse preceptors and to examine the effectiveness of the CTBL program on nurse preceptors’ clinical teaching competencies, self-efficacies, attitudes toward web-based learning, and blended learning outcomes. Methods A quasi-experimental single-group pretest and posttest design was adopted. A total of 150 nurse preceptors participated in the CTBL program, which was conducted from September 2019 to December 2019. A set of questionnaires, including the clinical teaching competence inventory, preceptor self-efficacy questionnaire, attitudes toward web-based continuing learning survey, and e-learning experience questionnaire, was used to assess the outcomes before and after the CTBL program. Results Compared with the baseline, the participants had significantly higher total mean scores and subdomain scores for clinical teaching competence (mean 129.95, SD 16.38; P<.001), self-efficacy (mean 70.40, SD 9.35; P<.001), attitudes toward web-based continuing learning (mean 84.68, SD 14.76; P<.001), and blended learning outcomes (mean 122.13, SD 14.86; P<.001) after the CTBL program. Conclusions The CTBL program provides a comprehensive coverage of clinical teaching pedagogy and assessment strategies. The combination of the WCP and case-based approach provides a variety of learning modes to fit into the diverse learning needs of the preceptors. The CTBL program allows the preceptors to receive direct feedback from the facilitators during face-to-face sessions. Preceptors also gave feedback that the web-based workload is manageable. This study provides evidence that the CTBL program increases the clinical teaching competencies and self-efficacies of the preceptors and promotes positive attitudes toward web-based learning and better blended learning outcomes. The health care organization can consider the integration of flexible learning and intellect platforms for preceptorship education.

scholarly journals A Smart Healthcare Knowledge Service Framework for Hierarchical Medical Treatment System

Healthcare ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 32
Author(s):  
Yi Xie ◽  
Dongxiao Gu ◽  
Xiaoyu Wang ◽  
Xuejie Yang ◽  
Wang Zhao ◽  
...  
Keyword(s):  
Clinical Teaching ◽  
Service System ◽  
Medical Knowledge ◽  
Pilot Project ◽  
Diagnostic Tools ◽  
Case Based Reasoning ◽  
Knowledge Service ◽  
Knowledge Reasoning ◽  
Smart Healthcare ◽  
Case Based

This paper reveals the research hotspots and development directions of case-based reasoning in the field of health care, and proposes the framework and key technologies of medical knowledge service systems based on case-based reasoning (CBR) in the big data environment. The 2124 articles on medical CBR in the Web of Science were visualized and analyzed using a bibliometrics method, and a CBR-based knowledge service system framework was constructed in the medical Internet of all people, things and data resources environment. An intelligent construction method for the clinical medical case base and the gray case knowledge reasoning model were proposed. A cloud-edge collaboration knowledge service system was developed and applied in a pilot project. Compared with other diagnostic tools, the system provides case-based explanations for its predicted results, making it easier for physicians to understand and accept, so that they can make better decisions. The results show that the system has good interpretability, has better acceptance than the common intelligent decision support system, and strongly supports physician auxiliary diagnosis and treatment as well as clinical teaching.

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