Using team-based learning to teach pharmacology to second year medical students improves student performance

2010 ◽  
Vol 32 (2) ◽  
pp. 130-135 ◽  
Author(s):  
Nathalie K. Zgheib ◽  
Joseph A. Simaan ◽  
Ramzi Sabra
Keyword(s):  
Medical Students ◽  
Student Performance ◽  
Learning To Teach ◽  
Team Based Learning ◽  
Second Year

scholarly journals Using Modified Team-Based Learning to Teach Antimicrobial Stewardship to Medical Students: One Institution’s Approach

2019 ◽  
Vol 29 (4) ◽  
pp. 1179-1185 ◽  
Author(s):  
Luis Gonzaga Tulloch ◽  
Anju Relan ◽  
Jennifer Curello ◽  
Elise Martin ◽  
Roma Patel ◽  
...  
Keyword(s):  
Medical Students ◽  
Antimicrobial Stewardship ◽  
Learning To Teach ◽  
Team Based Learning

Teaching neurology to medical students with a simplified version of team-based learning

Neurology ◽  
2017 ◽  
Vol 89 (6) ◽  
pp. 616-622 ◽  
Author(s):  
Jochen Brich ◽  
Meike Jost ◽  
Peter Brüstle ◽  
Marianne Giesler ◽  
Michel Rijntjes
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Student Performance ◽  
Instructional Strategy ◽  
Teaching Method ◽  
Altered Mental Status ◽  
Group Differences ◽  
Promising Tool ◽  
Team Based Learning ◽  
Fourth Year Medical Students

Objective:To compare the effect of a simplified version of team-based learning (sTBL), an active learning/small group instructional strategy, with that of the traditionally used small group interactive seminars on the acquisition of knowledge and clinical reasoning (CR) skills.Methods:Third- and fourth-year medical students (n = 122) were randomly distributed into 2 groups. A crossover design was used in which 2 neurologic topics were taught by sTBL and 2 by small group interactive seminars. Knowledge was assessed with a multiple-choice question examination (MCQE), CR skills with a key feature problem examination (KFPE). Questionnaires were used for further methodologic evaluation.Results:No group differences were found in the MCQE results. sTBL instruction of the topic “acute altered mental status” was associated with a significantly better student performance in the KFPE (p = 0.008), with no differences in the other 3 topics covered. Although both teaching methods were highly rated by the students, a clear majority voted for sTBL as their preferred future teaching method.Conclusions:sTBL served as an equivalent alternative to small group interactive seminars for imparting knowledge and teaching CR skills, and was particularly advantageous for teaching CR in the setting of a complex neurologic topic. Furthermore, students reported a strong preference for the sTBL approach, making it a promising tool for effectively teaching neurology.

scholarly journals Using team based learning (TBL) to teach pharmacology to second year medical students

2009 ◽  
Vol 23 (S1) ◽  
Author(s):  
Ramzi Sabra ◽  
Joseph A Simaan ◽  
Nathalie K Zgheib
Keyword(s):  
Medical Students ◽  
Team Based Learning ◽  
Second Year

Meditation buffers medical student compassion from the deleterious effects of depression.

2017 ◽  
Author(s):  
Jennifer S Mascaro ◽  
Sean Kelley ◽  
Alana Darcher ◽  
Lobsang Negi ◽  
Carol Worthman ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Well Being ◽  
Daily Functioning ◽  
Wait List ◽  
School Students ◽  
Social Emotions ◽  
The Face ◽  
Second Year

Increasing data suggest that for medical school students the stress of academic and psychologicaldemands can impair social emotions that are a core aspect of compassion and ultimately physiciancompetence. Few interventions have proven successful for enhancing physician compassion inways that persist in the face of suffering and that enable sustained caretaker well-being. To addressthis issue, the current study was designed to (1) investigate the feasibility of cognitively-basedcompassion training (CBCT) for second-year medical students, and (2) test whether CBCT decreasesdepression, enhances compassion, and improves daily functioning in medical students. Comparedto the wait-list group, students randomized to CBCT reported increased compassion, and decreasedloneliness and depression. Changes in compassion were most robust in individuals reporting highlevels of depression at baseline, suggesting that CBCT may benefit those most in need by breakingthe link between personal suffering and a concomitant drop in compassion

Demonstration: Virtual Patient Immersive Trainer to Train Perceptual Skills Using Augmented Reality

2020 ◽  
Vol 64 (1) ◽  
pp. 470-472
Author(s):  
Christen E. Sushereba ◽  
Laura G. Militello
Keyword(s):  
Medical Students ◽  
Augmented Reality ◽  
Student Performance ◽  
Group Interaction ◽  
Virtual Patient ◽  
Perceptual Cues ◽  
Perceptual Skills ◽  
Individual Interaction ◽  
Severity Of Injury ◽  
Microsoft Hololens

In this session, we will demonstrate the Virtual Patient Immersive Trainer (VPIT). The VPIT system uses augmented reality (AR) to allow medics and medical students to experience a photorealistic, life-sized virtual patient. The VPIT supports learners in obtaining the perceptual skills required to recognize and interpret subtle perceptual cues critical to assessing a patient’s condition. We will conduct an interactive demonstration of the virtual patient using both a tablet (for group interaction) and an AR-enabled headset (Microsoft HoloLens) for individual interaction. In addition, we will demonstrate use of the instructor tablet to control what the learner sees (e.g., injury types, severity of injury) and to monitor student performance.

scholarly journals Disaster Day: A Simulation-Based Disaster Medicine Curriculum for Novice Learners

2021 ◽  
Vol 8 ◽  
pp. 238212052110207
Author(s):  
Brad D Gable ◽  
Asit Misra ◽  
Devin M Doos ◽  
Patrick G Hughes ◽  
Lisa M Clayton ◽  
...  
Keyword(s):  
Medical Students ◽  
Disaster Management ◽  
Disaster Preparedness ◽  
Real Life ◽  
Mass Casualty ◽  
Disaster Medicine ◽  
Incident Command ◽  
Management Concepts ◽  
Simulation Based ◽  
Second Year

Background: Mass casualty and multi-victim incidents have increased in recent years due to a number of factors including natural disasters and terrorism. The Association of American Medical Colleges (AAMC) recommends that medical students be trained in disaster preparedness and response. However, a majority of United States medical students are not provided such education. Objective: The goal of this study was to evaluate the effectiveness of a 1 day, immersive, simulation-based Disaster Day curriculum. Settings and Design: Learners were first and second year medical students from a single institution. Materials and Methods: Our education provided learners with information on disaster management, allowed for application of this knowledge with hands-on skill stations, and culminated in near full-scale simulation where learners could evaluate the knowledge and skills they had acquired. Statistical analysis used: To study the effectiveness of our Disaster Day curriculum, we conducted a single-group pretest-posttest and paired analysis of self-reported confidence data. Results: A total of 40 first and second year medical students participated in Disaster Day as learners. Learners strongly agreed that this course provided new information or provided clarity on previous training, and they intended to use what they learned, 97.6% and 88.4%, respectively. Conclusions: Medical students’ self-reported confidence of key disaster management concepts including victim triage, tourniquet application, and incident command improved after a simulation-based disaster curriculum. This Disaster Day curriculum provides students the ability to apply concepts learned in the classroom and better understand the real-life difficulties experienced in a resource limited environment.

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