How we developed an effective e-learning module for medical students on using professional interpreters

Introduction. Knowledge of fecal incontinence (FI) in medical professionals is poor. Undergraduate education is limited despite its relevance to many specialties. Our aim was to review undergraduate curriculum requirements for FI across the UK and evaluate the impact of a teaching tool on medical student knowledge. Methods. Governing bodies and medical school curricula were identified and searched for FI knowledge requirements. A questionnaire was developed to assess undergraduate exposure to FI teaching. This information was consolidated with a discussion group involving medical students and used to develop an e-learning module. Intervention was performed by trialing the module in a group of medical students and evaluated with feedback. Results. There is a considerable absence of undergraduate learning requirements for FI. Only 19% of medical students had received teaching on the subject despite there being a demand for more coverage (43%). A group discussion guided the development of an e-learning module. Introduction of this significantly improved medical students understanding in all aspects of diagnosis and management of FI. Conclusions. There is a shortfall in the undergraduate curriculum requirements for this common and debilitating problem. An e-learning module can enhance knowledge and understanding in medical students to improve patient care and management.

Download Full-text

M26 Teaching students to prescribe oxygen safely: the impact of an e-Learning module and BTS oxygen prescription section on oxygen prescribing by medical students taking Final MBBS examinations

Thorax ◽

10.1136/thoraxjnl-2013-204457.436 ◽

2013 ◽

Vol 68 (Suppl 3) ◽

pp. A206.1-A206

Author(s):

D Hammersley ◽

LJE Smith ◽

D Furmedge ◽

C Ward ◽

S Kennedy ◽

...

Keyword(s):

Medical Students ◽

Learning Module ◽

E Learning ◽

The Impact

Download Full-text

P26: EVALUATING AND DEVELOPING A TEACHING TOOL ON FAECAL INCONTINENCE IN THE UNDERGRADUATE MEDICAL CURRICULUM

British Journal of Surgery ◽

10.1093/bjs/znab117.111 ◽

2021 ◽

Vol 108 (Supplement_1) ◽

Author(s):

CH Li ◽

J Parker ◽

N Reeve ◽

J Cornish

Keyword(s):

Medical Students ◽

Medical School ◽

Faecal Incontinence ◽

Medical Curriculum ◽

Group Discussion ◽

Undergraduate Curriculum ◽

Bowel Dysfunction ◽

School Curriculum ◽

Learning Module ◽

E Learning

Abstract Introduction To evaluate the medical school undergraduate curriculum on faecal incontinence (FI) and develop an educational tool to improve the teaching on the subject. Method Qualitative analysis of literature research and data collected from medical students via emails, questionnaires and focused group discussions. Result FI has not been implanted into the undergraduate curriculum 12,13 and there are variations in teaching on the topic in different medical schools. n= 111 medical students at Cardiff University responded to the survey. FI was reported to be overlooked compared to other types of bowel dysfunction. 38 students reported to have teaching on bowel incontinence, whereas 64 and 74 students had teaching on diarrhoea and constipation respectively. 77% of medical students would like more teaching on bowel incontinence. 9 students participated in a focused group discussion. An interactive e-learning module from Xerte was created based on the students' suggestions and were trialed by a separate cohort of students (n=20). All 20 students showed significant improvement of students' confidence in faecal incontinence (p <= 2.132e∧-6) after completing the e-learning module. Conclusion We recommend introducing the educational resource into the undergraduate curriculum of Cardiff University medical school, especially targeting the clinical year, a clear guidance for FI should be published by the relevant postgraduate healthcare faculties and consider assessing at which stage of the postgraduate training should FI be taught. Take-home message Baseline knowledge of FI is poor. Lack of content in medical school curriculum and E learning modules potentially useful adjuncts.

Download Full-text

Distance Learning of the National Institutes of Health Stroke Scale During the COVID-19 Pandemic, E-learning versus Video: a Web-Based Randomized Controlled Trial (Preprint)

10.2196/preprints.23594 ◽

2020 ◽

Author(s):

Mélanie Suppan ◽

Loric Stuby ◽

Emmanuel Carrera ◽

Philippe Cottet ◽

Avinash Koka ◽

...

Keyword(s):

Distance Learning ◽

Medical Students ◽

National Institutes Of Health ◽

Web Based ◽

Learning Group ◽

Randomized Controlled ◽

Learning Module ◽

Learning Path ◽

E Learning ◽

Better Than

BACKGROUND The COVID-19 pandemic has considerably altered the regular medical education curriculum while increasing the need for healthcare professionals. Senior medical students have been incrementally used on the front line to overcome the shortage of certified physicians. These students, some of whom will be fast-tracked as physicians, might lack knowledge regarding the initial management of time-critical emergencies such as stroke. OBJECTIVE Our aim was to determine whether an electronic learning (e-learning) module could improve distance knowledge acquisition of the National Institutes of Health Stroke Scale (NIHSS) in senior medical students compared to the traditional didactic video. METHODS A randomized, controlled, data-analyst blinded web-based trial was conducted at the University of Geneva Faculty of Medicine between April and June 2020. Fifth year medical students followed a learning path designed to distantly learn the NIHSS. The control group followed the traditional didactic video created by Patrick Lyden while the e-learning group followed the updated version of a previously tested highly-interactive e-learning module. The main outcome was the score on a 50-question quiz displayed upon completion of the learning material. Difference in the proportion of correct answers for each specific NIHSS item was also assessed. RESULTS Out of 158 potential participants, 88 started their allocated learning path, and 75 completed the trial. Participants who followed the e-learning module performed better than those who followed the video (38 [95%CI 37 to 39] correct answers versus 35 [95%CI 34 to 36], P<.001). Participants in the e-learning group scored five elements better than the video group: key NIHSS concepts (P=.02), the consciousness – global item (P<.001), the facial palsy item (P=.04), the ataxia item (P=.03) and the sensory item (P=.04). CONCLUSIONS Compared to the traditional didactic video, a highly-interactive e-learning module enhances distance learning and NIHSS knowledge acquisition in senior medical students.

Download Full-text

A Short Intervention Followed by an Interactive E-Learning Module to Motivate Medical Students to Enlist as First Responders: Protocol for a Prospective Implementation Study

JMIR Research Protocols ◽

10.2196/24664 ◽

2020 ◽

Vol 9 (11) ◽

pp. e24664

Author(s):

Laurent Suppan ◽

Tara Herren ◽

Victor Taramarcaz ◽

Simon Regard ◽

Sébastien Martin-Achard ◽

...

Keyword(s):

Medical Students ◽

Undergraduate Education ◽

First Responders ◽

Ethics Committee ◽

First Year ◽

Learning Module ◽

Alert Message ◽

E Learning ◽

First Year Medical Students ◽

Short Intervention

Background In Geneva, Switzerland, basic life support (BLS) maneuvers are provided in only 40% of out-of-hospital cardiac arrests (OHCAs) cases. As OHCA outcomes are markedly improved when BLS maneuvers are swiftly applied, a “first-responder” system was introduced in 2019. When emergency dispatchers identify a possible OHCA, first responders receive an alert message on a specific app (Save-a-Life) installed on their smartphones. Those nearest to the victim and immediately available are sent the exact location of the intervention. First-year medical students only have limited knowledge regarding BLS procedures but might nevertheless need to take care of OHCA victims. Medical students responding to out-of-hospital emergencies are off-duty in half of these situations, and offering junior medical students the opportunity to enlist as first responders might therefore not only improve OHCA outcomes but also foster a greater recognition of the role medical students can hold in our society. Objective Our aim is to determine whether providing first-year medical students with a short intervention followed by an interactive e-learning module can motivate them to enlist as first responders. Methods After obtaining the approval of the regional ethics committee and of the vice-dean for undergraduate education of the University of Geneva Faculty of Medicine (UGFM), 2 senior medical students will present the project to their first-year colleagues at the beginning of a lecture. First-year students will then be provided with a link to an interactive e-learning module which has been designed according to the Swiss Resuscitation Council’s first aid guidelines. After answering a first questionnaire and completing the module, students will be able to register for practice sessions. Those attending and successfully completing these sessions will receive a training certificate which will enable them to enlist as first responders. The primary outcome will be the proportion of first-year medical students enlisting as first responders at the end of the study period. Secondary outcomes will be the proportion of first-year medical students electing to register on the platform, to begin the e-learning module, to complete the e-learning module, to register for practice sessions, to attend the practice sessions, and to obtain a certificate. The reasons given by medical students for refusing to participate will be analyzed. We will also assess how comfortable junior medical students would feel to be integrated into the first responders system at the end of the training program and whether it affects the registration rate. Results The regional ethics committee (Req-2020-01143) and the UGFM vice-dean for undergraduate education have given their approval to the realization of this study, which is scheduled to begin in January 2021. Conclusions This study should determine whether a short intervention followed by an interactive e-learning module can motivate first-year medical students to enlist as first responders. International Registered Report Identifier (IRRID) PRR1-10.2196/24664

Download Full-text

A Short Intervention Followed by an Interactive E-Learning Module to Motivate Medical Students to Enlist as First Responders: Protocol for a Prospective Implementation Study (Preprint)

10.2196/preprints.24664 ◽

2020 ◽

Author(s):

Laurent Suppan ◽

Tara Herren ◽

Victor Taramarcaz ◽

Simon Regard ◽

Sébastien Martin-Achard ◽

...

Keyword(s):

Medical Students ◽

Undergraduate Education ◽

First Responders ◽

Ethics Committee ◽

First Year ◽

Learning Module ◽

Alert Message ◽

E Learning ◽

First Year Medical Students ◽

Short Intervention

BACKGROUND In Geneva, Switzerland, basic life support (BLS) maneuvers are provided in only 40% of out-of-hospital cardiac arrests (OHCAs) cases. As OHCA outcomes are markedly improved when BLS maneuvers are swiftly applied, a “first-responder” system was introduced in 2019. When emergency dispatchers identify a possible OHCA, first responders receive an alert message on a specific app (Save-a-Life) installed on their smartphones. Those nearest to the victim and immediately available are sent the exact location of the intervention. First-year medical students only have limited knowledge regarding BLS procedures but might nevertheless need to take care of OHCA victims. Medical students responding to out-of-hospital emergencies are off-duty in half of these situations, and offering junior medical students the opportunity to enlist as first responders might therefore not only improve OHCA outcomes but also foster a greater recognition of the role medical students can hold in our society. OBJECTIVE Our aim is to determine whether providing first-year medical students with a short intervention followed by an interactive e-learning module can motivate them to enlist as first responders. METHODS After obtaining the approval of the regional ethics committee and of the vice-dean for undergraduate education of the University of Geneva Faculty of Medicine (UGFM), 2 senior medical students will present the project to their first-year colleagues at the beginning of a lecture. First-year students will then be provided with a link to an interactive e-learning module which has been designed according to the Swiss Resuscitation Council’s first aid guidelines. After answering a first questionnaire and completing the module, students will be able to register for practice sessions. Those attending and successfully completing these sessions will receive a training certificate which will enable them to enlist as first responders. The primary outcome will be the proportion of first-year medical students enlisting as first responders at the end of the study period. Secondary outcomes will be the proportion of first-year medical students electing to register on the platform, to begin the e-learning module, to complete the e-learning module, to register for practice sessions, to attend the practice sessions, and to obtain a certificate. The reasons given by medical students for refusing to participate will be analyzed. We will also assess how comfortable junior medical students would feel to be integrated into the first responders system at the end of the training program and whether it affects the registration rate. RESULTS The regional ethics committee (Req-2020-01143) and the UGFM vice-dean for undergraduate education have given their approval to the realization of this study, which is scheduled to begin in January 2021. CONCLUSIONS This study should determine whether a short intervention followed by an interactive e-learning module can motivate first-year medical students to enlist as first responders. INTERNATIONAL REGISTERED REPORT PRR1-10.2196/24664

Download Full-text

Evaluation of an internet-based e-learning module to introduce nuclear medicine to medical students

Nuclear Medicine Communications ◽

10.1097/mnm.0b013e328340821f ◽

2010 ◽

Vol 31 (12) ◽

pp. 1063-1067 ◽

Cited By ~ 4

Author(s):

Stefanie Diessl ◽

Frederik A. Verburg ◽

Alexander Hoernlein ◽

Martin Schumann ◽

Markus Luster ◽

...

Keyword(s):

Nuclear Medicine ◽

Medical Students ◽

Learning Module ◽

E Learning

Download Full-text

E-learning to teach medical students about acute otitis media: A randomized controlled trial

Paediatrics & Child Health ◽

10.1093/pch/pxab009 ◽

2021 ◽

Author(s):

Sarah Mousseau ◽

Maude Poitras ◽

Annie Lapointe ◽

Bich Hong Nguyen ◽

Catherine Hervouet-Zeiber ◽

...

Keyword(s):

Randomized Controlled Trial ◽

Medical Students ◽

Diagnostic Accuracy ◽

Otitis Media ◽

Test Scores ◽

Controlled Trial ◽

Acute Otitis Media ◽

Randomized Controlled ◽

Learning Module ◽

E Learning

Abstract Objectives Acute otitis media (AOM) is extremely prevalent among children but its diagnosis remains challenging. Our primary objective was to measure the impact of an e-learning module on medical students’ accuracy in diagnosing paediatric AOM. Methods This randomized controlled trial was performed at a single tertiary care paediatric emergency department (ED). Medical students on their paediatric rotation were randomized to a locally developed e-learning module or a small-group lecture on AOM. They then had to examine at least 10 ears of patients at risk for AOM. The primary outcome was diagnostic accuracy and secondary outcomes included knowledge test scores and learning modality preference. Results Between May 2017 and September 2018, 201 medical students were randomized. Eighty-three evaluated at least 10 ears and were included in the primary analysis. Diagnostic accuracies (76.5% for the e-learning group versus 76.4% for the lecture group, difference of 0.1%; 95%CI: –6.2 to 6.4%) and post-test scores (difference of 0.5/20 points; 95%CI: –0.8 to 1.2/20 points) were similar between the groups. Sixty-two per cent of participants preferred the e-learning module to the lecture, while 15% had no preference. Conclusions Diagnostic accuracy for AOM was similar between students exposed to an e-learning module or a small-group lecture. E-learning was the preferred learning modality.

Download Full-text