scholarly journals Students’ Viewpoint: Challenges and Preparation of Medical Students for Final Clinical Examination during COVID-19

2021 ◽  
pp. 46-56
Author(s):  
Nour Hanan Daniah Mohd Bakhit ◽  
Ahmad Anwaar Muhammad Saifullah ◽  
Ruhi Fadzlyana Jailani
Keyword(s):  
Medical Students ◽  
Clinical Examination ◽  
Teaching And Learning ◽  
Clinical Skills ◽  
Group Discussions ◽  
Small Group Discussions ◽  
Physical Examinations ◽  
Education Delivery ◽  
Intensive Teaching ◽  
Real Patients

The COVID-19 pandemic has caused the clinical attachment for medical students to be deferred in ensuring reduction of viral transmission.  Patients encounter was near impossible, thus suspending medical students’ clinical skills on real patients. Despite this, the final examination had to be conducted. Hence, appropriate planning was made to ensure candidates were well prepared. A paradigm shift was made by Universiti Sains Islam Malaysia (USIM) with regards to the medical education delivery and the final undergraduate examination organization. The traditional in-person teaching and learning sessions were converted to video conferences and small group discussions to ensure social distancing. Objective structured clinical examination (OSCE) consisting of sixteen manned and twenty unmanned stations were introduced to replace the conventional one long and three short cases clinical examinations. The pandemic became the biggest obstacle for the final year medical students physically and psychologically. Familiarisation with the new format of learning and examination has to be made within three months. Online learning materials became resourceful during revisions. Simulated OSCE conducted by the lecturers, were advantageous to the students in ensuring familiarity to the new examination technique. Role-plays involving students’ family members and colleagues as patients, aided the candidates to rehearse their physical examinations and history taking techniques. The intensive teaching and learning sessions have enabled the candidates to be equipped with the new examination requirement. Reflection: Generally, candidates favour OSCE over traditional clinical examinations. This preponderance was due to OSCE capability in assessing the entire aspects of knowledge and skills in variable rotations throughout medical school.

scholarly journals Consequences and Adaptations in Medical Education during the COVID-19 Pandemic: Medical Students’ Perspective in a Malaysian Public Institution

2021 ◽  
pp. 77-83
Author(s):  
Ahmad Anwaar Muhammad Saifullah ◽  
Nour Hanan Daniah Mohd Bakhit ◽  
Suhaila Sanip ◽  
Mohd Rahman Omar ◽  
Maimunah Abdul Muna'aim
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Teaching And Learning ◽  
Public Institution ◽  
Online Classes ◽  
Higher Institution ◽  
Physical Examinations ◽  
Technical Issues ◽  
Case Presentations ◽  
Real Patients

The severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) has become one of the most disastrous health crises of the present world. The COVID-19 pandemic imposes unprecedented challenges for medical education globally. We describe how the pandemic has disrupted the medical education landscape from the students' perspectives and how medical students from a public higher institution adapted to the changes made to comply with the various government agencies' guidelines to contain the spread of COVID-19 while fulfilling the course requirements. The utilisation of numerous innovative online applications enabled the students to participate in numerous teaching and learning activities (TLA) with more flexible scheduling of the classes, participated in a series of online case-based discussions, clinical practice guideline (CPG) discussions, case presentations and objective structured clinical examination (OSCE) simulations. Students also joined TLAs conducted by other institutions both locally and abroad. In addition, students had collaborated among themselves and students from other institutions to conduct online peer-teaching activities. Perhaps, the main challenges for online classes were being unable to perform medical procedures and technical issues, commonly the poor internet connectivity. In regard to physical examinations, students performed it on members of their household instead of real patients. Learning medicine from a distance also gave us an opportunity to taste telemedicine which may be the future of medical practice. Students and academics should be adaptive, resourceful and resilient in facing these changes together. The institution needs to look at all stakeholders' perspectives to respond to the changes in the medical education landscape.

scholarly journals Challenges of Peer Assisted Learning in online clinical skills training of Ophthalmology module

2020 ◽  
Author(s):  
Sumera Nisar ◽  
Usman Mahboob ◽  
Rehan Ahmed Khan ◽  
Durraiz Rehman
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Clinical Skills ◽  
Skills Training ◽  
Psychological Problems ◽  
Undergraduate Medical Students ◽  
Peer Assisted Learning ◽  
Clinical Skills Training ◽  
The World

Abstract Background In recent days when mankind is passing through the difficult times of COVID-19 pandemic with lock down, almost all over the world, online communication has taken over the world. Overburdened physicians in this pandemic cannot get enough time to teach clinical skills online to the students. Also, due to student’s safety issues, the students cannot attend the clinics. Therefore, in this scenario online PAL sessions for clinical skill teaching and learning can be an effective alternative for undergraduate medical students. The academic limitations caused by the COVID-19 related lockdown however can have a pleasurable outcome if certain challenges, related to online PAL, are overcome. Therefore, the present study aims to identify the challenges of Peer Assisted Learning (PAL) sessions during online clinical skills training in Ophthalmology module of undergraduate medical students.MethodologyThis qualitative exploratory study, utilizing online focus group discussions to explore the challenges of online PAL in training and learning of clinical skills was carried at Ophthalmology department of Batterjee Medical College, Jeddah; Saudi Arabia. Ethical approval was taken from the college and purposive convenient sampling technique was used to collect data. Data was transcribed and analyzed by using thematic analysisResultsThe study identified six themes for argument and classified into further smaller subthemes. The subthemes derived from the collected data were organized under major themes; infrastructure, learning environment, psychological problems, interaction deficit, learning desires and desire for feedback on performance. In our study, major challenge faced by the medical student during online PAL sessions was infrastructure in terms of network connection, scheduling, timing of the session which overpowered by other challenges of online PAL. Unprofessional learning environment, psychological problems in terms of behavioral issues and personality changes, interaction deficit with peers, tutor and patient, learning desires and desire for feedback on performance were the other important challenges faced by the students. ConclusionThe challenges explored by our study can be used by the medical educators to incorporate online PAL as an effective, efficient and alternative teaching and learning modality in the curriculum especially in compromised circumstances like current COVID-19 pandemic.

scholarly journals Undergraduate Radiology Education During the COVID-19 Pandemic: A Review of Teaching and Learning Strategies

2020 ◽  
pp. 084653712094482 ◽  
Author(s):  
Kathryn E. Darras ◽  
Rebecca J. Spouge ◽  
Anique B. H. de Bruin ◽  
Anto Sedlic ◽  
Cameron Hague ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Clinical Learning Environment ◽  
Radiology Education ◽  
Case Based Learning ◽  
E Learning

The Coronavirus disease 2019 (COVID-19) pandemic has altered how medical education is delivered, worldwide. Didactic sessions have transitioned to electronic/online platforms and clinical teaching opportunities are limited. These changes will affect how radiology is taught to medical students at both the pre-clerkship (ie, year 1 and 2) and clinical (ie, year 3 and 4) levels. In the pre-clerkship learning environment, medical students are typically exposed to radiology through didactic lectures, integrated anatomy laboratories, case-based learning, and ultrasound clinical skills sessions. In the clinical learning environment, medical students primarily shadow radiologists and radiology residents and attend radiology resident teaching sessions. These formats of radiology education, which have been the tenets of the specialty, pose significant challenges during the pandemic. This article reviews how undergraduate radiology education is affected by COVID-19 and explores solutions for teaching and learning based on e-learning and blended learning theory.

USEFULNESS OF CONVENTIONAL KNOWLEDGE BASED CLINICAL EXAMINATION (SHORT CASE) VERSUS OBJECTIVE STRUCTURED CLINICAL EXAMINATION (OSCE) IN ACQUIRING CLINICAL COMPETENCE IN FINAL YEAR MBBS STUDENTS

2021 ◽  
pp. 56-58
Author(s):  
Rajesh Rajagopalan ◽  
V. Mohankumar ◽  
K. Revathi ◽  
K. G. Srinivasahan ◽  
B. R. Balamurugan
Keyword(s):  
Medical Students ◽  
Clinical Examination ◽  
Clinical Competence ◽  
Clinical Skills ◽  
Case Method ◽  
Examination System ◽  
College Hospital ◽  
Case Assessment ◽  
Score Pattern ◽  
The Way

Introduction: The way medical students learn is largely determined by the way they are assessed. There is a need to rationalize the examination system by giving due emphasis on internal assessment, and supplementing the traditional short case examination with more valid and reliable instruments for the assessment of clinical skills. To compare the Aims And Objectives: marks/score pattern between short case and OSCE and to study the students and faculty feedback about short case method of assessment versus OSCE. This study was conducted on 60 nal year MBBS students at the end of thei Methodology: r clinical posting in skin department of IRT Perundurai Medical College Hospital, Erode. Clinical assessment was rst done on short case and then by administering OSCE. The results were analyzed using ANOVA. Two scenarios were chosen namely Hansen's disease and psoriasis. Marks obtained by the students were only Results: marginally higher in OSCE than short case assessment. Students performed better in OSCE leprosy. 26 out of 60 students scored 70% or above by short case method whereas 32 out of 60 scored 70% or above by OSCE method. The student's feedback regarding both in general was positive. Students preferred short case assessment in terms of method and time. Logistical difculties were noted in OSCE. The practical Conclusion: clinical examinations are of key importance in the assessment of clinical competence of medical students. Students perform better in OSCE because it is objective, fair, unbiased, without examiners marking variability, without fear of examiner and anxiety. Students and faculty sensitization regarding nuances of OSCE is the need of the hour.

Medical Students Loose Their Competence in Clinical Skills if not Applied on Real Patients: Results of Two-Year Cohort Study

2011 ◽  
Vol 31 (6) ◽  
pp. 1356-1363 ◽  
Author(s):  
Mustafa Kemal ALİMOĞLU ◽  
Sümer MAMAKLI ◽  
Erol GÜRPINAR ◽  
Mehmet AKTEKİN
Keyword(s):  
Cohort Study ◽  
Medical Students ◽  
Clinical Skills ◽  
Real Patients

scholarly journals Teacher's Emotional Display Affects Students' Perceptions of Teacher's Competence, Feelings, and Productivity in Online Small-Group Discussions

2022 ◽  
Vol 12 ◽  
Author(s):  
Xuejiao Cheng ◽  
Han Xie ◽  
Jianzhong Hong ◽  
Guanghua Bao ◽  
Zhiqiang Liu
Keyword(s):  
Small Group ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Educational Practice ◽  
Group Discussions ◽  
Emotional Displays ◽  
Emotional Display ◽  
Small Group Discussions ◽  
Realistic Problem

Teacher's emotions have been shown to be highly important in the quality and effectiveness of teaching and learning. There is a recognized need to examine the essential role of teacher's emotions in students' academic achievement. However, the influence of teacher's displays of emotions on students' outcomes in small-group interaction activities, especially in the online environment, has received little attention in prior research. The aim of the present study was to explore the relationship between teacher's different emotional displays and students' perceptions of the teacher's competence, as well as students' collaborative feelings and productivity in online small-group discussions. Using a three-level between-subjects design, 74 participants were randomly divided into four-member groups comprising a teacher and three other participants. All the groups were asked to discuss an open-ended realistic problem using online software, during which the teacher's display of emotions varied (positive vs. negative vs. neutral). The participants' self-reported questionnaire data (perception of the teacher's competence, students' feeling of pleasure, collaborative satisfaction, and willingness to continue collaborating) and productivity (number of effective ideas expressed within a given time) were measured to compare the participants who were exposed to different emotional displays. As expected, the results showed that the participants who received the teacher's positive emotional display reported that they experienced higher levels of pleasure during the task. However, in contrast to our expectations, those under the negative emotional display condition showed a significantly higher level of productivity in the group task. In addition, compared to emotional display, the participants' perceptions of the teacher's competence were rated significantly higher under the neutral condition, and they reported higher levels of collaborative satisfaction and greater willingness to continue collaborating with their group. The findings have the potential benefit of informing educational practice on whether teachers should display their emotions in a small-group discussion or how they should display emotions following adjustment for the relative aim of the teaching activities.

scholarly journals Virtual Integrated Patient: An AI supplementary tool for second-year medical students

2021 ◽  
Vol 6 (3) ◽  
pp. 87-90
Author(s):  
Juanita S. M. Kong ◽  
Boon See Teo ◽  
Yueh Jia Lee ◽  
Anu Bharath Pabba ◽  
Edmund J.D. Lee ◽  
...  
Keyword(s):  
Medical Students ◽  
Pilot Study ◽  
Physical Examination ◽  
Clinical Skills ◽  
History Taking ◽  
Clinical Rotations ◽  
Face To Face ◽  
Second Year ◽  
Standardised Patients ◽  
Real Patients

Introduction: With the COVID-19 pandemic, Singapore underwent a national lockdown in which most organisations, including schools were closed. Halting face-to-face tutorials resulting in decreased clinical contact for medical students. Prior to the pandemic, we had developed the Virtual Integrated Patient (VIP). Equipped with conversational technology, it provides students online practice in various clinical skills such as history-taking, physical examination and investigations. The aim of this paper is to describe the supplementary use of VIP in the second-year class, in which a pilot study was conducted. Methods: The VIP platform was introduced to the cohort and used to supplement the teaching of history-taking in the “Communication with Patients” (CWP) module for second-year students. Traditionally, CWP tutorials involve face-to-face history-taking from standardised patients (SPs). Students, who consented to participating in the trial, had an additional 3 weeks’ access to VIP to practice their history-taking skills. They completed a survey on their user experience and satisfaction at the end of the 3 weeks. Results: Out of the 106 participants, 87% strongly agreed or agreed that using VIP helped in remembering the content while 69% of them felt that VIP increased their confidence and competence in history-taking. Conclusion: VIP was well-received by students and showed promise as a tool to supplement history-taking tutorials, prior to students’ encounter with SPs and real patients. Hence, this trend showed its potential as an alternative when clinical rotations were delayed or cancelled. Further research can be done to evaluate its effectiveness in this context.

Guess Who's Going to Medical School!

1994 ◽  
Vol 15 (1) ◽  
pp. 3-4
Author(s):  
Albert P. Scheiner ◽  
Olle Jane Z. Sahler
Keyword(s):  
Medical Students ◽  
Clinical Problem ◽  
Group Discussions ◽  
Clinical Problem Solving ◽  
Review Articles ◽  
Self Study ◽  
Small Group Discussions ◽  
University Of Massachusetts ◽  
The University ◽  
Record Review

Both Pediatrics in Review (PIR) and CompuPREP are rich resources that can be incorporated into the clinical curricula designed for medical students. Although both are geared to meet the needs of the practicing pediatrician, in our experience they have served as excellent adjuncts to self-study syllabi, lecture presentations, and small group discussions for students, as well. Creative Use of PIR At the University of Massachusetts, the review articles and their associated quizzes, the section entitled "Index of Suspicion," and the Guides for Record Review all have been used for a variety of instructional purposes. The review articles are especially adaptable to seminars using a problem-based or clinical problem-solving model.

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