scholarly journals Histology Study in Undergraduate Medical Education

2020 ◽  
Vol 43 (3) ◽  
pp. 34-40
Author(s):  
Pakpoom Thintharua ◽  
Permphan Dharmasaroja
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Teaching Methods ◽  
Light Microscope ◽  
Teaching And Learning ◽  
Laboratory Practice ◽  
Advantages And Disadvantages ◽  
Self Study ◽  
Conventional Light Microscope

Histology is an essential field in the education of medical students, and competent knowledge in histology is very important when studying pathology. Current teaching methods for histology in medical schools involve using a conventional light microscope (CM) with or without a virtual microscope (VM). This review aims to present advantages and disadvantages of using CM and VM in terms of teaching and learning histology in the context of undergraduate medical education. One major advantage of the traditional CM histology learning method in laboratory practice is that this allows students to practice using a light microscope; however, study flexibility is limited as the students cannot take the microscope back home for self-study after the histology class has finished. Costly repairs and maintenance must also be considered when using CM. By contrast, VM technology can provide flexibility and convenience for both students and staffs. This method allows students to both self-study and group-study almost anywhere at any time. This review emphasizes that histology learning in undergraduate medical education using VM is no longer confined to the classroom. However, the basic skill of how to operate a conventional light microscope is still important for medical students because CM is commonly used in the hospital laboratories and some hospitals may not be equipped with VM technology.  

scholarly journals IDENTIFY METHODS OF TEACHING AND LEARNING TO CREATE INTEREST, SELF-STUDY, AND CREATIVITY OF STUDENTS

2020 ◽  
Vol 8 (3) ◽  
pp. 646-656
Author(s):  
Vu Hong Van
Keyword(s):  
Learning Strategies ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Initial Conditions ◽  
Strategy Development ◽  
New Paradigm ◽  
Learning Methods ◽  
Advantages And Disadvantages ◽  
Self Study ◽  
Teaching And Learning Strategies

Purpose: This research indicates the need to identify the right teaching and learning methods, ways to design teaching and learning methods for lecturers, and students in Vietnam's higher education system. From there, point out the limitations of current teaching methods and the advantages when teachers and learners design their new teaching and learning methods. Methodology: This research uses qualitative and quantitative research methods through interviews about teaching methods of lecturers and student learning methods; evaluation of lecturers and students about the advantages and disadvantages of the current teaching and learning method. Respondents included 1.000 students and 130 lecturers at several universities in the Ho Chi Minh City of Vietnam. Main Finding: Based on these data and analysis, this study shown a new paradigm in developing active teaching and learning methods for lecturers and students, optimal methods for achieving the expectations that teaching strategies and active learning by the instructors and students. Implications/Applications: This study contributes to the development of positive teaching and learning strategies, creating interest, and promoting students' self-study ability. The results will help lecturers, and students build proper teaching and learning strategies, creating funny, development capacity, and creativity of students. Novelty/Originality: The research, analyze and design the essential contents of the strategy development process for both teachers (lecturers) and learners (students). The main contributions of the research are the initial conditions necessary for teachers and students to develop effective teaching and learning strategies for themselves.

scholarly journals Simulation in undergraduate medical education: Designing a programme to improve medical students’ non-technical skills

2015 ◽  
Vol 23 ◽  
pp. S102 ◽  
Author(s):  
E. Martinou ◽  
R. Chindambaran ◽  
G. Krishnasamy ◽  
A. Johnson ◽  
J.O. Donnell ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Technical Skills

0120 Simulation And Undergraduate Medical Education: Medical Students’ Clinical And Non Technical Skills

2014 ◽  
Author(s):  
Eirini Martinou ◽  
William Tart ◽  
Renju Chindambaran ◽  
Andrea Yap ◽  
James O’Donnell ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Technical Skills ◽  
Education Medical

Using Technology to Teach and Teaching About Technology

2020 ◽  
pp. 379-403 ◽  
Author(s):  
Shohreh V. Anand ◽  
Tejwansh S. Anand
Keyword(s):  
Medical Education ◽  
Clinical Practice ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Clinical Setting ◽  
Digital Technology ◽  
Education Technology ◽  
Medical Settings ◽  
Current State ◽  
Educational Theories

This chapter analyzes the role played by technology in undergraduate medical education (UME) using two perspectives: how technology is used as a tool to facilitate teaching and how medical students are taught to use technology in the clinical setting. For each perspective, a survey of literature, published from 2009 to 2019, was conducted to understand the current state. Authors critically examine the current state and describe and analyze issues with it. Recommendations are made for improving the blending of medical education, technology, pedagogy, and clinical practice. The narrative in this chapter is at the intersection of digital technology, educational theories, and medical settings (educational and practice).

scholarly journals Undergraduate medical education: a national survey of consultant radiologists

2020 ◽  
Vol 93 (1112) ◽  
pp. 20200380 ◽  
Author(s):  
C Chew ◽  
PJ O’Dwyer
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
National Survey ◽  
Online Survey ◽  
Professional Activity ◽  
Large Drop ◽  
Current Role ◽  
Health Boards

Objective: Rising clinical demand and changes to Radiologists’ job plans mean it is becoming ever more difficult for Radiologists to teach medical students. The aim of this study was to assess the current role of Radiologists in undergraduate medical education in Scotland. Methods: Consultant Radiologists working across all 14 Scottish Health Boards were invited by email to participate in an anonymous short online survey. The survey ran for 6 weeks from November 2019. One reminder email was sent a week before the survey closed. Results: 102 responses were recorded, representing 34% of the total whole time equivalent Radiologists in Scotland. All agreed Radiology should be taught to medical students. Over 70% (n = 73) taught medical students, most often during supporting professional activity time. 76 percent of Radiologists who did not teach expressed a desire to do so. The most common barrier to teaching was not having enough time in their job plan. Scottish Radiologists delivered a median of 10 h (IQR 0–22) a year of teaching to medical students. Thematic analysis of free comments revealed staffing/time constraints severely limiting ability to teach. Conclusion: This is the first national survey to assess the current role of Radiologists in teaching medical students. While most are teaching or want to teach, there is a large drop-off between current Scottish and previously reported UK median teaching hours. Engagement from Universities, Royal College of Radiologists and Health Boards is urgently needed to reverse this trend. Advances in knowledge: This is the first national survey into the current role of Radiologists in undergraduate medical education. There is a large drop-off between current Scottish and previously reported UK median teaching hours.

scholarly journals Undergraduate medical students’ behavioural intentions towards medical errors and how to handle them: a qualitative vignette study

BMJ Open ◽  
2018 ◽  
Vol 8 (3) ◽  
pp. e019500 ◽  
Author(s):  
Isabel Kiesewetter ◽  
Karen D Könings ◽  
Moritz Kager ◽  
Jan Kiesewetter
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Qualitative Content Analysis ◽  
Case Vignette ◽  
Preventive Action ◽  
Undergraduate Medical Students ◽  
Case Scenario ◽  
Online Questionnaire ◽  
Behavioural Intentions

ObjectivesIn undergraduate medical education, the topics of errors in medicine and patient safety are under-represented. The aim of this study was to explore undergraduate medical students’ behavioural intentions when confronted with an error.DesignA qualitative case vignette survey was conducted including one of six randomly distributed case scenarios in which a hypothetical but realistic medical error occurred. The six scenarios differed regarding (1) who caused the error, (2) the presence of witnesses and (3) the consequences of the error for the patient. Participants were asked: ‘What would you do?”. Answers were collected as written free texts and analysed according to qualitative content analysis.SettingStudents from German medical schools participated anonymously through an online questionnaire tool.ParticipantsAltogether, n=159 students answered a case scenario. Participants were on average 24.6 years old (SD=7.9) and 69% were female. They were undergraduate medical students in their first or second year (n=27), third, fourth or fifth year (n=107) or final year (n=21).ResultsDuring the inductive coding process, 19 categories emerged from the original data and were clustered into four themes: (1) considering communication; (2) considering reporting; (3) considering consequences; and (4) emotional responsiveness. When the student him/herself caused the error in the scenario, participants did mention communication with colleagues and taking preventive action less frequently than if someone else had caused the error. When a witness was present, participants more frequently mentioned disclosure of the error and taking actions than in the absence of a witness. When the outcome was significant to the patient, participants more often showed an emotional response than if there were no consequences.ConclusionsThe study highlights the importance of coping strategies for healthcare professionals to adequately deal with errors. Educators need to introduce knowledge and skills on how to deal with errors and emotional preparedness for errors into undergraduate medical education.

scholarly journals The Status of Medical Student Education in Pregnancy Options Counseling: a Review

2021 ◽  
Author(s):  
Lauren E. Farmer ◽  
Camille A. Clare
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Medical Student Education ◽  
Undergraduate Medical Students ◽  
Student Education ◽  
Gynecology And Obstetrics ◽  
The Status ◽  
Barriers To Teaching

Abstract Background The Association of Professors of Gynecology and Obstetrics (APGO) has acknowledged the importance of pregnancy options counseling by listing it as a “shows how” skill for all undergraduate medical students. Unfortunately, there is no standard curriculum utilized to teach medical students pregnancy options counseling or to assess skill sustainability over time. Objectives To review and summarize the literature on pregnancy options counseling in undergraduate medical education. Methods We performed a structured literature review searching Google Scholar, PubMed, and EMBASE for articles between 2000 and February 2020. Inclusion criteria were English language studies of M. D. and D.O. programs in North America with a discussion of pregnancy options counseling as it relates to medical student education. Results There is a small but growing body of literature on pregnancy options counseling in medical student education. The common themes across the 17 papers reviewed include the status of pregnancy options counseling in undergraduate medical education, barriers to teaching options counseling, the timing of education, utilization of the options counseling Objective Structured Clinical Examination (OSCE), learner challenges, and novel strategies for implementing education in options counseling and subsequent learning outcomes. Conclusions There is no standardized pregnancy options counseling curriculum in undergraduate medical education (UME). The landscape in which this important skill is being taught is one of random, insufficient, and uncoordinated curricular interventions. This is the only review on this subject, making it a unique summary on pregnancy options counseling in UME.

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