scholarly journals Medical students’ satisfaction with the Applied Basic Clinical Seminar with Scenarios for Students, a novel simulation-based learning method in Greece

2016 ◽  
Vol 13 ◽  
pp. 13 ◽  
Author(s):  
Panteleimon Pantelidis ◽  
Nikolaos Staikoglou ◽  
Georgios Paparoidamis ◽  
Christos Drosos ◽  
Stefanos Karamaroudis ◽  
...  
Keyword(s):  
Medical Students ◽  
Educational Environment ◽  
Undergraduate Medical Students ◽  
Clinical Scenarios ◽  
Feedback Questionnaire ◽  
Simulation Based ◽  
Post Test ◽  
Core Components ◽  
Lecture Session ◽  
Case Based

Purpose: The integration of simulation-based learning (SBL) methods holds promise for improving the medical education system in Greece. The Applied Basic Clinical Seminar with Scenarios for Students (ABCS3) is a novel two-day SBL course that was designed by the Scientific Society of Hellenic Medical Students. The ABCS3 targeted undergraduate medical students and consisted of three core components: the case-based lectures, the ABCDE hands-on station, and the simulation-based clinical scenarios. The purpose of this study was to evaluate the general educational environment of the course, as well as the skills and knowledge acquired by the participants. Methods: Two sets of questions were distributed to the participants: the Dundee Ready Educational Environment Measure (DREEM) questionnaire and an internally designed feedback questionnaire (InEv). A multiple-choice examination was also distributed prior to the course and following its completion. A total of 176 participants answered the DREEM questionnaire, 56 the InEv, and 60 the MCQs. Results: The overall DREEM score was 144.61(±28.05) out of 200. Delegates who participated in both the case-based lectures and the interactive scenarios core components scored higher than those who only completed the case-based lecture session (P=0.038). The mean overall feedback score was 4.12(±0.56) out of 5. Students scored significantly higher on the post-test than on the pre-test (P<0.001). Conclusion: The ABCS3 was found to be an effective SBL program, as medical students reported positive opinions about their experiences and exhibited improvements in their clinical knowledge and skills.

scholarly journals Introducing the Team Based Learning as an Approach to Reviving Interest in Biochemistry amongst Undergraduate Medical Students-An Exploratory Study

2017 ◽  
Vol 53 (03) ◽  
pp. 166-174
Author(s):  
Vanita Lal ◽  
Bharti Bhandari ◽  
Garima Gupta ◽  
Kuldeep Singh ◽  
Praveen Sharma
Keyword(s):  
Medical Students ◽  
Team Building ◽  
Primary Objective ◽  
Difficulty Level ◽  
Random Allocation ◽  
Undergraduate Medical Students ◽  
Lecture Method ◽  
Feedback Questionnaire ◽  
Post Test ◽  
The Difference

ABSTRACT Introduction: Much emphasis has been given to different approaches to active learning. Our primary objective was to elicit interest amongst students in the areas of neglected, difficult topics in Biochemistry. Encouraging team building and developing team spirit by roping in all students in the exercise was the secondary objective of our study. Methods: It was a single blind controlled interventional study. ATeam Based Learning (TBL) Module was developed for First Professional MBBS students of 2015 batch. The topics selected were of high difficulty level. Ten groups were formed by random allocation. Study materials and reference sources were displayed and distributed two weeks prior to the initiation of TBL sessions. Each TBL session consisted of pre-test preparation (through didactic lectures and self-study), MCQ-based pre-test, application of concepts, Problem Based Questions (PBQs), reviewing and post-test. This was followed by administration of feedback questionnaire. The data obtained were analysed using SPSS version 21. Results: When the pre-test and post-test marks were compared, significant improvement in the students' performance was observed (p<0.05). According to students' feedback, the learning exercise was innovative, beneficial, helped in better comprehension of difficult topics, increased in-depth knowledge on the topic, fun-filled and relaxing, eventually leading to better learning. Students were able to analyse and give rational and logical responses to complex PBQs. There was an increase in interest towards reading and referring in detail about the topics allotted to them. Library usage and issue of reference books as seen in the logbook increased rapidly. They were more confident in Biochemistry after conducting a series of TBL sessions. While comparing the performance marks after the TBL sessions with that after classroom didactic lecture method, students were of the view that TBL was better than lectures. The difference in scores obtained by two groups (2016 vs. 2015) was significant. The groups who were exposed to TBL had far better scores than those exposed to lectures in the same topic. Conclusion: The focus these days is on self-directed learning for medical students to become self-regulated, independent learners, which is essential for acquiring competencies and TBL appears to be one such modality.

scholarly journals Peer mentoring experience on becoming a good doctor: student perspectives

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Mohd Syameer Firdaus Mohd Shafiaai ◽  
Amudha Kadirvelu ◽  
Narendra Pamidi
Keyword(s):  
Medical Students ◽  
Time Management ◽  
Peer Mentoring ◽  
Mentoring Program ◽  
Peer Leaders ◽  
Undergraduate Medical Students ◽  
Good Doctor ◽  
Good Opportunity ◽  
Constructive Feedback ◽  
Post Test

Abstract Background PASS is a peer-led structured academic mentoring program designed to provide academic assistance for new students in their transition from college to university studies and also for students struggling in certain units. This study aims to establish acquired skills by peer leaders associated with peer-led mentoring via the PASS program, and to explore the role played by these acquired skills in their journey to become a successful doctor. Methods Study participants were forty selected second-year undergraduate medical students at Monash University Malaysia with commendable examination results. Validated pre-test and post-test questionnaires were administered to explore changes in the level of communication, leadership, professional, and pedagogical skills before and after participation in peer mentoring program. Qualitative analysis of focused group interviews was performed by an independent investigator to identify how the skills developed as a peer mentor may help with becoming a good doctor. Major themes were identified with the thematic-analysis approach. Results Thirty-eight students completed the pre-test and post-test questionnaires. Peer leaders reported improvement in oral and written skills for teaching; increased confidence to give constructive feedback; better stress management; efficient time management; improved interpersonal skills; and enhanced problem-solving and critical thinking capabilities. Eight major themes were identified from the interview and peer leaders reported positive experience of working in diverse environments and shouldering of responsibilities. Conclusions Peer-led mentoring provides a good opportunity for medical students to shoulder responsibilities as a leader and offers an experience of managing a team of their peers and juniors which in turn may enhance their communication, interpersonal, and leadership skills.

scholarly journals Perceptual Feedback of Undergraduate Medical Students on Effectiveness of AETCOM (Attitude, Ethics and Communication) Session in Foundation Course

2021 ◽  
Vol 04 (11) ◽  
Author(s):  
Dr. A. T. Sathiya Vinotha ◽  
Keyword(s):  
Statistical Analysis ◽  
Medical Students ◽  
Likert Scale ◽  
Undergraduate Medical Students ◽  
National Medical ◽  
Feedback Questionnaire ◽  
Made In

Introduction: In accordance with National Medical Commission (NMC) recommendation, one month foundation Course was conducted in our institution in August 2019.The present study was conducted to seek the opinion of the students regarding pertinence of the Attitude, ethics and communication (AETCOM) session in the course to enable revisions to be made in designing the course for the subsequent sessions, to make it more efficacious and student-oriented. Methods: First MBBS students joined in the year 2019-20 batch were involved in the study. The students were divided into three groups and three hours sessions have been taken separately for three consecutive days. The Teaching Schedule of AETCOM session was systematically designed with theory and case scenarios. At the end of the session all the students were provided a feedback questionnaire based on Likert scale and the responses were collected. Statistical analysis: The data collected was analysed using SPSS version 23 and simple mean and proportions were calculated. Results: 53.9% of the students perceived the AETCOM session discussed with case scenarios as good and 50% of the students were given feedback on overall session as good. Conclusion: The AETCOM session in foundation course has largely been perceived in a positive way by the students with some difference in opinion concerning relevance of certain topics. However, it has to be confirmed with further studies.

scholarly journals Perception of Medical Students Regarding Educational Environment in a Public Sector Medical College: A Cross-Sectional Survey Using the Dundee Ready Education Environment Measure (DREEM) Questionnaire

2018 ◽  
Vol 24 (1) ◽  
pp. 643-647
Author(s):  
Shumaila Irum ◽  
Muhammad Zafar Iqbal ◽  
Fatima Naumeri
Keyword(s):  
Medical Students ◽  
Public Sector ◽  
Educational Environment ◽  
Self Perception ◽  
Undergraduate Medical Students ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Medical College ◽  
Education Environment ◽  
Primary Success

The primary success of educational environment heavily depends upon benefits to learners and this further facilitates the learning processing. The most commonly used tool, to measure it, is Dundee Ready Educational Environment Measure (DREEM). Objective: This study was designed to evaluate the perceptions of medical students in pre-clinical years about educational environment in a public sector medical college of Pakistan and to compare the DREEM scores with previous published scores. Material and Methods: The DREEM questionnaire was conducted on undergraduate medical students (n=300) of Sheikh Zayed Medical College, Rahim Yar Khan, during the month of June 2015. Results: Two eighty-six (n=286) of the 300 students (95.33%) completed the questionnaire. Analysisof these subjected indicated a total mean score of 113.68. Mean for students’ perception of learning was 26.65±10.235, mean for students’ perceptions of teachers was 26.63±10.177. On the other hands, the mean scores for students’ academic self-perception, students’ perception of the atmosphere, and students’ social self-perception were 17.17±6.73, 26.89±10.89, and 16.34±6.70, respectively. Conclusion: Although DREEM scores showed improvement from previously published scores of same medical college, it also highlighted the areas needing further improvement.

scholarly journals EDUCATIONAL ENVIRONMENT;

2018 ◽  
Vol 25 (08) ◽  
pp. 1270-1276
Author(s):  
Rizwana Kamran ◽  
Mohamed Al-Eraky ◽  
Faisal Izhaar ◽  
Khalid Mahmood Anjum
Keyword(s):  
Social Sciences ◽  
Medical Students ◽  
Response Rate ◽  
Operating Experience ◽  
Cross Sectional Study ◽  
Educational Environment ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Medical Undergraduates ◽  
Study Setting

Objectives: To measure the perceptions of medical students on the learningenvironment in surgical theater of FMH College of Medicine and Dentistry, Lahore, Pakistan.Study Design: Teaching hospital-based cross-sectional study. Setting: Fatima MemorialHospital College of Medicine and Dentistry, Lahore, Pakistan. Period: January 2017 to June2017. Methods: The Mini-Surgical Theater Educational Environment Measure (mini-STEEM)(thirteen items from the STEEM inventory) was used to measure perceptions of medicalstudents on the learning environment in surgical theater. Mini-STEEM was administered tomedical students of fourth and final year during their rotation in surgical theater at FMH Collegeof Medicine and Dentistry. Social Sciences (SPSS) Version 20 was used for non-parametricstatistical analysis. Results: Questionnaire was filled by all 134 students, with a response rate of100%. The mini-STEEM was shown to be a reliable tool to measure overall learning environmentin the surgical theater of FMH College of Medicine and Dentistry. The overall mini-STEEM meanscore was 37.66 which was below the midpoint score (39). Students’ ratings were low for twosubscales, namely: ‘Atmosphere’ and ‘Operating experience. Discrimination subscale showedhigh ratings as no significant differences of perceptions were found between male and femaleparticipants. Conclusion: The medical undergraduates perceived the educational environmentwithin the surgical theater of FMH College of Medicine and Dentistry below satisfactory. Resultsof the study implied that the environment required multiple measures for improvement in thesurgical theater to promote surgical education in undergraduate medical students.

scholarly journals Medical students' perception of simulation-based assessment in emergency and paediatric medicine: a focus group study.

2020 ◽  
Author(s):  
Anne-Laure Philippon ◽  
Jennifer Truchot ◽  
Nathalie De Suremain ◽  
Marie-Christine Renaud ◽  
Arnaud Petit ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Medical Students ◽  
Focus Group ◽  
Focus Groups ◽  
Assessment Method ◽  
Undergraduate Medical Students ◽  
Focus Group Study ◽  
High Quality ◽  
High Stakes ◽  
Simulation Based

Abstract Background Simulation-based assessment is scarcely used for undergraduate medical students. We created a simulation-based assessment to validate medical students’ technical and psychometrics’ skills, during their emergency medicine and pediatric curriculum. The aim of our study was to collect medical students’ perception on this novel assessment.Methods This is a qualitative study that includes 9 focus groups among the 215 students who participated in either a pediatric or an emergency medicine simulation-based-course. These sessions ended by an assessment on a manikin. Among the 40 students who were randomly selected to participate in the focus groups, 30 agreed to participate. Data were analyzed using grounded theory and, data were coded the by two independent investigators.Results Seven major and two minor themes emerged from the focus groups. The importance of being certified by simulation to be more self-confident in hospital clerkships, the perception of simulation-based assessment as a high quality assessment, the contribution of the simulation-based assessment to change students’ practices and enhance their engagement in their curriculum and a disappointment because simulation-based assessment didn’t help student for the faculty high stakes assessments. Some students also found that simulation-based assessment was a stressful and unfair exercise. The last discussion was about practical issues of the assessment such as this normative way, and about the importance of the feedback.Conclusion The students reported positive aspects of the simulation-based assessment method such as helpful for their hospital clerkship, change of their practices and way of learning. However they also reported that it might be a biased and a stressful assessment method.

scholarly journals Medical Students' Perception of the Educational Environment in a Gender-Segregated Undergraduate Program

2020 ◽  
Vol 19 (3) ◽  
Author(s):  
Hani Atwa ◽  
Rania Alkhadragy ◽  
Adel Abdelaziz
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Educational Achievement ◽  
Cross Sectional Study ◽  
Educational Environment ◽  
Female Students ◽  
Scholastic Achievement ◽  
Self Perception ◽  
Undergraduate Medical Students ◽  
Cross Sectional

Background: The environment where education takes place is essential for students’ engagement and motivation. This study aimed at assessing students’ perception of their educational environment at a private medical college and the influence of gender, among other factors, on it. Objectives: The study assessed the students’ perception of their learning environment, determined the gender effect on environment perception, and examined the correlation between different study variables. Methods: This is a cross-sectional study on 340 undergraduate medical students at a private college with gender-segregated programs. The Dundee Ready Educational Environment Measure (DREEM) was used to determine the students' perception of their learning environment. This was correlated with a set of variables, including gender and educational achievement as indicated by students' GPA. Results: The overall DREEM score was ‘more positive than negative’ (114.39/200). The scores of subscales were towards the positive side. This was evident in the perception of learning (26.64/48), perception of teaching (26.36/44), perception of the atmosphere (26.51/48), academic self-perception (19.54/32), and social self-perception (15.33/28). Conclusions: There were statistically significant differences between the perceptions of males and females in both the overall DREEM scale (females: 117.59/200 and males: 111.18/200) and three of the subscales. Female students perceived their learning environment more positively. Moreover, satisfaction with the learning environment was correlated with scholastic achievement. In addition, the more positively perceived learning environment could explain higher scholastic achievement in female students than in male students.

scholarly journals Avaliação da Eficácia de um Programa de Formação sobre Violência contra Crianças e Adolescentes

2020 ◽  
Vol 44 (4) ◽  
Author(s):  
Murilo Sabbag Moretti ◽  
Alex Sandro Gomes Pessoa
Keyword(s):  
Medical Students ◽  
Health Professionals ◽  
Intervention Program ◽  
Control Group ◽  
Undergraduate Medical Students ◽  
Postgraduate Students ◽  
Positive Effects ◽  
Post Test ◽  
Quasi Experimental ◽  
Level Of Training

Abstract: Introduction: Assistance in health services is often the first possibility for the identification of cases of Violence Against Children and Teenagers (VACT). Therefore, the aim of this article was to evaluate the effectiveness of an intervention program developed to enable students and health professionals to recognize and report cases of VACT. Additionally, we sought to verify at what level of training (undergraduate, postgraduate or working professional) such intervention would show the greatest effect. Method: This is a quasi-experimental study, of which design was based on the analysis of a non-equivalent Control Group (CG). The research included undergraduate medical students, postgraduate medical students attending pediatric residency and professionals working in health institutions. A total of 105 people participated, of which 89% were women. The participants were subsequently subdivided between the Experimental Group - EG (n = 60) and Control Group - CG (n = 45). A training program on the topic, consisting of 10 sessions (20h in total), was developed and applied with an EG. To assess the effectiveness of the intervention, a questionnaire was applied at previously determined periods (pre-test and post-test). The data were submitted to statistical analysis (descriptive analyses, t test and Tukey’s multiple comparison test), using the software R. Results: The post-test showed statistically significant changes in all dimensions evaluated with the EG, which proves that the intervention resulted in changes regarding the previous conceptions that the participants had about VACT. Additionally, when comparing the responses obtained in the questionnaires between the three EG groups (undergraduate, postgraduate students and working professionals), it was verified that there were no statistical differences between the groups, suggesting that educational programs have positive effects on all levels of training. Conclusions: This study showed that training programs can qualify the conception of students and health professionals, as well as help them feel more prepared to deal with the demands related to VACT. However, a collective effort is needed so that these contents are purposefully incorporated into the training process at all levels, from undergraduate school to continuing education.

scholarly journals Moving Forward from the “Boot Camp Method” To Learning-Curve Development in Simulation-Based Paracentesis Training For Undergraduate Medical Students

2021 ◽  
Author(s):  
Martin Inzunza ◽  
Rodrigo Tejos ◽  
Ignacio Villagrán ◽  
Eduardo Fuentes ◽  
Caterina Contreras ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Curve ◽  
Boot Camp ◽  
Learning Curves ◽  
Control Group ◽  
Skills Acquisition ◽  
Undergraduate Medical Students ◽  
Skills Retention ◽  
Skill Scores ◽  
Simulation Based

Abstract Background: Abdominal paracentesis is an essential competence for physicians. Simulation-based mastery learning (SBML) programs lead to developing these skills for medical students. Most programs are structured as short boot-camps, without assessing skills' retention mid and long-term or learning curves.Aim: To assess the learning curve of paracentesis through an SBML program for medical students and compare this learning curve-based program with the boot-camp method.Methods: A prospective quasi-experimental study was conducted. A cohort of medical students participated in an SBML program with successive sessions until proficiency criteria were met while their learning curve was assessed (LC group). A control group received an SBML boot-camp intervention (BC group). As a proficient group, gastroenterology fellows (GF group) performed a paracentesis on the simulated model. The skills of the three groups were compared using technical/proficiency scores. Learning curves and cost analysis were performed.Results: 100% of the LC group achieved proficiency in the fourth session, with a flattening learning curve between third-fourth sessions. Comparing the initial and final sessions of LC group showed a significant improvement in their scores. When comparing the three groups, statistical differences were found in the skill scores, with the BC group having the lowest. The overall cost per participant was highest for the LC group.Conclusion: This study identifies a learning curve for paracentesis with an SBML program. The LC group significantly improved their skills, comparable with the GF group’s performance. SBML focused on a learning curve ensured better skills acquisition than the “boot-camp method.”

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