scholarly journals Medical students’ pattern of self-directed learning prior to and during the coronavirus disease 2019 pandemic period and its implications for Free Open Access Meducation within the United Kingdom

2021 ◽  
Vol 18 ◽  
pp. 5
Author(s):  
Jack Barton ◽  
Kathrine Sofia Rallis ◽  
Amber Elyse Corrigan ◽  
Ella Hubbard ◽  
Antonia Round ◽  
...  
Keyword(s):  
United Kingdom ◽  
Medical Students ◽  
Open Access ◽  
Medical Schools ◽  
Study Time ◽  
Independent Study ◽  
Free Text ◽  
Self Directed Learning ◽  
The United Kingdom ◽  
Directed Learning

Purpose: Self-directed learning (SDL) has been increasingly emphasized within medical education. However, little is known about the SDL resources medical students use. This study aimed to identify patterns in medical students’ SDL behaviors, their SDL resource choices, factors motivating these choices, and the potential impact of the coronavirus disease 2019 (COVID-19) pandemic on these variables.Methods: An online cross-sectional survey comprising multiple-choice, ranked, and free-text response questions were disseminated to medical students across all 41 UK medical schools between April and July 2020. Independent study hours and sources of study materials prior to and during the COVID-19 pandemic were compared. Motivational factors guiding resource choices and awareness of Free Open Access Meducation were also investigated.Results: The target sample was 75 students per medical school across a total of 41 medical schools within the United Kingdom (3,075 total students), and 1,564 responses were analyzed. University-provided information comprised the most commonly used component of independent study time, but a minority of total independent study time. Independent study time increased as a result of the COVID-19 pandemic (P<0.001). All sub-cohorts except males reported a significant increase in the use of resources such as free websites and question banks (P<0.05) and paid websites (P<0.05) as a result of the pandemic. Accessibility was the most influential factor guiding resource choice (Friedman’s μrank=3.97, P<0.001).Conclusion: The use of learning resources independent of university provision is increasing. Educators must ensure equitable access to such materials while supporting students in making informed choices regarding their independent study behaviors.

The United Kingdom general practitioner and palliative care model

2017 ◽  
Author(s):  
Simon Noble ◽  
Nicola Pease
Keyword(s):  
Palliative Care ◽  
United Kingdom ◽  
General Practitioner ◽  
Communication Skills ◽  
Cost Effective ◽  
Self Directed Learning ◽  
The United Kingdom ◽  
Directed Learning ◽  
College Examinations ◽  
User Friendly

Within the United Kingdom, the general practitioner (GP) will manage the care of the majority of patients with life-limiting and terminal disease. The need for effective communication is recognized in the general practice curriculum and college examinations. The opportunity to review and critique one’s own communication skills allows considerable opportunity for self-directed learning and reflection. The development of a reflective portfolio of learning has been developed as a user-friendly and cost-effective way for the general practitioner to commit to lifelong learning in the context of communicating with palliative care patients. This chapter describes several models that can help deliver an evidence-based template of training, supported by a simple toolkit with which to empower GPs to enhance their communication skills throughout their professional careers.

Era of Efficiency: New teaching models in a self-directed learning environment (Preprint)

2020 ◽  
Author(s):  
Kirsten Raphael ◽  
Shonnelly Novintan ◽  
Daniel Foran ◽  
Daniel Campioni-Norman
Keyword(s):  
Medical Schools ◽  
Time Zone ◽  
Self Directed Learning ◽  
Clinical Placements ◽  
The United Kingdom ◽  
School Teaching ◽  
Directed Learning ◽  
Logistical Difficulty ◽  
Set Up ◽  
Senior Students

UNSTRUCTURED During the COVID-19 lockdown, medical schools in the United Kingdom withdrew their students from clinical placements and delivered education and examinations via online platforms. The logistical difficulty of timetabling a multitude of clinicians, with many working busier rotas on the front lines, to give one-hour lectures delayed the delivery of medical education. During this delay, the United Hospitals (UH) Medgroup set up an online platform called TeachtoLondon that recruited doctors and senior students to deliver 10-minute tutorials. Even with medical school teaching having resumed, TeachtoLondon remains popular due to its efficient and bespoke model. The short tutorials made the content more accessible and, more importantly, more useful as a revision tool. Compared to a one-hour online lecture that lacks ‘virtual bookmarks’, a playlist of tutorials allows easy navigation for students to revisit difficult topics, a pivotal part of learning. Teachtolondon is also popular with tutors, as it facilitates participation in teaching despite reduced availability due to COVID redeployment. It also allowed recruitment of doctors internationally, who would have been prevented by time zone differences from giving live lectures. Lastly, the UH network allowed students from any of the London medical schools to request a tutorial topic. Topics were allocated to the large database of tutors, providing an efficient turnaround, which is flexibility that a medical school’s rigid curriculum does not allow. The TeachtoLondon project could be adapted as an effective teaching model that promotes digestible, bite-sized learning and provides uniform teaching to students, whilst simultaneously acting as a revision tool.

scholarly journals The Relationship Between Independent Study Time, Self-Directedness, and Language Gain

2020 ◽  
pp. 24-39
Author(s):  
Yukari Rutson-Griffiths ◽  
Arthur Rutson-Griffiths
Keyword(s):  
Private University ◽  
Study Time ◽  
Independent Study ◽  
Self Directed Learning ◽  
English Classes ◽  
Language Study ◽  
Study Test ◽  
Directed Learning ◽  
Criterion Referenced ◽  
The Relationship

This paper examines the links between independent study time inside and outside a self-access centre, self-directedness and language gain. 71 university students taking English classes at a private university in Japan completed surveys of their typical weekly self-access centre usage, typical weekly independent language study time and the Self-Directed Learning Readiness Scale (SDLRS) survey, and these data were compared to changes in pre- and post-study Test of English for International Communication (TOEIC) reading and listening scores. The analysis showed that there were few statistically significant correlations between most of the data. The results suggest that SDLRS score predicts independent language study time and that language students with high self-directedness are less likely to require the support of a self-access centre. The authors recommend further research and that future studies use different measures of language gain that are criterion-referenced and cover more language skills, and examine the types of learning activities carried out rather than just the amount of time spent.

PeerWise: A solution for all medical schools? (Preprint)

2018 ◽  
Author(s):  
Rebecca Robyn Best ◽  
Jason Leo Walsh ◽  
Paul Denny ◽  
Benjamin Howell Lole Harris
Keyword(s):  
Medical Students ◽  
Positive Feedback ◽  
Qualitative Data ◽  
Medical Schools ◽  
Learning Method ◽  
High Demand ◽  
Self Directed Learning ◽  
American University ◽  
American University Of Beirut ◽  
Directed Learning

UNSTRUCTURED There is a high demand for single best answer question banks at UK medical schools for the purpose of revision. PeerWise is an online platform that allows students to write, answer and discuss SBA questions pertaining to their course. It is unclear whether students from all cohorts at all medical schools will engage with PeerWise as a revision tool. PeerWise was introduced to cohorts of junior and senior medical students at Cardiff University and junior medical students at the American University of Beirut (AUB). Qualitative data were collected from these cohorts regarding their opinions of using the platform. Junior medical students at Cardiff University engaged well with PeerWise and gave positive feedback about using the site. However, senior medical students at Cardiff University and junior medical students at AUB did not engage with the question bank. Crowded schedule, access to other revision resources and use of PeerWise not being mandatory were identified as reasons for this lack of engagement. We recommend targeting introductory PeerWise sessions to large junior cohorts, establishing this learning method early in curricula where there is a large self-directed learning component, where is has proven to be very successful.

scholarly journals P083 A rheumatology carousel: three-year results from an open-access teaching workshop designed for core rheumatology assessments for undergraduate medical students

Rheumatology ◽  
2021 ◽  
Vol 60 (Supplement_1) ◽  
Author(s):  
Pritesh Mistry ◽  
James Bateman ◽  
Helen Foss ◽  
Muhamad Jasim
Keyword(s):  
Medical Students ◽  
Open Access ◽  
Clinical Teaching ◽  
Lesson Plan ◽  
Clinical History ◽  
Teaching Staff ◽  
Free Text ◽  
Undergraduate Medical Students ◽  
Core Conditions

Abstract Background/Aims  Medical students need to gain patient contact to develop their skills in history taking and examinations. In year three, undergraduate students typically rotate across various hospitals and specialties and are expected to have dedicated rheumatology exposure for history and examination competencies. Rheumatology as an out-patient specialty can limit opportunities for medical students to have broad exposure to rheumatological conditions. Methods  In January 2018, we designed an annual rheumatology half-day teaching workshop (‘Rheumatology Carousel’) using a combination of lecture-based teaching and small group based guided clinical history and examination stations, aimed at third-year medical students from the University of Birmingham. This covered key presentations in rheumatology: axial spondyloarthropathy, rheumatoid arthritis, systemic sclerosis (connective tissue disease), osteoarthritis, and vasculitis. Each station required a Clinical Teaching Fellow or Rheumatology ST trainee, overseen by one consultant facilitator. We designed patient proforma’s incorporating consent, demographics, key clinical history, therapy, and examination findings. We produced a written patient guide, and consultants invited appropriate patients to volunteer for the day. We designed a one-hour lecture-based tutorial. A lesson plan and schedule were created outlining faculty requirements; including time, roles, and faculty numbers. We invited five to six patients to each session, with a plan of four to five focussed examinations. We designed the carousel to accommodate up to 40 students, split into two groups running over a day. Focussed examinations involved students in groups of four, with each student being a lead examiner in at least one station, each station lasting 20 minutes. Best practice examination techniques for each condition were assessed and emphasised. Following a debrief, we collected feedback from students, faculty, and patients (online and written feedback), using Likert scores for teaching content, and quality of the session delivery. Results  The carousel ran in February 2018, 19, and 20. The sessions were positively evaluated by students, faculty, and patients. In total, 93 students attended, 89/93 completed feedback. Satisfaction scores (mean; SD; range) were high (1-strongly disagree, 5-strongly agree) for content (4.8; 0.49, range 3-5) and quality of delivery (4.7; 0.54; 3-5). All patients who participated volunteered to return for future teaching sessions, with several patients attending all three years. Free text feedback indicated students valued structured exposure to core conditions and called for more sessions of this nature. Conclusion  This sustainable reproducible intervention ensures students have structured exposure to important rheumatological conditions. The methodology allows reproducible sessions that are positively evaluated despite rotating clinical teaching staff. We have made all our teaching materials, logistical plan, and scheduling tools available as open access resources under a Creative Commons license for free re-use and adaptation by any healthcare professional, via a web link. We plan to record an electronic version to distribute post the COVID-19 pandemic. Disclosure  P. Mistry: None. J. Bateman: None. H. Foss: None. M. Jasim: None.

Assessing knowledge and practice of self-directed learning among medical students, UNIMAS

2021 ◽  
Vol 14 (1) ◽  
pp. 303-307
Author(s):  
Myat San Yi ◽  
Khin Than Yee ◽  
Soe Lwin ◽  
Mya Mya Thwin ◽  
Win Thura Win ◽  
...  
Keyword(s):  
Medical Students ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Knowledge And Practice

scholarly journals Penerapan Self-Directed Learning Melalui Sistem PBL Pada Mahasiswa Fakultas Kedokteran di Asia: Suatu Kajian Literatur

2017 ◽  
Vol 6 (3) ◽  
pp. 133
Author(s):  
Nur Meity ◽  
Titi Savitri Prihatiningsih ◽  
Efrayim Suryadi
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Human Resources Management ◽  
World Federation ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Medical Specialties ◽  
Life Long Learning ◽  
Directed Learning ◽  
The Right

Background: Medical student need to develop self-directed learning skills in order to promote life-long learning skill which important for medical professionality.  Rate of progression and innovation in science along with future medical world challenge incresingly strengthen self-directed learning and life-long learning as something that need to be noted.  The importance of SDL can be discerned   when American Board of Medical Specialties and World Federation for Medical Education put it as something that need to be evaluate in medical student during their time of study. The aims of this study is to gain explanation about self-directed learning implementation through PBL system and self-directed learning readiness in medical institutions in Asia.Method: This study is a literature review, that is a study been held by searching, collect, analyze and summarize a number of articles concerning  self-directed learning implementation through problem-based learning to medical students in Asia.Results: Self-directed learning readiness medical students in Asia is found inferior, especially in first year students. In addition, self-directed learning implementation for Asian context, found  that influence of lecturer exceedingly intense, where the right insight of self-directed learning will have an impact to succeed it implementation. Moreover, self-directed learning acquaintance have to be accompanied with accurate human resources management as well as support of facility and infrastructure, where the successfulness of self-directed learning implementation required entailment  and commitment of all party.

scholarly journals Open access gastroscopy: second survey of current practice in the United Kingdom.

Gut ◽  
1997 ◽  
Vol 40 (2) ◽  
pp. 192-195 ◽  
Author(s):  
J G Silcock ◽  
M G Bramble
Keyword(s):  
United Kingdom ◽  
Open Access ◽  
Current Practice ◽  
The United Kingdom
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