Curiosity in Online Video Concept Learning and Short-Term Outcomes in Blended Medical Education

Background: A student's level of curiosity in a subject after learning about it through online videos has not been addressed well in the medical education field. The purpose of this study, therefore, was to investigate online learning's effect on the stimulation of curiosity and short-term learning outcomes in a blended framework of precision medical education.Methods: A mixed-methods research design was used. During the 2020 academic year, all fifth-year medical students who, prior to class, viewed 6 video clips that presented 6 core concepts were invited to complete a survey and self-reflection on their learning process to assess their level of curiosity in each concept. For each group of medical students, teaching assistants helped collect anonymous survey data and summative assessment scores representing the students' learning outcomes. Video-viewing patterns, attained through an action log transformation, were also coded for analysis. Mann–Whitney U and Kruskal–Wallis tests were employed to compare differences between groups, and multiple linear regression was used to select the factors affecting learning outcomes. Qualitative data were content-coded through a descriptive approach using thematic analysis.Results: Of 142 medical students, 136 watched the online videos, 124 responded to the questionnaires, and 92 provided comments. Students' curiosity levels after learning about each concept through online videos significantly correlated with the degree to which a concept was learned. Medical students spent a median of 1.6 h online, and pause frequency correlated with curiosity in certain concepts. Aroused curiosity was associated with short-term learning outcomes in inconsistent effect sizes and directions. Students' feedback revealed various dimensions of curiosity, including novelty acknowledgment, recognition of an information gap, and information-seeking requests.Conclusions: Curiosity can be induced through online video learning platforms and has a role in short-term learning outcomes in medical education.

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Short-term outcomes and long-term impact of a programme in medical education for medical students

Medical Education ◽

10.1111/j.1365-2923.2008.03273.x ◽

2009 ◽

Vol 43 (3) ◽

pp. 260-267 ◽

Cited By ~ 14

Author(s):

Pamela B Andreatta ◽

Miranda L Hillard ◽

Margaret Ann Murphy ◽

Larry D Gruppen ◽

Patricia B Mullan

Keyword(s):

Medical Education ◽

Medical Students ◽

Short Term ◽

Long Term Impact

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Needs assessment for faculty development at an Egyptian medical school: a triangulation approach

International Journal of Community Medicine and Public Health ◽

10.18203/2394-6040.ijcmph20201965 ◽

2020 ◽

Vol 7 (5) ◽

pp. 1669

Author(s):

Elsayed Abdelkreem ◽

Seham A. Abo-Kresha ◽

Emad A. Ahmed ◽

Doaa Ibrahim ◽

Shimaa B. Hemdan ◽

...

Keyword(s):

Medical Education ◽

Faculty Development ◽

Needs Assessment ◽

Mixed Methods Research ◽

Complex Structure ◽

Career Stage ◽

Structured Interviews ◽

Factors Affecting ◽

Sequential Mixed Methods ◽

Online Methods

Background: Faculty development (FD) is a core component of medical education, and needs assessment is central for planning effective FD programs. In the present study, we assessed the perceived development needs of medical faculty and the factors affecting these needs at an Egyptian medical school.Methods: This sequential mixed-methods research was conducted in 2019 at Faculty of Medicine, Sohag University (Egypt) using a triangulation approach for data collection: (1) web-based survey composed of 74 items about demographics and educational experiences, satisfaction with current FD programs, perceived development needs, delivery and scheduling preferences; (2) semi-structured interviews for in-depth understanding; and (3) secondary data.Results: A total of 434 out of 793 target faculty (54.7%) completed the survey. Participants in general perceived moderate to extreme need to all FD areas with the highest priorities given for discipline-specific and research domains. Awareness of teaching needs has increased among faculty in recent years. Perceived FD needs varied across career stage, and most participants preferred short interactive workshops; online methods are also desired. Compulsory participation in FD programs was a subject of high controversy. More than one-third of participants were interested in joining the newly established medical education department.Conclusions: Perceived FD needs are affected by accreditation standards, academic reward systems, and socioeconomic factors. The present study provides a transferrable model for conducting FD needs assessment, and the findings are important for planning effective and economically sound FD programs within the complex structure of today’s medical schools.

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Lemorzsolódási kockázat az orvostanhallgatók körében

Orvosi Hetilap ◽

10.1556/650.2019.31408 ◽

2019 ◽

Vol 160 (21) ◽

pp. 829-834

Author(s):

Marianna Dinyáné Szabó ◽

Gabriella Pusztai ◽

Marianna Szemerszki

Keyword(s):

Information System ◽

Medical Education ◽

Medical Students ◽

Weighted Average ◽

Safety Net ◽

Dropping Out ◽

Medical Studies ◽

Factors Affecting ◽

The Cost ◽

Method Analysis

Abstract: Introduction: From 2015, medical education has introduced a cost-reimbursement for medical students who do not reach the yearly rising weighted average. Aim: The authors examine the dropout behaviour of Hungarian medical students. Method: Analysis of the Higher Education Information System based on the database of those who started their medical studies in 2010 (n = 1046). Results: Early retardation of credit accumulation, the use of passive semesters are typical for dropouts. 83.6% of those who started their studies studied in state-funded education, with 9.4% dropouts among them, 50% among cost-reimbursement students. Multivariate analysis revealed the factors affecting dropout. Conclusion: The chances of dropping out are increased by the low credit number, the number of passive semesters, the cost-reimbursement financing form. A dormitory residence is safety net, the student can make social capital that can support the success of his studies. Orv Hetil. 2019; 160(21): 829–834.

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The role of hidden curriculum in the formation of professional ethics in the Iranian medical students

10.21203/rs.2.22726/v1 ◽

2020 ◽

Author(s):

yahya safari ◽

Alireza khatoni ◽

ehsan Khodamoradi ◽

mansour Rezaei

Keyword(s):

Medical Education ◽

Medical Students ◽

Professional Ethics ◽

Hidden Curriculum ◽

Individual Characteristics ◽

Factors Affecting ◽

Learning And Teaching ◽

Data Collection And Analysis ◽

Data Saturation

Abstract Background: Professionalism and medical ethics are a vital quality for doctors, which has been taken into account seriously in recent years. Perception of the factors affecting professionalism may help to develop more efficient approaches to promote this quality in medical education. Objective: This study was aimed to explain the role of hidden curriculum in the formation of professional ethics in the Iranian medical students. Methods: This qualitative study was performed on 15 medical interns using grounded theory. Sampling was started by purposive sampling and continued through theoretical sampling until complete data saturation. Data collection and analysis were done simultaneously. Results: The analysis of the participants’ interviews and reduction of findings using common themes yielded one class and four categories as well as a number of concepts as the role of hidden curriculum in the formation of professional ethics in medical students. The categories included the role of modeling in the formation of professional ethics, role of education in formation of professional ethics, role of environmental factors in the formation of professional ethics, and role of personal and inherent attributes in the formation of professional ethics. Conclusion: The curriculum developers and medical education authorities need to proceed in line with the findings of the present study to provide a proper learning environment in which the modeling, learning, and teaching conditions and supportive environmental atmosphere are taken into account in accordance with the inherent and individual characteristics of the learners in order to guarantee the formation of professional ethics in the medical students.

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Determining Factors Affecting the Acceptance of Medical Education eLearning Platforms during the COVID-19 Pandemic in the Philippines: UTAUT2 Approach

Healthcare ◽

10.3390/healthcare9070780 ◽

2021 ◽

Vol 9 (7) ◽

pp. 780

Author(s):

Yogi Tri Prasetyo ◽

Ralph Andre C. Roque ◽

Thanatorn Chuenyindee ◽

Michael Nayat Young ◽

John Francis T. Diaz ◽

...

Keyword(s):

Medical Education ◽

Medical Students ◽

Behavioral Intention ◽

Structural Equation ◽

The Philippines ◽

Equation Modeling ◽

Online Questionnaire ◽

Factors Affecting ◽

Use Of Technology ◽

Instructor Characteristics

eLearning has been the medium of delivery of medical educational institutions to address the scarcity of medical professionals during the COVID-19 pandemic. In this study, the Unified Theory of Acceptance and Use of Technology (UTAUT2) was extended to determine the factors affecting the acceptance of eLearning platforms to medical education in the Philippines during the COVID-19 pandemic. A total of 360 medical students voluntary participated and answered an online questionnaire that consisted of 40 questions. Structural Equation Modeling (SEM) indicated that performance expectancy was found to have the highest effect on behavioral intention, which was followed by learning value and instructor characteristics. A high behavioral intention was found to affect the actual use of eLearning platforms. Interestingly, social influence and habit were found not to be significant to behavioral intentions. This study is the first study that has explored the acceptance of eLearning platforms among medical students in the Philippines during the COVID-19 pandemic. The findings can be a theoretical guideline of the Commission on Higher Education of the Philippines for eLearning platforms. Finally, the framework would be very valuable for enhancing the open innovation in eLearning platforms in medical fields worldwide.

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Evaluating the appropriateness of electronic information resources for learning in pre-clerkship medical education : an eye tracking study

10.32469/10355/57780 ◽

2015 ◽

Author(s):

◽

Dinara Saparova

Keyword(s):

Medical Education ◽

Medical Students ◽

Learning Outcomes ◽

Mental Effort ◽

Information Resources ◽

First Year ◽

Electronic Information ◽

Electronic Information Resources ◽

Significant Difference ◽

First Year Medical Students

Current U.S. medical students have begun to rely on electronic information repositories -- such as UpToDate, Access Medicine, and Wikipedia -- for their pre-clerkship medical education. However, it is unclear whether these resources are appropriate for this level of learning due to factors involving information quality, level of evidence, and the requisite knowledge base. This study evaluated the appropriateness of electronic information resources from a novel perspective: the amount of mental effort learners invest in interactions with these resources and the effects of the experienced mental effort on learning. Eighteen first-year medical students read about three unstudied diseases in the three above-mentioned resources (a total of 54 observations). Their eye movement characteristics (i.e., fixation duration, fixation count, visit duration, and task-evoked pupillary response) were recorded and used as psychophysiological indicators of the experienced mental effort. Post reading, students' learning was assessed with a multiple-choice test. Eye metrics and test results constituted quantitative data that were analyzed according to the repeated Latin square design. Students' perceptions and observations of their interactions with the information resources constituted qualitative data that were also obtained. Participants' feedback from semi-structured interviews and recordings of students' information acquisition behaviors were reviewed, transcribed, and open coded for the emergent themes. Compared to Access Medicine and Wikipedia, UpToDate was associated with significantly higher values of eye metrics suggesting higher mental effort experienced by learners when using this resource. No statistically significant difference between the amount of mental effort and learning outcomes was found. More so, descriptive statistical analysis of the knowledge test scores suggested similar level of learning regardless of the information resource used. Students' feedback and observations of their behaviors were informative in understanding and interpreting the differences in quantitative findings. Judging by the learning outcomes, all three information resources were found appropriate for learning. UpToDate, however, when used alone, may be less appropriate for first-year medical students' learning as it does not fully address their information needs and is more demanding in terms of invested cognitive resources.

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Transformative Learning

Journal of the American Podiatric Medical Association ◽

10.7547/1020039 ◽

2012 ◽

Vol 102 (1) ◽

pp. 39-46 ◽

Cited By ~ 6

Author(s):

Craig M. Elliott ◽

Robert J. Toomey ◽

Brooke A. Goodman ◽

Peter Barbosa

Keyword(s):

Medical Education ◽

Medical Students ◽

Transformative Learning ◽

Medical Training ◽

Learning Experience ◽

Multicultural Awareness ◽

Medical Missions ◽

Short Term ◽

Electronic Survey ◽

Personal Awareness

Background: Short-term medical missions are common in medical educational settings and could possibly affect student learning. Little research has been conducted about the potential of these missions on students’ transformative learning, in particular as it relates to empathy and multicultural awareness. Methods: Eight podiatric medical students who participated in short-term medical missions in 2008 and 2009 completed an electronic survey to investigate the effect of their experience as it relates to their learning. The empathy and multicultural awareness impact of the mission experience was emphasized. Qualitative questions in the survey were coded, themed, and triangulated with the quantitative responses. Results: Six students (75%) “strongly agreed” that participating in the medical mission was a significant positive experience in their podiatric medical training. Six students felt that their experiences in serving these communities increased their personal awareness of multicultural/diversity needs in general. All of the students agreed that they will become better podiatric physicians because of their experiences in the medical missions. The qualitative data also indicate that the experience had an effect on the students’ views of health care and increased empathy toward their patients. Conclusions: Short-term medical missions could play a significant role in the transformative learning experience in podiatric medical education. This could affect the empathy and multicultural awareness of podiatric medical students. Further and more extensive evaluations of the potential impact of short-term medical missions in podiatric medical education should be explored because it could influence curriculum and global health in the field of podiatric medicine. (J Am Podiatr Med Assoc 102(1): 39–46, 2012)

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13 Medical Students’ Mood Adversely Affected By COVID-19 Pandemic: An Interim Analysis from the SPICE-19 Prospective Cohort Study Of 2075 Medical Students and Interim Foundation Doctors

British Journal of Surgery ◽

10.1093/bjs/znab135.035 ◽

2021 ◽

Vol 108 (Supplement_2) ◽

Author(s):

S Bandyopadhyay ◽

I Georgiou ◽

B Baykeens ◽

C Gillespie ◽

M de Andres Crespo ◽

...

Keyword(s):

Medical Education ◽

Cohort Study ◽

Medical Students ◽

Multicentre Study ◽

Interim Analysis ◽

Workforce Planning ◽

Short Term ◽

The United Kingdom ◽

The Impact

Abstract Introduction In order to appropriately support medical students and foundation year doctors, it is imperative that we understand the impact the COVID-19 pandemic has had upon them. This study assessed the effects of the COVID-19 pandemic on medical students and interim foundation year doctors across the United Kingdom (UK), and the support that they received and sought. Method A prospective, observational, multicentre study was conducted. All medical students and interim foundation year doctors were eligible to participate. Results A total of 2075 individuals participated. There was a decrease in participants’ mood when comparing their mood before the pandemic to during the pandemic (p < 0.0001). Social distancing negatively impacted the mood of the greatest number of participants. All areas of life included in the study were found to have been significantly more negatively impacted than positively impacted (p < 0.0001). 931 participants wanted more support from their university. Conclusions When medical students return to their universities, there is likely to be a need for enhanced wellbeing support, adaptations in the short-term and long-term strategies for medical education, and provision of financial guidance. If no action is taken, there may be a knock-on effect on workforce planning and the health of our future workforce.

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An Electronic Medical Record in Pediatric Medical Education: Survey of Medical Students' Expectations and Experiences

Applied Clinical Informatics ◽

10.1055/s-0038-1675371 ◽

2018 ◽

Vol 09 (04) ◽

pp. 809-816 ◽

Cited By ~ 2

Author(s):

Daryl Cheng ◽

Thomas Scodellaro ◽

Wonie Uahwatanasakul ◽

Mike South

Keyword(s):

Medical Education ◽

Clinical Practice ◽

Medical Students ◽

Learning Outcomes ◽

Hospital Setting ◽

Online Resources ◽

Health Record ◽

Visual Contact ◽

Technology Experience ◽

Clinician Communication

Objective This study sought to quantitatively characterize medical students' expectations and experiences of an electronic health record (EHR) system in a hospital setting, and to examine perceived and actual impacts on learning. Methods Medical students from July to December 2016 at a tertiary pediatric institution completed pre- and postrotation surveys evaluating their expectations and experience of using an EHR during a pediatric medicine rotation. Survey data included past technology experience, EHR accessibility, use of learning resources, and effect on learning outcomes and patient–clinician communication. Results Students generally reported high computer self-efficacy (4.16 ± 0.752, mean ± standard deviation), were comfortable with learning new software (4.08 ± 0.771), and expected the EHR to enhance their overall learning (4.074 ± 0.722). Students anticipated the EHR to be easy to learn, use, and operate, which was consistent with their experience (pre 3.86 vs. post 3.90, p = 0.56). Students did not expect nor experience that the EHR reduced their interaction, visual contact, or ability to build rapport with patients. The EHR did not meet expectations to facilitate learning around medication prescribing, placing orders, and utilizing online resources. Students found that the EHR marginally improved feedback surrounding clinical contributions to patient care from clinicians, although not to the expected levels (pre 3.50 vs. post 3.17, p < 0.01). Conclusion Medical students readily engaged with the EHR, recognized several advantages in clinical practice, and did not consider their ability to interact with patients was impaired. There was widespread consensus that the EHR enhanced their learning and clinician's feedback, but not to the degree they had expected.

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Evaluation of chest ultrasound integrated teaching of respiratory system physiology to medical students

AJP Advances in Physiology Education ◽

10.1152/advan.00062.2017 ◽

2017 ◽

Vol 41 (4) ◽

pp. 514-517 ◽

Cited By ~ 1

Author(s):

Matteo Paganini ◽

Michela Bondì ◽

Alessandro Rubini

Keyword(s):

Medical Education ◽

Human Physiology ◽

Medical Students ◽

Ultrasound Imaging ◽

Respiratory System ◽

The Body ◽

Respiratory Physiology ◽

Short Term ◽

Chest Ultrasound ◽

System Physiology

Ultrasound imaging is a widely used diagnostic technique, whose integration in medical education is constantly growing. The aim of this study was to evaluate chest ultrasound usefulness in teaching respiratory system physiology, students’ perception of chest ultrasound integration into a traditional lecture in human physiology, and short–term concept retention. A lecture about respiratory physiology was integrated with ultrasound and delivered to third-year medical students. It included basic concepts of ultrasound imaging and the physiology of four anatomic sectors of the body of a male volunteer, shown with a portable ultrasound device (pleural sliding, diaphragmatic movement, inferior vena cava diameter variations, cardiac movements). Students’ perceptions of the integrated lecture were assessed, and attendance recorded. After 4 mo, four multiple-choice questions about respiratory physiology were administered during the normal human physiology examinations, and the results of students who attended the lesson and those of who did not were compared. One hundred thirty-four students attended the lecture. Most of them showed encouragement for the study of the subject and considered the ultrasound integrated lecture more interesting than a traditional one and pertinent to the syllabus. Exposed students achieved a better score at the examination and committed less errors than did nonexposed students. The chest ultrasound integrated lecture was appreciated by students. A possible association between the exposure to the lecture and short-term concept retention is shown by better performances of the exposed cohort at the examination. A systematic introduction of ultrasound into physiology traditional teaching will be promoted by the Ultrasound-Based Medical Education movement.

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