scholarly journals Near-Peer Teaching in Human Anatomy from a Tutors’ Perspective: An Eighteen-Year-Old Experience at the University of Bologna

2021 ◽  
Vol 19 (1) ◽  
pp. 398
Author(s):  
Ester Orsini ◽  
Marilisa Quaranta ◽  
Giulia Mariani ◽  
Sara Mongiorgi ◽  
Lucio Cocco ◽  
...  
Keyword(s):  
Medical Education ◽  
Academic Performance ◽  
Online Survey ◽  
Knowledge Retention ◽  
Peer Teaching ◽  
Human Anatomy ◽  
Cadaver Dissection ◽  
Professional Career ◽  
Wide Range ◽  
The University

The University of Bologna School of Medicine in 2003 adopted a near-peer teaching (NPT) program with senior medical students teaching and assisting younger students in human anatomy laboratories. This study aimed to evaluate the effectiveness and outcomes of this program—unique on the Italian academic panorama—from the tutors’ perspective. An anonymous online survey was administered to all those who acted as peer tutors in the period from 2003 to 2021; it evaluated tutors’ perceptions regarding the influence of the tutoring experience on their skillset gains, academic performance, and professional career. Furthermore, tutors were asked to express their views on the value of cadaver dissection in medical education and professional development. The overall perception of the NPT program was overwhelmingly positive and the main reported benefits were improved long-term knowledge retention and academic performance, improved communication, team-working and time management skills, and enhanced self-confidence and motivation. Most tutors strongly believed that cadaver dissection was an invaluable learning tool in medical education, helped them to develop professionalism and human values, and positively influenced the caring of their future patients. Nearly all the participants highlighted the importance of voluntary body donation for medical education and research. The present results supported the thesis that tutors themselves benefited from the act of teaching peers; this impactful experience equipped them with a wide range of transferable skills that they could draw on as future educators and healthcare professionals.

INTRODUCTION

1988 ◽  
Vol 34 (3) ◽  
pp. 280-280
Author(s):  
Gregor Reid ◽  
Andrew W. Bruce
Keyword(s):  
Medical Education ◽  
American Medical ◽  
Continuing Medical Education ◽  
Bacterial Infections ◽  
University Of Toronto ◽  
Future Developments ◽  
Wide Range ◽  
Microbial Infections ◽  
The Many ◽  
The University

The Lister Symposium was held primarily to review the latest concepts of the mechanisms of bacterial infections, and to highlight the research being carried out currently in Toronto and in Canada. The inclusion of several speakers from outside of Toronto added a strong foundation for the meeting.A wide range of topics were addressed and these demonstrated the many areas of research being pursued to better understand the pathogenesis of microbial infections. By drawing together physicians, scientists, and students from a variety of disciplines, it was hoped that the Lister Symposium would contribute, not only to our knowledge of medicine and science in this field, but also to the continued local and national cooperation required for first-class investigative research.This meeting was the first of its kind held under the auspices of the Department of Surgery at the University of Toronto, demonstrating its commitment to research and interdepartmental collaboration. We are most grateful to Professor Bernard Langer, Chairman of the Department of Surgery, for his support in this regard. The assistance of our sponsors and the Continuing Medical Education Office facilitated a wide outreach and enabled recognition of the course and accreditation for Canadian and American Medical participants. It is hoped that this material will provide a useful reference for future developments in the field.

scholarly journals How far is too far? An analysis of students’ perceptions of the impact of distance between university and family home on academic performance

2017 ◽  
Vol 10 (15) ◽  
pp. 28-40
Author(s):  
Rosalina Pisco Costa ◽  
Carlos Vieira ◽  
Isabel Vieira
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Online Survey ◽  
Negative Impact ◽  
Two Dimensions ◽  
Family Home ◽  
Socially Relevant ◽  
The University ◽  
Work Done ◽  
The Impact

AbstractTransition to university is a challenging phase in youngsters’ lives. The literature indicates that geographical distance separating the places of study and of family residence adds to the difficulties of transition and adjustment to university. Recent evidence suggests that it also negatively impacts students’ grades. Despite important work done by economists, geographers and psychologists, sociology has devoted scarce interest in understanding this topic. This article seeks to bridge this gap, specifically exploring the reasons justifying the largely ignored effect of distance between the university and family home in academic performance. The study draws on data on undergraduate students of a Portuguese public university, collected through an online survey. Two dimensions, one more related to practical life occupations and another more linked to personal feelings and activities, are examined. It is argued that the negative impact of distance is mainly due to homesickness and to the time spent traveling home. Results from such analysis are twofold socially relevant: of the utmost importance for families, academics and students’ support services, deserve to be seriously considered by policy makers deciding on the territorial distribution of higher-education institutions.

Differences in Approach to Building a Professional Career among Representatives of Generations BB, X, and Y

2020 ◽  
Vol 133 (2) ◽  
pp. 9-25
Author(s):  
Alicja Smolbik–Jęczmień
Keyword(s):  
Resource Management ◽  
Human Resource Management ◽  
Human Resource ◽  
Online Survey ◽  
New Technologies ◽  
Survey Method ◽  
Survey Questionnaire ◽  
Professional Career ◽  
The Subject ◽  
The University

The article looks at the issue of different approaches to building a professional career among selected representatives of the Baby Boomer, X, and Y generations who graduated from the University of Economics in Wroclaw. Based on the study of literature that is available on the subject as well as empirical research, an attempt was made to identify basic expectations and attitudes towards work as exhibited by the examined graduates and to present recommendations for human resource management practitioners. The research was conducted in 2017 using the diagnostic survey method with an online survey questionnaire that was made available at the University of Economics. The results of the study indicate that there exist identifiable differences in approach to building a professional career that depend on generation association. Moreover, building what is known as cross–generational solidarity should be pursued in teams diversified in terms of age. This should be done with reference to various areas of the professional career—something respondents felt was missing. Representatives of the older generations, who hold valuable knowledge as well as experience and worldly wisdom, should act as mentors for younger coworkers. And vice versa, younger generations might assist their older colleagues in filling their competence gap in new technologies.

scholarly journals LO29: ILearnEM.com: a curation of quality FOAM resources to learn the fundamentals of emergency medicine

CJEM ◽  
2017 ◽  
Vol 19 (S1) ◽  
pp. S37
Author(s):  
A. Mungham ◽  
O. Anjum ◽  
A. Lo ◽  
H. Rosenberg
Keyword(s):  
Emergency Medicine ◽  
Social Media ◽  
Medical Students ◽  
Online Survey ◽  
Medical Knowledge ◽  
Indirect Measure ◽  
Wide Range ◽  
New Material ◽  
Online Educational Resources ◽  
The University

Introduction/Innovation Concept: Free Open Access Medical Education (FOAM) is an emerging movement enabling crowdsourced sharing of vast amounts of medical knowledge on the web, especially in the dynamic field of emergency medicine (EM). However, the wide range of FOAM producers and the lack of organization in published FOAM content results in a challenge for learners to find quality resources that meet their educational needs. ILearnEM addresses this by curating content from popular FOAM sites to provide both new and seasoned learners with an organized, topic-structured EM curriculum. Methods: The resources on ILearnEM.com are drawn from the top 50 scoring websites on the Social Media Index (SMI), an indirect measure of quality and impact for online educational resources. The quality of each individual resource is reviewed by our curators using published Quality Checklists developed specifically for FOAM. Links to the original resources are systematically organized into core EM topics and separated into “Approach to” and “Beyond the Basics” categories. Curriculum, Tool, or Material: Since its launch in February 2016, ILearnEM.com has been distributed to the University of Ottawa medical students and residents, the Canadian CCFP-EM program directors, and through social media. Content on the website is updated every two weeks by our curators through an analysis of recent online publications from each of the top 50 SMI sites. The new resources are selected based on the level of quality and the relevance to the fundamentals of EM. Content updates are announced on social media (Twitter) to further engage learners by identifying the availability of new material. Conclusion: Based on a 10-month traffic analysis, 4234 unique visitors visited ILearnEM.com with an average of 1.9 visits/person and 10.4 pages/visit. Of those responding to an online survey (n=138, response rate=3.3%) visitors were 42.8% (n=59) residents, 29.0% medical students (n=40), 19.6% practicing physicians (n=27), and 8.7% other healthcare professionals (n=12). As one of few sites with an objective for a learner-oriented approach to curating content, ILearnEM will continue to be updated regularly based on user feedback to benefit the fast growing consumer base of medical student and resident learners.

scholarly journals Attitude of first year medical students towards cadaveric dissection: a cross sectional study in a medical college of West Bengal, India

2019 ◽  
Vol 6 (6) ◽  
pp. 2679
Author(s):  
Romy Biswas ◽  
Raktim Bandyopadhyay
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Cross Sectional Study ◽  
Emotional Reactions ◽  
Human Anatomy ◽  
First Year ◽  
Cadaver Dissection ◽  
Cross Sectional ◽  
Active Involvement ◽  
First Year Medical Students

Background: Cadaver dissection is mandatory for medical education. The cadaver dissection develops the knowledge and skill of the students regarding human anatomy to understand and accomplish the necessity of medical education and clinics in future. This study was conducted to assess the attitude and emotional reactions of first year Medical students to the dissecting cadavers.Methods: The attitude and opinion of students on cadaver dissection was assessed by a modified structured pretested questionnaire after one week of dissection class among all first year medical students by cross-sectional design.Results: Males and females were in the ratio of 7:3.88.3% complied that active involvement is necessary but only 10.9% told that models or virtual program could replace dissection. Altogether 49.6%% had experienced the excitement, 15.3% had experienced headache and sweating. 87.6%% were curious about cadaver dissection and 84.7 %were interested; however 8% had negative feelings towards dead body.Conclusions: Majority of students opined cadaver dissection was the best method for learning and understanding Human anatomy. Pre-education sessions and interaction with the teacher’s prior dissection will help to remove the anxiety among students and will enable them to get involved in their dissection classes.

scholarly journals A FRAMEWORK FOR AN OPEN SOURCE GEOSPATIAL CERTIFICATION MODEL

2016 ◽  
Vol XLI-B6 ◽  
pp. 57-64
Author(s):  
T. U. R. Khan ◽  
P. Davis ◽  
F.-J. Behr
Keyword(s):  
Open Source ◽  
Online Survey ◽  
Core Curriculum ◽  
Open Data ◽  
Business Case ◽  
Information Need ◽  
Geospatial Technology ◽  
Professional Career ◽  
Body Of Knowledge ◽  
Wide Range

The geospatial industry is forecasted to have an enormous growth in the forthcoming years and an extended need for well-educated workforce. Hence ongoing education and training play an important role in the professional life. Parallel, in the geospatial and IT arena as well in the political discussion and legislation Open Source solutions, open data proliferation, and the use of open standards have an increasing significance. Based on the Memorandum of Understanding between International Cartographic Association, OSGeo Foundation, and ISPRS this development led to the implementation of the ICA-OSGeo-Lab imitative with its mission “Making geospatial education and opportunities accessible to all”. Discussions in this initiative and the growth and maturity of geospatial Open Source software initiated the idea to develop a framework for a worldwide applicable Open Source certification approach. <br><br> Generic and geospatial certification approaches are already offered by numerous organisations, i.e., GIS Certification Institute, GeoAcademy, ASPRS, and software vendors, i. e., Esri, Oracle, and RedHat. They focus different fields of expertise and have different levels and ways of examination which are offered for a wide range of fees. <br><br> The development of the certification framework presented here is based on the analysis of diverse bodies of knowledge concepts, i.e., NCGIA Core Curriculum, URISA Body Of Knowledge, USGIF Essential Body Of Knowledge, the “Geographic Information: Need to Know", currently under development, and the Geospatial Technology Competency Model (GTCM). The latter provides a US American oriented list of the knowledge, skills, and abilities required of workers in the geospatial technology industry and influenced essentially the framework of certification. <br><br> In addition to the theoretical analysis of existing resources the geospatial community was integrated twofold. An online survey about the relevance of Open Source was performed and evaluated with 105 respondents worldwide. 15 interviews (face-to-face or by telephone) with experts in different countries provided additional insights into Open Source usage and certification. <br><br> The findings led to the development of a certification framework of three main categories with in total eleven sub-categories, i.e., “Certified Open Source Geospatial Data Associate / Professional”, “Certified Open Source Geospatial Analyst Remote Sensing & GIS”, “Certified Open Source Geospatial Cartographer”, “Certified Open Source Geospatial Expert”, “Certified Open Source Geospatial Associate Developer / Professional Developer”, “Certified Open Source Geospatial Architect”. Each certification is described by pre-conditions, scope and objectives, course content, recommended software packages, target group, expected benefits, and the methods of examination. Examinations can be flanked by proofs of professional career paths and achievements which need a peer qualification evaluation. After a couple of years a recertification is required. <br><br> The concept seeks the accreditation by the OSGeo Foundation (and other bodies) and international support by a group of geospatial scientific institutions to achieve wide and international acceptance for this Open Source geospatial certification model. <br><br> A business case for Open Source certification and a corresponding SWOT model is examined to support the goals of the Geo-For-All initiative of the ICA-OSGeo pact.

scholarly journals An analysis of core EPAs reveals a gap between curricular expectations and medical school graduates’ self-perceived level of competence

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Adrian Marty ◽  
Sonia Frick ◽  
Heidi Bruderer Enzler ◽  
Sabine Zundel
Keyword(s):  
Medical Education ◽  
Online Survey ◽  
Management Plan ◽  
Practical Skills ◽  
Professional Activities ◽  
Emergency Situations ◽  
New Curriculum ◽  
Competency Based ◽  
University Of Zurich ◽  
The University

Abstract Background Entrustable Professional Activities (EPAs) are being implemented worldwide as a means to promote competency-based medical education. In Switzerland, the new EPA-based curriculum for undergraduate medical education will be implemented in 2021. The aim of our study was to analyze the perceived, self-reported competence of graduates in 2019. The data represent a pre-implementation baseline and will provide guidance for curriculum developers. Methods Two hundred eighty-one graduates of the Master of Human Medicine program of the University of Zurich who had passed the Federal Licensing Exam in September 2019 were invited to complete an online survey. They were asked to rate their needed level of supervision (“observe only”, “direct, proactive supervision”, “indirect, reactive supervision”) for 46 selected EPAs. We compared the perceived competence with the expected competence of the new curriculum. Results The response rate was 54%. The need for supervision expressed by graduates varied considerably by EPA. The proportion of graduates rating themselves at expected level was high for “history taking”, “physical examination” “and documentation”; medium for “prioritizing differential diagnoses”, “interpreting results” and “developing and communicating a management plan”; low for “practical skills”; and very low for EPAs related to “urgent and emergency care”. Conclusions Currently, there are significant gaps between the expectations of curriculum developers and the perceived competences of students. This is most obvious for practical skills and emergency situations. The new curriculum will either need to fill this gap or expectations might need to be revised.

scholarly journals Medical Students' Attitude to wards Anatomy Dissection: A Study from Nepal

2018 ◽  
Vol 5 (2) ◽  
pp. 12-17
Author(s):  
Nitasha Sharma ◽  
S Subedi ◽  
R Pandit
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Human Anatomy ◽  
Cadaver Dissection ◽  
Medical Sciences ◽  
Reasonable Time ◽  
Time Optimization ◽  
Near Future

INTRODUCTION: Among medical education institutions worldwide, the time allotted for anatomy instruction has decreased without any reasonable time optimization suggestions. In addition, the utility of cadaver dissection has long been debated.MATERIAL & METHODS: This study was conducted to determine the attitudes of preclinical students to cadaver dissection in the study of human anatomy. A collection of questionnaire was introduced to 290 preclinical students, including both MBBS and BDS of Universal College of Medical Sciences, Nepal. For each question, the students were to choose one of the three possible responses: “yes”, “no” or “undecided”. Out of the 290 students (162 female and 128 male) involved in the study.RESULTS: Fifty five percentage said they were curious, 41% experience of anatomy dissection hall was interesting, 3% said it was enj oyable and remaining 1% said it was boring. An analysis of the questionnaire showed that a vast majority of the students (93%) considered cadaver dissection as important and indispensable in the study of human anatomy, on the issue of replacing cadaver dissection with plastic models in the near future, majority of the students under study (73%) didn't favored such a replacement, while 24% did. In the present study, 29% of students mentioned there was not enough chances of dissection for every individual students and 40% of students said the time allocated for dissection classes was not enough.CONCLUSION: From the results of the present study, one might confidently infer that cadaver dissection is still considered important and indispensable in the study of human anatomy.Journal of Universal College of Medical Sciences, Vol. 5, No, 2, 2017, Page: 12-17                                

scholarly journals Perceived clinical relevance and retention of basic sciences across the medical education continuum

2019 ◽  
Vol 43 (3) ◽  
pp. 293-299 ◽  
Author(s):  
Bunmi S. Malau-Aduli ◽  
Faith O. Alele ◽  
Paula Heggarty ◽  
Peta-Ann Teague ◽  
Tarun Sen Gupta ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Test Scores ◽  
Clinical Relevance ◽  
Rank Order ◽  
Knowledge Retention ◽  
Nonparametric Tests ◽  
Basic Sciences ◽  
Performance Trends ◽  
Wide Range

Medical programs are under pressure to maintain currency with scientific and technical advances, as well as prepare graduates for clinical work and a wide range of postgraduate careers. The value of the basic sciences in primary medical education was assessed by exploring the perceived clinical relevance and test performance trends among medical students, interns, residents, and experienced clinicians. A pilot study conducted in 2014 involved administration of a voluntary 60-item multiple-choice question test to 225 medical students and 4 interns. These participants and 26 teaching clinicians rated the items for clinical relevance. In 2016, a similarly constructed test (main study) was made a mandatory formative assessment, attempted by 563 students in years 2, 4, and 6 and by 120 commencing general practice residents. Test scores, performance trends, clinical relevance ratings, and correlations were assessed using relevant parametric and nonparametric tests. Rank order and pass-fail decisions were also reviewed. The mean test scores were 57% (SD 7.1) and 52% (SD 6.1) for the pilot and main studies, respectively. Highest scores were observed in pathology and social sciences. Overall performance increased with increasing year of study. Test scores were positively correlated with perceived relevance. There were moderate correlations ( r = 0.50–0.63; P < 0.001) between participants’ scores in the basic science and summative exams. Assessments may be key to fostering relevance and integration of the basic sciences. Benchmarking knowledge retention and result comparisons across topics are useful in program evaluation.

scholarly journals The OSCE-experiment at MEDUNSA

Curationis ◽  
1982 ◽  
Vol 5 (1) ◽  
Author(s):  
J.G.P. Van Niekerk ◽  
S.A. Lombard
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Clinical Examination ◽  
Clinical Skills ◽  
Conventional Approach ◽  
Objective Structured Clinical Examination ◽  
Nursing Science ◽  
Wide Range ◽  
The University

The newly-established Department of Nursing Science at MEDUNSA had provisionally decided to use the conventional approach to the clinical examination of the ten pre-registration students on the B.Cur. course. During October 1981 Professor R. M. Harden, Professor in Medical Education, University of Dundee, Scotland, paid a lecture visit to MEDUNSA. In one lecture Professor Harden described a method used for examining clinical skills of medical students in the University of Dundee. It is called the Objective Structured Clinical Examination (OSCE). It consists of an examination in which a wide range of skills are evaluated through practical, written and oral methods of assessment.

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