scholarly journals Evaluation of Computer-aided Strategies for Teaching Medical Students Prenatal Ultrasound Diagnostic Skills

2008 ◽  
Vol 13 (1) ◽  
pp. 4482 ◽  
Author(s):  
Lawrence S. Amesse ◽  
Ealena Callendar ◽  
Teresa Pfaff-Amesse ◽  
Janice Duke ◽  
William N.P. Herbert
Keyword(s):  
Medical Students ◽  
Prenatal Ultrasound ◽  
Diagnostic Skills ◽  
Computer Aided

scholarly journals Pattern Recognition using Morphologies of Anthropophilic and Zoophilic Dermatophytosis Lesions: Comparison between Final-Year Medical Students and Dermatology Residents

2020 ◽  
Vol 72 (6) ◽  
pp. 488-491
Author(s):  
Sumanas Bunyaratavej ◽  
Rungsima Kiratiwongwan ◽  
Pichaya Limphoka ◽  
Kamonpan Lertrujiwanit ◽  
Charussri Leeyaphan
Keyword(s):  
Pattern Recognition ◽  
Medical Students ◽  
Fungal Infections ◽  
Diagnostic Skills ◽  
Siriraj Hospital ◽  
The Mean ◽  
Typical Lesion

Objective: To compared pattern recognition abilities of final-year medical students and dermatology residents to distinguish and classify superficial fungal infections and resembling lesions.Methods: The study was conducted at the Department of Dermatology, Faculty of Medicine, Siriraj Hospital, Mahidol University, Bangkok, Thailand, in 2019. The participants had to make diagnosis from 78 images including typical and atypical lesions within 50 second. No history or any description was given. The answer sheets were reviewed.Results: Medical students (n = 18) and dermatology residents (n = 19) showed no significant differences in the means of overall accuracy scores. Residents demonstrated a statistically higher mean score than the medical students in diagnoses of anthropophilic infection with mostly presented with typical lesion. However, there were no significant differences in the mean scores for their diagnoses of zoophilic dermatophytosis as atypical lesions and other skin lesions.Conclusion: Pattern recognition was helpful for the diagnosis of cutaneous dermatophytosis, especially in cases of typical lesions. Nonetheless, pattern recognition alone is insufficient for the diagnosis of atypical dermatophytosis lesions: analytical diagnostic skills should also be enhanced to an increase in the accuracies of atypical-lesion diagnoses.

Clinical Education and the Computer: A Proposed Model for Computer-Aided Learning in the Medical Curriculum

1997 ◽  
Vol 5 (1) ◽  
pp. 19-22 ◽  
Author(s):  
Tim J. Lambert ◽  
Kenneth C. Kirkby ◽  
John C. Dunn
Keyword(s):  
Medical Students ◽  
Teaching Strategies ◽  
Clinical Education ◽  
Interactive Multimedia ◽  
Medical Curriculum ◽  
Undergraduate Medical Students ◽  
Proposed Model ◽  
Computer Aided ◽  
Computer Aided Learning

The aim of this paper is to examine the proposition that computer-aided learning (CAL), which utilises interactive multimedia-based teaching strategies, positively enhances the acquisition of selected clinical recognition skills by undergraduate medical students.

scholarly journals Formal Art Observation Training Improves Medical Students’ Visual Diagnostic Skills

2008 ◽  
Vol 23 (7) ◽  
pp. 991-997 ◽  
Author(s):  
Sheila Naghshineh ◽  
Janet P. Hafler ◽  
Alexa R. Miller ◽  
Maria A. Blanco ◽  
Stuart R. Lipsitz ◽  
...  
Keyword(s):  
Medical Students ◽  
Diagnostic Skills ◽  
Observation Training

Development and Validation of an Assessment Tool for Technical Skills in Handheld Otoscopy

2020 ◽  
Vol 129 (7) ◽  
pp. 715-721
Author(s):  
Mads J. Guldager ◽  
Jacob Melchiors ◽  
Steven Arild Wuyts Andersen
Keyword(s):  
Medical Students ◽  
Assessment Tool ◽  
Medical Training ◽  
Technical Skills ◽  
University Teaching ◽  
Validity Evidence ◽  
Level Of Evidence ◽  
Training Interventions ◽  
Diagnostic Skills ◽  
Novices And Experts

Objective: Handheld otoscopy requires both technical and diagnostic skills, and is often reported to be insufficient after medical training. We aimed to develop and gather validity evidence for an assessment tool for handheld otoscopy using contemporary medical educational standards. Study Design: Educational study. Setting: University/teaching hospital. Subjects and Methods: A structured Delphi methodology was used to develop the assessment tool: nine key opinion leaders (otologists) in undergraduate training of otoscopy iteratively achieved consensus on the content. Next, validity evidence was gathered by the videotaped assessment of two handheld otoscopy performances of 15 medical students (novices) and 11 specialists in otorhinolaryngology using two raters. Standard setting (pass/fail criteria) was explored using the contrasting groups and Angoff methods. Results: The developed Copenhagen Assessment Tool of Handheld Otoscopy Skills (CATHOS) consists 10 items rated using a 5-point Likert scale with descriptive anchors. Validity evidence was collected and structured according to Messick’s framework: for example the CATHOS had excellent discriminative validity (mean difference in performance between novices and experts 20.4 out of 50 points, P < .001); and high internal consistency (Cronbach’s alpha = 0.94). Finally, a pass/fail score was established at 30 points for medical students and 42 points for specialists in ORL. Conclusion: We have developed and gathered validity evidence for an assessment tool of technical skills of handheld otoscopy and set standards of performance. Standardized assessment allows for individualized learning to the level of proficiency and could be implemented in under- and postgraduate handheld otoscopy training curricula, and is also useful in evaluating training interventions. Level of evidence: NA

DOES CARDIAC PHYSICAL EXAM TEACHING USING A CARDIAC SIMULATOR IMPROVE MEDICAL STUDENTS’ DIAGNOSTIC SKILLS?

2017 ◽  
Vol 33 (10) ◽  
pp. S44-S45
Author(s):  
N. Gauthier ◽  
C. Johnson ◽  
M. Keenan ◽  
E. Stadnick ◽  
M. Sostok ◽  
...  
Keyword(s):  
Medical Students ◽  
Physical Exam ◽  
Diagnostic Skills

Interactive Computer-Aided Training of Emergency Care Tactics: An Experimental Study with Medical Students

1997 ◽  
Vol 12 (3) ◽  
pp. 59-63
Author(s):  
Matti A. K. Mattila ◽  
Timo Jama
Keyword(s):  
Medical Students ◽  
Emergency Care ◽  
Medical Curriculum ◽  
Flail Chest ◽  
Trauma Centre ◽  
Practical Training ◽  
Hepatic Rupture ◽  
Computer Aided ◽  
Computer Based ◽  
Priority Order

AbstractIntroduction:It is important to know which level of tactical preparedness is reached after completing lectures and training included in a medical curriculum. A computer-based interactive programme aimed for tactical training of emergency care tactics at the scene (Matimed,™ Matimed Ltd, Kuopio, Finland) was used in testing the skills of 20 medical students.Methods:In this standardised test, every student first received guided introduction on the technical use of the programme. The test included four severely injured victims. The traumas used were hepatic rupture, flail chest, haemothorax, and femoral fracture. The students were tested in making decisions on the priority of care and transportation and in keeping the patients alive with appropriate emergency care until they were transported to a trauma centre.Results:Only five of20 (25%) succeeded in this task, 50% lost one victim and 25% lost two. The results show that the tactical preparedness of medical students is far from what is presumed. A more detailed analysis shows serious deficiencies in decision-making, priority order of actions, and in the use of available resources.Conclusion:This type of interactive computer-aided training of tactics appropriately supplements theoretical lectures, and partially fills the need for practical training.

scholarly journals Web-Based Undergraduate Medical Education in a Virtual Learning Environment Using an Original Pedagogical Approach: an Observational Longitudinal Study

2019 ◽  
Vol 43 (1) ◽  
pp. 97-104
Author(s):  
Lucas Vilas Bôas Magalhães ◽  
Li Min Li
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Virtual Learning ◽  
Opinion Survey ◽  
Undergraduate Medical Students ◽  
Web Based ◽  
Diagnostic Skills ◽  
The Mean ◽  
Building Program

ABSTRACT Background Asynchronous Web-based Medical Education in Virtual Learning Environments (VLEs) has grown steadily because of its many advantages. Various configurations and instructional methods are presently available. The existing proposals are poorly structured and/or not very effectively used for teaching diagnostic skills to undergraduate medical students in Brazil. A robust instructional method with positive pedagogical characteristics is needed. Thus, we have proposed a pedagogically-structured method for VLEs that includes a motivating initial reading (Medical Chronicle – MC), and a knowledge building program, using real cases coupled with audiovisual resources (Diagnostic Workshop – DW). We aimed to verify its acceptance, as well as the efficacy of the MC/DW method in improving the diagnostic ability of medical students, in the long term. Methods An opinion survey, two MC/DW materials and two Knowledge and Diagnostic Skills (KDS) questionnaires on stroke and epilepsy were developed, and two medical student groups were followed up in this 2013 longitudinal observational study. The students answered a KDS1, and attended a traditional lecture on one of the topics. They also accessed a VLE to apply the MC/DW method on stroke or epilepsy. We applied the same questionnaire (KDS2 and KDS3, respectively), one month and 5-6 months after the KDS1. We analyzed the mean KDS1 score of all the students, and the mean pairwise of those who accessed and those who did not access the VLEs during these three stages. An opinion survey was applied, and the results were analyzed by descriptive statistics. Results 87 students participated in the study, but six were excluded as they did not answer the questionnaires. The KDS1 general mean score was 1.59 (SD0.71). We found that 66 students (81.5%) accessed the VLE, showing a significant improvement in diagnostic skills in the KDS2 (mean5.65, p<0.05) and KDS3 (mean 4.57, p<0.05), with non-significant variations for those who did not access it. The MC was considered at least good for 62 students (94%), with 52 students (78.8%) finding that a checklist was sufficient to clear up all their DW doubts. Conclusions The MC/DW method in VLE proved to be effective for improving the diagnostic capability of the undergraduate medical students in the long term, and it was well accepted by the students. It presents several positive pedagogical characteristics and can be replicated.

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