scholarly journals Training the trainers: a survey of simulation fellowship graduates

2017 ◽  
Vol 8 (3) ◽  
pp. e81-89 ◽  
Author(s):  
Patrick Hughes ◽  
Jose Cepeda Brito ◽  
Rami Ahmed
Keyword(s):  
Emergency Medicine ◽  
North America ◽  
Research Design ◽  
Multiple Choice ◽  
Medical Simulation ◽  
Multiple Choice Questions ◽  
Web Based ◽  
One Year ◽  
Attending Physicians ◽  
Standardized Curriculum

Background: Coupled with the expansion of simulation has been the development and growth of medical simulation fellowships. These non-accredited fellowships do not have a standardized curriculum and there are currently no studies investigating the simulation fellowship experience. The purpose of this study was to explore the simulation fellowship experience of graduates throughout North America and how it prepared them for their post-fellowship career.Methods: A web-based survey was developed by Emergency Medicine attending physicians both of whom completed one-year fellowships in medical simulation. Prior to distribution, the survey was reviewed and tested by three simulation fellowship graduates and a PhD researcher. Feedback was integrated into the survey prior to distribution. The survey consisted of a maximum of 29 multiple choice questions including two step-logic questions and two open response questions. The survey was distributed to simulation fellowship directors in multiple disciplines and the directors were asked to forward the survey to graduates. Additionally, the Society for Academic Emergency Medicine Simulation Academy list-serve was utilized for distribution of the survey.Results: The survey had 35 responses. The majority of respondents completed fellowship within the last two years (66%, 23/35). Fellowship graduates strongly agreed or agreed that their fellowship adequately prepared them for their post-fellowship simulation career (88%). Graduates report that research design/reporting (53%) and administration (18%) were areas of their fellowship curriculum that needed the most improvement.Conclusion: The majority of simulation fellowship graduates agreed that their fellowship experience adequately prepared them for their post-fellowship simulation career. Graduates also felt that training in research and administration are areas that could be improved.

Single-choice or multiple true false questions (Kprime):Direct comparison of online tests in pharmacology over one year (Preprint)

2021 ◽  
Author(s):  
Joachim Neumann ◽  
Stephanie Simmrodt ◽  
Beatrice Bader ◽  
Bertram Opitz ◽  
Ulrich Gergs
Keyword(s):  
Medical Students ◽  
Multiple Choice ◽  
Test Group ◽  
Learning Objectives ◽  
Multiple Choice Questions ◽  
Online Test ◽  
True Answer ◽  
Group A ◽  
One Year ◽  
Group B

BACKGROUND There remain doubts about whether multiple choice answer formats (single choice) offer the best option to encourage deep learning or whether SC formats simply lead to superficial learning or cramming. Moreover, cueing is always a drawback in the SC format. Another way to assess knowledge is true multiple-choice questions in which one or more answers can be true and the student is not aware of how many true answers are to be anticipated (K´ or Kprime question format). OBJECTIVE Here, we compared both single-choice answers (one true answer, SC) with Kprime answers (one to four true answers out of four answers, Kprime) for the very same learning objectives in a study of pharmacology in medical students. METHODS Two groups of medical students were randomly subjected to a formative online test: group A) was first given 15 SC (#1-15) followed by 15 different Kprime questions (#16-30). The opposite design was used for group B. RESULTS The mean number of right answers was higher for SC than for Kprime questions in group A (10.02 vs. 8.63, p < 0.05) and group B (9.98 vs. 6.66, p < 0.05). The number of right answers was higher for nine questions of SC compared to Kprime in group A and for eight questions in group B (pairwise T-Test, p < 0.05). Thus, SC is easier to answer than the same learning objectives in pharmacology given as Kprime questions. One year later, four groups were formed from the previous two groups and were again given the same online test but in a different order: the main result was that all students fared better in the second test than in the initial test; however, the gain in points was highest if initially mode B was given. CONCLUSIONS Kprime is less popular with students being more demanding, but could improve memory of subject matter and thus might be more often used by meidcal educators.

scholarly journals Evaluation of Knowledge among Dentists on Symptoms and Treatments of Temporomandibular Disorders in Italy

2020 ◽  
Vol 17 (23) ◽  
pp. 8760
Author(s):  
Meysamian Mozhdeh ◽  
Francesco Caroccia ◽  
Francesco Moscagiuri ◽  
Felice Festa ◽  
Michele D’Attilio
Keyword(s):  
Temporomandibular Disorders ◽  
Multiple Choice ◽  
Diagnosis And Treatment ◽  
Multiple Choice Questions ◽  
Web Based ◽  
Dental Practitioners ◽  
Significant Difference ◽  
Treatment Knowledge ◽  
Final Score ◽  
General Dentists

To determine the knowledge of general dentists and dental specialists on temporomandibular disorders (TMD) in Italy, a web-based questionnaire including 20 multiple- choice questions was sent to all general dental practitioners and specialists in Italy. Mean score of diagnosis and treatment knowledge of all participants was 23.8 ± 7.3 out of 40 achievable scores. There was a significant difference between the knowledge of dentists and the variables of sex, age, and years of experience (p < 0.05). However, overall, it is not possible to state a significant difference between the final score of dentists with different specializations (p = 0.89). The results of this study showed an acceptable knowledge of participants regarding TMD.

scholarly journals Benzodiazepine resistant alcohol withdrawal: What is the clinician's preferred definition?

CJEM ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 165-169 ◽  
Author(s):  
Hugo Langlois ◽  
Monique Cormier ◽  
Eric Villeneuve ◽  
Robert S. Hoffman ◽  
Cristina Longo ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Alcohol Withdrawal ◽  
Future Research ◽  
Full Time ◽  
Consensus Guidelines ◽  
Median Dose ◽  
Cross Sectional ◽  
Web Based ◽  
Definition Of ◽  
Attending Physicians

ABSTRACTObjectivesAlthough alcohol withdrawal is common, the recognition of benzodiazepine-resistant alcohol withdrawal is a relatively new concept. To provide a framework for both literature review and future research, we assessed clinicians’ personal definition of resistant alcohol withdrawal.MethodWe developed a cross-sectional web-based survey. Administrators from collaborating toxicology and emergency medicine associations deployed the survey directly to their respective memberships. Only physicians, pharmacists, and other clinicians routinely treating alcohol withdrawal were eligible to participate. Respondents selected their preferred definition among the three most common author sources – JB Hack, NJ Benedict, D Hughes – or provided their own. Additional criteria to define resistant alcohol withdrawal were explored.Results384 individuals answered the survey. Respondents were mostly attending physicians (79%), in full-time practice (90%), in emergency medicine (70%), and from North America (90%). The majority (64%) described resistant alcohol withdrawal as a high benzodiazepine dosage. Seizures (26%) and persistent tachycardia (16%) were also main characteristics. The median dose to describe high benzodiazepine dose (n = 146) was 40 mg per hour of diazepam equivalents (IQR 20–50). Available definitions were ranked equally as the preferred one: Hack (27%); Benedict (28%); Hughes (28%).ConclusionOur results did not identify one single preferred definition for resistant alcohol withdrawal even though a high total dose of benzodiazepine is a major component. Hourly requirements of 40 mg of diazepam equivalents or more emerged as a possible threshold. These findings serve as a base to explore consensus guidelines or future research.

scholarly journals Interactive e-module using Zoom Cloud Meeting platform to reduce misconceptions on salt hydrolysis material

2021 ◽  
Vol 15 (2) ◽  
pp. 283-290
Author(s):  
Maria Erna ◽  
Lenny Anwar ◽  
Mazidah Mazidah
Keyword(s):  
High School ◽  
Research Design ◽  
Multiple Choice ◽  
Sampling Technique ◽  
Senior High School ◽  
Multiple Choice Questions ◽  
Purposive Sampling

This study aimed to determine the effectiveness of using an interactive e-module to reduce students’ misconceptions on salt hydrolysis material at grade XI in senior high school. This study implemented a pre-experiment with one group pretest-posttest research design, which utilized one class as the experimental class. Samples were selected by using purposive sampling technique, and it was obtained one class as the experimental class, namely class XI in State Madrasah Aliyah 1 Pekanbaru, Riau, Indonesia. Before giving the treatment, the sample was administered a pretest and after the treatment, they were given a posttest. The pretest and posttest questions occupied three-tier multiple choice questions. The reduction of misconceptions on Salt Hydrolysis material after using the interactive e-module was 16.21%. The study found that interactive e-modules effective to reduce misconceptions on salt hydrolysis material was significant.

Evaluation of an Interactive Tutorial for Teaching Hypothesis Testing Concepts

2003 ◽  
Vol 30 (1) ◽  
pp. 75-78 ◽  
Author(s):  
Christopher L. Aberson ◽  
Dale E. Berger ◽  
Michael R. Healy ◽  
Victoria L. Romero
Keyword(s):  
Hypothesis Testing ◽  
Multiple Choice ◽  
Standard Laboratory ◽  
Multiple Choice Questions ◽  
Web Based ◽  
Online Tutorial ◽  
Interactive Tutorial

In this article, we describe and evaluate a Web-based interactive tutorial used to present hypothesis testing concepts. The tutorial includes multiple-choice questions with feedback, an interactive applet that allows students to draw samples and evaluate null hypotheses, and follow-up questions suitable for grading. Students either used the interactive tutorial (n = 15) or completed a standard laboratory assignment (n = 10) covering the same topics. Students who used the tutorial performed better (p =.06) on a quiz than students who completed the standard laboratory, supporting the effectiveness of this freely available online tutorial. A second group of students (n = 112) who did not participate in the assessment overwhelmingly rated the tutorial as easy to use, clear, and useful.

scholarly journals Further developing the Frith-Happé animations: A quicker, more objective, and web-based test of theory of mind for autistic and neurotypical adults

2019 ◽  
Author(s):  
Lucy Anne Livingston ◽  
Punit Shah ◽  
Francesca Happé
Keyword(s):  
Theory Of Mind ◽  
Large Scale ◽  
Measure Theory ◽  
Multiple Choice ◽  
Autism Spectrum ◽  
Online Version ◽  
Multiple Choice Questions ◽  
Web Based ◽  
General Population Study ◽  
Online Test

The Frith‐Happé Animations Test, depicting interactions between triangles, is widely used to measure theory of mind (ToM) ability in Autism Spectrum Disorder (ASD). This began with recording, transcribing, and subjectively scoring participants’ verbal descriptions of the animations, which consistently found ToM-specific impairments in ASD. More recently, there has been a move towards a more objective test of ToM using these animations with multiple-choice questions (White et al., 2011). However, there has been surprisingly little uptake of this test in and outside the laboratory, meaning it is currently unclear if White et al.’s (2011) findings replicate. Further, the lack of an online version of the test may be hampering its use in large-scale studies and outside of research settings. Addressing these issues, we report the development of a web-based version of the Frith-Happé Animations Test for autistic and neurotypical adults. An online version of the test was developed in a large sample of the general population (Study 1) and data collected online were compared with those collected in a traditional lab-based setting (Study 2). The new online test was then administered to adults with a clinical diagnosis of ASD and matched neurotypical controls. Results demonstrated that the test could successfully be administered to autistic adults online and, replicating White et al. (2011), they showed ToM difficulties when compared to neurotypical adults (Study 3). Overall, we report the development of a quicker, more objective, and web-based test of the Frith‐Happé Animations Test, based on White et al.’s (2011) multiple-choice version, and discuss its potential use in and outside of autism research settings.

scholarly journals The effect of ethnobotanic activities on learning performance of pre-service teachers about plants’ classification

2019 ◽  
Vol 14 (3) ◽  
pp. 384-400
Author(s):  
Selami Yangın
Keyword(s):  
Experimental Model ◽  
Research Design ◽  
Multiple Choice ◽  
The Other ◽  
Learning Performance ◽  
Multiple Choice Questions ◽  
Comprehensive Knowledge ◽  
Quasi Experimental ◽  
Subjective Views ◽  
Experimental Group

This study analyses the effectiveness of ethnobotanic activities on learning performance of pre-service teachers about plants’ classification. The research design was a quasi-experimental model. The results of the study revealed that the experimental group in which ethnobotanical activities were carried out was more successful for answers given to the interview form. On the other hand, there was no difference between the groups in multiple-choice questions. In other words, ethnobotanical practices have developed the subjective views of the students so they could have more comprehensive knowledge of the plants. These results suggest that ethnobotanic activities encourage pre-service teachers to think and talk through how to solve more open-ended problems that require making connections between analytical and practical components. This study also suggests the need to rethink how we teach botany to pre-service teachers, and how to help them learn the content better and establish more accurate conceptions of the biology content. Keywords: Ethnobotanic activities, learning performance, pre-service teachers.

A, B, or C? A Quasi-experimental Multi-site Study Investigating Three Option Multiple Choice Questions

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Jackie A Hartigan-Rogers ◽  
Sandra Redmond ◽  
Shelley Cobbett ◽  
Karlene Cifuentes ◽  
Deena Honan ◽  
...  
Keyword(s):  
Data Analysis ◽  
Psychometric Properties ◽  
Educational Research ◽  
Research Design ◽  
Multiple Choice ◽  
Educational Institutions ◽  
Multiple Choice Questions ◽  
Item Discrimination ◽  
Schools Of Nursing ◽  
Quasi Experimental

AbstractThere is nearly a century of educational research that has demonstrated that three option multiple-choice questions (MCQs) are as valid and reliable as four or five option, yet this format continues to be underutilized in educational institutions. This replication study was a quasi-experimental between groups research design conducted at three Canadian schools of nursing to examine the psychometric properties of three option MCQs when compared to the more traditional four option questions. Data analysis revealed that there were no statistically significant differences in the item discrimination, difficulty or mean examination scores when MCQs were administered with three versus four option answer choices.

scholarly journals Practical Usage of Multiple-Choice Questions as Part of Learning and Self-Evaluation

2016 ◽  
Vol 8 (1) ◽  
Author(s):  
Paula Kangasniemi
Keyword(s):  
Self Regulation ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Web Based ◽  
Self Evaluation ◽  
Teaching Objectives ◽  
Web Based Learning ◽  
Important Addition ◽  
Evaluation Feedback

The poster describes how the multiple-choice questions could be a part of learning, not only assessing. We often think of the role of questions only in order to test the student's skills. We have tested how questions could be a part of learning in our web-based course of information retrieval in Lapland University.In web-based learning there is a need for high-quality mediators. Mediators are learning promoters which trigger, support, and amplify learning. Mediators can be human mediators or tool mediators. The tool mediators are for example; tests, tutorials, guides and diaries. The multiple-choice questions can also be learning promoters which select, interpret and amplify objects for learning.What do you have to take into account when you are preparing multiple-choice questions as mediators? First you have to prioritize teaching objectives: what must be known and what should be known. According to our experience with contact learning, you can assess what the things are that students have problems with and need more guidance on.The most important addition to the questions is feedback during practice. The questions’ answers (wrong or right) are not important. The feedback on the answers are important to guide students on how to search. The questions promote students’ self-regulation and self-evaluation. Feedback can be verbal, a screenshot or a video. We have added a verbal feedback for every question and also some screenshots and eight videos in our web-based course.

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