Students’ Perceptions About Delivery of Game-Based Learning for Virtual Patients in Second Life

2011 ◽  
pp. 138-148
Author(s):  
M. Toro-Troconis ◽  
NJ Roberts ◽  
SF Smith ◽  
MR Partridge
Keyword(s):  
Medical Students ◽  
Second Life ◽  
Learning Experience ◽  
Research Question ◽  
Delivery Mode ◽  
Virtual Patients ◽  
Game Based Learning ◽  
Undergraduate Medical Students ◽  
Clinical Exposure ◽  
Advantages And Disadvantages

Two groups of undergraduate medical students (Yr 3, n=14) were invited to participate. The research question posed was: “In your opinion what are the advantages and disadvantages of learning in Second Life compared with other methods?” Thirty items were generated in each group, then reduced to 10 items. These were classified into 3 themes 1) learning experience, 2) clinical exposure, and 3) technical experience. Results from the first group focused on the learning experience highlighting its importance for clinical diagnosis and a structure for learning. The second group focused on the clinical exposure although they were ambivalent about the advantages of this type of delivery mode. Results show interesting findings highlighting the virtual patients developed follow a very linear approach which is not challenging enough for medical students at that level.

scholarly journals A team-based competition for undergraduate medical students to learn radiology within the virtual world Second Life

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Teodoro Rudolphi-Solero ◽  
Alberto Jimenez-Zayas ◽  
Rocio Lorenzo-Alvarez ◽  
Dolores Domínguez-Pinos ◽  
Miguel Jose Ruiz-Gomez ◽  
...  
Keyword(s):  
Medical Students ◽  
Second Life ◽  
Virtual World ◽  
Student Perception ◽  
Load Test ◽  
Undergraduate Medical Students ◽  
Exposure Test ◽  
Radiological Anatomy ◽  
Post Exposure ◽  
Course Grades

Abstract Background A multi-user competitive game within the virtual world Second Life for undergraduate radiology learning was adapted for team participation. This study aimed to assess student perception, impact on learning, and eventual correlation of game results with post-exposure tests and course grades. Methods The game consisted of six weekly stages, dedicated to thoracic, abdominal, and musculoskeletal radiological anatomy and semiology. Participants had several days a week to review self-guided radiology educational content and then complete individual multiple-choice tests and solve team tasks to progress through the game's ranking. Additionally, they completed a cognitive load test, a questionnaire about the experience and a post-exposure knowledge test. Results Fifty-two students organised into 13 teams participated in the game and assessed different aspects of the experience with a mean score ≥ 7.8 on a 10-point scale, highlighting the participation of the teacher (9.3 ± 1.1), the educational contents (8.8 ± 1.4) and the usefulness for their education (8.7 ± 1.4). Participants obtained better post-exposure test results (p < 0.007) and better course grades (p < 0.021) than non-participants did. Conclusion A multi-user game adapted to team competition to learn radiology in Second Life was very positively perceived by third-year medical students, who highly valued its content, organisation, and usefulness for their training. Most of the participants agreed that they had collaborated as a team and that playing in competitive environments helps them learn better. The best post-exposure and academic results compared to non-participating students indicate the potential impact of the game on learning.

scholarly journals Pre Clinical- Basic Sciences Teaching Curriculum of a Medical School in a Developing Country -Are We Doing it Right?

2015 ◽  
Vol 9 (2) ◽  
pp. 98-104
Author(s):  
Kushani Rasangika Atukorala ◽  
Piyusha Atapattu
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Clinical Significance ◽  
Clinical Training ◽  
Training Methods ◽  
Basic Sciences ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Clinical Exposure ◽  
Teaching Time

Background: Preclinical teaching of basic sciences provides the basis for the development of clinical reasoning skills and the ability to make management decisions. However, many senior undergraduates, pre-interns and doctors indicate that basic sciences knowledge is poorly recalled and has little relevance to their clinical practice. Objectives: To explore the perceptions of medical students in their clinical years, and pre-interns about the basic sciences courses taught to them in the preclinical years, and to assess how each group rates the applicability of these courses to current clinical training. Methods: A descriptive cross-sectional study was conducted among 118 pre-interns and 146 undergraduate medical students using a self-administered questionnaire, regarding their perceptions on preclinical basic sciences teaching. For statistical analysis chi square test was applied. Results: More than 75% both pre-interns and undergraduates agreed that preclinical teaching was useful and relevant for future clinical work. 50-75% frequently revisited preclinical subjects despite unapparent clinical significance. 55% couldn’t remember most of preclinical content. Physiology was the most retained (76%) and most clinically relevant subject (80%). Majority of (>60%) both the groups suggested more teaching time and >75% suggested concurrent clinical exposure for preclinical teaching. Undergraduates and preinterns differed in that 56% of undergraduates and 37% of pre-interns had studied pre clinical subjects just to pass examinations (p<0.01) Conclusions: Majority of undergraduates and pre-interns felt that preclinical teaching is interesting and relevant for future clinical practice, though recall and clinical significance were suboptimal. Revising teaching methods with interdisciplinary integration, early clinical exposure showing relevance of basic sciences and allocating more teaching time utilizing clinicians should be considered. DOI: http://dx.doi.org/10.3329/jbsp.v9i2.22806 Bangladesh Soc Physiol. 2014, December; 9(2): 98-104

The Effects of Teaching Medical Students Psychotherapy Skills in the Outpatient Department

1987 ◽  
Vol 32 (3) ◽  
pp. 185-189 ◽  
Author(s):  
Daniel Frank ◽  
Arthur Propst ◽  
Paul Goldhamer
Keyword(s):  
Medical Students ◽  
Psychodynamic Psychotherapy ◽  
Interpersonal Skills ◽  
Learning Experience ◽  
Medical Patients ◽  
Outpatient Psychotherapy ◽  
Educational Value ◽  
Clinical Exposure ◽  
The Impact ◽  
Psychiatric Clerkship

A psychiatric clerkship which emphasizes a clinical exposure to the conduct of outpatient psychodynamic psychotherapy is described and evaluated. Compared to more traditional inpatient based clerkships, an outpatient psychotherapy-oriented clerkship attracts significantly greater numbers of students. In addition, medical students taking such a rotation rate its educational value on its completion significantly more positively compared to other clerkship sites. Finally, students taking the psychotherapy oriented clerkship opt for psychiatry as a specialty significantly more frequently than students taking the more traditional clerkships. The impact of such a learning experience on interpersonal skills with non-psychiatric, medical patients is also discussed.

scholarly journals Mobile Technology in E-Learning for Undergraduate Medical Education on Emergent Otorhinolaryngology�Head and Neck Surgery Disorders: Pilot Randomized Controlled Trial (Preprint)

2017 ◽  
Author(s):  
Li-Ang Lee ◽  
Shu-Ling Wang ◽  
Yi-Ping Chao ◽  
Ming-Shao Tsai ◽  
Li-Jen Hsin ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Head And Neck ◽  
Cognitive Style ◽  
Mobile Technology ◽  
Learning Experience ◽  
Neck Surgery ◽  
Percentage Change ◽  
Undergraduate Medical Students ◽  
E Learning

BACKGROUND The use of mobile technology in e-learning (M-TEL) can add new levels of experience and significantly increase the attractiveness of e-learning in medical education. Whether an innovative interactive e-learning multimedia (IM) module or a conventional PowerPoint show (PPS) module using M-TEL to teach emergent otorhinolaryngology–head and neck surgery (ORL-HNS) disorders is feasible and efficient in undergraduate medical students is unknown. OBJECTIVE The aim of this study was to compare the impact of a novel IM module with a conventional PPS module using M-TEL for emergent ORL-HNS disorders with regard to learning outcomes, satisfaction, and learning experience. METHODS This pilot study was conducted at an academic teaching hospital and included 24 undergraduate medical students who were novices in ORL-HNS. The cognitive style was determined using the Group Embedded Figures Test. The participants were randomly allocated (1:1) to one of the two groups matched by age, sex, and cognitive style: the IM group and the PPS group. During the 100-min learning period, the participants were unblinded to use the IM or PPS courseware on a 7-inch tablet. Pretests and posttests using multiple-choice questions to evaluate knowledge and multimedia situational tests to evaluate competence were administered. Participants evaluated their satisfaction and learning experience by the AttrakDiff2 questionnaire, and provided feedback about the modules. RESULTS Overall, the participants had significant gains in knowledge (median of percentage change 71, 95% CI 1-100, P<.001) and competence (median of percentage change 25, 95% CI 0-33, P=.007) after 100 min of learning. Although there was no significant difference in knowledge gain between the two groups (median of difference of percentage change 24, 95% CI −75 to 36; P=.55), competence gain was significantly lower in the IM group compared with the PPS group (median of difference of percentage change −41, 95% CI −67 to −20; P=.008). However, the IM group had significantly higher scores of satisfaction (difference 2, 95% CI 2-4; P=.01), pragmatic quality (difference 1.7, 95% CI 0.1-2.7; P=.03), and hedonic stimulation (difference 1.9, 95% CI 0.3-3.1; P=.01) compared with the PPS group. Qualitative feedback indicated that the various games in the IM module attracted the participants’ attention but that the nonlinearly arranged materials affected their learning. CONCLUSIONS Using M-TEL for undergraduate medical education on emergent ORL-HNS disorders, an IM module seems to be useful for gaining knowledge, but competency may need to occur elsewhere. While the small sample size reduces the statistical power of our results, its design seems to be appropriate to determine the effects of M-TEL using a larger group. CLINICALTRIAL ClinicalTrials.gov NCT02971735; https://clinicaltrials.gov/ct2/show/NCT02971735 (Archived by WebCite at http://www.webcitation.org/6waoOpCEV)

scholarly journals Practice of self-medication among medical students in a region of northern state of India

2019 ◽  
Vol 8 (3) ◽  
pp. 488
Author(s):  
Sunita Singh ◽  
Ranjana Singh ◽  
Vivek Singh ◽  
Barakha Gupta
Keyword(s):  
Medical Students ◽  
Tertiary Care ◽  
Medical Professional ◽  
Undergraduate Medical Students ◽  
Self Medication ◽  
Cross Sectional ◽  
Advantages And Disadvantages ◽  
Adequate Knowledge ◽  
Minor Ailments ◽  
Perception Of Self

Background: Self-medication usually leads to irrational drug utilization pattern leading to various issues like economic burden, incomplete treatment and antibiotic resistance. Self-medication is a common practice in developing countries and prevalent among medical students, influencing their future decision making as medical professional. The current study was carried out to determine the prevalence of self-medication among medical students and their attitude towards the same.Methods: A cross-sectional questionnaire based study was conducted in a tertiary care teaching hospital from July 2015 to Oct 2015. Structured and validated questions were used to collect information about knowledge, attitude and practice of self-medication among undergraduate medical students. The study included total of 328 participants. Data were collected from each participant and analyzed statistically by using SPSS version 20 for count and percentages.Results: A total of 328 subjects studying at a medical school were assessed regarding their practice, attitude and perception of self-medication behavior. Out of total recruited subjects, 53% were males and 47% were females. The prevalence of self-medication among recruited subjects was 89.9%. Symptoms like fever, Headache and weakness were the most common reasons of self-medication. The most commonly used drugs were antipyretic, analgesics (81.7%), antibiotics (51.2%). Approximately 15% subjects were not aware about the completion of the course of antibiotic treatment. Subjects obtained information and procured drugs from their family members, friends and pharmacist and the reasons for this were cited as lack of time, minor ailments and quick relief. Only 32.6% students opined that self-medication should be encouraged in future.Conclusions: Current study reveals that practice of self-medication is highly prevalent among medical students without adequate knowledge of drugs used. Students should be educated regarding advantages and disadvantages of self-medication.

scholarly journals Perceptions and practices of self-medication among undergraduate medical students at Gulbarga Institute of Medical Sciences, Kalaburagi, India

2017 ◽  
Vol 7 (1) ◽  
pp. 63
Author(s):  
Harish G. Bagewadi ◽  
Priyadarshini M. Deodurg ◽  
B. V. Patil ◽  
Syed Hasan Zahid
Keyword(s):  
Medical Students ◽  
Medical Sciences ◽  
Special Significance ◽  
Undergraduate Medical Students ◽  
Self Medication ◽  
Medication Practice ◽  
Advantages And Disadvantages ◽  
Study Population ◽  
Perception Of Self ◽  
Written Informed Consent

Background: Self-medication practice is widespread in many countries and the irrational use of drugs is a cause of concern. It assumes a special significance among medical students as they are exposed to knowledge about diseases and drugs. To assess practice and perception of self-medication among undergraduate medical students.Methods: It is a descriptive study in which study population was comprised of 2nd year undergraduate medical students of Gulbarga Institute of Medical Sciences, Kalaburagi, Karnataka, India. Total 134 students were included in the study. Written informed consent was obtained from each volunteer prior to the study. Students were given a questionnaire that included both open and close ended questions about self-medication practice. Data was analysed and presented as counts and percentages.Results: It was found that 72 (54%) students practiced self-medication. The principal morbidity for seeking self-medication was cold and cough as reported by 70 (53%) students. Antibiotics were most commonly self-medicated as reported by 55 (36%) students. Only 34 (25%) students opined that self-medication is part of self-care.Conclusions: Self-medication is widely practiced among under­ graduate medical students. In this situation, we should educate the students about advantages and disadvantages of self-medication.

scholarly journals Clinical Educator-Facilitated Schwartz Centre Rounds in Second-Year Medical Students: “A Facilitated Whinge”?

2020 ◽  
Author(s):  
Joshua Smith ◽  
Molly Stewart ◽  
Emily Foggin ◽  
Stuart Matthews ◽  
Joanne Harris ◽  
...  
Keyword(s):  
Medical Students ◽  
Role Model ◽  
Effective Means ◽  
Junior Doctors ◽  
Undergraduate Medical Students ◽  
Clinical Exposure ◽  
Social And Emotional ◽  
Clinical Educator ◽  
Clinical Educators ◽  
The Uk

Abstract Background Medical students are increasingly being exposed to the clinic at early stages in their education, with the benefits becoming widely realised. This early exposure to such a highly pressurized environment can result in increased levels of stress and emotional unrest. Schwartz Center Rounds, reflective forums primed to aid social and emotional issues healthcare professionals’ experience, are now a relatively common and effective means to combat these effects in hospitals in the UK and USA. Recent studies show that the Schwartz Center Round format may also provide positive benefits for medical students. It has been suggested that students may be able to develop good coping strategies from discussions with “real” professionals.Methods This study investigated whether the guidance of Schwartz Center Rounds in year 2 of an MBChB by junior doctors enriches students’ appreciation and benefits of the Schwartz Center Round.Results The results reinforce the concept that Schwartz Center Rounds are an effective way of fostering empathy and understanding towards both patients and colleagues. Moreover, the facilitation of the Round by Clinical Educators, who also act as an imperfect role model, provides a pertinence to the exercise. The results show that early-year undergraduate medical students generally engage positively with SRs and demonstrate an ability to empathise with each other and share feelings regarding early clinical exposure without inhibition. However, correlation analyses suggest that engagement with the Schwartz Center Round is fundamental to gaining an understanding of its purpose and concurrently gain the most awareness of the emotional needs of themselves, their colleagues and patients.Conclusion Schwartz Center Rounds are an effective way of fostering empathy and understanding towards patients and colleagues in the healthcare environment. There is some evidence that the inclusion of Clinical Educators made the Round feel more pertinent to the students with the junior doctors’ clinical experiences being described as a useful addition to the discussion. Moreover, the students that benefitted most from the Round were the ones who engaged with and understood the process best and therefore it is important to help students realise that Schwartz Rounds are not merely a “facilitated whinge”.

scholarly journals EXPECTATIONS AND PERCEPTIONS OF UNDERGRADUATE MEDICAL STUDENTS IN OPERATION THEATRE: HOW CAN WE IMPROVE THIS LEARNING EXPERIENCE?

1969 ◽  
Vol 2 (2) ◽  
pp. 172-177
Author(s):  
Manzoor Ali ◽  
Muhammad Hussain ◽  
Samiullah ◽  
Shahkar Ali Khan
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Care Pathway ◽  
Learning Experience ◽  
Cross Sectional Study ◽  
Teaching Staff ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Operation Theatre ◽  
Faculty Expectations

Objective: Most of the experience of students in theatre depends upon the interaction between student andsurgeon, also as a result of the opportunity in taking part in the procedures. Theatre-based learning has littleinherent benefit otherwise. We wished to identify other factors happening in the operation theatre,contributing to this opportunity.Design: This was a cross-sectional study. A questionnaire was designed, which included forced-choice andopen questions. This was given to the undergraduate students of 4th and 5th year MBBS of Saidu MedicalCollege, Swat, who had just finished their surgical attachment.Analysis: Responses from the closed questions were presented as percentages and those from openquestions were identified as themes and the relationship among these further explored.Results: A total of 96 students returned the completed questionnaire. Overall rating was given by 98%, outof which, 39% very good, 7% excellent, 30% good and 22% poor. Thirty five percent felt welcomed inoperation theatre, and 45% students received instructions beforehand. Only 52% students knew beforehand,what operation they are going to see that day. Operation theatre etiquettes were taught to 38% and 40% ofstudents were unclear about the learning objective of attending operation theatre. Unfriendliness of theatrestaff was reported by 48%. 31% stated that they should improve their communication skills and another 44%said that they should leam, how to explain things to undergraduate medical students. The experience wasstressful for 12% and another 39% experienced poor visibility. Student's expectations of learning weremainly focused on acquiring knowledge. Their learning experience varied widely. Students did not feeladequately prepared for getting the most out of this learning opportunityConclusion: The student experience may be distorted by unrealistic expectations of theatre-based learning.Clear and realistic learning objectives, familiarizing the students with the environment, explaining staffroles, involving students in patient's care pathway, faculty expectations being clearly communicated to theclinical teaching staff and most important, the approachability and welcoming behavior of the operationtheatre staff are likely to improve this learning experience.

scholarly journals Perception and practice of 4th year MBBS students on self- medication

2021 ◽  
Vol 15 (9) ◽  
pp. 2212-2214
Author(s):  
Mehwish Arif ◽  
Hajra Ahmad ◽  
Hamza N Virk ◽  
Hira Amin ◽  
Hiba Tehrim ◽  
...  
Keyword(s):  
Informed Consent ◽  
Medical Students ◽  
Descriptive Study ◽  
Special Significance ◽  
Undergraduate Medical Students ◽  
Self Medication ◽  
Medication Practice ◽  
Advantages And Disadvantages ◽  
Voluntary Informed Consent ◽  
Structured Questionnaire

Background: Self-medication practice is widespread in many countries and the irrational use of drugs is a cause of concern. It assumes a special significance among medical students as they are exposed to knowledge about diseases and drugs. Medical students must be able to distinguish about their drugs outcomes on body. Aim: To assess perception and practice of self-medication among undergraduate medical students. Methods: A descriptive study was carried out among 4thyear MBBS students of Lahore Medical & Dental College in January 2019. Students of 4th year MBBS were asked to engage in the study after getting voluntary informed consent. A structured questionnaire was used. Data was entered, analyzed in SPSS 20. Results: In this study respondents 39.1% were male and 60.9% female. It was found that 77(67%) students practiced self-medication. The principal morbidity for seeking self-medication was headache as reported by 96(83.5%) students. NSAIDS were most commonly self-medicated as reported by 67(58.3%) students. Only 31(27%) students advised others for self-medication. Conclusion: Self-medication is widely practiced among under- graduate medical students. In this situation, we should educate the students about advantages and disadvantages of self-medication. Keywords: Self-medication, medical students, perception, practice.

Sign in / Sign up

Export Citation Format

Share Document