scholarly journals Objective Structured Practical Examination: A Tool Design to Gauge the Perception and Performance of the Undergraduate Medical Students for Gram Stain

2020 ◽  
Vol 6 (2) ◽  
pp. 19-24
Author(s):  
Gurjeet Singh ◽  
Raksha Singh
Keyword(s):  
Medical Students ◽  
Tool Design ◽  
Gram Stain ◽  
Undergraduate Medical Students ◽  
Practical Examination ◽  
And Performance

scholarly journals Implementation of structured team-based review enhances knowledge consolidation and academic performance of undergraduate medical students studying neuroscience

2020 ◽  
Vol 44 (2) ◽  
pp. 232-238
Author(s):  
Khurshid Anwar ◽  
Junaid Kashir ◽  
Muhammad Raihan Sajid ◽  
Abdul Jabar Rasool ◽  
Abdul Ahad Shaikh ◽  
...  
Keyword(s):  
Medical Students ◽  
Teaching And Learning ◽  
Medical Curriculum ◽  
Learning Experience ◽  
Continuous Assessment ◽  
Undergraduate Medical Students ◽  
Exam Preparation ◽  
Final Exams ◽  
Approach To Teaching ◽  
And Performance

Team-based learning (TBL) provides a systematic approach to teaching and learning and promotes critical thinking and enhances medical educational activities and professional development. TBL-based didactic methodology has proven beneficial in enhancing learning and consolidating key educational concepts throughout educational curricula. Such areas of application include neuroscience, which is traditionally considered to be one of the most difficult disciplines to be taught in undergraduate medical courses to the point where the scientific literature reports “neurophobia” among undergraduate medical students. Herein, we report the design and application of a modified version of TBL, which we termed team-based review (TBR) throughout two cohorts of undergraduate medical students undertaking neuroscience. We show that our TBR methodology enhanced student understanding of neuroscience, increasing average marks and grades achieved in final exams, while also increasing the proportion of students obtaining higher grades. Application of TBR also improved marks obtained by students throughout continuous assessment (midterms, TBL, and problem-based learning grades). In surveys taken following final exams, students strongly felt that TBR enhanced their learning experience and aided knowledge acquisition, consolidation, and exam preparation. Collectively, we show that TBR-based methodology was effective in enhancing the student learning experience and performance in neuroscience and could potentially be successfully used to enhance performance and learning in other subjects in the undergraduate medical curriculum.

scholarly journals Teaching Medical Students to Choose Wisely Through Simulation

2021 ◽  
Author(s):  
Thayza Marcelly Rodrigues Morato ◽  
Pedro Henrique Magalhães Mendes ◽  
Danielle Saad Nemer Bou Ghosn ◽  
Thomaz Bittencourt Couto ◽  
Paulo Victor Ferreira Mai ◽  
...  
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Simulation Training ◽  
Learning Strategy ◽  
Intervention Group ◽  
Control Group ◽  
Online Video ◽  
Undergraduate Medical Students ◽  
In Situ Simulation ◽  
And Performance

Abstract The Choosing Wisely (CW) campaign aims to encourage dialog among physicians and patients about the costs and benefits of medical care. The purpose of the present study was to describe the implementation of the CW campaign among medical students in the pediatrics clerkship using different teaching strategies and to evaluate the students’ perception and performance. A prospective, interventionist, open study with a control group was conducted. All sixth-year undergraduate medical students that were on their pediatric clerkship at the Emergency Department during the study period were invited to participate. The study consisted of two strategies: a remote video class about the CW initiative and in situ simulation training. By the end of the rotation, all participants were evaluated through an Objective Structured Clinical Examination (OSCE). A total of 50 students were included, of which 24 watched only the online video (control group) and 26 were exposed to both the online video and the simulation scenarios (intervention group). Students in the intervention group had a statistically significant higher total score in the OSCE compared to students in the control group (median 90 vs 90; range 78-100 vs 50-100; p: 0.047). Median scores of behavioral items of the OSCE grouped together were statistically significant higher in the intervention group compared to the control group (median 60 vs 50; range 40-60 vs 20-60; p: 0.002).Conclusion: Simulation training about principles of the CW campaign had a greater impact on behavioral aspects of undergraduate students. This learning strategy was well accepted by participants.

Evaluating learning among undergraduate medical students in schools with traditional and problem-based curricula

2013 ◽  
Vol 37 (3) ◽  
pp. 249-253 ◽  
Author(s):  
Sultan Ayoub Meo
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Multiple Choice ◽  
Medical Schools ◽  
Respiratory Physiology ◽  
Multiple Choice Question ◽  
Undergraduate Medical Students ◽  
Practical Examination ◽  
Skill Scores ◽  
Student’S T

This study aimed to assess knowledge and skills in a respiratory physiology course in traditional versus problem-based learning (PBL) groups in two different medical schools. Two different undergraduate medical schools were selected for this study. The first medical school followed the traditional [lecture-based learning (LBL)] curriculum, and the second medical school followed the PBL curriculum. Sixty first-year male medical students (30 students from each medical school) volunteered; they were apparently healthy and of the same age, sex, nationality, and regional and cultural background. Students were taught respiratory physiology according to their curriculum for a period of 2 wk. At the completion of the study period, knowledge was measured based on a single best multiple-choice question examination, and skill was measured based on the objective structured practical examination in the lung function laboratory (respiratory physiology). A Student's t-test was applied for the analysis of the data, and the level of significance was set at P < 0.05. Students belonging to the PBL curriculum obtained a higher score in the multiple-choice question examination ( P = 0.001) and objective structured practical examination ( P = 0.0001) compared with traditional (LBL) students. Students in the PBL group obtained significantly higher knowledge and skill scores in the respiratory physiology course compared with students in the traditional (LBL) style of medical schools.

scholarly journals Investigating the evolution of undergraduate medical students’ perception and performance in relation to an innovative curriculum-based research module: a convergent mixed methods study launching the 8A-Model

2021 ◽  
Author(s):  
Farah Otaki ◽  
Deena AlHashmi ◽  
Amar Hassan Khamis ◽  
Aida Joseph Azar
Keyword(s):  
Mixed Methods ◽  
Medical Students ◽  
Mixed Methods Design ◽  
Undergraduate Medical Students ◽  
Grade Point ◽  
Research Curriculum ◽  
And Performance ◽  
Experiential Research ◽  
Innovative Curriculum ◽  
Medical Programs

AbstractEmbedding an experiential research curriculum into medical programs is still not widely adopted. This study investigated, using convergent mixed methods design, the journey of medical students in relation to a research module. The students’ perception of the experience was qualitatively explored using thematic analysis. The students’ performance data were quantitatively analyzed using multi-repeated ANOVA.The exploration generated four themes: 1-Attend-Acquire, 2-Accumulate-Assimilate, 3-Apply-Appreciate, and 4-Articulate-Affect. Quantitatively, two distinct clusters of mean Grade Point Average were revealed (p<0.01). Joint display analysis enabled integrating the qualitative and quantitative findings, generating the 8A-Model. The students start appreciating the experience upon conducting their research.

Using SurveyMonkey® to teach safe social media strategies to medical students in their clinical years

2015 ◽  
Vol 11 (2) ◽  
pp. 117-124 ◽  
Author(s):  
Katrina A. Bramstedt ◽  
Ben Ierna ◽  
Victoria Woodcroft-Brown
Keyword(s):  
Social Media ◽  
Medical Students ◽  
Media Ethics ◽  
Ethical Awareness ◽  
Media Technology ◽  
Undergraduate Medical Students ◽  
Clinical Rotations ◽  
Medical Apps ◽  
Practice Of Medicine ◽  
Medical Photography

Social media is a valuable tool in the practice of medicine, but it can also be an area of ‘treacherous waters’ for medical students. Those in their upper years of study are off-site and scattered broadly, undertaking clinical rotations; thus, in-house (university lecture) sessions are impractical. Nonetheless, during these clinical years students are generally high users of social media technology, putting them at risk of harm if they lack appropriate ethical awareness. We created a compulsory session in social media ethics (Doctoring and Social Media) offered in two online modes (narrated PowerPoint file or YouTube video) to fourth- and fifth-year undergraduate medical students. The novelty of our work was the use of SurveyMonkey® to deliver the file links, as well as to take attendance and deliver a post-session performance assessment. All 167 students completed the course and provided feedback. Overall, 73% Agreed or Strongly Agreed the course session would aid their professionalism skills and behaviours, and 95% supported delivery of the curriculum online. The most frequent areas of learning occurred in the following topics: email correspondence with patients, medical photography, and awareness of medical apps. SurveyMonkey® is a valuable and efficient tool for curriculum delivery, attendance taking, and assessment activities.

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