scholarly journals USING FLIPPED CLASSROOM FOR TEACHING PROCEDURAL SKILL IN RESIDENCY SPECIALLY DERMATOLOGY–A SYSTEMATIC REVIEW

2021 ◽  
Vol 71 (3) ◽  
pp. 1114-20
Author(s):  
Sakina Sadiq ◽  
Rahila Yasmeen ◽  
Ayesha Naveed ◽  
Tehseen Naveed ◽  
Sadaf Saleem
Keyword(s):  
Systematic Review ◽  
Flipped Classroom ◽  
Medical Training ◽  
Teaching Method ◽  
Skills Training ◽  
Virtual Learning Environment ◽  
Successful Implementation ◽  
Inclusion Criteria ◽  
Procedural Skills ◽  
Time Utilization

Objective: To review the available literature investigating effectiveness of flipped classroom (FC) in context to teaching of procedural skills in residency in various medical fields especially in dermatology. Study Design: Systematic review. Place and Duration of Study: Flipped classroom meeting out inclusion criteria published in 9 years from 2012 to 2020. Methodology: Flipped classroom meeting out inclusion criteria published in 9 years from 2012 to 2020 were reviewed by the authors and co-authors as per their feasibility and discussion done by video conferencing by mobile software apps. Results: To review of 25 full-text articles. Strategic organization of course material, wise choice of pre-class activities, usage of Virtual learning environment, class time utilization tailored to learners needs, adherence to timelines, proper training of staff and proper evaluation; are required for successful implementation of flipped classroom. Students had positive perceptions about this technique. Conclusion: Flipped classroom is an effective teaching method for procedural skills training in post graduate medical training.

Adapting Pandemic Practices for the Future: Blended Learning Model for Online Advocacy Training in Pakistan

2021 ◽  
Vol 8 (2) ◽  
pp. 144-157
Author(s):  
Hadia Awan
Keyword(s):  
Blended Learning ◽  
Flipped Classroom ◽  
Training Session ◽  
Skills Training ◽  
Virtual Learning Environment ◽  
Formative Assessments ◽  
Grading Policy ◽  
Research Areas ◽  
Teachers And Students ◽  
Effective Use

The challenge of teaching a skill-based course online, during pandemic unfolded lasting/ground-breaking opportunities for teachers and students of law alike. For the advocacy skills' training course, a suit for dissolution of marriage was selected and training was divided into 12 steps. The pre-planned semester calendar of the University was followed, but in the virtual learning environment (VLE), sessions were held mostly synchronously by using an indigenized blended learning (BL) model. Station rotation (SR) and the flipped classroom (FC) were also indigenized for effective use. Indigenization of BL was done. SR was done by creating stations comprising research areas involved in the trial for dissolution of a marriage. The FC was used to make students learn lectures beforehand, and all simulations, role-plays and activities were done in class. On-spot grading was done on assessment rubrics by using standard observation forms, generated based on extracted principles. All rubrics and standard forms were shared and discussed with students to build trust in the VLE. The asynchronous mode was also used, but only for the sake of supplemented learning. The grading policy was revised, and the curves of summative and formative assessments were flattened. A total of 45 students were trained, out of whom 26 scored A, four A–, two B, five B+, one B–, one C, one C+, one C– and four got F (for not participating at all). The outcome was encouraging. After completion of the semester, the need assessment survey culminated in a hands-on training session for the Faculty of Law (FoL). Participants designed courses using the BL model and found the methodology effective for future use in regular classes.

scholarly journals Psychosocial interventions for adults with visible differences: A systematic review

2014 ◽  
Author(s):  
Alyson Norman ◽  
Timothy P Moss
Keyword(s):  
Systematic Review ◽  
Social Anxiety ◽  
Psychosocial Adjustment ◽  
Psychosocial Intervention ◽  
Experimental Studies ◽  
Psychosocial Interventions ◽  
Skills Training ◽  
Sufficient Evidence ◽  
Inclusion Criteria ◽  
Randomised Controlled

Background: Some individuals with visible differences have been found to experience psychosocial adjustment problems that can lead to social anxiety and isolation. Various models of psychosocial intervention have been used to reduce social anxiety and appearance related distress in this population. The objective of this review was to update a previous systematic review assessing the efficacy of psychosocial intervention programs for adults with visible differences. The original review (Bessell & Moss, 2007) identified 12 papers for inclusion. Methods: A search protocol identified studies from 13 electronic journal databases. Methods: Studies were selected in accordance with pre-set inclusion criteria and relevant data were extracted. Results: This update identified an additional four papers that met the inclusion criteria. Two papers provided very limited evidence for the efficacy of a combined cognitive-behavioural and social skills training approach. None of the papers provided sufficient evidence for the optimal duration, intensity or setting of psychosocial interventions for this population. Discussion: The review concluded that a greater number of Randomised Controlled Trials and experimental studies were required to increase the methodological validity of intervention studies.

scholarly journals Teaching patient-centred communication skills during clinical procedural skill training - a preliminary pre-post study comparing international and local medical students

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Ede Nagy ◽  
Gloria Matondo Miguel Luta ◽  
Daniel Huhn ◽  
Anna Cranz ◽  
Jobst-Hendrik Schultz ◽  
...  
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Medical Training ◽  
Skill Training ◽  
Skills Training ◽  
International Medical ◽  
Blood Sampling ◽  
Procedural Skills ◽  
Communication Performance ◽  
Local Students

Abstract Background International medical students are frequently confronted with intercultural, psychosocial, and language barriers and often receive lower marks in written, oral, and clinical-practical examinations than fellow local students. Training communication competence in procedural skills, such as blood sampling, is further challenge in this particular group of medical students. This pre-post comparative intervention study aimed to investigate the effects of training communication skills during the performance of procedural skills (taking blood samples from a silicone model) in international and local students as part of their clinical practical medical training. Methods Study participants performed blood sampling on an arm prosthesis model (part-task trainer) before and after the communication skills training, focusing on accompanying communication with a simulation patient sitting next to the arm model. The pre- and post-evaluation video was assessed by two independent evaluators using a binary checklist, the Integrated Procedural Performance Instrument (IPPI) and global assessments of clinical professionalism in terms of procedural and communication performance. Linear models with mixed effects were used. Group differences regarding global competence levels were analysed with χ2-tests. Results International medical students did not perform as well as their local counterparts in the pre- and post-examinations. Both groups improved their performance significantly, whereby the international students improved more than their local counterparts in terms of their communication performance, assessed via binary checklist. Clinical professionalism evaluated via global assessments of procedural and communication performance highlights the intervention’s impact insofar as no international student was assessed as clinically not competent after the training. Conclusions Our results suggest that already a low-dose intervention can lead to improved communication skills in medical students performing procedural tasks and significantly increase their confidence in patient interaction.

scholarly journals Teaching Patient-Centred Communication Skills During Clinical Procedural Skill Training - A Pre-Post Study Comparing International and Local Medical Students

2021 ◽  
Author(s):  
Ede Nagy ◽  
Gloria Matondo Miguel Luta ◽  
Daniel Huhn ◽  
Anna Cranz ◽  
Jobst-Hendrik Schultz ◽  
...  
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Medical Training ◽  
Skill Training ◽  
Skills Training ◽  
International Medical ◽  
Blood Sampling ◽  
Procedural Skills ◽  
Communication Performance ◽  
Local Students

Abstract Background: International medical students are frequently confronted with intercultural, psychosocial, and language barriers and often receive lower marks in written, oral, and clinical-practical examinations than fellow local students. Training communication competence in procedural skills, such as blood sampling, is further challenge in this particular group of medical students. This pre-post comparative intervention study aimed to investigate the effects of training communication skills during the performance of procedural skills (taking blood samples from a silicone model) in international and local students as part of their clinical practical medical training.Methods: Study participants performed blood sampling on an arm prosthesis model (part-task trainer) before and after the communication skills training, focusing on accompanying communication with a simulation patient sitting next to the arm model. The pre and post-evaluation video was assessed by two independent evaluators using a binary checklist, the Integrated Procedural Performance Instrument (IPPI) and global assessments of clinical professionalism in terms of procedural and communication performance. Linear models with mixed effects were used. Group differences regarding global competence levels were analysed with χ²-tests. Results: International medical students did not perform as well as their local counterparts in the pre- and post-examinations. Both groups improved their performance significantly, whereby the international students improved more than their local counterparts in terms of their communication performance, assessed via binary checklist. Clinical professionalism evaluated via global assessments of procedural and communication performance highlights the intervention's impact insofar as no international student was assessed as clinically not competent after the training. Conclusions: Our results suggest that already a low-dose intervention can lead to improved communication skills in medical students performing procedural tasks and significantly increase their confidence in patient interaction.

scholarly journals Psychosocial interventions for adults with visible differences: A systematic review

2014 ◽  
Author(s):  
Alyson Norman ◽  
Timothy P Moss
Keyword(s):  
Systematic Review ◽  
Social Anxiety ◽  
Psychosocial Adjustment ◽  
Psychosocial Intervention ◽  
Experimental Studies ◽  
Psychosocial Interventions ◽  
Skills Training ◽  
Sufficient Evidence ◽  
Inclusion Criteria ◽  
Randomised Controlled

Background: Some individuals with visible differences have been found to experience psychosocial adjustment problems that can lead to social anxiety and isolation. Various models of psychosocial intervention have been used to reduce social anxiety and appearance related distress in this population. The objective of this review was to update a previous systematic review assessing the efficacy of psychosocial intervention programs for adults with visible differences. The original review (Bessell & Moss, 2007) identified 12 papers for inclusion. Methods: A search protocol identified studies from 13 electronic journal databases. Methods: Studies were selected in accordance with pre-set inclusion criteria and relevant data were extracted. Results: This update identified an additional four papers that met the inclusion criteria. Two papers provided very limited evidence for the efficacy of a combined cognitive-behavioural and social skills training approach. None of the papers provided sufficient evidence for the optimal duration, intensity or setting of psychosocial interventions for this population. Discussion: The review concluded that a greater number of Randomised Controlled Trials and experimental studies were required to increase the methodological validity of intervention studies.

scholarly journals Simulation for skills training in neurosurgery: a systematic review, meta-analysis, and analysis of progressive scholarly acceptance

2020 ◽  
Author(s):  
Joseph Davids ◽  
Susruta Manivannan ◽  
Ara Darzi ◽  
Stamatia Giannarou ◽  
Hutan Ashrafian ◽  
...  
Keyword(s):  
Systematic Review ◽  
Clinical Training ◽  
Procedural Knowledge ◽  
Clinical Skills ◽  
Meta Analysis ◽  
Skills Training ◽  
Technical Skill ◽  
Inclusion Criteria ◽  
Randomised Controlled ◽  
Neurosurgical Education

Abstract At a time of significant global unrest and uncertainty surrounding how the delivery of clinical training will unfold over the coming years, we offer a systematic review, meta-analysis, and bibliometric analysis of global studies showing the crucial role simulation will play in training. Our aim was to determine the types of simulators in use, their effectiveness in improving clinical skills, and whether we have reached a point of global acceptance. A PRISMA-guided global systematic review of the neurosurgical simulators available, a meta-analysis of their effectiveness, and an extended analysis of their progressive scholarly acceptance on studies meeting our inclusion criteria of simulation in neurosurgical education were performed. Improvement in procedural knowledge and technical skills was evaluated. Of the identified 7405 studies, 56 studies met the inclusion criteria, collectively reporting 50 simulator types ranging from cadaveric, low-fidelity, and part-task to virtual reality (VR) simulators. In all, 32 studies were included in the meta-analysis, including 7 randomised controlled trials. A random effects, ratio of means effects measure quantified statistically significant improvement in procedural knowledge by 50.2% (ES 0.502; CI 0.355; 0.649, p < 0.001), technical skill including accuracy by 32.5% (ES 0.325; CI − 0.482; − 0.167, p < 0.001), and speed by 25% (ES − 0.25, CI − 0.399; − 0.107, p < 0.001). The initial number of VR studies (n = 91) was approximately double the number of refining studies (n = 45) indicating it is yet to reach progressive scholarly acceptance. There is strong evidence for a beneficial impact of adopting simulation in the improvement of procedural knowledge and technical skill. We show a growing trend towards the adoption of neurosurgical simulators, although we have not fully gained progressive scholarly acceptance for VR-based simulation technologies in neurosurgical education.

scholarly journals Flipped Classroom Using Screencast-O-Matic Apps in Teaching Reading Skill in Indonesian Language

2018 ◽  
Vol 2 ◽  
pp. 16
Author(s):  
Cahyo Hasanudin ◽  
Ayu Fitrianingsih
Keyword(s):  
Learning Process ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Reading Skills ◽  
Teaching Method ◽  
Successful Implementation ◽  
Teaching Reading ◽  
Study Materials ◽  
Comprehensive Knowledge ◽  
The Impact

This article aims to describe the implementation of the flipped classroom method using Screencast-O-Matic apps in the teaching of Indonesian language reading skills and the impact this method has on the learning process. This qualitative research was conducted at one of the private institutes in Bojonegoro, Indonesia, and the researcher acted as the observer. The data were obtained through interviews, classroom observations, and document analysis, and were analysed using Creswell’s thematic analysis, which involves six stages of analysing and intrepreting. Then, the data were validated using triangulations of theory and source. The results of this research show that Screencast-O-Matic apps contribute to the successful implementation of the flipped classroom method. The combination of the teaching method and the media creates innovation in teaching reading skills in the Indonesian language. In the teaching and learning process, the teacher acts as the facilitator, resulting in some good impacts for the students: 1) the students are motivated by the video study materials, 2) the students are able to enjoy their leisure time, 3) the students are pleased with the teaching and learning process and are able to answer questions quickly, 4) the students appreciate each other’s opinions, and 5) the students have more comprehensive knowledge of the Indonesian language reading skills materials.

scholarly journals Use of virtual consultations in an orthopaedic rehabilitation setting: how do changes in the work of being a patient influence patient preferences? A systematic review and qualitative synthesis

BMJ Open ◽  
2020 ◽  
Vol 10 (9) ◽  
pp. e036197 ◽  
Author(s):  
Anthony W Gilbert ◽  
Jeremy Jones ◽  
Anju Jaggi ◽  
Carl R May
Keyword(s):  
Systematic Review ◽  
Communication Technology ◽  
Patient Preferences ◽  
Meta Analysis ◽  
Research Question ◽  
Final Analysis ◽  
Successful Implementation ◽  
Inclusion Criteria ◽  
Qualitative Synthesis ◽  
Technology Changes

ObjectivesTo systematically review qualitative studies reporting the use of virtual consultations within an orthopaedic rehabilitation setting and to understand how its use changes the work required of patients.MethodsFollowing the Preferred Reporting Items for Systematic Reviews and Meta-Analysis statement, we conducted a systematic review of papers to answer the research question ‘How do changes in the work of being a patient when using communication technology influence patient preferences?’ Electronic databases were searched for studies meeting the inclusion criteria in April 2020.ResultsThe search strategy identified 2057 research articles from the database search. A review of titles and abstracts using the inclusion criteria yielded 21 articles for full-text review. Nine studies were included in the final analysis. Six studies explored real-time video conferencing and three explored telephone consultations. The use of communication technology changes the work required of patients. Such changes will impact on expectations for care, resources required of patients, the environment of receiving care and patient–clinician interactions. This adjustment of the work required of patients who access orthopaedic rehabilitation using communication technology will impact on their experience of receiving care. It is proposed that changes in the work of being a patient will influence preferences for or against the use of communication technology consultations for orthopaedic rehabilitation.ConclusionWe found that the use of communication technology changes the work of being a patient. The change in work required of patients can be both burdensome (it makes it harder for patients to access their care) and beneficial (it makes it easier for patients to access their care). This change will likely to influence preferences. Keeping the concept of patient work at the heart of pathway redesign is likely to be a key consideration to ensure successful implementation.PROSPERO registration numberCRD42018100896.

scholarly journals A pre-clerkship simulation-based procedural skills curriculum: decreasing anxiety and improving confidence of procedural skill performance

2021 ◽  
Author(s):  
Frank Battaglia ◽  
Victoria Ivankovic ◽  
Maria Merlano ◽  
Vishesh Patel ◽  
Céline Sayed ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Flipped Classroom ◽  
Training Group ◽  
Skills Training ◽  
Control Group ◽  
Procedural Skills ◽  
Student Anxiety ◽  
Canadian Medical School ◽  
School Curricula

Introduction: Pre-clerkship procedural skills training is not yet a standard across Canadian medical school curricula, resulting in limited exposure to procedures upon entering clerkship. While simulated skills training has been documented in the literature to improve performance in technical ability, anxiety and confidence have yet to be investigated despite their documented impact on performance and learning. This study therefore aims to evaluate the effect of pre-clerkship procedural skills training on medical student anxiety and confidence. Methods: A procedural skills training program was designed based on an evidence-based near-peer, flipped classroom model of education. Ninety-two second-year medical students volunteered for the study. Fifty-six were randomized to the training group, and 36 were randomized to the control group. Students in the training group attended seven procedural skills tutorials over seven months. The control group represented the average medical school student without standardized procedural training. Student anxiety and confidence were assessed at the beginning and end of the program using the State Trait Anxiety Inventory and Confidence Questionnaires. Results: Students who participated in the procedural skills program demonstrated greater reductions in their state anxiety and greater improvements in confidence compared to the control group. Conclusion: Longitudinal procedural skills training in the simulation setting has demonstrated improvements in anxiety and confidence among pre-clerkship medical students. These added benefits to training have the potential to ease medical students’ transition into clerkship, while also contributing to a safer and more effective clinical experience. Therefore, future integration of standardized pre-clerkship procedural skills training within medical school curricula should be considered.

scholarly journals Augmented reality in medical education: a systematic review

2019 ◽  
Author(s):  
Kevin S Tang ◽  
Derrick L Cheng ◽  
Eric Mi ◽  
Paul B Greenberg
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Augmented Reality ◽  
Literature Search ◽  
Medical Training ◽  
Experimental Studies ◽  
Cochrane Library ◽  
Inclusion Criteria ◽  
Potential Applications

Introduction The field of augmented reality (AR) is rapidly growing with many new potential applications in medical education. This systematic review aims to investigate the current state of augmented reality applications (ARAs) as teaching tools in the healthcare field. Methods A literature search was conducted using PubMed, Embase, Web of Science, Cochrane Library, and Google Scholar. This review followed PRISMA guidelines and included publications from January 1, 2000 to June 18, 2018. Inclusion criteria were experimental studies evaluating ARAs implemented in healthcare education published in English. The quality of each study was assessed using GRADE criteria. Five stages of validity were also evaluated for each ARA. Results We identified 100,807 articles in the initial literature search; 36 met inclusion criteria for final review and were categorized into three categories: Surgery (23), Anatomy (9), and Classroom (4). The overall quality of the studies was poor. No ARAs were validated at all five levels. Conclusion While AR technology is growing at a rapid rate, the current quality and breadth of AR research in medical training is insufficient to recommend the adoption into educational curricula. More coordinated and comprehensive research is needed to define the role of AR technology in medical education. 

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