scholarly journals Impact of SARS-CoV-2 infection on veterinary medical education

2021 ◽  
Vol 18 (5) ◽  
pp. 257-280
Author(s):  
Md. Aminul Islam ◽  
◽  
Mohammad Shah Alam ◽  
Keyword(s):  
Medical Education ◽  
Situated Learning ◽  
Online Teaching ◽  
Literature Search ◽  
Classroom Teaching ◽  
Education Programs ◽  
Core Theory ◽  
Adverse Influence ◽  
Meta Analyses ◽  
The Impact

SARS-CoV-2 infection is considered an international disaster. The second and third waves of the SARSCoV-2 pandemic are ongoing. The universities of most countries of the world are closed to prevent the spread of SARS-CoV-2 infection. Many universities of the globe stopped direct classroom teaching, and some started online teaching to minimise the effects of SARS-CoV-2 on education. In this manuscript, an attempt has undertaken to analyse the influence of the SARS-CoV-2 pandemic on global veterinary medical education. We have conducted a literature search in different databases following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines using different keywords to find out peer-reviewed scientific articles about the impact of COVID-19 on veterinary medical education. The literature search generated 17 eligible scientific papers for qualitative analysis of the effect of COVID-19 on veterinary medical education. The COVID-19 pandemic has a severe adverse influence on veterinary medical education. Shifting from direct classroom teaching to online teaching is one of the sweeping impacts. It might be possible to conduct online classes for veterinary medical education. But the supply of electronic devices, motivation to students in self-learning, institutional support etc., are crucial for interactive situated learning of veterinary courses. Research and development of sustainable, worthwhile methods for remote teaching veterinary medical students are essential. Reshaping the veterinary medical education programs using core theory, practical and clinical curricula is crucial for conducting uninterrupted veterinary education programs during current COVID-19 and future pandemics.

Peer Assessment for Development of Preservice Teachers

2011 ◽  
pp. 263-280
Author(s):  
Lorraine Gilpin ◽  
Yasar Bodur ◽  
Kathleen Crawford
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Classroom Teaching ◽  
Teacher Education Programs ◽  
Peer Observation ◽  
Education Programs ◽  
Scholarship Of Teaching ◽  
The Impact

Peer assessment holds tremendous potential to positively impact the development of preservice teachers. The purpose of this chapter is to describe our findings on the impact of different forms of peer observation and feedback on preservice teachers’ skills in analyzing classroom teaching and their perceptions of their experience with peer assessment. In addition to reporting our findings, we draw from the Scholarship of Teaching and Learning literature to present peer assessment as a medium to overcome structured isolation that is present in the practice of teaching. According to our study, peer observation and feedback is beneficial to preservice teachers’ learning. However, to maximize its effectiveness, a culture of peer assessment should be established in teacher education programs.

scholarly journals Online Medical Teaching in China During the COVID-19 Pandemic: Tools, Modalities, and Challenges

2021 ◽  
Vol 9 ◽  
Author(s):  
Bin Su ◽  
Tong Zhang ◽  
Li Yan ◽  
Chaoyang Huang ◽  
Xiangpu Cheng ◽  
...  
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Traditional Classroom ◽  
Classroom Teaching ◽  
Medical Teaching ◽  
Difficult Time ◽  
Teaching Cases ◽  
Traditional Classroom Teaching ◽  
Novel Coronavirus ◽  
The Impact

Background: The novel coronavirus disease 2019 (COVID-19) pandemic has tested the ability of universities to provide a high-quality, safe educational experience for students due to campuses shutting down. As a result, online learning could shift from a traditional classroom teaching mode and make education accessible to students. Previous studies have used individual online teaching cases to exploit a variety of online learning tools to ensure the continuation of medical education during this difficult time in China. However, for the first time, we have conducted a systematic review of local online teaching approaches, existing challenges, and potential solutions.Purpose: We present the issues and experience of conducting online medical teaching practices in China with the aim of communicating them to our peers in other countries or regions when examining the transition to e-learning during the COVID-19 pandemic and beyond.Methods: We searched the keywords below from public databases and reviewed relevant publications reporting on medical online teaching in China during the COVID-19 pandemic to analyze and summarize the online tools, modalities, and challenges.Results: We listed common online teaching tools and described a variety of online teaching modalities, as well as possible challenges. We also discussed potential solutions for those challenges, as well as the impact of the transition to online teaching on traditional education.Conclusion: By investigating local online medical teaching in China, we present useful tools and modalities that have been successfully exploited in education during the difficult time of COVID-19, although some challenges remain. The exploration of the transition to online teaching or learning will likely continue to have a profound impact on traditional classroom teaching.

scholarly journals Impact of COVID-19 on medical undergraduate students’ academics and its ramifications

2020 ◽  
Vol 0 ◽  
pp. 1-4
Author(s):  
Arshi Syal ◽  
Yajur Arya ◽  
Monica Gupta
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Online Teaching ◽  
Clinical Skills ◽  
Univariate Analysis ◽  
Skills Training ◽  
Online Questionnaire ◽  
Medical Undergraduate ◽  
Hands On ◽  
The Impact

Objectives: COVID-19 pandemic has dramatically affected undergraduate medical education all over the world. This effect is most noteworthy on the medical students as clinical orientation and hands-on training are crucial toward development of basic medical skills. Various modifications to the methods of online teaching have been adopted in response to this pandemic to maintain continuity of medical education; however, we do not yet know the implications of this change. Material and Methods: To study the impact of this pandemic on medical students and to have a first-hand estimate of the adversities and challenges faced by them, an online questionnaire-based survey was conducted, administered through Google Forms maintaining anonymity. They were asked a series of multiple choice questions pertaining to the effects of this pandemic on their curriculum and academic activities. The responses received were analyzed by univariate analysis. Results: Almost half (46.4%) of students reported a decreased interest in medicine after suspension of hands on teaching/practical classes. A total of 136 respondents (69.38%) felt that they became less productive in studies during the pandemic. Approximately 74% respondents felt less motivated to study at home. More than two-thirds of the respondents felt that on graduation, their clinical skills will be inferior to the students who graduated during the “non-COVID” era. About 84.69% of students believed that their examinations should be postponed hoping to get appropriate clinical experience once things normalize. Conclusion: Majority of the students feel less motivated and less productive, amidst the transition. The major area that has been compromised is the clinical skills training, a crucial adjunct to theoretical teaching in medical schools, and almost all students believe that their clinical skills in the long term would remain inferior to those who graduated before this pandemic.

scholarly journals Concerns and confidences expressed by teaching staff about the shift of medical education to online mode in South India during the COVID 19 pandemic

2020 ◽  
Vol 3 (Special2) ◽  
pp. 272-275
Author(s):  
Aboobacker Mohammed Rafi ◽  
Pulikkottil Raphael Varghese ◽  
Praveenlal Kuttichira
Keyword(s):  
Medical Education ◽  
Online Education ◽  
Online Teaching ◽  
South India ◽  
Teaching Experience ◽  
Classroom Teaching ◽  
Teaching Staff ◽  
Online Classes ◽  
Medical College ◽  
Online Mode

Background: Online education is prevalent in the country since the beginning of the 21st century. The outbreak of COVID-19, the government declared lockdown, and subsequent closing of institutions was unexpected, and it forced medical colleges to launch online programs for undergraduate courses. Due to the sudden shifting to online mode, most teaching staff members face the challenges of lacking online teaching experience, early preparation, or support from educational technology teams. This institution was in touch with the teachers and students through online mode, enquiring about their welfare and wellness. The present study focuses on concerns and confidences presented by the medical teaching staff on online medical education.  Method: This study was conducted at Jubilee Mission Medical College & Research Institute, a medical college in central Kerala in south India. This institution conducted online classes for undergraduate (UG) medical students through Google classroom and YouTube platforms. There was 186 teaching staff from 21 departments involved in undergraduate (MBBS) teaching in this Institute. In this study, we collected information from the teaching staff about the online classes that they handled. A 27-point survey form was designed using a Google survey and mailed to them. The responses were collected in a week. The data collected was analyzed. Result: Fifty-one members responded. All responding teachers preferred regular classroom teaching due to the provision for better teacher-student interaction. However, one-third of respondents wanted the continuation of online classes, even after resuming classroom teaching. Out of 51 responses, 24 teachers graded the success of the programs more than 90%. The major suggestions received for further improvement of the program were that the departments provided their hardware and software, centralized online sessions for practical purposes, and collected regular feedback from students. Conclusion: The successes of our online teaching programs were limited to didactic teaching only. It could not replace the actual patient examination in a clinical setting, which involves communication skills and emotional relationships. This adversary must be converted into an opportunity to develop e-learning programs. This pandemic should open our eyes, so we learn from it and be better prepared for the future.

Associations of coronary and peripheral artery disease with presence, expansion, and rupture of abdominal aortic aneurysm – a grin without a cat!

VASA ◽  
2017 ◽  
Vol 46 (3) ◽  
pp. 151-158 ◽  
Author(s):  
Hisato Takagi ◽  
Takuya Umemoto
Keyword(s):  
Abdominal Aortic Aneurysm ◽  
Aortic Aneurysm ◽  
Peripheral Artery Disease ◽  
Literature Search ◽  
Systematic Literature Search ◽  
Peripheral Artery ◽  
Epidemiological Evidence ◽  
Abdominal Aortic ◽  
Artery Disease ◽  
Meta Analyses

Abstract. Both coronary and peripheral artery disease are representative atherosclerotic diseases, which are also known to be positively associated with presence of abdominal aortic aneurysm. It is still controversial, however, whether coronary and peripheral artery disease are positively associated with expansion and rupture as well as presence of abdominal aortic aneurysm. In the present article, we overviewed epidemiological evidence, i. e. meta-analyses, regarding the associations of coronary and peripheral artery disease with presence, expansion, and rupture of abdominal aortic aneurysm through a systematic literature search. Our exhaustive search identified seven meta-analyses, which suggest that both coronary and peripheral artery disease are positively associated with presence of abdominal aortic aneurysm, may be negatively associated with expansion of abdominal aortic aneurysm, and might be unassociated with rupture of abdominal aortic aneurysm.

59. General medicine residents' perception of the mini-CEXs

2007 ◽  
Vol 30 (4) ◽  
pp. 61
Author(s):  
S. Malhotra ◽  
R. Hatala ◽  
C.-A. Courneya
Keyword(s):  
Internal Medicine ◽  
Medical Education ◽  
Focus Group ◽  
Qualitative Study ◽  
Focus Groups ◽  
General Medicine ◽  
Clinical History ◽  
Phenomenological Approach ◽  
Medical Teacher ◽  
The Impact

The mini-CEX is a 30 minute observed clinical encounter. It can be done in the outpatient, inpatient or emergency room setting. It strives to look at several parameters including a clinical history, physical, professionalism and overall clinical competence. Trainees are rated using a 9-point scoring system: 1-3 unsatisfactory, 4-6 satisfactory and 7-9 superior. Eight months after the introduction of the mini-CEX to the core University of British Columbia Internal Medicine Residents, a one hour semi-structured focus group for residents in each of the three years took place. The focus groups were conducted by an independent moderator, audio-recorded and transcribed. Using a phenomenological approach the comments made by the focus groups participants were read independently by three authors, organized into major themes. In doing so, several intriguing common patterns were revealed on how General Medicine Residents perceive their experience in completing a mini-CEX. The themes include Education, Assessment and Preparation for the Royal College of Physicians and Surgeons Internal Medicine exam. Resident learners perceived that the mini-CEX process provided insight into their clinical strengths and weaknesses. Focus group participants favored that the mini-CEX experience will benefit them in preparation, and successful completion of their licensing exam. Daelmans HE, Overmeer RM, van der Hem-Stockroos HH, Scherpbier AJ, Stehouwer CD, van der Vleuten CP. In-training assessment: qualitative study of effects on supervision and feedback in an undergraduate clinical rotation. Medical Education 2006; 40(1):51-8. De Lima AA, Henquin R, Thierer J, Paulin J, Lamari S, Belcastro F, Van der Vleuten CPM. A qualitative study of the impact on learning of the mini clinical evaluation exercise in postgraduate training. Medical Teacher January 2005; 27(1):46-52. DiCicco-Bloom B, Crabtree BF. The Qualitative Research Interview. Medical Education 2006; 40:314-32.

scholarly journals Patient-Centered Medical Home Knowledge and Attitudes of Residents and Faculty: Certification Is Just the First Step

2015 ◽  
Vol 7 (4) ◽  
pp. 580-588 ◽  
Author(s):  
Fadya El Rayess ◽  
Roberta Goldman ◽  
Christopher Furey ◽  
Rabin Chandran ◽  
Arnold R. Goldberg ◽  
...  
Keyword(s):  
Primary Care ◽  
Situated Learning ◽  
Medical Home ◽  
Patient Centered Medical Home ◽  
Patient Centered ◽  
Individual Interviews ◽  
Knowledge And Attitudes ◽  
Positive Attitudes ◽  
Level 3 ◽  
The Impact

ABSTRACT Background The patient-centered medical home (PCMH) is an accepted framework for delivering high-quality primary care, prompting many residencies to transform their practices into PCMHs. Few studies have assessed the impact of these changes on residents' and faculty members' PCMH attitudes, knowledge, and skills. The family medicine program at Brown University achieved Level 3 PCMH accreditation in 2010, with training relying primarily on situated learning through immersion in PCMH practice, supplemented by didactics and a few focused clinical activities. Objective To assess PCMH knowledge and attitudes after Level 3 PCMH accreditation and to identify additional educational needs. Methods We used a qualitative approach, with semistructured, individual interviews with 12 of the program's 13 postgraduate year 3 residents and 17 of 19 core faculty. Questions assessed PCMH knowledge, attitudes, and preparedness for practicing, teaching, and leading within a PCMH. Interviews were analyzed using the immersion/crystallization method. Results Residents and faculty generally had positive attitudes toward PCMH. However, many expressed concerns that they lacked specific PCMH knowledge, and felt inadequately prepared to implement PCMH principles into their future practice or teaching. Some exceptions were faculty and resident leaders who were actively involved in the PCMH transformation. Barriers included lack of time and central roles in PCMH activities. Conclusions Practicing in a certified PCMH training program, with passive PCMH roles and supplemental didactics, appears inadequate in preparing residents and faculty for practice or teaching in a PCMH. Purposeful curricular design and evaluation, with faculty development, may be needed to prepare the future leaders of primary care.

A Systematic Review on Barriers to Palliative Care in Oncology

2021 ◽  
pp. 104990912098328
Author(s):  
Jyotsana Parajuli ◽  
Judith E. Hupcey
Keyword(s):  
United States ◽  
Systematic Review ◽  
Palliative Care ◽  
Full Text ◽  
Literature Search ◽  
Intervention Development ◽  
The United States ◽  
Care Utilization ◽  
Review Of Literature ◽  
Meta Analyses

The number of people with cancer and the need for palliative care among this population is increasing in the United States. Despite this growing need, several barriers exist to the utilization of palliative care in oncology. The purpose of this study was to synthesize the evidence on the barriers to palliative care utilization in an oncology population. A systematic review of literature was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. PubMed, CINAHL, and Psych Info databases were used for the literature search. Articles were included if they: 1) focused on cancer, (2) examined and discussed barriers to palliative care, and c) were peer reviewed, published in English, and had an accessible full text. A total of 29 studies (8 quantitative, 18 qualitative, and 3 mixed-methods) were identified and synthesized for this review. The sample size of the included studies ranged from 10 participants to 313 participants. The barriers to palliative care were categorized into barriers related to the patient and family, b) barriers related to providers, and c) barriers related to the healthcare system or policy. The factors identified in this review provide guidance for intervention development to mitigate the existing barriers and facilitate the use palliative care in individuals with cancer.

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