scholarly journals The Effect of Team-Based Learning on Conventional Pathology Education to Improve Students’ Mastery of Pathology

2017 ◽  
Vol 6 (3) ◽  
pp. 12 ◽  
Author(s):  
Bin Du ◽  
Xuesong Yang
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Pilot Study ◽  
Medical School ◽  
Teaching Approaches ◽  
Final Exam ◽  
Teaching Format ◽  
Team Based Learning ◽  
Pathology Education

In recent decades, traditional pathology education methodologies have been noticeably affected by new teaching approaches, including problem-based learning (PBL) and team-based learning (TBL). However, lack of outcome-based studies has hindered the extensive application of the TBL approach in the teaching of pathology in Chinese medical schools. In this study, a pilot TBL format on four topics in pathology was implemented in one session with medical students at Jinan University Medical School and the previous sessions of medical students were able to function as controls. The final exam scores of TBL participants were significantly higher than the scores for non-participants, indicating that the students demonstrated better academic performance at the end of the TBL class. In addition, the follow-up questionnaires revealed that the majority of the TBL participants spent more time studying and were actively and enthusiastically involved in TBL activities. The new teaching format also inspired teachers’ desire to lead discussions and administer quizzes instead of repeating rote didactics. Overall, this pilot study reveals that a combination of the TBL approach and traditional pathology theory can improve pathology education. 

scholarly journals The Academic Performance of Scholarship Students during Medical School

2019 ◽  
Vol 43 (3) ◽  
pp. 163-169
Author(s):  
Glaucia de-Oliveira Moreira ◽  
Silvia Passeri ◽  
Paulo Eduardo Neves Ferreira Velho ◽  
Flavio Ferraresi ◽  
Simone Appenzeller ◽  
...  
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Medical School ◽  
Low Income ◽  
Educational Background ◽  
Public Institution ◽  
Choice Test ◽  
Medical Residency ◽  
Full Time ◽  
Residency Programs

ABSTRACT The inclusion, adherence and success of low-income undergraduates are important goals in Brazilian higher education, as well as in other parts of the world, especially in busy and full-time courses such as medicine. This paper analyzes the performance of undergraduate medical students by comparing two groups: those who applied for and received a scholarship during the academic years (scholarship holders) and the others (without scholarship). We analyzed data from 417 medical students who graduated between 2010 and 2013, corresponding to four years of a retrospective cohort at a free public university in Brazil. Statistical analysis was performed using Fisher’s exact test, Student’s t test, Mann-Whitney test, and linear regression to compare the scores of these groups in the sixth and twelfth semesters (middle and final semesters) and in the admission exam for medical residency programs, consisting of: total score, multiple choice test for knowledge assessment, simulated structured clinical assessment, interview and written questions. The independent variable was to receive a scholarship, while the control variables were age, socioeconomic strata, extra gratuities for high school in public institution and self-declaration of race, score in the vestibular entry exam (general and in each area assessed) and parents’ level of education. A total of 243 students (58.2%) received a scholarship, most of them as a scientific initiation grant (217 or 89.3%), while 10.7% received social assistance, the average income per capita was about 16% lower among students who received a scholarship (p = 0.01) compared to those who did not. Scholarship recipients achieved better academic performance in the sixth (p<0.01) and in the twelfth (p<0.01) semester, but not in admission to medical residency programs. Good performance was independent of age, race, receipt of bonuses for admission to medical school, and educational background of their parents. Therefore, we conclude that receiving a scholarship at the undergraduate level was associated tobetter student performance during the undergraduate medical course. It is important to emphasize the importance of reinforcing similar programs, especially to help support students who are most vulnerable socioeconomically.

scholarly journals Team-Based Learning Student Assessment Instrument (TBL-SAI) for measuring the effectiveness of TBL in a Saudi Medical School: Psychometric Analysis and differences by academic years

2019 ◽  
Author(s):  
Mutasim E Ibrahim
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Student Assessment ◽  
Reliability And Validity ◽  
Principal Component ◽  
Factor Loading ◽  
Assessment Instrument ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha ◽  
Team Based Learning

Abstract Background Increasing the use of Team Based Learning (TBL) in health profession education reinforce the need to develop a proper instrument for measuring the applicability of this method. This study aimed to examine the psychometric properties of TBL-SAI and the mean score of instrument subscales by the different academic year of the students. Methods Across-sectional study was conducted at the University of Bisha, College of Medicine (UBCOM), Saudi Arabia. Medical students from second to fourth were included in the study. Participants were completed the TBL-SAI items to measure three subscales of accountability, preference for a lecture or TBL and satisfaction. Cronbach’s alpha, factor analysis, were checked the reliability and validity of the instrument. A principal component analysis (PCA) with varimax rotation was conducted on each subscale. ANOVA analyzed the TBL effectiveness related to the different years of medical school. Results Cronbach’s alpha was 0.798 and factor loading was greater than 0.40 for all the items, indicating the reliability and validity of the scale. In a PCA, accountability items generated two factors with loading >0.40, except items one and four. All preference and satisfaction items have factors loading > 0.40. Fourth-year students’ obtained significant highest mean scores for accountability (p=0.0.49), preferences (p=0.001) and satisfaction (p<0.001) compared to third and second years students. Conclusions TBL-SAI is a sound tool to measure the favor of TBL among medical students. Longitudinal studies are recommended to bring a clear picture of the effectiveness of TBL in UBCOM.

scholarly journals The Effect of Team-Based Learning on the Performance of Medical Students in the Medical Physics Course

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Maryam Tabibi ◽  
Seyed Ali Shafiei ◽  
Amir Hamta ◽  
Sara Amaniyan
Keyword(s):  
Medical Students ◽  
Learning Process ◽  
Medical Physics ◽  
Poor Performance ◽  
Medical Sciences ◽  
Final Exam ◽  
Team Based Learning ◽  
Quasi Experimental ◽  
The Difference ◽  
Physics Course

Background: Team-based learning (TBL) is an active and participatory learning process, which is used to train students on health topics. Objectives: The present study aimed to assess the effect of TBL in teaching a medical physics course on the poor performance of the students. Methods: This quasi-experimental study was conducted on 28 medical students at Qom University of Medical Sciences, Iran who were unable to pass the medical physics course in the past semesters. At the beginning the 10-session course, eight questions with four options were provided to the students, and the students had to answer the questions individually within a specified time. After collecting the questionnaire responses, participants were divided into six groups and completed the same test as a team. Afterwards, each question was displayed on a smart board and discussed. Results: After the procedures of the study, all the participants successfully completed the medical physics course. At the end of the course, 90% of the students reported that the TBL method was more appropriate than lecture, and 80% of the students believed that the TBL method encouraged them to participate in the learning process. In the final exam, the scores of the students in the medical physics course increased by 3.95 ± 2.09 units with the TBL method compared to the prior course, and the difference was considered significant (P < 0.01). Conclusions: According to the results, the implementation of TBL in the medical physics course improved the learning motivation, satisfaction, and mean scores of the students with poor performance.

scholarly journals Student-run free clinic volunteers: who they are and what we can learn from them

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Fadi W. Adel ◽  
Ruth E. Berggren ◽  
Robert M. Esterl ◽  
John T. Ratelle
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Medical School ◽  
Clinical Skills ◽  
School Curriculum ◽  
Undergraduate Major ◽  
School Of Medicine ◽  
Conflicting Evidence ◽  
Non Traditional Students ◽  
The Difference

Abstract Background Initiatives employing medical students’ volunteerism and idealism, such as the Student-Run Free Clinics (SRFC) program, are prevalent in US medical schools. Many studies evaluated various aspects of volunteering, sometimes resulting in conflicting evidence. This study simultaneously sought to identify the characteristics of volunteers vs. non-volunteers, and to characterize the volunteers’ perception of the SRFC. Methods We administered a survey to the Long School of Medicine (LSOM) Class of 2018 before their third year of medical school. The authors compared and contrasted the findings of the SRFC volunteers with their non-volunteering counterparts by analyzing their demographics, volunteering history, academic performance, and clinical skills. The volunteers were also asked about their SRFC experiences. Results While most volunteers were female (62 %) and non-traditional students (67 %), the difference was not statistically significant (p = 0.15 and p = 0.38, respectively). Additionally, there were no statistically significant differences between the two groups in measures of academic performance (p = 0.25). Most of the volunteers learned about the SRFC program prior to starting medical school. Further, while SRFC volunteers were more likely to engage in additional local volunteering initiatives, the difference was not statistically significant (p = 0.03, prespecified  α= 0.006). Importantly, volunteers agreed/strongly agreed that SRFC volunteering emphasized aspects that were missing or underemphasized in the formal medical school curriculum. Conclusions Medical students’ age, gender, undergraduate major, and non-traditional status were not statistically different between volunteers vs. non-volunteers. However, there may be tendencies for volunteers to be female, non-traditional, and locally engaged. Further, the timing of knowledge of the SRFC program may not affect student involvement in the SRFC, either. Most importantly, however, while volunteering does not affect the students’ academic performance, it may provide improvements in clinical competencies.

scholarly journals A Descriptive Study on the Sleeping Habits and Correlation of Sleepiness with Academic Performance in a State University-run Medical School in the Philippines

2020 ◽  
Vol 54 (2) ◽  
Author(s):  
Manuel Peter Paul C. Jorge II ◽  
Ralph Elvi M. Villalobos ◽  
Jewel Cordelle C. Nuñal
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Medical School ◽  
Weighted Average ◽  
The Philippines ◽  
P Value ◽  
State University ◽  
Cross Sectional Survey ◽  
Significant Difference ◽  
Sleeping Habits

Background and Significance. Sleep is a vital facet of human existence that is vital to learning and memory; lack of sleep is associated with significant impairment in learning. Medical students are a special population because of the demands of medical school. They are very prone to sleep deprivation and poor quality of sleep, hence academic performance might be affected.Objectives. We determined the different sleeping habits of medical students using a descriptive tool, with variables chosen specifically for this study. The level of sleepiness was then correlated with the academic performance (using the general weighted average) among students in a state university run-medical school in the Philippines. Methods. The study is a prospective cross-sectional survey among medical students in a state university-run medical school enrolled for the academic year 2016-2017. The questionnaires used were the Epworth Sleepiness Score and specific questions about sleeping habits. The General Weighted Average (GWA) of those who participated were obtained from the student records section of the college. Descriptive statistics were used to describe the results on different sleeping habits, while the chi-squared test was used to determine any significant differences in the GWA versus level of sleepiness across all year levels. Results. A total of 426 medical students (or 60% of the total student population of the college) participated. However, of the 426, only 326 had complete GWAs and were therefore included in the final analysis for correlation. The average medical student is “sleep-deprived”, sleeping two hours less (six hours) than the recommended daily minimum duration of sleep (eight to 10 hours). For the correlation of sleepiness and academic performance, we found out that there is no significant difference in academic performance among those who are excessively sleepy (ESS greater than 10) versus those who are not, p-value = 0.892. Conclusion. Increased level of sleepiness does not correlate with poorer academic performance among these medical students, despite them sleeping less than the general recommendation for adults. The study is limited however by the use of the GWA as the sole tool to measure academic performance, which is affected by many other factors. We recommend the performance of this study in a broader population and use more validated tools to measure sleepiness and academic performance.

scholarly journals Lessons from the Effective Implementation of a Hybrid Virtual Clinical Model for Surgical Clerkships during the Covid Pandemic: Impact on Academic Performance, Burnout and Surgical Interest

2020 ◽  
Author(s):  
David Eugenio Hinojosa-Gonzalez ◽  
Andres Roblesgil-Medrano ◽  
Victor Segura-Ibarra ◽  
Armando Tellez ◽  
Jose Diaz-Elizondo ◽  
...  
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Hybrid Model ◽  
Final Exam ◽  
Clinical Model ◽  
Clinical Exposure ◽  
Traditional Program ◽  
Before And After ◽  
Face To Face Learning ◽  
Professional Fulfillment

Abstract Objective: Determine the academic and psychosocial impact of a hybrid-virtual surgical clerkship in medical students during the Covid Pandemic.Background: The Covid-19 pandemic has forced universities to modify their academic curriculum to adapt and overcome never before seen adversities. Herein we present the implementation of a Hybrid Virtual Clinical Model for Surgical Clerkships and its comparison against traditional face-to-face learning.Methods: We surveyed 47 medical students prior to their first-ever clerkship using Maslach’s Burnout Inventory and a questionnaire regarding their interest in surgery as a career path before and after their clerkship. Burnout rates, clinical exposure, academic performance, and surgical interest were analyzed and compared against results from prior year students on a traditional program.Results: Baseline burnout was significantly lower in the hybrid model (15.4% vs. 2.6%, p=0.048). The same was seen on alternate burnout rates (33.3% vs. 10.3%, p=0.02), differences remained after three months of clerkship (23.1% vs. 5.1%, p=0.023). When comparing different domains such as professional fulfillment, depersonalization, and fatigue, the hybrid model did overall better. Clinical exposure hours were statistically significant between both groups (954.32 vs. 276.33, p=0.001), however, when considering virtual clinical hours, no significant differences were found. Despite the hybrid group having a lower midterm exam score (68 vs. 77.49, p=0.001), final exam scores were similar between groups (74.97 vs. 75.89, p=0.662).Conclusion: We believe our model may be useful for other programs to maximize clinical exposure while minimizing the risk of exposure, maintaining maximum academic performance, and preserving the surgical interest of rotating alumni.ACGME Competencies: Practice-Based Learning and Improvement

scholarly journals Comparison of problem-based and team-based learning on Chinese basic medical education for clinical medicine: a pilot study

2020 ◽  
Author(s):  
Lixi Gan ◽  
Xiaoxin Deng ◽  
Haibin Chen ◽  
Caixia Liu ◽  
Miao Yang ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Curriculum ◽  
Final Examination ◽  
Teaching Approaches ◽  
Team Based Learning ◽  
Clinical Thinking ◽  
Academic Scores ◽  
Basic Medical Education ◽  
Basic Medical

Abstract Background Since being proposed half a century ago, problem-based learning (PBL) and team-based learning (TBL) have been two popular teaching approaches used in Chinese basic medical education. To compensate for the shortcomings of lecture-based learning (LBL), both PBL and TBL can greatly benefit students. This study compares the differences of PBL and TBL on active learning and final academic scores in Chinese basic medical curriculum at Shantou University Medical College (SUMC). Methods Ten Year 4 and thirteen Year 3 medical students, enrolled in 2015 and 2016 at SUMC, were selected for TBL and PBL, respectively. In the homeostasis module, a basic-medical curriculum used in China, TBL was used for Year 4 students at their 3rd year, and PBL was used for Year 3 students. Student feedback was collected through a questionnaire. Academic achievement was based on their final examination scores. Each grade used the same final examination paper, which included both memorization and clinical application questions, as students in the traditional LBL class. Quantitative data were analyzed by t- and nonparametric tests. Results All students completed the questionnaire. Most students (PBL:62%, TBL:90%) thought the teaching approach they used was good for training clinical thinking, but PBL required more time and imposed a greater study burden. However, PBL students received higher scores than LBL students for clinical application essays (p < 0.05), whereas there were no differences in memorization problem scores. Final academic scores showed no significant differences between TBL and LBL students (p > 0.05). Conclusion Despite the differences in the culture of learning between China and the West, TBL and PBL are two popular teaching approaches among Chinese medical students. In Chinese basic medical education, PBL is more effective in training clinical thinking, while in TBL, students spend less time with problems and are helped by the professors. The relevant assessment system and teacher training system should be perfected.

ANALYSIS OF PREVALENCE AND RISK FACTORS OF SOCIAL ANXIETY AND EATING DISORDERS IN MEDICAL STUDENTS

2021 ◽  
pp. 174-181
Author(s):  
Сергей Олегович Афанасьев ◽  
Ирина Сергеевна Махортова ◽  
Олег Юрьевич Ширяев
Keyword(s):  
Mental Health ◽  
Risk Factors ◽  
Eating Disorders ◽  
Academic Performance ◽  
Medical Students ◽  
Social Anxiety ◽  
Anxiety Disorders ◽  
Medical School ◽  
Social Phobia ◽  
Educational Program

В современной литературе широко обсуждается проблема коморбидности тревожных расстройств и расстройств пищевого поведения. Однако, на сегодняшний день тематика коморбидности социальной тревоги и расстройств пищевого поведения среди студентов, в частности, студентов медицинских ВУЗов, остается малоосвещенной. Целью данного исследования послужил анализ данных литературы последних лет (2011 год и позднее), посвященных проблематике коморбидности пищевых расстройств и социальной тревоги среди обучающихся высшей медицинской школы. Особую значимость представляют работы по выявления предикторов развития и персистирования социальной фобии и пищевых нарушений среди студентов медицинских ВУЗов, поскольку специфика и сложность образовательной программы способствует формированию тревожных расстройств и пищевых нарушений, более того, социальные страхи и фобии приводят к ухудшению академической успеваемости обучающиеся. Помимо этого, студенты медицинского направления сами в будущем должны будут оказывать помощь пациентам, обеспечивая здоровье нации, следовательно, студентам высшей медицинской школы важно иметь как соматическое, так и психическое здоровье The problem of comorbidity of anxiety disorders and eating disorders is widely discussed in the modern literature. However, to date, the topic of comorbidity of social anxiety and eating disorders among medical students remains poorly uncovered. The purpose of this study is to analyze the literature data of recent years (2011 and later) on the problems of comorbidity of eating disorders and social anxiety among students of higher medical school. Of particular importance is the work on identifying predictors of the development and persistence of social phobia and eating disorders among medical students, since the specificity and complexity of the educational program contributes to the formation of anxiety disorders and eating disorders. Moreover, social fears and phobias lead to a deterioration in academic performance of students. In addition, medical students themselves in the future will have to provide assistance to patients, ensuring the health of the nation, therefore, it is important for students of higher medical school to have both somatic and mental health

scholarly journals Dealing with Academic Difficulty in Medical School: A Pilot Study

2020 ◽  
Vol 10 (3) ◽  
pp. 83
Author(s):  
Bunmi S Malau-Aduli ◽  
Robin A Ray ◽  
Teresa O’Connor ◽  
Yolanda van der Kruk ◽  
Faith O Alele ◽  
...  
Keyword(s):  
Medical Students ◽  
Pilot Study ◽  
Medical School ◽  
Academic Failure ◽  
Future Research ◽  
Structured Interviews ◽  
Academic Advisor ◽  
Online Surveys ◽  
Academic Difficulty ◽  
Loss Of Self

Some students struggle through medical school and do not have the confidence to seek help. This pilot study sought to explore the challenges and needs of medical students experiencing academic difficulty. Semi-structured interviews and online surveys were used to collect data from an academic advisor and thirteen medical students who had experienced academic difficulty. Unexpected academic failure and the loss of self-efficacy contributed to students hiding their academic difficulty and avoiding available support systems. Despite the sampling limitations, the findings of this pilot study have value in giving direction to future research. Programs that will change the current attitudes to academic difficulty, normalising access to support and encouraging early intervention, are needed to build the capacity for excellence among these students.

scholarly journals Use of smartphones among medical students in the clinical years at a medical school in Sub-Sahara Africa: A pilot study

2014 ◽  
Vol 3 (2) ◽  
pp. 28-34 ◽  
Author(s):  
Nasiru A Ibrahim ◽  
Mohammad Salisu ◽  
Abiodun A Popoola ◽  
Taofeeq I Ibrahim
Keyword(s):  
Medical Students ◽  
Pilot Study ◽  
Medical School
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