The evidence for practice in medical education. A review of modern learning approaches

2013 ◽  
Vol 1 (3) ◽  
pp. 145
Author(s):  
Kaissar Yammine
Keyword(s):  
Medical Education ◽  
Learning Approaches ◽  
Modern Learning

423 Massive Open Online Courses in Anatomy Education: A Systematic Review

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
J Cheong ◽  
I Keenan
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Learning Approaches ◽  
Discussion Forums ◽  
Massive Open Online ◽  
Pubmed Database ◽  
Literature Search Strategy ◽  
Learning Development

Abstract Introduction Massive open online courses (MOOCs) have become increasingly popular for remotely delivering education to global audiences. MOOCs can provide an online platform for participants coming from a variety of professional backgrounds and international locations. Our systematic review investigated current literature surrounding MOOCs, and identified the value of such courses with respect to anatomical and medical education. Method Our literature search strategy involved exploring the PubMed database for the terms ’MOOC + Anatomy’ and ‘MOOC + Medical Education’ identified 290 relevant articles. Following implementation of the PRISMA criteria, 24 articles out of 290 were selected for inclusion in our systematic review. Results Participants completing MOOCs in anatomical and medical education generally showed increased knowledge and skills. We found that MOOC discussion forums encourage participants’ social learning development. MOOCs have shown to address participants’ needs and expectations while supplementing traditional learning approaches. However, the majority of experimental research studies did not include pre-post testing or appropriate controls. Furthermore, high levels of participant attrition, inability to address all learning approaches were identified as limitations with respect to MOOCs. Conclusions Although MOOCs have shown success in providing an excellent platform for learning, it has yet to show definitive improvements when compared to traditional teaching methods.

scholarly journals Evaluating classification accuracy for modern learning approaches

2019 ◽  
Vol 38 (13) ◽  
pp. 2477-2503 ◽  
Author(s):  
Jialiang Li ◽  
Ming Gao ◽  
Ralph D'Agostino
Keyword(s):  
Classification Accuracy ◽  
Learning Approaches ◽  
Modern Learning

scholarly journals Overcoming Barriers in a Traditional Medical Education System by the Stepwise, Evidence-Based Introduction of a Modern Learning Technology

2019 ◽  
Vol 29 (3) ◽  
pp. 803-817 ◽  
Author(s):  
Doris George Yohannan ◽  
Aswathy Maria Oommen ◽  
Kannanvilakom Govindapillai Umesan ◽  
Vandana Latha Raveendran ◽  
Latha Sreedhar Lakshmi Sreedhar ◽  
...  
Keyword(s):  
Medical Education ◽  
Education System ◽  
Evidence Based ◽  
Learning Technology ◽  
Medical Education System ◽  
Modern Learning

Technological and Ethical Challenges of Online Education

2021 ◽  
pp. 1123-1136
Author(s):  
Lauren Haar ◽  
Simon Kaja
Keyword(s):  
Medical Education ◽  
Online Education ◽  
Best Practice ◽  
Medical Professionals ◽  
Learning Approaches ◽  
Ethical Challenges ◽  
Self Directed Learning ◽  
Education Professionals ◽  
Use Of Technology ◽  
Assessment Specialists

The impact of technology can be felt throughout the medical education continuum. From online learning environments in blended learning approaches to exclusively providing the preclinical curriculum online, there is a growing need to optimize the way that technology supports self-directed learning in the next generation of medical professionals. In this chapter, the authors address issues of best practice surrounding the development of virtual content for medical education. The information presented will be integral for medical education professionals, basic science/clinical faculty, and educational assessment specialists with an interest in the use of technology for contemporary medical education. The goal is to offer an overview of the theory and ethics behind adopting an online strategy for medical education. An emphasis is placed on developing best practices for presenting content, a comparison of blended and online-only approaches, and the ethical considerations necessary for the successful training of medical professionals online.

scholarly journals The flipped classes and educatıon ınformatıon network (EIN)Ters yüz edilmiş sınıflar ve eğitim bilişim ağı (EBA)

2016 ◽  
Vol 13 (2) ◽  
pp. 3373 ◽  
Author(s):  
Yavuz Bolat
Keyword(s):  
Literature Review ◽  
Learning Environment ◽  
Information Network ◽  
Learning Approaches ◽  
Important Place ◽  
Learner Centered ◽  
Modern Learning ◽  
Flipped Classrooms ◽  
Research In Education ◽  
Technological Improvements

Learner centered activities take an important place in modern learning approaches. These activities are both setting the student to work and increasing the teacher’s guiding properties in learning environment. Moreover the classes which have classically learning environment turn into training workshops. Reflection of technological improvements to education have an important place for being this approach is successful. In the reversed classes which have learner centered, there are accessorily used computer, printer, internet and internet based networks for providing students self-access. In Turkey, Education Information Network (EIN) which is developed by MEB contributes high for this issue to educators and students. But, there is a lack of knowledge in educators about filipped classrooms. And therefore, this research is that flipped classrooms and flipped learning on information while Education Information Network (EBA) provides location-based usage. This study is a qualitative research in education based on literature review. In this study was conducted literature review with the help of keywords. Sources achieved by this method was used to support the research and concluded. ÖzetModern öğrenme yaklaşımlarında öğrenen merkezli eğitim faaliyetleri önemli bir yer tutmaktadır. Bu faaliyetler öğrenciyi aktif olarak işe koştuğu gibi öğretmenin öğrenme ortamındaki rehberlik etme özelliklerini artırmaktadır. Ayrıca klasik anlamda öğrenme ortamı olan sınıflar, eğitim atölyesine dönüşmektedir. Bu yaklaşımın başarılı olabilmesinde ise teknolojik gelişmelerin eğitim alanına yansımaları önemli bir yer tutmaktadır. Öğrenen merkezli anlayışa sahip ters yüz edilmiş sınıflarda öğrencinin bireysel öğrenmesini sağlamak için; bilgisayar, yazıcı, internet ve internet tabanlı ağlar yardımcı olarak kullanılmaktadır. Türkiye’de MEB tarafından geliştirilen Eğitim Bilişim Ağı (EBA) bu konuda eğitimcilere ve öğrencilere önemli katkılar sağlamaktadır. Ancak ters yüz edilmiş sınıflar ve ters yüz öğrenme hakkında eğitimcilerde bir bilgi eksikliği bulunmaktadır. Bu nedenle bu araştırma ters yüz öğrenme ve ters yüz sınıflar hakkında bilgi vermeyi amaçlarken ters yüz edilmiş sınıfların Eğitim Bilişim Ağı (EBA) tabanlı kullanımına yer vermektedir.  Literatür taramasına dayanan nitel bir eğitim araştırması olan bu çalışmada anahtar kelime yardımıyla literatür taraması yapılmıştır. Bu yöntemle ulaşılan kaynaklar, araştırmanın desteklenmesi ve sonuca ulaşmasında kullanılmıştır.

scholarly journals Development and Evaluation of a New Serious Game for Continuing Medical Education of General Practitioners (Hygie): Double-Blinded Randomized Controlled Trial (Preprint)

2018 ◽  
Author(s):  
Louis-Baptiste Jaunay ◽  
Philippe Zerr ◽  
Lino Peguin ◽  
Léandre Renouard ◽  
Anne-Sophie Ivanoff ◽  
...  
Keyword(s):  
Medical Education ◽  
Continuing Education ◽  
General Practitioners ◽  
Continuing Medical Education ◽  
Serious Game ◽  
Teaching Material ◽  
Evidence Based ◽  
Learning Approaches ◽  
Reading Group ◽  
Double Blinded

BACKGROUND Continuing medical education is important but time-consuming for general practitioners (GPs). Current learning approaches are limited and lack the ability to engage some practitioners. Serious games are new learning approaches that use video games as engaging teaching material. They have significant advantages in terms of efficiency and dissemination. OBJECTIVE The aim of this study was to create a serious game and to evaluate it in terms of effectiveness and satisfaction, comparing it with a traditional method of continuing education—article reading. METHODS We produced a prototype video game called <italic>Hygie</italic> on the 5 most common reasons of consultation in general practice using 9 articles from independent evidence-based medicine journals (reviews from <italic>Prescrire</italic> and <italic>Minerva</italic>). We created 51 clinical cases. We then conducted a double-blinded randomized trial comparing the learning provided by a week of access to the game versus source articles. Participants were GPs involved as resident supervisors in 14 French university departments of family practice, recruited by email. Primary outcomes were (1) mean final knowledge score completed 3 to 5 weeks after the end of the intervention and (2) mean difference between knowledge pretest (before intervention) and posttest (3 to 5 weeks after intervention) scores, both scaled on 10 points. Secondary outcomes were transfer of knowledge learned to practice, satisfaction, and time spent playing. RESULTS A total of 269 GPs agreed to participate in the study. Characteristics of participants were similar between learning groups. There was no difference between groups on the mean score of the final knowledge test, with scores of 4.9 (95% CI 4.6-5.2) in the <italic>Hygie</italic> group and 4.6 (95% CI 4.2-4.9) in the reading group (<italic>P</italic>=.21). There was a mean difference score between knowledge pre- and posttests, with significantly superior performance for <italic>Hygie</italic> (mean gain of 1.6 in the <italic>Hygie</italic> group and 0.9 in the reading group; <italic>P</italic>=.02), demonstrating a more efficient and persistent learning with Hygie. The rate of participants that reported to have used the knowledge they learned through the teaching material was significantly superior in the <italic>Hygie</italic> group: 77% (47/61) in the <italic>Hygie</italic> group and 53% (25/47) in the reading group; odds ratio 2.9, 95% CI 1.2-7.4. Moreover, 87% of the opinions were favorable, indicating that <italic>Hygie</italic> is of interest for updating medical knowledge. Qualitative data showed that learners enjoyed <italic>Hygie</italic> especially for its playful, interactive, and stimulating aspects. CONCLUSIONS We conclude that <italic>Hygie</italic> can diversify the offering for continuing education for GPs in an effective, pleasant, and evidence-based way. CLINICALTRIAL ClinicalTrials.gov NCT03486275; https://clinicaltrials.gov/ct2/show/NCT03486275

The Future of the Lecture in Neurology Education

2018 ◽  
Vol 38 (04) ◽  
pp. 418-427 ◽  
Author(s):  
Sara Schaefer ◽  
Moises Dominguez ◽  
Jeremy Moeller
Keyword(s):  
Medical Education ◽  
Flipped Classroom ◽  
Current Knowledge ◽  
Self Directed Learning ◽  
Learning Modules ◽  
Computer Based Learning ◽  
Traditional Lectures ◽  
Modern Learning ◽  
Directed Learning ◽  
Teaching Problem

AbstractThe lecture has been a core pedagogical method since the early days of formal medical education. Although approaches to formal lectures have evolved over the years, there has been ongoing debate about the role that lectures should play in modern medical education. Arguably, traditional lectures do not align well with modern learning theory, and do not take full advantage of our current knowledge of how people learn. In many modern medical curricula, lectures have been replaced by self-study activities, including video-based lectures, computer-based learning modules, and other self-directed learning. We argue that scheduled “together time” is still important, particularly in neurology education, where there is a strong emphasis on clinical reasoning. We outline alternative teaching methods that effectively use this time, including the flipped classroom, just-in-time teaching, problem-based learning, and team-based learning. We discuss ways in which these approaches may be particularly conducive to components of neurology education.

scholarly journals Towards an intelligent blended system of learning activities model for New Zealand institutions: an investigative approach

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Amr Adel ◽  
Joshua Dayan
Keyword(s):  
New Zealand ◽  
Blended Learning ◽  
Teaching Style ◽  
Educational Institution ◽  
Human Interaction ◽  
Learning Activities ◽  
Traditional Learning ◽  
Learning Approaches ◽  
Learning Models ◽  
Modern Learning

AbstractCOVID-19 has accelerated the uptake of blended learning approaches all over the world. The need to restrict human interaction to reduce the possibility of infection has led to a full lockdown of all educational institutions. Blended learning is a new teaching style combining traditional and modern learning models, where the digital methods of teaching students do not completely replace the ways in which the traditional teachers used to interact with and teach the students. However, there are several challenges associated with the understanding of blended learning models and their implementation in an educational institution. With the development of these blended learning models, there have also been several challenges associated with the different ways of accepting the learning models and using them in combination. This is why this paper proposes a design for a system of blended learning activities that would provide students with a total learning model, which has not replaced the traditional learning models but has successfully utilized digital technologies and blended them with traditional learning. Therefore, they can be used along with the old way of teaching a student, evaluating how the student is performing and also how the staff are performing as teachers. This paper focuses on the development of this model for students in New Zealand.

Approaches for teaching, learning and doing research as deduced from the Qur’an and Sunnah

2020 ◽  
Vol 8 (2) ◽  
Author(s):  
Basil AS ◽  
Sulaiman B
Keyword(s):  
Medical Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Phase ◽  
Learning Approaches ◽  
Good Teaching ◽  
Teaching Approaches ◽  
Approaches To Teaching ◽  
Teaching Learning ◽  
The Ideal

Approaches to teaching and learning keep on changing continuously as evidenced in the development of sub-disciplines dealing with education within the discipline, for example, medical education. This paper brings in another perspective in the search for the ideal teaching and learning approaches. Starting from the Qur’an and the Sunnah, this paper identifies about 20 different aspects of teaching and learning found in these two Islamic sources. These aspects could be grouped into four categories: pre-learning phase and setting the context; personality qualities needed for good teaching and learning relationship; teaching approaches; and lastly, approaches for enhancing the learning process. The paper demonstrates the great potential of the Qur’an and Sunnah for informing on the effective ways for teaching and learning.

scholarly journals Integration of the WFME Standards and AUN-QA Criteria for Student Assessment in Undergraduate Medical Education

2020 ◽  
Vol 43 (4) ◽  
pp. 52-59
Author(s):  
Permphan Dharmasaroja
Keyword(s):  
Medical Education ◽  
Quality Assurance ◽  
Undergraduate Medical Education ◽  
Teaching And Learning ◽  
Student Assessment ◽  
World Federation ◽  
Learning Approaches ◽  
International Agencies ◽  
Institutional Monitoring ◽  
Asean Countries

Quality assurance (QA) is a broad-based activity, which encompasses both quality management and quality control, and requires all the policies, standards, systems and processes in place to maintain and improve medical education quality. QA can be managed through an institutional monitoring that should include the evaluation of teaching and learning approaches, and the assessment. Accreditation standards by international agencies such as the World Federation for Medical Education (WFME) are to be followed for an external quality assurance. In addition, the ASEAN University Network-Quality Assurance (AUN-QA) is the assessment criteria for promoting QA in higher educational programs in ASEAN countries. Both WFME and AUN-QA require that teaching and learning approaches and assessment methods be aligned to the program learning outcomes. The purpose of this review is to compare the WFME standards and the AUN-QA criteria on teaching and learning approaches and methods of assessment to encourage the integration of these two QA systems for undergraduate medical education.  

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