Study the Impact of Brainstorming Scenario Based Exercise to Enhance the Knowledge of “Medical Ethics in Clinical Practice” Among Undergraduate Medical Students by Small Group Teaching

Background: Teaching in India is still controlled by teacher-centered class room which would make them bored and exhausted. Educators now strive to provide the most productive class room experience for their students by facilitating small group discussions within the larger class such as seminar presentation by the students etc. Hence the present study was done to assess the perception of medical students regarding seminars in the curriculum towards a small group teaching activity. Objective is to assess the perception of medical students regarding seminars as a teaching learning activity.Methods: A cross-sectional observational study was conducted among 4th semester undergraduate medical students of Andhra Medical College, Visakhapatnam, Andhra Pradesh in the month of June 2016 to assess their perception regarding seminars in the curriculum. A pre-designed, pre-tested self-administered questionnaire was used to collect data.Results: Total number of study participants were 136. Majority 110 (80.9%) of them agreed that seminar is a good academic activity and is helpful in learning. Around 96 (70%) of the students opined that seminars help students engage in higher order thinking tasks. Majority 93.4% agreed that seminars help students to overcome nervousness. About 91.9% felt seminars improve self-confidence and personality development.Conclusions: Students view that, seminars are more effective in deep understanding of the subject and critical thinking than didactic lectures and helps the students to improve self confidence and communication skills.

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21 Suture School: A Socially Distanced Surgical Education

British Journal of Surgery ◽

10.1093/bjs/znab134.109 ◽

2021 ◽

Vol 108 (Supplement_2) ◽

Author(s):

R Galloway ◽

H Amar ◽

V Panchalingham

Keyword(s):

Medical Students ◽

Small Group ◽

Surgical Skills ◽

Small Group Teaching ◽

Knot Tying ◽

Innovative Teaching ◽

Informal Assessment ◽

Surgical Career ◽

The Impact

Abstract Introduction Limited theatre exposure, cancelled practical teaching and placements abandoned due to COVID-19, has potential to damage the learning opportunities and experiences of medical students within surgery. We aimed to create and deliver an emergency small group teaching programme throughout the pandemic, targeted at increasing medical student confidence in basic surgical skills and inspiring interest in surgery. Method Multiple small-group teaching sessions were delivered to a cohort of 14 medical students recruited for work during the pandemic, whilst adhering to social distancing and sanitary measures. On completion of the programme and informal assessment of 11 surgical competencies, participants completed a follow up questionnaire to assess their improvement. Results 70% reported improvement in 10 competencies and 30% across all 11 competencies. The greatest improvements were in abscess drainage and knot tying. 30% relayed increased interest in pursuing a surgical career. 80% were ‘more likely’ to attend theatres in future. Conclusions The teaching series facilitated increase in self-perceived confidence of students in basic surgical skills, whilst inspiring surgical interests. During challenging times, we must support learners to undertake activity that drives improvement in training for the wider benefit of health services. Innovative teaching programmes may reduce the impact of similar adversity in the future.

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Replicating Anatomical Teaching Specimens using 3D Modelling Embedded within a Multimodal E-Learning Course: A Pre/Post Study Exploring the Impact on Medical Education during COVID-19 (Preprint)

10.2196/preprints.30533 ◽

2021 ◽

Author(s):

Chelsea Stunden ◽

Sima Zakani ◽

Avery Martin ◽

Shreya Moodley ◽

John Jacob

Keyword(s):

Medical Students ◽

Learning Outcomes ◽

Test Scores ◽

Student Attitudes ◽

Congenital Heart ◽

Secondary Outcome ◽

First Year ◽

Undergraduate Medical Students ◽

E Learning ◽

The Impact

BACKGROUND The coronavirus disease 2019 (COVID-19) pandemic has had significant effects on anatomy education. During the pandemic, students have had no access to cadavers, which has been the principal way of learning anatomy. We created and tested a customized congenital heart disease e-learning course for medical students that contained interactive 3D models of anonymized pediatric congenital heart defects. OBJECTIVE To assess if a multimodal e-learning course contributed to learning outcomes in a cohort of first year undergraduate medical students study congenital heart diseases. Secondarily, we assess student attitudes and experiences associated with multimodal e-learning. METHODS The pre/post study design involved 290 first year undergraduate medical students. Recruitment was conducted through the course instructors. Data were collected before using the course and after using the course. The primary outcome was knowledge acquisition (test scores). The secondary outcome included attitudes and experiences, as well as time to complete the modules, and browser metadata. RESULTS A total of 141 students were included in the final analysis (N=141). Students’ knowledge significantly improved by an average of 44.6% when using the course (SD 1.73, Z = -10.287, p < 0.001). 88.26% of students were highly motivated to learn with the course and 93.5% of students reported positive experiences with the course. There was a strong correlation between attitudes and experiences, which was statistically significant (rs = 0.687, p<0.001, N = 122). There were no relationships found between change test scores and attitudes or experiences (p>0.05). Students most frequently completed the e-learning course with Chrome (77.3%), and on Apple MacOS (61.0%) or Windows 10 (36.9%). Most students had devices with high-definition screens (83.0%). Most students (58.9%) completed the course in under 3 hours. CONCLUSIONS Multi-modal e-learning could be a viable solution to improving learning outcomes and experiences for undergraduate medical students, who do not have access to cadavers. Future research should focus on validating long-term learning outcomes. CLINICALTRIAL n/a

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“It’s Real, It’s Much More Real”: An Exploration of Values Based Reflective Practice ® as a Reflective Tool

Health and Social Care Chaplaincy ◽

10.1558/hscc.19832 ◽

2021 ◽

Keyword(s):

Medical Students ◽

Reflective Practice ◽

Undergraduate Medical Students ◽

Healthcare Settings ◽

Positive Coping ◽

Social Nature ◽

The Social ◽

Group Relationships ◽

The Impact ◽

Courageous Conversations

Values Based Reflective Practice (VBRP®) is a group reflection framework widely utilized within healthcare settings across Scotland, where groups of colleagues meet and discuss their workplace-based experiences using the VBRP® structure. The VBRP® model has previously been noted within HSCC as assisting “courageous conversations” about working in a caring vocation (Bunniss, 2021a, 2021b). Despite its national platform, however, there has been limited evaluation of VBRP®. Aim: This study explores the impact of VBRP® as a reflective tool among undergraduate medical students. Method: A qualitative action research methodology was used. Results: Three themes were identified from the data: overcoming barriers to reflection during VBRP®; enhancing reflection through the social nature of VBRP®; participants’ perceptions of reflection through the lens of VBRP®. Conclusion: VBRP® enabled deeper, more authentic reflection and enhanced written reflection abilities due to its social nature. It promoted the formation of peer support networks and positive coping mechanisms among medical students. Teamworking and group relationships were also improved.

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Impact of the COVID-19 Pandemic on Career Intention Among Undergraduate Medical Students: A Single-center Cross-Sectional Study in Hubei Province

10.21203/rs.3.rs-622888/v1 ◽

2021 ◽

Author(s):

Xue-lin Wang ◽

Ming-xiu Liu ◽

Shuai Peng ◽

Lei Yang ◽

Chen Lu ◽

...

Keyword(s):

Medical Students ◽

Health Worker ◽

Large Scale ◽

Career Planning ◽

Limited Information ◽

Undergraduate Medical Students ◽

Career Intentions ◽

Cross Sectional ◽

Career Intention ◽

The Impact

Abstract Background：Undergraduate medical (UM) students faced the realities of the difficulties inherent in medical careers due to the coronavirus 2019 (COVID-19) outbreak. Thus imperative containment measures could affect UM students’ career intentions. There is limited information regarding the factors potentially associated with these students’ career change intentions.Methods：we conducted a cross-sectional survey to investigate the impact of the COVID-19 pandemic on career intention and the associated factors in UM students in August 2020. Univariate analyses and logistic regression analysis were used to identify the factors that contributed to any change of career intention.Results: A total of 2,040 medical students were contained from Hubei University of Medicine. The change of career intention was related to grade, attitude towards being a health worker and the impact of the COVID-19 pandemic.Conclusions: Changes in career intentions were particularly influenced by grade, attitude towards being a health worker, and the degree of COVID-19’s impact on the participants’ lives. Treating large-scale public health emergencies in rational way, setting up correct views of occupation choice and building reasonable career planning may reduce the loss of medical talents.

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Team-based learning versus small group discussions for delivering an evidence-based medicine course to undergraduate medical students

http://isrctn.com/ ◽

10.1186/isrctn15430424 ◽

2021 ◽

Author(s):

Mona Nabulsi

Keyword(s):

Medical Students ◽

Small Group ◽

Evidence Based Medicine ◽

Evidence Based ◽

Undergraduate Medical Students ◽

Group Discussions ◽

Team Based Learning ◽

Small Group Discussions ◽

Based Medicine

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11 Filling the void: preparing future junior doctors for challenging conversations

BMJ Supportive & Palliative Care ◽

10.1136/bmjspcare-2018-mariecurie.11 ◽

2018 ◽

Vol 8 (3) ◽

pp. 363.3-364

Author(s):

Hannah Costelloe ◽

Alice Copley ◽

Andrew Greenhalgh ◽

Andrew Foster ◽

Pratik Solanki

Keyword(s):

Palliative Care ◽

Medical Education ◽

Medical Students ◽

Small Group ◽

End Of Life ◽

Communication Skills ◽

Skills Training ◽

Junior Doctors ◽

List Type ◽

The Impact

Evidence demonstrates that medical students have limited experience in developing ‘higher-order communication skills’ (Kaufman et al. 2000). Anecdotally many do not feel confident in their ability to conduct difficult conversations often due to a lack of exposure to such scenarios in practice or a pervasive notion that these scenarios are inappropriate for students and beyond the scope of a junior doctor’s role and thus not a focus of curriculums (Noble et al. 2007). There is however a correlation between level of clinical experience and improved confidence for medical students (Morgan and Cleave-Hogg 2002).We surveyed a group of final year medical students to assess their confidence using a 10-point Likert scale in tackling common palliative and end of life care scenarios. Our intervention comprised a study day of 10 practical small-group teaching simulation and OSCE-style stations designed to provide exposure to common experiences in a controlled setting. We reassessed the confidence of students after delivery and objectively explored the impact of the day by asking participants to complete a validated assessment before and after the course. All results showed significant improvement on t-testing: confidence in end of life communication in an OSCE setting improved by 42.2% and assessment marks improved by 24.7% (p=0.039).Palliative care is an area in which students approaching the end of undergraduate training feel underprepared. Our findings demonstrate that small group sessions improve confidence by facilitating communication practice in a controlled environment and providing crucial exposure to common palliative care scenarios they will face as doctors.References. Kaufman D, Laidlaw T, Macleod H. Communication skills in medical school: Exposure confidence and performance. Academic Medicine [online] 2000;75(10):S90–S92. Available at https://journals.lww.com/academicmedicine/Fulltext/2000/10001/Communication_Skills_in_Medical_School__Exposure.29.aspx [Accessed: 30 May 2018]. Morgan P, Cleave-Hogg D. Comparison between medical students’ experience confidence and competence. Medical Education [online] 2002;36(6):534–539. Available at https://doi.org/10.1046/j.1365-2923.2002.01228.x [Accessed: 30 May 2018]. Noble L, Kubacki A, Martin J, Lloyd M. The effect of professional skills training on patient-centredness and confidence in communicating with patients. Medical Education [online] 2007;41(5):432–440. Available at https://doi.org/10.1111/j.1365-2929.2007.02704.x [Accessed: 30 May 2018]

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Pre Clinical- Basic Sciences Teaching Curriculum of a Medical School in a Developing Country -Are We Doing it Right?

Journal of Bangladesh Society of Physiologist ◽

10.3329/jbsp.v9i2.22806 ◽

2015 ◽

Vol 9 (2) ◽

pp. 98-104

Author(s):

Kushani Rasangika Atukorala ◽

Piyusha Atapattu

Keyword(s):

Clinical Practice ◽

Medical Students ◽

Clinical Significance ◽

Clinical Training ◽

Training Methods ◽

Basic Sciences ◽

Undergraduate Medical Students ◽

Cross Sectional ◽

Clinical Exposure ◽

Teaching Time

Background: Preclinical teaching of basic sciences provides the basis for the development of clinical reasoning skills and the ability to make management decisions. However, many senior undergraduates, pre-interns and doctors indicate that basic sciences knowledge is poorly recalled and has little relevance to their clinical practice. Objectives: To explore the perceptions of medical students in their clinical years, and pre-interns about the basic sciences courses taught to them in the preclinical years, and to assess how each group rates the applicability of these courses to current clinical training. Methods: A descriptive cross-sectional study was conducted among 118 pre-interns and 146 undergraduate medical students using a self-administered questionnaire, regarding their perceptions on preclinical basic sciences teaching. For statistical analysis chi square test was applied. Results: More than 75% both pre-interns and undergraduates agreed that preclinical teaching was useful and relevant for future clinical work. 50-75% frequently revisited preclinical subjects despite unapparent clinical significance. 55% couldnt remember most of preclinical content. Physiology was the most retained (76%) and most clinically relevant subject (80%). Majority of (>60%) both the groups suggested more teaching time and >75% suggested concurrent clinical exposure for preclinical teaching. Undergraduates and preinterns differed in that 56% of undergraduates and 37% of pre-interns had studied pre clinical subjects just to pass examinations (p<0.01) Conclusions: Majority of undergraduates and pre-interns felt that preclinical teaching is interesting and relevant for future clinical practice, though recall and clinical significance were suboptimal. Revising teaching methods with interdisciplinary integration, early clinical exposure showing relevance of basic sciences and allocating more teaching time utilizing clinicians should be considered. DOI: http://dx.doi.org/10.3329/jbsp.v9i2.22806 Bangladesh Soc Physiol. 2014, December; 9(2): 98-104

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Teaching cardiovascular physiology with equivalent electronic circuits in a practically oriented teaching module

AJP Advances in Physiology Education ◽

10.1152/advan.00072.2010 ◽

2011 ◽

Vol 35 (2) ◽

pp. 149-160 ◽

Cited By ~ 9

Author(s):

Samo Ribarič ◽

Marjan Kordaš

Keyword(s):

Medical Students ◽

Student Perceptions ◽

Time Dependent ◽

Cardiovascular Physiology ◽

Electronic Circuits ◽

Undergraduate Medical Students ◽

Physiological Processes ◽

Basic Concepts ◽

Basic Facts ◽

The Impact

Here, we report on a new tool for teaching cardiovascular physiology and pathophysiology that promotes qualitative as well as quantitative thinking about time-dependent physiological phenomena. Quantification of steady and presteady-state (transient) cardiovascular phenomena is traditionally done by differential equations, but this is time consuming and unsuitable for most undergraduate medical students. As a result, quantitative thinking about time-dependent physiological phenomena is often not extensively dealt with in an undergraduate physiological course. However, basic concepts of steady and presteady state can be explained with relative simplicity, without the introduction of differential equation, with equivalent electronic circuits (EECs). We introduced undergraduate medical students to the concept of simulating cardiovascular phenomena with EECs. EEC simulations facilitate the understanding of simple or complex time-dependent cardiovascular physiological phenomena by stressing the analogies between EECs and physiological processes. Student perceptions on using EEC to simulate, study, and understand cardiovascular phenomena were documented over a 9-yr period, and the impact of the course on the students' knowledge of selected basic facts and concepts in cardiovascular physiology was evaluated over a 3-yr period. We conclude that EECs are a valuable tool for teaching cardiovascular physiology concepts and that EECs promote active learning.

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