scholarly journals Visual Analytics in healthcare education: Exploring novel ways to analyze and represent big data in undergraduate medical education

2014 ◽  
Author(s):  
Christos Vaitsis ◽  
Gunnar Nilsson ◽  
Nabil Zary
Keyword(s):  
Medical Education ◽  
Big Data ◽  
Learning Outcomes ◽  
Undergraduate Medical Education ◽  
Teaching Methods ◽  
Visual Analytics ◽  
Medical Curriculum ◽  
Assessment Methods ◽  
Healthcare Education ◽  
Teaching Activities

Big data in undergraduate medical education that consist the medical curriculum are beyond human abilities to be perceived and analyzed. The medical curriculum is the main tool used by teachers and directors to plan, design and deliver teaching activities, assessment methods and student evaluation in medical education in a continuous effort to improve it. It remains unexploited mainly for medical education improvement purposes. The emerging research field of Visual Analytics has the advantage to combine data analysis and manipulation techniques, information and knowledge representation, and human cognitive strength to perceive and recognize visual patterns. Nevertheless, there is lack of findings reporting use and benefits of Visual Analytics in medical education. We analyzed data from the medical curriculum of an undergraduate medical program concerning teaching activities, assessment methods and results and learning outcomes in order to explore Visual Analytics as a tool for finding ways of representing big data from undergraduate medical education for improvement purposes. We used Cytoscape to build networks of the identified aspects and visualize them. The analysis and visualization of the identified aspects resulted in building an abstract model of the examined data from the curriculum presented in three different variants; (i) learning outcomes and teaching methods, (ii) examination and learning outcomes and (iii) teaching methods, learning outcomes, examination results and gap analysis This study identified aspects of medical curriculum. The implementation of VA revealed three novel ways of representing big data from undergraduate medical education. It seems to be a useful tool to explore such data and may have future implications on healthcare education. It also opens a new direction in medical informatics research.

scholarly journals Visual Analytics in healthcare education: Exploring novel ways to analyze and represent big data in undergraduate medical education

2014 ◽  
Author(s):  
Christos Vaitsis ◽  
Gunnar Nilsson ◽  
Nabil Zary
Keyword(s):  
Medical Education ◽  
Big Data ◽  
Learning Outcomes ◽  
Undergraduate Medical Education ◽  
Teaching Methods ◽  
Visual Analytics ◽  
Medical Curriculum ◽  
Assessment Methods ◽  
Healthcare Education ◽  
Teaching Activities

Big data in undergraduate medical education that consist the medical curriculum are beyond human abilities to be perceived and analyzed. The medical curriculum is the main tool used by teachers and directors to plan, design and deliver teaching activities, assessment methods and student evaluation in medical education in a continuous effort to improve it. It remains unexploited mainly for medical education improvement purposes. The emerging research field of Visual Analytics has the advantage to combine data analysis and manipulation techniques, information and knowledge representation, and human cognitive strength to perceive and recognize visual patterns. Nevertheless, there is lack of findings reporting use and benefits of Visual Analytics in medical education. We analyzed data from the medical curriculum of an undergraduate medical program concerning teaching activities, assessment methods and results and learning outcomes in order to explore Visual Analytics as a tool for finding ways of representing big data from undergraduate medical education for improvement purposes. We used Cytoscape to build networks of the identified aspects and visualize them. The analysis and visualization of the identified aspects resulted in building an abstract model of the examined data from the curriculum presented in three different variants; (i) learning outcomes and teaching methods, (ii) examination and learning outcomes and (iii) teaching methods, learning outcomes, examination results and gap analysis This study identified aspects of medical curriculum. The implementation of VA revealed three novel ways of representing big data from undergraduate medical education. It seems to be a useful tool to explore such data and may have future implications on healthcare education. It also opens a new direction in medical informatics research.

scholarly journals Integrated Medical Curriculum: Advantages and Disadvantages

2016 ◽  
Vol 3 ◽  
pp. JMECD.S18920 ◽  
Author(s):  
Gustavo A. Quintero ◽  
John Vergel ◽  
Martha Arredondo ◽  
María-Cristina Ariza ◽  
Paula Gómez ◽  
...  
Keyword(s):  
Medical Education ◽  
Learning Outcomes ◽  
Small Groups ◽  
Teaching Methods ◽  
Medical Curriculum ◽  
Vertical Axis ◽  
Early Years ◽  
Basic Sciences ◽  
Active Teaching ◽  
Advantages And Disadvantages

Most curricula for medical education have been integrated horizontally and vertically–-vertically between basic and clinical sciences. The Flexnerian curriculum has disappeared to permit integration between basic sciences and clinical sciences, which are taught throughout the curriculum. We have proposed a different form of integration where the horizontal axis represents the defined learning outcomes and the vertical axis represents the teaching of the sciences throughout the courses. We believe that a mere integration of basic and clinical sciences is not enough because it is necessary to emphasize the importance of humanism as well as health population sciences in medicine. It is necessary to integrate basic and clinical sciences, humanism, and health population in the vertical axis, not only in the early years but also throughout the curriculum, presupposing the use of active teaching methods based on problems or cases in small groups.

scholarly journals What is meant by “frailty” in undergraduate medical education? A national survey of UK medical schools

2021 ◽  
Vol 12 (2) ◽  
pp. 355-362
Author(s):  
Rebecca Winter ◽  
Muna Al-Jawad ◽  
Juliet Wright ◽  
Duncan Shrewsbury ◽  
Harm Van Marwijk ◽  
...  
Keyword(s):  
Medical Education ◽  
Learning Outcomes ◽  
Undergraduate Medical Education ◽  
Geriatric Medicine ◽  
Treatment Decision ◽  
Medical Schools ◽  
Educational Strategies ◽  
Treatment Decision Making ◽  
Negative Perceptions ◽  
Common Learning

Abstract Purpose All UK medical schools are required to include frailty in their curriculum. The term is open to interpretation and associated with negative perceptions. Understanding and recognising frailty is a prerequisite for consideration of frailty in the treatment decision-making process across clinical specialities. The aim of this survey was to describe how frailty has been interpreted and approached in UK undergraduate medical education and provide examples of educational strategies employed. Methods All UK medical schools were invited to complete an electronic survey. Schools described educational strategies used to teach and assess frailty and provided frailty-related learning outcomes. Learning Outcomes were grouped into categories and mapped to the domains of Outcomes for Graduates (knowledge, skills and values). Results 25/34 Medical schools (74%) participated. The interpretation of what frailty is vary widely and the diversity of teaching strategies reflect this. The most common Learning outcomes included as “Frailty” are about the concept of frailty, Comprehensive Geriatric Assessments and Roles of the MDT. Frailty teaching is predominantly opportunistic and occurred within geriatric medicine rotations in all medical schools. Assessments focus on frailty syndromes such as falls and delirium. Conclusion There is variation regarding how frailty has been interpreted and approached by medical schools. Frailty is represented in an array of teaching and assessment methods, with a lack of constructive alignment to related learning outcomes. Consensus should be agreed as to what frailty means in medical education. Further research is required to explore which frailty-specific educational strategies in undergraduate medical education enhance learning.

scholarly journals Problem-based psychiatry in a new undergraduate medical curriculum

1999 ◽  
Vol 23 (7) ◽  
pp. 436-439 ◽  
Author(s):  
Rajan Nathan ◽  
Trevor J. Gibbs ◽  
Kenneth C. M. Wilson
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Vertical Integration ◽  
Medical Curriculum ◽  
Basic Sciences ◽  
Medical Specialties ◽  
Undergraduate Medical Curriculum ◽  
Traditional Format ◽  
Lecture Theatre

Traditional British undergraduate medical education has evolved with the development of medicine as a profession. However, despite dramatic progress in the provision of healthcare, the medical curriculum has remained mostly unchanged until recently. Conventional medical courses rely on the teacher-centred didactic setting of a lecture theatre to transmit vast quantities of information. This one-way traffic of facts is divided initially into the preclinical basic sciences and later into the medical specialties, with relatively little horizontal or vertical integration. Much of the assessment of students relies on their reproducing information as accurately as possible. This traditional format has been widely criticised (Lowry, 1992).

scholarly journals Simulation-Based medical teaching and learning in human anatomy

2018 ◽  
Keyword(s):  
Medical Education ◽  
Real World ◽  
Teaching Methods ◽  
Medical Curriculum ◽  
Practical Knowledge ◽  
Human Anatomy ◽  
The Real ◽  
Controlled Conditions ◽  
Simulation Based ◽  
Basic Course

Modern medical education faces a problem of combining the latest technology with classic teaching methods. Simulation is a technique, which replaces or amplifies experiences in controlled conditions and therefore evokes or replicates substantial aspects of the real world in a fully interactive manner. The basic course of human anatomy in medical education could be recognised as the best example of implementing new educational techniques such as simulation, into the traditional medical curriculum. Modern medical education faces a problem of combining the latest technology, procedures and information with classic teaching methods. The goal is to prepare students to become physicians equipped with the latest conceptions in medicine. Another challenge is the linking of theoretical and practical knowledge without forgetting the socio-practical aspect of medical care. Training, from the very beginning, taking place in a reality-reflected environment (e.g. simulation-based training) seems to be a beneficial solution. Simulation is a technique, which replaces or amplifies doctor–patient experiences in controlled conditions and therefore evokes or replicates substantial aspects of the real world in a fully interactive manner [1]. Simulation techniques improve both cognitive and practical aspects of the education process in predictable and stress free conditions. The basic course of anatomy in medical education could be recognised as the best example of implementing new educational techniques such as simulation, into the traditional medical curriculum.

‘Capable of being in uncertainties’: applied medical humanities in undergraduate medical education

2021 ◽  
pp. medhum-2020-012127
Author(s):  
Neepa Thacker ◽  
Jennifer Wallis ◽  
Jo Winning
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Medical Humanities ◽  
Medical Curriculum ◽  
Real Life ◽  
General Medical Council ◽  
Vital Role ◽  
Medical Council ◽  
Wide Range ◽  
Clinical Complexity

Numerous medical schools have been updating and modernising their undergraduate curricula in response to the changing health needs of today’s society and the updated General Medical Council competencies required for qualification. The humanities are sometimes seen as a way of addressing both of these requirements. Medical humanities advocates would argue that the humanities have a vital role to play in undergraduate medical education, allowing students to develop the critical tools required by the 21st-century clinician to deliver the best person-centred care. While we endorse this view, we contend that such training must be taught authentically to have maximal impact. This article arises from a collaboration between Imperial College London and Birkbeck, University of London, which aimed to embed the humanities into Imperial’s undergraduate medical curriculum. Here, we use a teaching session on graphic medicine and narrative as a case study to illustrate how the humanities can be a powerful tool for students to explore professional clinical complexity and uncertainty when taught in a transdisciplinary way. In this session, uncertainty operated on several different levels: the introduction of unfamiliar concepts, materials, and methods to students, transdisciplinary approaches to teaching, and the complexities of real-life clinical practice. Further, we argue that to manage uncertainty, medical students must cross from a scientific training based on positivist understandings of evidence and knowledge, to one which foregrounds multiplicity, nuance, interpretive critical thinking, and which understands knowledge as contingent and contextually produced. In facilitating such learning, it is crucial that the teaching team includes experts from both medical and humanities fields to scaffold student learning in an intellectually dynamic way, drawing on their disciplinary knowledge and wide range of personal professional experiences.

scholarly journals Do we need special pedagogy in medical schools? – Attitudes of teachers and students in Hungary: a cross-sectional study

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Zsuzsanna Varga ◽  
Zsuzsanna Pótó ◽  
László Czopf ◽  
Zsuzsanna Füzesi
Keyword(s):  
Medical Education ◽  
Learning Outcomes ◽  
Teaching Methods ◽  
Legal Status ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional ◽  
Study Results ◽  
Pedagogical Skills ◽  
Teachers And Students

Abstract Background The quality of medical education is a key factor. The fact that mostly physicians teach tomorrow’s physicians without acquiring pedagogical skills before becoming a teacher is a cause of concern. In Hungary, where traditional teaching methods are common, and teachers have not had pedagogical courses in medical education there has not been any research dealing with the issue. On the one hand, we aimed with this cross-sectional study to examine the attitudes of teachers towards learning outcomes of medical students to get a view about the opinions about their importance and rate of delivery. On the other hand, we analyzed the pedagogical skills of teachers from the students’ and teachers’ perspective in Hungary. Methods Data collection through self-reported questionnaires in online form in all the four Hungarian higher education institutions offering medical education was carried out among teachers and students with active student legal status in 2017. We validated the questionnaires of the two respondents’ groups. We used gap matrices to represent the correspondences of the delivery and perceived importance of the learning outcomes. We calculated averages of the pedagogical skills and compared them with t-tests. Results The response rates are 11.18% in case of the students (1505) and 24.53% in case of the teachers (439). The results indicate the lack of concordance between the rates of the learning outcomes in terms of their importance and delivery - no positive gap can be observed -, and the need for pedagogical skills among teachers and students. The opinions of students compared to teachers’ are all statistically higher according to the averages. Conclusions The study results underline the necessity of a transition and paradigm shift in medical education from delivering solely professional knowledge towards pedagogically prepared practice and patient oriented teaching methods as well as acquiring pedagogical knowledge as part of the training of medical teachers in Hungary.

scholarly journals Assessment in Undergraduate Medical Education: Bangladesh Perspectives

2013 ◽  
Vol 12 (4) ◽  
pp. 357-363 ◽  
Author(s):  
M Haque ◽  
R Yousuf ◽  
SM Abu Baker ◽  
A Salam
Keyword(s):  
Medical Education ◽  
Education Reform ◽  
Undergraduate Medical Education ◽  
Curriculum Reform ◽  
Medical Curriculum ◽  
Medical Science ◽  
Undergraduate Curriculum ◽  
Oral Examination ◽  
Formative Assessments ◽  
The Government

Background: Medical education in Bangladesh is totally controlled by the Government and run a unique undergraduate curriculum throughout the country in both public and private sectors. This paper is aimed to briefly describe the medical education reform in Bangladesh and suggests further assessment changes. The present official form of undergraduate medical curriculum has first evolved in 1988 followed by revision in 2002 and 2012. Assessment and teaching are the two sides of the same coin. Assessment drives learning and learning drives practices. Following the curriculum reform since 2002, the assessment in undergraduate medical education has been greatly changed. There are a lot of in-course formative assessments which include item examination, card final and term final, designed to improve the quality of education. Ten percent marks of summative written examinations derive from formative assessment. Traditional oral examination has been changed to structured form to ensure greater reliability. Even then, teachers are not yet building up to conduct oral examination in such a structured way. Examiners differ in their personality, style and level of experience with variation of questioning and scoring from student to students. Weakness of reliability on oral examination still exists. Students also feel very stressful during the oral examinations. Moreover, to conduct such oral examination, three to four months times per year are lost by the faculties which can be efficiently utilised for teaching and research purposes. Worlds' leading medical schools now-a-days used oral examination only for borderline and distinction students. Bangladesh also must consider oral examination only for borderline and distinction students. DOI: http://dx.doi.org/10.3329/bjms.v12i4.16658 Bangladesh Journal of Medical Science Vol. 12 No. 04 October ’13 Page 357-363

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