A Task Based Learning (TskBL) strategy in preclinical medical education

Preclinical Task based learning (TskBL) is a simulated learning approach in which focus for students is a real task done by a medical professional. TskBL includes standardized patient encounters and is helpful to provide Early Clinical Exposure. Our study aimed at planning, implementing and assessing TskBL among first year Medical students and comparing it to conventional method of tutorials in Physiology MBBS curriculum.This is a non-equivalent group quasi experimental study approved by Institutional ethics committee. TskBL was conducted for five topics among first year medical students of Kasturba Medical College, Mangalore for three academic years. Participants  were divided into a TskBL group and a control group. Both groups attended the theory classes in Physiology, practical sessions and clinical examinations concerning the tasks. Following this, TskBL group underwent TskBL and control group underwent tutorials. Pre and post-test assessments were conducted using the MCQ test and Objective structured clinical examinations (OSCE).The mean TskBL scores for MCQ (exception:Hypertension) and OSCE (exception Anemia) were significantly higher than the tutorial group. Pre test and post test scores revealed significantly higher MCQ and OSCE scores for TskBL. Tutorial group did not show a significant improvement in test scores for all the tasks.TskBL strategy could be used for many other topics are likely to be encountered by the students during clinical attachments. Small group teaching can include TskBL over tutorials to provide early clinical exposure in medical schools.

TEAM BASED LEARNING AS AN EFFECTIVE INTERACTIVE TEACHING TOOL- A CROSS SECTIONAL COMPARATIVE STUDY

Background & objectives: Traditional teaching is passive and also lacks feedback to the students. Active learning methods have gained importance in medical education. Team Based Learning (TBL) promotes active learning among the students, with limited faculty. The objectives of the study were to compare TBL with Traditional teaching method and obtain feedback regarding TBL sessions from the students. Materials and Methods: Fifth semester students were divided into two groups- Students in A group were included in the TBL session, and those in B group in the traditional tutorial group. An assessment was conducted for both the groups at the end. Feedback was also taken from the students participating in TBL. Results: Mean score for TBL group was signicantly high compared to the traditional tutorial group. Most students opined that TBL promoted active participation and cooperative learning in the students. Many students felt that the session was stressful. Interpretation & Conclusions: TBL is an active and effective interactive teaching-learning method, which encourages students to work cooperatively.

Extensão universitária e formação em saúde: experiências de um grupo tutorial do PET-Saúde Interprofissionalidade

A extensão universitária é um componente da formação que permite uma aprendizagem teórico-prática, maximizando o ensino obtido em sala de aula. O Programa de Educação pelo Trabalho para a Saúde/PET-Saúde Interprofissionalidade é um programa que objetiva o aperfeiçoamento e a especialização em serviço e estímulo à prática colaborativa. Este estudo relata as atividades desenvolvidas por um grupo tutorial do PET-Saúde Interprofissionalidade, da Universidade Estadual de Feira de Santana, no primeiro ano do programa. Trata-se de um relato de experiência, desenvolvido por estudantes (bolsistas de Farmácia, Medicina e Odontologia), dois professores (tutores, com formação em Odontologia e Fisioterapia) e cinco profissionais de saúde (preceptores, sendo 4 enfermeiras e 1 cirurgiã-dentista) no município de Feira de Santana – Bahia, tendo, como cenário de prática, o Centro de Atenção ao Diabético e Hipertenso. As ações foram desenvolvidas de abril a dezembro de 2019, e tiveram os resultados sistematizados em dois eixos: promoção da integração ensino-serviço-comunidade e desenvolvimento da docência e preceptoria em saúde. No eixo 1, desenvolveram-se oficinas de capacitação, reuniões, ações interprofissionais e de educação em saúde e elaboração de procedimentos operacionais padrão. No eixo 2, as atividades desenvolvidas permitiram a aproximação dos participantes com metodologias ativas de ensino, além de estimular a construção de artigos e apresentação de trabalhos em eventos. As ações realizadas contemplaram o diagnóstico situacional, atividades formativas e de educação em saúde, além do estímulo à produção científica, propiciando a reflexão dos participantes sobre a importância do cuidado interprofissional ao paciente diabético e hipertenso. Palavras-chave: Educação Interprofissional; Universidade; Extensão Comunitária University extension and health education: tutorial group experiences in the Through Work Program in Interprofessional Health Education (PET-Health) Abstract: University extension is an educational component that allows theoretical-practical learning, maximizing classroom teaching. “Through Work Program in Interprofessional Health Education” (PET-Health) is a program that aims to improve and specialize in service and encourage collaborative practice. This study reports the activities of a PET-Health tutorial group from the Feira de Santana State University during the first year of the program. This article is an experience report developed by students (undergraduates in Pharmacy, Medicine and Dentistry), two teachers (tutors, bachelors in Dentistry and Physiotherapy), and five health professionals (tutors, four nurses, and one dentist) in the municipality of Feira de Santana (Bahia state, Brazil), with the Diabetic and Hypertensive Care Center as the practice scenario. The actions were carried out from April to December 2019, and the results were systematized in two axes: promotion of teaching-service-community integration and development of teaching and health preceptorship. In axis 1, training workshops, meetings, interprofessional and health education actions, and standard operating procedures were developed. In axis 2, the activities developed allowed the participants to approach active teaching methodologies and encourage the construction of articles and presentation of papers at events. The performed actions included the situational diagnosis, training, health education activities, and encouragement of scientific production, providing the participants to reflect on the importance of interprofessional care to diabetic and hypertensive patients. Keywords: Interprofessional Education; University; Community Institutional Relations

Psychological and Pedagogical Conditions and Means of Development of Professional Reflection of Teachers in the System of Methodical Work

The article considers general psychological and methodical patterns of mathematics teachers’ professional reflection in the system of methodical work. It proves the hypothesis that one can model and implement specific psychological and pedagogical conditions, thus promoting the development of professional reflection. Besides, the article shows that the specified pedagogical conditions for the successful development of professional reflection of teachers of mathematical disciplines in the system of methodical work are: ensuring awareness of the teacher of mathematical disciplines of the content, structure and means of development of professional reflection; formation of an objective self-assessment of the personality and own professional activity of teachers of mathematical disciplines; introduction of individual and group means of development of professional reflection in the system of methodical work of pedagogical college; creation of a reflective environment in the system of methodical work of a pedagogical institution. Psychological and pedagogical means for the development of professional reflection of teachers of mathematical disciplines in the system of methodological work of a pedagogical college are: means of individual reflection (repetition technique, counselling, individual reflection games, solving reflective problems, keeping a reflection diary); collective means of developing professional reflection of the teacher (reflective debates, reflex interviews, reflective classes, consultation, tutorial, group reflection games, development of programs for monitoring their (or colleagues) actions in professionally significant situations with subsequent analysis of the received materials, training on the development of professional pedagogical reflection); introduction of a special training course "Development of professional reflection of teachers of mathematical disciplines in the system of methodical work of the pedagogical college".

Crossword puzzles versus Student-Led Objective Tutorials (SLOT) as innovative pedagogies in undergraduate medical education

AIMS: Small group teaching in Pharmacology offers an effective platform to encourage interaction amongst peers and self-directed learning. The present study is an attempt to assess and compare the effectiveness and perception of students on two different pedagogical methods: Crossword puzzles and Student Led Objective Tutorials (SLOT).METHODS: Second year undergraduate students who gave their informed consent were divided randomly into two groups: one which received crossword puzzle as a teaching learning method and the other had SLOT during which the students conducted an interactive quiz with multiple choice questions prepared by themselves. The students’ perceptions were recorded using a self-administered questionnaire. One week later, a unit test was conducted for both the groups and the performance of the students was compared. Statistical analysis was done using independent Student’s T test with SPSS version 15.0.RESULTS: Analyses revealed a statistical significant difference (P<0.001) between the mean marks obtained in the SLOT group (n= 74; 6.5±3.8) and the marks obtained in the crossword group (n= 87; 4.2±2.9), with the students in the tutorial group performing better. The students opined that SLOT sessions helped them to understand Pharmacology better whereas crossword sessions enabled them to memorize the names of the drugs.CONCLUSION: The present study revealed that SLOT sessions fared better compared to the crossword puzzles in terms of improving the students’ test scores. It fostered teamwork, self-directed learning skills and critical thinking. Crossword puzzles make the session more student friendly as it is fun and engaging but a careful design is inevitable as it may fail to test in-depth learning in students.

Mapa da Empatia em Saúde como instrumento de reflexão em cenário de ensino não assistencial

Introduction: The development of empathy during graduation aims at forming graduates who are more prepared to build a good relationship with their patients. The health empathy map (HEM) is an adapted tool with the purpose of developing empathy in students and future doctors using self-reflection. Objectives: To evaluate the effect of using the HEM, in the tutorial group scenario, on the empathy score measured by the Jefferson scale and in the assessment of the students’ empathic relationship with their patients. Method: This was a quasi-experimental study that used a mixed-method approach, in the explanatory plan modality carried out with 56 students from the 5th semester of the undergraduate medical course at José do Rosário Vellano University, UNIFENAS-BH. The students were divided into two groups: G1: students who used the HEM in the tutorial group (TG) strategy and G2: students who did not use HEM in the TG. All students completed a sociodemographic questionnaire at the beginning of the study and the Jefferson Empathy Scale at the beginning and the end of the study. Statistical analyses were performed comparing the JSPE-Br scores between the groups and the study phases, and the HEM content analysis was performed. Results: The global empathy score was high in all phases of the study and did not differ between the groups. The content analysis revealed that the HEM encouraged students to reflect on the patients’ conditions, based on the mainstays of empathy, and considering the reading of their narratives. The reflections ranged from the biomedical aspects to complex socio-affective perspectives. Conclusion: HEM stimulated the students’ empathic reflection in a non-care setting and was able to identify the scope of the reflections, allowing the different perspectives to be discussed.