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2022 ◽  
pp. 46-67
Author(s):  
Mauricio Torres-Martinez ◽  
German A. Garza Garcia ◽  
Omar R. Ortega-Ruiz ◽  
Rodrigo Díaz-Lankenau ◽  
Jezreel Pantaleón García ◽  
...  

Learning communities have been successfully incorporated into undergraduate medical education around the globe. These communities promote student and faculty interaction as well as senior-to-junior student mentorship opportunities and vast learning experiences. These may positively impact the students' personal and professional development. This chapter focuses on the experience of one medical school during the design and implementation of a learning communities model incorporated into its curriculum. The authors expand on the technical aspects of the model and on challenges, solutions, and learning experiences gained during more than six years since the program's implementation in their institution.


2021 ◽  
Vol 28 (4) ◽  
pp. E202146
Author(s):  
Manu Batra ◽  
Vesna Ambarkova ◽  
Deeksha Gijwani ◽  
Hansika Popli ◽  
Natasa Stavreva ◽  
...  

Background. The difference in the preclinical curriculum and teaching methodology between European and Southeast Asian countries has a great influence on the process of choosing which education model is predominant and, therefore, students’ opinion on the effectiveness of a preclinical coursework is diverse. The objective of the research was to assess the perception of the preclinical coursework in prosthodontics, conservative dentistry, and endodontics among Indian and North Macedonian students. Materials and Methods. This cross-sectional comparative study was carried out among 3rd-year students, final-year students and interns of dental schools of two respective countries. The data were collected in July 2021 using Google Form, a link to which was sent via available social media platforms. The data obtained were analyzed using SPSSv.21.0 (IBM) software. Results. The data on dental students’ perception of the preclinical coursework were obtained, analyzed, compared, and discussed. A total of 50% of Indian students stated preclinical exercises to be good to get knowledge about treating patients, whereas 47% of North Macedonian students felt the average level of knowledge needed for treating patient. Conclusions. In this study, the majority of the students were in favor of attending the preclinical course and understood its importance for building up their confidence, better understanding of the subject and better patient handling in future dental practice. However, there were different students’ opinions on the course content, its duration, exercises, faculty interaction, helpfulness of theory lectures that evidence essentiality to view dental studies from a student-centered perspective.


2021 ◽  
Vol 13 (5) ◽  
pp. 699-710
Author(s):  
Kristen Grabow Moore ◽  
Andrew Ketterer ◽  
Natasha Wheaton ◽  
Paul Logan Weygandt ◽  
Holly A. Caretta-Weyer ◽  
...  

ABSTRACT Background Leaders in graduate medical education must provide robust clinical and didactic experiences to prepare residents for independent practice. Programs traditionally create didactic experiences individually, requiring tremendous resources with variable content exposure and quality. Objective We sought to create and implement a free, open access, learner-centric, level-specific, emergency medicine (EM) residency curriculum. Methods We developed Foundations of Emergency Medicine (FoEM) Foundations I and II courses using Kern's model of curriculum development. Fundamental topics were identified through content guidelines from the American Board of Emergency Medicine. We incorporated learner-centric strategies into 2 flipped classroom, case-based courses targeting postgraduate year (PGY) 1 and PGY-2 residents. The curriculum was made freely available online in 2016. Faculty and resident users were surveyed annually for feedback, which informed iterative refinement of the curriculum. Results Between 2016 and 2020, registration for FoEM expanded from 2 sites with 36 learners to 154 sites and 4453 learners. In 2019, 98 of 102 (96%) site leaders and 1618 of 2996 (54%) learners completed the evaluative survey. One hundred percent of responding leaders and 93% of learners were “satisfied” or “very satisfied” with FoEM content. Faculty and residents valued FoEM's usability, large volume of content, quality, adaptability, organization, resident-faculty interaction, and resident-as-teacher opportunities. Challenges to implementation included resident attendance, conference structure, technology limitations, and faculty engagement. Conclusions We developed and implemented a learner-centric, level-specific, national EM curriculum that has been widely adopted in the United States.


2021 ◽  
Author(s):  
Jennifer Symonds Morrison

Covid-19 presented many challenges to universities around the world as brick-and-mortar courses were moved to an online format. This work is an unofficial study of faculty-student interaction and student engagement in 7-week online graduate-level courses conducted in Spring 2020, Fall 2020, and early Spring 2021.  Research shows that instructor presence in online courses leads to increased student engagement, as well as motivation, well-being, and academic achievement.  Student engagement is shown to have a direct impact on a student’s emotional, behavioral, and cognitive successes. This work proposes that increased faculty-student interaction in online courses using a variety of strategies would lead to greater student engagement with the course, and in the end, greater student success in overcoming barriers and challenges to online learning.  


Author(s):  
Jairus-Joaquin Matthews ◽  
Twyla Perryman ◽  
Dena Kneiss

Purpose Undergraduate students are faced with an extremely competitive application process when applying for graduate studies in communication sciences and disorders (CSD). This clinical focus article describes initiatives created by faculty within a CSD program at a medium-sized public university, with the goals of helping undergraduate students engage in high-impact practices and increase their competitiveness when applying for graduate school. Conclusions This clinical focus article describes a framework for four initiatives geared toward undergraduate student success in CSD, as follows: (a) self-actualization, (b) leadership development, (c) increased student–faculty interaction, and (d) collaboration. To achieve the goals of these initiatives, an undergraduate orientation, a peer-mentoring program, faculty-led research opportunities, and leadership development were implemented. After the implementation of the framework, we observed that the number of students entering the graduate program at the University of West Georgia and in other institutions increased over the past 3 years.


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