Views of Prospective Chemistry Teachers on the Use of Graphic Organizers Supported with Interactive PowerPoint Presentation Technology in Teaching Electrochemistry Concepts

The purpose of this study is to evaluate the views and experiences of the prospective chemistry teachers (PCTs) about the use of graphic organizers (GOs) supported with interactive PowerPoint presentation technology in teaching electrochemistry concepts. Ten GOs were developed and a pair of slides for all of them which contains partial and complete versions of the GOs was constructed. Participants of this study consisted of two different study groups. The preliminary trial of the study was carried out with four senior PCTs who have previously taken both an Electrochemistry course and an elective course concerning graphic organizers. Data from the first group of the study were collected by semi-structured interview and the experiences of the first group regarding the difficulties experienced during traditional electrochemistry teaching (didactic lecture) were examined. The second study group was eight PCTs who were in the fifth semester and were taking the Electrochemistry course while the study was being undertaken. In the last three weeks of the Electrochemistry course in the second study group, the course was taught with GOs supported with interactive PowerPoint presentation technology, and then the views of them were taken by a written opinion form. At the end of the study, three themes emerged regarding the experiences of the PCTs for the traditionally taught electrochemistry course. These are "difficulties", "inadequacy", and "not being beneficial". It was also concluded that the PCTs thought that the use of GOs supported with interactive PowerPoint presentation technology in teaching electrochemistry could enhance the comprehension and motivation of students.

Efficacy of flipped classroom method in teaching-learning physiology

Objectives: The overall goal of the study was to foster self-directed learning, critical thinking and problem-solving skills in 1st-year medical students. Another goal was to create interest in learning by making it more interactive. As per the requirement of a competency-based medical education curriculum, we tried to use a novel teaching method called Flipped classroom method to meet our goals. Hence, the objectives of this study were: (1) To compare the effect of flipped classroom method and didactic lecture on students’ performance in the topics from renal physiology by MCQ test. (2) To obtain students’ perception about flipped classroom method in learning physiology. (3) To obtain teachers’ perception about flipped classroom method in teaching physiology. Materials and Methods: Flipped classroom method was introduced for teaching two topics in renal physiology for first MBBS students. This cross-over experimental study included 112 first M.B.B.S. students, after taking their informed consent and Ethics Committee permission. They were divided into two groups according to odd and even roll numbers. In the first part of the study, Group A (odd roll numbers) attended the didactic lecture on Renal Clearance (RC) and Group B (even roll numbers) attended the didactic lecture on Glomerular Filtration Rate (GFR). These topics were taught by two different teachers in two different classrooms. They were administered pre-test and post-test in the form of case-based MCQs which tests knowledge, critical thinking, and problem-solving skills on the topic. In the second part, two groups were swapped. Group A attended flipped class for G.F.R. and Group B attended flipped class for RC. They were again administered pre-test and post-test in the form of the same MCQ test. The teacher remained the same for the particular topic. For the flipped class, students came prepared with the topic. They were provided with resource materials of the allotted topic 1 week prior, in the form of pre-recorded lectures and videos. Students’ feedback in the form of a questionnaire and teachers’ feedback in the form of the interview was obtained. Marks obtained by students after didactic teaching and flipped classroom method teaching were compared by “Student’s t-test.” Results: The post-test score of students in the flipped class was significantly higher (P < 0.05) than the post-test score of students in didactic class. More than 85% of students agreed and strongly agreed that the flipped classroom method improved their learning in renal physiology and it increased their confidence in answering the topic in the final exam. Near about 50% of students liked the flipped class method because of its interactive nature and discussion which was based on the application of knowledge. The teachers were more satisfied by flipped classroom method of teaching. Conclusion: Flipped classroom method is an effective teaching-learning method in physiology when compared with a didactic lecture.

Role of JIGSAW method of teaching in improving clinical diagnosis among final year medical students – A prospective observational study

Background: The Jigsaw method is a form of cooperative learning, in which students are actively involved in the teaching-learning process that improves the long-term retention of acquired knowledge. Aims and Objectives: The objective of this study was to assess the knowledge acquired by students using the Jigsaw learning method in Internal Medicine. Materials and Methods: A prospective observational study was conducted with 100 students. The acute coronary syndrome was taken for 1 h as a didactic lecture, and a pre-test was conducted. The students were divided into five groups and were put for the intervention “Jigsaw.” The pre- and post-test were conducted, and feedback was collected from the students. Paired t-test was used to perform analysis of pre- and post-test. Feedback evaluation was done by a 5-point Liker scale. P<0.05 was considered statistically significant, and the data were analyzed using CoGuide software. Results: The mean pre-test score was 8.44 ± 2.33 ranged (3–14) and the mean post-test score was 11.03 ± 2.07 (ranged 6–15). The difference of 2.39 (95% CI: 2.19–2.59) increase in marks post-test after the Jigsaw method was statistically significant (P<0.001). The satisfaction level was 50–55% on the Likert scale based on the questionnaire given. There was a significant improvement in the post-test scores of the students after Jigsaw. Conclusion: The Jigsaw method improved knowledge in the short-term by engaging students in group work and motivation to learn. Overall response based on the questionnaire about the Jigsaw method was positive.

Tricuspid Regurgitant Jet Velocity Point-of-Care Ultrasound Curriculum Development and Validation

Introduction: The American College of Emergency Physicians (ACEP) recommends that Emergency Medicine physicians with advanced training can evaluate right ventricular (RV) pressures via point-of-care ultrasound (POCUS) by measuring a tricuspid regurgitant jet (TRJ). We were unable to find a published curriculum to deliver education for this at any skill level. Therefore, we developed, delivered, and evaluated a curriculum for the assessment of TRJ for novice physician sonographers. Methods: We designed an educational intervention for novice physician sonographers. The curriculum was created using a modified Delphi methodology. All novice sonographers participated in the educational intervention which consisted of a didactic lecture followed by hands-on-deliberate practice on healthy medical student volunteers with expert feedback in a simulated setting. Sonographer’s knowledge was assessed at 3 time points: pre-intervention, immediately post-intervention, and 3 months post-intervention (retention assessment) by multiple choice exam. Results: Nine novice physician sonographers participated in the intervention. Mean exam performance increased from 55.6% [standard deviation (SD) 11.3%] on the pre-intervention exam to 94.4% (SD 7.3%) on the post-intervention exam and 92.9% (SD 12.5%) on the retention exam. The mean improvement between the pre- and post- exam was +38.9% (95% CI 31.8 - 46.0), and between the pre-exam and retention exam +37.1% (95% CI 22.3 - 52.0). Conclusion: Sonographer knowledge of TRJ assessment improved following a brief educational intervention as measured by exam performance. Given the expanding role of POCUS it is increasingly important to provide effective resources for teaching these skills. This work establishes the basis for further study and implementation of our TRJ curriculum.

Training Visual Pattern Recognition in Ophthalmology Using a Perceptual and Adaptive Learning Module

Background: To evaluate the efficacy of a perceptual and adaptive learning module (PALM) for teaching the identification of five optic nerve findings.Methods: In this prospective trial at a single academic institution, second- through fourth-year medical students were randomized, by class, to the PALM or a video didactic lecture. The PALM presented the learner with a short classification task consisting of an optic nerve image with all five possible findings. Learner accuracy and response time were used to guide the sequencing of successive classification tasks. Mastery for each finding was defined as three consecutive correct identifications within a target response time of eight seconds. The lecture intervention was a narrated video designed to simulate the related part of a traditional medical school didactic lecture. Accuracy and fluency on a pre-test, post-test, and delayed test (one month after the learning intervention) were compared within and between groups using the t-test. Cohen’s d was used to estimate effect size.Results: Eighty-three students participated. Accuracy and fluency improved significantly (P < 0.001) from pre-test to immediate post-test for both the PALM (accuracy d = 2.94, fluency d = 3.39) and lecture (accuracy d = 2.32, fluency d = 1.06). At the delayed test, PALM performance remained significantly (P < 0.001) greater than the pre-test in both accuracy (d = 0.89) and fluency (d = 1.16), while lecture performance remained greater in accuracy only (d = 0.44, P = 0.02). The PALM induced greater improvements than the lecture in both accuracy and fluency on the immediate post-test and delayed test.Conclusions: The PALM is an effective modality for training identification of common optic nerve findings.

Appraisal of a novel pedagogical approach to demonstrating neuromuscular transmission to medical students

Although traditional didactic lecturing is the principal instructional approach used in numerous medical schools, this method has several limitations. Experiential learning approaches place students in the center of the learning process and creates a positive and supportive classroom learning environment. In this article, we propose an active pedagogical approach for teaching a basic physiology concept, namely, neuromuscular transmission (NMT), and we evaluate the effectiveness of this approach among undergraduate medical students. One-hundred forty-two undergraduate medical students were involved in this study ( cohort A, n = 62; cohort B, n = 80). Cohort A received a didactic lecture on NMT and subsequently tested their knowledge of the topic via test 1, after which their perceptions of didactic lectures were recorded. The students were then asked to participate in a touch-and-go (TAG) active-learning session regarding NMT, after which their learning was subsequently tested by taking test 2. Their perceptions about the TAG game were also recorded. Students in cohort B were first administered test 1 regarding NMT. Then, they were asked to attend a didactic lecture blended with a TAG active-learning session, after which test 2 was administered, and their perceptions were recorded. Both the didactic lecture and active learning sessions facilitated student learning regarding the concepts involved in NMT. A comparison of the lecture followed by the game used in cohort A with the game blended lecture used in cohort B revealed no significant differences. However, both formats created a positive influence on students’ interest in learning the concept, and the students preferred active learning over didactic sessions alone.

EFFECTIVENESS OF TEACHING METHODS IN ENHANCING THE KNOWLEDGE REGARDING REPRODUCTIVE HEALTH OF EARLY MARRIED WOMEN OF SLUM

Background: The incidences of child marriage are more associated with the socio economical factors. Though it is more prevalent in rural area but the migrants are coming from the villages to the cities and tend to live in the slums which are cheaper, lack basic amenities, unhygienic and prone to numerous ill health. Child brides face serious reproductive health outcomes due to low knowledge of reproductive matter. Hence, by providing the information regarding menstruation, family planning and RTI/ STI and reproductive right the risks of reproductive health may be reduced. Objective: To know the effectiveness of the teaching methods to improve the knowledge of reproductive health. Material And Method: Longitudinal, non-experimental pre and post test study was conducted among 115 young women of slum who were married before 18 years. Purposive random sampling was applied to select the study subjects. Interview schedule was used to collect the data for the study. The information of reproductive health was provided by didactic lecture, participatory and individual methods. Paired 't' test was used to evaluate the effectiveness of the teaching methods. The overall baseline knowledge regarding reproductive health Result: of the participants was encreased by the intervention. It was observed that there is a signicant value change (p=<0.001) in knowledge of reproductive health. It can be Conclusion: concluded that the if the scientic information will be provided to the women it will enhance the knowledge as well as the healthy practices of reproductive health of women.

Technology-Enhanced Active Learning with Flipped Classroom on Otolaryngology Education

Objective: To determine the learning outcomes in otolaryngology education, comparing the traditional lecture-based classroom with the flipped classroom combined with a case-based approach. Materials and Methods: The participants were fourth year medical students and divided into two groups, the traditional classroom group and the flipped classroom group. The topic “vertigo” was chosen for the content of the present study. The traditional groups were assigned to attend a didactic lecture. The flipped group were assigned to watch the video lecture and answer the quizzes on the online application “Edpuzzle”, and they used time during the in-class activity for case-based discussion and role playing involving the doctor-patient interaction. All participants completed a questionnaire, and the final assessment scores. Results: Two hundred thirty-nine medical students were enrolled. Some 113 students participated in the traditional group, and 126 students participated in the flipped group. The knowledge assessment in the flipped group had significantly higher scores than those from the traditional group (p=0.042 and <0.001 respectively). Objective structured clinical examination scores and the score of some items in the questionnaires were also significantly higher in the flipped group than in the traditional group (p<0.001). Conclusion: The implementation of the flipped classroom consists of pre-class activities using an instructor-developed video and a free online application, combined with a case-based approach during the in-class activity appears to be more effective in terms of medical students gaining knowledge and skills on otolaryngology education compared with the traditional instruction method. Keywords: Flipped classroom; Otolaryngology; Vertigo; Technology; Active learning

Online teaching and learning during COVID era: Medical students’ feedback and their perspectives

Purpose The Nationwide lockdown due to COVID-19 has prompted medical faculty all across Indian sub-continent to start online classes, with no prior sensitization and experience. This study was planned to assess the perceptions of medical students on online teaching. Methods The data was collected from medical students across India, through an anonymous online survey. Their feedback and perceptions regarding online teaching were recorded and analyzed. Results Of the 1256 complete responses received, > 60% of the students reported online lectures to be less interesting, less interactive and less engaging.They disagreed that online learning gives stronger sense of community among students and are capable of replacing the traditional didactic lecture format but were of the opinion that online learning encourages medical students to exert greater control over their learning by allowing flexibility over content and pace.The majority of students felt online teaching is a better opportunity for introvert students to express themselves through chat messages and it requires more self-direction and discipline. Conclusion The results showed that students were not much satisfied with online teaching. The possible reason could be lack of awareness of faculty about the available online teaching-learning strategies. To make online teaching more interesting and interactive, medical educators should more often engage in E-learning in an effort to come up with innovative approaches to train medical students.Teachers must undergo faculty development training to learn the use of technology in teaching. Students should also be sensitized on the various online tools available for learning and assessment.

Physical Health Simulation Based Education (SBE) for psychiatrists in the first COVID-19 wave: improving the competence and confidence of the medical workforce

AimsAt the start of the COVID-19 pandemic there was significant uncertainty for the NHS and it's workforce. Within psychiatry, there was an expectation that junior doctors would be redeployed, with senior psychiatrists stepping down to cover physical health and on-call duties.Senior leadership in mental health trusts were also preparing for COVID-19 outbreaks on psychiatric wards and were developing strategies for managing a novel illness with a poorly understood clinical course. Many psychiatrist expressed anxieties around their competency in assessing and managing acutely physically unwell patients in a mental health setting.This project aimed to improve confidence of psychiatrists in core physical health competencies through devising and delivering an evolving SBE package.MethodSussex Partnership Foundation Trust redeployed two higher trainees from their simulation faculty to work full time on developing a SBE package. This was requested by senior leadership to deliver training about assessing and managing physically unwell patients in the context of COVID-19. This training was devised as a 90 minute didactic lecture following by 90 minutes of SBE.This was delivered at 6 sites through 10 opt-in sessions available to all doctors in the trust over 4 weeks. Pre and post-course questionnaires were given to all participants to measure the effect.Result102 medical staff attended the SBE workshops. Feedback was completed by 93 (91%) doctors prior to the course and 97 (95%) post. Before the workshop, 33% did not feel they had a structured approach for assessing an acutely unwell patient, which reduced to 0% after completing the course.On a 5-point Likert scale, confidence in managing COVID-19 symptoms increased from 2.54/5 to 4.07/5 overall with 89% of doctors feeling “confident” or “very confident”. There were similar increases in confidence in managing critically unwell patients (2.7/5 pre; 3.95/5 post) and in identifying alternative causes for acutely unwell patients (2.63/5 pre; 4.02/5 post).ConclusionThis project demonstrates that SBE is an effective way to rapidly develop effective interventions for the medical workforce, increasing confidence in the face of significant uncertainty and reducing anxiety within the system to meet the learning needs identified by medical leadership.As part of this project Sussex Partnership Medical Education freely shared the workshop materials, which were later adopted and used by psychiatry departments internationally.