Education in Medicine Journal最新文献

{"title":"Multiple Mini Viva as an Online Assessment Tool for Postgraduate Anatomy Programme: The USM’s Experience Amidst COVID-19 Pandemic","authors":"Siti Nurma Hanim Hadie, Fazlina Kasim, Z. M. Mohd Ismail, M. Asari, Nurul A. Mohd Yusof, Anna A. Simok, S. Shamsuddin, M. M. Mohd Amin","doi":"10.21315/eimj2022.14.4.9","DOIUrl":"https://doi.org/10.21315/eimj2022.14.4.9","url":null,"abstract":"Assessment is fundamental to student learning as it shapes student learning behaviour. Designing a holistic assessment is a demanding task because it involves evaluations of both cognitive and noncognitive competencies. The unprecedented outbreak of COVID-19 has led to many changes in the assessment practice of higher education institutions. To ensure the sustainability of education provision to all students, assessment activities in higher education institutions are mainly conducted through online platform, and the task becomes more challenging. Hence, we introduce a new holistic assessment method, the multiple mini viva (MMV), that is used in the assessment of the Master of Science (Clinical Anatomy) programme in Universiti Sains Malaysia. The MMV was adopted from the framework of multiple mini interview that is commonly used for the student selection process in medical and allied health sciences programmes. This form of assessment was first implemented to address the drawbacks of the classical viva voce, and it could assess students’ cognitive skills, including various interpersonal competencies such as communication skills, critical thinking and professional behaviour. In this article, we describe the practice of the classical face-to-face and online MMV with regard to its purpose, process, advantages and challenges. The implications and suggestions for the future practice of anatomy assessment are also elaborated.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121830889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Medical Schools’ Efforts to Build Social Accountability Indicators and Determinants in the Eastern Mediterranean Region: A Scoping Review","authors":"M. Abdalla, H. Khalafalla, M. Wadi, M. Taha","doi":"10.21315/eimj2022.14.4.1","DOIUrl":"https://doi.org/10.21315/eimj2022.14.4.1","url":null,"abstract":"This review summarises medical schools’ efforts to develop social accountability (SA) determinants and indicators in the Eastern Mediterranean Region (EMR). The review used the Arksey and O’Malley framework to examine the literature on indicators and/or determinants of SA published in 1995–2021. As part of a broader project on SA, a first screening of various databases yielded 162 articles on SA in the region, and further filtering identified six articles specifically addressing the determinants/indicators of SA in two countries in the region. The Global Consensus for Social Accountability (GCSA) of Medical Schools was used to analyse the quality and content of the articles, which were assigned scores according to specific criteria of how comprehensively the medical schools addressed the 10 areas of the GCSA. The six identified publications describe the development of SA determinants and indicators in a country-specific context, but, while they make a positive contribution to measuring SA, they do not satisfactorily address some matters, including measuring impacts on local populations, the social determinants of health, primary health care approaches, policies for recruiting students, and indicating the quality of graduates in relation to community needs. This review makes recommendations on how to address these shortcomings. While SA is gaining momentum in the EMR, only a handful of countries have shared their experiences. Researchers are making efforts to turn SA guidelines into standards, but more focus and elaboration are required.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"475 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123916903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Best Practices of Basic Life Support Training in Undergraduate Medical Education: A Guide to Medical Teachers","authors":"K. Kodikara","doi":"10.21315/eimj2022.14.4.8","DOIUrl":"https://doi.org/10.21315/eimj2022.14.4.8","url":null,"abstract":"Basic life support (BLS) is an essential clinical skill that needs to be mastered by graduating medical officers as potential first responders in clinical settings. Inadequate resuscitation skills of healthcare professionals in BLS have been identified as contributing to poor prognosis in cardiac arrest victims. Thus, BLS training has been incorporated into undergraduate medical curricula using various instructional methods to equip their graduates with BLS skills. Despite such training, medical students and junior doctors were found to be under-competent in delivering BLS primarily due to different methods of instruction utilised in BLS training as opposed to simulation-based training, which is identified as the gold standard in BLS training. It is recommended that simulation-based BLS training be conducted, giving more weight to the skill component, in small groups of 3–10 students, complemented by yearly refresher courses and just-in-time training. This article aims to build awareness and inform medical teachers and programme directors on the current best practices of BLS training in undergraduate medical education.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129121310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Medical Students’ Preferences of Curricular Elements: Lessons Imparted by a Prototype Radiological Anatomy Study","authors":"Reshma Mohamed Ansari, Sarah Idris, Atikah Abdul Latiff, W. Hong","doi":"10.21315/eimj2022.14.4.2","DOIUrl":"https://doi.org/10.21315/eimj2022.14.4.2","url":null,"abstract":"Students have a myriad of preferences of the various curricular elements especially teaching-learning methods, teaching aids and content. Taking radiological anatomy as a prototype, the responses from medical students in the clinical years regarding the rationale for preferences for the curricular elements were studied in a private university in Malaysia. The students’ responses to the research question were analysed qualitatively through thematic analysis. Analysis was conducted until no new themes emerged and data saturation was complete. The final themes were subjected to investigator triangulation. While searching answers for our research question of why students prefer certain curricular elements, the sub-themes that emerged were deep approach to learning, enabling transferability of knowledge to workplace, managing cognitive load and suiting learning styles. These sub-themes were categorised into two large themes namely student interaction with learning environment and relevancy of content to context. This prototype study sheds light on students preferred curricular elements. Curricular elements which employ effective student interaction with the learning environment and ensure relevancy to the context are highly sought. It could be concluded that active learning entailing studentcentred methods and clinically relevant content is most preferred by students. This prototype study provides potential findings that benefit other disciplines as well.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114705089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reliability of Online Simulation-Based Assessment to Measure Cognitive Performance and Its Acceptance Among Pharmacy Students","authors":"Izyan A. Wahab, N. Shamsuddin, Syireen Alwi, Mohd Shahezwan Abd Wahab, M. Shoukath Ali, C. Long, Shairyzah Ahmad Hisham, N. Jamil","doi":"10.21315/eimj2022.14.4.4","DOIUrl":"https://doi.org/10.21315/eimj2022.14.4.4","url":null,"abstract":"The majority of conventional evaluations of cognitive skills (CSs) utilise paper-based or online multiple-choice questions or single best-answer questions. However, examination that uses online simulation of real scenarios has the potential to complement medium-to-high level CSs that make use of the intellectual capabilities of applying, analysing and evaluating complex information. Nevertheless, the reliability of online simulation as an alternative learning and assessment tool for Malaysian pharmacy courses has never been investigated. This paper illustrates online remote simulation-based assessment, its psychometric properties and students’ feedback towards this new learning and assessment tool opportunity. A virtual web-based simulation examination consisting of three infectious disease scenarios was administered in an undergraduate pharmacy course to assess physically distanced students for medium-level clinical pharmacy CSs. Students responded through written typed communication to online enquiries from health professionals, patients or caretakers’ avatars. Rasch analysis and a feedback survey were employed to measure the reliability of online simulation and to understand students’ experiences with the new web-based tool. This study found that the remote simulation examination had good reliability (ir = 0.95, pr = 0.73) for measuring medium-level clinical pharmacy CSs. The students’ survey indicates that the web-based simulation activities improved knowledge, engagement and cognitive reasoning. This article contributes to the pharmacy education literature by illustrating how a different type of assessment is feasible and reliable for evaluating students’ CSs for final examinations and potentially has equitable opportunities for distance-learning students to enhance their learning capabilities and show their performances. Future research to investigate the potential of remote online simulation examinations for inter-professional learning and assessment is highly recommended.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132131626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Self-Regulated Online Learning Profiles of Medical Students amidst Curriculum Adaptation during COVID-19 Pandemic","authors":"Fona Qorina, N. Tejaputri, Qotrunnada Fithrotunnisa, A. M. K. Siregar, Ardi Findyartini, Nadia Greviana, D. A. Kusumoningrum","doi":"10.21315/eimj2022.14.4.3","DOIUrl":"https://doi.org/10.21315/eimj2022.14.4.3","url":null,"abstract":"Student-centered learning (SCL) is an approach in which the learning process depends significantly on the student. Hence, self-regulated learning (SRL) plays a crucial role in optimising SCL. SRL is defined as active participation in terms of metacognition, motivation, and behaviour during learning. The COVID-19 pandemic greatly impacted education, including medical education, which must adapt by implementing online and blended learning curricula. Thus, there is increasing urgency for both SCL and SRL. This cross-sectional study was performed with medical students at the Faculty of Medicine, Universitas Indonesia, using the Online Self-regulated Learning Questionnaire (OSLQ) to determine the validity and reliability of the OSLQ in the setting of Indonesian medical students and measure their online SRL profiles. We conducted cross-cultural validation, followed by exploratory factor analysis (EFA), quantitative analysis, and qualitative analysis to assess students’ SRL and the challenges of online learning environments. A total of 519 participants completed the questionnaire. The EFA confirmed the validity of the questionnaire, which comprised 23 items and five subscales, in the current population (Cronbach alpha = 0.86). Online SRL scores ranged between 65%–77%, with statistically significant differences in all subscales across six different academic years. Preclinical students had a higher level of online SRL compared to clinical students. This study supports the validity and reliability of using OSLQ in the context of Indonesian medical students. Student SRL is a dynamic process that evolves with changing learning contexts. Student support in online learning environments is essential for enhancing student SRL.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132215637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating Functional and Non-Functional Distractors and Their Relationship with Difficulty and Discrimination Indices in Four-Option Multiple-Choice Questions","authors":"A. Shakurnia, M. Ghafourian, A. Khodadadi, A. Ghadiri, A. Amari, Moosa Shariffat","doi":"10.21315/eimj2022.14.4.5","DOIUrl":"https://doi.org/10.21315/eimj2022.14.4.5","url":null,"abstract":"Multiple-choice questions-one best answer (MCQ-OBA) is the most frequently accepted assessment tool in Iran’s medical universities. Writing functional distractors (FDs) is an important aspect of framing MCQ-OBA. This study aimed to assess FDs and non-functional distractors (NFDs) in MCQ-OBA and the association of distractor efficiency with difficulty and discrimination indices. This cross-sectional study was conducted at the Department of Immunology, the Ahvaz Jundishapur University of Medical Sciences. A total of 734 MCQ-OBA were reviewed, including 2,936 options (2,202 distractors and 734 correct responses). NFDs were defined as options chosen by <5% of examinees. Of the 734 MCQ-OBAs, 265 (36.1%) had 0 NFDs, 231 (31.5%) had 1 NFD, 146 (19.9%) had 2 NFDs, and 92 (12.5%) had 3 NFDs. The Pearson’s correlation showed a significant relationship between the difficulty index and the number of NFDs (r = 0.453; P < 0.0001). However, the correlation between the discrimination index and the number of NFDs was insignificant (r = 0.055; P = 0.135). The findings revealed that NFDs inversely affected the test quality of items. Items with more NFDs were easier and had poorer discriminatory power. The distractor function analysis and revision of NFDs serve as an important method to improve the quality of MCQ-OBA.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116888106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Conscientiousness and Neuroticism Predicted Learning Approaches of Medical Students","authors":"J. Mohammad, Edeline Fabiola Joe Renne, M. Yusoff","doi":"10.21315/eimj2022.14.4.7","DOIUrl":"https://doi.org/10.21315/eimj2022.14.4.7","url":null,"abstract":"There are minimal published data on the relationship between personality traits and learning approaches among medical students. This study explored the causal-effect relationship of personality traits and learning approaches among medical students. A cross-sectional study was conducted on medical students and they responded to the Learning Approach Inventory and USM Personality Inventory to measure personality traits and learning approaches, respectively. A structural equation modelling was performed by AMOS 24 to test the causal-effect relationship of personality traits and learning approaches. Conscientiousness had a positive direct effect on deep learning approach, while neuroticism had negative direct effect on deep and strategic learning approaches. Extraversion, openness, and agreeableness had no significant link or effect on any learning approaches. Strategic learning approach had positive direct effect on deep learning approach and a mediator for surface learners on deep learning approach. Surface learning approach had a negative direct effect on deep learning approach. There was a significant relationship of specific personality traits and learning approaches. Conscientiousness and neuroticism had significant relationships with deep and strategic learning approaches. These findings enables medical educators to have a better understanding of the influence of personality traits on medical students’ learning approaches to learning tasks and their implications on instructional strategies.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114397280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Learning Model to Achieve Clinical Reasoning Competency Using Technology-Enhanced Learning in Neurology Clinical Rotation: An Exploratory Study","authors":"Ida Ratna Nurhidayati, Ardi Findyartini, S. Menaldi","doi":"10.21315/eimj2022.14.4.6","DOIUrl":"https://doi.org/10.21315/eimj2022.14.4.6","url":null,"abstract":"The COVID-19 pandemic has necessitated major adaptations in learning activities related to developing clinical reasoning competencies in neurology clerkship. The application of technology in this context is promising, but there are also several limitations. This study explores a learning model for achieving clinical reasoning competency using technology-enhanced learning in neurology clinical rotation. The study used a case-study design and was conducted at the Faculty of Medicine of YARSI University and its two teaching hospitals. Data were collected by document analysis, three focus group discussions with eight medical students and 20 postgraduate medical students, and five in-depth interviews with five neurologists. All the transcribed data were analysed with thematic analysis using the Steps for Coding and Theorization (SCAT) approach. Two themes were revealed—contributing factors and learning strategies—and six factors were found to influence the learning model: the quantity and quality of teacher interactions, students’ motivation and skills in learning and technology, the variety and number of patients in teaching hospitals, the quality and quantity of facilities and infrastructure for service and education at the teaching hospitals, the clinical rotation programme design, and learning adaptation during the pandemic. The following technology-enhanced learning strategies for developing clinical reasoning skills were identified: blended learning, online logbook, telemedicine, collaborative online learning between teaching hospitals, and learning videos. This learning model can be implemented in a limited resource setting. Importantly, the identified factors from the perspective of students, clinical teachers, and school of medicine/teaching hospital, as well as technical factors, should be considered for the implementation of this model.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117276779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Anatomy Outreach Through the World Anatomy Day Celebration in Universiti Sains Malaysia","authors":"Anna A. Simok, Siti Nurma Hanim Hadie, Z. M. Mohd Ismail, M. Asari, Fazlina Kasim, Nurul A. Mohd Yusof, S. Shamsuddin, M. M. Mohd Amin, Siti Fatimah Mukhtar","doi":"10.21315/eimj2022.14.4.10","DOIUrl":"https://doi.org/10.21315/eimj2022.14.4.10","url":null,"abstract":"Anatomy literacy among the medical community and general public appears to be declining, so the demand to create awareness of the importance of anatomy knowledge is increasing. The World Anatomy Day (WAD) celebration was launched in 2019 to acknowledge and advertise the importance of anatomy knowledge in the medical field. The Department of Anatomy in the School of Medical Sciences at Universiti Sains Malaysia took the initiative by organising WAD events before and during the COVID-19 pandemic. Prior to the COVID-19 restrictions, WAD had been celebrated as a live event by the lecturers and students who were gathered at the Anatomy Museum. During the pandemic, however, the event was hosted via an online platform. This commentary describes the benefits and challenges of this outreach for the stakeholders of anatomy education and the implications of the WAD celebration on anatomical sciences education.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"132 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124268786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}