Education in Medicine Journal最新文献_第5页

Systematic Approach of Using Body Painting Method for Anatomy Teaching and Practical via Online Platform 人体彩绘法在解剖学教学中的系统应用及在线平台实践

Education in Medicine Journal Pub Date : 2022-06-30 DOI: 10.21315/eimj2022.14.2.10

Choy Ker Woon, Siti Nurma Hanim Hadie

引用次数: 1

Online Anatomy Education in the COVID-19 Pandemic: Challenges and Suggested Practices as Per Student and Faculty Experiences in the Saudi Arabia and United Arab Emirates 2019冠状病毒病大流行中的在线解剖学教育:沙特阿拉伯和阿拉伯联合酋长国学生和教师经验的挑战和建议做法

Education in Medicine Journal Pub Date : 2022-06-30 DOI: 10.21315/eimj2022.14.2.5

M. Alsharif, Hosam Eldeen Elsadig Gasmalla, J. M. Almasaad, J. Muhammad, A. Elamin, A. Alamro, Sarra Shorbagi, M. Taha, M. Eladl

{"title":"Online Anatomy Education in the COVID-19 Pandemic: Challenges and Suggested Practices as Per Student and Faculty Experiences in the Saudi Arabia and United Arab Emirates","authors":"M. Alsharif, Hosam Eldeen Elsadig Gasmalla, J. M. Almasaad, J. Muhammad, A. Elamin, A. Alamro, Sarra Shorbagi, M. Taha, M. Eladl","doi":"10.21315/eimj2022.14.2.5","DOIUrl":"https://doi.org/10.21315/eimj2022.14.2.5","url":null,"abstract":"Anatomy was studied through e-learning as a social distancing measure to prevent the spread of COVID-19. This study explored anatomy educators’ and learners’ experiences with online learning in two Middle Eastern countries in terms of instruction, engagement and assessment. The study employed a cross-sectional, mixed-methods approach using a validated questionnaire to collect data from students in 14 medical schools in Saudi Arabia and the United Arab Emirates on their experience with online teaching, engagement strategies and assessment in anatomy courses. The Delphi technique was used to explore faculty challenges and recommended solutions. Six hundred and sixty six students completed the questionnaire. Less than half (41.74%) reported that their interaction with the instructor was easier and more comfortable than during face-to-face lectures. In addition, less than a quarter (21.32%) believed it was better to adopt online rather than face-to-face anatomy instruction. Faculty members described challenges and provided suggestions to enhance online teaching, including faculty and staff development, technical support, appropriate software to increase student engagement and curriculum development to suit the new normal. They also suggested improving assessment design and construction as well as adopting measures to eliminate cheating, train faculty and staff and properly select software. In conclusion, the student and faculty experiences with e-learning in anatomy were generally positive. Both faculty and staff identified many challenges with an emphasis on the loss of face-to-face teaching. Accordingly, faculty development, technical support, appropriate software to enhance student engagement and reformed curricula to suit online teaching are needed in online anatomy education.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134307133","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}

引用次数: 3

Assessment Modalities That Provoke Test Anxiety Among Medical Students 引发医学生考试焦虑的评估方式

Education in Medicine Journal Pub Date : 2022-06-30 DOI: 10.21315/eimj2022.14.2.4

M. Wadi, M. Yusoff, A. F. Abdul Rahim, N. A. Z. Nik Lah

{"title":"Assessment Modalities That Provoke Test Anxiety Among Medical Students","authors":"M. Wadi, M. Yusoff, A. F. Abdul Rahim, N. A. Z. Nik Lah","doi":"10.21315/eimj2022.14.2.4","DOIUrl":"https://doi.org/10.21315/eimj2022.14.2.4","url":null,"abstract":"The prevalence of distress among medical students continues to rise. Studies have shown that stressrelated to examinations – test anxiety (TA) – is the most frequently reported source of distress. Research on the relationship between TA and assessment modalities is thus critical for determining the potential ramifications of this problem. This study aimed to explore assessment modalities that aggravate TA among medical students in a Malaysian medical school. A cross-sectional study was conducted among medical students at the School of Medical Sciences (SMS) of Universiti Sains Malaysia (USM). Students rated TA for each assessment modality used in the school. Each modality was scored from 1 to 10, with 1 indicating no TA and 10 representing extreme TA. Forty-five students participated in the study. The group was divided almost equally in terms of sex. The assessment modalities that provoked the most TA were the objective structured clinical examination (OSCE), the short case, the short essay question (SEQ) and the long case, with mean scores of 7.9, 7.8, 7.7 and 7.7, respectively. The case write-up, the problem-based learning (PBL) assessment, the multiple true-false (MTF) questions and the Simplified Thematic Engagement of Professionalism Scale (STEPS) were the assessment methods that induced the least TA, with mean scores of 5.1, 5.0, 4.4 and 4.0, respectively. This study found that the worst assessment modalities in terms of TA were the OSCE, the short and long cases, and the short essay question, while the case write-up, the PBL assessment, the MTF questions, and the STEPS induced the least TA. Most students reported that memorisation difficulties and facing examiners were the most common causes of TA. Remedial measures include examiner training on how to deal with examinees during assessments, evaluating the distribution of marks according to assessment modality and student training focused on study skills and exam preparation.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130604438","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}

引用次数: 2

Students’ Perspective of Remote Synchronous Activities Developed in the Morphofunctional and Integrated Practices Laboratories During the COVID-19 Pandemic 学生对新冠肺炎疫情期间形态功能与综合实践实验室开展的远程同步活动的看法

Education in Medicine Journal Pub Date : 2022-06-30 DOI: 10.21315/eimj2022.14.2.3

M. V. Barbosa, S. G. Duarte, A. M. D. S. J. Barbosa

{"title":"Students’ Perspective of Remote Synchronous Activities Developed in the Morphofunctional and Integrated Practices Laboratories During the COVID-19 Pandemic","authors":"M. V. Barbosa, S. G. Duarte, A. M. D. S. J. Barbosa","doi":"10.21315/eimj2022.14.2.3","DOIUrl":"https://doi.org/10.21315/eimj2022.14.2.3","url":null,"abstract":"The objective of this study was to evaluate students’ perception of online activities during the COVID-19 pandemic. A self-administered online questionnaire was sent to first- to fourth-year medical students. A total of 398 medical students answered the questionnaire. About 90% of the students perceived the overview of the activities as positive (satisfactory/very satisfactory), while 88.66% considered their adaptation satisfactory. The same pattern was observed in the other items, except for the motivation for classes. Self-assessment and faculty members/lecturers’ performance along with the methodology adopted were also perceived positive (satisfactory/very satisfactory) by more than 70% and 75% of the students, respectively. In this study, synchronous distance learning classes were developed through Blackboard® using different pedagogical resources and a multiple-choice test was also applied at the end of every class. It was observed that most of the content was contemplated and validated with the online activities and audiovisual materials provided throughout the semester, and it was considered that the transition in the teaching-learning process required a joint effort by both faculties and students. Undergraduate students had a very positive perception regarding synchronous online activities developed in the morphofunctional and integrated practices laboratories during the COVID-19 pandemic.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115022027","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}

引用次数: 0

Piloting Online “Think Aloud” Sessions to Support Clinical Learning During the Pandemic 试行在线“大声思考”会议，以支持大流行期间的临床学习

Education in Medicine Journal Pub Date : 2022-06-30 DOI: 10.21315/eimj2022.14.2.7

R. K. Menon, S. Bhatia, V. Nadarajah, A. Pau

{"title":"Piloting Online “Think Aloud” Sessions to Support Clinical Learning During the Pandemic","authors":"R. K. Menon, S. Bhatia, V. Nadarajah, A. Pau","doi":"10.21315/eimj2022.14.2.7","DOIUrl":"https://doi.org/10.21315/eimj2022.14.2.7","url":null,"abstract":"Online clinical teaching can result in significant challenges for students and faculty. Online demonstrations of clinical skills may not adequately convey and share the underlying thought process seen in face-to-face sessions. For this study, an online activity was developed and piloted to enhance clinical teaching of border moulding for a complete denture. In the first session, an expert described a clinical dental procedure in a “think aloud” format to a group of 35 students with images and videos, and a procedural guide was provided. Second session was held a week later in a small-group format, whereby students described steps in the procedure using a think aloud format back to a facilitator who, in turn, provided individual feedback. Amongst the students who responded to the feedback questionnaire, 91% found the activity to be acceptable and effective. From the open comments provided by the students and facilitators, key areas of improvement were identified for the think aloud activity, namely, the need for prior training, the existing gap in think aloud capabilities and the need for post-session assessment, leading to the development of a workflow to be implemented in future. It can be concluded that the transferability of the think aloud activity for clinical teaching in other health professions is worth considering.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121179526","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}

引用次数: 0

Blended Learning Approaches in Nursing Education During the COVID-19 Pandemic: A Review COVID-19大流行期间护理教育的混合学习方法:综述

Education in Medicine Journal Pub Date : 2022-06-30 DOI: 10.21315/eimj2022.14.2.8

I. Ilankoon, G. Kisokanth, S. Warnakulasuriya

{"title":"Blended Learning Approaches in Nursing Education During the COVID-19 Pandemic: A Review","authors":"I. Ilankoon, G. Kisokanth, S. Warnakulasuriya","doi":"10.21315/eimj2022.14.2.8","DOIUrl":"https://doi.org/10.21315/eimj2022.14.2.8","url":null,"abstract":"Nurse academics have faced many challenges in conducting face-to-face teaching and clinical training in the COVID-19 pandemic. Compared to the past, there was increased interest and usage in online education during the COVID-19 pandemic in nursing education. This short communication highlights the important aspects that nurse academics should consider while designing nursing curricula to face future pandemics based on the experiences of the COVID-19 pandemic. This short communication includes a critical analysis of experiences from previous pandemics and the lesson learned from the present pandemic of the use of blended learning approaches in nursing education. These would be effective in considering nursing curricula reforms. Four key themes related to blended learning were identified as blended learning, blended learning in nursing education, challenges related to blended learning and strengthening of the blended learning culture. In conclusion, the pandemic has taught nurse academics to navigate nursing curricula to suit current teaching and learning demands. Reforming curricula by incorporating blended learning would be timely.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132610520","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}

引用次数: 4

The Effects of a Brief Mindfulness Intervention on Mindfulness, Stress and Emotional Intelligence in Medical Students 短暂正念干预对医学生正念、压力和情绪智力的影响

Education in Medicine Journal Pub Date : 2022-06-30 DOI: 10.21315/eimj2022.14.2.1

Kenneth Loh, A. Othman, C. Phang

{"title":"The Effects of a Brief Mindfulness Intervention on Mindfulness, Stress and Emotional Intelligence in Medical Students","authors":"Kenneth Loh, A. Othman, C. Phang","doi":"10.21315/eimj2022.14.2.1","DOIUrl":"https://doi.org/10.21315/eimj2022.14.2.1","url":null,"abstract":"This study aimed to evaluate the effects of a brief mindfulness-based intervention (b-MBI) on the levels of mindfulness, perceived stress and emotional intelligence (EI). Fifty-nine undergraduate students in medicine course were randomly allocated to either 4 weekly b-MBI sessions (n = 30) or waitlist control (n = 29). All participants completed Mindful Attention Awareness Scale (MAAS), Perceived Stress Scale (PSS-10) and USM Emotional Quotient Inventory (USMEQ-i) at pre- and post-intervention. Findings from mixed-factorial ANOVA revealed significant cross-over interactions, but no significant main effects of treatment conditions and time, on mindfulness and perceived stress. Post-hoc analyses indicated intervention group to experience significantly increased levels of mindfulness (p = 0.012) and decreased perceived stress (p = 0.003) at post-intervention, which were unobserved in the controls. Significant main effect of time was observed (p = 0.001) for EI; however, only intervention group reported significant increase in the scores (p = 0.004). The lack of between-group treatment effects could be justified due to relatively low stress and high EI for intervention and control groups at baseline. Nonetheless, within-group findings provided preliminary evidence that b-MBI may be beneficial in improving mindfulness, perceived stress and EI. This intervention may be adapted into the medical curriculum to improve the psychological well-being of medical students.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125219183","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}

引用次数: 1

Exploring the Domains of Faculty Development Programmes for Malaysian Medical School Lecturers: A Qualitative Study 探索马来西亚医学院讲师教师发展计划的领域:一项定性研究

Education in Medicine Journal Pub Date : 2022-06-30 DOI: 10.21315/eimj2022.14.2.2

M. Z. Mat Nor, Rusnani Ab Latif

{"title":"Exploring the Domains of Faculty Development Programmes for Malaysian Medical School Lecturers: A Qualitative Study","authors":"M. Z. Mat Nor, Rusnani Ab Latif","doi":"10.21315/eimj2022.14.2.2","DOIUrl":"https://doi.org/10.21315/eimj2022.14.2.2","url":null,"abstract":"Faculty development programmes (FDPs) are recognised to be effective mechanisms by which to enhance medical education. They cover various domains of both the clinical and non-clinical environments; however, the available data on these programmes are insufficient. The aim of this study was to explore the domains covered in FDPs conducted in Malaysian public medical schools. A qualitative approach was used for this study, which involved 30 participants from five Malaysian medical schools in 2019. The inclusion criteria for the study were (a) participants were lecturers who had served at least five years, (b) participants had experience with FDPs, and (c) participants were medical doctors. Trainee lectures were excluded from the study. Document analysis and focus group discussions were utilised for the collection of data. The data were analysed using the ATLAS.ti software and the inductive thematic analysis approach. The data analysis indicated three themes (personal attributes, professional attributes and curriculum management); six categories (communication skills, teaching and learning methods, e-learning, student management, assessment and research methodology) and 13 sub-categories namely, interpersonal communication, intrapersonal communication, adult learning, instructional models, problem-based learning (PBL), clinical-based learning (CBL), team-based learning (TBL), multiple-choice question (MCQ), single best answer (SBA), objective structured clinical examination (OSCE), standard setting, qualitative research and quantitative research. This study demonstrates the significant role played by FDPs in Malaysian public medical schools. Medical faculties are advised to incorporate all these domains into their development programmes.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128999336","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}

引用次数: 1

The Challenges, Effectiveness and Attitude Towards e-Learning Among Medical Undergraduates in a Private University in Malaysia 马来西亚一所私立大学医学本科生对电子学习的挑战、有效性和态度

Education in Medicine Journal Pub Date : 2022-06-30 DOI: 10.21315/eimj2022.14.2.6

Karismajeet Kaur Gill, Goh Siak Chieu, Suriaprakash R.Sivabalan, Yew Ting Wei, Gunalan Sekharan, S. Bina Rai

{"title":"The Challenges, Effectiveness and Attitude Towards e-Learning Among Medical Undergraduates in a Private University in Malaysia","authors":"Karismajeet Kaur Gill, Goh Siak Chieu, Suriaprakash R.Sivabalan, Yew Ting Wei, Gunalan Sekharan, S. Bina Rai","doi":"10.21315/eimj2022.14.2.6","DOIUrl":"https://doi.org/10.21315/eimj2022.14.2.6","url":null,"abstract":"With the onset of the pandemic and the concurrent orders to stay home, many students were forced onto e-learning. This resulted in numerous challenges. While some adapted easily, concerns about the effectiveness of e-learning remain. We carried out a study amongst medical students with the aim to identify the challenges they faced, their perceived effectiveness of e-learning as well as their attitude towards it. A cross-sectional study was conducted using Google Forms. The sample size was 260 based on 95% confidence interval, margin of error 5%, and response distribution 50% on 800 undergraduate medical students. Data was analysed descriptively for demography, challenges and attitudes. The effectiveness of e-learning was scored based on a 5-point Likert scale and analysed. Analysis was by SPSS IBM Statistical Package 25. Overall, mostly Chinese students and females perceived e-learning to be more effective. Challenges were not having a personal study space, a non-conducive environment, large-sized family, technical difficulties and other distractions at home. A major challenge was the technical issues faced by lecturers that often led to extension of class sessions. In terms of attitude, traditional face-to-face classes are still their preferred choice. They are more motivated to study and are more engaged in face-to-face classes. Medical students in this private university prefer traditional face-to-face learning even though most find e-learning just as effective. However, they do face many challenges in e-learning.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116173163","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}

引用次数: 0

A Guide for Writing Single Best Answer Questions to Assess Higher-Order Thinking Skills Based on Learning Outcomes 基于学习成果的评估高阶思维技能的单最佳答案写作指南

Education in Medicine Journal Pub Date : 2022-06-30 DOI: 10.21315/eimj2022.14.2.9

A. F. Abdul Rahim, Anna A. Simok, Shaik Farid Abdull Wahab

引用次数: 0