Education in Medicine Journal最新文献_第6页

Evaluating Online Learning Strategy and Assessment Methods in the Course of Human Biology for the Preparatory Year Medical Students During COVID-19 Pandemic Lockdown COVID-19大流行封锁期间医学生人体生物学课程在线学习策略和评估方法的评估

Education in Medicine Journal Pub Date : 2022-03-30 DOI: 10.21315/eimj2022.14.1.2

Shimaa Elaraby, F. M. Ghoneim, A. Z. Elsamanoudy

{"title":"Evaluating Online Learning Strategy and Assessment Methods in the Course of Human Biology for the Preparatory Year Medical Students During COVID-19 Pandemic Lockdown","authors":"Shimaa Elaraby, F. M. Ghoneim, A. Z. Elsamanoudy","doi":"10.21315/eimj2022.14.1.2","DOIUrl":"https://doi.org/10.21315/eimj2022.14.1.2","url":null,"abstract":"Since the lockdown caused by the COVID-19 crisis, there has been insufficient reporting regarding the evaluation of students’ performance in biology courses in medical schools. This study is designed to evaluate the online learning strategy by examining its effects on preparatory medical students’ performance. The target population included preparatory year medical students (n = 115) at Fakeeh College for Medical Sciences in Saudi Arabia. The human biology course (15 weeks) was taught using two different teaching strategies due to the lockdown and home-schooling decision. The first eight weeks were conducted on campus and the remaining seven weeks were conducted using online interactive lectures and virtual classrooms via Blackboard platform. The latter is the formal platform used by the college for online teaching. Continuous and final assessment results were used to assess student performance and to evaluate the effects of online learning on students’ knowledge and skills. The results of the final examinations demonstrated a significant increase (p < 0.05) in student performance. The mean of the students’ scores increased by 1.28 in the final examinations compared to the midterm examinations for female students (n = 73). Similarly, there was a significant increase in the male students’ scores in the final examinations. The mean increased by 1.24 in the final compared to the midterm examination for male students (n = 42). Online assessment tools are proved to be successful assessment methods and could provide additional non-traditional methods for students’ performance evaluation. Furthermore, with online learning and assessment, students’ performance is enhanced.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"171 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127020427","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 Knowledge, Attitude and Practices of COVID-19: A Survey Among Medical Students in the East Coast of Peninsular Malaysia Public Medical Schools 马来西亚半岛东海岸公立医学院医学生新冠肺炎知识、态度与行为调查

Education in Medicine Journal Pub Date : 2022-03-30 DOI: 10.21315/eimj2022.14.1.6

E. Mohammad Aidid, Sharifah Aishah Syed Ahmad Alsagoff, Muhamad Azamin Anuar, Asrar Abu Bakar, Fahisham Taib, Muhammad Zubir Yusof, Syed Abdul Khaliq Syed Hamid, Mohd Ihsanuddin Abas

{"title":"The Knowledge, Attitude and Practices of COVID-19: A Survey Among Medical Students in the East Coast of Peninsular Malaysia Public Medical Schools","authors":"E. Mohammad Aidid, Sharifah Aishah Syed Ahmad Alsagoff, Muhamad Azamin Anuar, Asrar Abu Bakar, Fahisham Taib, Muhammad Zubir Yusof, Syed Abdul Khaliq Syed Hamid, Mohd Ihsanuddin Abas","doi":"10.21315/eimj2022.14.1.6","DOIUrl":"https://doi.org/10.21315/eimj2022.14.1.6","url":null,"abstract":"COVID-19 has affected university medical students, resulting in the new norm of learning and practice. Understanding these students’ knowledge, attitude and their practice would be essential as they would serve as the future doctor in Malaysia. The study attempted to evaluate medical students’ knowledge, attitude and practice (KAP) in the east coast states of Peninsular Malaysia. An online and multi centre cross-sectional study was undertaken among all the three public medical schools in the east coast region of Peninsular Malaysia, between 8th July to 21st July 2020. The questionnaire consisted of sociodemographic data and the three domains which included COVID-19 KAP. Students were invited to participate via social media platform such as WhatsApp and students’ email. A total of 1,008 medical students voluntarily participated in the study with female to male ratio of 2.6:1. A total of 356 (35.3%) of the medical students had satisfactory knowledge score, with 75% of them were female. The majority of the students had positive attitude towards COVID-19 and practiced meticulous social distancing during the pandemic. We noted that seniority influenced knowledge score, and this was evident as 264 (26.2%) of the students were in their clinical year. Overall, the knowledge scores regarding COVID-19 among the medical students in East Coast of Peninsular Malaysia was reasonable and there were opportunities to augment these standards. Meticulous plans are needed to enhance knowledge and preparedness of the current crops of medical students to be competent future frontliner for Malaysia.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125075146","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

Comparative Study of Malaysian Medical Students’ Empathy Scores Between Preclinical and Clinical Training 马来西亚医学生临床前与临床训练共情得分比较研究

Education in Medicine Journal Pub Date : 2022-03-30 DOI: 10.21315/eimj2022.14.1.3

Swe Zin Aye, H. H. Sein, Myat Kalayar Nyunt, Yupa Min

{"title":"Comparative Study of Malaysian Medical Students’ Empathy Scores Between Preclinical and Clinical Training","authors":"Swe Zin Aye, H. H. Sein, Myat Kalayar Nyunt, Yupa Min","doi":"10.21315/eimj2022.14.1.3","DOIUrl":"https://doi.org/10.21315/eimj2022.14.1.3","url":null,"abstract":"This study aims to compare the empathy scores of Malaysian medical students between preclinical and clinical training, and to identify the predictive factors for empathic behaviour. In this cross-sectional study, the medical student version of the Jefferson Scale of Empathy (JSE-S) was distributed to medical students at Quest International University (QIU), Malaysia. The JSE-S scores are analysed using independent t-tests to determine any significant difference between the preclinical and clinical training. We use a one-way ANOVA test to identify the factors influencing medical students’ empathy levels. A total of 85% of the students responded to the questionnaires. The mean JSE-S scores for QIU medical students is 106.2 (M = 106.2, SD = 13.5). Female students have significantly higher empathy scores than males (F(1,240) = 8.32, p = 0.004). The compassionate domain of empathy scores increased significantly with an increase in the year of medical school (F(4,237) = 3.135, p = 0.015). Compared to medical students in preclinical training, clinical students had statistically significant higher empathy scores in compassionate care (t(240) = –2.08, p = 0.039). In general, medical students in QIU exhibited an increasing trend of empathy scores across their training. Interestingly, compared to preclinical students, clinical students had higher affective empathy scores (compassionate care) whereas their cognitive empathy scores remained unchanged. We suggest including courses on cognitive empathy training in the QIU curriculum.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"304 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123474990","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

Evolution of Resilience Construct, Its Distinction with Hardiness, Mental Toughness, Work Engagement and Grit, and Implications to Future Healthcare Research 弹性构念的演化、与适应力、心理韧性、工作投入和毅力的区别及其对未来医疗保健研究的启示

Education in Medicine Journal Pub Date : 2022-03-30 DOI: 10.21315/eimj2022.14.1.9

N. S. Roslan, M. Yusoff, K. Morgan, A. Ab Razak, Nor Izzah Ahmad Shauki

引用次数: 1

A Novel Blended Learning Module in Family Medicine: An Interventional Study at the Faculty of Medicine, Suez Canal University, Ismailia, Egypt 一种新型的家庭医学混合学习模式:埃及伊斯梅利亚苏伊士运河大学医学院的介入研究

Education in Medicine Journal Pub Date : 2022-03-30 DOI: 10.21315/eimj2022.14.1.4

Tamis Mohamed Aboelfotoh, Hazem A. Sayed Ahmed, Nahed Amin El Dahshan, Mohamed Mohammedy Diab, S. Hosny

{"title":"A Novel Blended Learning Module in Family Medicine: An Interventional Study at the Faculty of Medicine, Suez Canal University, Ismailia, Egypt","authors":"Tamis Mohamed Aboelfotoh, Hazem A. Sayed Ahmed, Nahed Amin El Dahshan, Mohamed Mohammedy Diab, S. Hosny","doi":"10.21315/eimj2022.14.1.4","DOIUrl":"https://doi.org/10.21315/eimj2022.14.1.4","url":null,"abstract":"Blended learning (BL) has been reported as an effective method for teaching family medicine to undergraduates in high-income countries; however, studies of its effectiveness are limited in low- and middle-income countries. This study aimed to assess the effectiveness of an innovative BL module in family medicine including knowledge, skills and attitudes (KSA), and e-learning experiences. The grades of the fourth-year medical students at the Faculty of Medicine, Suez Canal University were correlated with the above items. A pre–post interventional study was conducted on a convenience sample of 117 fourth-year students in the educational year 2017–2018. Their KSA were assessed using valid and reliable questionnaires before and after the intervention was implemented. The intervention combined the traditional training in primary healthcare settings with the newly designed asynchronous e-learning module on the Moodle platform. The prepared website consisted of e-sections and an e-forum which was validated by expert staff. A questionnaire about students’ e-learning experiences was used to assess students’ satisfaction. The students’ final fourth-year marks for the family medicine module were correlated with their KSA and e-learning satisfaction. The overall means of students’ KSA were statistically significantly improved post-implementation. The posttest students’ skills were positively correlated with their marks in family medicine (rs = 0.308, p = 0.001). Students valued the e-resources and their relevance to the face-to-face activities. They were satisfied with their e-learning experiences (54.7%). Their e-learning satisfaction was positively correlated with the improvement in their knowledge (rs = 0.20, p = 0.031). BL had positive effects on students’ KSA and their satisfaction with the family medicine module. Combined asynchronous and synchronous e-learning in the COVID-19 era was applied in this study.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126223829","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

Tapping into Futuristic Imagination: Are We Ready for Digital Medical Education in Malaysia? 挖掘未来的想象力:马来西亚的数字医学教育准备好了吗?

Education in Medicine Journal Pub Date : 2022-03-30 DOI: 10.21315/eimj2022.14.1.7

B. Yeoh

引用次数: 0

Inter-Rater Reliability of Reflective-Writing Assessment in an Undergraduate Professionalism Course in Medical Education 医学专业本科课程反思性写作评估的信度分析

Education in Medicine Journal Pub Date : 2022-03-30 DOI: 10.21315/eimj2022.14.1.8

D. Soemantri, Rita Mustika, Nadia Greviana

{"title":"Inter-Rater Reliability of Reflective-Writing Assessment in an Undergraduate Professionalism Course in Medical Education","authors":"D. Soemantri, Rita Mustika, Nadia Greviana","doi":"10.21315/eimj2022.14.1.8","DOIUrl":"https://doi.org/10.21315/eimj2022.14.1.8","url":null,"abstract":"Reflective writing is increasingly being used in the teaching of professionalism. Because assessment enhances the learning process, effective evaluation of students’ reflective writing is needed. The aim of this study was to examine the inter-rater agreement between two different reflective writing assessment rubrics, which categorised reflective writings into four level of reflection, in an undergraduate medical professionalism course. The reflective writing assignments from 63 medical students enrolled in the 2017 medical professionalism course in the Faculty of Medicine Universitas Indonesia were randomly selected and independently assessed by two raters in September 2019. Intraclass correlation (ICC) analysis (two-way mixed effect, single measure) was carried out to determine the inter-rater agreement of the reflective writing assessment. The less detailed instrument showed a low ICC score of 0.43, which was classified into poor inter-rater agreement, whereas the more detailed rubric showed poor to moderate reliability, with ICC scores of 0.50, 0.50, and 0.36 for the score of each criterion, the total score of each assessed criterion, and the overall score of reflection, respectively. Utilising a more detailed (analytic) rubric to assess students’ reflective writing produced a relatively higher score of interrater reliability, although the reliability achieved using this rubric was still categorised as moderate.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126711168","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

Final-Year Undergraduate Medical Students’ Feedback-Seeking Behaviour in Primary and Secondary Healthcare Centre Placement 在初级和二级医疗保健中心实习的最后一年医科本科生寻求反馈行为

Education in Medicine Journal Pub Date : 2022-03-30 DOI: 10.21315/eimj2022.14.1.5

Anyta Pinasthika, Ardi Findyartini

{"title":"Final-Year Undergraduate Medical Students’ Feedback-Seeking Behaviour in Primary and Secondary Healthcare Centre Placement","authors":"Anyta Pinasthika, Ardi Findyartini","doi":"10.21315/eimj2022.14.1.5","DOIUrl":"https://doi.org/10.21315/eimj2022.14.1.5","url":null,"abstract":"Feedback is essential in medical education. Constructive feedback provision from teachers and learners receiving and seeking feedback themselves are both important, particularly in clinical clerkships where students interact with authentic clinical settings. This study aims to explore the feedback-seeking behaviour of final-year undergraduate medical students in primary and secondary healthcare centres and to determine factors influencing this behaviour. A qualitative phenomenology study design was used involving final-year undergraduate medical students at the Faculty of Medicine Universitas Indonesia. A maximum variation sampling approach, considering gender and healthcare centre placement, was conducted. Data was collected through semi-structured interviews until data saturation was reached. Data was then analysed using a thematic analysis approach. A total of 10 (4 males, 6 females) students were interviewed. Students displayed acts of both seeking and not seeking feedback in clinical learning environments in primary and secondary healthcare centres. Acts of seeking feedback included asking for feedback on performance when it was not provided, taking the initiative to seek feedback in life-saving situations, confirming feedback, clarifying supervisors’ reasoning and indirect feedback-seeking methods. Acts of not seeking feedback included not seeking further feedback, not clarifying supervisors’ reasoning and not seeking feedback when it was not provided. This study found that supervisor, student and environmental factors may influence feedback-seeking behaviour. This study provides further insights on feedback-seeking behaviour, which must be considered in workplacebased clinical learning environments.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131663909","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

Challenges and Barriers of Blended Learning Among Asian Health Sciences Students: A Pilot Study 亚洲健康科学学生混合式学习的挑战和障碍:一项试点研究

Education in Medicine Journal Pub Date : 2022-03-30 DOI: 10.21315/eimj2022.14.1.1

Huda Saber, Rosliza Abdul Manaf, Anna Tasnim Basman, S. Sanip, P. Lee, Rosemaliza Kamalludeen, Rosni Ibrahim, Syafinaz Amin-Nordin

{"title":"Challenges and Barriers of Blended Learning Among Asian Health Sciences Students: A Pilot Study","authors":"Huda Saber, Rosliza Abdul Manaf, Anna Tasnim Basman, S. Sanip, P. Lee, Rosemaliza Kamalludeen, Rosni Ibrahim, Syafinaz Amin-Nordin","doi":"10.21315/eimj2022.14.1.1","DOIUrl":"https://doi.org/10.21315/eimj2022.14.1.1","url":null,"abstract":"This study explored the perception, engagement, learning experiences, as well as challenges and barriers in blended learning (BL) or the combination of multiple delivery methods designed to complement educators and learners, of students in the health sciences courses in Universiti Putra Malaysia (UPM). A qualitative approach was performed using focus group discussions (FGDs). Eight medical, eight nursing and seven biomedical students were selected according to a set of criteria. Three FGDs were conducted using a semi-structured topic guide. Data were collected through audiorecordings and transcriptions. Data coding and analysis were performed using inductive content approach. Three topic highlights were developed from the analysis. Students referred to BL as an online learning platform which does not involve lectures nor lecturers. They agreed that BL allows self-directed and collaborative learning, besides it fits their learning styles. Some of them highlighted some limitations of BL when it comes to slow-learners, student-lecturer engagement and the existing infrastructure. The students also shared their good and bad experiences regarding BL, as well as feedbacks to help improve its implementation. There are a mix of positive and negative perceptions and experiences highlighted in this study. The integration of BL to the existing traditional learning style is challenging. Therefore, by examining the strengths and weaknesses of BL that have been identified in this study, it is hoped that the students’ learning experiences could be made better. Future studies could investigate more on BL implementation in larger student population to ensure its beneficial aspects towards enhancing students’ learning progress.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"1216 26","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133842350","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

Twelve Tips on Pursuing a Master of Science Degree for Malaysian Medical Graduates and Their Supervisors 马来西亚医学毕业生及其导师关于攻读理学硕士学位的12个建议

Education in Medicine Journal Pub Date : 2022-03-30 DOI: 10.21315/eimj2022.14.1.10

B. Yeoh

{"title":"Twelve Tips on Pursuing a Master of Science Degree for Malaysian Medical Graduates and Their Supervisors","authors":"B. Yeoh","doi":"10.21315/eimj2022.14.1.10","DOIUrl":"https://doi.org/10.21315/eimj2022.14.1.10","url":null,"abstract":"In Malaysia, prolonged unemployment following graduation has resulted in a growing interest among medical graduates in pursuing postgraduate research. This article offers educational resources in the form of 12 tips for medical graduates who plan to pursue a postgraduate science degree and their supervisors. It emphasises the reciprocal mentor–mentee relationship in the academic pursuit of a research project. This article is based on the author's personal experience of enrolment in a Master of Science (MSc) degree immediately upon completing the Doctor of Medicine programme combined with relevant educational theories. The 12 tips are arranged according to study progression from enrolment decision to the implementation of the research project. The author addresses the frequently asked questions of medical graduates. A learner-centred approach to research supervision is advocated. The educational challenges faced by research supervisors are discussed and approaches presented that may inform teaching efficacy to promote the agency of research supervisors. Pursuing a postgraduate research degree is a growing trend among new medical graduates in Malaysia. This article collates available literature and the author’s critical reflection to provide a practical framework that caters to the lack of formal educational resources specific to medical graduates in the MSc programme.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114863924","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