Proceedings of the International Conference on Medical Education (ICME 2021)最新文献

{"title":"Anonymous Feedback: A Real-time Feedback to Capture Students’ Engagement in Learning Process","authors":"A. Shaheen, F. Azam, Khurram Irshad","doi":"10.2991/assehr.k.210930.011","DOIUrl":"https://doi.org/10.2991/assehr.k.210930.011","url":null,"abstract":"Teachers’ evaluation plays a crucial role in strengthening the learning process and curriculum delivery. In some situations, because of the complicated structure of the feedback proformas or the fear of being identified students might not be able to express themselves honestly. Unstructured and anonymous feedback might help resolve the apprehensions and reluctance of students to give true feedback. We conducted a study to compare quantitative and qualitative data obtained through an anonymous and standardized official evaluation system. One hundred and ten medical students of Year III of Shifa College of Medicine participated in our study during an integrated module. We created an anonymous portal on the website www.freesuggestionbox.com and provided its link to the students. We encouraged students to reflect on their learning process throughout the module and provide quantitative feedback on the anonymous portal at the end of the module. Students also provided structured feedback on a standardized official evaluation questionnaire utilizing a 21-items questionnaire and optional comments as per routine for each faculty member. Quantitative and qualitative data of unstructured and anonymous feedback were analyzed and compared with the feedback provided on the official structures feedback proformas. Broad themes after being assessed by authors were assigned codes, commonalities in both feedbacks were analyzed and any new areas highlighted by students were identified. Quantitative data obtained through each feedback was statistically similar. Students provided more information about new learning strategies incorporated in the module on the anonymous portal in comparison to the official structured feedback portal. The total number of comments on the anonymous feedback portal was much higher than the official feedback portal. Anonymous and real-time feedback may influence the way the message is received and processed and may allow faculty to immediately resolve highlighted problems, ensure active participation and reduce insecurities of medical students.","PeriodicalId":239200,"journal":{"name":"Proceedings of the International Conference on Medical Education (ICME 2021)","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125243997","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":"Predictive Factors of Students Engagement Online Learning for First Semester Faculty of Medicine UNISSULA Preclinical Students","authors":"P. Ayuningtyas, Ulfah Dian Indrayani, Menik Sahariyani","doi":"10.2991/assehr.k.210930.056","DOIUrl":"https://doi.org/10.2991/assehr.k.210930.056","url":null,"abstract":"Background: the outbreak of COVID-19 pandemic causes havoc among many aspects of life including education. In Indonesia, 8 months since the first outbreak the mode of teaching have shifted from face to face problem based learning to online learning. The year 2020 preclinical students are the first batch students who undergo full online learning this semester due to the pandemic. Aims and objectives: This study aims to investigate the students engagement and willingness during online classes. Materials and methods: questionnaire items were developed based on aspects of problem based learning which include small group discussion, skill laboratory, practicum, lecture and online examination. The responses were based on 5 points Likert scale to rank the engagement, willingness of online learning and also the students understanding on the indicators as well as open responses to record their opinions on online learning. All the 2020 preclinical students (N=151) were given informed consent to participate in the study and were voluntarily participated afterwards. Multinomial regression analysis was conducted. Results: The logistic regression model was statistically significant X (12, N=151)= 33.94 = .27, p<0.001.The model explained 27% (Nagelkerke R ) of the variance in student engagement and correctly classified 70.9% correct prediction. Highly engage students was associated in likelihood of participating during small group discussion and practicum sessions.","PeriodicalId":239200,"journal":{"name":"Proceedings of the International Conference on Medical Education (ICME 2021)","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116643049","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":"Journey Towards Implementing “Community Based Medical Education (CBME) at Indus Medical College”","authors":"Memon Inayat Ullah, Shah Tazeen","doi":"10.2991/assehr.k.210930.040","DOIUrl":"https://doi.org/10.2991/assehr.k.210930.040","url":null,"abstract":"Introduction: Till last few decades doctors were mainly trained in tertiary care hospitals. Appreciating need of competency to manage community’s sufferings and health issues; during last 30-40 years, medical education has undergone significant re-formations and re-organization in its delivery and training of medical personnel, with consequent focus on communities ‘health i.e., Community-Based Medical Education (CBME). The aim of this was to ascertain academic value and training superiority (if any), of CBME trainees if compared with in-hospital trained residents. Methods: We were advised by the national medical regulatory authority to incorporate CBME in curriculum. To meet this requirement a pilot study was formulated, to help add final CBME component in curriculum. We planned a quantitative, prospective, quasi-experimental study, that compared two groups of residents with maximum possible similarities. One group was to be trained in communities and other within the Indus Medical College Hospital (IMCH). The Curriculum Committee designed a 4-week CBME program, for 6 residents of year-one, which was held at nearby rural health facility, about 2 kms from Indus IMCH, while other group, comprising same number of residents trained within the main campus of the institute. Research instrument, the questionnaire was based on Specific Learning Objectives (LOs), formulated by Curriculum and Assessment Committee, these were based on the results (anemia) of patient’s Blood Picture, i.e., to ascertain cause of gross anemia. The learning objectives i.e., Cognition, Psychomotor and Affective included e.g., conversation with patients, history-taking, examination and interpretation of blood smears. Results: These were based on the participants’ responses to questionnaire i.e., Table of Specification (TOS) that incorporated all the three domains of learning (Knowledge, Skills, Attitude), relevant to the training objectives. The assessment of residents included tools, such as MCQs, OSCE, Mini-CEX, DOPS, Short Essay Question (SEQs) and Practical demonstrations etc. Out of 6 residents, 3 secured more than 80%, 2 had between 80 and 70% and one got less than 70% score. Average score obtained by CBME trainees was 80%, while other group had average score of 64.66%. Based on these results, it can be justifiably inferred that CBME training should be part of doctors in training. Conclusion: The score obtained by of COME trained residents was compared with residents of same year in the matched subject. Observation was, CBME residents had at least 15% score higher than in-hospital residents.","PeriodicalId":239200,"journal":{"name":"Proceedings of the International Conference on Medical Education (ICME 2021)","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127486992","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":"Factors’ Influencing Users’ Perceptions on Workplace-Based Formative Assessment","authors":"Vasiliki Andreou, Sanne Peters, Jan Eggermont, B. Schoenmakers","doi":"10.2991/assehr.k.210930.003","DOIUrl":"https://doi.org/10.2991/assehr.k.210930.003","url":null,"abstract":"Workplace-based formative assessment (WBA) has met with mixed reactions from users in postgraduate medical education. Users’ perceptions about WBA tend to be negative. Consequently, its learning value has yet to reach its full capacity. In this study, we explored which factors influence users’ perceptions about formative WBA. We conducted a constructivist grounded theory study with focus groups in the interuniversity General Practitioners’ Training in Flanders. Focus groups were administered online and asynchronous due to COVID-19. The main questions of the focus groups were open-ended. In total, 3 homogeneous focus groups with trainees (n=6), trainers (n=7), and supervisors (n=9) took part in this study. Data analysis followed the stages of open, focused, and axial coding. Three predominant categories of factors were identified in the data: (1) users’ engagement and agency in the assessment progress, (2) users’ conceptualization about their own role in the curriculum, and (3) users’ trust and their relationship with each other. These categories are interrelated in a mutual way. Negative users’ perceptions were more prevalent, when users faced barriers in one of these three categories. By mapping the factors influencing users’ perceptions, our findings might facilitate changing the negative perceptions about workplace-based formative assessment and improve its educational value in medical curricula.","PeriodicalId":239200,"journal":{"name":"Proceedings of the International Conference on Medical Education (ICME 2021)","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124655319","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":"The Correlation of Coping Mechanisms with Academic Integrity of Medical Students in the Academic Stage","authors":"Addinda Khila Ajnah, Hikmah Muktamiroh, Anisah, N. Bustamam","doi":"10.2991/assehr.k.210930.054","DOIUrl":"https://doi.org/10.2991/assehr.k.210930.054","url":null,"abstract":"Background: One of the main factors affecting academic integrity is stress. During this pandemic, stressors have increased with online learning. The way to deal with stress is called a coping mechanism. Aims: To identify the relationship between coping mechanisms and the behavior of students in relation to academic integrity in the academic stages of the medical faculty in Jakarta. Methods: The research design used was a cross-sectional method. This study was conducted using proportional stratified random sampling with a total sample of 128 medical students from 2nd, 3rd, and 4th year students. The data from this study was collected from questionnaire about coping mechanisms and an adaptation from the Roff questionnaire. Data was analyzed using the Chi-Square test. Results: The majority of the respondents had a moderate score level of academic integrity behavior and emotionfocused coping mechanisms. The Chi-Square test showed that P=0.102, which means it was above P < 0.05. Conclusions and Recommendations: There was no correlation between the coping mechanisms of students and their academic integrity behavior in the academic stage. Training is needed to improve academic integrity behavior and to determine appropriate coping mechanisms. There are many types of coping mechanisms, some that focus on problemsolving and some that are emotion-focused, each can be destructive or constructive and are affected by other factors.","PeriodicalId":239200,"journal":{"name":"Proceedings of the International Conference on Medical Education (ICME 2021)","volume":"117 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126292005","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":"Perception of the Educational Environment and Its Correlation with Academic Performance of Medical Students in a Public Sector Medical Institute of Pakistan","authors":"Mehwish Kaneez, S. M. Zaidi, Hamza Bhatti, Hania Ijaz, Mishal Fatima, Muhammad Hamza","doi":"10.2991/assehr.k.210930.008","DOIUrl":"https://doi.org/10.2991/assehr.k.210930.008","url":null,"abstract":"Objective: The study aims to assess their correlation and provide recommendations for a conducive educational environment (EE). Methods: This was a cross-sectional study conducted in a public sector medical institute of Pakistan in which EE of 320 students from 2 till 5 years was assessed using Dundee Ready Educational Environment Measure (DREEM). Results: The mean DREEM score was 98.32/200 indicating the perception to be on the less positive side. Students’ academic self-perception (SASP) domain scored highest (16.97/32, 53%) while students' perception of teaching (SPT) domain scored the lowest (20.07/44, 45.5%). The difference in mean DREEM and subdomains scores across academic years were statistically significant (p<0.001) with 2-year having the lowest (86.4) and 4 year having the highest (110.22) mean scores. There was a significant positive correlation between academic performance and total DREEM score (r=0.661, p<0.01) The simple linear regression for predicting obtained scores in recent professional exams by total DREEM score was statistically significant (p<0.001). Conclusion: Academic performance was strongly correlated with the perception of the educational environment. Improving the perception of the educational environment will lead to better academic performance. Interventions such as training of teaching faculty, promotion of research-oriented learning, and the establishment of a support system for stressed students will help the administration to provide a better educational environment and improve the academic performance of students.","PeriodicalId":239200,"journal":{"name":"Proceedings of the International Conference on Medical Education (ICME 2021)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132418088","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":"What’s Up and What’s Down for WhatsApp in Medical Education","authors":"N. Naeem, Zil-e-Fatima Naeem","doi":"10.2991/assehr.k.210930.001","DOIUrl":"https://doi.org/10.2991/assehr.k.210930.001","url":null,"abstract":"WhatsApp is a smartphone messenger that employs the users’ existing internet data plan to connect the user to their social as well as learning community. This study aimed to explore the use of the WhatsApp instant messaging as a source of learning for postgraduate students enrolled in Master of Health Professions Education. This mixed method study involved postgraduate students enrolled in Master of Health Professions Education at University of Lahore, Pakistan from January 2017January 2018. Eighteen students filled the questionnaire after giving informed consent. This was followed by eight individual interviews of students consenting for interview. The findings of the research suggest that the use of WhatsApp instant messaging may assist students in learning as it fosters a social constructivist environment. This environment supported students in reinforcing various concepts by enhancing interaction within the groups, among teachers as well as assimilation of the content material shared. The study concluded that WhatsApp is perceived to be an acceptable supplementary application for educational purposes.","PeriodicalId":239200,"journal":{"name":"Proceedings of the International Conference on Medical Education (ICME 2021)","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132275687","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":"The Differences of Learning Achievement of Vein Puncture Using Mannequin Learning Objects and Real Patients","authors":"L. Rosita, Mahdea Kasyiva, Ester Tri Rahayu","doi":"10.2991/assehr.k.210930.035","DOIUrl":"https://doi.org/10.2991/assehr.k.210930.035","url":null,"abstract":"Background: Clinical competence is a mandatory requirement in medical education. The learning form of clinical competence is the skills lab. This learning activity uses tools that resemble the actual conditions of the patient. This study aims to compare the effectivity of learning venous puncture using mannequin and real patients based on students’ perception. Method: This research is an observational-cross sectional study, with one-time data collection process, by filling out a questionnaire. The research subjects were young doctors who had undergone the clinical laboratory stage. The research location is the hospital partner of Faculty of Medicine, Universitas Islam Indonesia (Regional Public Hospital of Kebumen and PDHI Hospital). Respondents filled out a questionnaire that can be accessed online. Data is then analysed for the differences with the T-Test. Result: The T-Test analysis shows that p-value = 0.006 on clinical knowledge using mannequin learning objects and real patients. These results indicate that students’s perceptions of clinical knowledge of venous puncture using real patients are better than using mannequins. Meanwhile, there was no significant difference in the clinical skills of venous puncture using mannequins and real patients, p value = 0.684. Conclusion: Based on students' perception, there are differences in the achievement of clinical knowledge in learning venous puncture using mannequin learning objects and real patients.","PeriodicalId":239200,"journal":{"name":"Proceedings of the International Conference on Medical Education (ICME 2021)","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114564613","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’ Attitudes Towards Ethical Issues Encountered in Clerkship Rotation","authors":"Miko Ferine, R. B. Wicaksono, Diyah Woro Dwi Lestari","doi":"10.2991/assehr.k.210930.055","DOIUrl":"https://doi.org/10.2991/assehr.k.210930.055","url":null,"abstract":"Clerkship rotation is one of the most important phases in medical education. In this phase, medical students learn authentically under a health practitioner how to treat patients in a full context, and in the process, they will encounter various ethical or professional problems that arise during the learning. This study was conducted to examine the attitudes of medical students relating to ethical issues while participating in the clerkship rotation. In addition, a phenomenology methods with in-depth interviews was used to find out students’ feelings, judgments and wishes toward ethical issues encountered in clerkship rotation and how they deal with the situation. The subjects were 10 medical students that at least had attended 4 departments in clerkship rotation. The result showed that students have decided to remain silent on ethical issues. Instead of criticizing, they prefer to question the situation with the doctors or discuss it with other students. Aside being felt as vulnerable groups because their future (graduation) were determined by the doctors, they chose to remain silent for some reasons. Hierarchy was the major problem to communicate the feeling of inconvenience in dealing with ethical issues. The second reason was group conformity, student can reduce the discomfort feelings when everyone else seemed not to care. They also noted that they became indifferent as to the effect of burnout on thinking about the same situation all the times. The courage to discuss the situation commonly depends on the characteristics of the doctors. Although students chose to remain silent in facing ethical issues in clerkship rotation, it was evident that they were learning, absorbing and more aware of what they were observing.","PeriodicalId":239200,"journal":{"name":"Proceedings of the International Conference on Medical Education (ICME 2021)","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124795029","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":"Virtual vs. Conventional Practicum in Pharmacology: Students’ Perspectives","authors":"R. Rahmawati, Isnatin Miladiyah, Muflihah Rizkawati, Marlina Anggraeni","doi":"10.2991/assehr.k.210930.044","DOIUrl":"https://doi.org/10.2991/assehr.k.210930.044","url":null,"abstract":"The coronavirus disease (COVID-19) pandemic has significantly affected the medical education process, in both clinical and preclinical years. This study compared students’ perspectives of the pharmacology practicum conducted in 2019 (pre-pandemic, conventional) and 2020 (virtual, via the Zoom platform). Secondary data used in this study were derived from questionnaires completed by students enrolled in two courses: a) Infection and b) Health Problems in Paediatrics. A questionnaire comprising 14 Likert-scale questions and two open-ended questions was used to assess students’ perspectives of co-teachers’ performance in small-group discussion and the quality of practicum learning. An independent t test was used to compare the responses. The responses to open-ended questions in the questionnaire were analysed descriptively. We assessed 191 and 344 questionnaires collected in the years 2019 (before the pandemic) and 2020 (during the pandemic), respectively. The mean score of co-teacher performance in the conventional practicum was 3.997 out of 4.000, which was higher than the score for the virtual practicum (3.841 out of 4.000, p<0.001). Most students in both groups responded “very good” (score 4) to the question about whether the practicum learning objectives could be achieved. The mean score for all items was >3.600. However, some challenges during practicum in the pandemic era were identified; these related to both practical (e.g., unstable internet connection) and substantive (e.g., inadequate prior knowledge of medications) aspects. Students perceived that both the conventional and virtual practicum were performed adequately to achieve the learning objectives. Despite the perceived good practice in virtual practicum, students preferred hands-on experience in pharmacology training.","PeriodicalId":239200,"journal":{"name":"Proceedings of the International Conference on Medical Education (ICME 2021)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129688256","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}