Advances in Medical Education and Practice最新文献

{"title":"Online Physiology Practice with Team-Based Learning During the COVID-19 Pandemic","authors":"Yuki Fujiwara, Izuki Amano, Sumiyasu Ishii, Mikiko Kishi, Noriyuki Koibuchi","doi":"10.2147/amep.s415257","DOIUrl":"https://doi.org/10.2147/amep.s415257","url":null,"abstract":"<strong>Background:</strong> The spread of the coronavirus disease (COVID-19) has significantly affected medical education. In particular, conducting practical training in a face-to-face format has become difficult.<br/><strong>Purpose:</strong> To address this problem, online physiology practice combined with team-based learning (TBL) for deep learning of renal physiology was conducted among second-year medical students.<br/><strong>Participants and Methods:</strong> The experiment was performed by a group of students, while other students watched online. After the experiment, all students were grouped using breakout rooms. Following a discussion of the data, a clinical case study related to the experiment was conducted using TBL. To examine the effect of online practice in a case study under TBL, the participants completed an anonymous, open-ended, web-based questionnaire after the program, enabling us to compare their expectations and satisfaction. The questionnaire consisted of questions examining students’ opinions on the appropriateness of online practice, degree of understanding, ease of asking questions, time efficiency, and the usefulness of case studies using TBL.<br/><strong>Results:</strong> There was no change in the number of students who participated in the online practice before and after class. After class, more students considered the level of understanding easier and displayed better on-time efficiency than with regular face-to-face training. However, these questions are difficult to answer.<br/><strong>Conclusion:</strong> Online-based physiology practice combined with clinical case studies under TBL helped maintain students’ expectations and satisfaction with the training.<br/><br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139031577","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":"Observational Study of Conformity in Yet Another Medical Learning Environment: Conformity to Preceptors During High-Fidelity Simulation","authors":"Tanya N Beran, Ghazwan Altabbaa, Elizabeth Oddone Paolucci","doi":"10.2147/amep.s427996","DOIUrl":"https://doi.org/10.2147/amep.s427996","url":null,"abstract":"<strong>Purpose:</strong> Altering one’s behavior to comply with inaccurate suggestions made by others (i.e., conformity) has been studied since the 1950s. Although several studies have documented its occurrence in medical education, it has yet to be examined in a high-fidelity simulation environment. It was hypothesized that a large majority of learners would conform to a preceptor.<br/><strong>Patients and Methods:</strong> A total of 42 student dyads (a medical student paired with a resident) participated in one of four clinical scenarios to manage the diagnosis and treatment of a simulated patient encounter. Once the learners became familiar with the patient’s case, a preceptor entered the simulation, offered an equivocal suggestion about diagnosis or management, and then left. Two raters observed the video recordings of how the learners managed the case after this suggestion was made. The nature of these interactions was also documented.<br/><strong>Results:</strong> Sixteen (38.10%) of the 42 medical student dyads conformed to the equivocal information presented by the preceptors. Observations of these interactions showed that all of the medical students conformed to the residents, but not all of the medical students conformed to the preceptors.<br/><strong>Conclusion:</strong> Many learners conform to preceptors by acting on their equivocal suggestion when managing a patient case during high-fidelity simulation.<br/><br/><strong>Keywords:</strong> Adherence, medical students, Immersive learning, medical education, medical errors, patient safety<br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139031607","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":"Blended Learning with Video Demonstrations Enhances Dental Students’ Achievements in Tooth Carving","authors":"Heba Alzer, Noor H Ismail, Firas Alsoleihat","doi":"10.2147/amep.s426199","DOIUrl":"https://doi.org/10.2147/amep.s426199","url":null,"abstract":"<strong>Background:</strong> Learning fine motor skill is central to preclinical dental education. Dental students are introduced to anatomical tooth carving to facilitate the development of their fine motor skill and manual dexterity. Various carving technique exists, such as wax build-up, and geometric (block carving technique). Since substantial laboratory Time and instructors’ effort are required to teach students the desired techniques, blended learning approach via pre-recorded demonstration may improve the teaching and learning efficiency of anatomical tooth carving. For years, we used the Geometric method to teach preclinical dental students to carve down tooth sculptures after performing live demonstrations for them. Multiple practical laboratory demonstrations are necessary to deepen the student’s comprehensive understanding of dental anatomical features and teach them correct instrumentation; this is time-consuming and challenging due to limited laboratory hours and limited view field. Accordingly, in 2016 the teaching staff created videos for tooth drawing, carving, and identification, and uploaded them to the students’ university platform. Years later, we decided to perform this retrospective study.<br/><strong>Objective:</strong> To assess the enhancement in students’ tooth carving skills after implementing blended learning with video demonstrations.<br/><strong>Methods:</strong> The student’s total grades were used for comparative purposes. The students’ total grades between 2010 and 2019 were collected and categorized into two groups: Group 1 (n=858), which learned tooth carving by the Geometric method after live demonstrations, and Group 2 (972), which benefited from blended learning with video demonstrations in learning. The two groups’ mean, median, mode, Percentile 75, and Percentile 90 were compared.<br/><strong>Results:</strong> Group 2 showed higher grades than group 1, and the differences between the two groups’ mean and median were statistically significant p&lt; 0.001. Moreover, the mode, P75 and P90 favored group 2.<br/><strong>Conclusion:</strong> Results show that blended learning with video demonstrations enhanced the achievements of dental students in tooth carving.<br/><br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138684180","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":"Implementation of Team-Based Learning for a Clinical Module of the Ethiopian Undergraduate Anesthesia Curriculum and Students’ Perspectives: A Pilot Cross-Sectional Study","authors":"Hailemariam Mulugeta, Abebayehu Zemedkun","doi":"10.2147/amep.s437710","DOIUrl":"https://doi.org/10.2147/amep.s437710","url":null,"abstract":"<strong>Introduction:</strong> Team-based learning (TBL) is an active learning strategy that gives students the opportunity to apply conceptual information through a series of tasks that incorporate individual effort, team collaboration, and immediate feedback. This study aimed to report baseline TBL implementation in a clinical module of a fourth-year competency-based undergraduate anesthesia curriculum and explore the perspectives of students.<br/><strong>Methods:</strong> In April 2023, 18 students participated in two TBL sessions over two weeks, and readiness assurance test results and post-TBL evaluations were analyzed. Week one TBL implementation scores were compared with week two, establishing a longitudinal analysis over two points in time. Students also participated in an online survey to assess their views on the advantages and design of TBL, their perceptions of its best and worst features, and their suggestions for its implementation.<br/><strong>Results:</strong> Of 18 students, 16 (89%) responded to the survey. Most students believed that TBL was an effective educational strategy but expressed concern about the amount of time required for TBL preparation and the need for student readiness. The individual readiness assurance test scores did not differ significantly between weeks 1 and 2 (mean difference [MD] = 0.39, P= 0.519, 95% CI: − 0.824 to 1.60). However, the students’ median [IQR] team readiness assurance test scores increased significantly from week one to week two, from 8 [2] to 10 [1] (p = 0.004). Peer evaluation scores also showed a significant increase in week 2 (MD = 2.4, P = 0.001, 95% CI: − 3.760 to − 0.996).<br/><strong>Conclusion:</strong> TBL was successfully implemented for a clinical module at Dilla University—Ethiopia for the first time. Students perceived it positively, but some criticized its preparation time, workload, and minimal facilitator engagement. We suggest convenient and flexible scheduling personalized for each student’s needs when TBL is applied for clinical modules.<br/><br/><strong>Keywords:</strong> team-based learning, competency-based education, clinical, anesthetics, pilot implementation, medical education research<br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138684330","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":"Comment on “Emotional Intelligence and Resilience ‘PROGRAM’ Improves Wellbeing and Stress Management Skills in Preclinical Medical Students” [Letter]","authors":"Slamet Wardoyo, Taufik Anwar","doi":"10.2147/amep.s451724","DOIUrl":"https://doi.org/10.2147/amep.s451724","url":null,"abstract":"Letter for the article Emotional Intelligence and Resilience &ldquo;PROGRAM&rdquo; Improves Wellbeing and Stress Management Skills in Preclinical Medical Students","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138684127","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":"Social Media Usage and Academic Performance Among Medical Students in Medina, Saudi Arabia","authors":"Asma Alshanqiti, Ohood Abdulaziz Alharbi, Dana Mohammad Ismaeel, Leen Abuanq","doi":"10.2147/amep.s434150","DOIUrl":"https://doi.org/10.2147/amep.s434150","url":null,"abstract":"<strong>Background:</strong> Social media are websites and applications enabling users to create or share content and communicate. The widespread use of social media among university students and easy access during class and study time raises concern about its impact on academic performance. This study aims to determine the impact of social media usage, addiction, and exposure on students’ academic performance.<br/><strong>Methods:</strong> An online cross-sectional study was conducted using convenience sampling among undergraduate medical students in Medina, KSA during the academic year 2021/2022. We used the chi-square and fisher’s exact tests to determine the impact of social media usage on academic performance.<br/><strong>Results:</strong> 842 medical students participated in our study. 57.1% were females, 24.8% were in the 5th academic year, and 56.5% had a Grade Point Average (GPA) in the range of 4.5 to 5. Moreover, 26.1% of the students use social networking sites for 3– 4 hours, and males are more addicted to social media than females. Our results showed that students with excellent GPAs (GPA ≥ 4.5) are less likely to be addicted to social media networks (54.8%), and they perceive that using social media is not helping to improve their grades compared to other students. Also, showed that those who are addicted to social media benefit from the use of social media to improve their grades. There is no significant difference between genders in social media usage as if it helps them improve their grades. Moreover, no difference between the academic years in addiction and usage of social media.<br/><strong>Conclusion:</strong> This study has revealed that students with higher levels were less addicted to social media, and those who are addicted benefit from using social media to improve their grades. We call for using social media as a supporting tool for academic performance and achievement among university students.<br/><br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138630739","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":"Medicine and Pharmacy Students’ Knowledge, Attitudes, and Practice regarding Artificial Intelligence Programs: Jordan and West Bank of Palestine","authors":"Rami Mosleh, Qais Jarrar, Yazun Jarrar, Mariam Tazkarji, Mohammad Hawash","doi":"10.2147/amep.s433255","DOIUrl":"https://doi.org/10.2147/amep.s433255","url":null,"abstract":"<strong>Background:</strong> Artificial intelligence (AI) programs generate responses to input text, showcasing their innovative capabilities in education and demonstrating various potential benefits, particularly in the field of medical education. The current knowledge of health profession students about AI programs has still not been assessed in Jordan and the West Bank of Palestine (WBP).<br/><strong>Aim:</strong> This study aimed to assess students’ awareness and practice of AI programs in medicine and pharmacy in Jordan and the WBP.<br/><strong>Methods:</strong> This study was in the form of an observational, cross-sectional survey. A questionnaire was electronically distributed among students of medicine and pharmacy at An-Najah National University (WBP), Al-Isra University (Jordan), and Al-Balqa Applied University (Jordan). The questionnaire consisted of three main categories: sociodemographic characteristics of the participants, practice of AI programs, and perceptions of AI programs, including ChatGPT.<br/><strong>Results:</strong> A total of 321 students responded to the distributed questionnaire, and 261 participants (81.3%) stated that they had heard about AI programs. In addition, 135 participants had used AI programs before (42.1%), while less than half the participants used them in their university studies (44.2%): for drug information (44.5%), homework (38.9%), and writing research articles (39.3%). There was significantly (48.3%, <em>P</em>&lt; 0.005) more conviction in the use of AI programs for writing research articles among pharmacy students from Palestine compared to Jordan. Lastly, there was significantly more (53.8%, <em>P</em>&lt; 0.05) AI program use among medicine students than pharmacy students.<br/><strong>Conclusion:</strong> While most medicine and pharmacy students had heard about AI programs, only a small proportion of the participants had used them in their medical study. In addition, attitudes and practice related to AI programs in their education differs between medicine and pharmacy students and between WBP and Jordan.<br/><br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138581141","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":"Application of Team-Based Flipped Classroom and Traditional Learning on the Antenatal Education Center Course","authors":"Yingying Lin, Xiaoyan Xiu, Juan Lin, Zhiwei Chen, Cui Xian Zheng, Xuehong Pan, Lihua Lin, Jianying Yan","doi":"10.2147/amep.s429806","DOIUrl":"https://doi.org/10.2147/amep.s429806","url":null,"abstract":"<strong>Background:</strong> The goal is to evaluate the effects of a flipped class strategy on knowledge, self-directed learning ability, learning satisfaction and pregnancy outcomes in primiparas undergoing antenatal education.<br/><strong>Methods:</strong> A random sampling method was adopted. A total of 600 primiparas who were diagnosed with early pregnancy in a first-class hospital in southeast China and received continuous prenatal health education from May to July 2020 were selected as the research subjects. In order to make the baseline of the two groups of primipara comparable, we divided the two groups in the antenatal education centre according to the odd-even number of the lesson card number. The odd-numbered group was the experimental group, who used the prenatal health education model based on blended learning; the even-numbered group was the control group, who used the traditional mode of prenatal health education. The two groups were compared on the following outcomes: knowledge, self-directed learning ability, learning satisfaction and pregnancy outcomes.<br/><strong>Results:</strong> Compared with traditional learning, the blended learning approach can effectively controlled the gestational weight gain (GWG), alleviated the anxiety and depression during pregnancy, improved the natural delivery rate of the primipara, shortened the delivery process and reduced the risk of gestational diabetes mellitus (GDM), the difference was statistically significant (all <em>P</em>&lt; 0.05).<br/><strong>Conclusion:</strong> Blended learning may be an effective strategy because of its validity and practicality in antenatal education.<br/><br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138581206","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":"Prevalence of Internet Addiction and Impact of Internet Socialization on Professional, Academic, Social Lives and Sleep Pattern Among Students and Professionals from Various Fields Across India","authors":"Tarun Kumar, Vinoth Rajendran, Gitashree Dutta, Sneha Ambwani, Hina Lal, Kishna Ram, Pankaja Raghav","doi":"10.2147/amep.s438215","DOIUrl":"https://doi.org/10.2147/amep.s438215","url":null,"abstract":"<strong>Background:</strong> Internet addiction was found to be associated with a variety of psychosocial problems, including academic failure, low self-esteem, poor diet, mental disorders like depression and anxiety, sleep deprivation, and social withdrawal.<br/><strong>Objective:</strong> To determine the prevalence and risk factors of internet addiction and evaluate the impact of internet socialization on professional, academic, social lives and sleep pattern among students and professionals from various fields across India.<br/><strong>Methodology:</strong> This cross-sectional, descriptive study was conducted from January 2022 to July 2023 among 772 participants who were aged ≥ 18 years. The study tool consisted of a questionnaire with four parts comprising questions related to demographic characteristics, pattern of use and impact of internet over academic, professional, social life, sleep pattern, and Kimberley Young’s Internet Addiction Test (IAT) questionnaire.<br/><strong>Results:</strong> The prevalence of Internet addiction was 53.6% among the participants. Participants aged above 30 years demonstrated a decreased risk of internet addiction compared to those aged below 30 years (AOR = 0.35). Participants who reported becoming restless without internet access (AOR = 4.88) and going to bed late because of the use of internet or social media (AOR = 3.01) had a significantly higher risk of internet addiction.<br/><strong>Conclusion:</strong> Internet addiction is very common among professionals, and students and there is a high risk of internet addiction in persons who get restless when they cannot log in, spend too much time online, stay up late using the internet, and share personal information soon after meeting others on social media sites.<br/><br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138561561","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 Feedback Content Do Clinical Teachers Address During OSTEs?","authors":"Robin Lüchinger, Matteo Coen, Anne-Claire Bréchet Bachmann, Sara de Oliveira, Hélène Richard-Lepouriel, Noëlle Junod Perron","doi":"10.2147/amep.s423586","DOIUrl":"https://doi.org/10.2147/amep.s423586","url":null,"abstract":"<strong>Purpose:</strong> How to give feedback is widely taught and assessed during Faculty Development programs. As part of such programs, clinical teachers can attend objective structured teaching sessions (OSTEs), during which they are asked to give feedback to simulated residents on different tasks. Study aimed at: -analysing the feedback content provided during these OSTEs; -evaluating the impact of the training phase, medical discipline, or observed task; -assessing the alignment between feedback content addressed by clinical teachers and content identified as essential by experts.<br/><strong>Methods:</strong> We conducted a multimethod study. Clinical teachers (N=89) from five departments were trained to give feedback to residents in a six-month training program. Before and after training, they completed three OSTE stations which focused on tasks involving communication, interprofessional, physical exam or procedural skills. We analysed feedback content descriptively. ANOVA test was applied to evaluate feedback contents’ influencing factors (ie participants’ training phase, medical discipline, type of task addressed). For each OSTE, we analysed the percentage of items identified as essential by 3 experts that were addressed by clinical teachers during the feedback.<br/><strong>Results:</strong> We analysed 317 feedback sessions and coded 5388 occurrences. Feedback content distribution was: targeted content (73%), other clinical content (20%), learning strategies (4%), and self-management/other (3%). Feedback was often negative (73%). The training phase did not influence the content addressed while the topic of the observed task and clinical teachers’ specialization slightly did. Alignment between content identified by experts and addressed by clinical teachers during OSTEs was low (3– 38%).<br/><strong>Conclusion:</strong> Clinical teachers give mostly negative and targeted feedback according to the task. The poor alignment in selecting key content to be addressed is striking and should be further explored since clinical teachers may address elements of competence more according to their personal preferences than to residents’ needs and context priorities.<br/><br/><strong>Keywords:</strong> OSTEs, feedback content, clinical teacher, simulation, chief residents, fellow<br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138548142","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}