The Asia Pacific Scholar最新文献_第4页

Large language models (ChatGPT) in medical education: Embrace or abjure? 医学教育中的大语言模型(ChatGPT):接受还是放弃?

The Asia Pacific Scholar Pub Date : 2023-10-03 DOI: 10.29060/taps.2023-8-4/pv3007

Nathasha Luke, Reshma Taneja, Kenneth Ban, Dujeepa Samarasekera, Celestial T Yap

引用次数: 1

Problem-based learning method in the context of a flipped classroom: Outcomes on pain management course acquisition 翻转课堂中基于问题的学习方法:疼痛管理课程习得的结果

The Asia Pacific Scholar Pub Date : 2023-10-03 DOI: 10.29060/taps.2023-8-4/oa2883

Soumia Merrou, Abdellah Idrissi Jouicha, Abdelmounaim Baslam, Zakaria Ouhaz, Ahmed Rhassane El Adib

{"title":"Problem-based learning method in the context of a flipped classroom: Outcomes on pain management course acquisition","authors":"Soumia Merrou, Abdellah Idrissi Jouicha, Abdelmounaim Baslam, Zakaria Ouhaz, Ahmed Rhassane El Adib","doi":"10.29060/taps.2023-8-4/oa2883","DOIUrl":"https://doi.org/10.29060/taps.2023-8-4/oa2883","url":null,"abstract":"Introduction: A deep understanding of physiology, physiopathology, pharmacology, and the management of pain is crucial for nurse anaesthetists to ensure the well-being of their patients. Thus, the teaching strategies should enhance the transition from acquiring the fundamental pain phenomena, to developing translational and critical thinking. The aim of the study is to determine if the flipped classroom that is considered an active learning approach is most effective compared to the traditional method in teaching pain management and if it improves students' academic performance. Methods: This study was quasi experimental, at a higher institute of nursing professions, among third-year anaesthesia resuscitation nursing students. participants were randomly allocated into either: the flipped classroom group where PBL was used (FG, n = 19), or the traditional lecture-based classroom group (TG, n = 19). The results and impact of the above approach were appreciated via the analysis of the summative assessment of the class group and from the questionnaire submitted to students. Results: The present study revealed that in the midterm exam, the mean score of the flipped classroom group (14.0) which is significantly higher (p<0.01) than the traditional lecture group (11.9). Moreover, the standard deviation of this latter is slightly higher (2.41) which indicates scores far from the average. Also, a significant difference between the averages of the two approaches in favor of flipped classroom Group was revealed (p<0.01). Conclusion: The assessment of student’s grades and their appreciation of both teaching approaches showed a preference for the PBL. Keywords: Flipped Classroom, Nursing Education, Pain Management, Problem-Based Learning","PeriodicalId":494652,"journal":{"name":"The Asia Pacific Scholar","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135648097","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

Peer-to-peer clinical teaching by medical students in the formal curriculum 医学生在正规课程中的点对点临床教学

The Asia Pacific Scholar Pub Date : 2023-10-03 DOI: 10.29060/taps.2023-8-4/oa3093

Julie Yun Chen, Tai Pong Lam, Ivan Fan Ngai Hung, Albert Chi Yan Chan, Weng-Yee Chin, Christopher See, Joyce Pui Yan Tsang

{"title":"Peer-to-peer clinical teaching by medical students in the formal curriculum","authors":"Julie Yun Chen, Tai Pong Lam, Ivan Fan Ngai Hung, Albert Chi Yan Chan, Weng-Yee Chin, Christopher See, Joyce Pui Yan Tsang","doi":"10.29060/taps.2023-8-4/oa3093","DOIUrl":"https://doi.org/10.29060/taps.2023-8-4/oa3093","url":null,"abstract":"Introduction: Medical students have long provided informal, structured academic support for their peers in parallel with the institution’s formal curriculum, demonstrating a high degree of motivation and engagement for peer teaching. This qualitative descriptive study aimed to examine the perspectives of participants in a pilot peer teaching programme on the effectiveness and feasibility of adapting existing student-initiated peer bedside teaching into formal bedside teaching. Methods: Study participants were senior medical students who were already providing self-initiated peer-led bedside clinical teaching, clinicians who co-taught bedside clinical skills teaching sessions with the peer teachers and junior students allocated to the bedside teaching sessions led by peer teachers. Qualitative data were gathered via evaluation form, peer teacher and clinician interviews, as well as the observational field notes made by the research assistant who attended the teaching sessions as an independent observer. Additionally, a single Likert-scale question on the evaluation form was used to rate teaching effectiveness. Results: All three peer teachers, three clinicians and 12 students completed the interviews and/or questionnaires. The main themes identified were teaching effectiveness, teaching competency and feasibility. Teaching effectiveness related to the creation of a positive learning environment and a tailored approach. Teaching competency reflected confidence or doubts about peer-teaching, and feasibility subthemes comprised barriers and facilitators. Conclusion: Students perceived peer teaching effectiveness to be comparable to clinicians’ teaching. Clinical peer teaching in the formal curriculum may be most feasible in a hybrid curriculum that includes both peer teaching and clinician-led teaching with structured training and coordinated timetabling. Keywords: Peer Teaching, Undergraduate Medical Education, Bedside Teaching, Medical Students","PeriodicalId":494652,"journal":{"name":"The Asia Pacific Scholar","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135648098","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

Why foreign medical students seek abroad elective experience in Japan: The German case 外国医科学生为何在日本寻求海外选修经验:德国案例

The Asia Pacific Scholar Pub Date : 2023-10-03 DOI: 10.29060/taps.2023-8-4/cs3003

Maximilian Andreas Storz, Rintaro Imafuku

引用次数: 0

Remote learning readiness amidst the COVID-19 pandemic amongst undergraduate medical students 2019冠状病毒病大流行期间医学生远程学习准备情况

The Asia Pacific Scholar Pub Date : 2023-10-03 DOI: 10.29060/taps.2023-8-4/sc3010

Kit Mun Tan, Chan Choong Foong, Donnie Adams, Wei Han Hong, Yew Kong Lee, Vinod Pallath

{"title":"Remote learning readiness amidst the COVID-19 pandemic amongst undergraduate medical students","authors":"Kit Mun Tan, Chan Choong Foong, Donnie Adams, Wei Han Hong, Yew Kong Lee, Vinod Pallath","doi":"10.29060/taps.2023-8-4/sc3010","DOIUrl":"https://doi.org/10.29060/taps.2023-8-4/sc3010","url":null,"abstract":"Introduction: The global COVID-19 pandemic had greatly affected the delivery of medical education, where institutions had to convert to remote learning almost immediately. This study aimed to measure undergraduate medical students’ readiness and factors associated with readiness for remote learning. Methods: A cross-sectional quantitative study was conducted amongst undergraduate medical students using the Blended Learning Readiness Engagement Questionnaire, during the pandemic where lessons had to be delivered fully online in 2020. Results: 329 students participated in the study. Mean scores for remote learning readiness were 3.61/4.00 (technology availability), 3.60 (technology skills), 3.50 (technology usage), 3.35 (computer and internet efficacy), and 3.03 (self-directed learning). Male students appeared more ready for remote learning than females, in the dimensions of self-directed learning and computer and internet efficacy. Students in the pre-clinical years showed a lower level of readiness in the technology availability domain compared to clinical students. The lowest score however was in the self-directed learning dimension regardless of the students’ year of studies. Conclusion: The pandemic had created a paradigm shift in the delivery of the medical program which is likely to remain despite resumption of daily activities post-pandemic. Support for student readiness in transition from instructor-driven learning models to self-directed learning models is crucial and requires attention by institutions of higher learning. Exploring methods to improve self-directed learning and increase availability of technology and conducting sessions to improve computer and internet efficacy can be considered in the early stages of pre-clinical years to ensure equitable access for all students. Keywords: Remote Learning, Student’s Readiness, Medical Education","PeriodicalId":494652,"journal":{"name":"The Asia Pacific Scholar","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135648101","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

Preclinical medical student satisfaction of Team-based learning in Chiang Mai University 清迈大学基础医学生团队学习满意度研究

The Asia Pacific Scholar Pub Date : 2023-10-03 DOI: 10.29060/taps.2023-8-4/sc3000

Komson Wannasai, Wisanu Rottuntikarn, Atiporn Sae-ung, Kwankamol Limsopatham, Wiyada Dankai

{"title":"Preclinical medical student satisfaction of Team-based learning in Chiang Mai University","authors":"Komson Wannasai, Wisanu Rottuntikarn, Atiporn Sae-ung, Kwankamol Limsopatham, Wiyada Dankai","doi":"10.29060/taps.2023-8-4/sc3000","DOIUrl":"https://doi.org/10.29060/taps.2023-8-4/sc3000","url":null,"abstract":"Introduction: Global medical and healthcare education systems are increasingly adopting team-based learning (TBL). TBL is an interactive teaching programme for improving the performance, clinical knowledge, and communication skills of students. The aim of this study is to report the learning experience and satisfaction of participants with the TBL programme in the preclinical years of the Faculty of Medicine, Chiang Mai University. Methods: Following the implementation of TBL in the academic year 2022, we asked 387 preclinical medical students, consisting of 222 Year 2 and 165 Year 3 medical students who attended the TBL class to voluntarily complete a self-assessment survey. Results: Overall, 95.35% of the students were satisfied with the structure of the TBL course and agreed to attend the next TBL class. The overall satisfaction score was also high (4.44 ± 0.627). In addition, the students strongly agreed that the TBL programme improved their communication skills (4.50 ± 0.796), learning improvement (4.41 ± 0.781), and enthusiasm for learning (4.46 ± 0.795). Conclusion: The survey findings indicated that students valued TBL-based learning since it enabled them to collaborate and embrace learning while perhaps enhancing their study abilities. However, since this is a pilot study, further investigations are warranted. Keywords: Team-based learning, Small group interaction, Medical education, Implementation","PeriodicalId":494652,"journal":{"name":"The Asia Pacific Scholar","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135648093","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