MedEdPublish (2016)最新文献

{"title":"Practical tips to improve bedside teaching using learning theories and critical reasoning","authors":"Thomas Rotthoff","doi":"10.12688/mep.19826.1","DOIUrl":"https://doi.org/10.12688/mep.19826.1","url":null,"abstract":"<ns7:p>Bedside teaching offers the opportunity to integrate the different professional roles and competencies of doctors and medical students with one another. It should not be delivered uniformly to all students but must be adapted to the level of experience of the students. Students at an early stage of their studies need a greater degree of structure and scaffolding than advanced students, as they may still feel insecure regarding a variety of factors. It therefore seems useful to take a closer look at the cognitive theories behind bedside teaching while bearing in mind that, in comparison to other teaching and learning formats, findings about emotion, epistemic beliefs, visual thinking strategies, theories of cognitive load, experiential learning and scripting, critical reasoning, structured briefing and debriefing can improve bedside teaching. This paper provides practical tips to reveal the processes of clinical reasoning and decision-making in a more rational, structured, analytical and critical manner.</ns7:p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135968419","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":"“I get higher marks via BYOD”: A descriptive qualitative study on student experiences using BYOD e-assessments to enhance the dimensions of administration and support for learning excellence.","authors":"Janus van As, Elizabeth Kanita Brits","doi":"10.12688/mep.19721.1","DOIUrl":"https://doi.org/10.12688/mep.19721.1","url":null,"abstract":"<ns5:p><ns5:bold>Background: </ns5:bold>A Bring Your Own Device (BYOD) e-assessment strategy empowers students to use personal devices for digital exams, reducing the need for specialised facilities and enhancing learning excellence by simplifying by streamlining the administrative and support dimensions of the student experience. Despite its benefits, it remains underused. This study investigates student perceptions of BYOD for e-assessments within a Faculty of Medicine and Health Science.</ns5:p><ns5:p> <ns5:bold>Methods: </ns5:bold>A descriptive qualitative approach was adopted, employing a survey with open-ended and Likert-scale questions to delve into student experiences.</ns5:p><ns5:p> <ns5:bold>Results: </ns5:bold>The findings revealed that 82.7% of students had a positive experience due to the method's efficiency and convenience. However, 20.7% still preferred traditional pen-and-paper assessments. Various factors, such as technical difficulties, device quality and familiarity, and confidence in using technology, shaped these experiences. Students with older devices expressed worries about compatibility and performance. There were also issues related to connectivity and the specific device used. Interestingly, most students felt a sense of safety and were less stressed using a familiar device. However, those with outdated devices harboured performance concerns, and some lacked confidence in their technological skills.</ns5:p><ns5:p> <ns5:bold>Conclusion: </ns5:bold>While BYOD for e-assessment offers a valuable means to enhance student experience and decrease administrative load, it is not a one-size-fits-all solution. Successful execution requires a mix of interventions, including faculty support, student training, and thoughtful planning. When implementing a BYOD e-assessment system, it is essential to consider student experiences and address their needs. Additionally, implementing BYOD for assessment requires multiple strategic actions to ensure effective integration. Furthermore, the study underlines the need for a comprehensive learning excellence approach that factors in student support and administration, affirming that technology can elevate the student experience. Therefore, conducting research on how technology can contribute to learning excellence warrants more research.</ns5:p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"197 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136208975","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":"Practical tips for a fast and successful transition to an online curriculum","authors":"Chloé E.C. Bras, Remco C. Jongkind, Ellen L. van Veen, Kim Win Pang, Laura E. Olthof, Tobias B.B. Boerboom","doi":"10.12688/mep.19751.1","DOIUrl":"https://doi.org/10.12688/mep.19751.1","url":null,"abstract":"<ns7:p>The COVID-19 pandemic and the following lockdown forced educational institutions to transform their face-to-face curriculum into an online programme in a matter of weeks. In this article, we present 12 tips for a successful transition based on the challenges that we faced in the Bachelor of Medicine at Amsterdam Medical Centre. These tips are divided in four main themes: infrastructure, faculty development, student engagement, and teaching activities. The Community of Inquiry model is used as backbone in all tips, since teaching presence, social presence, and cognitive presence are essential factors in effective online education. These tips can be useful for everyone who wants to implement online education in their curriculum, whether borne out of necessity or by design.</ns7:p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"59 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136209215","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":"Operationalizing competency-based assessment: Contextualizing for cultural and gender divides.","authors":"Samar Ahmed,&nbsp;Fouzia Shersad,&nbsp;Arina Ziganshina,&nbsp;Mariam Shadan,&nbsp;Abdelmoneim Elmardi,&nbsp;Yousif El Tayeb","doi":"10.12688/mep.19728.1","DOIUrl":"10.12688/mep.19728.1","url":null,"abstract":"<p><p>Following current trends, educational institutions often decide to use a competency framework as an overarching structure in their assessment system. Despite the presence of a common understanding of how different examinations can contribute to the decision on attaining a particular competency, a detailed mapping of the data points appears to be a challenging area that remains to be explored. Faced with the newly emerged task of introducing the assessment of the attainment of UAE medical students against the EmiratesMEDs competency framework, Dubai Medical College for Girls (DMCG) attempted to operationalise the designed concept in the assessment system considering the cultural and gender divide. We believe that health professionals who attempt to implement contextualized competency-based assessment could benefit from being acquainted with our experience. The article offers a step-by-step guide on contextualized competency assessment operationalization, describing building the team, working with consultants and faculty development, estimating institutional assessment capacity, mapping and operationalizing the maps by using both human recourses and the software. We also offer the readers the list of enabling factors and introduce the scope of limitations in the process of developing the competency-based assessment system. We believe that following the present guide can allow educators to operationalize competency-based assessment in any context with respect to local culture and traditions.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"13 ","pages":"210"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10576182/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41241867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Medical education in Bangladesh from Student and Teacher’s Perspective: Impact and challenges of the COVID-19 pandemic","authors":"M. Wakilur Rahman, Md Mahfuzul Hasan, Md. Salauddin Palash, Md Asaduzzaman","doi":"10.12688/mep.19761.1","DOIUrl":"https://doi.org/10.12688/mep.19761.1","url":null,"abstract":"<ns3:p>Background: </ns3:p><ns3:p> In low- and middle-income countries like Bangladesh, where medical education faces a range of challenges-such as lack of infrastructure, well-trained educators, and advanced technologies, abrupt changes in methodologies without adequate preparation are more challenging than in higher-income countries. This was worsened during the COVID-19 pandemic and these challenges have resulted in a change in medical education methodology. This study assesses the medical education procedure, impacts and adaptation strategies and challenges of the COVID-19 pandemic in the medical education system of Bangladesh from learners' as well as educators' perspectives. </ns3:p><ns3:p> Methods: </ns3:p><ns3:p> The study collected data from 22 Medical Colleges/Universities across 18 districts of eight divisions using quantitative and qualitative methods. A total of 408 samples were collected consisting of 316 from students and 92 from medical teachers. Descriptive analysis and probit model were performed for obtaining results. </ns3:p><ns3:p> Results: </ns3:p><ns3:p> The efficacy of online learning was questionable, but results showed that it was more effective for theory classes (92.4%) followed by clinical classes (75.63%) and the efficacy rate was low for practical classes (54.11%). All types of classes (theory, practical and clinical) are currently using mixed methods to some extent in medical education in Bangladesh. Regarding impacts and adaptation strategy, approximately 75.3% of the students surveyed expressed their acceptance of online education. Over 80% of the participants acknowledged the advantages of online learning, highlighting the freedom to learn from home, cost and time savings, and avoiding physical closeness with other students as major benefits. </ns3:p><ns3:p> Conclusions: </ns3:p><ns3:p> To address future challenges like the COVID-19 pandemic in medical education in Bangladesh, a comprehensive policy approach such as strengthening technological infrastructure, promoting blended learning approaches, enhancing faculty training and support, integrating telemedicine into the curriculum, and continuously evaluating and improving policies and interventions can enhance the resilience of its medical education system, and prepare for future challenges.</ns3:p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135481579","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":"Determining current approaches to the evaluation of the quality of healthcare simulation-based education provision: a scoping review.","authors":"Rachel Pogson, Helen Henderson, Matt Holland, Agnieszka Sumera, Kacper Sumera, Carl A. Webster","doi":"10.12688/mep.19758.1","DOIUrl":"https://doi.org/10.12688/mep.19758.1","url":null,"abstract":"<ns3:p><ns3:bold>Background: </ns3:bold>With an increase in simulation being used in healthcare education, there is a need to ensure the quality of simulation-based education is high. This scoping review was conducted to answer the question: What are the current approaches to the evaluation of the quality of health-care simulation-based education provision?</ns3:p><ns3:p> <ns3:bold>Methods:</ns3:bold> Databases PubMed, Cochrane, ERIC, CINAHL and Medline were searched in March 2023 to retrieve peer-reviewed healthcare research and review articles written in the English language within the last 20 years. All data were extracted from six studies, themed and presented in the main text and in tabular form.</ns3:p><ns3:p> <ns3:bold>Results</ns3:bold>: Two scoping reviews, one systematic review and three research articles were included. Three main themes were found: adherence to existing design frameworks, lack of validation of these frameworks and lack of evaluation frameworks, and a proposed evaluation framework. Many of the excluded articles focussed on gaining participant feedback to evaluate simulation activities, rather than evaluating the quality of the design and implementation of the simulation.</ns3:p><ns3:p> <ns3:bold>Conclusions: </ns3:bold>Benchmarking of current United Kingdom (UK) healthcare simulation against UK and international simulation standards is required to increase its quality, therefore, an agreed UK template framework to evaluate simulation packages is recommended.</ns3:p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135481972","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":"Practical Tips for using a Human Library approach In medical education","authors":"Rebecca Malhi, Grace Perez, Javeria Shafiq, Aaron Johnston","doi":"10.12688/mep.19746.1","DOIUrl":"https://doi.org/10.12688/mep.19746.1","url":null,"abstract":"<ns4:p>A Human Library is a structured event that brings people from different groups together. It simulates the format of a customary library, with ‘Readers’ borrowing ‘Books’, who are human volunteers sharing their lived experiences and perspectives. Rooted in principles of social psychology, Human Libraries provide opportunities for Books and Readers to interact in meaningful dialogue. The goal of each interaction is to give the Reader new understanding of the Book’s life.</ns4:p><ns4:p> The Human Library was originally developed as a strategy to challenge prejudice through conversation and personal connection, but the approach is remarkably versatile. We repurposed it for a medical education context in order to provide learners in medical school with information and inspiration, particularly about rural life and rural medicine. We organized and held two Human Library events where pre-medical and undergraduate medical students (Readers) engaged in dialogue with rural physicians (Books). However, the strategy could be used to address a wide variety of challenging subjects where the potential Readers are biased or lack experience.</ns4:p><ns4:p> This article draws upon research literature and our own experiences of running Human Library events to give practical advice for other organizations who might want to use this novel approach in medical education.</ns4:p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135482518","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":"Enhance nursing students’ reflection through Padlet: an action research","authors":"Tharin Phenwan","doi":"10.12688/mep.19771.1","DOIUrl":"https://doi.org/10.12688/mep.19771.1","url":null,"abstract":"<ns4:p><ns4:bold>Background:</ns4:bold> Reflective practice (RP) is encouraged amongst healthcare students, including nursing students. However, students do not have a ‘safe space’ to practice reflection before being assessed. Padlet is an interactive platform that can potentially facilitate students’ reflection via its features that enables anonymous participation, asynchronous participation and collaborative learning environment. This study aims to explore the influence of current reflection teaching method on students’ RP and how Padlet can facilitate students’ RP.</ns4:p><ns4:p> <ns4:bold>Methods:</ns4:bold> An action research was undertaken with 22 first year nursing students from Feb to May 2023. Participants answered questions anonymously pre-class and post-class in two Padlet boards. The researcher gave constructive feedback and signposted good examples of reflection to participants thus enabling ‘champion’ students to emerge during the process. Anonymous texts from two Padlet boards were analysed using reflexive thematic analysis technique.</ns4:p><ns4:p> <ns4:bold>Results:</ns4:bold> Three themes were generated: i) Pre-class variable baseline understanding of reflection; ii) Co-constructed reflection and iii) Tools and triggers for reflection. Students joined the study with different presumptions and understanding of reflection, ranging from descriptive understanding of the concept, a total misunderstanding of the concept and in-depth understanding of reflection. They all indicated a changed understanding of reflection post-class and emphasized the benefits of a socially constructed learning process. Participants suggested the use of reflective tools (via reflective models) and triggers (via probing questions and feedback) as useful to facilitate their reflection.</ns4:p><ns4:p> <ns4:bold>Conclusions:</ns4:bold> This study indicates that the current teaching materials enable students to enhance their understanding of reflection. Nevertheless, students could potentially benefit from tools and triggers that will initiate and support their reflection. To that end, Padlet proves a promising tool to enhance students’ reflection via its function to enable anonymity, asynchronous participation and socially constructed learning environment.</ns4:p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"196 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135591794","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 impact of interviewer characteristics on residency candidate scores in Emergency Medicine: a brief report","authors":"Ryan F. Coughlin, Jessica Bod, D. Brian Wood, Katja Goldflam, David Della-Giustina, Melissa Joseph, Dylan Devlin, Ambrose H. Wong, Alina Tsyrulnik","doi":"10.12688/mep.19735.1","DOIUrl":"https://doi.org/10.12688/mep.19735.1","url":null,"abstract":"<ns7:p><ns7:bold>Background:</ns7:bold> At the conclusion of residency candidate interview days, faculty interviewers commonly meet as a group to reach conclusions about candidate evaluations based on shared information. These conclusions ultimately translate into rank list position for The Residency Match. The primary objective is to determine if the post-interview discussion influences the final scores assigned by each interviewer, and to investigate whether interviewer characteristics are significantly associated with the likelihood of changing their score. Based on Foucault’s ‘theory of discourse’ and Bourdieu’s ‘social capital theory,’ we hypothesized that interviewer characteristics, and the discourse itself, would contribute to score changes after a post-interview discussion regarding emergency medicine residency candidates.</ns7:p><ns7:p> <ns7:bold>Methods: </ns7:bold>We conducted a cross-sectional observational study of candidate scores for all candidates to a four-year emergency medicine residency program affiliated with Yale University School of Medicine during a single application cycle. The magnitude and direction of score changes, if any, after group discussion were plotted and grouped by interviewer academic rank. We created a logistic regression model to determine odds that candidate scores changed from pre- and post-discussion ratings related to specific interviewer factors.</ns7:p><ns7:p> <ns7:bold>Results:</ns7:bold> A total of 24 interviewers and 211 candidates created 471 unique interviewer-candidate scoring interactions, with 216 (45.8%) changing post-discussion. All interviewers ranked junior to professor were significantly more likely to change their score compared to professors. Interviewers who were women had significantly lower odds of changing their individual scores following group discussion (p=0.020; OR 0.49, 95% CI 0.26-0.89).</ns7:p><ns7:p> <ns7:bold>Conclusions:</ns7:bold> Interviewers with lower academic rank had higher odds of changing their post-discussion scores of residency candidates compared to professors. Future work is needed to further characterize the influencing factors and could help create more equitable decision processes during the residency candidate ranking process.</ns7:p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135591518","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":"Faculty development for strengthening online teaching capability: a mixed-methods study of what staff want, evaluated with Kirkpatrick’s model of teaching effectiveness","authors":"Rachelle Singleton, Daniela Ruiz Cosignani, Monica Kam, Megan Clune, Amanda Charlton, Tanisha Jowsey","doi":"10.12688/mep.19692.1","DOIUrl":"https://doi.org/10.12688/mep.19692.1","url":null,"abstract":"<ns3:p>Background: Globally, tertiary teachers are increasingly being pushed and pulled into online teaching. While most developments in online education have focused on the student perspective, few studies have reported faculty development (FD) initiatives for increasing online teaching capability and confidence from a staff perspective.</ns3:p><ns3:p> </ns3:p><ns3:p> Method: We designed and evaluated FD workshops, using five datasets, and the use of H5P software for interactive online teaching. We used educational theory to design our FD (Mayer multimedia principles, active learning) and evaluated our FD initiatives using the Best Evidence Medical Education (BEME) 2006 modified Kirkpatrick levels.</ns3:p><ns3:p> </ns3:p><ns3:p> Results: Teaching staff reported that Communities of Practice were important for their learning and emotional support. Uptake and deployment of FD skills depended on the interactivity of FD sessions, their timeliness, and sufficient time allocated to attend and implement. Staff who applied FD learning to their online teaching created interactive learning resources. This content was associated with an increase in student grades, and the roll-out of an institutional site-wide H5P license.</ns3:p><ns3:p> </ns3:p><ns3:p> Conclusion: This paper demonstrates an effective strategy for upskilling and upscaling faculty development. The use of H5P as a teaching tool enhances student learning. For successful FD, we make four recommendations. These are: provide just-in-time learning and allocate time for FD and staff to create online teaching material; foster supportive communities; offer personalized support; and design hands on active learning.</ns3:p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135827787","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}