Journal of contemporary medical education最新文献

{"title":"THE PARTICIPATION ASSURANCE TEST (PAT): A NEW TEACHING STRATEGY TO ENSURE STUDENT PARTICIPATION IN LEARNING","authors":"Narmeen Hashim, Sheraz Khan, Saniya Hashim","doi":"10.5455/jcme.20200204010152","DOIUrl":"https://doi.org/10.5455/jcme.20200204010152","url":null,"abstract":"Introduction: Participation of students in learning determines their scholastic achievements. The current teaching systems do not assess student participation in learning rather than provide the grades based on knowledge recall. Objective: The objective of this study was to develop and evaluate a teaching strategy that can provide a standardized measure of student engagement in the learning process. Materials and methods: A quasiexperimental study undertaken in Rehman Medical College, Peshawar, KP, Pakistan (March–May 2018), involved 96 medical students (16 groups) of third professional MBBS present in small group format session on medical research. The participation assurance test administered after the lesson involved (i) written individual participation assurance test (iPAT) for individual performance, (ii) written team participation assurance test (tPAT) for team performance, (iii) perception-based peer evaluation pPAT for rating team members, and (iv) observer-based PAT (oPAT) by the facilitator for intra- and intergroup dynamics. Scores in numerical and Likert’s scales were analyzed by SPSS 22.0 for the descriptive and comparative analysis and correlations, keeping p ≤ 0.05 significant. Results: Mean iPAT was 54.66 ± 12.80 compared to mean tPAT 75.96 ± 19.85(p ≤ 0.001), mean pPAT was 20.83 ± 5.14 compared to mean oPAT of 16.50 ± 4.99 (p ≤ 0.001), and mean closed group oPAT was 4.19 ± 1.90 compared to open group oPAT of 12.31 ± 3.40 (p ≤ 0.001). A significant correlation was obtained for iPAT and tPAT (r = 0.564, p = 0.023). The groups achieving ≥60 iPAT marks showed the significant correlations of iPAT with tPAT (r = 0.869, p = 0.024) and closed group oPAT (r = −0.882, p = 0.017); the groups scoring below 60 in iPAT showed the significant correlations of iPAT with tPAT (r = 0.749, p = 0.013), open group oPAT (r = 0.636, p = 0.048), and total oPAT (r = 0.635, p = 0.048). Conclusion: The PAT was effective in assessing individual and team-based student participation and supports the adoption of the open group teaching strategy as more effective for student participation in learning.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"10 1","pages":"114-118"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70814130","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":"Can the learning styles of surgical residents impact their capacity to succeed in different learning environments? A case study","authors":"K. Lang, T. Hoover, Marie A. Hunsinger, M. Shabahang","doi":"10.5455/jcme.20190801103618","DOIUrl":"https://doi.org/10.5455/jcme.20190801103618","url":null,"abstract":"Objective: Fleming developed VARK (visual, aural, read/write and kinesthetic) as an acronym to describe different learning styles. The purpose of this study is to identify the particular teaching settings that are most and least conducive to learning for visual, aural, reading/writing and kinesthetic surgical residents and attending physicians. Methods: This is a qualitative and quantitative study based on focus group data and anonymous questionnaires. Focus groups were conducted with 27 residents and attending physicians in the general surgery department. Respondents were divided into five different groups (interns, mid-years, chiefs, pre-duty hour attendings and post-duty hour attendings). During the focus groups, short questionnaires were also administered to the respondents. Results: Overall, both residents and attending physicians felt that it would be ideal to increase the time spent in certain learning environments such as the operating room and simulation lab. There was not a significant difference in responses among the five groups. In addition, the results show that the different learning styles of respondents inform the ideal amount of time they should spend in each learning environment. More specifically, kinesthetic learners feel more time should be spent in the operating room (41.5% of the time), clinic (10.9% of time) and simulation lab (7.2% of time). Conversely, they feel that less time should be spent in lecture (7.4% of time) and in group-learning settings (3.4 % of time) compared to the other three groups of learners. Conclusions: These findings can help explain why the same learner can excel in one learning environment and not in others. This research builds on the finding that different types of learners find some learning environments to be more conducive to learning than others.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"10 1","pages":"5-11"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813966","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":"Current Milestones Assessment Practices, Needs and Challenges of Program Directors: A Case Study in a Pediatric Hospital Setting","authors":"Kadriye O. Lewis, S. Hathaway, D. Bratcher, D. Blowey, J. Knapp","doi":"10.5455/jcme.20200227121936","DOIUrl":"https://doi.org/10.5455/jcme.20200227121936","url":null,"abstract":"","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"20 1","pages":"131"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70814171","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":"Performance-based assessment in a pre-clinical medical school chest radiology curriculum: Student achievement and attitudes","authors":"F. Mahmoud, T. P. Sullivan, D. Ensminger, Amany Aziz, Khalid Alsabban, T. Demos, J. Lim-Dunham","doi":"10.5455/jcme.20190429063757","DOIUrl":"https://doi.org/10.5455/jcme.20190429063757","url":null,"abstract":"Objective: The purpose of this study was to evaluate student achievement and attitudes pertaining to a performance-based assessment in a medical student chest radiology curriculum using mixed quantitative and qualitative methods. Methods: One-hundred-and-sixty-one participating second-year students, in the 2015-16 academic year took a post-curriculum multiple choice question (MCQ) exam. Students also underwent a performance-based assessment in the form of a chest x-ray interpretation small-group session administered by radiology faculty at a picture archiving and communications system (PACS) workstation. Each student verbally interpreted one chest radiograph showing one of 6 pathologies and was given a numerical rating based on a standardized rubric. This score was compared to the correctness of the student’s answer to the corresponding MCQ question on the same topic. All students completed a post-session questionnaire. Open-ended free-text responses regarding student attitudes were coded into qualitative themes by three independent raters. High inter-rater agreement was demonstrated by average agreement index of .82 or greater (ranging from 0-1, with 1 indicating perfect agreement) for responses to the most frequent themes. Results: There was no significant association between scores on MCQ exam and performance-based assessment. Up to 90% of post-session questionnaire respondents indicated a Likert rating of 5 (strongly agree) when asked if the sessions improved understanding of chest x-rays and their ability to identify specific radiologic pathology. Dominant themes from open-ended responses were then derived. Conclusions: Lack of agreement between student performance on the chest x-ray interpretation small-group session and that on the parallel MCQ exam suggests that they each measure a different type of achievement, with the former emphasizing skills over knowledge. Features most commonly valued by students in the performance-based assessment were its ability to reinforce prior knowledge, supply an authentic and relevant PACS experience simulating real life, and provide an opportunity for active practice of radiology interpretive skills.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"10 1","pages":"94-101"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813610","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":"Resident scholarly activity is correlated with in-training exam scores","authors":"Robert P. Lennon, Kristian E Sanchack, J. Keck","doi":"10.5455/jcme.20190627125811","DOIUrl":"https://doi.org/10.5455/jcme.20190627125811","url":null,"abstract":"Objective: To evaluate the correlation between medical resident scholarly activity (SA) and in-training exam scores (ITEs). Methods: We conducted a five year (2013-14 through 2017-18) retrospective comparison of resident ITE scores and their cumulative SA. Each resident’s final ITE score was compared to their cumulative SA. Residents who began and ended their residency within this period were also evaluated with a comparison of their cumulative SA to their post-graduate year 1 (PGY1) ITE score and their change in ITE score. Results: 49 of 51 residents (96%) were evaluated. 26 of these were tracked from PGY1 through graduation. Spearman rank correlation shows a moderate positive correlation between scholarly activity and PGY1 ITE score (r=0.43, P=0.029), a weak positive correlation between scholarly activity and senior ITE score (r=0.29, P=0.046), and no correlation between scholarly activity and change in ITE score (r=-0.09, P=0.660). Conclusions: Our results provide evidence that higher scoring students tend to perform more scholarly activity. This finding warrants further study to determine the nature of this correlation – in particular the extent to which effort to increase one may also increase the other.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"10 1","pages":"74-77"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813921","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":"Global curricular innovations at Rehman Medical College, Peshawar: the case for Mini-CEX","authors":"M. Shah, I. Qayum","doi":"10.5455/jcme.20191025040027","DOIUrl":"https://doi.org/10.5455/jcme.20191025040027","url":null,"abstract":"Background: Mini-CEX is a formative assessment tool that is implementable, feasible, and acceptable for undergraduate work place based assessment. It also impacts future practice outcomes for graduates who have undergone Mini-CEX assessment in undergraduate training. Objective: To evaluate the outcomes of undergraduate Mini-CEX training in graduates of Rehman Medical College (RMC) posted at two affiliated teaching hospitals of Peshawar, Khyber Pakhtunkhwa, Pakistan. Methodology: The cross sectional study was conducted at Rehman Medical College, Peshawar and its two affiliated teaching hospitals from January to February 2017 through universal sampling to include 96 house officers (48 RMC graduates having Mini-CEX experience, and 48 graduates of other medical colleges without Mini-CEX experience), and their 12 clinical consultants. Two questionnaire-based surveys (faculty and graduates), were conducted to evaluate clinical performance, utilizing Kirkpatrick’s model for evaluation. Data analysis was done by SPSS 22.0 for descriptive statistics. Results: The faculty survey for evaluating graduate performance yielded significant scores for attitude (p=0.02) and work ethics (p=0.002) of RMC graduates; 58.3% of the faculty regarded Mini-CEX as a valuable tool for improving clinical skills, attitude & perceptions during undergraduate clinical training. RMC graduates (p","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"10 1","pages":"78-83"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70814060","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":"Current State of Otolaryngology Head and Neck Surgery Teaching in Canadian Medical Schools","authors":"Vincent Wu, J. Sattar, J. Beyea","doi":"10.5455/jcme.20191212065200","DOIUrl":"https://doi.org/10.5455/jcme.20191212065200","url":null,"abstract":"Background: Ear, nose and throat diseases can account for nearly 50% of primary care physician visits. This study aimed to evaluate the current state of Otolaryngology - Head and Neck Surgery (OtoHNS) teaching within Canadian medical schools. Method: Undergraduate OtoHNS course directors from all 17 Canadian medical schools were invited to participate in this cross-sectional study.  The survey contained 41 questions, and evaluated both qualitative and quantitative aspects of the undergraduate OtoHNS curriculum. Results: Ten schools completed the survey; 59% response rate. Ninety percent of schools reported a dedicated pre-clerkship OtoHNS curriculum, with an average of 24.2 hours spent (SD 16.8, range 6 to 50 hours). During clerkship, a rotation in OtoHNS was offered across all schools, but only mandated in two. Teaching modalities such as simulation and web-based modules were frequently used. One of the major barriers to achieving the ideal curriculum was identified as lack of dedicated time for OtoHNS. Conclusion: There appears to be a discrepancy in dedicated OtoHNS curricular time, especially during clerkship as reflected by mandatory rotations in only 20% of schools. The usage of simulation and web-based modules may serve to reduce this discrepancy, and enhance the learning experience for all undergraduate medical students.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70814224","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":"Do Supervised Learning Events reflect clinical competency and support ‘Trainee in Difficulty' identification? Physician Trainees' perceptions.","authors":"A. Tomkins, C. Sherratt, Mumtaz Patel","doi":"10.5455/jcme.20190705075510","DOIUrl":"https://doi.org/10.5455/jcme.20190705075510","url":null,"abstract":"Objective \u0000Training and assessment of postgraduate medical trainees has undergone a process of standardisation in recent years by using Workplace Based Assessments (WPBAs). WPBAs play a pivotal role in assessing competency and ensuring satisfactory training progress. From 2012 onwards, traditional WPBAs in the UK were replaced by Supervised Learning Events (SLEs) that include substantial formative feedback. SLE use are encouraged in identification and monitoring of training difficulties. Trainees’ perceptions of their value in identifying training difficulties and assessment of clinical competency are yet to be explored. \u0000 \u0000Methods \u0000A mixed- methods study adopting Grounded Theory methods was conducted with Higher Specialty Trainees across three medical disciplines; individuals with several years of postgraduate experience. Participants completed an online questionnaire utilising both qualitative and quantitative questions (n=25). Subsequently, two focus groups were conducted to explore perceptions of the assessment process (n=14). Grounded Theory methods were used to develop codes for the qualitative data, with quantitative responses recorded using Likert rating scales. \u0000 \u0000  \u0000Results \u0000Multi-rater assessments were rated highest at assessing clinical competency, with directly-observed assessments rated lowest. \u0000 Five main themes emerged from the data: \u00001. Trainees attempted to present their ‘best-self’: tension was identified between formative and summative aspects of assessments \u00002. Assessment process mistrust: concerns regarding the permanency of recording suboptimal performance impaired assessment use \u00003. Cultural shift of feedback provision: an enhanced feedback culture was identified, with assessments acting as a ‘springboard’ for knowledge development \u00004. Assessor dependence: pivotal role the assessor plays in training difficulty identification \u00005. Task-specific nature: narrow remit led to assessments’ limited ability to capture trainee performance \u0000 \u0000Conclusions \u0000Physician trainees associate SLE introduction with enhanced identification of training difficulties through an improved feedback culture. Threats to optimal SLE use include fear of repercussions of negative outcomes and trainees masking weaknesses.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43127560","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":"PASS/FAIL GRADING IN MEDICAL SCHOOL AND IMPACT ON RESIDENCY PLACEMENT","authors":"B. Ange, J. McBrayer, Daniel W. Calhoun, A. G. D. Blume, P. Wallach, Elena A Wood, Andria M. Thomas","doi":"10.5455/JCME.20190122073051","DOIUrl":"https://doi.org/10.5455/JCME.20190122073051","url":null,"abstract":"Objective There is a trend towards using pass/fail (P/F) grading in the first two years of medical school as it has been noted to improve student well-being and academic performance is not negatively impacted. It is important that medical students are afforded the best medical education possible to prepare them for residency placement. Thus, the purpose of this study was to evaluate the impact of P/F grading in medical school on residency placement. Methods This study compared archival residency match data from two medical school classes. The Class of 2016 had tiered grading and the Class of 2017 had P/F grading in the first year of medical school. Doximity’s Residency Navigator was used to rank the residency programs and an independent samples t-test was calculated to determine if residency rankings differed by class. Results The findings showed no statistically significant differences in residency placement when comparing a cohort of medical school graduates with tiered grading to a cohort with P/F grading in the first year of medical school. Conclusions These findings may be useful to medical education leaders when making decisions about grading systems. Medical education leaders should consider implementing P/F grading into the first year of medical school.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813528","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":"Three-dimensional printed flexor tendon repair simulator promotes medical student surgical interest","authors":"M. Boyajian, Reena A. Bhatt, Joseph W. Crozier, LoreeK.Kalliainen, A. Woo","doi":"10.5455/jcme.20190530124640","DOIUrl":"https://doi.org/10.5455/jcme.20190530124640","url":null,"abstract":"Introduction: This study sought to determine whether hands-on exposure to a 3D printed flexor tendon repair simulator could help identify and promote early medical student interest in surgical subspecialties. Methods: A 3D printed flexor tendon repair simulator was developed and produced. Using this device, five flexor tendon repair workshops were held for preclinical medical students. Each workshop included a lecture on functional hand anatomy, physical exam findings, repair technique, and post-operative rehabilitation, and a hands-on training session where students practiced flexor tendon repairs on our 3D printed simulator. Outcome measures included pre- and post-workshop questionnaires to assess anatomical knowledge, perceived suturing skills, and attitude towards surgery. Results: Forty-four medical students attended the five workshops. Compared to baseline pre-workshop scores, anatomical knowledge scores increased by 57.25% on post-workshop evaluation (28.75% vs. 86.00%, p","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813760","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}