Journal of contemporary medical education最新文献

{"title":"Thoughtful questions in the history as new pedagogy for teaching patient centred care: A pilot study in an Australian Rural Clinical School (RCS).","authors":"Sl Middleton, M. Buist","doi":"10.5455/jcme.20161216053958","DOIUrl":"https://doi.org/10.5455/jcme.20161216053958","url":null,"abstract":"Abstract Introduction: The taking of the patient medical history is at the heart of the doctor patient relationship. It is often critical for a diagnosis and also plays an important part in ongoing clinical care of the patient. However, with the move away from assessment by “long case” to the Objective Structured Clinical Examination (OSCE), medical students spend less time with patients and when they do take a history it is done in a didactic checklist manner. This learning is contrary to the needs of the now more health literate patient. Methods: By an iterative process we developed a program of teaching medical history at the bedside of real patients that focussed on listening to what the patient said as opposed to the traditional history checklist. By anonymous online survey we sought feedback from the students on this way of teaching. Results: Over the three years of this program (from 2013) 76 of the 85 students responded to the survey (89% response rate). Students were mostly receptive to the ideas of following up on clues and information that patients gave them and then presenting this information in a more interesting way to peers. However, there was less enthusiasm, for taking the history in a more casual but patient centred way Conclusion: This program was feasible and welcomed by the students. The major limitations were that students were frustrated by not being taught examinable OSCE cases and that the time commitment by the clinician was onerous.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"6 1","pages":"14-18"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813082","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":"Using Educational Handoffs to Improve Curricular Integration and Overcome Faculty Disconnectedness","authors":"K. Royal","doi":"10.5455/JCME.20170726074821","DOIUrl":"https://doi.org/10.5455/JCME.20170726074821","url":null,"abstract":"In recent years, virtually every specialty under the medical education umbrella (e.g., medicine, pharmacy, veterinary, etc.) has placed a premium on designing integrated curricula. Although institutions have attempted a wide variety of strategies, most experience their share of struggles. Some challenges are of a substantive nature. For example, how to integrate curricula within and across a program year(s), how to cut content without compromising quality, and so on. Much literature has been published on these issues and offer a variety of potentially effective strategies and solutions. Other challenges, however, are equally daunting and to date have received relatively little attention in the literature. For example, how to get faculty who represents diverse disciplinary backgrounds and specialties to work effectively together? Extant research has identified several factors associated with faculty teamwork that often thwart curricular integration attempts. These include 1) faculty unfamiliarity with the norms and values of other specialties; 2) disciplinary hegemony; and 3) selfish agendas and “turf wars” [1,2]. A commonality among each of these factors is lack of communication and teamwork. In this article, I propose a theoretical framework already well-understood by most medical educators and encourage the application of its principles to an educational setting. More specifically, I propose faculty view integrated curricular design much like the continuum of medical care in which handoffs are made, as handoffs emphasize communication and teamwork. I will introduce the concept of an “educational handoff” and argue how this strategy can mitigate many of the challenges faculty in medical and health programs face, while simultaneously improving the learning experience for students.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"7 1","pages":"10-12"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813291","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":"A Computer-supported Collaborative Learning Environment in Medical Education: The Importance for Educators to Consider Medical Students Motivation.","authors":"W. Koops, C. Vleuten","doi":"10.5455/JCME.20180328022926","DOIUrl":"https://doi.org/10.5455/JCME.20180328022926","url":null,"abstract":"Objective: In a social-constructivist learning approach students are considered as active participants who construct knowledge collaboratively. When medical students are dispersed among different hospitals during their elective they are often not able to learn collaboratively. A Computer-supported Collaborative Learning (CSCL) environment could be suitable to medical students to efficiently organise collaborative learning activities. The success of CSCL depends on students’ motivation to participate in the online discourse. Although medical students are commonly considered to be highly intrinsically motivated, the educational approach in medical education is still externally regulated and highly controlled. Therefore, the aim of the present study was to explore whether an autonomous CSCL environment is more suitable to support an intrinsically motivated medical student and whether a controlled CSCL environment is more suitable to support an extrinsically motivated medical student. Methods: In a controlled study design, fifty-two medical students participated in a discussion task on a forum in either an autonomous or a controlled CSCL environment. Students’ perceptions were asked on their competence to solve the task, on their motivational growth, and on the autonomy support of the learning environment. Results: Twenty-nine students (56%) were considered as extrinsically motivated. Students’ pre- and post-scores showed significant differences on their motivational growth in either the autonomous or the controlled CSCL environment. Conclusion: It is important for educators to consider students’ motivation when planning and delivering education by using a CSCL learning environment. After conducting a scripted task in a CSCL environment specifically designed to their motivation, extrinsically as well as intrinsically motivated medical students show motivational growth.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"8 1","pages":"10-17"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813510","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":"A Refresher Course Combined With Self-Directed Practice To Improve Neonatal Resuscitation Knowledge and Skills in United States Pediatric Residents: Randomized Pilot Study","authors":"C. Aneji, J. Chapman, M. Tatum","doi":"10.5455/JCME.20170601011450","DOIUrl":"https://doi.org/10.5455/JCME.20170601011450","url":null,"abstract":"Purpose: The Accreditation Council for Graduate Medical Education mandates pediatric residents complete training and maintain competence in neonatal resuscitation. Demands on resident training time requires the development of effective strategies to address the longstanding problem of knowledge and skills attrition following standard neonatal resuscitation program (NRP)® courses. The study aims to assess whether an intensive neonatal resuscitation refresher training course improves resuscitation knowledge and skills of residents. Methods: A prospective, cluster-randomized controlled trial of different training modules. The control group completed the traditional month long rotation. The intervention group got this in addition to intensive neonatal resuscitation refresher course and also weekly self-directed skills practice over the course of the rotation month. Results: The IG had a greater increase in resuscitation knowledge and skills from baseline compared to the CG by the end of the rotation month. There was no significant difference in knowledge at the end of the month (p = 0.92) or at 6 months (p = 0.16) between the 2 groups. There was a trend toward statistical significance (p = 0.047) at the end of the rotation month in skills between the 2 groups, but no significant difference in skills between the two groups at 6 months (p=0.96) from baseline. Within the IG, there was however a significant difference in resuscitation skills at the end of the month (p = 0.00024). Conclusion: The intervention led to improvement in neonatal resuscitation skills but did not appear to be superior to the traditional training model.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"6 1","pages":"19-23"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70812875","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":"A curious case of s-l-o-o-o-o-o-o-w fever","authors":"A. Khandal","doi":"10.5455/jcme.20170721124133","DOIUrl":"https://doi.org/10.5455/jcme.20170721124133","url":null,"abstract":"","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"6 1","pages":"24-25"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813283","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":"Computer-supported Collaborative Learning by medical students","authors":"W. Koops, C. Vleuten, L. Snoeckx","doi":"10.5455/jcme.20180311124334","DOIUrl":"https://doi.org/10.5455/jcme.20180311124334","url":null,"abstract":"Objective: In higher education, it is common practice that expert teachers provide feedback on students´ learning tasks. Regardless the quality of the provided feedback, students are more likely to accept feedback from experts than from peers. Still, peer feedback could be an interesting alternative or a valuable addition to expert feedback. Research suggests that peer feedback on the work of fellow students facilitates critical thinking and reflection. The benefits of peer feedback can be even greater when feedback on a task is provided by more than one peer. An asynchronous discussion forum of a computer-supported collaborative learning (CSCL) environment offers an opportunity to conveniently exchange peer feedback when students are dispersed. The aim of present is to explore whether peer feedback by a CSCL environment could lead to task revision of such good quality that it obviates, at least in part, the need for expert feedback. Methods: fifty-two medical students were invited to participate in the review process. Students had to write a research protocol, and were invited by a review process consisting of three phases: 1) to discuss their protocol with peers, 2) to revised their protocol according to peer feedback, and 3) to submit their protocol to an expert for feedback. The nature and type of peer and expert feedback were analysed. Descriptive statistics were calculated and differences between revised and unrevised tasks were statistically tested on the data of the three phases. Results: Forty-six students participated in the review process. Peers provided significantly more feedback during discussion of a task when compared with expert feedback after discussion. Eighteen (39%) written tasks received feedback from peers, one third of which were revised accordingly. Of the 14 tasks that did receive expert feedback, 71% had remained unrevised. Overall, 32 tasks (70%) were of such good quality that expert feedback remained absent. Conclusion: This study shows that in a process in which a complex task is reviewed, students make significant contributions. Feedback by peers is an effective instrument to help students revise a written task. Experts mostly provide feedback on tasks already revised by peers. Trivial comments in peer feedback do not obstruct medical students´ discussions and task revision ensuing from them.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"8 1","pages":"1-9"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813498","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":"Gender-based perception of undergraduate medical students at King Abdulaziz University towards use of simulation-based learning in pediatrics","authors":"K. Al-Sofyani","doi":"10.5455/JCME.20180526101034","DOIUrl":"https://doi.org/10.5455/JCME.20180526101034","url":null,"abstract":"Background: Use of simulation in pediatric clinical teaching has been adopted in many postgraduate curricula while there is limited data on its impact on medical student satisfaction in the undergraduate pediatric clerkship. Objectives: this study aimed to assess the perception of undergraduate medical students at King Abdulaziz University (KAU) towards simulation-based learning in pediatrics clerkship and if the gender affects their perception. Subjects and methods: A comparative cross sectional study was conducted during the academic year 2017/2018 at the clinical skills and simulation center (CSSC), KAU Hospital using a self-administered questionnaire distributed to 390 fifth year medical students enrolled in the pediatric rotation. Student were requested to assess a simulation session on managing a child with status epileptics. The data was analyzed using the Statistical Package of Social Science (SPSS) Version 16. Results: Although most of the students attended the simulation-based session were satisfied with the orientation about the simulation environment, the female students were significantly (p=0.005), more satisfied than the males. On the other hand, both male and females were satisfied with the simulation environment, technology and the clarity of session objectives with no significant difference between them. The simulation session was significantly (P=0.006) more helpful to female students in applying the knowledge and skill they need for clinical practice more than the male students. Conclusion: Face validity of simulation-based learning in pediatrics by undergraduate female medical students was evidenced in this study compared to male students.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"7 1","pages":"21-27"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813565","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":"DIFFERENCES IN MULTIPLE CHOICE AND SHORT ANSWER QUESTIONS PERFORMANCE AMONG MEDICAL AND DENTAL TRAINEES AS REFLECTED IN THEIR ANATOMY COURSE","authors":"L. Adamu, A. Yusuf, M. Taura","doi":"10.5455/JCME.20170706060134","DOIUrl":"https://doi.org/10.5455/JCME.20170706060134","url":null,"abstract":"The aim of this study was to compare Medical and Dental students’ performance in multiple-choice questions (MCQs) and short answer questions (SAQs) in the pre-clinical Anatomy examinations. The study also seeks to determine the interaction between the students’ examination final grade in Anatomy course with the exam formats (MCQs versus SAQs) and level of study. The study is retrospective type in which the data were collected from examination records in the Department of Anatomy, Faculty of Basic Medical Sciences, College of Health Science, Bayero University Kano. A total of 551 students’ records were used, this population comprised ofsecond and third year Medical and Dental students for two academic sessions. The mood’s median test showed differences in the median scores across different level of the study, program and academic session. It was observed that more students had scores greater than the median in the SAQs scores. In MCQs scores despite higher number of students with scores greater than median, more students had scores greater than median in SAQs components of the examination Final examination scores correlate higher with essay scores compared to its relationship with MCQs score in year two. A statistically significant interaction among examination format and year of the study and grades was also observed. In conclusion, medical students’ performance in multiple-choice questions and short answer essay questions depends on the student’s year of the study. It was suggested that the examination format and students’ year of study may influence the final examination grade in Anatomy course.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"6 1","pages":"6-13"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813272","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":"Comparing the effectiveness of self-directed video tour versus an attending-led tour in Pediatric Emergency Department Orientation -","authors":"J. Michael, Sarah M. Weston, Calie M. Donohue, C. Tarantino, A. Sherman, William L. Findlay, Kadriye O. Lewis","doi":"10.5455/jcme.20171028060343","DOIUrl":"https://doi.org/10.5455/jcme.20171028060343","url":null,"abstract":"Objectives: Providing an emergency department tour to medical trainees as part of their pediatric emergency medicine clerkship orientation is important in order to teach significant location and safety features. For many years, we provided an attending-led tour, but increased faculty demands on faculty time prompted us to develop a self-directed video-based tour to replace the attending-led tour. This study compares the learning effectiveness between the two methods. Methods: A single-site quasi-experimental design study was conducted to assess knowledge acquisition and satisfaction of medical trainees between two instructional methods (an attending-led tour and a self-directed video-based tour). Groups were assigned an attending-led or self-directed video tour covering identical content. Trainees completed post-tour knowledge acquisition and satisfaction surveys. Mann-Whitney U tests were used for group comparisons of the knowledge acquisition and satisfaction total scores. Spearman correlations were used to look for a relationship between the knowledge acquisition and satisfaction scores. Chi-square and Fisher’s exact tests were used to compare groups on categorical variables. Results: A total of 62 subjects were enrolled; 31 participated in an attending-led tour, and 31 in a video tour. The knowledge acquisition survey (median score 12 vs. 11, p = 0.021) favored the attending-led tour. Total scores for the 5-point satisfaction (median score 47 vs. 40, p = 0.001) and collapsed 3-point satisfaction surveys (median score 30 vs. 29, p = 0.008) also favored the attending-led tour. Conclusions: Although medical trainees favored the attending-led tour over the video tour, the difference was not significant enough to justify terminating the video tour. We believe that this first-time implementation of a self-directed video-based tour is novel. After making further design improvements, we will continue to investigate its plausibility, since it has potential to augment in-person teaching time for educational faculty.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"6 1","pages":"26-33"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813380","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 affecting Objective Structured Clinical Examination scores of final year medical students in the evaluation of Focused Assessment with Sonography for Trauma","authors":"SornsuphaLimchareon SornsuphaLimchareon, PuwichCharoenchue PuwichCharoenchue, JitrapornIntrarak JitrapornIntrarak","doi":"10.5455/JCME.20180723025612","DOIUrl":"https://doi.org/10.5455/JCME.20180723025612","url":null,"abstract":"Background: Focused assessment with sonography for trauma (FAST) has become an initial evaluation in acute abdominal traumatic patients. Therefore, FAST skill is essential for the physician. Thus ultrasound (US) education is mandated. Nowadays there has been no standardized teaching and evaluation of FAST for undergraduate medical students. Objective: This study aimed to investigate the relationship between FAST scan experience during undergraduate training and the objective structured clinical examination (OSCE) score of the final year medical students that may help to design the methods in teaching FAST at the undergraduate level. Methods: This is a retrospective cohort study. Data including gender and grade point average (GPA) were collected. The FAST scan experience including the time of formal education on FAST scans, both didactic lecture and hands-on training, the number of FAST scans, the number of positive cases, and the level of confidence were surveyed by questionnaires. The students’ background characteristics were determined by the GPA. The students’ FAST skills were assessed by OSCE. These data were retrospectively collected and analyzed to establish their relationship with the OSCE score. Results: Forty-five final year medical students participated in this study. Overall, there was no significant relationship among prior FAST scan experience, students’ background characteristics, and the OSCE scores. There was a positive correlation for the time of lecture (R = 0.45, p = 0.002), the time of practical training (R = 0.47, p = 0.001), the number of FAST scans (R = 0.55, p < 0.001), and the level of confidence. Conclusions: FAST scan experience during an undergraduate training does not seem to affect the FAST examination performance. However, a formal US training and the number of FAST scans do effect on the level of students’ confidence. OSCE may not be the best tool to evaluate the FAST scan performance.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"7 1","pages":"42-46"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813625","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}