Journal of contemporary medical education最新文献

{"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":"Assessing Patient Ownership in clerkships: An exploratory study of student and clerkship directors' perceptions","authors":"T. Wyatt, Sarah Egan, Elena A Wood","doi":"10.5455/JCME.20180613062630","DOIUrl":"https://doi.org/10.5455/JCME.20180613062630","url":null,"abstract":"Purpose: The phrase “take ownership of your patients” is commonly used by physicians to communicate the importance of demonstrating dedication and commitment to patients and their care. In an attempt to understand how patient ownership is supported in students’ clerkship experiences, this exploratory study collected data on students’ perceptions of ownership in their clerkships and the ways in which clerkship directors supported students in taking ownership. Method: An adapted survey on psychological ownership was distributed to 233 third-year medical students upon a clerkship completion. The survey assessed the students' perception of ownership and the extent to which clerkships supported its development patient care. Follow-up interviews with clerkship directors were conducted to interpret the data and understand how each of the clerkships support students’ development of patient ownership. Results: The results demonstrate differences between clerkship experiences. In those clerkships where students perceive the clerkship as developing their ownership, clerkship directors were intentional in setting up a system that supported this goal. Data suggest that when clerkship directors use consistent language across the clerkship, provide resident and faculty training to support students in taking ownership, and are explicit in their expectations for students’ to engage in patient ownership behavior, students perceive the clerkship as supporting their ability to take ownership. Conclusion: Clerkship directors have the ability to impact students’ ability to take ownership of their patients by being intentional in their development of the clerkship climate.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"26 1","pages":"38-41"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813577","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":"Transformational magnetic play set as mind opener game in a Problem Based Learning workshop","authors":"Anand Srinivasan, Joan D. Bryant","doi":"10.5455/jcme.20161127013430","DOIUrl":"https://doi.org/10.5455/jcme.20161127013430","url":null,"abstract":"BACKGROUND AND AIM Critical thinking and application are imperative skills for medical students as they learn to look for clinical features, interpret investigation, diagnose and treat patients. Many educational strategies exist to foster this process, one of which is Problem based learning (PBL). Though the concept of PBL looks lucid and uncomplicated, it requires understanding of the principles by faculties and students to make it more student oriented. We used a ‘Magnetic Building Set’ as a mind opener to orient the teaching faculty at RAK Medical and Health Sciences University (RAKMHSU) to the core concepts of PBL. The main aim of the workshop was to familiarize the faculty on various aspects of PBL especially the importance of identification of learning objectives; designing a problem on predesigned objectives and the relation of PBL to inquiry based learning. The study also depicts how a simple game can make the participants correlate with the principles behind PBL. METHODS A total of 17 new faculty members, some of them having previous exposure of teaching in a PBL curricula were included in the Medical Education orientation workshop on PBL. The faculty members were divided into groups and each group was given a magnetic building set, which consisted of metallic spheres and magnetic rods. Initially there were asked to make design of their choice using all the materials and later a second task was given asking them to make a specific structure. The game is then correlated to the key principles of PBL using a pre and post- game questionnaire. RESULTS After the game, the knowledge of the faculty regarding the concepts and efficient use of PBL increased dramatically. The post-game questionnaire showed all the faculty understood well about the concepts of PBL. CONCLUSION Various instructional strategies are employed in adult learning. Game based learning is one amongst them and the current study highlights how a simple game can be used as an innovative and effective approach to introduce the concepts of PBL.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"107 1","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813070","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":"Should drawing be incorporated into the teaching of anatomy","authors":"M. Borrelli, B. Leung, M. Morgan, S. Saxena, A. Hunter","doi":"10.5455/JCME.20180411105347","DOIUrl":"https://doi.org/10.5455/JCME.20180411105347","url":null,"abstract":"Introduction: Art has played a pivotal role in the understanding and teaching of human anatomy for centuries, and the use of drawing as a teaching tool had been well documented. With the global modernization of medical education, the teaching of anatomy has diminished. We present a model of teaching anatomy through drawing, and assess its efficacy in improving students’ retention of anatomical knowledge. Methods: We designed a series of four anatomy drawing workshops (upper limb, lower limb, thorax, and head & neck) for students studying medicine, dentistry, and allied science degrees. Students were only allowed to attend one of the four workshops. Workshops were delivered by medically-qualified anatomy demonstrators using a combination of “whiteboard drawing demonstrations” and “cadaveric demonstrations and drawings.” A pre- and post-anatomy test consisting of 12 multiple choice questions (MCQs) and quantitative self-score questionnaires on “confidence in drawing anatomy” and “anatomical knowledge” were completed. Qualitative questionnaires on “reasons for attendance,” “skills learnt,” and “what improvements could be made” were also completed. Results: A total of 49 students attended the drawing workshops, the majority studied medicine (58.3%). Twenty-seven pre- and post-anatomy MCQ tests were completed, and demonstrated a significant mean improvement of 1.11 points (p = 0.001). “Confidence in drawing anatomy” and “Knowledge of anatomy” significantly improved by 43.2% and 41.4% (p = 0.001), respectively. Only 13% of students used drawing as their “main learning tool.” The most commonly reported barrier in using drawing as a revision tool was “time constraints.” Qualitative feedback was excellent. Students suggested that these workshops should be integrated into the core anatomy curriculum. Conclusion: Learning anatomy through drawing, is not only more engaging and fun, encourages students to visualize and better understand anatomical planes, thus, allowing them to retain anatomical knowledge easier. The two-part nature of our sessions enabled students to apply and translate the more conceptual knowledge from the “whiteboard drawing demonstration” onto the more “real-life” structures in the “prosection and cadaveric demonstration.” With the decline in anatomy teaching throughout universities, most prominently dissection, drawing may offer an alternative and economical way of training students to learn anatomy.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"6 1","pages":"34-48"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813522","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":"Evaluating the Learning Experience of Web-Conferenced Case Based Learning -","authors":"P. Nicklen, J. Keating, S. Maloney","doi":"10.5455/jcme.20170819111733","DOIUrl":"https://doi.org/10.5455/jcme.20170819111733","url":null,"abstract":"Objective: The objective of this study was to evaluate web-conferenced case-based learning (WCBL) through the student experience across a semester of learning. Learning was also evaluated via unit examination and compared to the previous year’s cohort, which did not include WCBL (F2F). Methods: This study took place over the first semester of the third year of a Bachelor of Physiotherapy program at Monash University, Australia, in 2014. Having experienced two years of weekly face-to-face case-based learning (F2F-CBL) activities since commencing the program, students were transitioned to WCBL for the duration of this study. Primary outcomes included measures of satisfaction, attendance, communication, issues with information technology, and perceived depth of learning, with data collected via a post-unit survey. The secondary outcome was student learning, evaluated with the unit examination results. Results: 76/78 students completed the post-unit survey (non-participation rate 2.6%). Although 95% of participants reported that WCBL was a valuable addition to the teaching activities of the unit, students reported a range of new challenges and rewards from the transition to small-group WCBL activities. Strong themes emerged encompassing adaptation of communication, increased responsibility for learning, technical difficulties, and learning in a remote environment. Overall, 92% of participants agreed that they were satisfied with WCBL. The unit exam result was comparable for the 2013 (F2F-CBL) and the 2014 (WCBL) cohorts (Mean (SD) 2013 (%) 75.97 (9.56) n = 73; 2014 (%) 76.74 (6.57) n = 78, effect size (95% C.I) = 0.09 (-0.23 – 0.41). Conclusion: Web conferencing may be a suitable medium for students to participate in collaborative case-based learning activities. Further study should evaluate the financial implications of implementing WCBL across an entire semester in regard to student and facility costs.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"7 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":"70813333","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":"How do newly-qualified doctors perceive empathy in medical trainingand practice?","authors":"S. Agius, Jeremy M. Brown, E. Stratta, J. Hayden, P. Baker","doi":"10.5455/jcme.20170530064220","DOIUrl":"https://doi.org/10.5455/jcme.20170530064220","url":null,"abstract":"Objective: Evidence exists of an apparent decline in empathy during medical training which may be detrimental \u0000to patient care. This qualitative study explores the reflections of a group of newly-qualified foundation doctors \u0000with regard to empathy in medical training and practice. Methods: Doctors in a UK Foundation Training \u0000Programme were invited to reflect on the subject of empathy in medical training and practice. Researchers \u0000obtained consent to access their anonymous reflective statements and analyze for recurring themes using \u0000framework analysis. Results: Coding of 65 trainees’ reflective statements resulted in identification of two \u0000thematic categories: (i) preparedness for empathic patient care and (ii) therapeutic effect of empathy. \u0000Conclusions: Trainees are aware of the value of empathy as a therapeutic tool. Many use it instinctively but \u0000not systematically. Clinical pressures can impact negatively on empathic dealings with patients and relatives. \u0000Targeted educational interventions and positive role modeling may assist foundation doctors enhance their \u0000skills in patient-centered care.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"5 1","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2017-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48193457","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":"Multi-source feedback in Dental post graduation - A qualitative research","authors":"Usha Carounanidy, Sethuraman Kr, Ananthakrishnan Nilakantan, Narayan Ka","doi":"10.5455/jcme.20170426112117","DOIUrl":"https://doi.org/10.5455/jcme.20170426112117","url":null,"abstract":"","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"5 1","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70812819","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":"Introduction of Objective Structured Clinical Examination, an assessment method for undergraduate students in a dental school -","authors":"I. A. Majid, F. K. Alikutty, S. Rahaman","doi":"10.5455/jcme.20170216062547","DOIUrl":"https://doi.org/10.5455/jcme.20170216062547","url":null,"abstract":"Objective: Undergraduate education in a dentistry program aims to produce competent practitioners equipped with appropriate knowledge, behavior, attitudes and skills necessary to blend into independent dental practice. Assessment is crucial in the learning process of the students, and assessment drives learning is universally accepted. A number of traditional assessment methods are in common use; lately, Objective Structured Clinical Examination (OSCE) has been suggested to assess the clinical competencies and skills in health sciences. Argyris recommended developing an implementation strategy of advocacy and inquiry to encourage the acceptance of personal responsibility to overcome resistance (to changes being introduced into the existing assessment system). The purpose of this study was to investigate the effectiveness of implementation strategy by measuring the attitudes of both staff and students towards OSCE in a dental school. Methods: Following sequential steps of providing information, advocacy, participation to minimize resistance towards introduction of OSCE in the course of oral medicine, fourteen staff members and thirty six students participated in pilot/mini OSCE which included one rest and five test stations. Later, a more definitive final OSCE was designed with 10 test plus one rest station. After completion of both pilot/mini and final OSCE, a questionnaire adopted from a previously conducted study was answered by the staff and students. Results: The staff scores were significantly higher following the final OSCE for all the questions except “increase use”. In the student group, “increase use” and “difficulty/ease” improved from pilot to final OSCE, but the difference was statistically insignificant. Comparison between the groups revealed staff were significantly more enthusiastic, believed the use of OSCE to be increased and felt the test was relevant. Conclusion: Involvement, participation and joint control of the staff in designing and developing the OSCE stations and its implementation led to a successful implementation of the new assessment method.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"92 1","pages":"18-22"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813204","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 is an appropriate social scenario for staff and students at an Australian Rural Clinical School? A survey of 4th and 5th year medical student’s resident in rural Tasmania","authors":"Emma Beddows, Harry Laughlin, Alana Easthaugh, D. Liew, Kim Robitschko, M. Buist","doi":"10.5455/JCME.20170123025249","DOIUrl":"https://doi.org/10.5455/JCME.20170123025249","url":null,"abstract":"Introduction: The degree of comfort that medical students have in different social settings with staff and faculty has not been documented. Methods: We undertook in 2012 a survey of 53 fourth and fifth year medical students at the University of Tasmanian Rural Clinical School to determine the incidence of previous inappropriate social invitations/interactions and perceptions of comfort to 5 different hypothetical social scenarios of different appropriateness. Results: Two students had received what they considered to be an inappropriate invitation. Most students were comfortable with communal public social situations. However, in an overt “date” scenario 8 students were either completely at ease with or comfortable. Eighteen students although uncomfortable with this scenario would still attend and only 14 students would decline the invitation. Conclusion: There needs to be increased awareness that certain social interactions between health professionals when there is significant difference in hierarchy may not always be appropriate","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"5 1","pages":"6-9"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70813194","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":"Relation of the final year performance in different assessment modalities in Final MBBS Pediatrics, College of Medicine, Bahri Universit","authors":"M. Idris, N. Rahma, O. Elfaki, Waly Elfakey, K. Salih","doi":"10.5455/JCME.20170426112130","DOIUrl":"https://doi.org/10.5455/JCME.20170426112130","url":null,"abstract":"","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"5 1","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70812866","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}