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Active learning medical students

Austin D Williams, Barry D Mann
BACKGROUND: As they enter the clinical years, medical students face large adjustments in the acquisition of medical knowledge. We hypothesized that basic science review related to the topic of journal club papers would increase the educational benefit for third-year medical students. METHODS: Students were randomized either to participation in a review session about basic science related to the journal club paper, or to no review. After one day, and after three months, students were given a 10-question quiz encompassing the basic science and the clinical implications of the paper...
October 19, 2016: American Journal of Surgery
Robert Battat, Marc Jhonson, Lorne Wiseblatt, Cruff Renard, Laura Habib, Manouchka Normil, Brian Remillard, Timothy F Brewer, Galit Sacajiu
BACKGROUND: Recent calls for reform in healthcare training emphasize using competency-based curricula and information technology-empowered learning. Continuing Medical Education programs are essential in maintaining physician accreditation. Haitian physicians have expressed a lack access to these activities. The Haiti Medical Education Project works in alliance with Haitian medical leadership, faculty and students to support the Country's medical education system. We present the creation, delivery and evaluation of a competency-based continuing medical education curriculum for physicians in rural Haiti...
October 19, 2016: BMC Medical Education
Wei-Shan Tsao, Hsi-Pao Hsieh, Yi-Ting Chuang, Min-Muh Sheu
PURPOSE: Students with cognitive impairment are at increased risk of suffering from visual impairment due to refractive errors and ocular disease, which can adversely influence learning and daily activities. The purpose of this study was to evaluate the ocular and visual status among students at the special education school in Hualien. METHODS: All students at the National Hualien Special Education School were evaluated. Full eye examinations were conducted by a skilled ophthalmologist...
October 11, 2016: Journal of the Formosan Medical Association, Taiwan Yi Zhi
T A Tengku Rinalfi Putra, Mohd Noor Mohd Hezmee, N B Farhana, H A Hassim, A R Intan-Shameha, I H Lokman, A Yusof Hamali, M S Salisi, A A A Ghani, M S Shahudin, M A L Qayyum, A Hafandi, R Speare, S G Fenwick
BACKGROUND: The One Health (OH) approach, which seeks to bring together human and animal health, is particularly suited to the effective management of zoonotic diseases across both sectors. To overcome professional silos, OH needs to be taught at the undergraduate level. Here, we describe a problem-based learning activity using the OH approach that was conducted outdoors for 3(rd)-year veterinary students in Malaysia. MATERIALS AND METHODS: A total of 118 students, divided into two groups, completed the activity which spanned 1½ days at a deer park adjacent to a wilderness area...
September 2016: Veterinary World
Severin Pinilla, Leo Nicolai, Maximilian Gradel, Tanja Pander, Martin R Fischer, Philip von der Borch, Konstantinos Dimitriadis
BACKGROUND: Peer mentoring is a powerful pedagogical approach for supporting undergraduate medical students in their learning environment. However, it remains unclear what exactly peer mentoring is and whether and how undergraduate medical students use social media for peer-mentoring activities. OBJECTIVE: We aimed at describing and exploring the Facebook use of undergraduate medical students during their first 2 years at a German medical school. The data should help medical educators to effectively integrate social media in formal mentoring programs for medical students...
October 27, 2015: JMIR Med Educ
Karin Page-Cutrara, Melanie Turk
BACKGROUND: Prebriefing is the introductory phase of the simulation process, however, little nursing education research is available on this aspect of simulation. Reflection theory and concept mapping informed a model-based structured prebriefing activity to prepare students for meaningful simulation learning. OBJECTIVES: The aim of this study was to examine the intervention of structured prebriefing for its effect on nursing students' competency performance, clinical judgment and their perceived prebriefing experience...
September 24, 2016: Nurse Education Today
Kathryn Istas, Anthony M Paolo, Benito A Berardo, Giulia Bonaminio, Joseph D Fontes, Anne Walling, Nancy Davis, Anna T Cianciolo, Robert Englander, Jeanne L Koehler, Kimberly D Lomis
This Conversation Starters article presents a selected research abstract from the 2016 Association of American Medical Colleges Central Region Group on Educational Affairs annual spring meeting. The abstract is paired with the integrative commentary of three experts who shared their thoughts stimulated by the study. These thoughts highlight the value of exploring what drives student perceptions of active learning in order to reform medical education.
October 2016: Teaching and Learning in Medicine
Luís H Montrezor
The evaluation process is complex and extremely important in the teaching/learning process. Evaluations are constantly employed in the classroom to assist students in the learning process and to help teachers improve the teaching process. The use of active methodologies encourages students to participate in the learning process, encourages interaction with their peers, and stimulates thinking about physiological mechanisms. This study examined the performance of medical students on physiology over four semesters with and without active engagement methodologies...
December 2016: Advances in Physiology Education
Alexander Tsang, David M Harris
Patients expect physicians to be lifelong learners who are able to interpret and evaluate diagnostic tests, and most medical schools list the development of lifelong learning in their program objectives. However, lecture is the most often utilized form of teaching in the first two years and is considered passive learning. The current generation of medical students has many characteristics that should support active learning pedagogies. The purpose of this study was to analyze student and faculty perceptions of active learning in an integrated medical curriculum at the second-year mark, where students have been exposed to multiple educational pedagogies...
December 2016: Advances in Physiology Education
Nicole Shilkofski, Ryan Y Shields
CONTEXT: Minimal research has examined the recent exportation of medical curricula to international settings. Johns Hopkins University School of Medicine in Baltimore, USA partnered with Perdana University Graduate School of Medicine in Kuala Lumpur, Malaysia and implemented the same curriculum currently used at Johns Hopkins University to teach medical students at Perdana University. This study aimed to explore the perspectives of first-year medical students at Perdana University, focusing on issues of cultural dissonance during adaptation to a US curriculum...
2016: Curēus
Afsheen Zafar
Flipped-class teaching has a great potential to replace traditional lectures in medical education. This study was designed to explore attitude of undergraduate medical students from Pakistan towards flipped-class. Five flipped classes were conducted in third year MBBS by a single teacher for a class of 100 students. Quantitative data was collected through a survey questionnaire to assess students' response to the new method. Afocused group discussion was then conducted with students who disliked the method and preferred traditional lectures...
September 2016: Journal of the College of Physicians and Surgeons—Pakistan: JCPSP
Sheena Samra, Andrew Wu, Miriam Redleaf
INTRODUCTION: Otology relies on clinical examination to teach anatomy of the ear. The purpose of this report is to introduce the Buckingham Virtual Tympanum iPhone app as an adjuvant educational tool to teach the anatomical details of the tympanic membrane (TM). MATERIALS AND METHODS: This app, available free at the Apple Store, was constructed using archival photographs of normal and abnormal TMs, stratified by difficulty. Each image has 4 labeled structures, linked to questions to encourage active learning...
September 26, 2016: Annals of Otology, Rhinology, and Laryngology
Jill S Bates, Larry W Buie, Lindsey B Amerine, Scott W Savage, Stephen F Eckel, Rachana Patel, John M Valgus, Kamakshi Rao, Rowell Daniels
PURPOSE: The outcomes of a patient-centered layered learning practice model (LLPM) in which the clinical specialist acted as the attending pharmacist and managed a pharmacy team to provide direct patient care were evaluated. METHODS: Two 30-day evaluations were conducted on the acute care malignant hematology and medical oncology services of the University of North Carolina Medical Center in 2011. The primary objective of this study was to design an LLPM that used a team to expand the pharmacist care services offered...
September 23, 2016: American Journal of Health-system Pharmacy: AJHP
Anupama Horne, Jullia Rosdahl
OBJECTIVE: Team-based learning with case presentations in small groups in the medical school education setting allows students to be actively engaged and interactive with their peers to work through real-world clinical scenarios. Our objective is to assess the effects of this curriculum on the medical student experience. DESIGN: This study was designed to gather feedback from medical students on an ophthalmology elective regarding their experience with our newly developed team-based learning curriculum...
September 16, 2016: Journal of Surgical Education
Ian Guyton Munabi, William Buwembo, Ruberwa Joseph, Kawungezi Peter, Francis Bajunirwe, Erisa Sabakaki Mwaka
INTRODUCTION: In this study we used a model of adult learning to explore undergraduate students' views on how to improve the teaching of research methods and biostatistics. METHODS: This was a secondary analysis of survey data of 600 undergraduate students from three medical schools in Uganda. The analysis looked at student's responses to an open ended section of a questionnaire on their views on undergraduate teaching of research methods and biostatistics. Qualitative phenomenological data analysis was done with a bias towards principles of adult learning...
2016: Pan African Medical Journal
Edward K Lew
BACKGROUND: The teaching modality of "flipping the classroom" has garnered recent attention in medical education. In this model, the lecture and homework components are reversed. The flipped classroom lends itself to more interaction in "class" and theoretically improved clinical decision-making. Data is lacking for this model for students in emergency medicine clerkships. We trialed the flipped classroom in our fourth-year student clerkship. Our aim was to learn student and faculty facilitator perceptions of the experience, as it has not been done previously in this setting...
December 2016: International Journal of Emergency Medicine
Shannon K Quirk, Christie Riemer, Paula J Beers, Richard J Browning, Mark Correa, Bilal Fawaz, Michael Lehrer, Jessica Mounessa, Seth Lofgreen, Tara Oetken, Taylor P Saley, Katherine Tinkey, Elisabeth H Tracey, Robert Dellavalle, Cory Dunnick
Involvement in a Dermatology Interest Group (DIG) allows students to learn about dermatology, partake in service projects, get involved in research, and ask questions about the application process for residency programs. In this article, we review the activities and member involvement of DIGs from 11 medical schools. To our knowledge, this is the first descriptive analysis of DIGs across the United States. This comparison of DIGs is not only potentially helpful for medical schools interested in establishing a DIG, but it also offers insight into how previously established DIGs could improve and have a greater impact both in individual medical schools and in the community at-large...
2016: Dermatology Online Journal
Ronja Herold, Sarah Schiekirka, Jamie Brown, Alex Bobak, Andy McEwen, Tobias Raupach
INTRODUCTION: Physician adherence to guideline recommendations regarding the provision of counseling and support for smokers willing to quit is low. A lack of training during undergraduate medical education has been identified as a potential cause. This prospective intervention study evaluated a novel teaching module for medical students. METHODS: As part of a 6-week cardiovascular course, 125 fourth-year undergraduate medical students received a multimodal and interactive teaching module on smoking cessation, including online learning material, lectures, seminars, and practical skills training...
August 24, 2016: Nicotine & Tobacco Research: Official Journal of the Society for Research on Nicotine and Tobacco
Nelofar S Khan, Syed I Shahnaz, Kadayam G Gomathi
Interprofessional education (IPE) is designed to provide students from different health sectors with opportunities to work together to enhance future collaboration. The implementation of IPE activities is a current trend in various countries. This review exclusively targets IPE issues involving undergraduate health profession students and highlights various approaches in different regions. A total of 28 articles published in peer-reviewed journals between January 2012 and July 2015 were assessed to determine recent trends in IPE implementation...
August 2016: Sultan Qaboos University Medical Journal
Jennifer M McBride, Richard L Drake
BACKGROUND: When modifying a curriculum to accommodate changes in the methods of subject matter presentation or fit within a shortened time frame, student retention of knowledge remains an important issue. AIM: This study evaluates medical student retention of anatomical knowledge as they matriculate through an anatomy curriculum where the instruction hours are less than half of the current national average. METHOD: Medical students completed an assessment tool developed to evaluate their baseline level of anatomical knowledge at the beginning of the first year...
September 2, 2016: Medical Teacher
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