Delivery Of Medical Education Research Articles

Shifting from Conventional Curriculum to Value-based Medical Curriculum: Narrative Review

ABSTRACT Value-based medical education is essential for the provision of quality-assured patient-centered healthcare services. The purpose of the current review is to explore the need for the adoption of a value-based approach in medical curriculum, identify the merits, devise a stepwise plan for the implementation of a value-based curriculum, and identify the potential concerns and the strategies to overcome them. The implementation of a value-based approach in medical curricula requires a systematic and stepwise approach to ensure the attainment of maximum benefits. However, this implementation can be accompanied by multiple challenges, and we will require the active involvement of medical educators and college administrators to overcome them. The delivery of value-based medical education is expected to prepare the future cohort of healthcare professionals to deliver patient-centered care. This calls for the need to adopt a multipronged approach to ensure that this value-driven teaching is integrated into the existing model of delivery of medical education, as it will significantly improve patient outcomes and well-being.

From Likes to Saving Lives: Embracing Social Media’s Power to Connect, Learn, and Innovate in Medical Education Delivery

ABSTRACT Social media have become an integral part of human life, because the manner in which we communicate, share information, and network with the external world is changing significantly. The purpose of the current review is to explore the role of social media in transforming medical education, identify the merits and the potential concerns, and propose effective strategies to overcome the identified challenges. Social media have significant potential in strengthening the delivery of medical education and meeting the scenarios emerging out of changing dynamics. The most important aspect of social media is that they have global reach and wide accessibility, and promotes active engagement of students. Similar to any other teaching–learning method, even the use of social media has its own limitations-cum-concerns. We must come out with potential solutions to each one of these problems so that overall acceptance and utilization of social media applications can be optimized. In conclusion, social media in medical education have immense potential to revolutionize learning and provide a platform for collaborative learning and networking. The need of the hour is to do systematic planning, train stakeholders, and establish guidelines for promoting effective engagement while using social media, and thereby keeping pace with the rapidly evolving healthcare landscape.

Revitalizing Medical Education Delivery through Teacher-Led Curriculum Critiques: A Narrative Review

ABSTRACT A teacher in a medical college is like a compass who has the responsibility and the power to guide budding medical students in their educational journey to become effective and efficient members of the healthcare team. The purpose of the current review is to justify the significance of curriculum evaluation, explore the role of teacher in the capacity of curriculum evaluator, enlist various methods and tools to perform curriculum evaluation, and identify the challenges and suggest potential solutions to overcome them. An extensive search of all materials related to the topic was carried out on the PubMed and Google Scholar search engines and a total of 16 articles were selected based upon their suitability with the current review objectives and analyzed. Keywords used in the search include curriculum evaluation in the title alone only (viz. curriculum [ti] AND medical [ti]; curriculum evaluation [ti] AND methods [ti]; curriculum evaluation [ti] AND approaches [ti]; curriculum evaluation [ti]). A number of strategies can be employed to perform the evaluation of the medical curriculum, ranging from obtaining feedback from medical students at the end of each professional phase to assessing content, teaching methods, assessment, and attainment of learning outcomes. The process of evaluation of medical curriculum by teachers is a complex and challenging one and needs careful planning and execution of different aspects. These identified challenges clearly provide evidence that teachers have to be given the necessary training, resources, and institutional support to enable them to conduct effective medical curriculum evaluation. In conclusion, teachers in their capacity as curriculum evaluators remain the most important stakeholder in ensuring continuous improvement in the quality of education delivered to students. Owing to their in-depth awareness of classroom dynamics, the learning process, and the awareness about unique needs of students, their involvement in curriculum evaluation can ensure alignment between the delivered curriculum and the needs of the society.

Transforming Medical Training Through Online Case-Based Learning: Brief Review

ABSTRACT Online case-based learning (CBL) is a pedagogical approach that employs the use of digital platforms and virtual environments to discuss clinical cases with undergraduate medical students. The purpose of the current review is to explore the scope and merits of online case-based learning, development of a plan for designing and implementing online CBL sessions in a medical college for undergraduate medical students. This happens to be an innovative approach as students get an opportunity to discuss and analyze clinical cases by practically applying their theoretical knowledge to clinical practice. Like any teaching–learning method, the effectiveness of online CBL sessions also depends on the efforts taken by educators in the planning stage. As these sessions will be conducted online, the most important consideration is to ensure that students have access to the required technology. As we all know, assessment drives learning, there is a definite need to supplement teaching–learning activities in online CBL sessions with suitable formative assessments. In conclusion, online CBL is an effective pedagogical approach to promote discussion on interesting clinical cases using flexible online platforms. Considering the merits of the method and the fact that technology has become an integral part of medical education delivery, every medical institute must explore its infrastructure to systematically introduce online CBL within the medical curriculum.

Geographical Information System: Strengthening the Delivery of Medical Education

ABSTRACT In the field of medical education, geographic information system (GIS) can contribute in several ways to strengthen the process of delivery of education. As medical institutions plan to integrate GIS in the delivery of medical education, there can be some challenges that must be given due attention to optimize the benefits. In conclusion, the integration of GIS in medical education can expose medical students to enriching learning experiences. Acknowledging the importance and merits of GIS, there is an immense need to explore the possibility and introduce it in medical education to benefit medical students and widen their perspective on health care.

Adoption of a Comprehensive Approach to Overcome the Challenges Involved in the Implementation of Social Accountability in Medical Education: A Brief Review

ABSTRACT In the field of delivery of medical education, social accountability envisages the responsibility of medical and healthcare institutions to meet the health-related needs of the communities in the catchment areas. The medical colleges that have integrated social accountability in their curriculum work with a goal to produce not only knowledgeable and skilled medical graduates but also those who are committed to the well-being of the entire community. The process of implementation of social accountability in medical education can have its own share of challenges. There is an immense need to plan and implement potential solutions for each of the identified challenges to ensure maximum benefit to the students, teachers, and community at large. In conclusion, social accountability in medical education has been associated with multiple benefits to all the involved stakeholders. This calls for the need to identify the challenges that can play their part in the successful implementation in medical schools and employment of appropriate measures to overcome them and move thereby bringing about a decline in health disparity.

Exploring the Role of Technology in the Implementation of Social Accountability in Medical Education: A Brief Review

ABSTRACT Social accountability has been acknowledged as an important facet of medical education delivery as it envisages that healthcare professionals have the responsibility to be accountable for health-related community needs. The purpose of the current review is to identify the factors that determine the success of social accountability in medical education and explore different ways in which technology can aid in the implementation of social accountability initiatives in medical institutions. The successful implementation of socially accountable medical education depends on a broad gamut of factors, which can be associated with different stakeholders, including the role of technology in facilitating the implementation of the same. Owing to the fact that technology has reached every aspect of human life, it is our responsibility to explore its scope in promoting the attainment of competencies pertaining to social accountability among medical students. In conclusion, social accountability in medical education has multiple benefits and has emerged as the need of the hour. The integration of technology into socially accountable medical education plays a defining role in improving the effectiveness of educational activities, facilitating better community and student engagement, and eventually contributing to the production of socially responsible healthcare professionals.

Embracing Well-being: Strategies to Cultivate and Prioritize Wellness and Resilience in Undergraduate Medical Students

Abstract From the perspective of medical students, they are exposed to intense academic pressures, demanding clinical experiences, peer pressure, and emotionally stressful events during their period of undergraduate training. In the field of medical education, wellness and resilience have attracted lots of attention, owing to their positive impact on the personal and professional lives of medical students. The well-being and resilience of medical students are determined by a wide range of personal, family-level, and workplace-related attributes. Acknowledging the impact that lack of wellness and poor resilience can have on the working efficiency of medical students, it is indispensable that we must plan for specific strategies to systematically address them. In conclusion, wellness and resilience among medical students occupy a special place in medical education delivery. Considering the fact that these domains are not still addressed in medical colleges universally, it is the need of the hour to prioritize the well-being of medical students and empower them with resilience skills to ensure their optimal personal and professional growth and production of more compassionate and empathetic health-care professionals.

Employment of Small-Group Discussions to Ensure the Effective Delivery of Medical Education.

The changing landscape of medical education has made small-group discussionscrucial components. These sessions, including problem-based learning (PBL), case-based learning (CBL), and team-based learning (TBL), revolutionize learning by fostering active participation, critical thinking, and practical skills application. They bridge theory with practice, preparing future healthcare professionals for the dynamic challenges of modern healthcare. Despite their transformative potential, there are challenges in faculty preparation, resource allocation, and effective evaluation. The best practices include aligning discussions with curriculum goals, skilled facilitation, promoting active participation, and robust assessment strategies. Looking ahead, adapting to emerging health trends, ongoing research, and evolving healthcare demands will ensure the continued relevance and effectiveness of small-group discussions, shaping competent and adaptable healthcare providers equipped for the ever-evolving healthcare landscape.

Utilizing the tool of Facebook to supplement the delivery of medical education

Medical students of the current generation have different learning needs, which are quite different from those in earlier periods. The purpose of the review is to explore the utility of Facebook (Meta Platforms, Inc., Menlo Park, California, USA) in the delivery of medical education and identify the pros and cons of the same. An extensive search of all materials related to the topic was carried out on the PubMed and Google Scholar search engines, and a total of 56 articles were selected based on their suitability with the current review objectives. Keywords used in the search include Facebook, Social Media, and Medical Education in the title alone only (namely, Facebook [ti] AND medical education [ti]; Facebook [ti] AND education [ti]; Facebook [ti] AND medical student [ti]; Social media [ti] AND medical education [ti]; Facebook [ti]; social networking [ti]). Facebook has been acknowledged as an effective and useful medium to promote teaching-learning among both undergraduate and postgraduate medical students. Furthermore, the platform has been utilized for promoting discussion on the topic, administration of formative assessments, and supplementing conventional teaching. As every option has pros and cons, Facebook also has its own limitations and it becomes quite imperative that these challenges should be addressed to enhance the overall acceptance and better integration with the existing curriculum. To conclude, the utility of the Facebook application is not limited only to social interactions but has significant potential in the delivery of medical education. Considering the popularity of Facebook among medical students, it is of utmost importance that the overall potential of the app is optimized to expedite the learning process. The following core competencies are addressed in this article: Medical knowledge, Patient care.

Learning Huddles: A Tool to Strengthen the Delivery of Medical Education

Abstract Learning huddles in medical education is a type of small group teaching–learning method to ensure the involvement of students in meaningful discussions and the acquisition of critical thinking skills. Unlike conventional teaching methods, which cater to a large group of students, who are more often than not passive in the learning process, learning huddles are being employed in small groups and there is an active engagement of the medical students. Active engagement means medical students actively involve themselves in class discussions, knowledge-sharing, and problem-solving activities related to real-life scenarios. As we indulge in the process of implementation of learning huddles, there are multiple essential considerations that must be kept in mind to augment the overall learning experience and attainment of the learning outcomes. In conclusion, learning huddles have the potential to equip medical students with the required skills to be effective practitioners. As this method has been associated with multiple merits and requires limited resources, all medical institutions must explore and look forward to implementing them in their curriculum.

Ensuring delivery of medical education in conflict-affected nations

Medical education refers to the process wherein freshly passed school students are transformed into competent healthcare professionals after being subjected to a structured training program. The emergence or continuation of a conflict is expected to interrupt the ongoing civic activity, and is expected to result in the delay, decline, or complete interruption of the training activities and delivery of medical education in the medical institutions. All the above factors and existing realities call for the need to ensure that the process of medical education has to continue even during the conflicts and this essentially will require understanding and mutual agreement between the conflicting stakeholders. To conclude, conflicts have become a part of the current era with millions of people experiencing them. As these conflicts tend to influence each and every sector, even the area of medical education has been significantly affected. However, as most of the affected nations cannot afford the shortage of healthcare providers, there is an indispensable need to continue the training process even during conflicts and expose the medical students to conflict-related curriculum.

Re-conceptualizing medical education in the post-COVID era

Purpose The COVID-19 pandemic has forced changes in the delivery of medical education. We aimed to explore these changes and determine whether they will impact the future of medical education in any way. Methods We invited leaders in medical education from all accessible US-based medical schools to participate in an online individual semi-structured interview. Results Representatives of 16 medical schools participated. They commented on the adequacy of online education for knowledge transfer, and the logistical advantages it offered, but decried its negative influence on social learning, interpersonal relationships and professional development of students, and its ineffectiveness for clinical education. Most participants indicated that they would maintain online learning for didactic purposes in the context of flipped classrooms but that a return to in-person education was essential for most other educational goals. Novel content will be introduced, especially in telemedicine and social medicine, and the students’ roles and responsibilities in patient care and in curricular development may evolve in the future. Conclusions This study is the first to document the practical steps that will be adopted by US medical schools in delivering medical education, which were prompted and reinforced by their experience during the COVID-19 pandemic.

COVID-19 Rounds": An Inquiry-Based Distance Learning Tool for Medical Students Under Lockdown: A Cross-Sectional Study.

The coronavirus disease 2019 (COVID-19) pandemic presented significant challenges to both clinical practice and the delivery of medical education. Educators and learners implemented novel techniques including distance learning and virtual rounds while trying to stay updated with the surge of information regarding COVID-19 epidemiology, pathogenesis, and treatment. Hence, we designed and implemented a technology enhanced course "COVID-19 Rounds" to educate students about the rapidly evolving pandemic. The objectives of this study are first, to describe a technologically-enhanced course "COVID-19 Rounds" and second, to evaluate the following: a) student satisfaction and program usefulness in achieving pre-set objectives, b) perceived improvement in literacy regarding the pandemic, and c) the impact of student engagement by designing infographics and initiating COVID-19 related research projects. This is a cross-sectional study measuring the impact of the implementation of the "COVID-19 Rounds" on-line course. This program included virtual clinical experiences with physicians on actual rounds in the hospitals and COVID-19 wards, weekly updates on evolving data and new research, and engagement with student-led projects. The study population included 47 fourth-year medical students at the Mohamed Bin Rashid University of Medicine and Health Sciences (MBRU) in Dubai, United Arab Emirates who attended the course. We designed and administered a 47-item survey to assess student satisfaction, program usefulness, impact on knowledge, and student engagement. Data was collected at the end of program delivery via Microsoft forms. A total of 38 out of 47 (81%) fourth-year medical students participated in the study. Final course evaluation revealed an overall high satisfaction rate, with a mean rating of 3.9 (SD 0.94) on the 5-point Likert Scale. Most students were satisfied with course format (27/38; 71%), organization (31/38; 82%) and learning experience (28/38; 74%) that the course offered. The course was particularly useful in offering evidence-based talks about aspects of the pandemic (34/38; 90%), providing weekly updates of emerging evidence (32/38; 84%), enhancing understanding of the challenges of the pandemic (34/38; 90%). Satisfaction with distance learning was moderate (23/37; 62%), and a minority of students would have preferred an in-person version of the course (10/37; 27%). Student engagement in the course was high. All students participated in small group presentations of "infographics" of pandemic related topics. Perceived advantages included conciseness and visual appeal; disadvantages included lack of detail, time consuming requiring design experience. After the course ended 27 students initiated research projects. This resulted in 6 abstracts presented at local meetings and 8 scientific papers published or submitted for publication. This inquiry-based adaptive approach to educate medical students about updates in COVID-19 via virtual learning was successful in achieving objectives and encouraging engagement in research. However, shortcomings of the course related to lack of in-person teaching and clinical activities were also highlighted.

A90Virtual Reality Simulation for the Foundation Programme – Analysis of Phase Two

The COVID-19 pandemic has undoubtedly served as a catalyst for adaptation of effective delivery of medical education, paving the way for the adoption of novel teaching methods [1]. Simulation based education (SBE) has been no exception, with increased delivery of SBE through immersive, virtual mediums such as head mounted displays (HMD) to create a three-dimensional (3D) environment. Simulation is a vital part of the mandatory foundation programme (FP) learning requirement [2]. Our team incorporated synchronous in-person and online virtual reality simulation (VRS) sessions into the foundation doctor (FD) teaching programme at a single trust and supplemented this with additional, facilitated in-person small group 3D VRS sessions. Mixed quantitative and qualitative feedback was obtained from FD through online surveys, which included aspects of the SET-M tool [3]. Semi-structured interviews were then conducted with a purposeful group of FD attending facilitated small group VRS sessions. Interviews were conducted over a sixteen-week period at eight-weekly intervals, with a baseline interview conducted at week zero. Qualitative data obtained were analysed by thematic analysis. Learners expressed that VRS sessions improved their confidence in clinical assessment, decision-making, and management of similar real-life scenarios as well as in the provision of interventions which foster patient safety. Moreover, feedback highlighted that the VRS modality fits well into their current teaching programme, is a format that they wanted more regularly incorporated into their learning and one which they would prioritize attendance at. Feedback also outlined some challenges with this modality; namely accessibility and technological troubleshooting. Our work highlights the value and associated challenges of using VRS in FP education. There is a strongly positive reception amongst learners in our cohort, a call for more exposure and, vitally, a transferability of learning into real-life practice. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

Remote learning readiness amidst the COVID-19 pandemic amongst undergraduate medical students

Introduction: The global COVID-19 pandemic had greatly affected the delivery of medical education, where institutions had to convert to remote learning almost immediately. This study aimed to measure undergraduate medical students’ readiness and factors associated with readiness for remote learning. Methods: A cross-sectional quantitative study was conducted amongst undergraduate medical students using the Blended Learning Readiness Engagement Questionnaire, during the pandemic where lessons had to be delivered fully online in 2020. Results: 329 students participated in the study. Mean scores for remote learning readiness were 3.61/4.00 (technology availability), 3.60 (technology skills), 3.50 (technology usage), 3.35 (computer and internet efficacy), and 3.03 (self-directed learning). Male students appeared more ready for remote learning than females, in the dimensions of self-directed learning and computer and internet efficacy. Students in the pre-clinical years showed a lower level of readiness in the technology availability domain compared to clinical students. The lowest score however was in the self-directed learning dimension regardless of the students’ year of studies. Conclusion: The pandemic had created a paradigm shift in the delivery of the medical program which is likely to remain despite resumption of daily activities post-pandemic. Support for student readiness in transition from instructor-driven learning models to self-directed learning models is crucial and requires attention by institutions of higher learning. Exploring methods to improve self-directed learning and increase availability of technology and conducting sessions to improve computer and internet efficacy can be considered in the early stages of pre-clinical years to ensure equitable access for all students. Keywords: Remote Learning, Student’s Readiness, Medical Education

Destination integration: linking physiology, histology, and embryology content in foundational sciences.

Anatomy and physiology are tightly linked disciplines that complement each other, however, in medical education delivery of this content is often siloed and divided. To address this, we created combined anatomy and physiology content for the female reproductive system, and team-taught designated histology and embryology topics integrated with the physiology content. Collectively, this created a more holistic incorporation of topics for student learning. Here we describe the format and approach for this teaching innovation.

High-fidelity virtual reality simulation training in enhancing competency assessment in orthopaedic training.

Surgical competence is the ability to successfully apply academic knowledge, clinical skills and professional behaviour to inpatient care. Along with ensuring patient safety, the ability to communicate effectively, collaborative teamwork and probity, and achieving satisfactory competencies form the fundamental principles of good medical practice. Current strategies to develop surgical competencies include a range of formative and summative assessments. The cancellation of traditional face-to-face meetings and training opportunities during the COVID-19 pandemic had a profound impact on the delivery of medical education and opportunities to achieve surgical competencies. Simulation learning has been used since before the pandemic to deliver surgical training across all grades and specialities, including orthopaedic surgery. Simulation-based training provides a safe, controlled environment to develop skill acquisition. Simulated surgery using virtual reality has evolved following developments in software and hardware. This article explores the role of high-fidelity virtual reality simulation to assess competencies in orthopaedic training in the post-COVID-19 era, and examines whether simulation could be used within the curriculum to augment and improve training.

SP11.12 Improving Radiology Scan Requests in Acute General Surgery

Abstract Background Junior doctors submit majority of requests for radiological scans in most surgical departments. We aimed to evaluate the accuracy of clinical information entered by referring doctors based on five define parameters recommended by a consultant radiologist in a tertiary hospital. Method All scans requested by clinicians within 48 hours of admission to the acute surgical receiving unit across two weeks were reviewed. Outpatient and ambulatory requests were excluded. The five required parameters were: clinical presentation, relevant past medical history, relevant blood results, clinical examination findings and clinical question. Education, in the form of posters and an online tutorial, were provided with the aim of improving scan requests. Data was collected on Excel and statistical analysis was performed using a paired t-test. Results Over two weeks, majority of 127 scan requests (21% USS, 64% CT scans, 15% MRCP) were made by doctors. Prior to our interventions, 60% of the defined parameters were included in scans request, with 83% of patients receiving their scans within 24 hours. This increased to 80% following delivery of medical education but this did not increase the number of scans performed within 24 hours. A paired t-test demonstrated a statistical significance between pre and post intervention scan requests (p=0.0471), however this did not correlate to shorter scan times. Conclusion Quality of scans improved following medical education in the form of posters and online tutorials. An induction tutorial on submitting quality scan requests would benefit referring clinical and radiologist on highlighting critical information required for timely scans.

SP11.6 UK Medical National Teaching Initiative (UKMNTI): A novel digital platform for the delivery of surgical education

Abstract Introduction Online teaching delivery has seen a recent rise in popularity, but evidence suggests significant barriers such as inadequate digital infrastructures and limited technical abilities of educators and learners. We have developed a digital platform, UKMNTI.com, as proof of concept for cost-effective and reliable delivery of surgical education. Methods The platform was developed using an open-source Moodle content management system with video conferencing and real-time interactive capabilities. An initial session (‘acute abdomen’) was written and delivered using a constructivist pedagogy. A Likert Scale of Confidence was used to objectively assess feedback from learners as well as free-text comments. Results A total of 56 participants attended the session and 28 of them participated in the feedback ranging from medical students (n=13) to Foundation doctors (4), Core Trainees and Specialty Registrars (3) and Allied Health Professionals (8) from 8 countries. Access and delivery were conducted without technical issues and rated good overall (4/5). Knowledge of ‘the acute abdomen’ increased from average (2.5/5) to good (4/5), and learners were engaged (4/5) and found the content helpful (4/5). Discussion Digital platforms are effective adjuncts to the delivery of medical education and help address socio-economic factors such as the cost of living and contribute to the sustainability agenda. With the above in mind, we created UKMNTI.com. UKMNTI.com is a new free clinical-oriented medical teaching website that was created to help medical trainees and students to keep their medical knowledge up to date. The website offers a regular teaching schedule along with a wealth of teaching tools, such as interactive modules, quizzes, and case studies.