Large-group Session Research Articles

Resident Perceptions of Simulcast Teaching: A Qualitative Study.

During the COVID-19 pandemic, medical education programs were challenged to optimize learning while balancing social interaction with exposure risk. In response, our internal medicine (IM) residency program transitioned to "simulcast" educational sessions. In simulcast sessions, multiple small groups of learners met in person in separate rooms and connected to the large-group session via videoconferencing. This qualitative study describes IM residents' perceptions regarding the advantages and disadvantages of learning in simulcast compared to virtual and in-person settings during the pandemic. Categorical IM residents at Penn State during the academic year 2020-2021 were invited to participate. Eligible residents participated in one 30-min virtual, semistructured focus group. We used inductive thematic coding to analyze resident responses. Forty-eight percent (n = 29/60) of invited residents participated in focus groups. In the simulcast setting, participants felt more accountability to participate in their small groups compared to a larger group or virtual setting. Educational experiences varied based upon facilitator skill level. Overall, in-person settings were preferred to virtual, when possible, due to increased social connection. Respondents identified educator enthusiasm and presentation quality as key to engagement regardless of setting. Residents had variable responses to the simulcast setting based upon their comfort with participation by group size, desire for social connection, and perception of teaching strategies. The key identified pitfalls to simulcast teaching were resident discomfort in small groups, heterogeneous learning experience, lack of engagement, and technology challenges. These pitfalls can be mitigated through strategic distribution of learners in groups, trained facilitators, and interactive teaching modalities. Given that simulcast and mixed (simulcast, virtual, and in-person) teaching settings are here to stay postpandemic, anticipating pitfalls and creating adaptable educational content that translates in multiple settings is crucial.

그림책 등장인물의 성별에 대한 유아들의 인식

Objectives This study aimed to examine how children perceive the gender of human and non-human characters while reading picture books.
 Methods Children’s perception was observed through reading out two different picture books for 48 children of Y kindergarten and S kindergarten in S city, in a primary large-group session and secondary small-group session, then a repetitive and active verbal interaction afterward.
 Results Children displayed a tendency to perceive the gender of the human characters in picture books based on social constructs. Male children largely focused on references to conventions and social constructs, whereas female children focused on visual features such as reference to illustrations, colors, clothes, and physical attributes. In the case of non-human characters, social constructs and references to illustrations had an equivalent degree of influence on the perception of gender. Male children used references to conventions as evidence to perceive the characters’ gender, while female children used references to illustrations and clothes.
 Conclusions By understanding children’s perception of the gender of human and non-human characters in picture books, this study can contribute to composing a children’s literary education curriculum that pursues diversity to diminish gender stereotypes, and deepening meaningful literary interactions with children from the perspective of gender sensitivity.

Are Our Students Learning? How Do We Know? Measuring Student Learning Outcomes

The ALISE Academy focuses on what our students are learning and how we as faculty measure the outcomes of that learning to be in compliance with the proposed 2022 Update to Standards for Accreditation of Master’s Programs in Library & Information Studies, https://www.ala.org/aboutala/2022-update-ala-standards-accreditation-master%E2%80%99s-programs-library-and-information-studies , which is currently being reviewed by the profession. These proposed Standards forefront student learning outcomes (i.e., what students should know and be able to do by the time of graduation) in Standard II Student Learning Outcomes and Curriculum and require that evidence of “the evaluation of attainment of outcomes collectively across the program” be provided as part of the accreditation/re-accreditation process. Standard II also emphasizes “ethics and values” in II.1, including “the values of equity, diversity, and inclusion, and relevant professional codes of ethics.” It should be noted that the Standards state that student learning outcomes should be consistent regardless of mode of delivery.
 These Student Learning Outcomes and a program’s curriculum should be “designed to incorporate the philosophy, principles, and ethics of the field,” and are informed by the 2021 Update to ALA's Core Competences of Librarianship (https://www.ala.org/educationcareers/2021-update-alas-core-competences-librarianship), which include Gateway Knowledge, Information Resources, Lifelong Learning and Continuing Education, Management and Administration, Organization of Recorded Knowledge and Information, Reference and User Services, Research and Evidence-Based Practice, Social Justice, and Technological Knowledge and Skills.
 Participants will engage with colleagues in small groups to unpack the draft Standards and Core Competencies, describe what these Standards and competencies look like in practice, and analyze what student learning outcomes align with these core competencies, and how these can be expressed to meet the draft Standards. Mary K. Biagini, University of Pittsburgh, Fatih Oguz, University of North Carolina, Greensboro, and Sue Alman, San Jose State University will provide overviews of how their programs assess student learning. Participants from a range of online, hybrid, and on-campus programs will overview and critique a range of methods to measure how effectively students are learning and share their “best practices” experiences in measuring their program’s student learning outcomes. In small groups and in a summary large group session, facilitators and attendees will share their assessment methods, offer lessons learned, and prompt attention to emphasizing the values of equity, diversity, and inclusion in the assessment process. 
 This workshop is designed for those who are responsible for assessing student learning outcomes and who are just beginning a more focused assessment process or are well underway, or have an established process to share because assessment of student learning is a responsibility we all share in common. The learning outcomes for attendees who participate in the ALISE Academy are that each will leave (1) knowing a variety of assessment methods for student learning and the advantages and disadvantages of each (e.g., portfolio, capstone); and (2) having a preliminary or revised plan for assessing their Student Learning Outcomes based on the proposed 2022 Update to Standards and the draft 2021 ALA Core Competencies.

Teaching Trauma-Informed Care: A Symposium for Medical Students.

A large body of evidence links exposure to childhood trauma with negative health outcomes. Training future physicians to recognize and respond to trauma is paramount, and engaging medical students in the preclinical years affords the opportunity to foster the development of a trauma-informed lens that can then be solidified during clinical clerkships. We developed and implemented a 4-hour trauma-informed care (TIC) symposium for 179 second-year medical students at the George Washington University School of Medicine and Health Sciences during the Patients, Populations, and Systems course. The symposium included three interactive didactic sessions focusing on the connection between trauma and health and TIC principles. A facilitated small-group discussion allowed students to apply TIC principles to a patient case, followed by reflection and evaluation. The overall rating of the TIC symposium was 4 out of 5. Strengths included integration of a small-group case with discussion on application of TIC in practice, experience of the lecturers and small-group facilitators, and review of research relating adversity to specific health outcomes. Suggestions for improvement included incorporating role-play and standardized patients. Content analysis of student reflections mapped to the domains of physician competency. A 4-hour symposium can affect student knowledge and understanding of TIC. Teaching TIC presents an opportunity to prepare medical students for a career in medicine through cultivation of required physician competencies. Next steps include enhanced opportunities to practice TIC and follow-up analysis of participants to determine behavior change during clinical years.

Cultivating Empathy Through Virtual Reality: Advancing Conversations About Racism, Inequity, and Climate in Medicine

Racism and bias are fundamental causes of health inequities, and they negatively affect the climate of academic medical institutions across the United States. In 2019, the Zucker School of Medicine and Northwell Health piloted a virtual reality (VR) racism experience as a component of professional development for medical school and health system leaders, faculty, and staff. Participants experienced a 60-minute, interactive, large-group session on microaggressions and, as individuals, a 20-minute VR module. These were followed by group reflection and debriefing. The sessions, developed in collaboration with a VR academic team, represented a response to institutional climate assessment surveys, which indicated the need for expanded professional training on cross-cultural communication and enhancing inclusion. In October 2019, 112 faculty and staff participated in the workshop. On a postworkshop survey, completed by 76 participants (67.9%), most respondents (90.8%) reported feeling engaged in the VR experience. Additionally, the majority agreed that VR was an effective tool for enhancing empathy (94.7%), that the session enhanced their own empathy for racial minorities (85.5%), and that their approach to communication would change (67.1%). In open-ended responses, participants frequently conveyed enthusiasm, powerful emotional and physiologic responses, and enhanced empathy. They also suggested more time for follow-up discussions. Next steps include assessing the scalability of the VR module; determining effective complementary engagements; and measuring the module's longitudinal effects on racial empathy, discrimination, and institutional climate. As VR becomes more common in medical education, developing VR modules to address other forms of discrimination (e.g., sexism, homophobia) could also benefit the institutional climates of medical schools and health systems as academic medicine continues to build toward health equity.

Choosing Wisely in Pre-clinical Medical Education: a Direct Comparison of Active Learning Methods for Teaching Metabolic Liver Disease.

With the movement away from lectures and towards active learning sessions, medical school faculty must choose a format that fits the learning objectives and is achievable with available resources. Small groups bring organizational challenges including additional faculty and classrooms. Large groups are an opportunity to conduct case-based active learning exercises with fewer faculty. Our study compares the learning effectiveness of an active learning session on metabolic liver disease conducted in both the small group and large group formats. All MS1 students at University of Vermont Larner College of Medicine (LCOM) (n = 120) were randomized to participate in either the small or large group session. The same pre-learning videos and computer-based active learning module were used for all students in both session types. A post-session questionnaire was administered, and student exam performance was analyzed to evaluate each session type on the following criteria: (1) student preparedness for the session, (2) student perceptions of the session's learning effectiveness, (3) learner knowledge upon completion of the session, and (4) knowledge retention at 10days. No statistically significant differences were found between the large and small group cohorts on student perceptions of learning effectiveness or knowledge assessment, both immediate and delayed. Students assigned to the large group did choose their collaborators differently than those in the small group, tending more often to work with their friends. When organized well, a large group active learning format may be used in place of a small group without diminishing the learning effectiveness of the activity.

Let's Talk About Sex: The Social Determinants of Sexual and Reproductive Health for Second-Year Medical Students.

Sexual health is influenced by a myriad of social factors including health care access, social and cultural norms, insurance status, educational level and health literacy, economic status, sex, gender identity, and sexual orientation and behavior. It is pivotal to educate future physicians about these social determinants so that they can work to mitigate the resulting disparities and thereby improve the health of patients and their communities. This 2-hour, large-group session for second-year medical students was first given in the fall of 2017. It included a 1-hour, case-based lecture followed by a patient panel. Panelists discussed their interactions with the medical system and how these related to their sex and gender identity. Ninety students (77.5% response rate) completed both pre- and postsurveys and an overall assessment of the session. Students reported high levels of satisfaction with the session. Eighty-seven percent felt they would benefit from more classes including a patient panel, and 93% reported specifically that the panel helped them to identify their own biases related to sexual orientation and gender. In the postsurvey, there was a significant (p < .05) increase in the number of students reporting increased comfort regarding various aspects of sexual history taking and interacting with patients of different sexual orientations and gender identities. This instructional format provided an effective way to teach medical students about the social determinants of sexual and reproductive health. Students both appreciated the session format and reported increased comfort and confidence related to the subject matter.

A Student‐Centered, Active Learning Approach to Teaching Spinal Cord Anatomy

PurposeThe purpose of this project was to employ and preliminarily evaluate the effectiveness of small group, active learning among second‐year medical students studying the anatomy of the spinal cord.MethodsWe presented spinal cord anatomy in our “Human Condition” course for two cohorts of second‐year medical students. In 2015, and years prior, the material was incorporated into large group sessions and presented using slides in a large lecture hall. In 2017, we reorganized this learning activity into a more student‐centered, small group laboratory session. The interactive learning approach emphasized group work and higher‐order thinking to apply knowledge gained from assigned readings. In addition, students were encouraged to correlate anatomical features of prosected human spinal cord specimens with histological sections. After working together to solve the prompts posed by the faculty member, the students applied the teach‐back method to explain their answers and rationales to their facilitator. Facilitators used Socratic questioning to guide the discussions and to promote higher‐order thinking. Course examinations from both years included one question about spinal cord anatomy relevant to the material covered in both sessions. We compared scores from both years to evaluate the effectiveness of these learning approaches.ResultsStudents who participated in the student‐centered laboratory approach demonstrated a modest increase (3%) in overall performance on the spinal cord examination question. The transition was faculty‐intensive, requiring both an increase in the number of trained facilitators and multiple iterations of the same station.ConclusionsThe student‐centered, active learning approach was associated with a modest increase in student performance on the course examination. From our preliminary evaluation, we observed no detrimental effects from shifting the large group session to small group lab stations; indeed, our evaluation suggests at least a modest benefit. The use of spinal cord specimens underscores the importance of donated anatomical material for medical education. These specimens were integral to the learning activity, as students applied their observations of gross features to their decision‐making in solving prompts relevant to spinal cord histology. Additionally, the small group laboratory approach was an efficient use of curricular time. We aim to continue to study the effectiveness of this learning approach, ideally migrating other large group sessions into the laboratory whenever possible.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Parkinson's Disease Oral Health Module: Interprofessional Coordination of Care.

Patients with Parkinson's disease (PD) suffer progressive neurodegeneration and experience motor and nonmotor symptoms. Oropharyngeal dysfunctions are increasingly recognized as nonmotor PD symptoms that negatively impact a patient's quality of life. This module was primarily created to update dental health professionals and educate dental students on the oral health needs of patients with PD, with an emphasis on interprofessional collaboration and evidence-based dentistry. The module may also benefit other health professionals from different disciplines working with patients with PD. The module was developed to be delivered in one 55-minute large-group session followed by a short assessment and case study discussion. Associated materials include PowerPoint slides with transcript, a narrated video version of the PowerPoint lecture, a quiz, and the case study. Thirty-four first-year dental students were invited to watch the narrated presentation, complete a pre-/postsurvey, and take the quiz. All participants agreed dental schools should provide education regarding oral health in patients with neurological disorders, as only 29% of them had previously taken a related class. After watching the presentation, students reported that most of the information was new content and that the difficulty level met their expectations. All students reported that the lecture increased their interest in interprofessional collaboration. In a quiz taken immediately after the presentation, the class average grade was 82.7, with 94% of the class passing the quiz with a grade of 70 or more. Educating dental professionals regarding care of patients with PD must emphasize interprofessional collaborations among health care providers.

The Impact of Near-Peer Teaching on Medical Students' Transition to Clerkships.

The transition to clerkships is one of the most challenging times during medical school. To help students better cope, many schools have established transition-to-clerkship curricula. Such curricula may optimally prepare students through increasing their self-efficacy and response efficacy. We hypothesized that a small-group, near-peer-led format would be ideally suited to help students achieve these outcomes. During process improvement for a transition-to-clerkship curriculum, we conducted an informal focus group and subsequent survey of postclerkship students to guide curricular innovation, including incorporation of third- and fourth-year students as near-peer instructors in a seminar format. Seminars included three sequential small-group discussions focused on discrete topic areas and concluded with a large-group session highlighting salient discussion points. To evaluate the impact of this educational strategy, near-peer learners were surveyed before and after the seminars. Junior student participants reported feeling more prepared to integrate into the health care team, develop a clerkship study plan, and access applicable, valuable study materials, both immediately following the seminars and 6 months later, demonstrating increased self-efficacy. These students placed equal or greater value on these topics as compared to students in previous year groups, demonstrating similar response efficacy. This study demonstrated an increase in student self-efficacy that persisted 6 months postintervention, in addition to similar response efficacy. Future research could be directed toward: (1) investigating whether improvements in self-efficacy among students transitioning to clerkships are associated with improved clerkship performance and (2) studying outcomes for near-peer teachers.

A model for the use of blended learning in large group teaching sessions

BackgroundAlthough blended learning has the potential to enhance the student experience, both in terms of engagement and flexibility, it can be difficult to effectively restructure existing courses. To achieve these goals for an introductory Pathology course, offered to more than 250 undergraduate students at UNSW Sydney, we devised a novel approach.MethodsFor each topic presented over 2–3 weeks, a single face-to-face overview lecture was retained. The remaining content that had previously been delivered as conventional lectures was converted into short (12–18 min) online modules. These were based on lecture slides with added animations/highlights, plus narration using edited excerpts of previous lecture recordings. The modules also incorporated interactive questions and review quizzes with feedback which used various question types. Modules were developed in PowerPoint and iSpring and uploaded to Moodle as SCORM packages. Each topic concluded with an interactive large-group session focussing on integration of the content, with in-class questions to which students could respond via the Echo360 Active Learning Platform (ALP). Overall, more than 50% of face-to-face lecture time was replaced by online modules and interactive large-group sessions. Quantitative evaluation data included usage statistics from 264 students and feedback via online survey responses from 41 students. Qualitative evaluation data consisted of reflective commentaries from 160 student ePortfolios, which were analysed to identify factors affecting learning benefits and user acceptability.ResultsAll of the modules were completed by 74% of students and on average, 83.1% of students eventually passed the optional review quizzes. Notably, 88.4% of students responded to in-class questions during the integration and feedback sessions via the ALP. Student reflections emphasised that the modules promoted understanding, which was reinforced through active learning. The modules were described as enjoyable, motivating and were appreciated for their flexibility, which enabled students to work at their own pace.ConclusionsIn transforming this introductory Pathology course, we have demonstrated a model for the use of blended learning in large group teaching sessions, which achieved high levels of completion, satisfaction and value for learning.

The Development and Impact of a Social Media and Professionalism Course for Medical Students

ABSTRACTProblem: Inappropriate social media behavior can have detrimental effects on students' future opportunities, but medical students are given little opportunity to reflect upon ways of integrating their social media identities with their newly forming professional identities. Intervention: In 2012, a required educational session was developed for 1st-year medical students on social media and professional identity. Objectives include identifying professionalism issues and recognizing positive social media use. The 2-hour large-group session uses student-generated social media examples to stimulate discussion and concludes with an expert panel. Students complete a postsession reflection assignment. Context: The required social media session occurs early in the 1st year and is part of the Professionalism curriculum in The George Washington University School of Medicine. Reflection papers are graded for completion. Outcome: The study began in 2012 and ran through 2014; a total of 313/505 participants (62%) volunteered for the study. Assessment occurred through qualitative analysis of students' reflection assignments. Most students (65%, 203/313) reported considering changes in their social media presence due to the session. The analysis revealed themes relating to a broader understanding of online identity and opportunities to enhance careers. In a 6-month follow-up survey of 76 students in the 2014 cohort who completed the entire survey, 73 (94%) reported some increase in awareness, and 48 (64%) made changes to their social media behavior due to the session (response rate = 76/165; 46%), reflecting the longer term impact. Lessons Learned: Opportunities for discussion and reflection are essential for transformational learning to occur, enabling understanding of other perspectives. Incorporating student-submitted social media examples heightened student interest and engagement. The social media environment is continually changing, so curricular approaches should remain adaptable to ensure timeliness and relevance. Including online professionalism curricula focused on implications and best practices helps medical students develop an awareness of their electronic professional identities.

Choose Your Own Adventure: Leading Effective Case-Based Learning Sessions Using Evidence-Based Strategies

Learning how to lead engaging teaching sessions is critical for faculty development and for optimizing teaching opportunities. We developed an interactive workshop to provide an evidence-based framework for designing and facilitating case-based discussions. This workshop was designed as a 150-minute large-group session, though a 90-minute session is possible. Six to 10 students per facilitated group is optimal. Faculty training requires approximately 30 minutes prior to the session. Associated materials include guidelines to prepare faculty facilitators and participants for the large-group discussion and small-group practice sessions with role-plays. Also included are two prompting cases, a template for designing a large- or small-group session, a form to guide constructive feedback in the role-plays, and an evaluation form. This workshop was accepted for presentation at two national conferences in 2016: the Pediatric Academic Societies Meeting (PAS) and the Pediatric Hospital Medicine Conference (PHM). Average responses to "Workshop was a valuable use of my time" were 4.93 out of 5 (PAS) and 4.45 out of 5 (PHM). Average responses to "I learned information I can apply at my home institution" were 4.93 out of 5 (PAS) and 4.80 out of 5 (PHM). This large- and small-group teaching module has been incorporated into multiple pediatric residency programs and rated as highly effective by learners. Learning how to develop engaging, objective-focused group teaching sessions is an essential skill that residents, chief residents, fellows, and faculty must master to make the most of teaching opportunities.

Measuring professional identity formation early in medical school

Aim: To assess the feasibility and utility of measuring baseline professional identity formation (PIF) in a theory-based professionalism curriculum for early medical students.Methods: All 132 entering students completed the professional identity essay (PIE) and the defining issues test (DIT2). Students received score reports with individualized narrative feedback and wrote a structured reflection after a large-group session in which the PIF construct was reviewed. Analysis of PIEs resulted in assignment of a full or transitional PIF stage (1–5). The DIT2 score reflects the proportion of the time students used universal ethical principles to justify a response to 6 moral dilemma cases. Students’ reflections were content analyzed.Results: PIF scores were distributed across stage 2/3, stage 3, stage 3/4, and stage 4. No student scores were in stages 1, 2, 4/5, or 5. The mean DIT2 score was 53% (range 9.7?76.5%); the correlation between PIF stage and DIT score was ρ = 0.18 (p = 0.03). Students who took an analytic approach to the data and demonstrated both awareness that they are novices and anticipation of continued PIF tended to respond more positively to the feedback.Conclusions: These PIF scores distributed similarly to novice students in other professions. Developmental-theory based PIF and moral reasoning measures are related. Students reflected on these measures in meaningful ways suggesting utility of measuring PIF scores in medical education.

Addressing Interpersonal Violence as a Health Policy Question Using Interprofessional Community Educators.

The health effects of intimate partner violence (IPV) not only include physical injury, but can also manifest as posttraumatic stress disorder, anxiety, and others. US medical students report receiving inadequate training about IPV. This case-based tutorial for third-year medical students examines: (1) a clinical encounter with a patient experiencing several complex challenges including IPV and homelessness; (2) the implications of existing policy on the delivery of health care services; and (3) the impact of policies on patient choices. This case is completed during a family medicine clerkship. The 2-hour case review moves between small- and large-group sessions led by community interprofessional experts at a local family advocacy center. Optimal group size is three to four students and one or two experts per group. The large-group session should be led by a dynamic moderator who is familiar with the Socratic method of teaching to elicit a variety of responses to ad hoc challenge questions. Materials provided include student resources, student case, facilitator guide, moderator guide, and sample brochure of IPV documentation policies. To date, over 200 students have participated in this session. During the most recent iteration the average response to the question, "As a result of the FAC experience, I feel more empowered to care for persons experiencing IPV," was 4.1 out of 5 (5 = strongly agree). Public health, health policy, and clinical topics can be effectively taught by an interprofessional team of community experts and lead to improved student understanding of the importance of health policy to both individual and population health outcomes.

”Sensitive” Examination Workshop for Medical Clerkship Students

OPEN ACCESSDecember 15, 2010”Sensitive” Examination Workshop for Medical Clerkship Students Glenn Posner, MD, FRCSC, MEd Glenn Posner, MD, FRCSC, MEd University of Ottawa Faculty of Medicine Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.7936 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail Abstract Introduction: When students practice rectal or pelvic examinations on patients, it is difficult for teachers to guide them because the structures being examined cannot be seen. There is also a tendency for students to perform these exams hastily and awkwardly, since they are concerned about causing patient discomfort. At many institutions, part of this training is accomplished using paid gynecologic teaching associates (GTAs), women who allow students to perform pelvic exams on them and teach them how to do so in a respectful manner. A curriculum was designed for a workshop during the preclerkship period to instruct students in the proper technique of physical exam of the breast, female pelvis, male genitalia, and rectum (the “sensitive” exams). Methods: The workshop consists of five small-group sessions covering the bimanual pelvic exam, speculum exam and Pap test, breast exam and catheterization, digital rectal exam, and male genitalia exam. The workshop can be administered to approximately 45 students, with each small group containing seven or eight students. The session begins as a large-group session where videos are presented to provide a uniform base of knowledge. The small-group sessions then involve hands-on learning. Results: Using a 7-point Likert scale (7 = outstanding), 169 students rated the presenters, the content and the process of the session. Over 70% of students rated each characteristic as a 6 or 7, and over 92% rated each characteristic as a 5 or above. Written comments indicated that the sessions were appreciated and offered constructive feedback to guide future improvements. We then evaluated the effectiveness the female pelvic examination component. 151 students were tested on the bimanual and speculum exams using an objective structured clinical examination. The mean score was 76% with a range of 32%-100%, and only 18 students failed to achieve a score of 60%. Discussion: Simulation cannot replace the experience gained from examining a real patient, but given a proper knowledge base, a proper approach to the patient, and extensive practice on models, students will be more comfortable when they do examine real patients. Medical students at our university are now instructed in these sensitive exams using medical simulation models rather than GTAs. Educational Objectives By the end of this session, learners will be able to: Explain the techniques of physical examination of the breasts, female pelvis, male genitalia, and rectum.Discuss the sensitive nature of these exams and how to carry them out with professionalism while preserving patient dignity.Confidently and comfortably develop their abilities to navigate the sensitive parts of the physical exam. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: SOGC Policy Statement.pdf Sensitive Examination Session Evaluation (Master).doc Sensitive Examination Workshop Student Information.doc Sensitive Examination Intro.ppt Sensitive Examination Curriculum Tutors 2009.doc Curriculum Document Sensitive Exam GDP.doc To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. CitationPosner G. ”Sensitive” Examination Workshop for Medical Clerkship Students. MedEdPORTAL. 2010;6:7936. https://doi.org/10.15766/mep_2374-8265.7936 Copyright & Permissions© 2010 Posner. This is an open-access publication distributed under the terms of the Creative Commons Attribution-Share Alike license.KeywordsGenital ExaminationDigital Rectal ExaminationPhysical ExaminationBreast ExaminationPelvic Examination Disclosures None to report. Funding/Support None to report. Loading ...

Multi‐modal CNS pharmacology teaching in an integrated curriculum for sophomore medical students

The Pharmacology Department at SIUSM has developed a multi‐modal approach for teaching CNS pharmacology in our Neuromuscular and Behavior Unit. Important concepts of drug action are introduced at first in clinical cases and then by building extensively upon the students' prior basic science knowledge. The students are also exposed to pharmacology in differing contexts and modes, which allows them to develop a deeper understanding of therapeutic principles and appreciate how pharmacological intervention relates to disease processes. The students learn pharmacology first in a clinical case setting through electronic problem‐based learning modules (ePBLM). This self‐directed learning is done in small groups led by a facilitator who is supplied with complete sets of 2nd year learning objectives and resources for all disciplines. Following the closing of a case in the small group, the learning issues are reviewed in a multi‐disciplinary case wrap‐up large group session that integrates lectures by content experts (clinicians, pathologists and pharmacologists). Pharmacology learning objectives containing hyperlinks to related articles and information on the latest drug evaluations are made available through a Blackboard web‐based interface, along with self‐assessment questions and assignments. Active discussions between students and faculty are moderated on‐line through Blackboard. Testing of the material involves clinically‐based performance evaluations and vignette‐based multiple choice questions. Both components must be successfully mastered for the student to receive a satisfactory evaluation on this material.

Could Lectures Be Stimulating? An Approach to Encourage Active Learning

Medical education is the cornerstone of building an effective health care system. Newly qualified doctors have to be equipped with knowledge, skills and attitudes to face the challenges of treating patients. Therefore the majority of medical schools in Western countries adopted, to varying degrees, the Problem Based Learning (PBL) approach. However the PBL is an expensive approach as it is based on small group teaching with a maximum of 8–10 students per group. This makes it difficult to apply in countries like Libya where the medical schools enrol larger numbers of students, often without appropriate resources. Hence the majority of the teaching is based on didactic lectures. Although the majority of teachers are doing a good job, students usually find the lectures of limited benefit. This leads students to memorize facts simply to pass exams, only to forget them soon after. The whole process lacks stimulus and challenge to students. However, highly motivated students tend to create their own PBL environment! They skip lectures and organize themselves in groups of two or three to discuss course material. They try to understand the subject, learn from each other, and review previous exam papers. Although this can be a useful stimulating teaching environment, it lacks proper guidance and less capable students find it difficult. It seems unlikely that Libyan medical schools will be able to adopt PBL in the near future. Traditional lectures to large groups of students will continue to be the main method of teaching. However, the general approach should change from teacher-centred to student-centred. Hence the most pressing question remains: could lectures be stimulating to students, and could they encourage thinking rather than memorizing? In other words: could the students be active rather than passive learners during the traditional lectures? The answer is definitely yes! There are many practical methods that could be adapted to make this change. The students could receive in advance the course material and outlines of planned lectures. This could include several problem based scenarios (problem-centred method). The students should be advised to arrange themselves in groups to discuss main scenarios before class. During the lecture, the teacher should lead the discussion of the main focus to illustrate the most important message of the lecture. Other scenarios could be discussed by students in their arranged groups at coffee time, home, or in tutorials led by teaching assistants (senior students and newly qualified physicians), to encourage self directed learning. Also, posing multiple choice questions during lectures and asking students to answer by electronic voting is another method to engage students during a large group session leading to a stimulating environment. It is essential to end the lecture by a clear “take home message” and indicate to students other sources that they could seek for further learning. Continuous feedback is crucial in building the learners’ and teachers’ knowledge, identifying weaknesses and gaining confidence. This leads to a regular interaction between the teachers and students which is essential in forming a healthy relationship. Some teachers do not appreciate that feedback is a two-way process. It is probably more important for the teachers to seek feedback from their students by asking them to fill in an evaluation form to rate the different components of the lecture. This vital part of the teaching process has been completely ignored in the Libyan medical education system. Using e-mail and electronic discussion forums are easy and affordable ways to encourage the appropriate interaction, too. Again teaching assistants should have an essential role in engaging the students in these activities. The senior academics in Libyan medical education need to take the lead in changing the current teaching culture by introducing a more active learning approach. Also, they should learn how to be more creative in methods of delivering lectures to help create an interactive and stimulating environment. This would hopefully raise the teaching standard and lead to produce better quality physicians who can critically discuss, assimilate, deliver, and improve the standard of health care in Libya. Adopting this active learning approach may initiate the driving force to establish PBL systems in the Libyan medical schools. These steps are vital to move forward the medical education in Libya, leading ultimately to improving the overall health care system. Finally, it is important for all the teachers to remember what the famous Canadian born physician William Osler once said “It goes without saying that no man can teach successfully who is not at the same time a student.”

Barriers to Recovery and Recommendations for Change: The Pennsylvania Consensus Conference on Psychiatry's Role

Barriers to Recovery and Recommendations for Change: The Pennsylvania Consensus Conference on Psychiatry's Role

Beta-blocker blues: pharmacology with a blues beat

1 Most of the leaders, although accomplished lecturers, lacked the pedagogic skills necessary to facilitate an interactive, large-group session. 2 Learning goals were not clearly formulated. 3 The reading assignments varied considerably in length and level of difficulty. 4 There was, likewise, a disconcerting disparity in the format of forum sessions. 5 The connection between the reading assignment and the forum session was often vague.