MCQ Scores Research Articles

394 An Anatomy Near-Peer Teaching Programme

Abstract Introduction The time dedicated to teaching of anatomy in medical schools, as well as the importance placed upon it, is decreasing. Many students struggle with learning the vast quantity of information necessary and few medical students receive instruction on how to teach. A near-peer teaching programme was designed to allow tutors to develop vital teaching skills and provide tutees with a closer look at the more complicated aspects of the anatomy course. Method Sessions took place once or twice a week throughout the academic year and were subdivided into examination technique sessions, core anatomical knowledge sessions and prosection sessions. Tutors were recruited primarily from the intercalated Clinical Anatomy BSc. Tutees were provided anonymous feedback forms following each session and completed pre and post session MCQ tests. Tutors completed a feedback form following the programme’s completion. Results 96.9% of students reported an improvement in understanding of the topic. Students reported an increase in how prepared they felt for examinations (p < 0.001) as well as an improvement in MCQ scores (p < 0.001). 93.8% of tutors stated the programme helped prepare them for future teaching. Conclusions The results of this programme strongly support the use of near-peer teaching in anatomy education, with clear benefits for tutors and students.

Evaluate the effectiveness of incomplete handouts over complete handouts in pathology lectures and students perception

Background: Handouts make the lectures “portable and enduring”. Students’ performance, can vary depending on the type of handouts. Complete handouts are one which contains 100% content of the lecture and incomplete hand-outs are one which contains 75% of the lecture content. Note taking by students is generally seen as an integral part of the process of learning from lectures. But it interferes with ability to listen. Writing in the blank spaces in hand-out during a lecture may not interfere with listening ability and allow students to be alert and active, and learn by writing. Objectives: To asses and to know the perception of 2nd year MBBS student on the usefulness of incomplete handouts over complete handouts in pathology lectures.Methodology: It is an intervention study done in 41 students of 2nd MBBS in pathology lectures, where the complete handout given to the students on the day of lecture and after the class a recall test was conducted. After 1week a retention test was conducted. Similar intervention was done for the incomplete handout. Pre validated MCQs was used. The feedback was taken at the end of the study.Results: study showed the results in MCQ scores for incomplete handout (mean=5.73+1.24) is better than complete handout MCQ scores (mean=3.61+1.51) and the majority of students felt that incomplete handouts increased their motivation in learning and helped in understanding pathology.Conclusion: Majority of student perception towards the use of incomplete handouts was more than the complete handouts. The effectiveness of incomplete handouts is also shown better than complete handoout.

Introducing Problem- Based Learning as an Effective Learning Tool to Medical Students: An Approach in Bangladesh

Background: Bangladesh, A country with scintillating beauty of nature burdened with a dense population. Along with infectious diseases, tropical diseases are also prevalent here with a higher trend of non- communicable diseases as a result of industrialization. Practicing and prescribing as a doctor is a quite challenging profession here particularly when to deal with vast rural populations in a low resource facility. Medical education system is well developed in Bangladesh which follows traditional curriculum of teaching learning. Students are not accustomed with problem-based learning as it does not exist in curriculum. In order to confront with diverse disease pattern and overloaded population in this arduous backdrop of Bangladesh, problem- based learning can be a very effective tool for preparing medical students as an efficient, self- directed and insightful prescriber. This study was a primary step to introduce problem- based learning (PBL) to medical students of Bangladesh to evaluate the effectiveness of PBL in context of Bangladesh.
 Methods: Around 117 students of 4th year from 6 different medical colleges were randomly assigned for this study. Among them, half of the students attended PBL session for three days on a topic of Pharmacology and other students participated traditional lecture class. Following classes, odds ratio of performance was determined. MCQ, SAQ and total scores of assessment were compared. Comparison of scores was also done between male and female students of PBL group.
 Results: PBL students performed better than the LBL students. Odds ratio of their assessment performance was 252.08; with 95% confidence interval and lower range 53.89 and upper range 1179.28. The odds ratio showed strong association between PBL and student performance in Bangladesh context. Mean of total score was 30.7 ± 4.3 in PBL group and 17.2 ± 4.8 in LBL group. Total score was significantly higher (p= 0.000) in PBL group. Mean SAQ score in PBL and LBL group was 17.2 ± 2.2 and 5.3 ± 1.9 respectively which was extremely significant (p= 0.000). MCQ score mean was 13.4 ± 3.4 in PBL group versus 11.8 ± 3.7 in LBL group which was significantly higher in PBL group (p= 0.02). Among PBL group, total score and SAQ score was significantly higher in female students over male students.
 Conclusion: Significant findings of this study revealed PBL as an effective tool in Bangladesh context. Thereby, it is recommended from this study to take approaches for further study and initiative to incorporate PBL in curriculum as well.
 Bangladesh Journal of Medical Education Vol.12(1) 2021: 22-31

Computer-assisted learning to teach experimental pharmacology - A comparative study

Background: In the present era in India, due to restricted use of animals, there is a need of other alternative method for experimental pharmacology. This includes traditional method of use of graphical illustrations and computer-assisted learning (CAL) as per Medical Council of India/National Medical Commission guidelines. Aims and Objectives: The objectives of this study are to identify the effectiveness of CAL method for teaching experimental pharmacology and to compare the acceptance of CAL over conventional teaching method for teaching experimental pharmacology. Materials and Methods: This was an interventional study conducted at the Pramukhswami Medical College, Karamsad. After ethics committee approval, the 2nd year MBBS students were taught two topics during practical sessions with crossover design by CAL and traditional method. Post-intervention MCQ tests were taken after each session and feedback was taken using 5-point Likert scale. Results: The mean post-intervention MCQ score of the students attended the topic by CAL was significantly higher (6.99 ± 1.51) than traditionally taught students 6.2 ± 1.9 (P = 0.005). Majority students agreed that CAL was useful in understanding the topics of experimental pharmacology, increase their interest in pharmacology, more involved and motivated and most of them thought of having judicious mixture of both methods for better understanding of drugs in experimental pharmacology. Conclusion: This study showed positive acceptance of CAL method by students, however, they preferred for blending of CAL and conventional methods for better understanding, better engagement, and fostering more interest in learning drugs in experimental practical pharmacology.

A validated audio-visual educational module on examination skills in ophthalmology for undergraduate medical students in the COVID-19 season - An observational longitudinal study.

Purpose:The aim of this study was to assess the impact of an audio visual (AV) teaching module on basic torchlight examination of the eye and direct ophthalmoscopy for undergraduate medical students.Methods:This observational longitudinal study was done on 33 consecutive medical interns during their Ophthalmology posting from December 2019 to March 2020 at a medical college in South-India. An AV-module was created using animation graphics, narratives, demonstrations on normal individuals and on patients with positive signs. All interns had a pretest consisting of Multiple-choice questions, (MCQs) and an Objective Structured Clinical Examination (OSCE) on torchlight examination and direct ophthalmoscopy (DO). They were then shown the 20-minute AV-module. A posttest was performed immediately and after one week.Results:The mean pretest MCQ score was 5.84 ± 1.98. It improved to 8.81 ± 1.15 in the immediate posttest and 8.87 ± 1.66 in the one-week posttest. The mean pretest OSCE score was 12.21 ± 3.39. It improved to 23.21 ± 3.39 in the immediate posttest and 23.90 ± 3.7 in the one-week posttest. Using Generalized Estimating Equation, MCQ score improved by 2.97 units and 3.03 units and the OSCE score improved by 11 units and 11.69 units in the immediate posttest and one-week posttest respectively when compared to the pretest corresponding to the MCQ score and OSCE score (p < 0.001).Conclusion:AV teaching modules-for torchlight examination and DO has a significant benefit in improving knowledge and skill in undergraduate medical students. These significant results have the great translatory capacity in the current COVID-19 pandemic, where physical demonstrations involving close proximity and groups of students are highly risk prone.

Urology simulation boot camp: A perspective from non-UK delegates

BackgroundMedical simulation has become an integral part of modern-day surgical training. Despite its benefits, it is still not widely incorporated in the curriculum of trainees. The Urology Boot Camp (USBC) is an innovative 5-day course aimed at trainees entering the UK training scheme. Since its implementation, there's been increasing interest by non-UK trainees. ObjectiveTo assess the experiences of non-UK trainees in the USBC, both quantitatively and qualitatively, including skills progression analysis. Design, setting and participantsThis double-group cohort retrospective study included 20 delegates from non-UK countries and 76 trainees from UK who attended the USBC in 2017 and 2018. Trainees undertook pre- and post-course MCQs, pre-course operative experience questionnaires and a 12-month post-course survey on the usefulness of the skills acquired. Outcome measurements and statistical analysisDifferences in mean MCQ scores between UK and non-UK delegates at baseline and after the course were assessed by the independent T-test. Each core urology procedural skill was evaluated by an expert and graded according to a Likert scale (1–5). The Kruskal–Wallis test was used to assess the differences in the scores between both groups on endourological techniques. A Likert scale (1–5) was used to grade the participants’ answers to the post-course 12-month survey. Results and limitationsTrainees from UK scored significantly higher in the pre-course MCQ assessment, however after completion of the boot camp, no significant difference was noted. There were no differences between the groups at e-BLUS completion times, and both groups significantly improved their results. A 12-month post-course survey on the utility of training during the boot camp and qualitative evaluation of the course by overseas delegates was very positive. ConclusionsThe USBC is a valuable learning experience that leads to improvement of technical and soft skills of UK and non-UK trainees alike.

Boot camp de simulación en urología: perspectiva de los delegados no británicos

BackgroundMedical simulation has become an integral part of modern-day surgical training. Despite its benefits, it is still not widely incorporated in the curriculum of trainees. The Urology Boot Camp (USBC) is an innovative 5-day course aimed at trainees entering the UK training scheme. Since its implementation, there's been increasing interest by non-UK trainees. ObjectiveTo assess the experiences of non-UK trainees in the USBC, both quantitatively and qualitatively, including skills progression analysis. Design, setting and participantsThis double-group cohort retrospective study included 20 delegates from non-UK countries and 76 trainees from UK who attended the USBC in 2017 and 2018. Trainees undertook pre- and post-course MCQs, pre-course operative experience questionnaires and a 12-month post-course survey on the usefulness of the skills acquired. Outcome measurements and statistical analysisDifferences in mean MCQ scores between UK and non-UK delegates at baseline and after the course were assessed by the independent T-test. Each core urology procedural skill was evaluated by an expert and graded according to a Likert scale (1-5). The Kruskal-Wallis test was used to assess the differences in the scores between both groups on endourological techniques. A Likert scale (1-5) was used to grade the participants’ answers to the post-course 12-month survey. Results and limitationsTrainees from UK scored significantly higher in the pre-course MCQ assessment, however after completion of the boot camp, no significant difference was noted. There were no differences between the groups at e-BLUS completion times, and both groups significantly improved their results. A 12-month post-course survey on the utility of training during the boot camp and qualitative evaluation of the course by overseas delegates was very positive. ConclusionsThe USBC is a valuable learning experience that leads to improvement of technical and soft skills of UK and non-UK trainees alike.

Feedback in advanced life support: A quality improvement initiative

AimTo identify participant, course characteristics and centre factors associated with participant satisfaction and ALS outcomes. Methods17,690 participants enrolled on ALS courses between 1st December 2017 and 30th November 2018. Participant, course and centre characteristics were explored in relation to course learning outcomes and participant experience. Learning outcomes were assessed through a post-course MCQ score and technical and non-technical skills through a cardiac arrest simulation test (CAS-Test). Successful completion of knowledge and skill-based assessments led to overall course success. Participant feedback was collected on a post-course questionnaire. Multivariable analyses identified variables associated with course outcomes and feedback. Adjusted funnel plots compared inter-course centre outcomes. ResultsMean post-course MCQ score was 86.7% (SD = 6.7). First attempt CAS-Test pass rate was 82.6% and overall course pass rate 94.4%. Participant characteristics explained the majority of variation between course centres. Characteristics associated with knowledge, skill and course outcomes were age, prior experience, pre-course MCQ score, course type, ethnicity, place of work, profession and seniority. Feedback scores were predicted by course type, pre-course MCQ, ethnicity, profession and seniority. ConclusionThis is the first study to identify variables associated with both ALS feedback scores and assessment outcomes. It has demonstrated that both course outcomes and participant experience are similar across a large number of course centres. Identifying the demographic traits of participants who may struggle with ALS, may enable bespoke support from an earlier stage. Analysis of feedback scores and outcomes enables ongoing appraisal and targeted improvement of the Resuscitation Council UK ALS course.

Metacognitive Beliefs as Predictors of Return to Work After Intensive Return-to-Work Rehabilitation in Patients With Chronic Pain, Chronic Fatigue and Common Psychological Disorders: Results From a Prospective Trial

BackgroundMetacognitions are associated with work status, but no research has examined to what extent metacognitions before treatment and change in metacognitions following treatment predict return to work (RTW) prospectively. The present study aims to address these two gaps in knowledge.Methods212 patients on long-term sick leave (>8 weeks) with extensive fatigue, chronic pain conditions and/or mental distress received 3.5 weeks of intensive rehabilitation treatment, aimed at returning them to work. Only part of the population (n = 137) had complete follow-up data on metacognitions. Metacognitions were measured with the Metacognitions Questionnaire 30 (MCQ-30), while RTW was measured using official registry data from the Norwegian Labor and Welfare Service. A registry record of participation in competitive work ≥2.5 days (50% work participation) per week, averaging over 14 weeks, was chosen as an outcome reflecting a successful RTW. The registry data spanned a total of 56 weeks per participant.ResultsOur results indicated that baseline MCQ scores was not associated with RTW. This was analyzed for the total MCQ score as well as for all subscales. We observed substantial changes in metacognitions following treatment, and a 1-point change in the total sum of metacognitive beliefs was associated with 5% greater odds for successful RTW at all time points (p = 0.040), while a 1-point change on the subscale of beliefs about the need to control thoughts gave 20% greater odds for successful RTW (p = 0.016).ConclusionMetacognitions concerning the need to control thoughts appear to have a significant influence on patients return to work. Here, we observed that a change in these beliefs following treatment substantially affected RTW over the course of 1 year.

Comparison of performance on written and OSCE assessment during end semester pediatric examination.

Objective:To compare the scores obtained on written and OSCE examination during pediatrics end semester examination and to find out the reasons for the discrepancies among the scores obtained.Methods:This co-relational study was carried out in pediatric department, Liaquat University of Medical and Health Sciences (LUMHS). The performance of medical students who were posted in the pediatric department for one semester (November 2016 to October 2017) was compared on the basis of scores obtained in their written and OSCE during end semester examination. To find out the reasons for discrepancies qualitative data was collected by using likert scale on Pre-designed questionnaire distributed among the students at the end of assessment. Frequencies of their responses were calculated.Results:Data of 160 students who participated in study was analyzed by SPSS version 22. The mean and standard deviation of participant’s score was 51.25 ± 12.19. Females performed better in written as well as in OSCE. Moderate correlation was seen between MCQ and SAQ scores (r=0.5, p <0.01). Around 60% considered OSCE as their preferred mode of assessment. Deep learning approach and group discussion was found in female students (65%).Conclusion:Our study concluded that students performed better in OSCE than in written assessment. However, in OSCE they had shown unsatisfactory performance for some important competencies like clinical examination methods and procedural skills. Female students performed better in both segments of assessment.

Pharmacology through Play: using Lego® to revise core concepts for undergraduates.

This article was migrated. The article was marked as recommended. Background: Pharmacology, while critical knowledge for healthcare professionals, is often viewed by students as dry and difficult to understand. We sought to examine the student acceptability of a Lego®-based learning session, in an attempt to improve pharmacology learning. Methods: In line with constructivist theories, students were facilitated to build, in small groups, their own Lego® shape to represent an area of core pharmacology and to use this to explain the concept to other students (e.g. agonist-receptor interactions). The validated Course Experience Questionnaire (CEQ) was used to gauge students' ideas on the session. Multiple choice questions were used before and after the session to evaluate knowledge. Results: Most students were positive regarding the session, finding it enjoyable, relevant for their learning and even recommending it be used to explore more complex areas of pharmacology. In addition, there was a significant increase in the MCQ scores following the session. Conclusions: This study used constructivist theory to develop a novel teaching intervention to create a more student-centred, active learning environment. This effective low-cost method could be applied to other teaching programmes to enhance student learning.

A Prospective Review of a Novel Electronic Journal Club Format in an Orthopedic Residency Unit

Journal clubs are useful for teaching critical appraisal skills and maintaining contemporary knowledge in orthopedics. The didactic format is most common; however, work commitments can pose difficulty in full attendance. Also with the current legislative working time restrictions for residents in Europe and North America, work and training time require separation with times that may not suit all attendees. Online forums such as "Twitter" have recently been used to accommodate various journal clubs. We aimed to establish a journal club using smartphone messaging application "WhatsApp" to discuss key orthopedic papers and teach critical appraisal skills to residents. A prospective cohort study including all residents and attendings in the department. A research practice questionnaire, the "Evidence-based Practice Questionnaire" and a 28-question MCQ on research methods from the American Academy of Orthopedic Surgeons resident question database was completed by all participants prior to the study. A paper was uploaded each Friday, and discussed the following Tuesday through Friday for 6 consecutive weeks. The original questionnaire and MCQs were again completed after the 6-week study period. A Trauma & Orthopedic residency unit. All orthopedic residents, from PGY1-4 and attendings. An average of 22 questions were asked (min 13, max 28), and 55 responses per week (min 30, max 88). In the EBPQ questionnaire, an example question of "how often you critically appraised a paper you have discovered" improved from an average score of 2.45 to 5.4. Self-rating of research skills improved from a score of 3.27 to 5.9. MCQ scores improved from an average of 48.2% among the group to 69%. Residents' critical appraisal skills were improved while providing adequate time and flexibility to reflect on questions. Subspecialty topic discussions led by attendings, stimulated discussion of clinical pearls of interest to all participants. The simplicity of this method, and its widespread availability potentiates the implementation by any specialty looking to educate its residents.

An impact on medical student knowledge outcomes after replacing peer lectures with small group discussions.

This article was migrated. The article was marked as recommended. Active learning has been proven as an effective teaching method that increases students' academic performance, satisfaction, and promotes life-long learning. A previous study showed that a peer lecture was time-consuming for both faculty members and students without any increase in knowledge outcome achievement of students when comparing to faculty lectures. Therefore, we replaced all peer teachings, taught in 2015, with faculty lectures and small group discussions in an organ-system part which focused mainly on applications of medical microbiology in 2016. The organ-system part was further divided into 3 sections according to type of organ systems. The knowledge outcome achievement was compared using MCQ scores. Peer lectures were mainly used as a teaching method only in 2015 (91.5%, 43 hours from a total of 47 hours) while none of them was used in 2016. On the other hand, SDG were mainly used as a teaching method only in 2016 (73.9%, 51 hours from a total of 69 hours). Students of 2016 had significantly higher average MCQ scores than those of 2015 only in the section 3 (80.8% as compared with 60.5%; p value < 0.001). There was no significant difference in section 1, section 2, and overall MCQ scores. Apart from routine teaching preparation, there was no out-of-class preparation time for faculty lectures and SGD while peer teaching required at least 0.5-2 hours of extra out-of-class preparation time from at least 1 faculty member and 10-12 students per 1 hour of teaching. In conclusion, SGD provided equal or more knowledge outcome achievement of the student with less time-consuming than peer lecture. Therefore, at least in our teaching environment, SGD was proved to be a better option than a peer lecture for teaching applications of medical microbiology.

An impact on medical student knowledge outcomes after replacing peer lectures with small group discussions

This article was migrated. The article was marked as recommended. Active learning has been proven as an effective teaching method that increases students' academic performance, satisfaction, and promotes life-long learning. A previous study showed that a peer lecture was time-consuming for both faculty members and students without any increase in knowledge outcome achievement of students when comparing to faculty lectures. Therefore, we replaced all peer teachings, taught in 2015, with faculty lectures and small group discussions in an organ-system part which focused mainly on applications of medical microbiology in 2016. The organ-system part was further divided into 3 sections according to type of organ systems. The knowledge outcome achievement was compared using MCQ scores. Peer lectures were mainly used as a teaching method only in 2015 (91.5%, 43 hours from a total of 47 hours) while none of them was used in 2016. On the other hand, SDG were mainly used as a teaching method only in 2016 (73.9%, 51 hours from a total of 69 hours). Students of 2016 had significantly higher average MCQ scores than those of 2015 only in the section 3 (80.8% as compared with 60.5%; p value &lt; 0.001). There was no significant difference in section 1, section 2, and overall MCQ scores. Apart from routine teaching preparation, there was no out-of-class preparation time for faculty lectures and SGD while peer teaching required at least 0.5-2 hours of extra out-of-class preparation time from at least 1 faculty member and 10-12 students per 1 hour of teaching. In conclusion, SGD provided equal or more knowledge outcome achievement of the student with less time-consuming than peer lecture. Therefore, at least in our teaching environment, SGD was proved to be a better option than a peer lecture for teaching applications of medical microbiology.

A Method to Evaluate Trainee Progression During Simulation Training at the Urology Simulation Boot Camp (USBC) Course

To evaluate skills progression at the Urology Simulation Boot Camp (USBC), a course intended to provide urology trainees with 32 hours of 1:1 training on low and high-fidelity simulators. In this single-group cohort study, trainees rotated through modules based on aspects of the United Kingdom urology residency curriculum and undertook a pre and postcourse MCQ. Specific procedural skill was evaluated by an expert and graded as either: "A"-Good (≥4 on a 5-point Likert Scale) or "B"-Poor (Likert scale of 1-3). Competence progression was calculated as the change in score between baseline and final assessments. The USBC was held at St James' University Hospital, Leeds, U.K. Of the 34 trainees attended the second USBC, 33 trainees participated in all the pre and postcourse assessments. The mean duration of urology training prior to undertaking the USBC was 15 months. Competence progression was assessed in 33 urology trainees. Mean MCQ scores improved by 16.7% (p < 0.001) between pre and postcourse assessment. At final assessment, 87.9% of trainees scored "A" in instrument knowledge and assembly compared to 44.4% at baseline (p < 0.001). There was a mean improvement of 439s (p < 0.001) in the time taken to complete the European-Basic Laparoscopic skills assessment. The USBC has shown to aid trainees in competence progression during the simulation on a variety of urological skills; however, retention of skill in the long-term was undetermined. The use of our grading system is simple to understand and may be used in other simulation courses to guide participants with their future training needs.

Comparison of medical students' performance in multiple choice questions and integrated short answer essay questions in end unit examination at PBL School

The Arabian Gulf University (AGU) is a regional university serving the Gulf Cooperation Council Countries. One of the most distinguished features of the MD program at AGU is problem based learning curriculum where teaching and learning of basic medical sciences are delivered through nine integrated organ system based units. At the end of each unit, medical students are required to pass a comprehensive end unit exam, where multiple formats of assessment are currently used This retrospective study compared the performance of year II medical students in multiple choice (MCQ) and short answer integrated questions (SAQ) of the end unit I examination The grades of three cohorts (471 students) were analyzed. The average score was 69.8(±SD 12.) in the MCQ component and 65.5 (± SD 13.7) in the SAQ component. Regression analysis showed a significant correlation (r=0.819, P&lt; 0.000) between MCQ and SAQ.. when students performance was grouped by final end unit grade, a significant correlation existed between MCQ and SAQ score for 40 students who failed the end unit exam, 234 students who received a passing or a good score and for 132 students who received a very good score A positive but none significant correlation existed between the MCQ score and the SAQ score for students who received an excellent grade in the end unit exam. Finally two ANOVA revealed that MCQ scores were higher than (P &lt; 0.01) SAQ scores for all groups. The results of this study showed that for most students, there is strong correlation between MCQ and SAQ scores, indicating that student performance was independent of testing format.Support or Funding InformationArabain Gulf UniversityThis abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Effectiveness of crossword puzzle as an adjunct tool for active learning and critical thinking in Pharmacology

Background: Modern pedagogic methodologies are being introduced in Medical education and there is a growing evidence of crossword puzzle as an educational tool for active learning, problem solving and critical thinking. The aim of the study was to study the effectiveness of crossword puzzle as an adjunct to the conventional lecture for active learning and critical thinking in Pharmacology. This was a parallel group; pre and post assessment, educational intervention study conducted among second year undergraduate medical students.Methods: Second year medical students were randomly selected and assigned to two groups A (Cross word puzzle) and B (control), after an hour conventional lecture on “Drugs for Hypertension” In both the groups, pre- and post-intervention knowledge was assessed using the MCQ test. A self-designed crossword puzzle on the lecture topic was used as an intervention and students were allowed to read textbooks with a crossword puzzle in intervention group A, whereas control group B were allowed to read textbook only. After 45 minutes, the post-intervention assessment was done in both groups with the same set of MCQ and students’ feedback on crossword usefulness was obtained.Results: The average MCQ test score in Group A improved significantly from 6.65±3.4 pre-intervention to 11.26±2.5 post-intervention (p &lt;0.05) with absolute learning gain 30.73 % and relative learning gain 69.32 %. The average test score in Group B also improved significantly from 5.7±2.9 pre-intervention to 9.59±2.5 post-intervention (p &lt;0.05) with absolute learning gain 25.93 % and relative learning gain 68.23%. There was a significant improvement in the MCQ scores in both the groups after intervention. But the post-intervention MCQ scores in group A (crossword puzzle) was higher and statistically significant (P &lt;0.05) in comparison to group B.Conclusions: Cross-word puzzle promotes active self-learning and develops critical thinking among medical students. It could be used as supplementary educational tool in pharmacology to enhance problem-solving skills along with the information provided through traditional teaching lectures or could be used as a micro task.

Kids (learn how to) save lives in the school with the serious game Relive

IntroductionRelive is a serious game focusing on increasing kids and young adults’ awareness on CPR. We evaluated the use of Relive on schoolchildren. MethodsA longitudinal, prospective study was carried out in two high schools in Italy over a 8-month period, divided in three phases: baseline, competition, and retention. Improvement in schoolchildren’s CPR awareness, in terms of knowledge (MCQ results) and skills (chest compression (CC) rate and depth), was evaluated. Usability of Relive and differences in CC performance according to sex and BMI class were also evaluated. ResultsAt baseline, students performed CC with a mean depth of 31mm and a rate of 95 cpm. In the competition phase, students performed CC with a mean depth of 46mm and a rate of 111 cpm. In the retention phase, students performed CC with a mean depth of 47mm and a rate of 131 cpm. Thus, the training session with Relive during the competition phase affected positively both CC depth (p<0.001) and rate (p<0.001). Such an effect persisted up to the retention phase. CC depth was also affected by gender (p<0.01) and BMI class (p<0.01). Indeed, CC depth was significantly greater in male players and in players with higher BMI. Seventy-three percent of students improved their CPR knowledge as represented by an increases in the MCQ score (p<0.001). The participants perceived the Relive to be easy to use with effective feedback. ConclusionsRelive is an useful tool to spread CPR knowledge and improve CPR skills in schoolchildren.

Immunization competence retention in medical students: a comparation between conventional lectures and lectures with simulations method

Background Immunization is recognized as one of the strategiesto reduce vaccine preventable diseases. Competency related toimmunization are consequently important for medical students andthe medical school needs to assure the competence acquisition.Objective To assess competence related to immunization andits retention following lectures with simulations compared tolectures only.Methods A quasi-experimental study was conducted to the 5th yearstudents of University of Indonesia Medical School during the ChildAdolescent Health Module in 2012-2013. The intervention grouphad lectures with simulations and the control group had lecturesonly. Immunization knowledge was assessed with a 30 multiplechoice question (MCA) items performed before and after themodule. Competence retention was assessed by MCQ (knowledge)and OSCE (skills) 2-6 months afterwards.Results Sixty eight subjects for each group with similarcharacteristics were analyzed. There was significant differenceafter module MCQ score between two groups. Competenceretention in 2-6 months after module completion was betterin intervention group, both for the knowledge (median MCQscore of 70.00 (range 37-93) vs. mean score of 58.01 (SD 12.22),respectively; P&lt;0.001) and skill (OSCE mean scores of 75.21 (SD10.74) vs. 62.62 (SD 11.89), respectively; P &lt; 0.001). Proportionof subjects in the intervention group who passed both the MCQand OSCE were also significantly greater.Conclusion Lectures with simulations are proved to bemore effective in improving medical students’ immunizationcompetence as well as its retention compared to lectures onlyapproach.

Capacity building for critical care training delivery: Development and evaluation of the Network for Improving Critical care Skills Training (NICST) programme in Sri Lanka

To deliver and evaluate a short critical care nurse training course whilst simultaneously building local training capacity. A multi-modal short course for critical care nursing skills was delivered in seven training blocks, from 06/2013-11/2014. Each training block included a Train the Trainer programme. The project was evaluated using Kirkpatrick's Hierarchy of Learning. There was a graded hand over of responsibility for course delivery from overseas to local faculty between 2013 and 2014. Sri Lanka. Participant learning assessed through pre/post course Multi-Choice Questionnaires. A total of 584 nurses and 29 faculty were trained. Participant feedback was consistently positive and each course demonstrated a significant increase (p≤0.0001) in MCQ scores. There was no significant difference MCQ scores (p=0.186) between overseas faculty led and local faculty led courses. In a relatively short period, training with good educational outcomes was delivered to nearly 25% of the critical care nursing population in Sri Lanka whilst simultaneously building a local faculty of trainers. Through use of a structured Train the Trainer programme, course outcomes were maintained following the handover of training responsibility to Sri Lankan faculty. The focus on local capacity building increases the possibility of long term course sustainability.