Teaching In Medical Education Research Articles

A review on modern teaching and learning techniques in medical education

Education is an ever-evolving and active process that requires periodic refinement. The absence of innovative teaching techniques in academics leaves medical curricula inadequate to take significant strides towards the future. The objective of this review is to define and evaluate alternative methods of teaching and learning that can supplement or serve as alternatives to didactic lectures. These methods aim to promote active student involvement and expedite a smooth flow of information. A literature review was conducted using PubMed, OVID and EBSCO, utilizing keywords such as "learning," "didactic lectures," "alternative techniques of learning," "modern learning techniques," and "medical education." Database searches identified 300 studies, with 250 selected for further screening based on inclusion and exclusion criteria. Articles were surveyed for relevance and significance to our study objectives, encompassing both qualitative and quantitative studies. Various modern learning methodologies were identified, including Case-Based Learning, Evidence-Based Medicine, Problem-Based Learning, Simulation-Based Learning, e-learning, Peer-Assisted Learning, Observational Learning, Flipped Classroom, and Team-Based Learning. These methods address individual learning differences, allowing students to broaden their thinking and professional knowledge. Early introduction of integrative approaches develops student competency and leadership, preparing them for a seamless transition into clinical practice. This study emphasizes the significance and challenges of modern learning systems. Given technological advancements and the broader implications of medical information, students require innovative skills through inter-professional learning. It is imperative to introduce and implement flexible medical curricula that accommodate distinct modern teaching methodologies to address the evolving needs of medical education.

Exploring Quality and Requirements in Faculty Development Related to Teaching.

Little is known about medical school requirements for faculty development related to teaching (FDT) in medical education. This study examined the national landscape and local faculty perceptions of their own institution's FDT requirement. An electronic survey was disseminated to Faculty Affairs Offices in US medical schools to assess FDT requirements. A second survey was distributed to faculty within one medical school to gauge faculty perceptions related to existing FDT requirements. Responses were received from approximately 33% of US medical schools and 36% of local faculty. Few responding medical schools had formal FDT requirements. There was a wide range variation of hours and activities necessary to satisfy existing requirements and consequences for noncompliance. For respondents from schools that did not have a requirement, many saw value in considering a future requirement. Many local faculty agreed that the FDT requirement improved their teaching skills. When asked to share other thoughts about the FDT requirement, several qualitative themes emerged. This study helps establish a national benchmark for the status of FDT requirements in medical education and revealed information on how to optimize and/or improve such requirements. The authors offer five recommendations for schools to consider regarding FDT.

Artificial Intelligence in Medicine: Cross-Sectional Study Among Medical Students on Application, Education, and Ethical Aspects.

The use of artificial intelligence (AI) in medicine not only directly impacts the medical profession but is also increasingly associated with various potential ethical aspects. In addition, the expanding use of AI and AI-based applications such as ChatGPT demands a corresponding shift in medical education to adequately prepare future practitioners for the effective use of these tools and address the associated ethical challenges they present. This study aims to explore how medical students from Germany, Austria, and Switzerland perceive the use of AI in medicine and the teaching of AI and AI ethics in medical education in accordance with their use of AI-based chat applications, such as ChatGPT. This cross-sectional study, conducted from June 15 to July 15, 2023, surveyed medical students across Germany, Austria, and Switzerland using a web-based survey. This study aimed to assess students' perceptions of AI in medicine and the integration of AI and AI ethics into medical education. The survey, which included 53 items across 6 sections, was developed and pretested. Data analysis used descriptive statistics (median, mode, IQR, total number, and percentages) and either the chi-square or Mann-Whitney U tests, as appropriate. Surveying 487 medical students across Germany, Austria, and Switzerland revealed limited formal education on AI or AI ethics within medical curricula, although 38.8% (189/487) had prior experience with AI-based chat applications, such as ChatGPT. Despite varied prior exposures, 71.7% (349/487) anticipated a positive impact of AI on medicine. There was widespread consensus (385/487, 74.9%) on the need for AI and AI ethics instruction in medical education, although the current offerings were deemed inadequate. Regarding the AI ethics education content, all proposed topics were rated as highly relevant. This study revealed a pronounced discrepancy between the use of AI-based (chat) applications, such as ChatGPT, among medical students in Germany, Austria, and Switzerland and the teaching of AI in medical education. To adequately prepare future medical professionals, there is an urgent need to integrate the teaching of AI and AI ethics into the medical curricula.

Integrating Research and Teaching in Medical Education: Challenges, Strategies, and Implications for Healthcare.

The integration of research and teaching in medical education offers numerous benefits, fostering critical thinking and analytical skills in students. Institutions worldwide have recognized the significance of this nexus and have implemented initiatives to link teaching with discipline-based research, promoting interdisciplinary collaboration. This article aims to explore the challenges and recommendations for integrating research and teaching in medical schools and provide recommendations to overcome these challenges. We conducted a comprehensive review of the literature to identify the common challenges faced by medical institutions in integrating research and teaching. PubMed, Scopus, Web of Science, ERIC, and Google Scholar databases were searched to assess the literature that met the study objectives with explicit inclusion and exclusion criteria. We also examined successful strategies employed by some institutions to promote research-teaching integration. The challenges identified include limited resources, the need to balance research and curriculum requirements, and the importance of cultivating a research-oriented institutional culture. Successful strategies involve curriculum updates, faculty motivation, and cross-disciplinary collaboration. Implementing strategies involve vertically and horizontally integrating research methodology throughout the undergraduate curriculum and cross-integrating traditional medical courses with other disciplines. Collaboration between universities, enterprises, and schools can enhance comprehensive cooperation. To create a research-oriented learning environment, medical institutions should address these challenges and implement effective strategies. This approach will not only nurture research-oriented healthcare professionals but also advance medical knowledge for the benefit of patient care. By addressing these challenges and implementing appropriate strategies, medical institutions can create a research-oriented learning environment, nurturing research-oriented healthcare professionals and advancing medical knowledge to improve patient care.

What Might It Mean to Embrace Emancipatory Pedagogy in Medical Education?

An emerging and important goal of professional health training and education is to develop a workforce that is equipped to address patients' social and structural determinants of health and to contribute to health equity. However, current medical education does not adequately achieve this vision. Emancipatory teaching, as described by scholars such as Paulo Freire and bell hooks, equips students with tools to identify and challenge oppressive systems. It helps students achieve freedom for themselves, thereby contributing to more emancipatory and humanistic patient care. Changing teaching in this way would help reverse implicit curricular values that tend to enshrine hierarchy and oppression. Humanities and bioethics scholars working within health professional schools thus should promote a more critical, emancipatory pedagogy in their institutions.

Orientation and application of gamification as teaching learning method by medical physiologists in India

Background: Gamification, the integration of game elements into non-gaming contexts, has gained significant attention in education, including medical education. Researches revealed that gamification elements such as points, badges, levels, and feedback are commonly used in higher education. Gamification is seen as a tool that can help millennial and Gen Z students, who prefer social learning ecosystems, in competency development and contextual learning. A review of gamification-based learning tools in both preclinical and clinical settings highlighted heightened student engagement and superior educational outcomes, but competitive gamification yielded unexpected results, with students spending limited time and resisting competitiveness. Aims and Objectives: This paper presents a cross-sectional study conducted in India to assess the orientation and application of gamification among faculty members of Medical Physiology. The study aimed to identify the advantages, challenges, and potential of gamification in enhancing the quality of medical education in India. Materials and Methods: The authors addressed the deficiency in the orientation and application of gamification tools in medical education by conducting a questionnaire-based cross-sectional study among medical physiologists in various Indian institutions and colleges. Results: Results showed that approximately 25% of the faculty members surveyed in India were oriented toward gamification, with slightly more orientation among junior faculties and those from northern India. There were regional variations in the use of specific gamification elements, such as points and badges, letterboards, and storyline elements. Conclusion: The study highlighted a promising trend of gamification adoption among medical physiologists, while also noting that a significant portion of faculty members remained unoriented and had yet to explore the benefits of gamification in medical education. The paper emphasized the need for proactive promotion and application of gamification tools to enhance teaching and learning methods in medical education.

Bachelor Level Students' Experiences Regarding English as a Medium of Instruction

This study explores the students’ experiences on English as a medium of instruction in education. This qualitative research used narrative inquiry as a research approach. The semi-structured interview was used as a data collection process and interview guidelines including open-ended questionnaires were used as research tools. The data were collected from the purposively selected two participants who were studying at bachelor level. This study revealed that the students account for the English medium of instruction as a supportive policy for them to be sold out in the global market; nevertheless, they experience their anxieties about this practice in and outside the educational setting.

Successful examples of asynchronous teaching in Polish interactive remote medical education

A thorough theoretical and practical preparation is crucial in the education of medical professionals. Present-day knowledge recipients expect a broad range of multimedia and interactive resources in the consumed media. The article discusses examples of such implementations for the nationwide education of a pharmacy technician, massage technician, medical sterilization technician, and occupational therapy technician. These examples were created for the Integrated Education Platform of the Ministry of Education and Science in Poland, as part of an EU-funded project. This study delineates the characteristics of e-materials, such as instructional and educational videos, film sequences, scenario-based learning games, interactive documentation, 3D animations, simulators and virtual tours. We prepared a learner benefit analysis based on the e-materials discussed. We aimed to formulate recommendations and guidelines for designing and developing multimedia and interactive resources, paying special attention to educational values and content for the medical industry. Regardless of the type of multimedia, profession and content, materials should prioritize realism, interactivity and detailed presentation of the situations/cases. The same multimedia rarely achieve different learning objectives and learning outcomes. To design and produce high-quality multimedia, it is necessary to know their characteristics and to work with a team of subject matter experts experienced in e-learning development.

A 4th step of visual art instruction in medical education

A 4th step of visual art instruction in medical education

Teaching-learning in clinical education based on epistemological orientations: A multi-method study.

Teaching-learning is the heart of medical education in the clinical setting. The objective of this research was to develop a conceptual model of effective clinical teaching in undergraduate medical education and conceptualize its operational framework based on the best fit approach. This research consisted of three sub-studies conducted using a multi-method approach. The first sub-study was conducted using a qualitative meta-synthesis approach. The second sub-study used Clarke's situational analysis approach as a postmodern version of grounded theory. Finally, the third sub-study was designed in two stages. First, it was conducted using the expert panel, in the second step, framework of synthesis based on best fit, and the framework of Ottenhoff- de Jonge et al., which formed the basis of this study. In the first sub-study, qualitative evidence on the factors of effective teaching-learning in clinical education was synthesized into five dimensions. Based on the second sub-study, the clinical teaching-learning situation in undergraduate medical education in Iran was represented in three maps, including situational, social worlds/arenas, and positional. Finally, in the third sub-study, based on model modification and development in the expert panel, the effective teaching-learning dimensions were developed into behavioral, social, pedagogical, technology, contextual, educational leadership, and financial dimensions. In the second step, based on the framework of Ottenhoff- de Jonge et al., a three-dimensional matrix was developed concerning epistemological orientations about teaching and learning. Moving from a single teaching-centered and learning-centered orientation to a teaching-learning-centered orientation is required for effective teaching-learning in clinical medical education.

Assessment of Medical Education on Transgender Health: A Scoping Literature Review.

Little is known about how physician learners are assessed following educational interventions about providing gender-affirming care to transgender and gender diverse (TGD) people. The inclusion of learner assessments with educational interventions is essential to understand and measure health professionals' knowledge and skills. We seek to describe how the medical literature has approached the assessment of learners following educational interventions about TGD health. A scoping literature review was done. The guiding research question was "What are the current learner-assessment practices in medical education pedagogy about TGD health?" A total of 270 manuscripts were reviewed. 17 manuscripts were included for data extraction. Miller's pyramid was used to categorize results. 15 used pre- and post-intervention knowledge questionaries to assess learners. Six used simulated patient encounters to assess learners. Most assessments of TGD knowledge and skills among physician learners are pre- and post-surveys. There is sparse literature on higher level assessment following educational interventions that demonstrate learner skills, behaviors, or impact on patient outcomes. Discrete, one-time interventions that are lecture or workshop-based have yet to rigorously assess learners' ability to provide clinical care to TGD patients that is both culturally humble and clinically astute.

Innovative teaching learning method-simulation based learning in community medicine

As per the new competency-based medical education curriculum, teaching and learning methods have been shifted from teacher-centric to student-centric to provide students with opportunities for diverse learning experiences through interactive learning. So, the department introduced innovative teaching in the classroom environment to make students understand the concept of community diagnosis in detail so that it will be beneficial for them while executing an actual visit to their family. A village was simulated in the classroom; students were randomly identified as medical students who were going to interact with villagers for the purpose of community diagnosis, whose roles were played by the remaining students. After that, the student explained the process with input from faculty. Feedback from students was taken through a Google form about the activity. There was a self-driven response from students with their active participation. They felt that it was a very interactive class and it prepared them for the field visit. Such simulation activities can be used as a teaching and learning method for relevant competencies with limited resources.

A Case Study Exemplifying Implementation of the “Socratic Method” of Teaching in Medical Education

No abstract available

Scope of multilingual education, teaching, and training: perspective of post-graduate social work students in India

ABSTRACT Language as a medium of instruction in education is a highly debatable and contested subject across the globe. Many countries prefer to provide primary education in their local language. However, in times of language politics, social work educators and practice initiated a debate on multilingual methods of teaching and practice for comprehensive interventions at the grassroots level to prevent language barrier from becoming an obstacle in social work practice. In India, English has been the preferred medium of instruction in most of the social work schools and departments that train students for fieldwork and practice. While such a method has certainly been effective in providing a uniform education in the field of social work, many students from vernacular educational backgrounds experience extreme difficulty in the initial period of their training.Based on the data collected from fifty Master of Social Work (MSW) students through Google-forms with open ended questions and thematic analysis, the article argues that a multilingual approach to social work education in teaching and providing reading resources could be the first step in addressing the language difficulties of MSW students from the vernacular backgrounds. This approach will further broaden the scope of social work services within the client system. Besides, the constant encouragement and motivation to be equipped with a better understanding of English to compete at the global level of social work perspective could be another essential part of social work education and training in India.

Evaluation of Socrates Method of Teaching in Medical Education- A case Study Exemplifying Implementation Amongst Medical Students at Tertiary Care Teaching Institute in the Northeastern Region of India

Evaluation of Socrates Method of Teaching in Medical Education- A case Study Exemplifying Implementation Amongst Medical Students at Tertiary Care Teaching Institute in the Northeastern Region of India

ChatGPT-A double-edged sword for healthcare education? Implications for assessments of dental students.

Open-source generative artificial intelligence (AI) applications are fast-transforming access to information and allow students to prepare assignments and offer quite accurate responses to a wide range of exam questions which are routinely used in assessments of students across the board including undergraduate dental students. This study aims to evaluate the performance of Chat Generative Pre-trained Transformer (ChatGPT), a generative AI-based application, on a wide range of assessments used in contemporary healthcare education and discusses the implications for undergraduate dental education. This was an exploratory study investigating the accuracy of ChatGPT to attempt a range of recognised assessments in healthcare education curricula. A total of 50 independent items encompassing 50 different learning outcomes (n = 10 per item) were developed by the research team. These included 10 separate items based on each of the five commonly used question formats including multiple-choice questions (MCQs); short-answer questions (SAQs); short essay questions (SEQs); single true/false questions; and fill in the blanks items. Chat GPT was used to attempt each of these 50 questions. In addition, ChatGPT was used to generate reflective reports based on multisource feedback; research methodology; and critical appraisal of the literature. ChatGPT application provided accurate responses to majority of knowledge-based assessments based on MCQs, SAQs, SEQs, true/false and fill in the blanks items. However, it was only able to answer text-based questions and did not allow processing of questions based on images. Responses generated to written assignments were also satisfactory apart from those for critical appraisal of literature. Word count was the key limitation observed in outputs generated by the free version of ChatGPT. Notwithstanding their current limitations, generative AI-based applications have the potential to revolutionise virtual learning. Instead of treating it as a threat, healthcare educators need to adapt teaching and assessments in medical and dental education to the benefits of the learners while mitigating against dishonest use of AI-based technology.

A third step of visual art instruction in medical education : Introduction of visual thinking strategies supported by Okayama Prefectural Museum of Art

A third step of visual art instruction in medical education : Introduction of visual thinking strategies supported by Okayama Prefectural Museum of Art

Perceptions and Attitudes of Jordanian Medical Students on Using 3D Interactive Anatomy Dissection in Teaching and Learning Anatomy.

This study evaluates the use of virtual anatomy dissection (Anatomage Table) in teaching anatomy for Jordanian medical students. The study also highlights any gender differences in students' perception on this method of teaching anatomy. This is a cross-sectional questionnaire-based study that was carried out on medical students enrolled in Al-Balqa Applied University, a Jordanian public university. A group of expert anatomists designed a questionnaire that investigates the students' perceptions and attitudes toward using virtual anatomy dissection. The questionnaire also investigated student's opinions and expectations on the impact of using this method on the academic achievement of students. The findings of the study showed that most students agreed that Anatomage Table helped them better understand (64.3%) and memorize (64%) anatomy lectures. In addition, most students were interested in using this learning method in lab groups (72.3%). However, the didactic approach that combined anatomical models and the Anatomage Table was preferred over the unilateral approach that included only the Anatomage Table (80.5% vs 30.2%, p<0.001, r=0.9). Of note, there was a statistically significant difference between males and females in their preference for Anatomage Table (p<0.001), and in their perceptions on the impact of Anatomage Table on understanding of lectures (p<0.001) and memorization of anatomical structures (p=0.004). The Anatomage Table is a powerful teaching and learning method in undergraduate medical education. Its application to Al-Balqa Applied University has proven to be effective so far. It can be used to overcome the problems facing anatomical education in the college of medicine in Al-Balqa Applied University and perhaps other universities in Jordan, but this needs better cooperation between universities and stakeholders to provide adequate funding for this method.

A Case for Critical Pedagogy in Medical Education

A Case for Critical Pedagogy in Medical Education

Transition From Observational to Collaborative Learning to Augment Practical Skill Training in First-Year Medical Students.

Introduction Students exhibit less interest in hematology demonstration experiments as they are not expected to do it during their examination. Adopting a different strategy, like collaborative learning, might spark interest, motivate them to work together towards a shared objective, and help further learning and understanding. The current study aimed to assess the effectiveness of collaborative learning in comparison with traditional practical demonstration. Methodology First MBBS students were divided into two groups of 50 each (1 - collaborative learning, 2 - traditional demonstration). In the traditional demonstration, the experiment was demonstrated by faculty using the required materials. In the collaborative learning method, 50 students were divided into groups (seven of seven each) and each group was provided with procedural details of the experiment and requisite materials. At the end of the experiment, assessment was done. In collaborative learning groups, the team cohesion scale (TCS) was employed to analyze group dynamics.Students' perceptions, and feedback regarding collaborative learning as a tool in practical experiments were collected using a five-point Likert scale. Results Post-experiment assessment scores in collaborative learning (8.65±1.54) were significantly higher than the traditional demonstration group (7.06±1.46). High scorers in TCS consistently belonged to groups that completed the experiment on time (positive outcome), whereas students with low scores often belonged to groups that did not complete the experiment (negative outcome). Conclusion Collaborative learning may be used for practical teaching in medical education as it fosters good communication, enables problem-solving, aiding the Indian medical graduate in fulfilling the role of a team member.