Problem-based Training Research Articles

Enhancing self-directed learning with custom GPT AI facilitation among medical students: A randomized controlled trial

ABASTRACT Objective This study aims to assess the impact of LearnGuide, a specialized ChatGPT tool designed to support self-directed learning among medical students. Materials and methods In this 14-week randomized controlled trial (ClinicalTrials.gov NCT06276049), 103 medical students were assigned to either an intervention group, which received 12 weeks of problem-based training with LearnGuide support, or a control group, which received identical training without AI assistance. Primary and secondary outcomes, including Self-Directed Learning Scale scores at 6 and 12 weeks, Cornell Critical Thinking Test Level Z scores, and Global Flow Scores, were evaluated with a 14-week follow-up. Mann-Whitney U tests were used for statistical comparisons between the groups. Results At 6 weeks, the intervention group showed a marginally higher median Self-Directed Learning Scale score, which further improved by 12 weeks (4.15 [95% CI, 0.82 to 7.48]; p = 0.01) and was sustained at the 14-week follow-up. Additionally, this group demonstrated notable improvements in the Cornell Critical Thinking Test Score at 12 weeks (7.11 [95% CI, 4.50 to 9.72]; p < 0.001), which persisted into the 14-week follow-up. The group also experienced enhancements in the Global Flow Score from 6 weeks, maintaining superiority over the control group through 12 weeks. Conclusions LearnGuide significantly enhanced self-directed learning, critical thinking, and flow experiences in medical students, highlighting the crucial role of AI tools in advancing medical education.

The effect of scenario-based training on the Core competencies of nursing students: a semi-experimental study

IntroductionCompetency is defined as the variety of skills and knowledge required to perform a specific task. Due to the specificity of pediatric nursing, students face some challenges in acquiring core competencies. Therefore, the use of new training methods in pediatric nursing is necessary. One of the modern learning methods is learning based on clinical scenarios. Thus, this study aimed to investigate the effect of scenario-based education on the core competencies of nursing students.MethodThis quasi-experimental study employed a pre-test and post-test design. All participants (n = 72) were selected via the census method and randomly divided into intervention (N = 33) and control groups (N = 40). The data were collected using a demographic information questionnaire and the Nursing Students’ Clinical Competencies Questionnaire. Before the intervention, both groups completed the pre-tests. After one month, the students in both groups completed post-tests.ResultsThe average score of core competencies for the students in the intervention group after the training (247.05, SD = 36.48) increased compared to before the intervention (229.05, SD = 36.58) (P > 0.05). The average score of the core competencies for the students in the control group after the training was 240.76 (SD = 35.36) compared to 235.56 (SD = 27.94) before the intervention, with no significant difference (P < 0.05). The independent t-test did not show a significant difference between the control and intervention groups before and after the intervention (P > 0.05).ConclusionThe results indicated the effectiveness of scenario-based training on the core competencies of students in the intervention group. Accordingly, nursing administrators and professors are recommended to incorporate new scenario-based teaching and learning methods in educational programs of universities. It is also necessary to conduct more research into the effectiveness of this method in combination with other training methods like team-based and problem-based training.

Increasing the Accuracy of Extracorporeal Membrane Oxygenation Critical Event Management in the Medical Intensive Care Unit

Extracorporeal membrane oxygenation (ECMO) is an intervention that replaces cardiopulmonary function temporarily to reduce injury to vital organs. As important members of the ECMO medical team, intensive care unit nurses must be well trained and alert to possible critical events. Failure to troubleshoot and manage ECMO promptly and correctly significantly increases the risk of mortality. A previous ECMO critical event in our unit resulted in lingering concerns and stress among nurses related to implementing this intervention. A survey conducted among our medical intensive care unit (MICU) nurses identified an implementation accuracy level for ECMO critical event management of only 59.1%. This poor result was attributed to a lack of technical assessment standards, in-service training, clinical experience, and instruction materials and the failure to offer online courses. This study was designed to increase the accuracy of ECMO critical event management implementation among intensive care unit nurses to >86%. We conducted a problem-based training project to improve ECMO critical event management that: introduced a technical assessment sheet and technical simulation exercise, organized in-service training, implemented irregular simulation exercises, and produced multiple different instructional materials. The accuracy of ECMO critical event management implementation among the intensive care unit nurses increased from 59.1% pretest to 95.9% posttest. This project improved the ECMO care ability of MICU nurses in our hospital significantly, resulting in increased ECMO critical event management implementation accuracy, better patient care, higher nursing staff confidence, and lower perceived stress among nursing staff.

Learning critical thinking skills online: can precision teaching help?

Critical thinking is identified as a key educational outcome in higher education curricula; however, it is not trivial to support students in building this multifaceted skill. In this study, we evaluated a brief online learning intervention focusing on informal fallacy identification, a hallmark critical-thinking skill. The intervention used a bite-sized video learning approach, which has been shown to promote student engagement. Video-based learning was implemented within a precision teaching (PT) framework, which modulates the exposure of individual learners to the learning material to enable them to build 'fluency' in the targeted skills. In one of the learning conditions, PT was applied synergistically with domain-general problem-based training to support generalisation. The intervention consisted of two learning episodes and was administered to three groups (learning conditions) of 19 participants each: a PT fluency-based training group; a PT + group, where PT was combined with problem-based training; and a self-directed learning control group. All three groups showed comparable improvements in fallacy identification on taught (post-episode tests) and unseen materials (post-intervention assessment), with lower-scoring participants showing higher gains than high-scoring participants. The results of the knowledge retention tests a week later were also comparable between groups. Importantly, in the domain-general fallacy-identification assessment (post-intervention), the two PT groups showed higher improvements than the control group. These findings suggest that the integration of bite-sized video learning technologies with PT can improve students' critical-thinking skills. Furthermore, PT, on its own or combined with problem-based training, can improve their skill to generalise learning to novel contexts. We discuss the educational implications of our findings.

НАВЧАННЯ І ВИКЛАДАННЯ НА ОСНОВІ ДОСЛІДЖЕННЯ У ПІДГОТОВЦІ ФАРАМАЦЕВТІВ В УНІВЕРСИТЕТАХ ВЕЛИКОЇ БРИТАНІЇ

The article examines the problems of research-oriented learning and teaching at universities in Great Britain. It was found that the educational and professional programs for training pharmacists in Great Britain are based on conducting scientific research and are focused on training specialists for scientific research activities in the field of pharmacology and pharmaceuticals. Improving the effectiveness of pharmaceutical education is based on the use of modern teaching methods, technologies and tools. Special attention is paid to the implementation of the model of research-oriented learning and research-oriented teaching. It has been established that students are actively involved in research and project activities during their studies. It has been established that the problem-based training of pharmacists allows for the formation of critical thinking skills, independence and responsibility, which are important for future specialists in the field of pharmacy. The basis of research-oriented education is the direct introduction of a research component into educational programs through the implementation of individual research projects by future pharmacists, and their active involvement in research conducted at universities. It has been established that each university or college has its own requirements and approaches to the implementation of research-oriented education. Most universities offer a mandatory module for future pharmacists - a research project. The topic covers many aspects related to the production, development and use of medical products, as well as the study of their interaction with the human body. Special attention is paid to the implementation of the research project: topic selection, and research stages. Peculiarities of preparation for the implementation of the project and the importance of practice were studied. The main ways of publicizing the results of pharmacists' research are characterized. It was concluded that preparation for scientific and research activity is an organic component of the content of educational programs for pharmacists’ training at the UK universities, focused on their acquisition of additional professional knowledge and the formation of scientific and research culture.

Evaluation and Enhancement of Triaging Services Through Quality Improvement Tools at Primary Health Care Level: A Clinical Audit Study.

The effective and efficient operation of emergency services at healthcare depends on triage decisions. Successfully implementing a triage system improves patient care, communication, and self-assurance. A baseline audit was conducted by reviewing a sample of 554 triage health records in September 2021. Many gaps were identified in the practice, and action plans were developed for improving it. Following the implementation of the action plan, a re-audit was conducted in September 2022 with a sample of 470 medical records. Evidence suggested that nurses had made progress in correctly allocating the medical emergency triage category from 63% at baseline to 90% at the reaudit. The over-triage decreased in accordance with this adjustment, from 37% to 10%. Compliance with the suggested time target of 5 minutes for physicians to attend medical emergencies has shown a small improvement from 48% at baseline to 55% in the re-audit. Similar improvements were demonstrated in the other triage categories. A problem may have several causes, and since it is impossible to address every one of them, prioritizing the causes is usually the best course of action. Inadequate triage classification by nurses was one of the key reasons for the delay in physician appointment times in triage clinics. Triage nurses' abilities should be enhanced to make this triage judgment. The audit team suggested that nurses should be given problem-based training, which will enhance the entire triage procedure.

Problem-Based Blended Training via Chatbot to Enhance the Problem-Solving Skill in the Workplace

Problem-solving skill is one of the soft skills that has become essential for employees in various organizations. Training model and educational technology were considered key success factors in delivering knowledge for personnel in the workplace to develop this skill. Problem-Based Learning (PBL) is a key driver for learning activities, which has been increasingly adopted for workplace training and has proven to be one of the best approaches to helping learners improve their problem-solving skills in the organization. Hence, this research aims to synthesize problem-based blended training via chatbot to enhance problem-solving skills in the workplace. Literature review, document analysis, and focus group technique were used as the main procedures for the first phase of model synthesis. The effectiveness of the training model was examined in the second phase by applying it to 20 employees of the flexible lamination manufacturers in Thailand from purposive sampling. The training was held for four weeks and examined with a problem-solving skill test. In addition, a follow-up test has been conducted to monitor retention skills after a four-week training period. Data analysis used the repeated-measures ANOVA test with normality and homogeneity as a prerequisite test. This study shows that the problem-based blended training model via chatbot to enhance problem-solving skills in the workplace comprises six main steps: (1) Group identification; (2) Problem identification; (3) Idea creation; (4) Learning; (5) Implementation; (6) Evaluation. The results on the implemented training model showed that problem-solving skills after training were significantly higher than those before training, and the retention of skill remained higher than that before training and did not significantly change after finishing training at a statistical significance of 0.5. As a result, the developed model is highly appropriate for implementation, particularly because the chatbot platform is involved in almost every step of this training model to accommodate learners who can easily access the training platform, repeat the training content, and feel motivated to explore new information to improve their problem-solving skills. In a post-COVID-19 period with distancing required in the workplace, this model is applicable to deliver efficiency in workplace training. Doi: 10.28991/ESJ-2022-SIED-01 Full Text: PDF

ESP for Interpreters and Translators: Foreign Language Provision or Integrated Education?

The paper is a complex study of advanced training of state employees, including servicemen on the positions of interpreters and translators. The research is aimed at efficient organization of English for Specific Purposes course taking into account specific needs of the main stakeholders. The purpose of the training is the efficient use of English by course participants, who are Philology specialty graduates, in professional settings. The learners are expected to gain knowledge and experience in the positions of interpreters or translators of the Division of International Cooperation, the Division of Military and Technical Cooperation, the Division of Informational and Analytical Support of state bodies of Ukraine. On the basis of the insights gained from designing an ESP course for state employees on such positions, analyzing their job responsibilities and all the stakeholders’ needs, reviewing literature on ESP and integrated education, this paper is intended to provide theoretical background and practical assistance for ESP specialists involved in research and design processes of the courses as well as for those who prepare learning materials for interpreters and translators seeking problem-based training to develop their professional competence.

Developing Community Co-designed Scenario-Based Training for Police Mental Health Crisis Response: a Relational Policing Approach to De-escalation

Using the current empirical landscape of police responses to people in mental health crisis as a backdrop, this methods paper makes an argument for the central role of collaborative co-design and production by diverse community experts and stakeholders to build transformative specialized training for frontline officers. Subject matter experts (SMEs) from across key domains participated in focus groups and curriculum creation, with outputs being the co-development of a conceptual approach and an innovative experiential learning training program. Part 1 unpacks the team’s conceptual development of a relational policing approach. This humanized method is shaped by procedural justice, trauma-informed, person-centred, and cultural safety frameworks. Part 2 details the co-production of a novel problem-based training method for a police service in Southern Ontario, Canada. The program centres on the acquisition of core competencies related to relational policing, de-escalation, and mental health crisis response. The training was designed to bring learners through a spectrum of authentic crisis scenarios: from observer-participant scenarios informed by Forum Theatre methods and targeted SME feedback to a range of high-fidelity assessment simulations that test officers’ abilities to effectively communicate, de-escalate, and make decisions under stress. This program offers repeated opportunities for officers to practice alternative crisis management strategies in scenarios that might otherwise result in the use of force.

Foreign Language for Future Diplomats: What Integrated Education Approach Is Better?

The current study deals with the Foreign Language Training for university students seeking the Master Degree in International Relations. The research focuses on the efficient organization of Foreign Language for Specific Purposes (FLSP), including ESP, course regarding the professional competence: meeting specific needs of the program stakeholders, designing it for adult learners of intermediate or advanced levels, etc. The aim of the course participants’ training is to apply a foreign language in professional work situations. The learners are expected to get new knowledge and experience through integrated education that includes more than one subject and tends to be more effective. This article offers the theoretical and practical support for FLSP practitioners researching, designing courses and providing materials for learners of the Master programs in International Relations and related professional areas. The support includes problem-based training to develop students’ professional competence. The training focuses on the insights from designing an FLSP course for such students, the analysis of their future job responsibilities, the stakeholders’ needs, as well as the FLSP literature on integrated education approaches review, the Master study programs and Qualification Requirements.

Design of Training Model to Improving the Role and Function of Malin in Minangkabau Community

The low capacity of Malin in carrying out his duties and functions is one of the obstacles in realizing the development of nagari in West Sumatra. The purpose of this research are to (1) describe and analyze the factual model of Malin's training in the nagari community, (2) design and develop the Malin training conceptual model, (3) determine the validity of the Malin training conceptual model, (4) test the effectiveness of Malin's training hypothetical model, and (5) describe the supporting and inhibiting factors in the Malin training implementation in the Rambatan Subdistrict, Tanah Datar District, West Sumatra Province. Research and Development (R&amp;D) research method by following the steps of ADDIE (Analyze, Design, Development, Implementation, Evaluate) model was adopted. Data collection techniques using interviews, documentation studies, observations and questionnaires. Data were analyzed using qualitative techniques by describing empirical data from preliminary studies. Trial activities in addition to testing the implementation of the model and the device are also to determine the feasibility of the model used, so as to produce the expected product. The model evaluation results are used to show, benefit, practicality and feasibility of the model developed so that the final training model is obtained. The results showed that the development of training models for Malin basically included: needs analysis and designing training models, the development of conceptual models of training began: planning, implementing, evaluating and reflecting the results of research. The implementation of the Malin problem-based training model shows that (good category) means that it is feasible and can improve Malin's knowledge and skills as a strong influence from the implementation of the developed training model. Based on the results of the significance test analysis, it can be concluded that Malin's problem-based training model has proven effective in increasing Malin's knowledge and skills in carrying out his duties and functions in the Nagari community.

Development of a Framework for Problem Domain Transference in Health-Related Problem Based Learning and Assessment

ObjectiveInvestigate the capability of a knowledge-based framework and architecture, used in a specific health domain problem that can utilise transfer learning, to speed virtual patient development for problem-based training and assessment in other health domains.MethodsAnalysis of a case study, based on a virtual patient used in the training of pharmacy students, to discover the viability of using generic, ontological knowledge capable of transfer to virtual patients in other health domains.ResultsAreas of the virtual pharmacy patient knowledge-base were identified, along with corresponding expected student questions, that are generic to other health domains. Using the framework from the case study to develop a new virtual patient for problem-based learning and assessment in a new health domain, these generic target questions could be utilised to speed up the development of other learning stimuli in future projects involving different health domains, such as nurse training in pain management.ConclusionsWith some modification, the framework of the case-study virtual patient was found to be capable of supporting generic expected student questions capable of re-use in virtual patients with new clinical conditions.

Pedagogical Practices: Design and Validation of SOCME-10 Rubric in Teachers who have Recently Entered Basic Education

This study was intended to validate a rubric to assess pedagogical practices SOCME 10 in teachers who have recently gone into teaching service in Mexico based on socioformation. Its content validity was determined from a 21 expert evaluation. Highly satisfactory levels of suitability and understandability were obtained in each of the 10 pedagogical practices contained in the instrument (Aiken’s V > .80). Afterward, the rubric was administered to 532 Mexican teachers recently recruited for the public education service. Participants expressed high levels of suitability, understandability, and satisfaction concerning the instrument. According to the theoretical rationale, exploratory and confirmatory factor analyses determined the single-factor nature of the instrument. The factor was identified as “mediation of problem-based training, collaboration, and inclusion.” Instrument reliability was Cronbach’s alpha (.86). It is concluded that SOCME 10 possesses high levels of content and construct validity, as well as reliability for the target population.

Design Of Training Model For Improving Malin Duties and Functions In The Nagari Minangkabau Community

Efforts to revive the nagari and babaliak to surau require the role of the traditional leadership of Minangkabau, especially Malin as a religious leader in pasukuan and indigenous peoples. The low capacity of Malin in carrying out his duties and functions is one of the obstacles in realizing the development of nagari in West Sumatra. The purpose of this research is; (1) to describe and analyze the factual model of Malin's training in the nagari community, (2) to design and develop the Malin training conceptual model, (3) to determine the validity of the Malin training conceptual model, and (4) to test the effectiveness of Malin's training hypothetical model, (5) to describe the supporting and inhibiting factors in the Malin training implementation in the Rambatan Subdistrict, Tanah Datar District, West Sumatra Province. The purpose of this development is to produce a final model of Malin's training based on a feasible and effective problem for improving its tasks and functions in the community. Research and Development (R&D) research method by following the steps of ADDIE (Analyze, Design, Development, Implementation, Evaluate) model. Data collection techniques using interviews, documentation studies, observations and questionnaires. Data were analyzed using quantitative techniques with test parametric statistics (t) for two independent samples and qualitative techniques by describing empirical data from preliminary studies. Model validation is done by experts and practitioners. Trial activities in addition to testing the implementation of the model and the device are also to determine the feasibility of the model used, so as to produce the expected product. The model evaluation results are used to show, benefit, practicality and feasibility of the model developed so that the final training model is obtained. The results showed that the development of training models for Malin basically included: needs analysis and designing training models, the development of conceptual models of training began: planning, implementing, evaluating and reflecting the results of research. The implementation of the Malin problem-based training model shows that (good category) means that it is feasible and can improve Malin's knowledge and skills as a strong influence from the implementation of the developed training model. Based on the results of the significance test analysis, it can be concluded that Malin's problem-based training model has proven effective in increasing Malin's knowledge and skills in carrying out his duties and functions in the Nagari community.

PENGEMBANGAN KURIKULUM PENDIDIKAN DAN PELATIHAN (DIKLAT) BERBASIS MASALAH

Digital Problem-based education and training is held to overcome the discrepancy of student competition so that the education and training curriculum is in accordance with what problems are faced by STUDENTS so that the ability of EDUCATION PARTICIPANTS is in accordance with what is expected. One of the components in problem-based training is a problem-based curriculum based on the needs of the training participants' problems. In order to meet the demands of the increasingly sophisticated times along with the situation and conditions in society, the development of an education and training curriculum is necessary. Its development continues to adjust to the foundation in curriculum development, namely philosophical, psychological, Sociological and science and technology foundations. The development of problem-based education and training curricula also adjusts to the expected curriculum model according to the problems of students, so that the curriculum can produce education and training graduates with the desired abilities. The development of a problem-based education and training curriculum in the end is expected to be able to build professionalism and student problems in responding to challenges in the future. Thus the training will produce graduates, in this case STUDENTS who are professional and competent.

ПЕДАГОГІЧНІ УМОВИ ФОРМУВАННЯ ПРОФЕСІЙНОЇ КУЛЬТУРИ МАЙБУТНІХ ОФІЦЕРІВ-ПРИКОРДОННИКІВ: ВИКОРИСТАННЯ ПОТЕНЦІАЛУ ПРОБЛЕМНИХ МЕТОДІВ

The advantages and importance of problematic methods for formation the professional culture of future frontier officers have been revealed in the article. Problematic methods are evidence of non-directive pedagogy, that is, one that prioritizes the active role of the individual in the acquisition of knowledge and the acquisition of professional skills. It has been suggested to present problem situations in the form of various professional tasks, consecutive problem situations, which must necessarily contain some contradiction, which requires their analysis, formulation of problems and their solving. The methodological value of the problematic method is that the cadets master their professional knowledge more intensively, solve problems, rather than listen to the teacher passively. Through problem-based training, teachers can create the necessary conditions for independent decision-making, comparison of different behavioral options, change of orientation in training from gaining to acquisition of knowledge, from passive consumption to active analysis. Advantages of problem-based methods of training are high level of independence of cadets, intensification of their mental activity.Examples of the use of problematic methods in teaching the subject of History of Wars, Conflicts and State Border Protection have been given, first of all conflict situations and problematic tasks, which need to clarify the causes and consequences of events occurring in the Ukrainian military, as well as generalization, systematization or refutation of certain historical myths related to the colonial history of Ukraine. It has been proved that the use of problem-based methods of education allows to form personal qualities of future defenders of the border, such as independence, perseverance, purposefulness, etc., which is necessary for shaping their ability to make independent decisions, ability to apply theoretical provisions for successful overcoming problems and difficulties of daily life.

НАРАТИВ ТА СТОРІТЕЛІНГ В ЗНАНІЄВІЙ СТРУКТУРІ НАВЧАЛЬНО-ДІЛОВОЇ ВІДЕО ГРИ ЯК ЧИННИКИ СИНЕРГІЇ ІНФОРМАЦІЙНИХ ТЕХНОЛОГІЙ ТА ДУХОВНО-ОРІЄНТОВАНОЇ ПЕДАГОГІКИ

The article touches on the issues of humanization of modern technologically advanced education, analyzes the synergy factors of information technology and spiritually-oriented pedagogy to prepare a new generation of humanist managers. For this, the role of narrative and storytelling in the process of creating educational computer games that form the competence of making managerial decisions is determined. An analysis of the knowledge structure of educational games on the basis of the proposed methodology for developing their plot shows the need to balance the processes of formalization of educational processes in the game, preserving narrative by referring to works of folk art, classical fiction as sources of implicit knowledge. The threats of formalization and automation of modern education are described. It has been found that “relay” learning is superficial, it does not contribute to the formation of critical and systemic thinking. As a result, this leads to the emergence of a generation of techno-button-managers. It is indicated that the preservation and effective translation of deep narratives containing educational humanistic meanings is a priority for designers of educational video games. The components of the game by D. Gray, game history and pedagogical strategies in the MDA model are compared, which made it possible to clarify the meaning of the terms “narrative”, “plot”, “storytelling”, to determine the place of their greatest actualization in the process of creating educational computer games. Considering the general tendency of the techno-environment to reduce, optimize and formalize, the task of preserving tacit knowledge, correct translation of it into over-formalized knowledge (morals, formulas) through effective storytelling, embodied in "active learning" of computer games, is crucial. In this case, the narrative plays the role of a base of spiritual-oriented knowledge, and with the help of storytelling it balances the spiritual-ethical meanings and educational results of a business video game. The meaning of the terms "narratives" and "storytelling" is considered, the Ukrainian-language terms-analogues are proposed. The importance of adhering to the principle of non-linear game plot for increasing the effectiveness of business games is revealed. The close relationship of business games with case studies, project- and problem-based training was emphasized. The correlation of narratology and ludology of the game is shown in the matrix of transformation of professional competencies and procedures for making managerial decisions into the rules of the game, their metaphorization and translation into script phrases. It is shown that the gamification of training exercises and situations is a synergy of creative and information-analytical work with databases and game design project documents. The core of educational game design is the balance of narrative and storytelling, explicit and implicit knowledge. This balance is achieved through effective collaboration and communication between all participants in the educational and business processes. Creation of virtual learning environments in which a future leader has an opportunity to formulate and comprehensively develop the competencies of business communication and managerial decision-making in situations of uncertainty and ethical dilemmas is a promising area of digital education.

INTERNATIONALISATION OF ADVANCED TRAINING FOR TEACHERS OF MEDICAL ENGLISH

In the present context of medical science and technology advances, growing cultural diversity and the internationalisation of higher medical education, the problem of refresher training for Medical English teachers is becoming ever more relevant. The aim of the paper is to provide a scientific basis for creation of a relevant advanced training programme for Russian university teachers of Medical English. The results of the content-analysis of both national and international higher educational docu­ments, a review of research, theory, and current foreign language teaching practice in Prof. V. F. Voino-Yasenetsky Krasnoyarsk State Medical University (KrasSMU) and I. M. Sechenov First Moscow State Medical University (Sechenov University) allowed us to determine five principles that formed the basis for the design of a relevant advanced training programme for teachers of Medical English. Among the core principles of the programme development we suggested the principles of teacher’s autonomy, professionalisation, problem-based training, innovation, and internationalisation. Within the scope of these principles, characteristics of the proposed novel approach to the organisation of professional development courses for Medical English teachers make this approach effective and relevant to the modern educational context. The proposed approach to an advanced training course design is based on the use of some novel professionally focused forms of communication between students, teachers, experts and clinicians. Our findings indicate that this approach is beneficial for modern teachers of Medical English.

The autonomy-oriented approach as a way to develop higher medical education

Abstract The paper emphasises the potential of the autonomy-oriented approach as a scientific basis for the development of innovative training practices in medical universities of Russia. Based on a review of research, theory, and current teaching practices in Professor V.F. Voino-Yasenetsky Krasnoyarsk State Medical University, the paper considers both theoretical and practical aspects of the autonomy-oriented approach implementation in higher medical education. The benefits of the autonomy-oriented approach for both undergraduate and postgraduate medical students are demonstrated from the perspective of the Self-Determination Theory. Our findings indicate that the autonomy-oriented approach in higher medical education is associated with a more “personalised” teaching style through supporting students’ self-determination, engagement and autonomy. The summative evaluation of the results of the study with participation of 54 medical students and 33 medical university teachers suggests that the use of the autonomy-oriented approach in higher medical education leads to effective implementation of creative, innovative, contextual and problem-based training techniques as well as students’ and teachers’ personal and professional self-development.

Vertical integration in the teaching of final year medical students.

Dear Editor, The traditional approach to medical education has been dichotomous, with a lack of integration between basic sciences and clinical medicine (1). Recent reforms have called for individualizing the learning process, integrating knowledge with practice, and cultivating a spirit of lifelong learning (2). Vertical integration breaks the traditional division between clinical and pre-clinical sciences, resulting in better understanding and application of concepts (3). We did an exercise to integrate basic sciences and clinical medicine in the teaching of medical students. After obtaining informed consent and ethical clearance, a group of final year undergraduate students underwent vertically integrated, small group, problem-based training on tuberculosis. We studied the effect of the integration on the students’ understanding of the subject and acceptance of this method. Students were divided into intervention and control arms of 10 students each, based on the medical units in which they were posted. The control arm underwent standard clinical teaching (lectures and practical sessions), as per the institutional education policy. The intervention group was given three case scenarios which highlighted the various presentations of tuberculosis, with relevant questions regarding the pathogenesis, clinical course, and management. These were discussed in a multidisciplinary interactive session, with input from the faculty taken from the departments of Pathology, Microbiology and Internal medicine. Triangulation of data from pre- and post-test scores, focus group discussion and feedback scores was done. When compared to the mean pre-test score, the mean post-test score in the intervention group significantly improved (6.7 vs. 12.44, mean difference: 5.74; 95% CI 2.71-8.95; p=0.003). There was a significant difference in the mean post-test scores between the intervention and control groups (12.44 vs 7.55, mean difference: 4.89; 95% CI 3.89-5.84; p<0.001). On qualitative assessment by focus group discussion, the students stressed on the usefulness of the session and felt that vertical integration facilitated “integration and application of knowledge”. They were able to “recognize how diverse processes are inter-related”. The problem-based approach motivated them to do self-directed learning and facilitated formulation of research ideas. In their own words, “The onus of the learning was in our hands, so we learnt better”, “I had never heard of Quantiferon gold, but because of the session, I read that in detail”, and “I searched Pub Med to look for articles from India which might be more relevant”. The session stimulated “team building” with their peers. The small group teaching was well accepted and found to be more useful than lectures. Overall, there was a favorable perception regarding vertical integration. On discussion with the faculty, aspects of greater commitment in terms of time and resources, and cooperation among faculty members were highlighted. The faculty was motivated to read in greater detail to clarify the students’ queries. Feedback scores from the students were positive, confirming the themes which emerged from the focus group discussion. Tuberculosis is a major public health problem in India and it is important for students to have a deep understanding of the topic (4). Case-based teaching on a disease of high prevalence has been shown to improve application of knowledge (5). Our study has highlighted that such sessions help the students to form cross-links and connections, resulting in a smoother transition into clinical practice.