Second-year Undergraduate Medical Students Research Articles

Virtual Dissection: an Educational Technology to Enrich Medical Students'Learning Environment in Gastrointestinal Anatomy Course.

Virtual dissection provides a digital experience of medical images to visualize anatomy on touchscreen tables. This study aimed to integrate the virtual dissection table (VDT) into the gastrointestinal anatomy course and assess medical students' intended learning outcomes and satisfaction with this educational technology. This quasi-experimental study enrolled second-year undergraduate medical students who studied anatomical sciences in the autumn semester of 2021-2022 at a single medical school. In the intervention and control groups, the participants were randomized to study anatomy by VDT or topographical anatomy textbooks. The knowledge tests evaluated the students' learning outcomes of gastrointestinal anatomy, and following the course, students completed a satisfaction survey. The findings indicated that a significant gain occurred, and instructional intervention during which the learning environment was enriched with virtual dissection could enhance the students' learning (F = 13.33, df = 2, P < 0.01, partial η2 = 0.20) and satisfaction (T = 6.10, df = 54, P < 0.01, Cohen's d = 1.63, CI95% = 1.02-2.23). This study demonstrates the potential for virtual dissection to augment anatomical science education. Further research is required to consider the contributing features and apply this educational technology to enhance students' anatomy learning. The online version contains supplementary material available at 10.1007/s40670-023-01867-z.

The positive impact of introducing modified directed self-learning using pre–small group discussion worksheets as an active learning strategy in undergraduate medical education

ABSTRACT Background Directed self-learning (DSL) is an active learning approach where the learners are provided with predefined learning objectives and some facilitation through the learning process in the form of guidance and supervision. It can help establish a strong foundation for autonomous and deep learning. Objective The aim of this study was to introduce a modified form of DSL to second-year undergraduate medical students using pre–small group discussion (pre-SGD) worksheets. The authors intended to evaluate its effectiveness through theme assessment and investigate students’ perceptions using a feedback questionnaire. Methods This was an analytical cross-sectional study. Modified DSL (MDSL) was introduced to 96 second-year undergraduate medical students in two themes. Students were divided randomly into two groups. One group was exposed to traditional DSL (TDSL), and the other was introduced to MDSL using pre-SGD worksheets for the first theme. Groups were reversed for the second theme. The activity was followed by a theme assessment, which was scored for research purpose only. The scores of this assessment were compared, and perceptions of the students were gathered using a validated questionnaire. Data were analyzed using IBM’s statistical package of social sciences (SPSS) version 22. Results The comparison of theme assessment scores revealed statistically significant difference (P = 0.002) in median scores between control TDSL and experimental MDSL groups. The percentage of students scoring ≥80% in theme assessment was significantly higher in the experimental group compared to the control group (P = 0.029). This strategy was well perceived by the students in terms of acceptability and effectiveness as depicted by a high degree of agreement on the Likert-scale. Conclusion Modified DSL resulted in significant improvement in academic performance of undergraduate medical students. MDSL was also well perceived as an active learning strategy in terms of acceptability, effectiveness, and comparison with TDSL.

'Food for thought' in devising aging-simulation experience.

Aging simulation (experiencing age-related functional decline), an educational tool commonly used in geriatrics education, is widely recognised for being able to drive positive attitudinal change toward older patient care. However, scholars1 warned that, given its focus on age-related limitations and disabilities, the method may lead junior medical students to take age-related barriers as impending and irrevocable, thereby reinforcing myths and negative assumptions on ‘growing old’. Prior research reported that, in aging simulation, interest in geriatric care (driven by empathy) might be achieved at the expense of worsening self-views on personal aging. To mitigate this unintended-side effect, a recommendation made was to integrate learning strategies of ‘demystifying myths’ and ‘experiencing aging’. Dysphagia is a health condition common in old age and often associated with malnutrition, pneumonia and dehydration. It can also be part of normal aging, given how the aetiologies also grow with age. Internationally, prevalence of dysphagia in aged care facilities has been estimated to be up to 40%. Yet, awareness and recognition of its impacts on one's lived experience are lacking among medical officers. While other age-related physiological changes such as walking difficulties, visual and hearing impairments are often covered in traditional aging simulation, dysphagia remains an unaddressed topic. In collaboration with a Hong Kong-based social enterpirse “The Project Futurus”, we piloted a 2.5-hour aging simulation workshop centred around dysphagia in old age. At a teaching kitchen, second-year MBBS students could personally relate to the mealtime experience of dysphagic older persons. The activity was part of a Medical Humanities Curriculum at HKU. Quota was capped at 20 owing to COVID restrictions. Instead of a focus on age-related difficulties and feelings of frustrations that usually characterize traditional aging simulation, our workshop, titled ‘Dignified meal and sparks for life’, exposes students to the realities of aging while shedding a positive light on wellbeing in old age: Before class, students were invited to experience food similar to porridge being served to dysphagic patients in the past. In class, students received (i) a mini-lecture demystifying dysphagia diet, and (ii) a live demonstration on using Japanese Engay (easy-to-swallow) cooking techniques to create more uplifting dysphagia diet with aesthetic appeal and texture. Then, students (iii) worked in groups to prepare and mould texture-modified meals, followed by (iv) tasting and debriefing on how the lived experience of dysphagic older persons could be transformed through person-centred care. We administered the validated UCLA Geriatrics Attitudes Scale (UCLA-GAS) to assess student attitudes toward older patient care, and Reactions to Ageing Questionnaire (RAQ) to assess attitudes toward personal aging. All participants (n = 20) completed pre- and post-questionnaires. Mean age was 19.5. Contrary to an earlier study,1 our workshop had improved attitudes toward geriatric patient care (p = 0.02) and personal aging (p = 0.042) in second-year undergraduate medical students. Cohen's d was 0.492 and 0.406, respectively, indicating moderate effect size in both measures. Despite a small sample, we have developed a new form of aging simulation pertaining to the human experience of dysphagia in old age. By integrating elements of ‘demystifying myths’ and re-orienting the activity's focal point from age-related difficulties to enablers of wellbeing, our pilot throws light on how aging simulation's unintended negative side-effect could be avoided.

The medical kitchen: developing clinical skills through transdisciplinary simulation

It is ethically impermissible for medical students to perform invasive procedures on patients before being competent to do so safely [1,2]. Simulation offers obvious benefits, yet established simulation approaches can over-focus on technical tasks and overlook the need for simultaneous communication with patients and colleagues. Transdisciplinary Simulation (TS) addresses these issues by creating a safe, ‘low stakes’ learning environment based on an apparently unrelated field which in fact offers close parallels with medicine, in this case the kitchen. Expert chefs, like clinicians, must be skilled in preparing and organising their workplace (mise-en-place) [3], constantly attending to hygiene, precision, dexterity, and communication with colleagues and diners. The Medical Kitchen is an affordable and scalable instance of TS, developed to help second year medical students acquire psychomotor clinical skills while simultaneously communicating with a patient or colleague. The Medical Kitchen comprises self-guided learning of two new clinically-relevant skills followed by peer assessments; a subsequent whole class synchronous debrief; and individual guided reflections. Our team (clinical educators and a professional chef) selected ‘turning’ vegetables as a core skill, teaching students to shape courgettes or potatoes into regular and consistent shapes using a suitable knife. This requires dexterity and control, gained through repeated practice, and presents similarities with clinical skills. The knowledge gained from turning vegetables is then applied to the clinical skill of suturing while talking to a colleague, highlighting the need to integrate physical skills with sensitive communication. The Medical Kitchen programme has been delivered to over 700 second-year undergraduate medical students at Imperial College London over the course of two years. It is versatile and adaptable, having been delivered in both online and live session formats in response to the COVID-19 pandemic. Student feedback through guided reflections on perceived value has been overwhelmingly positive (though it is too early to establish the long-term effect on students’ clinical skills). The Medical Kitchen offers an innovative approach to clinical skills acquisition, using the world of professional gastronomy to simulate the clinical environment. It is an affordable and scalable programme grounded in theories of psychomotor skills development and has the potential for widespread implementation. As an example of transdisciplinary simulation, it raises wider possibilities for simulation design and innovation within clinical education. 1. Reznick RK, MacRae H. Teaching surgical skills – changes in the wind. New England Journal of Medicine. 2006;355(25):2664–2669. 2. Sadideen H, Kneebone R. Practical skills teaching in contemporary surgical education: how can educational theory be applied to promote effective learning?. The American Journal of Surgery. 2012;204(3):396–401. 3. Schlegel C, Flower K, Youssef J, Käser B, Kneebone R. Mise-en-place: Learning across disciplines. International Journal of Gastronomy and Food Science. 2019. 16:100147

Factors Affecting Undergraduate Medical Science Students’ Motivation to Study during the COVID-19 Pandemic

In the current study, we investigated the motivational status and underlying factors of the motivational changes among Japanese medical science students brought by the COVID-19 pandemic. Two groups of second-year undergraduate medical science students (training to become medical technologists and/or medical science researchers) participated in this study in the summers of 2020 and 2021 by writing essays describing how the pandemic had affected their motivation to study. A content analysis of the motivation status and underlying factors (both motivating and demotivating factors) was conducted before statistical analysis was used to investigate possible differences between the sexes and the two groups. In total, 73 essays were included in the analysis. The students had increased motivation to study in both groups (89% and 62%, respectively); however, in Group 2021, 19% of the students (all women) had decreased motivation. Among the underlying reasons behind the increased motivation, students showed a desire to help/save others, contribute to the development of medical science, increase knowledge, and disseminate correct information. The demotivating factors were largely linked to online learning and the negative emotions associated with lockdown. Our findings suggest that, for Japanese medical science students, the COVID-19 pandemic has been an overall motivating experience for our students. However, the prolonged pandemic and lockdown measures could attenuate this and be particularly disruptive for women.

Facilitatory Effect of Extending the Course Duration on Dissemination of Educational Content

The physiological practice course at Saitama Medical University provides students with the opportunity to learn physiological principles through wet labs and discussions. To develop a more effective method for maximizing learning outcomes, we extended the course’s schedule from one day (1d) to two days (2d) per theme, evaluated self-administered questionnaires between two different years (pre and post-change), and examined whether the increased course length affected learning outcomes. Within the 2018 curriculum year, every theme of the course was completed in a day, including experiments in the wet lab and discussions. In 2019, each theme was assessed for two days. The second-year undergraduate medical students anonymously submitted the self-assessment questionnaire that addressed several aspects, such as understanding of the theme, through a 5-point Likert scale. The average Likert scores varied from 4 to 4.5 point for all questions, and significant differences were not found between the 1d and 2d courses. However, the ratio of students with the highest points increased for one question of the 2d course: 43.6% (1d) to 53.4% (2d) for understanding. Further, the standard deviation (SD) values decreased in the 2d course for every question: 0.29 (1d) to 0.15 (2d) for interest, 0.33 (1d) to 0.19 (2d) for understanding, 0.30 (d) to 0.17 (d) for communication, 0.34 (1d) to 0.19 (2d) for general evaluation. This reduction in the SD values indicated that the educational content was imparted more efficiently to students in the 2d course. Thus, we concluded that extending the course time facilitated dissemination of educational content for every theme.

Team-based learning (TBL): Each phase matters! An empirical study to explore the importance of each phase of TBL

Context In Team Based Learning (TBL), it is, based on theory, assumed that knowledge development in each phase contributes to the subsequent phase and to learning performance. However, there is no empirical evidence for this assumption. Aim In order to find support for the relation between TBL and the underlying theory, we determined to what extent each phase of TBL is associated with the knowledge development in the next phase and with the total learning performance. Methods We measured the scientific concepts recalled by 56 second-year undergraduate medical students before TBL, after each of the three phases and after TBL. We used multivariate regression analysis to determine the statistical association between the phases as well as the total learning performance. Results Results showed that in each phase, students produced new concepts in addition to those previously recalled. Regression models showed statistically significant explained variance ranging from 0.19 to 0.26, between the three phases and the total learning performance. Discussion Each phase of the TBL is significantly associated with knowledge development in the subsequent phase and with the total learning performance, and therefore matters. This study contributes to the scientific underpinning of TBL and offers leads to more elaborate research and interventions to improve TBL.

The Association Between Preclinical Medical Students' Perceptions of the Anatomy Education Environment and Their Learning Approaches.

This study aimed to measure medical students' perceptions of the anatomy education environment and determine its association with their learning approaches. First- and second-year undergraduate medical students (N = 234) completed the Anatomy Education Environment Measurement Inventory and the Approaches and Study Skills Inventory for Students. Results revealed that the students' perceptions of all the factors in the anatomy education environment were positive except for two areas-the anatomy learning resources and quality of histology learning facilities. The majority of students in the first year (62.3%) and second year (43.7%) adopted a deep learning approach. There was no significant association between most of the factors in the anatomy education environment and the students' learning approaches, except for the students' intrinsic interest in learning anatomy factor (p = 0.032). The anatomy education environment was positive for the medical students, and there was a prevalence of a deep learning approach among them. However, most of the factors in the anatomy education environment did not influence the students' learning approach. Given that the students' learning approach is a multifactorial construct, investigating the relationship between these two variables in longitudinal time points would provide better insight into the association between the anatomy educational climate and students' learning approaches.

Effect of Seating Arrangement on Class Engagement in Team-based Learning: a Quasi-Experimental Study.

This study investigated the effects of seating distance and orientation on engagement in novice and experienced learners in a large classroom explicitly designed for team-based learning (TBL). Learning what affects TBL engagement may improve its implementation. Participants were novice first-year and experienced second-year undergraduate medical students in Singapore (male = 103, female = 57). Their age ranged from 18 to 23 (M = 19.5, SD = 1.06). This quasi-experimental study considered two factors. Firstly, the distance from the teams' table to the tutor's table. Secondly, students' orientation at each table, with either their front or back facing the tutor. Engagement was measured using two instruments, Situational Cognitive Engagement Measure and Classroom Engagement Survey at two TBL sessions - before and after swapping seating arrangements. For experienced students, seating distance did not significantly affect engagement (p = 0.08-0.89). Novice student's engagement levels decreased significantly for those who moved further; M = 3.30 to 2.98 (p = 0.009-0.023). However, overall engagement also decreased post-swap regardless of direction moved; M = 3.26 to 3.00 (p = 0.004). For both cohorts, seating orientation did not significantly affect engagement (p = 0.07-0.62). Those unaffected by seating arrangement commended the classroom's design, such as screens all around and quality audio-visual system. Novice students exhibited a stronger preference to sit nearer to the tutor than experienced students. Both groups preferred sitting with their front-facing the tutor. Within specially designed TBL classrooms, seating distance and orientation did not significantly affect engagement. Technologically enhanced team-centric spaces provide a favourable environment for TBL, though students' preferences for seats may change with more TBL experience. The online version contains supplementary material available at 10.1007/s40670-021-01469-7.

Reduced failure rates associated with playing a new online game developed to support learning of core content in human systems physiology.

A digital mobile card-matching game called eFlip was developed to assist second-year undergraduate medical science students to learn core content and understand key associations in physiology. Our team developed customized content of core physiological associations, of increasing difficulty, for upload on a generic card-matching platform. The generic game was extended with add-ons coded to allow identification and access of student usage data for students who consented to have their game usage linked to academic performance such as final course marks and grades. Here, we describe the development of the eFlip game content, the student usage profile, and the game's impact on learning. Students were invited to use eFlip prior to and during the final examination period. Of those who used eFlip, 152 students consented to participate in a study of game use on learning performance outcomes. Within the students who consented, 74 played the game and 78 did not play the game (nonplayers). The mean course mark of the students who played the game [69.57%; 95% confidence level (CI) (67.22, 71.92)] was higher than that of the nonplayers [65.33%; 95% CI (62.67, 67.99)] (P = 0.02). Playing eFlip was also associated with reduced failure rates in students who played the game (1% failure rate) compared with the students who did not play the game (10% failure rate; P = 0.02). The number of games played by students peaked just prior to the course final examination. Overall, students who chose to play eFlip demonstrated improved grades that were associated with a higher probability of passing the physiology course.

Near-peer-assisted learning for training undergraduate medical students in clinical ophthalmology skills

ObjectiveThis study aims to formally evaluate near-peer-assisted learning (NPAL) for teaching clinical ophthalmology skills to second-year undergraduate medical students through their fellow medical interns. MethodsInterns posted at the department of ophthalmology were included as tutors after an initial sensitization and assessment. Second-year undergraduate students were included as tutees. Sessions were conducted for pre-identified clinical skills in batches of 3–5 tutees each. Perceptions of tutors and tutees were captured on a 5-point Likert scale (Kirkpatrick level-1) and evaluated. Tutors were assessed by directly observed procedural skills (DOPS) and tutees by pre- and post-session scores and performance of the respective clinical skills (Kirkpatrick level-2). ResultsA total of 21 of 24 tutors and 82 of 100 tutees responded to the evaluation questionnaire. Tutors perceived themselves as knowledgeable and useful as instructors; scores of second DOPS session significantly improved compared to the first (p = 0.001) for all clinical skills. Tutees found the NPAL sessions effective for learning clinical skills. Pre- and post-test scores significantly improved (p = 0.001), and all clinical skills were satisfactorily performed in the end-of-term exam. ConclusionNPAL was perceived as an effective teaching-learning method by both tutees and tutors, and all clinical skills were performed successfully. NPAL can serve as a useful adjunct to traditional teaching for clinical training of small groups and can help alleviate teaching pressures on already burdened clinical faculty in Indian Medical colleges.

A perceptional analysis of online and offline mode of lectures in second year undergraduate medical students at SMIMER medical college, Surat

Background: The COVID-19 pandemic demanded lockdown to control the spread of disease, inevitably medical colleges are also affected and online mode of teaching has become a solution for continuity of teaching in medical colleges. The main purpose of study to identify perception of medical students towards online and offline mode of lectures by parameters as follows: knowledge, understanding, skills and methodology.Methods: This was a prospective, cross-sectional study with duration of three months. A well- articulated set of questionnaires based on knowledge, understanding, skills and methodology parameters will be circulated among the second-year undergraduate medical students from SMIMER, Surat.Results: About 82% of the students perceived that offline mode of lectures provide more information of subject and helps with better retention of knowledge. Only 21.5% students were in favour of online mode for being able to understand lecture content. For the development of the practical skills and clinical training, 97% of the participants favoured offline mode. However, 67% of the participants believe online mode of lectures save their time and work well with their schedule.Conclusions: Majority of students perceived that offline mode of lectures provide more information of subjects and better retention of knowledge. According to them offline mode of lectures is easy to understand and improved conceptual thinking. For development of clinical and practical skills offline mode of lectures is mandatory. But, majority of students perceived that online learning provide flexibility in participation of lectures and time saving method.

Pes Planus Foot among the First and Second Year Medical Students of a Medical College: A Descriptive Cross-sectional Study.

Foot is a complex segmented structure formed by the articulation of 26 different bones which are held together by multiple ligaments, extrinsic tendons and the intrinsic muscles of the feet. The assessment of median longitudinal arch serves as an important reference in determining the degree of pes planus or pes cavus. This study aims to find the prevalence of pes planus among the undergraduate medical students of a medical college. A descriptive cross-sectional study was carried out in the first- and second-year undergraduate medical students of a teaching hospital after taking ethical approval from Institutional Review Committee. The study was conducted from 15th November 2019 to 14th November 2020. Eighty-seven participants were involved in study using the random sampling technique. Foot prints were collected from the participants in the A4 size paper after applying ink over plantar surface of the foot. Measurements were done using the Autodesk Autocad software. Statistical Package for the Social Sciences was used. Point estimate at 95% Confidence Interval was calculated along with frequency and proportion for binary data. Out of the total subjects, 14 (8.04%) (5.14-10.94 at 95% Confidence Interval) presented with flat foot. Similarly, high arched foot was seen in 29 (16.67%) of subjects whereas normal arched foot was seen in 131 (75.29%) subjects. From the current study we conclude that the prevalence of pes planus was slightly higher than that compared with the similar studies.

Peer mentoring experience on becoming a good doctor: student perspectives

BackgroundPASS is a peer-led structured academic mentoring program designed to provide academic assistance for new students in their transition from college to university studies and also for students struggling in certain units. This study aims to establish acquired skills by peer leaders associated with peer-led mentoring via the PASS program, and to explore the role played by these acquired skills in their journey to become a successful doctor.MethodsStudy participants were forty selected second-year undergraduate medical students at Monash University Malaysia with commendable examination results. Validated pre-test and post-test questionnaires were administered to explore changes in the level of communication, leadership, professional, and pedagogical skills before and after participation in peer mentoring program. Qualitative analysis of focused group interviews was performed by an independent investigator to identify how the skills developed as a peer mentor may help with becoming a good doctor. Major themes were identified with the thematic-analysis approach.ResultsThirty-eight students completed the pre-test and post-test questionnaires. Peer leaders reported improvement in oral and written skills for teaching; increased confidence to give constructive feedback; better stress management; efficient time management; improved interpersonal skills; and enhanced problem-solving and critical thinking capabilities. Eight major themes were identified from the interview and peer leaders reported positive experience of working in diverse environments and shouldering of responsibilities.ConclusionsPeer-led mentoring provides a good opportunity for medical students to shoulder responsibilities as a leader and offers an experience of managing a team of their peers and juniors which in turn may enhance their communication, interpersonal, and leadership skills.

Empathy variation of undergraduate medical students after early clinical contact: a cross-sectional study in China

ObjectivesEmpathy education is very important for medical students. There is little research on the influence of early clinical practice on the development of empathy and other aspects of professionalism in...

STRESS AND STRESSORS IN FEMALE MEDICAL AND DENTAL STUDENTS AT KATHMANDU MEDICAL COLLEGE

Background: Stress is a physical, mental or emotional factor that causes bodily or mental tension. Stress upsets an individual both mentally and physically. Study showed that medical students suf­fer from higher stress than other stream students. Among medical students also female students are more prone to stress due to varied reasons. This study aimed to determine the stress among female medical and dental undergraduates.&#x0D; Methods: This cross-sectional study was designed to evaluate and assess the levels of perceived stress and common stressors among female medical and dental students at a teaching institute of Kathmandu, Nepal. A cross-sectional study was done to the first- and second-year undergraduate female medical and dental students. Perceived stress was evaluated using universally accepted Cohen’s Perceived Stress Scale (CPSS-10).&#x0D; Results: A total of 176 female medical and dental students were enrolled in the study. The mean COHEN PSS score was found to be 27.97 (SD 4.32) which showed high stress among study popula­tion. Fifty nine percent (59%) of the female medical and dental students had perceived stress.&#x0D; Conclusions: Levels of perceived stress were very high in female students. The most common stressors were related to educational and economic concerns. The students were more focused to daily matters and problems related to their academic achievements.

Stress and stressors in female medical and dental students at Kathmandu Medical College

Background: Stress is a physical, mental or emotional factor that causes bodily or mental tension. Stress upsets an individual both mentally and physically. Study showed that medical students suf­fer from higher stress than other stream students. Among medical students also female students are more prone to stress due to varied reasons. This study aimed to determine the stress among female medical and dental undergraduates.&#x0D; Methods: This cross-sectional study was designed to evaluate and assess the levels of perceived stress and common stressors among female medical and dental students at a teaching institute of Kathmandu, Nepal. A cross-sectional study was done to the first- and second-year undergraduate female medical and dental students. Perceived stress was evaluated using universally accepted Cohen’s Perceived Stress Scale (CPSS-10).&#x0D; Results: A total of 176 female medical and dental students were enrolled in the study. The mean COHEN PSS score was found to be 27.97 (SD 4.32) which showed high stress among study popula­tion. Fifty nine percent (59%) of the female medical and dental students had perceived stress.&#x0D; Conclusions: Levels of perceived stress were very high in female students. The most common stressors were related to educational and economic concerns. The students were more focused to daily matters and problems related to their academic achievements.

Gender difference in resilience among the under graduate medical students – A cross sectional study

A health professional requires resilience to be able to handle the depression, anxiety and stress, which may occur when they are in the field. Resilience is theability to tackle and overcome difficulties, with personal transformation and growth. Studies in undergraduate medical students have shown a difference in the stress scores of males and females, showing the possibility of gender difference in coping strategies and resilience. Therefore, the objective of the study was to assess the resilience scores of undergraduate medical students and to find out the existence of gender differences in their resilience scores. A cross-sectional study was conducted among the first and second-year MBBS students of 18-25 years of age after obtaining informed consent and Institutional ethical clearance. All willing male and female students fulfilling the inclusion and exclusion criteria formed the study participants. A standard resilience questionnaire was used to assess the resilience scores of the students and the male and female participants scores were noted separately. A total of of282 first and second-year undergraduate medical students participated in the study. A significantly higher percentage of female students had a high resilience score in comparison to male participants. Our study highlights the fact that females have a higher resilience compared to males. But still, the majority of male and female students are having moderate resilience. Thus, the future focus should be on the promotion of resilience-building measures to be taught to the students early in their medical curriculum to successfully tackle the stressful situations.

Approaches to learning and academic performance in pharmacology among second-year undergraduate medical students

AIMS: To determine the learning approach of second-year undergraduate medical students and whether a surface or deep approach to learning had any correlation with the pharmacology sessional and university examination marks obtained.METHODS: A cross-sectional study was conducted among second-year medical students in their fifth semester. To determine the students’ learning approach, whether superficial or deep, we used the Revised Two Factor Study Process Questionnaire (R-SPQ-2F), which contains 20 items in the form of a five-point Likert scale and is suitable for use in higher education settings. Cronbach’s alpha was calculated using the scores obtained from a sample of 20 students to determine the internal consistency. To determine the relationship between the learning approach and examination scores, the average of the individual sessional examination marks and the university examination scores obtained by the students were calculated.RESULTS: Of the 170 students who participated in the study, 87 (51.2%) were females. The Cronbach’s alpha value was considered acceptable for both surface and deep approach. While the academic performance was significantly better in females (U = 2571.5; p = 0.001), no difference was seen in the learning approach based on gender. Fifty (29.4%) students had a higher score for the surface approach. This group had lower examination scores compared with those with equal scores for surface and deep approach or higher scores for the deep approach. A weak negative correlation was seen between the examination marks and surface approach (τb = −0.167; p = 0.002). When analyzed based on gender, the correlation was statistically significant only in females (τb = −0.173; p = 0.02).CONCLUSIONS: A weak negative correlation was seen between the examination marks and surface approach to learning. Although statistically significant, the actual difference between the groups was of a small magnitude. Hence, whether promoting deep learning approach improves academic performance in terms of marks obtained in the examination needs to be confirmed by further studies.

Is lecture dead? A preliminary study of medical students' evaluation of teaching methods in the preclinical curriculum.

ObjectivesTo investigate medical students’ perceptions of lecture and non-lecture-based instructional methods and compare preferences for use and quantity of each during preclinical training. MethodsWe administered a survey to first- and second-year undergraduate medical students at the University of Alabama School of Medicine in Birmingham, Alabama, USA aimed to evaluate preferred instructional methods. Using a cross-sectional study design, Likert scale ratings and student rankings were used to determine preferences among lecture, laboratory, team-based learning, simulation, small group case-based learning, large group case-based learning, patient presentation, and peer teaching. We calculated mean ratings for each instructional method and used chi-square tests to compare proportions of first- and second-year cohorts who ranked each in their top 5 preferred methods. ResultsAmong participating students, lecture (M=3.6, SD=1.0), team based learning (M=4.2, SD=1.0), simulation (M=4.0, SD=1.0), small group case-based learning (M=3.8, SD=1.0), laboratory (M=3.6, SD=1.0), and patient presentation (M=3.8, SD=0.9) received higher scores than other instructional methods. Overall, second-year students ranked lecture lower (χ2(1, N=120) =16.33, p<0.0001) and patient presentation higher (χ2(1, N=120) =3.75, p=0.05) than first-year students. ConclusionsWhile clinically-oriented teaching methods were preferred by second-year medical students, lecture-based instruction was popular among first-year students. Results warrant further investigation to determine the ideal balance of didactic methods in undergraduate medical education, specifically curricula that employ patient-oriented instruction during the second preclinical year.