Teaching Method In Medical Education Research Articles

Development of a blended teaching quality evaluation scale (BTQES) for undergraduate nursing based on the Context, Input, Process and Product (CIPP) evaluation model: A cross-sectional survey

ObjectiveDeveloping a nursing undergraduate blended teaching quality evaluation tool based on the Context, Input, Process and Product model and evaluating its reliability and validity. BackgroundBlended teaching is a commonly used teaching method in medical education, but there are limited tools available to effectively measure the quality of blended teaching. DesignA Delphi study and cross-sectional study. MethodsUsing the Context, Input, Process and Product model as the theoretical framework, a questionnaire was developed through literature review, expert consultation and pre-survey. From April to July 2023, 448 students from a certain university were selected as the research subjects and the questionnaire was examined for reliability and validity through a survey method. ResultsThe blended teaching quality evaluation scale with 35 items includes four dimensions Context, Input, Process and Product. The content validity and reliability of the blended teaching quality evaluation scale are both good, with a content validity index of 0.934 for the total scale and a content validity index of 0.750–1.00 for each item. The SEM shows that χ2/df = 6.89, RMSEA = 0.115, CFI = 0.882, NFI=0.865, RFI= 0.855, IFI = 0.882, TLI = 0.873. The Cronbach’s α coefficient of the total scale is 0.991 and the Cronbach’s α coefficient for each dimension is 0.944–0.984. ConclusionThe scale is based on the characteristics of blended learning and quality evaluation covers all aspects of teaching. It can accurately evaluate the quality of teaching, evaluate the problems in the teaching process based on the teaching quality score and propose reasonable teaching improvement suggestions based on the weak links in the teaching process.

Snippets of Student Centric Methods for Postgraduate Teaching

The field of medical education has witnessed a transition from traditional teaching methods to competency-based medical education, with an increasing focus on student-centered learning. This study aims to provide additional evidence supporting the effectiveness of student-centric approaches in medical education. The main objectives of this study are to assess the implementation of student-centered methods for second-year pathology postgraduate students and to evaluate the outcomes in terms of feedback and performance. In the Department of Biochemistry, several student-centered methods, including experiential learning, flipped classroom, student-led seminars, and a constructivist learning model, were employed for the assigned second-year pathology postgraduate students. Following a 15-day posting period, feedback was collected from the students, and their performance was assessed through graded examinations. Feedback from the participating postgraduate students was obtained, and their performance in the end-of-posting exams was analyzed. The results indicated positive student outcomes, with all students passing the exams. Self-perceived increased critical thinking and reasoning skills were reported during focus group discussion. The findings of this study support the effectiveness of student-centered approaches in medical education. The successful implementation of various student-centered methods for second-year pathology postgraduate students highlights the importance of incorporating learner-centric strategies. These results emphasize the need for faculty development at all levels to facilitate the adoption of student-centered teaching methods in medical education. Keywords: Competency based education, Postgraduate medical education

Application of Active Teaching Methods in Medical Education

Application of Active Teaching Methods in Medical Education

The "hands" teaching methods applied to the anatomy related to anorectal surgery.

The knowledge of the regional anatomy could assist us in performing various operations very well. However, mastering the regional anatomy very well is often a challenge, especially for a young surgeon. "Hands" teaching methods (using gesture to simulate anatomical structure) is a simple, impressive and interesting teaching method in medical education. Our goal is to find some simple gestures that could mimic some important anatomical structures in current anorectal surgery. We have obtained a series of interesting and simple gestures that could exactly mimic many important anatomical structures in current anorectal surgery field, see video. These anatomical structures are involved in many common diseases, such as hemorrhoid, anorectal abscess, anal fistula, pilonidal sinus disease, and rectal cancer etc. CONCLUSION: From a synthetic and practical point of view, these "hands" teaching methods would assist the surgeons in having a better understanding of various anorectal operations. Surgeons could use these "hands" teaching methods anytime, even during surgery.

Gamified Learning in Dermatology and Dermoscopy Education: A Paradigm Shift.

Teaching methods in medical education have been changing. More recent teaching modalities go beyond the traditional delivery of knowledge, promoting learning motivation and improving teaching and learning outcomes. For example, "gamification" and "serious games" are methodologies that use the principles of games to facilitate learning processes and the acquisition of skills and knowledge, thereby improving the attitude towards learning when compared to traditional teaching methods. Since dermatology is a visual field, images are a key component of different teaching strategies. Likewise, dermoscopy, a non-invasive diagnostic technique that allows the visualization of structures within the epidermis and upper dermis, also uses images and pattern recognition strategies. Although a series of Apps using game-based strategy have been created to teach and facilitate dermoscopy learning, studies are required to demonstrate their effectiveness. In this review, we summarize the current literature. This review summarizes the current evidence of game-based learning strategies in medical education, including dermatology and dermoscopy.

Real-Life Cases in Student-Family Environment as a New Model for Case-Based Learning for Dental Students in Pathology: Students’ Perspective

Background: Case-based learning is a widely accepted technique to promote critical thinking in health care students. This paper focuses on active learning through real life clinical cases as opposed to hypothetical cases in the dental academic curricula. The overall experience of the faculty as well as the students throughout the case assignment has been reported in this study. Objective: This study provides a student’s perspective and insight into an innovative real-life case-based approach in online learning of pathology. Material and Methods: A real-life case of hypertension, diabetes or both was assigned to the Bachelor of Dentistry students in their second academic year of Pathology. The case was then presented by the students, followed by an open discussion involving peers and faculty members. Students’ responses were obtained for the assignment. Results: The response of students towards case assignment was promising and their feedback on each aspect of the assignment has been described. Faculty perception has also been included in order to share feedback about the students’ participation in the assignment from a faculty viewpoint. Conclusion: The present study introduces an innovative teaching method in medical education which can be utilized in the online learning of pre-clinical subjects and even clinical subjects during adverse situations when patient exposure is less. The real-life case-based learning method discussed in this paper offers real potential in developing critical diagnostic skills in students under a realistic clinical environment

Instructional Strategies in Bedside Teaching Sessions in Public Sector Hospitals in Iraq

Bedside teaching is an effective and commonly used teaching method in medical education. However, few studies have analyzed the language and instructional strategies used during real-life interactions in bedside teaching sessions. Past research investigated the effectiveness of bedside teaching methods from medical instructors’ and students’ perspectives and the influences of the relationships between instructors and students on the success of this teaching method. This study sheds light on the discourse of bedside teaching in Iraqi hospitals from a linguistic perspective. The data were collected qualitatively in the form of 26 video recordings of medical instructors and medical students in interactions in two public hospitals in the Kurdistan region of Iraq during bedside teaching sessions and were analyzed in a mixed method technique. Discourse analysis was the research design and Nilsson et al. (2010) classification for instructional strategies was used as the analytical framework of the study. The findings revealed that seven instructional strategies associated with various pragmatic functions were employed by the instructors. The findings imply that the use of proper and effective instructional strategies that suit communicative medical events would have an impact on the understanding, expectations, and situational needs of medical students. The findings have pedagogical implications relevant to the fields of medical education and applied linguistics. This study represents a pioneering attempt to analyze bedside teaching sessions in an Iraqi context. It could therefore form a basis and starting point for future research in the fields of medical education and applied linguistics.

Asynchronous online lecture may not be an effective method in teaching cardiovascular physiology during the COVID-19 pandemic

BackgroundAsynchronous online lecture has become a common teaching method in medical education, especially during the COVID-19 pandemic. However, the effectiveness and students’ attitudes towards this method under this special circumstance have not been exclusively studied. Hence, we aimed to evaluate these aspects of cardiovascular physiology teaching in an undergraduate medical curriculum.MethodsWe analysed and compared the academic achievement and attitudes of 613 medical students on cardiovascular physiology between pre-COVID-19 and COVID-19 years in which different teaching methods were implemented. In addition, we also explored the importance of teaching methods and teachers by subgroup analysis to evaluate whether they influenced the academic achievement and attitudes of students.ResultsOverall students’ academic achievement was significantly higher when lectures were taught by the traditional method than by the asynchronous online method. Moreover, subgroup analysis revealed that teachers were also a factor influencing students’ academic achievement. Although most students had positive attitudes towards asynchronous online lectures, overall satisfaction was slightly higher when all lectures were taught by the traditional method than by the asynchronous online method.ConclusionsAsynchronous online lectures might not be an effective teaching method especially during the abrupt change in education. Under the ‘new normal’ medical education, not only teaching methods but also teachers are the essential keys to the success in academic achievement and attitudes of undergraduate medical students.

Virtual Microscopy as a Learning Tool in Brazilian Medical Education

Virtual microscopy (VM) is a widely used teaching method in Medical Education in many developed countries. In Brazil, however, this is not the case for most medical schools, considering Brazilian social inequality and uneven access to technology. Recently, the Covid-19 pandemic has also challenged Universities to seek and make a transition toward more effective methods of full-time online education. Thus, the main goal of this work was to verify student's perception and academic performance, assessed upon VM implementation in a Brazilian Medical School. Ribeirao Preto Medical School students answered a 26-question survey with regards to optical microscopy (OM) and VM. Academic performance was compared between participants that were (year of 2019) or were not (year of 2015) exposed to VM. Taken the results together, subjective impressions such as handling, suitability, learning effectiveness, and pleasure using the tools, have shown a higher score for virtual microscopy (median=29), when compared to optical microscopy (median=24) with a P-value<0.001 by Wilcoxon rank test, upon measurement using an ordinal scale. Regarding academic performance, no statistically significant differences were found between groups (P-value=0.38, Cohen's d=0.19). Therefore, VM proved to be adequate to the Brazilian medical education in light of Brazilian social contexts and Covid-19 pandemic.

Bringing Psychiatry and Oncology Together Through Case-Based Learning

Case-based learning is a well-established teaching method in medical education which promotes critical thinking and facilitates a real-world context that aligns with trainees’ clinical experiences.1 This method is particularly relevant in the field of psycho-oncology, which requires a holistic approach to patients, especially with children, adolescents, and young adults with unique developmental considerations. Individual providers are typically not experts in all areas of psycho-oncology, and therefore, effective practice requires a functioning multidisciplinary team where different perspectives and expertise can come together. This also allows for patient perspectives to be routinely solicited to ensure that treatment is coordinated and responsive to the patient needs.

COVID-19: opportunities for professional development and disruptive innovation.

As a group of medical students from the United Kingdom (UK), we currently find ourselves in a period of uncertainty as the continuing coronavirus disease 2019 (COVID-19) pandemic has caused widespread disruption to medical education. Our medical schools, like many others, have cancelled clinical placements, formal teaching, examinations and international elective programmes. Despite these challenges, we believe that the unprecedented COVID-19 pandemic is generating opportunities for both professional development and innovation in medical education. Social distancing is the most effective preventative strategy for COVID-19, but for many medical students this creates a gap where previously there were clinical attachments, a seemingly infinite syllabus and looming examinations. This unplanned interruption offers a unique opportunity for professional development, which may otherwise be missed, with the chance to consolidate learning, reflect on personal career plans and engage in academic research. Reflection helps us to process experiences and is a powerful way to facilitate learning. With over 60 specialties, and often limited exposure during medical school, choosing a career path in medicine can be daunting. There are many advantages in having a specialty interest when at medical school, and during this period it may be useful for those still unsure to reflect on past experiences and to consider their academic interests and what factors they value most in their careers. This unplanned interruption offers a unique opportunity for professional development, which may otherwise be missed, … Learning to critically evaluate research to inform future evidence-based practice is an essential skill that medical students must develop and, unsurprisingly, time constraints are often the greatest barrier to involvement in research.1 The General Medical Council recommends keeping up to date with current research in an individual's area of interest through independent study and by conducting literature searches and reviews. During the COVID-19 pandemic there will be barriers to engaging in laboratory- and hospital-based research; however, there is great value in performing systematic reviews of the literature and in taking part in qualitative research projects that may be conducted remotely, all of which will improve skills and strengthen applications to future training posts. We already know many fellow medical students engaging in reviews, video teaching, app development and even online language courses during self-isolation. Medical schools are rapidly trying to adapt their methods of teaching and assessment to accommodate the nationwide lockdown. During the severe acute respiratory syndrome (SARS) epidemic of 2003, Chinese medical schools cancelled clinical teaching and examinations. This led to the implementation of novel online problem-based learning that was so successful it was subsequently integrated into the curriculum.2 Similar to then, online teaching will play a key role in the continuation of the curriculum during the COVID-19 pandemic, with highly reproducible content accessible to students at home. During this rapid restructuring there are opportunities to strengthen engagement by involving students in the planning and execution of learning resources. Evidence shows that involving students as stakeholders in their education adds value and fosters intrinsic motivation, which strongly correlates with self-efficacy and academic performance.3 We encourage medical schools to actively engage with students to call on their ingenuity and to develop these resources, which may benefit medical education in the long term and motivate future educators. … there are opportunities to strengthen engagement by involving students in the planning and execution of learning resources The COVID-19 pandemic is catalysing an enduring transformation in medicine, with advances in telemedicine, disease surveillance and artificial intelligence, which have already been used to triage infected patients. We are experiencing an unparalleled boom in cross-industry cooperation to combat this virus, bringing together pharmaceutical, biomedical, data analytic and computational drug discovery companies with a singular goal. In the UK, we have seen airplane manufacturers, carmakers and Formula One teams repurpose their production lines to build ventilators to cope with rising demand. Johns Hopkins University has developed an interactive web-based dashboard to track COVID-19 in real time, and researchers at King's College London have created a COVID-19 symptom tracker app with more than 1.5 million downloads.4 Disruptive events, such as economic recessions and pandemics, can advance innovation, and there are opportunities here for resourceful initiatives in medical education. Students at Harvard Medical School have already created a rapidly updating COVID-19 curriculum, with the latest research and developments, that is benefiting many clinicians.5 In summary, as medical students affected by this global disruption, we see a rare opportunity for professional development in an otherwise heavily structured degree. In addition, innovation driven by medical students during this viral pandemic may accelerate the continuing transformation away from traditional teaching methods in medical education. Analysing the effects of this change, and professional development during the COVID-19 pandemic will have a lasting benefit for medical and scientific communities, and a long-lasting impact on future clinicians’ practice.

Effectiveness of Buzz Group as a Teaching Method in Medical Education

Effectiveness of Buzz Group as a Teaching Method in Medical Education

Perception of Students towards Newer Teaching Methods in Medical Education

Perception of Students towards Newer Teaching Methods in Medical Education

A Study on Perception of Students Regarding Newer Teaching Methods in Medical Education

Introduction: Learning is a complex and multifaceted phenomenon. Research findings suggest that a deep, integrated understanding of the basic sciences is important for solving clinically relevant tasks. Evidence suggests that students today may be more engaged and learn better when there are different teaching approaches incorporated into the educational environment. Crossword Puzzle (CWP) is a form of active learning which is helpful to review and summarise concepts. Mind Map (MM) is a powerful graphic technique that can be applied to improve learning and clearer thinking. E-learning is an innovative modern technology which can support and enrich medical education. Aim: To assess the perceptions of students regarding newer teaching methods like CWPs, MMs and online resources in medical education. Materials and Methods: This was a cross sectional study conducted in the Department of Pathology for 2nd year Medical, Physiotherapy and Nursing students for a period of one year from October 2018 to September 2019. A total of 206 students participated in the study, of which 90 were MBBS students, 30 were Physiotherapy students and 86 were Nursing students. Newer teaching methods like CWPs and MMs were introduced in the classes. A feedback form was given at the end of the class and their responses were collected regarding newer methods. Perceptions of students regarding newer teaching methods were represented using descriptive statistics in frequencies and percentages. Results: Female students were more compared to male students across all the branches with 63.3% female students in MBBS, 80% in Physiotherapy and 82.6% in Nursing. 84.4% of MBBS students, 86.7% of Physiotherapy students and 97.7% of nursing students were interested in filling CWPs. 94.4% of MBBS students, 93.3% of Physiotherapy students and 100% of nursing students opined that MMs help in memory retention. 93.3% of MBBS students, 96.7% of Physiotherapy students and 91.9% of nursing students wanted newer teaching methods to be part of the curriculum. Conclusion: Educators need to constantly change their teaching methods in order to hold the attention of students. CWP’s and MM’s created interest among the students in learning subject. CWPs enhanced group interaction among peers whereas MMs helped in retaining the key points and also bringing out the creative talent.

Perception of faculty toward online teaching and learning in the undergraduate medical students during coronavirus disease-19 pandemic

Background: Online teaching and learning has become increasingly popular in medical education during this coronavirus disease (COVID)-19 pandemic. Most of the students and faculties have adapted to this relatively new model of online teaching-learning, but many teachers experienced some sort of difficulty in transition to online teaching. The digital technology plays a great role in the interaction of faculty and students through online learning platform. Objective: The objective of the study was to determine the perceptions of medical faculties toward online teaching and learning in the lockdown period at a SVS Medical College, Mahabubnagar, Telangana state, India. Materials and Methods: The study was taken up after the institutional ethical clearance. By non-probability convenience sampling method, the sample size was 107. A predesigned and pretested questionnaire was administered to all the faculties who were involved in online teaching after taking informed consent. A 5-point Likert scale was used in the questionnaire. Data were collected, tabulated, and analyzed statistically. Results: A total of 107 responses were obtained. About 56% of faculties were having very good knowledge about online teaching and techniques before orientation program. Overall 52% of the faculties have positive perception toward online teaching in this lockdown period. Whooping 95% of faculty members expressed that face-to-face teaching is better than online teaching. Conclusion: Online teaching and learning became quite important in the past few months in medical education due to COVID-19 pandemic crisis. The online learning has its own advantages for enhancing students’ learning and knowledge and can be considered a potential teaching method in medical education.

Comparison of the effectiveness of lectures based on problems and traditional lectures in physiology teaching in Sudan

BackgroundLectures are one of the most common teaching methods in medical education. Didactic lectures were perceived by the students as the least effective method. Teaching methods that encourage self-directed learning can be effective in delivering core knowledge leading to increased learning. Problem based learning has been introduced as an active way of learning but it has some obstacles in developing countries where the intake is huge with minimum resources. This study introduces a new teaching approach: lectures based on problems (LBP) and evaluates their effectiveness compared to traditional lectures (TL) in physiology teaching.MethodsLBP and TL were applied in physiology teaching of medical students at University of Science and Technology during their study of introduction to physiology and respiratory physiology courses. Equal number of lectures was given as LBP and as TL in each course. Students were given quizzes at the end of each course which were used to compare the effectiveness of the two types of lectures. A questionnaire was used to assess students’ satisfaction about LBP and the perceived effects of the two methods on the students’ attitude and practice towards learning physiology.ResultsIn LBP the students have better attention (P = 0.002) and more active role (P = 0.003) than in TL. Higher percentage of students think that LBP stimulated them to use references more (P = 0.00006) and to use the lecture time more effectively (P = 0.0001) compared to TL. However, there was no significant difference between LBP and TL in the awareness of the learning objectives. About 64% of students think that LBP is more enjoyable and it improved their understanding of physiology concepts. Comparison of the students’ quiz marks showed that the means of the students’ marks in the introduction to physiology and respiratory courses were higher in the quizzes of LBP than in TL with a significant difference between them ((P = .000), (P = .006) respectively.ConclusionsLBP improved students’ understanding of physiology concepts and increased students’ satisfaction about physiology learning. LBP achieved some of the objectives of PBL with the minimum resources and it can be used to improve the effectiveness of the lectures.

Sharing best practices in applications of evidence-based medicine, problem-based learning and self-directed learning principles in medical training: A McMaster-Brazil collaboration workshop report

This article was migrated. The article was marked as recommended. In order to enhance the knowledge of different aspects of active teaching methods in medical education, and to introduce self-directed learning activities in home curriculum as well as to implement the research capacity building, a group of professors and researchers from two Brazilian Universities, namely, Universidade Estadual Paulista (UNESP), Botucatu Medical School, São Paulo, and Pontifícia Universidade Católica (PUC-MINAS), Minas Gerais, visited McMaster University in Canada in July 4-8, 2016. This paper is a brief report of the 5-day workshop and discussions among the McMaster and Brazilian colleagues. Among the topics covered, a detailed overview of the medical curriculum, "The COMPASS Curriculum"; in this learning process, students development of the problem-solving strategy, and helping cover learning objectives and knowledge transfer while discussing the clinical case-scenarios; other attention was given for strategies on how to provide institutional learning support for undergraduate students in order to achieve proposed learning objectives were presented, including discussions of a variety of integration possibilities between researchers and students, from different areas as well as joint supervision of PhD programs. Emphasis was given to the Research in Global Health with their inter-disciplinary methods, and transcultural care, that has created an impact on the professional practice. About Evidence Based Medicine was strengthened how its methods have moved to evidence-informed health systems which contribute to collective problem-solving, and in sharing the supporting tools for policies in public health. All talks and discussions were of very high quality and provided the basis for us to start discussing an implementation of the learned content in the curriculum. Finally, the opened opportunity of partnership among McMaster University, with two Brazilian medical schools, expanded medical education experience, possibilities for change, training and implementation of community programs, but also reinforced research methods and technology, promote collaboration aimed at health education.

Learning style preference-based lecture: A novel large group teaching method in medical education

Background: There are four primary types of learners: Visual, auditory, reading/writing, and kinesthetic (VARK). However, a traditional didactic lecture (TDL) used in medical education does not take into account these learning style preferences (LSPs). Many a times faculty may use a teaching method which does not correspond to the preferred learning style of the majority of the students in the class and hence, students with a particular learning need may be at the losing end. Aims and Objectives: This study was planned to develop and evaluate a learning style preference based lecture (LBL) as a large group teaching method. Objectives were to compare students’ performance after TDL and LBL and to know their perception about an LBL. Materials and Methods: A total of 149 1st-year medical students were participated in this study. Their LSPs were determined by the VARK questionnaire. Then, students were divided into two groups (75 each) based on their marks in the first mid-term exam by systematic random sampling. One group was taught a core topic from physiology by an LBL and the other group by a TDL. Students’ performance was assessed by pre- and post-test and their perception by a pre-validated questionnaire. Results: Students’ performance significantly improved after an LBL as compared to the TDL. Majority of the students found LBL interesting, engaging, motivating, and better for understanding, and preferred LBL as teaching method over TDL. Conclusion: LBL is more effective and well-accepted teaching method than a TDL for large group teaching in medical education.

ЕФЕКТИВНІ СКЛАДОВІ ЯКІСНОЇ ОЦІНКИ КЛІНІЧНОГО МИСЛЕННЯ СТУДЕНТІВ У ПРОЦЕСІ ВИВЧЕННЯ ВНУТРІШНЬОЇ МЕДИЦИНИ

Статтю присвячено проблемі використання клінічного мислення як ефективного методу навчання студентів. Загальним завданням вищої медичної школи є підготовка практичного лікаря, здатного до діагностики, лікування тапрофілактики захворювання. Курс клінічного мислення – це метод навчання професійної діяльності за допомогою її моделювання, близького до реальних умов, з обов’язковим динамічним розвитком розв’язуваної ситуації, завдання або проблеми в чіткій відповідності наступних подій з характером рішень та дій. Розглядається проблема доцільності використання даного методу під час навчання студентів-медиків. 

Quantitative and qualitative analysis of student tutors as near-peer teachers in the gross anatomy course

IntroductionPeer teaching is a well-established teaching method in medical education. During the 2012/13 winter term, the Institute of Anatomy and Cell Biology in Ulm, Germany, introduced a longitudinal didactics program (“Train the Tutor”: TtT) to train student tutors as near-peer teachers (NPT) in the dissection course (DC). Twenty-three of 38 tutors participated in the programme. Our study describes the educational concept and the NPTs’ activities in the dissection course. MethodsNPTs documented their activities on a daily basis in the form of semi-structured reports. A total of 575 reports were quantitatively and qualitatively analysed. Free-text analysis was performed using Grounded Theory followed by code quantification of all indications (n=1868). ResultsNPTs spend 61% of their time dissecting by themselves or supervising the tutee’s dissection process. Organisational tasks had a larger share at the beginning of the course. Just before examinations the proportion of time spent giving feedback rose. Of all positive indications, 45% described experiences working with the tutees. In contrast, 68% of all negative indications were characterized by a self-critical reflection on their own activities. NPTs included all learning domains in their teaching, substantially functioning as teachers and role models to convey particular attitudes. ConclusionTtT-Trained Tutors (NPT) clearly met the requirements of a practical course and adjusted their activities in response to the course’s progress. NPTs were concerned about their tutees’ attitudes and may need more professional support within the TtT program regarding this.