A Comparison Between Online and Traditional Methods of Curriculum Delivery in the COVID-19 Era to Dental and Medical Students of the Faculty of Medical Sciences, St Augustine Campus, UWI

▪ With the inability to conduct classes in the traditional classroom setting due to the Covid-19 pandemic, students have been forced to adapt to an online curriculum delivery. ▪ There is limited data about the impact of e-learning on students enlisted in medical programmes within the Caribbean. ▪ Recent research has found that many students' mental health were affected, and it is crucial for this data to gathered and understood to take steps in combating mental health challenges.

Acadenic Research Services at the Medical Sciences Library, Faculty of Medical Sciences Library, The University of the West Indies, St. Augustine

To profile academic library services at the Medical Sciences Library, The University of the West Indies, St. Augustine Trinidad and Tobago, highlighting reseources and initiatives that support the Faculty of Medical Sciences curriculum, research, and scholarly communication. To outline the resources and services available at the Medical Sciences Library to support teaching and learning with a focus on research.

The use of Instagram as an educational tool in an undergraduate Oral and Maxillofacial Radiology course in Trinidad and Tobago

Objectives: The purpose of this study was to identify the use of Instagram both prior to and during an undergraduate oral radiology course at The University of the West Indies and to ascertain the perceived impact of Instagram as an educational tool on the course's teaching and learning. Method: A private Instagram account was created in 2017 for use in the fourth-year oral radiology course. Subjects included 30 dental students registered for the year long course. One dental radiograph was posted per week with associated questions. A piloted and previously tested questionnaire modified to our study was administered and statistically analyzed. Results: 24 (80%) students completed the research questionnaire. 8 (33%) students indicated that they did not have an Instagram account prior to the study. 14 (61%) students agreed and 9 (39%) students strongly agreed that the radiographic posts and discussions generated throughout the course of the study were helpful. Conclusion: The findings revealed in this study were that the use of Instagram in the oral radiology course was helpful to the students and most reported that they would enjoy the use of this platform in other courses.

No-one learns in a quiet classroom

OBJECTIVE: To assess the value of an introductory sailing program, Buoyed Up, as an intervention strategy to improve the well-being of children at risk of isolation due to economic, cultural and social factors. DESIGN AND METHODS: Data was collected using a mixed method approach and involved primary school children (n=89) drawing and writing about their school and sailing experiences and a focus group and interviews with primary school teachers (n= 6). RESULTS: Most children appear to be happy attending school (78.2%) however, most were passive in content (67.3%) and even those who included their friends (21.8%) drew them sitting or standing. All children drew a picture of themselves actively sailing (100%) and most were happy to be involved in the program (83% of boys and 72% of girls). Most children included a sentence expressing their like for sailing (83% of boys and 72% of girls), which was particularly evident in pictures that reflected the technicalities of sailing. Teachers found children who participated in the program developed a sense of identity and belonging with a group, developed confidence and resilience to cope with challenges and were more engaged in the classroom. CONCLUSION: Children at risk of social exclusion due to economic, social and cultural adversity can be supported to stay in school through unique and targeted programs which can be linked to the curriculum.

Students' Perspectives on the Educational Environment in a Caribbean dental School during Pre-clinical Years

This study aims to elicit student perspectives of the learning environment at the University of the West Indies, St Augustine dental school during their pre-clinical years of undergraduate training. A questionnaire was administered to all pre-clinical students of the dental school in 2009. The data collected were analyzed using SPSS. Library and learning resources, student-faculty-administration relationships, meaningful experience and breath-of-interest were the survey subheadings rated most favourably. Student support, flexibility and emotional climate were the survey subheadings which received the most unfavourable ratings. These findings were in congruence of that of similar studies of US and UK medical and dental Schools. Trinidadian students rated library and learning resources significantly lower than non-Trinidadian students. Males rated student-student interaction significantly higher than females. The UWI School of Dentistry needs to focus on the allocation of resources to increase student awareness of its student support systems that are available to them - especially those that deal with student stress and coping skills. It also needs to re-examine its learning environment as it pertains to flexibility.

The use of video-clips as a teaching aide

Introduction: Video-clips of tooth preparations recorded with a digital head-mounted camera replaced live demonstrations midway in a preclinical operative dentistry course. DVDs of the video-clips were made available to the students for home use. Aims: The aim of this study was to determine whether the use of these video-clips had any impact on students' practical examination results and to analyse students' opinions of this new technology and the perceived impact on their learning. Methods: A questionnaire was administered to all students (n = 26) who completed the course, asking their opinions on the video-clips. The results of student practical examinations before the introduction of the camera were compared with those after the video-clips were available and also to the examination outcomes of the previous year's students (ANOVA, P < 0.05). Results: Twenty-one students completed the questionnaire. Sixteen students (76%) preferred the video-clips to the live demonstrations, and 12 students (57%) made and reviewed the DVDs at home. They expressed a preference for the videos to be made available online or as podcasts. Twelve students (57%) felt that one-to-one supervision was more effective developing their competence in tooth preparations when compared to their viewing of the video-clips. There were no statistically significant differences between the practical examination results. Conclusion: In this group of students, video-clips were the preferred method of demonstration of tooth preparations in the preclinical environment. However, students perceived their learning to be facilitated more by one-to-one supervision. The students preferred to have the video-clips made available to them online instead of in the form of a DVD. The introduction of this educational aide did not make a difference in practical examination results.

Background noise levels in unoccupied classrooms in Trinidad

Background noise in a classroom is impediment to learning and can have negative effects on the health and psyche of both students and teachers. International standards for minimum background noise levels for unoccupied classrooms have been established for several countries and the World Health Organisation (WHO) has recommended a maximal allowable noise level of 35 dB. Little is known of the levels of background noise in the classrooms of this country and there are not acoustic standards in building codes for Trinidad and Tobago. Background noise levels in seventy-two (72) unoccupied classrooms were measured and analysed. No classroom was found to have background noise level which met the WHO recommended acoustic standard of 35 dB, and background noise level in 75% of classrooms were found to be 50 decibels or more. It is therefore recommended that acoustical standards be established for school buildings in Trinidad and Tobago and sources of noise in school be identified and reduced with implementation of noise isolation practices. Sensitization of key stakeholders on negative effects of excessive noise and the importance of noise reduction in schools and further studies on the levels of noise and its effects on the population are further recommended.

Hormonal variations influences learning - abstract

The study attempted to evaluate the influence of hormonal status (gender and oestrous cycle) on learning in male and female rats and to determine whether this difference was affected by dopamine agonists (cocaine and amphetamine). Rats were exposed to foot-shocks in a Y-maze. Exploratory and avoidance behaviours were tested on two trials, 24 hours following conditioning (Trial 1) and 2 weeks subsequently (Trial 2). Amphetamine (1mg/kg/ml) stimulated exploratory behaviour, whereas cocaine (1mg/kg/ml) had a depressant effect at Trial 1. Avoidance learning of a potentially dangerous environment was significantly less in oestrous than in diestrous and male rats. These results provide evidence that hormonal status influences learning. Cocaine and amphetamine given in a single low doses did not produce any significant effects on avoidance learning(AU)

An evaluation of problem-based learning at Mt. Hope: Vol.1: Analysis of four aspects of the Problem-based Learning in the class of '94

This report has been produced to give the Faculty an idea of the performance of the class of 1994 in Problem-based learning in the Phase I of their programme. Four aspects of activities related to problem based learning have been analysed and some discussion and suggestions for the future. (AU)

Questioning and answering techniques: part of the teaching act for gifted and talented students

Examines the concept of questioning and answering as a valuable aid in allowing students to be self-enquiring learners. Develops point by using a classroom situation with a specific science lesson. Demonstrates through examples of questions asked, i.e. the use of divergent and convergent questions. Analyses the two types of questions from responses elicited. Concludes that divergent questions encourage a variety of responses and can expand the students' awareness of their environment and their ability. (AU)

Student learning experiences with Jamaican practitioners

Due to the destruction of teaching facilities in primary care by a recent hurricane, first clinical year medical students were placed with general practitioners, in order to fulfil the requirements of a community medicine clerkship. Student feedback indicated a very high level of interest, with a varity of learning experiences - the attitudinal attributes of general practitioners ranking highest. This experience has provided a useful opportunity to enhance the training of medical students and to develop collaborative links with non - university physicians. This paper summarizes the experiences of the first 39 students involved in the clerkship. (AU)