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1.
BMC Med Educ ; 21(1): 336, 2021 Jun 09.
Artigo em Inglês | MEDLINE | ID: mdl-34107936

RESUMO

BACKGROUND: Both simulation-based training and video-based training serve as educational adjuncts for learning TEE among medical students. In the present study, we hypothesized that simulation-based training would better enhance the performance of medical students in the interpretation of 20 cross-sectional views compared to video-based training. METHODS: A total of 120 4th-year undergraduate medical students were enrolled in the present study. The study began with a pre-test of all the participants, followed by a 90-min theoretical lecture and a post-test. Subsequently, the participants were randomly divided into the video-based group (Group V) and simulation-based group (Group S). Next, Group V received 60 min of TEE video learning, while Group S received 60 min of TEE simulator training. After the respective training, both the groups undertook the retention-test 1 and retention-test 2, 1 week and 1 month later, respectively. The performance for each test was evaluated by five views, which were selected randomly and, respectively, from a set of 20 cross-sectional views. The primary outcome was the performance of the retention-test 1. Secondary outcomes included: (1) comparison the performances of the pre-test, post-test, and retention-test 2 between two groups; (2) comparison the performances of pre-test and post-test in the same group; (3) comparison the performances of retention-test 1, and retention-test 2 in the same group. RESULTS: Better performances were observed in Group S in both retention-test 1 (Group V: 63.2 [52.6, 77.6] vs. Group S: 89.5 [68.4, 100.0], P < 0.001) and retention-test 2 (Group V: 58.0 [48.0, 72.0] vs. Group S: 74.0 [64.0, 80.0], P < 0.001) compared to Group V. No statistically significant differences were observed in the performances of pre-test (Group V: 8.3 [4.2, 12.5] vs. Group S: 8.3 [4.2, 12.5], P = 0.825) or post-test (Group V: 46.2 [38.5, 57.7] vs. Group S: 44.2 [38.5, 56.7], P = 0.694) between the two groups. The improvement had been observed in the post-test, compared with pre-test in the same group, respectively (Group V in post-test: 46.2 [38.5, 57.7] vs. Group V in pre-test: 8.3 [4.2, 12.5], P < 0.001; Group S in post-test: 44.2 [38.5, 56.7] vs. Group S in pre-test: 8.3 [4.2, 12.5], P < 0.001). However, the performance in retention-test 2 was significantly reduced, compared with retention-test 1 in the same group, respectively (Group V in retention-test 2: 58.0 [48.0, 72.0] vs. Group V in retention-test 1: 63.2 [52.6, 77.6] P = 0.005; Group S in retention-test 2: 74.0 [64.0, 80.0] vs. Group S in retention-test 1: 89.5 [68.4, 100.0], P < 0.001). CONCLUSIONS: Following a 90-min theoretical lecture, simulation-based training better enhanced the performance of medical students in the interpretation and short-term retention of 20 cross-sectional views compared to video-based training. TRIAL REGISTRATION: http://www.chictr.org.cn ( ChiCTR2000033519 , 3/June/2020).


Assuntos
Treinamento por Simulação , Estudantes de Medicina , Competência Clínica , Estudos Transversais , Ecocardiografia , Avaliação Educacional , Humanos , Estudos Prospectivos
2.
Curr Pharm Teach Learn ; 13(7): 819-825, 2021 07.
Artigo em Inglês | MEDLINE | ID: mdl-34074513

RESUMO

INTRODUCTION: The use of online learning and subsequent online testing has expanded rapidly in pharmacy programs across the United States. Numerous published studies have compared online learning with traditional methods in pharmacy. However, no such studies have been published in pharmacy. This study's objective is to compare first-professional year student preferences for computer-based vs. traditional paper-and-pencil testing for a required social and administrative pharmacy class. METHODS: All students enrolled in the class were invited to complete one brief survey at the end of the semester to determine their testing preference. RESULTS: Of the 138 first-professional year students completing the survey, 79% (109 of 138) preferred computer-based testing, 9% had no preference, 6% (8 of 138) preferred paper-and-pencil testing, and the remainder (8 of 138) stated it depended on what was being tested. Ninety-one percent of students did not perceive the testing method to impact their grades. Students preferred computer-based testing over traditional paper-and-pencil as a convenient testing method (mean 4.73 vs. 3.4, P < .001), providing immediate feedback (mean 4.87 vs. 1.91, P < .001), and as a more effective testing method (mean 4.57 vs. 3.96, P < .001). CONCLUSIONS: First-professional year students preferred computer-based over traditional paper-and-pencil testing for a social and administrative science class, with the method of testing not perceived to impact grade. This finding is timely, given the recent required transitioning of all pharmacy classes and subsequent testing to an online format due to the coronavirus disease of 2019 pandemic.


Assuntos
Instrução por Computador/métodos , Currículo , Educação à Distância/métodos , Educação de Pós-Graduação em Farmácia/métodos , Avaliação Educacional/métodos , Estudantes de Farmácia/psicologia , Adulto , Feminino , Humanos , Masculino , Aprendizagem Baseada em Problemas/métodos , Estudantes de Farmácia/estatística & dados numéricos , Estados Unidos , Adulto Jovem
3.
J Pak Med Assoc ; 71(6): 1535-1539, 2021 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-34111067

RESUMO

Objectives: To compare the efficacy of blended learning with contemporary face-to-face teaching among medical students. METHODS: The quasi-experimental, cross-over study was conducted at the Dow University of Health Sciences, Karachi, from March to August 2014, and comprised third year medical students posted in the surgical units who were divided into two groups. In the first month, group A was taught by blended learning (BL), while group B was taught by face-to-face (f2f) teaching. Both groups were assessed using objective structured clinical examination. In the second month, the teaching method was flipped for the groups with new learning contents. Assessment tool remained the same. Data was analysed using SPSS 23. RESULTS: Thirty-one students completed OSCE in group A (BL) and 28 in group B (f2f). The mean score in group B was 78.01±13.29 compared to 85.12±13.77 in group A (p=0.49). CONCLUSIONS: Blended surgical learning was found to be more effective compared to face-to-face teaching.


Assuntos
Educação de Graduação em Medicina , Estudantes de Medicina , Estudos Cross-Over , Currículo , Avaliação Educacional , Humanos , Ensino
4.
BMC Med Educ ; 21(1): 342, 2021 Jun 13.
Artigo em Inglês | MEDLINE | ID: mdl-34120607

RESUMO

BACKGROUND: Assessment is a necessary part of training postgraduate medical residents. The implementation of methods located at the "shows how" level of Miller's pyramid is believed to be more effective than previous conventional tools. In this study, we quantitatively compared electronic and conventional methods in assessing ophthalmology residents. METHODS: In this retrospective study, eight different conventional methods of assessment including residents' attendance, logbook, scholarship and research skills, journal club, outpatient department participation, Multiple Choice Question (MCQ), Objective Structured Clinical Examination (OSCE), and professionalism/360-degree (as one complex) were used to assess 24 ophthalmology residents of all grades. Electronic media consisting of an online Patient Management Problem (e-PMP), and modified electronic OSCE (me-OSCE) tests performed 3 weeks later were also evaluated for each of the 24 residents. Quantitative analysis was then performed comparing the conventional and electronic assessment tools, statistically assessing the correlation between the two approaches. RESULTS: Twenty-four ophthalmology residents of different grades were included in this study. In the electronic assessment, average e-PMP scores (48.01 ± 12.40) were much lower than me-OSCE (65.34 ± 17.11). The total average electronic score was 56.67 ± 11.28, while the total average conventional score was 80.74 ± 5.99. Female and male residents' average scores in the electronic and conventional method were (59.15 ± 12.32 versus 83.01 ± 4.95) and (55.19 ± 10.77 versus 79.38 ± 6.29), respectively. The correlation between modified electronic OSCE and all conventional methods was not statistically significant (P-value >0.05). Correlation between e-PMP and six conventional methods, consisting of professionalism/360-degree assessment tool, logbook, research skills, Multiple Choice Questions, Outpatient department participation, and Journal club active participation was statistically significant (P-value < 0.05). The overall correlation between conventional and electronic methods was significant (P-value = 0.017). CONCLUSION: In this study, we conclude that electronic PMP can be used alongside all conventional tools, and overall, e-assessment methods could replace currently used conventional methods. Combined electronic PMP and me-OSCE can be used as a replacement for currently used gold-standard assessment methods, including 360-degree assessment.


Assuntos
Internato e Residência , Oftalmologia , Competência Clínica , Avaliação Educacional , Eletrônica , Bolsas de Estudo , Feminino , Humanos , Masculino , Estudos Retrospectivos
5.
Artigo em Inglês | MEDLINE | ID: mdl-34058802

RESUMO

The coronavirus disease 2019 (COVID-19) pandemic has required educators to adapt the in-person objective structured clinical examination (OSCE) to online settings in order for it to remain a critical component of the multifaceted assessment of a student's competency. This systematic scoping review aimed to summarize the assessment methods and validity and reliability of the measurement tools used in current online OSCE (hereafter, referred to as teleOSCE) approaches. A comprehensive literature review was undertaken following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews guidelines. Articles were eligible if they reported any form of performance assessment, in any field of healthcare, delivered in an online format. Two reviewers independently screened the results and analyzed relevant studies. Eleven articles were included in the analysis. Pre-recorded videos were used in 3 studies, while observations by remote examiners through an online platform were used in 7 studies. Acceptability as perceived by students was reported in 2 studies. This systematic scoping review identified several insights garnered from implementing teleOSCEs, the components transferable from telemedicine, and the need for systemic research to establish the ideal teleOSCE framework. TeleOSCEs may be able to improve the accessibility and reproducibility of clinical assessments and equip students with the requisite skills to effectively practice telemedicine in the future.


Assuntos
Competência Clínica/normas , Avaliação Educacional/métodos , Internet , Reprodutibilidade dos Testes , COVID-19 , Humanos , SARS-CoV-2 , Estudantes de Medicina
6.
BMC Med Educ ; 21(1): 323, 2021 Jun 05.
Artigo em Inglês | MEDLINE | ID: mdl-34090426

RESUMO

BACKGROUND: Due to differing assessment systems across UK medical schools, making meaningful cross-school comparisons on undergraduate students' performance in knowledge tests is difficult. Ahead of the introduction of a national licensing assessment in the UK, we evaluate schools' performances on a shared pool of "common content" knowledge test items to compare candidates at different schools and evaluate whether they would pass under different standard setting regimes. Such information can then help develop a cross-school consensus on standard setting shared content. METHODS: We undertook a cross-sectional study in the academic sessions 2016-17 and 2017-18. Sixty "best of five" multiple choice 'common content' items were delivered each year, with five used in both years. In 2016-17 30 (of 31 eligible) medical schools undertook a mean of 52.6 items with 7,177 participants. In 2017-18 the same 30 medical schools undertook a mean of 52.8 items with 7,165 participants, creating a full sample of 14,342 medical students sitting common content prior to graduation. Using mean scores, we compared performance across items and carried out a "like-for-like" comparison of schools who used the same set of items then modelled the impact of different passing standards on these schools. RESULTS: Schools varied substantially on candidate total score. Schools differed in their performance with large (Cohen's d around 1) effects. A passing standard that would see 5 % of candidates at high scoring schools fail left low-scoring schools with fail rates of up to 40 %, whereas a passing standard that would see 5 % of candidates at low scoring schools fail would see virtually no candidates from high scoring schools fail. CONCLUSIONS: Candidates at different schools exhibited significant differences in scores in two separate sittings. Performance varied by enough that standards that produce realistic fail rates in one medical school may produce substantially different pass rates in other medical schools - despite identical content and the candidates being governed by the same regulator. Regardless of which hypothetical standards are "correct" as judged by experts, large institutional differences in pass rates must be explored and understood by medical educators before shared standards are applied. The study results can assist cross-school groups in developing a consensus on standard setting future licensing assessment.


Assuntos
Educação de Graduação em Medicina , Faculdades de Medicina , Estudos Transversais , Avaliação Educacional , Humanos , Reino Unido
7.
BMC Med Educ ; 21(1): 309, 2021 May 31.
Artigo em Inglês | MEDLINE | ID: mdl-34059030

RESUMO

BACKGROUND: Chronic and palliative care are rapidly gaining importance within the physician's range of duties. In this context, it is important to address the four dimensions of care: physical, psychological, social, and spiritual. Medical students, however, feel inadequately equipped to discuss these dimensions with the patient. To bridge this gap, a new assignment was developed and implemented, in which students talked to a chronic or palliative patient about the four dimensions of care during an internship. This study, reports the evaluation of this assignment by students and teachers using a design-based approach. METHODS: Mixed methods were used, including a) student questionnaires, b) student focus groups, c) teacher interviews, and d) student's written reflections. Two researchers performed analyses of the qualitative data from the focus groups, interviews, and written reflections using qualitative research software (ALTLAS.TI). Descriptive statistics were computed for the quantitative data using SPSS 21.0. RESULTS: Students and teachers valued talking to an actual patient about the four dimensions of care. Reading and providing peer feedback on each other's reports was considered valuable, especially when it came to the diversity of illnesses, the way that patients cope and communication techniques. The students considered reflection useful, especially in the group and provided it was not too frequent. All the dimensions were addressed in the interviews, however the spiritual dimension was found to be the most difficult to discuss. The analysis of the written reflections revealed an overlap between the social and spiritual dimensions. Students pay a lot of attention to the relationship between the illness and the patient's daily life, but the reflections do often not show insight in the potential relationship between the four dimensions and decisions in patient care. CONCLUSIONS: During internships, medical students can practice talking about four dimensions of care with a chronically ill or palliative patient. Due to the format, it can be implemented across existing internships with relatively little extra time and effort. Reflection, peer feedback, and group discussion under the guidance of a teacher are important additions.


Assuntos
Educação de Graduação em Medicina , Estudantes de Medicina , Currículo , Avaliação Educacional , Humanos , Aprendizagem
8.
Korean J Med Educ ; 33(2): 87-96, 2021 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-34062640

RESUMO

PURPOSE: With the ongoing coronavirus disease 2019 (COVID-19) pandemic, health institutions and hospitals are increasingly relying on e-learning for continuing education. However, in many countries there is still limited data on the effectiveness of online learning particularly in the healthcare field. This study aims to evaluate whether webinar as a form of online educational intervention is satisfactory and effective for the continuing education of health professionals in Indonesia. METHODS: We collected participants' demographic information including health profession, place of work, work unit, and year of graduation. There were six independent webinars included in this study. Webinar outcomes included satisfaction and learning scores. Regarding satisfaction, participants were told to complete a satisfaction survey and asked whether they would recommend the webinar to their colleagues. Regarding learning, information on their mean pre-test and post-test scores was collected. RESULTS: A total of 3,607 health professionals were enrolled, with the highest participation in webinars about emergency cases and COVID-19 management. The response towards satisfaction was overwhelmingly positive. In all six webinars, post-test scores were statistically significantly higher than pre-test scores. Recently graduated physicians scored higher in learning than senior physicians, while place of work and work unit did not significantly affect the scores. CONCLUSION: The use of webinar for health professionals training in Indonesia was well-received amid the ongoing pandemic. In the future, health institutions and teaching hospitals should optimize the implementation of webinar training as it is associated with low cost, high flexibility, and less time commuting.


Assuntos
COVID-19 , Educação Continuada/métodos , Educação à Distância , Pessoal de Saúde , Pandemias , Análise Custo-Benefício , Gerenciamento Clínico , Avaliação Educacional , Hospitais de Ensino , Humanos , Indonésia , Aprendizagem , Satisfação Pessoal , Médicos , SARS-CoV-2 , Ensino
9.
BMC Med Educ ; 21(1): 326, 2021 Jun 07.
Artigo em Inglês | MEDLINE | ID: mdl-34098931

RESUMO

BACKGROUND: Wire-bending skills is commonly taught through live demonstrations (LD) though flipped classroom (FC) method has gained popularity. Continuous formative assessment promotes personalised learning via closely monitored progress, with the identification of students' strengths and weaknesses. This study aims to evaluate the effects of LD and FC teaching methods, supplemented with continuous formative assessment, on dental students' learning of wire-bending skills for six types of removable orthodontic appliance components. A deeper understanding of the relative effectiveness between LD and FC teaching methods can help identify the most appropriate method to achieve student learning objectives, which is especially important given the current Covid-19 pandemic. METHODS: Forty third-year undergraduate dental students were randomly assigned into FC (n = 20) or LD (n = 20) cohort. Each student attended six teaching sessions, each to teach students' competency in fabricating one type of wire component, for a total competency in fabricating six wire components over the course of six teaching sessions. Either LD or FC teaching methods were used. After each session, wire assignments had to be submitted. Wire assignments were then evaluated using a blinded wire-bending assessment protocol. As part of their formative assessment, the assessment results were distributed to students, lecturers, and technicians before the next session. After the first session (T0) and at the end of all six sessions (T1), students completed a self-reported questionnaire. RESULTS: The mean wire-bending scores for FC were significantly higher than LD for two of the six assignments, namely the Adams clasp (p < 0.01) and Z-spring (p = 0.03). Scores for both LD and FC increased significantly over time, which may be attributed to formative assessment. There was no statistically significant correlation between wire-bending scores and video usage. Students were satisfied with both teaching methods, according to T0 and T1 questionnaires. CONCLUSIONS: Both LD and FC are equally effective in transferring practical orthodontic wire-bending skills and well-received by students. Continuous formative assessment may have enhanced students' learning of orthodontic wire-bending skills. Further studies with control group are recommended to investigate the effect of formative assessment on teaching practical dental skills.


Assuntos
COVID-19 , Estudantes de Odontologia , Avaliação Educacional , Humanos , Fios Ortodônticos , Pandemias , Aprendizagem Baseada em Problemas , SARS-CoV-2 , Ensino
10.
BMC Med Educ ; 21(1): 263, 2021 May 07.
Artigo em Inglês | MEDLINE | ID: mdl-33962606

RESUMO

BACKGROUND: Medical school admission procedures have the common goal to select applicants with the greatest potential of becoming successful physicians. Hamburg Medical Faculty selects medical students by grade point average (GPA) and employs a two-step selection process of a natural sciences test (HAM-Nat), in some cases followed by multiple mini-interviews (HAM-Int). Multiple mini-interviews can predict non-cognitive outcomes, while GPA has predictive validity for cognitive outcomes. The aim of our study was to explore communication skills and clinical knowledge of advanced medical students according to their respective admission procedure. METHODS: In July 2019, 146 students grouped according to their admission procedure into GPA-only (19.2 %), HAM-Nat (33.6 %), HAM-Int (30.8 %), and Waiting List (16.4 %) participated in four OSCE stations which equally assessed students' communication skills (OSCE part 1) and clinical knowledge (OSCE part 2) in simulated patient encounters, rated by physicians with checklists. Additionally, psychosocial assessors ranked communication skills with a global rating scale (GR). The students also participated in a multiple choice (MC) exam testing clinical knowledge. Kruskal-Wallis analyses of variance of test performance and Spearman correlation of instruments were calculated. RESULTS: Students from the Waiting List group performed significantly worse on the MC exam compared to GPA-only and HAM-Int (adjusted p = .029 and 0.018, respectively). No significant differences were found between the admission groups with respect to communication skills. Global Rating and OSCE part 1 (communication) correlated significantly (ρ = 0.228, p = .006) as did OSCE part 2 (clinical knowledge) and MC exam (ρ = 0.242, p = .003), indicating criterion validity. Constructs did not overlap, indicating divergent validity. CONCLUSIONS: Advanced medical students selected for undergraduate studies by multiple mini-interviews assessing psychosocial skills showed similar communication skills compared to students admitted to medical school by other entryways. It is unclear whether these similarities are due to an effective undergraduate longitudinal communication curriculum. Assessing baseline communication skills of all medical students at entry-level may aid with this question.


Assuntos
Educação de Graduação em Medicina , Estudantes de Medicina , Competência Clínica , Comunicação , Currículo , Avaliação Educacional , Humanos , Faculdades de Medicina
11.
Adv Exp Med Biol ; 1317: 111-130, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-33945134

RESUMO

The use of different ways to view the body has always been associated with anatomy. With advancing technology, the use of ultrasound has become more portable and accessible as a way for students to learn anatomy. Moreover, ultrasound's direct clinical context makes it an important skill that students need to acquire and be competent in, not only after graduation but on clinical placements as a student. There does appear to be a learned skill in being able to interpret ultrasound images and to be able to relate the anatomy seen to existing anatomical knowledge. In addition, there is a learned skill in being able to correctly hold the ultrasound probe and gain clear images. Because ultrasound use and interpretation is a skill it therefore needs to be taught as part of undergraduate medical and allied health care professional education. A key to successful training is regular teaching sessions distributed longitudinally throughout the curriculum with active, hands-on learning time being the focus of any teaching session.


Assuntos
Educação de Graduação em Medicina , Estudantes de Medicina , Currículo , Avaliação Educacional , Humanos , Ultrassonografia
12.
Clin Med (Lond) ; 21(3): e257-e262, 2021 05.
Artigo em Inglês | MEDLINE | ID: mdl-34001581

RESUMO

The annual review of competence progression (ARCP) is a high-stakes assessment which all UK postgraduate trainees undertake to ensure competence progression. Previous evaluations of the effectiveness of the ARCP as an assessment have reported deficiencies in both validity and reliability, however, there has been little focus on the educational impact of the ARCP.We conducted a mixed methods case study involving questionnaire, interviews and a focus group examining the impact of the ARCP on a respiratory higher specialist training programme. Participants included both trainers and trainees.Perceptions of impact were mixed. The ARCP was reported to promote broad curriculum coverage, enable educational planning, provide educational governance and facilitate relationships with supervisors. However, participants reported that activities promoted by the ARCP may detract from learning and that issues of reliability and validity undermined the process. In some cases, this was reported to lead to disillusionment and stress for trainees. Concerns were raised that the process promoted a reductionist approach to education.This research has resulted in several changes to local training, however, it has potential implications for the ARCP as a wider process. Trainers should be cognisant of the shortcomings of assessments and their impact on trainees, training and the future of the profession.


Assuntos
Educação de Pós-Graduação em Medicina , Avaliação Educacional , Competência Clínica , Humanos , Percepção , Reprodutibilidade dos Testes
13.
BMC Med Educ ; 21(1): 288, 2021 May 20.
Artigo em Inglês | MEDLINE | ID: mdl-34016098

RESUMO

BACKGROUND: Assessment of emergent, rare or complex medical conditions in Endocrinology and Metabolism (E&M) is an integral component of training. However, data is lacking on how this could be best achieved. The purpose of this study was to develop and administer an Objective Structured Clinical Examination (OSCE) for E&M residents, and to gather validity evidence for its use. METHODS: A needs assessment survey was distributed to all Canadian E&M Program Directors and recent graduates to determine which topics to include in the OSCE. The top 5 topics were selected using a modified Delphi technique. OSCE cases based on these topics were subsequently developed. Five E&M residents (PGY4-5) and five junior Internal Medicine (IM) residents participated in the OSCE. Performance of E&M and IM residents was compared and results were analyzed using a Generalizability study. Examiners and candidates completed a survey following the OSCE to evaluate their experiences. RESULTS: The mean score of IM and E&M residents was 41.7 and 69.3 % (p < 0.001), respectively, with a large effect size (partial η2 = 0.75). Overall reliability of the OSCE was 0.74. Standard setting using a borderline regression method resulted in a pass rate of 100 % of E&M residents and 0 % of IM residents. All residents felt the OSCE had high value for learning as a formative exam. CONCLUSIONS: The E&M OSCE is a feasible method for assessing emergent, rare and complex medical conditions and this study provides validity evidence to support its use in a competency-based curriculum.


Assuntos
Avaliação Educacional , Internato e Residência , Canadá , Competência Clínica , Humanos , Reprodutibilidade dos Testes
14.
BMC Med Educ ; 21(1): 249, 2021 Apr 30.
Artigo em Inglês | MEDLINE | ID: mdl-33931038

RESUMO

BACKGROUND: Active learning strategies such as formative assessment through clinical cases may help to get a deeper learning. We have studied the effect of this kind of online formative assessment in pathophysiology teaching. METHODS: Seven brief clinical cases were used to give formative assessment in the first semester of a pathophysiology course. To evaluate its effect on learning, we analyzed the proportion of students that passed the end of semester exam with a score above 60 over 100. We also analyzed the effect of the intervention according to the students' previous academic performance. RESULTS: Ninety-six students participated in the study and sat the exam. Sixty-five of them passed it. Students that passed the exam had a higher previous academic performance and had done a higher number of exercises of formative assessment, both in univariate and multivariate analysis. The participants were divided in three groups, according to their previous academic performance. In the intermediate group, the number of cases done by the students who passed the exam was significantly higher than in those who did not pass it (median: 4 versus 0; P = 0.009). CONCLUSION: Formative assessment through web-based clinical cases was followed by an improvement of the academic results in pathophysiology, mainly in students with intermediate performance.


Assuntos
Internet , Aprendizagem Baseada em Problemas , Avaliação Educacional , Humanos , Ensino
15.
Am J Health Syst Pharm ; 78(10): 890-895, 2021 05 06.
Artigo em Inglês | MEDLINE | ID: mdl-33954423

RESUMO

PURPOSE: A collaborative advanced pharmacy practice experience (APPE) education model established within a healthcare institution during the coronavirus disease 2019 (COVID-19) pandemic is described. SUMMARY: The COVID-19 pandemic caused a nationwide disruption of APPE pharmacy education. Healthcare institutions faced the challenge of educating APPE students while attempting to simultaneously de-densify work areas and reduce transmission risk for employees and patients. A pharmacist coordinator and pharmacist academic partners at a large teaching hospital created a collaborative common core curriculum model for resourceful implementation of APPE education. Healthcare network pharmacists, clinical pharmacist academic partners, and pharmacy residents delivered the curriculum to 35 pharmacy students over a 9-week time period. Main components of the curriculum included patient case discussions, topic discussions, journal club presentations, live continuing education (CE) webinars, and development of pharmacy technician CE programs. A majority of students reported positive experiences working with a variety of preceptors from different specialties (81%) and collaborating with students from other universities (62%). CONCLUSION: A health system can leverage institutional, network-wide, and academic partner resources to implement a collaborative APPE curriculum during challenging times such as those experienced during the COVID-19 pandemic.


Assuntos
COVID-19 , Currículo , Educação em Farmácia/métodos , Pandemias , Serviço de Farmácia Hospitalar/organização & administração , Aprendizagem Baseada em Problemas/métodos , Adulto , Educação Continuada em Farmácia , Avaliação Educacional , Feminino , Humanos , Masculino , Farmacêuticos , Residências em Farmácia , Técnicos em Farmácia/educação , Estudantes de Farmácia , Inquéritos e Questionários , Adulto Jovem
16.
J Stroke Cerebrovasc Dis ; 30(7): 105846, 2021 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-33984743

RESUMO

BACKGROUND: Neurologists need to be adept at disclosing prognosis and breaking bad news. Objective structured clinical examinations (OSCE) allow trainees to practice these skills. METHODS: In 2017, in conjunction with the NYU School of Medicine Simulation Center, neurology faculty designed an OSCE case in which a resident had to inform a standardized patient (SP) her father had severe global hypoxic ischemic injury. The residents were surveyed on the experience using a Likert scale from 1 (worst) to 5 (best). The SP completed a behavioral anchored checklist and marked items as "not done," "partly done," or "well done". RESULTS: 57 third and fourth year neurology residents completed the case from 2018 to 2020, 54 (95%) of whom completed the post-OSCE survey. Residents reported feeling moderately prepared for the simulation (mean Likert score 3.7/5), and thought their performance was average (3.4/5). Overall, they found the case to be very helpful (4.6/5). The residents performed well in the realms of maintaining professionalism (64% rated "well done"), developing a relationship (62% rated "well done"), and information gathering (61% rated "well done"). There was room for improvement in the realms of providing education and presenting the bad news (39% and 37% rated "partly/not done," respectively). CONCLUSIONS: OSCE cases can be used to teach neurology trainees how to discuss prognosis and break bad news. Feedback about this simulation was positive, though its efficacy has yet to be evaluated and could be a future direction of study.


Assuntos
Educação de Pós-Graduação em Medicina , Avaliação Educacional , Hipóxia-Isquemia Encefálica/terapia , Internato e Residência , Neurologistas/educação , Neurologia/educação , Relações Profissional-Família , Treinamento por Simulação , Revelação da Verdade , Adulto , Idoso , Atitude do Pessoal de Saúde , Lista de Checagem , Comunicação , Currículo , Escolaridade , Feminino , Conhecimentos, Atitudes e Prática em Saúde , Humanos , Hipóxia-Isquemia Encefálica/diagnóstico , Hipóxia-Isquemia Encefálica/fisiopatologia , Masculino , Neurologistas/psicologia , Núcleo Familiar , Papel do Médico , Prognóstico , Análise e Desempenho de Tarefas
17.
GMS J Med Educ ; 38(4): Doc80, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-34056069

RESUMO

Objective: The digitalization of the healthcare system poses new challenges for physicians. Thus, the relevance of learning digital competencies (DiCo), such as dealing with data sets, apply telemedicine or using apps, is already growing in medical education. DiCo should be clearly separated from digitized teaching formats, which have been increasingly used since the COVID 19 pandemic. This article outlines the faculties in Germany where DiCo are already integrated into medical education. Methods: Courses with DiCo as teaching content were collected by a literature research on Pubmed and Google as well as by contacting all dean's offices and other persons responsible for teaching at German medical faculties. The courses were summarized in a table. Results: In a first survey, 16 universities were identified that offer courses on DiCo. In the elective area at the universities, 17 courses and in the compulsory area eight courses could be identified. The scope and content of the courses diverged between compulsory curricula, integrated courses of different lengths, and elective courses that are one-time or longitudinally integrated. The topics taught are heterogeneous and include fundamentals of medical informatics such as data management on the one hand and a collection of e.g. ethics, law, apps, artificial intelligence, telemedicine and robotics on the other hand. Conclusion: Currently, only some German medical faculties offer courses on DiCo. These courses vary in scope and design. They are frequently part of the elective curriculum and only reach some of the students. The possibility of embedding DiCo in the already existing cross-sectional area appears limited. In view of the ongoing digitalization of healthcare, it is necessary to make future courses on DiCo accessible to all medical students. In order to drive this expansion forward, the implementation of the new learning objectives catalogue, in which DiCo are integrated, a network formation, a teaching qualification as well as the involvement of students is recommended.


Assuntos
Educação à Distância/métodos , Educação Médica/métodos , Currículo/tendências , Avaliação Educacional/métodos , Alemanha , Humanos , Inquéritos e Questionários
18.
Nurse Educ Pract ; 52: 103026, 2021 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-33799097

RESUMO

This research study was conducted with one undergraduate nursing cohort at a mid-sized Midwestern university in the USA. The goal of this quantitative research study was to measure students' approach to learning to determine if they realized changes from the start to the finish of their program. Students were asked to complete the Approaches to Study Skills Inventory for Students (ASSIST) on entry into the undergraduate program (ASSIST-1). Two years later, during their final semester, students completed the inventory again (ASSIST-2). Results showed students' top approach to learning was strategic learning, followed by deep learning and lastly surface learning. Students experienced no significant changes in their approach to learning during the two-year period. Suggestions are discussed on how to design classes to encourage deeper learning approaches and the impact of using strategic approaches.


Assuntos
Educação de Graduação em Medicina , Bacharelado em Enfermagem , Estudantes de Enfermagem , Avaliação Educacional , Humanos , Universidades
20.
Laryngorhinootologie ; 100(5): 413-414, 2021 05.
Artigo em Alemão | MEDLINE | ID: mdl-33915595
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