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1.
J Coll Physicians Surg Pak ; 30(1): S16-S18, 2021 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-33650417

RESUMO

The novel coronavirus disease 2019 (COVID-19) pandemic has not only challenged global health systems but also social, economic, and educational systems. In this short communication, our focus is on its impact on medical education in Pakistan. We discuss the structure of undergraduate medical education in Pakistan; and how it has evolved in the wake of COVID-19. We describe our role as teaching associates (TAs) at the Aga Khan University (AKU); and how it has enabled us to be a part of the transition to online medical education, with a specific focus on online examinations in medical schools.  Key Words: Medical education, Online examinations, COVID-19, Pandemic.


Assuntos
/epidemiologia , Currículo , Educação a Distância/métodos , Educação de Graduação em Medicina/métodos , Pandemias , Faculdades de Medicina/estatística & dados numéricos , Estudantes de Medicina/estatística & dados numéricos , Humanos , Aprendizagem , Paquistão/epidemiologia , Inquéritos e Questionários
2.
J Ayub Med Coll Abbottabad ; 33(1): 89-96, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-33774961

RESUMO

BACKGROUND: A novel coronavirus strain, SARS-CoV-2, was identified in December 2019, causing a disease known as coronavirus disease 2019 (COVID-19). WHO declared the COVID-19 emergency as a pandemic in March 2020. Following nationwide lockdowns, it becomes pertinent that the self-quarantined medical students are able to dispense necessary knowledge regarding appropriate prevention practices related to the disease to their respective families and communities, therefore playing a positive role in sharing the economic load of the health system already overburdened by the increasing number of COVID-19 patients. This study aims to investigate the knowledge, attitudes and practices (KAP) of undergraduate medical students of the Twin Cities of Pakistan toward COVID-19, with regards to their observance of precautionary measures against the disease. METHODS: Online data in this descriptive cross- sectional study was collected through self-developed questionnaires from 267 undergraduate medical students of twin cities, by convenient sampling. RESULTS: High level of knowledge (72.7%) regarding Covid-19 infection among undergraduate medical students was consistent with their practices (70.8%) but not with their satisfactory attitude (p<0.01). Being female than male and students of private medical colleges showed more satisfactory attitude (p<0.05) and knowledge (p<0.01) towards Covid-19 infection respectively, while practices were more among the students of public sector medical college (p<0.05). CONCLUSIONS: The Knowledge of the students was satisfactory and consistent with their practices but not with their Satisfactory attitude, indicating a need to improve upon the prevailing attitude regarding infectious diseases such as Covid-19 and their prevention.


Assuntos
/epidemiologia , Educação de Graduação em Medicina/métodos , Conhecimentos, Atitudes e Prática em Saúde , Pandemias , Estudantes de Medicina , Cidades , Estudos Transversais , Feminino , Humanos , Masculino , Paquistão , Inquéritos e Questionários , Universidades
3.
MedEdPORTAL ; 17: 11106, 2021 03 02.
Artigo em Inglês | MEDLINE | ID: mdl-33768143

RESUMO

Introduction: During the COVID-19 pandemic, third-year medical students were temporarily unable to participate in onsite clinical activities. We identified the curricular components of an internal medicine (IM) clerkship that would be compromised if students learned solely from online didactics, case studies, and simulations (i.e., prerounding, oral presentations, diagnostic reasoning, and medical management discussions). Using these guiding principles, we created a virtual rounds (VR) curriculum to provide IM clerkship students with clinical exposure during a virtual learning period. Methods: Held three times a week for 2 weeks, VR consisted of three curricular components. First, clerkship students prerounded on an assigned hospitalized patient by remotely accessing the electronic health record and calling into hospital rounds. Second, each student prepared an oral presentation on their assigned patient. Third, using videoconferencing, students delivered these oral presentations to telemedicine VR small groups consisting of three to four students and three tele-instructors. Tele-instructors then provided feedback on oral presentations and taught clinical concepts. We assessed the effectiveness of VR by anonymously surveying students and tele-instructors. Results: Twenty-nine students and 34 volunteer tele-instructors participated in VR over four blocks. A majority of students felt VR improved their prerounding abilities (86%), oral presentation abilities (93%), and clinical reasoning skills (62%). All students found small group to be useful. Discussion: VR allowed students to practice rounding skills in a supportive team-based setting. The lessons learned from its implementation could facilitate education during future pandemics and could also supplement in-person clerkship education.


Assuntos
Estágio Clínico/métodos , Educação a Distância/métodos , Educação de Graduação em Medicina/métodos , Medicina Interna/educação , Visitas com Preceptor/métodos , /epidemiologia , Competência Clínica , Currículo , Medicina Hospitalar/educação , Medicina Hospitalar/tendências , Humanos , Satisfação Pessoal , Estudantes de Medicina/psicologia , Telemedicina/métodos
5.
BMC Med Educ ; 21(1): 150, 2021 Mar 08.
Artigo em Inglês | MEDLINE | ID: mdl-33685439

RESUMO

During the COVID-19 pandemic, despite many widespread calls for social distancing, recommendations have not been followed by some people and the high rate of non-compliance has significantly affected lives all around the world. It seems that the rate of non-compliance with the recommendations among medical students has been as high as the rest of the other youth. In the time that students are removed from clinical environments and most physician teachers are strained in providing services to patients, medical students can be trained in interdisciplinary behavior change counseling programs and they can be employed in delivering virtual consultations to the patients referred to medical centers.In this quick review, we provide an argument regarding the importance of integrating the topic of patients' social history into the undergraduate medical curriculum and the necessity of teaching theories of behavior change to medical students. Hypotheses are proposed that focus on the importance of integrating behavioral and social sciences into the medical curriculum and to teach theories or models of behavior change to students. Health professions educators can design and implement interventions to teach hypothesized models of behavioral change to medical students and evaluate the effectiveness of those interventions. The impacts of such educational interventions on increasing people's compliance with recommendations to improve public health can be evaluated as well.


Assuntos
Terapia Comportamental/educação , Aconselhamento/educação , Currículo , Educação de Graduação em Medicina/métodos , Pacientes/psicologia , Comportamento Social , Assistência à Saúde Culturalmente Competente , Humanos , Pandemias , Ensino
6.
BMC Med Educ ; 21(1): 141, 2021 Mar 03.
Artigo em Inglês | MEDLINE | ID: mdl-33658015

RESUMO

BACKGROUND: Educational pedagogies were modified during the COVID-19 pandemic to minimise interruption to teaching. One approach has been the distance learning problem-based learning (PBL) tutorial utilising the online peer-to-peer platform. The aim of this study was to compare the performance of students using distance learning PBL tutorials using with that of students utilising the conventional face-to-face approach. METHODS: This retrospective study was conducted in a single academic institution. We compared two groups of fourth-year medical students from the same class: one group used distance learning (DL); the other, the face-to-face (FF) method. We used students' baseline performance at the preceding block for one-to-one propensity score matching. Students utilising the PBL tutorial were given grades by their tutors according to a standardised scoring system encompassing five key areas (score range: 0-10). The main outcome was a student's total score (i.e., the sum of the scores from the five key areas, ranging from 0 to 50). RESULT: We matched 62 students in each group. With four tutorials, there were 490 observations, with 245 in each group. The mean total score for the DL group was 37.5 ± 4.6, which was significantly lower than that of the FF group (39.0 ± 4.4, p < 0.001). We noted that students in the DL group had a significantly lower scores for all five areas of proficiency: participation, communication, preparation, critical thinking and group skills. CONCLUSION: Findings of this study revealed that the performance of students utilising the DL PBL tutorials was lower than that of students participating in the conventional FF approach. Further studies are needed to ascertain the underlying cause.


Assuntos
/epidemiologia , Educação a Distância , Educação de Graduação em Medicina/métodos , Pandemias , Aprendizagem Baseada em Problemas/métodos , Sucesso Acadêmico , Feminino , Hong Kong/epidemiologia , Humanos , Masculino , Estudos Retrospectivos , Adulto Jovem
8.
Medicine (Baltimore) ; 100(9): e23580, 2021 Mar 05.
Artigo em Inglês | MEDLINE | ID: mdl-33655905

RESUMO

ABSTRACT: Changeover phases are essential and inevitable times in professional life, which let the learners adapt and grasp emerging opportunities for learning based on the past experiences with the catering of novel creativity as required in the present as well as emerging time. This study was carried out to examine the effectiveness of a professionalism course, during the transition from a non-clinical to clinical setting, within the context of undergraduate medical education.This observational study was conducted during 2019 to 2020, with pre- and post-professionalism course evaluation. We used the Dundee Poly-professionalism inventory-1: Academic Integrity, among the undergraduate medical students.Our results are based on the medical student's professional progress with the transition from 2nd year to 3rd year. During the 1st phase of the study, the participants at their Pre-Professionalism Course (PrPC) level in their 2nd medical year (only attended the introductory lectures for professionalism), showed a good understanding of professionalism. For the 2nd phase, when the same students, at their Post-Professionalism Course (PoPC) level, in their 3rd year (completed professionalism course) filled the same survey and it was found that there was no decline in their understanding of the topic, even after more than a year. They were even more aware of the significance of professionalism in their clinical settings.Despite a year gap, the understanding of professionalism among students was stable. Results helped us infer that time laps did not affect the professionalism concept learned earlier; rather during clinical settings, students become more aware of professionalism.


Assuntos
Educação de Graduação em Medicina/métodos , Profissionalismo/educação , Estudantes de Medicina/psicologia , Fatores de Tempo , Adulto , Currículo , Feminino , Humanos , Aprendizagem , Masculino
9.
BMC Med Educ ; 21(1): 174, 2021 Mar 20.
Artigo em Inglês | MEDLINE | ID: mdl-33743676

RESUMO

BACKGROUND: In response to the COVID-19 pandemic, medical schools suspended clinical rotations. This displacement of medical students from wards has limited experiential learning. Concurrently, outpatient practices are experiencing reduced volumes of in-person visits and are shifting towards virtual healthcare, a transition that comes with its own logistical challenges. This article describes a workflow that enabled medical students to engage in meaningful clinical education while helping an institution's outpatient practices implement remote telemedicine visits. METHODS: A 4-week virtual elective was designed to allow clinical learners to participate in virtual telemedicine patient encounters. Students were prepared with EMR training and introduced to a novel workflow that supported healthcare providers in the outpatient setting. Patients were consented to telehealth services before encounters with medical students. All collected clinical information was documented in the EMR, after which students transitioned patients to a virtual Doxy.me video appointment. Surveys were used to evaluate clinical and educational outcomes of students' participation. Elective evaluations and student reflections were also collected. RESULTS: Survey results showed students felt well-prepared to initiate patient encounters. They expressed comfort while engaging with patients virtually during telemedicine appointments. Students identified clinical educational value, citing opportunities to develop patient management plans consistent with in-person experiences. A significant healthcare burden was also alleviated by student involvement. Over 1000 total scheduled appointments were serviced by students who transitioned more than 80 % of patients into virtual attending provider waiting rooms. CONCLUSIONS: After piloting this elective with fourth-year students, pre-clerkship students were also recruited to act in a role normally associated with clinical learners (e.g., elicit patient histories, conduct a review of systems, etc.). Furthermore, additional telemedicine electives are being designed so medical students can contribute to patient care without risk of exposure to COVID-19. These efforts will allow students to continue with their clinical education during the pandemic. Medical educators can adopt a similar workflow to suit evolving remote learning needs.


Assuntos
Assistência Ambulatorial/métodos , Competência Clínica , Currículo , Educação de Graduação em Medicina/métodos , Pandemias , Telemedicina , Educação a Distância/métodos , Humanos , Projetos Piloto , Fluxo de Trabalho
10.
BMC Med Educ ; 21(1): 175, 2021 Mar 20.
Artigo em Inglês | MEDLINE | ID: mdl-33743680

RESUMO

BACKGROUND: Point-of-care ultrasound is becoming a ubiquitous diagnostic tool, and there has been increasing interest to teach novice practitioners. One of the challenges is the scarcity of qualified instructors, and with COVID-19, another challenge is the difficulty with social distancing between learners and educators. The purpose of our study was to determine if ultrasound-naïve operators can learn ultrasound techniques and develop the psychomotor skills to acquire ultrasound images after reviewing SonoSim® online modules. METHODS: This was a prospective study evaluating first-year medical students. Medical students were asked to complete four SonoSim® online modules (aorta/IVC, cardiac, renal, and superficial). They were subsequently asked to perform ultrasound examinations on standardized patients utilizing the learned techniques/skills in the online modules. Emergency Ultrasound-trained physicians evaluated medical students' sonographic skills in image acquisition quality, image acquisition difficulty, and overall performance. Data are presented as means and percentages with standard deviation. All P values are based on 2-tailed tests of significance. RESULTS: Total of 44 medical students participated in the study. All (100%) students completed the hands-on skills evaluation with a median score of 83.7% (IQR 76.7-88.4%). Thirty-three medical students completed all the online modules and quizzes with median score of 87.5% (IQR 83.8-91.3%). There was a positive association between module quiz performance and the hands-on skills performance (R-squared = 0.45; p < 0.001). There was no statistically significant association between module performance and hands-on performance for any of the four categories individually. In all four categories, the evaluators' observation of the medical students' difficulty obtaining views correlated with hands-on performance scores. CONCLUSIONS: Our study findings suggest that ultrasound-naïve medical students can develop basic hands-on skills in image acquisition after reviewing online modules.


Assuntos
Competência Clínica , Educação a Distância/métodos , Educação de Graduação em Medicina/métodos , Sistemas Automatizados de Assistência Junto ao Leito , Ultrassonografia , /epidemiologia , Feminino , Humanos , Masculino , Estudos Prospectivos
11.
BMC Med Educ ; 21(1): 132, 2021 Feb 25.
Artigo em Inglês | MEDLINE | ID: mdl-33632194

RESUMO

BACKGROUND: Cultural safety, whereby health professionals respect and promote the cultural identity of patients, could reduce intercultural tensions that hinder patient access to effective health services in Colombia. Game jams are participatory events to create educational games, a potentially engaging learning environment for Millennial medical students. We set out to determine whether medical student participation in a game jam on cultural safety is more effective than more conventional education in changing self-reported intended patient-oriented behavior and confidence in transcultural skills. METHODS: We conducted a parallel-group, two-arm randomized controlled trial with 1:1 allocation. Colombian medical students and medical interns at University of La Sabana participated in the trial. The intervention was a game jam to create an educational game on cultural safety, and the reference was a standard lesson plus an interactive workshop on cultural safety. Both sessions lasted eight hours. Stratified randomization allocated the participants to the intervention and control groups, with masked allocation until commencement. RESULTS: 531 students completed the baseline survey, 347 completed the survey immediately after the intervention, and 336 completed the survey after 6 months. After the intervention, game jam participants did not have better intentions of culturally safe behaviour than did participants in the reference group (difference in means: 0.08 95% CI - 0.05 to 0.23); both groups had an improvement in this outcome. Multivariate analysis adjusted by clusters confirmed that game jam learning was associated with higher transcultural self-efficacy immediately after the intervention (wt OR 2.03 cl adj 95% CI 1.25-3.30). CONCLUSIONS: Game jam learning improved cultural safety intentions of Colombian medical students to a similar degree as did a carefully designed lecture and interactive workshop. The game jam was also associated with positive change in participant transcultural self-efficacy. We encourage further research to explore the impact of cultural safety training on patient-related outcomes. Our experience could inform initiatives to introduce cultural safety training in other multicultural settings. TRIAL REGISTRATION: Registered on ISRCTN registry on July 18th 2019. Registration number: ISRCTN14261595 .


Assuntos
Assistência à Saúde Culturalmente Competente , Educação de Graduação em Medicina/métodos , Intenção , Autoeficácia , Estudantes de Medicina/psicologia , Adolescente , Adulto , Colômbia , Feminino , Humanos , Masculino , Autorrelato , Adulto Jovem
12.
Br J Radiol ; 94(1119): 20201308, 2021 Mar 01.
Artigo em Inglês | MEDLINE | ID: mdl-33560874

RESUMO

OBJECTIVE: A recent study has shown that the averaged time tabled teaching for a medical student across 5 years in the UK was 4629 hours. Radiology has been demonstrated to be an excellent teaching source, yet the number of hours allocated to this has never been calculated.The aims of this study were to evaluate and quantify the hours allocated to radiology teaching in Scottish Medical Schools and to evaluate if they can fulfil requirements expected from other Clinical disciplines and the upcoming General Medical Council Medical Licensing Assessment (GMC MLA). METHODS: Data pertaining to timetabled teaching for Radiology in Scottish Universities were obtained from the authors of the Analysis of Teaching of Medical Schools (AToMS) survey. In addition, University Lead Clinician Teachers were surveyed on the radiological investigations and skills medical students should have at graduation. RESULTS: Medical students in Scottish Universities were allocated 59 h in Radiology (0.3%) out of a total 19,325 h of timetabled teaching. Hospital-based teaching was variable and ranged from 0 to 31 h. Almost half (15 of 31) of Clinician Teachers felt that there was insufficient radiology teaching in their specialty. Thirteen of 30 conditions included in the GMC MLA were listed by Clinician Teachers, while 23 others not listed by the GMC were considered important and cited by them. CONCLUSION: This study demonstrates that medical students do not receive enough radiology teaching. This needs to be addressed by Universities in collaboration with the NHS in an effort to bring up this up to line with other developed countries and prepare students for the GMC MLA. ADVANCES IN KNOWLEDGE: (1) There is insufficient time allocated in Medical Students' curriculum to Radiology.(2) Radiology teaching in medical schools fall short of University Lead Clinician Teachers' and GMC expectations of medical students at graduation.


Assuntos
Currículo/estatística & dados numéricos , Educação de Graduação em Medicina/métodos , Radiologia/educação , Radiologia/estatística & dados numéricos , Humanos , Escócia , Estudantes de Medicina
13.
BMC Med Educ ; 21(1): 86, 2021 Feb 02.
Artigo em Inglês | MEDLINE | ID: mdl-33530962

RESUMO

BACKGROUND: The use of remote online delivery of summative assessments has been underexplored in medical education. Due to the COVID-19 pandemic, all end of year applied knowledge multiple choice question (MCQ) tests at one UK medical school were switched from on campus to remote assessments. METHODS: We conducted an online survey of student experience with remote exam delivery and compared test performance in remote versus invigilated campus-based forms of similar assessments for Year 4 and 5 students across two academic years. RESULTS: Very few students experienced technical or practical problems in completing their exam remotely. Test anxiety was reduced for some students but increased for others. The majority of students preferred the traditional setting of invigilated exams in a computer lab, feeling this ensured an even playing field for all candidates. Mean score was higher for Year 4 students in the remotely-delivered versus campus-based form of the same exam (76.53% [SD 6.57] vs. 72.81% [6.64]; t438.38 = 5.94, p = 0.001; d = 0.56), whereas candidate performance was equivalent across both forms for Year 5 students. CONCLUSIONS: Remote online MCQ exam delivery is an effective and generally acceptable approach to summative assessment, and could be used again in future without detriment to students if onsite delivery is not possible.


Assuntos
Desempenho Acadêmico , Educação a Distância/métodos , Educação de Graduação em Medicina/métodos , Avaliação Educacional/métodos , Ansiedade , Comportamento do Consumidor , Avaliação Educacional/normas , Humanos , Pandemias , Estudantes/psicologia , Reino Unido/epidemiologia
14.
Saudi Med J ; 42(3): 324-331, 2021 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-33632912

RESUMO

OBJECTIVES: To explore the attitude and perception of undergraduate medical students and their staff towards the educational methods (conventional versus online) and to assess their performance accordingly. METHODS: It was a comparative cross sectional study, conducted at the Faculty of Medicine, Al- Imam University, Riyadh, Saudi Arabia on May 30, 2020. A structured questionnaire was designed to collect the data from students and staff about conventional teaching, online teaching, conventional examination and online examination. It was in the form of 5-point Likert-type scale ranging from 5-strongly agree, to 1-strongly disagree, in addition to age and gender. The results of conventional and online examination were recorded. RESULTS: The total sample reached 230 students and 20 staff. Mean scores for conventional teaching and examination were significantly higher than online. The mean values for grades of online final examination was significantly higher than those of midterm conventional examination. Most of the statements related to conventional teaching and examination attained a good response where students and their staff conveyed a negative perception pertinent to online examination. Students and staff showed a higher percentage of agreement in favor of online examination allowing immediate feedback. CONCLUSION: Conventional teaching was perceived as more effective, accessible, less technical difficulties and less fraud and cheating. Online learning, should be allowed in undergraduate medical education, by combining it with conventional learning, and students should be prepared to it.


Assuntos
Atitude , Educação a Distância , Educação de Graduação em Medicina/métodos , Pandemias , Percepção , Estudantes de Medicina/psicologia , Desempenho Acadêmico , Estudos Transversais , Feminino , Humanos , Masculino , Arábia Saudita/epidemiologia , Adulto Jovem
16.
PLoS One ; 16(2): e0246641, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-33566832

RESUMO

AIMS: The COVID-19 pandemic forced closure of most U.S. university campuses in March 2020, obliging millions of students to finish their semesters via remote learning. This study examines whether and how students' prior and current experiences of digital inequality-defined as constrained access to the internet and internet-connecting devices-were associated with their remote learning experiences. METHOD: An anonymous, online survey of 2,913 undergraduate college students from 30 U.S. universities completing their spring term remotely was conducted between April and May 2020. Hypothesis testing utilized a structural equation model with cluster-bootstrapped standard errors and p-values, to account for students being clustered by university. RESULTS: Findings revealed that students' challenges with internet connectivity and digital devices during remote learning were associated with lower remote learning proficiency (RLP). Difficulty communicating with professors and teaching assistants was also associated with lower RLP. Prior experience with online coursework was associated with higher RLP, and digital inequality challenges during the year prior to the pandemic with lower RLP. Moreover, students who reported greater financial hardship since the start of the pandemic experienced significantly more connectivity, device, and faculty communication challenges during remote learning, and had significantly lower RLP. CONCLUSIONS: Many students will continue to learn remotely in some form until the pandemic recedes. We identify key factors associated with students' remote learning proficiency: (1) consistent, high-speed internet connectivity and functioning devices to connect to it, and (2) the ability to relate to and communicate easily with professors and teaching assistants. This study identifies potential barriers to effective remote learning, as well as possible opportunities to improve students' experiences.


Assuntos
/epidemiologia , Educação a Distância/métodos , Educação de Graduação em Medicina/métodos , Acesso à Internet/estatística & dados numéricos , Adulto , Feminino , Humanos , Masculino , Estudantes de Medicina , Estados Unidos , Adulto Jovem
17.
Medicine (Baltimore) ; 100(7): e24821, 2021 Feb 19.
Artigo em Inglês | MEDLINE | ID: mdl-33607848

RESUMO

ABSTRACT: The COVID-19 pandemic has disrupted teaching in a variety of institutions, especially in medical schools. Electronic learning (e-learning) became the core method of teaching the curriculum during the pandemic. After 8 weeks of only online learning, a survey was conducted to investigate perception of this type of learning among medical students.A survey was conducted by distributing an online questionnaire to Polish medical students. Data gathered from the survey were analyzed with routine statistical software.Eight hundred four students answered the questionnaire. According to respondents' answers, the main advantages of online learning were the ability to stay at home (69%), continuous access to online materials (69%), learning at your own pace (64%), and comfortable surroundings (54%). The majority of respondents chose lack of interactions with patients (70%) and technical problems with IT equipment (54%) as the main disadvantages. There was no statistical difference between face-to-face and online learning in terms of opinions on the ability of the learning method to increase knowledge (P = .46). E-learning was considered less effective than face-to-face learning in terms of increasing skills (P < .001) and social competences (P < .001). Students assessed that they were less active during online classes compared to traditional classes (P < .001). E-learning was rated as enjoyable by 73% of respondents.E-learning is a powerful tool for teaching medical students. However, successful implementation of online learning into the curriculum requires a well thought-out strategy and a more active approach.


Assuntos
/epidemiologia , Educação a Distância/métodos , Educação de Graduação em Medicina/métodos , Estudantes de Medicina/psicologia , Adulto , Feminino , Humanos , Masculino , Pandemias , Polônia/epidemiologia , Inquéritos e Questionários
19.
Indian J Ophthalmol ; 69(2): 400-405, 2021 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-33380618

RESUMO

Purpose: The aim of this study was to assess the impact of an audio visual (AV) teaching module on basic torchlight examination of the eye and direct ophthalmoscopy for undergraduate medical students. Methods: This observational longitudinal study was done on 33 consecutive medical interns during their Ophthalmology posting from December 2019 to March 2020 at a medical college in South-India. An AV-module was created using animation graphics, narratives, demonstrations on normal individuals and on patients with positive signs. All interns had a pretest consisting of Multiple-choice questions, (MCQs) and an Objective Structured Clinical Examination (OSCE) on torchlight examination and direct ophthalmoscopy (DO). They were then shown the 20-minute AV-module. A posttest was performed immediately and after one week. Results: The mean pretest MCQ score was 5.84 ± 1.98. It improved to 8.81 ± 1.15 in the immediate posttest and 8.87 ± 1.66 in the one-week posttest. The mean pretest OSCE score was 12.21 ± 3.39. It improved to 23.21 ± 3.39 in the immediate posttest and 23.90 ± 3.7 in the one-week posttest. Using Generalized Estimating Equation, MCQ score improved by 2.97 units and 3.03 units and the OSCE score improved by 11 units and 11.69 units in the immediate posttest and one-week posttest respectively when compared to the pretest corresponding to the MCQ score and OSCE score (p < 0.001). Conclusion: AV teaching modules-for torchlight examination and DO has a significant benefit in improving knowledge and skill in undergraduate medical students. These significant results have the great translatory capacity in the current COVID-19 pandemic, where physical demonstrations involving close proximity and groups of students are highly risk prone.


Assuntos
/epidemiologia , Educação de Graduação em Medicina/métodos , Oftalmopatias/epidemiologia , Internato e Residência/métodos , Oftalmologia/educação , Pandemias , Estudantes de Medicina , Competência Clínica , Comorbidade , Feminino , Seguimentos , Humanos , Masculino , Estações do Ano , Adulto Jovem
20.
Med Educ Online ; 26(1): 1857322, 2021 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-33327877

RESUMO

Many challenges could occur that result in the need to handle an increase in the number of medical student clinical placements, such as curricular transformations or viral pandemics, such as COVID 19. Here, we describe four different institutions' approaches to addressing the impact of curricular transformation on clerkships using an implementation science lens. Specifically, we explore four different approaches to managing the 'bulge' as classes overlap in clerkships Curriculum leaders at four medical schools report on managing the bulge of core clinical placements resulting from reducing the duration of the foundational sciences curriculum and calendar shifts for the respective clerkship curriculum. These changes, which occurred between 2014 and 2018, led to more students being enrolled in core clinical rotations at the same time than occurred previously. Schools provided respective metrics used to evaluate the effectiveness of their bulge management technique. These data typically included number of students affected in each phase of their curricular transformation, performance on standardized examinations, and student and faculty feedback. Not all data were available from all schools, as some schools are still working through their 'bulge' or are affected by COVID-19. There is much to be learned about managing curricular transformations. Working on such endeavors in a learning collaborative such as the AMA Accelerating Change in Medical Education Initiative provided support and insights about how to survive, thrive and identifying lessons learned during curricular transformation.


Assuntos
Estágio Clínico , Currículo , Faculdades de Medicina , Estudantes de Medicina , Educação de Graduação em Medicina/métodos , Humanos
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