Appraisal of a novel pedagogical approach to demonstrating neuromuscular transmission to medical students.

Although traditional didactic lecturing is the principal instructional approach used in numerous medical schools, this method has several limitations. Experiential learning approaches place students in the center of the learning process and creates a positive and supportive classroom learning environment. In this article, we propose an active pedagogical approach for teaching a basic physiology concept, namely, neuromuscular transmission (NMT), and we evaluate the effectiveness of this approach among undergraduate medical students. One-hundred forty-two undergraduate medical students were involved in this study (cohort A, n = 62; cohort B, n = 80). Cohort A received a didactic lecture on NMT and subsequently tested their knowledge of the topic via test 1, after which their perceptions of didactic lectures were recorded. The students were then asked to participate in a touch-and-go (TAG) active-learning session regarding NMT, after which their learning was subsequently tested by taking test 2. Their perceptions about the TAG game were also recorded. Students in cohort B were first administered test 1 regarding NMT. Then, they were asked to attend a didactic lecture blended with a TAG active-learning session, after which test 2 was administered, and their perceptions were recorded. Both the didactic lecture and active learning sessions facilitated student learning regarding the concepts involved in NMT. A comparison of the lecture followed by the game used in cohort A with the game blended lecture used in cohort B revealed no significant differences. However, both formats created a positive influence on students' interest in learning the concept, and the students preferred active learning over didactic sessions alone.

An Objective Comparison of the Quality and Reliability of Information Regarding Autism Spectrum Disorder on YouTube.

BACKGROUND: YouTube serves as a good source of information on autism; however, the reliability and quality of such content remain uncertain. This study aimed to evaluate the reliability and quality of autism-related information presented in YouTube videos using the Global Quality Score (GQS) and Reliability Score.  Methods: A cross-sectional observational study was conducted in November 2023. A total of 48 autism-related videos on YouTube were sourced using keywords such as 'autism', 'autism cause', 'autism treatment', and 'autism kids'. The authors then viewed the videos and collected data regarding the number of views, likes and comments, uploader type, and type of information disseminated. The authors also used The GQS and modified DISCERN score to assess the quality and reliability of information in the videos. The data was then subjected to statistical analysis using the Kruskal-Wallis test and IBM SPSS Statistics for Windows, Version 22 (Released 2013; IBM Corp., Armonk, New York, United States).  Results: Out of 48 videos, seven videos were excluded, leaving 41 for analysis. The included videos amassed 25,540,635 views, 304,557 likes, and 37,039 comments. The majority of videos were uploaded by hospitals (n=15; 36.59%), followed by news channels (n=12; 29.27%). Most videos described autism symptoms (n=26; 63.41%), with fewer addressing potential etiology (n=16; 39.02%). The median GQS was highest for videos uploaded by healthcare professionals (n=5), contrasting with news channels. The Kruskal-Wallis test revealed significant differences (p=0.02).  Conclusion: These videos collectively garnered substantial viewership, likes, and comments. Most videos described autism symptoms, although fewer addressed potential causes. Notably, videos uploaded by healthcare professionals achieved the highest GQSs, highlighting their significance in disseminating reliable autism information. Healthcare professionals therefore play a crucial role in disseminating reliable autism information via YouTube. Encouraging their involvement in creating informative videos can enhance public understanding of autism.