Improving the effectiveness of physiology record books as a learning tool for first-year medical students in India

2009 ◽  
Vol 33 (4) ◽  
pp. 329-334 ◽  
Author(s):  
Rashmi Vyas ◽  
Elizabeth Tharion ◽  
Solomon Sathishkumar
Keyword(s):  
Medical Students ◽  
Quantitative Methods ◽  
Faculty Members ◽  
First Year ◽  
Medical Council ◽  
Learning Tool ◽  
Effective Learning ◽  
Qualitative And Quantitative Methods ◽  
Preclinical Medical Students ◽  
First Year Medical Students

In compliance with the Medical Council of India, preclinical medical students maintain a record of their laboratory work in physiology. The physiology record books also contain a set of questions to be answered by the students. Faculty members and students had indicated that responding to these questions did not serve the intended purpose of being an effective learning tool. The purpose of this study was to obtain the views of the medical students and faculty members at our institution concerning the usefulness of responding to the questions and to gather suggestions for possible improvement. Data were collected through focus groups and questionnaires to first-year medical students and faculty members in physiology and were analyzed using qualitative and quantitative methods. The students and faculty members viewed the physiology record books as a potentially useful learning aid, but lack of time led the students to write the answers without understanding the topic rather than generating their own responses to the questions. Faculty members and students recommended that the students should write the responses to the questions on site during the practical classes, using relevant on-site resources and interacting with faculty members. The findings of the present study may be of value to other medical colleges in India and outside India with modifications based on their specific needs to improve the effectiveness of physiology record books as a learning tool.

scholarly journals Learning Styles of Undergraduate Medical Students

2018 ◽  
Vol 59 (2) ◽  
Author(s):  
Michelle Cortés Barré ◽  
Javier Francisco Gullén Olaya
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
Learning Style ◽  
First Year ◽  
Undergraduate Medical Students ◽  
Effective Learning ◽  
Learning Style Inventory ◽  
Learning Style Preferences ◽  
Style Preferences ◽  
First Year Medical Students

<strong>Introduction: </strong>According to the experiential learning theory, each person develops a learning style that characterizes his/her preferred way to acquire and transform experiences to create knowledge. The objective of this study was to identify the learning styles of undergraduate medical students. <strong>Methods: </strong>The Kolb Learning Style Inventory was applied to first-year medical students at the Pontificia Universidad Javeriana (Bogotá, Colombia) during the second period of 2009. <strong>Results: </strong>204 students completed the questionnaire (the average age was 18.5 years; 55% were women). Students preferred the abstract styles of learning, including assimilating (47%) and converging (27%) styles. <strong>Conclusions: </strong>Having information about medical students learning style preferences can help educators to design teaching strategies that promote a more effective learning. Teachers should provide a variety of learning contexts to stimulate the strengthening of their abilities.

scholarly journals The Effect of Supplemental High Fidelity Simulation Training in Preclinical Medical Students

2019 ◽  
Author(s):  
Lori Meyers ◽  
Bryan Mahoney ◽  
Troy Schaffernocker ◽  
David Way ◽  
Scott Winfield ◽  
...  
Keyword(s):  
Medical Students ◽  
Knowledge Retention ◽  
First Year ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Clinical Environment ◽  
Pulmonary Physiology ◽  
Clinical Scenarios ◽  
Preclinical Medical Students ◽  
First Year Medical Students

Abstract Introduction : Simulation-based education (SBE) with high-fidelity simulation (HFS) offers medical students early exposure to the clinical environment, allowing development of clinical scenarios, management, and teamwork skills. We hypothesized that supplementation of standard pulmonary physiology curriculum with HFS would improve the performance of first-year medical students on written tests of pulmonary physiology. Methods : This pilot study included SBE with three HFS scenarios of patient care that highlighted basic pulmonary physiology. First-year medical students’ test scores of their cardio-pulmonary curriculum were compared between students who participated in SBE versus only lecture-based education (LBE). A survey was administered to the SBE group to assess their perception of the HFS. Results : From a class of 188 first-year medical students, 89 (47%) participated in the SBE and the remaining 99 were considered as the LBE group. On their cardio-pulmonary curriculum test, the SBE group had a median score of 106 [IQR: 97,110] and LBE group of 99 [IQR: 89,105] (p<0.001). For the pulmonary physiology subsection, scores were also significantly different between groups (p=0.014). Conclusion : Implementation of supplemental SBE with HFS could be an adequate technique to improve learning enhancement and knowledge retention in preclinical medical students.

scholarly journals The Effect of Supplemental High Fidelity Simulation Training in Preclinical Medical Students

2020 ◽  
Author(s):  
Lori Meyers ◽  
Bryan Mahoney ◽  
Troy Schaffernocker ◽  
David Way ◽  
Scott Winfield ◽  
...  
Keyword(s):  
Medical Students ◽  
First Year ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Clinical Environment ◽  
Learning Enhancement ◽  
Pulmonary Physiology ◽  
Clinical Scenarios ◽  
Preclinical Medical Students ◽  
First Year Medical Students

Abstract Background: Simulation-based education (SBE) with high-fidelity simulation (HFS) offers medical students early exposure to the clinical environment, allowing development of clinical scenarios and management. We hypothesized that supplementation of standard pulmonary physiology curriculum with HFS would improve the performance of first-year medical students on written tests of pulmonary physiology.Methods: This observational pilot study included SBE with three HFS scenarios of patient care that highlighted basic pulmonary physiology. First-year medical students’ test scores of their cardio-pulmonary curriculum were compared between students who participated in SBE versus only lecture-based education (LBE). A survey was administered to the SBE group to assess their perception of the HFS. Results: From a class of 188 first-year medical students, 89 (47%) participated in the SBE and the remaining 99 were considered as the LBE group. On their cardio-pulmonary curriculum test, the SBE group had a median score of 106 [IQR: 97,110] and LBE group of 99 [IQR: 89,105] (p<0.001). For the pulmonary physiology subsection, scores were also significantly different between groups (p<0.001).Conclusions: Implementation of supplemental SBE could be an adequate technique to improve learning enhancement and overall satisfaction in preclinical medical students.

scholarly journals How much do preclinical medical students utilize the internet to study physiology?

2019 ◽  
Vol 43 (3) ◽  
pp. 383-391 ◽  
Author(s):  
Dervla O’Malley ◽  
Denis S. Barry ◽  
Mark G. Rae
Keyword(s):  
Social Media ◽  
Medical Students ◽  
Primary Source ◽  
First Year ◽  
Graduate Entry ◽  
Inaccurate Information ◽  
Social Media Platforms ◽  
Preclinical Medical Students ◽  
First Year Medical Students ◽  
E Mail

Medical students increasingly utilize social media platforms to supplement their preclinical learning; however, the prevalence of social media use for physiology learning in medical education remains unclear. The aim of the present study was to determine how first-year medical students from both direct entry medicine and graduate entry medicine interacted with social media as a learning tool by assessing its prevalence, perceived benefits, favored platforms, and reason(s) for its use. Seventy-one percent of surveyed students (out of 139 participants) stated that they interacted with social media in general more than 12 times per week. However, 98% had previously used internet platforms to source physiology information, with 89.2% doing so at least once per week during term. YouTube was the primary source of learning for 76% of students. Significantly, 94% of students indicated that they would first search for answers online if they did not understand something in physiology rather than contacting their instructor in person or by e-mail. However, only 31% of students “fact-checked” physiology information obtained from online sources, by using textbooks, papers, and/or instructors. Our study has revealed that most preclinical medical students utilize social media extensively to study physiology. However, the absence of academic and ethical oversight, paired with students’ lack of critical appraisal of possibly inaccurate information, does raise concerns about the overall utility of social media as part of physiology education.

scholarly journals Perceptions of intercultural competence and institutional intercultural inclusiveness among first year medical students: a 4-year study

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Bunmi S. Malau-Aduli ◽  
Simone Ross ◽  
Mary D. Adu
Keyword(s):  
Medical Students ◽  
Intercultural Competence ◽  
Institutional Support ◽  
Faculty Members ◽  
Descriptive Statistics ◽  
First Year ◽  
First Year Students ◽  
Item Questionnaire ◽  
Participant Characteristics ◽  
First Year Medical Students

Abstract Background This study sought to examine the awareness/perception of intercultural competence and institutional intercultural inclusiveness among first year students at an Australian medical school over four consecutive years (2014–2017); to identify existing gaps in the curriculum and proffer recommendations. Methods The study employed an adapted 20-item questionnaire for data collection. The reliability and interrelations of the survey items were examined. Descriptive statistics was used to examine students’ perceptions, while Mann-U Whitney and Kruskal-Wallis tests were used to assess items scores in relation to participant characteristics. Results Over the 4 years of study, there were 520 respondents with between 53 to 69% response rates per year. Cronbach’s alpha for the instrument was 0.88 and factor analysis showed all items loading strongly on two components. Participants’ mean score on self-reported intercultural competence levels ranged from 3.8–4.6 out of 5; indicating relatively high awareness, valuing and understanding of cultural differences among this group of students. However, their mean scores (3.4–4.2) for institutional intercultural inclusiveness were slightly lower. Conclusion The instrument used in this study is effective in assessing level of intercultural competence among medical students. However, the results highlight the need for increased institutional support and professional development for faculty members to foster institutional intercultural inclusiveness.

scholarly journals The Effect of Supplemental High Fidelity Simulation Training in Preclinical Medical Students

2020 ◽  
Author(s):  
Lori Meyers ◽  
Bryan Mahoney ◽  
Troy Schaffernocker ◽  
David Way ◽  
Scott Winfield ◽  
...  
Keyword(s):  
Medical Students ◽  
First Year ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Clinical Environment ◽  
Learning Enhancement ◽  
Pulmonary Physiology ◽  
Clinical Scenarios ◽  
Preclinical Medical Students ◽  
First Year Medical Students

Abstract Background: Simulation-based education (SBE) with high-fidelity simulation (HFS) offers medical students early exposure to the clinical environment, allowing development of clinical scenarios and management. We hypothesized that supplementation of standard pulmonary physiology curriculum with HFS would improve the performance of first-year medical students on written tests of pulmonary physiology.Methods: This observational pilot study included SBE with three HFS scenarios of patient care that highlighted basic pulmonary physiology. First-year medical students’ test scores of their cardio-pulmonary curriculum were compared between students who participated in SBE versus only lecture-based education (LBE). A survey was administered to the SBE group to assess their perception of the HFS. Results: From a class of 188 first-year medical students, 89 (47%) participated in the SBE and the remaining 99 were considered as the LBE group. On their cardio-pulmonary curriculum test, the SBE group had a median score of 106 [IQR: 97,110] and LBE group of 99 [IQR: 89,105] (p<0.001). For the pulmonary physiology subsection, scores were also significantly different between groups (p<0.001).Conclusions: Implementation of supplemental SBE with HFS could be an adequate technique to improve learning enhancement in preclinical medical students.

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