scholarly journals Multidisciplinary approach of teaching radiology to medical students in Egypt: Is this an effective method?

2021 ◽  
Vol 52 (1) ◽  
Author(s):  
Yasmeen Nabhani ◽  
Victoria K. Xie ◽  
Mohamed Badawy ◽  
Rehan Karim ◽  
Umayma Abdullatif ◽  
...  
Keyword(s):  
Medical Students ◽  
Test Scores ◽  
Multidisciplinary Approach ◽  
Average Score ◽  
Undergraduate Medical Students ◽  
Score Improvement ◽  
Multidisciplinary Education ◽  
Before And After ◽  
Post Test ◽  
Clinical Case Scenarios

Abstract Background In multidisciplinary education, different perspectives from more than one discipline are used to illustrate a certain topic. The aim of this study was to evaluate the effectiveness of an online, multidisciplinary radiology curriculum to teach radiology to medical students in Egypt. A multidisciplinary team of radiologists, surgeons, and internists taught a series of 5 case-based radiology sessions on a web conference platform. Topics included common clinical case scenarios for various body systems. Undergraduate medical students across Egypt were enrolled in the course. A pre-test–post-test design was used to evaluate the efficacy of each session. Upon course completion, students filled out a subjective survey to assess the radiology education series. Results On average, 1000 students attended each session. For each session, an average of 734 students completed both the pre-test and post-test. There was a statistically significant increase in post-test scores compared to pre-test scores across all 5 sessions (p < 0.001) with an overall average score improvement of 63%. A subjective survey at the end of the course was completed by 1027 students. Over 96% of students found the lecture series to be a worthwhile experience that increased their imaging knowledge and interest in radiology, and that the use of a multidisciplinary approach added educational value. About 66% of students also reported that the session topics were “excellent and clinically important.” There was a marked increase in reported confidence levels in radiology competencies before and after attendance of the sessions. Conclusions An online radiology curriculum with a multidisciplinary approach can be implemented successfully to reach a large group of medical students and meet their educational objectives.

scholarly journals Peer Assisted Study Session (PASS): Are the Millennial Leaders the Leaders of Tomorrow? A Prospective Cohort Study.

2020 ◽  
Author(s):  
Mohd Syameer Firdaus Mohd Shafiaai ◽  
Amudha Kadirvelu ◽  
Narendra Pamidi
Keyword(s):  
Medical Students ◽  
Time Management ◽  
Mentoring Program ◽  
Peer Leaders ◽  
Undergraduate Medical Students ◽  
Good Doctor ◽  
Good Opportunity ◽  
Constructive Feedback ◽  
Before And After ◽  
Post Test

Abstract Background PASS is a peer-led structured academic mentoring program designed to provide academic assistance for new students in their transition from college to university studies and also for students struggling in certain units. This study aims to establish acquired skills by peer leaders associated with peer-led mentoring via PASS program, and to explore the role played by these acquired skills in their journey to become a successful doctor.Methods Study participants were forty selected second-year undergraduate medical students at Monash University Malaysia with commendable examination results. Validated pre-test and post-test questionnaires were administered to explore changes in the level of communication, leadership, professional, and pedagogical skills before and after participation in peer mentoring program. Qualitative analysis of focused group interviews was performed by an independent investigator to identify how the skills developed as a peer mentor may help with becoming a good doctor. Major themes were identified with the thematic-analysis approach.Results Thirty-eight students completed the pre-test and post-test questionnaires. Peer leaders reported improvement in oral and written skills for teaching; increased confidence to give constructive feedback; better stress management; efficient time management; improved interpersonal skills; and enhanced problem-solving and critical thinking capabilities. Eight major themes were identified from the interview and peer leaders reported positive experience of working in diverse environments and shouldering of responsibilities.Conclusions Peer-led mentoring provides a good opportunity for medical students to shoulder responsibilities as a leader and offers an of experience of managing a team of their peers and juniors which in turn may enhance their communication, interpersonal, and leadership skills.

scholarly journals IMPACT OF A NOVEL METHOD OF TEACHING ANATOMY OF THE MALE PERINEUM ON THE UNDERGRADUATE MEDICAL STUDENTS

2014 ◽  
Vol 04 (01) ◽  
pp. 099-103
Author(s):  
Snigdha Mishra ◽  
Satheesha Nayak B. ◽  
Bincy M. George
Keyword(s):  
Medical Students ◽  
Test Scores ◽  
Opinion Survey ◽  
Undergraduate Medical Students ◽  
Cadaveric Dissection ◽  
Significant Difference ◽  
Teaching Anatomy ◽  
Post Test ◽  
Novel Method

Abstract:It is indeed a challenge to teach the cadaveric anatomy of the perineum to the undergraduate medical students. The anatomy teacher often fails to make the student understand the exact arrangement and attachments of the fasciae in the perineum in spite of his/her best attempts in the dissection hall and lecture classes. We prepared a video to demonstrate the arrangements of fasciae in the male perineum. The video had a combination of clips of cadaveric dissection, diagrams drawn on a blackboard and the demonstration of the arrangement of fasciae using a simple cloth model. The video was shown to students after they had the routine dissection and lecture classes about the perineum. There was a significant difference between the pre and post test scores. The opinion survey also indicated that the video was very effective.

scholarly journals Teaching Radiology to Medical Students in Canada; a Virtual, Integrative, Clinical Approach

2021 ◽  
pp. 084653712110435
Author(s):  
Serageldin Kamel ◽  
Jessica L. Dobson ◽  
Parth Patel ◽  
Aline D Khatchikian ◽  
Scott A Rohren ◽  
...  
Keyword(s):  
Medical Students ◽  
Multidisciplinary Team ◽  
Multidisciplinary Approach ◽  
Clinical Approach ◽  
Before And After ◽  
Post Test ◽  
Survey Results ◽  
Approach To Teaching ◽  
Virtual Setting ◽  
Evaluation Survey

Purpose: To construct, apply, and evaluate a multidisciplinary approach in teaching radiology to Canadian medical students. Methods: A multidisciplinary team of radiology and other disciplines experts designed an online 5-session course that was delivered to medical students. The topics of each session were clinical cases involving different systems. The target audience was medical students of Canadian schools. Pretests and post-tests were administered before and after each session respectively. An evaluation survey was distributed at the end of the course to gauge students’ perceptions of this experience. Results: An average of 425 medical students attended the live sessions. For each session, 405 students completed both the pre-tests and post-tests. In general, students scored an average of 56% higher on the post-test than on the pre-test. The final course survey was completed by 469 students. The survey results show that more than 98% of students found the course to meet or exceed their expectations. Over 80% of students agreed that the course increased their interest in radiology and about 81% agree that the topics presented were excellent and clinically important. The ratings in the final survey results also indicate that students increased their confidence in basic radiology skills after completing the course. Conclusions: The implementation of an integrative clinical approach to teaching radiology in a virtual setting is achievable. It provides efficient use of educational resources while being accessible by a large number of students across different medical schools.

scholarly journals Using modified tutorless problem-based learning approach with ‘SET triggers’ to teach diabetes mellitus to undergraduate medical students

2019 ◽  
Vol 6 (3) ◽  
pp. 876
Author(s):  
Karan Shrikant Patil ◽  
Dinesh Chandra Gupta ◽  
Swapnil Ganeshpure
Keyword(s):  
Diabetes Mellitus ◽  
Medical Students ◽  
Test Scores ◽  
Problem Based Learning ◽  
Undergraduate Medical Students ◽  
Self Directed Learning ◽  
Effective Option ◽  
Post Test ◽  
Directed Learning ◽  
The Difference

Background: The purpose of this study was to introduce modified form of conventional problem-based learning (PBL) i.e. “Tutor less PBL” in educating medical students about type 2 diabetes mellitus (T2DM). Medical students are future physicians and can be effective healthcare professionals to screen and manage diabetes at community level. Poor levels of awareness as well as lacunae in teaching diabetes have been reported among medical students. The study aimed to assess the knowledge of undergraduate medical students about T2DM by using “Tutorless PBL” method.Methods: Sixty-two 8th semester medical students from one of the private medical colleges in Mumbai city attained knowledge about T2DM through “Tutorless PBL” and “conventional PBL”. “A structured set of engagements triggers” (SET) was used in Tutorless PBL. Students responded through pre and post-test questionnaires and ‘student’s unpaired t test’ compared their test scores. Fourteen item questionnaires with Likert scale evaluated students’ feedback about both methods.Results: The post test scores were more for students in “Tutor less group” than in “tutored group” (15.37 vs. 14.01). The difference was statistically significant (t=5.87, p<0.001). All (100%) students appreciated both methods for enhancing their knowledge about T2DM. “Tutor less PBL” was found to be more effective than “conventional PBL” in promoting self-learning and critical thinking abilities.Conclusions: Both methods were beneficial to students in terms of clarifying the topic, improving group interaction and yielding self-directed learning. Tutorless problem-based learning can be an effective option especially in resource (faculty) limited setting.

scholarly journals The Effectivity of Using Puppet Media for Students’ Tellingstory Skill

2021 ◽  
Vol 1 (2) ◽  
pp. 60-66
Author(s):  
Farihatul Rahmatilah ◽  
Haris Supratno ◽  
Ratih Asmarani
Keyword(s):  
Learning Process ◽  
Teacher Identity ◽  
Test Scores ◽  
Quantitative Research ◽  
Learning Activity ◽  
Average Score ◽  
Average Value ◽  
Before And After ◽  
Teachers And Students ◽  
Post Test

The use of instructional media is a creative learning activity that students enjoy doing. The purpose of this study is to describe (1) the learning process of using hand puppet media of storytelling skills, (2) student responses on learning using hand puppet media, (3) the result of storytelling skills by using hand puppet media. The research is a qualitative and quantitative research design. Qualitative design is emphasizing more attention on a "process". For quantitative design is to determine the average value before and after learning. The sources are teachers, students, list of student names, the assessment results before implementation, class teacher identity, school profiles, lesson plans, syllabus, and theme books. The subjects are teachers and students, and the object is hand puppet media. The results showed that by using hand puppet media on storytelling at first and second meetings shows learning process runs effectively and is accordance with the teacher’s plan.. The results of questionnaire concluded a good response with an average score of 94.9%. The data from pre-test scores on learning I achieves 61.62. While the average score after learning process (post test) is 78.10. Through comparison of the average score on pre-test and post-test is increased by 16.48. Then, the data from post test scores on learning II is 80. Through comparison of the score at the first and second meeting is increased by 1.9. Based on the results, it can be concluded that hand puppet media can be used as an appropriate source of learning for storytelling skills in elementary schools.

Replicating Anatomical Teaching Specimens using 3D Modelling Embedded within a Multimodal E-Learning Course: A Pre/Post Study Exploring the Impact on Medical Education during COVID-19 (Preprint)

2021 ◽  
Author(s):  
Chelsea Stunden ◽  
Sima Zakani ◽  
Avery Martin ◽  
Shreya Moodley ◽  
John Jacob
Keyword(s):  
Medical Students ◽  
Learning Outcomes ◽  
Test Scores ◽  
Student Attitudes ◽  
Congenital Heart ◽  
Secondary Outcome ◽  
First Year ◽  
Undergraduate Medical Students ◽  
E Learning ◽  
The Impact

BACKGROUND The coronavirus disease 2019 (COVID-19) pandemic has had significant effects on anatomy education. During the pandemic, students have had no access to cadavers, which has been the principal way of learning anatomy. We created and tested a customized congenital heart disease e-learning course for medical students that contained interactive 3D models of anonymized pediatric congenital heart defects. OBJECTIVE To assess if a multimodal e-learning course contributed to learning outcomes in a cohort of first year undergraduate medical students study congenital heart diseases. Secondarily, we assess student attitudes and experiences associated with multimodal e-learning. METHODS The pre/post study design involved 290 first year undergraduate medical students. Recruitment was conducted through the course instructors. Data were collected before using the course and after using the course. The primary outcome was knowledge acquisition (test scores). The secondary outcome included attitudes and experiences, as well as time to complete the modules, and browser metadata. RESULTS A total of 141 students were included in the final analysis (N=141). Students’ knowledge significantly improved by an average of 44.6% when using the course (SD 1.73, Z = -10.287, p < 0.001). 88.26% of students were highly motivated to learn with the course and 93.5% of students reported positive experiences with the course. There was a strong correlation between attitudes and experiences, which was statistically significant (rs = 0.687, p<0.001, N = 122). There were no relationships found between change test scores and attitudes or experiences (p>0.05). Students most frequently completed the e-learning course with Chrome (77.3%), and on Apple MacOS (61.0%) or Windows 10 (36.9%). Most students had devices with high-definition screens (83.0%). Most students (58.9%) completed the course in under 3 hours. CONCLUSIONS Multi-modal e-learning could be a viable solution to improving learning outcomes and experiences for undergraduate medical students, who do not have access to cadavers. Future research should focus on validating long-term learning outcomes. CLINICALTRIAL n/a

scholarly journals Effectiveness of Picture Story Books Reading to Increase Kindness in Children Aged 5-6 Years

2018 ◽  
Vol 12 (1) ◽  
pp. 89 ◽  
Author(s):  
Giyati Retnowati ◽  
Rose Mini Agoes Salim ◽  
Airin Y Saleh
Keyword(s):  
Test Score ◽  
Measurement Instrument ◽  
Rank Test ◽  
Average Score ◽  
Storybook Reading ◽  
Signed Rank ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Signed Rank Test

This research aimed to determine the effectiveness of picture in storybook reading to increase kindness in children. This research involved 31 children aged 5-6 years; they were taken from the kindergarten in Bandung as the participants. The intervention was done by reading eight picture books in eight days. The kindness was measured using a measurement instrument created by the researcher, in the form of nine coloured cards that described the behaviour of kindness. The measurement was also done by seeing through the kindness tree and observation sheets that filled out by the teacher. The data analysis using the Wilcoxon Signed-rank test shows a significant difference in the average score of kindness (p<0,05) before and after picture storybook reading. Two weeks after the intervention, the improvement on all kindness behaviours with the post-test score is greater than pre-test score that still can be found. Observation through kindness tree and observational sheets shows the same result.

scholarly journals Using Think-Pair-Share for writing descriptive texts

2017 ◽  
Vol 4 (1) ◽  
pp. 54
Author(s):  
Rosnani Sahardin ◽  
Cut Salwa Hanum ◽  
Sofyan A. Gani
Keyword(s):  
Test Scores ◽  
Learning Method ◽  
Writing Ability ◽  
Cooperative Teaching ◽  
Before And After ◽  
Tenth Grade ◽  
Post Test ◽  
Teaching Learning ◽  
The Right ◽  
Banda Aceh

Using the right technique to teach writing is very important to help students overcome problems in writing. Think Pair Share (TPS) is a cooperative teaching-learning method that it is believed to help students improve their writing ability. Thus, the writers conducted an experimental study to tenth grade students at a senior high school in Banda Aceh to find out whether or not this technique could facilitate and improve the students’ writing of descriptive texts in English. The results showed that the TPS technique successfully improved the ability of students’ in writing, reflected by the post-test scores covering five aspects of writing. The progress before and after the technique was implemented can be seen in these average scores for the five aspects: content increased from 12 to 16, organization from 11 to 15, vocabulary from 9 to13, grammar from 8 to 10, and mechanics from 8 to 11 where the improvement for each aspect was 4, 4, 4, 2 and 3. Despite the results showed that the TPS technique was effective for improving the students’ mastery of organization, vocabulary and content, but less so for improving mechanics and grammar. This is probably because it is generally much easier to make improvements in organization, vocabulary and content but it requires a much longer effort with much more practice to significantly improve mechanics and grammar. Nevertheless, the writers suggest that English teachers and others can use the TPS technique to teach writing, hence some of the problems faced by students in writing can be helped and, more importantly, they can improve their ability to write English.

scholarly journals Development, Implementation and Evaluation of A Pain Management and Palliative Care Educational Seminar for Medical Students

2014 ◽  
Vol 19 (5) ◽  
pp. 230-234 ◽  
Author(s):  
Denise Paneduro ◽  
Leah R Pink ◽  
Andrew J Smith ◽  
Anita Chakraborty ◽  
Albert J Kirshen ◽  
...  
Keyword(s):  
Palliative Care ◽  
Pain Management ◽  
Medical Students ◽  
Test Scores ◽  
Pain Education ◽  
Post Test ◽  
Based Instruction ◽  
One Year ◽  
Educational Seminar

BACKGROUND: Despite calls for the development and evaluation of pain education programs during early medical student training, little research has been dedicated to this initiative.OBJECTIVES: To develop a pain management and palliative care seminar for medical students during their surgical clerkship and evaluate its impact on knowledge over time.METHODS: A multidisciplinary team of palliative care and pain experts worked collaboratively and developed the seminar over one year. Teaching methods included didactic and case-based instruction, as well as small and large group discussions. A total of 292 medical students attended a seminar during their third- or fourth-year surgical rotation. A 10-item test on knowledge regarding pain and palliative care topics was administered before the seminar, immediately following the seminar and up to one year following the seminar. Ninety-five percent (n=277) of students completed the post-test and 31% (n=90) completed the follow-up test.RESULTS: The mean pretest, post-test and one-year follow-up test scores were 51%, 75% and 73%, respectively. Mean test scores at post-test and follow-up were significantly higher than pretest scores (all P<0.001). No significant difference was observed in mean test scores between follow-up and post-test (P=0.559), indicating that students retained knowledge gained from the seminar.CONCLUSIONS: A high-quality educational seminar using interactive and case-based instruction can enhance students’ knowledge of pain management and palliative care. These findings highlight the feasibility of developing and implementing pain education material for medical students during their training.

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