scholarly journals P110 SMILE: Sustaining Medical Education In a Lockdown Environment. Facilitator perceptions of a free online access medical education platform as an adjunct to the traditional undergraduate curriculum during lockdown

BJS Open ◽  
2021 ◽  
Vol 5 (Supplement_1) ◽  
Author(s):  
John Pascoe ◽  
Paul Foster ◽  
Muntasha Quddus ◽  
Angeliki Kosti ◽  
Francesca Guest ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Undergraduate Curriculum ◽  
Student Attendance ◽  
Face To Face ◽  
Surgical Trainees ◽  
Large Audience ◽  
Online Access ◽  
The Times ◽  
Education Platform

Abstract Introduction SMILE is a free online access medical education (FOAMed) platform created by UK surgical trainees and a medical student. During lockdown SMILE delivered 200 lectures with student attendance as high as 1400, from both UK and overseas medical schools. We report facilitator perceptions of delivering FOAMEd via SMILE. Method A questionnaire was sent to 77 facilitators covering preconceptions and post-session perceptions of FOAMed. Results 61/77 responses were received from faculty of a range of medical and surgical specialties. Only 38% (23/61) had previously taught online. Engaging a large audience virtually was a common concern and 17% purposely made sessions less interactive than they would have done for face-to-face teaching: 95% (58/61) felt the technology was adequate to deliver sessions. 100% of facilitators appreciated the use of SMILE moderators to help bridge the gap between themselves and the audience 24% (15/61) of facilitators used applications such as mentimeter that they perceived as increasing their connectivity with large audiences. 100% felt that FOAMed would play a central role beyond Covid. Conclusions In the times of Covid, where online medical education is becoming the new normal, we show facilitators feel comfortable with delivering FOAMed. We also discuss how facilitators maximized effectiveness in very large audiences.

scholarly journals P112 SMILE: Sustaining Medical Education In a Lockdown Environment.Using social media to develop a free online access medical education platform during lockdown

BJS Open ◽  
2021 ◽  
Vol 5 (Supplement_1) ◽  
Author(s):  
John Pascoe ◽  
Paul Foster ◽  
Muntasha Quddus ◽  
Angeliki Kosti ◽  
Francesca Guest ◽  
...  
Keyword(s):  
Social Media ◽  
Medical Education ◽  
Online Survey ◽  
Cost Effective ◽  
User Comments ◽  
Surgical Trainees ◽  
Social Media Platforms ◽  
Online Access ◽  
Education Platform

Abstract Introduction SMILE is a free online access medical education (FOAMEd) platform created by two UK surgical trainees and a medical student that delivered over 200 medical lectures during lockdown. Method The role of Social Media in the development of SMILE was interrogated using a survey sent to all SMILE participants and by analysing activity on SMILE social media platforms. Results 1306 students responded to the online survey with 57.2% saying they heard of SMILE through Facebook. Engagement using facebook remained highest with 13,819 members, over 800 user comments and >16,000 user reactions. 4% of the students heard of SMILE through Twitter or Instagram. Facebook analytics revealed the highest level of traffic when lectures were most commonly held suggesting students used Facebook to access lectures. Other educators were able to find SMILE on social media, leading to collaborations with other platforms. Throughout the survey many mentioned how social media created and maintained a community of medical students enhancing group-based learning Conclusions We demonstrate that social media platforms provide popular and cost-effective methods to promote, sustain & deliver medical education for students and educators.

scholarly journals 851 SMILE: Sustaining Medical Education in A Lockdown Environment. Student Perceptions of a Free Online Access Medical Education Platform as An Adjunct to The Traditional Undergraduate Curriculum During Lockdown

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
J Pascoe ◽  
P Foster ◽  
M Quddus ◽  
A Kosti ◽  
F Guest ◽  
...  
Keyword(s):  
Mental Health ◽  
Medical Education ◽  
Student Perceptions ◽  
Negative Impact ◽  
Undergraduate Curriculum ◽  
Technical Issues ◽  
Online Access ◽  
Ease Of Access ◽  
Education Platform ◽  
Informal Approach

Abstract Introduction The coronavirus outbreak has had significant impact on medical students worldwide. SMILE is a free online access medical education (FOAMEd) platform. SMILE delivered 200 lectures during lockdown with up to 1400 students per session from UK medical schools and 33 abroad. Here we discuss student perceptions to SMILE during lockdown Method A survey was used to collect information from students who had utilised the platform during lockdown. This examined access to learning, impact on mental health during lockdown and the differences between FOAMed and more traditional based campus lecture-based learning. Results 1306 students responded to the survey. The majority of students were concerned regarding their training during lockdown, with 71% reporting an impact on their stress levels and 44% reporting a negative impact on mental health. On average students attended 4.3hours of teaching put on by their university per week, vs 7.9hours by SMILE. Positives included anonymity, making 80% more likely to both ask and answer questions, the informal approach, ease of access and enthusiastic teachers. Negatives included time differences and technical issues. Conclusions Lockdown provided challenges in medical education, which platforms like SMILE addressed. Our experiences highlighted many positive outcomes of online medical education that may be applicable to other educators.

scholarly journals P111 SMILE: Sustaining Medical Education In a Lockdown Environment. Student perceptions of a free online access medical education platform as an adjunct to the traditional undergraduate curriculum during lockdown

BJS Open ◽  
2021 ◽  
Vol 5 (Supplement_1) ◽  
Author(s):  
John Pascoe ◽  
Paul Foster ◽  
Muntasha Quddus ◽  
Angeliki Kosti ◽  
Francesca Guest ◽  
...  
Keyword(s):  
Mental Health ◽  
Medical Education ◽  
Student Perceptions ◽  
Undergraduate Curriculum ◽  
University Teaching ◽  
Electronic Survey ◽  
Stress Levels ◽  
Online Access ◽  
Ease Of Access ◽  
Education Platform

Abstract Introduction The coronavirus outbreak has had significant impact on medical students worldwide. SMILE is a free online access medical education (FOAMed) platform. SMILE delivered 200 lectures during lockdown with up to 1400 students per session from both UK medical schools and 33 abroad. Here we discuss student perceptions to SMILE during lockdown Method An electronic survey was used to collect information from students who had utilised the platform during lockdown. This examined access to learning, impact on their mental health during lockdown and the differences between FOAMed and more traditional based campus lecture based learning. Results 1306 students responded to the anonymous survey with 94% of students stating SMILE had been “extremely useful” or “very useful” at supplementing learning during covid. 71% of students stated lockdown had affected their stress levels and 44% reported deterioration in their mental health. >80% felt SMILE improved stress levels by adding structure and providing motivation. Students attended 4.3hours/week of university teaching, vs 7.9hours/week by SMILE. Positives included: anonymity, making 80% more likely to both ask and answer questions, the informal approach, ease of access and enthusiastic teachers. Negatives included time differences and technical issues such as poor Internet. 98% stated they would be interested in future SMILE projects post lockdown Conclusions SMILE addressed challenges identified during an unanticipated transition towards the online provision of medical education on an international scale. Students found SMILE lectures effective, accessible and safe, supporting FOAMed as part of the “new normal” post lockdown

scholarly journals O7 SMILE: Sustaining Medical education In a Lockdown Environment Can free online access medical education be effective for the retention of long term knowledge acquisition?

BJS Open ◽  
2021 ◽  
Vol 5 (Supplement_1) ◽  
Author(s):  
John Pascoe ◽  
Paul Foster ◽  
Muntasha Quddus ◽  
Angeliki Kosti ◽  
Francesca Guest ◽  
...  
Keyword(s):  
Medical Education ◽  
Large Scale ◽  
Knowledge Retention ◽  
Complete Knowledge ◽  
Surgical Trainees ◽  
Before And After ◽  
Medical Educators ◽  
Online Access ◽  
Education Platform

Abstract Introduction The 2020 coronavirus lockdown lead to medical educators finding new ways to teach. SMILE is a free online access medical education platform created by UK surgical trainees and a medical student that delivered 200 live lectures to students during lockdown, with up to 1500 students from every UK medical school as well as abroad. This study aims to demonstrate line education is an effective tool for knowledge retention. Method Students were invited to participate in three live sessions covering haematuria, bone infections/tumours and endocrine emergencies, in which students complete knowledge assessment over time . Quiz-based polls using zoom were taken before and after each session. After two weeks and again at one month the same quiz questions were sent out to attendees of the lecture. Results 312 students completed all 4 tests. In all three sessions average scores improved post lecture (haematuria 58%-85%; endocrine emergencies 48%-70%; osteomyelitis/bone tumours 40%-77%). At 2 weeks (H 86%; EE 78%; O/BT 75%) and 4 weeks (H 88%; EE 76%; O/BT 69%) scores remained high. Conclusion This study demonstrates that FOAMed is able to engage audiences in a unique way on a large scale with evidence of long-term knowledge retention.

Flipping the Medical School Classroom

2018 ◽  
pp. 5800-5809
Author(s):  
Kristina Kaljo ◽  
Laura Jacques
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Clinical Skills ◽  
Medical Knowledge ◽  
Hybrid Learning ◽  
Teaching Methodologies ◽  
Face To Face ◽  
Content Acquisition ◽  
Hybrid Learning Environment

The preparation of today's physicians is a tremendous responsibility. For medical students to be successful, they must experience a multitude of opportunities to develop appropriate clinical skills, problem solving acumen, and medical knowledge. Due to various barriers, medical students may develop gaps in critical and foundational knowledge. The use of flipped lectures has the capacity to “mobilize” education and ensure for versatility and improved content acquisition through the implementation of both online and face-to-face teaching methodologies. This hybrid learning environment has the capacity to also address the increasingly diverse needs of today's matriculating medical student. This article identifies tools and strategies of how to incorporate flipped lectures into medical education.

Flipping the Medical School Classroom

2019 ◽  
pp. 305-315
Author(s):  
Kristina Kaljo ◽  
Laura Jacques
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Clinical Skills ◽  
Medical Knowledge ◽  
Hybrid Learning ◽  
Teaching Methodologies ◽  
Face To Face ◽  
Content Acquisition ◽  
Hybrid Learning Environment

The preparation of today's physicians is a tremendous responsibility. For medical students to be successful, they must experience a multitude of opportunities to develop appropriate clinical skills, problem solving acumen, and medical knowledge. Due to various barriers, medical students may develop gaps in critical and foundational knowledge. The use of flipped lectures has the capacity to “mobilize” education and ensure for versatility and improved content acquisition through the implementation of both online and face-to-face teaching methodologies. This hybrid learning environment has the capacity to also address the increasingly diverse needs of today's matriculating medical student. This chapter identifies tools and strategies of how to incorporate flipped lectures into medical education.

Potential Benefits and Challenges of Computer-Based Learning in Health

2011 ◽  
pp. 1430-1436 ◽  
Author(s):  
Athina A. Lazakidou ◽  
Christina Ilioudi ◽  
Andriani Daskalaki
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Information Technologies ◽  
Medical Expert ◽  
Learning Materials ◽  
Face To Face ◽  
Computer Based Learning ◽  
The World ◽  
Potential Benefits ◽  
Computer Based

Computer-based learning has been developed for the beginning medical student and the experienced practitioner, for the lay person and the medical expert. There are many advantages to online and computer-based learning when compared to traditional face-to-face courses and lectures. Information technologies are providing new opportunities for linking medical schools around the world for sharing computer-based learning materials. In this chapter, the authors present examples of actual programs that are being used to support medical education for each of these categories of learners.

Potential Benefits and Challenges of Computer-Based Learning in Health

2011 ◽  
pp. 119-126 ◽  
Author(s):  
Athina A. Lazakidou ◽  
Christina Ilioudi ◽  
Andriani Daskalaki
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Information Technologies ◽  
Medical Expert ◽  
Learning Materials ◽  
Face To Face ◽  
Computer Based Learning ◽  
The World ◽  
Potential Benefits ◽  
Computer Based

Computer-based learning has been developed for the beginning medical student and the experienced practitioner, for the lay person and the medical expert. There are many advantages to online and computer-based learning when compared to traditional face-to-face courses and lectures. Information technologies are providing new opportunities for linking medical schools around the world for sharing computer-based learning materials. In this chapter, the authors present examples of actual programs that are being used to support medical education for each of these categories of learners.

scholarly journals The hidden cost of medical student education: an exploratory study

2013 ◽  
Vol 37 (2) ◽  
pp. 185 ◽  
Author(s):  
R. Kim Oates ◽  
Kerry J. Goulston
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical School ◽  
Student Teaching ◽  
Health Providers ◽  
Face To Face ◽  
Government Health ◽  
Hidden Cost ◽  
The Cost ◽  
The University

Objective. To examine the hidden cost of medical education at the Sydney Medical School, for which the University of Sydney does not pay. Methods. All face-to-face teaching provided for students in the Sydney University Postgraduate Medical Program was listed under two headings: teaching by university employed staff; and teaching by other health providers not paid by the university. All teaching hours in 2010 were extracted from detailed timetables and categorised under these headings. Time spent in lecture preparation and exam marking was included. Students were sampled to obtain information about additional teaching that was not timetabled. Results. Teaching by university paid staff accounted for 59 and 61% of face-to-face teaching costs in years 1 and 2 of the 4-year Graduate Program, but only 8% in the final 2 years. The cost of medical education provided by the university, including infrastructure costs was $56 250 per student per year in 2010. An additional $34 326 worth of teaching per student per year was provided by teachers not paid by the university. Conclusion. The true cost of medical education is the cost of education met by the university plus the value of teaching currently provided by government funded health providers and honorary teachers. In 2010, 38% of the medical education cost at Sydney University was provided at no cost to the University. As government health departments seek to trim rising health expenditure, there is no guarantee that they will continue to contribute to medical education without passing this cost on to universities. What is known about this topic? Some medical student teaching is provided by teachers who may be employed by a government health provider or who are honorary teachers. There is no cost to the university for this teaching. What does this paper add? An estimate of the total value of teaching provided to students at Sydney Medical School, for which the university does not pay, is approximately $34 000 per student per year, compared with the total cost of approximately $56 000 per student per year incurred by the university. What are the implications? Medical education is a partnership between the university, the government health sector and honorary teachers. Without contributions by non-university paid staff, the cost of medical education would be unsustainable.

scholarly journals Impact of COVID-19 on Continuing Medical Education—Results of an Online Survey Among Users of a Non-profit Multi-Specialty Live Online Education Platform

2021 ◽  
Vol 8 ◽  
Author(s):  
Tobias L. Schulte ◽  
Thilo Gröning ◽  
Babett Ramsauer ◽  
Jörg Weimann ◽  
Martin Pin ◽  
...  
Keyword(s):  
Medical Education ◽  
Online Education ◽  
Continuing Medical Education ◽  
Online Survey ◽  
Final Analysis ◽  
Human Interaction ◽  
Non Profit ◽  
Face To Face ◽  
Education Platform ◽  
The Impact

Background: The Coronavirus Disease-2019 (COVID-19) pandemic accelerated digitalization in medical education. Continuing medical education (CME) as a substantial component of this system was relevantly affected. Here, we present the results of an online survey highlighting the impact on and the role of online CME.Methods: An online survey of 44 questions was completed by users of a German online CME platform receiving an invitation via newsletter. CME habits, requirements, personal perception, and impact of the pandemic were inquired. Standard statistical methods were applied.Results: A total of 2,961 responders took the survey with 2,949 completed surveys included in the final analysis. Most contributions originated from Germany, Austria, and Switzerland. Physicians accounted for 78.3% (57.5% hospital doctors) of responses followed by midwives (7.3%) and paramedics (5.7%). Participating physicians were mainly board-certified specialists (69%; 55.75% hospital specialists, 13.25% specialists in private practice). Frequent online lectures at regular intervals (77.8%) and combined face-to-face and online CME (55.9%) were favored. A duration of 1–2 h was found ideal (57.5%). Technical issues were less a major concern since the pandemic.Conclusion: A shift from face-to-face toward online CME events was expectedly detected since the outbreak. Online CME was accelerated and promoted by the pandemic. According to the perception of users, the CME system appears to have reacted adequately to meet their demand but does not replace human interaction.

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