Spaced education and student learning: Results from a medical school

2020 ◽  
Vol 17 (6) ◽  
pp. 655-660 ◽  
Author(s):  
Preeta K Chugh ◽  
CD Tripathi
Keyword(s):  
Medical School ◽  
Student Learning ◽  
Spaced Education

scholarly journals Innovative learning approaches in an established medical school: the experience at JUST in Jordan

2003 ◽  
Vol 9 (5-6) ◽  
pp. 1084-1092
Author(s):  
I. Beni Hani ◽  
K. Al Saudi ◽  
A. Al Kafagel
Keyword(s):  
Medical School ◽  
Student Learning ◽  
Science And Technology ◽  
Community Setting ◽  
Learning Approaches ◽  
Integrated Learning ◽  
Validity And Reliability ◽  
New Curriculum ◽  
Innovative Learning ◽  
Student Centred Learning

The Faculty of Medicine at Jordan University of Science and Technology was established in 1986. Innovative changes were introduced to the traditional subject-based, hospital-oriented curriculum in 1999, the objectives of which were to integrate student learning, emphasize student-centred learning, develop training in a community setting, and introduce elective learning packages. To evaluate the integrated learning in the new curriculum, we assessed the validity and reliability of students’ scores. The scores for the integrated ‘modules’ were compared with those in general subjects studied in the traditional way. Our study showed that results of tests taken on the new ‘modules’ are both valid and reliable measures of students’ performance

scholarly journals Student Learning Approaches in A Ghanaian Medical School

2019 ◽  
Vol 11 (3) ◽  
pp. 45-53
Author(s):  
Kofi T. Mensah ◽  
◽  
Alexandros Argyriadis ◽  
Ebenezer A. Arkoh ◽  
◽  
...  
Keyword(s):  
Medical School ◽  
Student Learning ◽  
Learning Approaches

scholarly journals 685 Implementation of Education Fellows on General Surgery Medical School Rotations Facilitates Student Learning and Improves Learning Experience

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
S J K Chong ◽  
L Mortimer ◽  
C Quick ◽  
L West ◽  
G Khera
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Student Learning ◽  
General Surgery ◽  
Learning Experience ◽  
Student Feedback ◽  
Bedside Teaching ◽  
Medical Licensing ◽  
Ward Rounds ◽  
Surgery Department

Abstract Aim A UK teaching hospital expanded their established education fellow programme to the General Surgery department to assist with departmental teaching of third-year medical students from the affiliated medical school on clinical placement. Teaching on ward rounds, bedside teaching and clinical tutorials were three areas identified as requiring improvement based on previous student feedback. Observation of Upper and Lower Gastrointestinal (GI) malignancy multi-disciplinary meetings (MDMs) via Microsoft Teams was also introduced as a new teaching initiative. Method Four post-foundation training education fellows were allocated on alternating weeks to supervise third-year medical students on upper and lower GI ward rounds and during GI MDM observation, conduct bedside teaching and facilitate blended-learning clinical tutorials in accordance with the 2020 GMC Medical Licensing Assessment curriculum. A mixed-methods survey was sent to students after surgical placement and the results compared to student feedback from previous years. Results 31 out of 52 students (60%) on placement responded. 100% rated the fellow-led clinical tutorials as “excellent”. 87% of respondents rated the upper and lower GI ward rounds as either “excellent” (52%) or “good” (35%). All respondents rated the implementation of education fellows as either “very helpful” (94%) or “helpful” (6%) for their learning. Most students rated the MDM observation initiative as “good” (36%) or “average” (36%). Conclusions Implementation of education fellows on third-year medical student placements in General Surgery facilitates self-reported student learning and is associated with a drastically improved student learning experience. More work is required to develop GI MDM-based teaching to improve student learning experiences from MDMs.

Patient Care and Student Learning in the OPD

PEDIATRICS ◽  
1973 ◽  
Vol 51 (6) ◽  
pp. 1108-1109
Author(s):  
David M. Orenstein ◽  
Allen J. Dietrich
Keyword(s):  
Medical Student ◽  
Medical School ◽  
Patient Care ◽  
Community Health ◽  
Student Learning ◽  
School Settings ◽  
Elective Course ◽  
Apprenticeship Program ◽  
Second Year ◽  
Western Reserve

We read with interest the article by Duff et al.1 on ambulatory pediatric training, and especially the comments by Drs. Haggerty and Green.2,3 A program which would be easily adapted to many different medical school settings and which meets most of Dr. Haggerty's criteria for initial ambulatory experiences has been in operation at Case Western Reserve University for three years. The Medical Student Apprenticeship Program was conceived of, organized, and run by students. It is an official elective course in the Department of Community Health for first-and second-year students, some 40 to 50 of whom are now enrolled.

scholarly journals 1128. Online Spaced Education to Teach Microbiology to Medical Students in a Threaded Medical School Curriculum

2020 ◽  
Vol 7 (Supplement_1) ◽  
pp. S593-S593
Author(s):  
Nishad Sathe ◽  
Erin Bonura
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Student Performance ◽  
School Curriculum ◽  
Medical Examiner ◽  
Categorical Variables ◽  
Microbiology Education ◽  
Spaced Practice ◽  
Spaced Education

Abstract Background A strong foundation in microbiology continues to be essential for physicians-in-training. Little research exists examining pre-clinical microbiology education in undergraduate medical education (UME) curricular structures. Further, no study has evaluated the use of a spaced repetition model for pre-clinical UME students studying microbiology in a threaded curriculum. Methods We conducted a prospective cohort design study and enrolled 81 out of 154 (53%) first-year medical students at Oregon Health & Science University from August 2018 through December 2019. The first 18 months of the UME curriculum is organized by organ system blocks with end-of-block exams including retired National Board of Medical Examiner (NBME) questions. Participants were invited to complete 10 microbiology questions using the spaced practice online platform QSTREAM weekly. Performance between participants and non-participants on end of block NBME exams were compared using t-tests for categorical variables. Results At the conclusion of the study, 42.5% of participants were “very active” (questions in < 2 days), 7.5% of participants were “active” (questions in 3-7 days), and 50.0% of participants were “inactive” (questions in >7 days). Student performance on second-pass questions improved by 41%, and NBME end-of-block exams demonstrated improved performance in each block compared to non-participants. Specifically, performance in the Skin, Bones, and Musculature end-of-block exam and Developing Human end-of-block exam was significantly (p=0.0001, 0.008, respectively) improved, and study participants outperformed non-participants on topics practiced in the study. Conclusion As more medical schools move to a threaded curriculum, with many of these programs proposing fewer contact hours, innovative methods targeting microbiology education should be explored for pre-clinical medical students. Online spaced practice in a threaded curriculum could provide a feasible and acceptable pedagogical technique for UME and add to the discourse around microbiology curriculum development. With initial start-up costs, sustaining such a program across medical school curricula is an inexpensive, innovative, technologically-savvy approach to medical education. Disclosures All Authors: No reported disclosures

Collaborative Learning in the Speech-Language Pathology and Audiology Classroom

2008 ◽  
Vol 11 (1) ◽  
pp. 9-11 ◽  
Author(s):  
Carolyn S. Potts ◽  
Sarah M. Ginsberg
Keyword(s):  
Collaborative Learning ◽  
Student Retention ◽  
Student Learning ◽  
Student Learning Outcomes ◽  
Retention Rates ◽  
Speech Language Pathology ◽  
Traditional Lecture ◽  
Language Pathology ◽  
Improve Student Learning

Abstract In recent years, colleges and universities across the country have been called upon to increase the quality of education provided and to improve student retention rates. In response to this challenge, many faculty are exploring alternatives to the traditional “lecture-centered” approach of higher education in an attempt to increase student learning and satisfaction. Collaborative learning is one method of teaching, which has been demonstrated to improve student learning outcomes.

Redesigning Introduction to Communication Disorders

2010 ◽  
Vol 13 (2) ◽  
pp. 40-48 ◽  
Author(s):  
John Wm. Folkins
Keyword(s):  
Student Learning ◽  
Student Evaluation ◽  
Good Practice ◽  
Communication Disorders ◽  
Team Experience ◽  
Team Activity ◽  
Class Period ◽  
Written Assignments ◽  
Principles Of Good Practice ◽  
Overall Effectiveness

A class of 58 students in Introduction to Communication Disorders was divided into eight teams of approximately seven students each. The teams sat together all semester and participated in at least one team activity (team discussions, in-class written assignments, and team quizzes) in every class period. Teams also were used for taking roll and reviewing for examinations. There was no decline in student evaluation of the overall effectiveness of the course or in examination scores when compared to when this course was taught with half the number of students and no teams. Students evaluated the team experience highly and appeared to enjoy competition among teams. Using teams was successful in creating experiences that foster student learning as embodied in Chickering and Gameson’s principles of good practice.

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