patologIA: online platform for improving image-based diagnostics applied to medical students

2021 ◽  
Author(s):  
César Alexandre Silva Lima ◽  
Clayton Eduardo S. dos Santos ◽  
Márcia A. S. Bissaco ◽  
Alessandro P. da Silva ◽  
Terigi A. Scardovelli ◽  
...  
Keyword(s):  
Medical Students ◽  
Online Platform

scholarly journals Effectiveness of interactive dual-mode online platform for teaching and assessment of students during COVID 19 pandemic: Narrative experience and reflections of undergraduate medical students

2021 ◽  
Vol 3 ◽  
pp. 34-40
Author(s):  
Rajiv Mahajan ◽  
Kapil Gupta ◽  
Sandeep Kaur ◽  
Tanvir Kaur Sidhu ◽  
Upinder Kaur ◽  
...  
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Clinical Training ◽  
Online Classes ◽  
Undergraduate Medical Students ◽  
Dual Mode ◽  
Online Platform ◽  
Medical Undergraduate

Objectives: The objective of the study was to evaluate the perception of the undergraduate students about the online platform developed, through a long-term, qualitative study. COVID-19 enforced initial lockdown and later closing of educational institutes, including medical colleges in India. The circumstances lead to adoption of online means of teaching for teaching the medical undergraduate students. An interactive dual-mode online platform was introduced for teaching and assessment of undergraduate students in our institute also. Materials and Methods: Narrative experiences and reflections of students while attending online classes through the designed and delivered “interactive dual-mode online platform” were collected through open ended, anonymous Google forms. Results: Students were satisfied with the online learning as a stop-gap arrangement. Although they were facing technical snags and internet issues, they were happy that their syllabus was being covered and they were receiving formative assessment, in whatever quantity and mode possible. However, they were concerned about the lack of clinical training. Conclusion: To tide over crisis period, online teaching can be used, but one should shift to onsite teaching as soon as possible, particularly for medical students.

scholarly journals Sudden Transition in Anatomy Education: Assessing the Perception of Anatomy Course Delivery among Medical Students during COVID-19 Pandemic

2021 ◽  
pp. 58-72
Author(s):  
Amira Raudhah Abdullah ◽  
Ku Mastura Ku Mohd Nor ◽  
Mohd Hairulhisyam Ngatiman
Keyword(s):  
Medical Students ◽  
Online Teaching ◽  
Virtual Slide ◽  
Course Delivery ◽  
Learning System ◽  
First Year ◽  
Anatomy Education ◽  
Online Platform ◽  
Online Lectures ◽  
First Year Medical Students

Coronavirus disease 2019 (COVID-19) pandemic has undoubtedly impacted anatomy education. This has led to a vast shift from a face to face (F2F) session to a complete online session and practical demonstration. Nonetheless, this pandemic provides an opportunity for anatomy educationists to embark on an alternative delivery of anatomy education via an online platform. The aim of this study was to evaluate the students’ perception of the online teaching and learning in anatomy course delivery among the first-year medical students in Universiti Sains Islam Malaysia (USIM). A total of 90 first-year medical students partook in an online questionnaire-based survey after semester completion of online anatomy course delivery. Synchronous online lectures conferred positive responses from the students with 73.0% of the students perceived effective communication with lecturers through the online platform. Out of these, 71.6% inclined towards online lectures as it allows them the flexibility to record the lecture and revisit it. Gross anatomy practical sessions were executed asynchronously via pre-recorded video with an additional supplementary quiz on USIM’s Global Open Access Learning system (GOALS) while histology practical was executed synchronously via virtual slide demonstration. A total of 80.1% students felt convenient with histology practical, however, only 48.3% students responded positively to the gross practical. Overall, 76.4% students favoured the conventional practical compared to the online sessions. Meanwhile, an online examination had disputable responses between the different exam formats whereby 71.9% students perceived that Multiple Choice Questions (MCQ) were conducted conveniently contradictory to the Modified Essay Questions (MEQ) in which only 34.9% students responded positively. In addition, 57.3% students disclosed multiple setbacks during the Objective Structures Practical Exam (OSPE). The extensive and impromptu changes in the study technique have received multiple responses from the students. Overall, the students preferred an online platform for didactic sessions but a real live classroom for practical sessions.

scholarly journals Association of Online Learning Behavior and Learning Outcomes for Medical Students: Large-Scale Usage Data Analysis (Preprint)

2019 ◽  
Author(s):  
Martina Bientzle ◽  
Emrah Hircin ◽  
Joachim Kimmerle ◽  
Christian Knipfer ◽  
Ralf Smeets ◽  
...  
Keyword(s):  
Online Learning ◽  
Medical Students ◽  
Learning Outcomes ◽  
Large Scale ◽  
Learning Material ◽  
Digital Learning ◽  
Activity Data ◽  
Online Platform ◽  
Exam Scores ◽  
Usage Data

BACKGROUND Digital learning environments have become very common in the training of medical professionals, and students often use such platforms for exam preparation. Multiple choice questions (MCQs) are a common format in medical exams and are used by students to prepare for said exams. OBJECTIVE We aimed to examine whether particular learning activities contributed more strongly than others to users’ exam performance. METHODS We analyzed data from users of an online platform that provides learning materials for medical students in preparation for their final exams. We analyzed whether the number of learning cards viewed and the number of MCQs taken were positively related to learning outcomes. We also examined whether viewing learning cards or answering MCQs was more effective. Finally, we tested whether taking individual notes predicted learning outcomes, and whether taking notes had an effect after controlling for the effects of learning cards and MCQs. Our analyses from the online platform Amboss are based on user activity data, which supplied the number of learning cards studied and test questions answered. We also included the number of notes from each of those 23,633 users who had studied at least 200 learning cards and had answered at least 1000 test exam questions in the 180 days before their state exam. The activity data for this analysis was collected retrospectively, using Amboss archival usage data from April 2014 to April 2017. Learning outcomes were measured using the final state exam scores that were calculated by using the answers voluntarily entered by the participants. RESULTS We found correlations between the number of cards studied (r=.22; P<.001) and the number of test questions that had been answered (r=.23; P<.001) with the percentage of correct answers in the learners’ medical exams. The number of test questions answered still yielded a significant effect, even after controlling for the number of learning cards studied using a hierarchical regression analysis (β=.14; P<.001; ΔR2=.017; P<.001). We found a negative interaction between the number of learning cards and MCQs, indicating that users with high scores for learning cards and MCQs had the highest exam scores. Those 8040 participants who had taken at least one note had a higher percentage of correct answers (80.94%; SD=7.44) than those who had not taken any notes (78.73%; SD=7.80; t23631=20.95; P<.001). In a stepwise regression, the number of notes the participants had taken predicted the percentage of correct answers over and above the effect of the number of learning cards studied and of the number of test questions entered in step one (β=.06; P<.001; ΔR2=.004; P<.001). CONCLUSIONS These results show that online learning platforms are particularly helpful whenever learners engage in active elaboration in learning material, such as by answering MCQs or taking notes.

Experience of distant training of medical students in inner diseases via online-platform Zoom

2021 ◽  
pp. 77-80
Author(s):  
V.A. Sergeeva ◽  
Keyword(s):  
Medical Students ◽  
Direct Contact ◽  
Large Range ◽  
Theoretical Knowledge ◽  
Practical Skills ◽  
Online Platform ◽  
University Teachers ◽  
Examination Techniques ◽  
Future Doctor ◽  
Epidemiological Situation

Presented is experience in distant education of medicine students on the base of online-platform ZOOM. In the current epidemiological situation university teachers had to adapt to new conditions of teaching. Due to widespread of Internet and availability of a large range of gadgets, it became possible fully communicate with students at a distance. However, training of a future doctor requires not only theoretical knowledge, but also practical skills, that are of great importance in teaching in clinical disciplines. Direct contact with patient is necessary for accumulation of experience in collecting complaints, anamnesis, and practicing patient examination techniques, taking into account the specifics of each clinical discipline. The article presents the author’s own pedagogical experience and subsequent evaluation of the positive and negative aspects of practical exercises conducted by 6th year students at medical faculty with the use of online platform.

scholarly journals Association of Online Learning Behavior and Learning Outcomes for Medical Students: Large-Scale Usage Data Analysis

10.2196/13529 ◽  
2019 ◽  
Vol 5 (2) ◽  
pp. e13529 ◽  
Author(s):  
Martina Bientzle ◽  
Emrah Hircin ◽  
Joachim Kimmerle ◽  
Christian Knipfer ◽  
Ralf Smeets ◽  
...  
Keyword(s):  
Online Learning ◽  
Medical Students ◽  
Learning Outcomes ◽  
Large Scale ◽  
Learning Material ◽  
Digital Learning ◽  
Activity Data ◽  
Online Platform ◽  
Exam Scores ◽  
Usage Data

Background Digital learning environments have become very common in the training of medical professionals, and students often use such platforms for exam preparation. Multiple choice questions (MCQs) are a common format in medical exams and are used by students to prepare for said exams. Objective We aimed to examine whether particular learning activities contributed more strongly than others to users’ exam performance. Methods We analyzed data from users of an online platform that provides learning materials for medical students in preparation for their final exams. We analyzed whether the number of learning cards viewed and the number of MCQs taken were positively related to learning outcomes. We also examined whether viewing learning cards or answering MCQs was more effective. Finally, we tested whether taking individual notes predicted learning outcomes, and whether taking notes had an effect after controlling for the effects of learning cards and MCQs. Our analyses from the online platform Amboss are based on user activity data, which supplied the number of learning cards studied and test questions answered. We also included the number of notes from each of those 23,633 users who had studied at least 200 learning cards and had answered at least 1000 test exam questions in the 180 days before their state exam. The activity data for this analysis was collected retrospectively, using Amboss archival usage data from April 2014 to April 2017. Learning outcomes were measured using the final state exam scores that were calculated by using the answers voluntarily entered by the participants. Results We found correlations between the number of cards studied (r=.22; P<.001) and the number of test questions that had been answered (r=.23; P<.001) with the percentage of correct answers in the learners’ medical exams. The number of test questions answered still yielded a significant effect, even after controlling for the number of learning cards studied using a hierarchical regression analysis (β=.14; P<.001; ΔR2=.017; P<.001). We found a negative interaction between the number of learning cards and MCQs, indicating that users with high scores for learning cards and MCQs had the highest exam scores. Those 8040 participants who had taken at least one note had a higher percentage of correct answers (80.94%; SD=7.44) than those who had not taken any notes (78.73%; SD=7.80; t23631=20.95; P<.001). In a stepwise regression, the number of notes the participants had taken predicted the percentage of correct answers over and above the effect of the number of learning cards studied and of the number of test questions entered in step one (β=.06; P<.001; ΔR2=.004; P<.001). Conclusions These results show that online learning platforms are particularly helpful whenever learners engage in active elaboration in learning material, such as by answering MCQs or taking notes.

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

What happens to medical students who complete an honours year in public health and epidemiology?

2001 ◽  
Vol 35 (2) ◽  
pp. 134-136 ◽  
Author(s):  
Jonathan S Nguyen-Van-Tam ◽  
Richard F A Logan ◽  
Sarah A E Logan ◽  
Jennifer S Mindell
Keyword(s):  
Public Health ◽  
Medical Students
Sign in / Sign up

Export Citation Format

Share Document