Teaching alveolar ventilation with simple, inexpensive models

2008 ◽  
Vol 32 (3) ◽  
pp. 185-191 ◽  
Author(s):  
Stephen E. DiCarlo
Keyword(s):  
Medical Students ◽  
Future Study ◽  
Regional Differences ◽  
Teaching And Learning ◽  
Alveolar Ventilation ◽  
The Body ◽  
First Year ◽  
Cohesive Forces ◽  
Complex Interactions ◽  
First Year Medical Students

When teaching and learning about alveolar ventilation with our class of 300 first-year medical students, we use four simple, inexpensive “models.” The models, which encourage research-oriented learning and help our students to understand complex ideas, are distributed to the students before class. The students anticipate something new every day, and the models provide elements of surprise and physical examples and are designed to help students to understand 1) cohesive forces of the intrapleural space, 2) chest wall and lung dynamics, 3) alveolar volumes, and 4) regional differences in ventilation. Students are drawn into discussion by the power of learning that is associated with manipulating and thinking about objects. Specifically, the models encourage thinking about complex interactions, and the students appreciate manipulating objects and actually understanding how they work. Using models also allows us to show students how we think as well as what we know. Finally, students enjoy taking the models home to demonstrate to friends and family “how the body works” as well as use the models as future study aids.

Perception of medical students about online learning in the COVID-19 era

Biomedicine ◽  
2021 ◽  
Vol 41 (1) ◽  
pp. 139-145
Author(s):  
Kalpana Ramachandran ◽  
Robert Dinesh Kumar
Keyword(s):  
Online Learning ◽  
Medical Students ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
P Value ◽  
First Year ◽  
Cross Sectional ◽  
Internet Connectivity ◽  
First Year Medical Students

Introduction and Aim: The COVID-19 pandemic has caused a disruption in the academic schedule. As UNESCO observes an 87% interruption in student learning across the globe, it is undeniable that e-learning would have a major role to play in the future and both teachers and learners are getting accustomed to this ‘New Normalcy’. This survey analyses the perception of medical first-year students about online learning in the COVID-19 era.   Materials and Methods: A cross-sectional descriptive questionnaire based study was done and first year medical students were asked to respond. The respondents were asked to answer the questions in Likert-scale, from 1-5. Statistical analysis was done and Test for one proportion was calculated using ‘z’ test. A p-value of <0.05 was considered significant.   Results: A total of 122 first year medical students responded to the survey. More than two-thirds of the respondents were females (67%). About 78% of respondents find online learning interesting and enjoyable. More than 80% of students found online education very satisfactory in all aspects. Problems with internet connectivity was the principal challenge faced by the students during online learning. An overwhelming 70% of students felt online teaching to be very beneficial.   Conclusion: The pandemic has posed an unprecedented challenge to the academic schedule. Although many challenges were faced by the teachers and learners, internet connectivity continued to be a major problem in online education. It is the duty of every educationist to ensure an uninterrupted, continuous and an effective process of teaching and learning.  

scholarly journals Assessment of first-year medical students’ perceptions of teaching and learning through team-based learning sessions

2016 ◽  
Vol 40 (4) ◽  
pp. 536-542 ◽  
Author(s):  
Adam S. Obad ◽  
Ahmed A. Peeran ◽  
Mohammad Abrar Shareef ◽  
Wissal J. Alsheikh ◽  
Dana A. Kalagi ◽  
...  
Keyword(s):  
Medical Students ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Team Work ◽  
First Year ◽  
Validity And Reliability ◽  
Organ Systems ◽  
Team Based Learning ◽  
And Behavior ◽  
First Year Medical Students

Team-based learning (TBL) is an emerging teaching and learning strategy being employed in medical schools. The College of Medicine at Alfaisal University has adopted a TBL approach as an instructional method for first-year medical students. The aim of the present study was to describe the TBL method employed at Alfaisal University College of Medicine and to assess first-year medical students' perceptions of this learning modality for the anatomy- and physiology-based blocks/courses in organ systems form of curriculum. A five-point Likert scale questionnaire was structured based on Kirkpatrick’s theory and assessed three major domains: reaction, learning, and behavior. Confirmatory factor analysis (CFA) and Cronbach’s α-coefficient tests were used to assess the validity and reliability of the construct, respectively. CFA showed an adequate validity of the survey and Cronbach’s α revealed an acceptable internal uniformity (0.69). A total of 185 respondents rated reaction, learning, and behavior toward introduction of TBL as 3.53 ± 1.01, 3.59 ± 1.12, and 3.57 ± 1.12, respectively. Excellent students rated TBL highly in all major domains compared with borderline students (reaction, behavior, and learning domains with P values of <0.049, <0.035, and <0.031, respectively). Students who had prior teamwork experience rated TBL higher in terms of their learning experience compared with those who were rarely involved in team work. This study demonstrated that Alfaisal University first-year medical students perceived TBL positively as a teaching and learning strategy for functional anatomy, and prior involvement in teamwork and academic performance correlates with higher ratings of TBL.

scholarly journals Stress among Early and Late Entrants in Medical Education

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Prof. Indu Bansal ◽  
Pooja Pundir
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Teaching And Learning ◽  
Age Groups ◽  
Interaction Effects ◽  
First Year ◽  
Indian States ◽  
Related Stress ◽  
And Gender ◽  
First Year Medical Students

This study has been designed to find out stress in early and late entrants in medical education and also age and gender interaction effect on stressor. The study was conducted on 1200 first year medical students ten randomly selected medical colleges of North Indian states of India. Stress of medical students was measured in terms of various stressors. Medical Student Stressor Questionnaire (MSSQ) developed by Muhamad S. B. Yusoff, Ahmad F. A. Rahim and Mohd J. Yaacob was used to identify six domains of stressor including – Academic related stressors (ARS), Intrapersonal and interpersonal related stressors (IRS), Teaching and learning-related stressors (TLRS), Social related stressors (SRS), Drive and desire related stressors (DRS) and Group activities related stressors (GARS). Data were collected in person with each respondent. Means, Standard deviations for each domain were calculated separately for boys and girls and age groups and F test was used to find out the main effects and the interaction effects for each domain of stress. Significant interaction effects were found in all the domains of stressor except two ARS and IRS among groups. Our brief survey suggests that there are substantial differences expressed by these older students in regard to stressor prevalence. Current study demonstrated that early entrant boys and late entrant girls feel more academic related stress. For all other domains early entrants were having more stress than were their younger counterparts. The findings can help understand harms and stresses in early and late entrants in medical education and prepare intervention and guidance programmes for new medical entrants to beat stress and healthier amendment.

scholarly journals "I wish I’d laid my hand on her shoulder". Fostering compassion in first-year medical students

2020 ◽  
Vol 7 (1) ◽  
pp. 16
Author(s):  
Edvin Schei ◽  
Beth Whelan ◽  
Tom Hutchinson
Keyword(s):  
Medical Students ◽  
Teaching And Learning ◽  
Teaching Method ◽  
First Year ◽  
Human Beings ◽  
Sick People ◽  
Participatory Workshop ◽  
Whole Person ◽  
Potential Applications ◽  
First Year Medical Students

In order to care for sick people as whole persons, health personnel need awareness of how sickness afflicts human beings, and how health professionals affect patients’ ability to deal with disease and suffering. In medical education there is a well-documented dearth of teaching and learning about emotions and relational healing mechanisms. Medical students are not systematically educated in the “existential anatomy” of persons, and how to deal productively with uncertainty, embarrassment and helplessness.In this highly participatory workshop, a concrete teaching method for first-year medical students, developed in Norway, will be shared. The method, called PASKON (“patient contact”) is anchored within a theoretical framework related to Whole Person Care, which is currently taught at McGill.Central to PASKON is the encounter between novice medical students and very sick volunteers, both in the patients’ homes and in the classroom. Having to enter the intimacy sphere of a stranger, and be acknowledged as a health professional without feeling like one, is an orchestrated rite of passage that generates strong emotions and a wealth of material for reflection. More experienced students coach the first-years and assess their reflective essays.The workshop will highlight the rationale for working with relationships, emotion and awareness in medical students. Participants will then be given roles as patients or students, and guided through a simulated session of PASKON, and reflections on the method and its potential applications.

scholarly journals Positive effects of medical hypnosis on test anxiety in first year medical students

2021 ◽  
pp. 1-11
Author(s):  
Christian M. Hammer ◽  
Michael Scholz ◽  
Larissa Bischofsberger ◽  
Alexander Hammer ◽  
Benedikt Kleinsasser ◽  
...  
Keyword(s):  
Medical Students ◽  
Test Anxiety ◽  
First Year ◽  
Positive Effects ◽  
First Year Medical Students

Variation in assessment of first-year medical students' interprofessional competencies by rater profession

2021 ◽  
Vol 24 ◽  
pp. 100424
Author(s):  
Joseph B. House ◽  
Lynze R. Franko ◽  
Fatema Haque ◽  
James A. Cranford ◽  
Sally A. Santen
Keyword(s):  
Medical Students ◽  
First Year ◽  
First Year Medical Students ◽  
Interprofessional Competencies

Are Future Doctors Prepared to Address Patients’ Nutritional Needs? Cooking and Nutritional Knowledge and Habits in Medical Students

2021 ◽  
pp. 155982762110181
Author(s):  
Sam Sugimoto ◽  
Drew Recker ◽  
Elizabeth E. Halvorson ◽  
Joseph A. Skelton
Keyword(s):  
Medical Students ◽  
Prior Knowledge ◽  
The United States ◽  
First Year ◽  
Nutritional Knowledge ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Nutritional Needs ◽  
Second Year ◽  
First Year Medical Students

Background. Many diseases are linked to lifestyle in the United States, yet physicians receive little training in nutrition. Medical students’ prior knowledge of nutrition and cooking is unknown. Objective. To determine incoming medical students’ prior nutrition knowledge, culinary skills, and nutrition habits. Methods. A dual-methods study of first-year medical students. Cross-sectional survey assessing prior knowledge, self-efficacy, and previous education of cooking and nutrition. Interviews of second-year medical students explored cooking and nutrition in greater depth. Results. A total of 142 first-year medical students participated; 16% had taken a nutrition course, with majority (66%) learning outside classroom settings. Students had a mean score of 87% on the Nutritional Knowledge Questionnaire versus comparison group (64.9%). Mean cooking and food skills score were lower than comparison scores. Overall, students did not meet guidelines for fiber, fruit, vegetables, and whole grains. Interviews with second-year students revealed most learned to cook from their families; all believed it important for physicians to have this knowledge. Conclusions. Medical students were knowledgeable about nutrition, but typically self-taught. They were not as confident or skilled in cooking, and mostly learned from their family. They expressed interest in learning more about nutrition and cooking.

Sign in / Sign up

Export Citation Format

Share Document