Teaching Aids in Clinical Psychiatry

1952 ◽  
Vol 98 (412) ◽  
pp. 477-482
Author(s):  
W. M. Millar ◽  
Max Valentine
Keyword(s):  
Medical Students ◽  
Effective Teaching ◽  
Clinical Psychiatry ◽  
Future Development ◽  
Medical Curriculum ◽  
Teaching Method ◽  
Teaching Aids ◽  
Major Subject ◽  
Teachers And Students ◽  
The Subject

The effective teaching of Psychiatry to medical students remains a formidable problem for many reasons apart from the actual methods employed by the teacher. Allocation of adequate time to the subject, the attitude of other teachers and students towards it, the facilities provided by local hospitals, clinics and other institutions alike contribute to the difficulty in establishing Psychiatry as a major subject within the medical curriculum. It is with the problem of teaching method alone that this paper wishes to deal: first to outline the inherent difficulties commonly encountered; secondly to describe the design of structures and equipment found useful in overcoming these difficulties in some measure; and thirdly to point the way for possible future development.

Use of simulation based technology in pre-clinical years improves confidence and satisfaction among medical students

2021 ◽  
pp. 1-19
Author(s):  
Muhammad Bilal Mirza ◽  
Anjiya Sulaiman ◽  
Satwat Hashmi ◽  
Samar Zaki ◽  
Rehana Rehman ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical Curriculum ◽  
Teaching Method ◽  
Clinical Skills ◽  
Descriptive Analysis ◽  
Group Discussion ◽  
Cross Sectional Study ◽  
Learning Objectives ◽  
Student Interest ◽  
Cross Sectional

Abstract Objective: To determine perception of medical students about learning from integrated simulated clinical skills sessions in Respiration and Circulation module of Year 1 undergraduate medical curriculum at Aga Khan University. Subjects & Methods: This cross-sectional study was conducted at the Centre for Innovation in Medical Education, Aga Khan University (AKU) from July 2018 to February 2019. Integrated clinical skills session involves use of a combination of live simulated patient and mechanical simulator to teach clinical skills.  These sessions were conducted in Respiration and Circulation Module of MBBS Year I curriculum after which quantitative data was collected by a questionnaire that assessed usefulness of integrated clinical skills teaching method and confidence gained by students. The responses acquired were assessed on a Likert scale ranging from 1-5, (strongly agree -strongly disagree).  Descriptive analysis was performed. A focused group discussion (FGD) with students and an in-depth interview with a facilitator conducting the clinical skills sessions was arranged. Simple verbatim transcription of FGD recordings and thematic analyses was executed. Results: Quantitative analysis showed that more than 90% of the students believed integrated sessions were effective in acquiring the learning objectives and found them enjoyable and motivating. 80% expressed confidence that they had accomplished learning objectives and felt they have learned practical clinical skills. Qualitative analysis revealed that these sessions enhanced understanding of subject matter and student engagement during sessions. Conclusion: Integrated clinical skills sessions improved student interest, engagement and promoted student confidence. It should be implemented in undergraduate medical teaching curriculum. Continuous...

scholarly journals Clinical communication in medical practice internship: articulating the skill to an integrated and competence-oriented curriculum

2021 ◽  
Vol 45 (3) ◽  
Author(s):  
Ana Glaucia Paulino Lima ◽  
Danielle Abdel Massih Pio ◽  
Ana Carolina Nonato ◽  
Mara Quaglio Chirelli ◽  
Roseli Vernasque Bettini
Keyword(s):  
Medical Students ◽  
Educational Process ◽  
Biomedical Knowledge ◽  
Clinical Communication ◽  
Student Work ◽  
Communication Practice ◽  
Extensive Training ◽  
Teachers And Students ◽  
The Subject ◽  
Teaching Learning

Abstract: Introduction: Clinical Communication is an instrument for interaction between professionals and between them and users, being extremely important to ensure integral care. The complexity of the users’ biopsychosocial demands must be understood and worked through skills developed beyond the technical and biomedical knowledge, including a more extensive training in relation to the human being. In the curriculum of a medical school institution in the interior of São Paulo, Clinical Communication is a skill expected of the student in all undergraduate scenarios. During medical internship, it is important that communication practice be developed in an integrated fashion, considering the biopsychosocial aspects of the subject under care; however, the literature demonstrates that this skill is superficially explored in training, causing difficulty for its effectiveness. Thus, it can be assumed that there are different understandings about the concept of Clinical Communication and its theoretical-practical articulation between teachers and students, being necessary to analyze this educational process during internship. Objective: Thus, the objective was to question how teachers and students from a medical course internship understand the teaching-learning aspects about Clinical Communication in an integrated and competence-based curriculum. Method: This was a qualitative study, which included eleven 5th-year medical students, twelve 6th-year medical students and nine internship teachers. The interviews were semi-directed and carried out based on an interview script, which were later transcribed and submitted to the analysis of content, thematic modality. Results: Three categories emerged from the concepts and characteristics of the topics “Clinical Communication” and “Curriculum”: 1) What involves clinical communication; 2) Development of clinical communication during the undergraduate course and 3) Proposals for the training of internship students and teachers. It was observed that the participants understood the concept of Clinical Communication and its importance for the students’ training, but also that it is difficult to develop this training due to the lack of knowledge about the curriculum, student work overload and teacher devaluation. Conclusion: The study considers the development of Clinical Communication skills of internship students and the possibilities for reflection on gaps mentioned by students and teachers.

scholarly journals Konsensus Dokter Umum Mengenai Materi Inti Anatomi Sistem Reproduksi Wanita Untuk Mahasiswa Kedokteran

2019 ◽  
Vol 1 (2) ◽  
pp. 73
Author(s):  
INTAN PRATIWI ◽  
YUNIA HASTAMI ◽  
NANANG WIYONO ◽  
SITI MUNAWAROH
Keyword(s):  
Medical Students ◽  
General Practitioners ◽  
Reproductive System ◽  
Delphi Method ◽  
Medical Curriculum ◽  
Core Material ◽  
Female Reproductive System ◽  
Additional Material ◽  
Delphi Round ◽  
The Subject

<p><strong><em>Introduction</em></strong><strong><em>:</em></strong><strong><em> </em></strong><em>The anatomy of the female reproductive system is one of the basic sciences of medical clinical practice needed by general practitioners. Until now there has been no standardization regarding anatomical material of the female reproductive system that medical students need to know. Meanwhile, the medical curriculum has undergone many changes that have impacted on reduced learning time resulting in a reduction in anatomical material given to students. This causes the different emphasis on anatomical material given to be different for each medical institution. This study aims to compile the subject matter of the anatomy of the female reproductive system in order to facilitate anatomical learning for medical students.</em><em> </em></p><p><strong><em>Methods</em></strong><strong><em>:</em></strong><strong><em> </em></strong><em>This research is a qualitative research with Delphi method two rounds. </em><em>The s</em><em>ubjects were general practitioners </em><em>from 9 institutions </em><em>in Indonesia selected through purposive sampling as many as 20 people. The initial Delphi questionnaire was compiled based on three anatomical textbooks, one anatomic terminology, and one study on the anatomical core material. Delphi round I panel is asked to choose material that are important and can add material if it doesn't already exist. Delphi round II panel was asked to rank 1-4 in each material. Researchers set a consensus level of 53%</em><em>.</em><em></em></p><p><strong><em>Result</em></strong><strong><em>s: </em></strong><em>The results of Delphi round I obtained 176 materials from a total of 178 materials and no additional material was obtained. Delphi round II obtained 84 (47.72%) core anatomical materials from 176 material.</em><em></em></p><p><strong><em>Conclusion</em></strong><strong><em>: </em></strong><em>General practitioners consensus of core materials of female reproductive system anatomy is 84 materials.</em><em></em></p>

scholarly journals Communication in nursing: A learning exercise for teachers and students

Curationis ◽  
1984 ◽  
Vol 7 (3) ◽  
Author(s):  
M. Hammond
Keyword(s):  
Medical Students ◽  
Adult Learners ◽  
Community Health ◽  
Teaching Method ◽  
Student Feedback ◽  
Self Directed Learning ◽  
Learning Materials ◽  
Teachers And Students ◽  
Directed Learning

In the Department of Community Health, University of the Witwatersrand, self-directed learning materials have been used for fourthyear medical students since January 1983. Student feedback has been very positive and we have seen significant increases in marks when compared with conventional didactic handouts. It is believed that this teaching method has great potential for many other groups of adult learners — nurses among them.

scholarly journals Comunicação clínica no internato: habilidade em interface com o currículo integrado e orientado por competência

2021 ◽  
Vol 45 (3) ◽  
Author(s):  
Ana Glaucia Paulino Lima ◽  
Danielle Abdel Massih Pio ◽  
Ana Carolina Nonato ◽  
Mara Quaglio Chirelli ◽  
Roseli Vernasque Bettini
Keyword(s):  
Medical Students ◽  
Educational Process ◽  
Biomedical Knowledge ◽  
Clinical Communication ◽  
Student Work ◽  
Communication Practice ◽  
Extensive Training ◽  
Teachers And Students ◽  
The Subject ◽  
Teaching Learning

Abstract: Introduction: Clinical Communication is an instrument for interaction between professionals and between them and users, being extremely important to ensure integral care. The complexity of the users’ biopsychosocial demands must be understood and worked through skills developed beyond the technical and biomedical knowledge, including a more extensive training in relation to the human being. In the curriculum of a medical school institution in the interior of São Paulo, Clinical Communication is a skill expected of the student in all undergraduate scenarios. During medical internship, it is important that communication practice be developed in an integrated fashion, considering the biopsychosocial aspects of the subject under care; however, the literature demonstrates that this skill is superficially explored in training, causing difficulty for its effectiveness. Thus, it can be assumed that there are different understandings about the concept of Clinical Communication and its theoretical-practical articulation between teachers and students, being necessary to analyze this educational process during internship. Objective: Thus, the objective was to question how teachers and students from a medical course internship understand the teaching-learning aspects about Clinical Communication in an integrated and competence-based curriculum. Method: This was a qualitative study, which included eleven 5th-year medical students, twelve 6th-year medical students and nine internship teachers. The interviews were semi-directed and carried out based on an interview script, which were later transcribed and submitted to the analysis of content, thematic modality. Results: Three categories emerged from the concepts and characteristics of the topics “Clinical Communication” and “Curriculum”: 1) What involves clinical communication; 2) Development of clinical communication during the undergraduate course and 3) Proposals for the training of internship students and teachers. It was observed that the participants understood the concept of Clinical Communication and its importance for the students’ training, but also that it is difficult to develop this training due to the lack of knowledge about the curriculum, student work overload and teacher devaluation. Conclusion: The study considers the development of Clinical Communication skills of internship students and the possibilities for reflection on gaps mentioned by students and teachers.

Integrating Evolutionary Biology into Medical Education

2019 ◽  
Keyword(s):  
Public Health ◽  
Medical Education ◽  
Medical Students ◽  
Evolutionary Biology ◽  
Medical Training ◽  
Medical Curriculum ◽  
Evolutionary Medicine ◽  
Evolutionary Perspective ◽  
Female Reproduction ◽  
Teaching Aids

Clinicians and scientists are increasingly recognising the importance of an evolutionary perspective in studying the aetiology, prevention, and treatment of human disease; the growing prominence of genetics in medicine is further adding to the interest in evolutionary medicine. In spite of this, too few medical students or residents study evolution. This book builds a compelling case for integrating evolutionary biology into undergraduate and postgraduate medical education, as well as its intrinsic value to medicine. Chapter by chapter, the authors – experts in anthropology, biology, ecology, physiology, public health, and various disciplines of medicine – present the rationale for clinically-relevant evolutionary thinking. They achieve this within the broader context of medicine but through the focused lens of maternal and child health, with an emphasis on female reproduction and the early-life biochemical, immunological, and microbial responses influenced by evolution. The tightly woven and accessible narrative illustrates how a medical education that considers evolved traits can deepen our understanding of the complexities of the human body, variability in health, susceptibility to disease, and ultimately help guide treatment, prevention, and public health policy. However, integrating evolutionary biology into medical education continues to face several roadblocks. The medical curriculum is already replete with complex subjects and a long period of training. The addition of an evolutionary perspective to this curriculum would certainly seem daunting, and many medical educators express concern over potential controversy if evolution is introduced into the curriculum of their schools. Medical education urgently needs strategies and teaching aids to lower the barriers to incorporating evolution into medical training. In summary, this call to arms makes a strong case for incorporating evolutionary thinking early in medical training to help guide the types of critical questions physicians ask, or should be asking. It will be of relevance and use to evolutionary biologists, physicians, medical students, and biomedical research scientists.

scholarly journals Effectiveness of Integrated Teaching Module among Final Year Medical students

2016 ◽  
Vol 06 (02) ◽  
pp. 024-026
Author(s):  
Akshatha Rao Aroor ◽  
Dileep K. S. ◽  
Rama Prakasha Saya ◽  
Sudheendra Rao
Keyword(s):  
Medical Students ◽  
Medical Curriculum ◽  
Teaching Method ◽  
Tertiary Care ◽  
General Medicine ◽  
P Value ◽  
College Hospital ◽  
Before And After ◽  
The Mean ◽  
A Prospective Study

AbstractBackground: Didactic lectures and the current practice of teaching in Medical colleges has many limitations. Correlation and integration of knowledge into practice becomes difficult in the absence of integrated teaching at appropriate levels in medical curriculum.Aim: To assess the effectiveness of the vertical integrated teaching method among the final year MBBS students and to study the attitude towards integrated teaching. Materials and Methods: This is a prospective study conducted among 102 final year MBBS students at a tertiary care medical college hospital in South India. The teaching was implemented by the active participation of faculty from the departments of Physiology, Pathology and General Medicine on a single topic. Students' knowledge about the subject before and after the session was evaluated by a questionnaire of 20 questions (Pre-test and Post-test). The mean score before and after the session was compared using the paired't' test. The students were also asked to give their feedback about the usefulness of this method in improving their knowledge.Results: The mean scores before and after the session were 8.8± 2.87 and 16.88±1.23 (p value < 0.001). Majority of the students (97.1%) opined the need for integrated teaching to be a part of medical curriculum. Most of them (54.9%) felt the need for integrated teaching to be conducted monthly. On self-grading the knowledge on a scale of 1 to 10 before and after the session, the mean scores were 4.73±1.84 and 7.83±1.86 respectively (p value < 0.001). Conclusion: The integrated teaching was found to be an effective method of teaching. Medical students had a positive attitude towards integrated teaching.

scholarly journals Didactic Bases of Turkic Language Teaching Method as a Foreign Language

2020 ◽  
Vol 9 (8) ◽  
pp. 24
Author(s):  
Gulnara Rasikhovna Shakirova ◽  
Firaz Fakhrazovich Kharisov ◽  
Askarbek Kabykenovish Kusainov
Keyword(s):  
Teaching Method ◽  
Language Teaching ◽  
Educational Process ◽  
Federal State ◽  
Teaching Methodology ◽  
Problem Solution ◽  
Native Languages ◽  
Teaching Aids ◽  
Teachers And Students ◽  
State Educational

The article is devoted to disclosing the didactic foundations of Turkic language teaching methodology as non-native languages by the example of one of the developed languages - the Tatar language, which, according to UNESCO, is one of the easily acquired languages of the world. The new generation of federal state educational standards sets new requirements for the educational community, namely, implementing a system-activity approach during the educational process organization in public education organizations, which provides for the development of universal educational actions for students. It was established that the proposed didactic principles would contribute to the solution of these problems. During the study, we have proved the effectiveness of their use in conjunction with innovative technologies and teaching aids. However, the final result of the work of a teacher and a student will always depend on the skillful organization of the educational process, on the choice of effective teaching methods and techniques, i.e., the way teachers and students interact, directing their actions to particular problem solution (especially at primary school). At the same time, they concluded that students' communicative abilities would be much higher if teachers take our recommendations into service.

scholarly journals Is it just semantics? Medical students and their ‘first patients’

2019 ◽  
Vol 45 (6) ◽  
pp. 411-414 ◽  
Author(s):  
Natalie Cohen
Keyword(s):  
Medical Students ◽  
Medical Curriculum ◽  
Clinical Environment ◽  
Clinical Experiences ◽  
Multiple Factors ◽  
The Subject ◽  
Detached Concern ◽  
Patient Values ◽  
Cultural Shifts ◽  
Anatomy Lab

There have been multiple factors involved in the decline of the anatomy course’s central role in medical education over the last century. The course has undergone a multitude of changes, in large part due to the rise in technology and cultural shifts away from physical dissection. This paper argues that, as the desire of medical schools to introduce clinical experiences earlier in the curriculum increased, anatomy courses began implementing changes that would align themselves with the shifting culture towards incorporating humanistic values early on in the medical curriculum. One of these changes, argued as a product of this shift, included calling a cadaver a ‘patient’ and introducing the cadaver as a student’s ‘first patient’. This change has been seen in different universities and textbooks. This paper argues that the use of the words ‘patient’ to describe the cadaver in order to promote principled habits in medical students may in fact create an environment that does the opposite. By equating an environment in which the subject of dissection is lifeless and incapable of participation, and the space is discouraging of emotions and conducive to untested coping mechanisms to the clinical environment through using the word ‘patient’, values like detached concern, a controversial practice in medicine, can be implicitly encouraged. An ethical analysis of the use of the word ’patient’ to describe the cadaver shows that this practice can promote unethical habits in students and that changing this aspect of anatomy lab culture could improve ethical dispositions of future physicians.

scholarly journals Predilection of Teaching Aids Among Year I Medical Students at a Medical College of Mauritius

2017 ◽  
Vol 16 (1) ◽  
pp. 42-46
Author(s):  
Barun Mahat ◽  
Prakash Limbu ◽  
Indrajit Banerjee ◽  
Sunil Dhungel ◽  
Pawan Kumar Lal Das
Keyword(s):  
Teaching And Learning ◽  
Teaching Method ◽  
Nonparametric Test ◽  
Chi Square ◽  
Learning And Teaching ◽  
Medical College ◽  
Teaching Aids ◽  
Chi Square Test ◽  
The Subject ◽  
Power Point

Introduction: Teaching aids are the motivational tool which plays an important role in teaching and learning processes in such a way that it makes the classroom lively, active and interactive. It creates an environment of interest for the students as well as it helps to clarify and understand the subject matter in a better way. The objective of this study is to know the opinion of students regarding the teaching aids among 1st year MBBS students during teaching and learning activities in physiology at SSR Medical College.Methods: The data were collected by pre-designed questionnaire among the 1st year MBBS students of SSR Medical College, Belle Rive, Mauritius. The study was conducted between March and April, 2016. Out of 147 students, 139 students were participated in the study. The data were analyzed using nonparametric test and P values were analyzed by using Chi-Square test. P < 0.05 was considered significant.Results: 60.4% of students thought that the combination of black board and PowerPoint slides was more beneficial compared to blackboard, PowerPoint and whiteboard which were selected by 24.5%, 14.4% and 0.7% respectively. The combination of blackboard and Power Point slides was selected as the most understandable and informative by 51.8% and 64% students respectively. Similarly, the same teaching method was considered the most helpful in retention by 48.2% respondents and most emphatic on important points by 47.5%. More than 50% of the students found the combination of blackboard and Power Point slides as the most captivating (55.4%), interactive (57.6%), providing excellent visual clarity (56.8%), easy for summarization (51.1%) and effective for presentation (56.8%). 46% of the students thought that this combination of teaching aid covered the more topic per lecture. Conclusion: This study shows that the majority of the students preferred combination of aids viz. black board and Power Point for learning and teaching physiology.

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