scholarly journals MOSAICO, a web platform to design, perform, and assess collaborative clinical scenarios for medical students. (Preprint)

10.2196/23370 ◽  
2020 ◽  
Author(s):  
Sergio Guinez-Molinos ◽  
Jaime Gonzalez Díaz ◽  
Carmen Gomar Sancho ◽  
Paulina Espinoza Carrasco ◽  
Gustavo Constenla Scabone
Keyword(s):  
Medical Students ◽  
Clinical Scenarios ◽  
Web Platform

scholarly journals MOSAICO, a web platform to design, perform, and assess collaborative clinical scenarios for medical students. (Preprint)

2020 ◽  
Author(s):  
Sergio Guinez-Molinos ◽  
Jaime Gonzalez Díaz ◽  
Carmen Gomar Sancho ◽  
Paulina Espinoza Carrasco ◽  
Gustavo Constenla Scabone
Keyword(s):  
Medical Students ◽  
Collaborative Design ◽  
The Internet ◽  
Functional Requirements ◽  
Educational Design ◽  
Clinical Simulation ◽  
Clinical Scenarios ◽  
The University ◽  
Web Platform ◽  
The Web

BACKGROUND The Collaborative Clinical Simulation (CCS) model is a structured method for the development and assessment of clinical competencies through small groups working collaboratively on simulated environments. From 2016 to date, the CCS model has been applied successfully in undergraduate and graduate medical students from the University of Talca (Chile), the University of Barcelona (Spain), and in the University VIC-Manresa (Spain). All the templates for building the clinical cases and the assessment instruments with CCS were printed on paper. Considering several CCS sessions and the number of participating students that are required throughout the medical degree curriculum, it is impossible to keep an organized record when the instruments are printed on paper. Moreover, with the COVID-19 pandemic, the web-platforms take importance as a safe training environment for students and medical faculties, where the new educational environment should include the consolidation and adaptation of didactic sessions creating and using available virtual cases and using different web-platforms. OBJECTIVE Design and develop a web-platform to strengthen the Collaborative Clinical Simulation model. METHODS The design of the web platform was aimed to support each phase of the CCS by incorporating functional and non-functional requirements needed to run collaborative sessions. The software was developed under the Model-View-Controller architecture to separate the views from the data model and the business logic. RESULTS MOSAICO, a web platform to design, perform, and assess collaborative clinical scenarios for medical students. MOSAICO has four modules: educational design, students’ collaborative design, collaborative simulation, and collaborative debriefing. Three different user profiles: academic simulation unit, teacher, and student. These users interact under different roles in collaborative simulations. MOSAICO enables a collaborative environment (connected by the Internet) to design clinical scenarios guided by the teacher, and use all data generated for discussing in the debriefing session with the teacher as a guide. CONCLUSIONS MOSAICO was implemented and is used frequently in different simulation sessions at the University of Talca, where medical students can work collaboratively connected by the Internet. The web platform supports all the stages of the CCS model, and the teachers use MOSAICO as technological infrastructure to schedule, design, and execute the simulation activities. INTERNATIONAL REGISTERED REPORT RR2-10.1080/0142159X.2016.1248913

scholarly journals Uso da simulação no ensino da anestesiologia em escola de medicina

2018 ◽  
Vol 28 (1) ◽  
pp. 28348
Author(s):  
Régis Borges Aquino ◽  
Maria Cristina Smania
Keyword(s):  
Medical Students ◽  
Rio Grande ◽  
Clinical Settings ◽  
Rio Grande Do Sul ◽  
Knowledge And Skills ◽  
Catholic University ◽  
Real Risk ◽  
Clinical Scenarios ◽  
Real Patients ◽  
De Medicina

AIMS: To report the experience with teaching of anesthesiology to medical students in a practical and interactive way, using simulators in clinical scenarios of anesthesia with predetermined tasks.EXPERIENCE REPORT: In the Medical School of the Pontifical Catholic University of Rio Grande do Sul simulated clinical settings are used in general anesthesia and anesthetic blockage teaching. Complete equipment and drugs specific to each simulation are available. Students have direct performance in the simulator to perform in the presented situations. For each conduct, choice of drugs and doses required, filming are performed with the purpose of fixing and improve knowledge.CONCLUSIONS: Medical teaching of anesthesiology with the use of simulators tends to be increasingly used, since it inserts the student in simulated situations close to the reality of the anesthetic process, in an interactive and attractive way without the real risk. Clinical situations of anesthesia or complications can be repeated until the fixation of knowledge and skills, before facing a situation with real patients.

scholarly journals Effectiveness of the clinical decision support tool ESR eGUIDE for teaching medical students the appropriate selection of imaging tests: randomized cross-over evaluation

2020 ◽  
Vol 30 (10) ◽  
pp. 5684-5689 ◽  
Author(s):  
Torsten Diekhoff ◽  
Franz Kainberger ◽  
Laura Oleaga ◽  
Marc Dewey ◽  
Elke Zimmermann
Keyword(s):  
Decision Support ◽  
Medical Students ◽  
Clinical Decision Support ◽  
Imaging Modality ◽  
Decision Support Tool ◽  
Clinical Decision ◽  
Support Tool ◽  
Clinical Scenarios ◽  
Group A ◽  
Clinical Decision Support Tool

Abstract Objectives To evaluate ESR eGUIDE—the European Society of Radiology (ESR) e-Learning tool for appropriate use of diagnostic imaging modalities—for learning purposes in different clinical scenarios. Methods This anonymized evaluation was performed after approval of ESR Education on Demand leadership. Forty clinical scenarios were developed in which at least one imaging modality was clinically most appropriate, and the scenarios were divided into sets 1 and 2. These sets were provided to medical students randomly assigned to group A or B to select the most appropriate imaging test for each scenario. Statistical comparisons were made within and across groups. Results Overall, 40 medical students participated, and 31 medical students (78%) answered both sets. The number of correctly chosen imaging methods per set in these 31 paired samples was significantly higher when answered with versus without use of ESR eGUIDE (13.7 ± 2.6 questions vs. 12.1 ± 3.2, p = 0.012). Among the students in group A, who first answered set 1 without ESR eGUIDE (11.1 ± 3.2), there was significant improvement when set 2 was answered with ESR eGUIDE (14.3 ± 2.5, p = 0.013). The number of correct answers in group B did not drop when set 2 was answered without ESR eGUIDE (12.4 ± 2.6) after having answered set 1 first with ESR eGUIDE (13.0 ± 2.7, p = 0.66). Conclusion The clinical decision support tool ESR eGUIDE is suitable for training medical students in choosing the best radiological imaging modality in typical scenarios, and its use in teaching radiology can thus be recommended. Key Points • ESR eGUIDE improved the number of appropriately selected imaging modalities among medical students. • This improvement was also seen in the group of students which first selected imaging tests without ESR eGUIDE. • In the student group which used ESR eGUIDE first, appropriate selection remained stable even without the teaching tool.

scholarly journals Using lectures to identify student misconceptions: a study on the paradoxical effects of hyperkalemia on vascular smooth muscle

2020 ◽  
Vol 44 (1) ◽  
pp. 15-20
Author(s):  
Stephen J. Bordes ◽  
Jason Gandhi ◽  
Blake Bauer ◽  
Matthew Protas ◽  
Nadia Solomon ◽  
...  
Keyword(s):  
Skeletal Muscle ◽  
Smooth Muscle ◽  
Medical Students ◽  
Potassium Conductance ◽  
Equilibrium Potential ◽  
Control Mechanisms ◽  
Student Misconceptions ◽  
Clinical Scenarios ◽  
Paradoxical Effects ◽  
Muscle Types

Medical students have difficulty understanding the mechanisms underlying hyperkalemia-mediated local control of blood flow. Such control mechanisms are crucial in the brain, kidney, and skeletal muscle vasculature. We aimed to identify medical students’ misconceptions via assessment of students’ in-class knowledge and, subsequently, improve future teaching of this concept. In-class polling was performed with the TurningPoint clicker response system ( n = 860) to gauge students’ understanding of three physiological concepts related to hyperkalemia: membrane potential ( Vm), conductance, and smooth muscle response. Vm includes the concepts of equilibrium potential ( Veq) for specific ions, as well as driving force (DF =  Vm − Veq). Students understood the concept of DF (~70% answered correctly), suggesting their understanding of Vm. However, students misunderstood that hyperkalemia results in depolarization (~52% answered correctly) and leads to an increase in potassium conductance (~31% answered correctly). Clarification of the type of smooth muscle as vascular increased the percentage of correct responses (~51 to 73%). The data indicate that students lacked knowledge of specific potassium conductance in various muscle types, resulting in divergent responses, such as the canonical depolarization in skeletal muscle versus hyperpolarization in smooth muscle cells during hyperkalemia. Misunderstanding of this crucial concept of conductance is directly related to the students’ performance. Furthermore, we connected the paradoxical effect of hyperkalemia to pathological acute and chronic hyperkalemia clinical scenarios.

scholarly journals Evaluation of a compulsory reflective group for medical students

2019 ◽  
Vol 11 (3) ◽  
pp. 227 ◽  
Author(s):  
Liza Lack ◽  
Jill Yielder ◽  
Felicity Goodyear-Smith
Keyword(s):  
Medical Students ◽  
Reflection Group ◽  
Clinical Experiences ◽  
Group Discussions ◽  
Essential Condition ◽  
Clinical Scenarios ◽  
Academic Facilitators ◽  
The University ◽  
School Training ◽  
Reflective Group

ABSTRACT INTRODUCTIONThe ability to reflect – reflection – taking time to stop, think and evaluate is an important professional skill to develop. AIMTo evaluate a compulsory reflective group activity to determine whether compulsory participation enabled students to constructively share emotional clinical experiences and develop ethical and professional behaviour. METHODSThis was a case study with mixed methodology. Participants were Years 5 and 6 medical students at the University of Auckland, New Zealand. Data collection included pre- and post-reflective group questionnaires with Year 5 and 6 students, questionnaires with general practice academic facilitators, and audiotapes of the reflection group discussions. RESULTSStudents shared emotional experiences that were organised into three themes: (i) witnessing unprofessional behaviour; (ii) meeting difficult clinical scenarios for the first time; and (iii) the hierarchy of medicine. They reported positive learning experiences relevant to their future practice and valued the opportunity to share their experiences safely. Facilitators thought the groups provided unique educational opportunities that students appreciated. Eighty-two percent of participants would like to repeat the activity during their medical school training. CONCLUSIONSelf-reflection is an essential condition for professionalism. Use of reflective groups can help students become ethical and professional doctors.

scholarly journals Five years after commencing the objective structured clinical examination: are we getting it right? Medical students’ assessment as the measuring index

2020 ◽  
Vol 20 (2) ◽  
pp. 960-965
Author(s):  
Stanley Ukadike Okugbo ◽  
Peter Agbonrofo ◽  
Omorodion Irowa
Keyword(s):  
Medical Students ◽  
Clinical Examination ◽  
The Self ◽  
Objective Structured Clinical Examination ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Main Method ◽  
Clinical Reality ◽  
Clinical Scenarios ◽  
Self Administered Questionnaire

Introduction: The aim of this study was to assess our use of OSCE from the perception of final year medical students. Materials and methods: This is a cross sectional survey of final year medical students undergoing the final examination in Surgery. All 102 medical students in the class were given the self-administered questionnaire to fill. The data were collated into excel spreadsheets and analysed using the SPSS version 21. Results: A total of 79 completed questionnaires were retrieved (return rate of 78%). All the students knew about and had participated previously in OSCE, 94.9% accorded the OSCE fair. 76(93.2%) wanted the examination as the main method of clinical assessment, 38(46.6%) had adequate preparation. In terms of the OSCE stations not mirroring real clinical scenarios, 38(48.1%) disagreed, and 26(20.5%) strongly disagreed. 34(43%) disagreeing that the logistics was poor. The students rating of the OSCE, on a scale of 1 - 10, gave a mean score of >8 for spread of the OSCE stations, detail of the questions and objectivity of the examination. The nearness to clinical reality was rated as 7.52 with artificiality of the stations rated as 4.12. Conclusion: The OSCE has gained acceptance amongst final year medical students. Keyword: Clinical examination; medical students assessment; measuring index.

scholarly journals Understanding medical student evidence-based medicine information seeking in an authentic clinical simulation

2020 ◽  
Vol 108 (2) ◽  
Author(s):  
Joey Nicholson ◽  
Adina Kalet ◽  
Cees Van der Vleuten ◽  
Anique De Bruin
Keyword(s):  
Medical Students ◽  
Evidence Based Medicine ◽  
Information Seeking ◽  
Point Of Care ◽  
Evidence Based ◽  
Clinical Question ◽  
Common Information ◽  
Clinical Scenarios ◽  
Objective Evidence ◽  
Based Medicine

Objective: Evidence-based medicine practices of medical students in clinical scenarios are not well understood. Optimal foraging theory (OFT) is one framework that could be useful in breaking apart information-seeking patterns to determine effectiveness and efficiency of different methods of information seeking. The aims of this study were to use OFT to determine the number and type of resources used in information seeking when medical students answer a clinical question, to describe common information-seeking patterns, and identify patterns associated with higher quality answers to a clinical question.Methods: Medical students were observed via screen recordings while they sought evidence related to a clinical question and provided a written response for what they would do for that patient based on the evidence that they found.Results: Half (51%) of study participants used only 1 source before answering the clinical question. While the participants were able to successfully and efficiently navigate point-of-care tools and search engines, searching PubMed was not favored, with only half (48%) of PubMed searches being successful. There were no associations between information-seeking patterns and the quality of answers to the clinical question.Conclusion: Clinically experienced medical students most frequently relied on point-of-care tools alone or in combination with PubMed to answer a clinical question. OFT can be used as a framework to understand the information-seeking practices of medical students in clinical scenarios. This has implications for both teaching and assessment of evidence-based medicine in medical students.

scholarly journals Medical students’ satisfaction with the Applied Basic Clinical Seminar with Scenarios for Students, a novel simulation-based learning method in Greece

2016 ◽  
Vol 13 ◽  
pp. 13 ◽  
Author(s):  
Panteleimon Pantelidis ◽  
Nikolaos Staikoglou ◽  
Georgios Paparoidamis ◽  
Christos Drosos ◽  
Stefanos Karamaroudis ◽  
...  
Keyword(s):  
Medical Students ◽  
Educational Environment ◽  
Undergraduate Medical Students ◽  
Clinical Scenarios ◽  
Feedback Questionnaire ◽  
Simulation Based ◽  
Post Test ◽  
Core Components ◽  
Lecture Session ◽  
Case Based

Purpose: The integration of simulation-based learning (SBL) methods holds promise for improving the medical education system in Greece. The Applied Basic Clinical Seminar with Scenarios for Students (ABCS3) is a novel two-day SBL course that was designed by the Scientific Society of Hellenic Medical Students. The ABCS3 targeted undergraduate medical students and consisted of three core components: the case-based lectures, the ABCDE hands-on station, and the simulation-based clinical scenarios. The purpose of this study was to evaluate the general educational environment of the course, as well as the skills and knowledge acquired by the participants. Methods: Two sets of questions were distributed to the participants: the Dundee Ready Educational Environment Measure (DREEM) questionnaire and an internally designed feedback questionnaire (InEv). A multiple-choice examination was also distributed prior to the course and following its completion. A total of 176 participants answered the DREEM questionnaire, 56 the InEv, and 60 the MCQs. Results: The overall DREEM score was 144.61(±28.05) out of 200. Delegates who participated in both the case-based lectures and the interactive scenarios core components scored higher than those who only completed the case-based lecture session (P=0.038). The mean overall feedback score was 4.12(±0.56) out of 5. Students scored significantly higher on the post-test than on the pre-test (P<0.001). Conclusion: The ABCS3 was found to be an effective SBL program, as medical students reported positive opinions about their experiences and exhibited improvements in their clinical knowledge and skills.

Can first-year medical students acquire quality improvement knowledge prior to substantial clinical exposure? A mixed-methods evaluation of a pre-clerkship curriculum that uses education as the context for learning

2018 ◽  
Vol 27 (7) ◽  
pp. 576-582 ◽  
Author(s):  
Allison Brown ◽  
Aditya Nidumolu ◽  
Alexandra Stanhope ◽  
Justin Koh ◽  
Matthew Greenway ◽  
...  
Keyword(s):  
Medical Education ◽  
Quality Improvement ◽  
Mixed Methods ◽  
Medical Students ◽  
Health System ◽  
Future Research ◽  
First Year ◽  
Clinical Scenarios ◽  
First Year Medical Students ◽  
The Impact

BackgroundQuality Improvement (QI) training for health professionals is essential to strengthen health systems. However, QI training during medical school is constrained by students’ lack of contextual understanding of the health system and an already saturated medical curriculum. The Program for Improvement in Medical Education (PRIME), an extracurricular offered at the Michael G. DeGroote School of Medicineat McMaster University (Hamilton, Canada), addresses these obstacles by having first-year medical students engage in QI by identifying opportunities for improvement within their own education.MethodsA sequential explanatory mixed-methods approach, which combines insights derived from quantitative instruments and qualitative interview methods, was used to examine the impact of PRIME on first-year medical students and the use of QI in the context of education.ResultsThe study reveals that participation in PRIME increases both knowledge of, and comfort with, fundamental QI concepts, even when applied to clinical scenarios. Participants felt that education provided a meaningful context to learn QI at this stage of their training, and were motivated to participate in future QI projects to drive real-world improvements in the health system.ConclusionsEarly exposure to QI principles that uses medical education as the context may be an effective intervention to foster QI competencies at an early stage and ultimately promote engagement in clinical QI. Moreover, PRIME also provides a mechanism to drive improvements in medical education. Future research is warranted to better understand the impact of education as a context for later engagement in clinical QI applications as well as the potential for QI methods to be translated directly into education.

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