The Utility of Playdoh in learning Early Embryological Development in Pre-Clinical Anatomy Curriculum: A Case. (Preprint)

2021 ◽  
Author(s):  
Kumarendran Balachandran
Keyword(s):  
Active Learning ◽  
Medical School ◽  
Teaching And Learning ◽  
Active Component ◽  
Medical Curriculum ◽  
3D Models ◽  
Medical Applications ◽  
Embryological Development ◽  
Anatomy Education ◽  
The Past

BACKGROUND Anatomy education has evolved over the past decade. Despite the emergence of 3D models and medical applications, the active component of learning is usually discounted upon. Therefore, in this study, we explored the utility of playdoh in the teaching and learning early embryological concepts of students in pre-clinical medical curriculum. We have provided a step-by-step approach in replicating playdoh for the use of early embryological development teaching in medical school. The outcome of this study indicate that playdoh models are easily replicable with a lab manual and may be beneficial in evoking active learning component in students thus providing an enriching learning environment. OBJECTIVE Anatomy education has evolved over the past decade. Despite the emergence of 3D models and medical applications, the active component of learning is usually discounted upon. Therefore, in this study, we explored the utility of playdoh in the teaching and learning early embryological concepts of students in pre-clinical medical curriculum. We have provided a step-by-step approach in replicating playdoh for the use of early embryological development teaching in medical school. The outcome of this study indicate that playdoh models are easily replicable with a lab manual and may be beneficial in evoking active learning component in students thus providing an enriching learning environment. METHODS In this case study, we used remains of playdoh consisting on various colors (Character Options Ltd, UK) analogous to the recommended textbook for class, Langman Embryology to create embryological models. Each tissue layers of the early embryo were first molded before combining them together. Figure 3 summarizes the end product. RESULTS Images showing results CONCLUSIONS Our study highlighted and explored an avenue for active participation of students in learning embryological concepts. However, this study was merely conducted to explore the feasibility of using non-traditional methods in teaching that requisite active participation of students in classroom. The other limitation in this case is that only a fraction of early embryological development was illustrated. Organ specific developments could be potentially explored in future studies. Moreover, further studies may be required to validate the effectiveness of using playdoh in anatomy sessions. CLINICALTRIAL NA

scholarly journals A comparison of four models of professionalism in medical education

2021 ◽  
Vol 6 (3) ◽  
pp. 24-31
Author(s):  
Maria Isabel Atienza
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Teaching And Learning ◽  
Medical Curriculum ◽  
Medical Professionalism ◽  
Role Modelling ◽  
School Of Medicine ◽  
Curricular Design ◽  
Definition Of ◽  
Vanderbilt University

Introduction: The prevailing consensus is that medical professionalism must be formally included as a programme in the undergraduate medical curriculum. Methods: A literature search was conducted to identify institutions that can serve as models for incorporating professionalism in medical education. Differences and similarities were highlighted based on a framework for the comparison which included the following features: definition of professionalism, curricular design, student selection, teaching and learning innovations, role modelling and methods of assessment. Results: Four models for integrating professionalism in medical education were chosen: Vanderbilt University School of Medicine (VUSM), University of Washington School of Medicine (UWSOM), University of Queensland (UQ) School of Medicine, and Mayo Clinic and Mayo Medical School. The task of preparing a programme on medical professionalism requires a well-described definition to set the direction for planning, implementing, and institutionalizing professionalism. The programmes are best woven in all levels of medical education from the pre-clinical to the clinical years. The faculty physicians and the rest of the institution’s staff must also undergo a similar programme for professionalism. Conclusion: The development of all scopes of professionalism requires constant planning, feedback and remediation. The students’ ability to handle professionalism challenges are related to how much learning situations the students encounter during medical school. The learning situations must be adjusted according to the level of responsibilities given to students. The goal of learning is to enable students to grow from a novice to a competent level and afterwards to a proficient and expert level handling professionalism challenges in medicine.

scholarly journals Between Knowing and Learning: New Instructors' Experiences in Active Learning Classrooms

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Andrea Phillipson ◽  
Annie Riel ◽  
Andy B Leger
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Transformative Learning ◽  
Student Learning ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Educational Development ◽  
The Past ◽  
Student Centred Learning ◽  
The Impact

Over the past 20 years, interest in the impact of space on teaching and learning has grown, and higher education institutions have responded by creating Active Learning Classrooms (ALCs)—spaces designed to promote active, student-centred learning. While ALC research has explored teaching methods, student experience, and student learning, less is known about how teaching in these spaces affects instructors. We contribute to this discussion by investigating teachers’ educational development in these spaces. We asked new instructors to reflect on their ALC experiences, exploring their pre-course preparation and their perceptions about themselves, their students, and teaching and learning. Their reflections revealed key differences between knowing and learning: Although all participants knew about and were dedicated to student-centred pedagogy before teaching in the ALCs, teaching in these spaces prompted transformative learning through which they shifted both their behaviours and perceptions about student learning and about their own roles in the classroom. Au cours des 20 dernières années, l’intérêt consacré à l’impact de l’espace sur l’enseignement et l’apprentissage a augmenté et les établissements d’enseignement supérieur ont répondu en créant des classes d’apprentissage actif (CAA) – des espaces consacrés à la promotion de l’apprentissage actif centré sur l’étudiant. Alors que la recherche portant sur les CAA a exploré les méthodes d’enseignement, l’expérience des étudiants et l’apprentissage des étudiants, on s’est moins intéressé à la question de savoir comment le fait d’enseigner dans ces espaces affectait les instructeurs. Nous contribuons à cette discussion en examinant le développement éducationnel des enseignants dans ces espaces. Nous avons demandé à de nouveaux instructeurs de réfléchir à leurs expériences en CAA, d’explorer leurs préparations avant les cours et leurs perceptions sur eux-mêmes, sur leurs étudiants et sur l’enseignement et l’apprentissage. Leurs réflexions ont révélé des différences majeures entre savoir et apprendre : bien que tous les participants aient été au courant, avant d’enseigner dans une classe d’apprentissage actif, de la pédagogie centrée sur l’apprenant et y aient été dévoués, l’enseignement dans ces espaces a engendré un apprentissage transformateur qui a abouti à un changement à la fois dans leurs comportements et dans leurs perceptions sur l’apprentissage des étudiants ainsi que sur leurs propres rôles dans la salle de classe.

scholarly journals Investigating the medical study of overseas students at Jinan University Medical School

2017 ◽  
Vol 6 (4) ◽  
pp. 240
Author(s):  
Ming-ya Zhang ◽  
Guang Wang ◽  
Xin Cheng ◽  
Xuesong Yang
Keyword(s):  
Medical School ◽  
Teaching And Learning ◽  
Mainland China ◽  
Medical Schools ◽  
Independent Study ◽  
Mainland Chinese ◽  
Overseas Students ◽  
The Past ◽  
Medical Study ◽  
Study Of Medicine

A great number of overseas students have studied medicine at Jinan University Medical School over the past decade. Statistics from the past ten years show that these students’ test scores on diagnosis and medicine I & II are lower than those of their classmates from mainland China. To address the underlying causes of this phenomenon, we implemented a series of questionnaires for overseas and mainland Chinese medical students. The results indicate that there are no significant differences between overseas students and mainland Chinese students with regard to their attitude towards the study of medicine, their approval of the teaching and learning environments or their ability to improve their independent study capabilities at Jinan University Medical School; however, overseas students prefer to study at night and sleep later than their mainland Chinese classmates. One outstanding difference between these groups is that overseas students like to arrange their studies based on their interests, regardless of available time and subject contents, and this might lead them to perform poorly on examinations during their academic term at Jinan University Medical School. Overseas students might not have achieved scores as high as their Chinese classmates is that they do not completely focus on the content taught by teachers in class, which would later be assessed by exams at the end of each academic term. This observation is actually part of our medical educational concepts, especially in Chinese medical schools. Attention should be paid by both overseas students and medical schools to this discrepancy.

Integration of Medical Informatics with Other Courses in the Medical Curriculum

1989 ◽  
Vol 28 (04) ◽  
pp. 243-245 ◽  
Author(s):  
C. Tumstra
Keyword(s):  
Medical School ◽  
Medical Informatics ◽  
Medical Curriculum ◽  
New Curriculum ◽  
The Way

Abstract:The introduction of a new structure in the Medical Curriculum at the Leiden University Medical School has facilitated the integration of medical informatics subjects with other subjects. The paper describes the holistic nature of the new curriculum, the way Medical Informatics is interwoven with other subjects and the problems which have been encountered.

scholarly journals Medical Student Leadership Development through a Business School Partnership Model: A Case Study and Implementation Strategy

2021 ◽  
Vol 8 ◽  
pp. 238212052110104
Author(s):  
Timothy P Daaleman ◽  
Mindy Storrie ◽  
Gary Beck Dallaghan ◽  
Sarah Smithson ◽  
Kurt O Gilliland ◽  
...  
Keyword(s):  
Leadership Development ◽  
Medical Students ◽  
Medical School ◽  
Business School ◽  
Medical Curriculum ◽  
School Curriculum ◽  
Learning Model ◽  
Lessons Learned ◽  
Self Awareness ◽  
Program Outcomes

Background: There is an ongoing call for leadership development in academic health care and medical students desire more training in this area. Although many schools offer combined MD/MBA programs or leadership training in targeted areas, these programs do not often align with medical school leadership competencies and are limited in reaching a large number of students. Methods: The Leadership Initiative (LI) was a program created by a partnership between a School of Medicine (SOM) and Business School with a learning model that emphasized the progression from principles to practice, and the competencies of self-awareness, communication, and collaboration/teamwork. Through offerings across a medical school curriculum, the LI introduced leadership principles and provided an opportunity to apply them in an interactive activity or simulation. We utilized the existing SOM evaluation platform to collect data on program outcomes that included satisfaction, fidelity to the learning model, and impact. Results: From 2017 to 2020, over 70% of first-year medical students participated in LI course offerings while a smaller percentage of fourth-year students engaged in the curriculum. Most students had no prior awareness of LI course material and were equivocal about their ability to apply lessons learned to their medical school experience. Students reported that the LI offerings provided opportunities to practice the skills and competencies of self-awareness, communication, and collaboration/teamwork. Discussion: Adding new activities to an already crowded medical curriculum was the greatest logistical challenge. The LI was successful in introducing leadership principles but faced obstacles in having participants apply and practice these principles. Most students reported that the LI offerings were aligned with the foundational competencies.

scholarly journals Student Perceived Value of Anatomy Pedagogy, Part I: Prosection or Dissection?

2015 ◽  
Vol 2 ◽  
pp. JMECD.S17496 ◽  
Author(s):  
Jonathan J. Wisco ◽  
Stephanie Young ◽  
Paul Rabedeaux ◽  
Seth D. Lerner ◽  
Paul F. Wimmers ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Student Perceptions ◽  
Medical Curriculum ◽  
Clinical Skills ◽  
School Experience ◽  
First Year ◽  
Biomedical Sciences ◽  
Medical Specialties ◽  
Preclinical Medical Education

A series of three annual surveys of David Geffen School of Medicine (DGSOM) at UCLA students and UCR/UCLA Thomas Haider Program in Biomedical Sciences students were administered from 2010 to 2012 to ascertain student perceptions of which anatomy pedagogy—prosection or dissection—was most valuable to them during the first year of preclinical medical education and for the entire medical school experience in general. Students were asked, “What value does gross anatomy education have in preclinical medical education?” We further asked the students who participated in both prosection and dissection pedagogies, “Would you have preferred an anatomy curriculum like the Summer Anatomy Dissection during your first year in medical school instead of prosection?” All students who responded to the survey viewed anatomy as a highly valued part of the medical curriculum, specifically referring to four major themes: Anatomy is (1) the basis for medical understanding, (2) part of the overall medical school experience, (3) a bridge to understanding pathology and physiology, and (4) the foundation for clinical skills. Students who participated in both prosection and dissection pedagogies surprisingly and overwhelmingly advocated for a prosection curriculum for the first year of medical school, not a dissection curriculum. Time efficiency was the dominant theme in survey responses from students who learned anatomy through prosection and then dissection. Students, regardless of whether interested in surgery/radiology or not, appreciated both pedagogies but commented that prosection was sufficient for learning basic anatomy, while dissection was a necessary experience in preparation for the anatomical medical specialties. This suggests that anatomy instruction should be integrated into the clinical years of medical education.

scholarly journals Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach

2018 ◽  
Vol 5 ◽  
pp. 238212051876513 ◽  
Author(s):  
Lise McCoy ◽  
Robin K Pettit ◽  
Charlyn Kellar ◽  
Christine Morgan
Keyword(s):  
Active Learning ◽  
Medical School ◽  
School Curriculum ◽  
First Year ◽  
Group Instruction ◽  
Large Group ◽  
Curriculum Review ◽  
Learning Techniques ◽  
Learning Centered ◽  
Semistructured Interviews

Background: Medical education is moving toward active learning during large group lecture sessions. This study investigated the saturation and breadth of active learning techniques implemented in first year medical school large group sessions. Methods: Data collection involved retrospective curriculum review and semistructured interviews with 20 faculty. The authors piloted a taxonomy of active learning techniques and mapped learning techniques to attributes of learning-centered instruction. Results: Faculty implemented 25 different active learning techniques over the course of 9 first year courses. Of 646 hours of large group instruction, 476 (74%) involved at least 1 active learning component. Conclusions: The frequency and variety of active learning components integrated throughout the year 1 curriculum reflect faculty familiarity with active learning methods and their support of an active learning culture. This project has sparked reflection on teaching practices and facilitated an evolution from teacher-centered to learning-centered instruction.

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