scholarly journals Online Lectures in Undergraduate Medical Education: Scoping Review (Preprint)

2017 ◽  
Author(s):  
Brandon Tang ◽  
Alon Coret ◽  
Aatif Qureshi ◽  
Henry Barron ◽  
Ana Patricia Ayala ◽  
...  
Keyword(s):  
Medical Education ◽  
Learning Outcomes ◽  
Undergraduate Medical Education ◽  
Scoping Review ◽  
Flipped Classroom ◽  
Clinical Skills ◽  
Design Principles ◽  
Multimedia Design ◽  
Online Lectures ◽  
Online Lecture

BACKGROUND The adoption of the flipped classroom in undergraduate medical education calls on students to learn from various self-paced tools—including online lectures—before attending in-class sessions. Hence, the design of online lectures merits special attention, given that applying multimedia design principles has been shown to enhance learning outcomes. OBJECTIVE The aim of this study was to understand how online lectures have been integrated into medical school curricula, and whether published literature employs well-accepted principles of multimedia design. METHODS This scoping review followed the methodology outlined by Arksey and O'Malley (2005). Databases, including MEDLINE, PsycINFO, Education Source, FRANCIS, ERIC, and ProQuest, were searched to find articles from 2006 to 2016 related to online lecture use in undergraduate medical education. RESULTS In total, 45 articles met our inclusion criteria. Online lectures were used in preclinical and clinical years, covering basic sciences, clinical medicine, and clinical skills. The use of multimedia design principles was seldom reported. Almost all studies described high student satisfaction and improvement on knowledge tests following online lecture use. CONCLUSIONS Integration of online lectures into undergraduate medical education is well-received by students and appears to improve learning outcomes. Future studies should apply established multimedia design principles to the development of online lectures to maximize their educational potential.

scholarly journals Online Lectures in Undergraduate Medical Education: Scoping Review

2018 ◽  
Vol 4 (1) ◽  
pp. e11 ◽  
Author(s):  
Brandon Tang ◽  
Alon Coret ◽  
Aatif Qureshi ◽  
Henry Barron ◽  
Ana Patricia Ayala ◽  
...  
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Scoping Review ◽  
Online Lectures

scholarly journals Online Lectures in Undergraduate Medical Education: Scoping Review

2017 ◽  
Author(s):  
Brandon Tang ◽  
Alon Coret ◽  
Aatif Qureshi ◽  
Henry Barron ◽  
Ana Patricia Ayala ◽  
...  
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Scoping Review ◽  
Online Lectures

scholarly journals What is meant by “frailty” in undergraduate medical education? A national survey of UK medical schools

2021 ◽  
Vol 12 (2) ◽  
pp. 355-362
Author(s):  
Rebecca Winter ◽  
Muna Al-Jawad ◽  
Juliet Wright ◽  
Duncan Shrewsbury ◽  
Harm Van Marwijk ◽  
...  
Keyword(s):  
Medical Education ◽  
Learning Outcomes ◽  
Undergraduate Medical Education ◽  
Geriatric Medicine ◽  
Treatment Decision ◽  
Medical Schools ◽  
Educational Strategies ◽  
Treatment Decision Making ◽  
Negative Perceptions ◽  
Common Learning

Abstract Purpose All UK medical schools are required to include frailty in their curriculum. The term is open to interpretation and associated with negative perceptions. Understanding and recognising frailty is a prerequisite for consideration of frailty in the treatment decision-making process across clinical specialities. The aim of this survey was to describe how frailty has been interpreted and approached in UK undergraduate medical education and provide examples of educational strategies employed. Methods All UK medical schools were invited to complete an electronic survey. Schools described educational strategies used to teach and assess frailty and provided frailty-related learning outcomes. Learning Outcomes were grouped into categories and mapped to the domains of Outcomes for Graduates (knowledge, skills and values). Results 25/34 Medical schools (74%) participated. The interpretation of what frailty is vary widely and the diversity of teaching strategies reflect this. The most common Learning outcomes included as “Frailty” are about the concept of frailty, Comprehensive Geriatric Assessments and Roles of the MDT. Frailty teaching is predominantly opportunistic and occurred within geriatric medicine rotations in all medical schools. Assessments focus on frailty syndromes such as falls and delirium. Conclusion There is variation regarding how frailty has been interpreted and approached by medical schools. Frailty is represented in an array of teaching and assessment methods, with a lack of constructive alignment to related learning outcomes. Consensus should be agreed as to what frailty means in medical education. Further research is required to explore which frailty-specific educational strategies in undergraduate medical education enhance learning.

scholarly journals Virtual Interviews for Students Interacting Online for Psychiatry (VISIOn): a novel resource for learning clinical interview skills

2007 ◽  
Vol 31 (6) ◽  
pp. 218-220 ◽  
Author(s):  
Brian Fitzmaurice ◽  
Katie Armstrong ◽  
Valerie Carroll ◽  
Declan Dagger ◽  
Michael Gill
Keyword(s):  
Medical Education ◽  
Academic Psychiatry ◽  
Psychiatric Disorders ◽  
Undergraduate Medical Education ◽  
Clinical Skills ◽  
General Medical Council ◽  
Mental States ◽  
Clinical Interview ◽  
Psychological Problems ◽  
Medical Council

Academic psychiatry departments have two principle roles within undergraduate medical education. The first is to increase knowledge about psychological and psychiatric disorders and their treatments. The second is to help students develop the clinical skills to sensitively, effectively and accurately interview patients with psychological problems (General Medical Council, 1993) and to assess the mental states of patients.

scholarly journals Comparative Analysis of Effectiveness Between Flipped Classroom and Lecture-Based Classroom in Undergraduate Medical Education at Alfaisal University

Cureus ◽  
2020 ◽  
Author(s):  
Muhammad Sajid ◽  
Abdul Ahad Shaikh ◽  
Muhammad Faisal Ikram ◽  
Peter Cahusac ◽  
Ahmed Yaqinuddin ◽  
...  
Keyword(s):  
Medical Education ◽  
Comparative Analysis ◽  
Undergraduate Medical Education ◽  
Flipped Classroom

scholarly journals Teaching the Social Determinants of Health in Undergraduate Medical Education: a Scoping Review

2019 ◽  
Vol 34 (5) ◽  
pp. 720-730 ◽  
Author(s):  
Ashti Doobay-Persaud ◽  
Mark D. Adler ◽  
Tami R. Bartell ◽  
Natalie E. Sheneman ◽  
Mayra D. Martinez ◽  
...  
Keyword(s):  
Medical Education ◽  
Social Determinants Of Health ◽  
Undergraduate Medical Education ◽  
Social Determinants ◽  
Scoping Review ◽  
Determinants Of Health ◽  
The Social

Is behaviourism really dead? a scoping review to document the presence of behaviourism in current medical education

2020 ◽  
pp. 1-19
Author(s):  
Ambreen Ansar ◽  
Aisha Rafi ◽  
Robina Mushtaq Rizvi ◽  
Admin
Keyword(s):  
Medical Education ◽  
Learning Outcomes ◽  
Learning Theory ◽  
Scoping Review ◽  
Current Medical ◽  
Assessment Tools ◽  
Educational Processes ◽  
Successful Outcomes ◽  
Medical Teachers

Behaviourism is the underpinning learning theory of many teaching and assessment tools utilized to enhance the effectiveness of learning. Feedback, reinforcements, motivation, learning outcomes and objectives are few among many which are implied by the medical teachers while teaching both basic and clinical sciences to the students. The claim of Behaviourism being redundant or dead is not based on realities. Behaviourist approach is and will remain the most powerful theory to be implied in educational processes for gaining successful outcomes. Keywords: Behaviourism, Implications, Medical Education, dead, learning.

scholarly journals Teaching scientific principles in undergraduate medical education – a scoping review on international examples

2020 ◽  
Author(s):  
Nico Vonneilich ◽  
Sven Kurth
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Scoping Review ◽  
Critical Appraisal ◽  
Educational Interventions ◽  
Student Knowledge ◽  
Evaluation Data ◽  
Medical Curricula ◽  
Scientific Principles ◽  
Scientific Questions

Abstract Background The constant growth of medical scientific knowledge, stronger calls for evidence based medicine and changing roles of physicians are examples for the relevance of teaching scientific principles in undergraduate medical education. The acquisition of scientific skills is comparably weak in undergraduate medical education. This scoping review addresses the following questions: Which examples on teaching scientific principles in undergraduate medical education can be identified in international literature? What is known regarding their educational success and how can they be integrated into undergraduate medical curricula? Methods A systematic scoping review search was conducted in PubMed. Criteria for eligibility were English or German language, publication in a peer-reviewed journal, publication date after 1 st of January 2000 and the publications had to report educational interventions in undergraduate medical education on one of the following basic scientific principles: searching literature, formulating scientific questions, reading and critical appraisal of literature, writing, presentation and understanding of the research process. After full-text screening, 29 studies were included in the analysis. Results Educational interventions focused on literature search (N=14), critical appraisal of scientific publications (N=13) and the formulation of scientific questions (N=13). Evaluation data were included in 16 publications. Outcomes included measures of student satisfaction, student knowledge and scientific competence based on tested instruments. Results were quite heterogeneous regarding the success of educational interventions. Conclusions Publications in this field of medical education vary considerably regarding reporting of results and inclusion of evaluation data, making a comprehensive analysis of the educational interventions a difficult task. Nevertheless, some ideas for the implementation of scientific principles in undergraduate medical education can be named. Student knowledge of and student attitude towards scientific principles in medical education can be fostered by integrating different didactic approaches, by including self-study time and by integrating these principles vertically in undergraduate medical curricula along with clinical aspects.

Applying multimedia design principles enhances learning in medical education

2011 ◽  
Vol 45 (8) ◽  
pp. 818-826 ◽  
Author(s):  
Nabil Issa ◽  
Mary Schuller ◽  
Susan Santacaterina ◽  
Michael Shapiro ◽  
Edward Wang ◽  
...  
Keyword(s):  
Medical Education ◽  
Design Principles ◽  
Multimedia Design
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