scholarly journals EVALUATION OF THE IMPLEMENTATION OF SIMULATION-BASED LEARNING IN FOURTH YEAR MEDICAL STUDENTS OF ATMA JAYA CATHOLIC UNIVERSITY OF INDONESIA

2018 ◽  
Vol 7 (2) ◽  
pp. 125
Author(s):  
Rhevensa Santoso ◽  
Natalia Puspadewi ◽  
Tommy Tanumiharja
Keyword(s):  
Medical Students ◽  
Clinical Examination ◽  
Clinical Skills ◽  
Soft Skills ◽  
Learning Method ◽  
Care Providers ◽  
Cognitive Aspect ◽  
Catholic University ◽  
Significant Difference ◽  
Simulation Based

Background: Health care providers must achieve and maintainthe required competencyin providing services to patients; even more so in complex and stressful situations. Medical simulation is a method to facilitate training and assessment of clinical skills in medical students and physicians. This method has been implemented and recognized in many areas outside medicine, but because of various problems this method is relatively difficult to apply in the field of medicine.Methods: The design of this study was cross-sectional with quantitative method. Study participants were the fourth year students of Atma Jaya Catholic University of Indonesia, School of Medicine. Simulation-based learning (SBL) was implemented by a 2-day workshop. Participants were given a pretest and posttest to assess the cognitive aspect of their clinical skills, and assessment of case simulation using Objective Structured Clinical Examination (OSCE) and Team Observed Structured Clinical Examination(TOSCE) for their clinical and soft skills.Results: The difference of the knowledge before and after the intervention was not significant(p = 0,071). However, there was a significant difference of the clinical skills (p < 0,001) and soft skills (p < 0,001).Conclusion: Using SBL as a learning method can increase clinical skills and soft skills of the students significantly. To a smaller extent, using simulation based learning as learning method can increase knowledge of the students about SBL and cognitive aspect of clinical skills although itis statistically insignificant.

Medical students’ perceptions of the effectiveness of integrated clinical skills sessions using different simulation adjuncts

2016 ◽  
Vol 40 (4) ◽  
pp. 514-521 ◽  
Author(s):  
Muhammad Zafar
Keyword(s):  
Factor Analysis ◽  
Medical Students ◽  
Response Rate ◽  
Clinical Skills ◽  
Medical Curricula ◽  
Effective Implementation ◽  
Simulation Based

Simulation-based integrated clinical skills sessions have great potential for use in medical curricula. Integration is central to simulation efficacy. The aim of this study was to obtain medical students' perceptions toward effectiveness of integrated clinical skills sessions by using different simulation adjuncts and to know the challenges/obstacles encountered toward the implementation of such sessions. A study was conducted to obtain anonymous feedback from male ( n = 156) and female ( n = 179) medical students in years 2 and 3 during the 2014–2015 academic sessions at Alfaisal University about their perceptions of the effectiveness of integrated clinical skills sessions, uses of simulation adjuncts, and obstacles encountered toward the effective implementation of such sessions. The response rate was 93.4. Factor analysis showed data being valid and reliable. Cronbach’s α-values for effectiveness of sessions, use of simulation adjunct, and obstacles encountered were 0.97, 0.95, and 0.95, respectively. We conclude that students perceived positively the effectiveness of integrated clinical skills sessions as well as the use of simulation adjuncts, especially SPs. They suggested overcoming the obstacles and limitations of simulation. They highly valued the role of the facilitators in achieving effective sessions.

scholarly journals Traditional Versus Objective Structured Clinical Examination on Pediatric Nursing Students’ Performance

2020 ◽  
Vol 2 (1) ◽  
pp. 11
Author(s):  
Khadiga M. Said ◽  
Safaa F. Draz
Keyword(s):  
Nursing Students ◽  
Clinical Examination ◽  
Clinical Skills ◽  
Objective Structured Clinical Examination ◽  
Simple Random Sample ◽  
Control Group ◽  
Pediatric Nursing ◽  
Clinical Scenarios ◽  
Significant Difference ◽  
Nursing Skills

Context: The Objective Structured Clinical Examination (OSCE) method is an effective tool for evaluating the clinical nursing skills of nursing students. OSCE is an assessment technique in which the student demonstrates their competence under a variety of simulated conditions Aim: This study aimed to compare objective structured clinical examinations versus traditional clinical examination on pediatric nursing students' performance. Methods: A quasi-experimental research design (study and control group) was used to conduct this study. The study was conducted in the laboratory of pediatric nursing skills at the faculty of nursing, Benha University. All male and female pediatric nursing students in the 3rd year (n. =228), who were studying in the academic year 2018-2019, first semester, faculty of nursing, Benha University, was recruited. A simple random sample chose to achieve the aim of this study. The odd number was for the OSCE group and the even number for the traditional clinical examination (TCE) group. Four tools were utilized to collect data for the current study. A Structured Questionnaire Sheet, A modified Self-administered Questionnaire, Pediatric Nursing Students' Practice Observational Checklists, and Clinical Scenarios were designed to assess the pediatric nursing student OSCE exam and compare between the traditional method and OSCE method of exams. Results: The current study discovered statistically significant differences were found with a high percentage of agreement responses among pediatric nursing students for related items of OSCE method compared to those in TCE. Additionally, the results clarify a highly statistically significant difference between the studied pediatric nursing students' in TCE and OSCE total performance scores. Conclusion: Objective Structured Clinical Examination (OSCE) was opinioned as a tool for clinical evaluation. This finding appeared in pediatric nursing students' responses, which confirmed their acceptance of OSCE. The OSCE subsequently remains a more objective method of assessment than the traditional clinical forms of the exam that was previously used. OSCE can be used most effectively in undergraduate nursing curricula to assess fair practice. This type of exam provided an accurate measure of clinical skill competencies. Therefore, OSCE should be adopted as a strategy for examining clinical skills for students in all academic years. The current study recommended that Objective Structured Clinical Examination can be used as effective and meaningful assistance to fitness for practice, and OSCE should be adopted as a strategy for examining clinical skills for students in all academic years.

The Effectiveness of Social Media Use as a Supplement Media of Clinical Skills Lab Learning for Undergraduate Medical Students in Low- and Middle-Income Countries during COVID-19 (Preprint)

2021 ◽  
Author(s):  
Zahira Noor Fathiyya ◽  
Muhammad Reza Utama ◽  
Yelvi Levani ◽  
Yuli Wahyu Rahmawati
Keyword(s):  
Systematic Review ◽  
Social Media ◽  
Medical Education ◽  
Medical Students ◽  
Clinical Skills ◽  
Learning Method ◽  
Undergraduate Medical Students ◽  
Middle Income ◽  
Middle Income Countries ◽  
Skills Lab

BACKGROUND Before COVID-19, it was recommended that medical education be conducted using the blended learning method in order to achieve an effective learning experience. However, it seems that distance learning is currently the best alternative to the previous learning method. Clinical skills lab activities, which are one of the learning methods in medical education, must adapt because they cannot be administered in-person. Social media has been proven giving a potential to supplement formal medical education for undergraduate student. OBJECTIVE This systematic review aims to examine the effectiveness of media social use as a supplement for clinical skills lab learning on undergraduate medical students in low- and middle-income countries (LMIC) during the COVID-19 pandemic. METHODS We designed a protocol for creating a systematic review on the effectiveness of social media as a supplement media in clinical skills lab learning for undergraduate medical students in LMIC during COVID-19. We will be extracting information from appropriate sources online obtained from journal websites’ databases guided by the PRISMA-S checklist in accordance with the research problem. The included sources include randomized controlled trials, systematic review, and meta-analysis published between 2020-2021. RESULTS This manuscript is still a protocol and has not been implemented. CONCLUSIONS In this systematic review, we will discuss the effectiveness of social media as a clinical skills lab learning for undergraduate medical students in LMIC during the COVID-19 pandemic.

scholarly journals Perception of OSCE as An Assessment Tool in Undergraduate Students of Private Medical College in Karachi, Pakistan

2021 ◽  
Vol 15 (8) ◽  
pp. 2370-2374
Author(s):  
Saba Pario ◽  
Shaista Bashir Anwar ◽  
Zafar Haleem Baloch ◽  
Saira Ghafoor ◽  
Shazia Aftab ◽  
...  
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Assessment Tool ◽  
Clinical Skills ◽  
Tool Material ◽  
P Value ◽  
Practical Skills ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Significant Difference

OBJECTIVE: To explore the perception of undergraduate students of United Medical and dental college towards objective structured clinical examination as an assessment tool. MATERIAL & METHODS: A cross-sectional observational study included undergraduate medical students, RESULTS: 153 students who completely filled the proforma were included in study among them 31% were male and 69% were females. Mostly agreed that stations in OSCE were simple and easily interpretable and assessed practical skills thoroughly. Majority of students accepted that skills inquired were taught in clinics, stations were according to course and stations were appropriately timed. 66 % confirmed that adequate instructions were provided before exam. 84.31% believed that OSCE is preferable to viva. 57.51% of candidates stated that examiners during OSCE were attentive and gracious but 20.91 % objected it , while 21.57% remained neutral. Almost half of examinees labelled it as comprehensive clinical assessment .Overall, 67.97 % perceived OSCE as demanding and tough assessment. Finally views of students for statement that OSCE is unbiased, reliable and valid were positive in 50.32%.There was a significant difference in the opinion of male and female( p-value is less than 0.05) in statement that OSCE thoroughly assessed practical skills, stations were according to course of instruction, Adequate instructions were provided before exam, superior and preferable to viva, assists in improvement of clinical skills, demanding and tough and finally OSCE was unbiased, reliable and valid CONCLUSION: OSCE was perceived as fair, comprehensive, un-biased format of examination but believed it was more stressful than traditional examination methods . KEY WORDS: Assessment, Attitude, OSCE, Perception, Undergraduate Medical students.

scholarly journals The Effects of Electronic Feedback on Medical University Students’ Writing Performance

2021 ◽  
Vol 10 (4) ◽  
pp. 124
Author(s):  
Nooreen Noordin ◽  
Laleh Khojasteh
Keyword(s):  
Medical Students ◽  
University Students ◽  
Academic Writing ◽  
Clinical Skills ◽  
Control Group ◽  
Writing Performance ◽  
Electronic Feedback ◽  
Significant Difference ◽  
Post Test ◽  
Medical University

This study was designed to see whether electronic feedback positively affects medical students’ academic writing performance. Two groups of medical university students were randomly selected and participated in this study. In order to see whether the provision of electronic feedback for the compulsory academic writing course for medical students is effective, the researchers divided 50 medical students to the traditional (n=25) and intervention groups (n=25). Pre-test and post-test were conducted at the beginning and at the end of the semester. Electronic feedback was given to the medical students in the intervention group, while the medical students in the traditional group received the traditional pen and paper feedback. By comparing the scores of two written assignments at the beginning and the end of the semester, regarding the application of electronic feedback, the results showed that not only medical students’ overall writing performance improved after providing them electronic feedback, but every single writing component was also enhanced after the intervention. There was a significant difference in the post-test academic writing scores between the traditional and intervention groups (P < 0.001). This difference was not significant in our control group who was given pen-and-paper feedback. In terms of specific writing components, the most affected components in this approach were content followed by organization, language use, vocabulary, and sentence mechanics, respectively. Although this study focused on medical students’ academic writing ability and reported the effect of electronic feedback on medical students’ writing performance, electronic feedback can be equally beneficial for enhancing student-practitioners’ practical clinical skills.

An integrated simulation-based early clinical exposure module in cardiovascular physiology

2020 ◽  
Vol 64 ◽  
pp. 147-154
Author(s):  
R. Aswini Dutt ◽  
Rashmi Jain ◽  
Shobith Bangera
Keyword(s):  
Medical Students ◽  
Clinical Skills ◽  
Cardiovascular Physiology ◽  
Knowledge Gain ◽  
Perceived Knowledge ◽  
Clinical Exposure ◽  
Integrated Simulation ◽  
Simulation Based ◽  
Post Test ◽  
Early Clinical Exposure

Objectives: A good conceptual understanding of physiology is very important to build a strong foundation for medical students. It is a daunting job for teachers to emphasise the clinical relevance of basic science subjects as exposure to patients invariably starts after these subjects have been taught. With the introduction of early clinical exposure in the newly revised Indian undergraduate medical curriculum, this problem can be addressed to a certain extent. We developed an integrated simulation module for teaching cardiovascular physiology to pre-clinical students as a part of early clinical exposure. Materials and Methods: We included 145 medical students of a Private Medical College of a Deemed to be University in Mangalore, Karnataka, India. The teaching module covered the topics of cardiovascular physiology such as functional anatomy, cardiac cycle, normal electrocardiogram (ECG), arrhythmia, arterial pulse examination, heart sounds and hands-on cardiovascular examination using a variety of simulators. The assessment was done by pre-test and post-test. A retro-pre questionnaire was used to assess their self-perceived knowledge gain and level of clinical skills. Feedback on overall experience was collected from the participants. Results: The student feedback showed that learning experience was life-like (98.6%), effective, innovative and enjoyable (99.3%) and making the overall experience of learning easier (95.2%). It also improved participation, communication (93.8%), clinical skills and a better understanding of patient care (99.3%). The results of the retro- pre questionnaire to assess their self-perceived knowledge gain (95%) and level of clinical skills (96%) were highly satisfactory. The assessment of knowledge domain showed 100% of the students achieved pass percentage (>50%) with significant difference among pre- and post-test scores. Faculty (100%) opined that simulation-based teaching resulted in effected learning. Conclusions: The use of simulation-based teaching in cardiovascular physiology as part of early clinical exposure leads to enhanced learning and clinical application. This will stimulate interest in subject and promote better learning.

USEFULNESS OF CONVENTIONAL KNOWLEDGE BASED CLINICAL EXAMINATION (SHORT CASE) VERSUS OBJECTIVE STRUCTURED CLINICAL EXAMINATION (OSCE) IN ACQUIRING CLINICAL COMPETENCE IN FINAL YEAR MBBS STUDENTS

2021 ◽  
pp. 56-58
Author(s):  
Rajesh Rajagopalan ◽  
V. Mohankumar ◽  
K. Revathi ◽  
K. G. Srinivasahan ◽  
B. R. Balamurugan
Keyword(s):  
Medical Students ◽  
Clinical Examination ◽  
Clinical Competence ◽  
Clinical Skills ◽  
Case Method ◽  
Examination System ◽  
College Hospital ◽  
Case Assessment ◽  
Score Pattern ◽  
The Way

Introduction: The way medical students learn is largely determined by the way they are assessed. There is a need to rationalize the examination system by giving due emphasis on internal assessment, and supplementing the traditional short case examination with more valid and reliable instruments for the assessment of clinical skills. To compare the Aims And Objectives: marks/score pattern between short case and OSCE and to study the students and faculty feedback about short case method of assessment versus OSCE. This study was conducted on 60 nal year MBBS students at the end of thei Methodology: r clinical posting in skin department of IRT Perundurai Medical College Hospital, Erode. Clinical assessment was rst done on short case and then by administering OSCE. The results were analyzed using ANOVA. Two scenarios were chosen namely Hansen's disease and psoriasis. Marks obtained by the students were only Results: marginally higher in OSCE than short case assessment. Students performed better in OSCE leprosy. 26 out of 60 students scored 70% or above by short case method whereas 32 out of 60 scored 70% or above by OSCE method. The student's feedback regarding both in general was positive. Students preferred short case assessment in terms of method and time. Logistical difculties were noted in OSCE. The practical Conclusion: clinical examinations are of key importance in the assessment of clinical competence of medical students. Students perform better in OSCE because it is objective, fair, unbiased, without examiners marking variability, without fear of examiner and anxiety. Students and faculty sensitization regarding nuances of OSCE is the need of the hour.

scholarly journals Perceptions of the educational environment at entry and exit of medical students to clinical teaching in a rural medical college

2017 ◽  
Vol 5 (6) ◽  
pp. 2601
Author(s):  
Deepsha James ◽  
Susan Mani ◽  
Anna Mathew ◽  
Saravana Kumar Velusamy
Keyword(s):  
Health Care ◽  
Medical Students ◽  
Student Perceptions ◽  
Health Care Providers ◽  
Clinical Teaching ◽  
Educational Environment ◽  
Care Providers ◽  
Entry And Exit ◽  
Medical College ◽  
Significant Difference

Background: The foundation for good health care to patients is the competence of health care providers. Motivated learners in supportive environments have high levels of self-efficacy. DREEM is considered a valid and reliable tool, globally accepted for assessing the educational environment. The objectives of the study were to elicit the perceptions of first clinical year and final year medical students in a rural medical college using the Dundee ready education environment measure (DREEM) inventory and to find out if there is any difference in the perceptions at entry and exit to the clinical environment.Methods: This was a cross sectional study on 78 students each in first clinical year and final year of this rural medical college. The DREEM inventory was used by the investigator to record relevant data, which was then statistically analyzed using SPSS software. The student t-test was used to compare the total and sub-domain mean scores in the two groups.Results: There was significant difference in perception in the final year students compared to the first clinical year class.Conclusions: The students of both first clinical year and final year have a positive perception about their educational environment. However there is a significant difference in the total DREEM score as well as total sub-domain scores among first clinical year students and final year students. Student perceptions are a valuable resource for institutional curriculum planners to make appropriate changes to enhance student learning.

scholarly journals Application of blended learning approach in clinical skills to stimulate active learning attitudes and improve clinical practice among medical students

PeerJ ◽  
2021 ◽  
Vol 9 ◽  
pp. e11690
Author(s):  
Jie Gong ◽  
Manzhen Ruan ◽  
Wen Yang ◽  
Miao Peng ◽  
Zhen Wang ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Blended Learning ◽  
Student Satisfaction ◽  
Clinical Skills ◽  
Teaching Style ◽  
Satisfaction Survey ◽  
Control Group ◽  
Learning Method ◽  
Experimental Group

Background The recent application of blended educational methods has impacted medical education and has drawn attention to a new teaching method. This teaching style presents unique opportunities and challenges. We investigated the effects of blended learning and traditional teaching methods on clinical skill development. Methods We sorted 200 medical students from Tongji Medical College at Huazhong University of Science and Technology into a control or experimental group. The control group was taught with a traditional lecture-based learning method and the experimental group was taught using a blended learning method. The two groups were compared after training to assess their theoretical and practical differences. A student satisfaction survey was given to participants in both groups. Results The results of the experimental group’s theoretical and practical assessments were found to be significantly higher (p < 0.05) than that of the control group. The student satisfaction survey showed that blended learning was significantly more effective for acquiring relevant knowledge, enhancing student-centered learning and improving clinical practice. Conclusions Blended learning may address deficiencies in clinical skills, make up for limited time and space, and ensure learning efficiency and quality.

scholarly journals Virtual Delivery of Simulation Education to Undergraduate Medical Students During the COVID-19 Pandemic

2021 ◽  
Author(s):  
Kay Wu ◽  
Alex Chan ◽  
Avinash Pandey ◽  
Puru Panchal ◽  
Maroof Khalid ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Training ◽  
Clinical Skills ◽  
Learning Experience ◽  
Simulated Patients ◽  
Clinical Environment ◽  
Undergraduate Medical Students ◽  
Promising Tool ◽  
Virtual Care ◽  
Simulation Based

Background: The COVID-19 pandemic has restricted in-person clinical training for medical students. Simulation-based teaching is a promising tool to introduce learners to the clinical environment. MacSim is a student-led simulation workshop for learners to develop clinical competencies. The objective of this study was to assess the impacts of MacSim and participants' perspectives regarding simulation-based teaching. Methods: A comprehensive simulation, representative of a virtual care scenario, was delivered to 42 pre-clerkship medical students via video conferencing. In pairs, participants obtained histories and carried out management plans for simulated patients. Participants were surveyed and interviewed. Survey data were analyzed using the Wilcoxon signed-ranks test. Interview transcript data were thematically analyzed. Results: Post-simulation, participants (n=24) felt more prepared to make clinical decisions, collaborate, and communicate in a virtual setting. 92% of respondents agreed MacSim was a valuable learning experience and 96% agreed more simulation-based learning should be integrated into curricula. Emergent themes from interviews (n=12) included: 1) value of simulation fidelity, 2) value of physician feedback, and 3) effectiveness of MacSim in improving virtual clinical skills. Conclusion: Simulation-based teaching is of importance and educational value to medical students. It may play an increasingly prevalent role in education as virtual care is likely to become more prevalent.

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