scholarly journals Evaluating the appropriateness of electronic information resources for learning in pre-clerkship medical education : an eye tracking study

2015 ◽  
Author(s):  
◽  
Dinara Saparova
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Learning Outcomes ◽  
Mental Effort ◽  
Information Resources ◽  
First Year ◽  
Electronic Information ◽  
Electronic Information Resources ◽  
Significant Difference ◽  
First Year Medical Students

Current U.S. medical students have begun to rely on electronic information repositories -- such as UpToDate, Access Medicine, and Wikipedia -- for their pre-clerkship medical education. However, it is unclear whether these resources are appropriate for this level of learning due to factors involving information quality, level of evidence, and the requisite knowledge base. This study evaluated the appropriateness of electronic information resources from a novel perspective: the amount of mental effort learners invest in interactions with these resources and the effects of the experienced mental effort on learning. Eighteen first-year medical students read about three unstudied diseases in the three above-mentioned resources (a total of 54 observations). Their eye movement characteristics (i.e., fixation duration, fixation count, visit duration, and task-evoked pupillary response) were recorded and used as psychophysiological indicators of the experienced mental effort. Post reading, students' learning was assessed with a multiple-choice test. Eye metrics and test results constituted quantitative data that were analyzed according to the repeated Latin square design. Students' perceptions and observations of their interactions with the information resources constituted qualitative data that were also obtained. Participants' feedback from semi-structured interviews and recordings of students' information acquisition behaviors were reviewed, transcribed, and open coded for the emergent themes. Compared to Access Medicine and Wikipedia, UpToDate was associated with significantly higher values of eye metrics suggesting higher mental effort experienced by learners when using this resource. No statistically significant difference between the amount of mental effort and learning outcomes was found. More so, descriptive statistical analysis of the knowledge test scores suggested similar level of learning regardless of the information resource used. Students' feedback and observations of their behaviors were informative in understanding and interpreting the differences in quantitative findings. Judging by the learning outcomes, all three information resources were found appropriate for learning. UpToDate, however, when used alone, may be less appropriate for first-year medical students' learning as it does not fully address their information needs and is more demanding in terms of invested cognitive resources.

Format of Cases Affects Learning Outcomes in First Year Medical Students

2003 ◽  
Vol 16 (1) ◽  
pp. 59-67 ◽  
Author(s):  
Toshimasa Yoshioka ◽  
Yoko Uchida ◽  
Tadahiko Kozu
Keyword(s):  
Medical Students ◽  
Learning Outcomes ◽  
First Year ◽  
First Year Medical Students

scholarly journals Career aspirations and apprehensions regarding medical education among first year medical students in Delhi

2007 ◽  
Vol 32 (3) ◽  
pp. 217 ◽  
Author(s):  
Anita Nath ◽  
Rahul Malhotra ◽  
GK Ingle ◽  
Panna Lal ◽  
Chetna Malhotra
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Career Aspirations ◽  
First Year ◽  
First Year Medical Students

scholarly journals Effect of academic stress on physical activity level and cognitive functions in first year medical students: An observational study

2020 ◽  
Vol 11 (5) ◽  
pp. 8-11
Author(s):  
Jitendra Sorout ◽  
Satyanath Reddy Kodidala ◽  
Harsha Soni ◽  
Priyanka Singh ◽  
Nirmal Sharma
Keyword(s):  
Physical Activity ◽  
Medical Students ◽  
Cognitive Functions ◽  
Physical Activity Level ◽  
Activity Level ◽  
First Year ◽  
Mean Values ◽  
Significant Difference ◽  
The Mean ◽  
First Year Medical Students

Background: Newly admitted medical students experience a different curriculum, which can be a stressor and may be the reason of stress during student life. Stress may affect physiological, psychological and cognitive functions of the students. Aims and Objective: Aim of the study was to assess the effect of academic stress on physical activity level and cognitive functions in first year medical students. Materials and Methods: This observational study was conducted on 30 healthy newly admitted medical students (18 -25 years). The data was collected thrice, baseline, after two months and after four months. Stress was assessed by using DASS and Cohen perceived stress scale (PSS). GPAQ was used to estimate the physical activity level. And cognitive functions were assessed by using subjective method (MMSE questionnaire) and objective method (P300). Results: No significant difference of mean values of age, height, weight, BMI, physical activity level, DASS score, PSS and P300 latency were observed over the time to which recording was taken. The mean score of PAL represents the high physical activity. But the score of DASS and PSS represent severe and moderate stress level respectively. The significant difference was seen in the mean values of MMSE score and P300 amplitude over the time to which recording taken. Conclusion: The present study results we can conclude that students have stress during their academic period. And this stress might be helpful in potentiating the cognitive functions with the optimum physical activity.

Research: Does the Addition of Ultrasound Enhance Cardiac Anatomy Learning in Undergraduate Medical Education?

POCUS Journal ◽  
2017 ◽  
Vol 2 (1) ◽  
pp. 7-8 ◽  
Author(s):  
Joshua Durbin, MD ◽  
Amer M. Johri, MD ◽  
Anthony Sanfilippo, MD
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Point Of Care ◽  
Therapeutic Interventions ◽  
First Year ◽  
Point Of Care Ultrasound ◽  
Cardiac Anatomy ◽  
True Value ◽  
Queen's University ◽  
First Year Medical Students

With the advent of portable hand-held ultrasound units, the use of point of care ultrasound (POCUS) has become increasingly popular amongst a wide array of medical specialists for both diagnostic and therapeutic interventions. Canada-wide surveys demonstrate a desire for increased utilization of POCUS in primary medical education. In this study, we aim to assess the efficacy of an ultrasound based anatomy tutorial and the perspectives of a cohort of first year medical students at Queen’s University. Students were recruited, randomized to pre or post-test analysis, and provided with a supplementary lecture on cardiac anatomy utilizing echocardiography studies. In this study, we were unable to demonstrate a difference between understanding of basic cardiac anatomy between groups. However, we were able to report the opinions and perspectives of a small cohort of first year medical students at Queen’s University, illustrating a desire for increased exposure and training towards cardiac POCUS in primary medical education. Further evidence is required to delineate the true value of these experiences.

scholarly journals First Year Medical Students, Personal Handheld Ultrasound Devices, and Introduction of Insonation in Medical Education

2019 ◽  
Vol 85 (1) ◽  
Author(s):  
Mollie Ireson ◽  
Simrit Warring ◽  
Jose R. Medina-Inojosa ◽  
Maria T. O’Malley ◽  
Wojciech Pawlina ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
First Year ◽  
Handheld Ultrasound ◽  
First Year Medical Students

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.

scholarly journals Attitude of first year medical students towards cadaveric dissection: a cross sectional study in a medical college of West Bengal, India

2019 ◽  
Vol 6 (6) ◽  
pp. 2679
Author(s):  
Romy Biswas ◽  
Raktim Bandyopadhyay
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Cross Sectional Study ◽  
Emotional Reactions ◽  
Human Anatomy ◽  
First Year ◽  
Cadaver Dissection ◽  
Cross Sectional ◽  
Active Involvement ◽  
First Year Medical Students

Background: Cadaver dissection is mandatory for medical education. The cadaver dissection develops the knowledge and skill of the students regarding human anatomy to understand and accomplish the necessity of medical education and clinics in future. This study was conducted to assess the attitude and emotional reactions of first year Medical students to the dissecting cadavers.Methods: The attitude and opinion of students on cadaver dissection was assessed by a modified structured pretested questionnaire after one week of dissection class among all first year medical students by cross-sectional design.Results: Males and females were in the ratio of 7:3.88.3% complied that active involvement is necessary but only 10.9% told that models or virtual program could replace dissection. Altogether 49.6%% had experienced the excitement, 15.3% had experienced headache and sweating. 87.6%% were curious about cadaver dissection and 84.7 %were interested; however 8% had negative feelings towards dead body.Conclusions: Majority of students opined cadaver dissection was the best method for learning and understanding Human anatomy. Pre-education sessions and interaction with the teacher’s prior dissection will help to remove the anxiety among students and will enable them to get involved in their dissection classes.

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