scholarly journals Active Learning Methodologies: An Experience for Faculty Training at Medical Education

2014 ◽  
Vol 05 (21) ◽  
pp. 1882-1886 ◽  
Author(s):  
Ieda Francischetti ◽  
Camila Mugnai Vieira ◽  
Danielle Abdel Massih Pio ◽  
Márcia Oliveira Mayo Soares ◽  
Ana Carolina Marques Colela ◽  
...  
Keyword(s):  
Medical Education ◽  
Active Learning ◽  
Faculty Training

The evolving role of animal laboratories in physiology instruction

2005 ◽  
Vol 29 (3) ◽  
pp. 144-150 ◽  
Author(s):  
Alice W. Ra'anan
Keyword(s):  
Medical Education ◽  
Active Learning ◽  
Computer Simulations ◽  
Contributing Factors ◽  
Educational Impact

Laboratory exercises are intended to illustrate concepts and add an active learning component to courses. Since the 1980s, there has been a decline in animal laboratories offered in conjunction with medical physiology courses. The most important single reason for this is cost, but other contributing factors include the development of computer simulations, changes in medical education, and pressure from antivivisectionists. Unfortunately, the elimination of animal laboratories has occurred with relatively little consideration of the educational impact of this change. Although computer simulations are considered effective in helping students acquire basic physiological concepts, there is evidence some students acquire a more thorough understanding of the material through the more advanced and challenging experience of an animal laboratory. The fact that such laboratories offer distinct educational advantages should be taken into account when courses are designed.

scholarly journals Effectiveness of Academic Role-play in Understanding the Clinical Concepts in Medical Education

2019 ◽  
Vol 10 (2) ◽  
pp. 1205-1208
Author(s):  
Sai Sailesh Kumar Goothy ◽  
Sirisha D ◽  
Movva Swathi
Keyword(s):  
Medical Education ◽  
Active Learning ◽  
Communication Skills ◽  
Role Play ◽  
Multiple Choice Questions ◽  
Academic Role ◽  
Study Results ◽  
Power Point Presentation ◽  
Power Point ◽  
Post Assessment

Medical education was evolved drastically to meet the needs of current generation students. Role play is the effective method to teach the clinical concepts. Role play promotes active learning and critical thinking. It also improves the communication skills which are most essential in medical education. The current study was aimed to evaluate the effectiveness of role-play in understanding the clinical concepts in medical physiology. The topic was explained in the routine lecture using power point presentation and video. Post-assessment was performed using 30 multiple choice questions. The perception of the students was also obtained after the role play. There was a significant (P<0.05) increase in the performance of students in the MCQ test followed by the role play. 75% of students agreed strongly that role-play along with class lecture helps to acquire better clinical knowledge.76% strongly agreed that the role play promotes active learning. 80% of students strongly agreed that they enjoyed the role play. 72% of students strongly agreed that role play helps them to remember the clinical concepts easily. 90% of students strongly agreed that it increased their communication skills and motivated them to work in a team. 75% of students preferred role plays for learning the clinical concepts, and 70% of the students recommended the roleplay to be implemented in the curriculum. The study results provide research evidence about the effectiveness of the role play in teaching the clinical concepts. Further detailed studies are recommended to adopt role play in teaching the clinical concepts in medical education.

scholarly journals Active Learning Through Discussion: ICAP Framework for Education in Health Professions

2019 ◽  
Author(s):  
Jaeseo Lim ◽  
Hyunwoong Ko ◽  
Jiwon Yang ◽  
Songeui Kim ◽  
Seunghee Lee ◽  
...  
Keyword(s):  
Medical Education ◽  
Active Learning ◽  
Health Professions ◽  
Mental Effort ◽  
Mediation Model ◽  
Interactive Engagement ◽  
Self Study ◽  
Post Test ◽  
Bonferroni Test ◽  
Practical Implications

Abstract Background The ICAP framework based on Cognitive Science posits four modes of cognitive engagement: Interactive, Constructive, Active, and Passive. Focusing on the wider applicability of discussion as interactive engagement in medical education, we investigated the effect of discussion when self-study preceded it and further investigated the effect of generating questions before discussions. Methods This study was conducted in the second semester of 2018, and 129 students majoring in health professions, including medicine, dentistry, veterinary medicine, and nursing, participated. The students were assigned into four different trial groups, who were asked to fill out a Subjective Mental Effort Questionnaire after completing each session. Their performance in post-test scores and their mental efforts were analyzed. Results A Bonferroni test for group comparison indicated that the self-study and question-generated group had the highest performance and that the lecture and question-received group had the lowest performance when comparing the total score. By using a mediation model, it was confirmed that the participants who showed a higher level of testing mental effort also showed higher levels of studying and discussion mental effort. Conclusions Our findings support the ICAP framework and provide practical implications for medical education, representing the fact that students learn more when they are involved in active learning activities, such as self-study and question generation, prior to discussions.

Introduction of Problem Based Learning (PBL) as a Supplementary Tool to Enhance Active Learning in Physiology – A Study in a Medical College of Southern Kolkata

2021 ◽  
Vol 8 (40) ◽  
pp. 3483-3488
Author(s):  
Pandurang Narhare ◽  
Padmakar Sasane ◽  
Revathi Mohanan ◽  
Mriganka Baruah
Keyword(s):  
Medical Education ◽  
Active Learning ◽  
Subjective Evaluation ◽  
Problem Based Learning ◽  
Basic Knowledge ◽  
Control Group ◽  
Study Group ◽  
Self Directed Learning ◽  
Clinical Scenarios ◽  
Directed Learning

BACKGROUND The motivation to learn begins with a problem. The ideology of problem-based learning (PBL) is to encourage the students to think beyond the books and apply the basic knowledge to various clinical scenarios. Problem based learning has been a concept in existence for decades, yet its implementation in medical education is limited. So the study on PBL was taken up to know analytical skills, comprehensive understanding of disease process and inculcate the practice of self-directed learning in physiology. METHODS This was an educational interventional study carried out on 60 first MBBS students chosen by simple random sampling. Students were further randomly divided into two groups containing 30 students in the control group and 30 students in the study group. Control group was taught by didactic lectures. 10 clinical scenarios were given to study group and discussions were conducted under the moderation of faculties. Objective evaluation was performed using pre-test and post-test examination for both groups. Subjective evaluation of attitude in study group towards PBL was recorded using self-developed questionnaire using Likert’s scale. Data was analysed by using paired students t test. RESULTS The mean pre-PBL (9.83±4.88) and post-PBL scores (15.61 ± 2.99) in study group were significant (p < 0.00001). The comparison of mean scores of postdidactic lectures (12.88 ± 3.13) in control group and post-PBL (15.61 ± 2.99) in study group were significant (p < 0.001). Subjective evaluation using Likert’s scale revealed increased interest in active learning, better confidence, communication, comprehension, and motivation amongst the PBL group. CONCLUSIONS From the results of this study, it can be concluded that problem-based learning is a good supplementary tool in teaching physiology, and it can be included in the regular medical teaching programmes so that the students have a better understanding of the various challenges in the field of medical education and research so that newer strategies for better health care provision can be planned. KEYWORDS Active Learning, Medical Education, Problem Solving, Self-Directed Learning

Lived Experiences in ‘Active’ Small Group Learning

2012 ◽  
Vol 2 (1) ◽  
pp. 14-17
Author(s):  
P. Ravi Shankar
Keyword(s):  
Active Learning ◽  
Small Group ◽  
Lived Experiences ◽  
Medical Humanities ◽  
Group Learning ◽  
Medical Schools ◽  
Faculty Training ◽  
Small Group Learning ◽  
Group Facilitation ◽  
Facilitation Skills

Active learning is becoming increasingly important in medical schools. In this article, the author describes his experiences with active learning in two medical schools in Nepal. The author employed active learning during pharmacology ‘practical’ sessions and medical humanities modules, as well as during correlation seminars. The author has also used the technique during workshops. Faculties are trained in small group facilitation skills during faculty training workshops.

scholarly journals Reflections on practice: A virally-infected curriculum must adapt or suffer!

2021 ◽  
Vol 22 (1) ◽  
pp. 88-93
Author(s):  
Christian Cobbold ◽  
Louise Wright
Keyword(s):  
Medical Education ◽  
Active Learning ◽  
Viral Infection ◽  
Student Feedback ◽  
Genetic Evolution ◽  
Evolutionary Changes ◽  
Medical Program ◽  
Education Delivery

Viruses are recognised for their ability to induce genetic evolution and cause disease. SARS-CoV-2 has catalysed rapid evolutionary changes in the delivery of preclinical teaching of the Griffith University medical program across diverse sites by inducing the use of progressive student feedback to enhance active learning in an online flipped format. These COVID-induced adaptations in medical education delivery, innovation and fast-tracked modernisation are, unlike viral infection, a curve that we embrace and do not want to squash.

scholarly journals Chief’s seminar: turning interns into clinicians

F1000Research ◽  
2014 ◽  
Vol 3 ◽  
pp. 213 ◽  
Author(s):  
Christopher Dittus ◽  
Vanya Grover ◽  
Georgia Panagopoulos ◽  
Kenar Jhaveri
Keyword(s):  
Internal Medicine ◽  
Medical Education ◽  
Active Learning ◽  
Small Group ◽  
Clinical Reasoning ◽  
Chief Resident ◽  
Residency Education ◽  
Group Problem ◽  
Learning Techniques ◽  
Internal Medicine Residents

Background: Recent changes in healthcare delivery have necessitated residency education reform. To adapt to these changes, graduate medical education can adopt a chief resident-led clinical curriculum. Chief residents are ideal clinical instructors, as they are recent graduates who have excelled in their residency programs. To effectively use the limited time available for education, chief residents can implement active learning techniques. We present a chief resident-led, small-group, problem-based curriculum for teaching first-year internal medicine residents, and provide preliminary data supporting the efficacy of this approach.Methods: The seminar consisted of 11 4-week modules. Week 1 was a team-based crossword competition. Weeks 2-4 were small-group, problem-based clinical reasoning sessions taught by chief residents. The program was evaluated via pre- and post-module multiple-choice tests. Resident satisfaction data were collected via self-reported, anonymous surveys.Results: Preliminary results revealed a statistically significant increase from pre-test to post-test score for 9 of the 11 modules. The chest pain, fever, abdominal pain, shock, syncope, jaundice, dizziness, anemia, and acute kidney injury modules achieved statistical significance. Additionally, resident satisfaction surveys show that this teaching approach was an enjoyable experience for our residents.Discussion: Our chief seminar is an evidence-based, clinical reasoning approach for graduate medical education that uses active learning techniques. This is an effective and enjoyable method for educating internal medicine residents. Because of its reproducibility, it can be applied throughout residency education.

scholarly journals Faculty development programs for implementing competency based medical education in India: challenges and opportunities

2021 ◽  
Vol 8 (6) ◽  
pp. 3163
Author(s):  
Manjunatha S. Nagaraja ◽  
Revathi Devi M. L.
Keyword(s):  
Medical Education ◽  
Faculty Development ◽  
Transfer Of Learning ◽  
Faculty Training ◽  
Medical Council ◽  
Development Programs ◽  
Competency Based Medical Education ◽  
Challenges And Opportunities ◽  
Education In India ◽  
Competency Based

India has rolled out competency based medical education which means a thorough overhaul of pedagogical and assessment methods. Several new components are introduced which require focussed faculty training and handholding at times. The erstwhile medical council of India had prepared a meticulous roadmap for this and dedicated faculty development programs were initiated for the smooth and effective transition into CBME. The possible challenges and gaps in faculty development are discussed with available options in this paper. To discharge their duties efficiently, the competencies for the faculty also need to be defined and they should progress from ‘knows’ level to ‘does’ level through longitudinal faculty development programs. The fidelity testing is the key for transfer of learning during FDP for the benefit of the students.

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