Impact of the Clinico-pathological Conferences as a teaching modality on medical students’ performance in Endocrine Course

2020 ◽  
pp. 1-9
Author(s):  
Muhammad Abrar Barakzai ◽  
Admin
Keyword(s):  
Medical Students ◽  
Student Performance ◽  
Control Group ◽  
Multiple Choice Questions ◽  
Senior Student ◽  
Course Content ◽  
Examination Score ◽  
Consistent Manner ◽  
Teaching Modality ◽  
The Impact

Abstract Objective: This study evaluated the impact of introducing Clinico-pathological Conferences (CPCs) in the endocrine block on student performance during last five years. Methods: This pilot study, conducted at College of Medicine, Alfaisal University evaluated all 645 students’ examination scores in endocrine course during previous five years, i.e. 2012-16, using convenience sampling method. The most senior student batch (Year 2012) had no CPC conducted and hence represented the control group, whereas batches during 2013-16 had been given CPCs in a consistent manner. The assessment included a standardized multiple-choice questions (MCQ) and short-answer questions (SAQ) test conducted at the end of the Endocrine block. Results: Students belonging to the CPC group performed better than the students who did not undergo CPC (mean examination percent score 79.93±7.82 vs. 75.27±10.63 respectively; p<0.001). The students who were exposed to CPCs also showed a consistent high examination score (narrower dispersion around mean, as shown above). Conclusion: The students who were exposed to CPC sessions tended to achieve high examination score as compared to those who were not exposed. It can be inferred that CPC supplementation enhanced their understanding of the course content and helped them perform better. Keywords: Clinico-pathological conference, medical students, Endocrine course, Teaching modality. Continuous...

scholarly journals The impact of mediated learning on the academic writing performance of medical students in flipped and traditional classrooms: scaffolding techniques

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Laleh Khojasteh ◽  
Seyyed Ali Hosseini ◽  
Elham Nasiri
Keyword(s):  
Medical Students ◽  
Academic Writing ◽  
Flipped Classroom ◽  
Second Language Learners ◽  
Control Group ◽  
Mediated Learning ◽  
Writing Classes ◽  
Writing Group ◽  
The Impact ◽  
Experimental Group

AbstractWriting as a multiple-step process is one of the most complex and demanding skills for graduate students to master. Foreign or second language learners who are required to write for academic purposes at the university level may even find it more demanding to master. One of the ways of decreasing the burden of mastering this skill for learners is mediation, using scaffolding techniques to teach writing. Hence, having a good understanding of the impact(s) of adopting mediating or scaffolding techniques in writing classes is absolutely indispensable. To this end, the present study employed an experimental research design to investigate the impact of mediation in the flipped writing classrooms of the students of medicine. To peruse this goal, 47 medical students were selected through purposive sampling and put into control and treatment groups. Medical students in the treatment group watched teacher-made video content(s) before their writing classes. The students in this group experienced organized-interactive writing group activities in their classes. Unlike the experimental group, the students in the control group received all the instructions in the classroom and were assigned homework. The findings obtained through the ANOVA and t-test indicated that the students in the experimental group significantly outperformed their counterparts in the control group in terms of their writing. A probable conclusion could be that by requiring students to study in advance and take responsibility for their learning, flipped classroom can provide the opportunity for learners to actively construct knowledge rather than receive the information passively in the classroom. Flipped classroom can also cultivate interactive class time for teachers and enable them to invest in more fruitful academic practices, instead of asking students to spend a substantial amount of time each week doing homework independently.

scholarly journals The effectiveness of training with an emergency department simulator on medical student performance in a simulated disaster

CJEM ◽  
2010 ◽  
Vol 12 (01) ◽  
pp. 27-32 ◽  
Author(s):  
Jeffrey Michael Franc-Law ◽  
Pier Luigi Ingrassia ◽  
Luca Ragazzoni ◽  
Francesco Della Corte
Keyword(s):  
Medical Students ◽  
Student Performance ◽  
Intervention Group ◽  
Command And Control ◽  
Disaster Medicine ◽  
Simulated Patients ◽  
Control Group ◽  
Number Of Patients ◽  
Simulation Based ◽  
And Control

ABSTRACT Objective: Training in practical aspects of disaster medicine is often impossible, and simulation may offer an educational opportunity superior to traditional didactic methods. We sought to determine whether exposure to an electronic simulation tool would improve the ability of medical students to manage a simulated disaster. Methods: We stratified 22 students by year of education and randomly assigned 50% from each category to form the intervention group, with the remaining 50% forming the control group. Both groups received the same didactic training sessions. The intervention group received additional disaster medicine training on a patient simulator (disastermed.ca), and the control group spent equal time on the simulator in a nondisaster setting. We compared markers of patient flow during a simulated disaster, including mean differences in time and number of patients to reach triage, bed assignment, patient assessment and disposition. In addition, we compared triage accuracy and scores on a structured command-and-control instrument. We collected data on the students' evaluations of the course for secondary purposes. Results: Participants in the intervention group triaged their patients more quickly than participants in the control group (mean difference 43 s, 99.5% confidence interval [CI] 12 to 75 s). The score of performance indicators on a standardized scale was also significantly higher in the intervention group (18/18) when compared with the control group (8/18) (p &lt; 0.001). All students indicated that they preferred the simulation-based curriculum to a lecture-based curriculum. When asked to rate the exercise overall, both groups gave a median score of 8 on a 10-point modified Likert scale. Conclusion: Participation in an electronic disaster simulation using the disastermed.ca software package appears to increase the speed at which medical students triage simulated patients and increase their score on a structured command-and-control performance indicator instrument. Participants indicated that the simulation-based curriculum in disaster medicine is preferable to a lecture-based curriculum. Overall student satisfaction with the simulation-based curriculum was high.

scholarly journals Effect of Story-Based Audio Visual Mnemonics in Comparison with Text Reading Method on Memory Consolidation among Medical Students: A randomized Controlled Trial

2020 ◽  
Author(s):  
Mona Mohamed Ibrahim Abdalla ◽  
Meram Azzani ◽  
Reanugah Rajendren ◽  
Tan Kim Hong ◽  
Yamunah A/P Balachandran ◽  
...  
Keyword(s):  
Medical Students ◽  
Memory Consolidation ◽  
Controlled Trial ◽  
Controlled Study ◽  
Control Group ◽  
Memory Retention ◽  
Multiple Choice Questions ◽  
Visual Mnemonics ◽  
Text Reading ◽  
Single Response

Abstract Background: Traditional teaching methods via faculty lectures lacked interactivity, as seen with text-based materials. Hence, this research aimed to compare the effectiveness of story-based audio-visual mnemonics and conventional text reading methods on medical students’ memory consolidation. Methods: A single-center, systematic random sampling, single-blinded, controlled study was conducted among 80 medical students in year one. The students were randomly assigned to the text-based (control) or story-based audio-visual mnemonics (intervention). Then, a test was held immediately, consisting of ten multiple-choice questions and ten oral recall keywords based on the topic given. The test was repeated in one week, two weeks, and four weeks later. Both descriptive and inferential statistics were utilized. The mean score difference between the audiovisual mnemonic and control groups was determined using a two-tailed unpaired t-test. Results: This study found that participants who underwent a story-based audiovisual mnemonics method had statistically significant higher marks in the single-response answer questions compared to participants who undergone a text reading method. The audiovisual group also spent a statistically significant shorter time to recall in the oral recall test in comparison to the control group. In conclusion, story-based audio-visual mnemonics are more effective in medical student’s memory retention compared to the conventional text reading method.

scholarly journals Multiple Medical Students on a Clerkship Team: Do They Affect Each Others’ Grades?

2020 ◽  
Author(s):  
Krishan K. Sharma ◽  
Yuchiao Chang ◽  
Eli Michael Miloslavsky
Keyword(s):  
Internal Medicine ◽  
Medical Students ◽  
Student Performance ◽  
Student Perceptions ◽  
Response Rate ◽  
Medicine Clerkship ◽  
Internal Medicine Clerkship ◽  
Student Grades ◽  
Attending Physicians ◽  
The Impact

Abstract Background Medical students are often paired together on clinical teams during their clerkships, but the effect of this practice on student performance is unknown. The primary objectives of this study were (1) to retrospectively assess whether students paired together on a medical team during their Internal Medicine sub-internship affected each other’s grade and (2) to survey medical students’ perceptions on the impact of pairing on their evaluations. Methods We examined clerkship grades of 186 student-pairs at 3 sub-internship hospital sites of Harvard Medical School from 2013-2017. To evaluate student perceptions we administered a survey to the graduating class of 2018. Results There was no significant deviation between the expected and observed distribution of student grades (p=0.39) among 186 student pairs, suggesting that pairing had no meaningful effect on the sub-internship grade. We also saw no effect when controlling for prior internal medicine clerkship performance (p=0.53). We then surveyed students in the 2018 graduating class assessing student perceptions on pairing. Of the 99 respondents (59% response rate), 90% and 87% of respondents felt that being paired affected their evaluations by resident and attending physicians, respectively. Conclusions Our analysis suggests that paired medical students do not meaningfully affect each others’ grades, despite the majority of surveyed students believing that being paired affects their evaluations. Awareness of student perceptions regarding pairing can inform clerkship structure and be utilized to address student concerns.

scholarly journals “A little flip goes a long way” The impact of a ‘partial’-flipped classroom design on student performance and engagement in a first year undergraduate economics classroom

2020 ◽  
Author(s):  
Nadia Singh
Keyword(s):  
Student Performance ◽  
Flipped Classroom ◽  
Control Group ◽  
First Year ◽  
Classroom Design ◽  
Final Exam ◽  
Traditional Lecture ◽  
Traditional Lectures ◽  
Undergraduate Economics ◽  
The Impact

The flipped classroom is gaining prominence as an active learning pedagogy to engage a new generation of students. However, all courses do not lend themselves to a fully flipped design and instructors are often reluctant to flip lectures. In this study, I experimented with a &ldquo;partial&rdquo; flipped classroom design in a first-year undergraduate economics course. In this partial flipped format, traditional lectures were substituted with micro-lectures and the remaining class time was devoted to activities like quizzes, group work and student presentations. The full lectures were panopto recorded and put up on the e-learning site, Blackboard. This format enabled me to combine the benefits of a traditional lecture with a flipped classroom design. In order to evaluate the effectiveness of the partial flipped classroom format, I compared the final exam scores of students in the partial flipped classroom with those in the control group, which followed a traditional lecture-based approach. The key results from the analysis revealed that students in the partial flipped classroom performed better in the final exams vis-&agrave;-vis students in the traditional classroom format. Furthermore, the partial flipped classroom format was associated with lower odds of students failing in the module. This format also resulted in better student engagement, more flexibility and enhanced student-tutor interaction within the classroom.

scholarly journals Evaluation of a Practice System Supporting Distributed Practice for Novice Programming Students

2021 ◽  
Vol 15 ◽  
pp. 183449092110082
Author(s):  
Baoping Li ◽  
Fangjing Ning ◽  
Lifeng Zhang ◽  
Bo Yang ◽  
Lishan Zhang
Keyword(s):  
Distributed Practice ◽  
Control Group ◽  
Multiple Choice Questions ◽  
Programming Students ◽  
Final Exams ◽  
Novice Programming ◽  
Subject Experiment ◽  
The Impact ◽  
Experimental Group ◽  
Simple Manipulation

Programming is an important skill in the 21st century, but it is difficult for novices to learn. To help students practice and learn efficiently, the authors developed a mobile platform called Daily Quiz, which incorporated distributed practice theory. To evaluate the impact of distributed practice in programming learning facilitated by Daily Quiz, the authors conducted a between-subject experiment with 200 freshmen divided into two groups. Both groups received the same number of multiple-choice questions via Daily Quiz. However, the control group was encouraged to practice every 7 days, whereas the experimental group was encouraged to practice every 3 days. The results showed that this simple manipulation significantly improved the experimental group’s performance on final exams. Further analysis revealed that the experimental group of students achieved a higher rate of first-check correctness and tended to be more engaged in academic social interaction. Finally, a behavioral sequence analysis was adopted to compare the behavioral patterns of the two groups to investigate how distributed practice helped the students learn more efficiently.

scholarly journals Prospective study on a fast-track training in psychiatry for medical students: The Psychiatric Hat Game

2020 ◽  
Author(s):  
Anthony Clément ◽  
Raphaël Delage ◽  
Marie Chollier ◽  
Laure Josse ◽  
Stéphane Gaudry ◽  
...  
Keyword(s):  
Medical Students ◽  
Student Performance ◽  
Fast Track ◽  
Psychiatric Symptoms ◽  
Wilcoxon Test ◽  
Satisfaction Survey ◽  
Multiple Choice Questions ◽  
Friedman Analysis ◽  
Paired Samples ◽  
Game Session

Abstract Background: While medical students are losing interest in lectures in favor of other educational materials, many studies suggest the benefit of active learning, combined with gamified educational tools. The authors developed a psychiatric adaptation of the « Hat Game ». It was hypothesised that this game would increase both knowledge and motivation in medical students toward psychiatric semiology. The aim of the study was to assess the benefit of a Psychiatric Hat Game session for learning psychiatric symptoms in third-year medical students. Student performance was also evaluated at 3 months.Methods: This gamified fast-track training consisted of two teams and each team must guess as many psychiatric semiology terms as possible using different techniques (i.e. speech, mime). The study involved a pre- and post-evaluation of knowledge (Multiple Choice Questions) and a satisfaction survey. Baseline, post-immediate, and three-months scores were compared by using Friedman analysis for paired samples. Comparisons of mean scores at two different times were performed by using Wilcoxon test for paired samples.Results: Knowledge mean scores were significantly higher after the game than before (+ 28.6%, p < 0.001). Improvement was maintained three months after the game (+ 18.9%, p < 0.001). Satisfaction survey items highlighted that students enjoyed and would recommend this type of gamified training.Conclusions: The Psychiatric Hat Game improved knowledge of psychiatric semiology in medical students. Results suggest that it is a promising and efficient tool to playfully teach medical semiology, with transferable features, utility and acceptability from one medical field to another. This study contributes to the growing body of knowledge advocating for serious games and gamified training in medical education.

scholarly journals Anti-stigma training for medical students: The Education Not Discrimination project

2013 ◽  
Vol 202 (s55) ◽  
pp. s89-s94 ◽  
Author(s):  
Bettina Friedrich ◽  
Sara Evans-Lacko ◽  
Jillian London ◽  
Danielle Rhydderch ◽  
Claire Henderson ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical Curriculum ◽  
Intervention Group ◽  
Mental Health Stigma ◽  
Control Group ◽  
Short Term ◽  
Study Intervention ◽  
The Impact ◽  
Intended Behaviour

BackgroundEducation Not Discrimination (END) is the component of the Time to Change programme intended to reduce mental health stigma among professionals and professional trainees.AimsTo investigate the impact of the END anti-stigma programme on medical students immediately and after 6 months with regard to knowledge, attitudes, behaviour and empathy.MethodA total of 1452 medical students participated in the study (intervention group n = 1066, control group n = 386).Participants completed questionnaires at baseline, and at immediate and 6-month follow-up. Groups were compared for changes in stigma outcomes.ResultsAll measures improved in both groups, particularly among students with less knowledge and more stigmatising attitudes and intended behaviour at baseline. At immediate follow-up the intervention group demonstrated significantly greater improvements in stigma-related knowledge and reductions in stigma-related attitudes and intended behaviour, relative to the control group. At 6 months' follow-up, however, only one attitude item remained significantly better.ConclusionsAlthough the intervention produced short-term advantage there was little evidence for its persistent effect, suggesting a need for greater integration of ongoing measures to reduce stigma into the medical curriculum.

Assessing the Benefit of Student Self-Generated Multiple-Choice Questions on Examination Performance

2020 ◽  
Author(s):  
Marshall A. Geiger ◽  
Mary Middleton ◽  
Maryam Tahseen
Keyword(s):  
General Education ◽  
Student Performance ◽  
Accounting Education ◽  
Accounting Students ◽  
Control Group ◽  
Multiple Choice Questions ◽  
Credit Assignment ◽  
Education Literature ◽  
Examination Performance ◽  
Improve Student Performance

Prior non-accounting research has generally concluded that students obtain performance benefits from self-generating MCQs. We examine accounting students completing an extra-credit assignment to self-generate MCQs and its association with examination performance gains. Using students from a large public and small/medium sized private university, across multiple courses and semesters, we find that while students completing the assignment had significantly greater examination gains than those not completing the assignment, they did not outperform students in the same courses not offered the assignment. We find that these results hold across students of all initial performance quartiles. Our results suggest that prior educational research may overestimate the benefits of MCQ self-generation by not performing appropriate control group comparisons. We provide evidence that voluntary self-generation of MCQs may be a way to identify students seeking to improve their course performance, but in of itself it may not be an effective method to improve student performance on MCQ examinations. Our study contributes to the general education literature by presenting a more robust evaluation of the benefit of student self-generation of MCQs, and to the accounting education literature by being the first study utilizing accounting students to assess the potential benefit of student MCQ self-generation.

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