scholarly journals A Randomized Comparative Trial of the Knowledge Retention and Usage Conditions in Undergraduate Medical Students Using Podcasts and Blog Posts

Cureus ◽  
2018 ◽  
Author(s):  
Kelly Lien ◽  
Alvin Chin ◽  
Anton Helman ◽  
Teresa M Chan
Keyword(s):  
Medical Students ◽  
Comparative Trial ◽  
Knowledge Retention ◽  
Undergraduate Medical Students ◽  
Blog Posts

scholarly journals MP28: A randomized comparative trial of the usage, knowledge retention and media preferences in undergraduate medical students using podcasts and blog posts

CJEM ◽  
2017 ◽  
Vol 19 (S1) ◽  
pp. S74-S75
Author(s):  
K. Lien ◽  
A. Chin ◽  
A. Helman ◽  
T.M. Chan
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Repeated Measures ◽  
Knowledge Retention ◽  
Similar Degree ◽  
Learning Material ◽  
Undergraduate Medical Students ◽  
Significant Difference ◽  
Blog Posts

Introduction: Podcasts and blog posts are gaining popularity in Free Open Access Medical education (FOAMed). However, there remains a paucity of research comparing the two media for undergraduate medical education. This study aims to investigate if there are differences in medical students’ usage conditions, knowledge retention and preferences in the two types of media (podcasts, blog posts). Methods: Medical students were block-randomized to either the podcast or blog post group according to their year of schooling. They completed an online assessment of their baseline knowledge on the subject matter and preferences within the various types of media. Participants then received access to learning materials and were given four weeks to complete the follow-up assessment. Simple descriptive statistical data were used to detail student preferences. Paired samples t-tests and a Repeated Measures Analysis of Variance (RM-ANOVA) were conducted to assess knowledge acquisition. A carry forward analysis was used to impute missing data from students lost to follow-up. Results: A total of 65 medical students participated in our study (podcasts n=33, blog posts n=32). The initial survey suggests that students prefer general topic discussion and “approach-to” themes (68% and 84%, respectively). 55% of students in the podcast group preferred podcasts that were less than 30 minutes. None of the blog post group preferred a shorter text, and each blog post required a mean of 25 minutes to read. Completion of at least one follow-up assessment was comparable (68% podcasts, 70% blog posts). The podcast listeners tended to engage in multiple activities while using the learning material (e.g. at least 2-3 of the following: driving, eating, chores, taking notes, exercising), while the blog readers tended to do fewer activities (e.g. only 1 of the following: taking notes, eating, only reading). Both groups showed significant improvements in their test scores (Asthma: 22% improvement, Toxicology: 29%; p<0.01 for both), with blog posts demonstrating a larger but non-significant difference (RM-ANOVA, Topic*Modality F(1,59)=0.001, p=0.973). Conclusion: This study suggests that podcasts and blog posts significantly improve medical student knowledge retention to a similar degree, but differ in usage conditions.

scholarly journals P024: Extracurricular podcast use behaviour and effect on knowledge retention in undergraduate medical students

CJEM ◽  
2016 ◽  
Vol 18 (S1) ◽  
pp. S86-S86
Author(s):  
A. Chin ◽  
A. Helman ◽  
T.M. Chan
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Test Score ◽  
Knowledge Retention ◽  
Undergraduate Medical Students ◽  
Paired Samples ◽  
Score Improvement ◽  
Initial Survey ◽  
Test Score Improvement ◽  
Usage Data

Introduction: Podcasts have become increasingly popular as a medium for free online access medical education (FOAM). However, little research has examined the naturalistic use of podcasts as a tool in undergraduate medical education. This study aims to determine usage conditions, preferences, and level of retention of information from podcasts by medical students at a Canadian University. Methods: Medical students (Years 1 to 3) were instructed to complete an online test assessing their baseline knowledge on the topics of the podcasts and for qualitative data on podcast usage and preferences. Audio podcasts on two topics (adult asthma, and introduction to toxicology) were then distributed to study participants. One week and two weeks after the initial survey students were asked to complete a follow-up survey for knowledge assessment and further podcast usage data. Simple descriptive statistical generated using Microsoft Excel. Paired samples t-tests were utilized to assess knowledge acquisition using Microsoft SPSS version 23. Results: Participants who successfully completed the knowledge assessments demonstrated a significant effect of learning (Asthma, average test score improvement of 30%, p=0.002; Toxicology, average test score improvement of 13%, p=0.004). The majority of participants who stated a preference in podcast length indicated they preferred podcasts of 30 or less minutes (85%). The top three activities participants were engaged in while listening to the podcasts were driving (46%), completing chores (26%), and exercising (23%). A large number of participants who did not complete the study in its entirety cited a lack of time and podcast length to be the top two barriers to completion. Conclusion: This is one of the first studies to examine podcast usage data and preferences in a Canadian undergraduate medical student population. This information may help educators and FOAM producers to optimize educational tools for medical education.

scholarly journals NEOGAMES: A Serious Computer Game That Improves Long-Term Knowledge Retention of Neonatal Resuscitation in Undergraduate Medical Students

2021 ◽  
Vol 9 ◽  
Author(s):  
Liyuan Hu ◽  
Lan Zhang ◽  
Rong Yin ◽  
Zhihua Li ◽  
Jianqing Shen ◽  
...  
Keyword(s):  
Medical Students ◽  
Test Scores ◽  
Serious Games ◽  
Neonatal Resuscitation ◽  
Computer Game ◽  
Knowledge Retention ◽  
Control Group ◽  
Undergraduate Medical Students ◽  
Resuscitation Training

Background: Serious games are potential alternatives for supplementing traditional simulation-based education for neonatal resuscitation training. However, evidence regarding the benefits of using serious games to improve long-term knowledge retention of neonatal resuscitation in undergraduate medical students is lacking.Objective: We designed a serious computer game “NEOGAMES” to train undergraduate medical students in neonatal resuscitation in a cost-friendly and accessible way and to examine whether serious game-based training improves long-term knowledge retention in medical students.Methods: “NEOGAMES” consists of a screen with images of an incubator, a baby, visual objects, anatomy, action cards, monitors, real-time feedback, and emotional components. Undergraduate medical students from Shanghai Medical College of Fudan University were invited to participate and were allocated to a game group or a control group. Participants in the game group played the game before the training. All the participants completed three written tests, pre- and post-training knowledge tests and a follow-up test after 6 months.Results: Eighty-one medical students participated in the study. The student demographic characteristics of the groups were comparable, including sex, age, and grade point average (GPA). Significant short-term knowledge improvement was noticed only for male students in the game group based on their 5.2-point higher test scores than those of the controls (p = 0.006). However, long-term knowledge improvement at 6 months was identified for both male and female students in the game group, with test scores 21.8 and 20 points higher, respectively, than those of the controls (P < 0.001). The long-term knowledge retention in the game group was almost 3 times higher than that in the control group.Conclusions: Long-term knowledge retention was nearly 3 times higher for the game group than for the control group. The improvement in knowledge supports the use of serious games for undergraduate medical education.

scholarly journals 1697 Undergraduate Otolaryngology: Enhancing Interest and Education with Hands-on Simulation

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
J Hirniak ◽  
A Jain ◽  
M Van ◽  
I Kokotkin ◽  
M Vaghela ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Educational Experiences ◽  
Upper Airway ◽  
Knowledge Retention ◽  
Undergraduate Medical Students ◽  
Sustained Improvement ◽  
Hands On ◽  
Post Test ◽  
Baseline Knowledge

Abstract Introduction With cancelled student placements due to the COVID-19 pandemic, there is a shift towards non-patient-facing methods to deliver medical education. The aim was to design, deliver and evaluate an ENT course for undergraduate medical students. Method A three-part simulation course on common and emergency ENT conditions was delivered by ENT trainees to undergraduate medical students (n = 50). It involved theoretical and hands-on experience with otoscopy on head models; nasoendoscopy and epistaxis management with upper airway head models and nasal packing kits; and management of compromised airways using critical airway models, airway adjuncts, intubation and cricothyroidotomy kits. Delegates were given pre- and post-course questionnaires, with another at six-weeks to test knowledge retention. Results were statistically analysed using paired and independent sample t-tests. Results A statistically significant improvement in post-test knowledge of 55% (p<0.01) was observed. Delegates also demonstrated a sustained improvement of 51% (p<0.01) six-weeks later compared to baseline knowledge. 76% and 80% reported improved confidence managing epistaxis and performing intubation respectively; 46% reported increased interest in pursuing ENT as a potential career. Conclusions This study demonstrated statistically significant and sustained improvements in knowledge about common and emergency ENT concepts. ENT simulation therefore represents an efficacious mechanism for teaching key ENT concepts and improving confidence in undergraduate medical students, whilst improving interest in pursuing ENT as a career. Additionally, simulation is an invaluable educational adjunct that may foster more realistic, impactful, and safer educational experiences for medical students whilst exposure to patients is minimised due to the current pandemic.

scholarly journals 1695 Undergraduate Cardiothoracic Surgery: Pumping Up Knowledge and Inspiration with High-Fidelity Simulation

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
J Hirniak ◽  
F Hussein ◽  
G Seyedzenouzi ◽  
S Adil ◽  
M Vaghela ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical Curriculum ◽  
Knowledge Retention ◽  
Cardiothoracic Surgery ◽  
High Fidelity ◽  
Undergraduate Medical Students ◽  
Surgical Equipment ◽  
Sustained Improvement ◽  
Post Test

Abstract Introduction Alongside declining ST3 applications, cardiothoracic surgery (CTS) is underrepresented in the medical curriculum with 90% of medical students reporting no exposure to the specialty in medical school placements. This may result in clinicians having difficulties recognising emergency presentations, with subsequent referrals made inappropriately. Method A simulation course involving teaching around common CTS conditions and procedures was delivered by CTS trainees to undergraduate medical students (n = 50). This involved both theory and high-fidelity simulations of coronary anastomoses using cardiac surgical equipment on porcine hearts and ureters. Delegates were given pre and post-test questionnaires, and another at six-weeks to test knowledge retention. Results were statistically analysed using paired and independent sample t-tests. Results Delegates demonstrated significant improvements in post-test knowledge of 56% (p<0.01), and sustained improvement of 51% (p<0.01) six-weeks later compared to baseline. 64% of delegates reported an increased interest in pursuing CTS as a career; 40% reported improved confidence performing a coronary anastomosis. Conclusions Immediate and long-term knowledge retention of key CTS concepts and ability to assess common CTS pathological scenarios were demonstrated in this study. CTS simulation therefore represents an effective mechanism by which key concepts can be taught to undergraduate medical students, whilst enhancing interest in pursuing CTS as a career. As an educational adjunct, simulation can help bridge the gap between taught theory and applied practice, with the potential to empower future doctors to make more informed referrals and management decisions.

scholarly journals Prospective Analysis of Short- and Mid-term Knowledge Retention after a Brief Ultrasound Course for Undergraduate Medical Students

Clinics ◽  
2019 ◽  
Vol 74 ◽  
Author(s):  
Carlos Augusto M Menegozzo ◽  
Priscila Gadelho Cazolari ◽  
Fernando da Costa Ferreira Novo ◽  
Ramiro Colleoni ◽  
Edivaldo Massazo Utiyama
Keyword(s):  
Medical Students ◽  
Knowledge Retention ◽  
Prospective Analysis ◽  
Undergraduate Medical Students

Knowledge scores in annual and modular curriculum among medical students from Karachi, Pakistan

2021 ◽  
pp. 1-12
Author(s):  
Saher Naseeb Uneeb ◽  
Saima Zainab ◽  
Aneeta Khoso ◽  
Abdul Basit ◽  
Admin
Keyword(s):  
Medical Students ◽  
Time Allocation ◽  
Knowledge Retention ◽  
Community Medicine ◽  
Modular System ◽  
P Value ◽  
Undergraduate Medical Students ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Significant Difference

Abstract Objective: To compare the knowledge scores of basic medical subjects among undergraduate medical students of annual versus modular system. Methods: A cross-sectional survey was conducted on 4th year undergraduate medical students of annual and modular system of Liaquat National Medical College, Pakistan. Study was conducted from 30th November 2017 to 1st June 2018 for a total of 6 months. Sample size was calculated to be 82 students. The data was collected using a structured questionnaire. The student’s t-test was applied to compare the mean difference of knowledge scores between the two groups. Results: Students in modular system retained better knowledge of anatomy as compared to annual students. While the annual system students retained higher knowledge in the subjects of community medicine and pharmacology. Mean knowledge score for annual was 12.98 (SD±2.92) and semester system students was 13.10 (SD±3.03). There was no significant difference observed in overall mean knowledge scores between the two groups (p-value = 0.85).  Conclusion: Students in the annual system scored higher in pharmacology and community medicine. This highlights the need to address the issues of time allocation and implementation strategies for the subjects in the new system.  There was no difference between overall knowledge scores in each group, hence it cannot be concluded that one system is superior to the other. Keywords: Knowledge retention, annual system, modular system, basic science, knowledge scores. Continuous...

Using SurveyMonkey® to teach safe social media strategies to medical students in their clinical years

2015 ◽  
Vol 11 (2) ◽  
pp. 117-124 ◽  
Author(s):  
Katrina A. Bramstedt ◽  
Ben Ierna ◽  
Victoria Woodcroft-Brown
Keyword(s):  
Social Media ◽  
Medical Students ◽  
Media Ethics ◽  
Ethical Awareness ◽  
Media Technology ◽  
Undergraduate Medical Students ◽  
Clinical Rotations ◽  
Medical Apps ◽  
Practice Of Medicine ◽  
Medical Photography

Social media is a valuable tool in the practice of medicine, but it can also be an area of ‘treacherous waters’ for medical students. Those in their upper years of study are off-site and scattered broadly, undertaking clinical rotations; thus, in-house (university lecture) sessions are impractical. Nonetheless, during these clinical years students are generally high users of social media technology, putting them at risk of harm if they lack appropriate ethical awareness. We created a compulsory session in social media ethics (Doctoring and Social Media) offered in two online modes (narrated PowerPoint file or YouTube video) to fourth- and fifth-year undergraduate medical students. The novelty of our work was the use of SurveyMonkey® to deliver the file links, as well as to take attendance and deliver a post-session performance assessment. All 167 students completed the course and provided feedback. Overall, 73% Agreed or Strongly Agreed the course session would aid their professionalism skills and behaviours, and 95% supported delivery of the curriculum online. The most frequent areas of learning occurred in the following topics: email correspondence with patients, medical photography, and awareness of medical apps. SurveyMonkey® is a valuable and efficient tool for curriculum delivery, attendance taking, and assessment activities.

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