Acquisition and Long-term Retention of Bedside Ultrasound Skills in First-Year Medical Students

2016 ◽  
Vol 35 (9) ◽  
pp. 1967-1975 ◽  
Author(s):  
Peter Steinmetz ◽  
Sharon Oleskevich ◽  
John Lewis
Keyword(s):  
Medical Students ◽  
Bedside Ultrasound ◽  
First Year ◽  
Term Retention ◽  
Long Term Retention ◽  
First Year Medical Students

scholarly journals Efficacy of implementing intermittent STOP THE BLEED® reviews on long term retention of hemorrhage control skills of first year medical students

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Enkhtsogt Sainbayar ◽  
Nathan Holt ◽  
Amber Jacobson ◽  
Shalini Bhatia ◽  
Christina Weaver
Keyword(s):  
Medical Students ◽  
Intervention Group ◽  
Training Session ◽  
Likert Scale ◽  
Control Group ◽  
First Year ◽  
Hemorrhage Control ◽  
Term Retention ◽  
Long Term Retention

Abstract Context Some medical schools integrate STOP THE BLEED® training into their curricula to teach students how to identify and stop life threatening bleeds; these classes that are taught as single day didactic and hands-on training sessions without posttraining reviews. To improve retention and confidence in hemorrhage control, additional review opportunities are necessary. Objectives To investigate whether intermittent STOP THE BLEED® reviews were effective for long term retention of hemorrhage control skills and improving perceived confidence. Methods First year osteopathic medical students were asked to complete an eight item survey (five Likert scale and three quiz format questions) before (pretraining) and after (posttraining) completing a STOP THE BLEED® training session. After the surveys were collected, students were randomly assigned to one of two study groups. Over a 12 week intervention period, each group watched a 4 min STOP THE BLEED® review video (intervention group) or a “distractor” video (control group) at 4 week intervals. After the 12 weeks, the students were asked to complete an 11 item survey. Results Scores on the posttraining survey were higher than the pretraining survey. The median score on the five Likert scale items was 23 points for the posttraining survey and 14 points for the pretraining survey. Two of the three knowledge based quiz format questions significantly improved from pretraining to posttraining (both p<0.001). On the 11 item postintervention survey, both groups performed similarly on the three quiz questions (all p>0.18), but the intervention group had much higher scores on the Likert scale items than the control group regarding their confidence in their ability to identify and control bleeding (intervention group median = 21.4 points vs. control group median = 16.8 points). Conclusions Intermittent review videos for STOP THE BLEED® training improved medical students’ confidence in their hemorrhage control skills, but the videos did not improve their ability to correctly answer quiz-format questions compared with the control group.

Long-term retention and detection of oxytetracycline marks applied to hatchery-reared larval striped bass, Morone saxatilis

1998 ◽  
Vol 55 (3) ◽  
pp. 539-543 ◽  
Author(s):  
Thomas R Reinert ◽  
Julie Wallin ◽  
Mary C Griffin ◽  
Michael J Conroy ◽  
Michael J Van Den Avyle
Keyword(s):  
Striped Bass ◽  
Retention Rate ◽  
Morone Saxatilis ◽  
First Year ◽  
Detectable Change ◽  
Savannah River ◽  
Term Retention ◽  
Long Term Retention ◽  
Coded Wire Tags

Hatchery-reared larval striped bass, Morone saxatilis, destined for stocking in the Savannah River, Georgia, were immersed in oxytetracycline (OTC) to mark bony structures for later identification. Approximately 170 000 of these fish were raised to larger sizes and tagged with micromagnetic coded-wire tags (CWT). Recaptures of OTC-marked (OTC only) and marked and tagged (OTC and CWT) fish allowed us to determine retention of the OTC mark in otoliths to 3 years of age and to evaluate reader ability to detect those marks. The estimated retention rate was 80.2% for the first year, with no detectable change in additional years. Detection of OTC was age independent and estimated at 72.6% when one otolith was examined versus 92.5% when both otoliths were examined. Only 74.2% (retention x detection) of recaptures in this study would have been correctly identified as stocked fish if OTC alone was used as the marking method.

scholarly journals Assessing the impact of Medical Microbiology classes using active strategies on short- and long-term retention on medical students: an innovative study

2018 ◽  
Vol 50 (1) ◽  
pp. 165-173 ◽  
Author(s):  
Maria-Manuel Azevedo ◽  
Sofia Costa-de-Oliveira ◽  
Rita Teixeira-Santos ◽  
Ana P. Silva ◽  
Isabel M. Miranda ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical Microbiology ◽  
Term Retention ◽  
Short And Long Term ◽  
Long Term Retention ◽  
The Impact

scholarly journals Effect of the Instruction Time of the Day on Student Learning

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Nasim Muhammad ◽  
Gaganpreet Sidhu ◽  
Seshasai Srinivasan
Keyword(s):  
Student Learning ◽  
Undergraduate Students ◽  
Corrective Feedback ◽  
First Year ◽  
Instruction Time ◽  
Term Retention ◽  
Early Afternoon ◽  
Long Term Retention ◽  
Better Than

<p class="Abstract">In this work, we analyze the effect of the instruction time of the day on student learning in a programming course taught to first-year undergraduate students in an engineering program. A total of 174 students were split into three different sections, each having a different class time. All sections were taught the same material and by the same instructor. It was found that students in the morning and early afternoon sections performed better than the students in the late afternoon section. In all three sections, there is evidence of long-term retention of concepts, which is attributed to the intervention based active learning environment that uses the principles of constructivism. Specifically, the techniques of reinforcement and feedback help with long term retention and avoiding learning of wrong concepts with immediate corrective feedback.</p>

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