Perceptions of medical students towards and effectiveness of online surgical curriculum: a systematic review

Background Online education has been used as an adjunct modality for teaching and it attracts attention in recent years as many medical students can not accomplish their clerkship in the hospital due to COVID-19 pandemic. This study aims to collect the articles related to online surgical education for medical students, and to analyze the effectiveness of online education and the perceptions of the medical students. Method We performed a systemic literature search in PubMed, MEDLINE, EMBASE, ERIC and Cochrane library. Keywords used for searching included “medical student”, “online education”, “online teaching”, “online learning”, “distance learning”, “electronic learning”, “virtual learning” and “surgical”. Medical education research study quality instrument (MERSQI) was used for the evaluation of the quality of the searched articles. Results From 1240 studies retrieved from the databases, 13 articles were included in this study after screening. The publication year was from 2007 to 2021. The mean MERSQI score of the 13 searched articles was 12.5 +/− 1.7 (range 10.0-14.5). There were totally 2023 medical students who attended online surgical curriculum. By online course, improvement of understanding and knowledge on the studied topics could be reached. The confidence in patient encounters could be improved by online curriculum with sharing experiences, discussing, and role playing. However, students felt concentration was poor during online course. Medical students studying through video platform could get better test scores than those studying with textbooks. Regarding basic surgical skills, online teaching of suturing and knot-tying could be possible and was appreciated by the students who could practice away from the hospital and get feedbacks by instructors through online environment. The scores for the clinical competence assessment for incision, suturing and knot-tying were found to be no significant difference between the online teaching group and face-to-face teaching group. Conclusion Online surgical curriculum for medical students is not easy but inevitable in the era of COVID-19 pandemic. Although online course is not the same as physical course, there are some efforts which could be tried to increase the effectiveness. Basic surgical skills could also be taught effectively through online platform. Even if the COVID-19 pandemic is over in the future, online curriculum could still be a helpful adjunct for surgical education.

Meningkatkan hasil belajar matematika pada pokok bahasan operasi hitung bilangan pecahan melalui model pembelajaran kooperatif tipe team assisted individualization (TAI) pada siswa kelas VII-C SMP Negeri 9 Malang

ujuan penelitian ini adalah untuk meningkatkan hasil belajar matematika siswa kelas VII-C SMP Negeri 9 Malang pada pokok bahasan operasi hitung bilangan pecahan dengan menggunakan model pembelajaran kooperatif tipe Team Assisted Individualization (TAI). Penelitian ini merupakan penelitian tindakan kelas dan pendekatan penelitian yang digunakan adalah pendekatan kualitatif. Hasil penelitian ini menunjukkan bahwa pembelajaran kooperatif tipe TAI dapat meningkatkan hasil belajar. Peningkatan ini ditunjukkan dengan rata-rata nilai kuis sebelum tindakan adalah 65.21 menjadi 70.11 pada siklus I dan 78.52 pada siklus II. Sehingga dari hasil tersebut disimpulkan bahwa penerapan pembelajaran kooperatif tipe TAI dapat meningkatkan hasil belajar siswa kelas VII-C SMP Negeri 9 Malang yang dilaksanakan melalui 8 komponen, yaitu teams, placement test, teaching group, student creative, team study, whole class unit, facts test, dan team scores and team recognition.

Exploration and Practical Teaching Improvement of “Game Simulation & Modeling” Course

Due to long-term lack of comprehensive practice platform in simulation courses, students suffer from the challenges of engineering ability and systemic thinking training restrictions, “teaching” and “learning” separation, etc. To solve those problems, our teaching group created a simulation competition platform independently for theoretical and practical teaching of “Game Simulation & Modeling” course. The introduction of competition platform has played a good role in stimulating students’ learning motivation, training systemic simulation knowledge points and engineering ability, promoting theoretical and practical teaching, and enriching teaching materials through students’ feedback and practice accumulation.

Theatrical Pedagogy and Language Acquisition: A Methodological Analysis

The present study, conducted in a secondary school in Perugia (Italy), aimed to verify the benefits of the theatrical teaching methodology on the acquisition of a foreign language, in this case Spanish. The project, funded with the Three-year Plan of the Arts, took place for 20 hours over a school term, involving 23 students in the theatrical teaching group and 30 learners in the control group. The paper describes thoroughly the original experimental protocol in all its different phases, in order to encode it and make it replicable. It also provides the results obtained, measured quantitatively and statistically through the administration of a language pre-test, at the beginning of the project, and a final post-test.

Using an OSCE Protocol in Evaluating Teaching Effectiveness of the CBL Teaching Method in Clinical Practice

Background: With the continuing growth of learning resources, it is important to explore and analyze the effectiveness of a teaching method. Case-based learning (CBL) is defined in a number of ways depending on the discipline and type of ‘case’ employed. Objective Structured Clinical Examination (OSCE), a more objective and comprehensive assessment tool which could be used to evaluate clinical operation skills of clinical medical staff and students. Objectives: To determine the effectiveness of CBL, in terms of students’ feedback and formative OSCE grades.Method: In the Chinese eight-year medical program practice stage, CBL teaching is carried out, and the results of OSCE are used to evaluate the effect of CBL teaching. The eight-year internship students were randomly divided into the traditional teaching group (TT group) (n=26) and the CBL group (n=24). Result: The scores of the CBL group in the ability to collect medical history, operation of basic skills, test bank answers were all statistically better than those of TT group (p <0.05). The physical examination ability score in CBL group was higher than the TT group but was not statistical different (p>0.05).Conclusion: The results showed that the performance of the CBL teaching group was better than that of the TT group. The OSCE assessment is objective and comprehensive, but lacks analysis of abilities such as literature review, English skills and problems encountered in CBL teaching, which still needs further study to better promote CBL teaching.

Seeing or acting? The effect of performing gestures on foreign language vocabulary learning

We evaluate the impact of gestures during the teaching of vocabulary in a foreign language (FL). Spanish speakers learned words in a FL in four gesture conditions according to the relationship between the meaning of the words and the gestures (congruent gestures, incongruent gestures, gestures without meaning, and no gestures). The participants learned the words by performing gestures (‘do’ teaching group) or by observing the gestures performed by others (‘see’ teaching group). Compared to the meaningless gesture condition, the processing of congruent gestures facilitated the recall of second language (L2) words in the ‘see’ and ‘do’ teaching groups. However, the interference effect associated with the processing of incongruent gestures was greater in the ‘see’ teaching group than in the ‘do’ teaching group. Thus, the performance of gestures seems to mitigate the negative impact that the use of gestures may have on the teaching of vocabulary in a foreign language.

Modul Berbasis Logika Pembuktian untuk Mengurangi Level Abstraksi Topik Grup dan Sifat-Sifatnya

The most essential thing in mathematics is proof, it makes mathematics being different with other subjects. One of subject in mathematics that always need prove to understand the concept is abstract algebra. In studying abstract algebra, student need various abstract concepts to include in its concepts. It is hard for student to understand the structures in abstract algebra and prove some of mathematical object that satisfy the structures. Group and its properties is the first structure in abstract algebra that has an abstract concept. It is hard for student to understand some objects, that is proven satisfy a structure and why the proof steps just flow. By giving explanation and reason in every proofing step, we try to increase student proving level and reduce the abstraction level of the concepts. To see how this module reduces the abstraction level in teaching group, this module is applied to university students and evaluated by interviewing and questionnaires to the students. Base on student response and by some perspectives, student proving ability increase and the abstraction level of the concept is diminished in some aspects.

The application of 3D printed models in the teaching of Tetralogy of Fallot to medical students: a randomized control trial

Background: Tetralogy of Fallot (TOF) is the most common cyanotic congenital heart disease. Its pathogenesis is complex and consists of different types of heart malformations. Whether for diagnosis or treatment, it is necessary to understand, in depth, the anatomical characteristics of this disease. With this, a full-colour model made by 3D printing technology is very suitable for helping users understand the complex configuration of organs and structures due to its high degree of simulation and homogeneity. The purpose of this study is to analyze the effect of 3D printing model on TOF teaching.Methods: TOF image data were obtained from the medical image centre of the hospital and inputted into a colour 3D printer after software processing to print the full-colour model of TOF. Among the senior students of majoring in clinical medicine at our college, 30 students with equal male-to-female ratio were randomly divided into two groups: the 3D printing model group (n=15) and the traditional teaching group (n=15). At the end of the teaching session, theoretical examinations and a teaching effect questionnaire were distributed to evaluate the teaching effect.Results: The overall score of the 3D model teaching group was higher than that of the traditional teaching group (P<0.05), with a higher number of students interested in the course compared to that of the control group. Additionally, the effect of the 3D printing model teaching group was better than that of the traditional teaching group (P<0.05), in terms of learning satisfaction.Conclusion: The introduction of a 3D printed heart model into teaching can compensate for the deficiencies of the traditional teaching mode, improve the efficiency and effect of teaching, and is worth popularising and applying in the field of medical education.