Flipped Classroom to Facilitate Deeper Learning in Veterinary Undergraduate Students: An Educational Change Pilot Study Limited to the Imaging Module Bones

Animals, Journal Year: 2023, Volume and Issue: 13(9), P. 1540 - 1540

Published: May 4, 2023

In a flipped classroom, learners study at home and do the ‘homework’ in class. This approach respects limitations of memory allows more interaction between learners. The overall vision is self-paced activities for with decreased boredom greater task value, which should facilitate deeper learning. To implement bumpy incremental change process characterized by periods relative stillness punctuated acceleration pace was planned. All veterinary undergraduate students used an existing eLearning platform to access relevant text selected image examples before Only randomly classroom (FC) this content amended purposeful audio concrete tasks. Further, FC discussed their opinions online class forum. measure educational change, pre- post-class formative test standardized questionnaire versus traditional (TC) were performed. assess engagement, invited all learning activities, categorized into attendance, or self-study. project resulted commitment less resistance from teachers. consisted 20 students, while TC had 40. mean pre-class scores difference +1.7/20 points, +3/20 points. chance answering item 10 (describe site fracture) correctly about seven times higher compared (OR = 6.96; p 0.002). revealed satisfaction value (p 0.048). invested 21 h course on average, 16 h. results pilot agree previous reports: A transparent helpful initiate mainly positive interactions teachers students. Higher scores, give correct answer, emotions are observed TC. measures time not expected affect exam but indicate engagement.

Language: Английский

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When theory meets reality- a mismatch in communication: a qualitative study of clinical transition from communication skills training to the surgical ward

BMC Medical Education, Journal Year: 2023, Volume and Issue: 23(1)

Published: Oct. 4, 2023

Abstract Background Communication skills training in patient centered communication is an integral part of the medical undergraduate education and has been shown to improve various components communication. While effects different educational interventions have investigated, little known about transfer from theoretical settings clinical practice context courses not integrated curriculum. Most studies focus on single factors affecting without considering comprehensive perspective students themselves. The aim this study explore how experience transition what they perceive as challenges using Methods Fifteen 4th year were interviewed 3 weeks after advanced course surgical internship semi-structured interviews. Qualitative content analysis was used analyze Results resulted a theme ‘When theory meets reality- mismatch communication’. It comprised four categories that encompassed process, education, practical students’ wishes perceived needs. Conclusions We concluded preparing through should reflect reality will face when entering practice. When educating group, their proclivity for perfectionism, high performance environment achievement-related stress be taken into consideration. role tutors being models, offering guidance, giving feedback providing support plays major facilitating skills. To enable larger extent, needs promote centeredness need more opportunities with patients.

Language: Английский

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Using Group Concept Mapping to Explore Medical Education’s Blind Spots

Teaching and Learning in Medicine, Journal Year: 2023, Volume and Issue: unknown, P. 1 - 11

Published: Oct. 27, 2023

All individuals and groups have blind spots that can lead to mistakes, perpetuate biases, limit innovations. The goal of this study was better understand how manifest in medical education by seeking them out the U.S.We conducted group concept mapping (GCM), a research method involves brainstorming ideas, sorting according conceptual similarity, generating point map represents consensus among sorters, interpreting cluster maps arrive at final map. Participants were stakeholders from U.S. system (i.e., learners, educators, administrators, regulators, researchers, commercial resource producers) those broader health patients, nurses, public professionals, administrators). participants brainstormed ideas focus prompt: "To educate physicians who meet needs patients system, should become less (or pay more attention to) …" Responses prompt reviewed synthesized our team prepare for sorting, which done subset system. GCM software combined solutions using multidimensional scaling analysis produce performed analyses generate solution options. Our interpreted all five 25 clusters decide upon map.Twenty-seven shared 298 during brainstorming. To decrease redundancy, we reduced these 208 preparation sorting. Ten independently sorted spots, included 9 domains 72 subdomains related (1) admissions processes; (2) teaching practices; (3) assessment curricular designs; (4) inequities health; (5) professional growth identity formation; (6) patient perspectives; (7) teamwork leadership; (8) systems care models financial (9) government business policies.Soliciting perspectives diverse identify uncovered wide array issues deserve attention. may also be used help prioritize resources direct interventions stimulate change bring into alignment with communities.

Language: Английский

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Identity conflicts of student affairs officers in a medical university

Medical Education Online, Journal Year: 2023, Volume and Issue: 28(1)

Published: Feb. 25, 2023

Collaboration between student affairs officers and the faculty is important in dealing with recent rapid changes medical education, mutual understanding essential to ensure that participants become a cohesive social group. This study explores identity conflicts of universities using figured worlds theory.An exploratory qualitative case was conducted 24 at private university Japan. Data were collected through face-to-face, semi-structured interviews analysed thematic analysis from perspective constructivism paradigm.Qualitative revealed following three themes regarding officers: differences perception students, difficulties building trusting relationships faculty, resistance university's traditional atmosphere. Student tended provide support student-centred when interacting while employed teacher-centred perspective.To promote professions, it necessary set aside certain professional views welcome dialogue other professionals different values, also multi-layered context so can be handled optimally professionalised for cohesion.

Language: Английский

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Faculty development in the complex academic culture

Medical Education, Journal Year: 2023, Volume and Issue: 57(7), P. 606 - 608

Published: April 13, 2023

The authors propose a bench‐to‐bedside approach to shift current faculty development from focusing mainly on teachers towards consideration of student needs.

Language: Английский

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The upside of upstream: trainee-initiated change in medical education

Canadian Medical Education Journal, Journal Year: 2022, Volume and Issue: unknown

Published: Jan. 5, 2022

Language: Английский

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Safeguarding fairness in assessments—How teachers develop joint practices

Medical Education, Journal Year: 2022, Volume and Issue: 56(6), P. 651 - 659

Published: March 8, 2022

In light of reforms demanding increased transparency student performance assessments, this study offers an in-depth perspective how teachers develop their assessment practice. Much is known about factors that influence and different solutions claim to improve the validity reliability assessments students' clinical competency. However, little go improving practices. This aims contribute empirical findings teachers' practice may change when shared criteria for assessing competency are developed implemented.

Language: Английский

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Examining the nexus between medical education and complexity: a systematic review to inform practice and research.

Research Square (Research Square), Journal Year: 2023, Volume and Issue: unknown

Published: March 20, 2023

Abstract Background: Medical education is a multifarious endeavour integrating range of pedagogies and philosophies. Complexity as science or theory (‘complexity’) signals move away from reductionist paradigm to one which appreciates that interactions in multi-component systems, such healthcare can result adaptive emergent outcomes. This examination the nexus between medical complexity aims discover ways inform research. Methods: A meta-narrative systematic literature review was conducted examine complexity; 5 databases were searched using relevant terms. Papers included if they engaged fully with significantly focused on education. All types papers included, including conceptual (e.g. opinion theoretical discussions), case studies, program evaluations empirical qualitative synthesis undertaken identify narratives create use Results: Eighty-three included; majority papers. An overarching narrative established context underpinnings for Temporal observations noted regarding entry into relied upon framework studies covering variety elements within learning theories, curriculum development, competency capability, professionalism leadership, evaluation, faculty assessment, environments, systems through interprofessional simulation training, about systems. Discussion: There call greater by educators. found be useful theory, albeit limited number authors, increasingly being used educators researchers. has further conceptualized how support Conclusion : assist those involved research understanding their own practice.

Language: Английский

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Exploring accessible, inclusive and sustainable simulation-based education in remote and rural communities: a realist review

International Journal of Healthcare Simulation, Journal Year: 2024, Volume and Issue: unknown

Published: March 18, 2024

Access to and inclusion in simulation-based education (SBE) for remote rural (RR) healthcare practitioners, irrespective of geographic setting, professional background workplace context, is challenging. This challenge compounded because simulation acknowledged as a complex intervention, systems are themselves complex. A realist review published grey literature was conducted, seeking identify programme theories explore what works, how why, respect mobile distance SBE practitioners RR harder-to-reach communities. There limited rigorous research this field. Mobile programmes exist physical, digital hybrid forms. makes more accessible inclusive professionals facilitating simulation. It allows clinical centres expertise collaborate with communities enabling the contextualizing learning with, from about needs target population. However, challenges implementing sustaining interventions underexplored. introduced into subject dynamic heterogeneous social contexts. The intended outcomes such dependent on building relationships, trust networks between geographically distanced practice. These connections key mechanisms which support accessibility, inclusivity sustainability. Further explorations innovations critical capacity, sustainable solutions enhancing future use.

Language: Английский

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Advancing collaboration in health professions education in the general practice domain, developing a national research agenda

Advances in Health Sciences Education, Journal Year: 2024, Volume and Issue: 29(4), P. 1417 - 1434

Published: May 27, 2024

Abstract Background Health professions education (HPE) research in the General Practice domain (GP-HPE) is vital for high-quality healthcare. Collaboration among GP-HPE researchers crucial but challenging. Formulating a agenda, involving stakeholders, and fostering inter-institutional collaboration can address these challenges connect educational practice. Methods We used Q-methodology to explore perspectives on of participants from all Dutch postgraduate GP training institutes. Participants individually sorted statements based relevance future Data analysis comprised inverted factor analysis, rotation, qualitative interpretation configurations statements. The National Meeting Educational Research took participatory approach. Results included 73 with diverse involvement research. identified five distinct perspectives, each representing focus area developing innovating education: clinician scientist, socially engaged GP, specific identity, as an entrepreneur, lifelong learning. Discussion resulting align hallmarks. approach facilitated stakeholders. Successful requires common goal, neutral leadership, participant commitment, regular meetings, audit trail support, process transparency, reflexivity. Future should evidence gaps within perspectives. Conclusion Using turned out be valuable compiling national agenda helped cross boundaries between different institutions, thus putting collaborative advantage center stage. Our could provide conceivable procedure HPE worldwide.

Language: Английский

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