Journal of Advances in Medical Education & Professionalism

Sentient Intercultural Self-Efficacy: Constructing Intercultural Competence in Health Sciences students

DEBBIE ÁLVAREZ-CRUCES; JUAN MANSILLA-SEPÚLVEDA; ALEJANDRA NOCETTI-DE-LA-BARRA

Volume 13, Issue 2 , April 2025, , Pages 93-104

https://doi.org/10.30476/jamp.2025.104564.2067

Abstract

Introduction: The increase in migration movements, global health challenges, and the requirements of different organizations have emphasized the importance of Constructing Intercultural ... Read More Introduction: The increase in migration movements, global health challenges, and the requirements of different organizations have emphasized the importance of Constructing Intercultural Competence (ICC). However, not all countries have policies to achieve this. Therefore, this research aimed to understand the process of constructing Intercultural Competence in theprofessional training of Health Sciences students.Methods: A qualitative study with a Grounded Theory design was conducted. Semi-structured interviews, lasting 40 to 50 minutes, were conducted with students in their last year of training tocomply with the intensity sampling. Theoretical sampling was achieved using the Constant Comparative Methods, interview refinements, and data saturation by program and university topropose theoretical codes. Focused Coding allowed grouping and establishing relationships between the codes and categories. Two accredited Ethics Committees in Chile approved the study.Results: 106 students from three universities, including medicine, midwifery, nursing, nutrition, dentistry, pharmacy, and kinesiology, participated. Two categories were formed: 1) the construct of Intercultural Competence, composed of seven stages which were named Sentient Intercultural Self-Efficacy; and 2) precursors of the construct of Intercultural Competence, composed of intrapersonal characteristics, the nature of empathy and the materialization of will.Conclusion: The precursors to the construction seem to favor critical thinking, which enables the development of Sentient Intercultural Self-Efficacy. However, the strong influence of validscientific evidence, combined with vicarious learning, causes a setback in achieving the construction. This demonstrates the need to develop a critical perspective among students to challenge the prevailing status quo characterized by an equality and ethnocentric approach to patient care. Achieving Intercultural Alternative Thinking, where individuals are open to incorporating other treatment alternatives that may not necessarily have scientific evidence but could benefit patient recovery, is essential.

“Learning to Learn” – A workshop-based approach for enhancing learning skills of the first-year medical undergraduates

DEEPIKA VELUSAMI; SOUNDARIYA KRISHNAMURTHY

Volume 13, Issue 2 , April 2025, , Pages 117-122

https://doi.org/10.30476/jamp.2025.105025.2093

Abstract

Introduction: “Competency Based Medical Education” in the Indian undergraduate medical curriculum has demanded the medical students to be “Competent learners” ... Read More Introduction: “Competency Based Medical Education” in the Indian undergraduate medical curriculum has demanded the medical students to be “Competent learners” in addition to other explicit roles expressed by the regulatory body. Fostering the learning skills plays a major role in helping to attain clinical competence. Hence, this study aimed to implement and evaluate the effectiveness of an interactive “Workshop on Learning Skills” organized for the first-year medical undergraduates.Methods: A mixed-method study was carried out by the Medical Education Unit. Based on purposive sampling, 100 first-year undergraduates were included as the study participants. Aninteractive, activity-oriented workshop on the “Learning skills module” was conducted for the participants in small groups on textbook reading, note-taking, presentation skills, interpretation ofillustrations, and enhancing memory. The reaction of the learners and the retro-pre-evaluation of the learning skills were assessed using a self-administered questionnaire. Dennis-Congo’s studyskills inventory was administered before and readministered 10 months after the workshop. Quantitative data were analysed with Mean±SD, and a cluster analysis with frequency count was done for qualitative data.Results: Around 57% of the participants rated the workshop as “excellent”. There was a statistically significant difference (p<0.001) in the mean scores of the “Retro-Pre evaluation” on textbook reading, note-taking, presentation skills, interpretation of illustrations, and enhancing memory. However, there was no significant difference in Dennis Congo Study Skills Inventory scores. Students expressed practical difficulties in applying the learning strategies and demanded reinforcement and follow-up sessions to induce a strong behavioural change.Conclusion: The workshop-based approach in instilling learning skills is well received by the students. However, behavioural changes strongly demand reinforcement and follow-up sessions.

Developing a Mobile Application-based System for Enhancing Medical Skill Training

TING-SHENG WENG; XUAN-REN CHEN

Volume 13, Issue 1 , January 2025, , Pages 25-35

https://doi.org/10.30476/jamp.2024.103650.2019

Abstract

Introduction: In a regional hospital in Southern Taiwan, an average of 25 heart surgeries are performed annually, with surgical education conducted one-on-one. This indicates thatopportunities ... Read More Introduction: In a regional hospital in Southern Taiwan, an average of 25 heart surgeries are performed annually, with surgical education conducted one-on-one. This indicates thatopportunities for paramedics to participate in surgical procedures are quite limited. Although 80 paramedics in the hospital can perform surgical procedures, 69 have more than two years ofexperience, and only 19 are selected by surgeons to perform surgical procedures. Consequently, paramedics without hands-on experience are likely to feel panicked and helpless.Methods: The present study employed a systematic software development approach to create a mobile application-based medical skill training system. Initially, we conducted a comprehensiveneeds analysis through in-depth interviews with cardiac surgery nurses and administrators to accurately identify the key training requirements. In the system architecture design phase, we chose Windows Server as the operating system, combined PHP and Apache to handle web service requests, used MariaDB for data storage and management, and applied FastAPI to facilitate dataexchange with other services. Client-side development utilized the Flutter framework, ensuring a consistent user experience across iOS and Android platforms.Results: We also designed complex data structures to accommodate testing and recording needs, including exam data, question types, and option records. For user flow implementation, we developed a complete process including user registration, subject management, test preparation, and evaluation. Finally, we implemented core functionalities such as the login interface, question selection, and test interface to ensure the system’s comprehensiveness and practicality. This multi-stage development approach aimed to create an efficient, user-friendly, and adaptive training platform to meet the specific needs of cardiac surgery nursing staff.Conclusion: The development and implementation of the mobile application-based system for enhancing medical skill training has demonstrated significant potential in addressing the challenges of paramedics in cardiac surgery settings. While the initial results are promising, further long-term studies are needed to assess the impact on actual surgical outcomes and patient care quality.

Benefits and Application of IoB in Educational Businesses: Smart, Sustainable, and Personalized Learning

ZAHRA SADEQI-ARANI; REZA VAHIDNIA; ESMAEIL MAZROUI NASRABADI

Volume 13, Issue 1 , January 2025, , Pages 76-80

https://doi.org/10.30476/jamp.2024.103752.2021

Abstract

The emergence of the Internet of Behaviors (IoB) has created new opportunities for influencing and guiding human decisionmaking. IoB refers to the collection, analysis, and application ... Read More

Evaluating the Effect of Scenario-Based Learning on the Knowledge, Attitude, and Perception of Nursing and Midwifery Students about Patient Safety

SOMAYEH ALIREZAEI; MALIHEH SADEGHNEZHAD; MONIR RAMEZANI

Volume 12, Issue 4 , October 2024, , Pages 243-250

https://doi.org/10.30476/jamp.2024.101869.1947

Abstract

Introduction: Patient safety is the most important priority in the healthcare system. Medical universities always attempt to find innovative and more effective educational methods to ... Read More Introduction: Patient safety is the most important priority in the healthcare system. Medical universities always attempt to find innovative and more effective educational methods to improvethe students’ abilities for clinical decision-making and quality and safe care. Thus, this study was designed to evaluate the effect of scenario-based learning on the knowledge, attitude, andperception of nursing students about patient safety.Methods: This quasi-experimental study was conducted between September 2023 and January 2024. The study sample comprised 78 nursing and midwifery students from the fourth and fifth semesters of their bachelor’s degrees, each of whom was systematically reviewed. The participants were allocated to the intervention (n=43) and control groups (n=35) randomly, using simple randomization. The educational content was presented via scenario-based learning for participants in the intervention group, while it was presented through lecture and discussion in the control group. The questionnaire was standardized and structured, and its validity and reliability were assessed. Data gathering was performed one month after the intervention using a knowledge, attitude, and practice questionnaire. Data were analyzed in SPSS software version 16 using descriptive statistical methods and inferential tests, including the chi-square test, independent T-test, paired T-test, and ANCOVA.Results: The study findings indicated that there were no significant differences in attitude (P=0.152) and perception (P=0.264) scores between the intervention and control groups before the intervention. However, after the intervention, a significant difference was observed (P<0.001). [Knowledge 14.97±3.70 vs. 19.37±3.31), attitude (31.74±5.38 vs. 34.62±9.59), perception(35.60±7.51 vs.38.95±8.21)].Conclusion: Scenario-based learning can be a more effective way to teach nursing and midwifery students about patient safety. Thus, researchers recommend that this educational method should be used by nursing and midwifery instructors to improve the students’ ability to provide safer care for patients.

Roles of Two Learning Methods in the Perceived Competence of Surgery and Quality of Teaching: A Quasi-experimental Study among Operating Room Nursing Students

SINA GHASEMI; BEHZAD IMANI; ALIREZA JAFARKHANI; HOSSEIN HOSSEINEFARD

Volume 12, Issue 3 , July 2024, , Pages 180-188

https://doi.org/10.30476/jamp.2024.101481.1932

Abstract

Introduction: Nowadays, Clinical courses are meticulously structured to give students essential opportunities to elevate their professional qualifications, so that the patients’ ... Read More Introduction: Nowadays, Clinical courses are meticulously structured to give students essential opportunities to elevate their professional qualifications, so that the patients’ safety is protected and their conditions improve. Given the many challenges in the clinical environment of the operating room, this study was conducted to compare the impact of team-based and task-based learning methods in the clinical settings on the perceived competence of surgery and the quality of training from the operating room nursing students’ point of view∙Methods: This quasi-experimental study was conducted on fifty 5th semester operating room technology students at Hamadan University of Medical Sciences in 2023. In this study, studentswere selected using the convenience sampling method and placed in two educational groups (team-based and task-based) of 25 subjects using the matching method. After implementing thetraining process in the operating room setting, the data related to the study were collected using the valid questionnaires of perceived competence in surgery (Cronbach’s alpha=0.86) andquality of education (Cronbach’s alpha=0.94). Also, the data analysis was conducted at the descriptive and inferential (included independent t-test and analysis of covariance) statistics level using SPSS version 16 software.Results: Findings showed that the mean clinical training quality score was significantly higher in the team-based learning group than in the other group (P=0.014). Also, after the medianintervention, the perceived competence score of surgery was higher in the task-based learning group than in the team-based group, and the difference in the average change of the competence score between the two groups was statistically significant (P<0.001).Conclusion: Based on the results, it is suggested that a task-based learning method should be used for the clinical instructors to increase level of the perceived competence of the surgery among operating roon nursing students.

Design and Effect of Neurosurgical Educational Software Using Gamification on Students’ Learning and Motivation

SEDIGHEH HANNANI; MAHDIEH SALEHI; FARDIN AMIRI; NEMAM ALI AZADI

Volume 12, Issue 3 , July 2024, , Pages 189-198

https://doi.org/10.30476/jamp.2024.101115.1917

Abstract

Introduction: Gamification is an innovative learning approach that, when combined with technology, aligns well with students’ preferences. Recognizing the necessity of employing ... Read More

The Transformative Impact of Stealth Assessment on Medical Education

AMIN HABIBI; EHSAN TOOFANINEJAD; SEYED AHMAD RAHIMI; MASOMEH KALANTARION

Volume 12, Issue 3 , July 2024, , Pages 208-210

https://doi.org/10.30476/jamp.2024.101479.1931

Abstract

This Letter explores the transformative impact of stealth assessment on medical education and its potential to enhance learning outcomes. Stealth assessment, an innovative approach, ... Read More

The Effect of Direct Observation of Procedural Skills on Learning and Satisfaction of Students in Community Dentistry Course

FATEMEH DABAGHI TABRIZ; AYLA BAHRAMIAN; SAEEDE ASDAGH; FARNAZ GHADIMI; KATAYOUN KATEBI

Volume 12, Issue 2 , April 2024, , Pages 111-117

https://doi.org/10.30476/jamp.2023.100431.1890

Abstract

Introduction: Direct Observation of Practical Skills (DOPS) tests is a valuable method for clinical assessment. This study aimed to implement the DOPS test to assess the procedural ... Read More

Evaluation of Blended Learning in Terms of the Perceptions of Medical Students: A Mixed Method Study

SALMAH SHELLY; IRFAN IDRIS; NASRUDDIN ANDI MAPPAWARE; HAERANI RASYID; AGUSSALIM BUKHARI; ICHLAS NANANG AFANDI; ASTY AMALIA

Volume 12, Issue 1 , January 2024, , Pages 28-36

https://doi.org/10.30476/jamp.2023.98956.1819

Abstract

Introduction: The ongoing 4.0 industrial evolution, characterized by the rise of digital technology, has had a massive impact on human lifestyles worldwide. Faculty members in medical ... Read More Introduction: The ongoing 4.0 industrial evolution, characterized by the rise of digital technology, has had a massive impact on human lifestyles worldwide. Faculty members in medical school areexpected to respond to this industrial revolution by implementing teaching strategies, one of which is Blended learning as a suitable solution to overcome the limitations of space and time in the teaching process. For effective utilization of blended learning, it is important to conduct extensive studies on its implementation. The aim of this study was to assess the effectiveness and efficiency of implementing blended learning in the faculty of medicine in Hasanuddin Universityfrom the students’ perspective.Methods: This study used a sequential explanatory mixed method approach, combining quantitative and qualitative methods. The quantitative part involved 782 undergraduate medical students from the first, second, and third years. Data were collected through a questionnaire survey distributed among the students. The qualitative part of the research was conducted through focus group discussions involving 13 students based on the questionnaire scores,representing both high and low scores. The results of the quantitative and qualitative research were collected and integrated.Results: Based on the results, the majority of students agreed that blended learning provided many advantages to their learning (Mean±SD: 3.79±0.78). Also, they reported e-learning platform significantly contributed to their learning process (Mean±SD: 3.88±0.67). The workload of blended learning method was still considered quite heavy by students, and good time management was highly needed (Mean±SD: 3.45±0.84). As for qualitative part, some positive results were obtained; they reported that it increased motivation for learning, enhanced the efficiency of learning and gaining adaptability, while the negative opinions were the network error in e-learning, erratice-learning display, and video quality problem.Conclusion: Most of the students expressed positive opinions about the advantages of blended learning; according to them, learning was more efficient and effective, it enhanced learning motivation, and it provided comprehensive accessible learning materials.

A Cross-Sectional Study on the Role of Computer Anxiety in Students’ Online Learning

ALI ASGHAR HAYAT; NAHID BARZEGAR; HATAM FARAJI DEHSORKHI; MEHRDAD AZIMNEJADIAN; SASAN ROSTAMI; MOHAMMAD HASAN KESHAVARZI; SEDIGHEH MOKHTARPOUR

Volume 12, Issue 1 , January 2024, , Pages 51-56

https://doi.org/10.30476/jamp.2023.99057.1824

Abstract

Introduction: Although e-learning has been incorporated in higher education system, students may undergo negative emotions like anxiety using this new mode of learning which ultimatelyinterfere ... Read More

Effectiveness of Gamification in Enhancing Learning and Attitudes: A Study of Statistics Education for Health School Students

MEHRNOOSH KHOSHNOODIFAR; ASIEH ASHOURI; MAHDOKHT TAHERI

Volume 11, Issue 4 , October 2023, , Pages 230-239

https://doi.org/10.30476/jamp.2023.98953.1817

Abstract

Introduction: Gamification is the use of game design elements in non-game contexts. It is considered a student-centeredinstructional design to motivate student learning and academic ... Read More Introduction: Gamification is the use of game design elements in non-game contexts. It is considered a student-centeredinstructional design to motivate student learning and academic behavior. In this study, the effects of gamification on learning statistics (hypothesis testing issue) and attitude toward statistics in comparison with the common e-learning approach were investigated. The students’ experience and critical elements of gamification on learning statistics were assessed, too.Methods: In a before and after trial, in a census manner, 64 health faculty students of Guilan University of Medical Sciences, Rasht, Iran, non-randomly were assigned to the intervention (n=42) and control (n=22) groups. Learning activities were gamified in the intervention group, while the control group received traditional problem-solving in the learning management system. Narrative, avatar, level, point, progress bar, scoreboard, challenge and feedback elements were used in the game experience. The implementation of gamification was applied based on Landers’ theory of gamified content. Valid and reliable Persian version of the Survey Attitude toward Statistics questionnaire measuredthe students’ attitude before and after the intervention. The EGameFlow questionnaire and a valid and reliable researchermade exam measured the users’ experience of gamified content and learning hypothesis testing after the intervention. The independent samples T-test, analysis of covariance and the partial eta-squared effect size were calculated by SPSS software, version 26.Results: Compared to the control group, the intervention group had a more positive attitude toward learning difficulty (moderate partial eta-squared 0.099), value and cognitive competency (weak partial eta-squared=0.01 and 0.05). Learning between the two groups was not different (P=0.522). There was a significant correlation between learning and the students’ perceived experience with feedback (r=0.583, P<0.001), concentration (r=0.509, P=0.005), and challenge (r=0.421, P=0.023) of the gamified content.Conclusion: It suggests using gamification on learning statistics while optimizing the design with more focus on the feedback, challenge and concentration elements.

The Effect of Mentoring Novice Clinical Educators on the Perception of Nursing Students from the Clinical Learning Environment

FATEMEH HESHMATI NABAVI; FATEMEH SHARIAT SAFA; MOHAMMAD RAJABPOUR

Volume 11, Issue 4 , October 2023, , Pages 252-261

https://doi.org/10.30476/jamp.2023.99480.1844

Abstract

Introduction: Creating a supportive clinical learning environment (CLE) is one of the characteristics of an effective clinical instructor in nursing. Perhaps empowering novice clinical ... Read More Introduction: Creating a supportive clinical learning environment (CLE) is one of the characteristics of an effective clinical instructor in nursing. Perhaps empowering novice clinical educators using mentorship method can reduce or resolve this problem. The aim of this study was to determine the impact of the mentorship program for novice clinical educators on the nursing students’ actual and preferred understanding of CLE.Methods: This quasi-experimental study on three groups was conducted as post-intervention with the participation of 139 undergraduate nursing students of Mashhad University of Medical Sciences. Sampling was done via stratified and multistage method. Students were placed in three groups: expert clinical educator (n=47), novice clinical educator (n=51), and mentorship (n=41). In the novice and expert clinical educator groups, training was conducted through the conventional method. In the mentorship group, a novice clinical educator (mentee) and an expert clinical educator (mentor) had a mentoring relationship for two weeks. The Chan (2001) CLE inventory was completed at the end of the first and second weeks of externship. Data were analyzed through SPSS v. 16 software using one-way ANOVAand paired t-tests.Results: The students of the three groups were homogeneous in terms of gender (P=0.101) and level of interest in the field (P=0.278). According to the result of the paired t-test, the difference in the mean score of the actual and preferred CLE at the end of the first week was statistically significant in the novice clinical educators (P=0.008) and the mentorship group (P=0.04); however, after the implementation of mentorship program (at the end of the second week), the difference was significant only in the novice educators group (P=0.001).Conclusion: The implementation of the mentorship program for novice clinical educators (as with the expert educators group) could lead to a reduction in the mismatch between the actual and preferred views of students about the CLE. Thus, it is recommended that this method should be used under conditions of shortage of expert educators to create a supportive CLE.

The impact of tutor expertise on the students’ scores in active learning methods: a meta-analysis

MONA MLIKA; MOHAMED MAJDI ZORGATI; FAOUZI MEZNI

Volume 10, Issue 4 , October 2022, , Pages 235-245

https://doi.org/10.30476/jamp.2022.94450.1589

Abstract

Introduction: The tutor’s role has been changing in the active learning methods in comparison to the traditional ones. Tutors are encouraged to become facilitators and to guide ... Read More Introduction: The tutor’s role has been changing in the active learning methods in comparison to the traditional ones. Tutors are encouraged to become facilitators and to guide the students to construct a new knowledge by making bridges with the old one. Tutor’s expertise in the active methods has been discussed with different results. The aim of this study was to assess the impact of tutor expertise on the students’ scores in active learning methods.Methods: The authors conducted this meta-analysis under the guidelines of a critical tool for systematic reviews (AMSTAR2). PubMed, Embase, Cochrane library, Scopus and Science Direct were the databases used for searching. The articles included compared students’ learning scores according to tutor expertise between 2 groups of students with an active method of learning. The Review Manager software 5.3 was used to conduct this metaanalysis. We considered the mean difference as the effect size.Results: 3169 students and 222 learning groups of 5 to 10 students were included in this study. The combined mean difference reached 0.84 with 95% CI [0.22, 1.46]. A significant difference between the two groups was observed in favour of the non-expert group (P=0.008). The heterogeneity I-square was evaluated to 98%. The Funnel plot reflected no publication bias (P=0.21). A sub-group analysis was performed taking into account the studies dealing with medical curriculum and the assessment methods used. It showed a significant difference between the two groups in favour of non-expert tutors (P<0.05).Conclusion: Even if the results of this meta-analysis couldn’t be conclusive and can’t induce recommendations, they highlighted the tendency of non-expert tutors to be more student-centred. The heterogeneity observed can be decreased by establishing consensual definitions of expertise and assessment tools in further research studies in order to reflect the validity and efficiency of different tutoring styles in active learning methods.

Psychometric Properties of Clinical Learning Environment Comparison Survey Questionnaire in Nursing Students

SHIRIN RIAHI; MINA ABOLFAZLIE; MOHSEN ARABI

Volume 10, Issue 4 , October 2022, , Pages 267-273

https://doi.org/10.30476/jamp.2022.95206.1630

Abstract

Introduction: Continuous evaluations of clinical education and learning in nursing require the use of valid and reliableinstruments. The present study aimed to evaluate the validity ... Read More

Introducing a mobile learning model in medical education during COVID-19; a critical review

MASOMEH KALANTARION; MOHAMMAD-MEHDI SADOUGHI; SOLEIMAN AHMADY; PER KALLESTRUP; MARZIEH KATIBEH; NASRIN - KHAJEALI

Volume 10, Issue 3 , July 2022, , Pages 145-155

https://doi.org/10.30476/jamp.2022.93494.1534

Abstract

Introduction: Mobile learning is one of the innovative teaching techniques that help medical students gain knowledge and skills. One of the factors that expanded the use of this strategy ... Read More

Concept maps in immunology: A metacognitive tool to promote collaborative and meaningful learning among undergraduate medical students

MOHAN B SANNATHIMMAPPA; VINOD NAMBIAR; RAJEEV ARAVINDAKSHAN

Volume 10, Issue 3 , July 2022, , Pages 172-178

https://doi.org/10.30476/jamp.2022.94275.1576

Abstract

Introduction: Concept maps are graphical representations of knowledge that connect concepts, ideas, and relationships. The present study aims at assessing the perception of medical ... Read More Introduction: Concept maps are graphical representations of knowledge that connect concepts, ideas, and relationships. The present study aims at assessing the perception of medical students in utilization of concept maps as a tool to foster their lifelong learning skills in immunology.Methods: The current study was approved by Institutional Ethics and Review Committee. Third-year undergraduate (MD3) medical students of the academic year 2021-22 were sensitized about the concept map study and included after obtaining their informed consent. The students worked in teams to find answers and link the different words or phrases of the concept maps. At the end of the immunology course, students’ perception on concept map-based learning strategy was assessed. A pre-designed, selfadministered questionnaire, pre-validated by subject experts for relevance and feasibility, was used for the study. The questionnaire included some quantitative questions assessed by using 3-pointLikert Scale and an open-ended question to receive students’ comments on concept map-based learning strategy. The responses were collected and analyzed using SPSS version 22. Descriptive statistics was used for the quantitative variables, tabulated as numbers and percentages while the qualitative data was analyzed by thematic analysis. The quantitative data results were prioritized but supported by students’ comments on open ended question.Results: Out of 133 eligible participants, 109 students who volunteered and completed the study were included. Majority of our participants (>80%) welcomed the concept map-based learning strategy. Almost 4 out of 5 expressed that concept maps are interesting and enjoyable, encourage active participation, peer discussion, and enhance critical thinking and problem-solving skills. More than 80% of the students agreed that concept maps promoted deep understanding of the topic and lifelong learning. Nearly 3 out of 4 students suggested including concept maps in many immunology topics in future. Majority of students penned down positive comments indicating concept map tool facilitates metacognitive skills.Conclusion: From the study, it can be concluded that concept maps are effective active learning strategies to improve themetacognitive domain of medical students in immunology course, thus assisting them to become better lifelong learners.

Perceptions of Medical Undergraduate Students on Curricular Changes in Anatomy: An Embedded Design Mixed Method Study

APARNA MURALEEDHARAN; SARANYA RAGAVAN; NUTAN NALINI BAGE; REMA DEVI

Volume 10, Issue 1 , January 2022, , Pages 22-29

https://doi.org/10.30476/jamp.2021.92149.1472

Abstract

Introduction: Implementation of competency-based medical education (CBME) offers challenges to the faculty and students. As a part of the new curriculum by the National Medical Council ... Read More Introduction: Implementation of competency-based medical education (CBME) offers challenges to the faculty and students. As a part of the new curriculum by the National Medical Council of India, we introduced certain teaching and assessment modifications in anatomy. There are few studies on the actual implementation of CBME. The current study aimed to assess the perceived usefulness of the teaching, learning, and assessment methodology (TLAM) based on written feedback from students.Methods: All the 147 first MBBS students of the batch who had undergone the new teaching learning methodology answered the questionnaire on usefulness of the various TLAMs on a 3-point Likert scale which was taken as quantitative data. They were also asked to pen down their opinions and suggestions about the TLAM which was thematically analysed and considered as qualitative data. Face and content validity was assessed prior to administration of the questionnaire. Descriptive statistics were used for quantitative variables. Qualitative data were analysed bythematic analysis. Results: 100% of the students found vertical integration and small group teaching as useful. Seminars and quizzes were reported as useful to extremely useful by 75.5% of the students. Self-directed learning and near-peer teaching was also appreciated well by 78% of students. In Embryology and Neuroanatomy, these active learning methods were not found to be useful as these topics were difficult to understand. Overall, the new TLAM introduced as per the new medical curriculum was found useful for the majority of students.Conclusion: This study provides valuable insights on the teaching, learning, and assessment methods as formulated by the competency-based medical curriculum. Though active learning methods are the integral principles of andragogy, the concepts which are difficult to understand need to be taught using the traditional teaching methodology.

Design and Evaluation of DentAll Mobile Software for Dental Education

PARISA JALALI; ZEINALABEDIN GHOLIZADEH; MINOU KOUH SOLTANI; MARYAM KOUHSOLTANI

Volume 9, Issue 4 , October 2021, , Pages 221-229

https://doi.org/10.30476/jamp.2021.90771.1423

Abstract

Introduction: The use of new learning methods to improve the educational processes is inevitable in the field of dentistry. Due to the positive effects of mobile learning ... Read More Introduction: The use of new learning methods to improve the educational processes is inevitable in the field of dentistry. Due to the positive effects of mobile learning on the students’ learning and skills, we decided to design a software in the required areas. Considerations of systemic diseases, medications, emergencies, prophylaxis, tests interpretation, lesions diagnosis, cephalometric,and cast analysis were the topics required.Methods: This semi-experimental study was carried out in Faculty of Dentistry, Tabriz University of Medical Sciences during 2020. DentAll software was developed using Android Studio software. It is an educational and decision-making support system. The satisfaction and perceptions of 10 professors, 5 post-graduate students, and 30 senior dental students about the designed software were assessed using a questionnaire based on a 5-part Likert scale. The senior students were invited and the pre-test was taken to assess the students’ knowledge; then, the designed software was provided by the administrator. At the end of the process, the post-test was taken. Paired samples t-test was used to compare the results of the pre-test and post-test. The data were analyzed using the Statistical Package for Social Sciences (SPSS) 17.0. The significance level was established at a p <0.05.Results: The mean scores of the pre-test and post-test were 16.5±1.49 and 18.2±0.99, respectively. The statistical analysis showed that the difference between the mean scores of the pretest and post-test was statistically significant (p <0.001). 46.7% of the professors and post-graduate students expressed their overall satisfaction as very high, 46.7% as high, and 6.7% as average. Furthermore, 50% of the students expressed their overall satisfaction as very high, 36.7% as high, and 13.3% as moderate. Conclusion: The designed comprehensive software satisfied the students and the professors who used it and the students’ scores increased after use. This software had capabilities such as easy access to the resources, learning anytime and anywhere, increasing the students’ interest and motivation, etc. from the point of view of the commentators. To the best of our knowledge, thiscomprehensive educational aid has not been designed previously and it was effective in improving the students’ learning, scientific knowledge and treatment planning.

Multiple facets of learning a skill – Amalgamation of learning theories in cadaveric surgical skill lab

DINESH KUMAR. V; S.S.S.N RAJASEKHAR

Volume 9, Issue 3 , July 2021, , Pages 183-184

https://doi.org/10.30476/jamp.2020.84959.1155

Abstract

Psychomotor skills training includes three stages of learning. In the cognitive stage, there is a creation of awareness regarding the items to be learned; in the associative ... Read More Psychomotor skills training includes three stages of learning. In the cognitive stage, there is a creation of awareness regarding the items to be learned; in the associative stage, the refining of skills takes place, and in the autonomous stage, the proficiency in the skills is developed (1). One of the ways by which novice surgeons acquire mastery standards, before proceeding to perform surgical skills independently, is by practicing in cadavers. In contrast to the conventional pattern of learning,i.e. apprenticeship model whereby the trainees learn by ‘see one, do one and teach one’ adage,cadaveric skill lab ascertains the transformation/change of individual abilities in a structuredenvironment in pursuit of a task goal. The above statement could be substantiated by the study conducted by Zendejas et al. (2), where residents trained under simulated settings were able to complete the task goal, i.e. total extraperitoneal repair in lesser time and with reduced intra-operative and post-operative complications compared to the traditional training group.When we mean acquiring mastery standards, it means that all learners should attain the prescribedcompetency standards required for deliberate practice without much variation in the definedoutcomes. Nevertheless, it is well known that each individual does not necessarily have the samemotor learning dynamics, and they need not learn the same pattern even in similar task conditions(3). Notably, the surgical skill can be deciphered as a sequential motor skill learning, involving acombination of explicit and implicit processes, operating in a schema in order to accomplish thetask (4). Besides, this should be complemented by proprioceptive feedback, which harnessesthe motor accuracy and enables making quick adjustments in the authentic environment. In thiscontext, we wish to throw light upon two pertinent learning theories which medical educators shallreconcile while planning surgical skill programs.Let us consider the sequence of learning taking place while learning a surgical skill, for example, arthrocentesis in the cadaveric knee model. Comparing the Kovacs’ steps for procedural skill training (5), we could envisage that skill acquisition passes through four distinct stages. In the first step, the novice gains the cognitive knowledge required for the procedure (‘learn’ step). Secondly, he/she visualizes and contextualizes the procedure by observing while being performed by an expert (‘see’ step).Thirdly, the step of imitation begins where the participant performs the movements required for the skill with a certain degree of confidence, and this could be considered as trial and error (‘practice’ step). Finally, upon multiple cycles of practice, the trainee would master the movement patterns, tailor it according to tricky situations, and, if needed, create a new pattern of movements(‘do’ step). Subsequently, we shall reiterate upon two theories, which could be attributed to motor learning in the cadaveric skill lab.Schmidt’s schema theory is an open-loop controlled method of motor learning which does not involve feedback mechanism (6). It postulates the mechanism by which a novice learns a specific motor task which he or she has not performed previously. During the ‘learn’ and ‘see’ phase, a trainee observes a lot of co-ordinated movement patterns that get stored as schemas in a short memory system. When they practice, they learn by committing multiple errors, which also gets coded as schemas. For example, while performing laparoscopic procedures in cadavers, a surgeon needs to learn how to anticipate where and how far the instrument will pass through employing perceptual decisions made on the moment-moment basis. From short term memory, the information goes to a recall schema, where the specific response is selected, and then the recognition schema, where the response willbe evaluated, errors are realized, and followed by the generation of information on the correctresponse. This process helps in deciding a critical move or use a certain degree of force in specific situations for a co-ordinated motor pattern. This can be analogized to a cricketer who recalls the mistakes after the innings, interprets the sequence of movements, and corrects his future performances. Besides, schema theory emphasizes the value of variability in practice conditions for honing the learned skills in simulated settings. Thus, schema theory could still be considered to have a significant role in skill learning despite the criticism placed on it.Another major theory that has been posited for motor skill acquisition is Adam’s theory of learning, which is essentially a closed-loop method relying upon the sensory/perceptual feedback on the ongoing sequence of skilled movements (7).It involves a stimulus (input) that generates a perception of input resulting in a memory trace todecide as to which movement should be initiated. This will be followed by a perception trace, whichis an amalgamation of sensory consequences of previous similar movements and, finally, a motoraction (output). This can be compared with gaining experience of driving a car in crowded placeswhere the driver learns negotiation and adjustment abilities in stimulus-response reacting manner.The crux of this theory that supports the need for formative feedback in ‘practice’ sessions wherebymaking the learners know about the results is that it facilitates the identification/rectification of errors. To exemplify, a workshop where the placement of the endotracheal tube in cadaver bythe novice is confirmed by visualizing using the ultrasound transducer, the learners could assess theend-point by themselves and rectify accordingly.Performing the prescribed movement repetitively enables the learners to gain the correct perceptualtrace over time with the actual accomplishment of end-point, similar to hitting the bull’s eye duringshooting practice. Nevertheless, this motor theory of learning does not take into consideration thesalience of variability in practice while mastering a procedure.With the advent of soft embalming techniques, cadavers are increasingly used for teachingprocedural skills owing to their relatively higher fidelity, haptic parameters, and life-likesimulation compared to mannequins and virtual reality simulator. On the flip side, many cadaverbased workshops suffer a lack of structuring and sophisticated feedback. Feedback from cadaveric skill workshops should be structured to provide feedback regarding the knowledge of results and knowledge of performance to aid the mastery of standards. In this context, we emphasize the importance of knowledge about the theories involved in motor learning, which ideally shouldbe incorporated while designing surgical skill cadaveric workshops and in the absence of whichprocedural skill training might not effectively translate to the clinical environment. Supplementingthe established framework with learning theories will suffice the long-term outcomes of the skilltraining sessions, which is reaching mastery standards in performing that particular procedure.

An evidence of group discussion and problem-solving skills in MBBS freshers: Implications and applications

SANTOSH KUMAR; ZAYABALARADJANE ZAYAPRAGASSARAZAN; DHARANIPRAGADA KADAMBARI

Volume 9, Issue 1 , January 2021, , Pages 50-53

https://doi.org/10.30476/jamp.2019.81219.0

Abstract

Teachers need to follow adult learning principles and students need to have discussion and problem-solving skills for the use of active learning methods in classroom. We aimed ... Read More

The impact of a high fidelity simulation-based debriefing course on the Debriefing Assessment for Simulation in Healthcare (DASH)© score of novice instructors

ISSAM TANOUBI; IHEB LABBEN; SALMA GUÉDIRA; PIERRE DROLET; ROGER PERRON; ARNAUD ROBITAILLE; MIHAI GÉORGESCU

Volume 7, Issue 4 , October 2019, , Pages 159-164

https://doi.org/10.30476/jamp.2019.74583.0

Abstract

Introduction: Experiential learning, followed by debriefing, is at the heart of Simulation-Based Medical Education (SBME) and has been proven effective to help master several ... Read More Introduction: Experiential learning, followed by debriefing, is at the heart of Simulation-Based Medical Education (SBME) and has been proven effective to help master several medical skills.We investigated the impact of an educational intervention, based on high-fidelity SBME, on the debriefing competence of novice simulation instructors.Methods: This is a prospective, randomized, quasi-experimental, pre- and post-test study. Sixty physicians without prior formal debriefing expertise attended a 5-day SBME seminar targeted ondebriefing. Prior to the start of the seminar, 15 randomly chosen participants had to debrief a spaghetti and tape team exercise. Thereafter, the members of each team assessed their debriefer’sperformance using the Debriefing Assessment for Simulation in Healthcare (DASH)© score. The debriefing seminar that followed (intervention) consisted of 5 days of teaching that included theoretical and simulation training. Each scenario was followed by a Debriefing of the Debriefing (DOD) session conducted by the expert instructor. At the end of the course, 15 randomly chosen debriefers had to debrief a second tower building exercise and were re-evaluated with the DASH score by their respective team members. The Wilcoxon signed-rank test was used to compare pre- and post-test scores. Statistical tests were performed using GraphPad Prism 6.0c for Mac.Results: A significant improvement in all items of the DASH score was noted following the seminar. The debriefers significantly improved their performance with regard to “maintaining an engaging learning environment” (Median [IQR]) (4[3-5] after the pre-test vs. 5.5[5-6] after the post-test, P<0.001); “structuring the debriefing in an organized way” (5[4-5] after the pre-test vs. 5[5-6] after the post-test, p=0.002); “provoking engaging discussion” (4[3-5.75] after the pre-test vs. 6[5-6]after the post-test, P<0.001); “identifying and exploring performance gaps” (5[4-6] after the pre-test vs. 6[5-6] after the post-test, P=0.014); and “helping trainees to achieve and sustain good future performance” (4[3-5] after the pre-test vs. 6[5-6] after the post-test, P<0.001).Conclusion: A simulation-based debriefing course, based mainly on DOD sessions, allowed novice simulation instructors to improve their overall debriefing skills including, more specifically, the abilityto foster engagement in discussions and maintain an engaging learning environment.

Exploring undergraduate medical students’ perception of learning procedural skills and its outcomes in clinical settings

MOHAMMAD REZA MANSOORIAN; MOHAMMAD JALILI; SHAHLA KHOSRAVAN; MOHAMMAD SHARIATI

Volume 7, Issue 4 , October 2019, , Pages 175-182

https://doi.org/10.30476/jamp.2019.74866.0

Abstract

Introduction: Learning procedural skills is one of the essential aspects of undergraduate medical education. However, learning procedural skills in clinical settings is less ... Read More

The hybrid model of clinical skills teaching and the learning theories behind it.

SATEESH BABU ARJA; SIREESHA BALA ARJA; SAMIR FATTEH

Volume 7, Issue 3 , July 2019, , Pages 111-117

https://doi.org/10.30476/jamp.2019.74838

Abstract

Introduction: There are two popular methods of clinical skills teaching. One is Peyton’s method, and the other one is Robert Gagne’s method. A hybrid model which ... Read More Introduction: There are two popular methods of clinical skills teaching. One is Peyton’s method, and the other one is Robert Gagne’s method. A hybrid model which is a combination of both teaching methods is developed and implemented at Avalon University School of Medicine in Clinical Skills. The aim of the study was to evaluate the hybrid model of clinical skills teaching.Methods: This is a quasi-experimental study where a control group with a sample size of 26 was compared with two study groups; one group included 24 participants, and as the other one consisting of 16 subjects selected without randomization. All students in the class were included in the study, except for those withdrew voluntarily. The quantitative data were gathered in the form of a questionnaire on the Likert scale which was collected as the end of course evaluations. The quantitative data for the responses on the Likert scale was analyzed for descriptive statistics: Mean, Median, and Mode. The quantitative data also included the students’ performance on assessments of clinical skills which was analyzed using ANOVA test. The qualitative data were gathered in the form of open-ended questions in the end of course evaluations. The qualitative data were also collected from the faculty members who were the examiners for the clinical skills course as the feedback taken from them. Results: There was a significant improvement in the feedback of students (end of course evaluations) after implementing the hybrid model of clinical skills teaching which was shown by increased Mean, Median, Mode for the most pointers on the Likert scale. Also, there was a notable improvement in the performance of students with a significant p-value (p<0.05) on ANOVA test.Conclusion: The hybrid model is very effective in teaching clinical skills. This teaching method can be evaluated by replicating this study at larger institutions with more number of students.

The effect of test-enhanced spaced learning on the otolaryngology board and annual examination results: A quasi-experimental study

SASAN DABIRI; AEEN MOHAMMADI; RITA MOJTAHEDZADEH

Volume 7, Issue 3 , July 2019, , Pages 131-137

https://doi.org/10.30476/jamp.2019.74696

Abstract

Introduction: In the test-enhanced spaced learning, educational contents are presented in small packages of well-developed test questions with a defined frequency to the learners. ... Read More

Volume 13 (2025)

Volume 12 (2024)

Volume 11 (2023)

Volume 10 (2022)

Volume 9 (2021)

Volume 8 (2020)

Volume 7 (2019)

Volume 6 (2018)

Volume 5 (2017)

Volume 4 (2016)

Volume 3 (2015)

Volume 2 (2014)

Volume 1 (2013)

Keywords = Learning

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