Journal of Advances in Medical Education & Professionalism

Live demonstration versus multimedia: A comparison of two educational methods of orthodontic dental cast trimming

ALIREZA ALIZADEH; MOSTAFA SHEIKHI; MOHAMMAD MASOUD VAKILI; AZIN NOURIAN

Volume 10, Issue 2 , April 2022, , Pages 120-125

https://doi.org/10.30476/jamp.2021.91561.1450

Abstract

Introduction: The aim of this study was to compare the effect of two educational methods: live practical and multimedia demonstrations of dental cast trimming.Methods: In ... Read More Introduction: The aim of this study was to compare the effect of two educational methods: live practical and multimedia demonstrations of dental cast trimming.Methods: In this quasi-experimental study, all 44 dental students from Zanjan University Dental School who were studying in the 8th semester entered the study. Using simple randomization, weassigned them to two groups. Multimedia and live demonstrations were used in the intervention (n=21) and control (n=23) groups, respectively. Knowledge of students was assessed using pretestand post-test. Practical skills were compared using the students’ final semester scores. The Individual Development and Educational Assessment questionnaire was used to assess the students’ reaction to instruction. For data analysis, mean and standard deviation, and independent and paired t-tests were used. Statistical analysis was performed using SPSS software.Results: In terms of knowledge, the pre-test scores of the intervention and control groups were not significantly different (P=0.457), and the post-test scores of the two intervention and control groups had no significant difference (P=0.053); however, in both intervention and control groups there was a significant difference between the scores before and after the test, and the scores of both groups increased after training (P=0.001, P=0.001). In terms of practical skills, no significant difference was observed in the mean and standard deviation of the scores in the two groups (P=0.902). There was no significant difference in terms of the students’ reaction to instruction. Conclusion: All students passed this course successfully. Further, their knowledge and skills were improved in both groups. Similar to the live practical demonstration, that of the multimedia led to apositive reaction to instruction in students. Therefore, multimedia education can be used well with the traditional method and even replaces it.

Evaluation of the Effectiveness and Perceived Benefits of Interventional Structured Infection Prevention and Control Training Module Introduced in the Undergraduate Medical Curricula

MOHAN B SANNATHIMMAPPA; VINOD NAMBIAR; RAJEEV ARAVINDAKSHAN; JOHN MUTHUSAMI; AJITH JACOB; MOHAMMED AL SHAFAEE

Volume 11, Issue 2 , April 2023, , Pages 120-129

https://doi.org/10.30476/jamp.2023.97218.1747

Abstract

Introduction: Assessing and improving infection prevention and control (IPC) knowledge and practicing skills among medical students who are the future medical practitioners is crucial ... Read More Introduction: Assessing and improving infection prevention and control (IPC) knowledge and practicing skills among medical students who are the future medical practitioners is crucial for reducing the burden of healthcare-associated infections (HAIs). In this study, we assessed the IPC knowledge of undergraduate clinical-year medical students before and after interventional IPC modular training and evaluated the effectiveness and students’perception on structured modular IPC training presented to them.Methods: This cross-sectional interventional study was conducted on single medical cohort comprising of 145 final-yearundergraduate medical students of the academic year 2022-23 at COMHS. Pre-test, post-test, and feedback questionnaire were used as the assessing tools. The data were collected, entered into Excel sheet, and analyzed using SPSS software version 22. McNemar and Paired-T tests were carried out, and a P-value<0.05 was considered significant. Feedback of the questionnaire was analyzed using 3 Point Likert Scale as agree, neutral, and disagree.Results: Overall, mean IPC knowledge scores after training (37.65±1.37) was significantly higher as compared to beforetraining (25.13±4.51). Prior knowledge scores on certain aspects of IPC such as duration of hand washing, steps of hand washing, sequence of donning and doffing of PPE, use of N95 mask, and appropriate sharp and needle precautions, and biomedical waste management were varied from 13.6% to 65.6%. However, overall participants’ knowledge (P<0.001) on these aspects increased significantly after the training. The majority of the participants (>90%) perceived IPC training as an excellent tool to improve IPC knowledge and practicing skills.Conclusion: IPC training had a significant impact in gaining adequate IPC knowledge and practicing skills among ourparticipants. Therefore, it is recommended that IPC training should be implemented in the undergraduate medical curriculum with greater emphasis on practicing skills.

Physiology of ECG: A ‘Mannequin’ based approach for first year medical students

PUJA DULLOO; CHAITRI SHAH

Volume 9, Issue 2 , April 2021, , Pages 123-124

https://doi.org/10.30476/jamp.2020.85262.1175

Abstract

Introduction: Physiology, the foundation for medicine, learnt by animal experiments have long been replaced by computer or simulation or mannequin based teaching. Mannequin usage for ... Read More

Practicing procedural skills in clinical settings: A medical student’s perspective

ZOYA MEHDI; LAILA HAZARA; KHULAT SAQI; SAMINEH YOUSEFI

Volume 9, Issue 2 , April 2021, , Pages 125-126

https://doi.org/10.30476/jamp.2020.86425.1237

Abstract

We read with great interest ‘Exploring undergraduate medical students’ perception of learning procedural skills and its outcomes in clinical settings’ (1) as third ... Read More

Implementation of a Diversity Committee to Improve Structural Inclusion in an Emergency Medicine Residency

JESSICA BOD; DOWIN BOATRIGHT

Volume 10, Issue 2 , April 2022, , Pages 126-130

https://doi.org/10.30476/jamp.2021.93492.1533

Abstract

Introduction: To describe structural changes that can be made in an emergency medicine residency program to increase diversity and foster an inclusive environment.Methods: ... Read More

Bingo as a Novel Approach to Skill Building in the Initial Months of Surgical Internship: A Pilot Implementation

DIMITRA M LOTAKIS; MARK K WALLACK; SAMIR K GADEPALLI

Volume 12, Issue 2 , April 2024, , Pages 126-131

https://doi.org/10.30476/jamp.2023.99440.1843

Abstract

Introduction: We have observed inconsistencies in residents’experiences regarding important procedures and tasks necessary for patient care. We aimed to improve individual motivation ... Read More Introduction: We have observed inconsistencies in residents’experiences regarding important procedures and tasks necessary for patient care. We aimed to improve individual motivation tolearn and become facile with specific practices earlier in the timeline of the internship years.Methods: Intern Bingo was implemented in a single general surgery residency. Two sites, both tertiary care centers with institutional practices, were utilized. Twenty-four procedures/tasks important to clinical practice were identified, including but not limited to Nasogastric Tube placement, IV insertion, incision and drainage, laceration repair, vascular doppler exam, andclinical documentation. Bingo cards were randomly generated. To assess comprehension, interns taught back necessary components to a senior resident or attending to complete each bingo square; including indications, supplies, steps, troubleshooting techniques, and complications. First, the residents were awarded prizes to complete a row and a full card (a cloth scrub cap and portable pulse-oximeter, respectively). A Likert-scale survey assessing satisfaction was administered following the completion of the internship period.Results: The first row was completed in two weeks and the first full card at four weeks. All participants finished the cards within 8 weeks. 54% of the participants returned the survey and100% reported positive experiences. 50% felt that bingo created a healthy learning environment with improved teaching, and the remaining 50% were neutral. 75% reported that Bingo positivelyinfluenced decisions to seek out opportunities. 100% conveyed a desire to repeat Bingo as mentors. Feedback from the attendings was gathered, with positive assessments of the interns’ skills and confidence.Conclusion: Bingo is a simple and easily implemented educational tool that works to alleviate variations in experience early in the internship period. It represents a novel and effective way tomotivate the interns to learn important procedures and tasks within the first two months of residency. Cards may be effortlessly tailored to a variety of residency programs and rotations.

Implementation and Assessment of a Novel Telehealth Education Curriculum for Undergraduate Medical Students

JASMIN MAHABAMUNUGE; LAUREN FARMER; JOANNA PESSOLANO; NISHA LAKHI

Volume 9, Issue 3 , July 2021, , Pages 127-135

https://doi.org/10.30476/jamp.2021.89447.1375

Abstract

Introduction: Despite its healthcare advantages and expanded use during the COVID-19 pandemic, telehealth is not included in many medical school curricula.Methods: In this ... Read More Introduction: Despite its healthcare advantages and expanded use during the COVID-19 pandemic, telehealth is not included in many medical school curricula.Methods: In this prospective mixed methods study (n=52), we created a novel Telehealth Education Curriculum (TEC) for the third year Obstetrics and Gynecology (Ob/Gyn) rotation at New York Medical College during COVID-19. The TEC included supervised telehealth patient encounters via video conference [and a virtual Objective Structured Clinical Encounter (vOSCE)] designed to simulate a telehealth encounter (Zoom Video Communications, Inc.). We measured student perceptions of theTEC via two 4-point Likert surveys, which included free response questions, administered via SurveyMonkey between April and June 2020. Participation was voluntary and responses were deidentified. We computed means and response distributions across survey questions using SPSS; IBM version 19.Results: The response rate was 92% for both the Telehealth (33/36) and vOSCE (48/52) surveys. Seventy-six percent (25/33) strongly or moderately agreed that telehealth and in-person patientencounters have similar educational value. Eighty-three percent (40/48) strongly or moderately agreed the vOSCE provided a valuable patient interaction. Ninety-seven percent (32/33) stronglyor moderately agreed the telehealth encounters should continue during COVID-19 restrictions versus 82% (27/33) agreeing they should be incorporated into the curriculum post COVID-19.Conclusion: Almost all students responded that the TEC should continue during COVID-19 and most agreed it should be incorporated into the Ob/Gyn clerkship permanently, after COVID-19. We found vOSCEs to be an effective method for teaching telehealth to medical students. Key challenges identified by students included adjusting to a virtual format, lack of body language, and communicating empathy virtually. Positive takeaways included practice with telemedicine and an opportunity for continued clinical education during COVID-19.

Incivility as a Barrier against Learners’ Achievement in Virtual Settings: Stressing an Overlooked Concern and a Call for Research

NEMATULLAH SHOMOOSSI; NASRIN SHOKRPOUR

Volume 11, Issue 2 , April 2023, , Pages 130-131

https://doi.org/10.30476/jamp.2023.98199.1792

Abstract

Students’ incivility in higher education is a serious issue with undesirable impacts such as disturbed learning, interruption in the leaning and teaching environment, and stressful ... Read More

Beyond what we expect: The basics and pedagogical implications of test-enhanced learning in contemporary medical education

R RAJPRASATH.; MAGI MURGAN; DINESH KUMAR. V

Volume 10, Issue 2 , April 2022, , Pages 131-132

https://doi.org/10.30476/jamp.2020.86165.1233

Abstract

Utilizing Digital Twins for the Transformation of Medical Education

EHSAN TOOFANINEJAD; SEYEDEH MAEDEH REZAPOUR; MASOMEH KALANTARION

Volume 12, Issue 2 , April 2024, , Pages 132-133

https://doi.org/10.30476/jamp.2023.100264.1883

Abstract

Integration of Lifestyle Medicine into the Medical Undergraduate Curriculum

VINU VIJ

Volume 10, Issue 2 , April 2022, , Pages 133-134

https://doi.org/10.30476/jamp.2022.93916.1559

Abstract

Application of Artificial Intelligence in Medical Education: Current Scenario and Future Perspectives

MOHAMMAD MUZAFFAR MIR; GULZAR MUZAFFAR MIR; NADEEM TUFAIL RAINA; SABA MUZAFFAR MIR; SADAF MUZAFFAR MIR; ELHADI MISKEEN; MUFFARAH HAMID ALHARTHI; MOHANNAD MOHAMMAD S. ALAMRI

Volume 11, Issue 3 , July 2023, , Pages 133-140

https://doi.org/10.30476/jamp.2023.98655.1803

Abstract

Introduction: Medical education is a lifetime learning process stretching from undergraduate to postgraduate, specialty training, and beyond. It also applies to various healthcare professionals, ... Read More

Self-directed Learning Theory to Practice: A Footstep towards the Path of being a Life-long Learner

KAILASH CHAROKAR; PUJA DULLOO

Volume 10, Issue 3 , July 2022, , Pages 135-144

https://doi.org/10.30476/jamp.2022.94833.1609

Abstract

The traditional education strategy is insufficient to meet the demands of dynamically changing medical science and the fastgrowing medical field. The present Competency-Based Medical ... Read More

Accreditation Council for Graduate Medical Education Milestones for Emergency Medicine Residency Training Incorporated into Firstand Second-Year Medical Student Elective

CHRISTINA Y. CANTWELL; JONATHAN B. LEE; SOHEIL SAADAT; NICHOLAS BOVE; SANGEETA SAKARIA; WARREN WIECHMANN; ALISA WRAY; SHANNON TOOHEY

Volume 9, Issue 3 , July 2021, , Pages 136-143

https://doi.org/10.30476/jamp.2021.88982.1360

Abstract

Introduction: As part of its Next Accreditation System, the Accreditation Council for Graduate Medical Education and the American Board of Emergency Medicine describe 6 competencies containing ... Read More Introduction: As part of its Next Accreditation System, the Accreditation Council for Graduate Medical Education and the American Board of Emergency Medicine describe 6 competencies containing 23 sub-competencies graded by milestones ranging from level 1 (expected of an incoming intern) to level 5 (demonstrates abilities of an attending) that are used to track resident training progression. To the best of our knowledge, there have been no studies introducing a milestones-based curriculum to medical students prior to their introduction to the wards, so we sought to determine the effects that a pre-clinical Emergency Medicine Interest Group (EMIG) Milestones Elective would have on preparing the students interested in Emergency Medicine (EM) as a specialty to meet thelevel 1 milestones prior to their intern year.Methods: The elective hosted 15 events throughout the academic year, and pre- and post-curriculum surveys were administered. Thirteen first- and second-year medical students at our institution who completed the elective self-reported their perception of preparedness for each level 1 milestone in the 19 sub-competencies. A repeated measures design was used through identical pre- and post-curriculum surveys to determine any changes in self-reported preparedness for meeting level 1 milestones after completing the elective using Wilcoxon Signed Ranks Test.Results: There was a significant increase in the median scoring from 1 to 2 (P=0.027) in overall self-reported preparedness for meeting the level 1 milestones included in the elective, as well as significant increases in subcategories across competencies 1-4 outlined by the ACGME. There was no significant increase in preparedness for professionalism or interpersonal communicationcompetencies. There was no significant increase in interest in EM as a result of the elective.Conclusion: Implementing a milestones-based curriculum during the pre-clinical years shows improved self-reported preparedness of students interested in pursuing EM for meeting level 1 milestones prior to residency. Additionally, a specialtybased elective such as this one offered through EMIG may further increase interest in the field during pre-clinical years.

Evaluation of a Guest Lecture on Medical Emergency of Box Jellyfish Envenomation Pathophysiology and First Aid for Medical Students

WIENTA DIARSVITRI; ANGEL ANNE YANAGIHARA

Volume 11, Issue 3 , July 2023, , Pages 141-146

https://doi.org/10.30476/jamp.2023.98788.1808

Abstract

Introduction: Lethal box jellyfish envenomation has been reported in Indonesia and other countries; therefore, medical students should be equipped with related knowledge. The aim of ... Read More

Postgraduate Physiotherapy Training in a Quandary - Ramifications of Corona virus pandemic Lockdown: A Survey-based Study

SHAILESH GARDAS; SHRUTI NAIR; POTHIRAJ PITCHAI; VRUSHALI PANHALE

Volume 9, Issue 3 , July 2021, , Pages 144-153

https://doi.org/10.30476/jamp.2021.89189.1367

Abstract

Introduction: Coronavirus disease-2019 (COVID-19) has disrupted clinical services and postgraduate training across the world. Hence, this survey was conducted to understand ... Read More Introduction: Coronavirus disease-2019 (COVID-19) has disrupted clinical services and postgraduate training across the world. Hence, this survey was conducted to understand the impact of pandemic on Physiotherapy post-graduate (PG) education.Methods: It was a cross-sectional, observational study. A total of 254 Physiotherapy PG trainees were recruited through snowball sampling from Physiotherapy colleges across the state of Maharashtra. A 34-item structured questionnaire was developed, based on available literature, to evaluate the impact of COVID-19 pandemic on four domains: academic training, clinical training, research activities, and concerns faced by a PG trainee. The face validity of this questionnaire was assessed by six academicians and their suggestions were examined. Subsequently, it was pilotedon five PG trainees before administering it to the participants. The validated questionnaire was then circulated via various social media platforms and personal contacts using Google form. Descriptive statistics were summarized as frequencies/percentages. McNemar’s test was used to determine the differences on a dichotomous dependent variable between the two related groups using SPSS software.Results: Overall 131 trainees provided complete responses. Although 85% (n=111) of them claimed they attended PG teaching activities through online mode, almost 67% (n=101) disagreed tohave achieved their learning objectives. A vast majority (91%,n=119) of them felt that their specialty related practical training was severely affected, and 98% (n=129) reported that reduced caseload had impacted their clinical learning. Also, 70% (n=54) of final year PGs had difficulty in recruiting new participants for their dissertation. Spread of infections to family (98%), commuting inpublic transport (98%), uncertainty about exam dates (91%), and competency development in specialty areas (96%) were some of their concerns.Conclusion: COVID-19 pandemic had impacted various domains of Physiotherapy PG program such as academic, clinical and research areas. Regulatory authorities should take serious consideration and devise strategies to overcome it.

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

Value-Rich Exposures in Medical Education; Synthesizing the Concept

LEILA AFSHAR; SHAHRAM YAZDANI; SEYED ABBAS FORUTAN; HAKIMEH SABEGHI

Volume 11, Issue 3 , July 2023, , Pages 147-154

https://doi.org/10.30476/jamp.2022.96261.1692

Abstract

Introduction: Proper transfer of professional values is an essential part of medical education. Real-life experiences in the educational process are one of the most effective methods ... Read More

Gender in Medical Education in Turkey: The Intern Perspective

OZLEM MIDIK; AYŞEN M ELEK AYTUĞ KOŞAN; OZLEM COSKUN; ZEYNEP BAYKAN; ÖZLEM SÜREL 85784 KARABILGIN ÖZTÜRKÇÜ; YEŞIM ŞENOL

Volume 8, Issue 4 , October 2020, , Pages 149-157

https://doi.org/10.30476/jamp.2020.85784.1197

Abstract

Introduction: Gender insensitivity (lack of gender awareness) in the physician’s professional role and practice can lead to outcomes such as gender discrimination and ... Read More Introduction: Gender insensitivity (lack of gender awareness) in the physician’s professional role and practice can lead to outcomes such as gender discrimination and gender-based harassment in various areas, such as medical education, career opportunities, and specialty selection. The purpose of this study was to reveal the place that the concept of gender occupies in medical education in Turkey by canvassing the opinions of final-year medical students regarding theories of gender roles and socialization, academic capitalism, and liberal feminism.Methods: This study was a Cross-sectional survey. The study population consisted of 1739 interns in six medical faculties in four different geographical regions of Turkey. The reason behind the selection is having different socio-economic factors. Students were selected by simple random sampling technique. For determining it is jumped five students from the lists in faculties. For the validity and reliability of the 14 survey questions, 5 expert opinions were examined and the preliminary instrument was applied to 10 students. Chi-square test was used for comparative analysis.Results: The students who stated that their gender had not affected their educational lives during clinical training reported that it had adversely impacted their internships (p <0.001). More malestudents than female ones stated that male physicians were more confidence-inspiring and more industrious, that they managed better, and that they were more likely to recommend a malesurgeon. A high number of students reported being undecided on the subjects of concepts or behaviors concerning gender/gender inequality.Conclusion: We recommend greater focus on role modeling and purposeful teaching of gender concepts from the earliest stages of medical education, with particular concentration on genderculture within a process of change involving all hospital personnel in order to prevent gender discrimination.

Acceptability on the use of crossword puzzle as one of methods for assessment in Pharmacology

PRITHPAL SINGH MATREJA; JASPREET KAUR; LALENDRA YADAV

Volume 9, Issue 3 , July 2021, , Pages 154-159

https://doi.org/10.30476/jamp.2021.90517.1413

Abstract

Introduction: Didactic lectures lead to lack of attention and limited independent thinking with limited self-assessment, crossword puzzles having shown promising results and ... Read More Introduction: Didactic lectures lead to lack of attention and limited independent thinking with limited self-assessment, crossword puzzles having shown promising results and substantial usability. A thorough literature search showed that most of the studies done were on the introduction of crosswords as a tool of assessment in either medical or allied health sciences; hence, we planned this study to know the acceptability of crossword puzzles as a method of assessment.Methods: The subjects of this cross-sectional study to assess the acceptability of crossword puzzles were 5th semester students of the second professional MBBS (Bachelor of Medicine and Bachelor of Surgery). The study was conducted for three consecutive batches over a period of three months at the same time of the year from 2018 to 2020. The students had appeared for formative assessment and gave written informed consent. The crossword puzzles were given to the students, being followed by an anonymous feedback questionnaire and formative examination one week later. The feedback questionnaire was analyzed for coefficient of reliability by Cronbach’s Alpha, giving an internal consistency of 0.841.Results: A total of 425 students participated in the study. The crossword puzzles had an average percentage score of 62.7% across all the three years, which was significantly higher (p <0.05),as compared to the formative examination score of 45.2%. The same set of students appeared for both types of evaluation and the results were compared. The feedback given was that majorityof the students agreed that crosswords enhanced their knowledge of drugs, promoted active learning, and helped in remembering the topic.Conclusion: Crossword puzzles were an acceptable and effective tool for assessment as they gave better results and provided better understanding in comparison to the conventional formativeassessment as the feedback questionnaire showed. Most students agreed that the crosswords enhanced their knowledge of drugs, promoted active learning and helped in remembering the topic.

Predictors of Academic Success in Students of Tabriz University of Medical Sciences: A Cross-Sectional Study

MAHSA MAGHALIAN; REZA GHAFARI; SHIRIN OSOULI TABRIZI; NEDA NIKKHESAL; MOJGAN MIRGHAFOURVAND

Volume 11, Issue 3 , July 2023, , Pages 155-163

https://doi.org/10.30476/jamp.2022.96841.1725

Abstract

Introduction: Considering that academic success is one of the most important topics for medical sciences schools and faculty members, this study was conducted to determine the predictors ... Read More

Utilizing gamification effect through Kahoot in remote teaching of immunology: Medical students’ perceptions

JANARTHANI LOHITHARAJAH; PUNITHALINGAM YOUHASAN

Volume 10, Issue 3 , July 2022, , Pages 156-162

https://doi.org/10.30476/jamp.2022.93731.1548

Abstract

Introduction: Gamification of learning is a novel pedagogical approach in education, and Kahoot is one of the game-based learning platforms widely used for formative assessments in ... Read More

Seven Factors Affecting Medical Undergraduate Students’ Performance in Academics: A Study Using Ron Fry Questionnaire in Eastern India

ABHISHEK DAS; SHUVRO BHATTACHARYA; ARANI CHAKRABORTY

Volume 8, Issue 4 , October 2020, , Pages 158-164

https://doi.org/10.30476/jamp.2020.86444.1239

Abstract

Introduction: Undergraduate medical students are adult learners facing various assessments through examination during academic course, but the result is unsatisfactory. This ... Read More Introduction: Undergraduate medical students are adult learners facing various assessments through examination during academic course, but the result is unsatisfactory. This study aimed at identifyingthe gaps in academics and finding out areas for improvement among the identified factors affecting the students’ performance.Methods: A questionnaire survey prospective, cross-sectional, observational, questionnaire- based study was conducted among the 3rd semester undergraduate students (N=215) in a Government Medical College of Eastern India by census method using predesigned, pretested, validated tool designed by Ron Fry. A total of 200 students participated in this study. A closed questionnaire containing 28 questions with dichotomous options was distributed. Data collected were tabulated in MS Excel spreadsheet and evaluated according to the proposed guidelines on seven factors: concentration, comprehension, test anxiety, organization, research aptitude, computer skill, and taking notes. Statistical significance of the data distribution among different groups was estimated using Chi-square tests in MS Excel 2010 software, and p Results: Among 200 participants (response rate=93%), 196 were (Male=142, Female=54) accepted; the respondats’ age range was 18-22 years. Of them, 48 students obtained honours marks (≥75% inany subject). 137 (69.9%) students had lacunae in any of the abovementioned domains, comprehension (97.9%) being the highest. The major determining factors were test anxiety along with note taking and concentration. The differences between the males and females regarding concentration (P=0.008) and note taking (P=0.009) were statistically significant. Test anxiety was the differentiating factor (P=0.013) between honours and non-honours candidates.Conclusion: Researches worldwide have identified extrinsic, intrinsic, personal, and miscellaneous factors affecting the students’ performances. This is a multifaceted issue which can be managed individually. Few of the most important determinants were dealt with in this study. To perform well, every student should understand what to learn, what to remember, and how to represent in examinations. This study will help the education authorities to guide the students and implement Competency Based Medical Education (CBME) based on Attitude, Ethics, and Communication (AETCOM) module in India.

Nursing educators’ perception of disruptive behaviors in the professional work environment: A qualitative study

MARYAM TOLYAT; SEYYED ABOLFAZL VAGHARSEYYEDIN; MARYAM NAKHAEI

Volume 9, Issue 3 , July 2021, , Pages 160-167

https://doi.org/10.30476/jamp.2021.89703.1383

Abstract

Introduction: Disruptive behaviors among nursing educators are a globally recognized problem. They have detrimental effects on nursing educators, the nursing profession, students ... Read More

Developing measures of immersion and motivation for learning technologies in healthcare simulation: a pilot study

CHRIS JACOBS; JACOB M. RIGBY

Volume 10, Issue 3 , July 2022, , Pages 163-171

https://doi.org/10.30476/jamp.2022.95226.1632

Abstract

Introduction: Medical education has benefitted from the introduction of new technology within recent years. Immersivedevices, such as, 360-degree films and virtual reality have become ... Read More Introduction: Medical education has benefitted from the introduction of new technology within recent years. Immersivedevices, such as, 360-degree films and virtual reality have become new ways of simulating clinical experiences. The aim of the study was to validate and test reliability of a new measure of engagement.Methods: A between-participants design of 2 groups viewing a clinical consultation on a 360-degree headset or 2D monitor was conducted following computer random allocation of 40 healthcare professionals recruited from scheduled teaching. Twenty-three were assigned to 360-degree and 17 to 2D Medias. Adapted Immersion Experience Questionnaire (AIEQ) and Abridged Intrinsic Motivation Inventory (AIMI) were modified to match factors relating to clinical encounters. AIEQ and AIMI were utilised as the data collection tool by each group following video viewing. Spearman’s rank correlation was used to assess relationship between immersion and motivation. Comparisons between 360-degree and 2D media responses were made using Wilcoxon’s signed ranks test. Internal reliability coefficients of adapted measures were calculated with Cronbach alpha scores.Results: Total immersion scores were statistically higher in those experiencing 360 (P<0.05), with a median difference of 14.50 (95% CI 6.50-22.00). A positive correlation existed between the total AIEQ and total score of the AIMI in both groups (rs=0.88, n=17, P<0.001). Internal consistency and reliability was demonstrated with a high Cronbach alpha score for the AIEQ (α=0.91). AIMI subscale alpha value was also high at (α=0.95) which shows the measures to be of high internal reliability.Conclusions: Adaptation and validation of existing measures for use in healthcare education can be used to quantify levels of immersion and motivation. Standardising measures for use in evaluating new Technology Enhanced Learning is a step to aid understanding on how we develop these tools in medical education and how we might learn from immersive technology.

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)

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