Journal of Advances in Medical Education & Professionalism

Trait emotional intelligence and self-assessment of classroom learning in medical students

HIMEL MONDAL; SHAIKAT MONDAL

Volume 8, Issue 3 , July 2020, , Pages 109-114

https://doi.org/10.30476/jamp.2020.84674.1147

Abstract

Introduction: Trait emotional intelligence (EI) is the selfperception of emotional abilities. It is an important predictor of academic performance. Students’ self-assessment ... Read More

A comparison between peer-assisted learning and self-study for electrocardiography interpretation in Thai medical students

JAKRIN KEWCHAROEN; NATTAWAT CHAROENPOONSIRI; SITTINUN THANGJUI; SOWITCHAYA PANTHONG; WASANA HONGKAN

Volume 8, Issue 1 , January 2020, , Pages 18-24

https://doi.org/10.30476/jamp.2019.81458.1006

Abstract

Introduction: Peer-assisted learning has been shown to be an effective teaching and learning method. However, this technique has not been proven in Thai medical school. We ... Read More Introduction: Peer-assisted learning has been shown to be an effective teaching and learning method. However, this technique has not been proven in Thai medical school. We aimed to comparethe effectiveness of peer-assisted learning and self-study in interpreting an electrocardiogram in Thai medical students.Methods: This is a prospective, randomized controlled trial, conducted in Chonburi teaching hospital, a community hospital affiliated with Chulalongkorn University. All medical students from the fourth and fifth years, a total of eighty students, were randomly assigned to two groups of peer-assisted learning (PAL) and self-study (SS) via stratified randomization done by computer-generated randomization. The two groups were matched for sex and grade point average. In the PAL group,teaching was performed by the fourth and fifth year medical students. We conducted five weekly study sessions. Different topics of electrocardiogram interpretation were assigned to tutors for teaching. SS group would separately study the same topic on their own. Constructed response questions were used to assess the students at the beginning as a pre-test and after a five-weeksession as a post-test. Online self-assessment was delivered to students one month after the study.Results: Mean pre-test and post-test score was put into the analysis and compared across groups using t-test. No significant difference in pre-test score was observed between the two groups in the same academic year. There was a significant difference between the mean post-test score between the fourth year PAL and SS groups. Also, the mean difference score in the fourth year PAL group was higher than the fourth year SS group. However, in the fifth year group, there was no significant difference between the PAL and SS groups in the mean post-test score and mean difference score. Conclusion: In conclusion, peer-assisted learning is an interesting method to improve understanding and interpreting skills of basic ECG better than self-study in the early clinical year medical students.

Impact of immediate feedback on the learning of medical students in pharmacology

DINESH K BADYAL; SUMAN BALA; TEJINDER SINGH; GAURAV GULREZ

Volume 7, Issue 1 , January 2019, , Pages 1-6

https://doi.org/10.30476/jamp.2019.41036

Abstract

Introduction: Providing feedback to students is an essentialcomponent in medical education and has been shown to improvethe students’ learning. The purpose of this study is to ... Read More Introduction: Providing feedback to students is an essentialcomponent in medical education and has been shown to improvethe students’ learning. The purpose of this study is to evaluatethe effect of computer-based immediate feedback on the medicalstudents’ learning in a pharmacology course. Methods: In this prospective intervention study some feedbackmodules in pharmacology (FMP) were prepared in two topics:the cardiovascular system (CVS) and chemotherapy, using blanktemplates on “Hot Potatoes” software. The FMP included MCbasedquestions and two versions were developed: one withfeedback (FMP-1) and the other without feedback (FMP-2). TheFMP-1 module provided immediate feedback for each option thestudent chose. The students (n=48) were randomized by computergenerated random number table to two groups A and B to receivethe module in CVS, i.e., FMP-1 and FMP-2, respectively. A crossoverdesign was adopted to expose all students to immediatefeedback modules. The test scores were compared and feedbackwas obtained from students and faculty using a validatedquestionnaire. A focus group discussion was conducted to clarifythe issues raised by the students. Results: The module with immediate feedback was much better appreciated by the students than the module without feedback. The students spent more time on FMP-1 (42±7.00 minutes vs 27±12.36 minutes; p<0.001 in chemotherapy and 40±12.11 minutes vs 24±6.01 minutes; p<0.001 in CVS). However, there was no statistically significant difference in mean test scores. The qualitative data collected provided important information on the value of immediate feedback. The students believed that immediate feedback was an excellent way for self-assessment and improved their deeper understanding of content areas. They also felt that it supplemented their traditional learning habitsand stimulated them to read more. The students enjoyed its nonthreatening nature.Conclusion: Immediate feedback improved the deeper understanding of pharmacology and its relevance to medicine for the two topics although immediate feedback did not improve test scores. Overall, immediate feedback had a positive impact on the students’ self-directed learning.

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Keywords = Self-assessment

Trait emotional intelligence and self-assessment of classroom learning in medical students

Abstract

A comparison between peer-assisted learning and self-study for electrocardiography interpretation in Thai medical students

Abstract

Impact of immediate feedback on the learning of medical students in pharmacology

Abstract