| 1. |
- Wachtler, Caroline, et al.
(författare)
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Humanities for medical students? A qualitative study of a medical humanities curriculum in a medical school program.
- 2006
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Ingår i: BMC Medical Education. - : Springer Science and Business Media LLC. - 1472-6920. ; 6:16
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Tidskriftsartikel (refereegranskat)abstract
- Humanities for medical students? A qualitative study of a medical humanities curriculum in a medical school program Caroline Wachtler, Susanne Lundin and Margareta Troein Lund University, Department of Clinical Sciences, General Practice/Family Medicine, Malmö University Hospital, SE 20502 Malmö, Sweden 2Lund University, Department of Ethnology, Finngatan 10, SE 223 62 Lund, Sweden BMC Medical Education 2006, 6:16 doi:10.1186/1472-6920-6-16 Published 6 March 2006 Abstract Background Today, there is a trend towards establishing the medical humanities as a component of medical education. However, medical humanities programs that exist within the context of a medical school can be problematic. The aim of this study was to explore problems that can arise with the establishment of a medical humanities curriculum in a medical school program. Methods Our theoretical approach in this study is informed by derridean deconstruction and by post-structuralist analysis. We examined the ideology of the Humanities and Medicine program at Lund University, Sweden, the practical implementation of the program, and how ideology and practice corresponded. Examination of the ideology driving the humanities and medicine program was based on a critical reading of all available written material concerning the Humanities and Medicine project. The practice of the program was examined by means of a participatory observation study of one course, and by in-depth interviews with five students who participated in the course. Data was analysed using a hermeneutic editing approach. Results The ideological language used to describe the program calls it an interdisciplinary learning environment but at the same time shows that the conditions of the program are established by the medical faculty's agenda. In practice, the "humanities" are constructed, defined and used within a medical frame of reference. Medical students have interesting discussions, acquire concepts and enjoy the program. But they come away lacking theoretical structure to understand what they have learned. There is no place for humanities students in the program. Conclusion A challenge facing cross-disciplinary programs is creating an environment where the disciplines have equal standing and contribution.
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| 2. |
- Hemborg Kristiansson, Mia, et al.
(författare)
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We lived and breathed medicine - then life catches up: Medical students' reflections.
- 2014
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Ingår i: BMC Medical Education. - : Springer Science and Business Media LLC. - 1472-6920. ; 14:1
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Tidskriftsartikel (refereegranskat)abstract
- Reflective writing enhances personal and professional development. It is essential for the teachers to be familiar with the students' perceptions to improve the students' learning. Our aim was to deepen the understanding of the medical students' perceptions of the studies and the coming profession.
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| 3. |
- Jensen, Ulf J., et al.
(författare)
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The role of a simulator-based course in coronary angiography on performance in real life cath lab
- 2014
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Ingår i: BMC Medical Education. - : Springer Science and Business Media LLC. - 1472-6920. ; 14, s. 49-
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Tidskriftsartikel (refereegranskat)abstract
- Background: The aim of this study was to explore if a course consisting of lectures combined with simulator training in coronary angiography (CA) could accelerate the early learning curve when performing CA on patients. Knowledge in performing CA is included in the curriculum for the general cardiologist. The method, according to American College of Cardiology and European Society of Cardiology guidelines, for this training is not well defined but simulator training is proposed to be an option. However, the transfer effect from a CA simulator to performance in real world cath lab is not validated. Methods: Fifty-four residents without practical skills in CA completed the course and 12 continued to training in invasive cardiology. These residents were tracked in the Swedish Coronary Angiography and Angioplasty Registry and compared to a control group of 46 novel operators for evaluation of performance metrics. A total of 4472 CAs were analyzed. Results: Course participants demonstrated no consistent acceleration in the early learning curve in real world cath lab. They had longer fluoroscopy time compared to controls (median 360 seconds (IQR 245-557) vs. 289 seconds (IQR 179-468), p < 0.001). Safety measures also indicated more complications appearing at the ward, in particular when using the femoral approach (6.25% vs. 2.53%, p < 0.001). Conclusions: Since the results of this retrospective non-randomized study were negative, the role of a structured course including simulator training for skills acquisition in CA is still uncertain. Randomized transfer studies are warranted to justify further use of simulators for training in CA
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| 4. |
- Unalan, Pemra C, et al.
(författare)
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Using theatre in education in a traditional lecture oriented medical curriculum.
- 2009
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Ingår i: BMC Medical Education. - : BioMed Central. - 1472-6920. ; 9
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Lectures supported by theatrical performance may enhance learning and be an attractive alternative to traditional lectures. This study describes our experience with using theatre in education for medical students since 2001.METHODS: The volunteer students, coached by experienced students, were given a two-week preparation period to write and prepare different dramatized headache scenarios during three supervised meetings. A theatrical performance was followed by a student presentation about history taking and clinical findings in diagnosing headache. Finally, a group discussion led by students dealt with issues raised in the performance. The evaluation of the theatre in education lecture "A Primary Care Approach to Headache" was based on feedback from students.RESULTS: More than 90% of 43 responding students fully agreed with the statement "Theatrical performance made it easier to understand the topic". More than 90% disagreed with the statements "Lecture halls were not appropriate for this kind of interaction" and "Students as teachers were not appropriate". Open-ended questions showed that the lesson was thought of as fun, good and useful by most students. The headache questions in the final exam showed results that were similar to average exam results for other questions.CONCLUSION: Using theatrical performance in medical education was appreciated by most students and may facilitate learning and enhance empathy and team work communication skills.
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| 5. |
- Wallengren, Joanna
(författare)
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Identification of core competencies for primary care of allergy patients using a modified Delphi technique.
- 2011
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Ingår i: BMC Medical Education. - : Springer Science and Business Media LLC. - 1472-6920. ; 11:12, s. 11-12
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: The majority of allergy patients who seek medical advice are seen in primary care. In-service training of professionals in general practice is needed in order to increase knowledge among primary care clinicians about allergy. Therefore it is important to establish a consensus about what primary care professionals should be able to do, and what the public can expect. We sought to identify core competencies for good practice amongst primary care providers with respect to diagnosis and therapy of allergic diseases and to outline learning objectives for a postgraduate training programme in this field. METHODS: The study involved three rounds, involving a total of 43 expert panellists. In the first round, a panel was asked to indicate competencies (knowledge, diagnostics, therapy and communication) necessary for primary care providers. The second and third rounds were answered by primary care physicians (26) and nurses (10). A Likert scale 1-4 was applied in the second round and two choices ("agree"/"disagree") in the third round, with a criterion of 75% being adopted. RESULTS: The second round included 80 competencies and the third 50. The third round selected a consensus of 46 competencies defining nine learning outcomes for in-service medical training. CONCLUSIONS: The competencies in the field of allergy recommended in this study may serve as a reference of what can be expected from primary care providers.
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| 6. |
- Wahlgren, Carl-Fredrik, et al.
(författare)
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Evaluation of an interactive case simulation system in dermatology and venereology for medical students
- 2006
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Ingår i: BMC Medical Education. - : BioMed Central. - 1472-6920. ; 6
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Tidskriftsartikel (refereegranskat)abstract
- BackgroundMost of the many computer resources used in clinical teaching of dermatology and venereology for medical undergraduates are information-oriented and focus mostly on finding a "correct" multiple-choice alternative or free-text answer. We wanted to create an interactive computer program, which facilitates not only factual recall but also clinical reasoning.MethodsThrough continuous interaction with students, a new computerised interactive case simulation system, NUDOV, was developed. It is based on authentic cases and contains images of real patients, actors and healthcare providers. The student selects a patient and proposes questions for medical history, examines the skin, and suggests investigations, diagnosis, differential diagnoses and further management. Feedback is given by comparing the user's own suggestions with those of a specialist. In addition, a log file of the student's actions is recorded. The program includes a large number of images, video clips and Internet links. It was evaluated with a student questionnaire and by randomising medical students to conventional teaching (n = 85) or conventional teaching plus NUDOV (n = 31) and comparing the results of the two groups in a final written examination.ResultsThe questionnaire showed that 90% of the NUDOV students stated that the program facilitated their learning to a large/very large extent, and 71% reported that extensive working with authentic computerised cases made it easier to understand and learn about diseases and their management. The layout, user-friendliness and feedback concept were judged as good/very good by 87%, 97%, and 100%, respectively. Log files revealed that the students, in general, worked with each case for 60–90 min. However, the intervention group did not score significantly better than the control group in the written examination.ConclusionWe created a computerised case simulation program allowing students to manage patients in a non-linear format supporting the clinical reasoning process. The student gets feedback through comparison with a specialist, eliminating the need for external scoring or correction. The model also permits discussion of case processing, since all transactions are stored in a log file. The program was highly appreciated by the students, but did not significantly improve their performance in the written final examination.
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| 7. |
- Wilhelmsson, Margareta, et al.
(författare)
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Are female students in general and nursing students more ready for teamwork and interprofessional collaboration in healthcare?
- 2011
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Ingår i: BMC Medical Education. - : BioMed Central. - 1472-6920. ; 11:15
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Tidskriftsartikel (refereegranskat)abstract
- Background: Interprofessional Education (IPE) is now spreading worldwide and many universities are now including IPE in their curricula. The aim of this study was to investigate whether or not such student characteristics as gender, previous working experience in healthcare, educational progress and features of the learning environment, such as educational programmes and curriculum design, have an impact on their open-mindedness about co-operation with other professions. Methods: Medical and nursing students at two Swedish universities were invited to fill in the Readiness for Interprofessional Learning Scale (RIPLS). Totally, 955 students were invited and 70.2% (n = 670) participated in the study. A factor analysis of the RIPLS revealed four item groupings (factors) for our empirical data, but only one had sufficient internal consistency. This factor was labelled "Team Player". Results: Regardless of the educational programme, female students were more positive to teamwork than male students. Nursing students in general displayed more positive beliefs about teamwork and collaboration than medical students. Exposure to different interprofessional curricula and previous exposure to interprofessional education were only to a minor extent associated with a positive attitude towards teamwork. Educational progress did not seem to influence these beliefs. Conclusions: The establishment of interprofessional teamwork is a major challenge for modern healthcare. This study indicates some directions for more successful interprofessional education. Efforts should be directed at informing particularly male medical students about the need for teamwork in modern healthcare systems. The results also imply that study of other factors, such as the students personality, is needed for fully understanding readiness for teamwork and interprofessional collaboration in healthcare. We also believe that the RIPL Scale still can be further adjusted.
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| 8. |
- Abdelhai, Rehab, et al.
(författare)
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An e-learning reproductive health module to support improved student learning and interaction : a prospective interventional study at a medical school in Egypt
- 2012
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Ingår i: BMC Medical Education. - : Springer Science and Business Media LLC. - 1472-6920. ; 12, s. 11-
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Tidskriftsartikel (refereegranskat)abstract
- Background: The Public Health (PH) course at the medical college of Cairo University is based on traditional lectures. Large enrollment limits students' discussions and interactions with instructors. Aim: Evaluate students' learning outcomes as measured by improved knowledge acquisition and opinions of redesigning the Reproductive Health (RH) section of the PH course into e-learning and assessing e-course utilization. Methods: This prospective interventional study started with development of an e-learning course covering the RH section, with visual and interactive emphasis, to satisfy students' diverse learning styles. Two student groups participated in this study. The first group received traditional lecturing, while the second volunteered to enroll in the e-learning course, taking online course quizzes. Both groups answered knowledge and course evaluation questionnaires and were invited to group discussions. Additionally, the first group answered another questionnaire about reasons for non-participation. Results: Students participating in the e-learning course showed significantly better results, than those receiving traditional tutoring. Students who originally shunned the e-course expressed eagerness to access the course before the end of the academic year. Overall, students using the redesigned e-course reported better learning experiences. Conclusions: An online course with interactivities and interaction, can overcome many educational drawbacks of large enrolment classes, enhance student's learning and complement pit-falls of large enrollment traditional tutoring.
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