BMC Medical Education最新文献

Background: Computer-assisted learning (CAL) has the potential to enhance learning outcomes and satisfaction. However, there are limited reports in the literature that describe or evaluate the implementation of this method to promote competency-based learning in removable partial denture (RPD) design. Therefore, this study aimed to: (1) compare the effectiveness of different learning methods using a 3D software-aided RPD design program, (2) evaluate the learning outcomes associated with these different methods following active learning, and (3) assess students' satisfaction.

Methods: Forty undergraduate dentistry students were divided into four groups of ten students. Each group was assigned different learning methods for a period of 28 days using the CMU-3D RPD Design program. The learning methods included lecture-based learning (LBL), case-based learning (CBL), a combination of LBL and CBL, and a control group that did not engage in LBL or CBL. Following this period, participants in all four groups engaged in active learning activities related to RPD design. Learning outcomes were measured three times: prior to the experiment, after using the software, and after participating in active learning activities.

Results: Analysis of pre- and post-training assessments using multiple-choice questions revealed that dental students in the combined LBL and CBL group demonstrated statistically significant improvements in test scores compared to baseline (p < 0.05). Notably, there were marked enhancements in comprehension, application, and analysis skills. Outcomes following active learning were significantly improved in groups with a foundation in lecture-based learning. Furthermore, all groups reported high levels of satisfaction (over 90%) after utilizing the software and participating in active learning activities.

Conclusions: Computer-assisted learning, combined with active learning strategies, improves learners' outcomes and satisfaction. Learning RPD design through computer-assisted methods positively influenced learning outcomes, particularly when both lecture-based and case-based learning approaches were used. Active learning strategies resulted in more substantial improvements when applied to students with a strong foundation in lecture-based learning.

Introduction: The technical development of ultrasound devices based on silicon chips has revolutionized ultrasound examinations, leading to the implementation of these portable handheld devices (PUD) in different medical fields. However, training on these devices is necessary to assure appropriate use and ensure valid results. While training programs for the use of conventional standard ultrasound devices (SUD) have been described, no training program for these handheld devices has been developed thus far.

Methods: A training program for obstetric ultrasound examination was modified through the addition of an extra module focusing on the use of these PUDs. After the module the students had to attend an OSCE in which their skills of using the PUD and the SUD were tested and analyzed by applying the agreement rate, the intraclass correlation coefficient (ICC) and Bland-Altman plots. Furthermore, the students' ultrasound results were compared with those of trained physicians by employing the one-sample Student's t-test. After the OSCE, the students answered a survey regarding their experience and their expected use of these devices.

Result: An agreement of one hundred percent was reached for basic parameters such as fetal position, placental position, fetal heartbeat and for the classification of the amniotic fluid. The ICC showed a good to moderate agreement between the results of fetal biometry achieved by SUD and PUD. The T-test results confirmed a high reliability between the physicians' results and the students' results, independent of the used device. The students remarked a good handling of the ultrasound devices and supported the use in their future specialties.

Discussion: The reliability between the examinations using the SUD and PUD were high but lower than the results observed for trained physicians. Therefore, the implementation of an additional module for portable ultrasound teaches the students to reliably examine basic obstetric parameters and provides a solid basis for further training and improvement of ultrasound skills in use of PUD.

Background: This systematic review and meta-analysis were conducted to investigate the effects of live and video demonstrations of various dental procedures on undergraduate students' performance and satisfaction scores.

Materials and methods: A comprehensive search was conducted across multiple databases, including MEDLINE (OVID), PubMed, Scopus, and Web of Science, supplemented by a manual search of bibliographic references from retrieved articles. The aim was to identify relevant randomized controlled trials and quasi-experimental trials that compared live demonstrations to video demonstrations in dental education, specifically focusing on undergraduate students' performance and satisfaction scores assessed using practical assessment rubrics and satisfaction questionnaires. The quality of included studies was assessed using the modified Downs and Black quality assessment tool.

Results: A total of 3686 studies were identified, of which 2222 studies remained following duplicate removal. Based on title and abstract screening 2188 studies were excluded and full text of 34 studies were comprehensively appraised for eligibility. This resulted in the inclusion of 10 studies in the systematic review, nine of which were classified as good, while one study was considered as fair. Of these, 8 studies were included in the meta-analysis.Students' feedback reveals distinct preferences, with video demonstrations being commended for repeatability and clarity, while live demonstrations were valued for real-time interaction and guidance. Meta-analysis revealed that video-based learning significantly enhanced educational outcomes across various measures, including knowledge acquisition and practical skills over live demonstrations.

Conclusion: Video demonstrations emerge as viable alternatives to live demonstrations in dental education for teaching clinical procedures. Video demonstrations offer distinct benefits, including accessibility and repeatability, while live demonstrations provide essential interactive opportunities that contribute significantly to the learning experience in dental education.

Background: Empathy and communication are critical abilities for nursing students, and in recent years, scenario-based teaching has played a crucial role in fostering empathy and professional skill development. However, novice nursing students in basic nursing education often lack prior experience in patient communication, making it challenging for them to prepare adequately for scenarios and effectively handle difficulties in real-life situations. This deficiency also hampers participants' or observers' ability to engage in deep reflection, feedback, and learning. Consequently, students frequently experience anxiety in patient communication, and the effectiveness of empathy building remains limited. The aim of the study was to use empathy mapping and mini-simulation in learning to enhance nursing students' empathy and self-confidence in communication.

Methods: A prospective quasi-experimental research design was employed, targeting second-year students in the four-year nursing program at our institution, specifically in the Basic Nursing and Experimentation II class. The students were randomly divided into two groups: an experimental group and a control group, with a total of 98 students (52 in the experimental group and 46 in the control group). The experimental group received instruction using empathic communication digital materials and engaged in empathy mapping exercises, while the control group underwent conventional scenario-based teaching. Pre-test and post-test data were collected from both groups.

Results: A total of 98 students participated in the study, with 46 students in the control group and 52 students in the experimental group. The average age of the participants was 19.19 ± 0.53 years, with a predominance of females (82.7%). At the end of the semester, there was no significant difference in the average empathy levels between the two groups. However, the communication confidence levels of students in the control group (40.20 ± 6.54) were significantly lower than those in the experimental group (43.88 ± 6.35) (P = 0.006).

Conclusions: This teaching approach facilitated deeper and broader student learning, enhancing both empathy and communication confidence. The teaching materials developed in this study can be employed in future courses to teach empathy and patient communication effectively.

Background: Effective clinical communication skills are essential for dietitians as it impacts patient outcomes and satisfaction across diverse clinical and public healthcare settings. Despite its importance as a core competency, many dietetics programs, including those in Taiwan, need to provide sufficient training in this area. This study aimed to develop and assess a scenario-based simulation course to improve communication skills in dietetic students.

Methods: A non-randomized control group pretest-posttest design was used. The intervention consisted of a 12-week scenario-based simulation communication course divided into three units employing diverse teaching methods. One hundred nineteen third-year dietetic students from two universities were enrolled through convenience sampling, with 59 students in the experimental group and 60 in the control group. The experimental group participated in the course intervention, whereas the control group received no clinical communication skills training. Effectiveness was assessed by comparing participants' self-assessment of communication skills and Objective Structured Clinical Examination (OSCE) scores before and after the intervention and collecting feedback on learning satisfaction. Data were analyzed using paired t-tests and ANCOVA.

Results: The results showed that the post-test scores of the experimental group were significantly higher than those of the control group in terms of self-assessed clinical communication confidence, self-efficacy, and competence after controlling for pre-test scores. In the experimental group, the post-test OSCE scores were significantly higher than the pre-test scores, except for one item related to the nutrition assessment of diabetes. The intervention course's average learning satisfaction score was above 4.4 (out of 5 points).

Conclusions: This course effectively enhanced dietetic students' clinical communication confidence, self-efficacy, and communication skills. These results can provide a reference for integrating clinical communication courses into undergraduate dietetics curricula.

Background: The rapid evolution of healthcare necessitates a new generation of doctors with strong critical thinking, problem-solving, and adaptability skills. This systematic review explores current longitudinal assessment practices in undergraduate medical education in Saudi Arabia with particular emphasis on progress test and its utility, advantages, and disadvantages.

Methods: A systematic search was conducted across relevant databases to identify studies that discuss progress test in undergraduate medical education in Saudi Arabia. The studies were analyzed to evaluate their alignment with study objectives and to the demands of a changing healthcare landscape.

Results: The review highlights the dynamic nature of progress test (PT) as a longitudinal assessment method in undergraduate medical education in Saudi Arabia. The advantages included yearly assessments and holistic feedback to enhance learning techniques and knowledge retention. Moreover, PT serves as both a summative and formative assessment, offering personalized learning experiences tailored to individual needs and pacing. Contrasting traditional assessments, PT promotes deep learning strategies and meaning-oriented approaches, fostering holistic understanding rather than rote memorization. Additionally, PT's continuous nature allows for early identification of knowledge gaps and facilitates ongoing improvement.

Conclusion: This systematic review provides a comprehensive overview of progress test as a longitudinal assessment method in undergraduate medical education. It identifies areas for improvement and informs the development of more effective assessment methods that better prepare future doctors for a future of innovation and personalized medicine.

Background: Doctors' unwillingness to share responsibility acts as a major barrier to interprofessional collaboration (IPC). Educating both doctors and allied health professionals in taking on or relinquishing responsibility could enhance IPC. Yet there is no evidence that these educational efforts increase IPC willingness. This study aims to (1) compare the willingness to take on or relinquish responsibility for decision-making in patient care and their willingness to strengthen IPC between members of five main health professions, and (2) investigate associations between the willingness to take on or relinquish responsibility and the willingness to strengthen IPC.

Methods: We conducted a cross-sectional survey targeting pharmacists, doctors, medical practice assistants, nurses, and physiotherapists in Switzerland. Group differences were assessed, and associations were examined using multivariable logistic regression analyses.

Results: Overall, 3670 health professionals participated. Members of all allied health professions were highly willing to take on more responsibility for decision-making for patient care (ranging from 74.3% to 86.5%). Medical practice assistants (52.3%) and nurses (46.8%) were highly willing to relinquish responsibility, less so pharmacists (34.2%) and physiotherapists (37.8%); doctors were torn between high (49.2%) and neither high nor low willingness (38%). Members of all professions were highly willing to strengthen IPC (ranging from 76.4 to 91.2%). We found a strong, statistically significant relationship between willingness to take on more responsibility and willingness to strengthen IPC (OR = 5.30, p < .001). The relationship between willingness to relinquish responsibility and willingness to strengthen IPC was smaller (OR = 3.30, p < .001).

Conclusion: Increasing the health professionals' willingness to take on responsibility is crucial to strengthen IPC. Increasing the willingness to relinquish responsibility would likely be less effective. Actions required include educational and political efforts to transfer responsibility to allied health professionals and to enable health professionals to decide when it is appropriate to take on or relinquish responsibility. Given the willingness of many health professionals to strengthen IPC, substantial potential in practice is evident.

Background: In contemporary medical education, it is essential to raise student involvement and active participation in the learning process. By contrasting small-group peer learning modules with teacher-led conventional tutorial sessions, we aim to provide insights into their respective influences on learning outcomes and the overall learning experience among 150 first-year medical students.

Methods: Each group consisted of 50 students. These students were further divided into two groups and a pretest was administered on the day of the session. One group engaged in conventional tutorials, while the other participated in a peer learning module. Post-tests and session feedback were provided after each session.

Results: Results from the posttest revealed advancement in both learning approaches compared to the pretest. Compared to tutorials, the level of progress was much higher following peer learning with a p-value of < 0.05. Participants felt that while the tutorials helped them cover the full subject and saved time, they occasionally got monotonous and there was little active engagement. Students who participated in the peer learning method said that while interaction aided in a better learning experience, improved communication skills, and had more active participation, there was less time for discussion and some group members were reticent and ineffective in explaining the concepts.

Conclusions: The peer learning module is thought to be superior to conventional tutorial classes since it promises active involvement from all students, promotes greater learning, and aids in skill improvement, thus assisting students to help each other in gaining insight into the process of active learning.