Showing papers in "Medical science educator in 2021"

Barriers to Online Learning in the Time of COVID-19: A National Survey of Medical Students in the Philippines.

Abstract: In March 2020, the coronavirus disease 2019 (COVID-19) pandemic forced medical schools in the Philippines to stop face-to-face learning activities and abruptly shift to an online curriculum. This study aimed to identify barriers to online learning from the perspective of medical students in a developing country. The authors sent out an electronic survey to medical students in the Philippines from 11 to 24 May 2020. Using a combination of multiple-choice, Likert scale, and open-ended questions, the following data were obtained: demographics, medical school information, access to technological resources, study habits, living conditions, self-assessment of capacity for and perceived barriers to online learning, and proposed interventions. Descriptive statistics were calculated. Responses were compared between student subgroups using nonparametric tests. Among 3670 medical students, 93% owned a smartphone and 83% had a laptop or desktop computer. To access online resources, 79% had a postpaid internet subscription while 19% used prepaid mobile data. Under prevailing conditions, only 1505 students (41%) considered themselves physically and mentally capable of engaging in online learning. Barriers were classified under five categories: technological, individual, domestic, institutional, and community barriers. Medical students in the Philippines confronted several interrelated barriers as they tried to adapt to online learning. Most frequently encountered were difficulty adjusting learning styles, having to perform responsibilities at home, and poor communication between educators and learners. By implementing student-centered interventions, medical schools and educators play a significant role in addressing these challenges during the COVID-19 pandemic and beyond.

Online-Learning due to COVID-19 Improved Mental Health Among Medical Students.

Abstract: In reference to the announcement of the pandemic of the new coronavirus 2019-(nCoV), all educational institutions in the Republic of Kazakhstan have switched to online learning (OL). The purpose of this study was to investigate the mental state of the medical students switching to OL in comparison with the mental state of the students who had traditional learning (TL). A repeated questionnaire-based cross-sectional study was conducted among medical students ranging from 1st year to 5th year at Astana Medical University in the 2019–2020 academic year. The first study was conducted during the TL (October–November 2019, N = 619), and the second study was conducted during the OL period (April 2020, N = 798). Burnout syndrome, depression, anxiety, somatic symptoms, and satisfaction with academic performance have been studied. The findings revealed that prevalence of the burnout syndrome, depression, anxiety, and somatic symptoms decreased after transitioning from TL to OL. However, during the OL period, the prevalence of colleague-related burnout increased, which tells us about the negative impact of OL on students’ communication and interpersonal relationships. The most common depression and anxiety symptoms, dissatisfaction with academic performance were among students who indicated a decrease in academic performance during OL. Students who lived alone during the quarantine were more prone to depression during OL. In conclusion, during the quarantine period after the transition from TL to OL, the mental health state of medical students improved, despite the severe conditions of the pandemic.

Development of a Remote Online Collaborative Medical School Pathology Curriculum with Clinical Correlations, across Several International Sites, through the Covid-19 Pandemic.

Abstract: Due to the Covid-19 social distancing restrictions, in March 2020, Weill Cornell Medicine-Qatar decided to replace students’ clinical instruction with novel online electives. Hence, we implemented an innovative online and remote pathology curriculum, anchored on virtual microscopy and Zoom videoconferencing: ideal tools to support online teaching. To assess a new curriculum implementation at Weill Cornell Medicine-Qatar. This for-credit, 2-week elective included 6 synchronous Zoom sessions where complex clinicopathological cases were discussed in small groups. We used open access digital microscopy slides from the University of Leeds’ Virtual Pathology Library ( http://www.virtualpathology.leeds.ac.uk/slides/library/ ). Students independently prepared for these sessions by reviewing cases, slides, readings, and questions in advance (asynchronous self-directed learning anchored on a flipped classroom model), and wrote a final review of a case. An assessment and feedback were given to each student. Four elective iterations were offered to a total of 29 students, with learners and faculty spread over 4 countries. During the Zoom sessions, students controlled the digital slides and offered their own diagnoses, followed by group discussions to strengthen autonomy and confidence. We surveyed learners about the elective’s performance (program evaluation). Students conveyed high levels of satisfaction about the elective’s overall quality, their pathology learning and online interactions, with minimal challenges related to the remote nature of the course. Technological innovations mitigate sudden disruptions in medical education. A remote curriculum allows instruction at any distance, at any time, from anywhere, enhancing educational exchanges, flexibility and globalization in medical education.

Behind the Mask: Emotion Recognition in Healthcare Students.

Abstract: Current widespread facemask usage profoundly impacts clinical practice and healthcare education where communicational dimensions are essential to the care and teaching processes As part of a larger study, 208 medical and nursing students were randomly assigned to a masked vs unmasked version of the standardized facial emotion recognition task DANVA2 A significantly higher number of errors existed in the masked vs unmasked condition Differences for happy, sad, and angry faces, but not for fearful faces, existed between conditions Misinterpretation of facial emotions can severely affect doctor-patient and inter-professional communication in healthcare Teaching communication in medical education must adapt to the current universal use of facemasks in professional settings

Enhanced Learning and Retention of Medical Knowledge Using the Mobile Flash card Application Anki

Abstract: As medical schools condense the basic science phase of undergraduate medical education, it has become increasingly important to identify methods and tools that facilitate learning, mastery, and application of medical knowledge. One increasingly popular tool that promotes engagement with content is Anki, a web-based flash card system. Using Anki, medical students can access pre-made flash cards specifically tailored to prepare students for the United States Medical Licensing Exam (USMLE) Step 1 exam. The objective of this study was to identify Anki use and its association to USMLE Step 1 performance. In March 2020, medical students in years 2, 3, and 4 who had completed USMLE Step 1 were administered a survey to measure Anki usage. The survey was locally developed and was reviewed by survey experts on campus. Survey responses were paired with USMLE Step 1 results for analyses. Descriptive and inferential statistics were used for analysis. Anki usage was associated with higher USMLE Step 1 scores. Additionally, amongst those who used Anki, those with more consistent use had higher USMLE Step 1 scores and higher perceived levels of knowledge retention. This research suggests that Anki is an effective educational tool that should be recommended to medical students alongside other evidenced-based study tools, such as the popular question bank USMLE World. Future research should attempt to identify a relationship between Anki usage and future clinical performance to demonstrate the implications that Anki has on clinical skills.

Novel and Innovative Approaches to Teaching Human Anatomy Classes in an Online Environment During a Pandemic.

Abstract: In view of the current situation with a worldwide pandemic, the use of online teaching has become critical. This is difficult in the context of human anatomy, a subject contingent primarily on the use of human cadaveric tissues for learning through face-to-face practical laboratory sessions. Although anatomy has been taught using online resources including 3D models and anatomy applications, feedback from students and academic staff does not support the replacement of face-to-face teaching. At Charles Sturt University, we were obligated to cancel all classes on-campus in 2020 due to the COVID-19 pandemic. We ran exclusive online anatomy practical classes replacing classes usually run on campus. We designed an alternative program that consisted of twenty pre-recorded videos that were prepared in the anatomy laboratory using cadaveric tissues, and then discussed in live (and interactive) tutorials. Furthermore, innovative approaches to learning were shown and encouraged by the lecturer. Student survey responses indicated a positive response to both the anatomical videos and the innovative learning approaches. The results obtained by students showed a statistically significant increase in high distinctions and marked decrease in the amount of fail grades, compared with the previous three years (not online). The use of these videos and the encouragement of innovative learning approaches was a novel experience that will add valuable experiences for improved practice in online anatomy teaching. We propose that online anatomy videos of cadavers combined with innovative approaches are an efficient and engaging approach to replace face-to-face anatomy teaching under the current contexts.

MOOC Learning Assessment in Clinical Settings: Analysis from Quality Dimensions.

Abstract: Online learning is becoming a fundamental modality of learning in medical education, and can be of great help during global crisis like the current COVID-19 pandemic. The MOOC (massive open online course) mode of e-learning is increasing its penetration worldwide, as a valid teaching approach to reach large populations. A major challenge in clinical education is the assessment of medical students and residents in clinical settings, and there is substantial evidence that the current situation requires improvement. The goal of this study was to evaluate the quality dimensions of a MOOC titled "Learning assessment in clinical settings," developed by three Mexican universities in the Coursera platform. A mixed-method study design was used to assess the quality dimensions of the MOOC in two phases: pilot and implementation. The best-rated aspects were learning resources and pedagogical perspective, and those with opportunity for improvement were collaboration and time management. Assessment might be learned through a MOOC format, especially for participants willing to engage with educational technology and self-direction.

Remote Medical Education: Adapting Kern's Curriculum Design to Tele-teaching.

Abstract: COVID-19 has necessitated a rapid shift to the remote delivery of medical education. We present a timely collection of tips, techniques, and strategies for the facilitation of remote teaching sessions and modification of curriculum design, assessment, and evaluation. We step through Kern's six-step curriculum design, recommending to (1) consider session necessity and a variety of teaching models; (2) inform your session with surveys and polls; (3) keep session endpoints consistent; (4) make the most of technology and translate in-person strategies to virtual forms; (5) engage with individual learners and eliminate distractions; and (6) consider online methods of assessment and evaluation methods.

Efficacy of Virtual Case-Based General Surgery Clerkship Curriculum During COVID-19 Distancing.

Abstract: The COVID-19 pandemic created a paradigm shift in medical education with a reliance upon alternative teaching methods to deliver meaningful surgery clerkship content. This study examines the efficacy of a novel, case-based virtual surgery clerkship curriculum to determine its impact on student experience during quarantine. Sixteen third-year medical students enrolled in the General Surgery clerkship between April through June 2020 during COVID-19 distancing at a quaternary medical center (Cleveland Clinic, Cleveland, OH) participated in this study. Course surveys, including a 10-question curriculum-based multiple-choice assessment, were administered before and after the clerkship. Analyses include student self-perception of readiness to see a surgical consult independently, students’ interest in pursuing a General Surgery residency, and improvement of surgical knowledge. On a 5-point Likert scale, students felt significantly more assured in their ability to independently assess a surgical consult by the end of the course. Five (31%) students reported an influence of the curriculum on their personal interest in a career in General Surgery. Mean scores on the curriculum-based knowledge assessment increased. These findings highlight that a virtual platform can be a reliable alternative adjunct that delivers surgical content and positively impacts student experience.

Effective Learning Behavior in Problem-Based Learning: a Scoping Review

Abstract: Problem-based learning (PBL) emphasizes learning behavior that leads to critical thinking, problem-solving, communication, and collaborative skills in preparing students for a professional medical career. However, learning behavior that develops these skills has not been systematically described. This review aimed to unearth the elements of effective learning behavior in a PBL context, using the protocol by Arksey and O'Malley. The protocol identified the research question, selected relevant studies, charted and collected data, and collated, summarized, and reported results. We discovered three categories of elements-intrinsic empowerment, entrustment, and functional skills-proven effective in the achievement of learning outcomes in PBL.

First-Year Medical Student Experiences Adjusting to the Immediate Aftermath of COVID-19.

Abstract: The COVID-19 pandemic required rapid changes to medical curricula, forcing emergent transition to purely remote learning. At Idaho College of Osteopathic Medicine (ICOM), all in-person sessions were suspended on March 16, 2020. One course affected included the first-year, 4-week Respiratory System course which began on March 9. On the final day of the course, students were sent surveys which assessed how they adjusted academically and personally to the campus shutdown. The response rate was 137/159 (86%). Students’ learning adjustments took into account changes to spaces and daily routine, their cohabitants, need for accountability, new learning resources, and anxiety. Most students were concerned about public health, the economy, and health of family and loved ones; fewer were concerned about their professional futures, restrictions on personal freedoms, and own health. Most students adjusted personally by connecting more with family, entertainment and sleep, and studying less. While a large majority of students made changes to connecting with friends and physical activity, students did not adjust uniformly.

Self-Efficacy, Academic Motivation, and Self-Regulation: How Do They Predict Academic Achievement for Medical Students?

Abstract: Self-efficacy, academic motivation, and self-regulation have been identified as important factors contributing to students’ learning success in general education. In the field of medical education, however, few studies have examined these variables or their interrelationships as predictors of undergraduate medical students’ learning outcomes, especially in the context of flipped learning. Using structural equation modeling (SEM), this study explored the impact of self-efficacy on 146 first- and second-year medical students’ academic achievement in a flipped-learning environment, and whether such impact (if any) was mediated by academic motivation and self-regulated learning (SRL) strategies. On average, students scored highest on self-efficacy (mean = 5 out of a possible 7), followed by intrinsic motivation (mean = 4.59), resource-management strategies (mean = 4.48), metacognitive strategies (mean = 4.46), extrinsic motivation (mean = 4.24), and cognitive strategies (mean = 4.17). Our SEM results suggest that, while there was a direct effect of self-efficacy on learning outcomes, academic motivation and SRL strategies did not mediate it. By unpacking the structural relationships among self-efficacy, academic motivation, SRL strategies, and learning outcomes, this study provides evidence-based support for the importance of promoting students’ self-efficacy in undergraduate medical flipped-learning environments. Strategies for increasing students’ self-efficacy are also discussed.

Examining Bloom's Taxonomy in Multiple Choice Questions: Students' Approach to Questions.

Abstract: Analytic thinking skills are important to the development of physicians. Therefore, educators and licensing boards utilize multiple-choice questions (MCQs) to assess these knowledge and skills. MCQs are written under two assumptions: that they can be written as higher or lower order according to Bloom’s taxonomy, and students will perceive questions to be the same taxonomical level as intended. This study seeks to understand the students’ approach to questions by analyzing differences in students’ perception of the Bloom’s level of MCQs in relation to their knowledge and confidence. A total of 137 students responded to practice endocrine MCQs. Participants indicated the answer to the question, their interpretation of it as higher or lower order, and the degree of confidence in their response to the question. Although there was no significant association between students’ average performance on the content and their question classification (higher or lower), individual students who were less confident in their answer were more than five times as likely (OR = 5.49) to identify a question as higher order than their more confident peers. Students who responded incorrectly to the MCQ were 4 times as likely to identify a question as higher order than their peers who responded correctly. The results suggest that higher performing, more confident students rely on identifying patterns (even if the question was intended to be higher order). In contrast, less confident students engage in higher-order, analytic thinking even if the question is intended to be lower order. Better understanding of the processes through which students interpret MCQs will help us to better understand the development of clinical reasoning skills.

Global Research Activity on E-Learning in Health Sciences Education: a Bibliometric Analysis.

Abstract: Progress in electronic learning (e-learning) and health sciences education is an indicator of the national and international efforts to achieve sustainable development goals regarding good health and quality education. The objective of the current study was to describe research volume and trends on e-learning in the health sciences education. A bibliometric methodology was adopted. The study period was from database inception until December 31, 2020. The data was downloaded from Scopus as a “csv” file. The data was analyzed to reveal prominent contributing countries, institution, authorship patterns, the degree of collaboration, international research collaboration, prominent sources for publications, frequent author keywords, the impact of research in terms of citations, and healthcare groups targeted in research. In total, 4576 records were retrieved. The analysis revealed an increasing growth in number of publications with time. There was a sharp peak in 2020. Recent literature on e-learning in health education included keywords such as flipped classroom, mobile learning, blended learning, and COVID-19. Countries in the European region and the region of the Americas have the highest contribution while countries in the African and the South-East Asian region have the least contribution. There was an increasing trend in the degree of author collaboration with time. However, the extent of international research collaboration was inadequate. The USA had the least percentage of documents with international authors (18%) while Sweden had the highest (70.6%). Documents published from Canada had the highest number of citations per document. The Karolinska Institute, based in Sweden, was the most active institution. The Medical Teacher journal ranked first in the number of publications while documents published in the Academic Medicine journal received the highest number of citations per document. The bulk of the retrieved literature was about medical or nursing education. The retrieved documents had an average of 12.7 citations per document and an H-index of 81. Data presented can be used to develop and enhance e-learning in health sciences education in regions with poor research contribution. Policies regarding open access publications, international research collaboration, and adoption of e-learning methodologies in low- and middle-income countries need to be endorsed.

Medical Student Perceptions of the Learning Environment, Quality of Life, and the School of Medicine's Response to the COVID-19 Pandemic: A Single Institution Perspective.

Abstract: Responding to the COVID-19 pandemic, American medical schools made swift changes to clinical education based on guidelines provided by the Association of American Medical Colleges. The purpose of this study was to collect medical student perceptions of the solely online learning environment, their quality of life (QoL), and the pandemic response by their School of Medicine (SoM) to provide suggestions to inform medical schools’ responses during the continuation of this pandemic and the next. Between April 29, 2020 and May 16, 2020, the authors distributed a 60-item questionnaire that assessed demographics, learning environment, QoL, and the SoM response. Likert-type items were analyzed on an item-by-item basis, whereas themes were identified for open-ended questions. A total of 330 medical students (of 632; 52.2%) responded. Those who responded had positive perceptions of the online learning environment with moderate QoL disruptions to concentration and sleep. Although most students perceived being able to contribute meaningfully to the healthcare setting, they viewed themselves as underutilized. Three themes encapsulated both positive and negative perceptions of the SoM’s response—communication, learning environment, and empathy and support. These findings provide insight into medical student perceptions of their learning environment and QoL as they acclimated to changes resulting from the COVID-19 pandemic. Results can help inform a SoM’s response during the continuation of the COVID-19 pandemic as well as during future pandemics or crises. Follow‐up surveys of medical students at multiple institutions across the USA and abroad will be essential to better characterize student perceptions.

Digital Entry-Level Education in Physiotherapy: a Commentary to Inform Post-COVID-19 Future Directions.

Abstract: Currently, the coronavirus disease 2019 (COVID-19) severely influences physiotherapy education which is based mostly on face-to-face teaching. Thus, educators have been compelled to adapt their pedagogical approaches moving to digital education. In this commentary, we debate on digital education highlighting its effectiveness, the users' perspectives, and its weakness in the context of physiotherapy teaching aimed at informing post-COVID-19 future directions in this educational field. Existing evidence on digital education produced before COVID-19 supports its implementation into entry-level physiotherapy education. However, some challenges (e.g. social inequality and evaluation of students) threaten its applicability in post-COVID-19 era, calling educators to take appropriate actions.

Leadership Training and Undergraduate Medical Education: a Scoping Review.

Abstract: The purpose of this scoping review is to fill the gap in understanding the current status of intervention-based studies regarding leadership training in undergraduate medical education. As of late, there is an increased focus on the role of physicians as leaders in their fields, and communities. In order to evaluate these studies, both the PubMed and ERIC databases were searched, and an ultimate total of 35 articles methodologies were evaluated for their general methodology, curricular content, specific teaching methods, and evaluation methodologies. There were a number of trends identified, as well as remaining gaps.

Ultrasound as a Learning Tool in Bachelor-Level Anatomy Education.

Abstract: Point of care ultrasound (POCUS) has become an increasingly common diagnostic tool in the clinical environment. As a result, it is being used earlier for medical students in Undergraduate Medical Education (UME) as a learning tool for the basic sciences including gross anatomy. There is little literature, however, to support its utility for basic science education in students currently seeking a bachelor's degree. This study consisted of fourteen currently enrolled bachelor students with previous instruction in human anatomy and physiology. Students participated in an ultrasound didactic and an interactive ultrasound experience with volunteers. Before and after this session, students were asked to complete an assessment measuring their spatial understanding of the human anatomy and their ability to locate structures using ultrasound. Wilcoxon's signed-rank tests comparing assessment scores showed significant improvement on both portions of the assessment. Based on this improvement, we suggest that ultrasound is a valid educational tool which can be used at the bachelor-level to effectively enhance students' learning of anatomy and provide hands on experience with modern technology. Further research with larger samples will be necessary to determine whether it would supplement or replace more traditional teaching modalities.

Socially Distant Medical Education in the Face of COVID-19.

Abstract: COVID-19 has profoundly altered daily life across the world. For those of us in healthcare, it has changed not only how we care for our patients and conduct research, but also how we teach and learn medicine. In an urgent effort to slow the spread of the virus, medical institutions across the world have had to suspend or dramatically limit in-person education. However, it remains essential to continue medical education across departments, residency programs, and medical schools. Not only must we continue to learn and share information to address the crisis at hand, but we must also sustain our physician pipeline. Months later, faculty are still struggling to move their curricula online, many of whom are also caring for patients combatting the novel virus. Given the possibility of future waves of infection, we must prepare to more effectively teach remotely since it is unclear when we may be back together inperson. The challenges ahead are complex and demanding, but we are optimistic that an effective transition online is possible. As we rethink and restructure medical education, we are also finding ways to better it for the future. How institutions respond to COVID-19 will not only impact this current cohort of medical students and physicians, but may also influence medical education for years to come. Even before COVID-19, aspects of medical education had already begun to migrate online [1, 2]. Many American medical students already watch recorded lectures at home and supplement their learning with online resources such as SketchyMedical [3], Pathoma [4], and UWorld [5]. Similarly, residents and attendings use online training modules and resources to prepare for licensing exams and fulfill continuing medical education (CME) requirements. However, there is more to medical education than just didactics. Many curricula integrate evidence-based strategies to enhance learning, such as team-based exercises, interactive clinical cases, and real-time quizzing [6–8]. In contrast to lectures, these other forms of pedagogy traditionally required in-person class-time. Now, COVID-19 is forcing medical education to move entirely online whether we are ready or not. This undertaking will demand significant creativity and resources, but we argue that the transition will be easier if two major needs are met: deliberate interaction between educators and learners, and an institutional infrastructure for online education. Retaining real-time personal interaction will help the changes feel less isolating, fostering effective and sustainable transitions. Institutional investments and guidance are the underlying foundations of that transition.

Online or Blended Learning: the COVID-19 Pandemic and First-Year Medical Students' Academic Motivation.

Abstract: The study aimed to investigate the influence of psychological well-being and different study format on the academic motivation of 1st-year medical students during the COVID-19 pandemic. Repeated cross-sectional study carried out in November 2020 (time 1) and March 2021 (time 2). During time 1 (N = 273), all students studied online. In time 2 (N = 159), both students who learned online only (N = 86) and students who were taking (N = 33) or passed offline classes (N = 40) were trained. The mental state of the students was stable overtime of observation. The effect of the level of psychological destruction and quality of life affecting by the COVID-19 pandemic on academic motivation was minimal. The level of academic motivation was higher in time 2; this was especially noticeable among students who underwent blended learning. The mediating role of satisfaction with academic life and college belongingness in the relationship between the learning format and motivation was found. Blended type of education during a pandemic is more favorable for students in terms of their motivation to study. Further epidemiological studies are needed to assess the safety of blended learning. However, we would like to emphasize that no cases of COVID-19 in the blended learning format have been reported.

Medical Student Engagement in a Virtual Learning Environment Positively Correlates with Course Performance and Satisfaction in Psychiatry.

Abstract: There has been a move to a “flipped classroom” (FC) in medical education. The FC promotes active learning and utilizes independent preparation prior to in-class sessions. Few studies have evaluated the effectiveness of the FC approach in medical education, specifically via virtual learning. The purpose of this study evaluates student and faculty perceptions of the FC approach and relationships between student engagement and performance. The first-year medical student psychiatry curriculum was redesigned with an FC approach and subsequently altered by COVID-19 to a virtual learning environment. A mixed-method approach was used to examine both qualitative assessment and quantitative performance data. Students and facilitators were invited to participate in surveys regarding the curriculum changes. Student performance data was collected via quizzes and examinations. Engagement was evaluated by student participation in National Board of Medical Examiners–style multiple-choice questions delivered via Top Hat®. Correlational analyses were used to evaluate associations between engagement and performance. T-tests were used to compare student satisfaction across 2019 and 2020. Performance on in-class questions was positively associated with class rank and performance (p < 0.005). More students were either satisfied or strongly satisfied (91.5%) in 2020 compared to 85.7% in 2019 (two-tailed t-test, p = 0.04). Most students (81.3%) preferred in-class questions to lectures. In 2020, 62.6% of student comments were positive regarding the psychiatry curriculum vs 33.3% in 2019. Over 61.5% of facilitators felt positive towards the changes. Our results demonstrate a positive relationship between engagement and class performance. Students and facilitators positively perceived the approach, with students preferring in-class questions compared to lectures. Future research should evaluate overall performance on standardized tests, third-year clerkships, and number of students matching into psychiatry.

Virtual Evaluation of Clinical Competence in Nurse Practitioner Students.

Abstract: All in-person nurse practitioner (NP) student clinical activities were suspended in the spring of 2020 due to COVID-19. This posed a unique summer semester challenge, as students needed to complete an objective structured clinical examination (OSCE). The traditional face-to-face OSCE was revised into a virtual format using a teleconferencing platform and included the following learning objectives: obtain the medical history, describe a focused physical examination, formulate differential diagnoses, and develop an appropriate plan of care. Together with the Health Education Center, students met with a standardized patient (SP) virtually. All elements of the virtual OSCE were the same as the traditional OSCE, except students were required to demonstrate their clinical assessment skills by verbalizing to faculty what they would examine if the visit were in-person. When finished, all participants were invited to complete a survey about their experience. Survey findings revealed that most faculty and students considered the interactive virtual OSCE an extremely effective tool for assessing communication and history taking skills, differential diagnosis, and management of patients. All SPs felt comfortable communicating with the students and felt that the virtual OSCE was a very effective way to assess their interpersonal skills of students. The virtual OSCE also served as an opportunity to incorporate telehealth competencies into a simulation experience for students. This innovative distance learning activity facilitated effective virtual evaluation of clinical competence in NP students and all stakeholders expressed satisfaction with the experience. Most faculty and students strongly agreed that they wanted to continue using the virtual OSCE platform.

"Learning by Doing": a Mixed-Methods Study to Identify Why Body Painting Can Be a Powerful Approach for Teaching Surface Anatomy to Health Science Students.

Abstract: Teaching human anatomy to produce deeper understandings and knowledge retention in learners requires meaningful, engaging, and practical activities. Previous studies identify that most students who participated in body painting (BP) reported improved understanding of surface anatomy (SA). This study investigates the key factors underpinning how BP helps students learn SA. The study involved an explanatory mixed-methods approach. Towards the end of an anatomy course, a survey was administered to three cohorts of first-year chiropractic, osteopathy, and Chinese medicine students and second-year biomedical sciences students over 3 years (n = 311; response rate = 30%). The survey assessed the effectiveness of BP as a hands-on, group-based approach for learning SA in practical class. Three student focus groups (n = 13) explored the key survey findings. Overall, 72% of student respondents reported BP activities helped them learn SA “quite a bit” or “very much”. Multivariate analysis identified students found BP helped them learn SA by “remembering the position of the bones, joints, muscles, actions and insertions” (POR = 5.7; P < 0.001); “integrating textbook and other knowledge on a real live person” (POR = 2.4; P = 0.027); and “achieving a deeper understanding of SA” (POR = 5.2; P < 0.001). The qualitative findings describe specifically how BP helps students learn, understand, and remember SA. The findings show the majority of students believed BP benefitted their learning of SA through enhancing engagement in self-directed classroom and out-of-hours learning opportunities, deeper understandings of form and function, retention of knowledge, and practical physical examination experiences palpating the variations in form between individuals.

Developing a Hybrid Four-Prong Approach to Anatomical Education During the COVID-19 Pandemic.

Abstract: During COVID-19, the anatomy faculty and students at Schulich School of Medicine and Dentistry observed strengths and weaknesses in their transition to online learning. A "four-prong" approach to teaching anatomy was developed. Asynchronous content modules were tailored to specific learning objectives, virtual labs were implemented to work through case-based applications, "live from the lab" review sessions provided the opportunity for interaction and integration, and finally, limited face-to-face laboratory sessions provided an opportunity for supervised consolidation with cadaveric specimens. Our approach may be used by other institutions to enhance anatomical education and student engagement.

Deploying Medical Students During the COVID-19 Pandemic.

Abstract: During the novel coronavirus pandemic outbreak, medical education has been inevitably disrupted, while the clinical exposure of many medical students has been hindered. The current article investigates the student role in this large-scale health crisis, in terms of providing for the continuity of medical training and addressing the growing needs of healthcare systems. By presenting different medical education policies implemented worldwide, new perspectives on student involvement are being illuminated. Even during pandemics, students should be motivated to actively serve. The formation of a clear framework for students' roles enhances the preparedness of the medical education community for related future challenges.

Study of Live Lecture Attendance, Student Perceptions and Expectations.

Abstract: Declining lecture attendance has been an ongoing concern for educators involved in undergraduate medical education. A survey was developed (a) to gain insight into the reasons students skipped class, (b) to identify the type of study materials they were using, and (c) to determine what they thought would motivate them to come to class. The survey was sent to 317 first-year and second-year medical students, and 145 (45%) responded. Only 63% of first-year students and 53% of second-year students attended any lectures that were not mandatory. The attendance was higher for students who aspired to less competitive specialties such as pediatrics and family medicine. The most popular reasons for not coming to class were related to the efficiency of information intake and instructor or class style. The most heavily used resources (> 60%) were materials or recorded lectures provided by the instructor. The second-year students also heavily used outside study materials for Board exams, such as Pathoma (50%). Students’ ideas for what might increase their attendance suggest that they perceive that the lectures may not prepare them for Board exams, and they would like faculty to address Board related content more often in class and on assessments. Respondents also suggested that teaching practices might be improved through faculty development. Faculty awareness of and references to Board exam content, embedded in strong teaching practices, may help students find more value in live lectures. Carefully designed active learning sessions may change students’ minds regarding the relevance and value of these sessions.

Pedagogical Strategies for the Enhancement of Medical Education

Abstract: Clearly, memory and learning are essential to medical education. To make memory and learning more robust and long-term, educators should turn to the advances in neuroscience and cognitive science to direct their efforts. This paper describes the memory pathways and stages with emphasis leading to long-term memory storage. Particular stress is placed on this storage as a construct known as schema. Leading from this background, several pedagogical strategies are described: cognitive load, dual encoding, spiral syllabus, bridging and chunking, sleep consolidation, and retrieval practice.

Teaching Professionalism to Medical Students Using Dissection-Based Anatomy Education: a Practical Guide

Abstract: Professionalism is a core competency for all healthcare professionals and is a subject of great interest within the academic community due to its vital importance in delivering the highest quality patient care. Despite this, professionalism remains difficult to define, teach and assess. The potential use of anatomy education in teaching professionalism has been increasingly highlighted within the literature, but still remains an underutilised tool in medical education. Therefore, this practical guide offers evidence-based practical points for successfully incorporating professionalism within a dissection-based anatomy course delivered to undergraduate medical students.