Group items tagged

"In conclusion, a relatively small percentage of students use multimedia (audio and video) that are provided as a duplication of lectures in the basic sciences. The distribution of frequency of access of both video and audio files was consistent across the various courses offered in the first two years of medical school. There were significant correlations in the frequencies with which individual students viewed videos of lectures from course-to-course. Finally, there was a trend for an inverse association between the frequencies with which students viewed lectures and the grades they received in the course. This is an important observation that requires further investigation since it may be indicative of a maladaptive learning strategy for some students. It also does not exclude the possibility that additional computer-aided resources may be detrimental to some students. "

"In conclusion, this study shows that life satisfaction decreased somewhat during medical school. The medical students were initially as satisfied as other students, but the level of life satisfaction in their final year was lower than that of other comparable students. Medical students who sustained high levels of life satisfaction perceived medical school as interfering less with their social and personal life, and made less use of passive, emotion focused coping, such as wishful thinking, than did their peers. Medical schools should encourage students to try to achieve a balance between schoolwork and their social and personal lives, and emphasise the importance of healthy coping strategies, for instance, by providing stress management courses. "

"Students receiving the professional development training showed significant improvements in certain communication skills, but students in both cohorts improved over time. The lack of a relationship between observed communication skills and patient-centred attitudes may be a reflection of students' inexperience in working with patients, resulting in 'patient-centredness' being an abstract concept. Students in the early years of their medical course may benefit from further opportunities to practise basic communication skills on a one-to-one basis with patients. "

Our study has shown that the online module on EBM was effective in increasing EBM knowledge and skills of postgraduate students and was well received by both students and tutors. Students and tutors experienced generic challenges that accompany any educational intervention of EBM (e.g. understanding difficult concepts), but in addition had to deal with challenges unique to the online learning environment. Teachers of EBM should acknowledge these so as to enhance and successfully implement EBM teaching and learning for all students.

"As science faculty, we naturally emphasize the cognitive domain in our teaching. After all, students think and learn with their brains (we hope!). Yet the affective domain can significantly enhance, inhibit or even prevent student learning. The affective domain includes factors such as student motivation, attitudes, perceptions and values. Teachers can increase their effectiveness by considering the affective domain in planning courses, delivering lectures and activities, and assessing student learning."

While views of medical students fluctuated more during their schooling, the medical students left with slightly more favorable attitudes toward the underserved than those held by departing pharmacy students.

A place for doctors and medical students to blog medicine medical blog blogs medicalblog medicalblogs doctorsblog doctorsblogs "doctor blogs" "physician blogs" "doctor blog" "physician blog" doctors physicians blogs bloggers doctor physician professionals students "medical students"

A teacher is a professional not a technician. An understanding of some basic principles about learning can inform the teacher or trainer in their day-to-day practice as a teacher or a trainer. The FAIR principles are: provide feedback to the student, engage the student in active learning, individualize the learning to the personal needs of the student and make the learning relevant.

"Students identify the need for strong positive role models in their learning environment, and for effective evaluation of the professionalism of students and teachers. Medical school leaders must facilitate development of these components within the MD education and faculty development programs as well as in clinical milieus where student learning occurs."

"The richness of the informal curriculum in a longitudinal rural placement powerfully influenced students' intentions to practise rurally. It provided an important context for learning and evolving notions of professionalism and rural professional identity. This richness could be reinforced by developing formal curricula using educational activities based around service-led and interprofessional learning. To overcome the contextual barriers, the rural workforce development model needs to focus on socialising medical students into rural and remote medicine. More generic issues include student selection, further expansion of structured vocational training pathways that vertically integrate with longitudinal rural placements and the maintenance of rurally focused support throughout postgraduate training."

"This study indicates that, even though third-year students may have adequate general interviewing skills, they may need additional training and practice in obtaining contextual information about patients in all clinical settings. These findings also suggest that the gender of the patient, as well as gender concordance between patient and student, play a role in student-patient interactions."

This is one of the University of Calgary's Blogs, it focuses on discussing various topics of interest to communities of learners at the Calgary. It has some interesting posts on publishing student content.

"Longitudinal, integrated clinical placement models can be understood as SLSs comprising synergistic and complementary learning spaces, in which students engage and participate in multiple CoPs. This occurs in a context shaped by unique influences of the geography of place. This engagement provides for a range of student learning experiences, which contribute to clinical learning and the development of a more sophisticated professional identity. A range of pedagogical and practical strategies can be embedded within this SLS to enhance student learning."

"Developmental psychologist Lev Vygotsky defined what the person or a student can do - or the problems they can solve - as three different stages: What a student can do on their own, working independently or without anyone's help. What the student can do with the help of someone. What it is beyond the student's reach even if helped by someone else."

"Multimedia design principles are easy to implement and result in improved short-term retention among medical students, but empirical research is still needed to determine how these principles affect transfer of learning. Further research on applying the principles of multimedia design to medical education is needed to verify the impact it has on the long-term learning of medical students, as well as its impact on other forms of multimedia instructional programmes used in the education of medical students."

"A simple teaching technique that helps students learn; now there's something few teachers would pass up! This particular technique involves a four-question set that gets students actively responding to the material they are studying. They analyze, reflect, relate, and question via these four prompts:"

"All of the graduate students in the School of Nursing take some of their Master of Science courses online. A group of six School of Nursing faculty members and a graduate student received funding to determine best practices in online courses. The group developed an evaluation rubric to measure quality in the graduate online curriculum. They then applied the rubric to the core courses which are primarily offered online and are required for all graduate nursing students. The project had a positive impact on faculty by offering a tool useful for online course evaluation and development. Additionally it brought to attention the needs of faculty member development in online education."

"The use of painting in teaching reflective competence was well received. Our students found it an innovative and useful educational tool, an exciting 'out of the box' teaching modality. Moreover, students appreciated the plot, creativity and imagination employed in their fellow students' accounts. Footnotes"

"Harvard Medical School encourages its students to take advantage of the growing number of mobile medical apps. While the school does not distribute devices to its students, they are instructed to bring their favorite devices to campus and HMS maintains licenses for apps that might be useful to its students."

Intrinsic motivation occurs when people engage in an activity without obvious external incentives. Research has found that it is usually associated with high educational achievement and enjoyment by students. Intrinsic academic motivation has been shown to be related to better academic achievement in medical students. Extrinsic motivation refers to the desire to do something because it leads to a particular outcome.