Blended learning y predisposición al aprendizaje autodirigido en un programa de especialización dental

IntroductionOne of the challenges in higher education is to train professionals capable of maintaining lifelong learning. Because of it, the incorporation of ICT through strategies that involve online learning is essential. However, the success of its implementation depends on the ability of the student to self-manage their learning process. Therefore, the aim of this study was to relate levels of self-directed learning readiness of a specialization program students at the beginning of a scientific communication course with their satisfaction with the methodology implemented and it effectiveness on developing scientific communication competencies.Materials and methodsThree instruments were applied: Fisher, King & Tague's self-directed learning readiness scale B-learning strategy satisfaction questionnaire and Self-perceived scientific communication skills questionnaire. The relation between self-directed learning readiness and the results of the other questionnaires was evaluated.ResultsPositive correlations were observed between levels of willingness to learn and the dimensions of classroom activities (P<.01), interaction in face-to-face activities (P<.05) and teaching-learning activities (P<.05); between the levels of willingness to learn and the reading dimension of scientific articles (P<.01) and between the levels of self-confidence and the reading dimension of the scientific article (P<.05).ConclusionsSelf-direction in learning played an important role in the implementation of the educational strategy for these particular students.     

Clima de aprendizaje y preparación para el aprendizaje autodirigido en cirugía: ¿influye el enfoque de enseñanza?

IntroductionThe effect of learning climate effect on self-directed student learning remains controversial. This study aims to compare this effect between 2 teaching approaches in surgery.MethodsUsing previously validated questionnaires, student perceptions about climate and self-directed learning were evaluated in an interactive teaching approach (inverted classroom) and a traditional approach (lecture). The inter-variable correlations in each group were calculated and then between both groups.ResultsA total of 75 students (inverted classroom) and 74 students (lecture) self-completed questionnaires at the end of surgery course. Although the learning climate was higher in the inverted classroom, the perceptions of self-directed learning were similar in both groups. All correlations, between the scores of the 2 questionnaires, overall, and by domain, were higher in the inverted classroom, compared with lectures (P< .05)ConclusionsThe inverted classroom fosters a higher learning climate, with respect to the lecture, which is positively related to self-directed learning in surgical undergraduates. However, self-directed learning skills were similar in both approaches, and offer opportunities to evaluate other factors in this context.     

Optimization of the biochemical genetics laboratory rotation using a multidesign approach to curriculum

PurposeA biochemical genetics laboratory rotation is required for multiple genetics training programs. Traditionally, this rotation has been observational with experience being dependent upon cases released and availability of laboratory director(s), resulting in inconsistent learning opportunities. This curriculum was created to standardize the learning experience.MethodsThe revised rotation provides multiple teaching modalities including small group didactic sessions (flipped classroom model), case-based sessions, and hands-on laboratory experience. Trainees prepare a presentation (learning by teaching) and discuss the differential diagnosis, metabolic pathway, newborn screening, treatment, and molecular characteristics of the gene(s) implicated. Learner assessment is performed using pre- and post-tests, learner evaluations, and instructor feedback.ResultsPre- and post-test scores were significantly different (P < .001) for learners from all programs. Participants found the course to be effective, increased their learning, and allowed them to interact with metabolic testing results in helpful ways. Faculty appreciated the use of prerecorded lectures and additional time for in-depth teaching on interesting cases.ConclusionThe revised rotation has been well received by trainees and faculty. Interaction of learners with the laboratory staff was optimized by ensuring all parties were prepared to teach and learn. Future directions include expanding the program to include remote learners from other centers.     

Educational Technologies in Problem-Based Learning in Health Sciences Education: A Systematic Review

BackgroundAs a modern pedagogical philosophy, problem-based learning (PBL) is increasingly being recognized as a major research area in student learning and pedagogical innovation in health sciences education. A new area of research interest has been the role of emerging educational technologies in PBL. Although this field is growing, no systematic reviews of studies of the usage and effects of educational technologies in PBL in health sciences education have been conducted to date.ObjectiveThe aim of this paper is to review new and emerging educational technologies in problem-based curricula, with a specific focus on 3 cognate clinical disciplines: medicine, dentistry, and speech and hearing sciences. Analysis of the studies reviewed focused on the effects of educational technologies in PBL contexts while addressing the particular issue of scaffolding of student learning.MethodsA comprehensive computerized database search of full-text articles published in English from 1996 to 2014 was carried out using 3 databases: ProQuest, Scopus, and EBSCOhost. Eligibility criteria for selection of studies for review were also determined in light of the population, intervention, comparison, and outcomes (PICO) guidelines. The population was limited to postsecondary education, specifically in dentistry, medicine, and speech and hearing sciences, in which PBL was the key educational pedagogy and curriculum design. Three types of educational technologies were identified as interventions used to support student inquiry: learning software and digital learning objects; interactive whiteboards (IWBs) and plasma screens; and learning management systems (LMSs).ResultsOf 470 studies, 28 were selected for analysis. Most studies examined the effects of learning software and digital learning objects (n=20) with integration of IWB (n=5) and LMS (n=3) for PBL receiving relatively less attention. The educational technologies examined in these studies were seen as potentially fit for problem-based health sciences education. Positive outcomes for student learning included providing rich, authentic problems and/or case contexts for learning; supporting student development of medical expertise through the accessing and structuring of expert knowledge and skills; making disciplinary thinking and strategies explicit; providing a platform to elicit articulation, collaboration, and reflection; and reducing perceived cognitive load. Limitations included cumbersome scenarios, infrastructure requirements, and the need for staff and student support in light of the technological demands of new affordances.ConclusionsThis literature review demonstrates the generally positive effect of educational technologies in PBL. Further research into the various applications of educational technology in PBL curricula is needed to fully realize its potential to enhance problem-based approaches in health sciences education.     

MEDICOL: online learning in medicine and dentistry.

OBJECTIVE: MEDICOL (Medicine and Dentistry Integrated Curriculum Online) provides a variety of Web-based resources that act as important adjuncts to all the teaching components of the medical and dental undergraduate curriculum. It uses WebCT, a course-management system, to provide the following educational functions: (1) track students' progress and present course information such as time-tables, learning objectives, handout materials, images, references, course assignments, and evaluations; (2) promote student-to-student and student-to-instructor interactions (through e-mail and bulletin boards); and (3) deliver self-directed learning components, including weekly self-assessment quizzes that provide immediate feedback and multimedia learning modules (clinical skills, radiology, evidence-based medicine, etc.). DESCRIPTION: The University of British Columbia Faculties of Medicine and Dentistry feature a problem-based learning (PBL) curriculum in which students access many of the same tools they will utilize in their professional practice. In the PBL curriculum, students must access the relevant clinical data and educational resources. A MEDICOL site has also been developed for medical students to use during their rural family practice, a four- to six-week experience in the summer after their second year. This site has been designed to be a supplemental learning environment for not only these students, but also for their physician preceptors. It is intended to foster communication among participants, bring new resources to the rural setting, and allow preceptors to develop their Internet skills with the help of students who are already familiar with the electronic environment. The MEDICOL sites enable the exchange of information about the learning issues between, as well as within, tutorial groups. MEDICOL also provides students with faculty-reviewed resources that are listed online; multimedia presentations; and access to histology, radiology, and pathology images through an online image database. Each week, students have access to a new interactive and automatically graded self-assessment quiz for individual study. These quizzes test learning objectives from tutorial, lecture, and lab material for each week of the curriculum and are modeled after summative examinations held twice each year. Question authors provide immediately accessible quality feedback to students. A comprehensive quiz databank of approximately 1,500 questions has been attained. WebCT enables MEDICOL to deliver anonymous, online program-evaluation questionnaires during clinical clerkships (resulting in a 99% response rate after a few e-mail reminders), with easy and timely data collection and reporting methods. Summative assessments have also been delivered through MEDICOL. DISCUSSION: Use statistics indicate that over 90% of students regularly use the MEDICOL sites and have found them helpful. University of British Columbia medical school enrollment will increase because of collaborations with campuses and medical centers across the province. MEDICOL will likely play an increased role in distance learning by continuing to deliver the resources already described, as well as facilitating synchronous communications (e.g., PBL chat rooms) and teaching (e.g., video-streamed lectures) to students located across the province.     

基于项目的探究性学习模式在医用物理中的教学效果评价

目的：评价基于项目的探究性学习模式在医用物理中的教学效果,为今后更好地进行教育教学改革提供可靠依据。方法：将本院2010级医学影像专业和预防医学专业两个本科教学班分别作为实验班和对照班。实验班部分授课内容采用基于项目的探究性学习模式教学,对照班的全部内容都采用传统教学模式授课。利用期末考试成绩和问卷调查两种方式对本次教学效果进行了评价。结果：实验班与对照班学生基础知识部分成绩比较无显著性差异（P〉0.05）,但实验班同学总成绩及综合应用分数都高于对照班,两教学班学习成绩具有极其显著性差异（P〈0.01）;基于项目的探究性学习模式不仅激发了同学们的学习兴趣,还培养了同学的的大部分能力,例如PPT课件制作技能、信息技术能力、自主探究能力、与他人协作能力、拓宽了专业知识面、创新能力、实践能力、人际交往能力、综合运用能力等。结论：基于项目的探究性学习模式对学生医用物理教学的学习有着显著的积极影响。     

Learning/feedback activities and high-quality teaching: perceptions of third-year medical students during an inpatient rotation.

PURPOSE: To identify specific learning activities (and teaching methods) that students associate with high-quality teaching in the inpatient setting. METHOD: For ten months in 2003-04, 170 third-year medical students recorded data on learning/feedback activities and teaching quality via personal digital assistants during the inpatient portion of a required two-month medicine clerkship at four sites affiliated with the Medical College of Wisconsin. Univariate and multivariate analyses were performed to assess the association between learning/feedback activities and students' perceptions of high-quality teaching. RESULTS: A total of 2,671 teaching encounters were rated by 170 students during their required inpatient medicine rotations. Bedside teaching was reported in almost two-thirds of teaching/learning encounters. Feedback on case presentation and differential diagnosis were the inpatient feedback activities most often provided by faculty. The univariate analysis revealed that students' perceptions of high-quality teaching was associated with receiving mini-lectures, developing short presentations on relevant inpatient topics, bedside teaching, case-based conferences, learning electrocardiogram and chest X-ray interpretation, teaching with other team members present (p <. 001), and receiving feedback on history and physical examination, on case presentation, at the bedside, on differential diagnosis, and on daily progress notes. Results from the regression analysis revealed that giving mini-lectures on inpatient topics, teaching electrocardiogram and chest X-ray interpretation, providing feedback on case presentation, and at the bedside were predictors of overall high-quality teaching. CONCLUSIONS: Aspects of feedback, giving mini-lectures, and learning test-interpretation skills were the learning and feedback activities associated with students' perceptions of high-quality teaching. In an increasingly time-pressured inpatient environment, clinical educators should understand which activities students value.     

虚拟现实技术在膝关节镜手术教学中的应用

目的 探讨虚拟现实技术（VR）在膝关节镜手术临床教学中的应用效果。方法 通过选取北京中医药大学2019年4月至2019年7月期间在我科培训的学员,共60人,随机分为VR教学组和传统教学组。VR教学组采取虚拟现实技术教学,传统教学组采取多媒体课件教学。采用理论考核和实践考核两种方式综合对学生学习效果进行评估。另外,采用调查问卷评估学生学习的主动性、感兴趣度、课程满意度、三维空间感和虚拟交互性等体验。结果 VR教学组的三次操作考核操作成绩分别为（93.87±2.58）分、（91.97±1.85）分、（90.97±2.43）分,均高于传统教学组（89.07±2.74）分、（84.87±2.96）分、（82.47±7.21）分,组间比较差异有统计学意义（P＜0.05）。调查问卷结果,VR教学组（8.90±1.01）对此次学习更感兴趣,课程满意度（8.47±1.12）、三维空间感（8.53±1.02）和虚拟交互性（8.17±1.16）优于传统教学组,组间比较差异具有统计学意义（P＜0.05）。但两组理论成绩相差不大,即VR对关节镜理论知识掌握度与传统教学相差不大,差异无统计学意义（P＞0.05）。结论 虚拟现实技术不仅有助于提高学生对骨科临床实习的兴趣,提高学生的三维空间感,还提高了骨科临床教学质量。     

Teaching of anatomy in a problem-based curriculum at the Arabian Gulf University: the new face of the museum

The College of Medicine and Medical Sciences of the Arabian Gulf University has an undergraduate medical curriculum that uses problem-based learning as the principal teaching strategy. Teaching of anatomy comes at various places in the curriculum, and the anatomy museum serves as an important resource and engages the students in self-directed learning. Although the museum had sufficient resource materials, the emphasis on individualized instruction and self-directed learning in anatomy has resulted in the need for an effective approach and a reorganization of the facilities in the museum. Thus, we recently rearranged the museum to create 42 modules or stations (learning carrels) focusing on specific organ systems for self-study by students. Computer-assisted programs, videocassettes, ultrasound, and structured living anatomy sessions in the clinical professional skills program facilitated such an arrangement. An increased utilization by the students was observed in the reorganized museum. Thus, the museum can play an effective role in the study of anatomy through problem-based integrated learning modules.     

Clinical Reasoning Training based on the analysis of clinical case using a virtual environment

IntroductionStudents experience difficulties defining a sequential order and analyzing variables when solving a clinical problem on real-time. Learning in a virtual environment using PBL and e-learning promotes hypothesis-generating research and case study through clinical reasoning.MethodsTwenty-two physical therapy students enrolled in a Clinical Reasoning course were asked to solve virtual clinical cases that included three different fields: orthopedic, cardiovascular/pulmonary and neurological. To evaluate the intervention, students’ perception as well as their lecture/lab academic performance, were considered.ResultsAn increase in academic performance in both lecture and lab average grades in comparison to previous years (ANOVA test, *p < 0.05). Fifty-eight percent of students reported prior study, critical thinking and technical language were aspects improved by this resource. Half of the enquired subjects also reported not having enough time to solve cases and suggested be given more adequate feedback.ConclusionsAfter this experience, teacher's role as a facilitator in the teaching learning process, putting the student in a leading role by using metacognitive strategies in tune with technology. Case-solving presents an advantage by improving the process of hypothesis-generation based on the information gathered from a case study problem. Early introduction of teaching strategies promote a systematic practice such as critical thinking through case study, and debate about the feedback needed for its achievement.     

Medical problem based learning supported by intranet technology: a natural student centred approach

In response to the explosion in medical information, there have been considerable recent changes in medical curriculum development. The move to problem based learning (PBL) is, in part, a result of these changes. The Faculty of Medicine at the University of Sydney has exploited a WWW based intranet for the development, delivery, management and evaluation of it's problem based, graduate medical program (GMP). This system has been employed to develop the 72 medical problems that contribute to the first two years of the GMP. The activities of more than 400 members of the faculty have been coordinated using the intranet to develop the wide range of resources to support learning in the program. Daily management of the curriculum is also enabled using Web site posting of bulletins, e-mail and ongoing development of technology training. Coupled with the PBL problems is a formative assessment system that provides questions and feedback that cover the whole range of learning topics. Part of the student and staff evaluation is supported both informally and formally through the use of a ‘Feedback' button on each web page and web delivered structured formal evaluations, respectively.     

Implementation outcomes of a multiinstitutional web-based ethical,legal, and social implications genetics curriculum for primary care residents in three specialties

PurposeMedical genetics lends itself to disseminated teaching methods because of mismatches between numbers of physicians having patients with genetic disorders and availability of genetic specialists.MethodDuring 3 years, we implemented an interactive, web-based curriculum on ethical, legal, and social implications in medical genetics for primary care residents in three specialties at three institutions. Residents took five (of 10) cases and three (of five) tutorials that varied by specialty. We assessed changes in self-efficacy (primary outcome), knowledge, application, and viewpoints.ResultsOverall enrollment was 69% (279/403). One institution did not complete implementation and was dropped from pre-post comparisons. We developed a six-factor ethical, legal, and social implications self-efficacy scale (Cronbach α = 0.95). Baseline self-efficacy was moderate (71/115; range: 23–115) and increased 15% after participation. Pre-post knowledge scores were high and unchanged. Residents reported that this curriculum covered ethical, legal, and social implications/genetics better than their usual curricula. Most (68–91%) identified advantages, especially in providing flexibility and stimulating self-directed learning. After participation, residents reported creating learning goals (66%) and acting on those goals (62%).ConclusionsEthical, legal, and social implications genetics curricular participation led to modest self-efficacy gains. Residents reported that the curriculum covered unique content areas, had advantages over traditional curriculum, and that they applied ethical, legal, and social implications content clinically. We share lessons from developing and implementing this complex web-based curriculum across multiple institutions.     

Introducing technology into medical education: Two pilot studies

ObjectivesEducators are integrating new technology into medical curriculum. The impact of newer technology on educational outcomes remains unclear. We aimed to determine if two pilot interventions, (1) introducing iPads into problem-based learning (PBL) sessions and (2) online tutoring would improve the educational experience of our learners.MethodsWe voluntarily assigned 26 second-year medical students to iPad-based PBL sessions. Five students were assigned to Skype for exam remediation. We performed a mixed-method evaluation to determine efficacy.ResultsPilot 1: Seventeen students completed a survey following their use of an iPad during the second-year PBL curriculum. Students noted the iPad allows for researching information in real time, annotating lecture notes, and viewing sharper images. Data indicate that iPads have value in medical education and are a positive addition to the curriculum. Pilot 2: Students agreed that online tutoring is at least or more effective than in-person tutoring.ConclusionsIn our pilot studies, students experienced that iPads and Skype are beneficial in medical education and can be successfully employed in areas such as PBL and remediation.Practice implicationsEducators should continue to further examine innovative opportunities for introducing technology into medical education.     

E-learning in pathology courses in the times of COVID-19

IntroductionDistance learning (DL) is a promising educational approach for teaching medical courses. Our Pathology College was faced with the difficulty of a complete online transition of the classes because of the public health measures implemented during the COVID-19 pandemic. The objective is to evaluate this teaching method of the Pathology College with reference to the learner's point of view.MethodsAfter attending DL sessions in the Pathology College, pathology residents completed the questionnaire using Google Forms. Twenty-six out of 33 initially enrolled in the pathology course returned fully filled out, valid questionnaires.ResultsTwenty-four residents (92.3%) had already an E-learning experience. Almost 70% of participants were satisfied with their DL experience. Thirty percent of the participants thought that DL should replace face-to-face courses. Technical difficulties were encountered in 42% of cases with the most common one related to internet connection (66.7%). Interaction with teachers during DL courses was considered more difficult than face-to-face courses by 61.5% of participants. Participants found that learning via the virtual slide websites was better than learning in the histology workshop in 53.8% of cases. The main weaknesses of DL were the dependence on technical means (42.3%), the lack of interactivity with colleagues (26.9%) and teachers (26.9%).ConclusionPathology lessons were successfully taught via DL, which was highly embraced by the students. Our findings shed light on a variety of areas of the students' DL experiences, and we strongly urge the faculty to take the students' opinions into account when formulating guidelines for higher-quality medical education.     

Do we need dissection in an integrated problem-based learning medical course? Perceptions of first- and second-year students

BACKGROUND: The introduction of a problem-based learning (PBL) curriculum at the School of Medicine of the University of Melbourne has necessitated a reduction in the number of lectures and limited the use of dissection in teaching anatomy. In the new curriculum, students learn the anatomy of different body systems using PBL tutorials, practical classes, pre-dissected specimens, computer-aided learning multimedia and a few dissection classes. The aims of this study are: (1) to assess the views of first- and second-year medical students on the importance of dissection in learning about the anatomy, (2) to assess if students' views have been affected by demographic variables such as gender, academic background and being a local or an international student, and (3) to assess which educational tools helped them most in learning the anatomy and whether dissection sessions have helped them in better understanding anatomy. METHODS: First- and second-year students enrolled in the medical course participated in this study. Students were asked to fill out a 5-point Likert scale questionnaire. Data was analysed using Mann-Whitney's U test, Wilcoxon's signed-ranks or the calculation of the Chi-square value. RESULTS: The response rates were 89% for both first- and second-year students. Compared to second-year students, first-year students perceived dissection to be important for deep understanding of anatomy (P < 0.001), making learning interesting (P < 0.001) and introducing them to emergency procedures (P < 0.001). Further, they preferred dissection over any other approach (P < 0.001). First-year students ranked dissection (44%), textbooks (23%), computer-aided learning (CAL), multimedia (10%), self-directed learning (6%) and lectures (5%) as the most valuable resources for learning anatomy, whereas second-year students found textbooks (38%), dissection (18%), pre-dissected specimens (11%), self-directed learning (9%), lectures (7%) and CAL programs (7%) as most useful. Neither of the groups showed a significant preference for pre-dissected specimens, CAL multimedia or lectures over dissection. CONCLUSIONS: Both first- and second-year students, regardless of their gender, academic background, or citizenship felt that the time devoted to dissection classes were not adequate. Students agreed that dissection deepened their understanding of anatomical structures, provided them with a three-dimensional perspective of structures and helped them recall what they learnt. Although their perception about the importance of dissection changed as they progressed in the course, good anatomy textbooks were perceived as an excellent resource for learning anatomy. Interestingly, innovations used in teaching anatomy, such as interactive multimedia resources, have not replaced students' perceptions about the importance of dissection.     

Identifying residents’ educational needs to optimising postgraduate medical education about shared decision-making

ObjectiveTo investigate how to optimise resident engagement during workplace learning of shared decision-making (SDM) by understanding their educational needs.MethodsA qualitative multicentre study was conducted using video-stimulated interviews with 17 residents in General Practice. Video recordings of residents’ recent clinical encounters were used to facilitate reflection on their educational needs.ResultsData analysis resulted in five themes regarding residents’ educational needs for learning SDM: acquiring knowledge and skills needed to perform SDM; practising SDM; reflection and feedback; longitudinal and integrated training; and awareness and motivation for performing SDM.ConclusionResidents expressed a need for continuous attention to be paid to SDM during postgraduate medical education. That would help them engage in two parallel learning processes: acquiring the knowledge and skills necessary to perform SDM, and practising SDM in the clinical workplace. Alignment between the educational curriculum, workplace learning and resident learning activities is essential to operationalise SDM attitude, knowledge and skills into clinical performance.Practice ImplicationsThe identified educational needs provide ingredients for fostering the development of SDM proficiency. The findings suggest that residents and clinical supervisors need parallel training to bridge the gap between education and clinical practice when learning SDM.     

Students and tutors' social representations of assessment in problem-based learning tutorials supporting change

Background  

Medical programmes that implement problem-based learning (PBL) face several challenges when introducing this innovative learning method. PBL relies on small group as the foundation of study, and tutors facilitate learning by guiding the process rather than teaching the group. One of the major challenges is the use of strategies to assess students working in small groups. Self-, peer- and tutor-assessment are integral part of PBL tutorials and they're not easy to perform, especially for non experienced students and tutors. The undergraduate PBL medical programme was introduced in 2003, and after two years the curriculum committee decided to evaluate the tutorial assessment in the new program.     

The development and implementation of a curriculum to improve clinicians' self-directed learning skills: a pilot project

Background  

Clinicians need self-directed learning skills to maintain competency. The objective of this study was to develop and implement a curriculum to teach physicians self-directed learning skills during inpatient ward rotations.     

The anatomy lesson of the SARS-CoV-2 pandemic: irreplaceable tradition (cadaver work) and new didactics of digital technology

AimTo compare the efficacy of different components of online and contact anatomy classes as perceived by medical students.MethodsAn anonymous course evaluation survey was conducted at the end of the academic year 2019/2020. The organization of classes due to the SARS-CoV-2 pandemic provided our students with a unique opportunity to compare online and contact classes. Students’ responses were analyzed according to the type of obtained data (ratio, ordinal, and categorical).ResultsThe response rate was 95.58%. Approximately 90% of students found anatomical dissection and practical work in general to be the most important aspect of teaching, which could not be replaced by online learning. During online classes, students missed the most the interaction with other students, followed by the interaction with student teaching assistants and teaching staff. Very few students found contact lectures useful, with most students reporting that they could be replaced with recorded video lectures. In contrast, recorded video lectures were perceived as extremely helpful for studying. Regular weekly quizzes were essential during online classes as they gave students adequate feedback and guided their learning process. Students greatly benefitted from additional course materials and interactive lessons, which were made easily available via e-learning platform.ConclusionsAnatomical dissection and interaction during contact classes remain the most important aspects of teaching anatomy. However, online teaching increases learning efficiency by allowing alternative learning strategies and by substituting certain components of contact classes, thus freeing up more time for practical work.

From the middle of the last century, lecturers in anatomy courses for medical students have faced two major challenges. The first has been how to incorporate the rapidly expanding new medical knowledge into the curricula. This required a reorganization of the existing curricula, and anatomy in particular was under pressure to reduce teaching hours and the student load (1-3). The second challenge has been how to modernize the teaching approach and didactically redesign the anatomy course. There has been pressure to replace cadaver work due to high expenses and high organizational demands. In many medical schools, authorities have advocated the idea that cadaver work can be replaced by other learning approaches with identical final outcomes (4). This pressure has become particularly notable in recent years and has been advocated by advancements in new digital technologies such as augmented and virtual reality (5).Anatomy is one of the fundamental and most demanding courses in any medical school curriculum. A frequent point of discussion is how to approach teaching anatomy and facilitate students’ comprehension of difficult concepts and memorization of vast amounts of new information. Universities worldwide adopt different teaching approaches. Modern teaching usually includes a combination of teaching methods within integrated and multimodal approaches to anatomy teaching (6,7). Six techniques for anatomy education have been proposed: in-person lectures, cadaveric dissection, inspection of prosected specimens, models, radiological and living anatomy teaching, and computer-assisted learning (8). Some universities have implemented curricular changes, especially since the time allotted to anatomy education in Europe, the United States of America, and Australia has considerably declined (9). The majority of schools have switched from a completely traditional cadaver-based curriculum toward more interactive custom-made approaches that better fit the learning strategies of new generations and that appreciate technologies such as augmented and virtual reality, social networks, and imaging for a better understanding (7,10,11). Cadaver dissection, considered a gold standard for teaching anatomy (12), still remains widely used. While occasionally contested, its importance in different aspects of anatomy education has been proven by schools that returned to cadaver dissection after having temporarily abandoned it (3,13). However, meta-analyses suggest that educators should appreciate and reevaluate each instructional method in order to meet all the students’ needs, since none has so far been proven superior to any other (14).At the University of Zagreb School of Medicine (UZSM), we teach a cadaver dissection-oriented teaching curriculum, with the use of additional teaching methods/tools, such as prosection and instructions/demonstrations on cadavers and artificial anatomical models. In recent years, we have enhanced the provided e-learning by vastly expanding the materials and activities available on our online platform for communication and teaching. We have also implemented a new, functionally oriented textbook (15,16). These changes aimed to enhance the awareness of the subject''s clinical relevance and to raise the students’ active involvement in the course.Our Department has been systematically assessing students'' satisfaction with the Anatomy course through anonymous surveys (student evaluation of teaching) after the course completion. The Anatomy course is taught during two semesters in the first year of medical school. In the first semester of the academic year 2019/2020, we finished the planned curricular activities as scheduled using our usual multimethod approach. In the second semester, the SARS-CoV-2 (COVID-19) pandemic forced us to switch to exclusively online teaching for an extended period of time (17,18). Online teaching was prolonged because of the heavy damage sustained by the UZSM buildings in an earthquake that hit Zagreb on March 22, 2020 (19), immediately after the introduction of the first lock-down. We organized only a very short practical revision on cadavers and models in June, at the end of the academic year.Such an organization of classes in the academic year 2019/2020 allowed our students to provide unique feedback about the perceived advantages and disadvantages of different components of contact and online classes. It also allowed them to evaluate the significance of these classes for meeting the anatomy course’s aims and give feedback on the overall teaching approach of the faculty. Thus, we conducted a survey with the aim of analyzing information on the efficacy of contact and online classes in covering the anatomy course material. We also analyzed how students’ success on continuous assessment during the academic year related to the way they responded to different survey questions and whether there were significant differences in those responses.     

Effectiveness of interprofessional shared decision-making training: A mixed-method study

ObjectiveThis study evaluated the learning effects and examined the participants’ perceptions of an interprofessional shared decision-making (IP-SDM) training program.MethodsThis mixed-method study used a quasi-experimental pretest–posttest design in the quantitative phase and semi-structured interviews in the qualitative phase. The 6-week curriculum design, based on Kolb’s experiential learning cycle, consisted of two simulated objective structured clinical examinations with standardized patients and blended teaching methods through various course modules.ResultsA total of 39 multidisciplinary healthcare personnel completed the 6-week training program, and 32 of them participated in qualitative interviews. The IP-SDM training program effectively improved the SDM process competency of the participants from the perspectives of the participants, standardized patients, and clinical teachers. The interviews illustrated how the curriculum design enhanced learning; the effectiveness results indicated improvements in learners’ attitude, knowledge, skills, and teamwork.ConclusionThis IP-SDM training program improved multidisciplinary healthcare personnel’s competency, self-efficacy, and intention to engage in IP-SDM.Practice implicationsApplying Kolb's experiential learning cycle and blended teaching methods to develop and implement the IP-SDM training program can improve multidisciplinary healthcare personnel’s knowledge, attitude, skills, and teamwork in IP-SDM.