INTERACTIVE UROLOGY AN EVALUATION

Background : Interactive Urology is a multimedia software program that has been written to provide computer-assisted interaction for medical students at the University of Sydney during their surgical term in urology. An evaluation sought to establish how the software will be used by medical students in the learning context and to explore the efficacy of the software in the transfer of content as well as problem-solving skills. Methods : Interactional analysis during student computer sessions and pre- and post-testing included a total of 80 medical students to evaluate Interactive Urology. Results : The software package appeared to promote higher-order thinking skills with brainstorming activities occupying about half the time available. Utilizing pre- and post-testing, Interactive Urology was found to be efficacious in the transfer of content and problem-solving skills. It was also found to be as effective as text in transferring content and problem-solving skills. The sequence of text and computer assisted learning (CAL) did not alter learning efficacy. Conclusion : It was concluded from the present study that Interactive Urology is an effective and valuable learning resource for medical students.     

COMPUTERS IN MEDICAL EDUCATION 1: EVALUATION OF A PROBLEM-ORIENTATED LEARNING PACKAGE

Background : A computer-based learning package has been developed, aimed at expanding students' knowledge base, as well as improving data-handling abilities and clinical problem-solving skills. The program was evaluated by monitoring its use by students, canvassing users' opinions and measuring its effectiveness as a learning tool compared to tutorials on the same material. Methods : Evaluation was undertaken using three methods: initially, by a questionnaire on computers as a learning tool and the applicability of the content; second, through monitoring by the computer of student use, decisions and performance; finally, through pre- and post-test assessment of fifth-year students who either used a computer package or attended a tutorial on equivalent material. Results : Most students provided positive comments on the learning material and expressed a willingness to see computer-aided learning (CAL) introduced into the curriculum. Over a 3-month period, 26 modules in the program were used on 1246 occasions. Objective measurement showed a significant gain in knowledge, data handling and problem-solving skills. Conclusions : Computer-aided learning is a valuable learning resource that deserves better attention in medical education. When used appropriately, the computer can be an effective learning resource, not only for the delivery of knowledge, but also to help students develop their problem-solving skills.     

运用多样化教学方式调动医学生主观能动性

医学是一个人民健康之所系、生命之所托的学科。医学生承载着医学事业的未来,因此对医学生的培养弥足重要。在学习医学知识的过程中,理解和记忆都很重要,并且只有在理解的基础上才能更好地记忆、灵活地使用所学医学知识。传统的教学以"传授式"教学为主,教师作为知识的传播者,学生没有参与的意识和机会,教授授课水平直接影响着教学效果。因此,我们应积极运用多种教学方式,发挥学生的积极性、主动性与创造性,让医学生熟练掌握多科目医学知识并能灵活地应用于临床,推动医学事业的发展。     

基于自我导向学习的开放式护理实验教学模式研究

目的提高护理学基础实验教学质量和效果。方法构建基于自我导向学习的开放式实验教学模式,将111名护理本科学生随机分为实验班(53人)和对照班(58人)。护理学基础实验课对照班采用学校传统开放实验教学方法教学;实验班构建基于自我导向学习的开放式实验教学模式实施教学,实验课结束行操作技能考核、评判性思维能力及自主学习能力测评。结果实验班操作技能考核成绩显著优于对照班(P<0.01),两班学生的自主学习能力和评判性思维随着时间的推移而提高,实验班较对照班更显著(均P<0.01)。结论自我导向学习的开放式实验教学模式教学有利于培养和提高学生自主学习能力、评判性思维能力、操作技能和综合能力。     

Undergraduate pre-requisite coursework: Six important tips for pre-medical students considering Osteopathic Medical school in the USA

The road to becoming a physician is a long and winding and becomes muddied further by the complex administrative processes of medical schools and oversight boards involved in the admissions process. Pre-medical students in the US and around the world can find themselves quickly lost as they try to navigate this process, especially defining pre-requisite coursework. Without access to traditional support or resources, premedical students can find themselves wasting valuable time learning the ropes of the pre-requisite course work instead of focusing on strengthening skills that will help them to succeed in these courses.Three phases dominate the time students spend on the pre-requisite course work, namely, planning, implementing, and improving. Six tips have been selected and organized logically to enhance student's growth and improvement, and to alleviate the stress associated with their pre-medical journey.We provide data collected from most of the medical schools in the USA, regarding required and recommended courses for admission. The tips presented here reflect a summary of the experience and knowledge of medical school faculty, admissions officers, and recent literature concerning the importance of pre-requisite course work. This work is dedicated to premedical students worldwide but could be useful to medical science educators, admissions officers, and college administrators setting the prerequisites for admission. Leveling the field for all medical school applicants may help many students to improve their chances for admissions in medical schools.     

Development and evaluation of a digital education tool for medical students in wound care

The aim of this study was to develop and evaluate an interactive, video‐enhanced, and case‐based online course for medical students. We chose a case about wound care since this topic is still underrepresented in the medical curriculum. First, instructional videos were created to teach practical skills in wound care. These were implemented into a case‐based online course, using the online learning platform ILIAS. In a comparative initial and final survey, numbers of users were assessed, content and structure of the course, as well as the thematic interest of the students and self‐assessed gain of competence, were evaluated. Since the summer of 2019, 310 students have successfully completed the course. The survey data showed a high participation rate and a positive response regarding the content as well as the structural concept. Most of the students rated the content within the course as useful for their future medical work (86.1%) and the gain of knowledge superior to a traditional lecture (69.4%). Self‐assessments of video‐mediated skills showed a significant increase in subjectively perceived competence. The online course is an efficient way to reach many students by the small use of resources. It resembles an option to arouse growing interest in wound care in medical students.     

Problem based learning in medical education: theory, rationale, process and implications for pakistan

Historically, lectures were the medium to transfer cognitive information to the learners in medical education. Apprenticeship training, labs, bedside teaching, tutorials etc. were used to impart psychomotor and affective skills. It was assumed that the learner will assimilate all this knowledge and will be competent to apply this learning in practical life. Problem-based learning (PBL) emerged due to problems in building the appropriate competencies in the medical graduates and is a relatively newer mode of transfer of knowledge. This paper will deal with problem-based learning which took the world with storm in the 80's and most institutions in the world started using different variants of PBL. This paper attempts to define and explore the theoretical basis and historical background of PBL. The paper will systematically review literature and argue about the advantages and disadvantages of PBL and the implications of its implementation in Pakistan.     

Manual skills in anaesthesiology

Assessment in anaesthesia traditionally takes the form of written papers and oral examinations. These are important for assessing trainee's knowledge and judgement, but do not test for competency in practical skills, which is essential for successful clinical practice. The presence of learning curves for practical skills in anaesthesia is now well recognized and they are useful tools to monitor a learning process. From these, estimates of the number of procedures that must be performed by trainees in order to reach an acceptable success rate can be produced. It is clear that these figures give some help for the rational design of training programs, however, numbers alone do not provide a sufficient basis to declare a trainee competent for a given procedure. Not only technical skills need to be taught, but also decision-making and even more important behavioral skills. In clinical practice there are often problems in providing all the necessary training on patients and by this reorganization of residency programs may be necessary. However, the role of medical simulation in the assessment of anesthetists in training is still unclear, and the introduction of simulator-based tests may be premature.     

对医学生如何提高自学能力的认识

随着医学科学的全面发展,作为一名医学生,要将自己培养成适应社会的全面发展型人才,只靠课堂上的学习是不够的.对医学生来说,除扎扎实实地掌握书本知识外,还要重视各种能力的培养,这就要求医学生自身要具备自学能力,自主学习能力是医学生适应不断进步发展的时代所必需的,因此本文就如何提高自学能力结合自身经验谈谈个人看法.     

Cognitive skills training in digital era: A paradigm shift in surgical education using the TaTME model

Surgical competence is a complex, multifactorial process, requiring ample time and training. Optimal training is based on acquiring knowledge and psychomotor and cognitive skills. Practicing surgical skills is one of the most crucial tasks for both the novice surgeon learning new procedures and surgeons already in practice learning new techniques. Focus is placed on teaching traditional technical skills, but the importance of cognitive skills cannot be underestimated. Cognitive skills allow recognizing environmental cues to improve technical performance including situational awareness, mental readiness, risk assessment, anticipating problems, decision-making, adaptation, and flexibility, and may also accelerate the trainee's understanding of a procedure, formalize the steps being practiced, and reduce the overall training time to become technically proficient. The introduction and implementation of the transanal total mesorectal excision (TaTME) into practice may be the best demonstration of this new model of teaching and training, including pre-training, course attendance, and post-course guidance on technical and cognitive skills. To date, the TaTME framework has been the ideal model for structured training to ensure safe implementation. Further development of metrics to grade successful learning and assessment of long term outcomes with the new pathway will confirm the success of this training model.     

Teaching in daily clinical practice: how to teach in a clinical setting

Teaching in the clinical setting is challenging; however, it is the location where students apply their learned facts and learn skills and attitudes most effectively. In order to improve clinical teaching, it is important to know and implement the principles of adult learning. The clinical teacher should know or assess the learners?? prior knowledge and skills, as well as their stage of learning, before starting a new teaching session. The learners should be actively involved in the clinical processes. Questions to probe students?? deeper understanding and capability to analyze, synthesize, and apply medical knowledge should be an important part of clinical teaching. Regular structured feedback is an important part of any learning experience.     

混合式学习在内科护理学教学中的实践

目的探讨混合式学习模式在内科护理学教学中的应用效果,为选择适宜的护理教学模式,提高护理教学质量和水平提供依据。方法将126名护理专业本科学生接班级分为对照班（64名）和试验班（62名）。对照班采用传统的课堂教学方法完成内科护理学课程;试验班采用混合式学习模式进行教学。课程结束后,进行统一命题的理论考试及相关疾病的护理病例书写考核,并填写学习效果自评表以检测学习效果。结果试验班理论考试成绩、护理病历书写成绩及学习效果自评表结果显著优于对照班（P〈0．05,P〈0．01）。结论在内科护理学教学中应用混合式学习模式能从整体上提高护理教学质量和水平。促进教师提高自身的能力和素质,实现培养具有基本学习技能、信息素养、创新思维能力、人际交往与合作精神及实践能力的护理人员。     

Gross anatomy in medical education

The present state of human gross anatomy in medical education can generally be characterized as the presentation of a large bolus of information that is swallowed and only partly digested during the first year of medical school. The subject is often taught in a depth beyond that which would be relevant to all physicians irrespective of their future professional careers. This condition has resulted from adaptive adjustments to the escalating discrepancy between a rapidly expanding knowledge base in science and technology and the relatively fixed time period for education of a physician. Initially, traditional courses retained their comprehensive character, and new information was simply piled on top of existing departmental offerings. It soon became obvious that there would have to be a reduction in time devoted to established courses and a reciprocal expansion of time to accommodate newly developing sciences. Such adjustments were painful and often led to conflicts about what comprises essential knowledge in medical education. Thus, the curriculum time devoted to human gross anatomy has been significantly reduced to accommodate new knowledge in cellular and sub-cellular structures and other disciplines. That common foundation of knowledge, skills, values, and attitudes essential to all physicians regardless of specialty is ever-changing and often debated by medical school faculty members. However, two facts are generally agreed upon: that today's medical student with a broad but perhaps thin base in science and limited direct clinical experience is not competent upon graduation to assume patient care responsibilities without supervision and that as a result, the formal education of a physician has expanded into the graduate domain.(ABSTRACT TRUNCATED AT 250 WORDS)     

基于手机应用软件的艾滋病职业防护知识设计及对口腔科医学生教育干预前后的分析

设计并开发艾滋病职业防护知识的手机应用软件（App）并对口腔科医学生进行教育干预，分析干预前后医学生对口腔科艾滋病职业防控知识的掌握程度。利用 Appery 在线 App 开发系统设计出口腔科艾滋病职业防护教育内容推送版面以及在线问卷调查和考核自测版面。选取首都医科大学及北京大学口腔医学院5年制及7年制口腔医学生共69名。对参与研究的口腔医学生进行在线问卷调查，通过 App 推送口腔科医护人员职业防护措施知识进行防控教育干预。在干预后再次对全体学员进行问卷调查。通过 Appery 在线 App 开发系统设计出口腔科艾滋病职业防护教育内容进行口腔科艾滋病职业防护教育 App。主要推送内容界面包括艾滋病的基础知识、艾滋病的临床知识、艾滋病口腔表现、口腔临床病毒感染防护及感染控制、艾滋病病患医患沟通技巧、问卷调查和考核自测版面。对于参与此次调查分析的69名口腔医学生艾滋病职业防护教育 App 干预前后分析显示：通过艾滋病职业防护教育 App 干预口腔医学生对于艾滋病基础、临床知识的掌握程度有显著性提高（P ＜0.05）；经过 App 干预培训可显著提高口腔医学生对艾滋病口腔临床防控知识的掌握（P ＜0.05）；同时提升口腔医学生对于艾滋病毒感染者的主观诊疗意愿和沟通技巧。针对性的开发的口腔医学生艾滋病职业防护教育 App 可使得参加培训的口腔医学生更方便、快捷的有效掌握艾滋病口腔临床防护及感染控制知识。     

Problem-based learning in urology training. The Faculty of Medicine of the Universidad de Castilla-La Mancha model

Ongoing changes in the social, economic, technological and scientific realms have generated new needs and led various organizations to suggest that educational institutions should reorient their educational strategies toward developing effective professionals with the skills to meet these needs. These "modern" strategies include problem-based learning, in which the student seeks and selects information, analyzes the data obtained, integrates both prior and newly acquired knowledge, and, finally, offers diagnostic and therapeutic options to resolve the problem posed, as would occur in professional practice. With this approach, prior skills and practical experience form the foundation of learning. Problem-based learning incorporates some aspects of cognitive psychology, a model that mainly centers on the nature of the knowledge structures found in active memory, the processes involved in information storage and retrieval and the various factors that activate these processes. At the Faculty of Medicine of the Universidad de Castilla-La Mancha, urology is part of a core subject (Medical and Surgical Pathology II) taught in the fifth year of coursework together with nephrology. Each course includes approximately 75 students, divided into five groups. The rotation lasts six weeks, with students spending a mean of two hours a day on theory (nephrology and/or urology) and the remaining time on rotations in the various activities: three weeks in nephrology and three weeks in urology. Upon completion of the rotation, the students write a combined theoretical examination with 100 multiple-choice questions (50 on urology) and take a practical skills examination. At the end of the course, another practical test consisting of an objective, structured clinical examination is taken, in which standard patients are used and the professor directly assesses the level of skills acquired with a "real" case.     

Learning rate for laparoscopic surgical skills on MIST VR, a virtual reality simulator: quality of human-computer interface

Acquiring laparoscopic surgical skills involves initial learning of cognitive and motor skills followed by refinement of those skills. The successful use of a virtual reality simulator depends on the quality of the interface for the human-computer interaction and this can be determined by the initial learning rate. MIST VR, a part-task virtual reality laparoscopic simulator, provides objective assessment of psychomotor skills and can generate an overall score for performance, based upon errors made and time taken for six different tasks. This study analysed the rate of early task/instrument/computer familiarization on consecutive scores achieved by surgically experienced and naive individuals. Eleven surgeons, 18 medical students and seven non-medical personnel were tested on the simulator up to ten consecutive times, within a 2-week period. Performance data from every task and repetition were analysed to obtain individual scores of task performance. The calculation of overall score penalized errors far more heavily than total time taken, with high scores indicating poor performance. The surgeon-computer interface generated a rapid and significant early familiarization curve up to the third session on the simulator, with significant reductions in both time taken and total contact errors made. These results suggest that MIST VR represents a high quality interface. Surgeons scored consistently and significantly better than other subjects on all tasks. For surgically naive individuals, it was possible to predict the level of laparoscopic skills performance that would be attained after overcoming initial simulator learning curve, by studying their initial score. Overall scores reflected surgical experience and suggest that the simulator is measuring surgically relevant parameters. MIST VR provides a validated and much needed method for objective assessment of laparoscopic skills, for a variety of surgical disciplines.     

《护理学基础》全英语教学实施效果评价

目的探讨护理专业基础课《护理学基础》全英语教学的效果,为临床护理课程全英语教学或双语教学打下基础。方法对2001级英语护理专业本科生31人实施《护理学基础》课程的全英语教学,包括理论课教学、实验操作训练辅导,同时作业、实验报告、测验考试等全部使用英语。结果学生理论考试成绩均分为73.9,技能考核均分为88.7,学生综合平均成绩81.3分。结论通过护理学基础的全英语教学,既可使学生掌握护理学的基本理论、基本知识与基本技能,又能提高专业英语的应用能力,同时也为后阶段临床护理的全英语教学工作的开展提供实践的经验。     

临床医学专业开设《实用护理技术》课教学效果分析

目的 探讨医学生学习《实用护理技术》(简称《护技》)课的必要性。方法 将本校96、97级专科医学生分为两组,对照组不开设《护技》课;实验组第4学期开设《护技》课,每周2个学时,15周授完全部课程。然后对实验组学生学习《护技》课前后护理操作技术掌握情况、两组学生实习期间及毕业后工作的综合能力、两组学生就业情况进行跟踪调查。结果 实验组学生学习《护技》课前后护理操作技术掌握程度差异有显著性意义(P相似文献