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Author: Brian S McGowan, PhD

ABSTRACT: Online dissection audio-visual resources for human anatomy: Undergraduate medical students’ usage and learning outcomes

In an attempt to improve undergraduate medical student preparation for and learning from dissection sessions, dissection audio-visual resources (DAVR) were developed. Data from e-learning management systems indicated DAVR were accessed by 28% ± 10 (mean ± SD for nine DAVR across three years) of students prior to the corresponding dissection sessions, representing at most 58% ± 20 of assigned dissectors. Approximately 50% of students accessed all available DAVR by the end of semester, while 10% accessed none. Ninety percent of survey respondents (response rate 58%) generally agreed that DAVR improved their preparation for and learning from dissection when used. Of several learning resources, only DAVR usage had a significant positive correlation (P = 0.002) with feeling prepared for dissection. Results on cadaveric anatomy practical examination questions in year 2 (Y2) and year 3 (Y3) cohorts were 3.9% (P < 0.001, effect size d = -0.32) and 0.3% lower, respectively, with DAVR available compared to previous years. However, there were positive correlations between students’ cadaveric anatomy question scores with the number and total time of DAVR viewed (Y2, r = 0.171, 0.090, P = 0.002, n.s., respectively; and Y3, r = 0.257, 0.253, both P < 0.001). Students accessing all DAVR scored 7.2% and 11.8% higher than those accessing none (Y2, P = 0.015, d = 0.48; and Y3, P = 0.005, d = 0.77, respectively). Further development and promotion of DAVR are needed to improve engagement and learning outcomes of more students.

via Online dissection audio-visual resources for human anatomy: Undergraduate medical students’ usage and learning outcomes. – PubMed – NCBI.

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ABSTRACT: Practical trials in medical education: linking theory, practice and decision making

CONTEXT:
Concerns have been raised over the gap between education theory and practice and how research can contribute to inform decision makers on their choices and priorities. Little is known about how educational theories and research outcomes produced under optimal conditions in highly controlled settings generalise to the real-life education context. One way of bridging this gap is applying the concept of practical trials in medical education. In this paper we elaborate on characteristics of practical trials and based on examples from medical education we discuss the challenges, limitations and future directions for this kind of research.
CURRENT STATE:
Practical trials have the overall aim of informing decision makers. They are carried out in real-life settings and are characterised by (i) comparison of viable alternative education strategies, (ii) broad inclusion criteria regarding participants across several settings and (iii) multiple outcome measures with long-term follow-up to evaluate both benefits and risks. Questions posed by practical trials may be proactive in applying theory in the development of educational innovations or reactive to educational reforms and innovations. Non-inferiority or equivalence designs are recommended when comparing viable alternatives and the use of crossover designs, cluster randomisation or stepped wedge trial designs are feasible when studying implementations across several settings. Outcome measures may include variables related to learners, teachers, educational administration, quality of care, patient outcomes and cost.
CONCLUSIONS:
Practical trials in medical education may contribute to bridge the gap between education theory and practice and aid decision makers in making evidence-based choices and priorities. Conducting practical trials is not without challenges and rigorous design and methods must be applied. Of concern is that the practical focus may lead to failure to include a sound theoretical basis in the research questions and the interventions studied, and that authors fail to obtain informed consent from their participants.

via Practical trials in medical education: linking theory, practice and decision making. – PubMed – NCBI.

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ABSTRACT: Variation in general practitioners’ information-seeking behaviour – a cross-sectional study

OBJECTIVE:
To assess general practitioners’ (GPs’) information-seeking behaviour and perceived importance of sources of scientific medical information and to investigate associations with GP characteristics.
DESIGN:
A national cross-sectional survey was distributed electronically in December 2013.
SETTING:
Danish general practice.
SUBJECTS:
A population of 3440 GPs (corresponding to approximately 96% of all Danish GPs).
MAIN OUTCOME MEASURES:
GPs’ use and perceived importance of information sources. Multilevel mixed-effects logit models were used to investigate associations with GP characteristics after adjusting for relevant covariates.
RESULTS:
A total of 1580 GPs (46.4%) responded to the questionnaire. GPs’ information-seeking behaviour is associated with gender, age and practice form. Single-handed GPs use their colleagues as an information source significantly less than GPs working in partnership practices and they do not use other sources more frequently. Compared with their younger colleagues, GPs aged above 44 years are less likely to seek information from colleagues, guidelines and websites, but more likely to seek information from medical journals. Male and female GPs seek information equally frequently. However, whereas male GPs are more likely than female GPs to find that pharmaceutical sales representative and non-refundable CME meetings are important, they are less likely to find that colleagues, refundable CME meetings, guidelines and websites are important.
CONCLUSION:
Results from this study indicate that GP characteristics should be taken into consideration when disseminating scientific medical information, to ensure that patients receive medically updated, high-quality care. KEY POINTS Research indicates that information-seeking behaviour is associated with GP characteristics. Further insights could provide opportunities for targeting information dissemination strategies. Single-handed GPs seek information from colleagues less frequently than GPs in partnerships and do not use other sources more frequently. GPs aged above 44 years do not seek information as frequently as their younger colleagues and prefer other information sources. Male and female GPs seek information equally frequently, but do not consider information sources equally important in keeping medically updated.

via Variation in general practitioners’ information-seeking behaviour – a cross-sectional study on the influence of gender, age and practice form. – PubMed – NCBI.

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ABSTRACT: Improving Learner Handovers in Medical Education

Multiple studies have demonstrated that the information included in the Medical Student Performance Evaluation fails to reliably predict medical students’ future performance. This faulty transfer of information can lead to harm when poorly prepared students fail out of residency or, worse, are shuttled through the medical education system without an honest accounting of their performance. Such poor learner handovers likely arise from two root causes: (1) the absence of agreed-on outcomes of training and/or accepted assessments of those outcomes, and (2) the lack of standardized ways to communicate the results of those assessments. To improve the current learner handover situation, an authentic, shared mental model of competency is needed; high-quality tools to assess that competency must be developed and tested; and transparent, reliable, and safe ways to communicate this information must be created.To achieve these goals, the authors propose using a learner handover process modeled after a patient handover process. The CLASS model includes a description of the learner’s Competency attainment, a summary of the Learner’s performance, an Action list and statement of Situational awareness, and Synthesis by the receiving program. This model also includes coaching oriented towards improvement along the continuum of education and care. Just as studies have evaluated patient handover models using metrics that matter most to patients, studies must evaluate this learner handover model using metrics that matter most to providers, patients, and learners.

via Improving Learner Handovers in Medical Education. – PubMed – NCBI.

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ABSTRACT: Social network analysis in medical education

CONTENT:Humans are fundamentally social beings. The social systems within which we live our lives (families, schools, workplaces, professions, friendship groups) have a significant influence on our health, success and well-being. These groups can be characterised as networks and analysed using social network analysis.SOCIAL NETWORK ANALYSIS:Social network analysis is a mainly quantitative method for analysing how relationships between individuals form and affect those individuals, but also how individual relationships build up into wider social structures that influence outcomes at a group level. Recent increases in computational power have increased the accessibility of social network analysis methods for application to medical education research.APPLICATION TO MEDICAL EDUCATION:Social network analysis has been used to explore team-working, social influences on attitudes and behaviours, the influence of social position on individual success, and the relationship between social cohesion and power. This makes social network analysis theories and methods relevant to understanding the social processes underlying academic performance, workplace learning and policy-making and implementation in medical education contexts.CONCLUSIONS:Social network analysis is underused in medical education, yet it is a method that could yield significant insights that would improve experiences and outcomes for medical trainees and educators, and ultimately for patients.

via Social network analysis in medical education. – PubMed – NCBI.

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RESOURCE: 7 Tips To Spark Online Discussions – eLearning Industry

Some of the most amazing eLearning experiences happen spontaneously during online discussions. Online learners have the power to connect with their peers and see things from a new perspective. In this article, I’ll share 7 tips on how to spark online discussions, so that you can make your eLearning course collaborative, communicative, and engaging.

How To Spark Online Discussions

There’s nothing like a lively online discussion to get the ideas flowing and igniting the creative spark. But how do you offer your online learners the chance to interact with their peers in eLearning environments? The answer is through eLearning forums, blogs, social media groups, and other collaborative online platforms. Here are some helpful tips for starting effective online discussions in your eLearning course.

1. Create An “Ice Breaker” Page

The “ice breaker” page takes introductions a step further. Create a list of ten questions or prompts that newcomers must answer. For example, asking them about their favorite book or quote. It may seem trivial, but it gives online learners the opportunity to get to know their peers. Of course, the questions shouldn’t be too personal or intrusive. The point is to find common ground or similar interests that lead to meaningful online discussions. An online learner notices that one of their peers likes the same hobbies. That breaks the ice and sparks an online conversation. Before long, others join the online discussion and form a deeper connection. When it’s time to talk about the eLearninng course topics, they are already familiar with the people in their group. Thus, they are more likely to open up and actively participate.

2. Pose Thought Provoking Questions

Again, nothing too controversial or divisive. Your thought provoking questions should encourage online learners to reflect and discuss the topic, not create a great divide. Open-ended questions are usually best, as they exercise lateral thinking skills. There is no right or wrong answer, and everyone gets the chance to share their thoughts and insights. These eLearning questions allow every member of the group to explore their own cognitions and see things from a fresh perspective.

3. Give Online Learners A Conversation Starter

Sometimes it just takes a bit of kindling to ignite the online discussion. I refer to them as “conversation starters”. It might be that online learners don’t know what to talk about or are uncomfortable starting the online discussion themselves. In other words, they need an idea seed to get the ball rolling. This may be in the form of a writing prompt or even an eLearning activity that leads to an online discussion. For example, a branching scenario featuring controversial topics or characters that online learners can discuss.

4. Promote Your Online Discussion Platform

Learners need to know where they can interact with their peers. Otherwise, they won’t be able to be part of the online discussion in the first place. Thus, it’s important to create a list of the online discussion platforms learners can use throughout the eLearning course. For example, a link list that includes your blog site, online forum, and social media groups. You should also direct them to the proper online discussions platform at the end of each eLearning activity. If you want them to respond to a prompt after reading a passage, embed the link to the relevant blog page. One of the hurdles that often stands in the way is ambiguity. So, point them in the right direction and tell them what they need to do to spark the online discussion.

5. Develop A Subject Matter Schedule

You don’t want to run out of topics halfway through the eLearning course. Likewise, you want to give your online learners time to reflect on the ideas. A subject matter schedule checks both boxes by giving you a road map to follow. Create a “post” calendar that highlights every writing prompt or subject that you’ll cover in the upcoming weeks or months. Also include eLearning assignments, activities, and online modules that correlate with the talking points. There are plenty of free online scheduling tools where you can post group reminders, such as Google Calendar. Just be sure to update it on a regular basis to reflect any changes and keep your online learners informed.

6. Tie It Into An eLearning Course Assignment

One of the most effective ways to spark an online discussion is to make it mandatory. However, once the word “mandatory” shows up in the eLearning course description motivation is sure to plummet. Which is why you should tie the online discussion into an eLearning assignment. It’s a more subtle approach that also increases online learner participation. As an example, invite online learners to watch an eLearning video or listen to a Subject Matter Expert’s podcast. When they’re finished, provide them with a list of questions or talking points that they can discuss online. Alternatively, you can post writing prompts on your eLearning course blog that online learners must answer each week. Their peers then have the chance to leave replies and ask questions regarding their response.

7. Clarify Expectations And Goals

I save the most important tip for last, and it serves as a foundation for your entire online collaboration strategy. It’s essential to clarify expectations and goals before you spark the online discussion. Develop clear guidelines for how online learners should participate, how often, and why. They need some incentive, and knowing the benefits can increase their motivation. Post the online discussion netiquette on your main blog page and pin it to the top of your eLearning forum thread. If an issue arises, online learners can refer to these guidelines to solve the conflict and get back on topic. Lastly, appoint a moderator who can oversee the online discussion and keep tangents to a minimum. They can also serve as a support online resource for newcomers who need help getting started. For example, if they have a problem logging into the online discussion platform or don’t know how to reply to a comment.

Are you ready to spark the online discussion and increase learner participation? With these 7 tips, you have the power to get your online learners involved and interacting with their peers. Regardless of where they are or what they need to know, online discussions can offer the support and feedback they require.

Are you following the golden rules of online discussions? Read the article 10 Netiquette Tips For Online Discussions to learn everything you need about the netiquette code you should establish so that your online learners know the exact rules for participating in online discussions.

via 7 Tips To Spark Online Discussions – eLearning Industry.

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ABSTRACT: Lecture Evaluations by Medical Students: Concepts That Correlate With Scores

PURPOSE:
The didactic lecture remains one of the most popular teaching formats in medical education; yet, factors that most influence lecturing success in radiology education are unknown. The purpose of this study is to identify patterns of narrative student feedback that are associated with relatively higher and lower evaluation scores.
METHODS:
All student evaluations from our core radiology elective during 1 year were compiled. All evaluation comments were tagged, to identify discrete descriptive concepts. Correlation coefficients were calculated, for each tag with mean evaluation scores. Tags that were the most strongly associated with the highest- versus lowest-rated (> or < 1 SD) lectures were identified.
RESULTS:
A total of 3,262 comments, on 273 lectures, rated by 77 senior medical students, were analyzed. The mean lecture score was 8.96 ± 0.62. Three tags were significantly positively correlated with lecture score: “interactive”; “fun/engaging”; and “practical/important content” (r = 0.39, r = 0.34, and r = 0.32, respectively; all P < .001). More tags (n = 12) were significantly negatively correlated with score; the three tags with the strongest such correlation were: “not interactive”; “poorly structured or unevenly paced”; and “content too detailed or abundant” (r = -0.44, r = -0.39, and r = -0.36, respectively; all P < .001). Analysis of only the highest- and lowest-rated lectures yielded similar results.
CONCLUSIONS:
Several factors were identified that were strongly associated with lecture score. Among the actionable characteristics, interactive lectures with appropriately targeted content (ie, practical/useful) were the most highly rated.

via Lecture Evaluations by Medical Students: Concepts That Correlate With Scores. – PubMed – NCBI.

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ABSTRACT: A Narrative Review and Novel Framework for Application of Team-Based Learning

BACKGROUND :
Team-based learning (TBL) promotes problem solving and teamwork, and has been applied as an instructional method in undergraduate medical education with purported benefits. Although TBL curricula have been implemented for residents, no published systematic reviews or guidelines exist for the development and use of TBL in graduate medical education (GME).
OBJECTIVE :
To review TBL curricula in GME, identify gaps in the literature, and synthesize a framework to guide the development of TBL curricula at the GME level.
METHODS :
We searched PubMed, MEDLINE, and ERIC databases from 1990 to 2014 for relevant articles. References were reviewed to identify additional studies. The inclusion criteria were peer-reviewed publications in English that described TBL curriculum implementation in GME. Data were systematically abstracted and reviewed for consensus. Based on included publications, a 4-element framework-system, residents, significance, and scaffolding-was developed to serve as a step-wise guide to planning a TBL curriculum in GME.
RESULTS :
Nine publications describing 7 unique TBL curricula in residency met inclusion criteria. Outcomes included feasibility, satisfaction, clinical behavior, teamwork, and knowledge application.
CONCLUSIONS :
TBL appears feasible in the GME environment, with learner reactions ranging from positive to neutral. Gaps in the literature occur within each of the 4 elements of the suggested framework, including: system, faculty preparation time and minimum length of effective TBL sessions; residents, impact of team heterogeneity and inconsistent attendance; significance, comparison to other instructional methods and outcomes measuring knowledge retention, knowledge application, and skill development; and scaffolding, factors that influence the completion of preparatory work.

via A Narrative Review and Novel Framework for Application of Team-Based Learning in Graduate Medical Education. – PubMed – NCBI.

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ABSTRACT: Can Item Keyword Feedback Help Remediate Knowledge Gaps?

BACKGROUND :
In graduate medical education, assessment results can effectively guide professional development when both assessment and feedback support a formative model. When individuals cannot directly access the test questions and responses, a way of using assessment results formatively is to provide item keyword feedback.
OBJECTIVE :
The purpose of the following study was to investigate whether exposure to item keyword feedback aids in learner remediation.
METHODS :
Participants included 319 trainees who completed a medical subspecialty in-training examination (ITE) in 2012 as first-year fellows, and then 1 year later in 2013 as second-year fellows. Performance on 2013 ITE items in which keywords were, or were not, exposed as part of the 2012 ITE score feedback was compared across groups based on the amount of time studying (preparation). For the same items common to both 2012 and 2013 ITEs, response patterns were analyzed to investigate changes in answer selection.
RESULTS :
Test takers who indicated greater amounts of preparation on the 2013 ITE did not perform better on the items in which keywords were exposed compared to those who were not exposed. The response pattern analysis substantiated overall growth in performance from the 2012 ITE. For items with incorrect responses on both attempts, examinees selected the same option 58% of the time.
CONCLUSIONS :
Results from the current study were unsuccessful in supporting the use of item keywords in aiding remediation. Unfortunately, the results did provide evidence of examinees retaining misinformation.

via Can Item Keyword Feedback Help Remediate Knowledge Gaps? – PubMed – NCBI.

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ABSTRACT: Educating physicians in evidence based medicine: current practices and curricular strategies

INTRODUCTION:
Evidence-based medicine (EBM) is an expectation of professional healthcare and a requisite component of medical school curricula. However, upon graduation medical students’ EBM skills have been found lacking suggesting a need to examine EBM training.
METHODS:
This PhD report presents two studies on EBM education. The first study is a literature review that describes and attempts to assess educational interventions for teaching medical students EBM. The second study presents a multi-institutional case study conducted in North America using interviews and curricular materials to identify EBM instructors’ perceptions of challenges that may impede medical students’ efforts to learn EBM.
RESULTS:
The literature review analyzed 20 learning interventions from 12 countries that were presented in classrooms (75 %) and clinics (25 %). The steps of EBM were addressed to varying degrees. It was not possible to draw conclusions about the efficacy of the interventions due to lack of detailed reporting. The qualitative study identified four learning challenges: sub-optimal role models, student lack of willingness to admit uncertainty, lack of clinical context, and difficulty mastering EBM skills. To meet these challenges, participants described interventions such as integrating EBM skills with other content/courses, incorporating clinical content into EBM teaching, providing faculty development, using whole-task EBM activities, and longitudinal integration of EBM across the curriculum.
CONCLUSION:
This PhD report takes steps to describe and assess EBM learning interventions, presents student learning challenges and looks at approaches institutions take to meet them. Educators can use these findings to examine their curriculum and learning environments and, if desired, adopt them for their training.

via Educating physicians in evidence based medicine: current practices and curricular strategies. – PubMed – NCBI.

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