Publisher: King Abdulaziz University (Total: 1 journals)   [Sort by number of followers]

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Health Professions Education     Open Access   (Followers: 2)
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Health Professions Education
Number of Followers: 2  

  This is an Open Access Journal Open Access journal
ISSN (Online) 2452-3011
Published by King Abdulaziz University Homepage  [1 journal]
  • Impact of Community-Based Medical Education on Graduate Performance: A
           Qualitative Study Using a Critical Incident Technique

    • Authors: Mohamed Elhassan Abdalla et al.
      Abstract: Purpose This study aims to explore the impact of community-based education on graduates’ work performance and career paths in later life. Methods A self-administered critical incident questionnaire was given to a group of graduates from a community-based medical school. The target population was the graduates of the Faculty of Medicine in the University of Gezira who graduated between the years 1984-2021. Participants responded using audio recording or in writing and reported on ‘critical incidents’ they had experienced. Data was analysed using thematic data analysis to develop codes, categories and themes from the critical incident techniques. Results Twenty-three critical incidents were reported from a total of 91 responses yielded from the recorded and written data. Most of the incidents take place in the Interdisciplinary Field Training, Research and Rural Development Programme, as well as in Rural Residency, Primary Health Care Centre Practice, and Family Medicine. From the reporting of the critical incidents, five themes were identified concerning the benefit of community-based education in learning at undergraduate level: leadership, care of patients, professionalism, personal development and belonging. Similarly, five themes demonstrating the impact of community-based education after graduation were also identified including improving patient care, improving health system practice, curriculum development, self-improvement skills, and family medicine practice. Discussion Community-based education was shown to have a positive impact on students learning at undergraduate and post graduate level. Community-based education is also associated with the development of essential skills required by medical doctors after graduation. Structured community-based education is needed to maximize these benefits.
      PubDate: Tue, 02 Aug 2022 05:45:24 PDT
       
  • Students’ Perceptions and Insights towards Online Learning during
           Covid-19 Crises

    • Authors: Said Abbadi et al.
      Abstract: Purpose: To analyze and evaluate the perceptions and insights of undergraduate medical students at Suez University towards Online learning. Methods: A cross-sectional study was conducted at Faculty of Medicine, Suez University where an online questionnaire was distributed to undergraduate medical students in 1st, 2nd, and 3rd years. A self-administrated questionnaire was formulated based on a literature review. It was accessed online using Microsoft teams platform. Results: A total of 182 students’ responses were collected through the online questionnaire. The respondents' ages range from 18-20. The current study reveals the preferences of some medical students for online learning for many reasons as it provides them with the flexibility of space and time, the easy access of study materials, it saves time, effort and money needed by some students to travel to campus, and others. Some fruitful suggestions and recommendations were also pointed by those students to improve online learning in the future. Discussion: Covid-19 pandemic has not only impacted human life but also impacted educational system as well. It has created an unprecedented challenge on education. With principles of social distancing, campuses are closed and the higher educational institutions (HEI) around the world suspended face to face learning and it has moved online to ensure the continuity of teaching-learning process and human safety simultaneously. However, it requires successful implementation and taking into consideration the students’ suggestions.
      PubDate: Tue, 02 Aug 2022 05:45:19 PDT
       
  • Early Identification of Successful and Unsuccessful Students in the First
           Year at the University

    • Authors: Gerard J.A. Baars et al.
      Abstract: Purpose. To investigate how well at an early stage, based on pre- and post-enrolment data, students could be identified who become successful and unsuccessful in the first year at the university.Method. Based on pre-and post-enrolment data, 24,976 students of the cohorts 2009-2015 were divided in subgroups. For each subgroup the percentage of successful, delayed, and unsuccessful students at the end of the first year was determined.Results. Based on only the pre-enrolment data, i.e. sex, ethnic background, and type and level of achievement during the final examinations of pre-university education, on the one hand subgroups of students with a 74-82% success rate and a 5-10% dropout rate could be identified. On the other hand, subgroups with only a ≤ 35% success rate and an almost 50% dropout rate. By adding post-enrolment data, i.e. the achievement of students at the first two exams in the university, subgroups with a ≥ 90% success rate and a ≤ 5% dropout rate could be identified, and subgroups with only a ≤ 10% success rate and a ≥ 70% dropout rate.Discussion. It is possible to identify successful and unsuccessful students at a very early stage. The challenge for the future is to investigate what appropriate interventions can be developed for (a) students who already before the start of their academic career or very early after the start at the university have a high chance of becoming unsuccessful and for (b) those who have a high chance of becoming successful
      PubDate: Tue, 02 Aug 2022 05:45:14 PDT
       
  • Classroom Versus Online Team-based Learning: Effects on Students’
           Learning and Performance

    • Authors: Jennifer A. Cleland et al.
      Abstract: Purpose. To date, we know little about the impact of responsive shifts from conventional to remote learning during the Covid-19 pandemic on student outcomes. If learning suffered, this may potentially have significant negative effects on students’ knowledge and skills acquisition hence eventually impacting the overall quality of our doctors and the care they provide. To address this gap in knowledge, we investigated the impact of switching from classroom team-based learning (cTBL) to online TBL (oTBL) on medical student performance in class tests and end-of-year examinations. Methods. Our participants were 137 second-year medical students who had cTBL experience prior to the shift to oTBL. We held the structure, activities and organisation of TBL constant. The only difference was that oTBL students engaged virtually while cTBL students met in person. We examined if there were differences between cTBL and oTBL in terms of individual (iRA) and team performance (tRA) in class and end-of-year exam scores. Our educational focus was the female reproductive system. We also examined the mean iRA and tRA scores for all modules. Analysis was via repeated-measures ANOVA. Results. There was a statistically significant difference between cTBL and oTBL groups’ iRA, tRA and specific exam items for female reproductive knowledge. Similarly, when we looked at year 2 teaching more generally, students scored significantly higher on the iRAs and exam items that were taught by means of oTBL compared to cTBL Discussion. During a time of educational disruption, shifting a highly structured instructional design from the classroom to online, while keeping all other factors constant, maintained learning outcomes. This reassurance of the effectiveness in respect of student learning opens the door for further research to explore the educational, social and interactional processes of both face-to-face and online TBL.
      PubDate: Tue, 02 Aug 2022 05:45:09 PDT
       
  • The Wicked Role of the Medical Education Department

    • Authors: Mona Hmoud AlSheikh et al.
      Abstract: Purpose: This paper aims to describe the role of the Medical Education unit/department (MED) from a world-wide perspective, how it qualifies as a wicked issue, and provide tips on how to tame it. Methods: The authors reviewed the regional and international literature to obtain a framework of functions and then used brainstorming and focus group discussions to define the scope of functions of the MED. Telephone interviews with present or previous chairs of medical education departments in the Kingdom and the region helped define the challenges that are faced. Results: The functions of the MED were found to fall under 10 domains (Table 1) and 40 functions (Table 2). Challenges facing MED role include governance and organizational structure, financial support, manpower, intersection with the roles of other structural entities, and dual reporting of MED staff. Ten tips are described to deal with these challenges. Conclusion: The MED role is complex and faced with many challenges. It has changing and dynamic boundaries, and is entangled with other entities in the college or university. Ten tips are proposed to tackle these challenges and tame the wickedness of the MED role.
      PubDate: Tue, 02 Aug 2022 05:40:16 PDT
       
  • Limitations to the Assessment of Clinical Competence

    • Authors: Hossam Hamdy
      PubDate: Tue, 02 Aug 2022 05:40:11 PDT
       
  • Teaching Clinical Reasoning: An Experiment Comparing the Effects of
           Small-group Hypothetico-deduction Versus Self-explanation

    • Authors: Ahmed Al Rumayyan et al.
      Abstract: Introduction. Research on the effectiveness of approaches for the teaching of clinical reasoning is scarce. A recent study showed hypothetico-deduction to be slightly more beneficial than self-explanation for students’ diagnostic performance. An account for this difference was unclear. This study investigated whether hypothetico-deduction leads to consideration of more alternative diagnoses while practicing with cases, and whether its advantage over self-explanation remains when diseases slightly different from the ones previously studied are tested.Methods. One-hundred thirty-nine 2nd-year students from a six-year medical school participated in a two-phase experiment. In the learning phase, they worked in small groups on five clinical vignettes of cardiovascular diseases by following different approaches depending on their experimental condition. Students under the self-explanation condition provided the most likely diagnosis and pathophysiological explanation for the clinical findings. Students under the hypothetico-deduction condition hypothesized about plausible diagnoses for clinical findings presented sequentially. In a one-week-later test, all students diagnosed eight cases of cardiovascular diseases with clinical presentations similar to the ones previously studied but different diagnoses.Results. The hypothetico-deduction condition generated more alternative diagnoses in the learning phase than the self-explanation condition, F(1,177) = 199.51, p = .001, h2 = .53; the effect size was large. A small difference in favour of hypothetico-deduction was observed in the proportion of accurate diagnoses: F(1,138) = 4.08, p = .05, h2 = .03.Discussion. Relative to self-explanation, hypothetico-deduction induced consideration of more alternative diagnoses during practice with cases. This may explain the slight benefit of hypothetico-deduction over self-explanation regarding students’ diagnostic performance.
      PubDate: Fri, 25 Feb 2022 16:30:16 PST
       
  • A Process for Matching Science of Health Care Delivery Students to Quality
           Improvement Capstone Projects and Implications for Experiential Learning

    • Authors: Denise M. Kennedy et al.
      Abstract: Purpose: Quality and patient safety deficiencies have increased demand for quality improvement (QI) specialists in health care. Capstone projects and other practicum experiences provide opportunities for hands-on application of classroom learning, expose students to interprofessional work in a team-based environment, and help bridge quality gaps. A systematic process for matching health care delivery students to QI projects was developed and implemented to replace a first-come, first-served student sign-up process. The goal was to improve the quality of the match and the overall capstone experience.Methods: Twenty-six graduate students enrolled in a capstone research course and assigned to health care QI capstone projects reflected on their site experiences in 6 journal entries. A total of 156 journal entries were analyzed using standard open coding procedures to understand the factors influencing student perceptions of the quality of the capstone project match and the implications of a systematic approach for matching student to site.Results: Three key themes emerged in the journals: (1) A “successful” QI capstone match, as defined by the student, is multidimensional and includes both technical and emotional factors; (2) “If you are not visible, they will forget about you;” and (3) Students want meaningful capstone projects with potential for broad impact.Discussion: Our findings suggest that emotional factors, such as feeling supported and accepted at the site, influence student perception of the capstone match and should be considered when orchestrating quality improvement experiential learning. Further, a systematic matching process that utilizes behavioral interviewing, student input regarding project preferences, strong community partnerships, and academic program support contributes to rich learning opportunities and high-quality work that benefits student and capstone site. These findings may be of value to administrators, educators, and practitioners who orchestrate experiential learning for students.
      PubDate: Fri, 25 Feb 2022 16:30:14 PST
       
  • Health Sciences Faculty Satisfaction in Online Learning: A Relationship to
           Intent to Leave

    • Authors: Mark Dame et al.
      Abstract: Purpose: Recruitment and retention of qualified health professionals in academia has continued to be a challenge as the field of healthcare continues to grow at a rapid pace. The purpose of this study was to examine the satisfaction of online health sciences instructors and if those satisfaction factors influenced their intent to leave.Method: A non-experimental survey design was utilized to gather the perceptions of online faculty satisfaction and related factors. A set of satisfaction and intent to leave surveys were answered by 83 online instructors in a higher education health sciences institution.Results: The results of the path analysis showed that satisfaction from support for online teaching indirectly impacted the faculty intent to leave while influencing job satisfaction and institution satisfaction. Job satisfaction and institution satisfaction directly influenced faculty intent to leave.Discussion: The theoretical model resulting from the study should allow administrators to follow to mitigate their risk of losing valuable faculty. Further, one could use the model as an overall picture of the indirect relationship of satisfaction from support for online teaching to intent to leave, with job satisfaction and institution satisfaction as the key influences over intent to leave.
      PubDate: Fri, 25 Feb 2022 16:30:12 PST
       
  • Impact of Intra-Lecture Physical Exercise on the Learning Outcomes of
           Medical Students

    • Authors: Hamad Alfahaad et al.
      Abstract: Purpose: Literature suggests that physical exercise can improve learning. To evaluate the impact of physical exercise during lectures on the learning outcomes of 1st-year male students at the College of Medicine, King Saud Bin Abdulaziz University, Riyadh, Saudi Arabia.Method: 60 students from the College of Medicine, King Saud Bin Abdulaziz University, Riyadh, Saudi Arabia, were included in this study. These students were divided into two groups: A control group (n=30) and an intervention group (n=30). The students first completed pretests before joining a lecture. Then, during the lecture, the intervention group was asked to perform physical exercises every 10 minutes, for a duration of 1 minute, while the control group remained seated. A posttest was administered after the lecture. Using a significance level of 0.05, the paired-tests were used to compare the exam results of the participant groups between pre- and posttest scores. The study also compared the mean values of students’ posttest scores for both groups.Results: There were significant differences (p 0.05). The results show that physical exercise during lectures can help to improve the learning outcomes of medical students.Conclusion: It is beneficial to incorporate physical exercises whilst attending lectures since it helps improve learning outcomes of students.
      PubDate: Fri, 25 Feb 2022 16:30:10 PST
       
  • The Fuzzy World of Objectivity, Subjectivity, and Trustworthiness in
           Health Professional Education

    • Authors: Hossam Hamdy
      PubDate: Fri, 25 Feb 2022 16:30:08 PST
       
  • It's Intense: A Mixed Methods Study of Student Stress in PTA
           Education

    • Authors: Gina Tarud et al.
      Abstract: Purpose. This study was implemented to measure the self-reported factors contributing to student stress and anxiety levels and the strategies employed to navigate these stressors.Methods. This study utilized a mixed method design for collecting and analyzing both quantitative and qualitative data to identify the trends and details of the complex learning environment of the Physical Therapist Assistant (PTA) students. Current enrolled students within a Physical Therapist Assistant program were invited to participate in this study. A survey was created to gather the data using Qualtrics and a link was distributed via their university email.Results. This study explored the level and sources of self-rated perceived stress as well as identifying the coping mechanisms the PTA students are utilizing within the campus surveyed. The findings indicated that practical examinations followed by exams/quizzes caused the most perceived stress. The students reported that peer discussions, study groups and avoiding procrastination with preparing for practical examinations, were quite common coping mechanisms for stress.Discussion. The above results indicate the need to offer a range of individual, curricular, co-curricular, and institutional stress management options for the students. Such interventions can focus on improving time management skills and prioritization of student daily activities. Physical therapy educators could include instruction about stress and burnout in the curriculum. By understanding the possibility and symptoms of burnout students can identify the symptoms of stress. Student behavior modifications such as relaxation or guided reflection can aid in test anxiety reduction.
      PubDate: Fri, 25 Feb 2022 16:30:07 PST
       
 
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