-
American Journal of Pharmaceutical... Mar 2020To discuss the meaning of self-directed learning, challenges with implementation, and strategies to overcome obstacles in educational settings. In this paper we define... (Review)
Review
To discuss the meaning of self-directed learning, challenges with implementation, and strategies to overcome obstacles in educational settings. In this paper we define self-directed learning, differentiate it from similar terminology, and discuss the empirical evidence for its development and strategies for its use within higher education. Self-directed learning as a defined teaching pedagogy has been around since the 1960s and can be used in classroom and experiential settings. It is a term that is commonly used to describe a set of skills that college graduates should possess. A self-directed learning environment is dramatically different from a lecture-based classroom where the educator determines the goals, the assessments administered, and pacing of the course content. During the self-directed learning process, the learner sets goals, determines how progress will be assessed, defines the structure and sequence of activities and a timeline, identifies resources, and seeks out feedback. When teaching individuals who are new to this model, care must be taken to appropriately scaffold and structure learning to develop the underlying soft skills needed for students to be successful as self-directed learners. When implementing this pedagogy in a classroom setting, challenges are faced both by the learner and the educator. Faculty members should proactively plan for potential challenges during the course design process.
Topics: Curriculum; Education, Pharmacy; Feedback; Health Educators; Humans; Learning; Models, Educational; Program Development; Self-Directed Learning as Topic; Students; Teaching
PubMed: 32313284
DOI: 10.5688/ajpe847512 -
BMC Medical Education Oct 2020This study aimed to evaluate the effectiveness and efficiency of PBL-CBL combined teaching in thyroid surgery and make observations from the students' perspectives,... (Randomized Controlled Trial)
Randomized Controlled Trial
BACKGROUND
This study aimed to evaluate the effectiveness and efficiency of PBL-CBL combined teaching in thyroid surgery and make observations from the students' perspectives, based on their satisfaction with the learning process.
METHODS
We prospectively enrolled 354 fourth-year students majoring in clinical medicine, along with 232 residents, from September 2014 to June 2019. These participants were randomly allocated into either the combined PBL-CBL teaching group or the traditional lecture-based classroom group to attend a course about thyroid nodules. Both pre- and post-class quizzes were conducted. An anonymous questionnaire was also administered to both groups to evaluate the students' perceptions and experiences. We compared the two teaching methods among all the students as well as with the fourth-year students and residents in subgroups.
RESULTS
The traditional group's pre-class quiz scores were significantly higher than the PBL-CBL group's (as determined by a two-tailed t-test at a 95% confidence interval, T = 16.483, P < 0.001). After class, in the PBL-CBL group, the mean total quiz score and the basic knowledge and case analysis scores increased significantly (P < 0.001). The PBL-CBL group's performance improvement was significantly higher than the traditional group's (increasing from 52.76 to 70.51 vs. from 67.03 to 71.97). Furthermore, the scores for learning motivation, understanding, student-teacher interaction, the final examination, communication skills, clinical thinking skills, self-learning skills, teamwork skills, and knowledge absorption, as measured by the survey, were significantly higher in the PBL-CBL group than in the traditional group (P < 0.001). Meanwhile, the survey scores representing the amount of students' free time the course consumed were significantly lower in the PBL-CBL group than in the traditional group (P < 0.001).
CONCLUSIONS
PBL combined with CBL may be an effective method for improving medical students' and residents' performance and enhancing their clinical skills.
Topics: Education, Medical, Undergraduate; Humans; Learning; Problem-Based Learning; Students, Medical; Teaching; Thyroid Diseases
PubMed: 33092583
DOI: 10.1186/s12909-020-02306-y -
The Journal of Nursing Research : JNR Dec 2020Coronary artery disease (CAD) is a primary cause of death worldwide. CAD negatively affects individuals because it reduces their functional skills and self-care...
BACKGROUND
Coronary artery disease (CAD) is a primary cause of death worldwide. CAD negatively affects individuals because it reduces their functional skills and self-care abilities and disrupts quality of life.
PURPOSE
This study was designed to assess the impact of a training program based on Orem's self-care deficit nursing theory (SCDNT) on self-care abilities and quality of life in patients with CAD.
METHODS
This study was conducted using a randomized, controlled, pretest/posttest experimental design. One hundred two patients with CAD were divided evenly into either the intervention or control group, with sample randomization based on gender, age, low-density lipoprotein cholesterol level, and Self-Care Agency Scale scores. For both groups, interviews were conducted in two sessions held, respectively, at the hospital and at home. Study data were collected using the patient information form, Self-Care Agency Scale, MacNew Heart Disease Health-Related Quality of Life Questionnaire (MacNew), Quality of Life Questionnaire (15D), and training booklet.
RESULTS
A highly significant difference was found between the two groups in terms of the average posttest scores on the Self-Care Agency Scale, MacNew, and 15D. For the intervention group, the posttest scores on the Self-Care Agency Scale, MacNew, and 15D were significantly higher than the pretest scores, whereas average pretest and posttest scores on these measures were similar for the control group.
CONCLUSIONS
The training program developed in this study based on Orem's SCDNT improved self-care agency as well as disease-specific and overall quality of life in patients with CAD. Nurses should pay attention to the CAD-related educational level of patients when teaching them how to live with their disease. Moreover, nurses should use Orem's SCDNT to strengthen the self-care agency of these patients to increase quality of life and the effectiveness of related education efforts. Finally, medical institutions and governments should develop appropriate education policies for patients at risk of CAD and for those with CAD.
Topics: Coronary Artery Disease; Humans; Interviews as Topic; Nursing Theory; Psychometrics; Qualitative Research; Quality of Life; Self Care; Surveys and Questionnaires; Teaching; Turkey
PubMed: 33017328
DOI: 10.1097/JNR.0000000000000406 -
Advances in Physiology Education Dec 2023This is a memoir of my experiences in learning and teaching Physiology. It begins in 1962 when I entered the University of Washington as a medical student and began...
This is a memoir of my experiences in learning and teaching Physiology. It begins in 1962 when I entered the University of Washington as a medical student and began research in a physiology laboratory, which led to a Ph.D. degree in Physiology and Biophysics to go with my M.D. degree in 1968. At this time, both groups of students participated in the same physiology course containing both lectures and laboratories. After postdoctoral research at the NIH and in Cambridge, UK, in 1973 I joined the faculty of the Department of Physiology, University of California, San Francisco where I participated in the teaching of medical students and graduate students for nearly 15 years. By this time, the teaching of medical and graduate students had largely separated. In 1987, I moved to the University of Michigan as Professor and Chair of Physiology where my role in teaching was organizational as well as participatory for the next 35 years. In this work, I compare the teaching of medical students as well as graduate students and focus on how it has changed over this 60-year period. Over this time both medical and graduate Ph.D. education have become more integrative. Medical education is now taught in organ blocks rather than courses, and I participated in organizing the teaching of the gastrointestinal block. At Michigan, there is no longer a separate medical school class in Physiology, and graduate students enter a combined, "Program in Biomedical Science" for a year before choosing a mentor and department. Teaching remains an important part of the career of academic physiologists. It is important for schools offering the Ph.D. to provide instruction and experience in teaching. The American Physiology Society has developed new programs to assist teachers and many universities have centers on learning and teaching.
Topics: Humans; Faculty; Education, Medical; Students, Medical; Education, Graduate; Mentors; Teaching; Physiology
PubMed: 37498551
DOI: 10.1152/advan.00094.2023 -
Indian Journal of Pharmacology 2023Nearly all teachers are forced into teaching and gain experience through time, but many do not feel adequately prepared for their fieldwork in their training program.... (Review)
Review
Nearly all teachers are forced into teaching and gain experience through time, but many do not feel adequately prepared for their fieldwork in their training program. Only solution which helps teachers and students is to connect theory to practice by microteaching. It is a strategy for acquiring teaching abilities on a smaller scale, in which teachers may practice previously learned skills as well as acquire new ones. The efficiency of microteaching may be predicted using feedback from participants. While preservice instructors benefit from microteaching and students themselves find it helpful, academics have not yet looked closely at the assignment itself to determine precisely what microteaching entails. As a result, this study aids in learning more about the interactional aspects of microteaching and the effect of it in both teachers and students.
Topics: Humans; Students; Teaching
PubMed: 37737079
DOI: 10.4103/ijp.ijp_912_21 -
Annals of Palliative Medicine Jul 2019Palliative and supportive care education for radiation oncologists in training is essential to deliver comprehensive care to patients. Surveys on palliative care... (Review)
Review
Palliative and supportive care education for radiation oncologists in training is essential to deliver comprehensive care to patients. Surveys on palliative care education among radiation oncology program directors and residents demonstrate a disparity in formal teaching and didactics. Integration of formal didactics, communications skills programs, and teaching modules are being piloted at academic centers. A dedicated palliative radiation oncology service has been implemented and the experience evaluated. Future directions to improve resident education in palliative care include improving access and time dedicated to formal didactics, online and interactive modules, rotation in a palliative care service, emphasis on board examinations, and consideration of an advanced palliative care fellowship for radiation oncologists. This is the first review of the available literature reviewing formal palliative education in radiation oncology training programs in the United States.
Topics: Curriculum; Education, Medical, Continuing; Humans; Internship and Residency; Models, Educational; Palliative Care; Radiation Oncology; United States
PubMed: 30823839
DOI: 10.21037/apm.2019.01.07 -
Panminerva Medica Sep 2019Interventional pulmonology (IP) is experiencing a rapid evolution of new technologies. There is a need to develop structured training programs, organized in high volume... (Review)
Review
Interventional pulmonology (IP) is experiencing a rapid evolution of new technologies. There is a need to develop structured training programs, organized in high volume expert centers in order to improve trainee education, and including the development of validated metrics for their competency assessment. Concerning teaching methods, a gradual progression from theory to practice, using new teaching techniques, including live sessions and low and high-fidelity simulation, flipped classroom models and problem-based learning (PBL) exercises would provide a training setting more suitable for our current need to improve skills and update professionals. Training programs should be learner-centered and competence-oriented, as well as being based on a spiral-shaped approach in which the same subject is addressed many times, from new and different perspectives of knowledge, ability, behavior and attitude, until the trainee has demonstrated a high degree of skill and professionalism. Furthermore there is a need to standardize the training programs as guide for physicians wishing to undertake a gradual and voluntary improvement of their own competencies, and assist those planning and organizing training programs in IP. The article includes a general part on core curriculum contents, innovative training methods and simulation, and introduces the following articles on the skills that the Interventional Pulmonologist must master in order to perform the different procedures. This monography should be considered a starting point that will evolve over time and results in better training for practitioners and better care for our patients. The task of establishing a trainee's competence to practice independently as an Interventional Pulmonologist remains the responsibility of the IP fellowship program director and faculty, who validate logbooks and assess competence for each procedure. These standards need to be reviewed and approved by national and International Scientific Societies and Healthcare Institutions with the aim to improve, disseminate and incorporate them in healthcare programs.
Topics: Animals; Bronchoscopy; Cadaver; Clinical Competence; Curriculum; Education, Medical, Graduate; Europe; Humans; Models, Animal; Problem-Based Learning; Program Development; Pulmonary Medicine; Teaching
PubMed: 30394710
DOI: 10.23736/S0031-0808.18.03562-0 -
Clinical Microbiology and Infection :... Nov 2021Becoming and staying competent is a challenge in clinical microbiology and infectious diseases because of dramatic increases in medical knowledge, discovery of new... (Review)
Review
BACKGROUND
Becoming and staying competent is a challenge in clinical microbiology and infectious diseases because of dramatic increases in medical knowledge, discovery of new pathogens, emerging infections, new resistance mechanisms and laboratory techniques. E-learning is an effective way of meeting educational needs by providing more efficient and flexible training. E-learning resources have become more important to acquire new knowledge and skills, especially at a time of physical distancing.
OBJECTIVES
This review aims to summarize the implementation of e-learning in clinical microbiology and infectious diseases with references to existing examples and resources.
SOURCES
Literature and online resources for e-learning, online teaching/education in medical education, clinical microbiology and infectious diseases.
CONTENT
The principles and common methods of e-learning and frequently used digital tools are described. For all aspects of e-learning/distance learning, available resources and examples of applications in clinical microbiology and infectious diseases are presented.
IMPLICATIONS
The techniques, tools and resources described in this article should be considered for the development and implementation of e-learning programmes in clinical microbiology and infectious disease training.
Topics: Computer-Assisted Instruction; Curriculum; Education, Distance; Humans; Infectious Disease Medicine; Learning; Microbiology
PubMed: 34058378
DOI: 10.1016/j.cmi.2021.05.010 -
Advances in Physiology Education Sep 2023In the field of anatomy education, the debate over the superiority of learning with or without human donors is decades long and ongoing. Arguments for or against the use... (Review)
Review
In the field of anatomy education, the debate over the superiority of learning with or without human donors is decades long and ongoing. Arguments for or against the use of human donors in anatomy education vary, depending on the healthcare discipline. Physical therapy programs have been particularly resistant to the trend away from the use of human donors. In this personal view, I present my history of anatomy education and how my perspectives on teaching and learning anatomy have changed dramatically throughout my teaching experiences. The purpose of this article is to support instructors who are creating anatomy courses for all healthcare trainees without donors, inspire those teaching with donors to incorporate other methods of instruction and evaluation, challenge educators to examine their own biases surrounding anatomy education, and provide recommendations for developing an anatomy course without human donors. Included in this article is the perspective of a practicing physical therapist who learned through human dissection and has assisted me in the development and management of the human anatomy course in our physical therapy curriculum. This article provides an overview of how to design an anatomy course without anatomical donors for doctor of physical therapy students and includes recommendations for instructors who need to reduce or eliminate anatomical donors from their anatomy curriculum.
Topics: Humans; Anatomists; Anatomy; Cadaver; Curriculum; Dissection; Education, Medical, Undergraduate; Educational Status; Learning; Students, Medical; Teaching
PubMed: 37141435
DOI: 10.1152/advan.00004.2023 -
Revista Brasileira de Enfermagem Aug 2019To describe how undergraduate courses in Nursing are using the problem-based learning (PBL). (Review)
Review
OBJECTIVE
To describe how undergraduate courses in Nursing are using the problem-based learning (PBL).
METHOD
Integrative literature review, from searches in the databases Education Resources Information Center (ERIC), Latin American and Caribbean Health Sciences Literature (Lilacs), and PubMed, from 2010 to 2015. 36 articles were analyzed.
RESULTS
A teaching method used in all continents, the PBL enables improvement of the critical thinking, autonomy, motivation for learning, active search attitude, ability to work in teams, and problem-solving. Difficulties and challenges relate to the training of students and teachers to understand the principles of the method.
FINAL CONSIDERATIONS
The benefits of PBL coincide with the needs of nursing training, but its applicability demands constant review in seeking to develop the skills necessary for this training.
Topics: Curriculum; Education, Nursing; Humans; Problem-Based Learning; Program Evaluation
PubMed: 31432967
DOI: 10.1590/0034-7167-2018-0298