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PubMed2006

Teaching research and epidemiology to undergraduate students in the health sciences.

OBJECTIVE: To identify and address particular challenges in the teaching of epidemiological concepts to undergraduate students in non-clinical health disciplines. METHODS AND RESULTS: Relevant pedagogical literature was reviewed to identify a range of evidence-based teaching approaches. The authors also drew on their experience in curriculum development and teaching in this field to provide guidelines for teaching epidemiology in a way that is engaging to students and likely to promote deep, rather than surface, learning. Discussion of a range of practical strategies is included along with applied examples of teaching epidemiological content. CONCLUSIONS AND IMPLICATIONS: Increasingly, there is a greater emphasis on improved learning outcomes in higher education. Graduates from non-clinical health courses are required to have a core understanding of epidemiology and teachers of epidemiology need to be able to access resources that are relevant and useful for these students. A theoretically grounded framework for effective teaching of epidemiological principles to non-clinical undergraduates is provided, together with a range of useful teaching resources (both paper and web-based). Implementation of the strategies discussed will help ensure graduates are able to appropriately apply epidemiological skills in their professional practice.

Education, Public Health Professional↗

PubMed2006

The role of the student-teacher relationship in the formation of physicians. The hidden curriculum as process.

Relationship-Centered Care acknowledges the central importance of relationships in medical care. In a similar fashion, relationships hold a central position in medical education, and are critical for achieving favorable learning outcomes. However, there is little empirical work in the medical literature that explores the development and meaning of relationships in medical education. In this essay, we explore the growing body of work on the culture of medical school, often termed the "hidden curriculum." We suggest that relationships are a critical mediating factor in the hidden curriculum. We explore evidence from the educational literature with respect to the student-teacher relationship, and the relevance that these studies hold for medical education. We conclude with suggestions for future research on student-teacher relationships in medical education settings.

Education, Medical↗

PubMed1988

Selective amygdalo-hippocampectomy for temporal lobe epilepsy.

Greater precision in the identification of seizure-initiating structures and preferential pathways of seizure spread has enabled us to classify complex partial seizures into subtypes. The mediobasal limbic subtype is the most important of these. Because of the paramount importance of amygdala and hippocampus in the majority of patients with temporal lobe epilepsy, we initiated so-called "selective" amygdalo-hippocampectomy (AHE) as an alternative to conventional temporal lobectomy for the treatment of medically intractable mediobasal temporal lobe epilepsy. To date, 181 patients have been operated on using this microsurgical approach. Fifty-two of them had no detectable morphological lesion preoperatively. These were studied either by stereoelectroencephalography (SEEG) (n = 42) or using foramen-ovale (FO) electrodes (n = 10). Mean follow-up for this group was 47 (6-143) months. Sixty-two percent are seizure-free, 10% have only rare seizures, and worthwhile improvement occurred in another 15%. There was no improvement in 13%. Antiepileptic drugs have been discontinued in 21%; the remainder receive one or more drugs. Good postoperative seizure outcome related to the initial seizure-onset locus being exclusively within the resected structures. "Palliative" AHE is nevertheless an option in those cases in whom the primary focus lies in or close to indispensable neocortex (e.g., speech area) and in whom a secondary pacemaker role of the amygdala-hippocampus complex has been demonstrated. Further factors influencing outcome include the presence of structural abnormality (especially of hippocampal sclerosis), age at seizure onset, preoperative duration of seizures, and postoperative EEG findings. In patients with a good seizure outcome, learning and memory performance increased, especially for material specific for the nonoperated hemisphere. We conclude that temporal lobe epilepsy with mediobasal limbic seizures is preferably treated surgically by selective amygdalo-hippocampectomy rather than "standard" temporal lobectomy.

Amygdala↗

PubMed2004

British Society for Oral and Maxillofacial Pathology, UK: minimum curriculum in oral pathology.

This paper describes a minimum curriculum in oral pathology for undergraduate dental education in the United Kingdom prepared by the Teachers Group of The British Society of Oral and Maxillofacial Pathology. Curricular development in UK dental schools is overseen by the General Dental Council (GDC), the Quality Assurance Agency for Higher Education (QAA) and the European Union. These organisations define the framework for education and learning outcomes but provide little or no detailed guidance on syllabus or curriculum. This recommended minimum curriculum has been drawn up by a consensus process involving teachers of oral pathology from all 13 UK and one Irish dental schools and is cross-referenced to the GDC and QAA published requirements for undergraduate dental education.

Curriculum↗

PubMed2006

Undergraduate clinical orthodontic experience: a discussion paper.

Undergraduate clinical orthodontic experience may be expressed in a variety of ways. The most common way (used, inter alia, in the DentEd school visits) is by number of curriculum hours. Other ways include the number of patients seen, or number of procedures carried out. Whilst any of these methods may allow comparison between cohorts of students within a school or between schools, none of them are suitable to determine how much experience is 'satisfactory', nor do they indicate what the student should know, understand, or be able to do, to be considered 'satisfactory', and hence fit to graduate. This situation may be addressed by the use of competences and/or learning outcomes, and in 2004 the Association for Dental Education in Europe (ADEE) adopted a document that contained one major competence and five supporting competences in orthodontics. This paper considers the shortcomings of conventional methods of recording orthodontic experience in relation to the acquisition of these competences, and some ways in which staff and students may assess competence.

Clinical Competence↗

PubMed2006

The role of final year extramural placements in the undergraduate veterinary curriculum.

OBJECTIVE: To examine the role of a final year program of extramural placements in the undergraduate veterinary curriculum. DESIGN: An online questionnaire was made available to all students who completed the first lecture free final year of clinical placements offered by the Faculty of Veterinary Science, University of Sydney in 2004. The questionnaire collected information regarding the effectiveness of preparation for veterinary practice through: rating the usefulness of tasks and processes in achieving final year learning outcomes; collecting students' opinions on attributes vital to success as a veterinary practitioner and the value of extramural placements in developing these attributes; and rating the value of extramural placements in preparing students for veterinary practice. RESULTS: The most useful tasks or processes as evidenced by the percentage of students rating these tasks or processes as either very useful or useful were receiving feedback (80%) and completing case logs (78%). The main attribute considered vital to success as a veterinarian was communication skills and extramural placements were generally rated as very valuable in developing this competency. This program was considered to be particularly successful in facilitating the link between theory and practice, enabling the recognition and treatment of a range of diseases and developing interpersonal skills. CONCLUSION: The model for extramural placements implemented was generally regarded by students to be valuable in preparing them for veterinary practice.

Australia↗

PubMed2004

Global core recommendations for a musculoskeletal undergraduate curriculum.

OBJECTIVE: To develop core recommendations for the learning outcomes of an undergraduate curriculum in musculoskeletal conditions for any parts of the globe. METHODS: Recommendations were developed by wide consultation with experts in orthopaedics, rheumatology, osteoporosis, and rehabilitation from all parts of the world who had interest and experience in these specialties, with the support of international and national societies. All possible knowledge, skills, and attitudes that might be of relevance to musculoskeletal conditions were initially considered and then reduced to those considered essential for all doctors. RESULTS: The recommendations focus on (a) basic skills to assess and diagnose musculoskeletal problems; (b) the competency to assess specific common or urgent musculoskeletal problems; (c) the theoretical background of the conditions and their management; and (d) the core knowledge necessary to support diagnosis and management, including basic sciences. At the end of the course, all students should be able to differentiate normal from abnormal locomotor symptoms in a patient, determine the relevant investigations and interpret the results, formulate a limited differential diagnosis, recognise the impact of the problem on the individual patient, and make an appropriate management plan. CONCLUSIONS: The recommendations set global standards for the minimum level of competence in managing patients with musculoskeletal problems. They define what all doctors should know when graduating from medical school, regardless of further specialisation. They are intended to form the basis of a curriculum for a musculoskeletal course and can be adapted for any medical school in any country throughout the world.

Clinical Competence↗

PubMed1998

Three visual techniques to enhance interprofessional learning.

Many changes in the delivery of healthcare in the UK have highlighted the need for healthcare professionals to learn to work together as teams for the benefit of patients. Whatever the profession or level, whether for postgraduate education and training, continuing professional development, or for undergraduates, learners should have an opportunity to learn about and with, other healthcare practitioners in a stimulating and exciting way. Learning to understand how people think, feel, and react, and the parts they play at work, both as professionals and individuals, can only be achieved through sensitive discussion and exchange of views. Teaching and learning methods must provide opportunities for this to happen. This paper describes three small-group teaching techniques which encourage a high level of learner collaboration and team-working. Learning content is focused on real-life health-care issues and strong visual images are used to stimulate lively discussion and debate. Each description includes the learning objectives of each exercise, basic equipment and resources, and learning outcomes.

Audiovisual Aids↗

PubMedDate not supplied

Do computers teach better? A media comparison study for case-based teaching in radiology.

A prospective study was performed to better define the role of computers in teaching radiology to medical students. Two hundred twenty-five 3rd-year students were randomly assigned to one of four groups and exposed to 10 radiology cases as well as to a voluntary weekly radiology lecture. Group A used computer-based cases with interactive elements; group B used computer-based cases without interactive elements; group C used paper-based cases with interactive elements; and group D was not exposed to the cases and served as a control group. On a multiple-choice question test, groups A, B, and C showed significant improvement (+11.2%, +15.1%, and +13.0%, respectively), whereas group D did not (+0.6%). On an image interpretation test, group A showed the most improvement (+15.7% [P <.001]), followed by group B (+15.1% [P <.01]) and group C (+10.2% [P <.05]); group D showed no significant improvement (+8.5%). No significant differences in the learning outcome were found between the two interactive groups (computer based and paper based). Computer-based teaching with case studies (with or without interactivity) improves students' problem-solving ability in radiology.

Chi-Square Distribution↗

PubMed2005

Student perspectives of assessment by TEMM model in physiology.

Assessment is the process by which the teacher and the student gain knowledge about student progress. Assessment systems should aim at evaluating the desired learning outcomes. In Melaka Manipal Medical College, (Manipal Campus), Manipal, India, the TEMM model (consisting of 4 assessment methods: Triple Jump Test, essay incorporating critical thinking questions, Multistation Integrated Practical Examination, and multiple choice questions) was introduced to 30 refresher students in the fourth block of the academic year. At the end of the block, a questionnaire was distributed to ask the students to rank the different assessments in the order of their preference with respect to seven items. Analysis of the results showed that not a single type of assessment was ranked highest for all the seven items, proving the earlier observation that a single assessment does not fulfill all aspects of assessment and that there is a need for an evaluating system with multiple ways of assessment.

Education, Medical, Undergraduate↗

PubMedDate not supplied

Teaching skills of health professionals.

The purpose of this paper is to describe an analytic method that focuses on health professionals' teaching skills. The method involves comparing live or recorded teacher behaviors with operational definitions of 20 skills known to influence learning outcomes, and assigning numerical ratings on a four-point scale. The videotapes prepared for this symposium are rated and compared with other sessions recorded in health care settings. Virtually all patient educators could improve their teaching skills substantially. Although many questions about teaching skills and education process remain unanswered, available data clearly justify training to improve health professionals' teaching skills.

Diabetes Mellitus↗

PubMed2005

Challenges in teacher preparation for school health education and promotion.

The health education and promotion profession is facing a series of teacher preparation challenges related to the delivery of quality school health education/promotion programmes. The challenges occurring in the United States are also present in a variety of other regions as the education structure attempts to ensure that students receive a sound preparation in health education and promotion during their school experience. The challenges can be categorised into the following areas: Quality and quantity of professional preparation for teachers during their pre-service university training; Need for in-service of teachers already in the K-12 workforce (in the USA grades K-12 are broadly equivalent to ages five to 17 years); University faculty workforce professional development needs; Research to provide baseline data for future standards development. Because there is a direct connection between community and school and parents and teachers at the K-12 level of education, the demand for highly skilled teachers and professional development is playing out at that level much more rapidly than at the university level. The relative isolation of some university faculty and programmes has developed an interesting situation in which many administrators and master teachers at the K-12 level of education have a better grasp and understanding of new teaching and learning strategies and tools than professors at the university level. This has happened at the same time when there is also a shortage of university professors entering school health education/promotion teacher education. This confluence of realities may predicate the need for a radical change in university based teacher preparation in health education/promotion. The overwhelming challenge for many countries including the United States remains the large number of teachers in the current workforce who must be provided professional development experiences. Currently both the National Health Education Standards for K-12 students and teacher preparation standards in health education reflect best practice theory only. There is no national data to support the standards. During the next ten years it is imperative that nationwide data be collected, compiled and analysed on actual learning outcomes for both K-12 students and health education teacher candidates. This will allow the next set of standards at both of the above-mentioned levels to reflect the knowledge and skills that have been actually attained and demonstrated. It will also be a basis for creating revisions and expansions in such a way that national standards can be an actual measure by which student performance can be judged. It is hoped that the rising tide of both national and international interest in having an increasingly health literate population will inspire members of the profession to be creative in the development of educational approaches, strategic partnerships, and funding to put strong systems of teacher preparation in place for the future.

Faculty↗

PubMed2001

Building capacity for system-level change in schools: lessons from the Gatehouse Project.

The Gatehouse Project is an innovative, comprehensive approach to mental health promotion in secondary schools. It sets out to promote student engagement and school connectedness as the way to improve emotional well-being and learning outcomes. The key elements of the whole-school intervention are the establishment and support of a school-based adolescent health team; the identification of risk and protective factors in each school's social and leaning environment from student surveys; and, through the use of these data, the identification and implementation of effective strategies to address these issues. The project evaluation used a cluster-randomized controlled trial design involving 26 schools with initial results demonstrating considerable success in reducing smoking rates among Year 8 children. This article describes and accounts for how system-level changes have been made in schools through a process of capacity building. This encourages teachers, parents, and students to view the core business of education differently.

Adolescent↗

PubMedDate not supplied

Working with organizations to implement dementia awareness training for public contact staff.

People with dementia living in the community interact with a range of people who provide services to the public. Within these interactions, there may be communication problems associated with symptoms of the person's dementia. Problems include memory loss, difficulty communicating clearly, inability to grasp complex ideas, and problems handling money. This article describes a project that set out to promote training in dementia awareness for public contact staff with the expectation that it would help them better cater to people living with dementia. We worked with a police service, members of a city council, and staff of community pharmacies. This report provides suggestions about appropriate learning outcomes and program content and recommends steps to help others set up similar education programs.

Aged↗

PubMed2006

Development, implementation and pilot evaluation of a Web-based Virtual Patient Case Simulation environment--Web-SP.

BACKGROUND: The Web-based Simulation of Patients (Web-SP) project was initiated in order to facilitate the use of realistic and interactive virtual patients (VP) in medicine and healthcare education. Web-SP focuses on moving beyond the technology savvy teachers, when integrating simulation-based education into health sciences curricula, by making the creation and use of virtual patients easier. The project strives to provide a common generic platform for design/creation, management, evaluation and sharing of web-based virtual patients. The aim of this study was to evaluate if it was possible to develop a web-based virtual patient case simulation environment where the entire case authoring process might be handled by teachers and which would be flexible enough to be used in different healthcare disciplines. RESULTS: The Web-SP system was constructed to support easy authoring, management and presentation of virtual patient cases. The case authoring environment was found to facilitate for teachers to create full-fledged patient cases without the assistance of computer specialists. Web-SP was successfully implemented at several universities by taking into account key factors such as cost, access, security, scalability and flexibility. Pilot evaluations in medical, dentistry and pharmacy courses shows that students regarded Web-SP as easy to use, engaging and to be of educational value. Cases adapted for all three disciplines were judged to be of significant educational value by the course leaders. CONCLUSION: The Web-SP system seems to fulfil the aim of providing a common generic platform for creation, management and evaluation of web-based virtual patient cases. The responses regarding the authoring environment indicated that the system might be user-friendly enough to appeal to a majority of the academic staff. In terms of implementation strengths, Web-SP seems to fulfil most needs from course directors and teachers from various educational institutions and disciplines. The system is currently in use or under implementation in several healthcare disciplines at more than ten universities worldwide. Future aims include structuring the exchange of cases between teachers and academic institutions by building a VP library function. We intend to follow up the positive results presented in this paper with other studies looking at the learning outcomes, critical thinking and patient management. Studying the potential of Web-SP as an assessment tool will also be performed. More information about Web-SP: http://websp.lime.ki.se.

Attitude of Health Personnel↗

PubMed2001

What's the use of faculty development? Program evaluation using retrospective self-assessments and independent performance ratings.

BACKGROUND: The assessment of the effectiveness of faculty development programs is increasingly important in medical schools and academic medical centers but is difficult to accomplish. PURPOSE: We investigated the usefulness of retrospective self-assessments by program participants in combination with independent ratings of teaching performance by their trainees. METHODS: We used a single sample, prepost intervention design using multiple measures. Our assessment instruments were based on our institution's accepted teaching competencies. We measured participants' self-assessments of their teaching competencies before the program and their retrospective self-assessed improvements in these competencies after the program. We also used independent ratings of the participants' teaching competencies before and after their involvement in the program, as rated by their own trainees (fellows, residents, and medical students). Selected teaching competencies comprised the intended learning outcomes of the faculty development program. RESULTS: Participants' preprogram self-assessments showed that the program was appropriately matched to several topics identified as needy, but also included topics that participants did not identify as needs. The retrospective self-assessments showed improvements in teaching skills that previously were identified as needs, as well as those in which participants originally felt quite competent. The independent ratings by trainees showed overall positive improvements (some significantly). The retrospective self-assessed improvements correlated positively with the independent ratings by their trainees (p < .01). CONCLUSIONS: This evaluation strategy showed that the faculty development program improved the teaching competencies of the participants. Both the program participants' retrospective self-assessments and the independent ratings by their trainees showed postprogram improvements and were positively intercorrelated. The use of these multiple measures is a viable approach to evaluate the impact of a faculty development program. Potentially either approach could be used, but in combination, they provide a feasible, valid, and reliable evaluation.

Education, Medical↗

PubMed1997

Education and training of practice nurses.

Seventeen nurses in eight rural general practices participated in a distance education project. Low-cost videoconferencing equipment was assessed for its suitability in two training sessions, concerning asthma and travel immunization. The intended learning outcomes were reached and although initially apprehensive, the nurses quickly became accustomed to the medium. Videoconferencing has now become an accepted part of in-service training. Technical reliability remains the most important problem.

Asthma↗

PubMed2002

Teaching in partnership: linking a medical school and a community trust.

Since 1997, the Croydon and Surrey Downs Community NHS Trust, together with the Department of General Practice and Primary Care at Guy's, King's and St Thomas' School of Medicine, King's College London, has offered a community-based special study module to second year medical students. The module offered an opportunity to learn how people living with a chronic infection, such as HIV/AIDS, cope with their condition while being looked after by a multidisciplinary team in the community. This article describes how interprofessional teaching and supervision between community nurse specialists and medical students, with the involvement of multidisciplinary and community-based teachers, enabled active engagement of students in their learning. We also discuss the learning outcomes for the students and the benefits for the community trust staff in the context of interprofessional teaching.

Acquired Immunodeficiency Syndrome↗