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The impact of participatory teaching methods on medical students' perception of their abilities and knowledge of epidemiology and statistics.

ABSTRACT: Statistics and Epidemiology are crucial both in clinical decision-making and clinical research. Teaching these disciplines in a Bachelor's Degree in Medicine is a significant challenge. In this paper, we aim to describe two participatory teaching methods used in a yearlong second-year course that includes both Epidemiology and Statistics, and to analyze how these two methodologies affect the students' perception of the course and their abilities related to these subjects. Both methodologies consist in carrying out a specific practical activity. The first practical activity is carried out using a website and aims to help students understand concepts and interpret information; the second involves analyzing a database using a statistical package and, subsequently, producing a scientific report. In addition, we prepared a questionnaire to find out the students' perception of these issues. The nine questionnaire items were assessed using a rating scale and adapted to characteristics of the course, which covers Epidemiology and Statistics in an integrated manner. Then we assessed the differences in perception before and after the activities were carried out. The results show that the students' perception improved significantly in the following items: "importance of Statistics and Epidemiology in Medicine"; "usefulness in clinical practice"; "understanding concepts"; "ability to perform a statistical analysis"; and "ability to sort data". The difference was not significant in the remaining four items. In conclusion, the students' perception of their ability in Statistics and Epidemiology significantly improved after completing the practical activities, and their perception of importance and usefulness of these subjects also improved.

SUBMITTER: Rubio M

PROVIDER: S-EPMC6105020 | biostudies-literature | 2018

REPOSITORIES: biostudies-literature

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The impact of participatory teaching methods on medical students' perception of their abilities and knowledge of epidemiology and statistics.

Rubio Margarita M Sánchez-Ronco María M Mohedano Rosa R Hernando Asunción A

PloS one 20180822 8

Statistics and Epidemiology are crucial both in clinical decision-making and clinical research. Teaching these disciplines in a Bachelor's Degree in Medicine is a significant challenge. In this paper, we aim to describe two participatory teaching methods used in a yearlong second-year course that includes both Epidemiology and Statistics, and to analyze how these two methodologies affect the students' perception of the course and their abilities related to these subjects. Both methodologies cons ...[more]

PMID: 30133528

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Project description:BackgroundOnline education has become increasingly popular, but research on the effectiveness of different teaching models in developing cognitive skills is limited. This study investigated the relationship between different teaching models (online and offline) and the development of cognitive skills in clinical medicine students.MethodsSurvey data were collected from 2018 entry students who participated in online teaching and 2019 entry students in offline teaching at Xiangya School of Medicine, Central South University. National Quality Open Courses (NQROC) were provided to both groups of students. The study examined the total score of physiology final exam, score of each type of question, and NQROC learning engagement in different score segments under the two teaching models. Non-parametric statistical methods were utilized to analyze the total score of physiology final exam, score of each type of question, and the NQROC learning engagement. Spearman's rank correlation was utilized to analyze the relationship between the score of physiology final exam and the students' NQROC learning engagement.ResultsThe study found no statistically significant difference in the total score, short-answer questions (SAQs) score, and case study questions (CSQs) score between online and offline teaching models. However, the multiple-choice questions (MCQs) score was higher in the online teaching model (Z=-4.249, P < 0.001), suggesting that online teaching may be an effective way to improve lower-order cognitive skills among students. In contrast, low-achieving students had higher total scores (Z=-3.223, P = 0.001) and scores in both MCQs (Z=-6.263, P < 0.001) and CSQs (Z=-6.877, P < 0.001) in the online teaching model. High-achieving students in the online teaching model had higher total scores (Z=-3.001, P = 0.003) and MCQs scores (Z=-5.706, P < 0.001) but lower scores in CSQs (Z=-2.775, P = 0.006). Furthermore, students' NQROC learning engagement was greater in the online teaching model.ConclusionsThe results of this study suggested that online teaching was not statistically significantly different from offline in cognitive domains and was more desirable than offline in strengthening lower-order cognitive skills. However, it was important to note that offline teaching may be more effective in reinforcing higher-order cognitive skills among high-achieving students. In conclusion, this study provided important insights into the effectiveness of different teaching models in developing cognitive skills among medical students and highlighted the potential benefits of online teaching in enhancing students' lower-order cognitive skills.

Project description:BackgroundText-generating artificial intelligence (AI) such as ChatGPT offers many opportunities and challenges in medical education. Acquiring practical skills necessary for using AI in a clinical context is crucial, especially for medical education.ObjectiveThis explorative study aimed to investigate the feasibility of integrating ChatGPT into teaching units and to evaluate the course and the importance of AI-related competencies for medical students. Since a possible application of ChatGPT in the medical field could be the generation of information for patients, we further investigated how such information is perceived by students in terms of persuasiveness and quality.MethodsChatGPT was integrated into 3 different teaching units of a blended learning course for medical students. Using a mixed methods approach, quantitative and qualitative data were collected. As baseline data, we assessed students' characteristics, including their openness to digital innovation. The students evaluated the integration of ChatGPT into the course and shared their thoughts regarding the future of text-generating AI in medical education. The course was evaluated based on the Kirkpatrick Model, with satisfaction, learning progress, and applicable knowledge considered as key assessment levels. In ChatGPT-integrating teaching units, students evaluated videos featuring information for patients regarding their persuasiveness on treatment expectations in a self-experience experiment and critically reviewed information for patients written using ChatGPT 3.5 based on different prompts.ResultsA total of 52 medical students participated in the study. The comprehensive evaluation of the course revealed elevated levels of satisfaction, learning progress, and applicability specifically in relation to the ChatGPT-integrating teaching units. Furthermore, all evaluation levels demonstrated an association with each other. Higher openness to digital innovation was associated with higher satisfaction and, to a lesser extent, with higher applicability. AI-related competencies in other courses of the medical curriculum were perceived as highly important by medical students. Qualitative analysis highlighted potential use cases of ChatGPT in teaching and learning. In ChatGPT-integrating teaching units, students rated information for patients generated using a basic ChatGPT prompt as "moderate" in terms of comprehensibility, patient safety, and the correct application of communication rules taught during the course. The students' ratings were considerably improved using an extended prompt. The same text, however, showed the smallest increase in treatment expectations when compared with information provided by humans (patient, clinician, and expert) via videos.ConclusionsThis study offers valuable insights into integrating the development of AI competencies into a blended learning course. Integration of ChatGPT enhanced learning experiences for medical students.

Project description:IntroductionEpilepsy is a chronic neurological disorder characterized by repetitive seizures which could occur in different forms depending on the site of brain disturbance. It has both psychological as well as social effects resulting in stigmatization and isolation of epileptic patients. Even though medical students are considered a role model of well-educated communities, previous studies showed that students lack the satisfactory knowledge and attitudes toward epilepsy, so it is important to evaluate the concept of epilepsy and to measure awareness and attitudes toward epileptic patients among medical students of King Abdulaziz University. The aim of this study is to determine knowledge, perception and attitudes toward epilepsy among medical students at King Abdulaziz University.MethodsAn observational cross-sectional study was conducted on 455 medical students from Faculty of medicine, King Abdulaziz University, Jeddah, Saudi Arabia (Western region) through a web-based survey in July 2018. The survey is composed of many sections (demographic variables, knowledge, attitudes and practices toward epilepsy). The survey was applied as a Google form and the data were analyzed by IBM-SPSS for Windows, version 21.0. The chi-square test of independence was used for data analysis.ResultsFour hundred thirty-six out of 455 students (98.5%) were aware about epilepsy. However, the level of knowledge varies depending on the educational level of these students, because 88.5% of the students responded that brain injury is the most common cause and 57.3% said it is a genetic disease, while 3.7% stated that it was due to evil spirit. As a treatment method, medication and God's help were chosen by 95.8% and 57.8%, respectively. Objection to marry an epileptic patient was the most common negative attitude toward epileptics among the participants. Nonetheless, the overall attitude was found to be positive.ConclusionKing Abdulaziz University medical students have had some misunderstandings regarding causes, manifestations and treatment of epilepsy which could affect their attitudes toward epileptic individuals. Educational programs which include more clinical exposure to such common diseases are required to improve students' impressions of these diseases.

Project description:BackgroundSimulator-based teaching for coronary angiography (CA) is an attractive educational tool for medical students to improve their knowledge and skills. Its pedagogical impact has not been fully evaluated yet.ObjectiveThe aim of this study was to compare traditional face-to-face teaching with a simulator-based teaching for the acquisition of coronary anatomy knowledge and CAs interpretation.MethodsA total of 118 medical school students in their fourth to sixth year were prospectively randomized in 2 groups: (1) a control teaching group (n=59, CONT group) and (2) a simulator group (using the Mentice VIST-Lab CA simulator; n=59, SIM group). The CONT group received a PowerPoint-based course, whereas the SIM group received a simulator-based course including the same information. After the course, all students were evaluated by 40 multiple choice questions (maximum of 100 points), including questions on coronary anatomy (part 1), angiographic projections (part 2), and real CAs interpretation (part 3). Satisfaction of the students was also evaluated by a simple questionnaire.ResultsStudent characteristics were identical in both the groups: 62/118 (52.5%) were female and age was 22.6 (SD 1.4) years. Moreover, 35.6% (42/118) were in their fourth year, 35.6% (42/118) were in the fifth year, and 28.8% (34/118) in the sixth year. During the evaluation, SIM students had higher global scores compared with CONT students, irrespective of their year of medical school (59.5 [SD 10.8] points vs 43.7 [SD 11.3] points, P<.001). The same observations were noted for each part of the test (36.9 [SD 6.6] points vs 29.6 [SD 6.9] points, P<.001; 5.9 [SD 3.0] points vs 3.1 [SD 2.8] points, P<.001; and 16.8 [SD 6.9] points vs 10.9 [SD 6.5] points, P<.001; for parts 1, 2, and 3, respectively). Student satisfaction was higher in the SIM group compared with the CONT group (98% vs 75%, P<.001).ConclusionsThis study suggests that simulator-based teaching could potentially improve students' knowledge of coronary anatomy, angiography projections, and interpretation of real clinical cases, suggesting better clinical skills. These results should encourage further evaluation of simulator-based teaching in other medical specialties and how they can translate into clinical practice.

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The impact of participatory teaching methods on medical students' perception of their abilities and knowledge of epidemiology and statistics.

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The impact of participatory teaching methods on medical students' perception of their abilities and knowledge of epidemiology and statistics.

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