Eylem Seç
Enhancing a Neurology Clerkship Curriculum Using Just-In-Time Teaching with Video- Based Learning
Başlık:
Enhancing a Neurology Clerkship Curriculum Using Just-In-Time Teaching with Video- Based Learning
Yazar:
Dominguez, Moises, author.
ISBN:
9780438132610
Yazar Ek Girişi:
Fiziksel Tanımlama:
1 electronic resource (74 pages)
Genel Not:
Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Advisors: Jeremy J. Moeller.
Özet:
Introduction.
There are a number challenges medical education faces, such as the exponential increase in medical knowledge students must learn within their four years of medical school. Now more than ever is the time to implement evidence-based methods of teaching while utilizing advances in technology to deliver medical content to students. Just-In-Time Teaching is an active form of learning that uses web-based technology to create a feedback loop between the students and instructor. Students are assigned a task, which involves answering conceptual questions prior to the in-class session. The instructor receives the student results to adjust their lecture "just-in-time." Based on the student responses, the instructor can address any common misconception amongst the students. Our goal is to enhance the student and lecturer experience, and to assess the effectiveness, feasibility, and acceptability of this pedagogy on student learning in third year medical students on their neurology rotation.
Methods.
8 short (~5-13 minute) video-based lectures (VBLs) were created to present the framework and "evergreen" knowledge of 8 subspecialty didactic sessions within the neurology clerkship. 4-8 multiple-choice questions (MCQs) were created and reflect the learning objectives faculty members identified for their subject, which students take after watching the VBL. We iteratively implemented the VBL/MCQ sets in order to incorporate the feedback from students and faculty member into the development of the next topic. This equated to incorporating 1-2 topics each month. Quantitative surveys from students and faculty were obtained. End-of-clerkship knowledge assessments were compared between the intervention and pre-intervention groups.
Results.
42.4% (56/132) of students, between October 2016 and April 2017, responded to the surveys. Most students agreed or strongly agreed that using this pedagogy enhanced their learning and felt more responsible for learning the material. Faculty agreed that they enjoyed using this pedagogy and that it helped prepare students for class. Most faculty felt that seeing how students did on the multiple-choice questions helped them better understand which areas of knowledge need further clarification. Most students watched the whole video-based lecture; however, there was decreased audience retention with longer videos. There was no statistically significant difference in the end-of-clerkship knowledge assessment scores when comparing the pre-intervention groups (traditional lecture) and intervention groups (JiTT with VBL.).
Conclusion.
Just-In-Time Teaching combined with Video-Based Learning is an acceptable and feasible mode of teaching that enhances student learning and experience. Future research will focus on improving the quality of the end-of-clerkship knowledge assessment tools and implementing a randomized component to better evaluate the potential effectiveness of this approach.
Notlar:
School code: 0265
Tüzel Kişi Ek Girişi:
Mevcut:*
Yer Numarası | Demirbaş Numarası | Shelf Location | Lokasyon / Statüsü / İade Tarihi |
---|---|---|---|
XX(688858.1) | 688858-1001 | Proquest E-Tez Koleksiyonu | Arıyor... |
On Order
Liste seç
Bunu varsayılan liste yap.
Öğeler başarıyla eklendi
Öğeler eklenirken hata oldu. Lütfen tekrar deneyiniz.
:
Select An Item
Data usage warning: You will receive one text message for each title you selected.
Standard text messaging rates apply.