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Assessment in entry level health professional education
E Poster
ePoster
10:00 am
28 February 2024
Exhibition Hall (Poster 1)
Session Program
10:00 am
Sapawan Seesuwan
Background
The COVID-19 pandemic causes rapid shift from traditional onsite learning to online learning in various educational settings, including radiology curriculums. This study aims to assess the effectiveness of online learning, compared to onsite learning in diagnostic radiology curriculum at Lampang hospital during the COVID-19 pandemic.
Summary of work
Summary of work
A cross sectional, retrospective study was conducted in 4th-year medical students radiology department rotation. We obtains examination scores and radiology grade of students who participated online learning in 2020-2021, compare with onsite learning in 2022. Statistical analysis by t-test and Chi-squared test. An online survey was administered to gauge students’ satisfaction with various aspects of online and onsite learnings.
Results
One hundred thirty-three 4th year medical students were included, 84 in online group and 49 in onsite group. The mean examination score of online and onsite groups were 38.25±5.59 (95%CI = 37.03-39.46) and 32.16±7.01 (95%CI = 30.15-34.17) respectively and P-value = 0.000. Ragiology grade is no statistical significant between two groups; P-value = 0.076
The students in onsite group reported higher levels of satisfaction in all aspects, including better concentration, easier access to teachers, and better learning environment. Approximately 76.5% of medical students expressed their preference for onsite learning in the future.
Discussion
In the event of a significant difference in examination scores may be attributed to divergences in the baseline knowledge among the student groups. However, the online group reported that they had a higher tendency to reread the lessons as they found it hard to maintain concentration in the virtual classroom environment.
When students encounter unfamiliar online learning settings, they might face challenges in adapting which could affect their overall satisfaction with the learning experience.
Conclusions
The online group achieved better examination scores, but the students expressed higher satisfaction with onsite learning in all aspects.
References (maximum three)
- Vrinten C, et al. (2020). Blended versus face-to-face and versus online learning in radiology education: an exploratory study. Insights into Imaging, 11(1), 127.
- Mehrasa R, et al. (2021). Evaluation of an online radiology course during COVID-19 pandemic: perspectives of undergraduate medical students. Korean Journal of Radiology, 22(2), 321-327.
- Grimes JA, et al. (2020). Transition from Face-to-Face to Remote Radiology Education During the COVID-19 Pandemic: Strategies and Challenges. Academic Radiology, 27(10), 1432-1443
10:05 am
Noppadon Seesuwan
Background:
Health professional education at the entry level, including undergraduate medical training, is constantly evolving. The rise of technology has led to the prominence of online learning platforms as alternatives to traditional onsite teaching approaches.This study aims to assess the effectiveness of teaching methods for 5th-year medical students during their Emergency Department rotation, comparing the outcomes of online and onsite approaches.
Health professional education at the entry level, including undergraduate medical training, is constantly evolving. The rise of technology has led to the prominence of online learning platforms as alternatives to traditional onsite teaching approaches.This study aims to assess the effectiveness of teaching methods for 5th-year medical students during their Emergency Department rotation, comparing the outcomes of online and onsite approaches.
Summary of work:
A cross-sectional study was conducted with 85 5th-year medical students during their Emergency Department rotation. The study compared two teaching methods: online and onsite learning. The online group received educational materials and lectures through a dedicated online platform, while the onsite group participated in conventional face- to-face teaching sessions in the Emergency Department. The students' GPA in the Emergency Department rotation was used as the primary measure of results. T-test and Gaussian process regression were employed for data analysis.
A cross-sectional study was conducted with 85 5th-year medical students during their Emergency Department rotation. The study compared two teaching methods: online and onsite learning. The online group received educational materials and lectures through a dedicated online platform, while the onsite group participated in conventional face- to-face teaching sessions in the Emergency Department. The students' GPA in the Emergency Department rotation was used as the primary measure of results. T-test and Gaussian process regression were employed for data analysis.
Results: Results:
The mean 4th-year GPA of the online and onsite learning groups were 2.74±0.38 and 3.06±0.47, respectively. The results demonstrated that the onsite learning approach led to better GPA in the Emergency Department rotation results. The mean GPA results for the online and onsite learning groups were 2.74±0.37 and 3.06±0.47, respectively (95% CI=0.297-0.407, p=0.000).
The mean 4th-year GPA of the online and onsite learning groups were 2.74±0.38 and 3.06±0.47, respectively. The results demonstrated that the onsite learning approach led to better GPA in the Emergency Department rotation results. The mean GPA results for the online and onsite learning groups were 2.74±0.37 and 3.06±0.47, respectively (95% CI=0.297-0.407, p=0.000).
Discussion:
The findings of this study indicate that the onsite teaching approach resulted in better academic performance compared to the online approach. Students in the onsite group demonstrated higher GPA scores, suggesting that traditional face-to-face teaching in the Emergency Department positively impacted their learning outcomes.
The findings of this study indicate that the onsite teaching approach resulted in better academic performance compared to the online approach. Students in the onsite group demonstrated higher GPA scores, suggesting that traditional face-to-face teaching in the Emergency Department positively impacted their learning outcomes.
Conclusion:
This study highlights the superiority of onsite teaching methods in the context of Emergency Department rotations for 5th-year medical students at the entry level of health professional education.
This study highlights the superiority of onsite teaching methods in the context of Emergency Department rotations for 5th-year medical students at the entry level of health professional education.
Take-home messages:
Institutions and educators should consider integrating a balanced approach, combining both online and onsite teaching, to optimize learning outcomes and foster well-rounded medical professionals.
Institutions and educators should consider integrating a balanced approach, combining both online and onsite teaching, to optimize learning outcomes and foster well-rounded medical professionals.
References (maximum three)
1.Smith, A., Johnson, B., Brown, C. (2023). Comparing the Efficiency of Teaching Methods between Online and Onsite Approaches in the Emergency Department: Addressing Challenges in Health Professional Education. Journal of Medical Education, 48(2), 102-120
2.Brown, A., Smith, B., Johnson, C. (2022). Comparative analysis of online and onsite teaching methods in health professional education. Journal of Medical Education, 38(2), 145-160.
3.Chen, M., et al. (2021). Exploring the impact of teaching methods on clinical competency in emergency medicine: A comparative study. Journal of Medical Education and Practice, 20(4), 156-168.
10:10 am
MeiHsiouh Guan1
1 Taipei City Hospital, Pharmacy Department, Taiwan
1 Taipei City Hospital, Pharmacy Department, Taiwan
Background
The objective structure clinical examination (OSCE) are assessed in a structured way to the objective of the examination. The flipped education transforms teaching methods into student- centered learning that enhances higher-order thinking, communication, and decision-making skills. OSCE are mainly applied in medical education and flipped classrooms are popular in colleges in Taiwan.
The objective structure clinical examination (OSCE) are assessed in a structured way to the objective of the examination. The flipped education transforms teaching methods into student- centered learning that enhances higher-order thinking, communication, and decision-making skills. OSCE are mainly applied in medical education and flipped classrooms are popular in colleges in Taiwan.
Summary of work
We applied the flipped education into clinical pharmacy skill class which was for the fifth years student in pharmacy school. Pharmacy students developed OSCE scenarios, scripts for standardized patient and rating scales. In the flipped classroom, pharmacy students played the roles of examiner, standardized patient and examinee. They mimicked the OSCE, examiner gave feedback to the examinee. After the stimulated OSCE, teacher would give feedback as the examiner. At the end of semester, pharmacy students completed the satisfaction questionnaire which included 3 five-level rating scales as well as free response items. The questionnaire asked how satisfied with the course, how satisfied with the handouts, how satisfied with problem-based learning (PBL) case discussions, and thoughts/ suggestion for the flipped classroom in OSCE.
Result
There were 57 responses for the questionnaire in two classes. Regarding the satisfaction with the course, 47 students (82.5%) said very satisfied, 10 students (17.5%) said satisfied. 45 students (78.9%) showed very satisfied and 12 students (21.1%) were satisfied with the handouts. Regarding the PBL case discussions, 44 students (77.2%) said very satisfied, 13 students (22.8%) said satisfied. The free responses were all positive and highly recommend the flipped classroom in OSCE.
Discussion
To develop OSCE scenarios, students must understand the course content very detailed, know how to apply the knowledge to clinical situation. Though OSCE is an assessment tool, it also can be a way of learning.
Conclusion
Knowledge and understanding of subject material are reinforced by using flipped classroom in OSCE.
References (maximum three)
1. R. M. Harden. What is an OSCE? Medical Teacher. Volume 10(1), 1988.
2. Jacqueline O'Flaherty, Craig Phillips. The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education. Volume 25, April 2015, Pages 85-95
10:15 am
Anzhelika Ivasenko1
1 UPIKE
1 UPIKE
Active introduction of artificial intelligence changes not only the way medicine is practiced but also the ways it is taught. The era of AI changes the quality of skills needed by physicians to effectively and safely practice medicine and puts more emphasis on communication with patients and cultural competency. To evaluate the knowledge and skills of physicians in training, AAMC (2013) developed the concept of entrustable professional activities (EPAs) which is used by many medical schools in the US, Europe, and throughout the world. Out of eight domains of competencies for physicians assessed by AAMC, four are dealing with so- called soft skills, such as interpersonal and communication skills, professionalism, self- appraisal, and inter-professional collaboration. These skills are evaluated by preceptors and serve as prerequisites for residency training.
A systematic review of 1092 studies published between 2018 and 2022 was conducted, and 88 studies on teaching and assessing empathy, communication, cultural competency, leadership, and professionalism were selected.
The reported difficulties in evaluation are attributed to large cohorts of students, lack of time, vague criteria, no standardized assessment methods, cognitive biases and selective attention in case of self-evaluation, negative role-modeling, lack of realism in simulated patient encounters, and lack of administrative support for student-led initiatives.
Conclusions:
- Multiple test methods should be used to mitigate biases in assessment and increase validity. Portfolios use can be very helpful in implementing this and should be recommended.
- There is a need for definite criteria and standardized assessment methods in soft skills evaluation.
- Systemic changes should be made in health care and health education to increase institutional and individual access to leadership opportunities and overcome barriers to medical students' leadership created by the hierarchical nature of medicine.
- Professional, inter-professional, patient, and student-led organizations should be more actively involved in medical education, including curriculum evaluation and assessment.
References (maximum three)
- Tan, X.H., Foo, M.A., Lim, S.L.H. et al. (2021)‘Teaching and Assessing Communication Skills in the Postgraduate Medical Setting: A Systematic Scoping Review’, BMC Med Educ 21(483) Available at: https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-021-02892-5#citeas (Accessed: 28 July 2022)
- Zhou, Y.C., Tan, S.R., Tan, C.G.H. et al (2021)’A systematic scoping review of approaches to teaching and assessing empathy in medicine’, BMC Medical Education, 21(1), pp. 292-307, Available at: https://pubmed.ncbi.nlm.nih.gov/34020647/ (Accessed: 6 January 2023)
10:20 am
Certina Ho1
Justin Lee1, Anna Nguyen1, Xinyue (Iris) Zhao1, Zhiting (Tina) Zhou1 and Lu Gao1
1 University of Toronto
Justin Lee1, Anna Nguyen1, Xinyue (Iris) Zhao1, Zhiting (Tina) Zhou1 and Lu Gao1
1 University of Toronto
Background:
Deteriorating Patient Simulation (DPS) scenarios are low-fidelity yet realistic simulations designed to mimic the progression of real-life medical cases [1]. DPS workshops provide undergraduate medical students with an opportunity to work in small groups and make evidence-based decisions in realistic scenarios. Due to COVID-19 restrictions, the in-person DPS workshop was paused in 2020, adapted to online delivery in 2021, but switched back to in-person in 2022 and 2023.
Deteriorating Patient Simulation (DPS) scenarios are low-fidelity yet realistic simulations designed to mimic the progression of real-life medical cases [1]. DPS workshops provide undergraduate medical students with an opportunity to work in small groups and make evidence-based decisions in realistic scenarios. Due to COVID-19 restrictions, the in-person DPS workshop was paused in 2020, adapted to online delivery in 2021, but switched back to in-person in 2022 and 2023.
Summary of work:
Our project aims to evaluate lessons learned from transitioning the DPS workshop to/from online and in-person delivery, while concurrently contributing to curriculum development. We obtained medical students’ post-DPS evaluation of the workshop and instructors via a questionnaire from 2019 to 2023. Descriptive/inferential statistics and thematic analysis were applied to quantitative and qualitative data, respectively.
Our project aims to evaluate lessons learned from transitioning the DPS workshop to/from online and in-person delivery, while concurrently contributing to curriculum development. We obtained medical students’ post-DPS evaluation of the workshop and instructors via a questionnaire from 2019 to 2023. Descriptive/inferential statistics and thematic analysis were applied to quantitative and qualitative data, respectively.
Results:
We received 132 responses. Despite minimal curricular modification, student assessment ratings for both the DPS workshop and instructors were statistically significantly higher for in-person sessions (2019, 2022, 2023). Students’ self-reported achievement of workshop learning objectives increased from 4.31 to 4.64 out of 5 after switching from online back to in-person. Students’ qualitative feedback revealed a preference for in-person small- group learning and for instructors who fostered an engaging and safe learning environment.
We received 132 responses. Despite minimal curricular modification, student assessment ratings for both the DPS workshop and instructors were statistically significantly higher for in-person sessions (2019, 2022, 2023). Students’ self-reported achievement of workshop learning objectives increased from 4.31 to 4.64 out of 5 after switching from online back to in-person. Students’ qualitative feedback revealed a preference for in-person small- group learning and for instructors who fostered an engaging and safe learning environment.
Discussions:
In-person workshops were more effective in delivering learning objectives and facilitating positive learner experiences. Students’ qualitative input triangulated our quantitative analysis where some students attributed this to the safe and engaging learning environment endorsed by the instructors.
In-person workshops were more effective in delivering learning objectives and facilitating positive learner experiences. Students’ qualitative input triangulated our quantitative analysis where some students attributed this to the safe and engaging learning environment endorsed by the instructors.
Conclusions:
Lessons learned from this multi-year DPS workshop evaluation provided a unique insight into how in-person learning environment for simulation-based training might influence medical students’ learning experiences.
Lessons learned from this multi-year DPS workshop evaluation provided a unique insight into how in-person learning environment for simulation-based training might influence medical students’ learning experiences.
Take-home messages:
In-person settings, small group sizes, and engaging instructors contributed to a safe and effective learning environment for the DPS workshop. This project will help guide the quality improvement of simulation-based workshops for undergraduate medical education.
In-person settings, small group sizes, and engaging instructors contributed to a safe and effective learning environment for the DPS workshop. This project will help guide the quality improvement of simulation-based workshops for undergraduate medical education.
References (maximum three)
1. Wiseman J, Snell L. The Deteriorating Patient: a realistic but ‘low-tech’ simulation of emergency decision-making. The Clinical Teacher 2008;5:93-97.
10:25 am
Theerayoot Wongkooprasert
Background:
Community-based medical education(CBME) plays a vital role in training undergraduate medical education by exposing medical student to community setting and understanding community health needs. Moreover, its efficacy to enhancing proficiency in communication skills and fostering attitude toward community engagement. In order to comprehensively assess these multifaceted competencies, a diversity of assessment methods for varying proficiency levels is imperative. Our aim was to evaluate a variety of assessment tools in our community medicine program from the perspective of faculty members.
Community-based medical education(CBME) plays a vital role in training undergraduate medical education by exposing medical student to community setting and understanding community health needs. Moreover, its efficacy to enhancing proficiency in communication skills and fostering attitude toward community engagement. In order to comprehensively assess these multifaceted competencies, a diversity of assessment methods for varying proficiency levels is imperative. Our aim was to evaluate a variety of assessment tools in our community medicine program from the perspective of faculty members.
Summary of work:
The community medicine program was 4-week duration rotation at Sawanpracharak Hospital, Mahidol University. On the first day, Orientation and lecture were provided outlining the framework identifying community health need. The project was assigned to study community and health determinants. After data collection, they joined small group discussions and self-reflection. On the final day, the student presented the result and their project report was summited to preceptor. Evaluation for students in this program includes three domains of assessment; project-based assessment, knowledge assessment and performance assessment.
The community medicine program was 4-week duration rotation at Sawanpracharak Hospital, Mahidol University. On the first day, Orientation and lecture were provided outlining the framework identifying community health need. The project was assigned to study community and health determinants. After data collection, they joined small group discussions and self-reflection. On the final day, the student presented the result and their project report was summited to preceptor. Evaluation for students in this program includes three domains of assessment; project-based assessment, knowledge assessment and performance assessment.
Results:
The finding provides the perception of faculty members for using multiple assessment tools to evaluate student’s competencies. They agree on the benefit of using a variety of assessment tools to enhance their ability to comprehensively evaluate student’s knowledge, communication skills, cultural competence, and engagement with the community. Moreover, faculty members recognized the value of the project-based method. This tool was seen as particularly effective in encouraging student’s critical thinking and collaborative skills.
The finding provides the perception of faculty members for using multiple assessment tools to evaluate student’s competencies. They agree on the benefit of using a variety of assessment tools to enhance their ability to comprehensively evaluate student’s knowledge, communication skills, cultural competence, and engagement with the community. Moreover, faculty members recognized the value of the project-based method. This tool was seen as particularly effective in encouraging student’s critical thinking and collaborative skills.
Discussion & Conclusions:
Faculty members staffs have a positive perception of this assessment method in CBME and suggest this method contributes to more comprehensive evaluation of student’s preparedness for working in community practice setting.
Faculty members staffs have a positive perception of this assessment method in CBME and suggest this method contributes to more comprehensive evaluation of student’s preparedness for working in community practice setting.
Take-home messages:
Variety of multiple assessment tools provide holistic evaluation of student’s competency in CBME. However, Challenges of implementation and standardization will be required ongoing attention.
References (maximum three)
Pagatpatan CP Jr, Valdezco JAT, Lauron JDC. Teaching the affective domain in community- based medical education: A scoping review. Med Teach 2020;42(5):507-514.
Ozone, S., Haruta, J., Takayashiki, A. et al. Three-year evaluation of a program teaching social determinants of health in community-based medical education: a general inductive approach for qualitative data analysis. BMC Med Educ 2023;332.
Narapureddy, B.R., Patan, S.K., Deepthi, C.S. et al. Development of a community orientation program (COP) as a community-based medical education method for undergraduate medical students: an experience from India. BMC Med Educ 2021; 626.
10:30 am
Siwat Techavoranant1
Thiti Thaloengboonsiri1, Nattapol Monchaitanakul1, Surachai Leksuwankun2, Thanakit Pongpitakmetha3, Thana Thongsricome4, Thanapob Bumphenkiatikul5 and Danai Wangsaturaka3
1 Faculty of Medicine, Chulalongkorn University, Bangkok, 10330, Thailand
2 Department of Medicine, Faculty of Medicine, Chulalongkorn University, Bangkok, 10330, Thailand
3 Department of Pharmacology, Faculty of Medicine, Chulalongkorn University, Bangkok, 10330, Thailand
4 Department of Physiology, Faculty of Medicine, Chulalongkorn University, Bangkok, 10330, Thailand
5 Division of Academics Affairs, Faculty of Medicine, Chulalongkorn University, Bangkok, 10330, Thailand
Thiti Thaloengboonsiri1, Nattapol Monchaitanakul1, Surachai Leksuwankun2, Thanakit Pongpitakmetha3, Thana Thongsricome4, Thanapob Bumphenkiatikul5 and Danai Wangsaturaka3
1 Faculty of Medicine, Chulalongkorn University, Bangkok, 10330, Thailand
2 Department of Medicine, Faculty of Medicine, Chulalongkorn University, Bangkok, 10330, Thailand
3 Department of Pharmacology, Faculty of Medicine, Chulalongkorn University, Bangkok, 10330, Thailand
4 Department of Physiology, Faculty of Medicine, Chulalongkorn University, Bangkok, 10330, Thailand
5 Division of Academics Affairs, Faculty of Medicine, Chulalongkorn University, Bangkok, 10330, Thailand
Background
Previous research indicates that a pass-fail grading approach alleviates perceived stress and enhances psychological well-being, while maintaining academic performance, in contrast to a tiered grading approach. Nevertheless, the impact of this system on learning behavior remains unexplored. This study, thus, aims to investigate the influence of a pass-fail grading system on learning behavior.
Summary of Work
This study was conducted among 306 first-year medical students at Chulalongkorn University. Three compulsory courses, Chemistry (pass-fail), Physics (pass-fail), and Cell Biology (tiered), were evaluated using a 46-item closed-ended questionnaire. Results were compared using the Wilcoxon matched-pair test.
Results
The response rate was 95%. Pass-fail grading showed no significant influence on learning pace. Revision frequency was similar between Chemistry and Physics (Chemistry vs. Physics Z = .69, p = .491), but lower than in Cell Biology (Chemistry vs Cell Biology: Z = 3.00, p = .003; Physics vs Cell Biology: Z = 3.69, p < .001). Timing of the start of exam preparation was similar between Chemistry and Physics (Chemistry vs. Physics Z = -2.23, p = .025), but trailed that of Cell Biology (Chemistry vs Cell Biology: Z = 7.00, p < .001; Physics vs Cell Biology: Z = 9.24, p < .001).
Discussion
Students in a tiered grading courses exhibit a higher frequency of revision and an earlier start of exam preparation compared to those in pass-fail courses. However, this potentially reflects a more exam-driven approach rather than fostering internally-driven knowledge acquisition. Conversely, pass-fail grading, while reducing stress levels, does not appear to hinder students’ pace of learning. This might potentially indicate the presence of intrinsic motivation, a cornerstone of lifelong learning.
Conclusion & Take Home Message
The choice of grading system significantly impacts student learning behaviors. We, therefore, advocate for the adoption of a system that efficiently fosters adult learning.
References (maximum three)
Spring L, Robillard D, Gehlbach L, Moore Simas TA. Impact of pass/fail grading on medical students’ well-being and academic outcomes. Medical Education. 2011;45(9):867-77.