The study explores the impact of a team-teaching approach on the quality of learning experiences for Asian undergraduate students in a Malaysian pharmacy program. During the period from 2015 to 2017, a 2-hour interactive lecture session employing a team-based method was given to year 4 undergraduate pharmacy students enrolled at the Monash University Malaysia School of Pharmacy. All learners engaged in team-based instructional sessions received an anonymous link, which aimed to gauge their perspective on team-based instruction. In this study, the survey received responses from 50 individuals belonging to three different cohorts from a total of 104 participants. Team teaching, when compared to the conventional lecture model of one instructor and private study, was perceived as the superior method of learning by over 75% of the student population. Following the team-based learning approach, roughly 60% of the participants observed an improvement in their capability to synthesize information and solve problems. Team teaching for design and delivery demonstrates tangible advantages, as shown by the evidence in this Asian context study. The participants were favorably impressed by the approach.
Modern medicine mandates that patient care be interdisciplinary and evidence-based. A central pillar of fostering an evidence-based mindset in healthcare teams is research. Research-based learning for students has been proven to be directly impactful on the quality of care rendered to patients. Research concerning student perceptions of research has predominantly examined medical student opinions, overlooking the perspectives of allied health professional students.
Across five varied courses at the University of Malta, 837 AHP students were sent an anonymous online questionnaire utilizing mixed methods. Automated Workstations The compiled data was subjected to statistical analysis, involving both descriptive statistics and chi-square testing methods. After coding, qualitative data were triangulated and then analyzed.
A resounding success was achieved, with a 2843 percent response rate. Many participants cited the need for research in their future careers, but an impressive 249% of respondents still managed to publish their research. The advancement of one's career and the scarcity of opportunities were identified as the primary driving forces and roadblocks, respectively. Research-focused degree students felt their curriculum adequately prepared them for research, in contrast to clinically-oriented degree students.
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The research outcome demonstrates a congruence between AHP student perceptions of research and those already observed among medical students. AHP students, like medical students, share the same hurdles, are motivated by identical factors, and experience a comparable gap between their research interests and the research they produce. In this regard, a combined approach, incorporating stakeholders from both the medical and allied health professions student education sector, is needed to address the hindrances to undergraduate research opportunities. Adopting an evidence-based perspective in the clinic will ultimately translate to a more favorable experience for patients.
Supplementary material for the online version is accessible at 101007/s40670-022-01715-6.
Supplementary materials are incorporated into the online version of the document. These are available at the following location: 101007/s40670-022-01715-6.
The field of anatomy, traditionally reliant on physical labs, has seen a significant increase in the importance of online learning tools. Remote and in-person anatomy instruction benefits from our newly established online library of 45 digital three-dimensional anatomical models, which meticulously match the specimens displayed in Grant's Atlas of Anatomy and the museum's collection.
Implementing classroom capture and casting technologies has impacted the way content is accessed. Students have the option to access material delivered in live, streaming, and/or recorded formats. A wider range of accessibility has, as a result, brought flexibility to both the student and the educator. Classroom-based learning's adaptability has diminished the importance of physical attendance for accessing the course content. Extensive reports explore the changing atmosphere surrounding attendance and its potential influence on student outcomes. This investigation delved into the consequences of classroom attendance on student achievement in a pre-clinical undergraduate cardiology course, evaluating two prevailing teaching techniques. ECG interpretation training was delivered via a flipped classroom approach, enabling students to hone their interpretive skills with faculty guidance. Cardiovascular disease diagnosis, treatment, and management components of the course were taught using a lecture method. The results unambiguously demonstrate that attendees are more adept at interpreting ECGs and related content, outperforming their classmates. Nonetheless, the student present does not seem to gain a performance edge when information is conveyed through a lecture format. Evidence is provided to inform student decisions about attendance, depending on the teaching method selected, allowing for optimal time management. The information, additionally, can direct adjustments to the curriculum, and support colleges and programs in distinguishing curricular activities that demonstrably improve student participation.
At 101007/s40670-022-01689-5, supplementary material complements the online version.
At 101007/s40670-022-01689-5, supplementary materials are provided for the online version.
This research project sought to explore the willingness and the constraints that radiology trainees, focused on pursuing interventional radiology, faced in their academic endeavors.
Radiology trainees and fellows were asked to participate in a 35-question survey that was made accessible via online platforms and radiological societies. The survey researched academic involvement, a future academic career's attractiveness, and the hurdles in achieving an academic career. The research analysis process included selecting participants with an interest in interventional radiology. The analyses utilized either Fisher's exact test procedure or chi-square tests.
From the 892 participants in the survey, a total of 155 individuals (174 percent) declared their interest in interventional radiology, with 112 men (723 percent) and 43 women (277 percent) expressing interest. age- and immunity-structured population Research and teaching involvement was reported by 535% (83/155) of the participants, and 303% (47/155) of the participants, respectively, for active participation. Future academic employment is a desired path for a significant segment of the population (668%, 103/155), along with a strong interest in conducting research fellowships abroad (839%, 130/155). Insufficient time presented the greatest perceived barrier to both research and teaching activities (490% [76/155] for research and 484% [75/155] for teaching), followed by a lack of mentorship (490% [75/155] and 355% [55/155], respectively) and a shortage of faculty support (403% [62/155] for research, and 374% [58/155] for teaching).
Our international study of trainees interested in interventional radiology reveals a striking correlation between active participation in research endeavors and a marked preference for academic positions. The pursuit of an academic career faces hurdles in the form of restricted time for academic work, lack of mentorship opportunities, and insufficient support from senior colleagues.
Research is a common pursuit for trainees in our international study interested in specializing in interventional radiology, many of whom aspire to academic careers. Unfortunately, the pursuit of an academic career encounters difficulties arising from the limited time available for academic studies, mentorship, and assistance from senior faculty.
Irregular or superficial access to hands-on learning experiences within the medical setting can negatively affect the development of medical students. Thorough clerkship programs, meticulously structured, furnish a comprehensive education by offering practical and theoretical learning experiences aligned with competency goals. The connection between student participation in clerkship curriculum and their academic performance is a subject of continuing inquiry. The three-year decline in summative clinical competency exam (SCCX) performance following clerkship curriculum reform, specifically concerning its substandard nature, was the subject of this study, which investigated whether student engagement was a root cause of the observed malfunction.
Based on their post-clerkship SCCX performance, which was deemed substandard, three cohorts of U.S. medical students (classes of 2018-2020) were sampled.
A 33, whilst not exemplary, showcases a distinct level of performance.
Translate this sentence into ten alternative forms, maintaining the same meaning and length, but with varied sentence structure. Student engagement within a curriculum, designed for standardized, deliberate practice towards clerkship competency objectives, was quantitatively assessed by a five-person team, using a locally developed rubric anchored in conceptual principles. Examining the link between engagement and SCCX outcomes, accounting for previous academic records.
The rate of substandard SCCX performance demonstrated no dependence on differing prior academic achievements among the cohorts. Cohort-specific differences in student engagement were notable, and these disparities were significantly associated with results in SCCX. Tecovirimat in vivo Still, student participation did not substantially impact individual student outcomes in SCCX, especially in light of prior academic success.
Student involvement in a chosen learning experience, irrespective of its effect on clerkship outcomes, can reflect their priorities in navigating the curriculum, their personal learning objectives, and the established policies. Examining four engagement patterns in clerkship learning, this study fosters contemplation on the intricate interaction between various contributing factors and learning outcomes.
Engagement in a selected educational activity may not affect clerkship outcomes; rather, it may reveal student preferences when selecting courses, personal academic targets, and curriculum rules.