Abstract

Introduction: Tri-Generational HomeCare (TriGen) is a student-initiated home visit programme for patients with a key focus on undergraduate interprofessional education (IPE). We sought to validate the Readiness for Interprofessional Learning Scale (RIPLS) and evaluate TriGen’s efficacy by investigating healthcare undergraduates’ attitude towards IPE.

Methods: Teams of healthcare undergraduates performed home visits for patients fortnightly over six months, trained by professionals from a regional hospital and a social service organisation. The RIPLS was validated using exploratory factor analysis. Evaluation of TriGen’s efficacy was performed via the administration of the RIPLS pre- and post-intervention, analysis of qualitative survey results and thematic analysis of written feedback.

Results: 79.6% of 226 undergraduate participants from 2015-2018 were enrolled. Exploratory factor analysis revealed four factors accounting for 64.9% of total variance. One item loaded poorly and was removed. There was no difference in pre- and post-intervention RIPLS total and subscale scores. 91.6% of respondents agreed they better appreciated the importance of interprofessional collaboration (IPC) in patient care, and 72.8% said MDMs were important for their learning. Thematic analysis revealed takeaways including learning from and teaching one another, understanding one’s own and other healthcare professionals’ role, teamwork, and meeting undergraduates from different faculties.

Conclusion: We validated the RIPLS in Singapore and demonstrated the feasibility of an interprofessional, student-initiated home visit programme. While there was no change in RIPLS scores, the qualitative feedback suggests that there are participant-perceived benefits for IPE after undergoing this programme, even with the perceived barriers to IPE. Future programmes can work on addressing these barriers to IPE.

Keywords:           Interprofessional Education, Student-Initiated Home Visit Programme, RIPLS, Validation

Abstract

Introduction: The direct ophthalmoscope is a standard tool for fundus examination but is underutilised in practice due to technical difficulties. Although the smartphone ophthalmoscope has been demonstrated to improve fundus abnormality detection, there are limited studies assessing its utility as a teaching tool for fundus examination in Southeast Asian medical schools. This study explored the perception of medical students’ toward using a smartphone ophthalmoscope for fundus examination and compared their abilities to diagnose common fundal abnormalities using smartphone ophthalmoscope against direct ophthalmoscope. 

Methods: Sixty-nine Year-4 undergraduate medical students participated in the study. Their competencies in using direct ophthalmoscope and smartphone ophthalmoscope for fundus examination on manikins with ocular abnormalities were formatively assessed. The scores were analysed using the SPSS statistical software. Their perceptions on the use of smartphone ophthalmoscopes for fundus examination were obtained using a questionnaire.

Results: The students’ competency assessment scores using the smartphone ophthalmoscope were significantly higher than those using the direct ophthalmoscope. A significantly higher percentage of them correctly diagnosed fundus abnormalities using the smartphone ophthalmoscope. They were confident in detecting fundus abnormalities using the smartphone ophthalmoscope and appreciated the comfortable working distance, ease of use and collaborative learning. More than 90% of them were of the view that smartphone ophthalmoscopes should be included in the undergraduate medical curriculum.

Conclusion: Undergraduate medical students performed better in fundus examination on manikins with ocular abnormalities using smartphone ophthalmoscope compared to direct ophthalmoscope. Their positive perceptions toward smartphone ophthalmoscope support its use as a supplementary teaching tool in undergraduate medical curriculum.

Keywords:           Medical Students, Smartphone, Ophthalmoscope, Teaching Tool

Abstract

Introduction: In-class engagement enhances learning and can be measured using observational tools. As the COVID-19 pandemic shifted teaching online, we modified a tool to measure the engagement of instructors and students, comparing in-person with online teaching and different class types.

Methods: Video recordings of in-person and online teachings of six identical topics each were evaluated using our ‘In-class Engagement Measure’ (IEM). There were three topics each of case-based learning (CBL) and lecture-based instruction (LLC). Student IEM scores were: (1) no response, (2) answers when directly questioned, (3) answers spontaneously, (4) questions spontaneously, (5) initiates group discussions. Instructor IEM scores were: (1) addressing passive listeners, (2) asking ≥1 students, (3) initiates discussions, (4) monitors small group discussion, (5) monitoring whole class discussions.

Results: Twelve video recorded sessions were analysed. For instructors, there were no significant differences in percentage time of no engagement or IEM scores when comparing in-person with online teaching. For students, there was a significantly higher percentage time of no engagement for the online teaching of two topics. For class type, there was overall less percentage time of no engagement and higher IEM scores for CBL than LLC.

Conclusion: Our modified IEM tool demonstrated that instructors’ engagement remained similar, but students’ engagement reduced with online teaching. Additionally, more in-class engagement was observed in CBL. “Presenteeism”, where learners were online but disengaged was common. More effort is needed to engage students during online teaching.

Keywords:           Engagement, Observational Tool, Online Learning, E-learning, COVID-19, Medical Education, Research

Abstract

Introduction: The Scholarly Project provides medical students with an opportunity to conduct research on a health and health care topic of interest with faculty mentors. Despite the proven benefits of the Scholarly Project there has only been a gradual change to undergraduate medical education in Vietnam. In the academic year of 2020-2021, the University of Medicine and Pharmacy (UMP) at Ho Chi Minh City launched the Scholarly Project as part of an innovative educational program. This study investigated the impact of the Scholarly Project on the research skills perception of participating undergraduate medical students.

Methods: A questionnaire evaluating the perception of fourteen research skills was given to participants in the first week, at midterm, and after finishing the Scholarly Project; students assessed their level on each skill using a 5-point Likert scale from 1 (lowest score) to 5 (highest score).

Results: There were statistically significant increases in scores for 11 skills after participation in the Scholarly Project. Of the remaining three skills, ‘Understanding the importance of “controls”’ and ‘Interpreting data’ skills showed a trend towards improvement while the ‘Statistically analyse data’ skill showed a downward trend.

Conclusion: The Scholarly Project had a positive impact on each student’s perception of most research skills and should be integrated into the revamped undergraduate medical education program at UMP, with detailed instruction on targeted skills for choosing the optimal study design and follow-up assessment.

Keywords:           Study Skills, Scholarly Project, Undergraduate, Medical Education, Self-Assessment

Abstract

Introduction: Emotional Intelligence (EI) is especially important for medical undergraduates due to the long undergraduate period and relatively high demands of the medical course. Determining associates of EI would not only enable identification of those who are most suited for the discipline of medicine but would also help in designing training strategies to target specific groups. However, there is diversity of opinion regarding the associates of EI in medical students. Aim of the study was to determine associates of EI in medical students.

Methods: The databases MEDLINE, CENTRAL, Scopus, EbscoHost, LILAC, IMSEAR and three others were searched. It was followed by hand-searching, cited/citing references and searching through PQDT. All studies on the phenomenon of EI and/or its associates with medical students as participants were retrieved. Studies from all continents of the world, published in English were selected. They were assessed for quality using Q-SSP checklist followed by narrative synthesis on selected studies.

Results: Seven hundred and ninety-two articles were identified of which 29 met inclusion criteria. One article was excluded as its full text was not available. Seven articles found an association between ‘EI and academic performance’, 11 identified an association between ‘EI and mental health’, 11 found an association between ‘EI and Gender’, 6 identified an association between ‘EI and Empathy’ while two have found an association with the learning environment.

Conclusion: Higher EI is associated with better academic performance, better mental health, happiness, learning environment, good sleep quality and less fatigue, female gender and greater empathy.

Keywords:           Emotional Intelligence, Associates of Emotional Intelligence, Medical Students, Mental Wellbeing, Empathy

I. INTRODUCTION

Healthcare systems and medicines operate in a complex landscape and constantly interact with individuals, the environment, and society. In such a complex healthcare delivery system, nonlinearity always exists, and treatments, different healthcare services, and medicines cannot be delivered without factoring in the uncertainty brought about by human, behavioural, system, and societal factors.

I. INTRODUCTION

Educational strategies that are effective in one culture may not elicit the expected response when transferred across cultures. For instance, discussion-based learning methods such as problem-based learning, which were developed in Western contexts to foster self-directed lifelong learning (Franbach et al., 2019), are not easy for Asian students to adapt to. The quietness of Asian students, noted in multi-national contexts, is not always due to linguistic or cultural literacy barriers (Remedios et al., 2008) and requires contextual deconstruction to enable effective solution generation. In a Japanese context, we have observed how quietness manifests through insufficient question generation and a lack of spontaneous opinion expression in class. Such attitudes may be interpreted by western standards as lacking initiative and critical thinking (Tavakol & Dennick, 2010) but are in line with Japanese social norms and traditional views of learning. Because effective learning through discussion requires cognitive conflict to facilitate conceptual transformation (De Grave et al., 1996), it is necessary to ease the psychological burden experienced by our students when deviating from inherited cultural habits so that they can comfortably express opinions to embrace such conflicts. In this case study we share how we created a supportive environment to enable Japanese medical students to embrace this behavioural change.

I. INTRODUCTION

Twenty first century learning requires analytical thinking and problem solving; hence, medical educators must design suitable model to prepare learners for challenges in future. Medical teaching and learning are moving towards this direction and use of technology in education is embedded in the process. The role of laboratory testing in patients care is recognised as a critical component of modern medical care (Smith et al., 2010). Ability of practicing physicians to appropriately order and interpret laboratory tests is declining and little attention was given to appropriate medical student education in pathology (Smith et al., 2010).

I. INTRODUCTION

The AO foundation aims to improve patient outcomes in the surgical treatment of trauma and musculoskeletal disorders and promote education and research. Yearly, approximately 30,000 Orthopaedics surgeons worldwide attend AO foundation courses. To ensure that the planned curriculum is delivered, the AO foundation requires its surgeon-faculty to attend the Faculty Education Program (FEP) before teaching at regional and international courses.

Dear Editor,

We are delighted to report that the Japanese translated version of R2C2 (relationship, reaction, content, coaching) was published in the Journal of Medical Education in Japan, under kind permission of the author and Journal of Academic Medicine. The R2C2 model, developed by Sargeant et al. (2015), promotes behavior change through reflection and feedback, while incorporating coaching. The effectiveness and influencing factors have been demonstrated in supervisor–resident pairs in various residency programs (family medicine, psychiatry, internal medicine, surgery, and anesthesiology) in the U.S., Canada, and the Netherlands. The R2C2 model is fascinating since it emphasises the relationship and dialogue between the resident and the supervisor, and provides insights into the residents’ in-depth learning.