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University faculty on student motivation to use medical education apps and barriers to their usage
CONCLUSIONS: University faculty represent the main source of information regarding the adaptation of medical apps in the educational process. However, students need improved and enhanced guidance. The main barriers are ignorance about apps and financial reasons. The majority prefer free apps and universities to cover their cost.PMID:36808330 | DOI:10.26355/eurrev_202302_31177
Source: European Review for Medical and Pharmacological Sciences - February 22, 2023 Category: Drugs & Pharmacology Authors: K Kagkelaris S Mastronikolis N Amasiadi A Gerakaris V Giorgalla P Efthymiou I Efstathiou I Ziakas A Katsifara C Kitsos S Kolios A Konstantopoulou E Kyprioti M-M Papadopoulou N Razos I Schinas K Skourou G Panayiotakopoulos I Koniari N G Kounis C D Georgako Source Type: research

An electronic portfolio for quantitative assessment of surgical skills in undergraduate medical education
Conclusions: Medical students reported that use of an electronic portfolio that provided quantitative feedback on their progress was useful when the number and complexity of targets were appropriate, but not when the portfolio offered only formative evaluations based on reflection. Students felt that use of the e-Portfolio guided their learning process by indicating knowledge gaps to themselves and teachers.
Source: BMC Medical Education - May 6, 2013 Category: Universities & Medical Training Authors: Serafín GómezElisa OstosJuan SolanoTomás Salado Source Type: research

Comparison of expectations and beliefs about good teaching in an academic day release medical education program: a qualitative study
Conclusions: Teachers and residents agreed on a conceptual level about expectations and beliefs regarding good teaching, but disagreed on an executive level. According to the residents, the disagreement about good teaching was not the biggest barrier to creating alignment and a supportive professional relationship; instead, it was the absence of a proper dialogue regarding issues about expectations and beliefs.
Source: BMC Medical Education - October 3, 2014 Category: Universities & Medical Training Authors: Thea van RoermundHenk MokkinkBen BottemaChris van WeelAlbert Scherpbier Source Type: research

Facilitators of high-quality teaching in medical school: findings from a nation-wide survey among clinical teachers
Clinical teachers in medical schools are faced with the challenging task of delivering high-quality patient care, producing high-impact research and contributing to undergraduate medical education all at the s...
Source: BMC Medical Education - September 29, 2017 Category: Universities & Medical Training Authors: S. Schiekirka-Schwake, S. Anders, N. von Steinb üchel, J. C. Becker and T. Raupach Tags: Research article Source Type: research

Need for ensuring cultural competence in medical programmes of European universities
Europe is becoming more social and cultural diverse as a result of the increasing migration, but the medical doctors are largely unprepared. The medical education programmes and teachers have not evolved in li...
Source: BMC Medical Education - January 15, 2019 Category: Universities & Medical Training Authors: Janne Sorensen, Marie Norredam, Jeanine Suurmond, Olivia Carter-Pokras, Manuel Garcia-Ramirez and Allan Krasnik Tags: Research article Source Type: research

The impact of teacher's presence on learning basic surgical tasks with virtual reality headset among medical students
CONCLUSIONS: VR adds value to teaching, but VR exercises may not completely replace high-quality traditional teaching methods. Consequently, it is important to determine the differences between VR and traditional teaching methods and how to combine these methods in the future.PMID:35262467 | DOI:10.1080/10872981.2022.2050345
Source: Medical Education Online - March 9, 2022 Category: Universities & Medical Training Authors: Sofianna Ojala Joonas Sirola Timo Nykopp Heikki Kr öger Henrik Nuutinen Source Type: research

“Design and implementation challenges of massive open online course on research methods for Indian medical postgraduates and teachers –descriptive analysis of inaugural cycle”
In view of the growing popularity, reach and access for Massive Open Online Courses (MOOCs), India ’s apex body for medical education, the National Medical Commission (NMC) mandated uniform foundational course ...
Source: BMC Medical Education - May 13, 2022 Category: Universities & Medical Training Authors: Manickam Ponnaiah, Tarun Bhatnagar, Parasuraman Ganeshkumar, Ditipriya Bhar, Rajalakshmi Elumalai, Mathavaswami Vijayageetha, Rizwan Suliankatchi Abdulkader, Sirshendu Chaudhuri, Upasana Sharma and Manoj Vasant Murhekar Tags: Research Source Type: research

Team-based learning using an audience response system: a possible new strategy for interactive medical education.
Abstract Following the "Guidelines for reporting TBL" by Haidet et al, we report on a team-based learning (TBL) course we adopted for our 4th-year students in 2011. Our TBL course is a modified version of the one suggested in the guidelines, but its structure generally follows the core elements described therein. Using an audience response system (ARS), we were able to obtain individual and group readiness assurance test scores immediately and give instant feedback to the students. Instructors were thus able to monitor students' understanding in real time and so appreciated the system, which supports interactive c...
Source: Journal of Nippon Medical School - May 26, 2013 Category: Universities & Medical Training Authors: Fujikura T, Takeshita T, Homma H, Adachi K, Miyake K, Kudo M, Takizawa T, Nagayama H, Hirakawa K Tags: J Nippon Med Sch Source Type: research