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Augmented reality in medical education: students' experiences and learning outcomes
Med Educ Online. 2021 Dec;26(1):1953953. doi: 10.1080/10872981.2021.1953953.ABSTRACTAugmented reality (AR) is a relatively new technology that allows for digitally generated three-dimensional representations to be integrated with real environmental stimuli. AR can make use of smart phones, tablets, or other devices to achieve a highly stimulating learning environment and hands-on immersive experience. The use of AR in industry is becoming widespread with applications being developed for use not just for entertainment and gaming but also healthcare, retail and marketing, education, military, travel and tourism, automotive i...
Source: Medical Education Online - July 14, 2021 Category: Universities & Medical Training Authors: Poshmaal Dhar Tetyana Rocks Rasika M Samarasinghe Garth Stephenson Craig Smith Source Type: research

Medical education challenges and innovations during COVID-19 pandemic
COVID-19 pandemic has undoubtedly disrupted the well-established, traditional structure of medical education. The new limitations of physical presence have accelerated the development of an online learning environment, comprising both of asynchronous and synchronous distance education, and the introduction of novel ways of student assessment. At the same time, this prolonged crisis had serious implications on the lives of medical students including their psychological well-being and the impact on their academic trajectories. The new reality has, on many occasions, triggered the ‘acting up’ of medical students a...
Source: Postgraduate Medical Journal - April 21, 2022 Category: General Medicine Authors: Papapanou, M., Routsi, E., Tsamakis, K., Fotis, L., Marinos, G., Lidoriki, I., Karamanou, M., Papaioannou, T. G., Tsiptsios, D., Smyrnis, N., Rizos, E., Schizas, D. Tags: COVID-19 Education and learning Source Type: research

Substance misuse teaching in undergraduate medical education
Conclusions: Substance misuse teaching is now inter-disciplinary and the frequent focus on clinical, psychological and social effects of substance misuse emphasises the bio-psycho-social approach underlying clinical practice. Some areas however are not frequently taught in the formal curriculum and these need to be addressed in future changes to medical education.
Source: BMC Medical Education - February 17, 2014 Category: Universities & Medical Training Authors: Janine CarrollChristine GoodairAndrew ChayorCaitlin NotleyHamid GhodsePeter Kopelman Source Type: research

‘Stereotypes are reality’: addressing stereotyping in Canadian Aboriginal medical education
ConclusionsThe results of this study suggest that teaching medical students about the realities and impacts of stereotypes on Aboriginal peoples is a good starting point from which to address issues of racism and health inequities affecting the health of Aboriginal people.
Source: Medical Education - May 19, 2015 Category: Universities & Medical Training Authors: Anh Ly, Lynden Crowshoe Tags: Stereotypes Source Type: research

Changes in the preferences of US physicians‐in‐training for medical interventions throughout medical education
ConclusionChanges in end‐of‐life preferences occur throughout medical training. Years of training influenced the likelihood of declining medical interventions when faced with scenarios of terminal illness and physical or cognitive disability.
Source: Medical Education - January 26, 2016 Category: Universities & Medical Training Authors: Michael A Valentino, Inna Chervoneva, Gretchen A Diemer Tags: Trainees Desires Source Type: research

Undergraduate medical education programme renewal: a longitudinal context, input, process and product evaluation study
Abstract The purpose of this study was to utilize the Context, Input, Process and Product (CIPP) evaluation model as a comprehensive framework to guide initiating, planning, implementing and evaluating a revised undergraduate medical education programme. The eight-year longitudinal evaluation study consisted of four phases compatible with the four components of the CIPP model. In the first phase, we explored the strengths and weaknesses of the traditional programme as well as contextual needs, assets, and resources. For the second phase, we proposed a model for the programme considering contextual features. During...
Source: Perspectives on Medical Education - January 28, 2016 Category: Universities & Medical Training Source Type: research

Assessment in undergraduate medical education: a review of course exams.
CONCLUSION: It is essential that multiple-choice questions (MCQs) test the attitudes, skills, knowledge, and competency in medical school. Based on our findings, it is evident that our exams need to be improved to better prepare our medical students for successful completion of NBME step exams. PMID: 28166033 [PubMed - in process]
Source: Medical Education Online - February 9, 2017 Category: Universities & Medical Training Tags: Med Educ Online Source Type: research

Problem-based learning as a tool in postgraduate medical education
Conclusions: PBL in postgraduate medical education may help physicians to better understand new research in their field as well as encourage physicians to pursue a career in academic medicine.
Source: European Respiratory Journal - December 6, 2017 Category: Respiratory Medicine Authors: Hakim, A., Gibson, R., Johansson, L. Tags: Medical Education, Web and Internet Source Type: research

Food as Medicine: Integrating Nutrition Education into the Medical Education Curriculum
In response to nutrition’s role in maintaining population health, and to improve nutrition education geared toward medical students, Geisel is among a handful of schools integrating evidence-based nutrition content across all four years of its curriculum.
Source: News at Dartmouth Medical School - August 15, 2018 Category: Hospital Management Authors: Susan Green Tags: Education News Dartmouth-Hitchcock medical education nutrition Source Type: news

Undergraduate medical education amid COVID-19: a qualitative analysis of enablers and barriers to acquiring competencies in distant learning using focus groups
Med Educ Online. 2021 Dec;26(1):1940765. doi: 10.1080/10872981.2021.1940765.ABSTRACTDue to comprehensive social distancing measures related to the COVID-19 pandemic, medical faculties worldwide have made a virtue of necessity in resorting to online teaching. Medical faculties grapple with how to convey clinical competencies to students in this context. There is a need for research not only to map but also to explain the effect of these secondary measures on students' learning and mental wellbeing. During a period of ongoing comprehensive social distancing measures in Germany, we translated a competency-based curriculum inc...
Source: Medical Education Online - June 15, 2021 Category: Universities & Medical Training Authors: Anika Reinhart Bastian Malzkorn Carsten D öing Ines Beyer Jana J ünger Hans Martin Bosse Source Type: research

Using longitudinal progress test data to determine the effect size of learning in undergraduate medical education - a retrospective, single-center, mixed model analysis of progress testing results
Med Educ Online. 2021 Dec;26(1):1972505. doi: 10.1080/10872981.2021.1972505.ABSTRACTMedical education research focuses on the development of efficient learning methods promoting the acquisition of student's knowledge and competencies. Evaluation of any modification of educational approaches needs to be evaluated accordingly and a reliable effect size needs to be reached. Our aim is to provide a methodological basis to calculate effect sizes from longitudinal progress test data that can be used as reference values in further research. We used longitudinally collected progress test data and evaluated the increasing knowledge...
Source: Medical Education Online - August 30, 2021 Category: Universities & Medical Training Authors: Dennis G örlich Hendrik Friederichs Source Type: research