Interactive laboratory classes enhance neurophysiological knowledge in Thai medical students

Wongjarupong, Nicha; Niyomnaitham, Danai; Vilaisaktipakorn, Pitchamol; Suksiriworaboot, Tanawin; Qureshi, Shaun Peter; Bongsebandhu-phubhakdi, Saknan

doi:10.1152/advan.00046.2017

Cited by 6 publications

(7 citation statements)

References 19 publications

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“…In this case, there was a statistically significant relationship with the OKAP examinations but the correlation, as seen with other studies, was low suggesting that there are other factors playing a significant role in medical education. 3 The PGY 2 and PGY 3 subgroups showed no statistically significant correlation between the number of didactic lecture hours and OKAP performance. For PGY 4 residents, there was a statistically significant correlation suggesting that for every 2.8 hours (95% CI 1.7-7.3 hours) of lecture per year the average OKAP score increased 1%, p ¼ 0.0024.…”

Section: Discussionmentioning

confidence: 86%

“…There are several cross-sectional studies in the literature that show a statistically significant positive correlation between the relative quantity of didactic lectures with medical learn-ing. [3][4][5] These studies evaluated graduate medical learning in variety of disciplines and topics. The study presented here provides additional evidence to suggest that traditional face-to-face lecture-based didactic sessions have a role in improving medical knowledge.…”

Section: Discussionmentioning

confidence: 99%

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Relationship between Didactic Attendance and Average Ophthalmic Knowledge Assessment Program Performance

Altenbernd

2020

Journal of Academic Ophthalmology

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Background The Accreditation Council for Graduate Medical Education's ophthalmology-specific program requirements indicate that a resident must participate in 360 hours of educational activities over the course of residency. The requirements allow a variety of options by which this educational process may occur. Furthermore, the current generation of learners has used a large array of learning tools in their careers: digital media, online resources, question banks, flipped classrooms, problem-based learning, and asynchronous lectures in addition to the traditional face-to-face didactic lectures. Objectives This article determines if the traditional face-to-face didactic lectures play a significant role in the education of ophthalmology residents, attempts to quantitate this role, and estimates the relative importance of this method. Methods Lecture hours beginning immediately after an Ophthalmic Knowledge Assessment Program (OKAP) examination and up to the subsequent exam was tabulated for 40 residents over 8 years. From 2012 through 2019 each of the residents took the OKAP exam one to three times. The average overall OKAP score for each resident was then regressed against his or her logged hours of didactics that year. This rate of average OKAP score to lecture hours was then evaluated for significant differences on the basis of postgraduate year (PGY). “STATA 13.1 IC,” was used for all statistical analysis. Conclusion Traditional synchronous didactic lectures play a statistically significant role in the education of ophthalmology residents. For each 3.5 hours of lectures per year there is a 1% increase in the average OKAP score, p = 0.0064. However, the amount of variability explained by this single factor is low, R 2 = 0.067, and other factors are presumed to play a large part in learning. PGY subgroup analysis showed significant difference in the OKAP performance to lecture hour relationship, the number of lecture hours attended, and the OKAP performance.

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Section: Discussionmentioning

confidence: 86%

Section: Discussionmentioning

confidence: 99%

Relationship between Didactic Attendance and Average Ophthalmic Knowledge Assessment Program Performance

Altenbernd

2020

Journal of Academic Ophthalmology

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“…At the beginning of the course, students were informed of the new concept-sharing approach, and its purpose was explained. We organized formative pretest and posttests (14).…”

Section: Outcome Measurementmentioning

confidence: 99%

The concept-sharing approach: a teaching strategy to promote objective-oriented learning and academic performance in medical students

Thanprasertsuk

Jumrustanasan

Somboonkusolsil

et al. 2021

Advances in Physiology Education

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Traditionally teachers display the learning outline at the beginning and conclusions at the end of didactic teaching sessions, and students may find it difficult to understand how teaching activities relate to learning objectives and what they should study for assessments. We introduced the “concept-sharing approach” in our neurophysiology course. This approach explicates how the content relates with learning objectives throughout the entirety of each teaching session to help the students assimilate the learning material and direct their learning in an objective-orientated way. In this study, we aimed to examine satisfaction of the concept-sharing approach in medical students and to investigate the relationship between student perception of this teaching strategy and academic performance. The results demonstrated that most participants (74.1%) had a positive impression of this teaching strategy at the end of the course, which was significantly >50.7% at the beginning of the course ( P < 0.001). The participants who agreed the concept-sharing approach was useful had significantly higher final assessment ( P = 0.014) and end-of-course formative assessment scores ( P = 0.001). The findings indicate that after experiencing this new teaching approach, medical students appreciate its utility and that students who engage with this approach are more likely to perform well in assessments. In summary, the concept-sharing approach is a simple teaching strategy which was favored by students and may promote academic performance.

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“…Thus we hypothesized that whether the tool had a positive effect on biochemistry learning, the score mean obtained by students in the Post-iM tests would be higher than in the Pre-iM tests. Similar evaluation methods using Pre-and Post-tests have been used in previous work (11,16,52,53).…”

Section: Evaluation Of the Im-toolmentioning

confidence: 99%

Interactive Metabolism, a simple and robust active learning tool that improves the biochemistry knowledge of undergraduate students

França

Campos

2021

Advances in Physiology Education

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Advances in physiology and other fields are strongly associated with a solid base knowledge of biochemistry and cell metabolism. On the other hand, the complex and abstract nature of metabolic pathways, the traditional lecture method, and other factors made the teaching-learning process of biochemistry a challenging endeavor. To overcome this, we developed and tested a novel active learning tool called Interactive Metabolism ( iM-tool). The iM-tool was developed with simple and low-cost materials. We used it for interactive teaching of several metabolic pathways and physiological mechanisms for students enrolled in the Biochemistry subject belonging to different undergraduate courses. The results of evaluation tests showed that the iM-tool significantly (ANOVA, P < 0.01) and consistently improved the biochemistry knowledge of students in classrooms with up to 50 students for 7 different and consecutive academic semesters. A survey intended to mine students’ opinions on the tools showed significant satisfaction with the teaching using the iM-tool over traditional lecture-based teaching, and the iM-tool contributed to collaborative learning among students. Therefore, our results showed that the iM-tool improves the biochemistry and cell metabolism teaching-learning process in a more attractive and interactive manner.

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Interactive laboratory classes enhance neurophysiological knowledge in Thai medical students

Cited by 6 publications

References 19 publications

Relationship between Didactic Attendance and Average Ophthalmic Knowledge Assessment Program Performance

Relationship between Didactic Attendance and Average Ophthalmic Knowledge Assessment Program Performance

The concept-sharing approach: a teaching strategy to promote objective-oriented learning and academic performance in medical students

Interactive Metabolism, a simple and robust active learning tool that improves the biochemistry knowledge of undergraduate students

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