Modern techniques of teaching and learning in medical education: a descriptive literature review

Challa, Krishna Teja; Sayed, A Mosavi; Acharya, Yogesh

doi:10.15694/mep.2021.000018.1

Cited by 64 publications

(82 citation statements)

References 41 publications

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“…This should influence the training regimen, such that anatomy educators who train anatomists in academia can offer them insights, exposure, and training opportunities that prepare them for such jobs, services, and roles. For anatomists who become anatomy and medical educators primarily, there is a need for their training to emphasize concepts in the fields of anatomy, medical, and health science education, with particular emphasis on the major pillars such as curriculum, pedagogies, assessments, academic leadership, program evaluation, and educational technologies or innovations [ 12 - 16 ].…”

Section: Discussionmentioning

confidence: 99%

Anatomy Education in Nigeria: A Study of Program Curricula Toward Advancing Training and Improving Program Outcomes

Owolabi¹,

Olatunji²,

Adetunji³

et al. 2022

Cureus

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Background Anatomy education in this context refers to the training of anatomists particularly in the university or college setting with an emphasis on equipping them with skills to be biomedical researchers and scientists, educators, and providers of applied or allied health services. There has been a recurring call to carefully evaluate and scrutinize biomedical science programs in Nigerian universities. This study considered the anatomy curriculum in representative Nigerian institutions with an emphasis on their philosophy, program design, program objectives, and program contents among other considerations. Materials and methods Structured and validated questionnaires, electronic, were administered to collect quantitative and qualitative data from heads of the anatomy department in representative institutions. Head of anatomy departments in 11 representative institutions returned their properly completed questionnaires, representing over 60% return rate of the target representative institutions. Quantitative data sets were analyzed and presented as tables, charts, and figures. Qualitative data in the form of free responses were analyzed and presented based on themes. Results Degree programs, including bachelor's, master's, and doctorate degrees, are currently offered in respondents’ universities. The curricula are generally robust in scope and depth of content as they address all the main domains of anatomy or anatomical sciences, especially gross anatomy, histology, embryology, neuroscience, and physical anthropology in many instances. The average duration for the bachelor’s program (BSc) is 4 years, master's 2 years, and PhD (Doctor of Philosophy) 3-5 years. Analysis of the main methods of training indicated that the programs include significant coursework at every level as well as the main research project leading to the presentation of a dissertation or thesis. We also identified gaps in training, with emphasis on transferable skills, which must be addressed in line with modern realities in basic medical sciences. Conclusion We consider it a necessity to equip graduates at all levels of training with competencies that are directly and clearly aligned with the roles that graduates of the program should play in workplaces. We, therefore, recommend that curricula be reviewed to emphasize competencies in scientific investigations, transferable skills, and science education. Specific cutting-edge skills and research methods should be included in alignment with overall program objectives and deliverables.

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Section: Discussionmentioning

confidence: 99%

Anatomy Education in Nigeria: A Study of Program Curricula Toward Advancing Training and Improving Program Outcomes

Owolabi¹,

Olatunji²,

Adetunji³

et al. 2022

Cureus

View full text Add to dashboard Cite

show abstract

“…15 Education is a dynamic process, and the lack of innovations in teaching strategies makes medical curricula inadequate in making a significant stride towards the future. 16 It is necessary to implement teaching curricula that accommodate modern teaching methods only; thus, we can bridge the gaps between traditional methods and modern teaching methods. It is very much required that teaching methods must be refined periodically.…”

Section: Discussionmentioning

confidence: 99%

Perception of Fourth Year Medical Students on Task-Based Learning in Clinical Teaching

Sohail¹,

Dar²

2021

JRMC

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Background Clinical teaching is always challenging. Different teaching strategies are used for effective teaching and learning in a clinical environment. Task-based learning (TBL) is the teaching strategy where tasks are used for the learning of students. We conducted this study to explore student’s perceptions about Task-based learning. Method This descriptive study was carried out for the academic year 2019-2020 in Shalamar medical college Lahore.TBL taught 4th-year MBBS students during a clinical rotation in Gynae/Obs, and at the end of rotation, they were asked to fill a questionnaire regarding their perceptions about TBL. Results 87 students participated in the study. All the students agreed that TBL is an effective teaching approach, and they have a positive response towards TBL in clinical setting.85%students said TBL improve communication skills, 89.6% Said TBL provide the opportunity of direct encounter with patients, 71.2% find it helpful and informative and 40.2%said that it promotes the active involvement of students. Conclusion: Students found TBL as an effective teaching approach in a clinical setting and find it more advantageous because it involves them more in teaching and learning and help them to improve their communication skills, and provide them opportunities to deal with patients.

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“…Some arrangements can be made so that all students can get the maximum benefit from these courses, which require a long and detailed pre-work for the instructor. It is possible to enrich the traditional didactic lessons with various techniques, especially with case and problem-based learning, role-playing and team-based learning, and to make them useful and interesting [17][18][19][20] . Azer found 1061 publications, half of which were conducted in the last 4 years, in the search of Medline/ HighWire databases for publications made between 1978 and 2003 with the keywords "good educator" and "mentor" 21 .…”

Section: The Highest Contribution N (%)mentioning

confidence: 99%

Does the Pathology Education Received in the Undergraduate Preclinical Years Provide Benefits in the Clinical Education Period? A Survey on 5<sup>th</sup> Grade Medical Students

Sensu¹,

KUTLU²,

Saliha³

et al. 2022

NKTD

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Aim:We aimed to evaluate the perceptions of 5 th grade medical faculty students regarding the adequacy of the pathology education they received in the preclinical period and the benefit of it in clinical clerkship training, Materials and Methods: A 14-question digital questionnaire consisting of open-ended and multiple choice questions was created and sent via e-mail and whatsapp to the students who were in the 3 rd grade at our faculty of medicine in the 2018-2019 academic year and were in the 5 th grade in the 2020-2021 academic year. The results were analyzed and statistically evaluated.Results: 56% of the students found the pathology education they received sufficient. Microscopy and macroscopy training, visiting the pathology laboratory, case-based discussion and self-study of the resources suggested by the instructors had a significant contribution to students' learning (p<0.05). The medical education received in the 3 rd grade offered a significant benefit during the clinical clerkship period (p=0.02). The greatest benefit was obtained from macroscopy education and the students strongly recommended macroscopy and case based learning. According to 75% of the students, the education they received helped to understand the disease mechanism. Conclusion:The medical pathology education formed the basis of the clinical clerkship period and case-based learning and macroscopy training were the most effective methods. To be more useful, didactic lessons should be combined with different and up-to-date learning methods and the curriculum should be updated. Standardization of pathology education in medical faculties is also an issue that needs to be addressed.

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Modern techniques of teaching and learning in medical education: a descriptive literature review

Cited by 64 publications

References 41 publications

Anatomy Education in Nigeria: A Study of Program Curricula Toward Advancing Training and Improving Program Outcomes

Anatomy Education in Nigeria: A Study of Program Curricula Toward Advancing Training and Improving Program Outcomes

Perception of Fourth Year Medical Students on Task-Based Learning in Clinical Teaching

Does the Pathology Education Received in the Undergraduate Preclinical Years Provide Benefits in the Clinical Education Period? A Survey on 5<sup>th</sup> Grade Medical Students

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