Online Lectures in Undergraduate Medical Education: Scoping Review

Tang, Brandon; Coret, Alon; Qureshi, Aatif; Barron, Henry; Ayala, Ana Patricia; Law, Marcus

doi:10.2196/preprints.9091.a

Cited by 21 publications

(27 citation statements)

References 39 publications

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“…Another contemporary way to increase the efficacy of undergraduate curricula is the integration of digital multimedia, social media or online learning applications [23][24][25][26][27]. A global online platform providing ultrasound teaching videos already exists [28].…”

Section: Introductionmentioning

confidence: 99%

Video-based, student tutor- versus faculty staff-led ultrasound course for medical students – a prospective randomized study

et al. 2020

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Background Ultrasound education is propagated already during medical school due to its diagnostic importance. Courses are usually supervised by experienced faculty staff (FS) with patient bedside examinations or students among each other but often overbooked due to limited FS availability. To overcome this barrier, use of teaching videos may be advantageous. Likewise, peer teaching concepts solely with trained student tutors have shown to be feasible and effective. The aim was to evaluate 1) objective learning outcomes of a combined video-based, student-tutor (ViST) as compared to a FS-led course without media support, 2) acceptance and subjective learning success of the videos. Methods Two ultrasound teaching videos for basic and advanced abdominal ultrasound (AU) and transthoracic echocardiography (TTE) were produced and six students trained as tutors. Fourth-year medical students (N = 96) were randomized to either the ViST- or FS course (6 students per tutor). Learning objectives were defined equally for both courses. Acquired practical basic and advanced ultrasound skills were tested in an objective structured clinical examination (OSCE) using modified validated scoring sheets with a maximum total score of 40 points. Acceptance and subjective learning success of both videos were evaluated by questionnaires based on Kirkpatrick’s evaluation model with scale-rated closed and open questions. Results 79 of 96 medical students completed the OSCE and 77 could be finally analyzed. There was no significant difference in the mean total point score of 31.3 in the ViST (N = 42) and 32.7 in the FS course (N = 35, P = 0.31) or in any of the examined basic or advanced ultrasound skill subtasks. Of the 42 ViST participants, 29 completed the AU and 27 the TTE video questionnaire. Acceptance and subjective learning success of both videos was rated positively in 14–52% and 48–88% of the rated responses to each category, respectively. Attendance of either the student or faculty tutor was deemed necessary in addition to the videos. Conclusions A ViST versus FS teaching concept was able to effectively teach undergraduate students in AU and TTE, albeit acceptance of the teaching videos alone was limited. However, the ViST concept has the potential to increase course availability and FS resource allocation.

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Section: Introductionmentioning

confidence: 99%

Video-based, student tutor- versus faculty staff-led ultrasound course for medical students – a prospective randomized study

et al. 2020

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“…Many medical schools were successfully utilising online lectures prior to COVID-19 [21,22], and use of e-lectures or online meeting software is an obvious and relatively straightforward solution to our challenge. Our trust has in place an existing e-lecture series which students are advised to watch regularly throughout the placement.…”

Section: Lectures and Small-group Teachingmentioning

confidence: 99%

Medical Education in 2020: Developing COVID Secure Undergraduate Hospital Placements

et al. 2020

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“…Collectively, the overall objectives of the PIPT training program were to provide participants with a summary of evidence and clinical skills necessary to support implementing PIPT principles into routine clinical practice for patients identified as being at high risk for transitioning from acute to chronic LBP. Methods of delivery (described below) were intended to promote a blended learning (i.e., flipped classroom) learning environment with instructional strategies guided by specific learning objectives (29,30). Flipped classroom pedagogy principles included as part of the PIPT training program included: flexible learning, improved preparation for the live workshop, self-reflection, peer-learning and enhanced rapport with instructors.…”

Section: Final Course Objectivesmentioning

confidence: 99%

Targeted Interventions to Prevent Chronic Low Back Pain in High Risk Patients: Development and Delivery of a Pragmatic Training Course of Psychologically Informed Physical Therapy for the TARGET Trial

Beneciuk

George

Greco

et al. 2019

Preprint

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Background Low back pain (LBP) is a public health concern because it is highly prevalent and the leading cause of disability worldwide. Psychologically Informed Physical Therapy (PIPT) is secondary prevention approach that first aims to identify individuals at high risk for transitioning to chronicity and then provides tailored treatment to reduce that risk. Training models that are feasible to implement with acceptable training quality are needed to improve scalability for widespread implementation of PIPT. This manuscript describes the PIPT training program that was developed for training physical therapists providing PIPT in the TARGET Trial. Methods The PIPT training program was developed, tested, and modified using an iterative process. Content development consisted of stakeholder engagement, beta testing, modification of training and confirmation of final course objectives. Methods of delivery consisted of a website that included brief educational modules followed by a live 8 hour workshop that included video based mock case scenarios and case-based role playing. Attitudes, beliefs and confidence in implementing PIPT principles were assessed before and immediately after training to measure training quality and impact. Results Early stakeholder engagement and beta testing indicated the need for increased emphasis on experiential learning opportunities and patient-centered communication training. Booster training varied extensively across TARGET sites with involvement of ‘clinician champions’ brief follow-up sessions identified as best practice. Favorable post training changes in physical therapist attitudes and beliefs toward biopsychosocial treatment orientation and increased confidence in implementing PIPT principles were observed. Conclusions PIPT training for provider participation in the TARGET Trial was feasible to deliver. Course content was acceptable to physical therapists and resulted in improved beliefs and confidence in applying PIPT skills during clinical practice. Ongoing consultation and site-based continuing education were methods by which specific TARGET sites maintained or augmented PIPT skill training, however implementing ongoing training was challenging in general. Consistent with a pragmatic trial whether this training directly impacted treatment fidelity was not measured, which was a limitation to our training approach. Trial registration ClinicalTrials.gov Identifier: NCT02647658

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Online Lectures in Undergraduate Medical Education: Scoping Review

Cited by 21 publications

References 39 publications

Video-based, student tutor- versus faculty staff-led ultrasound course for medical students – a prospective randomized study

Video-based, student tutor- versus faculty staff-led ultrasound course for medical students – a prospective randomized study

Medical Education in 2020: Developing COVID Secure Undergraduate Hospital Placements

Targeted Interventions to Prevent Chronic Low Back Pain in High Risk Patients: Development and Delivery of a Pragmatic Training Course of Psychologically Informed Physical Therapy for the TARGET Trial

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