Presentation and evaluation of the teaching concept “ENHANCE” for basic sciences in medical education

Kouz, Karim; Eisenbarth, Sophie; Bergholz, Alina; Mohr, Sonja

doi:10.1371/journal.pone.0239928

Cited by 7 publications

(4 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…According to this model, medical decision-making is based on understanding the underlying biomedical sciences and improving clinical care 25 . To complete medical education, a student needs to have a sound knowledge and understanding of basic sciences, enabling diagnostic accuracy 26 . World Federation for Medical Education (WFME), in their revised "Standards for Basic Medical Education" of 2020, has directed what to include in the curriculum.…”

Section: Role Of Basic Sciences In Medical Educationmentioning

confidence: 99%

Changing Perspectives: Should We Integrate Pharmacology in the Clinical Phase?

Umar¹,

Haque

2022

Bangladesh J Med Sci

View full text Add to dashboard Cite

Medical education has gone through tremendous evolution over the last few centuries. In the pre-Flexner and Osler era, medical education was mainly an apprenticeship-based model. After Flexner’s report in 1910, medical schools were more formalized in the West and became affiliated with universities. They ran four-year undergraduate courses comprising 2 years in preclinical basic science and two years in the clinical phase. Many other countries followed the British model, with five years of undergraduate training and one year of intensive internship training in the hospital. These knowledge-laden, didactic, teacher-centered courses could not produce skilled physicians to meet the challenges and health care needs of the 21st century. That is why innovative teaching methodologies were introduced in medical schools. Problembased learning, team-based learning, flipped classrooms, and integrated curriculum concepts were introduced. In Bangladesh, the medical education also going through a similar transition and heading towards an integrated medical curriculum. Pharmacology being a core preclinical science, is, in fact, at the cusps of clinical education. To produce competent physicians with good prescribing competency, knowledge of drugs is essential. In this perspective, pharmacology is a unique subject that should be integrated across all phases of medical education. Bangladesh Journal of Medical Science Vol. 21 No. 02 April’22 Page : 249-261

show abstract

Section: Role Of Basic Sciences In Medical Educationmentioning

confidence: 99%

Changing Perspectives: Should We Integrate Pharmacology in the Clinical Phase?

Umar¹,

Haque

2022

Bangladesh J Med Sci

View full text Add to dashboard Cite

show abstract

“…YouTube videos, iTunes, an open educational resource text book‐biochemistry, educational songs known as metabolic melodies, 18 flipped classrooms, 19 adopted flipped classrooms, 20 flipped jigsaw activities, 21 online simulations, 22 and Google Classroom 23 have been used with great success. Finally, innovative nontraditional methods, have been introduced such as music, 24 e‐notebooks for retrieving information, 25 flashcards, 26 video games, 27 and the application of the ENHANCE concept, which depends on the step‐by‐step concept in teaching basic sciences to medical students 28 . Currently, smartphones are in the hands of every student.…”

Section: Introductionmentioning

confidence: 99%

“…Finally, innovative nontraditional methods, have been introduced such as music, 24 e-notebooks for retrieving information, 25 flashcards, 26 video games, 27 and the application of the ENHANCE concept, which depends on the step-by-step concept in teaching basic sciences to medical students. 28 Currently, smartphones are in the hands of every student. Instead of its ability to district students, 29 it could be used in learning.…”

mentioning

confidence: 99%

Use of mobile learning applications as an innovative method for the teaching of biochemistry

Abdelazim

Gaber

Adam

et al. 2023

Biochem Molecular Bio Educ

View full text Add to dashboard Cite

BackgroundTraditional teaching methods of biochemistry provide effective tools for knowledge transmission, but are considered less engaging with students. Smartphone applications may provide suitable alternatives to compensate for the shortcomings of traditional teaching methods.PurposeThis study aimed to assess the effectiveness of smartphone applications as a complementary method for learning biochemistry.MethodologyA total of 32 students, from the College of Applied Medical Sciences, University of Bisha, Saudi Arabia, were recruited. Students used available mobile applications, and their performance was monitored through assignments, presentations, practical evaluations, and pre‐ and post‐tests. A self‐administered structured questionnaire was used to survey the students' perceptions. It was validated by students enrolled at the College of Applied Medical Science, interns, and medical educators. It was checked for item appropriateness and comprehensiveness using face and content validity.ResultsAround 75% of the students found the mobile applications useful in learning biochemistry, 50% believed that they were easy to use and 100% believed that the breadth of the knowledge presented by these applications was comprehensive. The pedagogical effect of the use of mobile applications in learning biochemistry showed statistically significant differences in student performances post‐use and pre‐use of mobile applications with P values of 0.000, 0.028, 0.023, and 0.000 for tests, assignments, practical evaluation, and presentations, respectively.ConclusionStudents have a positive perception of the use of mobile applications, as it has significantly improved their academic performance in biochemistry.

show abstract

“…A compreensão dos mecanismos fisiopatológicos embasa o raciocínio clínico e os princípios da terapêutica. Assim, as ciências básicas suportam a prática clínica qualificada 6,7 . O desafio na integração entre ciências básicas e clínicas acontece também pela forma como as questões de ciências básicas são formuladas, pois elas geralmente enfatizam a memorização de conceitos em detrimento da sua aplicação.…”

Section: Introductionunclassified

Oficina para elaboração de testes de múltipla escolha de ciências básicas aplicadas: relato de experiência

Feliciano

Elias

Osako

et al. 2023

Rev. bras. educ. med.

View full text Add to dashboard Cite

Resumo: Introdução: A avaliação do estudante é componente essencial de todo programa educacional. O aprendizado das ciências básicas é fundamental para dar sentido ao que se aprende na fase clínica da formação de um profissional em saúde. Entretanto, a maioria dos treinamentos de elaboradores de testes de múltipla escolha (TME) é voltada à formulação de questões clínicas e não inclui abordagem específica para questões das ciências básicas. Relato de experiência: Foi realizada uma oficina para a capacitação docente na elaboração de TME de aplicação dos conhecimentos de ciências básicas, visando à elaboração de uma prova a ser aplicada no final do ciclo básico de seis cursos da saúde. O material instrucional foi elaborado pelos autores, que ofereceram uma oficina no formato on-line. Um diferencial dessa capacitação foi a aplicação de modelos de elaboração de enunciados com contextos definidos, utilizando momentos de preparo assíncronos e encontro síncrono. Após a oficina, aplicaram-se questionários sobre a satisfação e aprendizagem dos participantes. A maioria avaliou a oficina como boa ou muito boa e referiu aumento da percepção de capacidade para elaborar TME, e, ao final, somente 7% se sentiram pouco preparados para elaborar um TME seguindo as boas práticas. Houve melhora na qualidade dos TME elaborados, tendo como referencial os índices de dificuldade e discriminação. Discussão: Existem evidências do valor do desenvolvimento do corpo docente na melhoria da qualidade das questões produzidas. O formato de oficina proposto foi bem avaliado pelos participantes e contribuiu para a qualidade das questões de provas aplicadas ao final do ciclo básico. Conclusão: Estratégias como a descrita qualificam as avaliações dentro da escola e contribuem para a organização de provas externas.

show abstract

Presentation and evaluation of the teaching concept “ENHANCE” for basic sciences in medical education

Cited by 7 publications

References 27 publications

Changing Perspectives: Should We Integrate Pharmacology in the Clinical Phase?

Changing Perspectives: Should We Integrate Pharmacology in the Clinical Phase?

Use of mobile learning applications as an innovative method for the teaching of biochemistry

Oficina para elaboração de testes de múltipla escolha de ciências básicas aplicadas: relato de experiência

Contact Info

Product

Resources

About