Rethinking clinical instruction through the zone of proximal development

Kantar, Lina D.; Ezzeddine, Sawsan; Rizk, Ursula

doi:10.1016/j.nedt.2020.104595

Cited by 19 publications

(10 citation statements)

References 14 publications

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“…However, the minority who did not positively evaluate the boot camp sessions are probably not interested in surgery or may have felt competent without such a training. Another explanation according to the Vygotskyan model used to design this boot camp curriculum could be that these students did not have a huge gap between what they had already mastered (comfort zone) and what they needed to master (zone of proximal development frontier) [ 55 , 56 ]. A qualitative research design would illuminate the medical students’ lived experiences and more in-depth understanding of this phenomenon.…”

Section: Discussionmentioning

confidence: 99%

The use of a surgical boot camp combining anatomical education and surgical simulation for internship preparedness among senior medical students

et al. 2022

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Background Senior medical students feel unprepared for surgical procedures and care for surgery patients when they begin their internship. This study sought to introduce and evaluate a surgical boot camp training for senior medical students. Methods A 44-h surgical boot camp program of lectures on clinical practice simulation, anatomical dissections, and simulated operation on cadavers was designed, implemented, and evaluated during the 2018 to 2019 academic year. A self-administered questionnaire was used to assess students’ perceptions of the content, delivery, and self-confidence. The mini-Clinical Evaluation Exercise (mini-CEX) and the Operative Performance Rating System were used to assess skills essential to good clinical care and to facilitate feedback. Results Over 93% of the students were satisfied with the surgical boot camp, training equipment, and learning materials provided. After six sessions of training, 85.3% reported gaining self-confidence and performed better in some surgical procedures such as major gastrectomy. The mini-CEX scores suggested significant improvement in the students’ clinical skills, attitudes, and behaviors (P < 0.01). Ninety-eight percent of students felt that the anatomical knowledge taught met their needs. The scores of the Operative Performance Rating System suggested that the students’ surgical skills such as instruments handling, incising, treatment of surrounding tissues (blood vessels, nerves), and smoothness of the whole operation had increased significantly following the surgical boot camp (All P < 0.01). Conclusion The surgical boot camp curriculum improved students’ satisfaction and confidence in core clinical practice competencies. Therefore, medical schools the world over should continue to seek ways to bridge the gaps between pre-clinical, clinical, and internship training.

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Section: Discussionmentioning

confidence: 99%

The use of a surgical boot camp combining anatomical education and surgical simulation for internship preparedness among senior medical students

et al. 2022

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“…For example, the ZPD was used in university education programs as a way of developing teaching best practices (Kuusisaari, 2014;Warford, 2011). In a recent study (Kantar et al, 2020), nursing students were paired with peers to help them with their clinical training. Peers encouraged students to reflect on their current skills and then reach beyond it using constructive feedback, prompts, and planned activities.…”

Section: Vygotsky's Developmental Theorymentioning

confidence: 99%

Vygotskian Business Ethics: The Influence of Peers on Moral Reasoning in Business Ethics Education

Ohreen

Sundararajan

Trifts

et al. 2021

Journal of Management Education

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The Russian developmental psychologist Lev Vygotsky provides important theoretical underpinnings for an alternative to business ethics pedagogy. Although Vygotsky’s constructivist approach has been applied to other disciplines, such as cognitive development, moral development, and network analysis and learning, its application to business ethics education is virtually nonexistent. Vygotsky’s focus on language and peer influence provides a novel approach to ethics education. Although many business ethics instructors already use group discussion in their classes, we provide evidence that will reinforce such techniques as a crucial pedagogical method. This study is an exploratory application of Vygotsky’s developmental theory to business ethics education. Data were gathered in business ethics and management courses, with experimental and control groups, and analyzed using the Defining Issues Test and thematic-coded journal entries. Results indicated that discussions created a zone of proximal development improving the moral reasoning for most students giving them multiple perspectives and providing support to engage in deliberations and peer dialogue when discussing ethical frameworks, ethical scenarios, and ethical decision making.

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“…Vygotsky's Zone of Proximal Development (ZPD) theory holds that teaching should focus on how to make learners reach their potential development level from the existing level through effective assistance [5]. The assistance can be gained from peers, teachers, experts, teaching resources, and so on.…”

Section: Introductionmentioning

confidence: 99%

Teacher feedback-based collaborative testing improves students’ knowledge gaps of parasitology

Peng

Jiang

Cao

et al. 2023

Advances in Physiology Education

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Collaborative testing has been demonstrated to be able to improve students' performance, enhance students' learning, as well as knowledge retention in many different courses. However, this examination mode lacks the process of teacher feedback. Herein, a short teacher feedback was added immediately after the collaborative testing so as to improve the students' performance. The parasitology class of 121 undergraduates were randomized into two groups: Group A and Group B. A collaborative testing was carried out at the end of theoretical teaching. During the test, students would first answer questions as individuals for 20 minutes. Then, students from Group A answered the same questions in groups (5 students in each group) for 20 minutes, while the group-testing duration was only 15 minutes in Group B. Immediately after the group testing, teachers conducted a 5-minutes feedback about the morphology identification according to the answers analysis by Group B. Four weeks later, a final test was conducted in individual test. The total scores and score for each examination content were anlyzed. The results showed that there was no significant difference in the final exam scores between both groups (t=-1.278, p=0.204). However, the morphological and diagnostic test results of the final examination in Group B were significantly higher than those of the mid-term examination, while there was no significant change in Group A (t=4.333, p=0.051). The results confirmed that the teacher feedback after the collaborative testing can effectively make up for the students' knowledge gaps.

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Rethinking clinical instruction through the zone of proximal development

Cited by 19 publications

References 14 publications

The use of a surgical boot camp combining anatomical education and surgical simulation for internship preparedness among senior medical students

The use of a surgical boot camp combining anatomical education and surgical simulation for internship preparedness among senior medical students

Vygotskian Business Ethics: The Influence of Peers on Moral Reasoning in Business Ethics Education

Teacher feedback-based collaborative testing improves students’ knowledge gaps of parasitology

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