The Teaching of Rheumatology at the University. The Journey From Teacher Based to Student-centered Learning

Naranjo, Antonio; Toro, Javier de; Nolla, Joan M.

doi:10.1016/j.reumae.2015.03.008

Cited by 5 publications

(9 citation statements)

References 4 publications

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“…Examples of successful teaching strategies include the following: small interactive group sessions [81,108,109], flipped classroom learning [110], the use of patient educators/partners [109,[111][112][113], team-based learning [114,115], peer-assisted learning [116,117], e-learning or computer-assisted learning as a useful adjunct [118][119][120][121] and the use of MSK ultrasound to facilitate the learning of anatomy [122][123][124]. Educators in the field of RMDs have been encouraged to embrace new teaching strategies and learning styles [40,82,93].…”

Section: Learning Methods and Interventionsmentioning

confidence: 99%

“…The Reumacademia project was launched by the Spanish Rheumatology Society with sponsorship from the Roche Institute; one of its aims was to develop materials for the teaching of rheumatology in undergraduate medicine [93,94]. The website contains links to teaching guides (in Spanish) based on case studies and problem-based learning, which include comprehensive descriptions of didactic goals, objectives, structure and content of learning sessions, and assessment.…”

Section: Reumacademiamentioning

confidence: 99%

“…The Rheumatology Service of Complexo Hospitalario Universitario de A Coruňa (Spain) has created a YouTube channel [95] containing teaching videos (1-10 min) covering basic rheumatology topics (in Spanish) [93].…”

Section: Reumacademiamentioning

confidence: 99%

“…Rheumatology teaching resources (problem-based learning and case study method) have been developed by the University of Barcelona and are freely available online (in Spanish) [93].…”

Section: University Of Barcelona Teaching Resourcesmentioning

confidence: 99%

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A global perspective on the challenges and opportunities in learning about rheumatic and musculoskeletal diseases in undergraduate medical education

et al. 2019

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Rheumatic and musculoskeletal diseases (RMDs) encompass a spectrum of degenerative, inflammatory conditions predominantly affecting the joints. They are a leading cause of disability worldwide and an enormous socioeconomic burden. However, worldwide deficiencies in adult and paediatric RMD knowledge among medical school graduates and primary care physicians (PCPs) persist. In October 2017, the World Forum on Rheumatic and Musculoskeletal Diseases (WFRMD), an international think tank of RMD and related experts, met to discuss key challenges and opportunities in undergraduate RMD education. Topics included needs analysis, curriculum content, interprofessional education, teaching and learning methods, implementation, assessment and course evaluation and professional formation/career development, which formed a framework for this white paper. We highlight a need for all medical graduates to attain a basic level of RMD knowledge and competency to enable them to confidently diagnose, treat/manage or refer patients. The importance of attracting more medical students to a career in rheumatology, and the indisputable value of integrated, multidisciplinary and multiprofessional care are also discussed. We conclude that RMD teaching for the future will need to address what is being taught, but also where, why and to whom, to ensure that healthcare providers deliver the best patient care possible in their local setting.

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Section: Learning Methods and Interventionsmentioning

confidence: 99%

Section: Reumacademiamentioning

confidence: 99%

Section: Reumacademiamentioning

confidence: 99%

“…Rheumatology teaching resources (problem-based learning and case study method) have been developed by the University of Barcelona and are freely available online (in Spanish) [93].…”

Section: University Of Barcelona Teaching Resourcesmentioning

confidence: 99%

See 2 more Smart Citations

A global perspective on the challenges and opportunities in learning about rheumatic and musculoskeletal diseases in undergraduate medical education

et al. 2019

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“…Because musculoskeletal medicine encompasses office orthopedics, physical medicine and rehabilitation, rheumatology, and primary care medicine, a further step should be taken to adjust the larger field of musculoskeletal clinical anatomy to the basic needs of each of these specialties. Along this line, current efforts to improve the teaching of rheumatology at the pre-graduate level highlight the importance of clinical anatomy as the basis of physical diagnosis (6). The current study is an attempt to prioritize the structures of musculoskeletal clinical anatomy that are potentially most relevant to the learning, practice and assessment of rheumatologists' clinical skills.…”

Section: Introductionmentioning

confidence: 99%

A survey of anatomical items relevant to the practice of rheumatology: upper extremity, head, neck, spine, and general concepts

et al. 2016

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Objective. To identify those anatomical items of the upper extremity and spine that are potentially relevant to the practice of rheumatology. shoulder items, and 23 (17. 6%) head, neck and spine items. Methods Conclusions.As a result of this Delphi exercise, a group of practicing academic rheumatologists with an interest in clinical anatomy compiled a list of anatomical items that were deemed important to the practice of rheumatology.We suggest these items be considered curricular priorities when training rheumatology fellows' in clinical anatomy skills as well as in programs of continuing rheumatology education.3

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Transforming traditional physiotherapy hands-on skills teaching into video-based learning

Luginbuehl,

Nabecker,

Greif

et al. 2023

BMC Med Educ

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Background Pandemic-induced restrictions forced curriculum transformation from on-site education to virtual learning options. This report describes this transition, the challenge of creating technology-enhanced learning for hands-on psychomotor skills teaching in physiotherapy, and students’ evaluations of the new technology-enhanced learning approach in Complex Decongestive Physiotherapy. Methods On-site theoretical background lectures were replaced with e-learning sessions. Faculty hands-on skills demonstrations for the entire class were replaced with video-recorded demonstrations. Videos included verbal and written instructions and were complemented with checklists guiding the students, training in pairs, through their learning tasks. A cross-sectional observational survey for teaching quality evaluated this new technology-enhanced learning approach and assessed students’ preference for traditional or video-based hands-on skills learning. Results Survey return rate was > 50% (46 participating students). Teaching quality was rated between 1.5 ± 0.5 and 1.8 ± 0.4 (Likert scale from − 2 to + 2). Most students (66.7%) preferred the new approach. They appreciated for example that videos were available all the time, enabling self-paced learning, providing an equally good view on skills demonstrations, and the convenience to be able to rewind, re-view, and use speed adjustment options. Conclusions Students preferred the new video-based learning of skills for Complex Decongestive Physiotherapy. Because in-class live skills demonstrations were omitted, faculty had more time to provide individual feedback and answer questions. The shift from teacher- to student-centered learning enabled students to control their own learning pace. The innovative program was maintained after pandemic-induced restrictions were lifted. The success of this approach should be tested in other physiotherapy settings and different educational institutions.

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The Teaching of Rheumatology at the University. The Journey From Teacher Based to Student-centered Learning

Cited by 5 publications

References 4 publications

A global perspective on the challenges and opportunities in learning about rheumatic and musculoskeletal diseases in undergraduate medical education

A global perspective on the challenges and opportunities in learning about rheumatic and musculoskeletal diseases in undergraduate medical education

A survey of anatomical items relevant to the practice of rheumatology: upper extremity, head, neck, spine, and general concepts

Transforming traditional physiotherapy hands-on skills teaching into video-based learning

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