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Abstract Background Utilizing the objective structured clinical examination (OSCE) ensures objectivity when it comes to the assessment of nursing students’ skills and competency. However, one challenge in OSCE integration is rater and examinee training and orientation. Aim This study employed a quasi-experimental design to evaluate the effectiveness of different instructional methodologies in training and preparing raters and examinees for the OSCE. Methods Participants were divided into three group of training methodologies: online, simulation, and traditional lecture (six raters and 18 examinees were assigned to each group). A total of 18 raters and 54 examinees partook. Results The study found that raters trained through simulation exhibited a slight agreement with their rates, compared to those who were trained online and in traditional lectures. Moreover, examinees who were trained through the simulation methodology performed better compared to those trained via the other methodologies. Conclusions The study findings indicate that using simulation by training raters and examinees in the OSCE is the most effective approach.

Background: Utilizing the objective structured clinical examination (OSCE) ensures objectivity when it comes to the assessment of nursing students' skills and competency. However, one challenge in OSCE integration is rater and examinee training and orientation. Aim: This study employed a quasi-experimental design to evaluate the effectiveness of different instructional methodologies in training and preparing raters and examinees for the OSCE. Methods: Participants were divided into three group of training methodologies: online, simulation, and traditional lecture (six raters and 18 examinees were assigned to each group). A total of 18 raters and 54 examinees partook. Results: The study found that raters trained through simulation exhibited a slight agreement with their rates, compared to those who were trained online and in traditional lectures. Moreover, examinees who were trained through the simulation methodology performed better compared to those trained via the other methodologies. Conclusions: The study findings indicate that using simulation by training raters and examinees in the OSCE is the most effective approach. [ABSTRACT FROM AUTHOR]

William K Lim Department of Paraclinical Sciences, Faculty of Medicine and Health Sciences, Universiti Malaysia Sarawak, Kota Samarahan, Sarawak, 94300, MalaysiaCorrespondence: William K Lim, Email kslim@unimas.myAbstract: The introduction of problem-based learning (PBL) in 1969 is considered the greatest innovation in medical education of the past 50 years. Since then, PBL has been implemented in different educational settings across virtually all health professions. However, some PBL schools gradually faced resistance from academic staff who were more familiar with traditional teacher-centred curricula. At times this has resulted in reversion to tradition or compromise whereby PBL is implemented within a lecture-based curriculum. Resistance can also emerge in a traditional school when a PBL curriculum is being considered for implementation. One of the first signs of this erosion is doubts about PBL raised in the form of objections or criticisms. This perspective review describes eight objections raised to assert why PBL is inferior or untenable. The background to each objection is provided together with evidence-informed rebuttals derived from professional practice and the published literature. Best practices are discussed for sustainable management of a PBL-based curriculum. A well-implemented PBL curriculum with appropriate and cost-effective infrastructure, training, teaching-learning activities, and assessment will position schools to harness the full benefit of PBL in training medical and health professionals.Keywords: problem-based learning, lecture-based curriculum, educational philosophy, facilitator, traditional lectures

Background Controversy remains about whether e-learning can improve clinical competences. Our study aimed to compare the effects of e-learning versus traditional education on medical students' reasoning and how they applied their knowledge to clinical competences, assess factors associated with e-learning that might influence exam scores, and evaluate medical students' satisfaction with these two learning methods. Methods Prospective study of 299 medical students in two fourth-year pediatric clerkship cohorts (2016–17 and 2017–18) in Switzerland. Results We found no evidence of a difference in students' reasoning or how they applied their knowledge to competences in clinical case resolution, whether they had followed e-learning modules or attended traditional lectures. The number of quizzes taken and being female were factors associated with better scores. Even though overall satisfaction with the two learning methods was similar, students claimed that they learned more in e-learning than in traditional lectures and that e-learning explained learning objectives better. Conclusions E-learning could be used as a supplement or alternative to traditional face-to-face medical teaching methods without compromising teaching quality. E-learning modules should be better integrated into medical students' curricula but avoid the risk of curriculum overload, especially in case of repeated COVID-like context.

Active learning strategies are being increasingly valued by instructors and implemented in higher education. However, mixed outcomes exist regarding learning, exam results, and student preferences for active learning compared to traditional lectures. A convenience sample of 26 first-year graduate students participated in a study that examined the impact of attending a traditional lecture versus an active learning session. Both sessions included a PowerPoint presentation and the active learning class also included embedded educational videos, instructor-led class discussions, a case study, and a think-pair-share activity. The instructor used a pre and post-test for each class and conducted a survey after each post-test. The study results showed statistical significance for both teaching methods, with the traditional lecture statistically higher by question. Most students’ perceptions of learning and preferred teaching methods favored active learning. Students felt activities helped them maintain their attention and allowed them to self-reflect on their understanding of content. The students also perceived that their learning was supplemented through peer and instructor questions and engagement. Furthermore, students felt the active lecture helped improve their self-efficacy, made them feel more included in the classroom, helped to meet their unique learning styles, and gave them the perception that they learned more. Conversely, some students felt the traditional lecture was more concise than the active lecture, focused on the “important” content, and was better organized and easier to follow. Because students’ learning, exam results, perceptions, and preferences vary, delivering a mixed method of instruction may benefit students while promoting self-efficacy and enjoyment of the instructor and classroom experience.

Biochemistry, a complicated basic course in health sciences, plays a fundamental role in describing pathogenic mechanism of illness in molecular terms, and is required to be learned for all medical students. Due to various obstacles to biochemistry learning and teaching, there is a pressing issue of curriculum reform to arouse the student's enthusiasm in biochemistry learning. In this study, an integrated topic‐based biochemistry training program (TBBTP) combining the traditional lectures, question‐based learning and experimental practices, was introduced in biochemistry teaching. Its effectiveness was evaluated through examination and questionnaire analyses. Consequently, we found that TBBTP promoted the dissemination of biochemical knowledge via traditional lecture, designated learning issues and experimental practices, and acquisition of various skills through practical operation, presentation, and independent learning. It motivated students to study biochemistry with intense interest and enthusiasm. This study explored the feasibility of the topic‐based biochemistry teaching as a supplement to biochemistry curriculum in medical education and as a mainstream pedagogy in biochemistry lab. [ABSTRACT FROM AUTHOR]

Abstract Background Lectures are one of the most common teaching methods in medical education. Didactic lectures were perceived by the students as the least effective method. Teaching methods that encourage self-directed learning can be effective in delivering core knowledge leading to increased learning. Problem based learning has been introduced as an active way of learning but it has some obstacles in developing countries where the intake is huge with minimum resources. This study introduces a new teaching approach: lectures based on problems (LBP) and evaluates their effectiveness compared to traditional lectures (TL) in physiology teaching. Methods LBP and TL were applied in physiology teaching of medical students at University of Science and Technology during their study of introduction to physiology and respiratory physiology courses. Equal number of lectures was given as LBP and as TL in each course. Students were given quizzes at the end of each course which were used to compare the effectiveness of the two types of lectures. A questionnaire was used to assess students’ satisfaction about LBP and the perceived effects of the two methods on the students’ attitude and practice towards learning physiology. Results In LBP the students have better attention (P = 0.002) and more active role (P = 0.003) than in TL. Higher percentage of students think that LBP stimulated them to use references more (P = 0.00006) and to use the lecture time more effectively (P = 0.0001) compared to TL. However, there was no significant difference between LBP and TL in the awareness of the learning objectives. About 64% of students think that LBP is more enjoyable and it improved their understanding of physiology concepts. Comparison of the students’ quiz marks showed that the means of the students’ marks in the introduction to physiology and respiratory courses were higher in the quizzes of LBP than in TL with a significant difference between them ((P = .000), (P = .006) respectively. Conclusions LBP improved students’ understanding of physiology concepts and increased students’ satisfaction about physiology learning. LBP achieved some of the objectives of PBL with the minimum resources and it can be used to improve the effectiveness of the lectures.

Traditional classroom lectures are increasingly being replaced by other leaning approaches which allow learners to be actively involved in the learning experience. This paper adopts a mixed methods research design and reports on the findings of a study investigating participants' perceptions of their teaching and learning experiences in an undergraduate science course featuring active learning. The sample consisted of 428 students and 20 academic staff in a higher educational institution in Saudi Arabia. The findings show that students found the astrophysics courses that adopted active learning approaches encouraged creativity and innovation than traditional lecture-based courses. The active learning strategies reflect that the faculty were familiar with active learning methods and that they supported an active learning culture. The results are expected to help faculty to better understand students' perception and experience of active learning. [ABSTRACT FROM AUTHOR]

Background: Technology-enhanced learning is reliable, established, and effective teaching tool for better understanding of the subject. This study addresses an important issue in medical education, namely, the enhancement of the widely criticized lecture style of teaching by engaging students more actively during class through the use of videos or animations. This study describes the development, implementation, and evaluation of a traditional anatomy lecture series combined with technology. Aim and Objectives: The aim of the study is (a) to combine three-dimensional (3D) videos and animations with traditional embryology lectures and (b) to evaluate the 1st-year MBBS students' perception about this method of learning of embryology. Methodology: This qualitative study was conducted in the Department of Anatomy at Guru Gobind Singh Medical College, Faridkot, during the theory classes of embryology over a period of approximately 3 months among 100 1st-year MBBS students. The students were shown 3D videos and animations of embryology during traditional didactic lecture to explain all the aspects of the development of different systems of the body in 25 classes, of 1-h duration each. Feedback was taken using a structured questionnaire to know the perception of students toward this exercise of using technology during lecture of embryology. Results: A total of 100 MBBS first professional students took part in the study and submitted questionnaire. The students were satisfied with this method of technology-enhanced learning and described better understanding of the concepts with improved learning. More than 90% of the students found that combining 3D videos and animations with traditional lecture helped in solving the confusion and misconceptions regarding topic and did make the topic more interesting. They further added that they wanted to have such type of technology (videos)-enhanced lectures in all other topics of anatomy and in other subjects as well. Conclusions: Technology used in the form of 3D videos and animations changed their attitude toward learning and their learning was improved. It provided satisfaction to students in terms of better learning and understanding of the subject.

Background: Chronic obstructive pulmonary disease (COPD) is a common cause of suffering and death. Evidence-based management of COPD by general practitioners (GPs) is crucial for decreasing the impact of the disease. Efficient strategies include early diagnosis, smoking cessation and multimodal treatment. Aim: To describe knowledge about and skills for managing COPD in GPs in Sweden. Methods: Prior to COPD education (the PRIMAIR Study), GPs at primary health care centers (PHCCs) in Stockholm replied to 13 written, patient-case based, multiple choice and free-text questions about COPD. Their knowledge and practical management skills were assessed by assigned points that were analyzed with non-parametric tests. Results: Overall, 250 GPs at 34 PHCCs replied (89% response rate). Total mean score was 9.9 (maximum 26). Scores were highest on ‘management of smoking cessation’, ‘follow-up after exacerbation’ and ‘diagnostic procedures’. Spirometry was used frequently, although interpretation skills were suboptimal. ‘Management of maintenance therapy’, ‘management of multimorbidity’ and ‘interprofessional cooperation’ had mediocre scores. Scores were unrelated to whether there was a nurse-led asthma/COPD clinic at the PHCC. Conclusions: Swedish GPs’ knowledge of COPD and adherence to current guidelines seem insufficient. A nurse-led asthma/COPD clinic at the PHCC does not correlate with sufficient COPD skills in the GPs. The relevance of this study to participants’ actual clinical practice and usefulness of easy-to-access clinical guides are interesting topics for future investigation. To identify problem areas, we suggest using questionnaires prior to educational interventions.Key Points General practitioners (GPs) play a crucial role in providing evidence-based care for patients with chronic obstructive pulmonary disease (COPD) who are treated in primary care. Swedish GPs’ knowledge about COPD and adherence to current guidelines seem insufficient. Areas in greatest need of improvement are spirometry interpretation, management of maintenance therapy, management of multimorbidity in patients with COPD and interprofessional cooperation.

The teaching of linear algebra has always been a challenge for teachers of mathematics, because it is extremely important that students become introduced into complex and abstract mathematical system of linear algebra and learn concepts which can be successfully applied later in other mathematical topics. It is necessary that teachers better understand how students learn, and recognize and allow that the appropriate content, methods and context could be different in different environments. As mathematicians, we are aware of the significant interconnections of different ideas and concepts, which is difficult to recognize and understand. We should not forget that understanding of these kinds of interconnections develops through active and hard exploration of mathematical topics through permanent discovering of new interconnections and relations. Thus, primary role of a teacher is to try to move students to take an active part during the class concerning important and difficult concepts, either through the form of individual opinion or through the form of group discussions. It is not easy to suggest teaching methods, especially in comparison to traditional lectures, which would be effective and would actively, engage students and generate stimulating learning. [ABSTRACT FROM AUTHOR]

Over the last decade, policy makers have urged universities to innovate their teaching methodologies. Although educational research has shown that active methods lead to improvements in learners’ performance more than traditional lectures in small classes, some factors impede active methods from spreading in large size classes. In this paper we aim at fostering these methodological innovations by showing the effectiveness of an integrated teaching methodology that employs peer learning, technology, and traditional lectures in large size classes. In the academic years 2017–2018 and 2018–2019 a quasi-experiment involved more than 600 engineering students per year attending an introductory physics course at Politecnico di Milano. These learners were assigned to two sections and their outcomes in a pre-test and a post-test were analyzed through descriptive and inferential statistics. The learning results of the experimental group were always better than the outcomes of the control group, regardless of the difficulty of the physics topics addressed. Furthermore, a very low threshold for the exposure to peer learning has been highlighted in order for it to be effective. These promising results may thus foster ongoing changes in university policy towards the renewal of the teaching methodology.

Background: Controversy remains about whether e-learning can improve clinical competences. Our study aimed to compare the effects of e-learning versus traditional education on medical students' reasoning and how they applied their knowledge to clinical competences, assess factors associated with e-learning that might influence exam scores, and evaluate medical students' satisfaction with these two learning methods., Methods: Prospective study of 299 medical students in two fourth-year pediatric clerkship cohorts (2016-17 and 2017-18) in Switzerland., Results: We found no evidence of a difference in students' reasoning or how they applied their knowledge to competences in clinical case resolution, whether they had followed e-learning modules or attended traditional lectures. The number of quizzes taken and being female were factors associated with better scores. Even though overall satisfaction with the two learning methods was similar, students claimed that they learned more in e-learning than in traditional lectures and that e-learning explained learning objectives better., Conclusions: E-learning could be used as a supplement or alternative to traditional face-to-face medical teaching methods without compromising teaching quality. E-learning modules should be better integrated into medical students' curricula but avoid the risk of curriculum overload, especially in case of repeated COVID-like context., Competing Interests: No competing interests were disclosed., (Copyright: © 2024 Stollar F et al.)

Background:Chronic obstructive pulmonary disease (COPD) is a common cause of suffering and death. Evidence-based management of COPD by general practitioners (GPs) is crucial for decreasing the impact of the disease. Efficient strategies include early diagnosis, smoking cessation and multimodal treatment. Aim:To describe knowledge about and skills for managing COPD in GPs in Sweden. Methods:Prior to COPD education (the PRIMAIR Study), GPs at primary health care centers (PHCCs) in Stockholm replied to 13 written, patient-case based, multiple choice and free-text questions about COPD. Their knowledge and practical management skills were assessed by assigned points that were analyzed with non-parametric tests. Results:Overall, 250 GPs at 34 PHCCs replied (89% response rate). Total mean score was 9.9 (maximum 26). Scores were highest on ‘management of smoking cessation’, ‘follow-up after exacerbation’ and ‘diagnostic procedures’. Spirometry was used frequently, although interpretation skills were suboptimal. ‘Management of maintenance therapy’, ‘management of multimorbidity’ and ‘interprofessional cooperation’ had mediocre scores. Scores were unrelated to whether there was a nurse-led asthma/COPD clinic at the PHCC. Conclusions:Swedish GPs’ knowledge of COPD and adherence to current guidelines seem insufficient. A nurse-led asthma/COPD clinic at the PHCC does not correlate with sufficient COPD skills in the GPs. The relevance of this study to participants’ actual clinical practice and usefulness of easy-to-access clinical guides are interesting topics for future investigation. To identify problem areas, we suggest using questionnaires prior to educational interventions.Key PointsGeneral practitioners (GPs) play a crucial role in providing evidence-based care for patients with chronic obstructive pulmonary disease (COPD) who are treated in primary care.Swedish GPs’ knowledge about COPD and adherence to current guidelines seem insufficient.Areas in greatest need of improvement are spirometry interpretation, management of maintenance therapy, management of multimorbidity in patients with COPD and interprofessional cooperation. [ABSTRACT FROM PUBLISHER]

Objectives: To determine final year medical students' perception about current lecturing practices and to explore students' justifications for the acceptance of lectures or otherwise. Study Design: A sequential mixed method. Place and Duration of Study: The study was conducted on 250 final year students of Fatima Jinnah Medical College Lahore, Pakistan from January 2013 to June 2013. Participants and Methods: For the quantitative phase a survey questionnaire containing 15 close ended questions with categorical scale of "Yes" or "No" was distributed among the final year students selected through nonprobability convenience sampling. Out of 250 students, 195 students returned the questionnaire. For the qualitative phase, 26 final year students were selected by non-probability purposive sampling to participate in the focus group discussion with five open ended questions. Quantitative data was analyzed by calculating simple percentages of the categorical variables through SPSS version 18. Qualitative data analysis was done by identifying themes and patterns using content analysis. This data was triangulated with the data from the quantitative phase for the validation of results. Results: A survey questionnaire was distributed amongst 250 students out of which 195 participants returned the proforma (response rate 78%). Five themes emerged through the focus group discussion. Twenty five students remarked that motivation to attend the lecture was largely external to prevent shortage of attendance. Twenty four students out of 26 were of the opinion that notes' taking was most annoying about lectures. Attributes desired in a good lecturer as described by 25 students were focus on the subject, grasp on the language, pleasant personality, adequate energy level and variation accordingly and able to maintain discipline in the class. Regarding suggestions for improvement, almost 23 students suggested that audio visual aids / multimedia, white/black board should be used judiciously. Recapitulation of previous lecture and prior intimation of lecture topics to students should be ensured. Teacher student interaction can be enhanced by use of triggers e.g. case scenarios and real patients. Brainstorming and question /answer session should be encouraged. Concerns about environment were voiced by all 26 students, mainly related to inadequate seating arrangement, with stuffy classroom in summers due to non availability of air conditioners and unable to open doors and windows due to outside distractions. Conclusion: Students perceived lectures as a potential tool for information transfer but with certain shortcomings. Although certain objections were raised, however, they endorsed that with relevant modifications, they are an important viable option of information transfer in the current prevailing situation. [ABSTRACT FROM AUTHOR]

Purpose: Team Based Learning (TBL) is gaining popularity as a small group teaching methodology in Medical institutions. Owing to its property of being less resource intensive it is especially useful in developing countries. Students being most important stakeholders need to be focused on research for implementation of the study was conducted to access the students' perceptions as they compare traditional lectures with new methodology in our context. Method: A fifteen item five point Likert's scale questionnaire duly prepared by experts and piloted in students, was distributed among students of fourth year at the end of second module of Team based learning in the subject of internal medicine for fourth year MBBS class and collected after completion. Data was analyzed using SPSS 15. Independent t-test was performed and means were compared for TBL and Lecture methodology. Global rating was also compared for both. Results: Total 174 students responded out of which 53 were males and 121 females. 61 students marked "excellent" category in overall rating with preference to TBL by 51 and lectures by 10. Among 121 marking in" good" category 81 were for TBL and 40 for lectures. All fifteen responses in the questionnaires favoured TBL. Comments included "excellent way of retention" for TBL. There was active participation of students throughout the sessions. Conclusion: Students favoured TBL as compared to lectures and therefore TBL is a suitable preferred methodology to incorporate active learning in our undergraduate curriculum. [ABSTRACT FROM AUTHOR]

Over the last decade, policy makers have urged universities to innovate their teaching methodologies. Although educational research has shown that active methods lead to improvements in learners' performance more than traditional lectures in small classes, some factors impede active methods from spreading in large size classes. In this paper we aim at fostering these methodological innovations by showing the effectiveness of an integrated teaching methodology that employs peer learning, technology, and traditional lectures in large size classes. In the academic years 2017–2018 and 2018–2019 a quasi-experiment involved more than 600 engineering students per year attending an introductory physics course at Politecnico di Milano. These learners were assigned to two sections and their outcomes in a pre-test and a post-test were analyzed through descriptive and inferential statistics. The learning results of the experimental group were always better than the outcomes of the control group, regardless of the difficulty of the physics topics addressed. Furthermore, a very low threshold for the exposure to peer learning has been highlighted in order for it to be effective. These promising results may thus foster ongoing changes in university policy towards the renewal of the teaching methodology. [ABSTRACT FROM AUTHOR]

Objective: To compare the effectiveness of traditional and hybrid teaching strategies in pathophysiology and to conduct a survey of students' opinions about the hybrid teaching strategy., Methods: A hybrid pathophysiology course was developed by combining traditional lectures, case- or problem-based learning, group discussion and several quizzes. A total of 167 students were assigned to the hybrid teaching group and 118 students assigned to the traditional lecture group., Results: Compared with students who received traditional lectures, no students in the hybrid teaching class failed the final examination. The percentage of students with high scores was significantly higher in the hybrid teaching class. In addition, 73.7% of students in the hybrid teaching class expressed substantial interest in pathophysiology during the course, and 83% of these students felt they had received essential training and acquired the ability to solve clinical case problems., Conclusion: The hybrid teaching strategy is an advanced approach that encourages students to actively learn teaching materials and solve practical clinical problems, and that promotes student interest in pathophysiology.

Objectives: To study the effects of continuing medical education (CME) about chronic obstructive pulmonary disease (COPD) for general practitioners (GPs) by comparing two commonly used CME methods with each other and no CME (reference group)., Design: A pragmatic cluster randomised controlled trial with primary healthcare centres (PHCCs) as units of randomisation., Setting, Participants and Interventions: 24 PHCCs in Stockholm County, Sweden, were randomised into two CME intervention arms: case method learning (CM) (n=12) and traditional lectures (TL) (n=12). A reference group without CME (n=11) was recruited separately. GPs (n=255) participated in the study arm to which their PHCC was allocated: CM, n=87; TL, n=93; and reference, n=75. Two 2-hour CME seminars were given in a period of 3 months., Primary Outcome Measures: Changes in scores between baseline and 12 months on a 13-item questionnaire about evidence-based COPD management (0-2 points/question, maximum total score 26 points)., Results: 133 (52%) GPs completed the questionnaire both at baseline and 12 months. Both CM and TL resulted in small yet significantly higher total scores at 12 months than at baseline (CM, 10.34 vs 11.44; TL, 10.21 vs 10.91; p<0.05); there were few significant differences between these CME methods. At both baseline and 12 months, all three groups' scores were generally high on questions about smoking cessation support and low on those that measured spirometry interpretation skills, interprofessional care and management of multimorbidity., Conclusions: Neither short CM nor short TL CME sessions substantially improve GPs' skills in managing COPD. It is justified to challenge the use of these common CME methods as a strategy for improving GPs' level of knowledge about management of COPD and other complex chronic diseases characterised by multimorbidity., Trial Registration Number: NCT02213809; Results., Competing Interests: Competing interests: HS has received honoraria for educational activities from Boehringer Ingelheim, Novartis, AstraZeneca, and TEVA and an unrestricted research grant from AstraZeneca. AN has received compensation for educational activities from AstraZeneca and SM from Novartis. BS has received honoraria for educational activities and lectures from AstraZeneca, Boehringer Ingelheim, GlaxoSmithKline, Meda, Novartis, and TEVA and has served on advisory boards arranged by AstraZeneca, Novartis, Meda, TEVA, GlaxoSmithKline, and Boehringer Ingelheim., (© Author(s) (or their employer(s)) 2018. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.)