Can integrated interactive modules help enhance learning of anatomy, physiology, embryology and clinical sciences of the cardiovascular system?
Notice bibliographique
Résumé
Background Integration of the basic and clinical sciences is one of the cornerstones of the medical curricula. Studies have shown that integration helps the learners to not only know the application of what they learn in the lectures and labs but help them to retrieve the information better when they start their clinical rotations. Meantime, interactive modules allow for students to learn at their own pace and engage with their learning through quizzes and media to best supplement learning. Most medical schools have reduced the total hours allocated for anatomy & physiology teaching and laboratory practical hours. These changes have been a continuous debate and triggered the emergence of innovative teaching and learning strategies in order to maximize students’ learning of anatomy, physiology, and embryology in the new context. The purpose of this project was to develop integrated interactive modules that can help support the learning of the medical students in the UBC’s Faculty of Medicine. The modules were based on the content of a week‐long topic on the arterial septal defect and a week‐long topic on the ischemic heart disease and focused on the integration of clinical knowledge with the concurrent instruction of pertinent anatomy, physiology, and embryology of the heart. Methods Two interactive virtual patient modules were developed to integrate the anatomy, physiology, embryology, and clinical skills of the cardiovascular system. We used the Articulate Engage software suite to create the modules. The modules progress slide‐by‐slide in order to encourage a logical flow from patient presentation through to treatment. We have used interactive labeled diagrams to review the embryology, anatomy, and physiology of the cardiovascular system and in‐module quizzes to test student knowledge. As well, several multiple choice questions are included throughout the modules that must be completed in order to progress through the cases. We also had the following learning activities in our modules: team work & team communication, diagnosis and decision‐making, and challenging situation in patient care. The modules were made available to students on the curriculum website and completion of a voluntary survey was encouraged at the end of the module. Results 100% of the participants were either strongly agreed or agreed that the modules complemented or enhanced the learning in lectures, CBL and labs. Basic science knowledge of the heart of the participants improved from 16.7 % to 83.3%. More than 83% of the participants felt that the integration of the clinical case and the anatomy, physiology, and embryology was either effective or very effective in assisting learning of the curricular content. 100% of the participants would like to see more modules like this for curricular content. Conclusions The development of integrated interactive modules that explore clinical, anatomical, physiological, and embryological content curricular objectives improve students’ subjective knowledge of clinical and anatomical sciences. Students found it useful for their learning to integrate cases into the core concepts of basic sciences and would like to see more modules like this in the future.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».