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Author: Brian S McGowan, PhD

ABSTRACT: How medical doctors and students should use Social Media: a review of the main guidelines for proposing practical recommendations. [Stud Health Technol Inform. 2012] – PubMed – NCBI

Abstract
Social Media has grown exponentially and in the last few years there has been an increasing use amongst medical doctors and students. There is intense debate about the complexities of ensuring medical professionalism in the digital age and especially on using open and massive online services. The objectives of this paper are: first, to gather the main recommendations on using Social Media platforms and websites by medical doctors and students, which are proposed by several international organizations, institutions and universities of reference and second, to propose a set of practical recommendations, based on the comparison of the statements and items of the guidelines, in order to find agreements and differences among them and select the most common and practical items stated. A Decalogue of good practices has been drawn up, pointing out the most important aspects that should be considered, highlighting the relevance of maintaining professional behavior in these environments, taking into account the advantages and drawbacks when using them.

via How medical doctors and students … [Stud Health Technol Inform. 2012] – PubMed – NCBI.

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ABSTRACT: Surgent University: the establishment and evaluation of a national online clinical teaching repository for surgical trainees and student [Surg Innov. 2012] – PubMed – NCBI

Abstract
INTRODUCTION: The aim of this study was to develop a new teaching strategy for medical students while creating a national online repository system (Surgent University). Then, the potential of this e-learning modality to facilitate learning of clinical surgery was evaluated.

RESULTS: Of those surveyed, 70% (n = 28) rated the online repository as highly beneficial and 75% (n = 30) as highly relevant. Overall, 87.5% (n = 35) felt that it should be continued, and 70% (n = 28) felt that it should be expanded beyond surgery to include other hospital specialties. Those finding the program interface user-friendly were more likely to find it beneficial (P = .031) and relevant to their ongoing education (P = .002).

via Surgent University: the establishment and evaluat… [Surg Innov. 2012] – PubMed – NCBI.

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ABSTRACT: Internet-based learning and applications for critical care medicine. [J Intensive Care Med. 2012 Sep-Oct] – PubMed – NCBI

RESULTS:
The growth of the Internet is marked by the development of new technologies, including more user-derived tools. Nonmedical fields have embraced Internet-based learning as a valuable teaching tool. A recent meta-analysis described Internet-based learning in the medical field as being more effective than no intervention and likely as efficacious as traditional teaching methods. Web sites containing interactive features are aptly suited for the adult learner, complementing the paradigm shift to more learner-centered education. Interactive cases, simulators, and games may allow for improvement in clinical care. The total time spent utilizing Internet-based resources, as well as the frequency of returning to those sites, may influence educational gains.
CONCLUSION:
Internet-based learning may provide an opportunity for assistance in the transformation of medical education. Many features of Web-based learning, including interactivity, make it advantageous for the adult medical learner, especially in the field of critical care medicine, and further work is necessary to develop a robust learning platform incorporating a variety of learning modalities for critical care providers.

via Internet-based learning and app… [J Intensive Care Med. 2012 Sep-Oct] – PubMed – NCBI.

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ABSTRACT: A randomized controlled trial of two different types of web-based instructional methods [Med Teach. 2012] – PubMed – NCBI

Abstract
BACKGROUND:
Computer-based learning (CBL) is an effective form of medical education. Educators have developed recommendations for instructional design but there is only minimal research that evaluates these recommendations.
AIM:
To evaluate the effect of case-based questions contained in computer modules on learning efficacy.
METHODS:
The authors conducted a randomized controlled trial in 124 medical students of two CBL PowerPoint modules-based on Medicare. The modules were identical except one contained 11 case-based scenarios followed by multiple choice questions. The primary outcome measurement was a previously validated, 11-item knowledge test taken at the end of the module and at the end of the academic year to test retention.
RESULTS:
The students who studied the module with case-based questions answered one more item correctly in the first test (8.9 vs. 10.00 correct answers, p = 0.001). This difference had disappeared by the time of the second test (4.2 vs. 4.7, p = 0.095).
CONCLUSIONS:
This study shows that computer modules with case-based questions enhance learning in the short-term but at the expense of increased time and so decreased learning efficiency. This learning benefit was not maintained.

via A randomized controlled trial of two different typ… [Med Teach. 2012] – PubMed – NCBI.

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MANUSCRIPT: Workplace learning

Abstract
This critical review found Dutch research to be strong at the undergraduate and residency levels and more or less absent in continuing medical education. It  confirms the importance of coaching medical students, giving constructive feedback, and ensuring practice environments are conducive to learning though it has proved hard to improve them. Residents learn primarily from experiences encountered in the course of clinical work but the fine balance between delivering clinical services and learning can easily be upset by work pressure. More intervention studies are needed. Qualitative research designs need to be more methodologically sophisticated and use a wider range of data sources including direct observation, audio-diaries, and text analysis. Areas for improvement are clear but achieving results will require
persistence and patience.

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3540354/pdf/40037_2012_Article_5.pdf

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MANUSCRIPT: Academic self-efficacy: from educational theory to instructional practice

Abstract
Self-efficacy is a personal belief in one’s capability to organize and execute courses of action required to attain designated types of performances. Often described as task-specific self-confidence, self-efficacy has been a key component in theories of motivation and learning in varied contexts. Furthermore, over the last 34 years, educational researchers from diverse fields of inquiry have used the notion of self-efficacy to predict and explain a wide range of human functioning, from athletic skill to academic achievement. This article is not a systematic review of the empirical research on self-efficacy; instead, its purpose is to describe the nature and structure of self-efficacy and provide a brief overview of several instructional implications for medical education. In doing so, this article is meant to encourage medical educators to consider and explicitly address their students’ academic self-efficacy beliefs in an effort to provide more engaging and effective instruction.

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3540350/pdf/40037_2012_Article_12.pdf

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MANUSCRIPT: Motivation in medical students: a PhD thesis report

Abstract
The aims of this thesis were to gather insights and investigate the factors influencing, outcomes and applications of medical students’ motivation. This thesis consists of three literature reviews, four research papers and two application papers. Two research studies investigated the relationships of student motivation with study s rategy, effort and academic performance through structural equation modelling and
cluster analysis.

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3540346/pdf/40037_2012_Article_16.pdf

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ABSTRACT: Mobile Tablet Use among Academic Physicians and Trainees [J Med Syst. 2013] – PubMed – NCBI

Abstract
The rapid adoption rate and integration of mobile technology (tablet computing devices and smartphones) by physicians is reshaping the current clinical landscape. These devices have sparked an evolution in a variety of arenas, including educational media dissemination, remote patient data access and point of care applications. Quantifying usage patterns of clinical applications of mobile technology is of interest to understand how these technologies are shaping current clinical care. A digital survey examining mobile tablet and associated application usage was administered via email to all ACGME training programs. Data regarding respondent specialty, level of training, and habits of tablet usage were collected and analyzed. 40 % of respondents used a tablet, of which the iPad was the most popular. Nearly half of the tablet owners reported using the tablet in clinical settings; the most commonly used application types were point of care and electronic medical record access. Increased level of training was associated with decreased support for mobile computing improving physician capabilities and patient interactions. There was strong and consistent desire for institutional support of mobile computing and integration of mobile computing technology into medical education. While many physicians are currently purchasing mobile devices, often without institutional support, successful integration of these devices into the clinical setting is still developing. Potential reasons behind the low adoption rate may include interference of technology in doctor-patient interactions or the lack of appropriate applications available for download. However, the results convincingly demonstrate that physicians recognize a potential utility in mobile computing, indicated by their desire for institutional support and integration of mobile technology into medical education. It is likely that the use of tablet computers in clinical practice will expand in the future. Thus, we believe medical institutions, providers, educators, and developers should collaborate in ways that enhance the efficacy, reliability, and safety of integrating these devices into daily medical practice.

via Mobile Tablet Use among Academic Physicians and T… [J Med Syst. 2013] – PubMed – NCBI.

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ABSTRACT: Divergence in student and educator conceptual structures during auscultation training [Med Educ. 2013] – PubMed – NCBI

Abstract
Context  Simulation-based medical education allows trainees to engage in self-regulated learning (SRL), yet research aimed at elucidating the mechanisms of SRL in this context is relatively absent. We compared ‘unguided’ SRL with ‘directed’ SRL (DSRL), wherein learners followed an expert-designed booklet. Methods  Year 1 medical students (n = 37) were randomly assigned to practise identifying seven cardiac murmurs using a simulator and video only (SRL group) or a simulator and video plus the booklet (DSRL group). All participants completed a 22-item test 3 weeks later. To compare interventions, we analysed students’ diagnostic accuracy. As a novel source of evidence, we documented how participants autonomously sequenced the seven murmurs during initial and delayed practice sessions. In addition, we surveyed clinical educators (n = 17) to find out how they would sequence their teaching of these murmurs.

via Divergence in student and educator conceptual struc… [Med Educ. 2013] – PubMed – NCBI.

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ABSTRACT: Open-book tests: Search behaviour, time used and test scores. [Med Teach. 2013] – PubMed – NCBI

Abstract
Background: Because of the increasing medical knowledge and the focus of medical education on acquiring competencies, the use of open-book tests seems inevitable. Dealing with a large body of information, indicating which kind of information is needed to solve a problem, and finding and understanding that knowledge at the right moment are behaviours that cannot be assessed during closed-book tests. Aims: To examine whether there is a relationship between students’ search behaviour – using references or not when answering a question – during open-book tests and their test scores. Method: Second- (N = 491) and third-year medical students (N = 325) participated in this study. Search behaviour was operationalized as the number of questions for which students consulted their references. Furthermore, we collected data on the time students spent on answering all open-book questions and their test scores. To determine the relations, we calculated Spearman’s and Pearson’s correlations. Results: Second- and third-year students consulted their references for 87% and 73% of the questions and spent 5.0 and 4.3 min on answering an open-book question, respectively. We did not find significant correlations between search behaviour and test scores. Conclusion: Both ‘well’ and ‘poorer performing’ students often consulted their references. Spending almost 5 min per open-book question in multiple choice format seems to be too much. More research is needed to establish optimal open-book test time and to explore how ‘well performing’ students use their references during open-book tests.

via Open-book tests: Search behaviour, time used and t… [Med Teach. 2013] – PubMed – NCBI.

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