Author: Brian S McGowan, PhD

ABSTRACT: The Use of Smartphones in Different Phases of Medical School and its Relationship to Internet Addiction and Learning Approaches

The use of smartphones is revolutionizing the way information is acquired, leading to profound modifications in teaching medicine. Nevertheless, inadvertent use can negatively affect student learning. The present study aims to evaluate smartphone use in the educational context as well as Internet addiction and its repercussions on surface and deep learning and to compare them during the different phases of medical students’ education. This is a cross-sectional study involving medical students in all phases of education. Sociodemographic data, type and frequency of smartphone use, degree of digital addiction (Internet Addiction Test – IAT), and surface and deep approaches to learning (Biggs) were analyzed. A total of 710 students were included. Almost all students had a smartphone and a total of 96.8% used it during lectures, classes, and meetings. Less than half of the students (47.3%) reported using a smartphone for more than 10 min for educational purposes, a usage that is higher among clerkship students. At least 95% reported using a smartphone in the classroom for activities not related to medicine (social media and searching for general information) and 68.2% were considered problematic Internet users according to the IAT. The most common reasons for noneducational use were that the class was uninteresting, students needed to receive or make an important call, and the educational strategy was not stimulating. The “frequency of smartphone use” and higher “internet addiction” were correlated to both higher levels of surface learning and lower levels of deep learning. Educators should advise and educate their students about conscientious use of this tool to avoid detrimental impact on the learning process.

via The Use of Smartphones in Different Phases of Medical School and its Relationship to Internet Addiction and Learning Approaches. – PubMed – NCBI.

ABSTRACT: A Four-Week Reflective Writing Program in the Psychiatry Clerkship: Testing Effects on Reflective Capacity

OBJECTIVE:
Reflective capacity is the ability to review and reconstruct the importance, emotional impact, and outcomes of an experience to give it added meaning and context. In medicine, greater reflective capacity is associated with greater empathy and diagnostic accuracy. This project implemented a four-week reflective writing curriculum for third-year medical students during their psychiatric clerkship.

METHODS:
A single class of medical students participated in a pilot reflective writing program during their four-week Psychiatry Care Block. Students were provided with weekly writing prompts, and the reflective capacity of their writing assignments was assessed using the REFLECT rubric.

RESULTS:
Medical students who participated in the reflective writing course demonstrated a significant increase in Wald Rubric reflective writing scores across the four-week clerkship.

CONCLUSIONS:
These results suggest a short, four-week reflective writing curriculum can enhance reflective capacity in a class of third-year medical students.

via A Four-Week Reflective Writing Program in the Psychiatry Clerkship: Testing Effects on Reflective Capacity. – PubMed – NCBI.

ABSTRACT: A cross-sectional study of learning styles among continuing medical education participants.

PURPOSE:Experiential learning has been suggested as a framework for planning continuing medical education (CME). We aimed to (1) determine participants’ learning styles at traditional CME courses and (2) explore associations between learning styles and participant characteristics.MATERIALS AND METHODS:Cross-sectional study of all participants (n = 393) at two Mayo Clinic CME courses who completed the Kolb Learning Style Inventory and provided demographic data.RESULTS:A total of 393 participants returned 241 surveys (response rate, 61.3%). Among the 143 participants (36.4%) who supplied complete demographic and Kolb data, Kolb learning styles included diverging (45; 31.5%), assimilating (56; 39.2%), converging (8; 5.6%), and accommodating (34; 23.8%). Associations existed between learning style and gender (p = 0.02). For most men, learning styles were diverging (23 of 63; 36.5%) and assimilating (30 of 63; 47.6%); for most women, diverging (22 of 80; 27.5%), assimilating (26 of 80; 32.5%), and accommodating (26 of 80; 32.5%).CONCLUSIONS:Internal medicine and psychiatry CME participants had diverse learning styles. Female participants had more variation in their learning styles than men. Teaching techniques must vary to appeal to all learners. The experiential learning theory sequentially moves a learner from Why? to What? to How? to If? to accommodate learning styles.

via A cross-sectional study of learning styles among continuing medical education participants. – PubMed – NCBI.

A Fully Mobile-Optimized, Modern Solution

Increasingly information gathering is happening with professionals away from the classrooms, lecture halls, and even desktop personal computers. Lifelong learning is no longer anchored to encyclopedia or mail order VHS course ware. Most recently, adult learners have demanded more flexibility and accessibility in their professional development….and these demands do not seem to be stopping soon!

As of today, April 1st, 2018….ArcheMedX is thrilled to announce the launch of the galaxy’s first, fully mobile-optimized, Learning Action-supported, course ware – introducing the ArcheViewer for Pagers, Flip Phones, and Bag Phones!!!

No longer will a healthcare professional, colleague, or teammate have to rely on dial-up or broad-band service to access passive learning experience.

No longer will print outs and three-ring binders be the ‘technology’ of learning.

To learn more, please contact aprilfools@archemedx.com!

 

ABSTRACT: Education to Improve Dementia Care: Impact of a Structured Clinical Reasoning Approach

BACKGROUND AND OBJECTIVES:
Dementia often goes undiagnosed. A workshop was developed to provide primary care clinicians with a structured clinical reasoning approach to dementia diagnosis and brain map tool to differentiate type of dementia. The purpose of this study was to examine the impact of this approach on self-perceived changes in knowledge, confidence, and ability to assess and manage memory problems and on self-reported application of learning to clinical practice.

METHODS:
Participants of 20 workshops (N=392) were invited to complete a reaction survey and of these, participants of 12 consecutive workshops (N=242) were invited to complete a 3-month follow-up survey to assess application of new learning to clinical practice and challenges experienced in doing so.

RESULTS:
In total, 355 reaction and 108 follow-up surveys were completed. Mean ratings of usefulness reflected that participants considered the clinical reasoning approach and brain map very useful to learning and knowledge transfer. At follow-up, the majority of respondents reported they were more confident (79%) and better able to assess (79%) persons with cognitive impairment and more confident (88%) and better able to manage (86%) persons with cognitive impairment. A number of practice changes and challenges were identified.

CONCLUSIONS:
These results add to a growing literature on strategies to improve dementia care with effective continuing medical education. A structured clinical reasoning approach to cognitive impairment is effective in improving confidence and ability to assess and manage patients with cognitive impairment, although participants continue to experience challenges in managing this complex condition.

via Education to Improve Dementia Care: Impact of a Structured Clinical Reasoning Approach. – PubMed – NCBI.

ABSTRACT: A Call to Investigate the Relationship Between Education and Health Outcomes Using Big Data

There exists an assumption that improving medical education will improve patient care. While seemingly logical, this premise has rarely been investigated. In this Invited Commentary, the authors propose the use of big data to test this assumption. The authors present a few example research studies linking education and patient care outcomes and argue that using big data may more easily facilitate the process needed to investigate this assumption. The authors also propose that collaboration is needed to link educational and health care data. They then introduce a grassroots initiative, inclusive of universities in one Canadian province and national licensing organizations that are working together to collect, organize, link, and analyze big data to study the relationship between pedagogical approaches to medical training and patient care outcomes. While the authors acknowledge the possible challenges and issues associated with harnessing big data, they believe that the benefits supersede these. There is a need for medical education research to extend beyond that of training into practice and clinical outcomes. Without a coordinated effort to harness big data, policy makers, regulators, medical educators, and researchers are left with sometimes costly guesses and assumptions about what works and what does not. As the social, time, and financial investments in medical education continue to increase, it is imperative to understand the relationship between education and health outcomes.

via A Call to Investigate the Relationship Between Education and Health Outcomes Using Big Data. – PubMed – NCBI.

ABSTRACT: Flipped classroom improves student learning in health professions education: a meta-analysis

BACKGROUND:The use of flipped classroom approach has become increasingly popular in health professions education. However, no meta-analysis has been published that specifically examines the effect of flipped classroom versus traditional classroom on student learning. This study examined the findings of comparative articles through a meta-analysis in order to summarize the overall effects of teaching with the flipped classroom approach. We focused specifically on a set of flipped classroom studies in which pre-recorded videos were provided before face-to-face class meetings. These comparative articles focused on health care professionals including medical students, residents, doctors, nurses, or learners in other health care professions and disciplines (e.g., dental, pharmacy, environmental or occupational health).METHOD:Using predefined study eligibility criteria, seven electronic databases were searched in mid-April 2017 for relevant articles. Methodological quality was graded using the Medical Education Research Study Quality Instrument (MERSQI). Effect sizes, heterogeneity estimates, analysis of possible moderators, and publication bias were computed using the COMPREHENSIVE META-ANALYSIS software.RESULTS:A meta-analysis of 28 eligible comparative studies (between-subject design) showed an overall significant effect in favor of flipped classrooms over traditional classrooms for health professions education (standardized mean difference, SMD = 0.33, 95% confidence interval, CI = 0.21-0.46, p < 0.001), with no evidence of publication bias. In addition, the flipped classroom approach was more effective when instructors used quizzes at the start of each in-class session. More respondents reported they preferred flipped to traditional classrooms.CONCLUSIONS:Current evidence suggests that the flipped classroom approach in health professions education yields a significant improvement in student learning compared with traditional teaching methods.

via Flipped classroom improves student learning in health professions education: a meta-analysis. – PubMed – NCBI.

A Primer on Brain Science, Cognition, and Memory – TED Talks

Over the rainy weekend (here in Pennsylvania) I tracked down and collated several of my newer, favorite TED Talks related to what we do in education and professional development. I hope your perspective is uniquely transformed, as mine has been!

RESOURCE: How Reliable is Your Memory

Psychologist Elizabeth Loftus studies memories. More precisely, she studies false memories, when people either remember things that didn’t happen or remember them differently from the way they really were. It’s more common than you might think, and Loftus shares some startling stories and statistics — and raises some important ethical questions.

RESOURCE: How Your Working Memory Makes Sense of the World

“Life comes at us very quickly, and what we need to do is take that amorphous flow of experience and somehow extract meaning from it.” In this funny, enlightening talk, educational psychologist Peter Doolittle details the importance — and limitations — of your “working memory,” that part of the brain that allows us to make sense of what’s happening right now.

RESOURCE: Memory Feats Anyone Can Do

There are people who can quickly memorize lists of thousands of numbers, the order of all the cards in a deck (or ten!), and much more. Science writer Joshua Foer describes the technique — called the memory palace — and shows off its most remarkable feature: anyone can learn how to use it, including him.

RESOURCE: Visual Illusions That Show How We (Mis)Think

Al Seckel, a cognitive neuroscientist, explores the perceptual illusions that fool our brains. Loads of eye tricks help him prove that not only are we easily fooled, we kind of like it.

(Having explored the video above, you might take another peek at the title of this post and see if anything jumps out at you.)

RESOURCE: The Secret Structure of Great Talks

From the “I have a dream” speech to Steve Jobs’ iPhone launch, many great talks have a common structure that helps their message resonate with listeners. In this talk, presentation expert Nancy Duarte shares practical lessons on how to make a powerful call-to-action.

If you like these talks, you might also like a prior TED talks collation I shared last June, Five Essential TED talks for educators (not about education)