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Sustained Improvement in Medical Students' Academic Performance in Renal Physiology Through the Application of Flipped Classroom.
Clin Teach
February 2025
Department of Pharmacology, Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand.
Background: Teaching renal physiology is problematic in many medical schools since conventional passive learning might not be effective. Active learnings including flipped classroom (FC) have been introduced to medical education including renal physiology topic recently, but no study regarding long-term outcomes has been reported.
Approach: Two classes of second-year medical students were compared.
Interprofessional teaching rounds in medical education: improving clinical problem-solving ability and interprofessional collaboration skills.
Med Educ Online
December 2025
Department of Gynecology and Obstetrics, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China.
Interprofessional teaching rounds are a practical application of interprofessional education in bedside teaching, yet there is a lack of research on how interprofessional teaching rounds should be implemented into medical education. This study aimed to describe our experience in developing and implementing interprofessional teaching rounds during a clerkship rotation for medical students, and compares its strengths and weaknesses relative to traditional teaching rounds. Medical students were assigned to either the interprofessional teaching round group ( = 24) or the traditional teaching round group ( = 25), and each group participated in their assigned type of teaching round.
View Article and Find Full Text PDFUsing a Group Stimulus Preference Assessment to Design an Effective Group Contingency.
Behav Anal Pract
December 2024
University of Kentucky, Lexington, KY USA.
Unlabelled: The purpose of this study was to extend the limited research on group stimulus preference assessment (SPA) procedures. The study occurred in two sections of a middle school special education classroom and included 20 students with multi-categorical disabilities. A paired stimulus group SPA was used to identify a preference hierarchy for each class, and results were validated using single case designs in which baseline conditions were compared to group contingency conditions with alternating sessions of the highest-preferred (high-p) and lowest-preferred (low-p) consequences.
View Article and Find Full Text PDF"This Is a Quiz" Premise Input: A Key to Unlocking Higher Diagnostic Accuracy in Large Language Models.
Cureus
October 2024
Radiology, The University of Tokyo, Tokyo, JPN.
Purpose Large language models (LLMs) are neural network models that are trained on large amounts of textual data, showing promising performance in various fields. In radiology, studies have demonstrated the strong performance of LLMs in diagnostic imaging quiz cases. However, the inherent differences in prior probabilities of a final diagnosis between clinical and quiz cases pose challenges for LLMs, as LLMs had not been informed about the quiz nature in previous literature, while human physicians can optimize the diagnosis, consciously or unconsciously, depending on the situation.
View Article and Find Full Text PDFApplication of problem-based learning and case-based learning in teaching ectopic pregnancy to fifth-year medical students.
BMC Med Educ
November 2024
Department of Gynecology, Hainan General Hospital, Hainan Affiliated Hospital of Hainan Medical University, Haikou, Hainan, 570100, China.
Objective: This study explored the effectiveness of combining problem-based learning (PBL) and case-based learning (CBL) in the clinical teaching of ectopic pregnancy.
Methods: Fifth-year students majoring in clinical medicine were recruited from the Department of Gynecology at the Hengyang Central Hospital and Hainan General Hospital between September 2023 and June 2024. The students were randomly assigned to either the combined PBL-CBL or the traditional group.
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