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Simulation-based training improves developmental hip dysplasia examination and diagnosis skills on newborns.
Acad Pediatr
January 2025
Department of Learning Health Sciences, University of Michigan Medical School, 1111 E. Catherine St., 209 Victor Vaughan Building, Ann Arbor, MI 48109, USA. Electronic address:
Background: Examination maneuvers used to diagnose developmental hip dysplasia (DDH) translate poorly to video and written curricula. This poses a challenge to teaching the infant hip exam to orthopedic, family medicine, and pediatric trainees. This work investigated the impact of the MiHip simulation-based training program on residents' knowledge, confidence, and exam skills in the simulated setting, and translation of these skills to the clinical setting.
View Article and Find Full Text PDFArt in Anatomy Session as a Method of Formative Feedback in Pre-Clerkship Medical Education.
Adv Physiol Educ
January 2025
Department of Internal Medicine, University of California, Riverside, CA, USA.
Introduction: Medical schools were incorporating active learning strategies in anatomy teaching to accommodate diverse student bodies. Formative assessment and art as a hands-on learning method had been explored as alternatives to traditional teaching methods. Those methods allowed students to practice and assess their understanding of anatomy as they progress.
View Article and Find Full Text PDFConsequences of Historical Exam Access versus Timely Exam feedback on knowledge Retention (CHEATER).
Am J Pharm Educ
January 2025
UNC Eshelman School of Pharmacy, University of North Carolina, Chapel Hill, NC 27599. Electronic address:
Objective: To compare the impact of examination feedback versus access to historical examination questions on information retention.
Methods: First-year student-pharmacists completed a baseline knowledge assessment composed of 30 examination questions divided into three conditions of 10 questions each. In the CHEAT condition, students were provided with 10 questions and their correct answers ahead of time.
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 PDFLearning effectiveness of clinical anatomy and practical spine surgery skills using a new VR-based training platform.
Brain Spine
May 2024
Goettingen Medical University, Department of Trauma Surgery, Orthopedics and Plastic Surgery, Robert-Koch-Str. 40, D-37099, Goettingen, Germany.
Introduction: As medical education becomes more complex, the demand for advanced teaching and training methods has grown. Technological advancements have opened up new possibilities, particularly in the realm of virtual reality (VR) simulations for training.
Research Question: Our prospective, randomized pilot study aims to assess whether a novel VR-based 3D training platform can effectively teach the knowledge and skills needed for complex spinal surgery, specifically pedicle screw placement.
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