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| http://dx.doi.org/10.4300/JGME-D-19-00852.1 | DOI Listing |
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Exploring student acceptance of learning technologies in anatomy education: A mixed-method approach.
Clin Anat
December 2024
Department of Surgery and Cancer, Imperial College, London, UK.
Anatomical education is transitioning from the time-honored cadaveric dissection to a blend of learner-centered and technology-enhanced learning approaches. In view of the increased use of various technologies for teaching and learning human anatomy, the aim of this study is to explore students' acceptance of four learning technologies using the technology acceptance model (TAM). This work was conducted at a graduate medical school in Singapore with first-year MD Program students.
View Article and Find Full Text PDFDeterminants of undergraduate medical students' satisfaction with clinical supervision: A cohort study in a longitudinally structured sixth year clinical placement.
Wien Klin Wochenschr
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Center for Public Health, Medical University of Vienna, Vienna, Austria.
Background: Work satisfaction is associated with fewer employee turnover intentions, increased job engagement and interest, and has a greater impact on employee well-being than environmental factors, such as workload. In workplace learning, clinical supervisors promote student satisfaction by meeting students' supervision needs in providing safe practice opportunities, training, and guidance in the social field. To quantitatively investigate this relationship, we proposed a supervision deficit index as a measure of learner-centered supervision received and explored its correlation with satisfaction in workplace learning.
View Article and Find Full Text PDFInvestigating the effect of video-based training on adherence of surgical positioning standards: a randomized controlled trial.
BMC Res Notes
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Department of Operating Room, School of Allied Medicine, Shahroud University of Medical Sciences, Shahroud, Iran.
Background: The operating room is a high-risk environment where proper patient positioning is crucial for minimizing injury and ensuring optimal access to surgical sites. This process requires effective collaboration among surgical team members, particularly operating room nurses who play a vital role in patient safety. Despite advancements in technology, challenges such as pressure injuries persist, with a significant incidence rate.
View Article and Find Full Text PDFCurriculum Innovation: Design, Implementation, and Evaluation of an Interdisciplinary Teamwork-Focused Neurocritical Care In Situ Simulation Training Program.
Neurol Educ
June 2024
From the Department of Nursing (B.C.Y.), Hospital of the University of Pennsylvania, Philadelphia; Department of Critical Care Medicine (M.S.E.), Virtua Health, Camden, NJ; and Department of Neurology (M.S.E., M.A.K.), University of Pennsylvania, Philadelphia.
Introduction And Problem Statement: Neurocritical care (NCC) is a niche clinical subspecialty dependent on interdisciplinary cohesion to operate in critical situations. Team cohesion in an intensive care unit (ICU) depends not only on technical skills or medical knowledge but also on nontechnical skills such as teamwork, communication, and leadership. Developing and practicing these skills as an interdisciplinary team is not standard in most professional training programs.
View Article and Find Full Text PDFB-learning in human anatomy: Comparative analysis of academic achievement between face-to-face and e-learning modalities.
Ann Anat
January 2025
Pediatrics Department, Sant Joan de Déu Barcelona Hospital, Passeig Sant Joan de Déu, 2, 08950 Esplugues de Llobregat, Barcelona, Catalonia, Spain; Department of Surgery and Medical and Surgical Specialties, Faculty of Medicine and Health Sciences, University of Barcelona, Casanova 143, 08036 Barcelona, Catalonia, Spain. Electronic address:
Article Synopsis
- Modern technologies have integrated into education, making e-learning a core part of student-centered learning, but current methodologies for evaluating its effectiveness lack consistency and precision.
- This study analyzes the academic performance of 1160 students in a human anatomy course delivered both face-to-face and online, comparing exam scores and response rates for each learning type.
- Results show that while face-to-face instruction resulted in higher scores overall, lower-performing students fared better with e-learning, with the differences in performance being modest across groups.
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