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| http://dx.doi.org/10.1007/s40670-020-01121-w | DOI Listing |
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Applying principles of adult learning to rural health electives in a medical school curriculum.
BMC Med Educ
January 2025
Department of Rural Health, Melbourne Medical School, The University of Melbourne, 49 Graham Street, Shepparton, VIC, 3630, Australia.
The health disparities between rural and urban populations in Australia, driven by socioeconomic, environmental, and healthcare access factors, highlight the urgent need for rural-focused medical education. The Melbourne Medical School's Rural Health Discovery program addresses this need by integrating adult learning principles within a redesigned curriculum that includes the Rural Health Foundations and Integrating Rural Health topics. These Discovery topics engage medical students from diverse backgrounds through a blend of self-directed learning, problem-solving, and immersive clinical placements in rural settings.
View Article and Find Full Text PDFExploring undergraduate medical students and faculty perspectives on blended learning: a qualitative study in China.
BMJ Open
January 2025
Southern Medical University, Guangzhou, Baiyun District Guangdong, China
Objectives: This study aimed to explore the views and expectations of medical students and faculty members on blended learning following university-wide teaching reforms, focusing on its influence on self-directed learning (SDL) and educational effectiveness.
Design: A qualitative study employing grounded theory methodology with semistructured individual and group interviews.
Setting: A tertiary medical university after institution-wide educational reforms.
Background: Availability of amyloid modifying therapies will dramatically increase the need for disclosure of Alzheimer's disease (AD) related genetic and/or biomarker test results. The 21st Century Cares Act requires the immediate return of most medical test results, including AD biomarkers. A shortage of genetic counselors and dementia specialists already exists, thus driving the need for scalable methods to responsibly communicate test results.
View Article and Find Full Text PDFA blended learning approach for capacity strengthening to improve the quality of integrated HIV, TB, and malaria services during antenatal and postnatal care in LMICs: a feasibility study.
BMC Med Educ
January 2025
Department of International Public Health, Emergency Obstetric and Quality of Care Unit, Liverpool School of Tropical Medicine, Pembrooke Place, L3, 5QA, Liverpool, UK.
Background: The blended learning (BL) approach to training health care professionals is increasingly adopted in many countries because of high costs and disruption to service delivery in the light of severe human resource shortage in low resource settings. The Covid-19 pandemic increased the urgency to identify alternatives to traditional face-to-face (f2f) education approach. A four-day f2f antenatal care (ANC) and postnatal care (PNC) continuous professional development course (CPD) was repackaged into a 3-part BL course; (1) self-directed learning (16 h) (2) facilitated virtual sessions (2.
View Article and Find Full Text PDFArtificial Intelligence and ChatGPT in Medical Education: A Cross-Sectional Questionnaire on students' Competence.
J CME
December 2024
Institute for Anatomy and Cell Biology, Faculty of Medicine, Ulm University, Ulm, Germany.
Artificial intelligence is rapidly transforming the field of health science and medical education, but less is known about the students´ competencies related to knowledge, skills and attitudes towards the application of AI tools like ChatGPT. Therefore, a unicentric questionnaire-based cross-sectional study was applied to students in the medical field ( = 207). The data revealed that while most students were familiar with ChatGPT (66.
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