A needs-based study and examination skills course improves students' performance
ABSTRACT Adult learning theory suggests that learning is most effective when related to need, when driven by the learner and when it is flexible. We describe the effect of an educational intervention that was driven by student need, and largely designed by students.
We undertook a needs assessment of fifth year medical students' study needs. Based on this, we helped them design a course to meet these needs. This was predominantly related to study skills and a practice objective structured clinical examination (OSCE). We evaluated the course by asking for student opinion and by measuring the effect on student performance in a high stakes medical school examination (written examination and OSCE).
Despite the course being run voluntarily and in after-hours sessions, 80-90% of the medical student class attended each session. Student performance on the end of year examinations was significantly enhanced in the year of the intervention, compared with previous years and with students from other schools sitting identical examinations in the same year.
Learning activities that are directly based on student needs, that focus on study and examination techniques, and that are largely student-driven, result in effective and valuable outcomes.
SourceAvailable from: Mark Kovic
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ABSTRACT: Self-development resources are a popular billion -dollar industry worldwide used to improve individuals quality of lives. However, there are insufficient studies for a contemporary conceptualization, especially when it comes to live self-development programs. This paper provides a literature review about current self-development definitions, ideology, concepts, and themes; quality of material provided; quality and characteristics of self-development providers; and the features of the participants who seek such programs. The paper will also discuss the relationsh ip between self-development and related disciplines including coaching, training, mentoring, and motivational speaking. Finally, a new definition will be proposed for self-development coaching programs. Gaps of knowledge are highlighted for further research.
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ABSTRACT: Background We introduced video-based teaching in pediatrics. We evaluated the impact of a pediatric video program on student performance in assessing pediatric patients presented as video cases. The program consisted of a library of pediatric videos, and inclusion of these in the teaching and examination for pediatric medicine.Methods Medical students on a pediatric clerkship at the University of Copenhagen assessed eight short pediatric video cases during autumn 2011 and spring 2012. Two independent observers evaluated a subset of records in a pilot study. A blind evaluation was made of the written records of 37 students before, and 58 students after, the introduction of the program using a Rubric score with four domains.ResultsThe intraobserver interclass correlation coefficient was 0.94 and the interobserver interclass correlation was 0.71(n=25). The students¿ mean total Rubric score in spring 2012 (7.0) was significantly higher (p<0.001, 95% CI 1.34¿3.20) than autumn 2011 (4.7). Cohen's d was 1.1 (95% CI 0.6¿1.7). Single domains scores increased significantly for general assessment (1.30 versus 0.57) (p<0.002, 95% CI 0.45¿1.18), recognition of principal symptoms (1.38 versus 0.81) (p<0.008, 95% CI 0.22¿0.91), appropriate diagnosis (2.28 versus 1.78) (p<0.002, 95% CI 0.16¿0.82) and consistency between observed symptoms and diagnosis (1.94 versus 1.57) (p=0.0482, 95% CI 0.00¿0.79).Conclusions Students improved in evaluating pediatric patients presented as video cases after the introduction of the program. The impact on real-life situations remains to be established.BMC Medical Education 11/2014; 14(1):241. DOI:10.1186/s12909-014-0241-x · 1.41 Impact Factor