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Lifelong learning is referred to as learning practiced by the individual for the whole life, is flexible, and is accessible at all the times. Medical Council of India has included lifelong learning as a competency in its new regulations for graduate medical training. Acquisition of metacognitive skills, self-directed learning, self-monitoring, and...
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Context 1
... is centered on a well-designed clinical problem through which students identify their learning requirements, make an enquiry, and correlate the theory and the practice [29]. PBL is an educational cycle (running through 4 phases) that develops students' lifelong learning skills because of their active participation Fig. ...
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Citations
... Faculty development acts as a major factor in the implementation of curriculum change. CBME is complex so it needs various reinforcement meetings as faculty development programs (FDPs) to enhance problem-solving aspects in the faculty [14,15]. ...
Introduction Outcome-Based Education (OBE) is an education model for students that assist the teachers to outline the cause and evaluation with goals in mind to achieve results such as Program Outcome (PO) and Course Outcome (CO) which forms the basis for evaluating student performance. Materials and methods This study was conducted with the participants to discuss the hardships faced while implementing Competency-Based Medical Education (CBME). Need-gap analysis based on CBME guidelines was performed. Detailed discussion was done with department faculty to plan. Results Internal and final evaluations were done for all the students. When compared with conventional didactic lectures remarkable improvement in academic results of the students were noted which were statistically significant with p value less than 0.001. Conclusion CBME is not just adding capabilities but also achieving and strengthening these capabilities with a proper educational approach and efficacious evaluation methods.
... Four attributes of a lifelong learner, namely metacognition, self-directed learning, selfmonitoring, and having a reflective attitude, can be cultivated by explicitly using instructional methodologies like problem-based learning, e-learning, reciprocal teachings, portfolios, reflections, and knowledge maps. Once these lifelong learning attributes are inculcated by the medical graduate, the medical practitioners will always be "current" in medical knowledge and skills and will be able to give better medical care [19]. The AETCOM module when implemented well will ensure the development of leadership qualities. ...
Introduction
The medical education system all over the world is witnessing a paradigm shift from traditional methods of teaching to competency-based medical education. With the current curricular change, teachers are supposed to play a catalyst role in terms of moderating the different frameworks of competency-based medical education (CBME). Following the implementation of the new curriculum in India (2019), the present study aims to understand the challenges that medical teachers face in its implementation.
Materials and methods
This nationwide cross-sectional study was conducted among 297 teaching faculty representing 91 medical colleges across 20 states between February and July 2020. A self-validated structured questionnaire on the views of the newly implemented competency-based medical curriculum was prepared, uploaded as a Google form link, and circulated to medical teachers through an electronic platform across the country The faculty responses were exported and analyzed using Microsoft Excel.
Results
Around 77.4% opined that making incremental changes to the old curriculum would have been better than the overhaul revision, and 85.6% have opined that input from more faculty must have been taken before implementing the new curriculum. Around 80% felt that the pace at which faculty are getting trained in the nodal/regional center is not adequate, and 75% of them believed that the faculty members are not adequate for preparatory work for CBME implementation. About 74.7% opined that framing specific learning objectives (SLOs) for all competencies is time-consuming.
Conclusion
It is the need of the hour for the curriculum to incorporate a systematic feedback mechanism built into the system. Despite the fact that many of the suggested changes are progressive, given the time and resource constraints, this can only be accomplished through the concerted and combined efforts of all those involved in medical education.
Background: Given the limitations of traditional pharmacology pedagogical method, diverse novel teaching methods have been widely explored. In this study, we performed a network meta-analysis (NMA) to evaluate the effects of different strategies in pharmacology education.
Methods: Literature databases were searched from their inception to November 2022, and the studies were screened according to predefined inclusion and exclusion criteria to extract important information. Outcomes, including theoretical test scores, experimental test scores, subjective test scores, satisfaction scores, and the proportion of satisfaction, were analyzed using R software (version 3.6.1) and STATA (version 15). The NMA was conducted with a random-effects model under the Bayesian framework to calculate odds ratios (ORs) or mean differences (MDs) with associated 95% credible intervals (95% CIs). Surface under the cumulative ranking curve (SUCRA) probability values were calculated to rank the teaching methods examined.
Results: A total of 150 studies involving 21,269 students were included. This NMA systematically evaluated 24 teaching strategies, such as problem-based learning (PBL), team-based learning (TBL), case-based learning (CBL) and flipped classrooms (FC), etc., The results of the NMA showed that, PBL combined with CBL was most likely to improve students’ theoretical and subjective test scores (SUCRA = 75.49 and 98.19%, respectively), TBL was most likely to improve the experimental test score (SUCRA = 92.38%) and the satisfaction score (SUCRA = 88.37%), while FC had the highest probability of being the best option for improving the proportion of satisfaction (SUCRA = 84.45%).
Conclusion: The current evidence indicates that TBL, PBL combined with CBL, and FC might be optimal strategies for pharmacology education since they have a more beneficial effect on students.
Background:
Modern competency-based medical education emphasizes student-centered teaching-learning strategies where students take responsibility of their own learning. Student-centered approaches facilitate multifaceted learning such as observation, critical evaluation, analysis, deeper understanding, and application of knowledge. The current study aims at assessing the students' perception on utilization of clinical case problem-solving approach (CCPS) to promote their lifelong learning.
Materials and methods:
The present cross-sectional study was conducted at College of Medicine and Health Sciences (CoMHS) during the year 2021-2022. MD3 students of the academic year 2021-2022 were the study participants. The study was approved by institutional Ethic and Review Committee. Students' performances were assessed through pre-test and post-test performances. Students' feedback was collected through a predesigned questionnaire on a 3-point Likert scale. Cronbach's alpha coefficient test was used to assess the reliability of the questionnaire. The data was entered to Microsoft Excel and analyzed using SPSS software version 22. Paired t-test was used to compare pre-test and post-test scores and the data was expressed as numbers and percentages.
Results:
In total, 103 participants were included in the study. Post-test scores were significantly higher compared to pre-test scores (p < 0.05). Questionnaire results showed that CCPS approach was accepted as an effective learning strategy. Majority (>90%) of the students expressed CCPS approach was interesting, motivated to learn, encouraged peer discussion, enhanced knowledge, and clarified their topic-related doubts. More than 80% students opined that CCPS enhanced their critical thinking, problem-solving ability, deep learning, and lifelong learning skills. Nearly 90% of the students suggested for including such sessions for more topics in immunology course in future.
Conclusion:
From our study results, it can be concluded that CCPS is an effective learning strategy to encourage students' engagement and promote their deep learning skills.
BACKGROUND: A new domain of “personal and professional development” was introduced as a core competency of health-care providers. This study aimed to explore the experiences of learners and faculty members about what competencies or skills were essential for the professional development and success of health-care providers.
MATERIALS AND METHODS: This is a qualitative study using an inductive content analysis approach in 2019–2020. In the present study, 58 academic faculty members participated by purposeful sampling including ten associate professors (17.24%) and 24 assistance professors (41.37%), in addition to 23-year medical residents (20.65%) and 4th-year nursing students (20.65%). Individual and group interviews were conducted. Data were analyzed by the inductive content analysis approach introduced by Graneheim and Lundman.
RESULTS: The qualitative data were classified in 953 open codes and eight categories, which were further divided into four main categories: “socio-emotional skills,” “life-long learning skills,” “coping skills,” and “well-being strategies.”
CONCLUSIONS: The present results showed socioemotional and coping skills affect interpersonal and professional interactions that contributed to their improved health-care providers' capabilities. Participants also considered lifelong learning as influential in developing professional capabilities and keeping their knowledge and skills up-to-date for accountability to duties. Moreover, using well-being strategies protects the mental and physical health of health-care providers. These skills are synergistic, and their combination can have a significant role in improving the personal and professional capabilities.
Case-based learning enables the application of theory to practice using real-life patient cases.The present study aims to compare the effect between video cases and paper cases on motivation for learning and knowledge acquisition to perform a clinical reasoning case exercise by occupational therapy students. A mixed-methods design was used with 120 students randomized into two groups.All students conducted a clinical reasoning case exercise on the same case, although in different presentation formats: paper case and video case. The quantitative measures of this study were the scores of motivation for learning from the Instructional Material Motivation Survey and the grades of a clinical reasoning case exercise. The qualitative part was based on the positive and negative aspects perceived by the participants. The results showed that the motivation for learning was significantlyhigher for the video case compared to the paper case, although there were no differences in the grades of the clinical reasoning case exercise between the two groups. The video cases were perceived as more relevant to professional practice and more informative in terms of non-verbal communication and context. In light of the results, teachers could use these two formats of presentation of cases with different objectives
The new competency-based medical education curriculum for Bachelor of Medicine and Bachelor of Surgery is being implemented in a phased manner in medical colleges across India since the year 2019. The Graduate Medical Education Regulations enlist a total of 35 global competencies for the five roles expected of an Indian medical graduate, the roles being clinician, communicator, leader, professional, and life-long learner. Along with an effective implementation of the new curriculum, both in spirit and in action, it is imperative to assess the listed competencies. The new curriculum demands a more careful and mature selection of assessment tools, based on the competency and its expected level of achievement. It is these two variables that make choosing the right assessment method not just a matter of choice, but also of expertise. An array of tools in our armamentarium can sometimes separate confuse and the teachers. So, using the right tool, in the right context, at the right juncture, supplemented by other tools, and backed by constructive feedback, can help nurture the good intent ingrained in the competency-based curriculum. Hence, an attempt was made to compile an assessment toolbox for various global competencies. A PubMed, Science Direct and Google Scholar search, with relevant keywords was carried out. To the initially extracted 90,121 articles, limitations were applied, duplicates were removed and screening for assessment of global competencies and its attributes was done to select 232 articles. Finally, 31 articles were used for designing the proposed toolbox. Prioritization for the tools for the global competencies was based on thorough literature review and extensive discussion. The evolved assessment toolbox is presented in this article, which would help teachers pick the most useful methods of assessment for global competencies.
Objective:
Lifelong Learning is a voluntary and self-motivated form of learning that lasts from birth to death for personal and professional reasons. As medical science has a dynamic nature, the knowledge gained in the faculty of medicine mostly will not be enough in the later professional life. The aim of this study is to determine the validity and reliability of the JeffSPLL-MS© in Turkish.
Method:
Linguistic equivalence analysis was applied first, and confirmatory factor analysis (CFA) was utilized in order to test the construct validity. Concurrent validity was tested by simultaneous administration of Lifelong Learning Trends Scale (LLTS) and JeffSPLL-MS©. Finally, internal consistency and test-retest reliability of the scores gathered from the scales in the study were calculated.
Results:
Linguistic equivalence study supplied that there is a strong relationship (r=.873, p=.001) between Turkish and English forms of the scale. For CFA, Kaiser Meyer Olkin (KMO) value was .863 and the results of Bartlett Sphericity Test were appropriate (X2 = 1173,6; p=.001, df=91); model-data fit indices for JeffSPLL-MS© with 14 items in three factors were also satisfactory ((X2/df =1,51); RMSEA=0,046; NFI=0,918; RFI=0,902; CFI=0,971) and factor loadings of items were ranging between.522 and.764. The Pearson correlation coefficient as the indicator of concurrent validity of the scales LLTS and JeffSPLL-MS© was calculated as .624 (p=.001). The internal consistency (Cronbach alpha) of the total scores gathered from JeffSPLL-MS© is .843 and stratified alpha coefficient is .892. Cronbach alpha values for the subscales are as follows: .830 (F1=Learning beliefs and motivation), .719 (F2=Skills in seeking information), .721 (F3=Attention to learning opportunities). The test-retest reliability values for the scale, and its subscales were ranged between.709 and.812 within a four-week period.
Conclusion:
It is concluded that JeffSPLL-MS© can be used as a valid and reliable measurement instrument for medical education studies in Turkey.
Background
The need for case-based learning in basic subjects is being recognized world over. Early clinical illustrations and actual clinical exposure enable students to associate basic science and real patient situations, probably increasing their retention of knowledge. The study was conducted to introduce an alternate method of teaching-learning in pharmacology in a large classroom setting to integrate pharmacology into clinical setting for better learning and understanding of the subject.
Methods
Ninety-four students of second professional MBBS of a medical college in Punjab were divided into 2 groups and were taught a 2-hour topic in pharmacology using case-based learning (CBL) method and didactic lecture (DL) method using a crossover design. Their attendance and written test score at the end of teaching session were compared. Feedback from students and faculty was taken by prestructured questionnaires.
Results
There was an increase in students’ attendance ( P = .008) in CBL sessions but insignificant difference in their performance ( P = .98) in the tests. Most (84%) of the students felt that CBL is a better method of teaching-learning than traditional DL. The teaching faculty felt that the students looked more interested and were themselves more motivated for the newer method of teaching.
Conclusions
Case-based learning led to improvement in student motivation, satisfaction, and engagement. Most students and faculty accepted that CBL was an effective learning tool for pharmacology teaching in a large group setting and supported the incorporation of CBL into traditional DL teaching.
