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Education Sciences
Special Issues
Advances in Learning and Teaching in Medical Education
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Advances in Learning and Teaching in Medical Education

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (30 June 2022) | Viewed by 22124

Special Issue Editors

Dr. Maria Alessandra Sotgiu

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Guest Editor
Department of Biomedical Sciences, University of Sassari, 07100 Sassari, Italy
Interests: anatomical education; near peer teaching; medical students’ attitudes
Prof. Bernard John Moxham

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Assistant Guest Editor
Cardiff School of Biosciences, Cardiff University, Cardiff CF10 3AT, UK
Interests: anatomical education; relationships between course aims/learning outcomes and teaching methods employed; medical and dental students’ attitudes and student personalities; development of core syllabuses in the anatomical sciences

Special Issue Information

Dear Colleagues,

Medical education has undergone significant changes over the years and will continue to change in response to advances in technology and societal demands. The use of technologies for future doctors has become increasingly prevalent. In this digital world, learners are quite different from previous generations. This generation of “digital natives” (as Prensky defined them) is composed of young people who speak the language of technology.

Educators have responded to the changing nature of learners, identifying suitable teaching strategies able to engage the attention of students and to promote more active learning and less passive learning.

Podcasts and videos, mobile devices with apps, video games, and simulations are among the techniques introduced into the curricula. Flipped classroom, near peer teaching and problem-based learning are other approaches introduced in medical courses with the aim of improving students’ performance and perceptions of the learning experience.

These pedagogical strategies have facilitated an active learner-centered teaching approach, in which the emphasis is on students and what they learn. Several studies in medical education have demonstrated that student engagement is higher with active learning strategies than with traditional instructor-centered methods.

It is, therefore, essential that each medical school, analyzing the context in which it operates, chooses the teaching and learning methods that suit it best.

The primary focus of this Special Issue is to collect contributions that describe the major advances in learning and teaching in medical education in recent years. The purpose is to identify approaches that, more than others, stimulate the learning environment, promote deep learning and knowledge retention and improve students’ motivation. Moreover, an appropriate teaching tool will allow educators to enhance their ability to teach and to transmit concepts to modern learners.

Original and unpublished works, including empirical studies, research articles, reviews and case studies, that discuss the topic described above, will be considered for acceptance in this issue.

Dr. Maria Alessandra Sotgiu
Prof. Bernard John Moxham
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • medical students
  • active learning
  • teaching strategies

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Published Papers (8 papers)

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Research

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13 pages, 528 KiB  
Article
Predicting At-Risk Students in an Online Flipped Anatomy Course Using Learning Analytics
by Alper Bayazit, Nihal Apaydin and Ipek Gonullu
Educ. Sci. 2022, 12(9), 581; https://doi.org/10.3390/educsci12090581 - 24 Aug 2022
Cited by 10 | Viewed by 2703
Abstract
When using the flipped classroom method, students are required to come to the lesson after having prepared the basic concepts. Thus, the effectiveness of the lecture depends on the students’ preparation. With the ongoing COVID-19 pandemic, it has become difficult to examine student [...] Read more.
When using the flipped classroom method, students are required to come to the lesson after having prepared the basic concepts. Thus, the effectiveness of the lecture depends on the students’ preparation. With the ongoing COVID-19 pandemic, it has become difficult to examine student preparations and to predict student course failures with limiting variables. Learning analytics can overcome this limitation. In this study, we aimed to develop a predictive model for at-risk students who are at risk of failing their final exam in an introductory anatomy course. In a five-week online flipped anatomy course, students’ weekly interaction metrics, quiz scores, and pretest scores were used to design a predictive model. We also compared the performances of different machine learning algorithms. According to the results, the Naïve Bayes algorithm showed the best performance for predicting student grades with an overall classification accuracy of 68% and with at-risk prediction accuracy of 71%. These results can be used as a traffic light project wherein the “at-risk” group will receive the red light, and thus, will require more effort to engage with the content and they might need to solve the quiz tests after an individual study period. Full article
(This article belongs to the Special Issue Advances in Learning and Teaching in Medical Education)
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12 pages, 291 KiB  
Article
Medical Student Perceptions of Near Peer Teaching within an Histology Course at the University of Sassari, Italy
by Maria Alessandra Sotgiu, Pasquale Bandiera, Vittorio Mazzarello, Laura Saderi, Andrea Montella and Bernard John Moxham
Educ. Sci. 2022, 12(8), 527; https://doi.org/10.3390/educsci12080527 - 3 Aug 2022
Cited by 2 | Viewed by 2011
Abstract
Near peer teaching (NPT) is becoming recognized as a valuable instrument with advantages for both students and teachers. Despite the recognized benefits, NPT programmes are not usually embedded within university healthcare curricula and, to our knowledge, there have been few studies assessing medical [...] Read more.
Near peer teaching (NPT) is becoming recognized as a valuable instrument with advantages for both students and teachers. Despite the recognized benefits, NPT programmes are not usually embedded within university healthcare curricula and, to our knowledge, there have been few studies assessing medical students’ attitudes towards NPT for histology courses. Our study is the first that assess medical students’ perceptions concerning the value of NPT for a course in the human organ histology component of anatomy. A NPT programme was provided for second-year medical students and delivered during laboratory sessions for microscopic anatomy. The NPT tutors were recruited from third-, fourth- or fifth-year medical students. The medical tutees completed a questionnaire to assess their attitudes towards NPT. The initial hypothesis tested was that students preferred to be taught by their professional teachers and not by NPT tutors. A total of 113 students completed the questionnaire (46% response rate). Of these, 70% of respondents rated the support of the NPT tutors as being excellent or good. Furthermore, 60% of respondents agreed that the NPT programme should be introduced officially into the medical curriculum. The findings are not consistent with our initial hypothesis, and suggest that NPT could be a valuable instrument for the understanding of histological concepts. Full article
(This article belongs to the Special Issue Advances in Learning and Teaching in Medical Education)
14 pages, 445 KiB  
Article
“Thank You for Your Sacrifice, I Will Try to Make Sure Your Donation Wasn’t in Vain”: Undergraduate Science Students’ Perceptions on the Use of Cadaveric Material in Learning Anatomy
by Natasha AMS Flack, Katie Frost, Shanmugapriya Aravazhi, Athena Macmillan, Phil Blyth, Stephanie J. Woodley, Helen D. Nicholson, Bradley J. Hurren and Rebecca J. Bird
Educ. Sci. 2022, 12(7), 451; https://doi.org/10.3390/educsci12070451 - 29 Jun 2022
Viewed by 2166
Abstract
Human-cadaveric material is a valuable resource for teaching anatomy, and a lot of research engaging medical students shows they benefit, in a variety of ways, from engaging with this material. However, more and more students who study anatomy are non-medical. Thus, they may [...] Read more.
Human-cadaveric material is a valuable resource for teaching anatomy, and a lot of research engaging medical students shows they benefit, in a variety of ways, from engaging with this material. However, more and more students who study anatomy are non-medical. Thus, they may have different educational foci than that of medical students, and, therefore, different perspectives on the value of human-cadaveric material as a learning resource. The aim of this study was to explore the perceptions of science students studying anatomy, in the use of learning using cadaveric material. Two cohorts of undergraduate science students studying anatomy (second-year, third-year) completed two surveys; one at the start and another following the completion of their semester-long courses that utilised prosections (second-year) and dissection (third-year) as a primary way of learning anatomy. Likert-scale and open-ended responses were analysed using a general inductive approach, and common emergent themes were identified. In total, 134 second-year and 77 third-year students completed the first survey, and 80 second-year and 36 third-year students completed the second survey. For the majority of students, their interactions with human material were positive and most of them cope well. Students acknowledged the opportunity and expressed gratitude for an invaluable learning resource. If at first the situation is confronting, with more experience, exposure, and staff support, most students find their initial concerns dissipate. This study identifies key areas of the learning journey that work well and others that can be improved, to better prepare students for learning with human material. Full article
(This article belongs to the Special Issue Advances in Learning and Teaching in Medical Education)
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15 pages, 3292 KiB  
Article
Proposal for Introducing a Digital Aesthetic Dentistry Course in Undergraduate Program: Contents and Ways of Administration
by Francesca Zotti, Annalisa Cominziolli, Davide Pappalardo, Luca Rosolin, Dario Bertossi and Nicoletta Zerman
Educ. Sci. 2022, 12(7), 441; https://doi.org/10.3390/educsci12070441 - 25 Jun 2022
Cited by 2 | Viewed by 2797
Abstract
Background: Nowadays, digital dentistry is a fundamental skill that dentists need to acquire at this time. The digital workflow has gained acceptance and is widely used in most disciplines of dentistry. For this reason, it might be advisable to include this content in [...] Read more.
Background: Nowadays, digital dentistry is a fundamental skill that dentists need to acquire at this time. The digital workflow has gained acceptance and is widely used in most disciplines of dentistry. For this reason, it might be advisable to include this content in the undergraduate curriculum. The aim of this work was to create a course in digital aesthetic dentistry and evaluate its effectiveness. Methods: Dental students at the University of Verona (from third to sixth year) participated in a 2-h course on photography, digital aesthetic analysis, and digitally planned rehabilitations. Students were randomly divided into two groups, the first group attending the course with video tutorials and the second group attending the traditional class with slides. The students’ ability to perform digital aesthetic analysis and rehabilitation was tested. In addition, a questionnaire was completed to determine student satisfaction with the course and method of delivery. Statistical analysis was performed. Results: The course was highly appreciated, especially by the students who received the video tutorials. Good results were obtained in the performance of digital analysis and rehabilitation, which were better in the first group. Conclusions: Digital aesthetic dentistry was a success in terms of newly acquired skills. From this point of view, the proposal of a course on this subject in the undergraduate curriculum deserves a close evaluation. The video tutorial method seems to be a good way to teach operative digital procedures. Full article
(This article belongs to the Special Issue Advances in Learning and Teaching in Medical Education)
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12 pages, 643 KiB  
Article
Addressing Motivations and Barriers to Research Involvement during Medical School among Osteopathic Medical Students in the United States
by Krista L. Jackson, Oladipupo Ogunbekun, Benjamin Nick, Nicole Griffin, Tyler Hamby, Jake Herber, Julia M. Hum, Sarah Zahl, Michael Baumann and Jonathan W. Lowery
Educ. Sci. 2022, 12(6), 407; https://doi.org/10.3390/educsci12060407 - 15 Jun 2022
Cited by 1 | Viewed by 2992
Abstract
Involvement in research is regarded as a high-impact educational practice, which, for medical professionals, is associated with sharpened critical thinking and life-long learning skills, greater appreciation for evidence-based medicine, and better clinical competence scores. However, there are limited data regarding the research experience [...] Read more.
Involvement in research is regarded as a high-impact educational practice, which, for medical professionals, is associated with sharpened critical thinking and life-long learning skills, greater appreciation for evidence-based medicine, and better clinical competence scores. However, there are limited data regarding the research experience and/or interest among osteopathic medical students in the United States despite a rapidly increasing enrollment and expansion of the number of osteopathic medical schools. Thus, we administered an electronic survey examining prior research experience, interests, and perceptions about research participation during medical school to four successive classes of incoming first-year osteopathic medical students. We also performed focus groups with rising third-year osteopathic medical students around the topic of perceived barriers to and potential enablers of promoting research participation. This yielded a survey addendum where first-year osteopathic medical students provided feedback on the likelihood of specific incentives/enablers to encourage participation in research during medical school. Overall, osteopathic medical students are interested in research, view research experience as valuable, and perceive research experience as beneficial to future career development. Students perceive that the primary barrier to involvement in research is a potential negative impact upon performance in coursework. Feedback on the likelihood of specific enablers/incentives was also garnered. Our findings from a single institution may have important implications in defining the prior experiences and perceptions held by first-year osteopathic medical students. Specifically, our study indicates that research experiences intentionally designed with (1) a strong likelihood of gaining a publication, (2) financial compensation, and (3) the opportunity for short-term involvement, a flexible time commitment, and/or a dedicated time period are most likely to encourage research participation by osteopathic medical students. Full article
(This article belongs to the Special Issue Advances in Learning and Teaching in Medical Education)
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18 pages, 307 KiB  
Article
Anatomy: An Opportunity for South African Health Science Students to Discuss Their Emotional Responses to Human Remains in the Laboratory
by Carol A. Hartmann, Erin F. Hutchinson and Beverley Kramer
Educ. Sci. 2022, 12(6), 367; https://doi.org/10.3390/educsci12060367 - 25 May 2022
Cited by 4 | Viewed by 2043
Abstract
Human dissection remains a cornerstone of the anatomy learning experience. However, the emotional response of students to the use of human remains for learning is influenced by a number of factors and is not always positive. Therefore, this study explored the students’ emotional [...] Read more.
Human dissection remains a cornerstone of the anatomy learning experience. However, the emotional response of students to the use of human remains for learning is influenced by a number of factors and is not always positive. Therefore, this study explored the students’ emotional response to and factors affecting their perceptions of the use of human remains for learning anatomy in a South African context. Four hundred and eighty of the 1538 health sciences students enrolled in human anatomy courses at the University of the Witwatersrand, South Africa during 2016 and 2017, completed a voluntary survey. The survey included closed and open-ended questions on students’ emotional responses, coping mechanisms and the factors that affected their perceptions of the use of human remains and dissection. Overall, the students had a positive emotional response. Their perceptions of dissection were affected in positive and negative ways by their religious and cultural beliefs. Feelings of gratitude and respect toward the cadaver were informed by belief systems. However, anxiety was caused by the delay of accepted sociocultural burial practices. Peer discussions were the preferred coping method, which may provide an approach for students to discuss how their beliefs influence their dissection experience. Full article
(This article belongs to the Special Issue Advances in Learning and Teaching in Medical Education)
10 pages, 673 KiB  
Article
Implementation of a Surgery Congress for Medical Students to Learn Transversal Competences. A Case of Student-Led Teaching Activity
by Borja Herrero de la Parte, María Santaolalla-Sánchez, Francisco Javier Santaolalla-Sánchez, Ignacio García-Alonso, Francisco Santaolalla and Ana Sánchez del Rey
Educ. Sci. 2021, 11(9), 536; https://doi.org/10.3390/educsci11090536 - 14 Sep 2021
Cited by 1 | Viewed by 2446
Abstract
Background: A dynamic training approach close to clinical work and research is highly requested by health sciences students. The aim of this paper is to present the organizational model of a student-promoted and student-managed surgical congress that encourages the acquisition of transversal competencies [...] Read more.
Background: A dynamic training approach close to clinical work and research is highly requested by health sciences students. The aim of this paper is to present the organizational model of a student-promoted and student-managed surgical congress that encourages the acquisition of transversal competencies among the students in charge of the organization of the Congress. Methods: A two-day surgical congress for medical students organized by themselves was held. Each day comprised two separate sections corresponding to different surgical specialties; sections included three types of activities: conferences, round tables with guest professors, and practical workshops. Once the Congress had finished, an online survey was carried out to evaluate 10 items scored from 1 to 4. To assess the acquisition of transversal competences among the students organizing the congress, three evaluations were carried out by the professor involved in the organization of the congress. Results: The congress had great acceptance among the students, filling 150 available places with an attendance rate of 100%. The survey showed a high assessment of the subjects (3.48/4), conferences (3.48/4) and workshops (3.27/4). Evaluation of the round tables was significantly lower (2/4). A total of 99% considered the congress to have been useful in its formation process and 100% would recommend it. The grade of transversal competences among the students organizing the congress showed a significant increase between the first and the third evaluation, being between 1.24 and 7.25 times higher. Conclusions: the student-led student surgical congress is a well-evaluated activity for medical students, and promotes, among its organizers, the acquisition of transversal competences. Full article
(This article belongs to the Special Issue Advances in Learning and Teaching in Medical Education)
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7 pages, 209 KiB  
Perspective
Anatomy in Competencies-Based Medical Education
by Erich Brenner
Educ. Sci. 2022, 12(9), 610; https://doi.org/10.3390/educsci12090610 - 9 Sep 2022
Cited by 3 | Viewed by 2640
Abstract
Anatomy as a basic science discipline is “vanishing” in recent competencies-based medical curricula. The fundamental requirement of these curricula to apply the knowledge from the basic disciplines in practical and clinical everyday life contributes to this disappearance. Anatomical educational objectives are in many [...] Read more.
Anatomy as a basic science discipline is “vanishing” in recent competencies-based medical curricula. The fundamental requirement of these curricula to apply the knowledge from the basic disciplines in practical and clinical everyday life contributes to this disappearance. Anatomical educational objectives are in many cases not yet adapted to these changes. At the same time, the higher levels of the progress dimension in the cognitive domain and the activities associated with them certainly allow the application; even the analysis or evaluation of anatomical knowledge. However, a change in the teaching objectives to these higher levels of the progress dimension must also be accompanied by a change in the anatomical assessments. Since these forms of examinations themselves represent a practical application of anatomical knowledge, they must be carried out on suitable examination material. However, in order to protect living persons, the donated body again comes into focus. Full article
(This article belongs to the Special Issue Advances in Learning and Teaching in Medical Education)
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