Objective. To determine if the process-oriented guided inquiry learning (POGIL) teaching strategy improves student performance and engages higher-level thinking skills of first-year pharmacy students in an Introduction to Pharmaceutical Sciences course. Design. Overall examination scores and scores on questions categorized as requiring either higherlevel or lower-level thinking skills were compared in the same course taught over 3 years using traditional lecture methods vs the POGIL strategy. Student perceptions of the latter teaching strategy were also evaluated. Assessment. Overall mean examination scores increased significantly when POGIL was implemented. Performance on questions requiring higher-level thinking skills was significantly higher, whereas performance on questions requiring lower-level thinking skills was unchanged when the POGIL strategy was used. Student feedback on use of this teaching strategy was positive. Conclusion. The use of the POGIL strategy increased student overall performance on examinations, improved higher-level thinking skills, and provided an interactive class setting.Keywords: POGIL, active learning, process skills, instructional assessment INTRODUCTIONDeveloping students' critical-thinking and problemsolving skills is an educational goal common to perhaps every academic program or discipline. Critical to achieving this goal is the use of teaching and learning strategies that engage students and promote development of the process skills of application, analysis, and evaluation. Yet, despite a growing body of evidence demonstrating the efficacy and superiority of active-learning strategies and national reports calling for the adoption of these methods, 1-4 instructional strategies in science and math disciplines tend to be passive, leading to student disengagement and contributing to the "leaky pipeline" of science. [5][6][7][8][9] The reasons science faculty members give for being reluctant to adopt active-learning strategies include the significant amount of time needed to prepare materials, the reluctance to reduce the amount of material covered, and the perception that students are unwilling to engage in or prepare for these types of classroom activities. [10][11][12] In the pharmacy academy, active-learning strategies are recognized as important to achieving educational outcomes and, therefore, widely adopted in professional programs. [13][14][15] However, the use of active-learning strategies is not uniformly distributed. Faculty members in the biomedical and pharmaceutical sciences are 3 times less likely than faculty members in the clinical and social and administrative sciences to use these techniques. 15 Process-oriented guided inquiry learning (POGIL) is a teaching strategy that was initially developed in college chemistry and biology courses and is used successfully to engage students in the classroom and to promote learning. [16][17][18][19][20] The POGIL strategy begins with introducing students to a model, diagram, problem, or set of data and then requires them to ...
Data capturing and analysis of SCIs should be encouraged in SA to guide management and prevention strategies, and to optimise outcomes. This study establishes the ASCI Unit at GSH to be one of the key role players in acute SCI management in SA.
PurposeLongitudinal cohort studies of knee OA aetiology use MRI to assess meniscal extrusion within the same knee at sequential time points. A validated method of assessment is required to ensure that extrusion is measured at the same location within the knee at each time point. Absolute perpendicular extrusion from the tibial edge can be assessed using the reference standard of segmentation of the tibia and medial meniscus. This is labour intensive and unsuitable for large cohorts. Two methods are commonly used as proxy measurements. Firstly, the apex of the medial tibial spine is used to identify a reproducible MRI coronal slice, from which extrusion is measured. Secondly, the coronal MRI slice of the knee demonstrating the greatest extrusion is used. The purpose of this study was to validate these two methods against the reference standard and to determine the most appropriate method to use in longitudinal cohort studies. We hypothesised that there is no difference in absolute meniscal extrusion measurements between methods.MethodsTwenty high-resolution knee MRI scans were obtained in asymptomatic subjects. The tibia and medial meniscus were manually segmented. A custom MATLAB program was used to determine the difference in medial meniscal extrusion of the knee using the reference standard compared to the two other methods.ResultsAssessing extrusion using the single coronal MRI slice demonstrating the greatest extrusion overestimates the true extrusion of the medial meniscus. It incorrectly places the greatest meniscal extrusion at the anterior part of the tibia. Assessing extrusion using a consistent anatomical landmark, such as the medial tibial spine, most reliably corresponds to the reference of segmentation and measurement of true perpendicular extrusion from the tibial edge. Clinicians and researchers should consider this when assessing meniscal extrusion in the knee, and how it changes over time.ConclusionThis study suggests measuring meniscal extrusion on the coronal MRI slice corresponding to the apex of the medial tibial spine as this correlates most closely with the true perpendicular extrusion measurements obtained from manually segmented models.Level of evidenceDiagnostic, Level I.
Contents Curriculum 2 Introduction 2 A. Context 2 B. Surgery within the National Health Service 2 C. Undergraduate exposure to surgery and a surgical curriculum 4 D. Surgery as an intervention 4 E. Expectations for all doctors 5 F. Global surgery 6 G. Health promotion and prevention of disease including surgical conditions 6 H. Consent, ethics, risk and clinical judgment 7 I. Team-based working and avoiding bullying behaviour 7 J. Embracing diversity and careers in surgery 7 Ways of teaching and learning in surgery 8 Concepts of surgery 8 Types of conditions 8 Learning opportunities 8 Locations for learning 9 Useful ways of learning 9 Expected learning outcomes 9 References 29 The Royal College of Surgeons Curriculum 2 Curriculum Introduction A. Context This National Undergraduate Curriculum in Surgery provides guidance for medical schools to create an evidence based, clinically relevant and contemporary curriculum for all students. The topics and learning objectives included are the minimum standard expected of all students graduating with a medical degree, including a Bachelor of Surgery (BS, ChB, BCh, BChir, etc.). Given the ubiquity of surgical principles to all aspects of medicine, these learning objectives and topics are relevant to all students, irrespective of subsequent career path. Exposure to surgery is essential for all medical students for several reasons: A. Surgical conditions are reponsible for a significant proportion of elective and emergency referrals. All graduating doctors require knowledge of surgical principles and an understanding of the management of common surgical conditions for the rest of their career. A minimum level of competency is required to ensure good care for future patients seen within any branch of medicine. B. Surgical wards and clinics provide an excellent environment to develop those clinical skills that are required of all medical students. They are typically high-volume services with a wealth of clinical material that provides training in generic medical skills such as history taking, physical examination, diagnostic formulation and management. They also provide an environment that allows development of non-clinical skills such as communication and team-working. There are often very rapid changes in a patient's condition, allowing for immediate reinforcement of learning and reflection on interventions. C. Surgery is the exemplar interventional specialty. All doctors need to understand the challenges for patients and doctors of diagnostic and therapeutic interventions, including how they should be planned, discussed, agreed and delivered while maintaining patient dignity, privacy and safety. Furthermore, an understanding of potential interventions allows doctors to put each investigation into context for each patient, avoiding unnecessary tests and dealing with expectations. The GMC's Tomorrow's Doctors 1 set the standards for each graduating doctor and includes many surgical aspects. This National Undergraduate Curriculum in Surgery seeks to raise standards by demonstra...
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