A survey of medical school teachers to identify basic biomedical concepts medical students should understand

Dawson-Saunders, Beth; Feltovich, Paul J.; Coulson, Richard L.; Steward, Dwight

doi:10.1097/00001888-199007000-00008

Cited by 51 publications

(33 citation statements)

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“…To do this, online resources such as lecture recordings and forum tutorials allow for off-campus education, and can provide continuity of learning for students undergoing isolation (Van et al 2010). As a matter of fact, some fundamental building-block concepts of medicine (immunology and virology in this case) must be understood in depth, perhaps requiring even more intensive attention in the curriculum (Dawson-Saunders et al 1990). …”

Section: Discussionmentioning

confidence: 99%

Knowledge about the pandemic influenza A (H1N1) and willingness to accept vaccination: a cross-sectional survey

Naing

Tan

2011

J Public Health

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Aims (1) To determine undergraduate medical students' knowledge about and perceptions of influenza A (H1N1) infection, (2) to explore their willingness to be vaccinated, and (3) to identify variables that could predict the likelihood of taking the vaccination. Subject and methods A cross-sectional survey with a convenience sample of 264 medical students was performed. Data were collected using a structured questionnaire. Summary statistics, Pearson chi-square test and logistic regression were used for data analysis. Results A total of 264 undergraduate medical students were interviewed. All of them had heard of the influenza vaccine, but none had ever been vaccinated at the time of survey. Regarding mode of transmission, 38.3% had at least two misconceptions. Of them, 43% had willingness to be vaccinated. In the binary logistic model, willingness to be vaccinated was statistically significant with those who feared the resurgence of a pandemic influenza (p = 0.01), those who trusted that vaccination would be effective for prevention of a pandemic influenza (p = 0.045), and those who were worried for family (p = 0.03) and if the vaccination would be freely provided (p = 0.04). ConclusionThe findings may be helpful for decision makers and health care planners as baseline information for designing wider coverage of newly implemented vaccination programs.

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Section: Discussionmentioning

confidence: 99%

Knowledge about the pandemic influenza A (H1N1) and willingness to accept vaccination: a cross-sectional survey

Naing

Tan

2011

J Public Health

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“…Our teaching approach is based on an understanding that learning in this area is most effective when it is built around the relevant basic sciences (9,37,38,59,60). Building sound mental models based on physiological principles is likely to aid knowledge retention and retrieval, especially when novel or complex problems are encountered and when pattern recognition might not be effective (38).…”

Section: The Underlying Teaching Approachmentioning

confidence: 99%

Development and evaluation of a multimedia e-learning resource for electrolyte and acid-base disorders

Davids

Chikte

Halperin

2011

Advances in Physiology Education

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This article reports on the development and evaluation of a Web-based application that provides instruction and hands-on practice in managing electrolyte and acid-base disorders. Our teaching approach, which focuses on concepts rather than details, encourages quantitative analysis and a logical problem-solving approach. Identifying any dangers to the patient is a vital first step. Concepts such as an "appropriate response" to a given perturbation and the need for electroneutrality in body fluids are used repeatedly. Our Electrolyte Workshop was developed using Flash and followed an iterative design process.Two case-based tutorials were built in this first phase, with one tutorial including an interactive treatment simulation. Users select from a menu of therapies and see the impact of their choices on the patient. Appropriate text messages are displayed, and changes in body compartment sizes, brain size, and plasma sodium concentrations are illustrated via Flash animation. Challenges encountered included a shortage of skilled Flash developers, budgetary constraints, and challenges in communication between the authors and the developers.The application was evaluated via user testing by residents and specialists in internal medicine. Satisfaction was measured with a questionnaire based on the System Usability Scale. The mean System Usability Scale score was 78.4 ± 13.8, indicating a good level of usability. Participants rated the content as being scientifically sound; they liked the teaching approach and felt that concepts were conveyed clearly. They indicated that the application held their interest, that it increased their understanding of hyponatremia, and that they would recommend this learning resource to others. ELECTROLYTE AND ACID-BASE DISORDERS are clinical problems that are common and may be life threatening. This area is highly integrative and quantitative, and it is one that students and clinicians find particularly difficult to master (9). Medical experts solve most clinical problems using pattern recognition, drawing on a large domain-specific database of schemata or "illness scripts" (15,22,41). When an unusual or complex situation is encountered, however, the expert can draw on extensive relevant basic science knowledge and apply it to the problem (38). This is often required in disciplines such as anesthesiology, nephrology, and intensive care medicine, where much of the clinical reasoning involves the application of physiology (37). 1Electrolyte and acid-base disorders are typical examples common to these disciplines where an understanding of physiology is central to correct diagnosis and treatment. As teachers, our challenge is to help students and clinicians develop an expertise in clinical problem solving that can be effectively applied when they encounter related, but different, problems. This transfer of expertise is difficult to achieve (10,14,39). It can be facilitated by active learning and "deliberate practice" with carefully selected examples (12,13,40,42). This helps to develop...

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“…Hyponatremia is the most frequent electrolyte disorder, however, according to some studies, it has proved to be very difficult to comprehend by physicians in general [18]. To address this project, we developed a CIG model [19], [20] using the PROForma set of tools [21], [22], covering the diagnosis of hyponatremia, classifying it into thirteen different subtypes.…”

Section: A Computer-interpretable Guideline For Diagnosis and Treatmmentioning

confidence: 99%

Generating Big Data Sets from Knowledge-based Decision Support Systems to Pursue Value-based Healthcare

González-Ferrer¹,

Seara²,

Cháfer³

et al. 2018

IJIMAI

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Talking about Big Data in healthcare we usually refer to how to use data collected from current electronic medical records, either structured or unstructured, to answer clinically relevant questions. This operation is typically carried out by means of analytics tools (e.g. machine learning) or by extracting relevant data from patient summaries through natural language processing techniques. From other perspective of research in medical informatics, powerful initiatives have emerged to help physicians taking decisions, in both diagnostics and therapeutics, built from the existing medical evidence (i.e. knowledge-based decision support systems). Much of the problems these tools have shown, when used in real clinical settings, are related to their implementation and deployment, more than failing in its support, but, technology is slowly overcoming interoperability and integration issues. Beyond the point-of-care decision support these tools can provide, the data generated when using them, even in controlled trials, could be used to further analyze facts that are traditionally ignored in the current clinical practice. In this paper, we reflect on the technologies available to make the leap and how they could help driving healthcare organizations shifting to a value-based healthcare philosophy.

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A survey of medical school teachers to identify basic biomedical concepts medical students should understand

Cited by 51 publications

References 0 publications

Knowledge about the pandemic influenza A (H1N1) and willingness to accept vaccination: a cross-sectional survey

Knowledge about the pandemic influenza A (H1N1) and willingness to accept vaccination: a cross-sectional survey

Development and evaluation of a multimedia e-learning resource for electrolyte and acid-base disorders

Generating Big Data Sets from Knowledge-based Decision Support Systems to Pursue Value-based Healthcare

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