Effect of Different Single-Session Educational Modalities on Improving Medical Students' Ability to Demonstrate Proper Pressurized Metered Dose Inhaler Technique

Dominelli, Giulio S.; Dominelli, Paolo B.; Rathgeber, Steven L.; Webster, Sheila B

doi:10.3109/02770903.2012.672609

Cited by 17 publications

(22 citation statements)

References 10 publications

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“…38,39 Similarly, in pulmonary medicine and critical care, randomized controlled trials exist to evaluate the value of ultrasound on learning the clinical exam, 40 the effectiveness of counseling techniques on smoking cessation, 41,42 and the impact of simulation-based training on managing dyspnea 43 and septic shock. 44 Other studies randomized medical students to different educational modalities to determine how students most effectively learn to use proper pressurized metered dose inhalers 45 and to recognize agonal breathing as a sign of cardiac arrest. 46 As a final example, randomized controlled studies in gastroenterology have assisted in ascertaining the effects of various educational experiences, including: 3D visualizations on learning of liver anatomy, 47,48 role-playing and simulations in the learning of digital rectal exam, 49 and abdominal ultrasound training in learning the physical examination of the abdomen.…”

Section: Discussionmentioning

confidence: 99%

Nephrology education for medical students: a narrative review

2016

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Background: Strategies used to teach nephrology to medical students are not well studied. This study assesses the published literature on medical student education in nephrology. Methods: A review of the published literature on nephrology education for medical students was conducted on two major online search engines (PubMed and ERIC). In addition, references of the manuscripts discovered in these searches were reviewed. The empirical studies were categorized by subject within nephrology and research design. Results: We found 26 original studies in which a method of teaching nephrology to medical students was described. The studies dated from 1977 to 2015. The focus of these nephrology teaching experiences was as follows: anatomy (6.5%), physiology (22.6%), pathophysiology (29.0%), pathology (6.5%), treatment (25.8%), and general nephrology (9.7%). The studies were also categorized into various types of research design. 6.9% had either no assessment of the educational experience or had a description too vague to categorize it; 3.4% involved a survey about the existing educational approach before a curriculum change was implemented; 55.2% used surveys or tests after an educational course was carried out; 10.3% sought feedback from students before and after the educational experience; 13.8% were case studies; and 10.3% included a randomized controlled trial. The randomized controlled trials involved teaching techniques focused on the pathophysiology of renal disease. Conclusions: Rigor was lacking in most empirical studies on medical student education in nephrology. Well-designed randomized controlled studies are needed to accurately assess the effectiveness of the educational techniques introduced into medical school curricula.

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Section: Discussionmentioning

confidence: 99%

Nephrology education for medical students: a narrative review

2016

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“…Structured programs [66] that include experiential learning [65][66][67][68][69][70][71], discussions [70,71], or guided reflections [65,66] formed the basis for teacher-student interactions [65,70]. Given the variability of these interactions [68,69,71,105], teacher-student relationships tend to be superficial [65,66].…”

Section: Teaching and Tutoringmentioning

confidence: 99%

“…However, supportive and approachable teachers [65][66][67]106], who are willing to commit and provide student-centric teachings [65,66,70,105], are able to develop more successful learning relationships and achieve greater goals [69,70,106].…”

Section: Teaching and Tutoringmentioning

confidence: 99%

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Educational roles as a continuum of mentoring’s role in medicine – A systematic review and thematic analysis of educational studies from 2000 to 2018

Krishna

Renganathan

Tay

et al. 2019

Preprint

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Background: Recent studies have gone to great lengths to differentiate mentoring from teaching, tutoring, role modelling, coaching and supervision in efforts to better understand mentoring processes. This review seeks to evaluate the notion that teaching, tutoring, role modelling, coaching and supervision may in fact all be part of the mentoring process. To evaluate this theory, this review scrutinizes current literature on teaching, tutoring, role modelling, coaching and supervision to evaluate their commonalities with prevailing concepts of novice mentoring. Methods: A three staged approach is adopted to evaluate this premise. Stage one involves four systematic reviews on one-to-one learning interactions in teaching, tutoring, role modelling, coaching and supervision within Internal Medicine, published between 1st January 2000 and 31st December 2018. Braun and Clarke’s (2006) approach to thematic analysis was used to identify key elements within these approaches and facilitate comparisons between them. Stage two provides an updated view of one-to-one mentoring between a senior physician and a medical student or junior doctor to contextualise the discussion. Stage three infuses mentoring into the findings delineated in stage one. Results: 17499 citations were reviewed, 235 full-text articles were reviewed, and 104 articles were thematically analysed. Four themes were identified – characteristics, processes, nature of relationship, and problems faced in each of the four educational roles. Conclusions: Role modelling, teaching and tutoring, coaching and supervision lie within a mentoring spectrum of increasingly structured interactions, assisted by assessments, feedback and personalised support that culminate with a mentoring approach. Still requiring validation, these findings necessitate a reconceptualization of mentoring and changes to mentor training programs and how mentoring is assessed and supported.

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“…Different methodologies have been investigated to optimize inhaler technique demonstration skills amongst pharmacy students; however, none have been able to achieve the outcomes expected [10,11].…”

Section: Introductionmentioning

confidence: 99%