Efforts to cope with <scp>CBME</scp> in <scp>COVID</scp>‐19 era to teach biochemistry in medical college

Suneja, Shilpa; Gangopadhyay, Sukanya; Kaur, Charanjeet

doi:10.1002/bmb.21469

Cited by 7 publications

(5 citation statements)

References 2 publications

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“…Research reports also confirm the positive impact of the use of case studies, coordinated remotely by clinicians, on the training of medical students and their learning outcomes (Suneja et al, 2020), and on the teaching of nursing students (Liang et al, 2020). According to Atwa et al (2019), it was found in a study they conducted that 44% of students demonstrated improved performance through the use of a hybrid learning model that combined team learning and the use of case studies.…”

Section: Discussionmentioning

confidence: 83%

Application of the Case Study Method in Medical Education

Korniichuk

Bambyzov

Косенко

et al. 2021

IJLTER

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Reducing the gap between professional opportunities of graduates of medical education institutions and needs of patients is the priority of medical education. The introduction of interactive methods, in particular the case study method, can help solve this problem. The aim of this study was to investigate how the application of the case method in medical education affects the learning outcomes of students and acquisition of practical experience. Case method was used to identify its impact on the acquisition of practical skills, abilities and clinical experience by future physicians. Students’ opinions on the effectiveness of the case method in gaining practical experience were surveyed. The study showed that the case method helped students find solutions required by clinical situations, as they used not only theoretical knowledge, but also acquired practical skills and clinical experience. The case method also increases students’ confidence in their professional abilities. This experimental study proved the high efficiency of using the case method in medical education to gain practical experience by students in the education institution. It can be useful for scholars and educators who are looking for, developing and implementing effective teaching methods that allow students to acquire the necessary competencies.

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Section: Discussionmentioning

confidence: 83%

Application of the Case Study Method in Medical Education

Korniichuk

Bambyzov

Косенко

et al. 2021

IJLTER

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“…A coordinated approach with multiple teaching tools such as Group-Based Learning (GBL), Video-Based Learning (VBL), and Case-Based Learning (CBL) are good methods for effectively teaching biochemistry. [9]. in the traditional practical curriculum have been identified to develop strategies to improve the curriculum.…”

Section: Educational Strategiesmentioning

confidence: 99%

“…E-learning tools were utilized to engage first-year undergraduate students and satisfy a majority of aspects of Competency-Based Undergraduate Medical Curriculum/ Education (CBMC/E) in Biochemistry. [9] They incorporated the use of Microsoft Teams as a Learning Management System (LMS) for teaching, learning, and assessment module in biochemistry. Though these strategies are illustrated to cope with the pandemic, these can be continued to be used in face-to-face situations.…”

Section: Educational Strategiesmentioning

confidence: 99%

“…The teaching-learning strategies elaborated in the table for Biochemists should be implemented with the spirit in which it is stated, keeping in mind the five roles of the IMG, ensuring that the modules developed have reference to them. [9] It is evident here that the ECE, AETCOM and small group teaching methods shall help instil a foundation for the complete execution of the 5 roles of the IMG.…”

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confidence: 95%

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A Critical Appraisal of the New Competency-Based Medical Undergraduate Curriculum in Biochemistry

2022

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y shall be able to use in their day-to-day work, which shall ultimately help benefit patient care and the society at large. Keywords Competency based medical education • curriculum • biochemistry • undergraduate Indian Medical Graduate Context that Necessitates the ReviewThe "traditional" undergraduate medical curriculum in India had remained discipline-based education, teacher centered, with a focus on knowledge acquisition and single time, summative assessments. The system relied heavily on didactic lectures. Assessments were also largely based on recall of factual information and honing of skills which were becoming redundant, especially in the subject of Biochemistry.

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“…En algunas se aplazó el inicio del ciclo escolar 100 , mientras que en otras se optó por graduar de forma temprana a los estudiantes 82 . 66,101 , las evaluaciones consistieron en exámenes en línea con herramientas como: Google Forms, Microsoft Forms, Socrative, Vizia, Edpuzzle, Pear Deck, Kahoot, Quizziz, Poll everywhere, iSpring, Mentimeter, Nearpod o sesiones tipo Jeopardy para más interactividad 24,[102][103][104] , además de evaluaciones orales 77,105 , exámenes a libro abierto que evaluaron el razonamiento y no la memoria 27,46 . Para evitar conductas inapropiadas, se usaron programas para supervisar 59,106 o herramientas que permiten cambiar el orden y opciones de las preguntas y cronometrar los exámenes 24,102 , otros utilizaron preguntas que evaluaron el análisis crítico y diagnóstico 27,40,46 .…”

Section: E Cambios Curriculares Administrativos Y De Evaluaciónunclassified

Cambios y estrategias de la educación médica en respuesta a la pandemia por COVID-19

et al. 2021

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La contingencia sanitaria por COVID-19 provocó un distanciamiento social que alteró drásticamente la manera en que se llevan a cabo las actividades cotidianas, entre ellas la educación. Los estudiantes pasaron de tomar sus estudios de un formato presencial a uno completamente virtual, lo que generó preocupación por parte de autoridades, profesores y alumnos para alcanzar las habilidades teóricas y prácticas que implica la enseñanza médica. En consecuencia, el surgimiento y aplicación de diversas plataformas, programas y tecnologías digitales en el plancurricular de medicina ha representado la forma más conveniente de preparar a los futuros médicos. Con la finalidad de describir los cambios y estrategias en la educación médica de pregrado y posgrado durante la pandemia, se realizó una revisión sistemática en la que se incluyeron 205 artículos. Se describe la puesta en práctica de plataformas de videoconferencia y aulas virtuales que de forma sincrónica y asincrónica abarcan los conocimientos teóricos, programas 3D y simuladores virtuales para poner en práctica habilidades clínicas, ya que, por la cancelación de rotaciones hospitalariasy disminución de procedimientos electivos, hay menos práctica clínica. Las actividades clínicas abarcan en su mayoría atención en áreas COVID y unidades de cuidados intensivos, telemedicina, entrenamiento sobre el uso adecuado del equipo de protección personal (EPP) y manejo de pacientes COVID. Finalmente, distintas actividades de investigación se realizan a distancia y los estudiantes tienen acceso a servicios de salud mental. Por ello, a pesar de que la pandemia ha supuesto un gran reto en el cumplimiento de los programas académicos por la dificultad de reemplazar la experiencia del trato con los pacientes y contar con el acceso adecuado a dispositivos electrónicos con buena conectividad, la adopción de herramientas virtuales ha sostenido a la enseñanza médica y significa un punto de inflexión en la manera que se impartirá la docencia y atención médica en el futuro.

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Efforts to cope with CBME in COVID‐19 era to teach biochemistry in medical college

Cited by 7 publications

References 2 publications

Application of the Case Study Method in Medical Education

Application of the Case Study Method in Medical Education

A Critical Appraisal of the New Competency-Based Medical Undergraduate Curriculum in Biochemistry

Cambios y estrategias de la educación médica en respuesta a la pandemia por COVID-19

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