Enhancing the Medical School Learning Environment: A Complex Challenge

Karani, Reena

doi:10.1007/s11606-015-3422-3

Cited by 15 publications

(13 citation statements)

References 10 publications

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“…The creation of an easily-accessed online web friendly environment for all students was intended to encourage them to share opinions and dare to discuss them in an online orthopedic course. Due to the friendly environment that facilitates learning, students were comfortable giving comments or opinions to peers and instructors during interactive activities, including film interpretation and case-based discussion [ 11 , 12 ]. A qualitative study using focus groups and interviews in 50 physicians by Sargeant J et al also supported that key roles of facilitating created a comfortable learning environment and increased educational value of discussions [ 13 ].…”

Section: Discussionmentioning

confidence: 99%

Expectations on online orthopedic course using constructivism theory: A cross-sectional study among medical students

Suwannaphisit

Anusitviwat

Hongnaparak

et al. 2021

Annals of Medicine &Amp; Surgery

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Background Medical education in this era has been disturbed by coronavirus disease. Our faculty has quickly adapted the curricula to online formats. The online format seems to be more advantageous in terms of content material and virtual activities, but the results of these adjustments will require subsequent evaluation. The aim of this study was to evaluate medical student expectations of online orthopedics learning that was created based on social constructivism theory. Materials and methods A cross-sectional survey was carried out to assess the fifth-year medical student expectations of our newly developed online orthopedics course during the outbreak. Constructivist Online Learning Environment Survey (COLLES) was applied for evaluating the expectations during orthopedic rotation. The survey contains six aspects based on social constructivist principles: relevance, reflection, interactivity, tutor support, peer support, and interpretation. All students responded to the preferred COLLES before starting the online course, and the actual COLLES was filled out when the online course was completed. Before and after attending the online course, the scores were compared and interpreted to assess student expectations. Results A total of 126 fifth-year medical students studied the online orthopedic course. The preferred COLLES were completed by 125 students, while 120 students replied to the actual COLLES. The overall scores from the post-course survey in all aspects were significantly higher than scores from the pre-course with P -value < 0.01. The comparison between the preferred and actual scores showed this online course fulfilled student expectations. Conclusion The outbreak of coronavirus disease 19 has disrupted medical student education. The online orthopedic learning course in our department has been developed to deal with the current situation. Using the various activities based on social constructivism theory in the online platform was able to fulfill medical student expectations.

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Section: Discussionmentioning

confidence: 99%

Expectations on online orthopedic course using constructivism theory: A cross-sectional study among medical students

Suwannaphisit

Anusitviwat

Hongnaparak

et al. 2021

Annals of Medicine &Amp; Surgery

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“…6,20 This study assessed how the medical school learning environment (ie, the social, mental, and physical space for medical students) contributes to burnout among medical students who are URIM. 21 Previous work has demonstrated that a poor medical school learning environment can lead to medical student burnout. 4,[21][22][23][24] Two important components of the learning environment, faculty interactions and emotional climate, strongly influence student medical school experiences.…”

Section: Introductionmentioning

confidence: 99%

“…21 Previous work has demonstrated that a poor medical school learning environment can lead to medical student burnout. 4,[21][22][23][24] Two important components of the learning environment, faculty interactions and emotional climate, strongly influence student medical school experiences. Other studies have shown that faculty may play important roles in mitigating burnout by providing learning autonomy and support to students.…”

Section: Introductionmentioning

confidence: 99%

Perceptions on Burnout and the Medical School Learning Environment of Medical Students Who Are Underrepresented in Medicine

et al. 2022

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IMPORTANCE Burnout is a highly prevalent issue among medical trainees, but there has been limited research characterizing burnout specifically among medical students from groups who are underrepresented in medicine (URIM).OBJECTIVE To assess the association between components of the medical school learning environment and burnout among medical students who are URIM vs those who are not. DESIGN, SETTING, AND PARTICIPANTSThis retrospective cross-sectional survey study evaluated responses of allopathic medical students graduating from all US allopathic medical schools in 2016 and 2017 to the American Medical Colleges Graduation Questionnaire. Analysis was completed

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“…Dentro de los aspectos que clásicamente se han asociado a la probabilidad de síndrome de Burnout están los trabajos en horas nocturnas; lo cual ha hecho que muchas universidades en Estados Unidos limiten las horas de trabajo nocturno de los estudiantes de medicina 33 . Sin embargo, las actividades nocturnas tienen un papel importante en el aprendizaje de la medicina y el tratamiento adecuado de situaciones complejas y emergencias a las que se verán expuestos los futuros médicos.…”

Section: Discussionunclassified

Prevalencia de Síndrome de Burnout en un Centro de Cirugía Académico-Asistencial Público en Chile

et al. 2018

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Material and Method: Cross-sectional study. 19 medical interns, 11 surgical residents and 15 surgeons of Hernán Henríquez Aravena Hospital and surgery department of Universidad de La Frontera were included. Applied instrument: MBI questionnaire in its adaptation of the Spanish population. Calculation of measures of central tendency and percentage, as well as comparison of variables through t Student and values of Cronbach's alpha coefficients were performed. Results: Regarding the MBI scale, the overall prevalence of the syndrome was 64.4%, whereas, by dimensions, emotional exhaustion showed a prevalence of 76%; Low personal accomplishment at work, 55%, and depersonalization 62%. Statistically significant differences were found in emotional exhaustion and depersonalization according to socio-demographic variables: men and women, single and married, subjects without children and with children, whether or not they take emergency room shifts, obtaining higher levels in women, unmarried, subjects without children and those who take emergency shifts. Conclusions: It is accepted that the central triggering factor is the high emotional exhaustion that gradually leads to a state of emotional and cognitive distancing in their daily activities, with the consequent inability to respond to demands of the service. In this distancing occurs depersonalization, indifference and cynical attitudes toward responsibilities or towards people. Therefore, measures should be taken to try to reduce the prevalence of this syndrome in our medical interns and residents, mainly.

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Enhancing the Medical School Learning Environment: A Complex Challenge

Cited by 15 publications

References 10 publications

Expectations on online orthopedic course using constructivism theory: A cross-sectional study among medical students

Expectations on online orthopedic course using constructivism theory: A cross-sectional study among medical students

Perceptions on Burnout and the Medical School Learning Environment of Medical Students Who Are Underrepresented in Medicine

Prevalencia de Síndrome de Burnout en un Centro de Cirugía Académico-Asistencial Público en Chile

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