Evaluating the effectiveness of undergraduate clinical education programs

Ragsdale, John W.; Berry, Andrea; Gibson, Jennifer W.; Herber-Valdez, Christiane; Germain, Lauren J.; Engle, Deborah L.

doi:10.1080/10872981.2020.1757883

Cited by 16 publications

(16 citation statements)

References 31 publications

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“…These measurements are categorized as process and outcome measures. 13 The former focuses on program delivery, while the latter evaluate whether student-and program-level goals were met. An educational learning progression dashboard (LPD) can assist these measures as it provides timely and continuous feedback on students' progress and performance by developing easily visualized and interpretable data.…”

Section: Learning Dashboards In Health Professions Educationmentioning

confidence: 99%

Development of an electronic learning progression dashboard to monitor student clinical experiences

Lai

Ameli

Patterson

et al. 2022

Journal of Dental Education

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Introduction Clinical experience tracking mechanisms for students at dental schools provide patient assignment, student experience, and learning progression feedback. The purpose of this study was to evaluate dental students’ clinical experiences following the implementation of a learning progression dashboard (LPD). Methods After developing and deploying an electronic LPD using PHP, secondary data analysis on dental students’ clinical experiences from 2017–2019 was conducted. Student experience differences were compared between the year before continuous use of the LPD and the first year using it. LPD data contained the required clinical procedures dentistry students must perform across all disciplines and the number of planned, in progress, and completed tasks each student has accomplished. Using two time points, the students’ experiences were compared. Univariate statistics and independent t‐tests were conducted in R for detecting the differences in the number and categories of codes. Results The number and category of codes showed significant differences between the academic year 2017–2018 and 2018–2019 for both third‐ and fourth‐year dental students after one and two terms. Overall, students recorded a 26% greater number of treatment codes and experienced a 26% greater number of code categories compared to the previous year. Conclusion Applying information management methods such as dashboards can better inform educators on student clinical experiences and improve clinical learning outcomes for students.

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Section: Learning Dashboards In Health Professions Educationmentioning

confidence: 99%

Development of an electronic learning progression dashboard to monitor student clinical experiences

Lai

Ameli

Patterson

et al. 2022

Journal of Dental Education

View full text Add to dashboard Cite

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“…This review assessed the educational and learning outcomes of the aforementioned studies using Kirkpatrick’s Hierarchy ( Table 2 ). 5 - 7 There was a clear trend toward Level 1 outcomes, where student reaction and satisfaction were measured in all programs, bar one 34 using a post-course evaluation. Likewise, a majority of programs achieved Level 2 outcomes by considering the achievement of learning outcomes by students who completed self-evaluations.…”

Section: Resultsmentioning

confidence: 99%

“…were also excluded, as were general articles about CAM in medical education, and proposals for CAM curricula without implementation and opportunity for subsequent evaluation. [5][6][7] The bottom level assesses learners' satisfaction with, or reaction to, the Intervention; the second level assesses modification of students' attitudes and perceptions and/or the knowledge and skills learned; the third level assesses changes in health professionals' behaviour or an institution's practice, and; at the top of the hierarchy, changes in patient health care outcomes. In this review, Kirkpatrick's Hierarchy was used to assess educational interventions as they relate to specific CAM programs taught within UGME curricula.…”

Section: Inclusion and Exclusion Criteriamentioning

confidence: 99%

“…This review assessed the educational and learning outcomes of the aforementioned studies using Kirkpatrick's Hierarchy (Table 2). [5][6][7] There was a clear trend toward Level 1 outcomes, where student reaction and satisfaction were measured in all programs, bar one 34…”

Section: Assessment Of Education and Learning Outcomesmentioning

confidence: 99%

“…In addition to these questions, this review also evaluated the effectiveness of CAM teaching in the included studies, using the Kirkpatrick Hierarchy for Assessing Educational Outcomes. [5][6][7]…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Teaching complementary and alternative medicine in undergraduate medical education: a scoping review

Soliman

Bilszta

2021

Int J Med Educ

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Objectives: This scoping review explores the extent to which undergraduate medical education have incorporated complementary and alternative medicine in their curricula and evaluates the teaching, delivery and assessment approaches used. Methods: ERIC, Ovid Medline and Pubmed databases were searched with keywords related to "complementary and alternative medicine" and "undergraduate medical education" for relevant articles published until August 2020. Data extraction included the presence/absence of complementary and alternative medicine integration, program duration, instructor background, and assessment methods. Results: Of 1146 citations, 26 met the inclusion criteria. Complementary and alternative medicine teaching in undergraduate medical education was widely inconsistent and not well aligned with clearly identified aims and objectives. Various complementary and alternative medicine disciplines were taught, demonstrated or observed, and several programs included teaching on evidence-based medicine. Educational outcomes mainly assessed student satisfaction and learning through self-evaluation and rarely assessed for effectiveness with regards to changing clinical practice or impacts on patient outcomes. Conclusions: Inconsistencies in complementary and alternative medicine teaching and assessment in undergraduate medical education reflect the lack of defined graduate competencies. An evidence-based medicine component of an educational program is a potential solution to overcoming breadth and content challenges. Curriculum developers would be better guided with research that determines if complementary and alternative medicine program design, content and assessment influence clinical practice and/or patient outcomes.

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Harnessing Technology: Using an iPad to Enhance Radiology Medical Student Education

et al. 2020

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Evaluating the effectiveness of undergraduate clinical education programs

Cited by 16 publications

References 31 publications

Development of an electronic learning progression dashboard to monitor student clinical experiences

Development of an electronic learning progression dashboard to monitor student clinical experiences

Teaching complementary and alternative medicine in undergraduate medical education: a scoping review

Harnessing Technology: Using an iPad to Enhance Radiology Medical Student Education

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