Medical education using minimal technology: achieving professional development

Friedman, Karen A.; Herman, Saori Wendy; Fornari, Alice

doi:10.1080/10872981.2019.1622365

Cited by 15 publications

(12 citation statements)

References 16 publications

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“…In contrast, online IPE experiences can be offered to a large number of students, and can be delivered with synchronous and/or asynchronous components. IPE activities have also been successfully implemented in online formats, including case studies, journal clubs, and simulation experiences that promote learner collaboration, self-reflection, and critical thinking (Anderson et al, 2019;Cropp et al, 2018;Friedman et al, 2019). Like in-person offerings, online IPE experiences also are generally evaluated positively by learners while producing the expected results in learning outcomes (Heuberger & Clark, 2019;Singer et al, 2018;White et al, 2019).…”

Section: Implications For Interprofessional Practicementioning

confidence: 99%

Changes in Student Attitudes toward Interprofessional Education after Online and In-Person Introductory Learning Activities

Gross¹,

Phanudulkitti²,

Bavireddy³

et al. 2022

Health, Interprofessional Practice and Education

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INTRODUCTIONAlthough introductory interprofessional education (IPE) experiences offered in a variety of formats can be beneficial to students, there is little research evaluating students' attitudes throughout a sequence of introductory IPE activities. Further, the impact of academic level, gender and race on student attitudes about IPE is not known, particularly when students from a diverse range of health profession programs participate together in introductory IPE experiences.METHODS A sequenced, two-part introductory IPE experience comprising a 90 minute online module followed by a 2-hour faceto-face event was delivered to health science students on three campuses at a large Midwestern university. Student attitudes about IPE based on SPICE-R2 scores were compared before and after the online module and after the in-person event. Paired t-tests were used to determine differences between time points, and linear regression was used to estimate the effects of academic level, gender and race. RESULTSThe online course had a significant, positive impact on all students' attitudes about IPE with the greatest changes for the Roles subdomain. Improvements in student attitudes about IPE following the online course were retained after the in-person event. Student responses differed between academic levels and genders, but not race. CONCLUSIONThe initial, online component of the sequenced introductory IPE experience was more impactful on student attitudes about IPE than the subsequent in-person component. Student responses differed between academic levels and genders, suggesting that these factors should be considered when designing introductory IPE experiences for a broad range of participants.

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Section: Implications For Interprofessional Practicementioning

confidence: 99%

Changes in Student Attitudes toward Interprofessional Education after Online and In-Person Introductory Learning Activities

Gross¹,

Phanudulkitti²,

Bavireddy³

et al. 2022

Health, Interprofessional Practice and Education

View full text Add to dashboard Cite

show abstract

“…In this digital era, the way of communication has gone through a huge transformation where a message can be sent in a few seconds (Yang and Lee, 2020). The emergence of social media networks has provided a platform for billions of users to communicate and remain connected with their friends and colleagues in all days of the week with no boundary lines and geographical limitations (Friedman et al, 2019). The use of social media networks over the years have seen an unprecedented increase among the young generation all over the globe and the ratio of users subscribing to these networks keeps on increasing with every year (Alshuaibi et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Impact of social media on the academic performance of college students in Kashmir

Palla

Sheikh²

2020

IDD

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Purpose The use of social media is prevalent and having the largest number of members than any other online platform available on the internet. Members of all age groups use social media websites according to their needs. This study aims to investigate the impact of social media usage on the academic performance of college students in Kashmir. Design/methodology/approach A structured questionnaire was formulated and a survey was carried out to collect data from the undergraduate students of different government colleges in Kashmir. The questionnaires were distributed randomly among both, male and female of the first, second and third year students of different undergraduate programs. Findings The findings show a majority of the students use social media networking sites to fulfill their educational needs. YouTube is the most largely used social media network among undergraduate students. A majority of the students feel that social media networks are easy to use and they have been using these sites for the past three years. The use of social media greatly helps the students to share knowledge and information with others, to improve their academic grades and to improve their reading and writing skills. A majority of the students spend an hour in using social media networks. Students use their laptops, mobile phones and personal computers to access social media websites. Social implications This study will help to highlight the important role of social media networks in the pedagogical activities of students. Originality/value This study affirms that students do use social media networking sites for academic purposes, which is a good factor to improve their academic skills and grades. Teachers must encourage their students to make the best use of social media networking sites for recreational and academic purposes.

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“…The ability to analyze literature is critical for the provision of evidence-based practice. Journal clubs allow for interprofessional collaboration to promote clinical knowledge and skills (Friedman et al, 2019;Good & McIntyre, 2015). These skills are "vital for all healthcare professionals throughout their careers" (Lucia & Swanberg, 2018, p. 7).…”

Section: Journal Clubmentioning

confidence: 99%

Exploring Interprofessional Activities that Address Poverty, Social Determinants of Health, Homelessness, and Chronic Pain

Molitor

Naber

Cleveland

et al. 2021

Health, Interprofessional Practice and Education

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BACKGROUND Critical healthcare issues are impacting society. Interprofessional learning must be designed to match this complexity. PURPOSEWe designed and implemented multiple interprofessional learning activities to address serious topics in health care to determine if learning experiences founded on critical health issues resulted in increased knowledge among the interprofessional team of learners. METHOD This was an observational, cross-sectional cohort study. Participants were students enrolled in health science and medical programs at a university in the Midwest U.S. Learning activities consisted of journal club, Pain C.A.R.E., poverty simulation, or Strategies for Health. RESULTSOutcomes for student learning indicated strong agreement on teamwork variables. Faculty involvement sustained the implementation of interprofessional learning experiences.CONCLUSION Addressing social determinants of health as the learning content of an interprofessional learning activity was an effective method for increasing students' confidence and comfort within an interdisciplinary team.

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Medical education using minimal technology: achieving professional development

Cited by 15 publications

References 16 publications

Changes in Student Attitudes toward Interprofessional Education after Online and In-Person Introductory Learning Activities

Changes in Student Attitudes toward Interprofessional Education after Online and In-Person Introductory Learning Activities

Impact of social media on the academic performance of college students in Kashmir

Exploring Interprofessional Activities that Address Poverty, Social Determinants of Health, Homelessness, and Chronic Pain

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