Use of Clinical Cases in a Virtual Learning Environment as an Approach to Teaching Human Embryology

Ginani, Fernanda; Vasconcelos, Rodrigo Gadelha; Barboza, Carlos Augusto Galvão

doi:10.4067/s0717-95022012000400022

Cited by 5 publications

(3 citation statements)

References 18 publications

(16 reference statements)

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“…According to our present study, a larger percentage of the students believe that clinical observership in human embryology makes the teaching of embryology appear real rather than abstract, makes personal reading of embryology easier, creates visual pictures of human developmental processes in their mind and aids learning and understanding of embryology. This is similar to findings by Ginani et al (2012) in which students gave a positive feedback to the use of clinical cases in a virtual learning environment as an approach to teaching human embryology. Also, in the study by Scott et al (2013) majority of students agreed that learning embryology through clinical scenarios could improve their self-directed learning skills.…”

Section: Intelligent Quotient Short and Long Term Effects Of Clinical...supporting

confidence: 83%

“…Human embryology as an important research area encompasses topics of major interest such as artificial reproduction, embryo manipulation, tissue engineering and stem cell (Ginani et al, 2012). It remains an integral part of the preclinical teaching in medical curricula and an area that is mostly overlooked by medical students despite its applications in different fields of medicine.…”

Section: Introductionmentioning

confidence: 99%

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Clinical observership as an aid to learning and understanding of human embryology

Tijani¹,

Alese²,

Adetunji³

et al. 2022

Anat. J. Afr.

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Hands-on learning approach such as ‘Clinical observership’ is globally applicable in learning. This study evaluated clinical observership as an aid to pre-clinical medical students’ understanding of human embryology. Students were grouped into A and B; group B took calls as studentobservers in the labour ward of Ekiti State University Teaching Hospital in addition to taking regular classes in embryology while group A was the control group. Previously validated selfadministered questionnaires were used to test students’ intelligence quotient and knowledge of embryology before and after lectures and clinical observership. The short-term effect of clinical observership was tested by comparing the pre-field and post-field responses of the studentvolunteers while the long-term effect was tested by evaluating their performance in the first professional exams after the completion of pre-clinical program. The perception of group B participants on the observership program was assessed with a pre-tested questionnaire. There was no significant difference (p=0.4162) in the IQ between the control (77±1.2) and the experimental group (79±1.4). There was no significant difference (p= 0.0795) in the mean preobservation test score between the control (33±1.7) and the experimental group (38±1.7). However, a significant increase (p=0.0282) was observed in the mean post-observation test score in the experimental (29±2.4) when compared with the control (22±1.9). Although there was an increase in the mean score in the MBBS exam in the experimental group (59±2.7) when compared with the control (57±2.0), it was not statistically significant. On the perception of the method in improving learning, majority of the students were affirmative. Clinical observership enhances the learning of embryology hence we recommend its incorporation into the teaching methods of embryology in medical schools.

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Section: Intelligent Quotient Short and Long Term Effects Of Clinical...supporting

confidence: 83%

Section: Introductionmentioning

confidence: 99%

Clinical observership as an aid to learning and understanding of human embryology

Tijani¹,

Alese²,

Adetunji³

et al. 2022

Anat. J. Afr.

View full text Add to dashboard Cite

show abstract

“…Blogging is not new to our tech-savvy undergraduates. They use blogs to record their experiences in life and learning (Zhang and Olfman, 2010); for personal/study reflections, as a repository for learning materials (Yang, 2009;Ginani et al, 2012) and a ready source of information for online communities (Jolly and Matthews, 2017). Why blogs over other social media?…”

Section: Introductionmentioning

confidence: 99%

Blogging as a Tool for Real-Time Learning in Medical Microbiology

Lloyd

2021

Front. Microbiol.

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Blogging is a widely used social medium for storing and sharing information online. Being an attractive online interface, some studies show that education blogging or edublogging might promote more engaged learning. An apathy to contemporary issues related to one’s area of study can result in a less knowledgeable student who is less ready for the job industry. To bridge the gap between classroom learning and awareness of emerging issues pertaining to the field of study and potential employment – blogging of ongoing events in a select microbiological field was proposed as a graded semester-long activity called “Disease Tracking.” The exercise involved instructing students to choose one infectious disease topic, for which traditional and non-traditional scientific information could be sourced with high frequency over the preceding months. Students were to document new information on the topic as it became available over the term, from reliable information resources. At the end of the term, students presented their work in a “Blog show-off” presentation session. Blog-based learning was found to be an engaging tool that satisfied all criteria under Bloom’s taxonomy. Students developed a continued intrigue for the chosen topic and appreciated the diverse fields in which fundamentals of infectious diseases learned in class, could be applied within and outside academia. Students also valued this experience and feedback showed that the freedom to choose their own topic (77%), opportunity to learn more from other students’ blogs (77%), less stress as they were not competing on identical topics (73%), a “fun way” to learn (68%), and an opportunity to understand the importance of staying abreast with scientific news (64%) stood out as the chief positive points of the exercise to the students. In view of these benefits, blogs can be used for an immersive, broad learning experience in Microbiology and other fields in which there is likely to be a frequency of new information online.

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Perceptions of medical students on a three-step teaching approach to promote active learning in embryology

Kore

Begum

2022

Natl J Clin Anat

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Use of Clinical Cases in a Virtual Learning Environment as an Approach to Teaching Human Embryology

Cited by 5 publications

References 18 publications

Clinical observership as an aid to learning and understanding of human embryology

Clinical observership as an aid to learning and understanding of human embryology

Blogging as a Tool for Real-Time Learning in Medical Microbiology

Perceptions of medical students on a three-step teaching approach to promote active learning in embryology

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