Norma S. Saks

Exploring medical student decisions regarding attending live lectures and using recorded lectures

Background: Student decisions about lecture attendance are based on anticipated effect on learning. Factors involved in decision-making, the use of recorded lectures and their effect on lecture attendance, all warrant investigation. Aim: This study was designed to identify factors in student decisions to attend live lectures, ways in which students use recorded lectures, and if their use affects live lecture attendance. Methods: A total of 213 first (M1) and second year (M2) medical students completed a survey about lecture attendance, and rated factors related to decisions to attend live lectures and to utilize recorded lectures. Responses were analyzed overall and by class year and gender. Results: M1 attended a higher percentage of live lectures than M2, while both classes used the same percentage of recorded lectures. Females attended more live lectures, and used a smaller percentage of recorded lectures. The lecturer was a key in attendance decisions. Also considered were the subject and availability of other learning materials. Students use recorded lectures as replacement for live lectures and as supplement to them. Conclusions: Lectures, both live and recorded, are important for student learning. Decisions about lecture placement in the curriculum need to be based on course content and lecturer quality.

Utilizing visual art to enhance the clinical observation skills of medical students

Background: Clinical observation is fundamental in practicing medicine, but these skills are rarely taught. Currently no evidence-based exercises/courses exist for medical student training in observation skills. Aim: The goal was to develop and teach a visual arts-based exercise for medical students, and to evaluate its usefulness in enhancing observation skills in clinical diagnosis. Methods: A pre- and posttest and evaluation survey were developed for a three-hour exercise presented to medical students just before starting clerkships. Students were provided with questions to guide discussion of both representational and non-representational works of art. Results: Quantitative analysis revealed that the mean number of observations between pre- and posttests was not significantly different (n = 70: 8.63 vs. 9.13, p = 0.22). Qualitative analysis of written responses identified four themes: (1) use of subjective terminology, (2) scope of interpretations, (3) speculative thinking, and (4) use of visual analogies. Evaluative comments indicated that students felt the exercise enhanced both mindfulness and skills. Conclusion: Using visual art images with guided questions can train medical students in observation skills. This exercise can be replicated without specially trained personnel or art museum partnerships.

Twelve tips for utilizing principles of learning to support medical education

Background: Research in the cognitive sciences on learning and memory conducted across a range of domains, settings, and age groups has resulted in the identification and formulation of a set of generic learning principles. These learning principles have proven relevant and applicable to a wide range of learning situations in a variety of settings, and can be useful in supporting medical education. They can provide guidance to medical students for efficient and effective study, and can be helpful to faculty to support instructional planning and decisions relating to curriculum. Aim: This article discusses evidence-based principles of learning and their relationship to effective learning, teaching, pedagogy and curriculum development. Method: We reviewed important principles of learning to determine those most relevant to improving medical student learning, guiding faculty toward more effective teaching, and in designing a curriculum. Results: Our analysis has resulted in the articulation of key learning principles and specific strategies that are broadly applicable to medical school learning, teaching, and instructional planning. Conclusions: The twelve tips highlight principles of learning that can be effectively applied in the complex learning environment of medical education.

Academic Support Services in U.S. and Canadian Medical Schools

Abstract: Background: Academic support services play a critical but largely undocumented role in helping medical students meet the challenges of the curriculum. Purpose: To determine the prevalence of academic support programs in medical schools, and to find out how these are conceptualized and implemented. Methods: Questionnaires were sent to medical schools in the US and Canada. Questions addressed specific services, providers, and funding. Results: The survey was returned by 86 of the 135 (67.7%) schools. Almost all (95.3%) provide academic support in the first two years, and a large majority in third (82.6%) and fourth (79%) year. Great variability exists in the infrastructure and funding of the programs, and in the training of the providers. Conclusions: Academic support is common, but has broad interpretation; services are varied. Programs are conceptualized differently, some to provide specific assistance to pass courses, and others for skill development, to enhance self-directed, life-long learning.

Creative group performances to assess core competencies in a first-year patient-centered medicine course.

Introduction: A novel assessment of systems-based practice and practice-based learning and improvement learning objectives, implemented in a first-year patient-centered medicine course, is qualitatively described. Methods: Student learning communities were asked to creatively demonstrate a problem and solution for health care delivery. Skits, filmed performances, plays, and documentaries were chosen by the students. Video recordings were reviewed for themes and the presence of course competencies. Results: All performances demonstrated not only the index competencies of team work and facilitation of the learning of others, but many other core objectives of the course. The assignment was rated positively both by the faculty and the students, and has been added to the assessment modalities of the course.

Exploring the Role of Peer Advice in Self-Regulated Learning: Metacognitive, Social, and Environmental Factors

ABSTRACT This Conversation Starters article presents a selected research abstract from the 2016 Association of American Medical Colleges Northeast Region Group on Educational Affairs annual spring meeting. The abstract is paired with the integrative commentary of three experts who shared their thoughts stimulated by the pilot study. These thoughts explore the metacognitive, social, and environmental mechanisms whereby advice plays a role in self-regulated learning.

Preparing Medical Students for Clinical and Clerical Tasks Following the Death of a Patient

We developed a workshop to train third year medical students for clinical and clerical tasks following the death of a patient. Pre- and post-workshop surveys were completed and results analyzed. Both student knowledge and confidence in what to do following a patient’s death increased significantly following participation in the workshop.

University of Medicine and Dentistry of New Jersey Robert Wood Johnson Medical School.

The Senior Associate Dean for Education is in charge of the Office of Education. (See Figure 1) Those who report to the Senior Associate Dean include the Associate Dean for Education; the Assistant Dean for Educational Programs and Director of the Cognitive Skills Program; the Assistant Dean for Education; and several support staff for curriculum management, clinical skills center, and evaluation. Additional administrators in the Office of Education include the Associate Dean for Student Affairs, the Associate Dean for Admissions, and the Associate Dean for Graduate Medical Education. The Senior Associate Dean for the Regional Campus has a dotted-line reporting structure to the Senior Associate Dean for Education. Virtually all of the faculty administrators are also educators and serve in the role of teacher or course or clerkship directors in different phases of the curriculum.