Tag: medical

“So we brought these players together”: a qualitative study of educators’ experiences to analyze the challenges of creating an e-learning program for neuropalliative care | BMC Medical Education

Shelia Pearson
“So we brought these players together”: a qualitative study of educators’ experiences to analyze the challenges of creating an e-learning program for neuropalliative care | BMC Medical Education

Of 12 educators, 10 agreed to participate in the evaluation. These included six from palliative care and four from neurology/neuropalliative care backgrounds. One was a nonclinical researcher. Four were from the USA, five were from India, and one was from Europe. Of the educators, three identified as mid-career and seven as senior faculty, ranging from 6 to 33 years of experience. Nine of ten reported an academic affiliation and all reported association with a teaching hospital.

The themes identified were as follows: (1) Bridging the global gap; (2) Getting everybody on board; (3) Defining the educational scope; (4) Investing extensive hours of voluntary time and resources; (5) Benefiting within and beyond the curriculum; (6) Understanding the learner’s experience; (7) Creating a community of shared learning; (8) Adapting future teaching and learning strategies; and (9) Envisioning long term sustainability.

Bridging the global gap

Educators agreed there is a need for education and training in neuropalliative care, though they noted worldwide there are few palliative care courses or the courses are limited to specific health systems or diseases. Educators noted online education and training help to disseminate information to a larger community, as there will be a greater demand for palliative care

… Read More

Factors affecting Saudi medical students’ engagement during synchronous and asynchronous eLearning and their impacts on the students’ academic achievement: a national survey | BMC Medical Education

Shelia Pearson
Factors affecting Saudi medical students’ engagement during synchronous and asynchronous eLearning and their impacts on the students’ academic achievement: a national survey | BMC Medical Education

The total number of participants was 1371 students from the included universities and colleges (Table 1). Most participants were from governmental universities (n = 976, 71.19%) and the central region (n = 50.91%). The distribution of the participants among the universities were as follows: Imam Abdulrahman bin Faisal University (n = 188, 18.18%), Qassim University (n = 149, 14.41%), Jazan University (n = 110, 10.64%), Unaizah College of Medicine (n = 97, 9.38%), Majmah University (n = 89, 8.61%), King Faisal University (n = 57, 5.51%), King Saud bin Abdulaziz University for Health Sciences (n = 28, 2.71%). Significant differences in eLearning and interaction methods were found among the universities in the different kingdom regions. In the absence of standardisation of teaching methods among the Saudi universities, the synchronous method of eLearning was the most commonly used (n = 862, 62.87%). However, recorded lectures were not always available amongst 50.40% (n = 691) of the included universities. The student interaction with the instructor during live lecture was bidirectional in 52.15% of the respondents (n = 467). After the lecture, the main method of interaction was via email (

… Read More

Impact of an online learning by concordance program on reflection | BMC Medical Education

Shelia Pearson
Impact of an online learning by concordance program on reflection | BMC Medical Education

The two focus groups featured a total of ten participants (participant nos. 1 to 10), and six individual interviews were conducted (participant nos. 11 to 16). Table 1 presents the characteristics of the participants. The first focus group lasted 1 h 25 min, and the second lasted 1 h 50 min. The single motive indicated for nonparticipation pertained to scheduling issues. Individual interviews were conducted, which lasted from 30 to 54 min. Table 2 provides an overview of thematic categories and representative quotations for the deductive and inductive coding.

Table 1 Characteristics of participants
Table 2 Thematic categories and representative quotes of deductive and inductive coding

Deductive coding

The qualitative analysis comprised 203 codes in the focus groups and 206 codes in the individual interviews, which were divided into five groups based on the components of reflection in the Nguyen model: thoughts and actions; attentive, critical, exploratory, and iterative process (ACEI); underlying conceptual frames component; change and self (see Table 3).

Table 3 deductive coding tree

The “thoughts and actions” component

Participants felt the need to train themselves to read ECGs based on their upcoming confrontation with ECGs during the internship and their fear of error.

“So I said to

… Read More

Software of flipped classroom merged with virtual simulation system in medical biochemistry sensible training course | BMC Health care Education

Shelia Pearson
Impact of an online learning by concordance program on reflection | BMC Medical Education

The conventional training tactic in clinical biochemistry useful courses struggles to promote scholar engagement and establish crucial considering techniques. In this product, the instructor is in a dominant situation when the college students are passive recipients of knowledge. This hinders students’ enthusiasm, motivation, and means to find out, speculate, and collaborate independently [21]. On top of that, conventional teaching approaches target on the accumulation of understanding, with learners simply next the teacher’s guidelines when conducting experiments. This deficiency of interaction and conversation among instructors and pupils would make it difficult to thoroughly recognize students’ learning progress and knowing of different principles. As a final result, college students can simply overlook experimental concepts and processes just after the training course finishes. This technique also does not endorse the advancement of unbiased learning and crucial imagining skills, which hinders students’ total particular development. General, the standard training mode in clinical biochemistry useful courses requires to be reconsidered in purchase to effectively have interaction students, foster essential wondering, and market a holistic and personalised solution to understanding [22].

The quick enhancement of computers and the World wide web has experienced a profound impression on professional medical training [23]. Many clinical institutions globally employ

… Read More

The Importance of the Evaluation and Reflection Stages in the Clinical Reasoning Process for Nurses

Shelia Pearson
The Importance of the Evaluation and Reflection Stages in the Clinical Reasoning Process for Nurses

While there are many similarities in how nurses and other professionals in the medical sector think, there are also significant differences. Unlike staff who perform their duties and leave, nurses and their patients often have therapeutic relationships that can last hours, days, weeks, or even longer. During this period, nurses have extended vigilance and engage in episodes of clinical reasoning for every patient in their care. They respond to the complexities of their patients’ illnesses in holistic, person-centered, and authentic ways. 

What is clinical reasoning?

Clinical reasoning is a cyclical and systematic process that guides clinical decision-making, especially in emergency, non-routine, or unpredictable situations, leading to informed and accurate clinical judgments. In nursing, this is the process by which nurses collect signals, process the signs, understand the situation of a patient, plan interventions, take action, evaluate actions, and learn and reflect from the process. 

Competence in clinical reasoning is viewed as a dynamic and unique process that facilitates in-depth analyses of patient’s health problems, leading to safe care in nursing. Therefore, the process of clinical reasoning is emphasized in nursing education. For example, the online MSN-AGPCNP program provided by the University of Indianapolis highlights the clinical reasoning abilities of nursing …

Read More

Analysis of female pre-clinical students’ readiness, academic performance and satisfaction in online learning: an assessment of quality for curriculum revision and future implementation | BMC Medical Education

Shelia Pearson
Impact of an online learning by concordance program on reflection | BMC Medical Education

  • Shachar M, Neumann Y. Differences between traditional and distance education academic performances: a meta-analytic approach. Int Rev Res Open Distrib Learn [Internet]. 2003. http://www.irrodl.org/index.php/irrodl/article/view/153/704

  • Singh K, Bharatha A, Sa B, Adams OP, Majumder MAA. Teaching anatomy using an active and engaging learning strategy. BMC Med Educ. 2019;19(1):149.

    Article 

    Google Scholar     

  • Majumder MAA, Azim MSS, Rahman S. Technology-enhanced learning in Asia: new educational possibilities for tomorrow’s doctors and cures. South East Asia J Public Health. 2013;4(2):50–3.


    Google Scholar     

  • Khalil R, Mansour AE, Fadda WA, Almisnid K, Aldamegh M, Abdullah A-N, et al. The sudden transition to synchronized online learning during the COVID-19 pandemic in Saudi Arabia: a qualitative study exploring medical students’ perspectives. BMC Med Educ. 2020;20(1):285. https://doi.org/10.1186/s12909-020-02208-z. Published 2020 Aug 28.

    Article 

    Google Scholar     

  • Rutledge C, Walsh CM, Swinger N, Auerbach M, Castro D, Dewan M, et al. Gamification in action: theoretical and practical considerations for medical educators. Acad Med. 2018;93(7):1014–20.

    Article 

    Google Scholar     

  • Reyna J. Twelve tips for COVID-19 friendly learning design in medical education. MedEdPublish. 2020;9(1):103.

    Article 

    Google Scholar     

  • Evans DJR, Bay BH, Wilson TD, Smith CF, Lachman N, Pawlina W. Going virtual to support anatomy education: a STOPGAP in the midst of the Covid-19 pandemic. Anat

    • … Read More