The Experts below are selected from a list of 324 Experts worldwide ranked by ideXlab platform
Maria Dolores Comasrengifo - One of the best experts on this subject based on the ideXlab platform.
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application of a low cost web based simulation to improve students practical skills in medical education
International Journal of Medical Informatics, 2010Co-Authors: Pablo Morenoger, Javier Torrente, Julian Bustamante, Carmen Fernandezgalaz, Baltasar Fernandezmanjon, Maria Dolores ComasrengifoAbstract:Background: Practical Sessions in undergraduate medical education are often costly and have to face constraints in terms of available Laboratory time and practice materials (e.g. blood samples from animals). This makes it difficult to increase the time each student spends at the Laboratory. We consider that it would be possible to improve the effectiveness of the Laboratory time by providing the students with computer-based simulations for prior rehearsal. However, this approach still presents issues in terms of development costs and distribution to the students. Objective: This study investigates the employment of low-cost simulation to allow medical students to rehearse practical exercises through a web-based e-learning environment. The aim is to maximize the efficiency of Laboratory time and resources allocated by letting students become familiarized with the equipment and the procedures before they attend a Laboratory Session, but without requiring large-scale investment. Moreover, students can access the simulation via the Internet and rehearse at their own pace. We have studied the effects of such a simulation in terms of impact on the Laboratory Session, learning outcomes and student satisfaction.
Pablo Morenoger - One of the best experts on this subject based on the ideXlab platform.
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application of a low cost web based simulation to improve students practical skills in medical education
International Journal of Medical Informatics, 2010Co-Authors: Pablo Morenoger, Javier Torrente, Julian Bustamante, Carmen Fernandezgalaz, Baltasar Fernandezmanjon, Maria Dolores ComasrengifoAbstract:Background: Practical Sessions in undergraduate medical education are often costly and have to face constraints in terms of available Laboratory time and practice materials (e.g. blood samples from animals). This makes it difficult to increase the time each student spends at the Laboratory. We consider that it would be possible to improve the effectiveness of the Laboratory time by providing the students with computer-based simulations for prior rehearsal. However, this approach still presents issues in terms of development costs and distribution to the students. Objective: This study investigates the employment of low-cost simulation to allow medical students to rehearse practical exercises through a web-based e-learning environment. The aim is to maximize the efficiency of Laboratory time and resources allocated by letting students become familiarized with the equipment and the procedures before they attend a Laboratory Session, but without requiring large-scale investment. Moreover, students can access the simulation via the Internet and rehearse at their own pace. We have studied the effects of such a simulation in terms of impact on the Laboratory Session, learning outcomes and student satisfaction.
Louise B. Lawson - One of the best experts on this subject based on the ideXlab platform.
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Do Voluntary Lab-Based Active Learning Sessions Impact Medical Student Knowledge Retention?
Medical Science Educator, 2020Co-Authors: Louise B. Lawson, Caroline M. Lind, Jennifer W. Gibson, Kerstin Höner Zu BentrupAbstract:Background Despite recent evidence demonstrating the benefits of case-based and active learning strategies in medical education, many medical schools have reduced or entirely eliminated teaching laboratories in medical microbiology courses. The objective of our investigation was to analyze the impact of a voluntary hands-on microbiology Laboratory Session on students’ knowledge retention and ability to apply the underlying principles to exam questions in our Introduction to Infectious Diseases (IID) course. Methods We compared the performance of students participating in the wet labs with those who did not, analyzing scores on exam questions directly related to the concepts presented in the Laboratory Session and their overall scores on the IID module exam. The voluntary nature of our microbiology lab Session provided a unique opportunity to assess its impact on knowledge retention independent of other factors, such as lecture and exam content, etc. Data were collected for 7 academic years and analyzed in aggregate. Results Students who attended voluntary lab Sessions scored higher on exam questions related to lab exercises than students who did not attend (Mann-Whitney, p = 0.0074). These results support the benefit of reexamining material originally presented during classroom Sessions in an active, collaborative learning environment. Course evaluation responses indicted that students valued the opportunity to visually reinforce concepts they had previously read in a textbook or heard in lectures. Conclusions At a time when many medical schools are reducing or eliminating hands-on lab Sessions in microbiology and other basic sciences, our results highlight the benefits of this teaching strategy. The Laboratory Session provided an opportunity for students to revisit concepts initially presented in the traditional classroom setting and to actively engage in applying these concepts to case-based scenarios. The improved educational outcomes will benefit students in future standardized exams as well as in their professional practice.
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Do Voluntary Lab-Based Active Learning Sessions Impact Medical Student Knowledge Retention?
Medical Science Educator, 2020Co-Authors: Louise B. Lawson, Caroline M. Lind, Jennifer W. Gibson, Kerstin Höner Zu BentrupAbstract:Despite recent evidence demonstrating the benefits of case-based and active learning strategies in medical education, many medical schools have reduced or entirely eliminated teaching laboratories in medical microbiology courses. The objective of our investigation was to analyze the impact of a voluntary hands-on microbiology Laboratory Session on students’ knowledge retention and ability to apply the underlying principles to exam questions in our Introduction to Infectious Diseases (IID) course. We compared the performance of students participating in the wet labs with those who did not, analyzing scores on exam questions directly related to the concepts presented in the Laboratory Session and their overall scores on the IID module exam. The voluntary nature of our microbiology lab Session provided a unique opportunity to assess its impact on knowledge retention independent of other factors, such as lecture and exam content, etc. Data were collected for 7 academic years and analyzed in aggregate. Students who attended voluntary lab Sessions scored higher on exam questions related to lab exercises than students who did not attend (Mann-Whitney, p = 0.0074). These results support the benefit of reexamining material originally presented during classroom Sessions in an active, collaborative learning environment. Course evaluation responses indicted that students valued the opportunity to visually reinforce concepts they had previously read in a textbook or heard in lectures. At a time when many medical schools are reducing or eliminating hands-on lab Sessions in microbiology and other basic sciences, our results highlight the benefits of this teaching strategy. The Laboratory Session provided an opportunity for students to revisit concepts initially presented in the traditional classroom setting and to actively engage in applying these concepts to case-based scenarios. The improved educational outcomes will benefit students in future standardized exams as well as in their professional practice.
Brenda M. Walters - One of the best experts on this subject based on the ideXlab platform.
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Laboratory Session to Improve First-year Pharmacy Students' Knowledge and Confidence Concerning the Prevention of Medication Errors
American journal of pharmaceutical education, 2009Co-Authors: Mary E. Kiersma, Patricia L. Darbishire, Kimberly S. Plake, Christopher Oswald, Brenda M. WaltersAbstract:Objectives. To implement a Laboratory Session into the first-year pharmacy curriculum that would provide active-learning experiences in the recognition, resolution, and prevention of medication errors. Design. Students participated in medication error-prone prescription processing and counseling simulations, role-played communication strategies after a medication error occurred, and discussed an introductory pharmacy practice experience focused on prescription processing and prevention of medication errors. Assessment. Students completed an assessment prior to and after completion of the Laboratory on their knowledge of and confidence in identifying medication errors. Students' knowledge and awareness of medication errors improved as did confidence in their ability to (1) recognize and avoid errors, (2) utilize methods to prevent errors, (3) communicate about errors with involved parties, and (4) select and report medication errors on an appropriate form. Conclusion. Students' awareness of the pharmacist'...
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INSTRUCTIONAL DESIGN AND ASSESSMENT Laboratory Session to Improve First-year Pharmacy Students' Knowledge and Confidence Concerning the Prevention of Medication Errors
2009Co-Authors: Mary E. Kiersma, Patricia L. Darbishire, Kimberly S. Plake, Christopher Oswald, Brenda M. WaltersAbstract:Objectives. To implement a Laboratory Session into the first-year pharmacy curriculum that would provide active-learning experiences in the recognition, resolution, and prevention of medication errors. Design. Students participated in medication error-prone prescription processing and counseling simulations, role-played communication strategies after a medication error occurred, and discussed an introductory pharmacy practice experience focused on prescription processing and prevention of medication errors. Assessment. Students completed an assessment prior to and after completion of the Laboratory on their knowledge of and confidence in identifying medication errors. Students’ knowledge and awareness of medication errors improved as did confidence in their ability to (1) recognize and avoid errors, (2) utilize methods to prevent errors, (3) communicate about errors with involved parties, and (4) select and report medication errors on an appropriate form. Conclusion. Students’ awareness of the pharmacist’s role in medication error reduction improved and confidence in their ability to recognize, prevent, and communicate medication errors increased.
Patricia L. Darbishire - One of the best experts on this subject based on the ideXlab platform.
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Laboratory Session to Improve First-year Pharmacy Students' Knowledge and Confidence Concerning the Prevention of Medication Errors
American journal of pharmaceutical education, 2009Co-Authors: Mary E. Kiersma, Patricia L. Darbishire, Kimberly S. Plake, Christopher Oswald, Brenda M. WaltersAbstract:Objectives. To implement a Laboratory Session into the first-year pharmacy curriculum that would provide active-learning experiences in the recognition, resolution, and prevention of medication errors. Design. Students participated in medication error-prone prescription processing and counseling simulations, role-played communication strategies after a medication error occurred, and discussed an introductory pharmacy practice experience focused on prescription processing and prevention of medication errors. Assessment. Students completed an assessment prior to and after completion of the Laboratory on their knowledge of and confidence in identifying medication errors. Students' knowledge and awareness of medication errors improved as did confidence in their ability to (1) recognize and avoid errors, (2) utilize methods to prevent errors, (3) communicate about errors with involved parties, and (4) select and report medication errors on an appropriate form. Conclusion. Students' awareness of the pharmacist'...
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Active-Learning Laboratory Session to Teach the Four M's of Diabetes Care
American journal of pharmaceutical education, 2009Co-Authors: Patricia L. Darbishire, Kimberly S. Plake, Christiane L. Nash, Brian SheplerAbstract:Objective. To implement an active-learning methodology for teaching diabetes care to pharmacy students and evaluate its effectiveness. Design. Laboratory instruction was divided into 4 primary area...
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INSTRUCTIONAL DESIGN AND ASSESSMENT Active-Learning Laboratory Session to Teach the Four M's of Diabetes Care
2009Co-Authors: Patricia L. Darbishire, Kimberly S. Plake, Christiane L. Nash, Brian SheplerAbstract:Objective. To implement an active-learning methodology for teaching diabetes care to pharmacy students and evaluate its effectiveness. Design. Laboratory instruction was divided into 4 primary areas of diabetes care, referred to by the mnemonic, the 4 M’s: meal planning, motion, medication, and monitoring. Students participated in skill-based learning Laboratory stations and in simulated patient experiences. A pretest, retrospective pretest, and posttest were administered to measure improvements in students’ knowledge about diabetes and confidence in providing care to diabetes patients. Assessment. Students knowledge of and confidence in each area assessed improved. Students enjoyed the Laboratory Session and felt it contributed to their learning. Conclusion. An active-learning approach to teaching diabetes care allowed students to experience aspects of the disease from the patient’s perspective. This approach will be incorporated in other content areas.
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INSTRUCTIONAL DESIGN AND ASSESSMENT Laboratory Session to Improve First-year Pharmacy Students' Knowledge and Confidence Concerning the Prevention of Medication Errors
2009Co-Authors: Mary E. Kiersma, Patricia L. Darbishire, Kimberly S. Plake, Christopher Oswald, Brenda M. WaltersAbstract:Objectives. To implement a Laboratory Session into the first-year pharmacy curriculum that would provide active-learning experiences in the recognition, resolution, and prevention of medication errors. Design. Students participated in medication error-prone prescription processing and counseling simulations, role-played communication strategies after a medication error occurred, and discussed an introductory pharmacy practice experience focused on prescription processing and prevention of medication errors. Assessment. Students completed an assessment prior to and after completion of the Laboratory on their knowledge of and confidence in identifying medication errors. Students’ knowledge and awareness of medication errors improved as did confidence in their ability to (1) recognize and avoid errors, (2) utilize methods to prevent errors, (3) communicate about errors with involved parties, and (4) select and report medication errors on an appropriate form. Conclusion. Students’ awareness of the pharmacist’s role in medication error reduction improved and confidence in their ability to recognize, prevent, and communicate medication errors increased.
