Naslov
Bringing the future into the present – the opportunitiesfor implementing novel technologies and teaching methods for improving the quality of an emergency medicine clerkship in Croatian medical schools

Autori
Delalić, Điđi ; Nesek Adam, Višnja

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, pp prezentacija, stručni

Skup
4th South East European Emergency and Disaster Medicine Congress

Mjesto i datum
Tirana, Albanija, 26.05.2023. - 28.05.2023

Vrsta sudjelovanja
Poster

Vrsta recenzije
Recenziran

Ključne riječi
Emergency Medicine ; Flipped Classroom ; Medical Education

Sažetak
Introduction: Emergency medicine clerkships are mandatory rotations for medical students in Croatia. The structure and duration of clerkships differ amongst individual medical schools, although most of them have common elements of case-based learning, simulation workshops and shadowing shifts in the Emergency Departments. Due to the COVID-19 pandemic, novel teaching methods and technologies have emerged, including the flipped classroom model, team-based learning (both online and face- to- face) and resident-led education due to staff shortages. This literature review aims to present data from the existing literature on the effectiveness of these novel methods and their potential place in the existing clerkship curriculums. Materials and methods: A search of the literature was conducted using the MEDLINE, Scopus, Google Scholar and Web of Science databases, with the keywords “emergency medicine curriculum”, “team- based learning”, “resident” and “flipped classroom”. Original research articles that describe the implementation of the abovementioned methods and quantify their effectiveness were included. Results: The implementation of team-based learning, contrary to traditional ex-cathedra lectures, improved the students’ test scores by 7.5%. Regarding resident-led education, medical students preferred residents as teachers to attendings, citing better educational experiences in the areas of interpersonal communication, bedside teaching, clinical knowledge, efficiency, oral presentations and procedural guidance. However, in systems where a dedicated teaching attending (DTA) was available during a clerkship, students preferred the attending’s teaching, with the odds of students rating their clerkship experience as 100% satisfactory increasing by a factor of 13 if a DTA was present during their clerkship. Experiences and results with the flipped classroom model differ by study and institution, with some institutions reporting 76% of students preferring flipped classroom to traditional learning. Other institutions reported a large fraction of students (31.1%) having significant difficulties with adapting to the flipped classroom model and no significant differences (p= 0.494) in end-of-clerkship test scores between the flipped classroom and the standard teaching groups. Students who had problems with adapting to the flipped classroom model cited technological issues, extensive screen time and a mismatch between the volume of content and time allotted for learning as the most significant barriers to adaptation. Discussion and conclusion: While the COVID-19 pandemic introduced several new teaching methods and technologies, their effectiveness has yet to be proven as superior to traditional teaching. Flipped classroom, although a promising model, demonstrated no benefit regarding test scores and has proven to be more difficult than traditional teaching for almost a third of the students surveyed. Resident- led teaching has proven itself as reliable and comparable to that led by attendings, however having a dedicated teaching attending significantly improves student satisfaction and self-perceived knowledge. Although further studies are necessary in order to compare different clerkship teaching models head- to- head, it can be inferred from the available ones that team-based learning supervised by dedicated faculty appointed exclusively to teaching yields the best results in both the knowledge acquired and the student satisfaction departments.

Izvorni jezik
Engleski

Znanstvena područja
Biotehnologija u biomedicini (prirodno područje, biomedicina i zdravstvo, biotehničko područje)

POVEZANOST RADA