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Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This randomized, blinded study addressed whether and to what extent the methodology by which information-literacy skills instruction occurred impacted on first-year medical students' information-retrieval skills, perceptions regarding the use of library and information resources, and performance outcomes on a MEDLINE searching exercise. A group of 128 first year medical students enrolled in a problem-based learning (PBL) course participated in information-retrieval skills training. Students were randomly assigned to one of two experimental groups. The control group participated in a traditional, instructor-lead information-retrieval training session, while the intervention group participated in identical instruction via a Web-based tutorial. Data were gathered from several sources including: a) a pre-instruction survey and pre-test, b) the evaluation of students' MEDLINE searches, c) a post-instruction survey and post-test, and d) a three month follow-up survey measuring students' use of information resources in support of PBL activities during the previous semester. MEDLINE searching assignments directly linked to the PBL patient cases were electronically captured, blinded, and independently evaluated and scored by three reference librarians, allowing for a comprehensive analysis of students' searching skills. Results provided a picture of students' MEDLINE skills, information usage behaviors, and attitudes. Statistical tests showed that intervention group students scored an average of 2.84 out of a possible 4 points on the MEDLINE exercise, and control group students scored an average of 2.60 (P = .065). Follow-up data collected three months post-training examined students' MEDLINE searching behaviors. Results indicated that 55% of control group students performed six or more MEDLINE searches during the semester, while 38% of intervention group students used MEDLINE six or more times. The corresponding P value of .053 approached statistical significance. Librarians can use this information in designing and implementing more effective learning modules for both on-campus and off-campus learners, appropriately incorporating the use of Web-based tutorials into existing educational programs, and expanding programming opportunities to include the integrated use of Web-based and traditional learning modules. / 2031-01-01

Feedback is consistently shown to be a key influence upon both achievement and performance. Feedback in medical education is not only important for the performance and progression of medical trainees but also for patient safety. However, despite recognition of the power of successful feedback, medical students within the United Kingdom and beyond consistently report dissatisfaction with the feedback they receive. Whilst the literature has begun to explore what students feel about feedback there is limited understanding of why they feel this way. Within this thesis are two distinct but related studies which combine to provide a synergistic picture of feedback at medical school. The first, a multi-school focus group study at three UK medical schools, explores students’ narratives of their lived experiences of positive and negative feedback. In exploring how students make sense of these experiences an in depth exploration is presented of not only what they think but also why. The second study presented in this thesis is a video-reflexive ethnography (VRE) study of feedback in two sites at medical school. This study comprises two phases: (1) an observational phase of data collection utilising video to capture feedback as it occurred in two sites at medical school (the simulated clinical skills setting and the medical workplace); and (2) the (reflexivity) phase of the study involving showing this footage back to student and tutor participants (separately) to explore their recognition and perception of feedback seen within the footage. In its totality, this VRE study allows for a comparison of student and tutor perspectives, as well as of feedback practices and perspectives in these two different sites. ii In summary, through listening to, and observing the lived experiences of feedback for medical students and their educators, the research presented within this thesis provides an in depth (and novel) understanding of both feedback practices and perceptions at medical school.

Thesis (M.A.)--University of Hong Kong, 1984. / Parallel title in Chinese.

I set out to develop methodologies linking the educational processes adopted by General Practitioner trainers to outcomes, in terms of quality performance by their learners in later life as doctors. Evidence about educational process and about quality of practice must be collected and analysed in a format that takes full account of the judgements to be made for formative and summative assessment. This work iterates between considerations of evidence and judgements The first of three phases of research established a framework of categories and dimensions by which to describe educational behaviours of GP Trainers. This involved interviewing trained practitioners to find what had been of lasting value from training. The categories deriving from a Grounded Theoretical approach have proved useful in practice and have been incorporated into training assessments. Second Phase Research involved refining data collection methods for assessing prevalent educational behaviours in training practices. The process by which judgements are made about training was analysed and developed in the light of research findings, which support a trend towards self-assessment by trainers. The complexity of evidence collection is such that even experienced visiting teams struggled to construct meaningful aggregations across several categories in the course of a brief visit. Their limited data best serves to validate the self-assessments of trainers, carried out over an extended period of training, and involving potentially beneficial reflection-in-action and reflection-on-action. Finally, 31General Practitioners engaged in a pilot study of Insight 360® assessments of quality practice. Their self-assessments were compared against 331 patient assessments and 237 colleague perceptions. Literature review and preliminary experiments led to the conclusion that Multilevel Modelling (MLM) techniques are best suited to such data analysis. Even with small numbers, valid findings emerged around gender influences on self-perception, reinforcing the conclusion that MLM is needed if we are to relate complex data around quality of practice to the level of prior educational experience. .. Using the framework developed in this project, trainers can now be encouraged to examine their prevalent educational behaviours and record the evidence for formative and summative assessment. This work gives confidence that accumulated 3600 assessments of practitioners may in future be analysed using MLM techniques to shed light on different quality outcomes of varying educational processes

Thesis (M.A.)--University of Hong Kong, 1984. / Also available in print.

Thesis (PH.D.) -- Syracuse University, 2004. / Adviser: Ploutz-Snyder, Lori.

Human anatomy is a core module of the medical curriculum. Anatomy lecturers are expected to teach clinically-relevant content, while utilising interactive and student- centred teaching methods and approaches. This teaching and facilitation must happen in the context of decreased curriculum hours while credits remain mostly unchanged. Therefore, a dire need exists to explore the various teaching modalities currently used in medical education, to improve the teaching and facilitation of anatomy, and more specifically, neuroanatomy. Neuroanatomy tends to be challenging for students. Their inability to integrate the basic concepts with the clinical environment could lead to the development of a negative attitude or fear towards neuroanatomy (neurophobia). Neuroanatomy provides exceptional opportunities for the integration of basic- and applied concepts, however, the teaching approaches and time allocated to this subject has a large influence on how staff and students perceive neuroanatomy and the teaching thereof. A multi-method research study was conducted to explore the attitudes of anatomy lecturers, undergraduate- and postgraduate students towards the teaching and learning of neuroanatomy in the medical curriculum. This study further explored the perception of students on the importance of neuroanatomy as it relates to their future careers. The sample constituted four groups: Nineteen neuroanatomy lecturers from various medical schools in South Africa, five postgraduate neuroscience students and 299 undergraduate medical students from the University of Pretoria, as well as two international key-opinion leaders in the field of neuroanatomy education and neurophobia. Various methods were used for data collection which included online questionnaires, focus-group discussions, round-table discussions and semi-structured interviews. All the neuroanatomy lecturers acknowledged that neuroanatomy is important in their students’ medical training. However, only a few deem it necessary to modernize their teaching approaches to be more suitable for the 21st century student. Information of the medical neuroanatomy curriculum and teaching practices at the institutions were gathered, which was then benchmarked against various international medical schools’ curricula. One-directional didactic lectures and guided dissection are mainly used for undergraduate neuroanatomy teaching. This indicated a need for more innovative, technology-supported teaching methods better suited for the 21st century medical student in South Africa. Undergraduate medical students preferred lecture notes to other literature types while their most favourite topic was cranial nerves. The postgraduate students shared their undergraduate neuroanatomy experiences and provided constructive feedback and suggestions to undergraduate students and lecturing staff. These students perceive neuroanatomy as an interesting and important subject in their medical degree stating, however, that changes are needed to modernize neuroanatomy and make it more accessible and student-friendly. The interviews with the experts yielded three themes namely the teaching practices in neuroanatomy, perceived relevance of neuroanatomy within the medical curriculum and the perception of neurophobia. The participants had opposing views on teaching approaches and the relevance of neuroanatomy in the undergraduate medical curriculum. However, they had similar opinions on neurophobia, its impact on the undergraduate medical students and possible preventative measures. This study highlighted that there is neither a single best teaching method for neuroanatomy, nor does it need to be a modern teaching approach, but rather student- centred. Therefore, by reflecting on our own perceptions, attitudes and teaching approaches for neuroanatomy, and by making the necessary changes, we can help our students overcome this fear for the neurosciences. / Thesis (PhD)--University of Pretoria, 2020. / Anatomy / PhD / Unrestricted

In 2019, individuals that identified as Black represented 13.4% of the U.S. population, 12.5% of the undergraduate student enrollment population and 7.1% of the medical school population. Subsequently, this has yielded a 5% Black physician population and workforce consisting of just 2.3% Black male physicians (AAMC, 2018). The disproportionately low Black physician representation contributes to greater healthcare disparity outcomes within the U.S. Black population. This study is centered on the post-positive characteristics of Black male medical students that have successfully overcome barriers to entry and matriculated into medical school. The phenomenological post-positive study was conducted through the lens of Self-Efficacy Theory and Critical Race Theory. This qualitative study utilizes a phenomenological approach and semi-structured interviews to collect the steep, rich-lived experiences of the participants (Siedman, 1991). A purposive sampling and snowballing sampling methodology was used to acquire a six-participant sample population of Black male medical students. An in-depth review of the data revealed seven emerging themes associated with Black male students overcoming barriers to matriculate into medical school: 1) Educational Cost, 2) Honors College, 3) Motivation, 4) Support, 5) Academic Excellence, 6) Diversity and Inclusion, and 7) AMCAS Application Process. Higher education institutions, higher education practitioners and Black male premedical students would benefit from the findings outlined in the study. Future research should center on comparative studies focused on the role of the honors college, PWI and HBCU medical institutions and cultural variances among Black subcultures.