View clinical trials related to Educational Problems.
Filter by:Purpose: The aim of this study was to compare the effects of deliberate vs. self-guided practices on acquiring needling skills by novice learners. Methods: Eighteen medical students were randomized to deliberate or self-guided practices groups. Following a learning phase, subjects attempted to perform a predefined task, which entitled advancing a needle towards a target on a phantom gel under ultrasound guidance. Subsequently, all subjects practiced performing the task using previously validated metrics. Subjects in the deliberate practice group were coached by an expert anesthesiologist and practiced each metric until it was satisfactorily performed based on the supervising anesthesiologist assessment. Immediately after completing the practice, all subjects attempted to perform same task, and on the following day, made two further attempts in succession. Two trained consultant anesthesiologists will use the metrics to independently score the video-recorded performances.
To test whether the investigator's educational methodology is associated with increasing learning of participants. The investigators second objective is to test the hypothesis that learning in an online classroom would result in similar outcomes as the traditional classroom.
Background: The use of simulation and cadaveric laboratory training are highly beneficial for faculty and advanced trainees, but its usefulness for third-year medical students rotating through OB-GYN or general surgery is unknown. Objective: To determine if a two-day intensive, cost-effective review of procedural skills and anatomy using the simulation laboratory and cadaver-based dissection improves performance of third-year medical students on the National Board of Medical Examiners (NBME) Shelf and USMLE Step 2 board examination and during pre- and post-test demonstrations. Significance: If proven effective, implementation of a short, inexpensive, and comprehensive course highlighting anatomical and procedural skills during the third year of medical school could be implemented. Design Methods: The investigators will conduct a 1:1 randomization of third-year medical students rotating at all Mayo sites (Jacksonville, Rochester, and Scottsdale). The students will either participate in traditional education (N=20) as is currently taking place or traditional education plus cadaver-based/simulation-based learning (N=20). Third-year medical students rotating in OB-GYN or surgery will be eligible to enroll. Anticipated Outcomes: Knowledge-based examination results as well as performance outcomes will be improved and procedural skills and overall satisfaction will be increased.
In patient education, the amount of information that is not proper with the individual patient, such as too much or too little, can increase anxiety to patient. Needs-based patient education has been developed to determine the proper amount of information and provide the education based on patient needs. This study aims to compare needs-based patient education to traditional patient education in how they affect preoperative anxiety and patient satisfaction.