Browsing by Author "Stanley, Adrian G"

Now showing 1 - 2 of 2

Clinical learning environments across two different healthcare settings using the undergraduate clinical education environment measure
(2023) Benamer, Hani TS; Alsuwaidi, Laila; Khan, Nusrat; Lakshmanan, Jeyaseelan; Ho, Samuel B.; Kellett, Catherine; Alsheikh-Ali, Alawi; Stanley, Adrian G
Background: The clinical placements of our medical students are almost equally distributed across private and public sectors. This study aims to assess medical students’ perceptions of their Clinical learning Environment (CLE) across these two different healthcare settings, using the Undergraduate Clinical Education Environment Measure (UCEEM). Methods: 76 undergraduate medical students (Year 5 and 6), were invited to participate. Data were collected using an online UCEEM with additional questions related to demographics and case load exposure. The UCEEM consists of two overarching domains of experiential learning and social participation, with four subdomains of learning opportunities, preparedness, workplace interaction, and inclusion. Results: 38 questionnaires were received. Of 225 responses to the individual UCEEM items, 51 (22.6%) scored a mean of ≥4 (range 4-4.5, representing strong areas), 31 (13.7%) scored a mean of ≤3 (range 2.1-3, needing attention) and 143 (63.6%) scored a mean of 3.1–3.9 (areas that could be improved). The majority (63%) of the case load exposure responses scored a mean of ≥4 (range 4-4.5). Compared to the private sittings, there is a significant reduction in total UCEEM (p=0.008), preparedness for student entry (p=0.003), and overarching dimension of social participation (p=0.000) scores for the public sector. Similarly, both workplace interaction patterns and student inclusion and equal treatment scored significantly lower for the public sector (p=0.000 and p=0.011 respectively). Two out of three case load exposure items scored significantly higher for the public sector (p=0.000). Discussion: The students’ CLE perceptions were generally positive. The lower UCEEM ratings in the public sector items were related to student entry preparedness, workplace interactions, student inclusiveness and workforce equity of treatment. In contrast the students were exposed to more variety and larger number of patients in the public sector. These differences indicated some significantly different learning environments between the two sectors.
The relationship of online pre-recorded neurology mini-lectures to medical student assessment: a pilot study
(2023) Benamer, Hani TS; Stanley, Adrian G
Introduction: eLearning has become an essential part of medical education. However, there is a lack of published research on student engagement with online pre-recorded mini-lectures and its relation to assessment. The aim of this pilot study is to explore the relationship between newly introduced neurology pre-recorded mini-lectures and undergraduate medical students engagement and assessment. This may encourage the wider use of mini-lectures in undergraduate medical curricula. Methods: The engagement of medical students with 48 online pre-recorded neurology mini-lectures was assessed through a Learning Management System. To measure engagement, data was stratified according to the number of watched/downloaded mini-lectures. A point system was used (out of 5): −1 point=watching/downloading 0–10 mini-lectures, 2 points=watching/downloading 11–20 mini-lectures, 3 points=watching/downloading 21–30 minilectures, 4 points=watching/downloading 31–40 mini-lectures and, 5 points=watching/downloading 41–48 minilectures. The students’ engagement was correlated with their neurology assessments [Objective Structured Clinical Examination (OSCE), and knowledge-based assessment 10 Multiple Choice Questions (MCQs) and one 10-mark Short Answer Question, (SAQ)], internal medicine grade and annual grade point average (GPA) using the Pearson correlation coefficient. Results: The mean engagement of 34, Year 5, medical students is 3.9/5. There is a significant positive correlation between engagement and internal medicine grade (r=0.35, p=0.044). There is a moderate correlation between engagement and neurology OSCE (r=0.23), annual Year 5 GPA (r=0.23), neurology knowledge-based score (r=0.22) and composite neurology knowledge/OSCE (r=0.27). The knowledge-based assessment included SAQ and MCQs: there was a moderate correlation with SAQ (r=0.30), but a weak negative correlation with the MCQs (r =-0.11). Subgroups analysis comparing the top- and low- or non- engaging students made these weaker correlations stronger. Conclusion: This pilot study indicates a high rate of engagement with an online pre-recorded mini-lectures resource and evidence of moderate correlation between engagement and assessment. Online pre-recorded mini-lectures should be used more in delivering the curriculum contents of the clinical clerkships. Further studies are needed to evaluate the relation and the impact of the mini-lectures on assessment.