RESUMEN
BACKGROUND: Use of mobile devices for medical education is increasing. The aim of this study was to describe the implementation of a spaced education-based app study program in a third year medical school surgery rotation and examine its effects on National Board of Medical Examiners (NBME) examination performance. MATERIALS AND METHODS: Case-based questions were created and distributed to students on a voluntary basis via a mobile app. Questions were repeated in a spaced based manner until mastered. Students completed surveys regarding study habits and app use. NBME examination scores and prior academic measures were obtained. Users of the app were compared to non-users of the app and the previous years' class. RESULTS: One hundred fifty-two students were offered the app; 121 (80%) used it. App users had a final NBME score of 77.5% compared with 68.8% (P < 0.01) in non-users, although their prior academic achievement was better. Categorizing them by their academic achievement and intensity of app use demonstrated significantly higher scores in regular users of the app as compared with casual and non-users in mid (78 versus 75 versus 71.2%, P < 0.01) and low-achieving students (71.4 versus 70 versus 64.6, P < 0.01), but not high-achieving students (85.3 versus 81.1 versus 79.7, P = 0.09). Stepwise linear regression modeling revealed intensity of app use accounted for 6% of the variance in NBME scores. CONCLUSIONS: Use of the app-based program was an effective tool associated with higher scores on standardized tests in lower level achieving students.
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Educación de Pregrado en Medicina/métodos , Cirugía General/educación , Aplicaciones Móviles , Adolescente , Adulto , Estudios de Cohortes , Evaluación Educacional , Femenino , Humanos , Masculino , Persona de Mediana Edad , Adulto JovenRESUMEN
While health professions educators espouse the need to develop lifelong learning skills in students, little is written about such attempts. The purpose of this study was to assess the effectiveness of educational and awareness interventions designed to promote self-regulated learning processes as a means to improve lifelong learning skills. First-year students in respiratory care and radiologic imaging sciences took the Learning and Study Skills Inventory (LASSI) in fall and spring semesters. They made the decision to use or not use educational resources in an online course focused on self-regulated learning skills. All students maintained a journal and responded to prompts about changes in their study skills. Final grades, reported in percentages, from selected required courses for fall and spring semesters were recorded. There were no substantive effects of the intervention (LASSI and online resources) as measured by the LASSI and course averages. Qualitative analysis indicated that students valued the LASSI and the online resources and that they altered their study skills as they perceived the need. Suggestions for future work include continued use of the LASSI, integration of self-regulated learning strategies into courses with role-modeling by faculty, and the use of microanalytic protocols.
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Técnicos Medios en Salud/educación , Aprendizaje , Estudiantes , Docentes , HumanosRESUMEN
BACKGROUND: A 2005 survey reported 87% of surgery program directors believed practice management training should occur during residency. However, only 8% of program directors believed residents received adequate training in practice management [1]. In addition to the gap in practice financial management knowledge, we recognized the need for training in personal finance among residents. A literature review and needs assessment led to the development of a novel curriculum for surgery residents combining principles of practice management and personal finance. METHODS: An 18-h curriculum was administered over the 2012 academic year to 28 post graduate year 1-5 surgery residents and faculty. A self-assessment survey was given at the onset and conclusion of the curriculum [2]. Pre-tests and post-tests were given to objectively evaluate each twice monthly session's content. Self-perception of learning, interest, and acquired knowledge were analyzed using the Wilcoxon signed ranks test. RESULTS: Initial self-assessment data revealed high interest in practice management and personal finance principles but a deficiency in knowledge of and exposure to these topics. Throughout the curriculum, interest increased. Residents believed their knowledge of these topics increased after completing the curriculum, and objective data revealed various impacts on knowledge. CONCLUSIONS: Although surgery residents receive less exposure to these topics than residents in other specialties, their need to know is no less. We developed, implemented, and evaluated a curriculum that bridged this gap in surgery education. After the curriculum, residents reported an increase in interest, knowledge, and responsible behavior relating to personal and practice financial management.