Роль «Перевернутого Класса» и цифровой платформы Google Classroom в реализации студент-центрированного подхода в медицинском образовании»

https://www.rosmedobr.ru/rosmedobr2020/thesis/14458/

 19 октября 2020

Авторы: Э.И. Авакян

Введение

В последнее время профессиональное сообщество практикующих врачей-педагогов все чаще сталкивается с такими понятиями как персонализированный подход в образовании, индивидуальная траектория обучения, субьект-субьектные отношения между педагогом и студентом, внутренняя мотивация как основной триггер, определяющий обучение «длиною в жизнь». Целью данного эскпериментального, перекрестного пилотного исследования являлось сравнение методологии «перевернутого класса» с использованием цифровой платформы Google Classroom в работе с англо-язычными студентами по специальности «Внутренние болезни» с традиционными методами преподавания по следующим критериям: мотивация к обучению, самооценка студентом вовлеченности в научно-образовательный процесс, самооценка преподавателем его роли в подготовке к занятию, роль формирующей оценки знаний в подготовке к итоговому экзамену.

Материалы и методы
Общее количество студентов в исследовании составило 40 человек (n=21 в группе 1, n=19 в группе 2). В течение весеннего семестра группа 1 обучалась по традиционной методике (лекции и семинары), группа 2 – по методике «перевернутого класса»; в течение осеннего семестра группа 1 продолжила обучение дисциплины по методике «перевернутого класса», в то время как группа 2 – по традиционной методике. Формирующая «диагностическая» оценка знаний была реализована через цифровую платформу «Google Сlassroom». Для оценочных суждений была разработана анкета, в которой ответы ранжировались по шкале Ликерта от 0 – полностью не согласен до 4 – полностью согласен. Обучение проводилось в течение года параллельно в двух группах. 
Результаты
Предварительные результаты демонстрируют, что 80% англо-язычных студентов отдают предпочтение “перевернутом классу” по сравнению с традиционной методикой преподавания, оставшиеся 20% предпочли сочетание новых технологией с лекциями, что по всей видимости может отражать индивидуальную способность студента к обучению и восприятию информации. Опрос студентов также демонстрирует, что в традиционной модели обучения, студент больше полагается на преподавателя, как на основного источника, транслирующего знания и оценка его вовлеченности в процесс обучения составила 2,5 балла против 4,2 при обучении в рамках “перевернутого класса”, что отражает большую самостоятельную работу в подготовке к занятию. Мотивация студента во многом определялась наличием обратной связи и представляет со слов студентов “двустороннй процесс”. 65% студентов активно использовали цифровую платформу Google Classroom в подготовке к занятию. Методология “перевернутого класса” требует от преподавателя более четкого и структурированного подхода, активного использования цифровых технологий, больших временных затрат к подготовке к занятию. Средняя экзаменационная оценка в группе 1 составила – 4,5 баллов, в группе 2 – 4,7 баллов. 
Заключение
Главный вывод заключается в том, что студенту необходимо прививать способность к самообучению, в котором педагог играет роль ментора, ориентира, ролевой модели, источника знаний. Обратная связь и ее реализация через систему Google Classroom мотивирует студента на обучение, стирает границы и делает процесс образования более доступным и дружественно настроенным, что в свою очередь создает психологически более благоприятную среду для мыследеятельности и формирования зрелой личности, готовой нести ответственность за свое профессиональное развитие. Традиционные лекции необходимо трансформировать в формат проблемно-ориентированного обучения. Недостатком данного исследования является присутствующий элемент субьективности, в котором интерес к предмету может быть обусловлен в том числе и личностными характеристиками педагога. Возможно трансляция педагогической этики молодым начинающим специалистам позволит в дальнейшем сформировать стойкую систему, которая намного важнее, нежели роль отдельно взятого педагога.

Первые результаты внедрения метода «перевернутый класс» в подготовку студентов-стоматологов по дисциплине «внутренние болезни» https://www.rosmedobr.ru/rosmedobr2020/thesis/18457/

20 октября 2020

Авторы: Кургузова Д.О.

Введение и цель
Метод «перевернутого класса» все чаще находит практическое применение в образовательной среде. Исключением не является и сфера медицинского образования. Целью данного исследования было сравнить влияние методов «перевернутого» и традиционного классов на итоговый уровень знаний и степень вовлеченности студентов в учебный процесс.
Материалы и методы
В течение двух академических лет 33 студента 3 курса Центра международного образования Сеченовского университета, обучающиеся по направлению «Стоматология», были включены в пилотное, проспективное исследование со смешанным методом. Курс по внутренним болезням был выбран в качестве сравнительного. Группа традиционного обучения (ГТО, 2018, n=17) со средним баллом успеваемости 4.5 посещала плановые лекции и выполняла постлекционные задания. Группе «перевернутого» обучения (ГПО, 2019, n=16) со средним баллом успеваемости 4.3 был предоставлен доступ к образовательным материалам на платформе Google Classroom для подготовки к занятиям. В ходе занятий проводилось обсуждение размещенного на платформе контента путем работы в мини-группах и решения клинических кейсов. Для оценки академической успеваемости в обеих группах проводились входной и выходной контроли, итоговая аттестация. Для определения уровня вовлеченности студентов в образовательный процесс, их отношения к методу обучения и интереса к дисциплине заполнялись опросники обратной связи.
Результаты
Из 33 включенных студентов, все тесты и итоговую аттестацию успешно прошли 15 человек из ГТО и 14 - из ГПО. Все ГПО-студенты отметили, что метод «перевернутого класса» помог им повысить мотивацию к обучению, улучшил понимание модуля и потенциировал их клиническое мышление. Круглосуточная доступность образовательных материалов, возможность online-общения с преподавателем были обозначены студентами как существенные преимущества «перевернутого» метода. ГПО-студенты демонстрировали более высокие результаты входного и выходного контроля в сравнении с традиционной группой. Средний балл на экзамене у ГПО был незначительно выше ГТО: 4.6±0.6 и 4.3±0.8, соответственно. Однако, в группе ГПО он был выше среднего балла успеваемости за 3 года.
Выводы
Метод «перевернутого класса» не уступает традиционной форме обучения по степени вовлеченности студентов в образовательный процесс и результатам итоговой оценки знаний. Активное обучение увеличивает мотивацию и развивает критическое мышление учащихся, приводя к улучшению восприятия материала, что положительно влияет на их профессиональное развитие.

Сотрудничество Сеченовского Университета с Международной Ассоциацией по медицинскому образованию: результаты двухлетней работы

19 октября 2020

Авторы: С.Ю. Белогубова, Э.И. Авакян, А.А. Свистунов
https://www.rosmedobr.ru/rosmedobr2020/thesis/14514/

Введение
Образование в XXI веке сталкивается с определенными вызовами, главные из которых: индивидуальный компетентностный подход, измерение качества, современные технологии. Знание перестает быть величиной неизменной, обновляясь колоссальными темпами, и то, чему мы обучаем студентов сегодня, оказывается нерелевантным к моменту выпуска наших студентов в мир большой практики. Наша главная цель – воспитать будущих лидеров в сфере здравоохранения, способных делать самостоятельные шаги на пути к успеху. Сотрудничество Сеченовского Университета с Международной Ассоциацией по Медицинскому Образованию (AMEE) создает уникальную платформу для всех, кто заинтересован в личностном и профессиональном росте, а также выходу из «зоны комфорта». Целью создания Представительства Международной ассоциации по медицинскому образованию (Центра AMEE) является формирование в России профессионального сообщества медицинских вузов, эффективно сочетающих лучшие традиции отечественного образования с новейшими международными практиками.

Материалы и методы
Открытие Центра AMEE в России состоялось 15 мая 2018 года в ходе «Недели медицинского образования-2018». За это время нашими усилиями было организовано 5 международных курсов AMEE для профессорско-преподавательского состава Сеченовского Университета и других медицинских вузов страны. Преподавателями курсов выступили нынешний президент AMEE, со-директор Центра AMEE профессор Тревор Гиббс, а также профессор медицинского образования и физиологии Медицинского университета Галф Дэвид Тейлор. Успе

шно завершившими образовательные курсы стали 62 преподавателя Сеченовского Университета и 30 преподавателей медицинских вузов из 16 городов России, а именно Архангельска, Владивостока, Владикавказа, Волгограда, Воронежа, Казани, Краснодара, Курска, Махачкалы, Нижнего Новгорода, Омска, Рязани, Санкт-Петербурга, Саратова, Сургута, Твери, Томска, Уфы.

Результаты
Основными результатами проведенных курсов стало формирование понимания участниками основных принципов доказательного медицинского образования и преобразование этого понимания в практические умения и навыки для использования в ежедневной профессиональной деятельности. Количество вовлеченных преподавателей Сеченовского Университета и коллег из вузов-партнеров непрерывно увеличивается. На основе полученных современных знаний и опыта обученные преподаватели провели собственные мастер-классы для коллег и руководителей кафедр. Наш Центр стал дискуссионной площадкой для изучения и анализа современных аспектов медицинского образования. Ежемесячно в офисе Центра AMEE проходят встречи с обсуждением актуальных в медицинской педагогике тем. Более того, в рамках самостоятельного независимого развития Центра было организовано 2 тренинга для преподавателей кафедр с освещением современных тенденций студент-центрированного подхода, построения плана занятия и оценочного листа знаний, с акцентом на формирование психологически комфортной среды, что является немаловажным для достижения наилучших результатов в медицинском образовании. В ближайшем будущем запланировано проведение как самостоятельных тренингов, так и продолжение обучения в рамках курсов AMEE при участии иностранных преподавателей.

Заключение
Таким образом, на основании проведенной работы и полученных компетенций сотрудником Центра AMEE был представлен устный доклад на Конференции AMEE 2019 в Вене. В рамках международного развития на Конференции AMEE 2020, проведение которой было запланировано в Глазго, а теперь в связи с пандемией новой коронавирусной инфекции впервые перенесено в цифровой формат, будет организована сессия для международных Центров AMEE. Преподавателями Сеченовского Университета и других медицинских вузов страны было подано 11 оригинальных тезисов, каждый из которых принят к публикации в сборнике тезисов и участию в Виртуальной Конференции AMEE 2020. Российский Центр AMEE становится самостоятельной единицей в Международной ассоциации по медицинскому образованию, что способствует интеграции Сеченовского Университета в международное сообщество.

#EP5.3 - ePosters: Education Management - AMEE International Networking Centres

#EP5.3.8 (6920)
Effective redundancy of taught Histology Course materials as a way to motivate the student’s interest and knowledge

AUTHOR(S):

• Gennadii Piavchenko, Sechenov University, Russia*

• Svetlana Mukhamedova, Sechenov University, Russia

• Vladimir Nozdrin, Orel State University, Russia

• Yuri Volkov, Sechenov University, Russia

• Sergey Kuznetsov, Sechenov University, Russia

  ABSTRACT:

  Background: The progress of medical science forces academic teachers to include the constantly increasing amount of information in the educational process. The volume of the material that student should be prepared for increases. This may cause the loss of motivation because of the complexity in the interconnections between course components.
  Summary of Work: The aim was to compare the level of motivation and academic performance of the students studying Histology Course according to the whole curriculum program (Group 1) and the students who got an amount of information covering the most basic topics (Group 2). After attending the Course, all the students answered an MCQ tests and a problem task with a graded evaluation. The scale of the overall opinion about the course was included, ranging from 0 (I did not enjoy the course) to 10 (this course inspired and motivated me a lot). The results were analyzed with the parametric and non-parametric statistics methods using Origin (OriginLab Corp, USA). The factors included in the analysis were gender and the educational background. All of our students (n=140) were in the 1st year of the undergraduate program (17-19 years).
  Summary of Results: In Group 1, 28.6% of students did not pass the test and mentioned that they were not motivated by it, while in the Group 2, only 8.6% of the students did not pass the final test but were much closer to the 51% pass grade. The number of students that obtained excellent marks in the first group was higher than in the second (15.7% to 10%).
  Discussion and Conclusions: The analysis demonstrated that female students were more motivated in the first group of this study, while in the second group male students proved to be more encouraged. In general, the students of Group 1 were less motivated then the students in Group 2.
  Take-home Messages: The entrance assessment of knowledge helps to understand the level of student preparation and motivation. Effective redundancy of course materials in the educational process of fundamental medical disciplines is an important way to increase an interest of studying for less motivated students while the excellently studying students should not limit themselves in basic part of subject.

  
  

#EP5.3 - ePosters: Education Management - AMEE International Networking Centres

#EP5.3.9 (5006)
“It’s stress... I guess...”: Should Medical Biochemistry Students be Taught About Coping Strategies?

AUTHOR(S):

• Alexey Matyushin, Sechenov First Moscow State Medical University, Russia*

• Kristina Vaulina, Sechenov First Moscow State Medical University, Russia

• Julia Fedorova, Sechenov First Moscow State Medical University, Russia

  ABSTRACT:

  Background: There’s ample evidence that high levels of stress are associated with negative mental and physical health effects. Stressed medical students usually demonstrate poor academic performance, which may have harmful consequences. Despite large number of studies on stress in this population, little attention has been paid to students who’ll have little to no patient care.

  Summary of Work: Existing tools for stress levels assessment generally require validation when used in another cultural context and may produce discrepant data. Therefore, an anonymous online survey was designed and carried out among undergraduate Medical Biochemistry students of Sechenov University in order to investigate subjective stress perception and identify major coping strategies. The survey included four free response questions regarding levels of stress experienced during study at the University, manifestation of stress, stress-inducing factors, and stress coping strategies. Population-related data were also recorded. Survey results were subjected to independent inductive content analysis by two reviewers who grouped responses to each questions into themes, followed by cross-reviewing.

  Summary of Results: A total of 79 students responded to the survey. Generally, senior students reported higher levels of stress; major manifestations included anxiety, insomnia, and agitation. Respondents stated several external factors that contribute to stress, including demanding cognitive load, exam anxiety, class schedule, and commute-related factors. The most popular coping strategies were comfort food (9.8%), sleeping/resting and spending time with friends/relatives (8.1% each), and sports (6.5%). Despite reporting subjectively high stress levels, about 15% of students described no specific coping strategy.

  Discussion and Conclusions: The results showed that self-reported stress levels increased with the year of study. Healthy stress coping strategies prevailed among respondents. However, the number of students that have no knowledge about coping with stress calls out for preventive measures. Academic stress might be reduced via correction of institutional factors (e.g., adjusted schedule) or by introducing effective coping strategies training. The inductive nature of our study suggests the need for more in-depth research on the matter.

  Take-home Messages: Students who’ll have limited or no patient contact also require teaching about effective, healthy ways of coping with stress in academic and professional environment.

#EP5.3 - ePosters: Education Management - AMEE International Networking Centres

#EP5.3.11 (5643)
Results of a Flipped Classroom Teaching Approach in Dental Students

AUTHOR(S):

• Daria Kurguzova, Sechenov University, Russia* 

ABSTRACT:

Background: The flipped classroom approach with pre-class educational content is becoming an international trend in medical education. The study aimed to assess dental students’ learning and academic performance between traditional and flipped classrooms.

Summary of Work: This was a pilot prospective mixed-method study included 33 third-year dental students from Sechenov University, Center for International Education in two academic years. An “Internal Diseases” module was chosen for the comparison. Traditional group (TG; 2018, n=17) with a grade-point average (GPA) 4.5 attended didactic lectures and completed after-lecture homework. Flipped group (FG; 2019, n=16) with GPA 4.3 was introduced to the learning materials before class using Google classroom platform. FG used in-class session for case discussion and think-pair-share activity. Pre-, post-tests and end- of-course assessment in a form of the oral exam were used to evaluate academic outcomes. Feedback questionnaires were collected to compare students’ perspectives on the teaching approach and to assess their interest in internal diseases.

Summary of Results: Of 33 enrolled students, 15 from TG, and 14 from FG completed all tests and a final exam. A majority of FG-students noticed that flipped classroom method helped them to increase learning motivation, improve understanding of internal diseases and promote their clinical thinking (p<0.05). Ability to use materials at any time and have student-teacher online communication was determined as extra- positive aspects. FG performed better on the pre- and post-tests when compared to TG. The final exam points showed that FG-students had slightly higher scores than traditional ones: 4.6±0.6 and 4.3±0.8, respectively. However, these points were significantly higher than previous GPA in a flipped group. 

Discussion and Conclusions: Learning outcomes of flipped and traditional classrooms were similar on this study. However, active learning significantly increased students’ motivation and engagement, their critical thinking and module understanding.

Take-home Messages: Flipped method can be an alternative to traditional one but further research is needed to determine optimal flipping techniques.

#EP5.3 - ePosters: Education Management - AMEE International Networking Centres

#EP5.3.12 (4281)
Flipped classroom and attendance of the Internal Medicine course. Are traditional lectures truly gone?

AUTHOR(S):

• Esma Avakyan, Sechenov University, Russia*

 ABSTRACT:

 

Background: Internal medicine course is delivered through traditional lectures followed by practical classes at Sechenov University. Practical classes are short and demotivate students to attend the course. An experimental flipped classroom model of teaching with international students was first evaluated at our University. The primary goal of the experimental pilot study was to find if there was an association between flipped classroom and students’ motivation to attend the classes. The second goal was to evaluate students’ learning preferences for a new method of teaching versus traditional one.

Summary of Work: Two groups of students with a total number of 20 were enrolled in the experiment. The first term of a 4-month Internal Medicine course was taught through the traditional classroom model once a week, while the last term of a month course was taught through the flipped classroom model 3 times a week. A questionnaire was designed to evaluate both strong and weak sides of the course, along with both student’s and teacher’s self-assessment role in preparation for the lesson. Answers were rank- ordered from strongly agree to strongly disagree.

Summary of Results: All 20 students favored flipped classroom model, stating it would “Fuse in them researchers rather than passive recipients of the facts”. In the meantime 5 students out of 20 (25%) would prefer flipped classes to be supported by more engaging short lectures, showing individual preferences for learning. 6-8 students out of 20 (30-40%) would miss one or more classes during the traditional classroom teaching. Major reasons included lecture and lecturer specifics, health and personal issues. 2-3 students (10- 15%) out of 20 would miss one or more classes during the flipped classroom teaching. Major reasons for absenteeism were “unfriendly schedule”.

Discussion and Conclusions: Internal Medicine course should be properly scheduled and designed. Attendance can be affected by multiple reasons.

Take-home Messages: Although flipped classroom was a success, traditional lectures should not be discarded, but rather be modified. Faculty should develop a blended methodology of teaching based on students’ aptitudes for learning.

#EP5.3 - ePosters: Education Management - AMEE International Networking Centres

#EP5.3.13 (4369)
Communication skills training: top five reasons to be included in the curriculum

AUTHOR(S):

• Sofia Belogubova, Sechenov University, Russia*

• Esma I. Avakyan, AMEE Russia Centre, Sechenov University, Russia

• Andrey Svistunov, Sechenov University, Russia

• Lyubov Shubina, Research Institute for health organization and medical management, Russia

  ABSTRACT:

• Background: Patient-doctor effective communication is essential for good medical practice. In the meantime, communication skills courses are not included in the curriculum at Sechenov University. The main goal of this paper was to identify the importance of such training programs.
  Summary of Work: 39 trainings on professional communication skills and 35 assessment procedures were held among 371 participants at the Sechenov Simulation Centre: 71 of them were trained, others were only evaluated by OSCE. The trainings included groupwork, and practice with simulated patients which were videotaped. A questionnaire was designed to evaluate both prior knowledge and feedback from the trainees.

  Summary of Results: We identified five following reasons why the communication skills courses are essential in medical curriculum: 1. Raising awareness Based on the answers we identified significant knowledge gaps. Only 20% (74 respondents out of 371) of participants chose open questions to start the conversation. Moreover, 43% (160/371) considered acceptable to interrupt patients; 2. Learning through mistakes Multiple practices during training programs provide the opportunity to learn by making mistakes and “replaying” the scenario that cannot be done with real patients. 61,5% of respondents noted that they needed more practice for the acquired skills development (48/71); 3. Getting feedback Receiving feedback from a teacher, a simulated patient and a group is an integral part of the training, yet hard to implement in real clinical practice. 42% (30/71) participants would like to continue trainings, and other 49% (35/70) would like to train more with simulated patients; 4. Teamwork Working as a team helps trainees grasp the nuances of communication through observation, discussion, explanation, and feedback; 5. Self-evaluation Watching videos and looking at yourself from aside are unique self-reflective tools of the training programs.

  Discussion and Conclusions: Communication skills trainings shape culture, value, and medical ethics in more confident, trustworthy doctor-patient relationship.
  Take-home Messages: Communication skills should be taught and integrated in medical curriculum in order to provide a better care for patients in clinical practice.

#EP5.3 - ePosters: Education Management - AMEE International Networking Centres

#EP5.3.14 (4471)
Experimental study assessing students’ and teachers’ preferences for traditional and interactive study forms.

AUTHOR(S):

• Susanna Sologova, I.M. Sechenov First State Medical University (Sechenov University), Russia*

• Olga Kolomiets, I.M. Sechenov First State Medical University (Sechenov University), Russia

• Katerina Grigorevskikh, I.M. Sechenov First State Medical University (Sechenov University), Russia

• Olga Lebed, I.M. Sechenov First State Medical University (Sechenov University), Russia

• Vadim Tarasov, I.M. Sechenov First State Medical University (Sechenov University), Russia

• Vladimir Tchubarev, I.M. Sechenov First State Medical University (Sechenov University), Russia

  ABSTRACT:

• Background: One of the main tasks in higher school is improving the quality of studying and creativity potential. It requires improvement of traditional and/or interactive methods of studying. Experimental study was aimed at identifying if the age could be considered as variable correlating to preference towards interactive and traditional teaching method on discipline Pharmacology based on the analysis of pedagogical studies.

  Summary of Work: We conducted an experimental study, using elements of qualitative and quantitative methods: the study of literature, observation, performance analysis, questionnaires and testing. In particular, 100 students’ and 67 teachers’ attitude towards the similar topics delivered in consecutive way through traditional and interactive forms of education was revealed. The preference to teaching methods, its correspondence to age of teachers and students, learning outcomes (test control of knowledge) was analyzed.

  Summary of Results: The traditional form of education was chosen by 23% and interactive by 77% of students. Following estimates obtained: • traditional form “5”-20%; “4”-26%, “3”-40%, “2”–14%. • Interactive form 5–34%; 4-42%, 3-14%, 2–10%. Teachers age was taken into account in the questionnaire. Among aged 55+(35 teachers): • 87%-chose traditional teaching form, • 13%-interactive teaching form Among aged under 55(32 teachers): • 91%-chose interactive form • 9%-traditional form

  Discussion and Conclusions: Experimental study revealed that an interactive form of training is preferable for majority (77%) of students that was reflected in and confirmed by knowledge test control. 91% of teachers under 55 years also prefer delivering material through interactive form. At the same time, traditional education form is preferable for majority (87%) of teachers aged 55+ and by minority (23%) of students. If we assume age as variable for assessing preferences to traditional or interactive form of studying, then age 55 looks as threshold. Further studies on bigger sample size are needed to identify if the age may be considered as variable correlating to preference towards interactive and traditional teaching and learning method.

  Take-home Messages: It can be argued that age and generation gap in education matter. The study found disparity between the teachers wants regarding teaching and learning methods and the students needs. This gap to be taken in account when planning initiatives towards improving quality of education.

#EP5.3 - ePosters: Education Management - AMEE International Networking Centres

#EP5.3.16 (4850)
Feedback with our Pharmacy students: are we getting it right and how can we change

AUTHOR(S):

• Alisa Lobuteva, I.M. Sechenov First Moscow State Medical University (Sechenov University), Russia*

• Liudmila Lobuteva, I.M. Sechenov First Moscow State Medical University (Sechenov University),

  Russia

• Oksana Zakharova, I.M. Sechenov First Moscow State Medical University (Sechenov University),

  Russia

  ABSTRACT:

  Background: Assessment is an integral part of the learning process and, when combined with feedback, it helps to identify and address knowledge gaps, motivates students to learn, promotes a better understanding of what is being learned, and improves the quality of education. The purpose of this study was to assess students’ perceptions and feelings regarding the present state of feedback and assessment methodology, as well as their thoughts regarding possible changes.

  Summary of Work: The research was conducted in 2018 at the Sechenov University using mixed methods of sociological research with the participation of 423 students. The several focus groups of 8-12 people were used to give detailed answers, describe students’ perception of the existing assessment system and feedback, and hear the reactions of colleagues. The survey helped to quantify the existing advantages and weaknesses of assessment and feedback. It was based on a questionnaire designed by the authors and validated through initial pilot testing.

  Summary of Results: Feedback featured highly in students reflections, but describes difficulties in what faculty considered as feedback and what the students needed. The main advantage of using feedback is its ability to have a positive impact on the effectiveness of the educational process, increasing the availability of learning materials and motivation of students to learn. The identified difficulties were divided into the main areas: time, subjectivity of assessment, fear of criticism and communication.

  Discussion and Conclusions: The results of the research will now help in planning appropriate assessment processes and provide effective feedback as part of the implementation of new educational approaches based on the needs of the students.
  Take-home Messages: Feedback has a positive impact on the learning process. One of the main barriers to receiving feedback is high workload and the consequent lack of time for either student or teacher. The possible way to solve this is to use online forms to get feedback at a convenient time.

  
  

  #EP5.2 - ePosters: Education Management - General
  

• #EP5.2.7 (4781)
  Class size impact on medical education: in-depth interviews

  AUTHOR(S):

  • Vladimir Beketov, I.M. Sechenov First Moscow State Medical University (Sechenov University), Russia*

  • Igor Ilyasov, I.M. Sechenov First Moscow State Medical University (Sechenov University), Russia

  • Roman Terekhov, I.M. Sechenov First Moscow State Medical University (Sechenov University),

    Russia

  • Grikh Victoria, I.M. Sechenov First Moscow State Medical University (Sechenov University), Russia

  • Irina Selivanova, I.M. Sechenov First Moscow State Medical University (Sechenov UniversityI,

    Russia

  • Olga Moskovtseva, Privolzhsky Research Medical University, Russia

    ABSTRACT:

    Background: To establish the impact of class size on the educational process and outcome in medical university we divided our study into two stages: multicentered qualitative study via in-depth interview and subsequent multicentered prospective randomized control study in classes with a different number of students.

    Summary of Work: Fourteen interviewees were recruited at Sechenov University and Privolzhsky Research Medical University among teaching staff of Internal, Occupational Medicine and Rheumatology, Chemistry, and Biology departments. We developed an interview survey guide, which included questions on the initial attitude, problem issues, final attitude etc. The in-depth interviews were conducted as a private conversation, in a calm environment with no external stimuli. Conversations were recorded, transcribed and analysed. All the interviewees were informed about the purposes and design of the study and given a short questionnaire to fill in about their background.
    Summary of Results: The majority of respondents specialized in basic science (78.6%) and worked at Sechenov university (71.4%). Most of them (57.1%) worked in medical education for over 10 years. All participants complained about the increase of class sizes by 50% at the last 5 years: from 12 students to 18. They qualified the class size of 10±3 as an optimal. Noteworthy, the declared optimal class size coincided with interviewees’ student-years class sizes. All concluded that the main difficulties on the way to the increase of class size are activities aimed at practical skills development and assessment. However, some respondents suggested implementing simulation technologies, since it may optimize the education and increase cost-effectiveness.
    Discussion and Conclusions: Generally, the interviewed faculty expressed a unanimous opinion about optimal class size and voiced concerns that class size does adversely impact education. This opinion is strongly influenced by interviewees’ own student-years’ experience, thus is biased.
    Take-home Messages: Further investigations are needed to elucidate the actual optimal class size. The future multicenter prospective randomized control study is supposed to elaborate quantitative correlations between class size and educational outcomes which will guide later class size management.

#EPOD-AICR: AMEE International Centres - Russia

#EPOD-AICR3 Digital platform-based approach in medical education during the pandemic: Lessons learnt from the students’ perspectives (8309)

AUTHOR(S):

Esma Avakyan, Sechenov University, Russia*

Natalia S. Morozova, Sechenov University, Russia 

Alexander S. Panferov, Sechenov University, Russia

ABSTRACT:

Background: Even before the COVID-19 global pandemic, the medical community has already recognized the need to change medical education to meet students and employers expectations. While the ongoing pandemic revealed various problems in the field, simultaneously, it offered a unique opportunity to champion this change.
Summary of Work: The studys primary goal is to explore students satisfaction with the platform-based curriculum augmented approach during virtual classes; the secondary goal is to compare the final examination results of the virtual learning vs. offline learning in the pre-COVID-19 era. From February to January 2020, a one-year observational study was carried out at the Department of Internal Medicine. Overall, 80 students participated in an anonymous voluntary student satisfaction survey. Upon completion of the virtual course, the average final mark was compared with the results of the 2018-2019 courses using independent samples equal variances t-test.
Summary of Results: 88,2% admitted that online access to the preparatory materials helps better understand class discussions; 53,2% noticed that they need additional information following class discussion to perform better; 89,5% of respondents agreed that they achieved the programs learning outcomes; 92% of students reported improvement of clinical reasoning in identifying the links between the ideas. Students who studied in virtual classes in 2020 performed significantly better on an exam than those studied in traditional lecture-based classes in 2019, t(165)=1.974, p=0.013; and 2018 t(158)=1.975, p=0.006.
Discussion and Conclusions: While many respected professionals claim that online education will never be as good as face-to-face teaching, the resistance is partly because the online platforms learning resources are limited. We can clearly see that students exam marks at the end of the virtual course were significantly higher than the previous years examination results showing students readiness and maturity for eLearning. The platform-based approach facilitates students support and learning preferences.

Take-home Messages: Professionally constructed learning platforms are to reshape traditional offline education into a blended approach by offering students positively-reinforced, personalized, self-paced learning of the clinical disciplines theoretical part. In contrast, the practical part shall be taught face-to- face.

#EPOD-AICR: AMEE International Centres - Russia

#EPOD-AICR1 Academic Scientific Specialists Engagement Survey Study (ASSESS) of Internal Motivation Assessment in Medical Educators (8310)

AUTHOR(S):

Gennadii Piavchenko, Sechenov University, Russian Federation*

Natalia Chekmareva, Sechenov University, Russia
Anna Sukhanova, Sechenov University, Russia
Nikita Miniailov, Sechenov University, Russia
Julia Tsareva, Saratov State Medical University named after V.I. Razumovsky, Russia Konstantin Skvortsov, Saratov State Medical University named after V.I. Razumovsky, Russia

ABSTRACT:

Background: The satisfaction of faculty members depends on their internal motivation level and contributes to the overall efficacy of any educative organization.
Summary of Work: ASSESS is our first project seeking to identify factors with a negative impact on medical education efficacy. Another aim is to increase facultys satisfaction and engagement by attracting and retaining motivated human resources. Ninety full-time and part-time educators have answered to our GoogleForms-based ASSESS questionnaire (>120 questions) with post-analysis. Further, their satisfaction perception at work has been evaluated, regarding factors with a negative impact on engagement: cognitive and emotional attitudes (job satisfaction) and behavioral outcomes (contribution).
Summary of Results: We have found that 77.3% of faculty consider their activity to be a difficult. 18.4% dislike the curriculum quality, and 25.9% complain for their schedule. 31.1% report of low quality in communication with administration; the career advancement criteria are unclear for 33.5%. 20% believe they have no professional progress. Systems of tutors are weak according to more than 22.9%. 14.2% think there is not enough feedback with chiefs. 10.4% indicate dissatisfaction in work; 4.2% claim that their university is an undesirable place for work. 21.9% consider to have a job burnout. 16.1% are going to leave teaching in next two years.
Discussion and Conclusions: Although only a few participants mention the unsatisfaction of their universities, every fifth of them feels a job burnout. Almost all educators are overloaded with activities. The faculty are often not satisfied with education organization and career development.
Take-home Messages: We believe that the education should be well-scheduled. The career advancement criteria should be transparent to improve the internal motivation and to decrease the job burnout. Among various reasons we have selected those that have a negative impact on the internal motivation. We mean to increase the amount of questioned up to ~600 and to publish a big data research.

#EPOD-AICR: AMEE International Centres - Russia

#EPOD-AICR2 Active Learning in Clinical Pharmacology: Online Experience (8946)

AUTHOR(S):

Daria Kurguzova, Sechenov University, Russia*

ABSTRACT:

Background: The COVID-19 became a challenge for all in-person academic activities. Fundamental curriculum required changes. The aim of this study was to assess the effectiveness and acceptability of online active learning through flipped-classroom technique in clinical pharmacology.
Summary of Work: A randomized control study involved ninety-eight sixth course medical students who were scheduled to get a clinical pharmacology course between March and June 2020. Traditional learning group (TLG, n=50) with a grade-point average (GPA) 4.4 had 90-minute lectures and after-lecture classes, both via ZoomTM. Outside of classes, TLG-students were free to self-study any recommended literature. Active learning group (ALG, n=48) with a GPA 4.3 was guided to use pre-recorded 30-minute video-lectures with post-quizzes, short tutorials, clinical cases within Google Classroom before their Zoom-class with interactive discussions in small groups with a teacher. End-of-course assessment in a form of the oral virtual exam was used to evaluate academic outcomes. Additionally, all ALG-students were invited to respond to the online questionnaire to assess feedback on active learning method.
Summary of Results: A total of 98 students finished the course and passed a final exam. ALG and TLG did not differed significantly in their end-of-course scores (4.6±0.5 vs. 4.4±0.6, respectively), but ALG-students have significantly improved their average GPA in comparison to TLG-students. Forty-six completed questionnaires were received from ALG: 94.6% students noted that active learning approach was helpful in terms of problem-solving and analytical skills development, 96.4% felt increased learning motivation despite of COVID-19 anxiety, 92.9% favored to use active learning mode for other academic disciplines. Discussion and Conclusions: Though academic outcomes of traditional and active learning groups were similar in this study, active learning approach had an extremely positive effect on students engagement with the course, their satisfaction, self-motivation and critical thinking development, even online. Take-home Messages: Online active learning mode can engage students in learning process and find its own niche in the academic curriculum.

#EPOD-AICR: AMEE International Centres - Russia

#EPOD-AICR4 Emotional Intelligence in Students Studying General Medicine and Pediatrics Programs in Medical Universities in Russia (8582)

AUTHOR(S):

Yulia Lutokhina, I.M. Sechenov First Moscow State Medical University (Sechenov University), Moscow, Russia, Russian Federation*
Maria Vetluzhskaya, I.M. Sechenov First Moscow State Medical University, Russian Federation
Arina Ziganshina, Kazan State Medical University, Russian Federation

Pavel Velenko, I.M. Sechenov First Moscow State Medical University (Sechenov University), Russian Federation
Marina Vukolova, I.M. Sechenov First Moscow State Medical University (Sechenov University), Russian Federation

Anna Vlasova, I.M. Sechenov First Moscow State Medical University (Sechenov University), Russian Federation

ABSTRACT:

Background: Emotional intelligence (EI) is an indispensable part of professional competencies of a medical student and a doctor. It is known, that high level of EI in doctors correlates with an increased patient satisfaction, better clinical outcomes, improved teamwork and lower rate of burn-out.
Summary of Work: Aim of this work was to evaluate and to compare (EI) and its separate components in senior students studying at General Medicine and Pediatrics programs in Medical Universities. 132 senior students, 107 (81,1%) female, mean age 23±1.1 y.o., 89 (67,4%) students from General Medicine Faculty (GMF), 43 (32,6%) from Pediatric Faculty (PF). Groups were compatible in terms of gender, age, and social conditions (p>0,05). Hall Emotional Intelligence Test was performed for evaluation of EI.
Summary of Results: Cumulative emotional quotient was higher in senior students from GMF in comparison with PF: 32 [7; 51] vs 26 [-2; 35], p=0,031. In general EI was low in 52.8% and 81.4% students from GMF and PF respectively. Students from GMF demonstrated better results in such components of EI as emotional awareness (11 [4,5; 15] vs 8 [0; 12], p=0.023), self-motivation (7 [-1; 10] vs 3 [-2; 7], p=0.035) and managing the emotions of others (9 [-0,5; 12] vs 5 [-1; 8], p = 0.011); The differences in empathy (9 [3,5; 14] vs 9 [-3; 12]) and managing of own emotions (1 [-7; 6,5] vs -1 [-5; 3]) between GMF and PF were statistically insignificant (p>0,05).
Discussion and Conclusions: It should be noted that a low level of EI prevailed among all students, regardless of faculty, with particularly poor results shown by the respondents in terms of managing their emotions. It is advisable to include relevant psychological training in the curriculum for both faculties to improve the level of EI in medical students.
Take-home Messages: EI was higher in students from General Medicine faculty in comparison with Pediatric Faculty. Most students had a low level of EI irrespective of faculty. This problem should be improved with special trainings.

#EPODA-ICR: AMEE International Centres - Russia

#EPOD-AICR5 Medical Education in Russia during the COVID-19 Pandemic from the students’ perspective (8050)

AUTHOR(S):

Arina Ziganshina, Kazan State Medical University, Russia*

Laysan Mukharyamova, Kazan State Medical University, Russia Aleksandr Zhidjaevskij, Kazan State Medical University, Russia Liana Galimova, Kazan State Medical University, Russia Maksim Kuznetsov, Kazan State Medical University, Russia

ABSTRACT:

Background: In the face of Covid-19 pandemic medical schools have experienced a challenge of modifying curriculum in order to protect students health. There are still many questions and uncertainty regarding the effectiveness of distance learning.
Summary of Work: 13,040 medical students from 46 institutions of Russia have been surveyed on the subject of evaluation of training during the Pandemic using the original questionnaire validated by 6 experts. Criterion and construct validity were determined in a pilot survey (n = 46). The study design was based on the use of Internet survey technologies. Visual Analog Scale from 1 to 10 was used to assess the level of knowledge acquired by the students.
Summary of Results: As stated by the respondents, 95.31% of the medical universities in Russia transferred to distance learning during the Pandemic. For 2.75% of the students only lectures became remote, 1.82% - declared no changes. 39.8% of the trainees noted that the time to prepare for the class has increased twice and 19.9% - by one third, 26.6% - did not notice significant changes. Self instruction time decreased by half for 5.8% and by 1/3 for 7.8% of the respondents. 38,4% of the surveyed stated that they are happy with certain elements of remote training, 27.5% - like such format, 22.9% - do not like it and 11.2% - found the question difficult to answer. The average scores for the knowledge assessment were 5.9 for the humanities, 6.1 for fundamental science, and 6.0 for clinical training.
Discussion and Conclusions: According to almost 2/3 of the respondents, transition to remote training has leaded to the considerable increase of the time for self studying. Regardless of the field of studies the students have rated the level of knowledge gained after the modification as relatively poor. There is a significant variability in terms of satisfaction with the distance learning.
Take-home Messages: According to the medical students in Russia, distance learning is characterized by the increased self instruction time as well as by insufficient knowledge gained. Only certain elements of the new normal should be considered for the future practice.

#EPOD-AICR: AMEE International Centres - Russia

#EPOD-AICR6 Problem-oriented learning as a way of shaping professional thinking through the eyes of Pharmacy students (8457)

AUTHOR(S):

Alisa Lobuteva, I.M. Sechenov First Moscow State Medical University (Sechenov University), Russian Federation*
Liudmila Lobuteva, I.M. Sechenov First Moscow State Medical University (Sechenov University), Russia Oksana Zakharova, I.M. Sechenov First Moscow State Medical University (Sechenov University), Russia

ABSTRACT:

Background: One of the main goals of modern education is the formation of professional thinking of students, development of creative, problem- oriented approach. The purpose of this study is to study perception of problem- oriented learning (POL) methods by students of Pharmacy.
Summary of Work: The study was conducted in 2019 at Sechenov University using mixed methods of sociological research with participation of 423 students. The results of focus group discussions were processed using thematic analysis and questionnaire data by means of variation descriptive statistics. Summary of Results: The results indicate a high interest of students in POL. Among these methods, problem cases are most actively used in the Department. Problem lectures, when the teacher creates a problem situation and involves students in its analysis, are used less often, but students want to see them in their curriculum. This creates additional opportunities to modernize the curriculum according to students wishes. More than half of students think that real-life situations provide credibility to material being studied, which enables a future professional to adapt faster in different professional spheres. Differences in opinions of senior and junior students were identified. The most important advantage for junior students was considered the fact that POL contributes to a better understanding of the topic. Main for them is process of learning and assessment that follows, in contrast to senior students, whose most important characteristics are validity of material and improvement of communication skills.
Discussion and Conclusions: POL is based on real life situations, which ensures validity of acquired knowledge and prepares future professionals for different aspects of professional life, while improving students life and communication skills. Thus, results of this study may help in introducing new educational approaches based on students needs.
Take-home Messages: Problem cases are the most interesting for students The main advantage of POL is credibility of the material studied, based on reality of life situations POL methods contribute to a better understanding of topic and help to develop communication skills of students

#EPOD-AICR: AMEE International Centres - Russia

#EPOD-AICR7 Simulation-based teamwork for 1st year residents in emergency care (8943)

AUTHOR(S):

Tatiana Musaeva, Kuban State Medical University, Russia*

Tatina Parasunko, Kuban State Medical University, Russia Igor Zabolotskikh, Kuban State Medical University, Russia Andrey Sukhinin, Kuban State Medical University, Russia Elena Chabanets, Kuban State Medical University, Russia

ABSTRACT:

Background: Emergency medical care is commonly delivered by teams. These clinical teams can deal with situations that are highly dynamic and situation can rapidly change. The team members are under a time pressure, and the consequences of making a wrong decision or undertaking the wrong action may lead to further injury.
Summary of Work: The Simulation-based teamwork was introduced at the Medical University in November 2019. Once the fundamental principles and main ideas of the work are aligned and separated, residents can independently assign roles and take responsibility for their actions as a leader and team members. The effectiveness of the teamwork was assessed on the basis of a post-training survey and results of education. Summary of Results: Every resident was a leader of team, a team member and received a feedback from the teacher. Team improves motivation and cooperation between members - 100% of residents (n=68) found the program helpful, marks in the post-training survey increased by 34%. The results of the
simulation training system in the form of a questionnaire, as well as intermediate control during training for three terms, show that students practical skills better by working in a team (pre-training, 5.4/10; post- training, 7.3/10), where each of them is responsible for his actions (pre-training, 6.8/10; post-training, 7.9/10). Moreover, the psychological and emotional criterion is also higher (pre-training, 5.8/10; post- training, 8.1/10), since each team member feels more responsible, but moderately relaxed and free, as his fellow mates study with him.
Discussion and Conclusions: Simulation allows the same scenario to be repeated multiple times and improve communication, leadership and group decision-making. Training in teams will likely become more common in the future, and may even become a mandatory requirement for ongoing practice in some areas.
Take-home Messages: Effective teamwork is a quality tool for building a more effective teaching environment. 2. Working in teams, residents control the actions of themselves and their teammates, better acquire practical skills.

#EPOD-AICR: AMEE International Centres - Russia

#EPOD-AICR8 Learning effective doctor-patient communication skills: Online challenges (8032)

AUTHOR(S):

Sofia Belogubova, Russian AMEE Centre, Sechenov University, Russia*

Esma Avakyan, Russian AMEE Centre, Sechenov University, Russia Mikhail Kondratiuk, Sechenov University, Russia

ABSTRACT:

Background: The COVID-19 pandemic has pushed digital education and medicine forward from eLearning platform development to telemedicine practice. In light of these rapid changes, we have confronted the lack of doctor-patient communication skills in an online environment.
Summary of Work: We identified three types of online communication between doctors and patients: videoconference, audio calls, and chat rooms. We have developed communication skills training program including each of these three forms based on the OSCE structure. The training sessions were held among junior doctors and residents who had to start communicating with patients online. Each session was conducted online in small groups of 5-7 learners and included a short theoretical part and an extended practical session with simulated patients. After practice, trainees have received 360-degree feedback from the trainer, the simulated patient, and the group members.
Summary of Results: After a while, we collected feedback from the learners on the impact of the training sessions on their clinical practice and online communication. The trainees highlighted the following results. It was easier and more familiar for them to start communicating with patients online, since they already had this experience; the training helped them avoid conflicts or misunderstandings with patients faster and more effectively; overall, interaction with patients took less time and was more productive.
Discussion and Conclusions: We found a pattern that video conferencing is the most familiar and closest to offline practice option since it allows non-verbal signals and reveals patients emotions. Conversely, communication through chat rooms caused the most difficulties, because it is hard to identify the patients feelings, show empathy, and use the skills of facilitating and summarizing. Also, we identified several important aspects and skills adapted for chats. For example, the skill of clarification is undergoing robust changes. It is impossible to discuss urgent situations online in chats.
Take-home Messages: The pandemic forced us to move faster to what was already ahead of us. We are convinced that effectively built online processes will facilitate and reshape the future of clinical practice and medical education.

#EPOD-AICR: AMEE International Centres - Russia

#EPOD-AICR9 Game-based learning approach in higher pharmaceutical education to engage students in study process. Experimental study (8151)

AUTHOR(S):

Susanna Sologova, I.M. Sechenov First State Medical University (Sechenov University), Russia*

Sergey Zavadskiy, I.M. Sechenov First State Medical University (Sechenov University), Russia Stanislav Ovchinnikov, LLC «Pharmgalaktika», Russia*
Vadim Tarasov, I.M. Sechenov First State Medical University (Sechenov University), Russia Vladimir Tchubarev, I.M. Sechenov First State Medical University (Sechenov University), Russia Katerina Grigorevskikh, I.M. Sechenov First State Medical University (Sechenov University), Russia

ABSTRACT:
Background: The present lecture-seminar-based education system in Russian higher pharmaceutical education creates stakeholders` dissatisfaction of graduates` skills. Lectures and seminars/practical classes focused on developing students` knowledge also requires skills based on a competency model. Lectures develop basic knowledge, seminars/practical classes strengthen basic knowledge but establish minor skills. This approach often results in poor attendance and lack of motivation. The objective of this experimental study is to develop and test a game-based learning approach, aimed at increasing students interest and involvement and to compare that with the traditional educational model.
Summary of Work: Traditional method of learning and Game-based learning were compared in two different groups of students At the end of the course both groups were asked to respond anonymously to the question: How likely is it that you would recommend the way learning material was delivered to you, to other students?. Net Promoter Score (NPS) (https://hbr.org/2003/12/the-one-number-you-need-to-grow) was then calculated for each group The game-based learning group scored higher in recommending this form of learning.
Summary of Results: The survey demonstrates that Game-based learning is perceived better than traditional methods. Moreover, NPS of game-based learning comes close to the NPS of industry average that encourage us to further explore this area.
Discussion and Conclusions: Results of experimental study demonstrates students preference to game- based learning that reflected in NPS result close to education & training_industry_benchmark. Further research is needed to test these findings on bigger scale and involve in assessment other measurers and stakeholders.
Take-home Messages: Based on our findings, medical teachers adopting traditional learning approach might be encouraged to enlarge their skills and along with traditional approaches, incorporate elements of game-based learning to meet students need and possible improve performance measures.

#EPOD-AICR: AMEE International Centres - Russia

#EPOD-AICR10 Educational game for COVID-19 vocabulary learning: Research on English for Medical Purposes class (8886)

AUTHOR(S):

Alexey Matyushin, Sechenov First Moscow State Medical University, Russian Federation*

Irina Markovina, Sechenov First Moscow State Medical University, Russian Federation

ABSTRACT:

Background: The COVID-19 pandemic has resulted in drastic changes to many aspects of medical education and practice, including the major shift in publication and communication trends. However, little attention has been paid to the use of proper terminology, especially in non-native English speaking medical students. Knowledge of specific terminology is important for communicating with both medical colleagues and lay people who need accurate and up-to-date information about COVID-19 situation. The aim of our work was to evaluate the educational game that could serve as a tool for better vocabulary acquisition.
Summary of Work: Two groups (N=20) of Sechenov University students (General Medicine, 4th & 5th years) with B2 CEFR English language proficiency level participated in the experiment. The first group (n=10) was invited to take part in an educational game: simulated translation agency work session. The task was to translate a review article on COVID-19 from English into Russian. Participants were provided with all necessary instructions during pre-session briefing. The group was also asked to draft their own glossary of COVID-19-related terms. Following a one-week session the participants were asked to fill out a questionnaire. The other group (n=10) served as control: they learned terms by memorizing the glossary of 50 core terms that was compiled from a number of relevant open access review articles by word frequency analysis.
Summary of Results: Overall, analysis of questionnaires showed preference of simulated session over traditional vocabulary learning techniques and high level of student satisfaction due to collaborative approach to the task. The vocabulary retention assessed one month after the experiment was higher in the experimental group than in control group (94% vs. 84%, respectively). Drafted glossary of terms showed high degree of matching with the core vocabulary (78%).
Discussion and Conclusions: Our findings suggest that translation agency simulation games can facilitate quick and effective themed terminology learning and better vocabulary retention, as was the case with COVID-19 terminology. The technique studied could potentially be extrapolated to other relevant biomedical themes. However, the scale of our study requires further investigation of the subject on a larger population.
Take-home Messages: Translation-aimed educational games can facilitate themed vocabulary learning.