BACKGROUND: The study explores the significance of continuous improvement through Kaizen in the evolving landscape of anatomy education. In this study, our objectives were twofold: 1) to assess the effectiveness of incorporating games in the first-year medical curriculum for reinforcing anatomy knowledge, and 2) to explore whether game-based sessions elicit improved student responses in the learning of anatomy.
METHODS: A total of 100 first-year Bachelor of Medicine and Bachelor of Surgery (MBBS) students at All India Institute of Medical Sciences (AIIMS), Bibinagar, Hyderabad, Telangana, India, were exposed to game-based learning which involved six rounds: acronym mnemonics (Redolent), jigsaw puzzle solving (Dumbfound), Filling gaps in concept maps (Blogging), Connecting images (Kinship), case scenario creation (Penman), and rapid-fire round (Rattling).
RESULTS: At the end of the intervention, a test was taken and feedback was obtained from all the participants using a prevalidated questionnaire prepared based on a 5-point Likert scale. Questionnaire responses were subjected to descriptive analysis, and reliability analysis (Cronbach\'s α) was performed to evaluate the internal consistencies of items. A paired t-test indicated that there was a significantly large difference between before (mean (M) = 17.2, standard deviation (SD) = 9.1) and after (M = 25.9, SD = 8), t(99) = 18.4, p < .001, signifying that the performance of the students was far better with game-based learning approaches than conventional learning.
CONCLUSIONS: Combining game-based education with Kaizen principles in anatomy education not only prepares students for success in their academic pursuits but also empowers them to navigate the complexities of the ever-evolving healthcare landscape with confidence and proficiency.

BACKGROUND: An estimated 3.5 million people in the UK live with a rare disease however due to the rarity of each individual condition this is not currently reflected in mainstream medical education. As a result, common features of living with a rare condition include diagnostic delay, poor coordination of health and social care and lack of access to specialist care and treatment. This is well documented in reports published by patient advocacy groups collating the patient experience and has been highlighted by the Department of Health and Social Care in its UK Rare Diseases Framework. One of the four priority areas outlined in this policy published in 2021 is \'increasing awareness amongst healthcare professionals\'. Medics4RareDiseases (M4RD), a charity based in the UK, has proposed a disease-agnostic approach to educating doctors about rare disease, focusing on the common challenges experienced across this heterogeneous collection of conditions, rather than on the minutiae of each of the > 7000 rare conditions. A literature search using MEDLINE, PubMed Central and Bookshelf confirmed a lack of broad rare disease teaching in medical literature; none of the 10 final resources identified focused on the topic as a whole.
RESULTS: To address this, M4RD created the course \'Rare Disease 101\'. It is accessed online using a learning management system that is free, contains interactive lessons, hosts a discussion board and is easily updated. In the 29 months since going live, 942 individuals have registered with 204 having completed the course; early feedback from 33 respondents was unanimously positive (all participants rated at least good (76%: excellent)) demonstrating that both clinicians and patients can benefit from broad rare disease education. The course is freely available to all at https://learn.m4rd.org/ .
CONCLUSIONS: Disease-agnostic training about rare disease as a large patient population, focusing on its unique profile of unmet needs, is required. Rare Disease 101 provides a pragmatic approach to an educational challenge that leads to poor patient outcomes. Early results suggest that the educational programme is well-received but further evaluation and assessment is needed.

BACKGROUND: As artificial intelligence (AI) increasingly integrates into medical education, its specific impact on the development of clinical skills among pediatric trainees needs detailed investigation. Pediatric training presents unique challenges which AI tools like ChatGPT may be well-suited to address.
OBJECTIVE: This study evaluates the effectiveness of ChatGPT-assisted instruction versus traditional teaching methods on pediatric trainees\' clinical skills performance.
METHODS: A cohort of pediatric trainees (n = 77) was randomly assigned to two groups; one underwent ChatGPT-assisted training, while the other received conventional instruction over a period of two weeks. Performance was assessed using theoretical knowledge exams and Mini-Clinical Evaluation Exercises (Mini-CEX), with particular attention to professional conduct, clinical judgment, patient communication, and overall clinical skills. Trainees\' acceptance and satisfaction with the AI-assisted method were evaluated through a structured survey.
RESULTS: Both groups performed similarly in theoretical exams, indicating no significant difference (p > 0.05). However, the ChatGPT-assisted group showed a statistically significant improvement in Mini-CEX scores (p < 0.05), particularly in patient communication and clinical judgment. The AI-teaching approach received positive feedback from the majority of trainees, highlighting the perceived benefits in interactive learning and skill acquisition.
CONCLUSIONS: ChatGPT-assisted instruction did not affect theoretical knowledge acquisition but did enhance practical clinical skills among pediatric trainees. The positive reception of the AI-based method suggests that it has the potential to complement and augment traditional training approaches in pediatric education. These promising results warrant further exploration into the broader applications of AI in medical education scenarios.

Although teachers and administrators increasingly support the idea of student voice, questions remain about what \"student voice\" looks like in practice. This mixed methods study in two urban U.S. high schools explores what student voice practices in the classroom entail and how these practices relate to other pedagogical strategies. Findings reveal that student-teacher relationships, differentiated instruction, and choice serve as core building blocks for the use of student voice practices in the classroom. Findings also underscore the rarity of the student voice practices of seeking student feedback and input and engaging in collaborative decision-making with students.

Nowadays, smartphone applications (apps) are literally used in all life aspects, improving the quality of different services in addition to saving time and effort. However, the majority of currently used apps in different universities around the world are limited in their features and not very popular among students who may suffer to get useful information using traditional guiding methods. However, the importance of these apps is constantly increasing, especially in times of crises like the COVID-19 pandemic during which people were forced to work from home and the human interaction was reduced to its minimal degree. In this paper, we present a Student Interactive Assistant Android Application with Chatbot (SIAAA-C), which is basically a personal electronic guide that is used by students to get various and effective academic services. The app has a number of useful features including a campus map, multiple types of notifications, and most important, an efficient built in chatbot that responds to both Arabic and English written queries and covers a wide range of academic topics ranging from basic to complex. Even more, SIAAA-C was designed to have Arabic and English interfaces to be used in the University of Jordan (UoJ), which has one of the biggest campuses in the Arabic area with more than 40,000 local and foreign students. Moreover, SIAAA-C was practically tested in a real-life environment by a group of UoJ students who were selected from different faculties during the pandemic peak period and the feedbacks were very promising, based on the outcomes of an evaluation survey that was answered by 102 students after a 1-month test period.

Medical students face challenging but important topics they must learn in short periods of time, such as autonomic pharmacology. Autonomic pharmacology is difficult in that it requires students to synthesize detailed anatomy, physiology, clinical reasoning, and pharmacology. The subject poses a challenge to learn as it is often introduced early in medical school curricula. To ease the difficulty of learning autonomic pharmacology, we created a free web application, PharmaMemory (www.pharmamemory.com), that interactively depicts the effects of high-yield autonomic drugs on the human body. PharmaMemory provides users with the opportunity to read and quiz themselves on the mechanisms, side effects, indications, and contraindications of these drugs while interacting with the application. We provided PharmaMemory to first-year medical students for three consecutive years of quality improvement and assessed the application\'s perceived effects on learning via user surveys. Survey feedback showed that users viewed PharmaMemory favorably and self-reported increased knowledge and confidence in the subject of autonomic pharmacology. Comments revealed that users liked the website\'s visuals, opportunity for challenged recall, and conciseness. PharmaMemory utilizes challenged recall, visual stimulation, and interactive learning to provide users with a multifaceted learning tool. Preliminary data suggest that students find this method of learning beneficial. Further studies are needed to assess PharmaMemory compared with more traditional learning methods such as PowerPoint or text-based learning. Additionally, further research is needed to quantitatively assess reduction in cognitive load.NEW & NOTEWORTHY PharmaMemory (www.pharmamemory.com) is a free web application that interactively depicts the effects of high-yield autonomic drugs on the human body.

BACKGROUND: Interactive learning is one of the active learning methods used to develop students\' knowledge and skills.
OBJECTIVE: This study was conducted to determine the effect of the interactive learning method with questions prepared according to Bloom\'s taxonomy on nursing students\' learning of the need for movement.
METHODS: It is a randomized controlled study conducted in May 2023.
METHODS: This study was conducted with 134 first-year nursing students taking the Fundamentals of Nursing course. The students were randomly divided into control (n = 67) and experimental (n = 67).
METHODS: The data was collected by using a form delineating descriptive characteristics, a test assessing the necessity of movement knowledge, an analysis of a specific case study, and an assessment form for gathering student opinions on interactive learning. The queries within the data collection form were tailored to align with Bloom\'s taxonomy. Following the theoretical instruction, each student participated in the mobility needs knowledge test and case analysis (pre-test). The instructional session for the control group involved conventional lecture-style teaching supplemented with a question-and-answer format, while the experimental group received instruction through an interactive learning approach. One week subsequent to this, all students retook the mobility needs knowledge test and case analysis (post-test). Subsequently, feedback regarding the interactive learning method was solicited from the students.
RESULTS: The knowledge test revealed a statistically significant difference, with the control group exhibiting a higher median comprehension score in the post-test compared to the experimental group (p < 0.05). Regarding the case analysis, statistical analysis demonstrated that the experimental group surpassed the control group in median scores for comprehension, synthesis, and total scores, with a significant difference (p < 0.05). Additionally, most students expressed favorable opinions toward the interactive learning approach.
CONCLUSIONS: It is recommended that studies on interactive learning be repeated in different subjects in nursing education.
RESULTS: gov ID:NCT05868278.

This article was migrated. The article was marked as recommended. Purpose: In recent years there has been increasing emphasis on active and engaged learning in medical education. The purpose of this study was to determine medical student satisfaction and performance in a module where 44% of the educational time was spent in a combination of large group engaged learning sessions and at-home modules. Methods: Over two years a week-long dermatology course was transitioned to a format that included numerous large group interactive sessions. Course satisfaction results, exam performance, and a questionnaire on engaged learning were assessed. Results: Overall course satisfaction improved from 94% to 99% of students ranking the course as good or excellent as did the percent of students who rated lecture delivery as engaging (88% to 98%). The percent of students responding that the module provided opportunities for collaboration among students rose from 50% to 92%. We took away a number of learning points from these sessions based on student feedback, including a need to be sensitive to the time required for pre-class learning modules and the format of such modules. Conclusions: Based on student feedback, we found that large group teaching was effective in fostering collaboration as well as improving self-reported comprehension and overall course satisfaction.

This study aims to clarify how social media and smart devices affect the modern interactive learning process, particularly in Bangladesh, a South Asian nation. Several hypotheses have been formulated to support the notion that social media and digital gadgets have a favorable impact on interactive learning. These hypotheses were evaluated by surveying students to gauge their perceptions. This in-depth study uses data from an online survey administered to 350 students at various universities in Bangladesh to inquire into the ways in which these students make use of mobile devices like smartphones, laptops etc. and social media platforms to enhance their learning in an interactive manner, with their instructors, and amongst themselves. The examination and instrument validation techniques used an indirect structural equation model. The research found that students\' interactions with their peers and teachers, as well as their tendency to share what they\'ve learned online, were all significantly influenced by their participation in group efforts via online social networking. Furthermore, research has demonstrated that students\' interactions with instructors, peers, and online information-sharing practices greatly impact student engagement, which impacts academic achievement. This study\'s findings suggest that students who work together to learn on social media platforms like Facebook, YouTube, and Twitter are more likely to be creative, motivated, as well as committed to academic exploration.

BACKGROUND: Digitalization has long been an integral part of students\' everyday lives and increasingly also of their medical training. It seems to be an unwritten law that \"digital natives\" want as much digitalization as possible. This study aims to shed more light on how students in the clinical phase of medical studies perceive the increasing digitalization of teaching and what they need for good education.
METHODS: This study analyzed two surveys that were conducted using an online questionnaire. On the one hand, students in the 5th-9th semesters of the medical faculty at the University of Hamburg (n = 282) were surveyed (survey 1). Another survey addressed all employees of ENT clinics in Germany (n = 175; survey 2).
RESULTS: A total of 76 students took part in survey 1 and 123 lecturers in survey 2. The results show that both students and lecturers do not want face-to-face teaching to be completely replaced by digital formats. A total of 72.7% of students reject the possibility of teaching practical skills through digital formats. The majority of students surveyed stated that offline formats improve their concentration (61.1%), participation probability (63.9%), and motivation to learn (76.6%). In contrast, 40.2% of lecturers see digitalization as a way to reduce the workload without any relevant loss in teaching quality.
CONCLUSIONS: Digital teaching formats have a negative impact on the medical education of the students surveyed. Interaction and physical presence are needed to increase the motivation to learn. This leads to the first conclusion that students are critical of the increasing digitalization of medical studies.
UNASSIGNED: HINTERGRUND: Digitalisierung ist längst fester Bestandteil des Alltags von Studierenden und zunehmend auch ihrer medizinischen Ausbildung. Es scheint ein ungeschriebenes Gesetz zu sein, dass „digital natives“ möglichst viel Digitalisierung wollen. In dieser Studie wurde beleuchtet, wie Studierende im klinisch-geprägten Abschnitt des Medizinstudiums die zunehmende Digitalisierung der Lehre empfinden und was sie für eine gute Ausbildung benötigen.
METHODS: Die vorliegende Studie analysiert 2 Umfragen, welche mittels Online-Fragebogen erhoben wurden. Zum einen wurden Studierende des 5.–9. Fachsemesters der Medizinischen Fakultät der Universität Hamburg (n = 282) befragt (Umfrage 1). Eine weitere Umfrage adressierte alle Beschäftigten der HNO-Kliniken Deutschlands (n = 175; Umfrage 2).
UNASSIGNED: Es nahmen 76 Studierende an Umfrage 1 und 123 Dozierende an Umfrage 2 teil. Die Ergebnisse zeigen, dass sowohl Studierende als auch Dozierende keinen vollumfänglichen Ersatz von Präsenzlehre durch digitale Formate wünschen. Insgesamt 72,7 % der Studierenden lehnen die Möglichkeit der Vermittlung praktischer Fertigkeiten durch digitale Formate ab. Der Großteil der befragten Studierenden gibt an, in Offline-Formaten eine bessere Konzentration (61,1 %), Teilnahmewahrscheinlichkeit (63,9 %) und Lernmotivation (76,6 %) zu haben. Dozierende hingegen sehen die Digitalisierung zu 40,2 % als Entlastungsmöglichkeit ohne relevante Qualitätsverluste der Lehre.
UNASSIGNED: Digitale Lehrformate beeinflussen die medizinische Ausbildung der befragten Studierenden negativ. Es bedarf der Interaktion und physischen Anwesenheit zur Steigerung der Lernmotivation. Dies führt zu dem ersten Schluss, dass Studierende einer zunehmenden Digitalisierung des Medizinstudiums kritisch gegenüberstehen.