Topic number
3 . 2016
Editorial

Editorial

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Announcements

Announcements

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News

News

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Events

Event

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AMEE–2016. Chosen abstracts

AMEE–2016. Chosen abstracts

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Abstracts

Abstracts

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Educational Technologies

Objective structured clinical examination. Guide

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Objective structured clinical examination.

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Use of 3-dimensional printing for preoperative planning in the treatment of recurrent anterior shoulder instability

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Recurrent anterior shoulder instability often results from large bony Bankart or Hill-Sachs lesions. Preoperative imaging is essential in guiding our surgical management of patients with these conditions. However, we are often limited to making an attempt to interpret a 3-dimensional (3D) structure using conventional 2-dimensional imaging. In cases in which complex anatomy or bony defects are encountered, this type of imaging is often inadequate. We used 3D printing to produce a solid 3D model of a glenohumeral joint from a young patient with recurrent anterior shoulder instability and complex Bankart and Hill-Sachs lesions. The 3D model from our patient was used in the preoperative planning stages of an arthroscopic Bankart repair and remplissage to determine the depth of the Hill-Sachs lesion and the degree of abduction and external rotation at which the Hill-Sachs lesion engaged.

Distance learning at residency: implementation of the theoretical courses on the example of the "Pedagogy" discipline

Abstract
The article is devoted to problems of implementation of theoretical courses for residents (the third level of higher education) with application of distance learning technologies (DLT). The organization of distance learning is facilitating the learning process, make it active, student-centered, taking into account the content of the specialty, which is preparing a clinical Intern. In addition, using the DLT is possible to teach a large group of residents — up to 500 people.

Analysis of motivation and readiness of graduates for professional activity

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The article considers the aspects of professional orientation of graduates in medical school. Experience of professional orientation assessment of graduates of pediatric faculty of the Ural state medical university is analyzed. Results of questioning of students of the sixth rate concerning motivation and readiness for professional activity are provided. The main directions and organizational aspects of a professional orientation are determined.

Medical degree in three years: teaching medical students at McMaster University (Canada)

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The issue of teaching in Russian medical schools has become increasingly relevant since internship will be eliminated due to the new educational standards. Newly graduated physicians will be expected to work as general practitioners for at least three years before they become eligible for post-graduate training. Many are sceptic that the students will be sufficiently trained to be ready for independent work right after their graduation. It makes sense to look into the experience of other countries where the standards of teaching medical students are very high and could be used in collaboration in current Russian curriculum. One of the examples of such a system is a three year MD program at McMaster, Canada.

Online faculty development for creating e-learning materials

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Background. Faculty who want to develop e-learning materials face pedagogical chal­lenges of transforming instruction for the online environment, especially as many have never experienced online learning themselves. They face technical challenges of learning new software and time chal­lenges of not all being able to be in the same place at the same time to learn these new skills. The objective of the Any Day Any Place Teaching (ADAPT) faculty de­velopment program was to create an online experience in which faculty could learn to produce e-learning materials.

Methods. The ADAPT curriculum includ­ed units on instructional design, copyright principles and peer review, all for the on­line environment, and units on specific software tools. Participants experienced asynchronous and synchronous methods, including a learning management system, PC-based videoconferencing, online dis­cussions, desktop sharing, an online tool­box and optional face-to-face labs. Project outcomes were e-learning materials de­veloped and participants' evaluations of the experience. Likert scale responses for five instructional units (quantitative) were analyzed for distance from neutral using one-sample ί-tests. Interview data (quali­tative) were analyzed with assurance of data trustworthiness and thematic analysis techniques.

Results. Participants were 27 interprofes­sional faculty. They evaluated the program instruction as easy to access, engaging and logically presented. They reported increased confidence in new skills and in creased awareness of copyright issues, yet continued to have time management chal­lenges and remained uncomfortable about peer review. They produced 22 new in­structional materials.

Discussion. Online faculty development methods are helpful for faculty learning to create e-learning materials. Recommen­dations are made to increase the success of such a faculty development program.

Use of computer-based clinical examination to assess medical students in surgery

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Introduction. To improve the viewing of the video-projected structured clinical exami­nation (ViPSCE), we developed a comput-erizedversion; the computer-based clinical examination (CCE). This was used to as­sess medical students' higher knowledge and problem solvingskills in surgery. We present how we did this, test score descrip­tive statistics, and the students' evaluation of the CCE.

Methods. A CCE insurgery was admin­istered to assess a class of 43 final year medical students at the end of their surgi­cal clerkship. Like the ViPSCE, the exam was delivered as a slide show, using a Pow­erPoint computer program. However, in­stead of projecting it onto a screen, each student used a computer. There were 20 slides containing either still photos or short video clips of clinical situations in surgery. The students answeredby hand writing on the exam papers. At the end, they complet­ed evaluation forms. The exam papers were corrected manually. Test score descriptive statistics were calculated and correlated with the students' scores in other exams in surgery.

Results. Administration of the CCE was straightforward. The test scores were nor­mally distributed (mean = median = 4.9). They correlated significantly with the total scores obtained by the students in surgery (r=0.68), and with each of the other exam modalities in surgery, such as the multiple choice and structured essay questions. Ac­ceptability of the CCE to the students was high and they recommended the use of the CCE in other departments.

Discussion. CCE is feasible and popular with students. It inherits the validity and reliability of the ViPSCE with the added advantage of improving the viewing of the slides.

Ronald Harden’s Blog

Learning in Leiden

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Appendix

«ROSMEDOBR–2016. Innovative Learning Technologies in Medicine» VII International Conference Theses. Part A

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«ROSMEDOBR–2016. Innovative Learning Technologies in Medicine» VII International Conference Theses. Part B

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All articles in our journal are distributed under the Creative Commons Attribution 4.0 International License (CC BY 4.0 license)

CHIEF EDITOR
CHIEF EDITOR
Balkizov Zalim Zamirovich
Secretary General of the Russian Society of Medical Education Specialists, Director of the Institute of Training of Medical Education Specialists of the Russian Medical Academy of Continuing Professional Education, 125993, Moscow, Russian Federation, Professor of the Department of Vocational Education and Educational Technologies of the N.I. Pirogov RNIMU of the MOH of Russia, CEO of GEOTAR-Med, Advisor President of the National Medical Chamber, Moscow, Russian Federation

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