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Biomedical subjects

Marcel D'Eon

Publications and source records attributed to Marcel D'Eon.

7 recordsLinked to original sources
PubMed2006

Evaluation of traditional instruction versus a self-learning computer module in teaching veterinary students how to pass a nasogastric tube in the horse.

OBJECTIVE: To evaluate the effectiveness of a self-learning computer module (SLCM) versus traditional instruction in teaching how to pass a nasogastric tube (NG) in the horse. DESIGN: A double-blind, monocentric study. SAMPLE POPULATION: 52 third-year students in the DVM program were randomly assigned to two groups: traditional instruction (N = 25) or SLCM instruction (N = 27). PROCEDURE: Traditional instruction consisted of an instructor and live demonstration; SCLM students were given a CD-ROM each. Both sessions lasted one hour. The students were then united in one session to practice passing the NG tube. Their performance was videotaped and evaluated by two evaluators. Students were then given a multiple-choice knowledge quiz. One week later, a second demonstration of the same procedure by the two methods was administered, and students were allowed to choose either method of instruction. A Likert-scale questionnaire about their comfort, their confidence, and the appropriateness of the teaching method was given after the second demonstration. Data were analyzed by non-parametric tests. A focus-group study was conducted to determine students' perception of each teaching method. Nine participants in the experiment volunteered for these focus-group sessions. The sessions were audiotaped and transcribed. RESULTS: Students in the SLCM group performed significantly better on the test of knowledge than traditionally instructed students. The questionnaire found significant perceived benefits to computer-based instruction, including a preference for the computer-based module, better learning, and greater preparedness. In hands-on skill, time to pass the NG tube on the successful attempt was significantly shorter in the SLCM group than in the traditionally instructed group. The data from focus-group sessions suggest that while participants expressed satisfaction with both modes of instruction, the SLCM group reported somewhat higher levels of confidence in their skills prior to performing the procedure. Whereas the traditional group reported a strong preference for continued live demonstrations of the procedure, the SLCM group stated that the computer-assisted module alone provided them with effective instruction. CONCLUSION: Computer-assisted learning is an acceptable and effective method of training students to pass an NG tube with potential welfare, proficiency, and knowledge advantages.

Animals↗
PubMed2005

The elusive content of the medical-school curriculum: a method to the madness.

A major problem for curriculum and course planners is coping simultaneously with the expanding knowledge base and having less time to teach. A widely used solution is to include huge amounts of information in the curriculum. A better solution is to identify a manageable core of relevant knowledge. One way is to begin with program goals and systematically identify content with increasing specificity that would be needed to achieve those goals. Another is the empirical determination of content, which has not been widely attempted. These studies would include experiments and practice analyses. There is a need to mount greater and more rigorous efforts to help advance the scholarship and to provide useful information to curriculum planners. Large-scale, multi-site studies that compare the results from various methods and from different sources will be more useful to medical education generally. In these days of exploding information and technology and greater understanding of how people learn, more than ever, efforts need to be focused on finding the very specific content that will result in the best learning for our students.

Curriculum↗
PubMed2005

A blueprint for interprofessional learning.

Interprofessional education (IPE) has been promoted as a method to enhance the ability of health professionals to learn to work together. This article examines several approaches to learning that can help IPE fulfill its expectations. The first is aimed at the transfer of learning novel situations and involves two ideas. Students need to be challenged with progressively more complex tasks and those tasks need to reflect the reality in which they will be working. Second, the learning situation needs to be structured using the five elements of best-practice cooperative learning: positive interdependence, face-to-face promotive interaction, individual accountability, interpersonal and small-group skills, and group processing. Finally, the learning process itself needs to be approached from an experiential learning framework cycling through the four-stage model of planning, doing, observing and reflecting. By using increasingly complex and relevant cases in cooperative groups with an experiential learning process interprofessional education can be successful.

Canada↗
PubMed2004

Back to the future.

I attended all 42 hours of classes in the Cardiovascular System Course in order to help the course coordinator set the examination. What makes this unusual is that I am not a physician. As a PhD educator supporting faculty and the educational programs at our medical school I became a learner as well as a co-course co-coordinator. Attending all the classes has led me to discover what might become the future of faculty development and course renewal. I now know who teaches what and how so I can approach them to talk about any changes they may want to make in their teaching. I have also learned what the specific content of the course is which will allow me to connect with coordinators of concurrent and of supporting courses from earlier years in the hope of achieving some higher degree of integration. Taking the course with medical students has been one of the most interesting and professionally valuable tasks that I have ever undertaken, one that will be repeated.

Canada↗
PubMed2004

A blueprint for interprofessional learning.

Interprofessional education (IPE) has been promoted as a method to enhance the ability of health professionals to learn to work together. This article examines several approaches to learning that can help IPE fulfill its expectations. The first is aimed at the transfer of learning novel situations and involves two ideas. Students need to be challenged with progressively more complex tasks and those tasks need to reflect the reality in which they will be working. Second, the learning situation needs to be structured using the five elements of best-practice cooperative learning: positive interdependence, face-to-face promotive interaction, individual accountability, interpersonal and small-group skills, and group processing. Finally, the learning process itself needs to be approached from an experiential learning framework cycling through the four-stage model of planning, doing, observing and reflecting. By using increasingly complex and relevant cases in cooperative groups with an experiential learning process interprofessional education can be successful.

Cooperative Behavior↗
PubMed2000

Teaching as a Social Practice: Implications for Faculty Development.

What we believe about the nature of teaching has important implications for faculty development. In this article we contrast three different beliefs about the nature of teaching and highlight the implications for faculty development. If teaching were merely a technical enterprise where well trained teachers delivered packaged lessons, a very directive style of faculty development might be appropriate. If teaching were primarily a craft where teachers made personal judgments daily about how and what to teach, then faculty development which encouraged individual reflection and artistry might be more suitable. This article advances the argument that teaching generally (and teaching in medical schools in particular) is best characterized as a type of social practice. Social practices (such as parenting, being polite, and going to university) are purposive, rational, moral, communal, and are identified by their activities. The communal aspect of teaching means, among other things, that the prevailing social norms of faculty at particular institutions of higher education have a large role to play in shaping the practice of teaching. This being the case, faculty development needs to provide teachers the opportunity to address and reshape these powerful social norms where necessary.

Journal Article↗