Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Scholarship-me (4)
- Medical Education (2)
- 'just in time' teaching (1)
- Academic Performance (1)
- Academic Success (1)
-
- Active learning (1)
- Boonshoft School of Medicine (1)
- COVID-19 (1)
- Collaborative learning (1)
- Continuous assessment of learning (1)
- Differential Diagnosis (1)
- Formative assessment (1)
- Frequent formative testing (1)
- Grit (1)
- Immediate feedback for learner (1)
- In-class (1)
- Linear regression model (1)
- MCAT (1)
- Medical School (1)
- Medical sciences--Study and teaching (1)
- Medical student education (1)
- Medicine (1)
- Meta Memory Techniques (1)
- Multiple choice questions (1)
- Office of Research Affairs (1)
- On-line class (1)
- Peer instruction (1)
- Peer-to-peer teaching (1)
- Primary Care (1)
- Research (1)
- Publication
- Publication Type
Articles 1 - 8 of 8
Full-Text Articles in Medicine and Health Sciences
12 Tips For Implementing Peer Instruction In Medical Education, Dean Parmelee, Mary Jo Trout, Irina Overman, Michael P. Matott
12 Tips For Implementing Peer Instruction In Medical Education, Dean Parmelee, Mary Jo Trout, Irina Overman, Michael P. Matott
Medical Education Faculty Publications
Peer Instruction (PI) is a vibrant instructional strategy, used successfully for over two decades in undergraduate physics and mathematics courses. It has had limited use and few publications in medical education. This 12 TIPS provides a focused review on the evidence supporting its use in higher education and rationale for its wider adoption in medical education. The authors detail important steps for its implementation with large classes. Based on several years of experience with PI in a US allopathic medical school, they feel that PI attends to core principles from the science of learning and provides students and faculty with …
Wright State University Boonshoft School Of Medicine, Brenda Roman, Colleen Hayden, Irina Overman
Wright State University Boonshoft School Of Medicine, Brenda Roman, Colleen Hayden, Irina Overman
Medical Education Faculty Publications
No abstract provided.
Proceedings - Wright State University Boonshoft School Of Medicine Twelfth Annual Medical Student Research Symposium, Office Of Research Affairs, Boonshoft School Of Medicine
Proceedings - Wright State University Boonshoft School Of Medicine Twelfth Annual Medical Student Research Symposium, Office Of Research Affairs, Boonshoft School Of Medicine
Medical Student Research Symposium Proceedings
The student abstract booklet is a compilation of abstracts from students' oral and poster presentations at Wright State University's Twelfth Annual Boonshoft School of Medicine Medical Student Research Symposium held on April 21, 2020.
Vital Signs, Spring 2020, Boonshoft School Of Medicine
Vital Signs, Spring 2020, Boonshoft School Of Medicine
Vital Signs
A thirty-one page newsletter created by the Boonshoft School of Medicine to document the current affairs of the school. This issue includes a variety of feature articles, alumni profiles, class notes, and more.
Implementing Peer Instruction In Medical Education And The Impact On Student Success, Alexander Chase
Implementing Peer Instruction In Medical Education And The Impact On Student Success, Alexander Chase
Scholarship in Medicine - All Papers
In 1991, a physicist at Harvard University, Dr. Eric Mazur, implemented a new style of classroom learning into his introductory physics courses named Peer Instruction.1 The objective of Peer Instruction (PI) was to engage students in interactive discussion throughout the time spent in the classroom. In the PI format, students were assigned reading that was then tested at the start of each class through a reading quiz. Dr. Mazur then spent the remainder of class quizzing his students with questions that were designed to highlight the important aspects of the material in question. All students were required to participate by …
Relationship Between Formative Test Results And Final Exam Performance In First Year Medical School Course, Grace Owens
Relationship Between Formative Test Results And Final Exam Performance In First Year Medical School Course, Grace Owens
Scholarship in Medicine - All Papers
Objective: The purpose of the study was to evaluate whether formative testing from iRAT and MCQ data was predictive of final exam scores for the Staying Alive course at WSU BSOM. Methods: Data was collected from two consecutive classes of first-year medical students (n=234). Data included students’ formative quiz scores (iRAT), formative exam scores (MCQ), final exam scores (NBME), race, and gender. Three regression models were created to analyze the relationship between formative and final scores. Results: The average iRAT score was not a significant predictor of NBME score. 53-56% of the variability in NBME score was attributed to iRAT, …
Grit And Medicine: Practicing Physicians, Residents, And Medical Students, Michael Bamisile
Grit And Medicine: Practicing Physicians, Residents, And Medical Students, Michael Bamisile
Scholarship in Medicine - All Papers
Introduction: Since 2012, researchers have focused on understanding the relationship between grit and the successful completion of medical school1. This study seeks to determine how grit levels, measured by survey at matriculation, relate to first year medical school academic performance. This study also seeks to address the discrepancy concerning measurement of grit and implications of grit in medical students before and during COVID-19 and the shift from in-class to on-line instruction. Methods: The data from this study were collected from Wright State University Boonshoft School of Medicine (WSUBSOM), a Midwestern allopathic medical school in the United States. Data were collected …
Ddx 2.0: Efficacy Of A Differential Diagnosis Course For Ms3s Considering Primary Care And Non-Primary Care Specialties, Maya V. Prabhu
Ddx 2.0: Efficacy Of A Differential Diagnosis Course For Ms3s Considering Primary Care And Non-Primary Care Specialties, Maya V. Prabhu
Scholarship in Medicine - All Papers
Objective: To assess if medical students interested in pursuing a primary care specialty are more receptive and have a more positive attitude towards formulating differential diagnoses (DDx) using metamemory techniques (MMTs). Methods: Cross-sectional analysis of data obtained from 113 MS3 students from the Boonshoft School of Medicine. Students generated timed DDx for a clinical case before and after an instructional didactic session about MMTs. Demographic data (including intended medical specialty and attitudes towards the overall process) were collected. Paired t-test compared screened and unscreened DDx before and after the intervention. Mixed-repeated measures ANOVA compared pre- and post- intervention screened and …