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- 저자 : Zareen Zaidi (검색결과 2 건)
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Kira Nagoshi,Zareen Zaidi,Ashleigh Wright,Carolyn Stalvey 한국보건의료인국가시험원 2019 보건의료교육평가 Vol.16 No.-
PurposePeer-assisted learning (PAL) promotes the development of communication, facilitates improvements in clinical skills, and is a way to provide feedback to learners. We utilized PAL as a conceptual framework to explore the feasibility of peer-assisted feedback (PAF) to improve note-writing skills without requiring faculty time. The aim was to assess whether PAL was a successful method to provide feedback on the United States Medical Licensing Exams (USMLE)-style clinical skills exam notes by using student feedback on a survey in the United States. MethodsThe University of Florida College of Medicine administers clinical skills examination (CSEs) that include USMLE-like note-writing. PAL, in which students support the learning of their peers, was utilized as an alternative to faculty feedback. Second-year (MS2) and third-year (MS3) medical students taking CSEs participated in faculty-run note-grading sessions immediately after testing, which included explanations of grading rubrics and the feedback process. Students graded an anonymized peer’s notes. The graded material was then forwarded anonymously to its student author to review. Students were surveyed on their perceived ability to provide feedback and the benefits derived from PAF using a Likert scale (1-6) and open-ended comments during the 2017-2018 academic year. ResultsStudents felt generally positively about the activity, with mean scores for items related to educational value of 4.49 for MS2s and 5.11 for MS3s (out of 6). MS3s perceived peer feedback as constructive, felt that evaluating each other’s notes was beneficial, and felt that the exercise would improve their future notes. While still positive, MS2 students gave lower scores than the MS3 students. ConclusionPAF was a successful method of providing feedback on student CSE notes, especially for MS3s. MS2s commented that although they learned during the process, they might be more invested in improving their note-writing as they approach their own USMLE exam.
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Self-care perspective taking and empathy in a student-faculty book club in the United States
Rebecca Henderson,Melanie Gross Hagen,Zareen Zaidi,Valentina Dunder,Edlira Maska,Ying Nagoshi 한국보건의료인국가시험원 2020 보건의료교육평가 Vol.17 No.-
Purpose: We aimed to study the impact of a combined faculty-student book club on education and medical practice as a part of the informal curriculum at the University of Florida College of Medicine in the United States. Methods: Sixteen medical students and 7 faculties who participated in the book club were interviewed through phone and recorded. The interview was then transcribed and entered into the qualitative data analysis program QSR NVivo (QSR International, Burlington,MA, USA). The transcripts were reviewed, and thematic codes were developed inductively through collaborative iteration. Based onthese preliminary codes, a coding dictionary was developed and applied to all interviews within QSR Nvivo to identify themes. Results: Four main themes were identified from interviews: The first theme, the importance of literature to the development andmaintenance of empathy and perspective-taking, and the second theme, the importance of the book club in promoting mentorship,personal relationships and professional development, were important to both student and faculty participants. The third and fourththemes, the need for the book club as a tool for self-care and the book club serving as a reminder about the world outside of school werediscussed by student book club members. Conclusion: Our study demonstrated that an informal book club has a significant positive impact on self-care, perspective-taking, empathy, and developing a “world outside of school” for medical school students and faculty in the United States. It also helps to fostermeaningful relationships between students and faculty.
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