Medicine

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Feedback practices in undergraduate clinical teaching in Sri Lanka - a qualitative study
(BioMed Central, 2024) Sanchayan, S.; Olupeliyawa, A.; Chandratilake, M.
BACKGROUND Feedback is integral to medical education, enabling students to improve their knowledge, skills, and attitudes. Feedback practices may vary according to prevalent cultural and contextual factors. This study aimed to explore how feedback is conceptualized and practised in the clinical education of medical students in Sri Lanka.METHODS The study was conducted in three medical schools and affiliated hospitals that represent the cultural diversity of Sri Lanka. Purposive sampling was utilized to recruit clinical teachers and students who would provide rich information for the study. The study had three components: an observation study, interviews with clinical teachers and focus group discussions with clinical students. During the observation study, video recording was used as a data collection tool to observe feedback in real-life clinical teaching/learning settings. A constructivist grounded theory approach was adapted for analysis to explore current practices and perceptions inductively.RESULTS Feedback was conceptualised as spontaneous unidirectional provision of information for the improvement of students. It was often provided in public settings and in student groups. Error correction was the primary focus of feedback, but both teachers and students desired a balanced approach with reinforcement and reflection. Although the direct approach to corrective feedback was found beneficial for student learning, participants agreed that harsh feedback was to be avoided. The hierarchical culture and lack of programmed feedback in the curricula influenced feedback practices, suggesting the need for modification.CONCLUSIONS This study highlighted feedback practices in the local context, emphasizing the need to address the hierarchical gap in clinical settings, balance reinforcement and correction, and promote dialogue and reflection in the feedback processes. The findings will help clinical teachers from both the global south as well as the global north to recognize cultural and contextual differences in providing feedback.
Exploring the pros and cons of integrating artificial intelligence and ChatGPT in medical education: A comprehensive analysis
(College of Otorhinolaryngologists and Head and Neck Surgeons of Sri Lanka, 2024) Lakshan, M.T.D.; Chandratilake, M.; Drahaman, A.M.P.; Perera, M.B.
The rise of AI and chatbots in medical education is undoubtedly going to impact the traditional ways of learning. Artificial Intelligence (AI) is rapidly evolving and revolutionizing various fields, and the healthcare industry is no exception. The key to success in this new age of AI technologies is for medical educationists to maintain a deep commitment to their students’ learning, while remaining open to new ideas and approaches that leverage the power of AI to enhance the educational process. The use of AI, specifically ChatGPT, in medical education can provide various benefits, including personalized learning, practice of clinical scenarios, access to medical literature, and a research and study aid for medical students. However, it is important to note that AI should not replace traditional learning methods and that students should actively engage with the material and develop critical thinking skills.
Challenges in learning procedural skills: Student perspectives and lessons learned for curricular design
(Routledge, 2024) Kodikara, K.; Seneviratne, T.; Godamunne, P.; Premaratna, R.
PHENOMENON: Developing foundational clinical procedural skills is essential to becoming a competent physician. Prior work has shown that medical students and interns lack confidence and competence in these skills. Thus, understanding the student's perspective on why these skills are more difficult to acquire is vital for developing and reforming medical curricula. APPROACH: This study explored procedural skills learning experiences of medical students with qualitative methods. Through purposive sampling, 52 medical students from the third, fourth, and final years were selected for inclusion. Data were collected using six audio-recorded, semi-structured focus group discussions. Transcripts were manually coded and analyzed using inductive content analysis. FINDINGS: Students provided rich and insightful perspectives regarding their experiences in learning procedural skills that fell into three broad categories: 1) barriers to procedural learning, 2) reasons for learning, and 3) suggestions for better learning outcomes. Students described a range of barriers that stemmed from both patient and clinician interactions. Students were reluctant to make demands for their own benefit during clerkships. The most commonly expressed reason for wanting to learn procedural skills was the desire to be a competent and independent intern. The motivators suggested that students felt empathetic toward interns and visualized a successful internship as a learning goal. Participants suggested peer learning, improved teaching of procedural skills, assessments, and feedback to improve their learning. INSIGHTS: This study generated valuable information to promote critical reflection on the existing curriculum and pedagogical approaches to procedural skills development. Medical educators need to sensitize the clinical teachers to student perspectives and what students are really learning to make impactful changes to teaching and learning procedural skills. Students' self-advocacy skills and self-directed learning skills need to be developed for them to seek out learning opportunities and to promote life-long learning. Lessons from this study may also apply to curriculum design in general, especially in teaching clinical skills. Empowering the learner and embracing a learner-centered approach to teaching and learning procedural skills will benefit future clinicians and their patients.

Medicine

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