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Background and Objective@#The pandemic has forced medical education to adopt online and hybrid set-ups, and this has greatly changed the way human anatomy is taught. Course-required knowledge can be accessed using raw references like original publications, collected reviews such as those found in books, as well as in shorter versions like summaries, and in online or electronic applications or software. With readily accessible online physical materials and human resources in anatomy, the value of learning by seeking out verifiable information to answer a real time query may change the current method of teaching and assessment of outcome-based learning in a heavy-recall subject such as human anatomy. For the student, sources of information or instruction are termed the “peripheral brain”. The objective of this study is to describe the medical students’ method in accessing medical information during a hybrid small group discussion.@*Methods@#In a modified hybrid laboratory set-up, a class of 200 students were divided into 18 groups, with two students in each group acting as laboratory dissector, who will broadcast their in-person classroom activities to the group members via zoom. The groups rotated in nine specimen stations consisting of soft-embalmed cadavers, plastinated specimen, models, bones, and VH dissector™ virtual dissector. Students were allowed to use any type of resources to accomplish the following tasks: 1) look for listed structures, 2) identify landmarks, and 3) describe functions. A Google sheet survey was administered a month after the activity on the following domains: search strategy, targeted references, and verifiability of information. @*Results@#There were 110 students with age range of 19-27 years old, who participated in the study. Their most accessed reference is still personally prepared notes, followed by electronic books. When using ebooks, the first thing students reported exploring is the table of contents, followed by the search button. If doing online search, the key word used is the structure or function of interest. In group dynamics, students prefer to divide the work and assign tasks to each member, instead of collectively and simultaneously discussing a topic. For them, the most important characteristic of a reliable peripheral brain is that it is the recommended reference, followed by how current the reference is, i.e., published in the last 3 to 5 years. Interestingly, for most students, the information must be acquired in 5 minutes, which is contrary to the preferred mode of reference. Artificial intelligence may enhance SGDs according to most of the students. In accessing peripheral brain, Google is perceived as the quickest, books are most reliable, and Pubmed is the most up-to-date. Most of the students preferred pre-assigned questions or tasks during SGDs, with equal distribution of work. Giving and receiving remote instructions is not a problem. Dealing with a difficult group member is important, but is not a problem in hybrid discussion. @*Conclusion@#The survey results provide valuable insight on learning strategies used by the current generation of medical students, who have started medical school during the pandemic and are used to online teachinglearning modes of instruction. These findings can be exploited in designing course activities. The concept of peripheral brain in small group discussions can be formally introduced to students learning anatomy to utilize modern technology in enhancing knowledge.
Asunto(s)
Anatomía , Educación MédicaRESUMEN
No período pós pandêmico o retorno às aulas se deu em modelos distintos, dentre eles, o híbrido, capaz de utilizar da melhor forma os recursos presentes, tanto na educação presencial, quanto na não-presencial. O presente trabalho é um relato de experiência com o objetivo de descrever a participação, como discente monitor, de três acadêmicos do curso de Medicina da Universidade Federal da Integração Latino- Americana no projeto "Monitoria Acadêmica em Programa de Integração Ensino Serviço Comunidade I como estratégia para integrar o estudante ingressante", relatando o uso de ferramentas digitais no ensino híbrido como método de superação das barreiras temporais e espaciais e de engajamento discente. Nesse sentido, evidenciou-se maior flexibilidade de acesso dos discentes ingressantes à monitoria acadêmica pela introdução do ensino híbrido, contribuindo para o processo de adaptação à vida acadêmica. Ainda, o uso de ferramentas digitais se mostrou um facilitador do processo de sistematização e internalização das informações e vivências. Por fim, o fator de maior relevância na integração dos discentes foi a promoção de ambientes abertos a questionamentos com coordenação horizontal e rede de apoio, sejam eles presenciais ou não.
In the post-pandemic period, the return to classes took place in different models, among them the hybrid model, capable of making the best use of the resources present in both face-to-face and non-presential education. The present work is an experi- ence report with the objective of describing the participation, as a student monitor, of three students from the Medicine course of the Federal University of Latin American Integration in the project "Academic Monitoring in the Program for Integration Teaching- Community Service I as a strategy to integrate the entering student", reporting the use of digital tools in hybrid teaching as a method to overcome temporal and spatial barriers and to engage the students. In this sense, there was evidence of greater flexibility of access of the incoming students to academic monitoring through the introduction of hybrid tea- ching, contributing to the process of adaptation to academic life. Still, the use of digital tools proved to be a facilitator of the process of systematization and internalization of information and experiences. Finally, the most relevant factor in the integration of stu- dents was the promotion of open environments with horizontal coordination and support network, whether face-to-face or not.
En el período post-pandémico, el regreso a clases se dio en diferentes mo- delos, entre ellos el híbrido, capaz de aprovechar al máximo los recursos presentes en la enseñanza presencial y no presencial. El presente trabajo es un relato de experiencia con el objetivo de describir la participación, como alumno monitor, de tres estudiantes del curso de Medicina de la Universidad Federal de Integración Latinoamericana en el pro- yecto "Seguimiento Académico en Programa de Integración Docente Servicio Comuni- tario I como estrategia de integración del alumno ingresante", dando cuenta del uso de herramientas digitales en la educación híbrida como método de superación de las barreras temporales y espaciales y de compromiso del alumno. En este sentido, se evidenció una mayor flexibilidad de acceso de los estudiantes al seguimiento académico por la introdu- cción de la enseñanza híbrida, contribuyendo al proceso de adaptación a la vida acadé- mica. Aún así, el uso de herramientas digitales demostró ser un facilitador del proceso de sistematización e internalización de información y experiencias. Finalmente, el factor más relevante en la integración de los estudiantes fue la promoción de ambientes abiertos al cuestionamiento con coordinación horizontal y red de apoyo, presencial o no.
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Background: The students during the Covid time had been made to adopt online education to socially distance and pursue the curriculum at the safety of their homes. This type of education is important as the future demands learning to be a hybrid of both online and offline. The study was done with an objective of identifying various perceptions about online medical education among the students. Methodology: The crosssectional study was done among 578 students across various medical colleges in India and the data was collected using online platform where the questionnaire was regarding socio-demographic details, advantages and disadvantages, teacher’s quality, hinderances and suggestions with respect to online education. The data collected was analyzed using SPSS 21. Results: Out of the 578 subjects 386 (66.8%) were females and 413 (71.5%) responses were from private college. In the study 449 (77.7%) students were from the state of Tamilnadu. The study showed a significant increase in the number of students using various learning modalities like video lectures. Power point and pre-recorded lectures/tutorials after the advent of online classes. Most of the students reported the maximum concentration time for videos and pre-recorded lectures/tutorials, and least for PDF/ MS Word document. The study showed that 314(54%) students preferred blended or hybrid learning in the future. Conclusion: In the study the students reported the need for high selfdiscipline and motivation considered necessary for the online education. The students reported more biased attention and use of video-based lectures in terms of increased time spending and concentration time. So the revised modules should be made available with importance towards visual capture and to reduce the monotony of the medical education.
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With recent explosive growth of bulky biological data available, there are great needs of developing rapid autonomous algorithms in bioinformatics. In result, there has be en a great deal of attempts to apply various data mining techniques and learning algorithms to various fields of bioinformatics and a good example of this trend is the promoter and motif search area to which NN (Neural Network), HMM (Hidden Markov Model), and clustering algorithms have been applied and several good public software programs are available. Learning algorithms explore a part of big learning space effectively by their own biases. Thus, in many occasions, different learning algorithms have radically different results especially when the target concept is uncertain or stochastically defined and/or the background knowledge of the problem is limited. In this case, it is useful to apply a hybrid learning approach which two or more mutually compensative algorithms (e.g. a low false positive algorithm and a low false negative algorithm) are effectively combined. In this paper, we report a series of experiments with a hybrid learning approach in promoter prediction problem. Three available public software systems are tested and two of them (McPromoter and PROMOTER SCAN) are hierarchically combined and tested. The result shows that the hybrid learning model in this problem is quite plausible (better than any of the two base systems in accuracy and low false alarms) and many other learning algorithms could be more useful in this approach than being applied independently.