Medical imaging in problem-based learning and impact on the students: A cross-sectional study.

OBJECTIVE: To investigate the medical students' performance with and perception towards different multimedia medical imaging tools. METHODS: The cross-sectional study was conducted at the College of Medicine, Qassim University, Saudi Arabia, from 2019 to 2020, and comprised third year undergraduate medical students during the academic year 2019-2020. The students were divided into tow groups. Those receiving multimedia-enhanced problem-based learning sessions were in intervention group A, while those receiving traditional problem-based learning sessions were in control group B. Scores of the students in the formative assessment at the end of the sessions were compared between the groups. Students' satisfaction survey was also conducted online and analysed. Data was analysed using SPSS 21. RESULTS: Of the 130 medical students, 75(57.7%) were males and 55(42.3%) were females. A significant increase in the mean scores was observed for both male and female students in group A compared to those in group B (p<0.05). The perception survey was filled up by 100(77%) students, and open-ended comments were obtained from 88(88%) of them. Overall, 69(74%) subjects expressed satisfaction with the multimedia-enhanced problem-based learning sessions. CONCLUSIONS: Radiological and pathological images enhanced the students' understanding, interaction and critical thinking during problem-based learning sessions.

The impact of flipped classroom: Evaluation of cognitive level and attitude of undergraduate medical students.

BACKGROUND: Anatomy is a core component of the basic health sciences and a structural foundation for higher clinical courses. Mastering this foundational science is an essential competency for health care providers. Some medical schools still adopt the traditional teacher-centered methods for teaching anatomy with the disadvantages of lacking the students' opportunity to practice higher levels of thinking such as application, interpretation, or analysis during class. One of the promising teaching strategies that enhance student engagement is the flipped classroom (FC). The present study explored the students' achievement during the anatomy FC, compared with traditional classroom for the first time in Qassim College of Medicine. METHODS: Online educational materials were uploaded on the Blackboard in the form of electronic textbooks, PowerPoint presentations, online websites, journal articles and multimedia in the pre-class phase of the FC. The in-class phase included open discussion and problem-solving activities were based upon the digitalized resources. Students' attendance was recorded during the in-class sessions. Comparison between the students' scores of the pre-and post-tests for both the FC and traditional classroom. A computed students' survey towards the FC was analysed. RESULTS: The mean students' scores of the lower and higher-order thinking questions of the FC in the pre-tests were significantly increased in the pre-tests (4.40 ± 1.18 and 1.39 ± 0.53 respectively), compared with that of the traditional classroom (1.44 ± 1.09 and 0.41 ± 0.51 respectively) as well as in the post-tests (5.73 ± 1.03 and 2.14 ± 0.71), compared with that of the traditional classroom (5.07 ± 1.2 and 1.66 ± 0.93 respectively). The absence rate of the students during the FC was lower by 16.13%. Students' survey conveyed their satisfaction towards the FC. Cronbach's alpha test revealed high reliability of all students' survey items and their correlation coefficient was positive. CONCLUSION: The current work concluded that the educational outcome gained from the technology-enhanced active learning (TEAL), through the implementation of the anatomy FC, enhanced the students' achievement and commitment and suggested the upgrading of the anatomy teaching methods and exploring the long-term effects of the FC.