The impact of lecture playback speeds on concentration and memory.

BACKGROUND: The information required to be learned and retained by medical students has continued to increase over the years. The stress that medical students face has already been highlighted in several studies, however, this in combination with a post-pandemic educational system subsequently generated a shift in medical education towards asynchronous streaming of daily lectures as part of the curriculum with variable playback speed options. METHODS: This paper aims to study the effectiveness of playback speeds, principally that of 1.5x and 2x playback speeds. One objective of this study is to analyze the existing literature regarding how playback speeds may impact learning, and to highlight the need for additional research. It has become apparent that there is not enough literature to support the role that playback speeds have in concentration and/or long-term memory retention in medical students. Due to this lack of information on the topic, this paper additionally highlights a study conducted on second year medical students at one university to assess the associations that may exist between lecture playback speeds of 1.5x and 2x and concentration and long-term retention of memory. RESULTS: Based on the data collected, it was found that there was no significant difference in student concentration or long-term memory retention with regards to lecture playback speeds. CONCLUSIONS: Although more studies are needed to better understand the topic, it is the current recommendation of the authorial team that students are free to watch medical school lectures at their preferred speed without worry of changes in learning ability.

Satisfacción en simulación clínica en estudiantes de medicina / Medical students' satisfaction with clinical simulation

Introducción: El avance tecnológico ha generado cambios en los procesos de enseñanza-aprendizaje. Con la simulación clínica existen resultados controversiales. La satisfacción del estudiante se relaciona con el nivel de aprendizaje adquirido. Objetivo: Identificar el nivel de satisfacción con el uso de simulación clínica durante la formación académica de estudiantes de medicina. Métodos: Estudio descriptivo, transversal y observacional, realizado entre agosto-noviembre de 2019 en el Laboratorio de Simulación Clínica de la Universidad de Monterrey. Se incluyeron estudiantes de medicina, y se excluyendo los repetidores y con inasistencias. Se eliminaron las encuestas incompletas en variables principales. La muestra censal fue n = 509. Se utilizó la encuesta de Calidad y Satisfacción en Simulación Clínica (Alfa de Cronbach .861), tipo Likert de 1-5, con 3 componentes: aprendizaje significativo, estructura de la simulación y relación interpersonal. Se realizaron estadísticas descriptivas. Resultados: Predominaron el sexo masculino 54,8 por ciento (279) y la edad promedio 21,8 años (DE 4.1). La mediana del puntaje de la escala resultó 73 (15-75). El nivel de satisfacción más alto se obtuvo en el séptimo semestre con 74 (15-75) y en Cirugía general con 75 (75-59). Los reactivos con mayor porcentaje de respuesta "Muy de acuerdo" fueron: "La capacitación del profesorado es adecuada" 90,8 por ciento (462) y La simulación es un método docente útil para el aprendizaje 89,4 por ciento (455); y con menor puntuación La duración del caso es adecuada 61,1 por ciento (311) y En simulación, es útil el ver las propias actuaciones grabadas 61,3 por ciento (312). Conclusión: Existe un alto nivel de satisfacción con el uso de simulación clínica durante la formación de estudiantes de medicina(AU)

Introduction: Technological development has produced changes in the teaching-learning processes. Clinical simulation also shows controversial results. Student satisfaction is related to acquired level of learning. Objective: To identify the level of satisfaction of medical students with the use of clinical simulation during their academic training. Methods: Descriptive, cross-sectional and observational study carried out, between August and November, 2019, at the Clinical Simulation Laboratory of University of Monterrey. Medical students were included, except for students repeating their studies and those who were used to being absent. Surveys incomplete on main variables were eliminated. The census sample was n=509. The Quality and Satisfaction Survey of Clinical Simulation (Cronbach's Alpha .861) was used, Likert type 1-5, with three components: significant learning, simulation structure and interpersonal relationship. Descriptive statistics were made. Results: The male sex predominated 54.8 percent (279), while the average age was 21.8 years (SD 4.1). The median of the scale score was 73 (15-75). The highest level of satisfaction was obtained in the seventh semester, accounting for 74 (15-75) and in General Surgery, accounting for 75 (75-59). The items with the highest percentage of Strongly agree were Teacher training is adequate (90.8 percent: 462) and Simulation is a useful teaching method for learning (89.4 percent: 455). The lower score corresponded to The case duration is adequate (61.1 percent 311) and In simulation, it is useful to watch recorded performances themselves (61.3 percent 312). Conclusion: There is a high level of satisfaction with the use of clinical simulation during the training of medical students(AU)

Cybertutor: um objeto de ensino na Dermatologia / Cybertutor: a teaching tool in Dermatology

Foi desenvolvido um objeto de ensino em Dermatologia voltado para a graduação, que utiliza um web site interativo, o Cybertutor. Selecionaram-se casos clínicos didáticos, aulas teóricas e referências bibliográficas atualizadas. As fotografias das lesões foram obtidas pela seleção de pacientes atendidos no ambulatório de Dermatologia. Os temas das aulas se basearam no currículo vigente da Universidade Federal do Rio Grande do Sul (UFRGS). O Cybertutor é um objeto de ensino dinâmico, moderno e atual, que possibilita constante inovação.

It was developed a teaching tool in Dermatology for undergraduate medical students, using an interactive website, the Cybertutor. Clinical cases, lectures and updated bibliography were selected. Photographies of dermatological lesions were taken from ambulatory patients. The topics of the lectures were based on the current curriculum of the Federal University of Rio Grande do Sul. The Cybertutor is a dynamic and modern teaching tool, allowing constant innovation.