Craig Zimitat

The Anatomy Learning Experiences Questionnaire (ALEQ) was designed by Smith and Mathias to explore students' perceptions and experiences of learning anatomy. In this study, the psychometric properties of a slightly altered 34‐item ALEQ (ALEQ‐34) were evaluated, and correlations with learning outcomes investigated, by surveying first‐ and second‐year undergraduate medical students; 181 usable responses were obtained (75% response rate). Psychometric analysis demonstrated overall good reliability (Cronbach's alpha of 0.85). Exploratory factor analysis yielded a 27‐item, three‐factor solution (ALEQ‐27, Cronbach's alpha of 0.86), described as: (Factor 1) (Reversed) challenges in learning anatomy, (Factor 2) Applications and importance of anatomy, and (Factor 3) Learning in the dissection laboratory. Second‐year students had somewhat greater challenges and less positive attitudes in learning anatomy than first‐year students. Females reported slightly greater challenges and less confidence in learning anatomy than males. Total scores on summative gross anatomy examination questions correlated with ALEQ‐27, Pearson's r = 0.222 and 0.271, in years 1 and 2, respectively, and with Factor 1, r = 0.479 and 0.317 (all statistically significant). Factor 1 also had similar correlations across different question types (multiple choice; short answer or essay; cadaveric; and anatomical models, bones, or radiological images). In a retrospective analysis, Factor 1 predicted poor end‐of‐semester anatomy examination results in year 1 with a sensitivity of 88% and positive predictive value of 33%. Further development of ALEQ‐27 may enable deeper understanding of students' learning of anatomy, and its ten‐item Factor 1 may be a useful screening tool to identify at‐risk students. Anat Sci Educ 10: 514–527. © 2017 American Association of Anatomists.

Personalised instruction is increasingly recognised as crucial for efficacious learning today. Our seminal work delineates and elaborates on the principles, development and implementation of a specially-designed adaptive, virtual laboratory. We strived to teach laboratory skills associated with lactate dehydrogenase (LDH) enzyme kinetics to 2nd-year biochemistry students using our adaptive learning platform. Pertinent specific aims were to:(1)design/implement a web-based lesson to teach lactate dehydrogenase(LDH) enzyme kinetics to 2nd-year biochemistry students(2)determine its efficacious in improving students' comprehension of enzyme kinetics(3)assess their perception of its usefulness/manageability(vLab versus Conventional Tutorial). Our tools were designed using HTML5 technology. We hosted the program on an adaptive e-learning platform (AeLP). Provisions were made to interactively impart informed laboratory skills associated with measuring LDH enzyme kinetics. A series of e-learning methods were created. Tutorials were generated for interactive teaching and assessment. The learning outcomes herein were on par with that from a conventional classroom tutorial. Student feedback showed that the majority of students found the vLab learning experience "valuable"; and the vLab format/interface "well-designed". However, there were a few technical issues with the 1st roll-out of the platform. Our pioneering effort resulted in productive learning with the vLab, with parity with that from a conventional tutorial. Our contingent discussion emphasises not only the cornerstone advantages, but also the shortcomings of the AeLP method utilised. We conclude with an astute analysis of possible extensions and applications of our methodology.

Background: Epistemological beliefs have a pervasive influence on learning and practice. Understanding these beliefs and how they develop, could play an important role in medical student training and shape later clinical practice. Methods: The epistemological beliefs of first-year medical students from an Australian and Malaysian university were explored using a domain-specific instrument. Results: There were significant differences between the disciplinary epistemological beliefs of Australian and Malaysian medical students across many items, and two specific factors (Certainty of Knowledge and Justification for Knowing). Discussion: These findings have potential implications for teaching in biomedical disciplines and adaptation of Western curriculum innovations in Eastern educational contexts. Further work is needed to confirm and understand any epistemological differences and subsequent implications for learning and teaching in medicine.

RRH: Rural and Remote Health. Published article number: 2972 - A rural, community-based suicide awareness and intervention program

The massification of higher education (HE) has led to an unprecedented increase in the number of students in the classrooms, resulting in increased workload for teaching staff, sometimes leading to a great reliance on Multiple Choice Questions (MCQs) examinations with limited feedback provided to students. The central role of feedback in student learning is well recognised; however, it is often one of the poorest scoring items in Student Evaluation of Teaching and Learning (SETL) surveys. Teaching staff also need feedback on the quality of the examinations they set. In response to these key teaching and learning issues, this study developed a computer-aided system for providing meaningful and customised feedback on performance to students and the quality of MCQ assessment items to teaching staff. Furthermore, student and staff perceptions of the effectiveness and value of the feedback to learning were evaluated. Student experiences indicated that the feedback was timely, well presented, easy to understand and would aid revision for further study. In addition, the efficient provision of automatically generated item performance information to teaching staff allowed convenient quality assurance (QA) monitoring, informed staff of the progress of students’ learning, and enabled modification of teaching to better support student learning.

Background: Undergraduate students’ in several Australian medical courses undertake short placements with Paramedics to increase their awareness of biopsychosocial factors affecting health, provide opportunities to apply knowledge and clinical skills in health contexts and to develop inter-professional knowledge. Aim: The purpose of this study was to provide the first report of medical students experiences on Paramedic placements, by identifying the opportunities and range of clinical activities they experienced, and to seek feedback to improve placements. Methods: Students (n = 33, 72% response rate) completed an 11-question post-placement survey requiring Likert-scale responses with open-ended questions requiring narrative responses. Results: Students employed communicative, observational and basic clinical skills ‘on the job’ during the placement. They had exposure to a range of experiences from non-emergency patient transfers to violence and intoxication, trauma, suicide and death. Students witnessed the importance of different individuals as well as the importance of the inter-professional network in delivering pre-hospital care. Overall, students were over-confident of their abilities, but found the placements to be valuable learning opportunities that met the intended outcomes. Conclusion: Suggested improvements include better orientation, management of expectations and debriefing, shifts with a higher rate of call outs, direct clinical teaching and introduction of a ‘patient journey’ approach to the placement.