![Informal Learning Prior to Clinical Clerkship Rotation for Japanese Medical Student:
Simulation-Based Self Directed Learning (SBSL) !
!
Yoshikazu Asada*1*4, Takanori Hiroe*2*4, Taro Aoki*3*4 �!
*1: Jichi Medical University, *2: Kyoto University, *3: Japan BLS Association, *4: The Society of Medical Education for the Next Generation��� ���������Contact: yasada@jichi.ac.jp!
!
Introduc)on
Backgrounds
Aims
Methods
In recent years, much notice has been taken of informal learning, in
which learners spontaneously learn through autonomous research on
knowledge, information, etc., in contrast to conventional schooling
(formal learning).!
In Japanese medical universities, clinical clerkship is started in the
fifth year of their six-year course beginning after graduation from high
school. The former four-year part of the course mainly consists of
classroom lectures and scarcely includes training in procedures using
simulators and occasion to have direct contact with patients. On the
other hand, imperative in order to ensure patient safety in the clinical
clerkship are not only classroom lectures but also skill practice using
simulation in the curriculum prior to the clinical clerkship. !
!
The authors conceive that success in promoting informal learning in
medical students who have not yet taken their clinical clerkship will
compensate for the insufficiencies of formal learning and will inform the
clinical clerkship with greater consideration for patient safety.!
Results
1
This
is
too
short
to
ensure
pa)ent
safety
in
the
clinical
clerkship.
Formal
learning
Informal
learning
1-‐4
year
(mostly
classroom
lectures)
OSCE
&
5-‐6
year
(bed
Na)onal
CBT
side
learning)
Exam
Simula)on-‐Based
Self
Directed
Learning
(SBSL)
:
study
session
before
and
aUer
their
class
The
usual
style
of
Japanese
medical
educa)on
curriculum.
Addi)onal
learning
opportunity
for
mo)vated
students
By
Observa)on
There were four types
of learning events are
took placed. The pictures
are shown them.
The authors have attempted to provide classes for students with the use of simulators, through there are numerous constraints as described above on the curriculum of the medical
department, which is based on formal learning. For the purpose of providing a foothold for the clinical clerkship, we took the following three measures:!
学生サークル
!
JMSS
（Jichi Medical
1. Securing of permission for the students who have not yet taken the clinical clerkship to use simulators for the skill practice!
2. Provision of opportunities to associate knowledge obtained from the use of simulators with procedures (these often require the consent of and/or supervision by teachers in Japan)!
3. Provision of information relating to similar organizations outside the university
Learning
Materials
Expected
Effec)veness
The observation revealed that the following learning events took place:
1) Spontaneous simulation training (e.g., BLS) took place.!
2) Study sessions pertaining to classroom lectures (e.g., simulation of auscultation after review on anatomy of heart) took place.!
3) Learning groups were established across some departments and collaborative learning took place (e.g., mutual teaching on the specialty of each member).!
4) Cooperation with learning groups in other universities, accomplishment reports in academic conferences, etc., were achieved.
!
The teachers made no direct commitments to providing guidance for those events. Therefore, it is conceived that all of the events satisfy the prerequisites of informal
learning. Among those, (3) and (4) were learning activities beyond expectations of the authors.
BLS
training
for
OSCE.
Some
students
show
and
teach
the
procedures
to
others.
Students are provided learning materials such as:!
Study
This
Session） study
session
for
ausculta)on
and
is
the
anatomy
with
some
slides
and
SimMan3G
for
1-‐3
year
students.
There
are
few
chance
to
use
simulator
in
their
curriculum.
It
shows
the
assistance
training
for
medical
students
by
nursing
students.
They
can
learn
new
knowledge
and
aGtude
of
other
medical
jobs
for
collabora)ve
approach.
Some
students
starts
the
new
group
for
simula)on
based
self-‐
directed
learning.
!
A.
B.
C.
D.
iPad!
e-learning tools (Procedures Consults)!
Training chance for getting the license of BLS / ALS instructor!
Simulation center and simulators of their university.
Expected effectiveness of simulation based self directed learning are:!
A. Follow-up of class room lecture!
B. Improvement of understanding of basic medical with using simulator!
C. Enhancing the motivation for their learning!
D. Advanced learning!
E. Making more time to practice, not only for knowledge but also skills and attitude
!
Results
2
Students can use iPad when
they study at simulation center.
By
Interview
The e-learning is available
both from PC and mobile.
Some students were trained as
not only for BLS/ALS provider
but also for the instructor.
We inspected via observation and interview what forms of informal learning were
used among students through those approaches to promoting spontaneous
learning. The observation of their activities were continued about half year.
Interview was done to a
few volunteer students.
The questions are (1) the
good points of SBSL, and
(2) the improvement.
Conclusions
The center has a lot of simulators.
A large training room is also
available for students.
• Students
become
more
ac)vely
about
self
directed
learning
such
as
“I
want
to
use
these
simulators”
“We
want
to
try
skills
training”
• This
study
session
is
autonomous
educa)onal
ac)vity,
so
the
number
of
par)cipants
are
not
so
large.
• We
finally
understood
the
connec)on
of
knowledge
between
basic
science
(such
as
physics)
and
basic
medical.
It
improves
our
mo-va-on
for
learning.
• We
want
to
learn
about
learning
and
teaching
methods
such
as
instruc)onal
design
to
make
our
session
more
effec)ve,
efficient
and
a]rac)ve.
• SBSL
makes
skills
training
and
bed
side
learning
easier
because
of
the
increase
of
the
training
)me.
• We
found
that
most
of
the
regular
lecture
is
not
well-‐
designed
(and
it
should
be
changed).
The activities (1) through (4) have not been thoroughly addressed by the formal learning. It is conceived on basis of the present study that indirect intervention such as the
provision of learning environment and information successfully caused the occurrence of the informal learning and promoted spontaneous learning activities of the students.
Required as an assignment in the future is to render aid for improving the quality of the informal learning with careful watch over trends and with support, guidance, etc. for
teaching methods.](https://image.slidesharecdn.com/140125imsh2014-140128222918-phpapp02/85/IMSH2014_Poster_Asada-1-320.jpg)
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IMSH2014_Poster_Asada
- 1. Informal Learning Prior to Clinical Clerkship Rotation for Japanese Medical Student: Simulation-Based Self Directed Learning (SBSL) ! ! Yoshikazu Asada*1*4, Takanori Hiroe*2*4, Taro Aoki*3*4 �! *1: Jichi Medical University, *2: Kyoto University, *3: Japan BLS Association, *4: The Society of Medical Education for the Next Generation��� ���������Contact: yasada@jichi.ac.jp! ! Introduc)on Backgrounds Aims Methods In recent years, much notice has been taken of informal learning, in which learners spontaneously learn through autonomous research on knowledge, information, etc., in contrast to conventional schooling (formal learning).! In Japanese medical universities, clinical clerkship is started in the fifth year of their six-year course beginning after graduation from high school. The former four-year part of the course mainly consists of classroom lectures and scarcely includes training in procedures using simulators and occasion to have direct contact with patients. On the other hand, imperative in order to ensure patient safety in the clinical clerkship are not only classroom lectures but also skill practice using simulation in the curriculum prior to the clinical clerkship. ! ! The authors conceive that success in promoting informal learning in medical students who have not yet taken their clinical clerkship will compensate for the insufficiencies of formal learning and will inform the clinical clerkship with greater consideration for patient safety.! Results 1 This is too short to ensure pa)ent safety in the clinical clerkship. Formal learning Informal learning 1-‐4 year (mostly classroom lectures) OSCE & 5-‐6 year (bed Na)onal CBT side learning) Exam Simula)on-‐Based Self Directed Learning (SBSL) : study session before and aUer their class The usual style of Japanese medical educa)on curriculum. Addi)onal learning opportunity for mo)vated students By Observa)on There were four types of learning events are took placed. The pictures are shown them. The authors have attempted to provide classes for students with the use of simulators, through there are numerous constraints as described above on the curriculum of the medical department, which is based on formal learning. For the purpose of providing a foothold for the clinical clerkship, we took the following three measures:! 学生サークル ! JMSS （Jichi Medical 1. Securing of permission for the students who have not yet taken the clinical clerkship to use simulators for the skill practice! 2. Provision of opportunities to associate knowledge obtained from the use of simulators with procedures (these often require the consent of and/or supervision by teachers in Japan)! 3. Provision of information relating to similar organizations outside the university Learning Materials Expected Effec)veness The observation revealed that the following learning events took place: 1) Spontaneous simulation training (e.g., BLS) took place.! 2) Study sessions pertaining to classroom lectures (e.g., simulation of auscultation after review on anatomy of heart) took place.! 3) Learning groups were established across some departments and collaborative learning took place (e.g., mutual teaching on the specialty of each member).! 4) Cooperation with learning groups in other universities, accomplishment reports in academic conferences, etc., were achieved. ! The teachers made no direct commitments to providing guidance for those events. Therefore, it is conceived that all of the events satisfy the prerequisites of informal learning. Among those, (3) and (4) were learning activities beyond expectations of the authors. BLS training for OSCE. Some students show and teach the procedures to others. Students are provided learning materials such as:! Study This Session） study session for ausculta)on and is the anatomy with some slides and SimMan3G for 1-‐3 year students. There are few chance to use simulator in their curriculum. It shows the assistance training for medical students by nursing students. They can learn new knowledge and aGtude of other medical jobs for collabora)ve approach. Some students starts the new group for simula)on based self-‐ directed learning. ! A. B. C. D. iPad! e-learning tools (Procedures Consults)! Training chance for getting the license of BLS / ALS instructor! Simulation center and simulators of their university. Expected effectiveness of simulation based self directed learning are:! A. Follow-up of class room lecture! B. Improvement of understanding of basic medical with using simulator! C. Enhancing the motivation for their learning! D. Advanced learning! E. Making more time to practice, not only for knowledge but also skills and attitude ! Results 2 Students can use iPad when they study at simulation center. By Interview The e-learning is available both from PC and mobile. Some students were trained as not only for BLS/ALS provider but also for the instructor. We inspected via observation and interview what forms of informal learning were used among students through those approaches to promoting spontaneous learning. The observation of their activities were continued about half year. Interview was done to a few volunteer students. The questions are (1) the good points of SBSL, and (2) the improvement. Conclusions The center has a lot of simulators. A large training room is also available for students. • Students become more ac)vely about self directed learning such as “I want to use these simulators” “We want to try skills training” • This study session is autonomous educa)onal ac)vity, so the number of par)cipants are not so large. • We finally understood the connec)on of knowledge between basic science (such as physics) and basic medical. It improves our mo-va-on for learning. • We want to learn about learning and teaching methods such as instruc)onal design to make our session more effec)ve, efficient and a]rac)ve. • SBSL makes skills training and bed side learning easier because of the increase of the training )me. • We found that most of the regular lecture is not well-‐ designed (and it should be changed). The activities (1) through (4) have not been thoroughly addressed by the formal learning. It is conceived on basis of the present study that indirect intervention such as the provision of learning environment and information successfully caused the occurrence of the informal learning and promoted spontaneous learning activities of the students. Required as an assignment in the future is to render aid for improving the quality of the informal learning with careful watch over trends and with support, guidance, etc. for teaching methods.