Strides in Development of Medical Education

Document Type : Original Article

Authors

1 Resident, Department of Emergency Medicine, School of Medicine, Rasool Akram Hospital, Iran University of Medical Sciences, Tehran, Iran

2 Specialist in Emergency Medicine, Associate Professor of Emergency Medicine, Emergency Medicine Management Research, Center, Iran University of Medical Sciences, Tehran, Iran

Abstract

Background & Objective: Medical education complexity gets worsen when confronting with a lot of information to be memorized and needs to have new techniques for learning and remembering Mnemonic instruction is a way to help students to remember the information or vocabulary more effectively and easily This study aimed to evaluate the effectiveness of mnemonic instruction among interns in the management of patients with poisoning Methods: A quasiexperimental study performed during 24 months among 120 emergency medicine interns in Rasool Akram Hospital Tehran Iran We evaluated the knowledge of two groups of interns (n = 60) about management of patients with poisoning two times with a selfadministered questionnaire (Cronbachs alpha = 078) At baseline all the participants were filled the questionnaire as their baseline knowledge of poisoning management; then both groups participated in a standard education course for poisoning management In addition we conducted an additional physical class for case group and taught them about the mnemonics instruction in poisoning At the end of ward rotation all participants answered the same questionnaire and the scores were compared between the groups for each time and within the groups for each test Results: Mean scores were statistically different between the two times of testing in each group (P < 0001) In case group the difference between pre and posttest was (453 ± 395) statistically less than the control group (673 ± 326) (P < 0002) Conclusion: Using mnemonics was not effective enough to help interns to remember about management of poisonings better than usual educational activities

Keywords

  1. Omid A,  Haghjoo  Javanmard  S,  Haghani  F.  The effect  of  memorization  model  on  nursing students’  academic  achievement  in  physiology course;  a  study  in  Isfahan  University  of  Medical Sciences.  Iran  J  Med  Educ.  2014;  14(1):  15-22. [In  Persian]
  2. Bortle  CD.  (dissertation).  The  role  of  mnemonic acronyms  in  clinical  emergency  medicine:  A grounded  theory  study.  Arizona:  University  Of Phoenix;  2010.
  3. Wolgemuth JR,.  Cobb  RB,  Alwell  M.  The  effects of  mnemonic  interventions  on  academic  outcomes for  youth  with  disabilities:  A  systematic  review. Learning  Disabilities  Research  &  Practice.  2008; 23(1):  1-10.
  4. Shmidman  A,  Ehri  L.  Embedded  picture mnemonics  to  learn  letters.  Scientific  studies  of reading.  2010;  14(2):  159-82.
  5. Laing  GK.  An  empirical  test  of  mnemonic devices  to  improve  learning  in  elementary accounting.  J  Education  for  Business.  2010; 85(6):  349-58.
  6. Hunt  N.  Using  mnemonics  in  teaching  statistics. Teaching  Statistics.  2010;  32(3):  73-5.
  7. Mastropieri MA.  Using  the  keyboard  method. Teaching  Exceptional  Children.  1988;  20(2):  4-8.
  8. Gravel  J,  Roy  M,  Carrière  B.  44-55-66-PM,  a mnemonic  that  improves  retention  of  the  Ottawa Ankle  and  Foot  Rules:  a  randomized  controlled trial.  Acad  Emerg  Med.  2010;17(8):859-64.
  9. Yang A,  Goel  H,  Bryan  M,  Robertson  R,  Lim  J, Islam  S,  et  al.  The  Picmonic(®)  Learning  System: enhancing  memory  retention  of  medical  sciences, using  an  audiovisual  mnemonic  Web-based learning  platform.  Adv  Med  Educ  Pract. 2014;5:125-32.
  10. Podolsky  A,  Stern  DT,  Peccoralo  L.  The Courteous  Consult:  A  CONSULT  Card  and Training  to  Improve  Resident  Consults.  J Graduate  Med  Educ.  2015;  7(1):  113-7.
  11. Nicksa GA,  Hirose  R,  Reilly  LM,  Stewart  L.  Use of  a  Standardized  Mnemonic,  Formal  Training, and  Experience  Improves  Situation  Awareness during  Surgical  Resident  Handoffs.  Proceedings of  the  11th  International  Conference  on Naturalistic  Decision  Making;  2013  May  21-24; Marseille,  France  2013:  61-6.
  12. Forbes C,  Weissman  C.  Mnemonics:  Overused  in Medical  Education?  [cited  2014  Aug  13]. Available  from:  http://in-training.org/mnemonicsoverused-medical-education-7561.
  13. Hobgood  C,  Harward  D,  Newton  K,  Davis  W. The  educational  intervention  "GRIEV_ING" improves  the  death  notification  skills  of  residents. Acad  Emerg  Med.  2005;12(4):296-301.
  14. Wong  L.  Essential  study  skills.  8th  ed.  Canada: Cengage  Learning;  2014.
  15. Erickson TB,  Aks  SA,  Gussow  L,  Williams  RH. Toxicology  update:  A  rational  approach  to managing  the  poisoned  patient.  ,  Emerg  Med Pract.  2001;3(8):  1-27.
  16. Kloss &  Bruce.  Flashcards  Showcase. [cited 2015  Mar  8].  Available  from: http://klossandbruce.com/flashcards-showcase/