OBJECTIVES

This quality improvement study aimed to explore the viability of a learning pedagogy for medical students, the interactive journal club (IJC), in stimulating active learning and engagement among learners. The study intends to explore the benefits provided by the IJC when compared to traditional learning methods (e.g., traditional journal clubs). It attempts to highlight the importance of didactics which focus on active learning and interactive engagement between learners.

METHODS

The IJC was implemented as a course requirement in HI 201: Health Informatics, a midyear elective course at the College of Medicine, University of the Philippines Manila. A class of MD-PhD (Molecular Medicine) students was divided into two separate groups: the designated leaders who presented the article and moderated the discussion, and the audience who did not read the article beforehand yet were involved in its critical analysis. The IJC was conducted twice in two different sections of MD-PhD (Molecular Medicine) students, across two different midyear terms, Midyear Term 2021, and Midyear Term 2022. Reflection papers were collected and the responses through this requirement were collated before the primary takeaways were extrapolated. A survey was also sent out to the students of each class to itemize the consolidated feedback of students on the proposed didactic.

RESULTS

The overall process of IJC was deemed both exciting and stimulating. The learning pedagogy provided an alternative platform for active learning, fostering a student-centered approach that placed a heavy emphasis on critical thinking. One major challenge identified in the implementation of the educational design was the heavy reliance on student participation which was identified to, at times, be a difficult factor to overcome. In order to improve its implementation, expectations may be set at the beginning and assessed at the end of the session. In addition, a pre- and post-questionnaire may be given to assess the perceived usefulness of this new method for qualitative comparison.

CONCLUSION

Interactive and student-centered modes of learning are empirical for the improvement of literature appraisal, journal presentation, and evidence-based critical thinking among medical students. IJCs may be utilized as an alternative and effective learning strategy in teaching pertinent skills expected of a proper physician. When compared to traditional pedagogies, IJCs provide a platform for deeper learning and enable the achievement of learning outcomes, with learner engagement as the focal point. Future attempts at executing IJCs may consider the implementation of learning outcomes setting, and the use of pre- and post-IJC surveys to assess the effectiveness of the modality.

Education ; Active Learning ; Critical Thinking

PURPOSE

Reflective practice is widely recognized as a fundamental component of nursing education and professional development that had the potential to enhance critical thinking skills. This study intended to evaluate the effect of reflective practice interventions on the critical thinking capability of student nurses.

DESIGN AND METHODS

The quantitative, meta-analysis design was employed. CINAHL, Medline, PubMed, Health Sources and Google Scholar databases weresearched forpublications in English until December 2020.The studies were subjected to quality assessment with the JBI checklist, systematic data extraction and statistical analysis using Comprehensive Meta-analysis version 3.0.

FINDINGS

A total of four studies satisfied the inclusion criteria. Reflective practice strategies such as journaling/journal writing and self-regulated learning had effectively enhance critical thinking skills of student nurses (summary effect=0.24; 95% CI [0.13-0.44]; p-value= 0.00004). Sensitivity analysis confirmed the strength of the findings and the publication bias was assessed and found to be minimal.

CONCLUSION

Reflective practice interventions had positive impact on the improvement of critical thinking capacity of nursing students. With the practical implications for nursing education and professional development, this study had recommended to integrate reflective practice strategies into the curriculum and training programs.

Human ; Reflective Practice ; Cognitive Reflection ; Critical Thinking ; Thinking ; Meta-analysis ; Nursing ; Sustainable Development Goals ; Sustainable Development

PURPOSE: This study was conducted to investigate the factors influencing the competence in intensive and critical care nursing of senior nursing students. METHODS: A descriptive survey was used to examine the factors that influence competence in intensive and critical care nursing. The data were collected using self-administered questionnaires; 237 senior nursing students were asked about general characteristics, critical thinking, communication competence, self-esteem, self-resilience, and self-leadership. RESULTS: Multiple regression analysis indicated that self-leadership, self-esteem, and confidence in intensive care unit practice predicted the competence in intensive and critical care nursing (37.8% of explanatory power). Critical thinking, communication competence, and self-resilience were not shown to be significant predictors of, but were positively correlated with, the competence in intensive and critical care nursing. CONCLUSION: Based on the results, it is suggested that self-leadership, self-esteem, and confidence in intensive care unit practice should be considered in nursing education in order to improve nursing students' level of competence in intensive and critical care nursing.
Clinical Competence ; Critical Care Nursing* ; Critical Care* ; Education, Nursing ; Humans ; Intensive Care Units ; Mental Competency* ; Nursing* ; Students, Nursing* ; Thinking

Since 'purpose' and 'aim' are present in all human behaviors, if it is the subject of the research, it must be different from a retributive explanation which focuses on the cause and effect. Since death is an extremely subjective and unique experience, if we take into account the lack of understanding about death due to the difficulty in methodology, it is very important to try to understand the subjectivity of death. In this respect, Q-methodology, which explains and shows the respondent's subjectivity by objectifying his subjectivity, is employed to find the solution to the questions in this study. Therefore the reason this study was initiated was to understand the characteristics and attitudinal types toward death among health care personnel. The results of this study are as follows The First type, the Fate-receipient, consisted of 17 subjects. The main charasteristics of the people in Type 1 are : a) They can talk openly about death, so as to prepare themselves for it. b) They strongly agree with the statements that the spirit does not die. c) They don't want to be put in intensive care when they're in coma. d) A person's death is part of his destiny. To these people, suicide is the most cowardly behavior, and their view of life after death is based on their religion. The Second type, the Reality-oriented, consisted of 11 subjects. These people in Type 2 think that the existence of the spirit or the next world was created by human beings for religious reasons and strongly deny the effect that religion has on our everyday life. So while they're still alive, they concentrate on life itself rather than thinking about death. In conclusion, this study discovered two types of subjectivity of health care personnel concerninig death and their relationship to it. By identifying the nature of the two types, this study suggests efficient strategies for developing educational programs in the university curriculum and continuing educational programs should be employed.
Coma ; Curriculum ; Delivery of Health Care* ; Humans ; Critical Care ; Suicide ; Surveys and Questionnaires ; Thinking