ArticleJournal of education and health promotion2022
Exploring the role of dramatics in medical education through online listserv mediated mentoring and learning web sessions.
Article in Journal of education and health promotion, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed, 1 citations in OpenAlex.
- The Usefulness of Dramatics for Teaching Cutaneous Tuberculosis: An Edutainment Approach for Postgraduate Medical Students.Medical science educator · 2024Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors at 2 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundOnline learning environments are becoming more frequent in teaching and learning than ever before. Asynchronous learning provides "high degree of interactivity" between participants and helps them to reflect upon their ideas/thoughts, before sharing them with others leading to more insightful responses and in-depth learning. Moderating an online discussion is an art and challenging task, which needs meticulous planning and effective execution approaches. One of the major challenges in online discussion is to ensure active participation and interest among participants, and therefore, it reiterates the need for inclusion of interactive strategies to enable it meaningful and effective. The present article is to share our experiences in moderating session on "Dramatics in Medical Education" (DIME) as a part of ML web discussion of Foundation for Advancement in International Medical Education and Research (FAIMER) at one of the regional FAIMER institutes in India. MATERIALS AND
methodsThirty-two FAIMER fellows participated in online discussion on DIME, supplemented with various engagement triggers including, sharing of real-life situation case scenarios, motivational quotes, competitions and rewards, script writing, script editing exercises by using Forum Theatre method, discussion on uploaded academic videos on "YouTube," use of mnemonics, etc.
resultsOnline discussion yielded improved knowledge and positive attitudes of participants toward DIME. Task-based exercises within authentic or realistic situations, teamwork, and interactions facilitated active learning of participants.
conclusionsAppropriate planning, well coordination, and interactive strategies can foster learning and reflective abilities as well as develop favorable perceptions of learners toward virtual mode of teaching-learning.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.