Browsing by Author "Coderre, Sylvain"

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    A Mixed Methods Study on the Effect of Flipping the Undergraduate Medical Classroom
    (2017-11-14) Burak, Kelly W.; Raman, Maitreyi; Paget, Michael; Busche, Kevin; Coderre, Sylvain; McLaughlin, Kevin
    The flipped classroom model is increasingly being adopted in healthcare education, despite the fact that recent systematic reviews in the nursing and medical education literature suggest that this method of instructional design is not inherently better or worse than the traditional classroom. In this study, we used a sequential, explanatory mixed methods design to assess the impact of flipping the hepatology classroom for preclinical medical students. Compared to students in the traditional classroom, students in the flipped classroom had significantly lower mean (SD) ratings of their learning experiences (3.48 (1.10) vs. 4.50 (0.72), p < 0.001, d = 1.10), but better performance on the hepatology content of the end-of-course examination (78.0% (11.7%) vs. 74.2 (15.1%), respectively, p < 0.01, d = 0.3). Based upon our qualitative data analyses, we propose that the flipped classroom induced a change in the learning process of students by requiring increased preparation for classroom learning and promoting greater learner autonomy, which resulted in better retention of learned material, but reduced enjoyment of the learning experience. This dissonance in outcomes is captured in the words of one flipped classroom student: “…I hated it while I was learning it, but boy did I remember it…”. Based upon our dissonant outcomes and the inconsistent findings in the literature, we feel that there is still equipoise regarding the effectiveness of the flipped classroom, and further studies are needed to describe ways of making the flipped classroom a more effective (±more enjoyable) learning experience.
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    Colorectal Endoscopic Mucosal Resection Curriculum Development
    (2021-10-24) Kayal, Ahmed; Heitman, Steven J; Coderre, Sylvain; Raman, Maitreyi; McLaughlin, Kevin
    ABSTRACTBackground and aimsEndoscopic mucosal resection (EMR) is a commonly performed procedure that is not systematically taught during most training programs. The aim of this study was to evaluate the effectiveness of a one-day didactic and simulation-based EMR curriculum for practicing endoscopists without prior formal training in advanced endoscopic tissue resection.MethodsWe designed a one-day lecture and simulation-based EMR course. Twelve participants completed the course. Effectiveness and clinical utility were evaluated using sequential explanatory mixed methods. All participants completed a pre-course multiple-choice-question (MCQ) examination followed by a different, but thematically similar, post-course MCQ examination. A survey was also conducted to assess cognitive fatigue, perceived benefit, and potential for change in EMR practice. Finally, a delayed MCQ examination was administered 10-14 weeks later to assess knowledge retention and qualitative data were sequentially collected from three candidates via semi-structured interviews.ResultsThe mean pre-course score was 47.8% (SD 12.4%). The mean post-course score was 75% (9.9%) and mean delayed score 70.8% (13.6%), both significantly higher than the mean pre-course score (P <0.001; Cohen’s d = 1.86 and P <0.001; Cohen’s d = 1.47, respectively). There was no significant difference between the mean post- and delayed-course test scores (P =130.2). Three themes emerged from the interviews: (1) a need for EMR training, (2) improved knowledge evaluating polyps and (3) changed or refined EMR technique after the course.ConclusionsThis study highlights the need for formal education in EMR and demonstrates significant knowledge acquisition and retention of EMR cognitive skills.
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    Effect of traditional and online educational interventions on nutrition knowledge acquisition and retention in pediatric residents
    (2015-01-28) Silverman, Jason; Konthandaraman, Maitreyi; Coderre, Sylvain
    Nutrition education for medical trainees is inadequate despite nutrition’s importance in health and disease. Results showed that Canadian pediatric residency programs offered limited formal nutrition instruction. Online learning may bypass identified barriers to increasing formal nutrition instruction by allowing learning to take place on a learner’s schedule, and in the absence of local expert faculty. Therefore we aimed to compare the effect of online and traditional nutrition instruction amongst pediatric residents. Participants had inadequate nutrition knowledge on baseline objective testing and subjective self-report. Following the educational intervention, both online and in-person groups demonstrated significant increases in nutrition knowledge compared to baseline that was conserved after two months. No significant difference was found between intervention groups. The results show that a focussed time-limited educational intervention can lead to significant nutrition knowledge acquisition and retention, and that online learning may provide a reasonable curricular option for postgraduate training programs.
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    Involvement in teaching improves learning in medical students: a randomized cross-over study
    (BioMed Central, 2009-08-25) Peets, Adam D.; Coderre, Sylvain; Wright, Bruce; Jenkins, Deirdre; Burak, Kelly; Leskosky, Shannon; McLaughlin, Kevin
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    A prospective randomized trial of content expertise versus process expertise in small group teaching
    (BioMed Central, 2010-10-14) Peets, Adam D.; Cooke, Lara; Wright, Bruce; Coderre, Sylvain; McLaughlin, Kevin