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      Using low-cost Android tablets and instructional videos to teach clinical skills to medical students in Kenya: a prospective study.

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          Abstract

          To assess the feasibility and impact of using a low-cost Android tablet to deliver clinical skills training to third-year medical students in Kenya.

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          The health worker shortage in Africa: are enough physicians and nurses being trained?

          OBJECTIVE: To estimate systematically the inflow and outflow of health workers in Africa and examine whether current levels of pre-service training in the region suffice to address this serious problem, taking into account population increases and attrition of health workers due to premature death, retirement, resignation and dismissal. METHODS: Data on the current numbers and types of health workers and outputs from training programmes are from the 2005 WHO health workforce and training institutions' surveys. Supplementary information on population estimates and mortality is from the United Nations Population Division and WHO databases, respectively, and information on worker attrition was obtained from the published literature. Because of shortages of data in some settings, the study was restricted to 12 countries in sub-Saharan Africa. FINDINGS: Our results suggest that the health workforce shortage in Africa is even more critical than previously estimated. In 10 of the 12 countries studied, current pre-service training is insufficient to maintain the existing density of health workers once all causes of attrition are taken into account. Even if attrition were limited to involuntary factors such as premature mortality, with current workforce training patterns it would take 36 years for physicians and 29 years for nurses and midwives to reach WHO's recent target of 2.28 professionals per 1000 population for the countries taken as a whole - and some countries would never reach it. CONCLUSION: Pre-service training needs to be expanded as well as combined with other measures to increase health worker inflow and reduce the rate of outflow.
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            Assessment of clinical competence using an objective structured clinical examination (OSCE).

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              Use of online clinical videos for clinical skills training for medical students: benefits and challenges

              Background Multimedia learning has been shown effective in clinical skills training. Yet, use of technology presents both opportunities and challenges to learners. The present study investigated student use and perceptions of online clinical videos for learning clinical skills and in preparing for OSCE (Objective Structured Clinical Examination). This study aims to inform us how to make more effective us of these resources. Methods A mixed-methods study was conducted for this study. A 30-items questionnaire was administered to investigate student use and perceptions of OSCE videos. Year 3 and 4 students from 34 Korean medical schools who had access to OSCE videos participated in the online survey. Additionally, a semi-structured interview of a group of Year 3 medical students was conducted for an in-depth understanding of student experience with OSCE videos. Results 411 students from 31 medical schools returned the questionnaires; a majority of them found OSCE videos effective for their learning of clinical skills and in preparing for OSCE. The number of OSCE videos that the students viewed was moderately associated with their self-efficacy and preparedness for OSCE (p < 0.05). One-thirds of those surveyed accessed the video clips using mobile devices; they agreed more with the statement that it was convenient to access the video clips than their peers who accessed the videos using computers (p < 0.05). Still, students reported lack of integration into the curriculum and lack of interaction as barriers to more effective use of OSCE videos. Conclusions The present study confirms the overall positive impact of OSCE videos on student learning of clinical skills. Having faculty integrate these learning resources into their teaching, integrating interactive tools into this e-learning environment to foster interactions, and using mobile devices for convenient access are recommended to help students make more effective use of these resources.
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                Author and article information

                Journal
                JRSM Open
                JRSM open
                SAGE Publications
                2054-2704
                Aug 2016
                : 7
                : 8
                Affiliations
                [1 ] Newcastle University Medical School, Newcastle-upon-Tyne NE2 4HH, UK; Harvard Graduate School of Arts and Sciences, Cambridge, MA 02138, USA.
                [2 ] Division of Global Health and Human Rights, Department of Emergency Medicine, Massachusetts General Hospital, Boston, MA 02114, USA.
                [3 ] Division of Global Health and Human Rights, Department of Emergency Medicine, Massachusetts General Hospital, Boston, MA 02114, USA; Harvard Medical School, Boston, MA 02115, USA.
                [4 ] Harvard T.H. Chan School of Public Health, Boston, MA 02115, USA.
                [5 ] Division of Global Health and Human Rights, Department of Emergency Medicine, Massachusetts General Hospital, Boston, MA 02114, USA; Harvard Medical School, Boston, MA 02115, USA; Harvard T.H. Chan School of Public Health, Boston, MA 02115, USA.
                Article
                10.1177_2054270416645044
                10.1177/2054270416645044
                4973399
                27540487
                dfabca66-3410-46e2-8ca4-cb23a891cea5
                History

                clinical examination,e-learning,mHealth
                clinical examination, e-learning, mHealth

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