Advances in Medical Education and Practice

Sughashini Murugesu

Robert Grogan

Hannah Meehan

Nina Cooper

Alex Novak

Erna Bayar

Lorraine Kasaven

Shankar Dilip Visvanathan

Srdjan Saso

Karen Joash

Tom Bourne

Perception of Telemedicine and Remote Learning Following the COVID-19 Pandemic: A Health Education England Survey of London Obstetrics and Gynaecology Trainees

COVID-19疫情后对远程医疗和远程学习的认知：一项针对伦敦妇产科住院医师的健康教育英格兰调查

- Agussalim

- Citrawati

Response to Nursing Students’ Satisfaction and Self-Confidence with Simulation-Based Learning and Its Associations with Simulation Design Characteristics and Educational Practices [Letter]

护理学生对模拟学习的满意度与自信心的回应及其与模拟设计特征和教育实践的关联 [信函]

We read with great interest the paper by Funkhouser and Blenda on student preferences for examination scheduling. 1 The study provided valuable insights into how examination scheduling impacted students' well-being and academic performance.We note that the study outcomes measured were self-reported perceptions of academic performance and wellbeing.However, it would be intriguing to explore an objective study outcome of exam results for those students with examination schedules aligned with their preferences compared with those schedules not aligned with preferences.For instance, Kraakevik et al highlighted that students with flexible exam timing performed better than students with fixed exam timing. 2 Devising an examination schedule can be logistically challenging with a wide array of subjects and a need to ensure there is fairness and standardisation in the examination process.Gushgari et al acknowledge this challenge and outline various approaches and models to approach examination timetabling. 3In Funkhouser and Blenda's article, we note that 95% of surveyed students on a 47% turnout expressed a preference for examination scheduling on Fridays.Holding examinations primarily on Fridays might be logistically challenging as it would restrict available examination dates.Furthermore, it is difficult to provide an examination schedule that would meet the preferences of all students. 1eeting the preferences of all students is likely to be challenging and the study indicated a gap in self-reported academic performance and wellbeing based on examination scheduling preferences.Thus, it may be important to identify how we might instead provide better support to students who struggle with a mismatch between exam scheduling and their preferences.In a randomized study by Broda et al, low cost and relatively simple "light-touch" interventions focused around growth-mindset and belonging were significantly able to reduce attainment gaps for students from disadvantaged backgrounds compared with other students. 4n summary, the article presents the important role that exam scheduling plays in students' overall well-being and academic performance.We highlight that it would be useful to compare objective examination outcomes as well as selfreported academic performance.We also posit that given the logistical challenges of devising both a fair and bespoke exam scheduling system, that it may be perhaps better to focus instead on harnessing student support interventions to bridge gaps in wellbeing and outcomes due to examination scheduling.

Talal El-Jabri

Obaid Rahman

Ameer Hamid Khan

Exam Scheduling Preferences and Their Impact on Student Well-Being and Performance: A Call for Objective Evaluation and Supportive Interventions [Letter]

考试安排偏好及其对学生福祉和表现的影响：呼吁客观评估和支持性干预 [信函]

Neil Haycocks

Jessica Hernandez-Moreno

Johan Bester

Robert Hernandez

Rosalie Kalili

Daman Samrao

Edward Simanton

Thomas Vida

Assessing the Difficulty and Long-Term Retention of Factual and Conceptual Knowledge Through Multiple-Choice Questions: A Longitudinal Study

通过多项选择题评估事实性和概念性知识的难度及长期保留：一项纵向研究

Objective: This study evaluates the adoption of blended teaching models by faculty and students at Hubei University of Medicine. It aims to assess their willingness to adopt hybrid learning and identify the factors influencing their choices. The goal is to provide a theoretical foundation for reforming teaching models. Methods: We distributed questionnaires to 235 faculty members and 1501 students at Hubei Medical College to assess their preferences for various teaching models. We analyzed the results using multiple logistic regression analysis. Results: Among the participants, 34.5% of teachers and 33.7% of students preferred the hybrid teaching model. Influential factors for selecting this model included the quality of online teaching (OR=1.601, 95% CI: 1.221– 2.100) and teacher-student interaction (OR=2.568, 95% CI: 1.230– 5.361) for teachers. For students, significant factors included online learning tools (OR=1.894, 95% CI: 1.002– 3.580), a single teaching method (OR=1.390, 95% CI: 1.042– 1.856), low learning efficiency (OR=2.154, 95% CI: 1.673– 2.774), and the effectiveness of online learning (OR=1.257, 95% CI: 1.181– 1.339). Conclusion: The blended teaching model has gained popularity among faculty and students in higher education. Universities should leverage advancements in information technology to address challenges in hybrid teaching. Maximizing students' sense of academic achievement and satisfaction is recommended to enhance and support the blended teaching approach. Keywords: teaching modes, learning methods, willingness to adopt, influential factors

Fan Yang

Pan Liu

Peng Duan

Dongdong Zhang

Evaluating Blended Teaching Models in Medical Colleges: Preferences and Influential Factors for Teachers and Students

评估医学院校混合教学模式：教师与学生的偏好及影响因素

Abbreviation	AMEP
Journal Impact	1.85
Quartiles(Global)	EDUCATION, SCIENTIFIC DISCIPLINES(Q2)

ISSN	1179-7258
h-index	42

Publication Information	Publisher: Dove Medical Press Ltd.，Publishing cycle: ，Journal Type: journal，Open Access Journals: Yes
Basic data	Year of publication: 2010，Proportion of original research papers: 96.35%，Self Citation Rate:5.60%， Gold OA Rate: 96.46%
Journal Fees	$2990Details
Average review cycle	网友分享经验：16 Weeks

Advances in Medical Education and Practice

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Perception of Telemedicine and Remote Learning Following the COVID-19 Pandemic: A Health Education England Survey of London Obstetrics and Gynaecology Trainees

Response to Nursing Students’ Satisfaction and Self-Confidence with Simulation-Based Learning and Its Associations with Simulation Design Characteristics and Educational Practices [Letter]

Exam Scheduling Preferences and Their Impact on Student Well-Being and Performance: A Call for Objective Evaluation and Supportive Interventions [Letter]

Assessing the Difficulty and Long-Term Retention of Factual and Conceptual Knowledge Through Multiple-Choice Questions: A Longitudinal Study

Evaluating Blended Teaching Models in Medical Colleges: Preferences and Influential Factors for Teachers and Students

Perception of Telemedicine and Remote Learning Following the COVID-19 Pandemic: A Health Education England Survey of London Obstetrics and Gynaecology Trainees

Response to Nursing Students’ Satisfaction and Self-Confidence with Simulation-Based Learning and Its Associations with Simulation Design Characteristics and Educational Practices [Letter]

Exam Scheduling Preferences and Their Impact on Student Well-Being and Performance: A Call for Objective Evaluation and Supportive Interventions [Letter]

Assessing the Difficulty and Long-Term Retention of Factual and Conceptual Knowledge Through Multiple-Choice Questions: A Longitudinal Study

Evaluating Blended Teaching Models in Medical Colleges: Preferences and Influential Factors for Teachers and Students