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Item Open Access The relationship between learning style, academic achievement, and critical thinking skills among orthopaedic residents(Mahidol University, 2021) Thos Harnroongroj; Cherdsak Iramaneerat; Surin Thanapipatsiri-language Kolb learning style inventory and critical thinking test questionnaires were allocated. And, the basic science orthopaedic examination scores of Thai board certification and higher graduate diploma program in clinical medical sciences orthopaedicItem Open Access Can transformative learning improve empathy in fourth-year medical students?(Mahidol University, 2021) Chayut Wonglertwisawakorn; Cherdsak Iramaneerat; Yodying Dangprapai; Varuna KolkijkovinEmpathy is an essential skill in a physician; however, empathy levels often decline across the medical curriculum. This research explored the effectiveness of a unique transformative learning workshop to increase empathy levels in fourth-year medical students. The research questions were: 1) Does the empathy level of medical students improve after participating in the transformative learning workshop? 2) Is the empathy level of medical students in the group that participates in the transformative learning workshop significantly higher than those in the group that does not? and 3) Is the improvement in empathy level in the intervention group sustained for at least one month? Voluntary participants consisted of 74 fourth-year medical students from the Faculty of Medicine, Vajira Hospital, with 37 students in each group. The control group received standard workshops, while the intervention group received both standard and transformative learning workshops. The instrument for empathy measurement was the Jefferson Scale of Empathy (JSE) Student Version. Data were collected three times: before the intervention, immediately after the intervention, and one month later. Results showed no significant differences regarding gender or grade point average between the two groups, and pretest JSE scores did not significantly differ. After the transformative workshop, the immediate posttest JSE scores were significantly higher than the pretest scores in the intervention group (t(35) = 2.59, p = 0.014). The mean difference between immediate posttest and pretest JSE scores was significantly higher in the intervention group than in the control group (t(68) = 3.37, p = 0.001). Furthermore, there was no significant difference between the immediate posttest and delayed posttest JSE scores in the intervention group (t(35) = 0.49, p = 0.63). In conclusion, the transformative learning workshop significantly enhanced empathy and appeared to sustain that increase for at least one month in fourth-year medical students. Implication of Thesis: The pattern and sequence of this transformative learning workshop can be applied to increase empathy for medical and other healthcare professional students; additionally, this conceptual framework of transformative learning can be redesigned for improving other non-technical skills necessary for healthcare providers.Item Open Access Improving surgical skills with feedback : directly-observed versus video-recorded practice(Mahidol University, 2021) Kasaya Tantiphlachiva; Cherdsak Iramneerat; Tripop LertbunnaphongBasic surgical skills are essential for physicians. Medical schools are responsible for teaching and ensuring proficiency of these skills in their undergraduates while students are responsible for self-directed practice. Feedback is an effective strategy in developing psychomotor skills; by providing learners with information of their current performance and how to improve and enhance motivation, which are key factors to deliver these contents successfully. This study aimed to compare 2 methods of feedback: verbal face-to-face feedback after direct-observation (F2F feedback) versus electronic-written feedback after recorded video-observation (VDO-feedback) of students’ performance, in terms of effectiveness in improving students’ suturing skills, effects on motivation, learning strategies, and satisfaction. Fifty-eight medical students in the 3rd and 4th year of curriculum were trained to perform vertical mattress suture using small group teaching. Then, during the next 6 weeks before final examination (OSCE), they practiced on their own using a take-home kit. Students were randomized into group1 VDO-feedback (M:F= 21:8) and group 2 F2F-feedback (M:F=20:9). Two feedbacks were provided once every 2 weeks. Performance checklist (Cronbach’s Alpha 0.72) was used to assess suturing skill at 4 timepoints; pre-learning, post-learning, OSCE, and retention phase (2 week later). Questionnaire was used to assess motivation, learning strategies, and feedback satisfaction (Cronbach’s Alpha 0.83). After in-class learning, further significant improvement of skills was found by both types of feedback (p<0.0001). Both groups could similarly retain skill for at least 2 weeks without additional practice. Self-efficacy, test anxiety, and cognitive strategies scores were significantly increased in both groups (p<0.05). Extrinsic motivation score was increased only in VDO-feedback group. No difference in median number of stitches, mean time of practice, and satisfaction to feedback intervention. VDO-feedback may be alternative to F2F-feedbacks for basic surgical skill training, in the situation when limitation for simultaneous meeting of teacher and students occurs. Implication of Thesis: This study compared effectiveness of VDO-feedback and face-to-face feedback as a method of developing basic surgical skill of medical students. Results showed similar pattern of performance score improvement and retention scores after both interventions. Both groups had similarly increased motivation score and there was no difference in satisfaction responses. Thus, VDO-feedback may be alternative to F2F-feedbacks for basic surgical skill training, in the situation when limitation for simultaneous meeting of teacher and students occur e.g. busy clinical teacher and medical apprentice, limited teaching space and need of social distancing.Item Open Access The effect of problem-based learning on knowledge in electronic medical record for registered nurses(Mahidol University, 2021) Kanpitchanon Sanngoen; Vorawan Vanicharoenchai; Tripop LertbunnaphongElectronic medical records ( EMR) training should be ongoing bysuperusers and staff, where necessary, to ensure that the continuing transition goes assmoothly as possible. Teaching should be conducted by using Problem- BasedLearning ( PBL) for learners to have and understand the analytical process of theproblem, thus having a good level of knowledge. The objective of the research was tostudy the effects of PBL on the knowledge of EMR for registered nurses. This was aquasi- experimental research design with a sample size arranged by the G* Powerprogram that determined the effect size of 0. 50 at the statistically significant level of. 05. The power of the test was 0. 80, and the degree of the freedom of the model (df)was 50. There was a total sample size of 128 subjects comprising 64 subjects in theexperimental group and 64 subjects in the control group. Each assigned session wassix hours. The used instruments consisted of multiple-choice questions (MCQ), case scenarios, and satisfaction questionnaires. The compared average between the mean and standard deviation of the post-test in the experimental group was 38. 91 ± 1. 84, and the control group was 27. 13 ± 2. 50. From the comparative analysis, the average score difference with statistics from the independent samples t- test found that the experimental group had a significantly higher score than that of the control group at the . 05 level. The results showed that PBL improved the learning motivation of the nurses. Moreover, the registrants were involved in learning more than just listening tocontent from the tutoring, which encouraged the learners to use their existingknowledge or experience to solve the problems. It should be noted that researchers may choose an inappropriate randomization method because the distribution of the participants’ characteristics may be a factor affecting the effectiveness of the scores.Therefore, the researchers who are interested in the study of PBL in e- learning or hospital studies should increase the number and type of learning groups and plan the research process such as selecting the sample group, calculating the sample group, and preparing for the exam by using the respective language of each country.Item Open Access The effectiveness of mind map as a teaching tool for medical students(Mahidol University, 2021) Sidayu Suriya; Cherdsak Iramaneerat; Vorawan Vanicharoenchairetention and student perception of the class for the 3rd year medical students in the Doctor of Medicine Program, Faculty of Medicine, Naresuan University. An experimental randomized controlled trial study was conducted by comparing the academicItem Open Access A review of effective training program for developing evidence-based practice skills among professional nurses(Mahidol University, 2021) Nutjaree Petchann; Vorawan Vanicharoenchai; Suprapath Sonjaipanich: The thematic paper conducted literature searches using Academic Search Complete, Clinical Key for Nursing, Ovid, ProQuest Dissertations & Theses Global, PubMed, Science Direct (e-Journals), SCOPUS, and Semantic Scholar from 2010 to 2020. There used the PICO... education.Item Open Access How to use experiential learning for decision-making process teaching of emergency medicine residents(Mahidol University, 2021) Wanatchaporn Ussahgij; Cherdsak Iramaneerat; Tripop LertbunnaphongDecision-making skills are vital for emergency physicians; however, although these skills are a core component of residency training curricula, they are often not formally addressed through specific teaching methods. This narrative review employed the PICO (Population, Intervention, Comparison, and Outcome) framework and snowballing sampling method to identify and compare effective teaching strategies for improving the decision-making accuracy of emergency medicine residents. Based on thirteen studies that met the inclusion criteria—which required a focus on teaching methods, decision-making outcomes, clinical reasoning, or situational awareness—the findings suggest that decision-making should be taught in alignment with Kolb’s experiential learning cycle. Specifically, lecture-based teaching provides a foundation of concrete experience, followed by case scenarios that encourage reflective observation. Case discussions and simulations then enable learners to develop abstract conceptualization, while repetition and practice through workplace-based teaching facilitate active experimentation. Ultimately, the teaching of decision-making should integrate multiple methods and emphasize practical exercises to promote active experimentation. Further research in emergency medicine is recommended to develop robust decision-making evaluation tools and conduct well-controlled experimental studies to define the efficacy of these teaching methods.Publication Open Access Parents’ Knowledge, Attitudes, and Practices towards Antibiotic Use in Children with Upper Respiratory Tract Infections in Cambodia(2021) Saveth Kim; Tassanee Prasopkittikun; Sudaporn Payakkaraung; ทัศนี ประสบกิตติคุณ; สุดาภรณ์ พยัคฆเรือง; Mahidol University. Faculty of NursingPurpose: Antibiotic misuse in children with upper respiratory tract infections is a challenge in public health. The study aimed to examine the relationships among knowledge, attitudes and practices of parents regarding antibiotic use in this group... of children in Cambodia; and the prediction of parents’ knowledge, attitudes, sex, education, and family income on the parents’ practices. Design: A cross-sectional survey with correlational predictive design. Methods: APublication Open Access Centennial pharmacy education in Thailand(2012) Petcharat Pongcharoensuk; Sompol Prakongpan; เพชรัตน์ พงษ์เจริญสุข; สมพล ประคองพันธ์; Petcharat Pongcharoensuk; Mahidol University. Faculty of Pharmacy. Department of Pharmacy; Burapha University. Faculty of PharmacyPharmacy education in Thailand has undergone changes since founded in 1888. Several contextual influences on changes in health care system globally and internal constraints from simultaneous changes in education system and pharmacy professional... pharmacy education will be celebrated in Thailand. During the time, there has been development of the curriculum to suit the changing role of pharmacists in this country. The present article is to review the current status and gather the externalPublication Open Access The Effectiveness of COPD Management Program via Smartphone Applications on Clinical Status in Patients with Chronic Obstructive Pulmonary Disease(2021) Jinsuta Tadsuan; Doungrut Wattanakitkrileart; Sarinrut Sriprasong; จิณห์สุตา ทัดสวน; ดวงรัตน์ วัฒนกิจไกรเลิศ; ศรินรัตน์ ศรีประสงค์; Mahidol University. Faculty of Nursing), and better than that of the control group (p < .05). Conclusion and recommendations: The finding suggested that COPD management program can be used to improve patient’s clinical status. Nurses should use this program to provide health education, enhance