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AbdulAzeem Abdullah Omer, A. (2021). Using Logbooks to Enhance Students’ Learning: Lessons From a Mixed-methods Study in an Undergraduate Surgical Rotation. Sudan Journal of Medical Sciences (SJMS), 16(3), 409–429. https://doi.org/10.18502/sjms.v16i3.9701
https://doi.org/10.18502/sjms.v16i3.9701
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Ahmad AbdulAzeem Abdullah Omer
Ahmad AbdulAzeem Abdullah Omer
Department of Surgery, Faculty of Medicine, Prince Sattam Bin Abdul Aziz University, Alkharj, Saudi Arabia
Published Date
- Sep 30, 2021
Using Logbooks to Enhance Students’ Learning: Lessons From a Mixed-methods Study in an Undergraduate Surgical Rotation
Abstract
Background: Logbooks are frequently used in medical education to enhance and monitor students’ learning. However, some barriers that may diminish their benefits have been reported. This study aims to evaluate the usefulness of logbooks to students’ learning and identify the factors, which may contribute to their outcomes in learning milieus.
Methods: The study used a mixed-methods approach. Quantitative and qualitative data were collected from the medical students in the fourth- and sixth-year classes and their teachers in the department of surgery at the Faculty of Medicine at University of Tabuk in the academic year 2016–2017. Data were collected using questionnaires, focused group discussions, and personal interviews.
Results: Eighty-nine (49 fourth year and 40 sixth year) students and six teachers participated in the study. Logbooks were perceived as useful to students’ learning by 83.3% of the teachers and 75.3% of the students. Logbooks enhanced students’ learning through identification of areas of weaknesses, encouraged seeing more patients’ problems and reading in-depth about some topics, and improved students’ writing skills. Barriers to learning from logbooks included poor-quality feedback, no opportunities for feedback discussion, and unfair marking. Differences in the students’ perceptions of the usefulness of logbooks were observed based on their learning stage.
Conclusion: Logbooks are useful to students’ learning in many aspects; however, certain factors could diminish their benefits. Students’ attitude toward the logbook was more favorable during their early clinical experience. Faculty development programs and careful supervision of students’ work may improve the outcome of logbooks in clinical placements.
Keywords: logbooks, clinical teaching, written feedback, surgery, Saudi Arabia
References
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[18] Barbieri, A., Giuliani, E., Lazzerotti, S., et al. (2015). Education in anesthesia: three years of online logbook implementation in an Italian school. BMC Medical Education, vol. 15, article 14.
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[23] Mangione, S. and Peitzman, S. (1999). Revisiting physical diagnosis during the medical residency: is it time for a logbook – and more. Academic Medicine, vol. 47, no. 5, pp. 467–469.
[24] Jackson, J., Kay, C., Jackson, W., et al. (2015). The quality of written feedback by attendings of internal medicine residents. Journal of General Internal Medicine, vol. 30, no. 7, pp. 973–978.
[25] Dowden, T., Pittaway, S., Yost, H., et al. (2013). Students’ perceptions of written feedback in teacher education: ideally feedback is a continuing two-way communication that encourages progress. Assessment & Evaluation in Higher Education, vol. 38, no. 3, pp. 349–362.
[26] World Medical Association. (2001). World Medical Association Declaration of Helsinki; Ethical Principles for Medical Research Involving Human Subjects. Bulletin of the World Health Organization, vol. 79, no. 4, pp. 373–374.
[27] Creswell, J. and Clark, V. (2011). Designing and conducting mixed methods research (3rd ed.). USQ: SAGE Publications Inc.
[28] Schifferdecker, K. and Reed, V. (2009). Using mixed methods research in medical education: basic guidelines for researchers. Medical Education, vol. 43, no. 7, pp. 637–644.
[29] Schuttpelz-Brauns, K., Narciss, E., Schneyinck, C., et al. (2016). Twelve tips for successfully implementing logbooks in clinical training. Medical Teacher, vol. 38, no. 6, pp. 564–569.
[30] Boone, H. N., Jr. and Boone, D. A. (2012). Analyzing Likert data. Journal of Extension, vol. 50, no. 2, article 2TOT2.
[31] Allen, E. and Seaman, C. (2007). Statistics roundtable: Likert scales and data analysis. Quality Progress, vol. 40, no. 7, pp. 64–65.
[32] Deniz, M. S. and Alsaffar, A. A. (2013). Assessing the validity and reliability of a questionnaire on dietary fibre-related knowledge in a Turkish student population. Journal of Health, Population and Nutrition, vol. 31, no. 4, pp. 497–503.
[33] Delva, D., Sargeant, J., Miller, S., et al. (2013). Encouraging residents to seek feedback. Medical Teacher, vol. 35, no. 12, pp. e1625–e1631.
[34] Busemann, A., Bernstorff, W., and Heidecke, C. D. (2011). Consequences drawn from the evaluation of logbook-based surgical training for final year students. Zentralblatt fur Chirurgie, vol. 137, no. 2, pp. 165–172.
[35] Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, vol. 31, no. 2, pp. 219–233.
[36] Abraham, R. and Singaram, V. (2019). Using deliberate practice framework to assess the quality of feedback in undergraduate clinical skills training. BMC Medical Education, vol. 19, article 105.
[37] Boud, D. and Molloy, E. (2013). Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in Higher Education, vol. 38, no. 6, pp. 698–712.
[38] Rae, A. and Cochrane, D. (2008). Listening to students; How to make written assessment feedback useful. Active Learning in Higher Education, vol. 9, no. 3, pp. 217–230.
[39] Dahllof, G., Tsilingaridis, G., and Hindbeck, H. (2004). A logbook for continuous self-assessment during 1 year in pediatric dentistry. European Journal of Paediatric Dentistry, vol. 5, no. 3, pp. 163–169.
[40] Fida, N., Hassanien, M., Shamim, M., et al. (2018). Students’ perception of portfolio as a learning tool at King Abdulaziz University Medical School. Medical Teacher, vol. 40, no. 1, S104–S113.
[41] Mokhtarpour, E., Amini, M., Mousavinezhad, H., et al. (2016). Evaluation of the strengths and weaknesses of community-based education from the viewpoint of students. Journal of Advances in Medical Education & Professionalism, vol. 4, no. 4, pp. 195–201.
[42] Smith, L., Adam, L., Moffat, S., et al. (2017). How do educators in one New Zealand undergraduate Bachelor of Oral Health course teach and nurture professionalism? European Journal of Dental Education, vol. 22, no. 2, e212–e220.
[43] Safari, M., Ghahari, L., and Taheri, M. (2014). Effective use of logbook on the learning of anatomy of the head and neck. International Journal of Current Life Sciences, vol. 4, no. 8, pp. 4312–4315.
[44] Mollahadi, M., Khademolhoseini, S. M., Mokhtari-Nouri, J., et al. (2018). The portfolio as a tool for mentoring in nursing students: a scoping review. Iranian Journal of Nursing and Midwifery Research, vol. 23, no. 4, pp. 241–247.
[45] Zafar, S., Hafeez, A., Qureshi, F., et al. (2009). Structured training in management of emergencies in mothers, babies and children in a poorly resourced system: logbooks to document skill use. Resuscitation, vol. 80, pp. 449–452.
[46] Shahi, R., Walters, L., Ward, H., et al. (2015). Clinical participation of medical students in three contemporary training models. Medical Education, vol. 49, no. 12, pp. 1219– 1228.
[47] Carless, D., Salter, D., Yang, M., et al. (2011). Developing sustainable feedback practices. Studies in Higher Education, vol. 36, no. 4, pp. 395–407.
[48] Raghoebar-Krieger, H., Sleijfer, D., Bender, W., et al. (2001). The reliability of logbook data of medical students: an estimation of interobserver agreement, sensitivity and specificity. Medical Education, vol. 35, no. 7, pp. 624–631.
[49] Shaban, S., Canakci, M., Kuas, C., et al. (2018). Do senior medical students meet recommended emergency medicine curricula requirements? BMC Medical Education, vol. 18, article 8.
[50] Starmer, D. (2019). Medical student exposure to cancer patients whilst on clinical placement: a retrospective analyses of clinical log books. Journal of Cancer Education, vol. 34, pp. 671–676.
[51] Ruscher, J., Wallace, D., Walker, K., et al. (2010). Constructive feedback in cross-race interactions. Group Processes & Intergroup Relations, vol. 13, no. 5, pp. 603–619.
[52] Bing-You, R., Paterson, J., and Levine, M. (1997). Feedback falling on deaf ears: residents’ receptivity to feedback tempered by sender credibility. Medical Teacher, vol. 19, no. 1, pp. 40–44.
[53] Shah, S., Ross, O., Pickering, S., et al. (2017). Tablet e-logbooks: four thousand clinical cases and complications e-logged by 14 nondoctor anesthesia providers in Nepal. Anesthesia & Analgesia, vol. 125, no. 4, pp. 1337–13341.
[54] Al-Haqwi, A., Al-Wahbi, A., Abdulghani, H., et al. (2012). Barriers to feedback in undergraduate medical education Male students’ perspective in Central Saudi Arabia. Saudi Medical Journal, vol. 33, no. 5, pp. 557–561.
[55] Fong, C., Warner, J., Williams, K., et al. (2016). Deconstructing constructive criticism: the nature of academic emotions associated with constructive, positive, and negative feedback. Learning and Individual Differences, vol. 49, pp. 393–399.
[56] Streeter, E. (2013). Taking gender into account: brief report on a survey of music therapists’ attitudes for future use of a proposed computer aided evaluation system: the music therapy logbook. The Arts in Psychotherapy, vol. 40, pp. 404–408.
[2] Beasley, S., McBride, C., and Pearson, M. (2011). Use of the operative logbook to monitor trainee progress, and evaluate operative supervision provided by accredited training posts. The Surgeon, vol. 9, no. 1, pp. S14–S15.
[3] Saber, M., Firouzi, S., and Azizi, F. (2008). The logbook effect on clinical learning of interns in internal ward rotation in Shiraz University of Medical Sciences. Journal of Medicine Education, vol. 12, no. 34, pp. 61–65.
[4] Alabbad, J., Abdul Raheem, F., Almusaileem, A., et al. (2018). Medical students’ logbook case loads do not predict final exam scores in surgery clerkship. Advances in Medical Education and Practice, vol. 9, no. 9, pp. 259–265.
[5] Snadden, D. and Thomas, M. (1998). The use of portfolio learning in medical education. Medical Teacher, vol. 20, no. 3, pp. 192–199.
[6] Corbetta, L., Arru, L., Mereu, C., et al. (2019). Competence and training in interventional pulmonology. Panminerva Medica, vol. 61, no. 3, pp. 203–231.
[7] Simpson, J. G., Furnace, J., Crosby, J., et al. (2002). The Scottish doctor–learning outcomes for the medical undergraduate in Scotland: a foundation for competent and reflective practitioners, Medical Teacher, vol. 24, no. 2, pp. 136–143.
[8] Kennedy, G., Nicola, J., Rea, M., et al. (2019). Prompting medical students to self– assess their learning needs during the ageing and health module: a mixed methods study. Medical Education Online, vol. 24, article 1579558, pp. 1–12.
[9] Wright, H., Maley, M., Playford, D., et al. (2017). Paediatric case mix in a rural clinical school is relevant to future practice. BMC Medical Education, vol. 17, article 237.
[10] Harvey, P., Radomski, N., and O’Connor, D. (2013). Written feedback and continuity of learning in a geographically distributed medical education program. Medical Teacher, vol. 35, no. 12, pp. 1009–1013.
[11] Taylor, D. and Hamdy, H. (2013). Adult learning theories: implications for learning and teaching in medical education: AMEE Guide No. 83. Medical Teacher, vol. 35, no. 11, pp. e1561–e1572.
[12] Perella, P., Palmer, E., Conway, R., et al. (2019). A retrospective analysis of case-load and supervision from a large anaesthetic logbook database. Anaesthesia, vol. 74, no. 12, pp. 1524–1533.
[13] Starmer, D., House, C., and Langworthy, K. (2019). Student exposure to cancer patients: an analysis of clinical logbooks and focus groups in clinical year medical students. Journal of Cancer Education, vol. 35, pp. 760–765.
[14] Uther, P. and Ooi, C. (2016). Paediatric clinical exposure for medical students: Are they seeing enough? Journal of Paediatrics and Child Health, vol. 52, vol. 12, pp. 1086–1089.
[15] Chiesa, D., Escalante, R., van Wyk, J., et al. (2013). Evaluating logbooks to improve clerkship learning experiences. Medical Education, vol. 47, no. 11, pp. 1122–1123.
[16] Shumway, L. M. and Harden, R. M. (2003). AMEE Guide No. 25. The assessment of learning outcomes for the competent and reflective physician. Medical Teacher, vol. 25, no. 6, pp. 569–584.
[17] Jud, S., Cupisti, S., Frobenius, W., et al. (2020). Logbooks alone are not enough: initial experience with implementing a logbook for medical students in a clinical internship in gynecology and obstetrics. European Journal of Medical Research, vol. 25, article 15.
[18] Barbieri, A., Giuliani, E., Lazzerotti, S., et al. (2015). Education in anesthesia: three years of online logbook implementation in an Italian school. BMC Medical Education, vol. 15, article 14.
[19] Huang, G., Almeida, J., and Roberts, D. (2012). Reaching the limits of mandated selfreporting: Clinical logbooks do not predict clerkship performance. Medical Teacher, vol. 34, no. 3, pp. e185–e188.
[20] Buckley, S., Coleman, J., Davison, I., et al. (2009). The educational effects of portfolios on undergraduate student learning: a Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 11. Medical Teacher, vol. 31, no. 4, pp. 282– 298.
[21] Watters, D., Green, A., and Van Rij, A. (2006). Requirements for trainee logbooks. ANZ Journal of Surgery, vol. 76, no. 3, pp. 181–184.
[22] Nixon, M. (2000). The anaesthetic logbook - a survey. Anaesthesia, vol. 55, no. 11, pp. 1076–1080.
[23] Mangione, S. and Peitzman, S. (1999). Revisiting physical diagnosis during the medical residency: is it time for a logbook – and more. Academic Medicine, vol. 47, no. 5, pp. 467–469.
[24] Jackson, J., Kay, C., Jackson, W., et al. (2015). The quality of written feedback by attendings of internal medicine residents. Journal of General Internal Medicine, vol. 30, no. 7, pp. 973–978.
[25] Dowden, T., Pittaway, S., Yost, H., et al. (2013). Students’ perceptions of written feedback in teacher education: ideally feedback is a continuing two-way communication that encourages progress. Assessment & Evaluation in Higher Education, vol. 38, no. 3, pp. 349–362.
[26] World Medical Association. (2001). World Medical Association Declaration of Helsinki; Ethical Principles for Medical Research Involving Human Subjects. Bulletin of the World Health Organization, vol. 79, no. 4, pp. 373–374.
[27] Creswell, J. and Clark, V. (2011). Designing and conducting mixed methods research (3rd ed.). USQ: SAGE Publications Inc.
[28] Schifferdecker, K. and Reed, V. (2009). Using mixed methods research in medical education: basic guidelines for researchers. Medical Education, vol. 43, no. 7, pp. 637–644.
[29] Schuttpelz-Brauns, K., Narciss, E., Schneyinck, C., et al. (2016). Twelve tips for successfully implementing logbooks in clinical training. Medical Teacher, vol. 38, no. 6, pp. 564–569.
[30] Boone, H. N., Jr. and Boone, D. A. (2012). Analyzing Likert data. Journal of Extension, vol. 50, no. 2, article 2TOT2.
[31] Allen, E. and Seaman, C. (2007). Statistics roundtable: Likert scales and data analysis. Quality Progress, vol. 40, no. 7, pp. 64–65.
[32] Deniz, M. S. and Alsaffar, A. A. (2013). Assessing the validity and reliability of a questionnaire on dietary fibre-related knowledge in a Turkish student population. Journal of Health, Population and Nutrition, vol. 31, no. 4, pp. 497–503.
[33] Delva, D., Sargeant, J., Miller, S., et al. (2013). Encouraging residents to seek feedback. Medical Teacher, vol. 35, no. 12, pp. e1625–e1631.
[34] Busemann, A., Bernstorff, W., and Heidecke, C. D. (2011). Consequences drawn from the evaluation of logbook-based surgical training for final year students. Zentralblatt fur Chirurgie, vol. 137, no. 2, pp. 165–172.
[35] Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, vol. 31, no. 2, pp. 219–233.
[36] Abraham, R. and Singaram, V. (2019). Using deliberate practice framework to assess the quality of feedback in undergraduate clinical skills training. BMC Medical Education, vol. 19, article 105.
[37] Boud, D. and Molloy, E. (2013). Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in Higher Education, vol. 38, no. 6, pp. 698–712.
[38] Rae, A. and Cochrane, D. (2008). Listening to students; How to make written assessment feedback useful. Active Learning in Higher Education, vol. 9, no. 3, pp. 217–230.
[39] Dahllof, G., Tsilingaridis, G., and Hindbeck, H. (2004). A logbook for continuous self-assessment during 1 year in pediatric dentistry. European Journal of Paediatric Dentistry, vol. 5, no. 3, pp. 163–169.
[40] Fida, N., Hassanien, M., Shamim, M., et al. (2018). Students’ perception of portfolio as a learning tool at King Abdulaziz University Medical School. Medical Teacher, vol. 40, no. 1, S104–S113.
[41] Mokhtarpour, E., Amini, M., Mousavinezhad, H., et al. (2016). Evaluation of the strengths and weaknesses of community-based education from the viewpoint of students. Journal of Advances in Medical Education & Professionalism, vol. 4, no. 4, pp. 195–201.
[42] Smith, L., Adam, L., Moffat, S., et al. (2017). How do educators in one New Zealand undergraduate Bachelor of Oral Health course teach and nurture professionalism? European Journal of Dental Education, vol. 22, no. 2, e212–e220.
[43] Safari, M., Ghahari, L., and Taheri, M. (2014). Effective use of logbook on the learning of anatomy of the head and neck. International Journal of Current Life Sciences, vol. 4, no. 8, pp. 4312–4315.
[44] Mollahadi, M., Khademolhoseini, S. M., Mokhtari-Nouri, J., et al. (2018). The portfolio as a tool for mentoring in nursing students: a scoping review. Iranian Journal of Nursing and Midwifery Research, vol. 23, no. 4, pp. 241–247.
[45] Zafar, S., Hafeez, A., Qureshi, F., et al. (2009). Structured training in management of emergencies in mothers, babies and children in a poorly resourced system: logbooks to document skill use. Resuscitation, vol. 80, pp. 449–452.
[46] Shahi, R., Walters, L., Ward, H., et al. (2015). Clinical participation of medical students in three contemporary training models. Medical Education, vol. 49, no. 12, pp. 1219– 1228.
[47] Carless, D., Salter, D., Yang, M., et al. (2011). Developing sustainable feedback practices. Studies in Higher Education, vol. 36, no. 4, pp. 395–407.
[48] Raghoebar-Krieger, H., Sleijfer, D., Bender, W., et al. (2001). The reliability of logbook data of medical students: an estimation of interobserver agreement, sensitivity and specificity. Medical Education, vol. 35, no. 7, pp. 624–631.
[49] Shaban, S., Canakci, M., Kuas, C., et al. (2018). Do senior medical students meet recommended emergency medicine curricula requirements? BMC Medical Education, vol. 18, article 8.
[50] Starmer, D. (2019). Medical student exposure to cancer patients whilst on clinical placement: a retrospective analyses of clinical log books. Journal of Cancer Education, vol. 34, pp. 671–676.
[51] Ruscher, J., Wallace, D., Walker, K., et al. (2010). Constructive feedback in cross-race interactions. Group Processes & Intergroup Relations, vol. 13, no. 5, pp. 603–619.
[52] Bing-You, R., Paterson, J., and Levine, M. (1997). Feedback falling on deaf ears: residents’ receptivity to feedback tempered by sender credibility. Medical Teacher, vol. 19, no. 1, pp. 40–44.
[53] Shah, S., Ross, O., Pickering, S., et al. (2017). Tablet e-logbooks: four thousand clinical cases and complications e-logged by 14 nondoctor anesthesia providers in Nepal. Anesthesia & Analgesia, vol. 125, no. 4, pp. 1337–13341.
[54] Al-Haqwi, A., Al-Wahbi, A., Abdulghani, H., et al. (2012). Barriers to feedback in undergraduate medical education Male students’ perspective in Central Saudi Arabia. Saudi Medical Journal, vol. 33, no. 5, pp. 557–561.
[55] Fong, C., Warner, J., Williams, K., et al. (2016). Deconstructing constructive criticism: the nature of academic emotions associated with constructive, positive, and negative feedback. Learning and Individual Differences, vol. 49, pp. 393–399.
[56] Streeter, E. (2013). Taking gender into account: brief report on a survey of music therapists’ attitudes for future use of a proposed computer aided evaluation system: the music therapy logbook. The Arts in Psychotherapy, vol. 40, pp. 404–408.