Detached concern and death anxiety of first-year medical students: Before and after the gross anatomy course

Background: Morbidity and mortality reduction in cardiac arrest depends upon early and effective care. Basic life support (BLS) measures encompass a series of procedures to be started outside the hospital usually by trained lay people. Therefore, it is key that lay caregivers retain knowledge and skills late after instruction. However, studies demonstrate loss of cardiopulmonary resuscitation (CPR) skills as early as 30 days after training, pending mostly on the caregiver professional background. In this study, we evaluated medical students’ retention skills at 6 months. Methods: Prospective case-control observational study. Medical students underwent a 40-hour BLS training program. CPR skills were evaluated immediately and 6 months after the course based on individual scores before and after training as well as on categorical stratification as excellent, good or poor. Data were compared using F-test, paired t-test and chi-square for categorical variables. A 95% confidence interval was used with a level of significance of 0.05. Results: Fifty first-year medical students (54% female) aged between 18 and 24 years were enrolled in the BLS training program. Total number of CPR steps accurately performed decreased after 6 months of training (10.8 vs . 12.5; p<0.001). Sex and age were not associated with performance. Categorical evaluation was considered excellent in 78% of the students immediately after training but decreased to 40% in 6 months (p<0.01). Hands-on basic skills were mostly lost within the period. Conclusion: First-year medical students lost hands-on skills after 6 months of training decreasing the efficacy of CPR measures which might affect outcomes of patients in cardiac arrest.

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Anxiety in first year medical students taking gross anatomy

Clinical Anatomy ◽

10.1002/ca.22398 ◽

2014 ◽

Vol 27 (6) ◽

pp. 835-838 ◽

Cited By ~ 11

Author(s):

Colleen O'Connor Grochowski ◽

Matt Cartmill ◽

Jerry Reiter ◽

Jean Spaulding ◽

James Haviland ◽

...

Keyword(s):

Medical Students ◽

Gross Anatomy ◽

First Year ◽

First Year Medical Students

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The impact of gross anatomy laboratory on first year medical students’ interest in a surgical career

Clinical Anatomy ◽

10.1002/ca.22730 ◽

2016 ◽

Vol 29 (6) ◽

pp. 691-695 ◽

Cited By ~ 7

Author(s):

Marisa E. Pulcrano ◽

Sonya Malekzadeh ◽

Anagha Kumar

Keyword(s):

Medical Students ◽

Gross Anatomy ◽

First Year ◽

Anatomy Laboratory ◽

Surgical Career ◽

First Year Medical Students ◽

The Impact

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Impact of a Sun Awareness Curriculum on Medical Students' Knowledge, Attitudes, and Behaviour

Journal of Cutaneous Medicine and Surgery ◽

10.1177/120347549900300404 ◽

1999 ◽

Vol 3 (4) ◽

pp. 182-187 ◽

Cited By ~ 12

Author(s):

Melinda J. Gooderham ◽

Lyn Guenther

Keyword(s):

Medical Students ◽

Skin Cancer ◽

Medical Curriculum ◽

Substantial Improvement ◽

First Year ◽

Before And After ◽

Baseline Knowledge ◽

Awareness Curriculum ◽

First Year Medical Students ◽

The Impact

Background: Physicians teach sun awareness to their patients, but frequently have no formal training in this area. A week-long dermatology curriculum during Sun Awareness Week that included skin cancer and sun awareness education to first-year medical students was introduced in May 1998 at the University of Western Ontario, London, Canada. Objective: The purpose of this study was to determine the baseline knowledge, attitudes, and behaviour of the first-year medical students towards sun awareness before and after the new curriculum. Method: This study used a pre- and post-test design to determine the impact of the curriculum on the medical students' knowledge, attitudes, and intent to change behaviour. It also reports any influence of demographic variables on these parameters. Results: The students demonstrated a substantial improvement in their knowledge of sun-related topics despite some baseline knowledge. Many students reported unhealthy behaviour prior to the curriculum, but demonstrated an intent to adopt more healthy behaviour after the curriculum. Minor differences in knowledge and behaviour due to demographic characteristics disappeared upon completion of the curriculum. Conclusions: An undergraduate medical curriculum with skin cancer and sun awareness education can improve the medical students' knowledge, attitudes, and behaviour towards sun awareness.

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A study skills course for First-Year Medical Students: Experience of a Private Medical School in Pakistan

Pakistan Journal of Medical Sciences ◽

10.12669/pjms.37.1.2772 ◽

2020 ◽

Vol 37 (1) ◽

Author(s):

Sobia Ali ◽

Afifa Tabassum ◽

Muhammad Suleman Sadiq Hashmi ◽

Nighat Huda

Keyword(s):

Medical Students ◽

Medical School ◽

Study Skills ◽

First Year ◽

National Hospital ◽

Study Skill ◽

Study Skills Course ◽

Medical College ◽

Before And After ◽

First Year Medical Students

Objectives: To share the experience of study skill module development and implementation for first year MBBS students at Liaquat National Hospital and Medical College (LNH&MC). To compare the change in students’ self- assessment of their knowledge of study skills before and after the course. Methods: This quasi-experimental study was conducted from November 2019 to April 2020. A structured study skills course was offered to 100 first year MBBS students of Liaquat National Hospital & Medical College, Karachi. Steps involved in the development included identification of outcomes, instructional objectives, content and instructional strategies. Students were given two questionnaires. In the first questionnaire, students rated their interest in implementing the learning techniques learnt. In the second questionnaire, students rated their level of knowledge of effective study skills before and after the course. Analysis included computing percentages for students’ preferred study skill technique. Change in knowledge was assessed by comparing retrospective pre-post self-rating using Wilcoxon Signed Ranks Test (two-tailed). Results: Analysis of survey forms showed that more than 50% of the students were willing to implement active listening techniques, metacognitive note taking and writing reflections in their future study practice.There was also a statistically significant change in students’ self-rating of their knowledge about study skills (pre-test median 3, post-test median 4, p0.00). Conclusion: This study provides an insight of structured study skills course development and implementation in early medical college studies that could help them in combating academic stress. In addition, students’ response about their preferred technique and their feedback comparison concluded their positive attitude towards the course. doi: https://doi.org/10.12669/pjms.37.1.2772 How to cite this:Ali S, Tabassum A, Hashmi MSS, Huda N. A study skills course for First-Year Medical Students: Experience of a Private Medical School in Pakistan. Pak J Med Sci. 2021;37(1):65-70. doi: https://doi.org/10.12669/pjms.37.1.2772 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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