scholarly journals Switching from a traditional undergraduate programme in (clinical) pharmacology and therapeutics to a problem-based learning programme

2020 ◽  
Author(s):  
David J. Brinkman ◽  
Teresa Monteiro ◽  
Emilia C. Monteiro ◽  
Milan C. Richir ◽  
Michiel A. van Agtmael ◽  
...  
Keyword(s):  
Clinical Pharmacology ◽  
Medical Students ◽  
Medical Training ◽  
Medical Curriculum ◽  
Problem Based Learning ◽  
Multiple Choice Questions ◽  
Working Mechanism ◽  
Undergraduate Medical Curriculum ◽  
Undergraduate Programme ◽  
Clinical Case Scenarios

Abstract Purpose The pharmacology and clinical pharmacology and therapeutics (CPT) education during the undergraduate medical curriculum of NOVA Medical School, Lisbon, Portugal, was changed from a traditional programme (i.e. discipline-based, lectures) to a problem-based learning (PBL) programme (i.e. integrated, case-based discussions) without an increase in teaching hours. The aim of this study was to investigate whether this change improved the prescribing competencies of final-year medical students. Methods Final-year students from both programmes (2015 and 2019) were invited to complete a validated prescribing assessment and questionnaire. The assessment comprised 24 multiple-choice questions in three subdomains (working mechanism, side-effects and interactions/contraindications), and five clinical case scenarios of common diseases. The questionnaire focused on self-reported prescribing confidence, preparedness for future prescribing task and education received. Results In total, 36 (22%) final-year medical students from the traditional programme and 54 (23%) from the PBL programme participated. Overall, students in the PBL programme had significantly higher knowledge scores than students in the traditional programme (76% (SD 9) vs 67% (SD 15); p = 0.002). Additionally, students in the PBL programme made significantly fewer inappropriate therapy choices (p = 0.023) and fewer erroneous prescriptions than did students in the traditional programme (p = 0.27). Students in the PBL programme felt more confident in prescribing, felt better prepared for prescribing as junior doctor and completed more drug prescriptions during their medical training. Conclusion Changing from a traditional programme to an integrated PBL programme in pharmacology and CPT during the undergraduate medical curriculum may improve the prescribing competencies of final-year students.

scholarly journals Predicating Attitude Toward Learning Communication Skills in Medical Students of Shahid Beheshti University

2020 ◽  
Vol 9 (1) ◽  
pp. 21-25
Author(s):  
Maryam Akbarilakeh ◽  
Fahimeh Fargah ◽  
Katatyoun Razjouyan ◽  
Mitra Rahimzadeh
Keyword(s):  
Medical Students ◽  
Personality Traits ◽  
Communication Skills ◽  
Medical Training ◽  
Medical Curriculum ◽  
Attitude Scale ◽  
Negative Attitudes ◽  
Five Dimensions ◽  
Significant Relationships ◽  
Convenience Sampling

Background: The ability of communicating with people is of great importance for physicians. Predicting unknown variables like personality traits is one of the important impressive issues in choosing future medical experts in medical training. Regarding this, medical colleges have training programs all around the world. The present study aimed to investigate the attitude toward learning communication skills based on the personality traits of medical students. Materials and Methods: This correlational study was done in 2019 and the participants were medical students who were selected using a convenience sampling method. Zuckerman-Kuhlman personality questionnaire and communication skills attitude scale (CSAS) were used for data collection. CSAS was used to assess positive and negative attitudes. Results: The results showed that only the sociability dimension among the five dimensions of personality had a significant relationship with attitude toward learning communication skills (P=0.018). Moreover, significant relationships of gender (P=0.022), mother’s education level (P=0.049), and residence (P=0.036) with attitude to learning communication skills were found. Conclusion: According to the results, the dimension of demographic characteristics is effective in improving communication skills of medical students. Therefore, it is recommended that it should be considered in medical curriculum development and revision and modifications.

A MANUAL OF PAEDIATRICS FOR STUDENTS AND PRACTITIONERS IN SOUTH-EAST ASIA, edited by Pinchas Robinson and Arvid Wallgren. Calcutta: Orient Longmans, Rev. Ed., 1963, 504 pp., price not listed

PEDIATRICS ◽  
1964 ◽  
Vol 34 (2) ◽  
pp. 298-298
Author(s):  
J. K. G. Webb
Keyword(s):  
Medical Students ◽  
Child Health ◽  
East Asia ◽  
Medical Curriculum ◽  
South East Asia ◽  
Undergraduate Medical Curriculum ◽  
Health And Disease

Pediatrics in South East Asia is still a very young field of medicine. Although pediatric departments under trained pediatricians were established in a few universities in the region as long as 25 years ago this has become general only in the course of the last decade. During this period formal teaching in child health and disease has become a required part of the undergraduate medical curriculum and although universities have often been quite inexplicably reluctant to include a section on pediatrics in the qualifying examination, medical students have been increasingly willing and even anxious to read suitable pediatric texts.

scholarly journals Why choose geriatric medicine? A national survey among French postgraduate medical students

2020 ◽  
Vol 49 (6) ◽  
pp. 1028-1033 ◽  
Author(s):  
Joaquim Prud’homm ◽  
Aline Corvol ◽  
Aude Aguillon ◽  
Marine Olivieri ◽  
Valentine Rousseau ◽  
...  
Keyword(s):  
Older Adults ◽  
Medical Students ◽  
Medical Training ◽  
Geriatric Medicine ◽  
Multiple Choice Questions ◽  
The Past ◽  
Interprofessional Teamwork ◽  
Therapeutic Decisions ◽  
National Response ◽  
Factors Of Influence

Abstract Since 2017, geriatric medicine has been available as a postgraduate specialty to French year 7 medical students. We investigated the incentives of the 171 French medical students who opted for geriatric medicine as a postgraduate specialty subsequent to year 6 national qualifying examinations in 2017. A prospective quantitative survey-based study was conducted by means of a questionnaire compiled online and sent by email between December 2017 and May 2018. The questionnaire comprised 43 questions, including 14 single or multiple choice questions, 28 scaled questions evaluating factors of influence using a 5-point Likert scale, and one open-ended contingency question. Of the 171 students, 139 responses were received. The national response rate to this questionnaire was 81.2%. One hundred fourteen students (82.6%) had previous experience of training in geriatric medicine, which for 95 (84.0%) students took place between years 3 and 6 of medical training. This training influenced the choice of 102 respondents (90.2%). Factors reported as having exerted a strong or very strong influence were in particular the rewards of working with older adults; positive personal encounters with older adults in the past; the appeal of interprofessional teamwork; the challenge of cases involving complex diagnostic and therapeutic decisions; the challenge of patients with chronic conditions. The present study is the first to focus on the reasons why French students choose to specialise in geriatric medicine. The results emphasise the importance of training programs in geriatric medicine to promote enthusiasm for this specialty.

scholarly journals Interrogating patient-centredness in undergraduate medical education using an integrated behaviour model

2017 ◽  
Vol 59 (2) ◽  
pp. 33
Author(s):  
Elize Archer ◽  
E M Bitzer ◽  
B B Van Heerden
Keyword(s):  
Medical Students ◽  
Teaching And Learning ◽  
Medical Curriculum ◽  
Undergraduate Curriculum ◽  
Background Characteristics ◽  
Undergraduate Medical Curriculum ◽  
Assessment Of Learning ◽  
Attitudinal Factors ◽  
Patient Centredness

Background: Patient-centredness, an approach that puts the patient at the centre of the consultation, thus focusing on patients instead of on his/her diseases, has been identified by most medical schools as a desired core competence of their graduates. Despite some curriculum initiatives, medical students often display a lack of patient-centredness upon graduation. This bears reason for concern and it was thus deemed important to explore possible factors that influence the teaching and learning of patient-centredness in an undergraduate medical curriculum. The article suggests a framework that can assist programme developers to conceptualise the teaching and learning of patient-centredness across an undergraduate curriculum. Methods: A qualitative exploratory case study design was used for the study with final-year medical students. Themes of meaning were deduced from the data by employing components of an Integrated Behavior Model (IBM) of Fishbein. Results: The findings of the study revealed that seven factors play a role: background characteristics of students, attitudinal factors, subjective norms (the hidden curriculum), student self-efficacy, acquired skills and knowledge, the environment or context within which patient-centredness is taught and learnt, as well as assessment of learning. Conclusions: Patient-centredness is a complex construct and authors often write about only one of its components. This paper attempts to consider the total undergraduate medical curriculum students are exposed to when they learn about being patient-centred. The teaching and learning of such a multidimensional construct require a comprehensive approach in order to be effective and the IBM seems to be a useful and applicable theoretical model to apply. (Full text of the research articles are available online at www.medpharm.tandfonline.com/ojfp) S Afr Fam Pract 2017; DOI: 10.1080/20786190.2017.1386869

scholarly journals Gender difference in performance of undergraduate medical students for subjective and objective evaluation in physiology

2017 ◽  
Vol 3 (2) ◽  
pp. 22 ◽  
Author(s):  
Meenakshi Sinha ◽  
Jayshri Ghate ◽  
Dipali K. Chatur ◽  
Ramanjan Sinha
Keyword(s):  
Medical Students ◽  
Gender Difference ◽  
Undergraduate Students ◽  
Medical Curriculum ◽  
Objective Evaluation ◽  
Female Students ◽  
High Achievers ◽  
Multiple Choice Questions ◽  
Undergraduate Medical Students ◽  
Significant Difference

<p><strong> </strong></p><p class="abstract"><strong>Background:</strong> Several studies have indicated gender differences in performance of undergraduate students in medical curriculum mainly in the clinical specialties which requires different set of skills as compared to pre and paraclinical subjects. Therefore, the study aim to investigate gender difference if any, on overall performance as well as on  different modalities of assessment like multiple choice questions (MCQ) and structured long &amp; short answer questions (LSQ) of medical students in physiology.</p><p class="abstract"><strong>Methods:</strong> Performance of 238 first year MBBS students in overall theory (MCQ+LSQ) and separately in MCQ and LSQ were compared between male (n=139) &amp; female (n=99). Further, they were sub-grouped on the basis of total marks in theory as low (&lt;50%), medium (50-65%) and high achievers (&gt;65%).  </p><p class="abstract"><strong>Results:</strong> Female students scored significantly more compared to male students in total (60.8±7.42% vs 56.81±8.78%) as well as individually in MCQ &amp; LSQ. Also, overall failure rate was more for male (19%) as compared to female (7%). However, comparison of high achiever group revealed no significant difference in performance of both genders in all modalities of assessments. Whereas, female students of both medium and low achiever groups had significantly high scores in LSQ as compared to male, but no such difference was observed for MCQ.</p><p class="abstract"><strong>Conclusions:</strong> Average and below average female students performed better relative to their male counterparts in subjective assessment (LSQ) as compared to assessment demanding more analytical/critical thinking (MCQ). However, performance of high achievers did not show any such gender difference. Therefore, different types of assessments bring out different abilities of students across genders depending on their grade of performance in a medical curriculum. </p>

scholarly journals Evaluation of Medical Students in the training of Paediatric Life Support – A Spanish Perspective

2003 ◽  
Vol 1 (3) ◽  
Author(s):  
Patricia Aparicio ◽  
Jesús López-Herce ◽  
Angel Carrillo ◽  
Luis Sancho ◽  
Ramón Moral
Keyword(s):  
Medical Students ◽  
Cardiopulmonary Resuscitation ◽  
Life Support ◽  
Medical Training ◽  
Training Programme ◽  
Teaching Staff ◽  
Practical Training ◽  
Multiple Choice Questions ◽  
The Mean ◽  
Initial Score

Introduction To determine the usefulness of a training programme in paediatric basic cardiopulmonary resuscitation for 5th and 6th year medical students. Methods For the past eight years, the Faculty of Medicine of the Complutense University in Madrid has been offering formal training in paediatric cardiopulmonary resuscitation (CPR) to its students. We have analysed the results of 8 basic paediatric cardiopulmonary courses with 527 students, comparing scores in written tests consisting of 10 or 20 multiple-choice questions, administered before and at the end of the courses, while also undertaking a practical test on basic cardiopulmonary resuscitation skills in infants and children. The course was evaluated by the students by means of an anonymous written questionnaire. Results The mean initial score (out of a maximum of 10) was 6.03 ± 1.58 (maximum 10, range 2-10), whereas in the final test it was 9.59 ± 0.68 (range 5–10) (p < 0.001). The majority of these students acquired theoretical knowledge (97.2%) and adequate practical skills (93%) in paediatric basic cardiopulmonary resuscitation. They were generally satisfied with the lectures, practical training and ability of the teaching staff. Conclusion The paediatric basic life support course is a useful method for theoretical and practical training. Paediatric cardiopulmonary resuscitation should be included in the medical training curriculum.

scholarly journals Student selected components as an educational platform for teaching medical students about clinical pharmacology and quality improvement activities

2021 ◽  
Vol 10 (3) ◽  
pp. 309
Author(s):  
Olayinka A. Ogundipe
Keyword(s):  
Clinical Pharmacology ◽  
Quality Improvement ◽  
Medical Students ◽  
Medical Training ◽  
The Elderly ◽  
Undergraduate Medical Students ◽  
Educational Value ◽  
Medical Undergraduate ◽  
Key Driver ◽  
Medical Undergraduate Education

Student selected components (SSCs) are increasingly described elements of medical undergraduate education, training and curricula. SSCs offer the potential for integration into both traditional (‘pre-clinical’ versus ‘clinical’) medical curricula, as well as into other innovative or evolving medical training curricula. This article employs a structured and descriptive approach to exemplify the process by which year 1 medical students were supported in a practical manner to undertake a distinct small group SSC project. In this illustration, the SSC was focused on a quality improvement (QI) topic of relevance to clinical pharmacology and therapeutics (CPT), and involved a review of the anticholinergic burden of inpatient prescriptions for a defined cohort. The SSC was completed in the context of a teaching hospital’s medicine of the elderly (MoE) clinical service. In a sequential manner, the paper describes experiential learning points from the perspective of a supervisor of an SSC project. The paper offers educational value with a potential for generalisable application to non-clinical and clinical educationalists. Furthermore, the paper offers guidance to supervisors, teachers, tutors and facilitators, with encouragement to consider how they may design similar projects for the training of undergraduate medical students in centres that they are affiliated with. The paper also highlights another key driver for productive SSCs i.e. the central principle of striving to promote projects and activities that support active student engagement, rather than merely passive inclusion.

Struggles With Sex and Gender. Perspectives of First Year Medical Students: A Focus Group Study

2021 ◽  
Vol 7 (1) ◽  
pp. 216
Author(s):  
Theodora Teunissen ◽  
Joni Scholte ◽  
Fransica Van der Meulen ◽  
Antoinette Lagro-Janssen ◽  
Cornelia Fluit
Keyword(s):  
Gender Differences ◽  
Medical Students ◽  
Medical Training ◽  
Medical Curriculum ◽  
First Year ◽  
Sex And Gender ◽  
Focus Group Study ◽  
And Gender ◽  
First Year Medical Students ◽  
Sex And Gender Differences

Sex and gender are important determinants of healthcare that need to be taken into account for medical teaching. Education is more effective if tailored to students’ subjectively-perceived needs and connected to their prior knowledge and opinions. This study explored first-year medical students thoughts about sex and gender differences in general and in specifically in healthcare, and what their educational preferences are in learning about these concepts during their medical training. Therefore six focus groups were conducted with 26 first-year medical students, 7 male and 19 female students, within one Dutch medical faculty. The discussions were audio-recorded and transcribed verbatim. After that a thematic analysis was performed which included descriptive coding, interpretative coding, and definition of overarching themes.  Three major themes were identified. (1) Students’ self-perception of concepts sex and gender, including three major domains: (a) The unavoidable allocation of individuals to groups, (b) The role of stereotypes, and (c) The effect of sex/gender on career choice options. (2) Students’ goal orientedness in learning about sex/gender. (3) Students’ struggles between the binary system of medicine and the complexity of reality. Continuous reflection during medical school might help medical students to acquire sex- and gender-sensitive competencies that can be applied in their future work. To increase awareness about the influence of sex and gender differences in healthcare and on career choices, we recommend addressing these themes explicitly early on in the medical curriculum.

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