First Year Medical Students’ Perceptions Towards Integration of Medical Law in the Medical Curriculum: a Pilot Study

2016 ◽  
Vol 14 (2) ◽  
pp. 169-173 ◽  
Author(s):  
Shuh Shing Lee ◽  
Arumugam Kulenthran ◽  
Joong Hiong Sim
Keyword(s):  
Medical Students ◽  
Pilot Study ◽  
Medical Curriculum ◽  
First Year ◽  
Medical Law ◽  
First Year Medical Students

scholarly journals First year medical students’ perceptions of the impact of wearing scrubs on professional identity: a narrative analysis in the United Arab Emirates

BMJ Open ◽  
2020 ◽  
Vol 10 (11) ◽  
pp. e039357
Author(s):  
Sara Sorrell ◽  
Halah Ibrahim
Keyword(s):  
Medical Students ◽  
Qualitative Analysis ◽  
Medical School ◽  
Professional Identity ◽  
United Arab Emirates ◽  
Medical Curriculum ◽  
First Year ◽  
Written Narratives ◽  
First Year Medical Students ◽  
The Impact

ObjectivesMedical school serves as a critical developmental period for future physicians, during which students begin to form a professional identity. Just as personal appearance, particularly clothing, is an important external expression of one’s personal identity, ‘uniforms’ in healthcare, including white coats and scrubs, symbolise status and a group identity. There are, however, limited studies on the impact of physician attire on medical students’ formation of professional identity. Accordingly, through qualitative analysis of written narratives, we sought to analyse medical students’ experiences of wearing professional physician attire, namely scrubs, and how the uniform impacted their confidence level, performance and behaviours, as well as their identity as future physicians.DesignQualitative analysis of medical student’s written narratives.SettingKhalifa University College of Medicine and Health Sciences (KU CMHS) is a new medical school in the United Arab Emirates, with an inaugural class of 30 students admitted in August 2019. It is the only medical school in the city of Abu Dhabi, and the only school in the country that follows a postgraduate medical curriculum.ParticipantsAll first year medical students at KU CMHS were purposively sampled.MethodsStudents completed a voluntary online anonymous questionnaire. We employed a social identity approach to data analysis. Thematic content analysis was conducted on their narratives to identify themes.ResultsWe identified three major themes, namely (1) emotions, (2) logistics and (3) interpersonal relationships.ConclusionsMedical students form early perceptions regarding physician attire and its impact on their professional identity. Engaging in conversations regarding professional attire with educators or mentors could provide an important opportunity for students to discuss and explore professional identity early in training.

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.

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

1999 ◽  
Vol 3 (4) ◽  
pp. 182-187 ◽  
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.

One-Year Followup on the Impact of a Sun Awareness Curriculum on Medical Students' Knowledge, Attitudes, and Behavior

2001 ◽  
Vol 5 (3) ◽  
pp. 193-200 ◽  
Author(s):  
Kimberly E. Liu ◽  
Benjamin Barankin ◽  
John Howard ◽  
Lyn C. Guenther
Keyword(s):  
Medical Students ◽  
Medical Curriculum ◽  
First Year ◽  
Actual Behavior ◽  
The Sun ◽  
Awareness Curriculum ◽  
One Year ◽  
And Behavior ◽  
First Year Medical Students ◽  
The Impact

Background: A one-week sun awareness curriculum was developed at the University of Western Ontario to educate first-year medical students on skin cancer risks and prevention. Objective: To assess the retention of knowledge, attitudes, and behavioral practices one year after receiving education in sun awareness. Method: Three surveys were administered: before, immediately after the sun awareness teaching, and one year later. Actual practiced behavior in the past year was compared with the intended behavior. Results: Half as many sunburns were reported in the year following the sun awareness curriculum compared with the previous year. Medical students demonstrated a good retention of the knowledge learned a year earlier. However, many students still believed that a tanned appearance looks healthy. While there was intent to adopt more healthy behavior after the curriculum, the actual behavior practiced varied. Conclusions: An undergraduate medical curriculum on sun awareness can be effective in improving the knowledge, attitudes, and behaviors of future physicians.

scholarly journals Resource format preferences across the medical curriculum

2016 ◽  
Vol 104 (3) ◽  
Author(s):  
Keith M. Pickett, MLIS
Keyword(s):  
Medical Students ◽  
Medical Curriculum ◽  
Health Sciences ◽  
First Year ◽  
Collection Development ◽  
Multiple Choice Questions ◽  
Electronic Resource ◽  
Academic Health ◽  
First Year Medical Students

Objective: This research study sought to determine the formats (print or electronic) of articles and book chapters most-preferred by first-year medical students, third-year medical students entering clinical clerkships, and incoming residents and to determine if these preferences change during the course of the medical curriculum. These trends will enable academic health sciences libraries to make appropriate collection development decisions to best cater to their user populations.Methods: First-year medical students, third-year medical students, and incoming medical residents were asked to complete a paper survey from September 2014 to June 2015. The survey consisted of five multiple-choice questions, with two questions given space for optional short answers. Quantitative and qualitative responses were collected and calculated using Microsoft Excel.Results: First-year students, third-year students, and incoming residents all preferred to read journal articles and book chapters in print, except in cases where the article or book chapter is under ten pages in length. Although print is preferred, demand for electronic articles and book chapters increases as students progress from undergraduate medical education into residency. The only category where a majority of incoming residents chose an electronic resource was which format they would give to a colleague, if the article or book chapter was critical to the care of an individual patient.Conclusions: The preference for print resources is strong across the medical curriculum, although residents show an increased preference for electronic materials when compared to first- and third-year students. Academic health sciences libraries should take these preferences into account when making decisions regarding collection development.

scholarly journals A randomized pilot study of the use of concept maps to enhance problem-based learning among first-year medical students

2013 ◽  
Vol 35 (9) ◽  
pp. e1478-e1484 ◽  
Author(s):  
Carolina Veronese ◽  
Jeremy B. Richards ◽  
Luise Pernar ◽  
Amy M. Sullivan ◽  
Richard M. Schwartzstein
Keyword(s):  
Medical Students ◽  
Pilot Study ◽  
Concept Maps ◽  
Problem Based Learning ◽  
First Year ◽  
First Year Medical Students

scholarly journals Developing a tool for observing group critical thinking skills in first-year medical students: a pilot study using physiology-based, high-fidelity patient simulations

2017 ◽  
Vol 41 (4) ◽  
pp. 604-611 ◽  
Author(s):  
Khoa Nguyen ◽  
Bertha Ben Khallouq ◽  
Amanda Schuster ◽  
Christopher Beevers ◽  
Nyla Dil ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Medical Students ◽  
Pilot Study ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Basic Knowledge ◽  
First Year ◽  
High Fidelity ◽  
Patient Simulations ◽  
First Year Medical Students

Most assessments of physiology in medical school use multiple choice tests that may not provide information about a student’s critical thinking (CT) process. There are limited performance assessments, but high-fidelity patient simulations (HFPS) may be a feasible platform. The purpose of this pilot study was to determine whether a group’s CT process could be observed over a series of HFPS. An instrument [Critical Thinking Skills Rating Instrument CTSRI)] was designed with the IDEAS framework. Fifteen groups of students participated in three HFPS that consisted of a basic knowledge quiz and introduction, HFPS session, and debriefing. HFPS were video recorded, and two raters reviewed and scored all HFPS encounters with the CTSRI independently. Interrater analysis suggested good reliability. There was a correlation between basic knowledge scores and three of the six observations on the CTSRI providing support for construct validity. The median CT ratings significantly increased for all observations between the groups’ first and last simulation. However, there were still large percentages of video ratings that indicated students needed substantial prompting during the HFPS. The data from this pilot study suggest that it is feasible to observe CT skills in HFPS using the CTSRI. Based on the findings from this study, we strongly recommend that first-year medical students be competent in basic knowledge of the relevant physiology of the HFPS before participating, to minimize the risk of a poor learning experience.

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