scholarly journals Group mentorship for undergraduate medical students—a systematic review

2020 ◽  
Vol 9 (5) ◽  
pp. 272-280
Author(s):  
Elise Pauline Skjevik ◽  
J. Donald Boudreau ◽  
Unni Ringberg ◽  
Edvin Schei ◽  
Terese Stenfors ◽  
...  
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Group Mentoring ◽  
Ovid Medline ◽  
Mentorship Programs ◽  
Cross Sectional Design

Abstract Introduction Mentoring has become a prevalent educational strategy in medical education, with various aims. Published reviews of mentoring report very little on group-based mentorship programs. The aim of this systematic review was to identify group-based mentorship programs for undergraduate medical students and describe their aims, structures, contents and program evaluations. Based on the findings of this review, the authors provide recommendations for the organization and assessment of such programs. Methods A systematic review was conducted, according to PRISMA guidelines, and using the databases Ovid MEDLINE, EMBASE, PsycINFO and ERIC up to July 2019. Eight hundred abstracts were retrieved and 20 studies included. Quality assessment of the quantitative studies was done using the Medical Education Research Study Quality Instrument (MERSQI). Results The 20 included studies describe 17 different group mentorship programs for undergraduate medical students in seven countries. The programs were differently structured and used a variety of methods to achieve aims related to professional development and evaluation approaches. Most of the studies used a single-group cross-sectional design conducted at a single institution. Despite the modest quality, the evaluation data are remarkably supportive of mentoring medical students in groups. Discussion Group mentoring holds great potential for undergraduate medical education. However, the scientific literature on this genre is sparse. The findings indicate that group mentorship programs benefit from being longitudinal and mandatory. Ideally, they should provide opportunities throughout undergraduate medical education for regular meetings where discussions and personal reflection occur in a supportive environment.

scholarly journals Differential attainment in undergraduate medical education: a systematic review

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S27-S28
Author(s):  
Abhishek Gupta ◽  
Shreya Varma ◽  
Radhika Gulati ◽  
Natasha Rishi ◽  
Nagina Khan ◽  
...  
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Grey Literature ◽  
External Support ◽  
Undergraduate Medical Students ◽  
High Stake ◽  
Differential Outcomes ◽  
Communication Processes

AimsDifferential attainment (DA) amongst Black and Minority Ethnic (BAME) medical students and postgraduate trainees including Psychiatry trainees has been extensively documented in medical education, with non-white medical students being 2.5 times more likely to fail high-stake examinations compared to their White counterparts. The Equality Act 2010 places a responsibility on public bodies such as Royal Colleges to address discrimination in training and assessment. Understanding DA in undergraduate medical education can help understand DA in the postgraduate setting. Consequently, this systematic review aims to detect the processes that enable and impede DA in UK undergraduate medical education.MethodSeven online databases including PubMed, Scopus, PyschInfo, and ERIC were searched. A formal grey literature search was also conducted. Inclusion criteria comprised studies dated from January 1995 to present and included UK undergraduate medical students. We present the preliminary findings from 13 papers, analysed to create a conceptual framework for a further mixed methods analysis. The studies were critically appraised for methodological quality.ResultFive key themes emerged from the preliminary analysis of 13 papers. BAME students experienced:Being ‘divergent’: Not feeling part of the current organisational learning milieuLack of social capital: Difficulty in being absorbed into existing ‘networks’ of relationships in a manner that is ‘approachable’ and not ‘intimidating’Continuum of discrimination: ‘Indirect’ impact of subtle communication processes in the learning environment undermining individual ‘belief’ in own performanceInstitutional discriminatory factors: Culture, rules, norms, and behavioural routines of educators that lead to differential outcomes for learnersLack of external support: Relative lack of interventions tackling DA.ConclusionThe key finding of this review is that British BAME undergraduate medical students experience discriminatory behaviours early in medical schools that impact on personal, educational, and professional outcomes. These factors may need to be borne in mind by postgraduate training organisations such as the Royal College of Psychiatrists as they commence the challenging task of addressing DA.

scholarly journals Prevalence of somatic symptoms amongst undergraduate medical students of Marathwada region of Maharashtra, India

2020 ◽  
Vol 7 (12) ◽  
pp. 5106
Author(s):  
Shaikh Arshiya Kaiser Husain ◽  
Anwaya R. Magare ◽  
Purushottam A. Giri ◽  
Vijaykumar S. Jadhav
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Curriculum ◽  
High Stress ◽  
Well Being ◽  
Undergraduate Medical Students ◽  
Future Health ◽  
Cross Sectional ◽  
Significant Difference ◽  
Negative Effect

Background: The aim of medical education is to produce competent, physically and mentally strong health professionals, as they are going to be the pillars of the future health care system. Stress is one of the most common and process-oriented obstacles in medical education. It often exerts a negative effect on the academic performance, physical health, and psychological well-being of the students. Dealing with overloaded medical curriculum, competing with peers, being away from home and meeting high expectations imposed by parents and society to excel is among the common stressful transitions at this stage.Methods: A cross-sectional descriptive study was carried out amongst 352 undergraduate medical students of a private medical college in a rural area of Maharashtra during April to October 2019. The structured questionnaire was used to record the data. Collected data was used to assess the severity of mental health issues among medical students.Results: Majority 194 (55.11%) students were in the age of 18 to 20 years followed by 141 (40.06%) were in 21 to 23 years. There were 196 (55.68%) girl students and 156 (44.32%) boys. According to the various categories, 80 (22.73%) of the students had low stress scores, followed by 76 (21.59%) in minimal. A highly significant difference in stress scores was seen between boys and girls, which was more in boys.Conclusions: Study concluded that undergraduate medical students perceive minimal to very high stress presented as various systems that vary with the year of study and gender wise too. There is a further need to look into the various causes of stress.

scholarly journals Depression Among Undergraduate Medical Students

2013 ◽  
Vol 10 (3) ◽  
pp. 56-59 ◽  
Author(s):  
Bibhusan Basnet ◽  
M Jaiswal ◽  
B Adhikari ◽  
PM Shyangwa
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Depression Scale ◽  
Academic Stress ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Prevalence Of Depression ◽  
Inducing Factors ◽  
Major Factors

Background  Psychological stress is common in medical school and associated with depression. Medical education is grooming in Nepal, but only few studies are done concerning mental health of medical students. Objective  To assess the prevalence of depression among medical students at different levels of education and find about their stressors. Methods  A cross sectional, questionnaire-based survey was carried out among the undergraduate medical students of B.P.Koirala Institute of Health Sciences, Nepal. 50 students each from Bachelor of Medicine and Bachelor of Surgery (MBBS) first and third year were enrolled in the study conducted between November 2008 to January2009. The depression levels were assessed using Zung depression scale. Students were asked to complete the questionnaire and then the depression levels calculated .The stress inducing factors during their course of medical education were also assessed. Results  The overall prevalence of depression among the students was 29.78 percent. The prevalence of depression in first and third year was 36.74and 22.22 percent respectively. The prevalence of depression was 32.43 percent among female students versus 28.07 percent in male students. Both first and third year students gave high ratings to academic stress and hectic lifestyle as the main stress inducing factors. Conclusion  The prevalence of depression is seen especially in the first year medical students. So, attempts should be made to alleviate the stressors right from the time they join medical school. Since academic stress proved to be one of the major factors, measures to make the academic curriculum more student-friendly are suggested. Kathmandu University Medical Journal | VOL.10 | NO. 3 | ISSUE 39 | JUL- SEP 2012 | Page 56-59 DOI: http://dx.doi.org/10.3126/kumj.v10i3.8021

The Effectiveness of Social Media Use as a Supplement Media of Clinical Skills Lab Learning for Undergraduate Medical Students in Low- and Middle-Income Countries during COVID-19 (Preprint)

2021 ◽  
Author(s):  
Zahira Noor Fathiyya ◽  
Muhammad Reza Utama ◽  
Yelvi Levani ◽  
Yuli Wahyu Rahmawati
Keyword(s):  
Systematic Review ◽  
Social Media ◽  
Medical Education ◽  
Medical Students ◽  
Clinical Skills ◽  
Learning Method ◽  
Undergraduate Medical Students ◽  
Middle Income ◽  
Middle Income Countries ◽  
Skills Lab

BACKGROUND Before COVID-19, it was recommended that medical education be conducted using the blended learning method in order to achieve an effective learning experience. However, it seems that distance learning is currently the best alternative to the previous learning method. Clinical skills lab activities, which are one of the learning methods in medical education, must adapt because they cannot be administered in-person. Social media has been proven giving a potential to supplement formal medical education for undergraduate student. OBJECTIVE This systematic review aims to examine the effectiveness of media social use as a supplement for clinical skills lab learning on undergraduate medical students in low- and middle-income countries (LMIC) during the COVID-19 pandemic. METHODS We designed a protocol for creating a systematic review on the effectiveness of social media as a supplement media in clinical skills lab learning for undergraduate medical students in LMIC during COVID-19. We will be extracting information from appropriate sources online obtained from journal websites’ databases guided by the PRISMA-S checklist in accordance with the research problem. The included sources include randomized controlled trials, systematic review, and meta-analysis published between 2020-2021. RESULTS This manuscript is still a protocol and has not been implemented. CONCLUSIONS In this systematic review, we will discuss the effectiveness of social media as a clinical skills lab learning for undergraduate medical students in LMIC during the COVID-19 pandemic.

scholarly journals Use of Social Media by the Undergraduate Medical Students: Students’ Perception in Selected Medical Colleges of Bangladesh

2018 ◽  
Vol 9 (2) ◽  
pp. 11-15
Author(s):  
Husneara Begum ◽  
AKM Asaduzzaman ◽  
Humayun Kabir Talukder ◽  
Tahmina Nargis ◽  
Kazi Khairul Alam ◽  
...  
Keyword(s):  
Social Media ◽  
Medical Education ◽  
Medical Students ◽  
Sampling Technique ◽  
Cross Sectional Study ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Negative Effect ◽  
Use Of Social Media ◽  
Medical Colleges

Introduction: This descriptive type of cross sectional study was carried out to explore the extent of use of social media by the undergraduate medical students and its consequences in medical education. This study was carried out in nine (Four public and five private) medical colleges all over Bangladesh during a period from July 2016-2017.Objective: The study revealed that the use of social media by the undergraduate medical students and its effect on their lifestyle and medical education.Methodology: Sample size was 673 medical students. Data was collected by self-administered semi-structured questionnaire from 673 respondents. Convenience sampling technique was adopted for data collection. For each variable frequency and percentages was calculated. There was also a part of in-depth interview for the respondents on the perception of use of Social media.Results: Among the students 54.68% females & 45.34% males, the mean age of the respondents was 20.76 years. Around 42.6% respondents were using Social media for4-6 years. The main use of social media by the respondents was Facebook 70.1%, main devices was mobile phone 96.8%. The main purpose of using the Social media for non-academic purposes such as, communicate with others26.0%, for chatting 51.3%. Maxium duration > 4 times / day up to >6 hours. Academic purpose 44.7% users using the SM every day. Six hundred forty six respondents agreed for negative effect of social media. 52.2% agreed that they used Social media during lecture class.Conclusion: Most students had positive thoughts towards using social media. Students were using social media for almost nonprofessional reason. So, there is need to build up widespread awareness to use social media by medical students for professionalisms.Bangladesh Journal of Medical Education Vol.9(2) 2018: 11-15

scholarly journals Undergraduate medical students’ behavioural intentions towards medical errors and how to handle them: a qualitative vignette study

BMJ Open ◽  
2018 ◽  
Vol 8 (3) ◽  
pp. e019500 ◽  
Author(s):  
Isabel Kiesewetter ◽  
Karen D Könings ◽  
Moritz Kager ◽  
Jan Kiesewetter
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Qualitative Content Analysis ◽  
Case Vignette ◽  
Preventive Action ◽  
Undergraduate Medical Students ◽  
Case Scenario ◽  
Online Questionnaire ◽  
Behavioural Intentions

ObjectivesIn undergraduate medical education, the topics of errors in medicine and patient safety are under-represented. The aim of this study was to explore undergraduate medical students’ behavioural intentions when confronted with an error.DesignA qualitative case vignette survey was conducted including one of six randomly distributed case scenarios in which a hypothetical but realistic medical error occurred. The six scenarios differed regarding (1) who caused the error, (2) the presence of witnesses and (3) the consequences of the error for the patient. Participants were asked: ‘What would you do?”. Answers were collected as written free texts and analysed according to qualitative content analysis.SettingStudents from German medical schools participated anonymously through an online questionnaire tool.ParticipantsAltogether, n=159 students answered a case scenario. Participants were on average 24.6 years old (SD=7.9) and 69% were female. They were undergraduate medical students in their first or second year (n=27), third, fourth or fifth year (n=107) or final year (n=21).ResultsDuring the inductive coding process, 19 categories emerged from the original data and were clustered into four themes: (1) considering communication; (2) considering reporting; (3) considering consequences; and (4) emotional responsiveness. When the student him/herself caused the error in the scenario, participants did mention communication with colleagues and taking preventive action less frequently than if someone else had caused the error. When a witness was present, participants more frequently mentioned disclosure of the error and taking actions than in the absence of a witness. When the outcome was significant to the patient, participants more often showed an emotional response than if there were no consequences.ConclusionsThe study highlights the importance of coping strategies for healthcare professionals to adequately deal with errors. Educators need to introduce knowledge and skills on how to deal with errors and emotional preparedness for errors into undergraduate medical education.

scholarly journals The Status of Medical Student Education in Pregnancy Options Counseling: a Review

2021 ◽  
Author(s):  
Lauren E. Farmer ◽  
Camille A. Clare
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Medical Student Education ◽  
Undergraduate Medical Students ◽  
Student Education ◽  
Gynecology And Obstetrics ◽  
The Status ◽  
Barriers To Teaching

Abstract Background The Association of Professors of Gynecology and Obstetrics (APGO) has acknowledged the importance of pregnancy options counseling by listing it as a “shows how” skill for all undergraduate medical students. Unfortunately, there is no standard curriculum utilized to teach medical students pregnancy options counseling or to assess skill sustainability over time. Objectives To review and summarize the literature on pregnancy options counseling in undergraduate medical education. Methods We performed a structured literature review searching Google Scholar, PubMed, and EMBASE for articles between 2000 and February 2020. Inclusion criteria were English language studies of M. D. and D.O. programs in North America with a discussion of pregnancy options counseling as it relates to medical student education. Results There is a small but growing body of literature on pregnancy options counseling in medical student education. The common themes across the 17 papers reviewed include the status of pregnancy options counseling in undergraduate medical education, barriers to teaching options counseling, the timing of education, utilization of the options counseling Objective Structured Clinical Examination (OSCE), learner challenges, and novel strategies for implementing education in options counseling and subsequent learning outcomes. Conclusions There is no standardized pregnancy options counseling curriculum in undergraduate medical education (UME). The landscape in which this important skill is being taught is one of random, insufficient, and uncoordinated curricular interventions. This is the only review on this subject, making it a unique summary on pregnancy options counseling in UME.

scholarly journals Medical students and habits of access to information

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Egemen Sen ◽  
Hatice Sahin
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Generation X ◽  
Generation Y ◽  
Research Data ◽  
Access To Information ◽  
Cross Sectional ◽  
Learning And Teaching ◽  
Item Questionnaire ◽  
Cross Sectional Design

Abstract Objectives Today’s trainers met with technologies later in their life and these were not available before however trainers learned to use them. Students, on the contrary were born to the environment that these devices were widely used, technology-internet is one of the indispensable elements of life today. The aim of this study is to analyze medical students’ habit of accessing to information at Ege University. Methods The research is in cross-sectional design. The research data were collected from the students of Ege University Medical Faculty. A 17-item questionnaire was used for data collection. Results A total of 293 students responded to the survey. All of the students have at least one technological product to reach information. While 79.9% of the students stated that they have the ability of multitasking, 55.3% of the students indicated that they were able to focus less than 25 min. A majority (68.3%) of the students use technology in all areas of life, while 46.6% of the students use technology in the area of education. Conclusions The knowledge that there may be changes in learning and teaching between generations is especially important for medical education. Nowadays, educators in medical education are generation X while students are generation Y-Z. The educators should be aware of these differences and manage rationally.

scholarly journals Influence of formative assessment on summative assessment in undergraduate medical students

2017 ◽  
Vol 4 (1) ◽  
pp. 16-19
Author(s):  
Nazma Begum ◽  
Sakhawat Hossain ◽  
Md Humayun Kabir Talukder
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Formative Assessment ◽  
Summative Assessment ◽  
Descriptive Study ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Written Test ◽  
Self Administered Questionnaire ◽  
Medical Colleges

This cross sectional descriptive study was carried out to determine the students' view about the influence of formative assessment on summative assessment The study was carried out from July 2009 to June 2010 over 300 intern doctors of Medicine and Paediatrics department of two government and two private medical colleges. Data were collected through self administered questionnaire. The questionnaire included different opinion about the influence of formative assessment on summative assessment and were rated using the 5 point Likert's scale. This study revealed that feedback from formative assessment to the students is important to supplement and modify teaching by the teachers. Students' fear is for summative assessment is reduced by formative assessment Written test, VIVA/SOE and OSCE/OSPE of formative assessment greatly improves the results of summative assessment Students opined that to improve the formative assessment the number of teachers should be increased, teachers should be trained up, teachers should give more time to the students and optimum feedback should be provided to the students. Frequency of formative assessment should remain as it is. Twenty to twenty five percent marks from formative assessment should be added to the summative assessment.Bangladesh Journal of Medical Education Vol.4(1) 2013: 16-19

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