Utilization of Moderate-Duration Summary Podcasts Compared to Long-Duration Podcasts for Psychiatry Education by Canadian Pre-clerkship Medical Students

2021 ◽  
Author(s):  
Joey Prisnie ◽  
Gar Wai Susan Poon ◽  
Philip Stokes ◽  
Nancy Brager
Keyword(s):  
Medical Students ◽  
Psychiatry Education ◽  
Long Duration

scholarly journals Factors associated with interest in psychiatry in UK medical students: qualitative study

2021 ◽  
pp. 1-7
Author(s):  
Grace Crowley ◽  
Sube Banerjee ◽  
Lisa Page ◽  
Stephanie Daley
Keyword(s):  
Mental Health ◽  
Medical Students ◽  
Medical School ◽  
Qualitative Data ◽  
Structured Interviews ◽  
Factors Associated ◽  
Psychiatry Education ◽  
Extra Curricular Activities ◽  
Fitting In

Aims and method This study aimed to explore factors that positively influence UK medical students’ interest in psychiatry. Delegates and committee members of the National Student Psychiatry Conference 2018 were invited to participate in individual semi-structured interviews. Nine interviews were conducted. Qualitative data were analysed using thematic analysis. Results: Four core themes emerged: psychiatry education and exposure, role of a psychiatrist, fitting in, and factors external to medical school. All students had some degree of interest in mental health before medical school, but placement and extra-curricular factors were strongly influential. Implications Interest in psychiatry may be promoted by facilitating student exposure to enthusiastic psychiatrists and psychiatry subspecialties, encouraging extra-curricular activities and identifying early those with pre-existing interest in mental health on admission to medical school. Aspects of psychiatry that should be promoted include the potential to make a positive difference to patients’ lives and the teamworking elements of the specialty.

scholarly journals Medical Student Utilization of a Novel Web-Based Platform (Psy-Q) for Question-Based Learning in Psychiatry: Pilot Questionnaire Study

10.2196/18340 ◽  
2020 ◽  
Vol 6 (2) ◽  
pp. e18340
Author(s):  
John Torous ◽  
Zev Nakamura ◽  
Jordan Rosen ◽  
Pochu Ho ◽  
Christine Pelic ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Innovative Teaching ◽  
Web Based ◽  
Psychiatry Education ◽  
Learning Platform ◽  
Institutional Review ◽  
Common Location ◽  
Utilization Data ◽  
Future Work

Background Medical students are turning to new and expanding web-based resources for learning during their psychiatry clerkships; however, there have not been concomitant efforts by educators to utilize web-based tools to promote innovative teaching. Objective Utilizing a free learning platform (Psy-Q) created by our team, we sought to explore how digital technology may engage medical student learners, promote colearning between educators and medical students, and support sustainability of web-based platforms through crowdsourcing. Methods Between 2017 and 2019, seven medical schools offered access to the platform during medical students’ psychiatry clerkships. Use of the web-based platform was voluntary and not monitored or related to clerkship evaluation. Medical students completed a paper and pencil assessment of the platform at the end of their clerkship. Anonymous and aggregated website use data were gathered in accordance with institutional review board approval. Results A total of 203 medical students across seven distinct psychiatry clerkships completed the survey. Of these students, 123 (60.6%) reported using the platform and reported accessing a mean of 45 questions. The most common device used to access the platform was a laptop and the second most common was a smartphone. The most common location to access the platform was home and the second most common was the hospital. Although few students contributed new questions, website utilization data suggested that all rated the quality and difficulty of the questions. Higher quality questions were medical students’ main suggestion for further improvement. Conclusions Our results suggest the feasibility and potential of educator- and learner-created web-based platforms to augment psychiatry education and develop relevant accessible resources in the digital sphere. Future work should focus on measuring objective educational outcomes of question taking and writing, as well as optimizing technology and exploring sustainable trainee-faculty partnership models for the creation and curation of content.

scholarly journals Teaching medical students and recruitment to psychiatry: attitudes of psychiatric clinicians, academics and trainees

2011 ◽  
Vol 35 (9) ◽  
pp. 350-353 ◽  
Author(s):  
Ania Korszun ◽  
Nishan Dharmaindra ◽  
Valsraj Koravangattu ◽  
Kamaldeep Bhui
Keyword(s):  
Medical Students ◽  
Student Teaching ◽  
Undergraduate Education ◽  
Online Survey ◽  
Medical Profession ◽  
Psychiatric Patients ◽  
Psychiatry Education ◽  
Medical Student Teaching ◽  
Poor Recruitment ◽  
Teaching Psychiatry

Aims and methodAn online survey was used to examine the attitudes of clinical, academic and trainee psychiatrists on the delivery of undergraduate education and why students are not choosing psychiatry as a career. This paper explores whether attitudes to teaching psychiatry to medical students is a factor in poor recruitment to the specialty.ResultsOverall, 390 psychiatrists completed the survey. All groups were highly committed to psychiatry education, but there were significant differences in attitudes that may have an impact on the delivery of medical student teaching, which in turn may influence recruitment. Five major themes emerged from the survey, the most dominant being stigmatisation of psychiatric patients and professionals by the medical profession. These divergent attitudes to teaching and stigma may be contributing to low levels of recruitment into psychiatry.Clinical implicationsEducation of the next generation of psychiatrists is a high priority and active measures are needed to increase commitment and enthusiasm in undergraduate education.

scholarly journals Patients undergoing dialysis as a model for medical students’ longitudinal engagement with chronic illness: Patient perspectives

2021 ◽  
Vol 22 (3) ◽  
pp. 1-17
Author(s):  
Nicole Koehler ◽  
Erica Schmidt ◽  
Matthew A Roberts ◽  
Jenepher Ann Martin
Keyword(s):  
Chronic Illness ◽  
Medical Students ◽  
Chronic Conditions ◽  
Written Feedback ◽  
Opportunities To Learn ◽  
Long Duration ◽  
Hospitalised Patients ◽  
Long Time ◽  
Outpatient Settings ◽  
Academic Year

Background: Medical students are predominantly exposed to patients with chronic conditions during acute episodes requiring hospitalisation. Consequently, this limits students’ opportunities to learn about continuity of patient care. Unlike hospitalised patients, patients undergoing haemodialysis attend dialysis clinics in ambulatory/outpatient settings multiple times per week over long time periods. Patients undergoing dialysis would be well placed to share their knowledge of their own chronic illness and their experience of patient-centred care. This study explored the willingness of patients undergoing haemodialysis to interact with the same medical student throughout the academic year. Methods: Twenty-seven patients undergoing dialysis at four dialysis units were interviewed.Results: Twenty-five patients indicated that they would be willing to regularly interact with students. Patients indicated that they would permit students to conduct a range of activities (e.g., taking a medical history). All 25 were willing to provide students with verbal feedback. Twelve were willing to provide written feedback. In terms of interacting with students, there were two predominant groups: 1) those who focus on the students’ needs and are prepared to interact with students frequently and over a long duration and 2) those who have had “enough” after a while and are prepared to interact with students over a shorter duration. Conclusions: Patients undergoing haemodialysis could provide students with opportunities to follow a patient’s journey, provided the length and frequency of the patient–student interaction is matched with patient preferences. 

scholarly journals Medical Student Utilization of a Novel Web-Based Platform (Psy-Q) for Question-Based Learning in Psychiatry: Pilot Questionnaire Study (Preprint)

2020 ◽  
Author(s):  
John Torous ◽  
Zev Nakamura ◽  
Jordan Rosen ◽  
Pochu Ho ◽  
Christine Pelic ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Innovative Teaching ◽  
Web Based ◽  
Psychiatry Education ◽  
Learning Platform ◽  
Institutional Review ◽  
Common Location ◽  
Utilization Data ◽  
Future Work

BACKGROUND Medical students are turning to new and expanding web-based resources for learning during their psychiatry clerkships; however, there have not been concomitant efforts by educators to utilize web-based tools to promote innovative teaching. OBJECTIVE Utilizing a free learning platform (Psy-Q) created by our team, we sought to explore how digital technology may engage medical student learners, promote colearning between educators and medical students, and support sustainability of web-based platforms through crowdsourcing. METHODS Between 2017 and 2019, seven medical schools offered access to the platform during medical students’ psychiatry clerkships. Use of the web-based platform was voluntary and not monitored or related to clerkship evaluation. Medical students completed a paper and pencil assessment of the platform at the end of their clerkship. Anonymous and aggregated website use data were gathered in accordance with institutional review board approval. RESULTS A total of 203 medical students across seven distinct psychiatry clerkships completed the survey. Of these students, 123 (60.6%) reported using the platform and reported accessing a mean of 45 questions. The most common device used to access the platform was a laptop and the second most common was a smartphone. The most common location to access the platform was home and the second most common was the hospital. Although few students contributed new questions, website utilization data suggested that all rated the quality and difficulty of the questions. Higher quality questions were medical students’ main suggestion for further improvement. CONCLUSIONS Our results suggest the feasibility and potential of educator- and learner-created web-based platforms to augment psychiatry education and develop relevant accessible resources in the digital sphere. Future work should focus on measuring objective educational outcomes of question taking and writing, as well as optimizing technology and exploring sustainable trainee-faculty partnership models for the creation and curation of content.

scholarly journals Improving Child and Adolescent Psychiatry Education for Medical Students: An Inter-Organizational Collaborative Action Plan

2012 ◽  
Vol 36 (6) ◽  
pp. 461 ◽  
Author(s):  
Geraldine S. Fox ◽  
Saundra Stock ◽  
Gregory W. Briscoe ◽  
Gary L. Beck ◽  
Rita Horton ◽  
...  
Keyword(s):  
Medical Students ◽  
Adolescent Psychiatry ◽  
Action Plan ◽  
Child And Adolescent ◽  
Child And Adolescent Psychiatry ◽  
Psychiatry Education ◽  
Collaborative Action

The LDE-Type Flare Occurrence (1969-1993)

1994 ◽  
Vol 144 ◽  
pp. 279-282
Author(s):  
A. Antalová
Keyword(s):  
Time Series ◽  
Fourier Analysis ◽  
Sunspot Cycle ◽  
List Type ◽  
Type Number ◽  
Solar Cycles ◽  
Type Iv ◽  
Long Duration ◽  
Cycle Maximum ◽  
Flare Index

AbstractThe occurrence of LDE-type flares in the last three cycles has been investigated. The Fourier analysis spectrum was calculated for the time series of the LDE-type flare occurrence during the 20-th, the 21-st and the rising part of the 22-nd cycle. LDE-type flares (Long Duration Events in SXR) are associated with the interplanetary protons (SEP and STIP as well), energized coronal archs and radio type IV emission. Generally, in all the cycles considered, LDE-type flares mainly originated during a 6-year interval of the respective cycle (2 years before and 4 years after the sunspot cycle maximum). The following significant periodicities were found:• in the 20-th cycle: 1.4, 2.1, 2.9, 4.0, 10.7 and 54.2 of month,• in the 21-st cycle: 1.2, 1.6, 2.8, 4.9, 7.8 and 44.5 of month,• in the 22-nd cycle, till March 1992: 1.4, 1.8, 2.4, 7.2, 8.7, 11.8 and 29.1 of month,• in all interval (1969-1992):a)the longer periodicities: 232.1, 121.1 (the dominant at 10.1 of year), 80.7, 61.9 and 25.6 of month,b)the shorter periodicities: 4.7, 5.0, 6.8, 7.9, 9.1, 15.8 and 20.4 of month.Fourier analysis of the LDE-type flare index (FI) yields significant peaks at 2.3 - 2.9 months and 4.2 - 4.9 months. These short periodicities correspond remarkably in the all three last solar cycles. The larger periodicities are different in respective cycles.

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