scholarly journals Stigma in Psychiatry: Impact of a Virtual and Traditional Psychiatry Clerkship on Medical Student Attitudes

2021 ◽  
Author(s):  
Khalid Bazaid ◽  
Kevin Simas ◽  
Abdellah Bezzahou
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Student Attitudes ◽  
Response Rate ◽  
Student Response ◽  
Quasi Experimental ◽  
Parametric Statistics ◽  
Students Attitudes ◽  
Medical Student Attitudes ◽  
The University

Abstract Objective The objective of the study was to assess the change in medical students’ attitudes towards psychiatry following a virtual clerkship experience compared to a traditional clerkship experience. Method Ninety-seven medical students from the University of Ottawa were assessed pre- and post-clerkship on the ATP-30 (Attitudes Towards Psychiatry-30) measure. Cohorts of students were categorized as pre-COVID or during-COVID depending on when and how they experienced their clerkship (traditional or virtual). The total student response rate was approximately 48%. A quasi-experimental design was implemented, and non-parametric statistics were used to analyze the data. Results Medical students’ overall attitudes towards psychiatry improved from pre- to post-clerkship, with the type of clerkship experience (traditional or virtual) having no significant impact on the magnitude to which attitudes improved. Conclusion Implementation of a virtual clerkship in psychiatry did not deteriorate medical student attitudes towards psychiatry as a specialty, with both the traditional and virtual clerkship program enhancing students’ attitudes towards psychiatry favorably.

scholarly journals Required Longitudinal Service-Learning and Its Effects on Medical Students’ Attitudes Toward the Underserved

2021 ◽  
Author(s):  
Monica Rose Arebalos ◽  
Faun Lee Botor ◽  
Edward Simanton ◽  
Jennifer Young
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Service Learning ◽  
Student Attitudes ◽  
Underserved Populations ◽  
Preclinical Phase ◽  
School Of Medicine ◽  
Students Attitudes ◽  
Medical Student Attitudes ◽  
The University

AbstractAlthough medical students enter medicine with altruistic motives and seek to serve indigent populations, studies show that medical students’ attitudes towards the undeserved tend to worsen significantly as they go through their medical education. This finding emphasizes the need for medical educators to implement activities such as service-learning that may help mitigate this negative trend.All students at the University of Nevada Las Vegas (UNLV) School of Medicine are required to participate in longitudinal service-learning throughout medical school, and a majority of students interact with the underserved at their service-learning sites. Using the previously validated Medical Student Attitudes Towards the Underserved (MSATU), independent sample T-tests showed that students who interact with underserved populations at their sites scored with significantly better attitudes towards the underserved at the end of their preclinical phase. Subjects included 58 medical students with 100% taking the MSATU. This result indicates that longitudinal service-learning, particularly when it includes interaction with the underserved, can be one method to combat the worsening of medical students’ attitudes as they complete their medical education.

scholarly journals Medical students attitudes toward and intention to work with the underserved: a systematic review and meta-analysis

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Edouard Leaune ◽  
Violette Rey-Cadilhac ◽  
Safwan Oufker ◽  
Stéphanie Grot ◽  
Roy Strowd ◽  
...  
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Student Attitudes ◽  
Meta Analysis ◽  
Educational Interventions ◽  
Factors Associated ◽  
Students Attitudes ◽  
Medical Student Attitudes

Abstract Background Experts in the field of medical education emphasized the need for curricula that improve students’ attitudes toward the underserved. However, some studies have shown that medical education tends to worsen these attitudes in students. We aimed at systematically reviewing the literature assessing the change in medical students’ attitudes toward the underserved and intention to work with the underserved throughout medical education, the sociodemographic and educational factors associated with favorable medical student attitudes toward and/or intention to work with the underserved and the effectiveness of educational interventions to improve medical student attitudes toward and/or intention to work with the underserved. Method We conducted a systematic review on MEDLINE, Scopus, and Web of Science databases. Three investigators independently conducted the electronic search. We assessed the change in medical students attitudes toward the underserved by computing a weighted mean effect size of studies reporting scores from validated scales. The research team performed a meta-analysis for the sociodemographic and educational factors associated with medical students attitudes toward and/or intention to work with the underserved. Results Fifty-five articles met the inclusion criteria, including a total of 109,647 medical students. The average response rate was 73.2%. Most of the studies were performed in the USA (n = 45). We observed a significant decline of medical students attitudes toward the underserved throughout medical education, in both US and non-US studies. A moderate effect size was observed between the first and fourth years (d = 0.51). Higher favorable medical students attitudes toward or intention to work with the underserved were significantly associated with female gender, being from an underserved community or ethnic minority, exposure to the underserved during medical education and intent to practice in primary care. Regarding educational interventions, the effectiveness of experiential community-based learning and curricula dedicated to social accountability showed the most positive outcome. Conclusions Medical students attitudes toward the underserved decline throughout medical education. Educational interventions dedicated to improving the attitudes or intentions of medical students show encouraging but mixed results. The generalizability of our results is impeded by the high number of studies from the global-North included in the review.

scholarly journals Medical students’ views: an exploration of medical student attitudes towards disclosure of mental illness

2020 ◽  
Vol 25 (1) ◽  
pp. 1792393
Author(s):  
Jawwad Mihran Haider ◽  
Fenu Maithriratne Ediripolage ◽  
Umar Salim ◽  
Syed Kamran
Keyword(s):  
Mental Illness ◽  
Medical Student ◽  
Medical Students ◽  
Student Attitudes ◽  
Medical Student Attitudes

scholarly journals Medical Student Perspectives on LGBTQ Health

PRiMER ◽  
2019 ◽  
Vol 3 ◽  
Author(s):  
Julie A. Christensen ◽  
Travis Hunt ◽  
Steven A. Elsesser ◽  
Christine Jerpbak
Keyword(s):  
Health Care ◽  
Medical Student ◽  
Medical Students ◽  
Student Attitudes ◽  
Life Experience ◽  
Response Rate ◽  
Gender And Sexuality ◽  
First Year ◽  
Sex And Gender ◽  
The Impact

Introduction: Lesbian, gay, bisexual, transgender, and queer (LGBTQ) community members experience adverse health outcomes at higher rates than non-LGBTQ individuals. We examined the impact of student demographics as well as gender and sexuality didactic instruction on the attitudes of first-year medical students toward LGBTQ patients. Methods: In January 2017, 255 first-year students at an urban allopathic medical school participated in a gender and sexuality health curriculum. We assessed student attitudes regarding LGBTQ patients using anonymous pre- and postintervention surveys. Each item was measured on a 5-point Likert scale. Results: Of 255 possible respondents, we received 244 responses to the preintervention survey (95.7% response rate) and 253 to the postintervention survey (99.2% response rate). Participants were predominantly white (66.8%), heterosexual (94.7%), and cisgender (100%). Respondents who identified as LGBQ were significantly (P<.05) more likely than heterosexual students to agree with the following preintervention statements, among others: (1) Discordance between birth sex and gender is a natural human phenomenon, (2) When meeting a patient for the first time, I feel comfortable asking what pronoun they use, (3) I am able to empathize with the life experience of an LGB/T patient, (4) I am motivated to seek out opportunities to learn more about LGBTQ-specific health care issues. Statistically significant changes in attitudes between time points are seen in 4 out of 15 items. Conclusion: A focused gender and sexuality curriculum appears to impact medical student attitudes regarding LGBTQ patients. Furthermore, recruitment of LGBTQ-identifying medical students may translate into improved workforce motivation to provide health care for LGBTQ patients.

scholarly journals Medical student attitudes towards complementary and alternative medicine (CAM) in medical education: a critical review

2016 ◽  
Vol 13 (4) ◽  
Author(s):  
Paul Joyce ◽  
Jon Wardle ◽  
Chris Zaslawski
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Alternative Medicine ◽  
Complementary And Alternative Medicine ◽  
Critical Review ◽  
Student Attitudes ◽  
Medical Curriculum ◽  
Care Providers ◽  
Medical Student Attitudes ◽  
Complementary And Alternative

AbstractBackgroundThis paper aims to remedy a gap in the knowledge by presenting the first critical review of the literature on major themes relating to medical students perceptions and attitudes towards the exponentially growing field of complementary and alternative medicine (CAM).MethodsAfter a comprehensive database search of the literature, 21 papers were chosen as suitable for the review. The results from these papers were tabled and discussed.ResultsThe results indicated that medical students lacked knowledge of CAM and are generally positive towards CAM education (especially in the preclinical years, if it provided evidence of efficacy and post-placement). Medical students thought that CAM should generally be incorporated into the medical curriculum mainly so they can confidently undertake referral to CAM practitioners. Being able to communicate with future patients about their CAM use was a major motivation for medical students to learn about CAM and a factor for medical student support of further incorporation of CAM content in the medical curricula. Educational exposure to CAM in many forms and in many papers was shown to significantly affect medical student attitudes to CAM. This may be reflective of the fact that, outside direct CAM training, there may be limited accessible opportunities for medical students and if integration is to occur, educational exposure is most important.ConclusionsThe rise of CAM as a social and clinical phenomenon necessitates consideration of further inclusion of these topics in the medical curriculum, if future physicians are to be able to fully discharge their role as care providers in an increasingly medically pluralistic world. However, the inclusion of CAM needs to be done in an objective and critical manner, which is relevant to the learner.

scholarly journals Validity evidence for a novel instrument assessing medical student attitudes toward instruction in implicit bias recognition and management

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Cristina M. Gonzalez ◽  
Joseph H. Grochowalski ◽  
Ramya J. Garba ◽  
Shacelles Bonner ◽  
Paul R. Marantz
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Construct Validity ◽  
Internal Consistency ◽  
Student Attitudes ◽  
Convergent Validity ◽  
Clinical Care ◽  
Implicit Bias ◽  
Medical Student Attitudes ◽  
Learner Attitudes

Abstract Background Implicit bias instruction is becoming more prevalent in health professions education, with calls for skills-based curricula moving from awareness and recognition to management of implicit bias. Evidence suggests that health professionals and students learning about implicit bias (“learners”) have varying attitudes about instruction in implicit bias, including the concept of implicit bias itself. Assessing learner attitudes could inform curriculum development and enable instructional designs that optimize learner engagement. To date, there are no instruments with evidence for construct validity that assess learner attitudes about implicit bias instruction and its relevance to clinical care. Methods The authors developed a novel instrument, the Attitude Towards Implicit Bias Instrument (ATIBI) and gathered evidence for three types of construct validity- content, internal consistency, and relationship to other variables. Results Authors utilized a modified Delphi technique with an interprofessional team of experts, as well as cognitive interviews with medical students leading to item refinement to improve content validity. Seven cohorts of medical students, N = 1072 completed the ATIBI. Psychometric analysis demonstrated high internal consistency (α = 0.90). Exploratory factor analysis resulted in five factors. Analysis of a subset of 100 medical students demonstrated a moderate correlation with similar instruments, the Integrative Medicine Attitude Questionnaire (r = 0.63, 95% CI: [0.59, 0.66]) and the Internal Motivation to Respond Without Prejudice Scale (r = 0.36, 95% CI: [0.32, 0.40]), providing evidence for convergent validity. Scores on our instrument had low correlation to the External Motivation to Respond Without Prejudice Scale (r = 0.15, 95% CI: [0.09, 0.19]) and the Groningen Reflection Ability Scale (r = 0.12, 95% CI: [0.06, 0.17]) providing evidence for discriminant validity. Analysis resulted in eighteen items in the final instrument; it is easy to administer, both on paper form and online. Conclusion The Attitudes Toward Implicit Bias Instrument is a novel instrument that produces reliable and valid scores and may be used to measure medical student attitudes related to implicit bias recognition and management, including attitudes toward acceptance of bias in oneself, implicit bias instruction, and its relevance to clinical care.

scholarly journals Initial Development and Validation of a Family Medicine Attitudes Questionnaire

2018 ◽  
Vol 50 (1) ◽  
pp. 47-51 ◽  
Author(s):  
Julie Phillips ◽  
Jacob Prunuske ◽  
Laurie Fitzpatrick ◽  
Brian Mavis
Keyword(s):  
Medical Student ◽  
Family Medicine ◽  
Content Validity ◽  
Student Attitudes ◽  
Internal Validity ◽  
Initial Development ◽  
Validated Questionnaire ◽  
Students Attitudes ◽  
Medical Student Attitudes ◽  
The Impact

Background and Objectives: Although many curricular and policy interventions are designed to influence students’ attitudes toward family medicine, assessment of these interventions is limited by lack of a comprehensive, validated measure of students’ attitudes. We sought to develop and validate a questionnaire that effectively assesses medical student attitudes toward family medicine. Methods: A 31-item questionnaire was assessed for internal, external, and content validity. The questionnaire was offered to fourth-year students at two Midwestern medical schools. Internal validity was assessed using data reduction and iterative factor analyses. External validity was assessed by correlating scores with intention to match in family medicine. Content validity was assessed by directly observing students as they completed the questionnaire and qualitatively evaluating student comments. Results: Of 858 students invited, 426 (49.7%) provided usable questionnaire data. After removal of questions with lower interitem correlations and simplification of subscales, the modified questionnaire achieved acceptable subscale internal consistency and a Cronbach alpha of 0.798. The overall instrument summative score correlated with family medicine career choice (P<0.001). Most subscales and individual items also correlated with family medicine choice. Ten students were directly observed, using an iterative process, and modifications were made based on student understanding. Conclusions: Development of a validated questionnaire assessing medical student attitudes toward family medicine is feasible. With further refinement, the Family Medicine Attitudes Questionnaire may be useful in evaluating the impact of curricular interventions on students’ perceptions of family medicine, contributing to an evidence-based approach to recruitment of students to the specialty.

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