Medical Student Leadership Disposition in the First Year of Medical School

2018 ◽  
Vol 28 (2) ◽  
pp. 281-284
Author(s):  
John W. Schmidt ◽  
Cassie A. Eno ◽  
Jennifer A. Moss-Breen ◽  
Stephen J. Linenberger
Keyword(s):  
Medical Student ◽  
Medical School ◽  
Student Leadership ◽  
First Year

scholarly journals Cloaking as a Community: Re-imagining the White Coat Ceremony With a Medical School Learning Community

2019 ◽  
Vol 6 ◽  
pp. 238212051983037
Author(s):  
Robert Tamai ◽  
Neel Koyawala ◽  
Barbara Dietrick ◽  
Debanjan Pain ◽  
Robert Shochet
Keyword(s):  
Medical School ◽  
Learning Community ◽  
Student Leadership ◽  
Student Leaders ◽  
White Coat ◽  
First Year ◽  
Community Members ◽  
First Year Students ◽  
Shared Goal ◽  
School Learning

The Johns Hopkins School of Medicine’s Learning Community–White Coat Ceremony (LC-WCC) is held each spring as a learning community (LC) event. Learning communities (LCs) connect people to learn and work across boundaries to achieve a shared goal. The LC-WCC invites first-year students to collaborate with school leaders, define the class professional values, and innovate with community members. Class-elected student leaders recruit peers to join committees to plan and lead several aspects of the ceremony, including a class-nominated speaker, a personal statements presentation, a patient inclusion presentation, a class-authored statement of values, and artistic performances. Student cloaking is performed by LC advisors in their LC small groups. A 2015 post-LC-WCC survey asking students to compare experiences of a traditional Stethoscope Ceremony (SC) with the LC-WCC found that the latter significantly increased students’ sense of accomplishment (38% vs 68%, P < .001), sense of connection to the school (59% vs 82%, P < .001), to classmates (71% vs 93%, P < .001), and to the event (42% vs 76%, P < .001). Cloaking as a community is an effective way for a medical school LC to instill a greater sense of community and student leadership in this milestone celebration of humanistic values in medicine.

scholarly journals Medical Student Perceptions of Emergency Medical Technician Training During the First Year of Medical School

2020 ◽  
Vol Volume 11 ◽  
pp. 99-106
Author(s):  
William S Wright ◽  
Thomas H Blackwell ◽  
Chloe Gonzalez Jackson ◽  
Alexander Perez
Keyword(s):  
Medical Student ◽  
Medical School ◽  
Student Perceptions ◽  
Emergency Medical Technician ◽  
First Year ◽  
Emergency Medical ◽  
Technician Training ◽  
Medical Technician

scholarly journals Narrowing expansive horizons: Experiences of first-year medical students and teaching faculty in a new multidirectional digital classroom for three- and four-year medical school programs

2019 ◽  
Vol 2 (4) ◽  
Author(s):  
Kristina Kaljo
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Lived Experiences ◽  
Learning Experience ◽  
Central City ◽  
First Year ◽  
Digital Classroom ◽  
Teaching Faculty ◽  
First Year Medical Students

Introduction:  To address the country’s shortage of primary care physicians and increasing medical student debt, the Medical College of Wisconsin matriculated students into accelerated 3-year campuses in Central City and Packer City, while maintaining its traditional 4-year campus in Brew City, Wisconsin.  To ensure consistent content delivery within the basic science curriculum, students at all three campuses simultaneously participate in daily learning activities, utilizing distributed learning through a multidirectional digital classroom incorporating video-conferencing and audience response systems.     Methods:  To best uncover and understand the perspectives and attitudes of faculty and medical students, qualitative and quantitative research methods were employed framed within constructivist grounded theory.  This framework is rooted in social processes of the participants lived experiences and views these experiences as paramount to the analysis and presentation.  Prospectively, data was acquired regarding individual experiences from first-year medical students and medical school teaching faculty across the three campuses.  Beginning in the 2015–2016 academic year, nine semi-structured focus groups were conducted with concluding surveys.  These focus groups were separated by campus location: medical students at Brew City, medical students at Packer City, and faculty who taught at either the three-year regional campus or four-year campus.  In winter 2017, the study expanded including one additional student-centered focus group in Central City.  Each focus group was recorded using a hand-held device, transcribed, and analyzed using the constant comparative method.  This inductive approach required close examination of the transcriptions and line-by-line analysis to assign codes that captured the emerging themes.  To triangulate the data and further understand the medical student and faculty lived experiences, a concluding survey was distributed to participants.  This survey included eight, seven-point Likert-scale questions to further ascertain experience and overall satisfaction with the new learning environment.  Numerical data was analyzed with IBM® SPSS® 24.  This study was approved by the institutions review board. Results: In 2015–16, Packer City students rated their overall learning experience significantly (d=0.74, p<.050) higher (mean (sd)=7.6 (0.6)) than students in Brew City (6.7; 1.6) and significantly higher (d=1.21, p<.034) than the faculty (6.0 (1.0)). During 2016–17, overall learning experience scores did not differ from those of the previous years for Packer City (D=0.0) or Brew City students (D=0.0). A comparison of scores across all three campuses in 2016–17 yielded a significant change (d=1.28, p<.037) between the Central City campus (mean (sd)=7.8 (1.1)) and the Brew City campus (6.7 (0.5). No significant changes were reported between Packer City and the other two campuses.  Three overarching themes emerged from both the students and faculty throughout the study: (1) The construction of a knowledge-based community of practice, (2) responsiveness to diverse learning preference, and (3) how participants negotiated teaching and learning within the multidirectional digital classroom. Conclusion: These findings have the capacity to provide guidance when re-designing and facilitating medical school curricula and for learners who engage in new multidirectional digital environments.  Regardless of teaching site, all educators must be mindful of students’ learning needs and recognize how the overall learning experience is influenced by faculty, physical environment, and the ways in which students interact with one another daily.  

You're a Med Student, so Now What?

2020 ◽  
pp. 460-463
Author(s):  
Briana Christophers
Keyword(s):  
Medical Student ◽  
Medical School ◽  
Action Plan ◽  
Signs And Symptoms ◽  
First Year ◽  
Self Reflection ◽  
Spare Time ◽  
The Future ◽  
Self Discovery ◽  
Anatomy Lab

This reflection chapter is from the perspective of the first-year medical student: teetering the line between the naïveté of embarking into an ambiguous future and the wisdom developing in the midst of self discovery. From the early moments of dissecting in the anatomy lab to making decisions about which content to study further during spare time, the first year of medical school sets the stage for collecting signs and symptoms into a diagnosis and a plan. This lens extends into steps for self-reflection: outline values and current needs (akin to taking your own history); reflect on interests and skills (identifying signs); consider the roles of a physician in society (coming up with a differential for who you might become); identify opportunities for the future (crafting an action plan); seek out connections with other students, trainees, and physicians (assembling a team). In this way, students can be encouraged to take a moment to center themselves in the way they will for the patients under their care to make sense of it all.

scholarly journals Potential advantage of student-run clinics for diversifying a medical school class

2012 ◽  
Vol 9 ◽  
pp. 8 ◽  
Author(s):  
Chris N. Gu ◽  
Jane A. McElroy ◽  
Blake C. Corcoran
Keyword(s):  
Medical Student ◽  
Medical School ◽  
Educational Experiences ◽  
Simulated Patient ◽  
Health Clinic ◽  
First Year ◽  
University Of Missouri ◽  
The University ◽  
First Year Medical Students ◽  
Community Health Clinic

The purpose of this study was to evaluate the influence of a student-run clinic on the diversification of a medical student class. We distributed a two-page, 20-item, paper survey to students of the University of Missouri School of Medicine (MU SOM) class of 2015 in July of 2011. The survey gathered information on general demographics, opinions on the importance of medical education opportunities, and opinions on the importance of medical school characteristics in applying to and attending MU SOM. A total of 104 students responded to the survey. A majority of the students identified the MedZou Community Health Clinic, a student-run, free health clinic affiliated with MU SOM, and simulated-patient encounters as important educational experiences (81% and 94%, respectively). More than half of the self-identified non-white??students reported MedZou as an important factor in their choice to apply to (60%; 95% confidence interval [CI], 32 to 88) and attend (71%; 95% CI, 44 to 98) MU SOM, over half of the females reported MedZou as important in their choice to apply (59%; 95% CI, 43 to 76) and attend (57%; 95% CI, 40 to 74), and over half of non-Missouri residents reported MedZou as important in their choice to apply (64%; 95% CI, 36 to 93) and attend (71%; 95% CI, 44 to 98). According to the above results, it can be said that students clearly value both MedZou and simulated-patient encounters as important educational experiences. Women, minorities, and non-Missouri residents value MedZou more highly than their peers who are First Year Medical Students who are Missouri residents, suggesting that MedZou may provide a promising opportunity to advance diversity within MU SOM. These results highlight the need for additional research to further explore MedZou?占퐏 potential to enhance the recruitment of a diverse medical student class.

scholarly journals Medical Student Experience and Outcomes, as Well as Preceptor Experience, with Rapid Conversion of a Preclinical Medical School Course to a Remote-Based Learning Format in the Setting of the COVID-19 Pandemic

2021 ◽  
Author(s):  
David Grand ◽  
Victor L. Schuster ◽  
James M. Pullman ◽  
Ladan Golestaneh ◽  
Amanda C. Raff
Keyword(s):  
Medical Student ◽  
Medical School ◽  
Likert Scale ◽  
Course Evaluations ◽  
First Year ◽  
Free Text ◽  
Significant Difference ◽  
Remote Setting ◽  
Optimal Group Size ◽  
Rapid Conversion

Abstract Objectives To assess student outcomes and experiences, as well as preceptor experiences, after emergently converting a preclinical medical school renal course to a remote setting during the COVID-19 pandemic. Methods First-year medical student examination scores and responses to Likert-scale questions on end-of-course evaluations from the 2018–2019 (traditional) and 2019–2020 (remote) academic years were compared. Free-text responses from students and preceptors were analyzed using a qualitative summative approach to extract major themes in perceptions of remote learning. Results Mean student scores on course examinations did not significantly differ between the traditional and remote settings (p = 0.23 and 0.84 respectively). Quantitative analysis of student evaluations revealed no significant difference across all items in mean Likert-scale responses. Student and preceptor free-text responses identified course leader engagement and responsiveness as essential to the success of remote-based learning. Optimal group size and online etiquette are areas that require attention. Conclusions Despite rapid conversion of a preclinical medical school renal course to a remote-based format in the setting of the COVID-19 pandemic, student scores and evaluations remain positive and largely unchanged.

Meditation buffers medical student compassion from the deleterious effects of depression.

2017 ◽  
Author(s):  
Jennifer S Mascaro ◽  
Sean Kelley ◽  
Alana Darcher ◽  
Lobsang Negi ◽  
Carol Worthman ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Well Being ◽  
Daily Functioning ◽  
Wait List ◽  
School Students ◽  
Social Emotions ◽  
The Face ◽  
Second Year

Increasing data suggest that for medical school students the stress of academic and psychologicaldemands can impair social emotions that are a core aspect of compassion and ultimately physiciancompetence. Few interventions have proven successful for enhancing physician compassion inways that persist in the face of suffering and that enable sustained caretaker well-being. To addressthis issue, the current study was designed to (1) investigate the feasibility of cognitively-basedcompassion training (CBCT) for second-year medical students, and (2) test whether CBCT decreasesdepression, enhances compassion, and improves daily functioning in medical students. Comparedto the wait-list group, students randomized to CBCT reported increased compassion, and decreasedloneliness and depression. Changes in compassion were most robust in individuals reporting highlevels of depression at baseline, suggesting that CBCT may benefit those most in need by breakingthe link between personal suffering and a concomitant drop in compassion

Culinary Medicine Training in Core Medical School Curriculum Improved Medical Student Nutrition Knowledge and Confidence in Providing Nutrition Counseling

2021 ◽  
pp. 155982762110217
Author(s):  
Christopher R. D’Adamo ◽  
Kayli Workman ◽  
Christine Barnabic ◽  
Norman Retener ◽  
Bernadette Siaton ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Patient Care ◽  
School Curriculum ◽  
Nutrition Knowledge ◽  
Medical School Curriculum ◽  
Nutrition Counseling ◽  
Patient Counseling ◽  
Culinary Medicine

Background: Elective culinary medicine education has become popular to help fill important gaps in physician nutrition training. The implementation and outcomes among the inaugural cohort of medical students who received culinary medicine training as a required component of medical school curriculum at the University of Maryland School of Medicine are described. Methods: Following a series of elective pilot sessions, culinary medicine training was provided to all first-year medical students in the 2019-2020 academic year. The 3-hour training included evidence-based nutrition lecture, cooking simple recipes, and group discussion of the application to personal and patient care. Pre-/postsession questionnaires assessed nutrition knowledge, skills, and attitudes as well as nutritional counseling confidence. Paired t-tests estimated mean differences in outcomes pre- and posttraining. Qualitative data were subjected to thematic analysis. Results: Overall, 119 of 125 (95.2%) students provided pre- and posttraining outcomes data. All nutritional and patient counseling outcomes improved ( P < .05). Themes of being better prepared to address healthy eating barriers in patient care and personal ability to make healthy dietary changes were noted in qualitative analysis. Conclusion: One session of culinary medicine training in core medical student curriculum was feasible and improved medical student nutrition knowledge, skills, and attitudes and confidence in patient nutrition counseling.

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