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 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 Medical Student Attitudes toward Complementary, Alternative and Integrative Medicine

2011 ◽  
Vol 2011 ◽  
pp. 1-14 ◽  
Author(s):  
Ryan B. Abbott ◽  
Ka-Kit Hui ◽  
Ron D. Hays ◽  
Jess Mandel ◽  
Michael Goldstein ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Integrative Medicine ◽  
Student Attitudes ◽  
National Sample ◽  
Allopathic Medicine ◽  
Physician Health ◽  
Holistic Understanding ◽  
Students Attitudes ◽  
Medical Student Attitudes

While the use of complementary, alternative and integrative medicine (CAIM) is substantial, it continues to exist at the periphery of allopathic medicine. Understanding the attitudes of medical students toward CAIM will be useful in understanding future integration of CAIM and allopathic medicine. This study was conducted to develop and evaluate an instrument and assess medical students' attitudes toward CAIM. The Complementary, Alternative and Integrative Medicine Attitudes Questionnaire (CAIMAQ) was developed by a panel of experts in CAIM, allopathic medicine, medical education and survey development. A total of 1770 CAIMAQ surveys (51% of US medical schools participated) were obtained in a national sample of medical students in 2007. Factor analysis of the CAIMAQ revealed five distinct attitudinal domains: desirability of CAIM therapies, progressive patient/physician health care roles, mind-body-spirit connection, principles of allostasis and a holistic understanding of disease. The students held the most positive attitude for the “mind-body-spirit connection” and the least positive for the “desirability of CAIM therapies”. This study provided initial support for the reliability of the CAIMAQ. The survey results indicated that in general students responded more positively to the principles of CAIM than to CAIM treatment. A higher quality of CAIM-related medical education and expanded research into CAIM therapies would facilitate appropriate integration of CAIM into medical curricula. The most significant limitation of this study is a low response rate, and further work is required to assess more representative populations in order to determine whether the relationships found in this study are generalizable.

scholarly journals Medical Student Attitudes Toward the Medically Underserved: The USU Perspective

2015 ◽  
Vol 180 (suppl_4) ◽  
pp. 61-63 ◽  
Author(s):  
Mark B. Stephens ◽  
Grace Landers ◽  
Stephen W. Davis ◽  
Steven J. Durning ◽  
Sonia J. Crandall
Keyword(s):  
Medical Student ◽  
Service Learning ◽  
Repeated Measures ◽  
Student Attitudes ◽  
Underserved Populations ◽  
Learning Opportunities ◽  
Repeated Measures Analysis ◽  
The Social ◽  
Medical Student Attitudes ◽  
Definition Of

ABSTRACT This study examined a cohort of students attending the Uniformed Services University regarding their attitudes toward medical care in underserved populations. Using the previously validated Medical Student Attitudes Toward the Underserved (MSATU), repeated measures analysis of variance showed that student attitudes toward care in underserved populations was less favorable than limited national data at entry and declined over time (Mean MSATU total score Year 1: 46.2 [SD 10.95]; Year 4: 41.7 [SD 12.3] p < 0.01). Differences in medical school debt, exposure to underserved populations, and the definition of “service” in the context of active duty military status might explain some of our findings. Providing broad service learning opportunities within the curriculum could increase student exposure to underserved populations and strengthen the social contract between community and institution.

scholarly journals The Flipped Classroom: An Innovative Approach to Medical Education in Ophthalmology

2020 ◽  
Vol 12 (02) ◽  
pp. e96-e103
Author(s):  
Chris R. Alabiad ◽  
Kevin J. Moore ◽  
David P. Green ◽  
Matthew Kofoed ◽  
Alex J. Mechaber ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Flipped Classroom ◽  
Group Discussions ◽  
Self Assessment ◽  
Final Exam ◽  
School Of Medicine ◽  
Small Group Discussions ◽  
Second Year ◽  
The University

Abstract Objective The aim of the study is to report the creation of a flipped ophthalmology course and preclinical medical student perceptions and knowledge gains before and after a flipped ophthalmology course. Design  The form of the study discussed is an observational study. Subjects The subjects involved in the study are second-year (U.S.) United States medical students at the University of Miami, Miller School of Medicine (n = 401). Methods Second-year medical students participated in a 1-week “flipped classroom” ophthalmology course geared toward primary care providers at the University of Miami, Miller School of Medicine. Eleven hours of traditional classroom lectures were condensed into 4.5 hours of short videos with self-assessment quizzes, small group discussions, and a large group case-based discussion. Fifty-seven short videos (<9 minutes) focused on major ophthalmology topics and common conditions were viewed by the students at their leisure. Students completed a pre- and post-course evaluation on their perceptions and opinions of the flipped classroom approach. Final exam scores in the flipped classroom cohort were compared with the final exam scores in the traditional didactic format used in years prior. Main Outcome Measures The main outcome measures include: student final exam performance; student satisfaction, opinions, and perceptions. Results Over the course of 2 years, 401 second-year U.S. medical students participated in the flipped classroom ophthalmology course. The majority of students enjoyed the flipped classroom experience (75.3%) and expressed interest in using the approach for future lessons (74.6%). The flipped classroom videos were preferred to live lectures (61.2%). Over 90% of students stated the self-assessment quizzes were useful, 79% reported that the small group discussions were an effective way to apply knowledge, and 76% cited the large group case-based discussion as useful. Pre-course knowledge assessment scores averaged 48%. Final examination scores in the flipped group (average ± standard deviation [SD] = 92.1% ± 6.1) were comparable to that of the traditional group when evaluating identical questions (average ± SD = 91.7% ± 5.54), p = 0.34. Conclusion The flipped classroom approach proved to be a well-received and successful approach to preclinical medical education for ophthalmology. This was achieved using 35% less course time than our traditional course. This innovative approach has potential for expansion to other medical schools, medical education abroad, and for other medical school modules.

scholarly journals Examining Medical Student Attitudes Towards Physician-Assisted Suicide

2020 ◽  
Vol 8 (2) ◽  
Author(s):  
Kevin Gabel ◽  
Saul Miller ◽  
Jeffrey So ◽  
Andrew Suess
Keyword(s):  
Medical Students ◽  
Student Attitudes ◽  
Assisted Suicide ◽  
Clear Understanding ◽  
Willingness To Participate ◽  
Physician Assisted Suicide ◽  
Management Options ◽  
Fourth Year Medical Students ◽  
Medical Student Attitudes ◽  
The University

Physician-assisted suicide (PAS) is a highly debated issue. The Sue Rodriguez case highlighted the importance and the contentious nature of this issue in our society today. This study assessed attitudes towards PAS held by first and fourth year medical students at the University of Western Ontario via a 13 question anonymous survey. One hundred and twenty-four surveys were returned with a response rate of 53%. Respondents, especially those in fourth year, were unwilling to aid in PAS in the capacity of physicians (63% overall unwilling; P = 0.004). They wanted PAS to be an option, however, if they were patients themselves (64% overall; P = 0.002). A variety of factors were considered important in making decisions regarding PAS, especially a patient's clear understanding of medical management options. Most respondents welcomed (39%) or were neutral (45%) towards legalization of PAS. Opinions towards PAS tended not to change over the course of medical school (72% overall; P < 0.001). Students generally favoured the concept of PAS as long as they did not have to take part in it themselves. Although no differences between first and fourth year medical students were detected concerning their opinions towards PAS, willingness to participate may be affected by personal experience with patients.

A Quantitative Assessment of the Need for Offering Counselling Services to Medical Students attending University of Zambia, School of Medicine.

2020 ◽  
Vol 7 (2) ◽  
pp. 93-103
Author(s):  
Gretchen Slover
Keyword(s):  
Medical Students ◽  
Counseling Services ◽  
Student Responses ◽  
Counselling Services ◽  
School Of Medicine ◽  
Comprehensive Picture ◽  
Fourth Year Medical Students ◽  
The Subject ◽  
The University ◽  
Therapy Sessions

Background: This research was birthed in 2017 during a trip to Lusaka, Zambia, with the purpose of offering fourth-year, medical students attending the University of Zambia, School of Medicine, lectures on psychology topics as part of their clinical studies.  Students were also offered brief therapy sessions where they could process thoughts and feelings causing them internal struggles.  The subject of offering counseling on a regular basis was randomly discussed with the students.  From these discussions the need for this research became evident, with the intent of becoming the launching pad to brainstorm the most effective ways of developing a plan to offer counseling services for all medical students attending the University of Zambia School of Medicine. Methods: An-experimental research design, consisting of completion of a 12-item questionnaire administered by paper and pen. The inclusion criteria were the fourth year, medical students attending the University of Zambia, School of Medicine. Results:  The student responses revealed that most of them had little to no experience with counseling services, but a strong desire for them. Discussion: The goal of this study was to simply establish a need for an on-campus counseling service, the need of which has been established by the very students who would benefit.  With the acceptance of this need, the future plan is to explore the different ways in which this need can be fulfilled with minimal costs to the Medical School Program. Conclusion:  This study is the first step towards identifying the needs of the medical students and sets the ground-work for further research into the specific areas of need and mental health challenges.  More specificity in the area of demographics of students will produce a more comprehensive picture of the areas of concentration for the therapists offering services.

scholarly journals Substance Use Disorder: A Model for Integration in Undergraduate Medical Education

2021 ◽  
Vol 8 ◽  
pp. 238212052110258
Author(s):  
Haritha Pavuluri ◽  
Nicolas Poupore ◽  
William Michael Schmidt ◽  
Samantha Gabrielle Boniface ◽  
Meenu Jindal ◽  
...  
Keyword(s):  
Medical Education ◽  
Substance Use ◽  
South Carolina ◽  
Substance Use Disorder ◽  
The United States ◽  
University Of South Carolina ◽  
Community Recovery ◽  
School Of Medicine ◽  
Treatment Gaps ◽  
The University

Substance Use Disorder (SUD) is a debilitating chronic illness with significant morbidity and mortality across the United States. The AAMC and LCME have supported the efforts for more effective medical education of SUD to address the existing stigma, knowledge, and treatment gaps. The Coronavirus 2019 (COVID-19) pandemic and associated social, economic, and behavioral impacts have added to this urgency. The University of South Carolina School of Medicine Greenville (USCSOMG), in collaboration with community organizations, has successfully implemented an integrated SUD education curriculum for medical students. Students learn about SUD in basic sciences, receive case-based education during clinical exercises, and are provided the opportunity to become a recovery coach and participate in the patient and family recovery meetings through this curriculum during preclinical years. During the clinical years, SUD education is enhanced with exposure to Medication for Addition Treatment (MAT). Students also partake in the care coordination of patients with SUD between the hospital and community recovery organizations. All students receive MAT waiver training in their final year and are prepared to prescribe treatment for SUD upon graduation. The experiences in this integrated curriculum integration can perhaps assist other organizations to implement similar components and empower the next generation of physicians to be competent and effective in treating patients with SUD.

scholarly journals How Service Learning Can Impact Medical Students’ Perceptions of Social Responsibility

2021 ◽  
Vol 8 (2) ◽  
pp. p1
Author(s):  
Sherry A. McDonald ◽  
Chris Cale Cale ◽  
Sunddip Panesar-Aguilar ◽  
Michelle McCraney
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Service Learning ◽  
Social Responsibility ◽  
Community Integration ◽  
Research Question ◽  
Educational Method ◽  
Liaison Committee ◽  
Practice Of Medicine ◽  
Eye Opening

As criticism intensifies regarding healthcare disparities, the Liaison Committee for Medical Education has added accrediting standards mandating Service Learning (SL) in their curriculum. SL is a viable educational method to enhance social responsibility and other elements of professional identity. The problem of implementing highly effective SL projects in medical education was addressed in this study. Kiely’s model of transformational SL was used in this basic qualitative study to examine 10 medical students’ experiences during an SL project. The research question for the study was focused on the students’ descriptions of their experiences to understand how they perceived changes in themselves resulting from participation in SL. Findings from the data collected with semistructured interviews indicated that medical students described SL experiences as beneficial for community integration, educating others, and gratification. They expressed disappointment that they did not know the results of their projects. They related SL experiences that were eye-opening for them and stated that SL influenced their development of compassion as well as their intent to serve their community in their future practice of medicine. The resulting research study consisted of a curriculum plan for a required, credit-bearing SL project. The research contributes to positive social change by the intentional design of a transformative SL curriculum to foster social responsibility development.

scholarly journals Mentoring for Senior Preclinical Medical Students in a Faculty of Medicine

2017 ◽  
Vol 6 (1) ◽  
pp. 20
Author(s):  
Elisabeth Rukmini ◽  
Natalia Puspadewi ◽  
Nurul Hariadi
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Working Group ◽  
Analysis Data ◽  
Core Values ◽  
Main Theme ◽  
Email Communication ◽  
First Semester ◽  
Preclinical Phase ◽  
Development Of Attitudes

Background: Universities’ core values need to be translated into real learning design. At the end of the preclinical phase, the curriculum turned into a more comprehensive and full of trustworthiness of knowledge and attitudes. Meanwhile, the development of attitudes requires intensive support (mentoring). The team intended to translate the core values of Atma Jaya (Christianity, Excellence, Professional, Caring, KUPP) into an instructional design. Mentoring was the selected approach to build a dialogue and work together with students. In this article we presented the implementation of mentoring on the Elective Block of Medical Education (Block IPK) for the 7th semester medical students at Atma Jaya School of Medicine (August-September 2015, 5 weeks). The Block IPK then was followed by an advanced mentoring until the end of November 2015. We intended to realise KUPP through mentorship throughout Block IPK until the end of the first semester of 2015/2016. In particular, this action research was intended to find answers to research questions: (1) What were perceived by the students throughout the mentoring in the Block IPK ?, (2) What were perceived by the students throughout the mentoring after Block IPK?, (3) What products were the students proud of after the mentoring?Method: Qualitative analysis using Delphi method were utilized to determine the main theme. Analyses were fulfilled using interpretive analysis. Data were taken from: reflective writing, FGD or interviews, email communication, and the mentors’ observation. The Delphi was performed in three rounds.  Results: Findings showed positive impression on Block IPK. Students were aware of the meaning or significance of Block IPK. Field trip and working group were learning methods which considered to be important, because the methods had succeeded in generating meaningful learning for students. Approximately 40-50% of the students stated the significance of working group in Block IPK. Approximately 50-75% of students experienced personal cultivation. Approximately 67-75% of the class stated the superiority of Blok IPK and mentoring. Students appreciated the working group, which gave opportunities to have a discussion on campus with mentors. Mentoring had advantages in terms of students’ cultivation of the freedom of thought and to proceed further learning (advance learning).Conclusion: Students perceived positively to mentoring activities during and after the Block IPK. Mentoring benefited to personal cultivation, academic support, role modeling and leadership. The implication to medical education institutions was to implement a mentoring steadily.

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