scholarly journals A Response to “The Impact of Educational Resources and Perceived Preparedness on Medical Education Performance” — a Medical Student Perspective

2021 ◽  
Author(s):  
Deeya Kotecha ◽  
Lara Hebdon
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Educational Resources ◽  
Student Perspective ◽  
Perceived Preparedness ◽  
Education Performance ◽  
The Impact

scholarly journals The Impact of Educational Resources and Perceived Preparedness on Medical Education Performance

2021 ◽  
Author(s):  
Justin Bauzon ◽  
Amalie Alver ◽  
Vishvaas Ravikumar ◽  
Adrian Devera ◽  
Tatiana Mikhael ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Educational Resources ◽  
Survey Method ◽  
Exam Performance ◽  
Perceived Preparedness ◽  
Education Performance ◽  
The Impact ◽  
Better Than

Abstract Introduction Undergraduate medical education has evolved necessarily with the increasing utilization of technology and the availability of ancillary resources developed for medical students. However, medical educational resources are expensive and there have been few studies validating these resources for their ability to significantly modify student exam performance. Methods A post-exam survey was devised to evaluate medical students for resource usage, student-perceived preparedness, and exam performance. Results Students who felt more prepared for exams performed better than students who felt less prepared (p = .017). Students who watched didactic lectures online and those who utilized peer-to-peer tutoring outperformed students who did not use these resources (p = .035, p = .008). Analyses of the data show that none of the purchased resources utilized significantly improved student exam performance. The majority of students used between six and eight resources for exam preparation. There may be a slightly negative association with the quantity of resources used and exam scores (p = .18). Discussion Contrary to traditional confidence studies that correlate overconfidence with underperformance, medical students who reported feeling more prepared for exams performed better than students who felt less prepared. Conclusion Medical students may have a more complete grasp of their knowledge base and deficits, which may enable a more accurate match between exam expectations and academic performance. This post-exam survey method can be customized and applied to evaluate resource utility as it pertains to specific undergraduate medical education curricula at individual institutions.

scholarly journals The impact of virtual fracture clinics on medical education – a medical student perspective

2016 ◽  
Vol 21 (1) ◽  
pp. 30950 ◽  
Author(s):  
Orlaith McAuliffe ◽  
Mariam Lami ◽  
Tamara Lami
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Student Perspective ◽  
The Impact

scholarly journals 1278 Rheum to inspire: a medical student perspective on the impact of COVID-19 on medical education and child health

2021 ◽  
Author(s):  
Heather Keys ◽  
Anne-Marie McMahon ◽  
Daniel Hawley ◽  
Abhay Shivpuri ◽  
Rachel Tattersall
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Child Health ◽  
Student Perspective ◽  
The Impact ◽  
And Child Health

The impact of the COVID-19 pandemic on medical education: a student perspective

2020 ◽  
Vol 81 (9) ◽  
pp. 1-1
Author(s):  
Jessica Duguid ◽  
Lucy Duguid ◽  
Joshua Bryan
Keyword(s):  
Medical Education ◽  
Student Perspective ◽  
The Impact

The Medical Student Experience in the Era of COVID-19: Reflections on the Transformation of Medical Education

2021 ◽  
Author(s):  
Aisha Terry ◽  
Janet Miller ◽  
Stephanie Rodriguez ◽  
Mairin Haley ◽  
Sivan Ben-Maimon ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Focus Group ◽  
Education Reform ◽  
Personal Growth ◽  
Innovative Technology ◽  
Student Perspective ◽  
Student Wellness ◽  
Medical Education Reform

Abstract Phenomenon: The American medical student perspective on the coronavirus pandemic, particularly in terms of its effects on medical education and future curricular approach, is valuable. This study seeks to provide future physicians with a voice to share their personal experience with distance learning and suggestions for medical education reform in the era of COVID-19. Approach: A virtual focus group of medical students was conducted on April 30, 2020. Each student was asked to broadly and candidly reflect on their personal experiences relative to the COVID-19 pandemic, and to specifically expound upon how their personal growth and medical education has been impacted. Consent was obtained. Data was coded by key ideas and themes. The content of the discussion was analyzed. Findings: Seven third-year medical students attending a United States traditional school of medicine consented to participate. All participants provided extensive responses to the question. The focus group lasted for 2 hours. The group expounded upon five self-initiated themes: guilt, anxiety, self-awareness, volunteerism, and autonomy. Analysis of these themes from the context of medical student wellness and the future of medical curricula led to the conclusion that three general concepts should be emphasized in reforming medical education. Insights: The coronavirus pandemic has uniquely affected medical students. Their perspectives can inform medical education reform relative to curricular design and student wellness. Key concepts to consider include prioritizing routine virtual delivery of content through innovative technology, encouraging increased student autonomy and self-directed learning through less prescriptive schedules, and emphasizing reflection training and sharing.

scholarly journals Qualitative exploration of medical student experiences during the Covid-19 pandemic: implications for medical education

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Helen Nolan ◽  
Katherine Owen
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Identity Formation ◽  
Multidisciplinary Team ◽  
Professional Training ◽  
Healthcare Team ◽  
The Impact ◽  
Healthcare Assistant ◽  
Placement Learning

Abstract Background During the Covid-19 pandemic medical students were offered paid roles as medical student healthcare assistants. Anecdotal reports suggested that students found this experience rich for learning. Previous studies have explored alternative models of student service, however this defined medical student support role is novel. Methods Individual semi-structured interviews were recorded with 20 medical students at a UK medical school exploring their experiences of placement learning and experiences of working as healthcare assistants. Responses were analysed qualitatively using a framework approach. The framework was developed into a model describing key findings and their relationships. Results Interviews yielded data that broadly covered aspects of (1) Medical students’ experiences of clinical placement learning (2) Medical students’ experiences of working as medical student healthcare assistants (3) Learning resulting from working as a healthcare assistant (4) Hierarchies and professional barriers in the clinical environment (5) Influences on professional identity. Participants described barriers and facilitators of clinical learning and how assuming a healthcare assistant role impacted on learning and socialisation within the multidisciplinary team. Students became increasingly socialised within the healthcare team, contributing directly to patient care; the resulting social capital opened new opportunities for learning, team working and enhanced students’ interprofessional identity. Students described the impact of these experiences on their aspirations for their future practice. Conclusions Changes to work patterns in healthcare and delivery models of medical education have eroded opportunities for students to contribute to healthcare delivery and be embedded within a team. This is impacting negatively on student learning and socialisation and we suggest that medical curricula have much to learn from nursing and allied health professional training. Longitudinal embedment with a multidisciplinary team, where students have a defined role and work directly with patients may not only add value to clinical service, but also overcome current barriers to effective placement learning and interprofessional identity formation for medical students.

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