Medical students’ exposure to Urology in the undergraduate curriculum, a web based survey

As point of care ultrasound (PoCUS) becomes increasingly popular and a standard of care in many clinical settings, the interest for integration in medical undergraduate curriculum is also growing [1]. This project aims to assess whether formal bedside Focused Abdominal Scan for Trauma (FAST) exam training of medical students increases their knowledge and comfort with the use of bedside ultrasound in a family medicine setting at Queen’s University. Third year medical students (n=18) were recruited to participate in a training session involving a 1-hour online video and 2-hour hands-on session. Knowledge based surveys were completed before and after the training. A survey was completed 4 months after the teaching session evaluating knowledge retention, comfort, and application of skills. Student knowledge of PoCUS and FAST increased and was maintained (pre-training 56%±20%, post-training 82%±10%, p<0.001). Self-evaluation of comfort performing a FAST examination (5-point Likert scale) similarly increased post-training session (pre-training 1.4±0.8, post-training 3.8±0.9, p<0.005), but decreased 4 months later (3±1.2, p<0.005). Students in this study were unanimously interested in ultrasound training and the methods used effectively increased theoretical knowledge and comfort with use. Students did not retain their comfort levels with FAST exam 4 months after the training session, nor did they have the opportunity to utilize the skills learned. Further evidence is required to identify the applicability of these results to undergraduate curriculum development.

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THE DESIGN AND INTRODUCTION OF AN INNOVATIVE MODULE IN PAIN MEDICINE INTO THE UNDERGRADUATE CURRICULUM FOR MEDICAL STUDENTS

10.26226/morressier.5ab3c87fa874c60026559494 ◽

2018 ◽

Author(s):

Caroline Mitchell

Keyword(s):

Medical Students ◽

Undergraduate Curriculum ◽

Pain Medicine

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Burnout syndrome in Spanish medical students

BMC Medical Education ◽

10.1186/s12909-021-02661-4 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Javier Gil-Calderón ◽

Jéssica Alonso-Molero ◽

Trinidad Dierssen-Sotos ◽

Inés Gómez-Acebo ◽

Javier Llorca

Keyword(s):

Medical Students ◽

Family Support ◽

Maslach Burnout Inventory ◽

Influential Factors ◽

Burnout Syndrome ◽

Small Samples ◽

Academic Efficacy ◽

Web Based ◽

Huge Impact ◽

Vocational Studies

Abstract Background Burnout syndrome is a frequent syndrome related to people that feel a deterioration in their daily activities due to highly demandant psychological requirements in their workplaces. Within last decades, this syndrome has been studied across medical professionals, concluding that stress levels that physicians suffer is high enough to make them develop burnout syndrome. In the case of medical students, there are some recent studies, although with small samples. For this reason, given that this phenomenon may produce a huge impact in medical students’ development, the aim of this study is to analyze the influential factors that may contribute to its occurrence. Methods The necessary information was gathered through a web-based questionnaire, divided in two parts. The first part of the survey included questions related to personal aspects of the students. Burnout related questions (second part) were divided in three subscales to evaluate exhaustion, cynicism, and academic efficacy levels. Results Family support for studying medicine is associated with lower burnout levels in all three scales of the Maslach Burnout Inventory. The number of years spent in the degree show the opposite trend: the more years in the degree, the higher score in all burnout scales. Conclusions Burnout syndrome is a problem among medical students in Spain that increases with the number of years studying medicine. It should be also noticed that family support and vocational studies are independent factors related to lower levels of burnout.

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Webinar : An Initial Experience with Web-based Real Time Interactive Clinical Seminars for Japanese Medical Students

General Medicine ◽

10.14442/general.11.87 ◽

2010 ◽

Vol 11 (2) ◽

pp. 87-90 ◽

Cited By ~ 4

Author(s):

Gerald H. Stein ◽

Ayako Shibata ◽

Miho Kojima Bautista ◽

Yasuharu Tokuda

Keyword(s):

Medical Students ◽

Real Time ◽

Initial Experience ◽

Web Based

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To be or not to be a facilitator of reflective learning for medical students? a case study of medical teachers’ perceptions of introducing a reflective writing exercise to an undergraduate curriculum

BMC Medical Education ◽

10.1186/s12909-016-0624-2 ◽

2016 ◽

Vol 16 (1) ◽

Cited By ~ 5

Author(s):

Kanokporn Sukhato ◽

Sutida Sumrithe ◽

Chathaya Wongrathanandha ◽

Saipin Hathirat ◽

Wajana Leelapattana ◽

...

Keyword(s):

Medical Students ◽

Undergraduate Curriculum ◽

Reflective Writing ◽

Reflective Learning ◽

Teachers Perceptions ◽

Medical Teachers

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Bedside ultrasound education in Canadian medical schools: A national survey

Canadian Medical Education Journal ◽

10.36834/cmej.36646 ◽

2016 ◽

Vol 7 (1) ◽

pp. e78-e86 ◽

Cited By ~ 16

Author(s):

Peter Steinmetz ◽

Octavian Dobrescu ◽

Sharon Oleskevich ◽

John Lewis

Keyword(s):

Medical School ◽

Undergraduate Curriculum ◽

Medical Schools ◽

School Curriculum ◽

Bedside Ultrasound ◽

Cross Sectional Survey ◽

Cross Sectional ◽

Web Based ◽

Ultrasound Education ◽

Current Characteristics

Background: This study was carried out to determine the extent and characteristics of bedside ultrasound teaching in medical schools across Canada.Methods: A cross-sectional, survey-based study was used to assess undergraduate bedside ultrasound education in the 17 accredited medical schools in Canada. The survey, consisting of 19 questions was pilot-tested, web-based, and completed over a period of seven months in 2014.Results: Approximately half of the 13 responding medical schools had integrated bedside ultrasound teaching into their undergraduate curriculum. The most common trends in undergraduate ultrasound teaching related to duration (1-5 hours/year in 50% of schools), format (practical and theoretical in 67% of schools), and logistics (1:4 instructor to student ratio in 67% of schools). The majority of responding vice-deans indicated that bedside ultrasound education should be integrated into the medical school curriculum (77%), and cited a lack of ultrasound machines and infrastructure as barriers to integration.Conclusions: This study documents the current characteristics of undergraduate ultrasound education in Canada.

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Attitudes of medical students to electroconvulsive therapy

BJPsych Open ◽

10.1192/bjo.2021.97 ◽

2021 ◽

Vol 7 (S1) ◽

pp. S15-S15

Author(s):

Patrick Clements ◽

Aidan Turkington

Keyword(s):

Medical Students ◽

Electroconvulsive Therapy ◽

Positive Attitude ◽

Undergraduate Curriculum ◽

Likert Scale ◽

Background Information ◽

Positive Shift ◽

Medical Undergraduate ◽

Queen's University ◽

Strongly Agree

AimsThis study explores the different attitudes among fourth year medical students in Queen's University Belfast to Electroconvulsive Therapy (ECT) and investigates whether these are influenced by teaching and exposure to ECT during their undergraduate psychiatry placement. In particular we sought to determine firstly, correlates of baseline attitudes to ECT and secondly, whether specific forms of ECT teaching improved attitudes to ECT during their placement.MethodThis study was conducted in Queen's University Belfast and agreed with their ethics committee. Participants completed a questionnaire at the beginning of their psychiatry placement and another questionnaire in the second half of their placement. The first questionnaire captured background information and baseline attitudes. The second questionnaire recorded the educational and clinical experience gained on ECT during placement (for example lectures, tutorials, informal teaching, observing ECT and interacting with ECT patients), in addition to attitudes to ECT at this timepoint. Attitudes to ECT were assessed on a 5-point Likert scale. A positive attitude to ECT was defined as scoring agree/strongly agree on a 5-point Likert scale to the statement “I would recommend ECT for a patient if clinically indicated”.Result187 students were interviewed at both time points. At the outset of the psychiatry placement 66% of students reported a positive attitude to ECT. Positive attitude was associated with age: 72% of students under 24 had a positive attitude to ECT vs 58% of students over 24 (χ2 = 3.5; P < 0.05). Of students who had previously attended a lecture on ECT (n = 117) 83% had a positive attitude to ECT vs 42% of those who had not previously attended a lecture (χ2 = 33.5; P < 0.001).Attitudes to ECT significantly improved during the placement (66% vs 94% positive; t = 7.97; P < 0.001). Students who attended a lecture on ECT during the psychiatry placement were more likely to have a positive shift in attitude (67% vs 49%; F = 6.0; P = 0.01). No other specific teaching modality was associated with a positive shift in attitude.ConclusionWe conclude that undertaking a Psychiatry placement and particularly having a lecture on ECT significantly improves attitudes of medical students to ECT. It is therefore important that lectures on ECT are included in the medical undergraduate curriculum to allow students to be accurately informed about this essential treatment for a number of psychiatric disorders.

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Impact of the COVID-19 Pandemic on the Psychological Distress of Medical Students in Japan: Cross-sectional Survey Study (Preprint)

10.2196/preprints.25232 ◽

2020 ◽

Author(s):

Yoshito Nishimura ◽

Kanako Ochi ◽

Kazuki Tokumasu ◽

Mikako Obika ◽

Hideharu Hagiya ◽

...

Keyword(s):

Mental Health ◽

Medical Students ◽

Online Education ◽

Cross Sectional Study ◽

Survey Study ◽

Cross Sectional Survey ◽

Cross Sectional ◽

State Of Emergency ◽

Web Based ◽

Subjective Mental Health

BACKGROUND The COVID-19 pandemic has negatively affected medical education. However, little data are available about medical students’ distress during the pandemic. OBJECTIVE This study aimed to provide details on how medical students have been affected by the pandemic. METHODS A cross-sectional study was conducted. A total of 717 medical students participated in the web-based survey. The survey included questions about how the participants’ mental status had changed from before to after the Japanese nationwide state of emergency (SOE). RESULTS Out of 717 medical students, 473 (66.0%) participated in the study. In total, 29.8% (141/473) of the students reported concerns about the shift toward online education, mostly because they thought online education would be ineffective compared with in-person learning. The participants’ subjective mental health status significantly worsened after the SOE was lifted (<i>P</i><.001). Those who had concerns about a shift toward online education had higher odds of having generalized anxiety and being depressed (odds ratio [OR] 1.97, 95% CI 1.19-3.28) as did those who said they would request food aid (OR 1.99, 95% CI 1.16-3.44) and mental health care resources (OR 3.56, 95% CI 2.07-6.15). CONCLUSIONS Given our findings, the sudden shift to online education might have overwhelmed medical students. Thus, we recommend that educators inform learners that online learning is not inferior to in-person learning, which could attenuate potential depression and anxiety.

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From vision to implementation: Building a national undergraduate paediatric curriculum

Paediatrics & Child Health ◽

10.1093/pch/pxab066 ◽

2021 ◽

Author(s):

Susan L Bannister ◽

Karen L Forbes ◽

Diane M Moddemann ◽

Melanie A Lewis

Keyword(s):

Medical Students ◽

Curriculum Development ◽

National Curriculum ◽

Family Physicians ◽

Undergraduate Curriculum ◽

Teachers And Students ◽

Intrinsic Roles ◽

Clinical Environments ◽

Health Advocate ◽

Competency Based

Abstract Objective There are many challenges in ensuring medical students learn paediatrics. Medical educators must develop and maintain curricula that meet learners’ needs and accreditation requirements. Paediatricians and family physicians, practicing and teaching in busy clinical environments, require Canadian-relevant curricular guidance and resources to teach and assess learners. Students struggle with curricular cohesion, clear expectations, and resources. Recognizing these challenges and acknowledging the need to address them, the Paediatric Undergraduate Program Directors of Canada (PUPDOC) created canuc-paeds, a comprehensive competency-based undergraduate curriculum that teachers and students would actually use. Methods Curriculum development included the following: utilization of best practices in curriculum development, an environmental scan, development of guiding principles, Delphi surveys, in-person meetings, and quality improvement. All Canadian paediatric undergraduate educator leaders and other stakeholders were invited to participate. Results The curriculum, based on the RCPSC CanMEDS Framework, includes 29 clinical presentations, each with key conditions, foundational knowledge objectives, and learning resources. Essential paediatric-specific physical examination and procedural skills that graduating medical students are expected to perform are identified. Objectives specific to Intrinsic Roles of Collaborator, Communicator, Professional, Leader, Health Advocate and Scholar that can be assessed in the field of paediatrics at the undergraduate level are articulated. The national curriculum has been implemented widely at Canadian medical schools. Online, open-access clinical resources have been developed and are being used world-wide. Conclusion This curriculum provides overarching Canadian-specific curricular guidance and resources for students and for the paediatricians and family physicians who are responsible for teaching and assessing undergraduate learners.

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