The Exposure Dilemma: Qualitative Study of Medical Student Opinions and Perceptions of Radiology

2015 ◽  
Vol 66 (3) ◽  
pp. 291-297 ◽  
Author(s):  
Kari L. Visscher ◽  
Georges Nassrallah ◽  
Lisa Faden ◽  
Daniele Wiseman
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Focus Groups ◽  
National Survey ◽  
Medical Training ◽  
Accurate Information ◽  
Student Opinions ◽  
Radiology And Radiologists ◽  
Audio Recordings ◽  
Field Notes

Purpose According to a national survey of over 900 Canadian medical students, the stereotype of an isolated radiologist working in a dark room persists. The purpose of this study is to use qualitative methods to explore the ways exposure to radiology in medical school impacts students’ opinions and perceptions of radiology and radiologists. Methods After receiving ethics approval, 4 focus groups were conducted, 1 per year of undergraduate medical training at Western University. The transcribed audio recordings and accompanying field notes, together with the open-ended questions obtained from the national survey, were analyzed using thematic analysis. Results Five hundred sixty students in medical school years 1 and 2 (preclerkship) participated in the national survey and 18 in the focus groups; 336 students in years 3 and 4 [clerkship] participated in the national survey and 10 in the focus groups. Three major findings emerged from the analysis of the data. First, stereotypes are perpetuated mainly through informal interactions. Second, there is limited exposure to radiology and radiologists in medical school, especially in preclerkship. Third, students want to know what to expect if they choose a career in radiology. Conclusions Medical students, especially those in preclerkship, are seeking accurate information to modify or reinforce radiology stereotypes. Limited exposure makes interactions with students impactful and mentorship essential. Students want meaningful interactions with radiologists and radiology residents.

scholarly journals On Teaching the Sum While Paying Attention to the Parts: Whole Person Care through Ethnography in Medical Education

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Vasiliki Nataly Rahimzadeh ◽  
David Lessard ◽  
Peter Nugus
Keyword(s):  
Medical Students ◽  
Family Medicine ◽  
Medical School ◽  
Professional Identity ◽  
Identity Formation ◽  
Medical Training ◽  
Academic Discipline ◽  
Professional Identity Formation ◽  
Patient Centered ◽  
Whole Person

Objective—This article provides a reflection on medical teaching opportunities for whole person care based on our experiences mentoring 2nd-year medical students through an Ethnography Practicum at a Canadian university.                                                                  Background—The Ethnography Practicum is a new addition to the Family Medicine Transition to Clinical Practice (TCP) curriculum introduced in the second year of medical school at McGill University. It involves 30 hours of instruction (6 hours in lectures with an instructor, and 24 hours in small-group tutorials with the authors), and 9 hours of fieldwork observations in various community health settings across Montreal, QC. The primary aims of the Practicum converge with those of the TCP generally in two important ways: to inculcate in students the concepts of patient centered care, and to promote family medicine as both an academic discipline and career option.                    Results and Discussion— Our experiences illustrate two tensions that shape students’ expectations and experiences throughout their involvement in the Practicum and, in turn, highlight the implications for teaching whole-person care. First, ethnography as a combination of different methods has itself been the locus of tensions between positivist and critical traditions in the three last decades. Second, the Practicum is situated precisely at the crossroads of key moments on the professional identity formation continuum for our students. Such a crossroads is disruptive to the status quo of medical traineeship characteristic of the first two years in medical school, and thus reorients professional identity formation. The above tensions reveal how ethnography is not only a revered research tradition in the humanities, but can also be a conduit to whole person care-inspired clinical practice.Conclusion—As instructors and mentors involved in this Ethnography Practicum, we are continually forging a new relevance for organizational ethnography in medical training, where medical students can reflect and act on competencies beyond clinical ones. The Practicum provides a space for students to wrestle with alternative epistemologies to understanding the social world in which medicine is embedded. We lastly provide pragmatic ways to better address these tensions in an effort to support students as they proceed through the (multifaceted) development of their professional identities as future physicians.

scholarly journals What Are the Characteristics of Fourth-Year Medical Students With Higher Levels of Resilience?

PRiMER ◽  
2019 ◽  
Vol 3 ◽  
Author(s):  
Sey Park ◽  
Maribeth Porter ◽  
Ki Park ◽  
Lauren Bielick ◽  
Benjamin J. Rooks ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Medical Training ◽  
Personal Characteristics ◽  
After School ◽  
Demographic Information ◽  
Personal Time ◽  
Resilience Scale ◽  
Fourth Year Medical Students ◽  
Race Ethnicity

Introduction: Burnout during medical training, including medical school, has gained attention in recent years. Resiliency may be an important characteristic for medical students to have or obtain. The aim of this study was to examine the level of resiliency in fourth-year medical students and whether certain characteristics were associated with students who have higher levels of resiliency. Methods: Subjects were fourth-year medical students who completed a survey during a required end-of-year rotation. The survey collected subjects’ demographic information including age, gender, race, ethnicity, marital status, and chosen specialty. They were also asked to complete the Brief Resilience Scale (BRS) and answer questions that assessed personal characteristics. Results: The response rate was 92.4%. Most respondents had personal time for themselves after school (92.6%), exercise or participate in physical activity for at least 30 minutes most days of the week (67.2%), were able to stop thinking about medical school after leaving for the day (58.2%), and had current financial stress (51.6%). No differences were noted in demographic information among students across specialty categories. A higher BRS score was associated with being male and having the ability to stop thinking about school. Conclusions: BRS scores in medical students are associated with specific demographic characteristics and the ability to stop thinking about school. Addressing the modifiable activities may assist students with increasing their resiliency and potentially decreasing their risk of burnout.

scholarly journals Perceptions of medical students regarding educational climate at different phases of medical training in a Malaysian medical school

2013 ◽  
Vol 5 (3) ◽  
Author(s):  
Muhamad Saiful Bahri Yusoff ◽  
Rogayah Jaa'far ◽  
Hafiza Arzuman ◽  
Wan Nor Arifin ◽  
Mohamad Najib Mat Pa
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Medical Training ◽  
Educational Climate

scholarly journals How Effective is a Dental Workshop at Improving the Knowledge and Confidence of Medical Students in the Management of Dental Emergencies?

2016 ◽  
Vol 3 ◽  
pp. JMECD.S39992
Author(s):  
George R. Deeb ◽  
Amber Johnson ◽  
Mikhail Bondarew ◽  
Caroline Carrico ◽  
Daniel Laskin ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Medical Training ◽  
Dental Education ◽  
P Value ◽  
Hands On ◽  
Questionnaire Surveys ◽  
Interactive Workshop

The purpose of this study was to evaluate the effect of a three-hour hands-on workshop for medical students and residents on their pre- and postcourse knowledge and confidence in managing dental emergencies. A 1-hour lecture followed by four 20-minute “hands-on” skill stations on dental mannequins was administered to a group of 30 medical students and residents. Pre- and postworkshop questionnaire surveys were conducted. There was a significant increase in the percent of attendees who responded correctly to three of the four knowledge questions following the workshop ( P-value < 0.005). Confidence, as expressed in various statements, about treating dental emergencies was significantly improved after the lecture for eight of the nine statements. These findings indicate that dental knowledge is generally not provided during medical training. Our interactive workshop appeared to be effective in increasing this knowledge and self-reported confidence in handling dental emergencies. These findings clearly indicate the need for additional dental education during medical school. The use of a hands-on workshop may be one model for achieving this goal.

A Place for Plant-Based Nutrition in US Medical School Curriculum: A Survey-Based Study

2021 ◽  
pp. 155982762098867
Author(s):  
Kara F. Morton ◽  
Diana C. Pantalos ◽  
Craig Ziegler ◽  
Pradip D. Patel
Keyword(s):  
Medical Students ◽  
Family Medicine ◽  
Medical School ◽  
Nutrition Education ◽  
Medical Training ◽  
Lifestyle Modification ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
Curricular Reform ◽  
Family Medicine Residents

Purpose. To evaluate medical students’ and family medicine residents’ perceptions of their current degree of nutrition training in general and regarding a whole-foods, plant-based (WFPB) diet. Methods. An original survey instrument was administered to medical students and family medicine residents. Quantitative and qualitative data were collected to evaluate perceptions of nutrition education in medical training, a WFPB diet, and ideas for nutrition-focused curricular reform. Results. Of the 668 trainees surveyed, 200 responded (response rate = 30%). Of these, 22% agreed that they received sufficient nutrition education in medical school and 41% agreed that a WFPB diet should be a focus. Respondents with personal experiences with a plant-based diet were more willing to recommend it to future patients. Common ideas for curricular reform were instruction on a WFPB diet along with other healthy dietary patterns, patient counseling, a dedicated nutrition course, and electives. Conclusions. Nutrition education in US medical training needs improvement to address the growing burden of obesity-related chronic disease. Proper nutrition and lifestyle modification should therefore play a larger role in the education of future physicians. A focus on plant-predominant diets, such as the WFPB diet, may be an acceptable and effective addition to current medical school curriculum, and deserves further study.

scholarly journals Emotional intelligence in medical students at the University of Ghana Medical School, Accra, Ghana

2021 ◽  
Vol 55 (1) ◽  
pp. 52-59
Author(s):  
Henry J. Lawson ◽  
Makafui Yigah ◽  
Phaedra Yamson
Keyword(s):  
Emotional Intelligence ◽  
Medical Students ◽  
Medical School ◽  
Medical Training ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Significant Difference ◽  
Male Preponderance ◽  
The University ◽  
University Of Ghana

Emotional Intelligence is a form of interpersonal intelligence. There’s evidence that high emotional intelligence (EQ) of a medical student is associated with better coping with the tedious medical training. We evaluated EQ in medical students in their clinical years. This cross-sectional study was conducted in the University of Ghana Medical School (UGMS), Accra. In all, 111 students completed the questionnaires. Their average age was 24±1.5 years with marginal male preponderance. There were 37, 31 and 43 students in the 1st, 2nd and 3rd clinical years respectively. For global scores, 16 (14.1%) had good EQ (>120) with a mean total score of 105.49. The mean EQ for males was 104.2±17 an 106.2±12 for females, however this difference was not statistically significant (p=0.319). Mean EQ for 1st, 2nd and 3rd clinical years were 104.4±13, 104.4±20, and 107.1±12. This rise with increasing years was however not significant (p=0.659). EQ showed a weak positive correlation with age (r=0.1) but this was not significant (p=0.29). We report low EQ among students of the UGMS with no significant difference between gender, age and clinical year. EQ should be actively taught as part of the curriculum in UGMS. A larger study involving other medical schools in Ghana isrecommended.

scholarly journals Student perspectives on barriers to performance for black and minority ethnic graduate-entry medical students: a qualitative study in a West Midlands medical school

BMJ Open ◽  
2019 ◽  
Vol 9 (11) ◽  
pp. e032493
Author(s):  
Nariell Morrison ◽  
Michelle Machado ◽  
Clare Blackburn
Keyword(s):  
Medical Students ◽  
Qualitative Study ◽  
Medical School ◽  
Medical Training ◽  
Snowball Sampling ◽  
Graduate Entry ◽  
Self Confidence ◽  
West Midlands ◽  
And Performance ◽  
Minority Ethnic

ObjectiveTo explore graduate-entry medical students experiences of undergraduate training in the context of academic underperformance of medical students from ethnic minority backgrounds.DesignQualitative study using semi-structured focus groups.SettingA West Midlands medical school.Participants24 graduate-entry MBChB students were recruited using volunteer and snowball sampling; all students self-identified as being from Black and Minority Ethnic (BME) backgrounds.ResultsBME students reported facing a range of difficulties, throughout their undergraduate medical training, that they felt impeded their learning and performance. Their relationships with staff and clinicians, though also identified as facilitators to learning, were also perceived to have hindered progress, as many students felt that a lack of BME representation and lack of understanding of cultural differences among staff impacted their experience. Students also reported a lack of trust in the institution’s ability to support BME students, with many not seeking support. Students’ narratives indicated that they had to mask their identity to fit in among their peers and to avoid negative stereotyping. Although rare, students faced overt racism from their peers and from patients. Many students reported feelings of isolation, reduced self-confidence and low self-esteem.ConclusionsBME students in this study reported experiencing relationship issues with other students, academic and clinical staff, lack of trust in the institution and some racist events. Although it is not clear from this small study of one institution whether these findings would be replicated in other institutions, they nevertheless highlight important issues to be considered by the institution concerned and other institutions. These findings suggest that all stakeholders of graduate-entry undergraduate medical education should reflect on the current institutional practices intended to improve student–peer and student–staff relationships. Reviewing current proposals intended to diversify student and staff populations as well as evaluating guidance on tackling racism is likely to be beneficial.

Designing a Comprehensive Undergraduate Medical Education Radiology Curriculum Using the 5C's of Radiology Education Framework

2018 ◽  
Vol 69 (4) ◽  
pp. 362-366 ◽  
Author(s):  
Kari L. Visscher ◽  
Lisa Faden
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Qualitative Study ◽  
Undergraduate Medical Education ◽  
Review Of The Literature ◽  
Radiology Education ◽  
Student Opinions ◽  
Radiology And Radiologists

The 5C's of Radiology Education is a tool created from a recent qualitative study designed to explore how radiology exposures impact medical student opinions and perceptions of radiology and radiologists. It outlines the factors that the medical students identified as important for their radiology education. These factors are curriculum, coaching, collaborating, career, and commitment. The purpose of this paper is to provide a review of the literature of undergraduate medical education both broadly and more specifically to radiology education using the 5C's of Radiology Education framework.

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