Practical teaching of behavioral sciences to medical students

2016 ◽  
Vol 33 (S1) ◽  
pp. S632-S632
Author(s):  
M. Hammouda
Keyword(s):  
Medical Students ◽  
Problem Solving ◽  
Group Dynamics ◽  
Small Groups ◽  
Daily Life ◽  
Group Discussion ◽  
Human Communication ◽  
Behavioral Sciences ◽  
Behavioral Skills ◽  
Competing Interest

IntroductionThe teaching of behavioral sciences was in form of lectures to the medical students in the 2nd year of the college, because the lecture is the least beneficial method of teaching. As I have noticed also that students were more interested to practice behavioral skills. So I suggested to the authority of the faculty to teach part of the behavioral sciences in a practical way and proposal of that was introduced and accepted to teach in that way and to give 20% of marks to this practical part, this in addition to the same theoretical lectures.MethodThe students were divided into groups of 30, every group present one day only through their 2nd year. This day divided into two parts each is 2 hours and in between have an hour break. The 1st part includes group discussion about communication, group dynamics, group leading and scientific way of problem solving. The 2nd part is dividing students into small groups of 10 students, to practice the previous skills in group interaction to solve one problem in a scientific way. All groups collected again to see what they have done.ResultsThe results revealed more interest and more enthusiasm to learn in that way and make it easy to practice in their daily life.ConclusionWe have to change into more practice in our teaching of medical students especially skills of human communication, group leading group dynamics as well as problem solving.Disclosure of interestThe author has not supplied his/her declaration of competing interest.

scholarly journals The ‘Octopus’ Skills Model of a Medical Professional: A Focus Group Discussion

2020 ◽  
Author(s):  
Samina Malik ◽  
Raza Younus ◽  
Qanita Mahmud ◽  
Aimen Fatima ◽  
Naila Jabbar ◽  
...  
Keyword(s):  
Medical Students ◽  
Focus Group ◽  
Focus Group Discussion ◽  
Group Discussion ◽  
Self Regulation ◽  
Medical Professional ◽  
Behavioral Skills ◽  
Organizational Skills ◽  
Purposive Sample ◽  
Skilled Person

Abstract Background: Professional behavior or professionalism refers to the traits that a skilled person must possess in order to be maximally effective. When it comes to a medical professional, professionalism refers to the values and behaviors that connect a health professional to society. Professionalism has always been a part of curriculum, but students are hardly involved in development of professional curriculum including its outcomes. This study was designed to formulate an undergraduate model of competencies expected in a medical professional, based on perceptions of medical students. Methods: A focus group discussion of purposive sample of 17 final year medical students in 2 groups was conducted under supervision of an experienced moderator. The study comprised of 3 rounds of discussion, each lasting for 90 minutes. Consensus was extracted by content analysis and numerical analysis.Results: Out of 28 competencies extracted initially, eight professional competencies were shortlisted by manual thematic analysis, which included learning skills, behavioral skills, procedural skills, self-regulation skills, organizational skills, research skills, teaching skills, and emotional skills. This resulted in generation of 8-limbed Octopus skills model of a medical professional, which would help the students in better compliance of medical professionalism. Conclusion: Being generated by medical students, the ‘Octopus’ Model of Skills is expected to give ownership of these eight competencies to be acquired during formative years by all future doctors and may serve as students’ perspective in curriculum and professional development.

Role of behavioral sciences in development of professionalism among MBBS students

2020 ◽  
Vol 14 (1) ◽  
pp. 3-9
Author(s):  
Ammara Butt ◽  
Abid Ashar
Keyword(s):  
Medical Students ◽  
Behavioral Science ◽  
Clinical Skills ◽  
Group Discussion ◽  
Sampling Technique ◽  
P Value ◽  
Behavioral Sciences ◽  
Before And After ◽  
Students Attitudes

Background: Professionalism is a global quality expected in medical students’ along with clinical skills. Behavioral sciences have been included in 3rd year MBBS curriculum since 2014 at FJMU. The purpose of this change is to enhance Professionalism formally in addition to other areas of the subject. This study aims to determine effectiveness of studying behavioral sciences as a subject in enhancing elements of Professionalism. Subjects and Methods: The mixed-methods study was used and a sample of 240 3rd year medical students was taken by convenient sampling. In the first (quantitative) phase of the study, Penn State College of Medicine Professionalism Questionnaire (PSCOM-PQ) was administered before and after studying behavioral sciences as a subject, to collect pre and post statistical results about students’ attitudes towards professionalism. The results were analyzed by paired sample t-test. In the second (qualitative) phase, Focus Group Discussion (FGD) was conducted to reveal the reasons for professionalism development and role of Behavioral Sciences in its development. 8 students were selected by purposeful homogeneous sampling technique. FGD session was audio-taped and transcribed, finally thematic analysis was done. Results: The results showed highly significant increase (p-value= 0.00, t= -74.39, mean= -72, SD= 14.99) in the scores of Professionalism after studying behavioral sciences as a subject. The broad themes identified by FGD were “Professionalism Related Skills Learned through Behavioral Sciences” and “Modes of Information Transfers’ Role in Professionalism Understanding”. The professional skills conceptualized by the students included emotional stability, empathy, psychoeducation, confidentiality, competency and sense of responsibility. The participants felt that professionalism develops by the means of lectures, workshops, role plays, modeling and formal assessment sessions. Conclusion: Study of behavioral science has significant effect in the development of professionalism among MBBS students and is well received by third year MBBS students.

scholarly journals Teaching medicine of the person to medical students during the beginning of their clerkships

2014 ◽  
Vol 2 (2) ◽  
pp. 220
Author(s):  
Anita Verhoeven ◽  
Hanke Dekker
Keyword(s):  
Professional Development ◽  
Medical Students ◽  
The Netherlands ◽  
Professional Learning ◽  
Group Dynamics ◽  
Personal Development ◽  
Critical Incident ◽  
Group Discussion ◽  
Experienced Teacher ◽  
Personal Learning

This article describes how medicine of the person is taught to 4th year medical students in Groningen, The Netherlands, as part of the teaching programme ‘Professional Development’. In that year, the students start with their clerkships. In this transitional phase from medical student to young doctor, issues of professional identity are raised. It is an intense period with feelings of uncertainty and overwhelming experiences. Therefore, parallel to the clerkships we have organised 28 meetings of 2 hours with extra time dedicated to reflection and learning. These groups consist of 10-12 students with a rotating student chair under supervision of an experienced teacher, or, “coach”. We focus on personal and professional development by reflecting on work-based experiences. In the first hour the students discuss in a structured way a critical incident experienced by one of them. Learning experiences include personal learning (as emotions), skills (as empathy development) and professional learning (discovering the profession). In the second hour the students discuss set medical-ethical dilemmas. The coach facilitates the group discussion and oversees the group dynamics. During the year, the students work on their portfolio including writing a personal development plan. In 3 individual interviews with the coach this plan is monitored. In the final interview the students are assessed by their coach on their professional development during the year. In this paper we present the results of the evaluation of this programme ‘Professional Development’ by the students and The Netherlands Association for Medical Education.

scholarly journals A study of medical education technology (MET) guidelines implementation in poorly performing first year medical students

Biomedicine ◽  
2021 ◽  
Vol 41 (2) ◽  
pp. 502-504
Author(s):  
Parmatma Prasad Mishra ◽  
Anshu Mishra ◽  
Hari Prasad ◽  
Indra Kumar ◽  
Shashi Bhushan
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Group Dynamics ◽  
Group Discussion ◽  
Education Technology ◽  
First Year ◽  
Small Group Teaching ◽  
Medical College ◽  
Guidelines Implementation ◽  
First Year Medical Students

Introduction and Aim: MET guideline is a compulsory directive of MCI which has to be implemented in medical education training program in all medical colleges in the country.Idea for research was originated by better university result of last year in which group dynamics, PBL, SDL, group discussion was implemented.The present study was conducted to improve the performance of poor scoring medical students utilizing MET guidelines.   Materials and Methods: 24 Students were selected out of 150 students on the basis of poorscore between September to March from 1st year M.B.B.S. batch (2017-2018), T.S.M. Medical College and Hospital, Amausi, Lucknow. They were exposed to MET guidelines like group dynamics, PBL, SDL, group discussion etc. Their performance was observed in successive examinations.   Results: 92% students of study group showed improvement. But desired goal was achieved by 83% students.   Conclusion: Small group teaching and newer methods of teaching are helpful in improvingperformance(increase percentage of marks) of students.

Combating Obstacles to Empathy: A Replicable Small Group Discussion Series for Medical Students

2016 ◽  
Vol 3 (0) ◽  
Author(s):  
Francesca P. Kingery ◽  
Alexander Bajorek ◽  
Amber Zimmer Deptola ◽  
Karen Hughes Miller ◽  
Craig Ziegler ◽  
...  
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Group Discussion ◽  
Small Group Discussion

scholarly journals Self-Assessment of Problem Solving Disposition in Medical Students

2014 ◽  
Vol 2014 ◽  
pp. 1-6
Author(s):  
Silvia Lizett Olivares-Olivares ◽  
Mildred Vanessa López-Cabrera
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Medical Students ◽  
Problem Solving ◽  
Medical Schools ◽  
Self Assessment ◽  
Competency Based Education ◽  
Competency Based ◽  
Future Demands ◽  
Disposition Model

Medical schools are committed to both students and society to develop capabilities required to succeed in health care environments. Present diagnosis and treatment methods become obsolete faster, demanding that medical schools incorporate competency-based education to keep pace with future demands. This study was conducted to assess the problem solving disposition of medical students. A three-subcategory model of the skill is proposed. The instrument was validated on content by a group of 17 experts in medical education and applied to 135 registered students on the sixth year of the M.D. Physician Surgeon program at a private medical school. Cronbach’s alpha indicated an internal consistency of 0.751. The findings suggest that selected items have both homogeneity and validity. The factor analysis resulted in components that were associated with three problem-solving subcategories. The students’ perceptions are higher in the pattern recognition and application of general strategies for problem solving subcategories of the Problem solving disposition model.

Use of simulation based technology in pre-clinical years improves confidence and satisfaction among medical students

2021 ◽  
pp. 1-19
Author(s):  
Muhammad Bilal Mirza ◽  
Anjiya Sulaiman ◽  
Satwat Hashmi ◽  
Samar Zaki ◽  
Rehana Rehman ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical Curriculum ◽  
Teaching Method ◽  
Clinical Skills ◽  
Descriptive Analysis ◽  
Group Discussion ◽  
Cross Sectional Study ◽  
Learning Objectives ◽  
Student Interest ◽  
Cross Sectional

Abstract Objective: To determine perception of medical students about learning from integrated simulated clinical skills sessions in Respiration and Circulation module of Year 1 undergraduate medical curriculum at Aga Khan University. Subjects & Methods: This cross-sectional study was conducted at the Centre for Innovation in Medical Education, Aga Khan University (AKU) from July 2018 to February 2019. Integrated clinical skills session involves use of a combination of live simulated patient and mechanical simulator to teach clinical skills.  These sessions were conducted in Respiration and Circulation Module of MBBS Year I curriculum after which quantitative data was collected by a questionnaire that assessed usefulness of integrated clinical skills teaching method and confidence gained by students. The responses acquired were assessed on a Likert scale ranging from 1-5, (strongly agree -strongly disagree).  Descriptive analysis was performed. A focused group discussion (FGD) with students and an in-depth interview with a facilitator conducting the clinical skills sessions was arranged. Simple verbatim transcription of FGD recordings and thematic analyses was executed. Results: Quantitative analysis showed that more than 90% of the students believed integrated sessions were effective in acquiring the learning objectives and found them enjoyable and motivating. 80% expressed confidence that they had accomplished learning objectives and felt they have learned practical clinical skills. Qualitative analysis revealed that these sessions enhanced understanding of subject matter and student engagement during sessions. Conclusion: Integrated clinical skills sessions improved student interest, engagement and promoted student confidence. It should be implemented in undergraduate medical teaching curriculum. Continuous...

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