Endovascular simulation with medical students: survey results from the 2016 Society of Interventional Radiology Annual Meeting

Abstract Objectives To assess awareness and knowledge of Interventional Radiology (IR) in a large population of medical students in 2019. Methods An anonymous survey was distributed electronically to 9546 medical students from first to sixth year at three European medical schools. The survey contained 14 questions, including two general questions on diagnostic radiology (DR) and artificial intelligence (AI), and 11 on IR. Responses were analyzed for all students and compared between preclinical (PCs) (first to third year) and clinical phase (Cs) (fourth to sixth year) of medical school. Of 9546 students, 1459 students (15.3%) answered the survey. Results On DR questions, 34.8% answered that AI is a threat for radiologists (PCs: 246/725 (33.9%); Cs: 248/734 (36%)) and 91.1% thought that radiology has a future (PCs: 668/725 (92.1%); Cs: 657/734 (89.5%)). On IR questions, 80.8% (1179/1459) students had already heard of IR; 75.7% (1104/1459) stated that their knowledge of IR wasn’t as good as the other specialties and 80% would like more lectures on IR. Finally, 24.2% (353/1459) indicated an interest in a career in IR with a majority of women in preclinical phase, but this trend reverses in clinical phase. Conclusions Development of new technology supporting advances in artificial intelligence will likely continue to change the landscape of radiology; however, medical students remain confident in the need for specialty-trained human physicians in the future of radiology as a clinical practice. A large majority of medical students would like more information about IR in their medical curriculum; almost a quarter of students would be interested in a career in IR.

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The Impact of an Educational Program on Medical Students’ Knowledge and Awareness of Elder Abuse

Journal of Medical Education and Curricular Development ◽

10.1177/23821205211016487 ◽

2021 ◽

Vol 8 ◽

pp. 238212052110164

Author(s):

Abbie West ◽

Cara Cawley ◽

Elizabeth Crow ◽

Alexis M. Stoner ◽

Natalie M. Fadel ◽

...

Keyword(s):

Medical Students ◽

Educational Program ◽

Survey Methodology ◽

Elder Abuse ◽

P Value ◽

Significant Difference ◽

Survey Results ◽

Second Year ◽

College Of Osteopathic Medicine ◽

The Impact

Objective: Approximately 1 in 6 adults 60 and older have experienced a form of abuse in the past year. Many cases remain under-reported due to lack of knowledge and awareness. This study created an educational program on elder abuse for medical students to determine if participation would increase knowledge and awareness of elder abuse. Methods: This study used a pre and post survey methodology to evaluate students’ knowledge and awareness of elder abuse before and after participating in this educational program. Sixty first and second year osteopathic medical students at the Edward Via College of Osteopathic Medicine, Carolinas Campus participated in this study. Students were emailed a pre-survey to evaluate their pre-existing knowledge and awareness. The survey was, previously created by the Student Training on Preventing Domestic Violence (STOP-DV) team using validated measures. Participants then attended educational events about various forms of elder abuse and recognizing its associated signs, and afterward completed the post-survey. The results were compared using t-tests to determine if there was a significant difference. Results: First and second year students differed significantly in pre-survey results of knowledge but not post-survey results. The results showed a significant difference in overall mean knowledge ( P-value < .001) and awareness scores ( P-value < .001) in all students. Conclusion: These results suggest education on elder abuse can enable future physicians to better recognize, understand, and support older adults regarding elder maltreatment.

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The role of extracurricular activities and lectures in mitigating medical student burnout

Journal of Osteopathic Medicine ◽

10.1515/jom-2020-0311 ◽

2021 ◽

Vol 0 (0) ◽

Author(s):

Jennifer C. Sepede ◽

Joanna Petrides ◽

Philip B. Collins ◽

Meredith C. Jones ◽

Nicole Cantor ◽

...

Keyword(s):

Medical Students ◽

Extracurricular Activities ◽

Maslach Burnout Inventory ◽

Personal Accomplishment ◽

Leadership Positions ◽

Student Body ◽

Individual Level ◽

Rowan University ◽

Survey Results ◽

The Individual

Abstract Context Strong evidence throughout the literature highlights burnout as a significant and increasing problem among medical students, impacting students’ ability to effectively care for and empathize with patients. Objectives To examine how involvement in extracurricular activities and attendance at burnout lectures can impact burnout among medical students. Methods An anonymous digital survey including the Maslach Burnout Inventory (MBI) was sent to all students (n=765) at Rowan University School of Osteopathic Medicine. The survey included questions regarding the number of burnout/wellness lectures respondents had attended, the number of clubs in which the respondents participated, the number of hours spent in these clubs, and any leadership positions held by the respondents. Results Of the 765 students enrolled, 597 completed the survey. Results indicated that women participated in significantly more clubs than men (t[456]=−4.30; p<0.001). Men had higher scores on the depersonalization subscale of the MBI than women (t[463)=2.98; p<0.01]. There were no gender differences in emotional exhaustion or personal accomplishment. Linear regression analyses including gender and club participation as predictors of each of the burnout subscales indicated a significant interaction between gender and number of clubs (β=0.34; p<0.05), in that more club participation was associated with higher depersonalization scores for women, but lower depersonalization scores for men. The number of wellness/burnout prevention lectures attended was not predictive of scores on any of the burnout subscales. Conclusions Our results indicate the importance of understanding what drives burnout on the individual level and adapting interventions to suit the needs of individual students, rather than the student body as a whole.

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MOTIVATION OF MEDICAL STUDENTS TO STUDY PHYSICAL, CHEMICAL AND BIOLOGICAL SCIENCES – SURVEY RESULTS

EDULEARN17 Proceedings ◽

10.21125/edulearn.2017.0729 ◽

2017 ◽

Cited By ~ 1

Author(s):

Eva Kralova

Keyword(s):

Biological Sciences ◽

Medical Students ◽

Physical Chemical ◽

Survey Results

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Implementation and Evaluation of a Virtual Elective in Otolaryngology in the Time of COVID-19

Otolaryngology ◽

10.1177/0194599820951150 ◽

2020 ◽

pp. 019459982095115

Author(s):

Andrew J. Steehler ◽

Brian Pettitt-Schieber ◽

Matthew B. Studer ◽

Geetha Mahendran ◽

Barbara J. Pettitt ◽

...

Keyword(s):

Medical Students ◽

Neck Surgery ◽

Formative Assessments ◽

Cross Sectional Survey ◽

Cross Sectional ◽

Qualitative Survey ◽

School Of Medicine ◽

Case Based Learning ◽

Fourth Year Medical Students ◽

Survey Results

Objective To develop and evaluate a virtual otolaryngology medical student elective created during the COVID-19 crisis with the intention of teaching the basic tenets of otolaryngology and increasing exposure to the specialty. Study Design Cross-sectional survey. Setting Emory University School of Medicine. Methods A 1-week virtual otolaryngology curriculum was offered to third- and fourth-year medical students that centered on the American Academy of Otolaryngology–Head and Neck Surgery Foundation’s handbook Primary Care in Otolaryngology (fourth edition). The course covered a variety of topics and was conducted remotely via online video conferencing software. We applied multiple teaching modalities and surveyed students regarding the effectiveness of the course. Mixed methods analysis was employed to analyze the course data. Results Twelve students participated; 67% reported their baseline precourse understanding of otolaryngology in the “poor-fair” range. After the course, 92% of students reported increased understanding, with 42% and 58% reporting “good” and “very good” understanding, respectively. Following completion of the course, posttest scores on summative assessments were significantly higher than pretest scores ( P < .001). Ninety-two percent of students reported either “increased” or “greatly increased” interest in otolaryngology postcourse. Qualitative survey results revealed students’ appreciation of course organization, formative assessments, and case-based learning. Conclusions An otolaryngology elective administered through a virtual format can be effective at providing an educational experience and garnering interest in the field. Positive exposure to otolaryngology can increase medical students’ interest in pursuing the specialty and expand their general knowledge of consultation, diagnosis, and management in otolaryngology.

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