Increasing first-year medical student exposure to interventional radiology: a pilot-study of integrating IR into the gross anatomy lab

This reflection chapter is from the perspective of the first-year medical student: teetering the line between the naïveté of embarking into an ambiguous future and the wisdom developing in the midst of self discovery. From the early moments of dissecting in the anatomy lab to making decisions about which content to study further during spare time, the first year of medical school sets the stage for collecting signs and symptoms into a diagnosis and a plan. This lens extends into steps for self-reflection: outline values and current needs (akin to taking your own history); reflect on interests and skills (identifying signs); consider the roles of a physician in society (coming up with a differential for who you might become); identify opportunities for the future (crafting an action plan); seek out connections with other students, trainees, and physicians (assembling a team). In this way, students can be encouraged to take a moment to center themselves in the way they will for the patients under their care to make sense of it all.

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Assessment of Gross Anatomy Boot Camp on First Year Medical Student Performance

The FASEB Journal ◽

10.1096/fasebj.29.1_supplement.693.9 ◽

2015 ◽

Vol 29 (S1) ◽

Author(s):

Patrick Herling ◽

Bahaureh Mohseni ◽

Natalie Shirley ◽

Jonathan Leo

Keyword(s):

Medical Student ◽

Student Performance ◽

Gross Anatomy ◽

Boot Camp ◽

First Year

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Methods used in the gross anatomy lab to facilitate learning by first‐year students in a new Physician Assistant Program (722.1)

The FASEB Journal ◽

10.1096/fasebj.28.1_supplement.722.1 ◽

2014 ◽

Vol 28 (S1) ◽

Author(s):

Mohsin Syed ◽

Noor Akhter ◽

Helen Hayes ◽

David Davies

Keyword(s):

Physician Assistant ◽

Gross Anatomy ◽

First Year ◽

First Year Students ◽

Anatomy Lab ◽

Physician Assistant Program

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The Application of American Models to the Experiences and Outcomes of Canadian and International Students Studying in Canada

Frontiers: The Interdisciplinary Journal of Study Abroad ◽

10.36366/frontiers.v11i1.152 ◽

2005 ◽

Vol 11 (1) ◽

pp. 71-97 ◽

Cited By ~ 4

Author(s):

J. Paul Grayson

Keyword(s):

Academic Achievement ◽

International Students ◽

Pilot Study ◽

Student Outcomes ◽

First Year ◽

Program Satisfaction ◽

Canadian Universities ◽

General Utility ◽

American Students ◽

The Us

In order to test the general utility of models developed in the US for explaining university outcomes of Canadian and international students, a three year study is currently underway at four Canadian universities. As a first step in this research, a pilot study with two objectives was conducted at York University in Toronto. The first objective is to compare the experiences and outcomes of domestic and international students in their first year of study. The second objective is to test the applicability of a parsimonious general model of student outcomes derived from examinations of American students to Canadian and international students studying in Canada. The specific outcomes examined are academic achievement, credit completion, and program satisfaction in the first year of study.

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First-Year Medical Student Experiences Adjusting to the Immediate Aftermath of COVID-19

Medical Science Educator ◽

10.1007/s40670-021-01213-1 ◽

2021 ◽

Author(s):

Mark D. Slivkoff ◽

Catherine Johnson ◽

Sean Tackett

Keyword(s):

Medical Student ◽

Student Experiences ◽

First Year

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Incorporating patient safety into early undergraduate medical education: teaching medical students to perform surgical time outs during anatomy

BMJ Open Quality ◽

10.1136/bmjoq-2020-001229 ◽

2021 ◽

Vol 10 (1) ◽

pp. e001229

Author(s):

Abdul-Rahman M Suleiman ◽

Daniel Amarasinghe ◽

Priya Kathuria ◽

Jacob Vandel ◽

Jordan Holloway ◽

...

Keyword(s):

Medical Education ◽

Patient Safety ◽

Medical Students ◽

Gross Anatomy ◽

First Year ◽

Surgical Time ◽

Surgical Safety ◽

Wayne State University ◽

Time Out ◽

Surgical Errors

ObjectivesTo introduce surgical safety checklists and time outs to future physicians through early incorporation of time outs in the first year gross anatomy course.SettingThe Wayne State University School of Medicine Anatomy Lab.ParticipantsApproximately 300 first year medical students per year participated in the intervention.InterventionsAn educational presentation on medical errors focusing on surgical errors was developed. Students in 2017–2018 viewed the presentation and completed two time outs, one with the first anatomy dissection and a second with the last dissection. Preintervention and postintervention surveys were completed and results compared. Students completed a second postintervention survey after the second time out. Students in 2018–2019 were asked to complete the time outs before every dissection. Time out procedure sheets were collected to determine completion rates. The intervention was further modified for academic year 2019–2020 and time out sheets were again collected.Outcome measuresFour domains of learning were surveyed: (1) major components and goals/limitations of universal protocol, (2) medical error lexicon, (3) components of a time out, and (4) confidence in completing time out checklists.ResultsPostintervention surveys demonstrated significant improvement in each domain. Students found time outs easy to complete and developed confidence in performing time outs. Following a successful pilot, time outs were incorporated into every dissection. Students continued to perform this procedure despite absence of adverse consequences for not doing so.ConclusionStudents found the time outs easy to complete and developed the confidence and ability to perform a surgical time out early in their medical education. The new skills, knowledge and attitudes that these medical students have developed will hopefully improve the care they provide to patients, thereby advancing the practice of quality improvement and patient safety in the clinical setting.

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Using an Implementation Trial of an ePortfolio System to Promote Student Learning through Self-Reflection: Leveraging the Success

Education Sciences ◽

10.3390/educsci11060263 ◽

2021 ◽

Vol 11 (6) ◽

pp. 263

Author(s):

Chris Campbell ◽

Tran Le Nghi Tran

Keyword(s):

Educational Technology ◽

Pilot Study ◽

Reflective Practice ◽

First Year ◽

Assessment Practices ◽

Self Reflection ◽

Large N ◽

New Concepts ◽

Hands On ◽

Implementation Trial

This paper reports on a pilot study that was conducted during a technical trial of a new ePortfolio system at a large Australian university. Students from a large (n = 325) first-year educational technology course were given the opportunity to use the new ePortfolio system weekly as part of their reflective practice at the end of the hands-on tutorial classes and also through a blogging assignment that required six posts throughout the semester. Although the students reflecting on their work and ePortfolios themselves are not new concepts, this paper reports how assessment practices can be improved using ePortfolios and how students can improve their reflective practice through simple and regular use throughout the 12-week semester that the study was conducted. From the class, 208 students responded to the survey with the results being positive. The students were able to use the system easily and did not report many problems with crashing or freezing. The lessons learnt form an important part of this study for future iterations with these reported in the paper.

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