Improving clinical undergraduate experience in otolaryngology: an audit of practice

2019 ◽  
Vol 133 (11) ◽  
pp. 960-965
Author(s):  
A W Mayer ◽  
S Carrie
Keyword(s):  
Medical Students ◽  
Student Satisfaction ◽  
Positive Impact ◽  
Effective Means ◽  
Undergraduate Curriculum ◽  
The Novel ◽  
Teaching Programme ◽  
Career Option ◽  
Undergraduate Experience ◽  
The Impact

AbstractBackgroundOtolaryngology is under-represented in UK medical schools. This presents challenges in terms of exposing students to the diversity of otolaryngology, as well as ‘showcasing’ the specialty as a career option. This study aimed to audit the impact of a change in the delivery of final year tuition on student satisfaction.MethodParticipants were final year medical students completing a 2-day otolaryngology placement. A novel teaching programme was developed in response to feedback from students who completed a baseline teaching programme. The novel programme was evaluated over a 10-week period using questionnaires.ResultsFifty-eight participants completed the novel programme questionnaire. Overall, there was a positive impact on student satisfaction. Students completing the novel programme expressed a desire for increased otolaryngology placement.ConclusionThis approach is an effective means of teaching otolaryngology to undergraduates. A mutual desire for greater exposure to otolaryngology in the undergraduate curriculum is held by medical students and otolaryngologists.

Environmental Policy and Its Role in Achieving Sustainability Requirements: An Analytical Study at the General Company for Battery Industry / Babylon 1 Factory

2021 ◽  
pp. 16-36
Author(s):  
Vian Mohammed Hassan ◽  
Abdul Reza Shafiq Al-Basri
Keyword(s):  
Social Sciences ◽  
Environmental Policy ◽  
Analytical Study ◽  
Positive Impact ◽  
Effective Means ◽  
Research Problem ◽  
Statistical Program ◽  
Independent Variable ◽  
The Impact ◽  
Battery Industry

Environmental policy represents one of the important administrative issues for organizations that seek to have a bright future. They are required to make great and real efforts to diagnose the environmental dimension, evaluate environmental efforts, and think about effective means, mechanisms and ways to protect the environment in the future and to correct past mistakes. The aim of this research is to show the impact that the environmental policy can play in achieving the requirements of sustainability. The research relied on the independent variable represented by the environmental policy, and the dependent variable 17 السياسة البيإية ودور ا ف تحقيق متطلبا االستدامة Millennium Journal of Humanities and Social Sciences 2(4): (2021) on sustainability and its requirements represented by (rationalization of resource consumption, reducing pollution, reducing the impact on human health, and using renewable energy). The descriptive analytical approach was adopted in the completion of this research, and it included answering the questions related to the research problem by testing two main hypotheses, with regard to correlation and influence relations. The General Battery Industry / Babel 1 Factory in Baghdad, and the statistical program (SPSS.V.23) was used to extract the results. This research reached a set of conclusions regarding environmental policy, the most prominent of which is that it has a continuous and effective positive impact that occurs due to internal and external environmental factors in achieving sustainability, which was represented by the validity of the two hypotheses of the research with the existence of a link and impact of environmental policy on sustainability. Keywords: Environment, environmental policy, sustainability

Undergraduate intellectual disability teaching – a medical student's experience

2014 ◽  
Vol 8 (6) ◽  
pp. 351-353 ◽  
Author(s):  
Iona Campbell
Keyword(s):  
Intellectual Disability ◽  
Medical Students ◽  
Intellectual Disabilities ◽  
Positive Impact ◽  
Undergraduate Curriculum ◽  
Undergraduate Teaching ◽  
Negative Consequences ◽  
Content Type ◽  
Future Practice ◽  
Individuals With Intellectual Disabilities

Purpose – The purpose of this paper is to describe a medical student's experience of undergraduate teaching in intellectual disabilities. Design/methodology/approach – This paper presents the reflections of a medical student on the undergraduate intellectual disability teaching. It describes experiences of a placement in this field, and how it may influence future practice. Findings – It is apparent that exposure to intellectual disability training in the undergraduate curriculum can be limited. Much of the work in this area highlights the negative consequences of this when it comes to medical care for individuals with intellectual disabilities. This paper proposes that positive changes may be achieved, by providing medical students with more training in this area. Originality/value – By reflecting on an individual experience through medical school, this paper highlights the positive impact that teaching on intellectual disability can have on medical students, suggesting its value in the undergraduate curriculum.

scholarly journals Impact of Predoctoral Teaching Fellows on Osteopathic Medical Students: A Near-Peer Teaching Program Evaluation

2019 ◽  
Vol 29 (4) ◽  
pp. 9-16
Author(s):  
Beatrice Akers ◽  
Glenn Davis ◽  
Jordan Keys ◽  
Stacey L. Pierce-Talsma ◽  
Gregg Lund
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Student Satisfaction ◽  
Positive Impact ◽  
Statistical Significance ◽  
Intention To Use ◽  
Osteopathic Medicine ◽  
Fellowship Program ◽  
College Of Osteopathic Medicine ◽  
Strongly Agree

Abstract Context The Touro University California College of Osteopathic Medicine (TUCOM-CA) is one of many colleges of osteopathic medicine with osteopathic manipulative medicine (OMM) predoctoral teaching fellowship programs. OMM fellows serve as near-peer teachers for preclinical osteopathic medical students (OMS) at TUCOM-CA, with the objectives of increasing student satisfaction with and understanding of the OMM curriculum. Our aim was to assess whether the TUCOM-CA fellowship program has achieved these objectives. Methods All osteopathic medical students at TUCOM-CA were sent an electronic survey. The survey items queried: frequency of and type of interaction; impact on satisfaction with and understanding of the OMM curriculum; impact on confidence in using osteopathic manipulative treatment (OMT); valuation of OMT and intention to use OMT in future clinical practice. Frequencies, means and standard deviations were calculated, omitting “no basis for evaluation” responses. Two-tailed Z-tests of proportions were utilized for analysis of statistical significance, with significance set at 95% (P<.05 ). Results In total, 156 of 538 (29.0%) responses were received, and 150 had sufficient data to analyze. Respondents reported varied rates and modes of interaction with OMM fellows (OMM lab table-training [97.3%] to early clinical experiences [30.9%]). Response means for items regarding satisfaction with and understanding of the OMM curriculum fell between “strongly agree” and “agree” for all activities. Many respondents (82.5%–83.8%) reported that interaction with OMM fellows increased their confidence in using OMT. Additionally, respondents who were treated with OMT by OMM fellows reported significantly higher agreement with statements about clinical utility of OMT (Z=2.6, P<.05) and intention to use OMT in future practice (Z=2.3, P<.05). Conclusions The majority of osteopathic medical students at TUCOM-CA reported significant agreement with the positive impact of interaction with OMM fellows on satisfaction with and understanding of the OMM curriculum. This supports the conclusion that the OMM predoctoral teaching fellowship program achieves its objectives to increase student satisfaction with and understanding of the OMM curriculum. The survey data also showed significantly stronger agreement with statements supporting valuation of OMT in clinical practice and intention to use OMT in the future, among respondents treated with OMT by OMM fellows.

scholarly journals COVID-19 Pandemic: Impact of Quarantine on Medical Students’ Mental Wellbeing and Learning Behaviors

2020 ◽  
Vol 36 (COVID19-S4) ◽  
Author(s):  
Sultan Ayoub Meo ◽  
Dr Abdulelah Adnan Abukhalaf ◽  
Ali Abdullah Alomar ◽  
Kamran Sattar ◽  
David C Klonoff
Keyword(s):  
Medical Students ◽  
Work Performance ◽  
Mental Wellbeing ◽  
Psychological Wellbeing ◽  
The Novel ◽  
Learning Behaviors ◽  
Creative Commons ◽  
Novel Coronavirus ◽  
The Impact

Background and Objectives: The novel coronavirus COVID-19 pandemic causes great public health and socioeconomic harms. Worldwide many countries implemented quarantine policies to minimize the spread of this highly contagious disease. The present study aim was to investigate the impact of quarantine on the medical students’ mental wellbeing and learning behaviors. Methods: In this descriptive study, we used a questionnaire with a Five-Point Likert Scale to collect the information. The questionnaire was distributed among 625 medical students through their emails with a response rate of 530 (84.8%), majority 294 (55.47%) being female. The survey questionnaire consisted of total 20 items; 12 items were related to psychological wellbeing and stress-allied queries and 08 items were about learning behaviors. Results: The findings encompass two important characteristics related to quarantine, psychological wellbeing, and learning behaviors. A combined cohort of 234 medical students, either female or male, (which was 44.1% of the total responders) showed a sense of being emotionally detached from family, friends and fellow students, 125/ 530 (23.5%) medical students felt disheartened. Both female and male medical students showed a marked decrease in their overall work performance. Moreover, 56.2% of the total students (61.5% of the females and 49.5% of the males) felt a decrease in the time they spent studying. Conclusions: Both female and male medical students have identified that quarantine has caused them to feel emotionally detached from family, fellows, and friends and decrease their overall work performance and study period. The findings also show that one-fourth of the medical students who participated in this study felt disheartened during the quarantine period. The long-term quarantine due to COVID-19 pandemic may causes further worsening in the psychological and learning behaviors of these medical students. doi: https://doi.org/10.12669/pjms.36.COVID19-S4.2809 How to cite this:Meo SA, Abukhalaf AA, Alomar AA, Sattar K, Klonoff DC. COVID-19 Pandemic: Impact of Quarantine on Medical Students’ Mental Wellbeing and Learning Behaviors. Pak J Med Sci. 2020;36(COVID19-S4):---------. doi: https://doi.org/10.12669/pjms.36.COVID19-S4.2809 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

scholarly journals Medical students’ perceptions and coping strategies during the first wave of the COVID-19 pandemic: studies, clinical implication, and professional identity

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Wurth Sophie ◽  
Sader Julia ◽  
Cerutti Bernard ◽  
Broers Barbara ◽  
Bajwa M. Nadia ◽  
...  
Keyword(s):  
Medical Students ◽  
Professional Identity ◽  
Coping Strategies ◽  
Negative Impact ◽  
Positive Impact ◽  
Valuable Insight ◽  
Clinical Exposure ◽  
Perceived Impact ◽  
The University ◽  
The Impact

Abstract Background The unfolding of the COVID-19 pandemic during spring 2020 has disrupted medical education worldwide. The University of Geneva decided to shift on-site classwork to online learning; many exams were transformed from summative to formative evaluations and most clinical activities were suspended. We aimed to investigate the perceived impact of those adaptations by the students at the Faculty of Medicine. Methods We sent an online self-administered survey to medical students from years 2 to 6 of the University of Geneva, three months after the beginning of the pandemic. The survey explored students’ main activities during the first three months of the pandemic, the impact of the crisis on their personal life, on their training and on their professional identity, the level of stress they experienced and which coping strategies they developed. The survey consisted of open-ended and closed questions and was administered in French. Results A total of 58.8% of students responded (n = 467) and were homogeneously distributed across gender. At the time of the survey, two thirds of the participants were involved in COVID-19-related activities; 72.5% voluntarily participated, mainly fueled by a desire to help and feel useful. Many participants (58.8%) reported a feeling of isolation encountered since the start of the pandemic. Main coping strategies reported were physical activity and increased telecommunications with their loved ones. Most students described a negative impact of the imposed restrictions on their training, reporting decreased motivation and concentration in an unusual or distraction-prone study environment at home and missing interactions with peers and teachers. Students recruited to help at the hospital in the context of increasing staff needs reported a positive impact due to the enriched clinical exposure. Perceived stress levels were manageable across the surveyed population. If changed, the crisis had a largely positive impact on students’ professional identity; most highlighted the importance of the health care profession for society and confirmed their career choice. Conclusion Through this comprehensive picture, our study describes the perceived impact of the pandemic on University of Geneva medical students, their training and their professional identity three months after the start of the pandemic. These results allowed us to gain valuable insight that reinforced the relevance of assessing the evolution of the situation in the long run and the importance of developing institutional support tools for medical students throughout their studies.

scholarly journals Endocrinology in the Time of Coronavirus: A Virtual Endocrinology Elective for Medical Students

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. A340-A341
Author(s):  
Meaghan C Moxley ◽  
Elizabeth Lamos ◽  
Rana Malek
Keyword(s):  
Medical Students ◽  
Patient Care ◽  
Student Satisfaction ◽  
Social Determinants Of Health ◽  
Social Determinants ◽  
Diabetes Care ◽  
Core Competencies ◽  
Determinants Of Health ◽  
The Impact

Abstract Introduction: During the COVID-19 pandemic, the Association of American Medical Colleges recommended that medical students halt in-person learning. Our institution created a competency based virtual endocrinology elective to provide continued clinical experience with a focus on type 2 diabetes (T2DM) and health equity in diabetes care. Methods: A 4-week virtual endocrinology elective alternated between different mini-rotations to maximize exposure to inpatient and outpatient endocrine care, as well as self-directed and faculty/fellow directed educational experiences. Post-elective surveys assessed student satisfaction with elective components and change in comfort levels with T2DM management and social determinants of health (SDH) on diabetes care. Results: Overall, 87% (n=13) of students were “extremely satisfied” with the elective. Increased comfort was seen with management of type 2 DM and the impact of SDH on DM care (DM 88% neutral/uncomfortable to 94% comfortable, SDH 50% neutral/uncomfortable to 94% comfortable). Students were satisfied with the quality of patient care and requested opportunities for more direct involvement. Conclusions: This virtual endocrine elective shows that curricula can be creatively designed to educate students in endocrinology, assess students across core competencies, and demonstrate impacts of telehealth and social determinants of health on endocrine and patient care.

scholarly journals Improving Medical Student’s Knowledge and Understanding of Fecal Incontinence

Surgeries ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 21-29
Author(s):  
ChunHei Li ◽  
Jody Parker ◽  
Nicola Reeves ◽  
Julie Cornish
Keyword(s):  
Medical Students ◽  
Fecal Incontinence ◽  
Group Discussion ◽  
Improve Patient Care ◽  
Undergraduate Curriculum ◽  
Learning Module ◽  
Knowledge Requirements ◽  
E Learning ◽  
The Uk ◽  
The Impact

Introduction. Knowledge of fecal incontinence (FI) in medical professionals is poor. Undergraduate education is limited despite its relevance to many specialties. Our aim was to review undergraduate curriculum requirements for FI across the UK and evaluate the impact of a teaching tool on medical student knowledge. Methods. Governing bodies and medical school curricula were identified and searched for FI knowledge requirements. A questionnaire was developed to assess undergraduate exposure to FI teaching. This information was consolidated with a discussion group involving medical students and used to develop an e-learning module. Intervention was performed by trialing the module in a group of medical students and evaluated with feedback. Results. There is a considerable absence of undergraduate learning requirements for FI. Only 19% of medical students had received teaching on the subject despite there being a demand for more coverage (43%). A group discussion guided the development of an e-learning module. Introduction of this significantly improved medical students understanding in all aspects of diagnosis and management of FI. Conclusions. There is a shortfall in the undergraduate curriculum requirements for this common and debilitating problem. An e-learning module can enhance knowledge and understanding in medical students to improve patient care and management.

The impact of 3-year and 4-year undergraduate programs on university students: the case of Hong Kong

2017 ◽  
Vol 29 (1) ◽  
pp. 49-55 ◽  
Author(s):  
Daniel T.L. Shek ◽  
Lu Yu
Keyword(s):  
Hong Kong ◽  
General Education ◽  
Youth Development ◽  
Positive Impact ◽  
Undergraduate Curriculum ◽  
Degree Program ◽  
Control Group ◽  
School Year ◽  
The Impact ◽  
Better Than

Abstract The undergraduate curriculum structure in Hong Kong was changed from 3 years to 4 years starting from the 2012–2013 school year, with the extra year of study primarily devoted to general education study. At The Hong Kong Polytechnic University (PolyU), the General University Requirements (GUR) has been designed in response to this change. In this study, the question of whether the development of students in the 4-year program was better than that of the 3-year program was examined via a static group comparison design. The treatment group was Year 3 students of the 4-year undergraduate degree program (n=566) whereas the control group comprised Year 3 students of the 3-year degree program (n=290). Measures on empathy, positive youth development, and student engagement were used as indicators of student holistic development. While the mean age of students in the 3-year program was higher than that of the 4-year program, students in the 4-year program performed better than the students of the 3-year program on several indicators of desired graduate attributes. Bearing in mind the limitations of the static comparison group design, the present study provides support for the positive impact of GUR at PolyU on students of the 4-year undergraduate curriculum.

scholarly journals Nutrition Education in Portuguese Medical Students: Impact on the Attitudes and Knowledge

2020 ◽  
Vol 33 (4) ◽  
pp. 246
Author(s):  
Inês Barreiros Mota ◽  
Inês Castelo ◽  
Juliana Morais ◽  
Miguel Anjos ◽  
João Pedro Costa ◽  
...  
Keyword(s):  
Medical Students ◽  
Nutrition Education ◽  
Eating Habits ◽  
Positive Impact ◽  
First Year ◽  
Nutritional Knowledge ◽  
Eating Behaviours ◽  
Dietary Counselling ◽  
Future Clinical Practice ◽  
The Impact

Introduction: Nutrition has been underrepresented in the curriculum of many medical schools and therefore physicians do not feel adequately prepared to provide dietary counselling. The aim of the present study is to determine the impact of a Nutrition and Metabolism curricular unit on nutrition attitudes, knowledge and confidence on future clinical practice of medical students.Material and Methods: All the students enrolled in the curricular unit (2017/2018) were invited to complete a questionnaire assessing their nutritional knowledge and eating habits at the beginning and at the end of the semester (n = 310).Results: Initially, students reported good eating habits and nutrition knowledge. These aspects improved at the end of the study. Moreover, students reported that they felt more confident to do dietary counselling after intervention.Discussion: Most medical students answered affirmatively to all questions related with good habits or eating behaviours, and the acquisition of knowledge had an impact in specific attitudes. After the Nutrition and Metabolism classes the students felt able to provide dietary counselling in different clinical settings, but none of the students felt extremely confident about their competencies for dietary counselling. This can be due to the fact that the students involved were in the first year of the integrated master’s degree in medicine, which is a preclinical year, and thus distant from the medical reality and from contact with patients.Conclusion: Nutrition education can have a positive impact on attitudes and eating behaviours, knowledge and in the perception of competencies for dietary counselling.

scholarly journals Impact of Resident-Led Small-Group Learning Sessions on Preclinical Students' Perceptions of Ophthalmology

2021 ◽  
Vol 13 (01) ◽  
pp. e78-e81
Author(s):  
Priya Sorab ◽  
Andrew R. Benza ◽  
Ian T. Patterson ◽  
Lisa D. Kelly
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Positive Impact ◽  
Clinical Skills ◽  
Positive Interactions ◽  
Area Of Interest ◽  
Positive Attitudes ◽  
Before And After ◽  
The Impact ◽  
Residents As Teachers

Abstract Introduction Resident physicians have a significant role in the education of medical students, and limited research has demonstrated that positive interactions with residents are linked with enhanced students’ perceptions of a specialty. Minimal research on residents as teachers has been done in ophthalmology, and no research has examined the impact of residents as teachers on the perceptions of preclinical students. This is an important area of interest because ophthalmology conducts an early match. The competitiveness of the field increases the importance of early involvement in research and clinical activities. This study aimed to assess the role of a resident-led workshops as a vehicle for exposing preclinical students to ophthalmology. Methods A 2-hour workshop on the Ophthalmology Clinical Skills was held at the University of Cincinnati College of Medicine in November 2018. The workshop was conducted by seven ophthalmology residents, and the learners were 15 first-year and 11 second-year medical students. The workshop format consisted of a 30-minute introductory lecture on the field of ophthalmology, followed by a 60-minute small-group clinical skills’ session focusing on direct ophthalmoscopy and slit lamp examination. Preworkshop and postworkshop surveys were administered to the medical students, and Student’s paired sample t-test was used to assess the differences in responses before and after the workshop. Results Students’ average interest in ophthalmology rose (p = 0.049) as did their likeliness to approach a resident for career advice (p = 4.65 × 10−6) and their likeliness to attend the Secrets of the Match Lunch talk, a yearly talk held by a student matched into ophthalmology (p = 0.002). Conclusion These results suggest that resident intervention can have a positive impact on preclinical students’ perceptions of ophthalmology and may be a good educational strategy to foster their positive attitudes toward the field.

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