Internship Experience in Orthopaedics and Traumatology and its Impact on Becoming a Specialist

2020 ◽  
Author(s):  
Richard Kasch ◽  
Eva Abert ◽  
Nina Kolleck ◽  
Mohamed Ghanem ◽  
Susanne Froehlich ◽  
...  
Keyword(s):  
Medical Students ◽  
Problem Solving ◽  
Group Differences ◽  
Specialist Training ◽  
Medical Field ◽  
Young Professionals ◽  
Internship Experience ◽  
Orthopädie Und Unfallchirurgie ◽  
Training Clinics ◽  
Practical Year

Abstract Introduction The German practical year is the last clinical placement period during Medical School. However, it remains unclear how medical students evaluate the practical year in orthopaedics and traumatology (Orthopädie und Unfallchirurgie; O & U) and whether it has an impact on becoming an O & U specialist. Method We analysed data of 146 medical students (46,7% female) who completed the placement in O & U. From the evaluation, 37 items were included in the analyses. Participants who could imagine becoming an O & U specialist (O & U-Ja) following graduation were statistically compared to those who could not (O & U-Nein). Results Overall 123 (83.7%) trainees indicated that they would like to become an O & U specialist (O & U-Ja), 18 (12.8%) negated (O & U-Nein) and 6 (4.1%) were undecided. Groups did not differ for sex and age (sex: Chi² = 2.50, p = 0.114; age: F [1.93] < 1, p = 0.764). Group differences were found for practical orientation, independency, acquisition of anamnesis and diagnostics skills and problem-solving expertise with students who could imagine becoming an O & U specialist (O & U-Ja) giving the highest ratings. Discussion Evaluations of the last medical year are essential in order to continuously improve the internship experience and to attract students towards a certain medical field and, moreover, to post-graduate specialist training. Clinics and institutions who already emphasize on the factors derived from this evaluation, or are continuously working on improvement, might be more able to attract young professionals, since personnel acquisition is starting early in the medical field.

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.

Psychiatric Decision-Making by Medical Students

1978 ◽  
Vol 132 (2) ◽  
pp. 191-194 ◽  
Author(s):  
Richard Mayou
Keyword(s):  
Decision Making ◽  
Medical Students ◽  
Problem Solving ◽  
Conventional Teaching ◽  
Treatment Plans ◽  
Clinical Problems

Analysis of medical students' formulations and replies to clinical problems indicates difficulty in deciding on the nature and organization of treatment. A programme describing a problem-solving approach was devised, and students taught in this way were shown to be significantly more able to formulate organized treatment plans with more precise aims. It is suggested that problem-solving methods are likely to be much more effective than conventional teaching of psychiatry.

Evaluation of the Clinical Assessment Project: A Computer-Based Multimedia Tool to Assess Problem-Solving Ability in Medical Students

PEDIATRICS ◽  
2006 ◽  
Vol 118 (4) ◽  
pp. 1380-1387 ◽  
Author(s):  
M. J. Feldman ◽  
G. O. Barnett ◽  
D. A. Link ◽  
M. A. Coleman ◽  
J. A. Lowe ◽  
...  
Keyword(s):  
Medical Students ◽  
Problem Solving ◽  
Clinical Assessment ◽  
Multimedia Tool ◽  
Computer Based

scholarly journals Pengaruh kemampuan metakognitif terhadap kemampuan pemecahan masalah pada mahasiswa program akademik dan profesi Fakultas Kedokteran

2019 ◽  
Vol 15 (1) ◽  
Author(s):  
Eti Poncorini Pamungkasari ◽  
Bhisma Murti ◽  
Haris Mudjiman
Keyword(s):  
Regression Analysis ◽  
Medical Students ◽  
Problem Solving ◽  
Linear Regression ◽  
Multiple Linear Regression Model ◽  
Confounding Factors ◽  
Metacognitive Skill ◽  
Medical Graduates ◽  
Age And Sex ◽  
Academic Programme

Problem solving ability is one of several competences that should be mastered by medical graduates. Metacognitive skill, which refers to skills of thinking about thinking, is presumed in the literature to have some relation with problem solving ability. This study aims to investigate the effect ofmetacognitive skill on problem solving ability among medical students of academic and professional programmes at the Faculty of Medicine. This study is analytic and observational, conducted at the Faculty of Medicine, Sebelas Maret University. The study subjects are medical students currentlyundertaking academic or professional programme at the Faculty of Medicine, Sebelas Maret University. Subject were selected purposively by distinguishing sub populations undertaking academic and professional programmes. From each sub population, 20 subjects were selected atrandom to result in a total of 40 subjects for this study. The data were collected by use of a questionnaire that has been previously designed by researchers abroad. The questionnaire was translated from English to Indonesian, modified accordingly, and subsequently tested for its validityand reliability, before use. The data were analyzed employing multiple linear regression model. The results of the regression analysis show that one score in metacognitive skill increases 0.71 score in problem solving ability (?= 0.71; 95%CI 0.37 to 1.06). In addition, students at the professional programme on average have problem solving ability 11.36 scores higher than those at the academic programme (?= 11.36; 95%CI 2.00 to 20.71). This study concludes that there is a statisticallysignfificant effect of metacognitive skill on problem solving ability among medical students at the Faculty of Medicine. After controlling for confounding factors such as learning stages, age, and sex, an increase in metacognitive skill will signficantly increase problem solving ability.

scholarly journals Sociological Research of the Adherence of Medical Students to Employment by Specialty Received at a University

2019 ◽  
Vol 3 (6) ◽  
pp. 137-143
Author(s):  
G. M. Gaidarov ◽  
N. Yu. Alekseeva ◽  
S. V. Makarov ◽  
I. V. Maevskaya
Keyword(s):  
Medical Students ◽  
Professional Activity ◽  
Sociological Research ◽  
Sociological Study ◽  
Young Professionals ◽  
Joint Activities ◽  
Potential Employer ◽  
Health Authorities ◽  
Favorable Conditions ◽  
Medical University

Background. A significant number of medical students refuse to work on a specialty obtained in medical universities after its completion or during the first years of professional activity.Purpose of the study: to conduct a sociological study of the adherence of students of a medical university to employment in a specialty received at a university, as well as factors of its motivation.Methods. A sociological survey of graduate students of ISMU was conducted using specially designed questionnaires.Results. It was revealed that more than 5 % of students do not plan to work on the received specialty after graduating from a medical university. Only every fourth respondent after graduation is going to return to his place of permanent residence, one of four intends not to return, and half have not yet decided on the choice of a further place of work and residence. Work with undergraduates about bringing them to the territory of the initial residence is organized by the administration of municipal entities and medical organizations poorly. Meanwhile, the requirements of graduates presented to a potential employer in terms of the level of wages and the creation of conditions for residence and professional activity are not overstated.Conclusion. Working with graduates and taking specific steps to implement their requirements is the most logical option for joint activities of medical universities, health authorities, administrations of medical organizations and local self-government bodies to create favorable conditions for securing young professionals in their chosen field of activity.

scholarly journals Active Methodologies in Teaching Human Anatomy

2021 ◽  
Vol 9 (11) ◽  
pp. 183-195
Author(s):  
Paola De Lima ◽  
Denis Guilherme Guedert ◽  
Renata Souza e Silva ◽  
Gilberto dos Santos Cerqueira
Keyword(s):  
Medical Students ◽  
Learning Process ◽  
Health Professionals ◽  
Common Point ◽  
The Body ◽  
Human Anatomy ◽  
Flow Diagram ◽  
Medical Field ◽  
Active Teaching ◽  
Anatomical Knowledge

Human anatomy is one of the fundamental disciplines for the training of health professionals, especially in the medical field. Its didactic origin is based on the European school where the body was dissected in amphitheaters and anatomical knowledge was transmitted from the teacher to his students. With the restructuring of medical curricula, and the use of active methodologies, seeking to make the student the center of the learning process, anatomy started to be taught in another way. This study carries out an integrative review in the Scielo, Science Direct and Google Scholar databases, from 2015 to 2020, about the active methodologies used in the teaching of human anatomy for the medical course. The PICo strategy was used to form the guiding question and the results were presented through the Prisma Flow diagram. It was found that there are a number of tools and strategies that can be used aiming at the active teaching of human anatomy, however, a common point observed in most works is the approach of joint use with cadavers and anatomical parts, thus seeking to stimulate the development of the skills and competences of medical students.

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