Using evaluation to improve medical student rural experience

2016 ◽  
Vol 40 (2) ◽  
pp. 174 ◽  
Author(s):  
Jennifer J. Moffatt ◽  
Janine E. Wyatt
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Outcome Measures ◽  
Response Rate ◽  
Rural Setting ◽  
Clinical Placement ◽  
Rural Medicine ◽  
Education Experience ◽  
Rural Medical Education ◽  
Ongoing Evaluation

Objective The aim of this evaluation was to see whether interventions implemented to improve the Rural Medicine Rotation made this a more effective rural medical education experience. Multiple interventions targeting the student experience, lecturers and preceptors were implemented. Methods A quasi-experimental design using pre- and post-measures was used. The participants were all University of Queensland, School of Medicine, Rural Medicine Rotation students who completed the 2009 and 2010 rural medicine rotation evaluations. There were 769 students, with an 84% response rate in 2009 and an 80% response rate in 2010. In addition, all the 25 program preceptors who were visited in 2009 and the 34 who were visited in 2010 participated in the study. Results The implementation of interventions resulted in significant improvement in three outcome measures, namely teaching effectiveness, provision of an environment supportive of learning in a rural/remote setting and opportunities for professional growth. Two of the three other outcome measures – ensuring a safe clinical placement and opportunities for procedural skills experience and development – were very positively evaluated in both 2009 and 2010. Conclusions The interventions contributed to a more effective rural medical education experience, providing students with the opportunity to develop skills and knowledge relevant for rural medicine and to gain an understanding of the context in which rural medicine is practiced. What is known about the topic? Many Australian medical schools offer students rural-based educational opportunities based on the premise that placing medical students in a rural setting may ultimately lead to them choosing careers in rural medicine. However, there is a paucity of evidence on the factors that are considered necessary for medical students to gain a positive rural experience of short conscripted rural placements. What does the paper add? This paper identifies successful interventions to the rotation and placements that provide a positive experience of the rural clinical placement for students. These interventions occurred within an ongoing evaluation program embedded in the rotation. What are the implications for practitioners? Through ongoing evaluation, interventions can be selected and implemented that succeed in contributing to students having a positive rural clinical placement experience. This paper demonstrates how an embedded continuous improvement program serves to provide direction for ongoing modifications.

Training Medical Students for Rural, Underserved Areas: A Rural Medical Education Program in California

2016 ◽  
Vol 27 (4) ◽  
pp. 1674-1688 ◽  
Author(s):  
W. Suzanne Eidson-Ton ◽  
Julie Rainwater ◽  
Donald Hilty ◽  
Stuart Henderson ◽  
Christine Hancock ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Education Program ◽  
Medical Education Program ◽  
Rural Medical Education

scholarly journals Clinical international experiences during medical school: medical students’ perspective

2018 ◽  
Author(s):  
Ahmad N. Alkhaledi ◽  
Ola A. El Kebbi ◽  
Ahmed M. Saleh
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Global Health ◽  
Medical School ◽  
Health Knowledge ◽  
International Exchange ◽  
Medical Professionals ◽  
Education Experience ◽  
International Experiences

Migration and cultural interconnection has been one of the major contributors to globalization of disease. This is often a challenge physicians face as they encounter illnesses that they have not seen before while working in dissimilar environments to their training. Given this, international experiences are trending among medical professionals to be cognizant and proficient in dealing with such situations. In this paper, we will briefly reflect on our international exchange experiences as students and how such experiences can contribute to developing stronger global health knowledge and enrich our medical education experience as future physicians. We will also discuss some of the challenges medical students face while pursuing such opportunities, and how such challenges could be overcome.

scholarly journals The descriptive study of imposter syndrome in medical students

2018 ◽  
Vol 6 (10) ◽  
pp. 3431 ◽  
Author(s):  
Hamza Maqsood ◽  
Hassan Abdullah Shakeel ◽  
Humza Hussain ◽  
Ali Raza Khan ◽  
Basit Ali ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Teaching And Learning ◽  
Response Rate ◽  
Cross Sectional ◽  
Medical College ◽  
The Third ◽  
Imposter Phenomenon ◽  
High Prevalence ◽  
Degree Of Severity

Background: Imposter syndrome is characterized by chronic feelings of self-doubt and fear of being discovered as an intellectual fraud. Despite evidence of abilities, those suffering from imposter syndrome are unable to internalize a sense of accomplishment, competence, or skill. Overall, they believe themselves to be less intelligent and competent than others perceive them to be. IS has several potential implications for medical education. The current study was designed to find out the frequency of imposter syndrome among medical students college so that certain measures must be taken to improve the teaching and learning methodologies as well as the curriculum.Methods: A cross-sectional, psycho-social analysis was conducted from March to July, 2018 at Nishtar Medical College, Multan after taking informed consent from the students. Clance Imposter Phenomenon Sclae (CIPS) was used to assess the prevalence and degree of severity of Imposter syndrome among medical chosen on basis of random sampling. The data collected was entered and analysed on SPSS v.20.Results: Two hundred (200) students were selected for the study and were asked to return the completed 20 items questionnaire. One hundred and eighty-nine (189) students returned the questionnaires, so the response rate was 94.5%. Out of 189 students, 121(64.36%) were males and 68(35.97%) were females. According to Clance imposter phenomenon scoring, of the total 189 students the severity of imposter syndrome is as follows: mild, 5(2.64%), moderate,72(38.09%), severe,103(54.49%) and very severe, 09(4.76%). Moreover, third year students were found to have high prevalence and degree of severity of imposter syndrome.Conclusions: Imposter phenomenon exists in a significant percentage of medical students and appears to peak in the third year of medical school. Both genders are at equal risk of having imposter syndrome. It is associated with various psychological illnesses. Further discussion regarding medical education paradigms in light of high levels of imposter phenomenon is needed.

scholarly journals Screening for burn-out in Australian medical students undertaking a rural clinical placement

BMJ Open ◽  
2019 ◽  
Vol 9 (7) ◽  
pp. e029029 ◽  
Author(s):  
Vivian Isaac ◽  
Craig S McLachlan ◽  
Lucie Walters ◽  
Jennene Greenhill
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Social Isolation ◽  
Outcome Measures ◽  
Self Efficacy ◽  
Rural Practice ◽  
Clinical Placement ◽  
Secondary Outcome ◽  
Factors Associated ◽  
Burn Out

ObjectiveTo investigate Australian medical student burn-out during rural clinical placement. Second, to examine the association between perceived burn-out and rural career intent at the time of finishing their rural placement.Design, settings and participantsThe 2016 Federation of Rural Australian Medical Educators evaluation survey is a cross-sectional study of medical students from 17 Australian universities. Specifically, those medical students who completed a full academic year or more at a Rural Clinical School (RCS). Responses from 638 medical students from regional Australia were analysed in the study of all eligible 756 medical students (response rate 84.3%).Primary and secondary outcome measuresThe primary objective was to determine self-reported burn-out (emotional exhaustion) in rural placements for medical students. Secondary outcome measures were designed to explore interactions with rural practice self-efficacy and rural intentions. Logistic regression models explored factors associated with burn-out.Results26.5% of students reported experiencing burn-out during a rural placement. Factors associated with burn-out were female gender, rural origin, low preference for RCS, stress in the year prior to a rural clinical placement, perceived social isolation during rural placement and lower rural practice self-efficacy. Burn-out was not associated with rural career intentions. Social isolation and low rural self-efficacy were independently associated with burn-out during rural placement and together explained 10% of variance in burn-out (Model Nagelkerke R2=0.23).ConclusionBurn-out during rural placement may be a consequence of stress prior to a medical school placement. Social isolation and rural self-efficacy are amendable factors to mitigate medical student burn-out during rural placements.

scholarly journals Rural medicine and ‘home stay’: a medical student’s experience

2018 ◽  
Vol 60 (6) ◽  
pp. 42
Author(s):  
Reabetswe Ntshabele ◽  
Rubeshan Perumal ◽  
Nesri Padayatchi
Keyword(s):  
Public Health ◽  
Medical Education ◽  
Medical Students ◽  
Healthcare System ◽  
Family Practice ◽  
Medical Practice ◽  
Clinical Training ◽  
Medical Training ◽  
Rural Medicine ◽  
Paternalistic Approach

Medical education is evolving from a heavily hierarchical and paternalistic approach to a more developmental and student-centred paradigm. In addition, there has been a greater focus on decentralised medical education, taking medical students closer to the lowest tiers of the healthcare system and allowing for a more immersive experience within the communities of their patients. This paper presents the experience of an enlightening rural experience, in which the benefits of such a model to medical education are explored. Furthermore, it presents the highly personal and developmental journey that decentralised and, in particular, rural medical training can offer. A new concept of a ‘home-stay’ model has now been introduced as part of the rural medicine experience, where students are hosted by a family within the community in which they work. This is a transformative project in which the most fundamental principles of medical training and the art of medical practice can be honed. The convergence of clinical training, public health enlightenment, and family practice are highlighted.

scholarly journals Virtual classes conducted during COVID-19 pandemic – Medical students’ perspective

2021 ◽  
Vol 65 ◽  
pp. 132-137
Author(s):  
Monica Karanth ◽  
Anahita R. Shenoy Basti ◽  
A. K. Jayamala
Keyword(s):  
Medical Education ◽  
Social Interaction ◽  
Medical Students ◽  
Response Rate ◽  
Learning Experience ◽  
Teacher Interaction ◽  
Perceived Knowledge ◽  
Internet Connectivity ◽  
Virtual Classes ◽  
Virtual Platform

Objectives: The COVID-19 pandemic has resulted in shifting of medical education onto a virtual platform. This has provided us with an opportunity to assess and analyse the students perception of these virtual classes which otherwise did not form a significant part of the traditional medical education. The objective of the study was to assess medical students’ perception on virtual classes conducted during the COVID-19 pandemic. Materials and Methods: A questionnaire consisting of 21 questions was administered to students studying in all phases of MBBS in our college using Google Forms. A response rate of 73% was achieved. Results: The response of the students when analysed showed limited perceived benefits of virtual classes, these included accessibility to recorded lectures and convenience of attending classes in the time of pandemic. Drawbacks include decreased levels of social interaction, internet connectivity issues and absence of practical’s/ clinicals to better correlate with theory topics. Low motivational levels to attend classes, decreased engagement in classes and decreased perceived knowledge gained were also significant limitations. Conclusion: Better internet connectivity along with accessibility to recorded classes and increased student-teacher interaction could enhance the learning experience of the students in the virtual platform.

scholarly journals Development, Implementation and Evaluation of a Smartphone-Based Study Guide for Undergraduate Medical Students

2020 ◽  
pp. 1-15
Author(s):  
Sarah Eltouny ◽  
Asmaa Abdel Nasser ◽  
Mohamed Hefny ◽  
Somaya Hosny
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Mobile Application ◽  
Response Rate ◽  
Educational Process ◽  
Learning Activities ◽  
P Value ◽  
Daily Routine ◽  
Study Guide ◽  
Convenience Sampling

Introduction: Most medical educators agreed that e-Learning is a necessity nowadays and not a luxury shift. Smartphones contribute to the educational process to a great extent. Integrating the use of smartphones in the curriculum has an important innovative role in medical education and health care services. Currently, medical students are using smartphones as part of their daily routine and learning activities. A study guide is a tool designed to facilitate students' interaction with the various components of the curriculum. The idea of using a mobile application in providing information through a study guide to facilitate learning was reported by different studies. Aims: This study aims at designing, implementing and evaluating smart-phone based study guide using mobile enhanced learning technology for the 1st year medical students at Faculty of Medicine, Suez Canal University (FOM-SCU) in order to enhance students' learning experience. The Study Objectives: Design a study guide using mobile application for the 1st year medical students. Implement the newly designed study guide on 1st year medical students (2017-2018). Evaluate the students' performance during PBL tutorial sessions before and after implementing Smartphone based study guide. Assess students' satisfaction regarding the study guide application. Identify challenges of using mobile application in medical education. Study Design:  A quasi-experimental (pretest-posttest), using a non-probability convenience sampling, 105 students (response rate 84%), and 16 class tutors (response rate 100%). Place and Duration of Study: Department of Medical Education, FOM-SCU, Egypt during the academic year 2017-2018. Methodology: Using a non-probability convenience sampling technique, 105 students (response rate 84%), and 16 class tutors (response rate 100%). Results: Most of the students (94.3%) stated that smartphone (m-learning) is useful in Medical Education, 80.9% of them agreed that the module objectives can be met through m-learning and 61.9% of the students agreed on recommending m-learning as an innovative method of learning to others. The evaluation of students' performance in the context of Problem Based Learning (PBL) by their class tutors showed a statistically significant improvement in all items regarding the four factors assessed "independent study" (p-value <0.001), "group interaction" (p-value <0.001), "active participation" (p-value <0.001), and "reasoning skills" (p-value <0.001) when comparing pre and post-intervention scores.  Conclusion: This study concludes the m-learning has a positive effect on the students’ performance in the PBL context. It is remarkably significant to integrate smartphone-based learning activities in the undergraduate Medical Education curriculum. Our results can encourage other health professions institutions to apply m-learning in different educational situations.

scholarly journals Rural medical education: five medical students spend a year in rural Port Lincoln, Australia

2007 ◽  
Vol 7 ◽  
Author(s):  
Susan Baillie ◽  
Jenni Matena ◽  
John Yerxa ◽  
Jonathan Newbury
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Rural Medical Education

scholarly journals Effectiveness and Needs Assessment of Faculty Development Programme for Medical Education: Experience from Saudi Arabia

2020 ◽  
Vol 20 (1) ◽  
pp. 83
Author(s):  
Hussein Algahtani ◽  
Bader Shirah ◽  
Ahmad Subahi ◽  
Ahmad Aldarmahi ◽  
Raghad Algahtani
Keyword(s):  
Medical Education ◽  
Saudi Arabia ◽  
Faculty Development ◽  
Needs Assessment ◽  
Response Rate ◽  
Faculty Members ◽  
Important Conclusion ◽  
Perceived Needs ◽  
Education Experience ◽  
Educational Involvement

Objectives: Faculty members are the most important resource in any institution of higher education as medical education has been, and continues to be, a priority for medical colleges in Saudi Arabia. This study aimed to assess faculty members’ perceptions of faculty development programmes (FDPs) in supporting important goals in medical education. In addition, this study aimed to assess faculty members’ perceived needs. Methods: This crosssectional study was conducted between August 2016 and August 2017 and involved participants from six universities in Saudi Arabia’s Western Province. The survey consisted of 31 items designed to assess FDP effectiveness and 49 items designed to assess needs in FDPs. Results: A total of 210 faculty members participated in the study (response rate = 52.5%) and identified 49 needs. Faculty members perceived personal improvement in delivering medical education and the provision of greater educational involvement as the most effective considerations in an FDP. The respondents considered 13 needs to be of utmost importance; the remaining were considered important. Conclusion: This study assessed and identified faculty needs and important skills to consider when establishing an FDP. Furthermore, it provided information addressing the needs of, or gaps between, current and desired conditions in medical education in Saudi Arabia. The study also identified the most important elements (i.e. personal improvement) of faculty-perceived effectiveness for a successful FDP in medical education.Keywords: Faculty; Program Development; Needs Assessment; Perception; Medical Education; Saudi Arabia.

scholarly journals Knowledge of and Attitudes on Artificial Intelligence in Healthcare: A Provincial Survey Study of Medical Students

2021 ◽  
Author(s):  
Nishila Mehta ◽  
Vinyas Harish ◽  
Krish Bilimoria ◽  
Felipe Morgado ◽  
Shiphra Ginsburg ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Medical Education ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Response Rate ◽  
Survey Study ◽  
Social Challenges ◽  
Task Types ◽  
The Impact

ABSTRACTBackgroundThere has been growing acknowledgement that undergraduate medical education (UME) must play a formal role in instructing future physicians on the promises and limitations of artificial intelligence (AI), as these tools are integrated into medical practice.MethodsWe conducted an exploratory survey of medical students’ knowledge of AI, perceptions on the role of AI in medicine, and preferences surrounding the integration of AI competencies into medical education. The survey was completed by 321 medical students (13.4% response rate) at four medical schools in Ontario.ResultsMedical students are generally optimistic regarding AI’s capabilities to carry out a variety of healthcare functions, from clinical to administrative, with reservations about specific task types such as personal counselling and empathetic care. They believe AI will raise novel ethical and social challenges. Students are concerned about how AI will affect the medical job market, with 25% responding that it was actively impacting their choice of specialty. Students agree that medical education must do more to prepare them for the impact of AI in medicine (79%), and the majority (68%) believe that this training should begin at the UME level.ConclusionsMedical students expect AI will be widely integrated into healthcare and are enthusiastic to obtain AI competencies in undergraduate medical education.

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