Doctors can dance

2012 ◽  
Author(s):  
Anna Newell ◽  
Paul Kleiman
Keyword(s):  
Higher Education ◽  
Medical Students ◽  
Creative Thinking ◽  
Keynote Address ◽  
School Of Medicine ◽  
Academic Paper ◽  
Queen's University ◽  
Experimental Dance ◽  
Performance Projects ◽  
The University

Between 2008–2010 the School of Medicine at Queen's University Belfast funded and supported two unique and intensive three week interdisciplinary performance projects in which medical and drama students worked together to create an experimental dance theatre piece. One of the unique aspects of this collaboration was that the medical students who participated in the project received the same credit as their peers taking a three-week clinical elective. This paper, which is not a conventional academic paper, is a reflection on that project, and is based on a keynote address given by Anna Newell, the director of project, at the 8th Annual Galway Symposium on Higher Education in June 2010. The Symposium title was 'Creative Thinking: Re-imagining the University'. The sections in boxes are direct quotes from Anna Newell's address.

A Quantitative Assessment of the Need for Offering Counselling Services to Medical Students attending University of Zambia, School of Medicine.

2020 ◽  
Vol 7 (2) ◽  
pp. 93-103
Author(s):  
Gretchen Slover
Keyword(s):  
Medical Students ◽  
Counseling Services ◽  
Student Responses ◽  
Counselling Services ◽  
School Of Medicine ◽  
Comprehensive Picture ◽  
Fourth Year Medical Students ◽  
The Subject ◽  
The University ◽  
Therapy Sessions

Background: This research was birthed in 2017 during a trip to Lusaka, Zambia, with the purpose of offering fourth-year, medical students attending the University of Zambia, School of Medicine, lectures on psychology topics as part of their clinical studies.  Students were also offered brief therapy sessions where they could process thoughts and feelings causing them internal struggles.  The subject of offering counseling on a regular basis was randomly discussed with the students.  From these discussions the need for this research became evident, with the intent of becoming the launching pad to brainstorm the most effective ways of developing a plan to offer counseling services for all medical students attending the University of Zambia School of Medicine. Methods: An-experimental research design, consisting of completion of a 12-item questionnaire administered by paper and pen. The inclusion criteria were the fourth year, medical students attending the University of Zambia, School of Medicine. Results:  The student responses revealed that most of them had little to no experience with counseling services, but a strong desire for them. Discussion: The goal of this study was to simply establish a need for an on-campus counseling service, the need of which has been established by the very students who would benefit.  With the acceptance of this need, the future plan is to explore the different ways in which this need can be fulfilled with minimal costs to the Medical School Program. Conclusion:  This study is the first step towards identifying the needs of the medical students and sets the ground-work for further research into the specific areas of need and mental health challenges.  More specificity in the area of demographics of students will produce a more comprehensive picture of the areas of concentration for the therapists offering services.

scholarly journals Required Longitudinal Service-Learning and Its Effects on Medical Students’ Attitudes Toward the Underserved

2021 ◽  
Author(s):  
Monica Rose Arebalos ◽  
Faun Lee Botor ◽  
Edward Simanton ◽  
Jennifer Young
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Service Learning ◽  
Student Attitudes ◽  
Underserved Populations ◽  
Preclinical Phase ◽  
School Of Medicine ◽  
Students Attitudes ◽  
Medical Student Attitudes ◽  
The University

AbstractAlthough medical students enter medicine with altruistic motives and seek to serve indigent populations, studies show that medical students’ attitudes towards the undeserved tend to worsen significantly as they go through their medical education. This finding emphasizes the need for medical educators to implement activities such as service-learning that may help mitigate this negative trend.All students at the University of Nevada Las Vegas (UNLV) School of Medicine are required to participate in longitudinal service-learning throughout medical school, and a majority of students interact with the underserved at their service-learning sites. Using the previously validated Medical Student Attitudes Towards the Underserved (MSATU), independent sample T-tests showed that students who interact with underserved populations at their sites scored with significantly better attitudes towards the underserved at the end of their preclinical phase. Subjects included 58 medical students with 100% taking the MSATU. This result indicates that longitudinal service-learning, particularly when it includes interaction with the underserved, can be one method to combat the worsening of medical students’ attitudes as they complete their medical education.

scholarly journals “Biology of the Eye,” A Novel Multiformat Translational Elective for Medical Students

2019 ◽  
Vol 11 (01) ◽  
pp. e30-e35
Author(s):  
A. Marin ◽  
Joseph Brzezinski ◽  
Ram Nagaraj ◽  
Jasleen Singh
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Clinical Science ◽  
Colorado School ◽  
University Of Colorado ◽  
School Of Medicine ◽  
Level Of Satisfaction ◽  
Medical Undergraduate ◽  
Elective Course ◽  
The University

Objective To allow medical undergraduate students an exposure to ophthalmology in the preclinical years as well as introduce concepts of basic and clinical science in ophthalmology for medical students. Methods The 10-session elective was offered to 2nd year medical students in the fall of 2016 and to 1st and 2nd year medical students in the fall of 2017 at the University of Colorado School of Medicine. The curriculum included a dissection laboratory, lectures, and journal reviews of key topics in ophthalmology with a basic scientist and clinician. At the conclusion of the sessions, the students evaluated this course by survey. Results Six medical students participated in the fall of 2016 and 11 students in the fall of 2017. The response rate was 83.33 and 100%, respectively. On a five- point Likert's scale, the students in both fall 2016 and 2017 rated the course as 4.7, indicating a positive reaction. Quality of learning objectives was rated as 4.4 and 4.5 in 2016 and 2017, respectively. Course management had a score of 4.4 and 4.6 in 2016 and 2017, respectively. Comments included: “I learned a lot about the eye I would not have known if I had not taken the course,” “I enjoyed the interplay between the clinical and basic science experts,” and “I liked the model of learning about a subject then looking at the research [sic].” Conclusions Based on the students' responses and level of satisfaction, we concluded that the elective course was successful at increasing medical students' exposure to ophthalmology at the University of Colorado School of Medicine while incorporating both basic and clinical science. Based on review of the students' feedback, modifications to the course included, expanding the course to 1st year medical students, limiting presentation times, simplifying presentation topics, and adding worksheets to guide article review sessions.

scholarly journals Evaluation of an Ophthalmology Session for Third-Year Medical Students at the University of Colorado School of Medicine

2018 ◽  
Vol 10 (01) ◽  
pp. e23-e31
Author(s):  
Judas Kelley ◽  
Jasleen Singh
Keyword(s):  
Medical Students ◽  
Test Score ◽  
Clinical Skills ◽  
Medical Knowledge ◽  
Colorado School ◽  
Self Reflection ◽  
University Of Colorado ◽  
School Of Medicine ◽  
Post Test ◽  
The University

Background Medical school ophthalmology education continues to be marginalized, creating the challenge of teaching students how to adequately diagnose and manage common ocular diseases in a limited time. Objective This study aimed to improve the ophthalmic medical knowledge and clinical skills of third-year medical students. Methods This curriculum was provided to 76 out of 124 third-year medical students in the 2016 class at the University of Colorado-Denver School of Medicine program. It was a half-day session that incorporated lectures, problem-based cases, and clinical skills. Participating students were given a self-reflection survey on their knowledge at the beginning and end of the session. Participating students were given a pre-test and post-test 6 months later via SurveyMonkey. Another quiz was given to all students within the class. Comparisons of pre- and post-tests, pre- and post-surveys, and quiz results in the participating and nonparticipating groups were made. Results Participating students' mean pre-test score was 61.8% (n = 76) and post-test score was 72.3% (n = 47), p < 0.01, indicating a significant increase in knowledge. There was an increase in 2 points on the Likert scale of understanding in ophthalmology between surveys. Participating students received a quiz mean score of 61.2%, which was significantly higher than those in the nonparticipating group (54.3%), p < 0.05. Conclusion This session improved medical students' confidence and medical knowledge in ophthalmology.

The Area Health Education Center Program

1981 ◽  
Vol 3 (3) ◽  
pp. 15-42 ◽  
Author(s):  
Stephen Schensul
Keyword(s):  
Health Care ◽  
Health Status ◽  
Medical Students ◽  
Community Health ◽  
Traditional Education ◽  
Care Utilization ◽  
Cooperative Action ◽  
School Of Medicine ◽  
Health Action ◽  
The University

In the summer of 1976, I joined the Department of Community Medicine at the University of Connecticut School of Medicine, and in collaboration with Pertti J. Pelto, began the development of community linkages and community health research in the Hartford area. From the perspective of anthropological adaption to a medical school, our objectives in developing these activities were to: 1. Develop Jinks with citizen groups involved in health action, and through those links provide assistance and access to research and other resources of the university. 2. Develop settings within which medical anthropology students, masters students in community health, and medical students could learn basic principles related to the influence of a social context on health status and health care utilization and the function of applied research in health and community development. 3. Establish for anthropologists a realm within which to develop data, advocacy and demonstration projects in order to illustrate problems, shortcomings and new directions in the health status of underserved sectors of the population, in the organization of the health care system, and in the traditional education of medical students. 4. To begin to break down the barriers which create the separate realities of the university and the community in order to facilitate adequate exchange of educational resources, cooperative action and mutual learning.

scholarly journals The Evolution of a Required Research Program for Medical Students at the University of Washington School of Medicine

2006 ◽  
Vol 81 (10) ◽  
pp. 877-881 ◽  
Author(s):  
Roger A. Rosenblatt ◽  
Laurel Desnick ◽  
Corinne Corrigan ◽  
Amanda Keerbs
Keyword(s):  
Medical Students ◽  
Research Program ◽  
University Of Washington ◽  
School Of Medicine ◽  
The University

scholarly journals Who wants to do psychiatry?

2004 ◽  
Vol 28 (6) ◽  
pp. 208-212 ◽  
Author(s):  
Jessica Yakeley ◽  
Peter Shoenberg ◽  
Austin Heady
Keyword(s):  
Medical Students ◽  
Career Choice ◽  
Control Group ◽  
Patient Relationship ◽  
Doctor Patient Relationship ◽  
School Of Medicine ◽  
University College ◽  
The University

Aims and MethodThe study aimed to determine whether medical students who participated in a student psychotherapy scheme aimed at helping them learn about the doctor-patient relationship were more likely to choose psychiatry as a career than a control group who did not participate. One hundred and ninety-eight medical students who participated in the University College and Middlesex School of Medicine (UCMSM) Psychotherapy Scheme between 1982 and 1992, and 200 randomly selected students of the same period who did not, were sent a questionnaire asking about career choice.ResultsSeventy-seven of 163 participants in the scheme who sent back the questionnaire had not thought about doing psychiatry before entering the scheme. Of these, 11 became psychiatrists (14.3%), compared with only two (1.6%) of the 128 controls (of 152 respondents) who had not considered psychiatry as a career at the same stage. This difference is highly significant (P<0.001). Many of the participants, including those who did not specialise in psychiatry, emphasised how the scheme had helped them understand the doctor-patient relationship.ImplicationsParticipating in the Student Psychotherapy Scheme encouraged medical students to choose psychiatry as a career. This knowledge is important, particularly in view of the current recruitment crisis in psychiatry.

scholarly journals Vocabulary Learning Strategies Used by Medical Students: Croatian Perspective

2018 ◽  
Vol 7 (2) ◽  
pp. 44
Author(s):  
Jasmina Rogulj ◽  
Ivana Čizmić
Keyword(s):  
Medical Students ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Female Students ◽  
Vocabulary Knowledge ◽  
School Of Medicine ◽  
Vocabulary Learning Strategies ◽  
Language Knowledge ◽  
The Mean ◽  
The University

<p>In order to be able to fully develop their academic and professional competencies, medical doctors (MDs) need to be highly proficient in English, which, among other things, implies the acquisition of vocabulary as an essential part of language knowledge. The current study aims at exploring vocabulary learning strategies (VLS) employed by freshman and sophomore medical students at the University of Split School of Medicine, Croatia. In particular, it focuses on (a) most and least frequently used VLS; (b) relationship between VLS subscales and different types of vocabulary knowledge; (c) differences in the mean strategy use between male and female students, and among low-, middle- and high-scoring students. The instruments used in the research were adapted version of the VLS Questionnaire (Pavičić Takač, 2008, p.152) and a vocabulary test designed by the author. The results indicate that medical students use a core inventory of VLS, whereby showing preference for the category of self-initiated vocabulary learning (SI-IVL) strategies and some individual formal vocabulary learning (FVL) and spontaneous vocabulary learning (SVL) strategies. Although students were not in favour of FVL at the level of the category as a whole, the results showed that the more frequently they employed FVL strategies, the better they scored on vocabulary tasks measuring controlled-productive type of vocabulary knowledge. Correlations revealed that female students used SI-IVL and FVL strategies significantly more often than their male counterparts. Results also suggest that there are no statistically significant differences in the mean VLS use among low-, middle- and high-scoring students. In conclusion, the results of this study provide a preliminary insight into the VLS used by medical students and their effect on students' vocabulary learning outcomes as well as into differences by gender and vocabulary proficiency. Since findings have proved rather inconclusive, these research questions need to be further investigated.</p>

THE USAGE OF DIDACTIC POTENTIAL OF TRIZ IN TEACHING ENGLISH LANGUAGE AT HIGHER EDUCATION INSTITUTION

2019 ◽  
Author(s):  
Anastasia Shumkova ◽  
Keyword(s):  
Higher Education ◽  
Creative Thinking ◽  
English Language ◽  
Communicative Competence ◽  
Education Institution ◽  
Teaching English ◽  
Modern Education ◽  
The University ◽  
The Given ◽  
Junior Students

The author of the given article points out the necessity of applying the methods of problem-oriented teaching and introducing problem tasks into the modern education program at the university. As a tool for realization of the given approach, the author proposes to use the theory of solving inventive problems (TRIZ), which contributes to the development of non-trivial creative thinking of students and the prevention of psychological inertia.The article gives examples of assignments developed on the base of methods of TRIZ-pedagogics and aimed at the formation of communicative competence of junior students of language universities.

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