245 An Introduction to Surgery: Effectiveness of An Online, Lecture-Based Programme in Providing Surgical Career Guidance for Pre-Clinical Students

Abstract Aim Early exposure to surgery has been found to impact medical students’ decisions to pursue a career in surgery. Despite this, students are often not exposed to surgical specialties until senior years of medical school. The aim of this study was to determine if a student-led, three-month online lecture series can facilitate early exposure to surgical careers. Method Participants volunteered to complete pre- and post-lecture questionnaires. The four domains discussed across the lecture series included: what a surgical career entails, the day-to-day life of a surgeon, advances in surgery and surgical portfolio. Participants self-rated confidence in the knowledge of each of the four domains was measured on a five-step Likert scale. Changes in perceived confidence were measured using a paired Student’s t-test. Data were analysed using R 4.03 (Vienna, Austria). The threshold of significance was <0.05. Results A total of 45 respondents completed both pre- and post-lecture questionnaires. Most respondents (57.8%) were first- or second-year students. Following the course, there was a significant increase in confidence across all four domains investigated (mean rating 2.64 vs 4.07, p < 0.001). More than 9 out of 10 respondents (99.3%) gained new knowledge and (95.2%) agreed that an online event format did not hinder their learning. Conclusions Student-led online lecture series can increase knowledge of core concepts pertaining to a career in surgery for pre-clinical students. The findings provide a basis for further large-scale investigation of surgical education during early years of medical school and for the potential value of extracurricular, student- or trainee-led courses.

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The relationship between school type and academic performance at medical school: a national, multi-cohort study

BMJ Open ◽

10.1136/bmjopen-2017-016291 ◽

2017 ◽

Vol 7 (8) ◽

pp. e016291 ◽

Cited By ~ 20

Author(s):

Ben Kumwenda ◽

Jennifer A Cleland ◽

Kim Walker ◽

Amanda J Lee ◽

Rachel Greatrix

Keyword(s):

Medical School ◽

Large Scale ◽

Independent Schools ◽

Performance Measure ◽

Early Years ◽

Student Diversity ◽

School Type ◽

Educational Performance ◽

School Students ◽

The Relationship

ObjectivesDifferential attainment in school examinations is one of the barriers to increasing student diversity in medicine. However, studies on the predictive validity of prior academic achievement and educational performance at medical school are contradictory, possibly due to single-site studies or studies which focus only on early years’ performance. To address these gaps, we examined the relationship between sociodemographic factors, including school type and average educational performance throughout medical school across a large number of diverse medical programmes.MethodsThis retrospective study analysed data from students who graduated from 33 UK medical schools between 2012 and 2013. We included candidates’ demographics, pre-entry grades (adjusted Universities and Colleges Admissions Service tariff scores) preadmission test scores (UK Clinical Aptitude Test (UKCAT) and Graduate Medical School Admissions Test (GAMSAT)) and used the UK Foundation Programme’s educational performance measure (EPM) decile as an outcome measure. Logistic regression was used to assess the independent relationship between students’ background characteristics and EPM ranking.ResultsStudents from independent schools had significantly higher mean UKCAT scores (2535.1, SD=209.6) than students from state-funded schools (2506.1, SD=224.0, p<0.001). Similarly, students from independent schools came into medical school with significantly higher mean GAMSAT scores (63.9, SD=6.9) than students from state-funded schools (60.8, SD=7.1, p<0.001). However, students from state-funded schools were almost twice as likely (OR=2.01, 95% CI 1.49 to 2.73) to finish in the highest rank of the EPM ranking than those who attended independent schools.ConclusionsThis is the first large-scale study to examine directly the relationship between school type and overall performance at medical school. Our findings provide modest supportive evidence that, when students from independent and state schools enter with similar pre-entry grades, once in medical school, students from state-funded schools are likely to outperform students from independent schools. This evidence contributes to discussions around contextualising medical admission.

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Uyghurs

Chinese Studies ◽

10.1093/obo/9780199920082-0187 ◽

2021 ◽

Author(s):

David O'Brien

Keyword(s):

Ethnic Group ◽

Cultural History ◽

Communist Party ◽

Large Scale ◽

Minority Groups ◽

Group Living ◽

The United States ◽

Early Years ◽

Chinese Government ◽

Complete Control

The Uyghur (alternatively spelled Uighur) are the largest and titular ethnic group living in the Xinjiang Uyghur Autonomous Region, a vast area in northwestern China of over 1.6 million sq. km. According to the 2010 census Uyghurs make up 45.21 percent of the population of Xinjiang, numbering 8,345,622 people. The Han, the largest ethnic group in China, make up 40.58 percent in the region with 7,489,919. A Turkic-speaking largely Muslim ethnic group, the Uyghurs traditionally inhabited a series of oases around the Taklamakan desert. Their complex origin is evidenced by a rich cultural history that can be traced back to various groups that emerged across the steppes of Mongolia and Central Asia. Uyghur communities are also found in Uzbekistan, Kyrgyzstan, and Kazakhstan, with significant diaspora groups in Australia, the United States, Germany, and Turkey. In the first half of the 20th century, Uyghurs briefly declared two short-lived East Turkestan Republics in 1933 and again in 1944, but the region was brought under the complete control of the Chinese state after the Communist Party (CCP) came to power in 1949. Within China they are considered one of the fifty-five officially recognized ethnic minority groups, who, along with the Han who constitute 92 percent of the population, make up the Chinese nation or Zhonghua Minzu中华民族. However, for many Uyghurs the name “Xinjiang,” which literally translates as “New Territory,” indicates that their homeland is a colony of China, and they prefer the term “East Turkestan.” Nevertheless, many scholars use Xinjiang as a natural term even when they are critical of the position of the Communist Party. In this article both terms are used. In the early years of the People’s Republic of China (PRC) Uyghurs numbered about 80 percent of the population of Xinjiang, but large-scale government-sponsored migration has seen the number of Han in the region rise to almost the same as that of the Uyghur. This has led to an increase in ethnic tensions often caused by competition for scarce resources and a perception that the ruling Communist Party favors the Han. In 2009, a major outbreak of violence in the capital Ürümchi saw hundreds die and many more imprisoned. The years 2013 and 2014 were also crucial turning points with deadly attacks on passengers in train stations in Kunming and Yunnan, bombings in Ürümchi, and a suicide attack in Tiananmen Square in Beijing, all blamed on Uyghur terrorists. Since then the Chinese government has introduced a harsh regime of security clampdowns and mass surveillance, which has significantly increased from 2017 and which, by some accounts, has seen over one million Uyghurs and other Muslim ethnic minorities imprisoned without trial in “reeducation” camps. The Chinese government insist these camps form part of an education and vocational training program designed to improve the lives of Uyghurs and root out “wrong thinking.” Many Uyghurs believe it is part of a long-term project of assimilation of Uyghur identity and culture.

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The investigation of lifelong learning tendencies in medical faculty studentsTıp fakültesi öğrencilerinin yaşam boyu öğrenme eğilimlerinin incelenmesi

Journal of Human Sciences ◽

10.14687/jhs.v14i3.4678 ◽

2017 ◽

Vol 14 (3) ◽

pp. 2399 ◽

Cited By ~ 2

Author(s):

Yurdanur Dikmen ◽

Hilal Uslu Yuvacı ◽

Funda Erol

Keyword(s):

Medical School ◽

Lifelong Learning ◽

Medical Faculty ◽

Class Level ◽

Significant Difference ◽

Education Status ◽

And Gender ◽

Student’S T ◽

Evaluation Of Data ◽

Data Frequency

Aim: In this study, it is aimed to evaluate the lifelong learning trends of the students in the medical faculties.Method: The sample of this research, which was carried out in the descriptive type, consists of 127 volunteer students willing to participate in the research, who study at the Medical School of Sakarya University in 2016-2017 academic year. Data were collected using "Student Presentation Form" and "Lifelong Learning Trends Scale" (LLTS). In the evaluation of data, frequency, percentage, arithmetic mean and standard deviation and Student's t-test and one-way Analysis of Variance (ANOVA) were used.Results: The total score obtained from the scale 56.41 ± 17.12, scores related with sub-dimensions are determined in the order as motivation: 6.67±2.52, persistence: 17.47±6.20, lack of curiosity 20.50±8.51, and lack of regulation in learning: 11.76±6.16. A significant difference was found between students' lifelong learning tendencies and gender, class level and regular reading habits (p <0.05). Besides, it was found that the lifelong learning tendency scores were not affected by the variables such as ages of students, income level, school that they were graduated, mother and father education status, mother and father employment status, place of residence, preference of medical school and follow up of medical journal.Conclusion: As a result, it is seen that the students of medical faculty have high lifelong learning tendencies, they are at a good level regarding learning motivation, participation in learning activities and continuity.Extended English abstract is in the end of PDF (TURKISH) file.ÖzetAmaç: Bu çalışmada, tıp fakültesinde öğrenim gören öğrencilerin yaşam boyu öğrenme eğilimlerinin değerlendirilmesi amaçlanmıştır.Gereç ve Yöntem: Tanımlayıcı tipte yürütülen bu araştırmanın örneklemini Sakarya Üniversitesi Tıp Fakültesi’nde 2016-2017 Eğitim-Öğretim yılında öğrenim gören ve araştırmaya katılmaya gönüllü 127 öğrenci oluşturmuştur. “Öğrenci Tanıtım Formu” ve “Yaşam Boyu Öğrenme Eğilimleri Ölçeği” (YBÖÖ) kullanılarak veriler toplanmıştır. Verilerin değerlendirilmesinde frekans, yüzde, aritmetik ortalama ve standart sapma ile Student’s T-Testi ve Tek Yönlü Varyans Analizi (ANOVA) kullanılmıştır.Bulgular: Ölçekten elde edilen toplam puan 56.41±17.12, alt boyutlara ilişkin puanlar sırasıyla motivasyon: 6.67±2.52, sebat: 17.47±6.20, merak yoksunluğu: 20.50±8.51 ve öğrenmeyi düzenlemede yoksunluk: 11.76±6.16 olarak saptanmıştır. Öğrencilerin yaşam boyu öğrenme eğilimleri ile cinsiyet, sınıf düzeyi ve düzenli kitap okuma alışkanlıkları arasında anlamlı fark saptanmıştır (p<0.05). Bunun yanında yaşam boyu öğrenme eğilim puanlarının öğrencilerin yaş, ailenin gelir durumu, mezun oldukları lise, anne-baba eğitim durumu, anne-baba çalışma durumu, yaşanılan yer, tıp fakültesini tercih etme durumu ve bir tıp dergisi takip etme durumu gibi değişkenlerden etkilenmediği saptanmıştır.Sonuç: Sonuç olarak, tıp fakültesi öğrencilerinin yaşam boyu öğrenme eğilimlerinin yüksek, öğrenim motivasyonlarının yeterli olduğu, öğrenme faaliyetlerine katılma ve devamlılık gösterme açısından da iyi düzeyde oldukları sonucuna ulaşılmıştır.

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The Quality Lecture: How Do We Rate?

INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY ◽

10.24297/ijrem.v5i3.3896 ◽

2014 ◽

Vol 5 (3) ◽

pp. 710-720

Author(s):

Tzong-Yang Pan ◽

Cathy Owen

Keyword(s):

Staff Development ◽

Literature Review ◽

Medical School ◽

Tertiary Education ◽

Primary Method ◽

Visual Aids ◽

Lecture Series ◽

Key Concepts ◽

Key Features

Aims: to review the key features of an effective lecture and to rate a series of medical school lectures to inform a broader initiative in staff development in effective lecturingBackground: Lectures are the primary method of delivering information to an audience in tertiary education and remain a key part of medical school educationMethod: Literature review confirmed fourteen elements thought to contribute to the quality of a lecture. A lecture series was then rated using these criteriaÂ Results: The three highest rated criteria were explaining and summarising key concepts, presenting material at an appropriate level to the audience, and the use of clear audio-visual aids and voice. The three lowest rated aspects of our lecture program were stating goals of the talk, monitoring audience understanding and responding appropriately, and providing a conclusion to the talk.Conclusions: These findings will provide direction to staff development to further improve the quality of lectures provided to students.Â

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Tranquilizing and Antidepressive Drugs . BY WILBUR M. BENSON, M.D., PH.D., Director of Neuropharmacology and Psycho-pharmacology, Mead Johnson Research Center, Evansville, Indiana, AND BURTRUM C. SCHIELE, M.D., Professor of Psychiatry, University of Minnesota Medical School, Minneapolis, Minn. Cloth.$5.25. Pp. 89, with 13 figures. Publication No. 504, American Lecture Series. Charles C Thomas, Publisher, Springfield, Ill., 1962

Anesthesiology ◽

10.1097/00000542-196305000-00032 ◽

1963 ◽

Vol 24 (3) ◽

pp. 407-407

Author(s):

ROBERT T. PATRICK

Keyword(s):

Medical School ◽

Research Center ◽

University Of Minnesota ◽

Lecture Series ◽

Antidepressive Drugs

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Maximizing opportunities at medical school to support a career in surgery

British Journal of Hospital Medicine ◽

10.12968/hmed.2019.80.11.670 ◽

2019 ◽

Vol 80 (11) ◽

pp. 670-673

Author(s):

Keyword(s):

Medical Students ◽

Medical School ◽

Surgical Training ◽

Nominal Group ◽

Annual Conference ◽

School Students ◽

The Core ◽

Surgical Career ◽

Competency Based ◽

The Uk

Introduction: During medical school, students have numerous opportunities to develop their portfolios for a career in surgery, such as undertaking additional surgical placements and participating in surgical research. However, at present, there is little guidance available for medical students on how to build a strong portfolio for the UK core surgical training application. This article outlines work undertaken to provide concise guidance to support future surgeons, via application of the competency-based CanMEDS framework to the current UK core surgical training specification. Materials and methods: A pre-conference meeting was arranged for medical students at the Society of Academic and Research Surgeons annual conference in January 2018. Self-selected research enthusiasts from different university years discussed practical approaches to pair the CanMEDS model with the core surgical training specification, with support from the STARSurg Collaborative committee to facilitate discussion. A nominal group-based method was adopted in order to reach areas of consensus. Results: Practical tips and recommendations for each respective CanMEDS domain (communicator, collaborator, leader, health advocate, scholar, professional) were made in relation to the core surgical training specification. These included key action points and named opportunities that are currently available to UK medical students. Conclusions: A consensus approach was taken to address key areas of competence across each CanMEDS domain. This informed the development of a guidance framework to support students to develop a strong portfolio for a core surgical training application. This framework can be followed by medical students, equipping them with the skills necessary to succeed in their future surgical career.

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