scholarly journals 685 Implementation of Education Fellows on General Surgery Medical School Rotations Facilitates Student Learning and Improves Learning Experience

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
S J K Chong ◽  
L Mortimer ◽  
C Quick ◽  
L West ◽  
G Khera
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Student Learning ◽  
General Surgery ◽  
Learning Experience ◽  
Student Feedback ◽  
Bedside Teaching ◽  
Medical Licensing ◽  
Ward Rounds ◽  
Surgery Department

Abstract Aim A UK teaching hospital expanded their established education fellow programme to the General Surgery department to assist with departmental teaching of third-year medical students from the affiliated medical school on clinical placement. Teaching on ward rounds, bedside teaching and clinical tutorials were three areas identified as requiring improvement based on previous student feedback. Observation of Upper and Lower Gastrointestinal (GI) malignancy multi-disciplinary meetings (MDMs) via Microsoft Teams was also introduced as a new teaching initiative. Method Four post-foundation training education fellows were allocated on alternating weeks to supervise third-year medical students on upper and lower GI ward rounds and during GI MDM observation, conduct bedside teaching and facilitate blended-learning clinical tutorials in accordance with the 2020 GMC Medical Licensing Assessment curriculum. A mixed-methods survey was sent to students after surgical placement and the results compared to student feedback from previous years. Results 31 out of 52 students (60%) on placement responded. 100% rated the fellow-led clinical tutorials as “excellent”. 87% of respondents rated the upper and lower GI ward rounds as either “excellent” (52%) or “good” (35%). All respondents rated the implementation of education fellows as either “very helpful” (94%) or “helpful” (6%) for their learning. Most students rated the MDM observation initiative as “good” (36%) or “average” (36%). Conclusions Implementation of education fellows on third-year medical student placements in General Surgery facilitates self-reported student learning and is associated with a drastically improved student learning experience. More work is required to develop GI MDM-based teaching to improve student learning experiences from MDMs.

The Medical School Marketplace, c.1850–1900

2018 ◽  
Author(s):  
Laura Kelly
Keyword(s):  
Nineteenth Century ◽  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Medical Profession ◽  
Student Experience ◽  
Bedside Teaching ◽  
Student Behaviour ◽  
Irish Medical

The early nineteenth century has been frequently hailed as the ‘golden age of Irish medicine’ as result of the work of physicians Robert Graves and William Stokes, whose emphasis on bedside teaching earned fame for the Meath Hospital where they were based. However, by the 1850s and for much of the nineteenth century, Irish medical education had fallen into ill-repute. Irish schools were plagued by economic difficulties, poor conditions, sham certificate system, night lectures and grinding, all of these affected student experience in different ways. Furthermore, intense competition between medical schools meant that students wielded a great deal of power as consumers. Irish students had a remarkable amount of freedom with regard to their education and qualifications. As the medical profession became increasingly professionalised, student behaviour improved but disturbances and protests in relation to professional matters or standards of education replaced earlier rowdiness. The nineteenth century also witnessed complaints by medical students about the quality of the education they were receiving, resulting, for example, in a series of visitations to Queen’s College Cork and Queen’s College Galway. This chapter highlights these distinctive aspects of Irish medical education while illustrating the power of Irish students in the period as consumers.

scholarly journals Do Regional Medical Campuses Contribute to the Production of General Surgeons? A Study of 789 Medical School Graduates from 3 Campuses Who Matched into General Surgery Residencies over 40 Years: 1974 to 2015

2018 ◽  
Vol 1 (2) ◽  
Author(s):  
Daniel Avery
Keyword(s):  
Medical Students ◽  
Medical School ◽  
General Surgery ◽  
University Of Alabama ◽  
Main Campus ◽  
School Of Medicine ◽  
Regional Medical ◽  
Regional Campus ◽  
General Surgeons ◽  
The University

Background A Regional Medical Campus (RMC) is a medical school campus separate from the main medical school at which a portion of preclinical or clinical training of medical students is carried out. The College of Community Health Sciences of The University of Alabama in Tuscaloosa, Alabama is the Tuscaloosa Regional Campus of the University of Alabama School of Medicine (UASOM). The question we sought to answer with this study is whether or not regional campuses produce general surgeons. Design, Setting and Participants Publicly available data for 6271 graduates of the University of Alabama School of Medicine from the Birmingham, Tuscaloosa and Huntsville campuses from 1974 to 2015 was obtained by using Google Search Engine. The list was expanded to include the data described by the variables in Table 1. Results Between 1974 and 2015, 789 graduates of the University of Alabama School of Medicine assigned to the Birmingham, Tuscaloosa and Huntsville Campuses matched into Categorical Surgery. All three campuses matched similar percentages of students ranging from 10.4% to 13.3% (Table 2). The main campus at Birmingham matched 599 medical students into general surgery and 202 practice general surgery. The Tuscaloosa Regional Campus matched 88 medical students into general surgery and 47 practice general surgery. The Huntsville Regional Campus matched 103 medical students into general surgery and 41 practice general surgery (Table 2). Conclusions A comparable percentage of medical students at each campus matched into general surgery. The main campus contributed a larger absolute number of practicing general surgeons while regional medical campuses contributed a higher percentage of practicing general surgeons. Regional medical campuses contribute significantly to the deficit of general surgeons in this country.

Medical Students and Patients Perspectives on Bedside Teaching

2021 ◽  
Vol 15 (6) ◽  
pp. 1487-1489
Author(s):  
M. S. H. Ansari ◽  
M. Z. Anjum ◽  
N. Haider ◽  
S. Mustafa ◽  
A. Nawaz ◽  
...  
Keyword(s):  
Medical Students ◽  
General Surgery ◽  
Bedside Teaching ◽  
Undergraduate Medical Students ◽  
Direct Benefit ◽  
Clinical Simulation ◽  
Significant Difference ◽  
The Mean ◽  
Medical Wards ◽  
Case Presentations

Objective: To evaluate perspectives of medical students and patients on bedside teaching. Study Design: Cross-section survey Place and Duration of Study: Department of General Surgery/Pediatric Surgery Unit-ll, DHQ Teaching Hospital, Dera Ghazi Khan from 1st April 2019 to 30th June 2019. Methods: Two hundred students from 4th year and final year MBBS class were included and 100 patients from general surgery and general medical wards who stayed for at least 48 hours and had at least 2 case presentations and 2 consecutive morning rounds were enrolled in the study. Their perspectives about bedside teaching were assessed with two separate questionnaires. Results: The mean age of medical students was 23 years (20-26) and 35% were male and 65% were female. The mean age calculated for patients was 55.5 years (18-75). Fifty two percent were females and 48% were males. Fifty eight percent of medical students stated that the time of bedside teaching is not enough and it should be increased. Majority of patients were satisfied with the bedside teaching techniques and 82% of patients believed that through bedside teaching. No significant difference of responses among students and patients was observed. Conclusion: Teaching on the bedside provides unique opportunities to incorporate the learning skills for direct benefit of the patients. It provides a unique learning triad consisting of patients, students, and teachers and creates clinical simulation as a learning tool. Key words: Bedside teaching, undergraduate, medical students

scholarly journals “Booster Shots” of Humanism at Bedside Teaching

2020 ◽  
Vol 5 (2) ◽  
pp. 45-47
Author(s):  
Chi-Wan Lai
Keyword(s):  
High School ◽  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Medical Humanities ◽  
High School Graduation ◽  
Bedside Teaching ◽  
The Third ◽  
School Graduation ◽  
Case Discussions

I. INTRODUCTION Most medical education programmes in Taiwan accept students upon high school graduation. Medical education used to consist of seven years with the last year being an internship. Since 2013, medical students have graduated at the end of six years, and the internship has been moved to a postgraduate year. In both formats, students have been offered medical humanities courses in the “pre-med” phase, i.e. the first two years of medical school. From the third year onward, however, students rarely have exposure to subjects related to humanism, other than courses on medical ethics and some problem-based learning case discussions. Moreover, medical students have had very little exposure to humanities in high school. Such limited exposure to humanities during medical school can have detrimental effects on cultivating humanistic physicians in Taiwan.

scholarly journals Narrowing expansive horizons: Experiences of first-year medical students and teaching faculty in a new multidirectional digital classroom for three- and four-year medical school programs

2019 ◽  
Vol 2 (4) ◽  
Author(s):  
Kristina Kaljo
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Lived Experiences ◽  
Learning Experience ◽  
Central City ◽  
First Year ◽  
Digital Classroom ◽  
Teaching Faculty ◽  
First Year Medical Students

Introduction:  To address the country’s shortage of primary care physicians and increasing medical student debt, the Medical College of Wisconsin matriculated students into accelerated 3-year campuses in Central City and Packer City, while maintaining its traditional 4-year campus in Brew City, Wisconsin.  To ensure consistent content delivery within the basic science curriculum, students at all three campuses simultaneously participate in daily learning activities, utilizing distributed learning through a multidirectional digital classroom incorporating video-conferencing and audience response systems.     Methods:  To best uncover and understand the perspectives and attitudes of faculty and medical students, qualitative and quantitative research methods were employed framed within constructivist grounded theory.  This framework is rooted in social processes of the participants lived experiences and views these experiences as paramount to the analysis and presentation.  Prospectively, data was acquired regarding individual experiences from first-year medical students and medical school teaching faculty across the three campuses.  Beginning in the 2015–2016 academic year, nine semi-structured focus groups were conducted with concluding surveys.  These focus groups were separated by campus location: medical students at Brew City, medical students at Packer City, and faculty who taught at either the three-year regional campus or four-year campus.  In winter 2017, the study expanded including one additional student-centered focus group in Central City.  Each focus group was recorded using a hand-held device, transcribed, and analyzed using the constant comparative method.  This inductive approach required close examination of the transcriptions and line-by-line analysis to assign codes that captured the emerging themes.  To triangulate the data and further understand the medical student and faculty lived experiences, a concluding survey was distributed to participants.  This survey included eight, seven-point Likert-scale questions to further ascertain experience and overall satisfaction with the new learning environment.  Numerical data was analyzed with IBM® SPSS® 24.  This study was approved by the institutions review board. Results: In 2015–16, Packer City students rated their overall learning experience significantly (d=0.74, p<.050) higher (mean (sd)=7.6 (0.6)) than students in Brew City (6.7; 1.6) and significantly higher (d=1.21, p<.034) than the faculty (6.0 (1.0)). During 2016–17, overall learning experience scores did not differ from those of the previous years for Packer City (D=0.0) or Brew City students (D=0.0). A comparison of scores across all three campuses in 2016–17 yielded a significant change (d=1.28, p<.037) between the Central City campus (mean (sd)=7.8 (1.1)) and the Brew City campus (6.7 (0.5). No significant changes were reported between Packer City and the other two campuses.  Three overarching themes emerged from both the students and faculty throughout the study: (1) The construction of a knowledge-based community of practice, (2) responsiveness to diverse learning preference, and (3) how participants negotiated teaching and learning within the multidirectional digital classroom. Conclusion: These findings have the capacity to provide guidance when re-designing and facilitating medical school curricula and for learners who engage in new multidirectional digital environments.  Regardless of teaching site, all educators must be mindful of students’ learning needs and recognize how the overall learning experience is influenced by faculty, physical environment, and the ways in which students interact with one another daily.  

scholarly journals Is a medical humanities test needed in the National Medical Licensing Examination of Korea? Opinions of medical students and physician writers (secondary publication)

2014 ◽  
Vol 11 ◽  
pp. 16 ◽  
Author(s):  
Kun Hwang
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Medical Humanities ◽  
Evaluation Method ◽  
Likert Scale ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
National Medical ◽  
Medical Licensing ◽  
Licensing Examination

The purpose of this study was to examine the opinions of medical students and physician writers regarding the medical humanities as a subject and its inclusion in the medical school curriculum. Furthermore, we addressed whether an assessment test should be added to the National Medical Licensing Examination of Korea (KMLE). A total of 192 medical students at Inha University and 39 physician writers registered with the Korean Association of Physician Essayists and the Korean Association of Physician Poets participated in this study. They were asked to answer a series of questionnaires. Most medical students (59%) and all physician writers (100%) answered that the medical humanities should be included in the medical school curriculum to train good physicians. They thought that the KMLE did not currently include an assessment of the medical humanities (medical students 69%, physician writers 69%). Most physician writers (87%; Likert scale, 4.38 ± 0.78) felt that an assessment of the medical humanities should be included in the KMLE. Half of the medical students (51%; Likert scale, 2.51 ± 1.17) were against including it in the KMLE, which they would have to pass after several years of study. For the preferred field of assessment, medical ethics was the most commonly endorsed subject (medical students 59%, physician writers 39%). The most frequently preferred evaluation method was via an interview (medical students 45%, physician writers 33%). In terms of the assessment of the medical humanities and the addition of this subject to the KMLE, an interview-based evaluation should be developed.

What Do Patients Think of Medical Students during Their Hospitalization? One Institution's Experience

2013 ◽  
Vol 79 (12) ◽  
pp. 1235-1237
Author(s):  
Maria Mora-Pinzon ◽  
Ankita Lal ◽  
Sarah Edquist ◽  
Amanda Francescatti ◽  
Tasha Hughes ◽  
...  
Keyword(s):  
Medical Students ◽  
General Surgery ◽  
Nasogastric Tube ◽  
Clinical Condition ◽  
Positive Attitude ◽  
Intravenous Line ◽  
Inpatient Facility ◽  
Item Questionnaire ◽  
Attitudes Toward Students ◽  
Surgery Department

Multiple studies have shown patients have a positive attitude toward medical students in outpatient facilities, but it is unknown whether these results can be extrapolated to inpatients. The purpose of this study is to describe the patients’ attitude toward medical students in the inpatient facility and factors that may affect it. A 43-item questionnaire was provided to patients of the general surgery department; it gathered demographics, clinical condition, and patients’ opinions regarding the medical students’ involvement in their care. Eighty-four patients completed the questionnaire. Forty-three per cent were males and the average age was 56 years old (range, 26 to 86 years). Sixty-one patients (72.6%) felt that having medical students enhanced the care provided. Patients’ attitudes toward students were as follows: seven patients (8.3%) refused medical students, 40 (47.6%) accepted a limited involvement, and 37 (44%) offered no objections. Patients who refused medical students or preferred a limited involvement were more likely to 1) consider their health as good or excellent; 2) feel that the rounds were too early; and 3) feel that the residents did not spend enough time with them. More patients prefer that medical students have a limited involvement, especially when referring to minor procedures (e.g., nasogastric tube, intravenous line). Better more thorough communication with patients positively affects their attitudes toward students. More studies are required to confirm these results and to analyze other factors that may improve the patients’ attitudes toward medical students.

scholarly journals Volunteering with older people in a care home

2017 ◽  
Vol 21 (4) ◽  
pp. 229-235
Author(s):  
Anthea Tinker ◽  
Victoria Berdugo ◽  
Michael Buckland ◽  
Lois Crabtree ◽  
Anistta Maheswaran ◽  
...  
Keyword(s):  
Medical Students ◽  
Older People ◽  
Medical School ◽  
Learning Experience ◽  
Care Home ◽  
Relevant Literature ◽  
Prospective Students ◽  
Content Type ◽  
Transferable Skills ◽  
Eye Opening

Purpose The purpose of this paper is to investigate the influence that volunteering before medical school with older people in a care home has on the perceptions of older people. Design/methodology/approach Eight medical students answered an anonymous questionnaire relating to their experiences of volunteering in a care home before medical school. This was combined with an analysis of the relevant literature. Findings All the students had initially volunteered to enhance their CV for medical school. After volunteering, they had a greater realisation of the variety of older people. They also gained a number of transferable skills related to communicating with older people, especially those with cognitive impairment. The greatest learning experience was around the issues to do with dementia. Research limitations/implications The research is based on eight students although they were from different areas. Practical implications It would be beneficial if care homes could be more proactive in encouraging prospective medical students to volunteer. Medical schools could also provide clearer advice or take a more active stance such as encouraging prospective students to volunteer with older people. Further research should be with a larger sample to gain insight into varying perspectives. It would also be useful to conduct research into older adults’ attitudes towards the contribution of potential medical students to their own lives and to the home. Social implications Volunteering before medical school should be encouraged as it will enhance the chances of getting a place as well as being an eye opening experience and equip them with lifelong skills. Originality/value Original.

Teaching medical students basic neurotransmitter pharmacology using primary research resources

2010 ◽  
Vol 34 (4) ◽  
pp. 205-212 ◽  
Author(s):  
Amy C. Halliday ◽  
Ian M. Devonshire ◽  
Susan A. Greenfield ◽  
Eleanor J. Dommett
Keyword(s):  
Medical Students ◽  
Small Groups ◽  
Learning Experience ◽  
Student Feedback ◽  
Research Articles ◽  
Primary Research ◽  
Research Papers ◽  
Shared Learning ◽  
Second Year ◽  
Research Resources

Teaching pharmacology to medical students has long been seen as a challenge, and one to which a number of innovative approaches have been taken. In this article, we describe and evaluate the use of primary research articles in teaching second-year medical students both in terms of the information learned and the use of the papers themselves. We designed a seminar where small groups of students worked on different neurotransmitters before contributing information to a plenary session. Student feedback suggested that when the information was largely novel, students learned considerably more. Crucially, this improvement in knowledge was seen even when they had not directly studied a particular transmitter in their work groups, suggesting a shared learning experience. Moreover, the majority of students reported that using primary research papers was easy and useful, with over half stating that they would use them in future study.

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