scholarly journals 1650 Is There a Place for Medical Students at Organ Retrieval? 4 Years’ Experience at a Single Centre

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
E Duck ◽  
E Schofield
Keyword(s):  
Medical Students ◽  
Learning Experience ◽  
Single Centre ◽  
Electronic Survey ◽  
Organ Retrieval ◽  
Retrieval Team ◽  
Organ Donations ◽  
Surgical Career ◽  
Common Learning ◽  
Learning Points

Abstract Aim Medical students at a hospital with a national organ retrieval service (NORS) had the unique opportunity to attend organ retrieval. This retrospective survey investigated how attendance affected students’ desire to pursue a career in surgery, and what they learnt from the experience. Method Clinical medical students were invited to sign-up to shifts with the regional NORS team. If notified of a potential organ donation event the NORS co-ordinator would inform the medical student, who would then join the retrieval team and travel with them to the donation site. An electronic survey was later distributed to students, whether or not the donation proceeded. This survey collected both quantitative and qualitative information about the students’ experiences. Results 51 responses were collected from students who attended proceeding organ donations between January 2015 and October 2019. 100% of students found it a useful learning experience and would recommend it to their peers. 98% were able to scrub in for the retrieval procedure. Common learning points were improved understanding of the process of organ retrieval (n = 34), and anatomy (n = 15). Following experience of organ retrieval 59% reported being more likely to pursue a career in transplant surgery and 69% reported being more likely to pursue any surgical career. Conclusions Medical students should be included in organ retrieval, as it not only benefits their learning, but also increases interest in surgical careers. Given that only two out of the sixteen UK NORS teams involve medical students currently, there is scope for much greater adoption of student retrieval rotas.

scholarly journals The Educational Value and Emotional Impact on Medical Students After Participating in Transplant Organ Retrieval

2020 ◽  
pp. 152692482097859
Author(s):  
Alistair J. M. Reed ◽  
Rhiannon Baldwin-Smith ◽  
James Arwyn-Jones ◽  
Simon Knight ◽  
Isabel Quiroga
Keyword(s):  
Medical Students ◽  
Healthcare Professionals ◽  
Organ Procurement ◽  
Learning Experience ◽  
Emotional Impact ◽  
Educational Value ◽  
Organ Retrieval ◽  
Transplant Organ ◽  
Voluntary Program ◽  
Self Administered Questionnaire

Introduction: Medical students and healthcare professionals lack knowledge and confidence in organ transplantation which stems in part from a lack of exposure to transplant surgery at medical school. To address this, we developed a program that allowed students to attend organ retrievals and assessed its efficacy as an educational intervention. Methods: Students were invited to attend organ retrievals through a voluntary program. Students then completed an anonymous, self-administered questionnaire (n = 40) designed to capture the perceived educational value and emotive impact of attending an organ retrieval, and its effect on career aspirations. Quantitative and qualitative data were analyzed. Results: 100% of students would recommend attending an organ retrieval to a colleague. Students strongly agreed that attending an organ retrieval was a useful learning experience (87.5%) and 90% of students felt more confident discussing organ donation with patients and relatives. 50% of students were more likely to pursue a career in transplant surgery. Students recognized a number of difficulties associated with the emotive impact of organ procurement. Conclusion: An organ retrieval program for medical students offers a novel learning opportunity, and may increase knowledge and improve attitudes toward transplantation in future healthcare professionals. However, the emotive impact of exposing students to organ retrievals must also be recognized.

Transformative Learning

2012 ◽  
Vol 102 (1) ◽  
pp. 39-46 ◽  
Author(s):  
Craig M. Elliott ◽  
Robert J. Toomey ◽  
Brooke A. Goodman ◽  
Peter Barbosa
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Transformative Learning ◽  
Medical Training ◽  
Learning Experience ◽  
Multicultural Awareness ◽  
Medical Missions ◽  
Short Term ◽  
Electronic Survey ◽  
Personal Awareness

Background: Short-term medical missions are common in medical educational settings and could possibly affect student learning. Little research has been conducted about the potential of these missions on students’ transformative learning, in particular as it relates to empathy and multicultural awareness. Methods: Eight podiatric medical students who participated in short-term medical missions in 2008 and 2009 completed an electronic survey to investigate the effect of their experience as it relates to their learning. The empathy and multicultural awareness impact of the mission experience was emphasized. Qualitative questions in the survey were coded, themed, and triangulated with the quantitative responses. Results: Six students (75%) “strongly agreed” that participating in the medical mission was a significant positive experience in their podiatric medical training. Six students felt that their experiences in serving these communities increased their personal awareness of multicultural/diversity needs in general. All of the students agreed that they will become better podiatric physicians because of their experiences in the medical missions. The qualitative data also indicate that the experience had an effect on the students’ views of health care and increased empathy toward their patients. Conclusions: Short-term medical missions could play a significant role in the transformative learning experience in podiatric medical education. This could affect the empathy and multicultural awareness of podiatric medical students. Further and more extensive evaluations of the potential impact of short-term medical missions in podiatric medical education should be explored because it could influence curriculum and global health in the field of podiatric medicine. (J Am Podiatr Med Assoc 102(1): 39–46, 2012)

scholarly journals Involvement of medical students in a surgery congress: impact on learning motivation, decision-making for a career in surgery, and educational curriculum

2021 ◽  
Author(s):  
Ibrahim Alkatout ◽  
Veronika Günther ◽  
Sandra Brügge ◽  
Johannes Ackermann ◽  
Magret Krüger ◽  
...  
Keyword(s):  
Decision Making ◽  
Medical Students ◽  
Medical Curriculum ◽  
Learning Motivation ◽  
Educational Curriculum ◽  
Active Involvement ◽  
Surgical Career ◽  
Second Year ◽  
Digital Surgery ◽  
The Impact

SummaryDuring the preclinical period of medical school, the clinical relevance of theoretical knowledge is given little attention. Medical students of the second year were invited to participate in an interdisciplinary congress for robot-assisted and digital surgery. The students had to evaluate the impact of the congress on their learning motivation, decision-making for a career in surgery, and relevance for their educational curriculum. Participation in the congress increased their learning motivation for preclinical subjects, and significantly increased their interest in a surgical career. Most students considered active involvement in medical congresses a valuable supplement to the medical curriculum. Congress participation during the preclinical period was ranked positively by medical students. Greater learning motivation and enthusiasm for the pilot teaching project as well as for surgical disciplines were registered. Thus, early involvement of medical students in scientific congresses should be an integral part of their educational curriculum.

Can a one-day practical lesson in surgical skills encourage medical students to consider a surgical career?

2016 ◽  
Vol 54 (4) ◽  
pp. 405-409 ◽  
Author(s):  
Florian Bauer ◽  
Niklas Rommel ◽  
Steffen Koerdt ◽  
Andreas Fichter ◽  
Klaus-Dietrich Wolff ◽  
...  
Keyword(s):  
Medical Students ◽  
Surgical Skills ◽  
Surgical Career

scholarly journals A comparative study on perceptions of medical students from the different curriculum on team-based learning

2021 ◽  
Vol 0 ◽  
pp. 1-6
Author(s):  
Vijayalakshmi S. Bhojaraja ◽  
B. K. Manjunatha Goud ◽  
Joan Kumar ◽  
Anand Srinivasan ◽  
Jeevan K. Shetty
Keyword(s):  
Deep Learning ◽  
Medical Students ◽  
Integrated Curriculum ◽  
Positive Impact ◽  
Learning Experience ◽  
Traditional Curriculum ◽  
Cross Sectional ◽  
Problem Solving Skills ◽  
Team Based Learning ◽  
Teaching Learning

Objectives: Our medical school followed the traditional curriculum earlier, and due to a large amount of content embedded in each discipline, which had less scope for active and deep learning. To overcome this, we adopted an integrated curriculum and introduced a few active teaching/learning (T/L) methodologies, which promote deep learning and problem-solving skills. One such T/L methodology we introduced was team-based learning (TBL). Before implementing this active T/L methodology in the integrated curriculum, we evaluated the effectiveness of TBL in medical students from the traditional curriculum and aimed to determine students’ perceptions. Furthermore, we aimed to explore the perception of TBL in students who underwent integrated curriculum to evaluate the difference in their perception compared to the traditional curriculum. Materials and Methods: This cross-sectional study was conducted in RAK Medical and Health Sciences University on the 1st year medical students from the traditional and integrated curriculum. Institutional ethical committee clearance and informed consent were obtained before starting the study. A pre-validated 5-item survey questionnaire comprising questions related to the content, process, and teamwork was used to obtain perceptions of students’ on TBL. Results: The students positively perceived the teaching-learning experience using TBL and understood the concepts better. Even the students with integrated curriculum had the same positive impact on their learning attitudes. The majority of students in both cohorts agreed that discussion among their teams helped them to learn better. Around two-thirds (66%) of students from the traditional curriculum and one-third (39%) of students from integrated curriculum wanted TBLs as T/L methodology over didactic lectures. Conclusion: TBL helped to learn better and understand the subject and promoted self and peer engagement, which facilitated their learning by clarifying the doubts with peers. Due to this positive TBL experience, most students from both curriculums recommended its use as a T/L method over lecture. Hence, TBL sessions in medical schools can be used as an effective T/L method to facilitate meaningful learning.

scholarly journals Balint style case-based discussion group for medical students in Bassetlaw Hospital

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S342-S342
Author(s):  
Anu Priya ◽  
Hardev Bhogal
Keyword(s):  
Medical Students ◽  
Discussion Group ◽  
Discussion Groups ◽  
Written Feedback ◽  
Patient Relationship ◽  
Doctor Patient Relationship ◽  
Balint Groups ◽  
Balint Group ◽  
Learning Points ◽  
Case Based

AimsTo evaluate feedback from Balint style case based discussion groups and to reflect on learning points.We have three medical students from Sheffield University on six week psychiatry placements at Bassetlaw Hospital and we get eighteen students in a year. In order to further develop their approach towards reflection and their understanding towards the doctor patient relationship we developed the Balint style case based discussion group, and each group of students attend three sessions during their placement.MethodThe groups are held on a weekly basis and consist of the three medical students and 1-2 facilitators. As the group is small one of the facilitators may participate with the students for the Balint process and to help encourage the students. Following completion of the third session of the discussion group we gain written feedback from the students. A total of 17 feedbacks have been reviewed over the period of November 2018 -November 2019.Result16 students stated that this was their first experience at Balint Group and all except one student felt that they were given a good introduction about Balint groups before starting. When asked about the most significant thing that they have learnt in the group, the majority of students marked reflecting feelings to improve relationships with patients, exploring why they feel a certain way with patients and that the doctor patient relationship can affect the consultation.One student stated that they would not recommend it to colleagues as they felt it was relevant more to doctors rather than medical students. Another student recommended having more people in a group.ConclusionOverall, it has been a positive experience with the medical students during the groups and with feedbacks. We have reflected on difficult topics like bereavement, fantasized about the purpose of a patient's delusion and shared the joy of a patient who was discharged after a long stay. While we think we have been able to teach the students some tips on reflection, we ourselves have been able to reflect on certain topics we would not have if not raised by the students. Some medical students have contacted the larger Balint Group in Sheffield for further sessions. Considering our experience, we will continue with the sessions at Bassetlaw Hospital.

scholarly journals Adaptive doctors: preparing tomorrows doctors for practice in the Anthropocene Epoch

2021 ◽  
Author(s):  
Claudia Slimings ◽  
Emily Sisson ◽  
Connor Larson ◽  
Devin Bowles ◽  
Rafat Hussain
Keyword(s):  
Medical Students ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Learning Activities ◽  
Curriculum Mapping ◽  
Learning Approaches ◽  
Future Health ◽  
Work Activity ◽  
Planetary Health ◽  
E Learning

Background: The future health workforce needs to be equipped with the knowledge, skills, and motivation to deliver sustainable healthcare and promote planetary health. The aim of this study was to design, implement and evaluate a new suite of planetary health learning activities piloted by medical students for a range of medical professionals. Methods: The study consisted of three components: curriculum mapping, development of learning activities and evaluation. Curriculum mapping involved searching program learning outcomes using relevant search terms. Two learning activities were co-developed with medical students comprising of an e-learning component and an inquiry-based small group workshop presented to 99 2nd year students. Evaluation consisted of pre- and post-learning knowledge quizzes and a student feedback survey. Results: A total of 30 learning outcomes were identified with the majority located in the first two years of the four-year program. The overall evaluation response rate was 49.5%, and 19% completed the feedback survey. The mean pre- and post-lesson scores, respectively, were 7.09 (SD=1.84) and 9.53 (SD=1.69) out of a possible score of 12, increasing by 2.37 points on average (95% confidence interval [CI] 1.66-3.09). Overall, the new activities were rated as excellent/good by 84.2% of respondents. The e-learning module rated more highly as a meaningful learning experience than the workshop (89% v. 63.2%). The most common criticism was the length of time it took to complete the e-learning. Conclusion: Students already had a good understanding of planetary health facts and the e-learning lesson served to confirm, review and update their knowledge. Students embraced the opportunity to engage in interactive learning through the problem-solving group work activity. There is very little vertical alignment of environmental and climate issues across all four years of the medical program in our institution and a variety of learning approaches should be considered when revising the curriculum.

Can medical students teach? A near-peer-led teaching program for year 1 students

2012 ◽  
Vol 36 (3) ◽  
pp. 192-196 ◽  
Author(s):  
T. A. Jackson ◽  
D. J. R. Evans
Keyword(s):  
Medical Students ◽  
Medical Curriculum ◽  
Learning Experience ◽  
Teaching Style ◽  
General Medical Council ◽  
Student Outcome ◽  
Medical Council ◽  
Teaching Program ◽  
Active Teaching ◽  
Tutorial Program

The General Medical Council states that United Kingdom graduates must function effectively as educators. There is a growing body of evidence showing that medical students can be included as teachers within a medical curriculum. Our aim was to design and implement a near-peer-led teaching program in an undergraduate medical curriculum and assess its acceptability among year 1 students. Students received six tutorials focusing on aspects of cardiac, respiratory, and blood physiology. Tutorials ran alongside standard module teaching. Students were taught in groups of ∼30 students/group, and an active teaching approach was used in sessions where possible. Using anonymous evaluations, student feedback was collected for the program overall and for each tutorial. The program was voluntary and open to all first-year students, and 94 (of 138) medical students from year 1 at Brighton and Sussex Medical School were recruited to the study. The tutorial program was popular among students and was well attended throughout. Individual tutorial and overall program quantitative and qualitative feedback showed that students found the tutorials very useful in consolidating material taught within the module. Students found the small group and active teaching style of the near-peer tutors very useful to facilitating their learning experience. The end-of-module written examination scores suggest that the tutorials may have had a positive effect on student outcome compared with previous student attainment. In conclusion, the present study shows that a near-peer tutorial program can be successfully integrated into a teaching curriculum. The feedback demonstrates that year 1 students are both receptive and find the additional teaching of benefit.

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