scholarly journals 1695 Undergraduate Cardiothoracic Surgery: Pumping Up Knowledge and Inspiration with High-Fidelity Simulation

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
J Hirniak ◽  
F Hussein ◽  
G Seyedzenouzi ◽  
S Adil ◽  
M Vaghela ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical Curriculum ◽  
Knowledge Retention ◽  
Cardiothoracic Surgery ◽  
High Fidelity ◽  
Undergraduate Medical Students ◽  
Surgical Equipment ◽  
Sustained Improvement ◽  
Post Test

Abstract Introduction Alongside declining ST3 applications, cardiothoracic surgery (CTS) is underrepresented in the medical curriculum with 90% of medical students reporting no exposure to the specialty in medical school placements. This may result in clinicians having difficulties recognising emergency presentations, with subsequent referrals made inappropriately. Method A simulation course involving teaching around common CTS conditions and procedures was delivered by CTS trainees to undergraduate medical students (n = 50). This involved both theory and high-fidelity simulations of coronary anastomoses using cardiac surgical equipment on porcine hearts and ureters. Delegates were given pre and post-test questionnaires, and another at six-weeks to test knowledge retention. Results were statistically analysed using paired and independent sample t-tests. Results Delegates demonstrated significant improvements in post-test knowledge of 56% (p<0.01), and sustained improvement of 51% (p<0.01) six-weeks later compared to baseline. 64% of delegates reported an increased interest in pursuing CTS as a career; 40% reported improved confidence performing a coronary anastomosis. Conclusions Immediate and long-term knowledge retention of key CTS concepts and ability to assess common CTS pathological scenarios were demonstrated in this study. CTS simulation therefore represents an effective mechanism by which key concepts can be taught to undergraduate medical students, whilst enhancing interest in pursuing CTS as a career. As an educational adjunct, simulation can help bridge the gap between taught theory and applied practice, with the potential to empower future doctors to make more informed referrals and management decisions.

scholarly journals 1697 Undergraduate Otolaryngology: Enhancing Interest and Education with Hands-on Simulation

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
J Hirniak ◽  
A Jain ◽  
M Van ◽  
I Kokotkin ◽  
M Vaghela ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Educational Experiences ◽  
Upper Airway ◽  
Knowledge Retention ◽  
Undergraduate Medical Students ◽  
Sustained Improvement ◽  
Hands On ◽  
Post Test ◽  
Baseline Knowledge

Abstract Introduction With cancelled student placements due to the COVID-19 pandemic, there is a shift towards non-patient-facing methods to deliver medical education. The aim was to design, deliver and evaluate an ENT course for undergraduate medical students. Method A three-part simulation course on common and emergency ENT conditions was delivered by ENT trainees to undergraduate medical students (n = 50). It involved theoretical and hands-on experience with otoscopy on head models; nasoendoscopy and epistaxis management with upper airway head models and nasal packing kits; and management of compromised airways using critical airway models, airway adjuncts, intubation and cricothyroidotomy kits. Delegates were given pre- and post-course questionnaires, with another at six-weeks to test knowledge retention. Results were statistically analysed using paired and independent sample t-tests. Results A statistically significant improvement in post-test knowledge of 55% (p<0.01) was observed. Delegates also demonstrated a sustained improvement of 51% (p<0.01) six-weeks later compared to baseline knowledge. 76% and 80% reported improved confidence managing epistaxis and performing intubation respectively; 46% reported increased interest in pursuing ENT as a potential career. Conclusions This study demonstrated statistically significant and sustained improvements in knowledge about common and emergency ENT concepts. ENT simulation therefore represents an efficacious mechanism for teaching key ENT concepts and improving confidence in undergraduate medical students, whilst improving interest in pursuing ENT as a career. Additionally, simulation is an invaluable educational adjunct that may foster more realistic, impactful, and safer educational experiences for medical students whilst exposure to patients is minimised due to the current pandemic.

scholarly journals NEOGAMES: A Serious Computer Game That Improves Long-Term Knowledge Retention of Neonatal Resuscitation in Undergraduate Medical Students

2021 ◽  
Vol 9 ◽  
Author(s):  
Liyuan Hu ◽  
Lan Zhang ◽  
Rong Yin ◽  
Zhihua Li ◽  
Jianqing Shen ◽  
...  
Keyword(s):  
Medical Students ◽  
Test Scores ◽  
Serious Games ◽  
Neonatal Resuscitation ◽  
Computer Game ◽  
Knowledge Retention ◽  
Control Group ◽  
Undergraduate Medical Students ◽  
Resuscitation Training

Background: Serious games are potential alternatives for supplementing traditional simulation-based education for neonatal resuscitation training. However, evidence regarding the benefits of using serious games to improve long-term knowledge retention of neonatal resuscitation in undergraduate medical students is lacking.Objective: We designed a serious computer game “NEOGAMES” to train undergraduate medical students in neonatal resuscitation in a cost-friendly and accessible way and to examine whether serious game-based training improves long-term knowledge retention in medical students.Methods: “NEOGAMES” consists of a screen with images of an incubator, a baby, visual objects, anatomy, action cards, monitors, real-time feedback, and emotional components. Undergraduate medical students from Shanghai Medical College of Fudan University were invited to participate and were allocated to a game group or a control group. Participants in the game group played the game before the training. All the participants completed three written tests, pre- and post-training knowledge tests and a follow-up test after 6 months.Results: Eighty-one medical students participated in the study. The student demographic characteristics of the groups were comparable, including sex, age, and grade point average (GPA). Significant short-term knowledge improvement was noticed only for male students in the game group based on their 5.2-point higher test scores than those of the controls (p = 0.006). However, long-term knowledge improvement at 6 months was identified for both male and female students in the game group, with test scores 21.8 and 20 points higher, respectively, than those of the controls (P < 0.001). The long-term knowledge retention in the game group was almost 3 times higher than that in the control group.Conclusions: Long-term knowledge retention was nearly 3 times higher for the game group than for the control group. The improvement in knowledge supports the use of serious games for undergraduate medical education.

Long-Term Knowledge Retention after Peer-Assisted Abdominal Ultrasound Teaching: Is PAL a Successful Model for Achieving Knowledge Retention?

2019 ◽  
Vol 41 (01) ◽  
pp. 36-43 ◽  
Author(s):  
Nasenien Nourkami-Tutdibi ◽  
Erol Tutdibi ◽  
Susanne Schmidt ◽  
Michael Zemlin ◽  
Hashim Abdul-Khaliq ◽  
...  
Keyword(s):  
Medical Students ◽  
Abdominal Ultrasound ◽  
Knowledge Retention ◽  
Knowledge Gain ◽  
Mean Values ◽  
Successful Model ◽  
Post Test ◽  
One Year ◽  
Retention Of Knowledge

Abstract Background Diagnostic ultrasound has a crucial importance in clinical settings, especially in intensive care medicine where bedside ultrasound has become indispensable. Medical students as well as residents therefore have a strong interest in learning this useful skill. Since staff resources are limited, more and more universities are using student tutors in a peer-assisted learning concept (PAL) to teach medical students early in their training. To date, there is very sparse data about knowledge retention after peer-assisted teaching. The aim of this study was to evaluate whether PAL is a suitable method for teaching complex skills like abdominal ultrasound and to evaluate whether students do achieve adequate long-term knowledge retention after peer-assisted teaching. Method A total of 40 volunteer 3rd to 5th year students were randomly assigned to a basic abdominal ultrasound course in small training groups of 5 persons each. Participants were evaluated using a pre-post-test design by a validated objective structured clinical examination (OSCE) before and immediately after the course. To measure the retention of knowledge, 15 former participants were randomly selected to repeat the OSCE assessment after one year. Results All groups showed a significant improvement in practical skills and knowledge gain after the training with mean values of 13.1 for pre-test compared to 83.5 (maximum 100 points) for post-test (p < 0.001). The overall score achieved after one year was 78.7 and did not significantly differ from the post-test result. Conclusion PAL is effective for teaching abdominal ultrasound. Students were able to accomplish a satisfactory level of ultrasound skills. We further demonstrated that PAL can assure long-term knowledge retention.

scholarly journals Usability testing of an e-learning resource designed to improve medical students’ physical activity prescription skills: a qualitative think-aloud study

BMJ Open ◽  
2021 ◽  
Vol 11 (7) ◽  
pp. e042983
Author(s):  
Helen Carter-Roberts ◽  
Richard Antbring ◽  
Manuela Angioi ◽  
Gemma Pugh
Keyword(s):  
Physical Activity ◽  
Medical Students ◽  
Medical Curriculum ◽  
Think Aloud ◽  
Undergraduate Medical Students ◽  
Learning Resource ◽  
Physical Activity Counselling ◽  
Exercise Medicine ◽  
Activity Promotion ◽  
E Learning

ObjectiveAn e-learning resource (MEdic GAming, MEGA) was developed based on the contents of the Faculty of Sports and Exercise Medicine exercise prescription booklet. This study aimed to (i) explore medical students’ perspectives of physical activity promotion and e-learning and (ii) investigate medical students’ response to the design, content and usability of the MEGA e-learning resource.DesignQualitative think-aloud interview study.SettingA London medical school.Participants19 undergraduate medical students were interviewed using the think-aloud method while using the e-learning resource concurrently.ResultsIn general, medical students felt current education on physical activity is inadequate and held a strong desire for more teaching on exercise medicine. Students believed the MEGA e-learning resource addressed a gap in their knowledge on physical activity but noted e-learning should not replace face-to-face teaching and suggested physical activity education would be best delivered through a blended learning approach. Students felt such an approach would allow better opportunity to practice physical activity counselling skills with patients while on clinical placement. Students’ motivation to engage with the MEGA e-learning resource was positively impacted by aesthetically appealing design and interactive gamification elements such as self-assessment quizzes and visual progress tracking.ConclusionMedical students value the role of physical activity in health but are disappointed by the lack of teaching within the current medical curriculum. E-learning resources, such as MEGA, which contain interactive features are a viable means to integrate physical activity into the undergraduate curriculum but should be supplemented by the opportunity to practice physical activity counselling in-person.

scholarly journals Creative Legal Study among Undergraduate Medical Students: Sharing Technique from Mae Fah Luang University

2021 ◽  
Author(s):  
Arnon Jumlongkul
Keyword(s):  
Medical Students ◽  
Medical Curriculum ◽  
Medical Profession ◽  
Competency Assessment ◽  
Undergraduate Medical Students ◽  
End Of Life Decisions ◽  
Legal Study ◽  
Novel Approach ◽  
Medical Professions ◽  
Health Laws

In Thailand, the topic of medical ethics and laws related to medical professions has been one part of the national competency assessment criteria. The objective of this article was to design legal issues into the medical curriculum and to share experiences of creative legal study. Legal contents were inserted into 10 subjects and taught for year 1 to year 6 medical students. Students were divided into multi-groups or received individual tasks and then, shared their knowledge and idea for solving legal problems. The results showed they could interpret and create novel ideas for legal and ethical reconstruction, including the topic of the principle of laws, criminal laws, civil and commercial laws, public health laws, organ donation/transplantation, end of life decisions, and legal liability for the medical profession. Finally, the creative legal study can be used as a novel approach to support creativity among medical students.

scholarly journals Prevalence of somatic symptoms amongst undergraduate medical students of Marathwada region of Maharashtra, India

2020 ◽  
Vol 7 (12) ◽  
pp. 5106
Author(s):  
Shaikh Arshiya Kaiser Husain ◽  
Anwaya R. Magare ◽  
Purushottam A. Giri ◽  
Vijaykumar S. Jadhav
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Curriculum ◽  
High Stress ◽  
Well Being ◽  
Undergraduate Medical Students ◽  
Future Health ◽  
Cross Sectional ◽  
Significant Difference ◽  
Negative Effect

Background: The aim of medical education is to produce competent, physically and mentally strong health professionals, as they are going to be the pillars of the future health care system. Stress is one of the most common and process-oriented obstacles in medical education. It often exerts a negative effect on the academic performance, physical health, and psychological well-being of the students. Dealing with overloaded medical curriculum, competing with peers, being away from home and meeting high expectations imposed by parents and society to excel is among the common stressful transitions at this stage.Methods: A cross-sectional descriptive study was carried out amongst 352 undergraduate medical students of a private medical college in a rural area of Maharashtra during April to October 2019. The structured questionnaire was used to record the data. Collected data was used to assess the severity of mental health issues among medical students.Results: Majority 194 (55.11%) students were in the age of 18 to 20 years followed by 141 (40.06%) were in 21 to 23 years. There were 196 (55.68%) girl students and 156 (44.32%) boys. According to the various categories, 80 (22.73%) of the students had low stress scores, followed by 76 (21.59%) in minimal. A highly significant difference in stress scores was seen between boys and girls, which was more in boys.Conclusions: Study concluded that undergraduate medical students perceive minimal to very high stress presented as various systems that vary with the year of study and gender wise too. There is a further need to look into the various causes of stress.

scholarly journals Effect of epidemiology batch posting in improving attitude towards research among medical students

2020 ◽  
Vol 7 (3) ◽  
pp. 1158
Author(s):  
Aparnavi P. ◽  
Venkatesh U. ◽  
Priyanka S. ◽  
Shalini S.
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Medical Curriculum ◽  
Statistical Significance ◽  
Sampling Technique ◽  
Rank Test ◽  
New Delhi ◽  
Undergraduate Medical Students ◽  
Indian Medical ◽  
Wilcoxon Sign Rank

Background: Epidemiology batch posting (EBP) is conducted only in a few Indian medical colleges for undergraduate students to orient them with research methodologies. EBP is designed to overcome the lacuna in knowledge on attitude towards scientific research amongst medical students. The objective of the study was to study the effect of EBP in improving attitude towards research among medical students.Methods: A pre-post study was conducted on a batch of 40 students (consecutive sampling technique) posted for EBP in Department of Community Medicine, at VMMC and Safdarjung Hospital, New Delhi during October-November 2017. This was well above the required sample size of 16 calculated using G Power 3.1. Data was collected using R-ATR (revised attitude towards research) Data was found to be non-parametric by applying tests of normality. Hence Wilcoxon sign rank test was used to find the statistical significance in change of attitude between pre and post-tests.Results: Participants mean age was 20.50±1.58 yrs and 75% of them were males. The median attitude towards research usefulness increased from 5.25 to 6.75 following EBP. In the domain of positive predisposition towards research, there was an overall positive change in attitude from a median of 4.00 to 5.25. A negative change was shown in ‘research anxiety’ domain, from a median score of 5.00 to 3.00.Conclusions: Authors recommend that Indian medical curriculum should mandate a small group learning model such as EBP for all undergraduate medical students to bring about a positive attitude towards research and to reduce their anxiety levels.

Clinical Education and the Computer: A Proposed Model for Computer-Aided Learning in the Medical Curriculum

1997 ◽  
Vol 5 (1) ◽  
pp. 19-22 ◽  
Author(s):  
Tim J. Lambert ◽  
Kenneth C. Kirkby ◽  
John C. Dunn
Keyword(s):  
Medical Students ◽  
Teaching Strategies ◽  
Clinical Education ◽  
Interactive Multimedia ◽  
Medical Curriculum ◽  
Undergraduate Medical Students ◽  
Proposed Model ◽  
Computer Aided ◽  
Computer Aided Learning

The aim of this paper is to examine the proposition that computer-aided learning (CAL), which utilises interactive multimedia-based teaching strategies, positively enhances the acquisition of selected clinical recognition skills by undergraduate medical students.

scholarly journals Peer mentoring experience on becoming a good doctor: student perspectives

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Mohd Syameer Firdaus Mohd Shafiaai ◽  
Amudha Kadirvelu ◽  
Narendra Pamidi
Keyword(s):  
Medical Students ◽  
Time Management ◽  
Peer Mentoring ◽  
Mentoring Program ◽  
Peer Leaders ◽  
Undergraduate Medical Students ◽  
Good Doctor ◽  
Good Opportunity ◽  
Constructive Feedback ◽  
Post Test

Abstract Background PASS is a peer-led structured academic mentoring program designed to provide academic assistance for new students in their transition from college to university studies and also for students struggling in certain units. This study aims to establish acquired skills by peer leaders associated with peer-led mentoring via the PASS program, and to explore the role played by these acquired skills in their journey to become a successful doctor. Methods Study participants were forty selected second-year undergraduate medical students at Monash University Malaysia with commendable examination results. Validated pre-test and post-test questionnaires were administered to explore changes in the level of communication, leadership, professional, and pedagogical skills before and after participation in peer mentoring program. Qualitative analysis of focused group interviews was performed by an independent investigator to identify how the skills developed as a peer mentor may help with becoming a good doctor. Major themes were identified with the thematic-analysis approach. Results Thirty-eight students completed the pre-test and post-test questionnaires. Peer leaders reported improvement in oral and written skills for teaching; increased confidence to give constructive feedback; better stress management; efficient time management; improved interpersonal skills; and enhanced problem-solving and critical thinking capabilities. Eight major themes were identified from the interview and peer leaders reported positive experience of working in diverse environments and shouldering of responsibilities. Conclusions Peer-led mentoring provides a good opportunity for medical students to shoulder responsibilities as a leader and offers an experience of managing a team of their peers and juniors which in turn may enhance their communication, interpersonal, and leadership skills.

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