scholarly journals P116 SURGE: Survey of Undergraduate Respondents on Global surgery Education

BJS Open ◽  
2021 ◽  
Vol 5 (Supplement_1) ◽  
Author(s):  
◽  
Michal Kawka
Keyword(s):  
Medical Students ◽  
Medical Training ◽  
Global Surgery ◽  
Faculty Members ◽  
Online Questionnaire ◽  
Middle Income ◽  
Middle Income Countries ◽  
Surgery Education ◽  
New Generation ◽  
Media Data

Abstract Introduction It is estimated that over 10% of the global burden of disease can be treated with surgery, most of which is located in low and middle-income countries (LMICs), underpinning the importance of the topic of global surgery (GS). The multidisciplinary principles of GS are increasingly recognised as being key to modern practice and as such, must be fostered at early stages of medical training. However, it is unclear whether medical students are being exposed to GS. This study aimed to assess the importance of GS and its presence in medical curricula. Methods A novel, 22-item online questionnaire was developed and disseminated to medical students and faculty members using social media. Data collection was conducted by a collaboration of medical students, who acted as regional leads at their institutions. Results 795 medical students and 141 faculty members representing 38/42 of UK medical schools (90.4%) completed the questionnaire. Only 84 students (10.6%) were previously exposed to GS. Most students (66.3%) and faculty (60.6%) agreed that GS should be an integral part of the curriculum. Only 20 students (2.5%) were or familiar with what a career in GS means. Conclusion Approximately 2/3 of students and faculty agree that global surgery should be an integral part of the mandatory curriculum. Findings of this study should underpin further incorporation of GS into curricula, as high-income countries can decisively contribute to achieving the global surgery 2030 targets, by training a new generation of clinicians who are ready for the challenges of the 21st century.

scholarly journals Effective Strategies for Global Health Training Programs A Systematic Review of Training Outcomes in Low and Middle Income Countries

2016 ◽  
Vol 8 (11) ◽  
pp. 278 ◽  
Author(s):  
Aprill Z. Dawson ◽  
Rebekah J. Walker ◽  
Jennifer A. Campbell ◽  
Leonard E. Egede
Keyword(s):  
Medical Training ◽  
Skills Training ◽  
High Income ◽  
Training Methods ◽  
Middle Income ◽  
Training Outcomes ◽  
Effective Strategies ◽  
Middle Income Countries ◽  
Low Middle Income Countries ◽  
Low And Middle Income

<p><strong>INTRODUCTION: </strong>Low and middle-income countries face a continued burden of chronic illness and non-communicable diseases while continuing to show very low health worker utilization. With limited numbers of medical schools and a workforce shortage the poor health outcomes seen in many low and middle income countries are compounded by a lack of within country medical training.</p><p><strong>METHODS: </strong>Using a systematic approach, this paper reviews the existing literature on training outcomes in low and middle-income countries in order to identify effective strategies for implementation in the developing world. This review examined training provided by high-income countries to low- and middle-income countries.</p><p><strong>RESULTS: </strong>Based on article eligibility, 24 articles were found to meet criteria. Training methods found include workshops, e-learning modules, hands-on skills training, group discussion, video sessions, and role-plays. Of the studies with statistically significant results training times varied from one day to three years. Studies using both face-to-face and video found statistically significant results.</p><p><strong>DISCUSSION:</strong> Based on the results of this review, health professionals from high-income countries should be encouraged to travel to low- middle-income countries to assist with providing training to health providers in those countries.</p>

The Effectiveness of Social Media Use as a Supplement Media of Clinical Skills Lab Learning for Undergraduate Medical Students in Low- and Middle-Income Countries during COVID-19 (Preprint)

2021 ◽  
Author(s):  
Zahira Noor Fathiyya ◽  
Muhammad Reza Utama ◽  
Yelvi Levani ◽  
Yuli Wahyu Rahmawati
Keyword(s):  
Systematic Review ◽  
Social Media ◽  
Medical Education ◽  
Medical Students ◽  
Clinical Skills ◽  
Learning Method ◽  
Undergraduate Medical Students ◽  
Middle Income ◽  
Middle Income Countries ◽  
Skills Lab

BACKGROUND Before COVID-19, it was recommended that medical education be conducted using the blended learning method in order to achieve an effective learning experience. However, it seems that distance learning is currently the best alternative to the previous learning method. Clinical skills lab activities, which are one of the learning methods in medical education, must adapt because they cannot be administered in-person. Social media has been proven giving a potential to supplement formal medical education for undergraduate student. OBJECTIVE This systematic review aims to examine the effectiveness of media social use as a supplement for clinical skills lab learning on undergraduate medical students in low- and middle-income countries (LMIC) during the COVID-19 pandemic. METHODS We designed a protocol for creating a systematic review on the effectiveness of social media as a supplement media in clinical skills lab learning for undergraduate medical students in LMIC during COVID-19. We will be extracting information from appropriate sources online obtained from journal websites’ databases guided by the PRISMA-S checklist in accordance with the research problem. The included sources include randomized controlled trials, systematic review, and meta-analysis published between 2020-2021. RESULTS This manuscript is still a protocol and has not been implemented. CONCLUSIONS In this systematic review, we will discuss the effectiveness of social media as a clinical skills lab learning for undergraduate medical students in LMIC during the COVID-19 pandemic.

Psychiatry as a specialization: influential factors and gender differences among medical students in a low- to middle-income country

2019 ◽  
Vol 37 (2) ◽  
pp. 111-117 ◽  
Author(s):  
V. I. O. Agyapong ◽  
R. Owusu-Antwi ◽  
A. Ritchie ◽  
G. Agyapong-Opoku ◽  
H. Khinda ◽  
...  
Keyword(s):  
Gender Differences ◽  
Medical Students ◽  
Medical Training ◽  
Influential Factors ◽  
Career Interest ◽  
Cross Sectional ◽  
Middle Income ◽  
Training Institutions ◽  
And Gender ◽  
Policies And Programs

AbstractObjectivesTo assess the perception of Ghanaian medical students about factors influencing their career interest in psychiatry and to explore gender differences in these perceptions.MethodsThis is a cross-sectional quantitative survey of 5th and 6th year medical students in four public medical schools in Ghana. Data were analyzed with descriptive and inferential statistics using SPSS version 20.ResultsResponses were obtained from 545 medical students (response rate of 52%). Significantly, more male medical students expressed that stigma is an important consideration for them to choose or not to choose a career in psychiatry compared to their female counterparts (42.7% v. 29.7%, respectively). Over two-thirds of the medical students perceived that psychiatrists were at risk of being attacked by their patients, with just a little over a third expressing that risk was an important consideration for them to choose a career in psychiatry. There were no gender differences regarding perceptions about risk. Around 3 to 4 out of 10 medical students will consider careers in psychiatry if offered various incentives with no gender differences in responses provided.ConclusionOur study presents important and novel findings in the Ghanaian context, which can assist health policy planners and medical training institutions in Ghana to formulate policies and programs that will increase the number of psychiatry residents and thereby increase the psychiatrist-to-patient ratio in Ghana.

scholarly journals German-speaking medical students on international electives: an analysis of popular elective destinations and disciplines

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Maximilian Andreas Storz ◽  
Ann-Kathrin Lederer ◽  
Eric Pieter Heymann
Keyword(s):  
Medical Students ◽  
Learning Experience ◽  
Analytical Data ◽  
Medical Schools ◽  
The United States ◽  
Middle Income ◽  
Middle Income Countries ◽  
Online Databases ◽  
German Speaking ◽  
Framework Development

Abstract Background International medical electives are a well-established part of the curriculum of many western medical schools. It is widely accepted that these electives contribute to improved clinical examination and communication skills. Overseas electives also exert a strong influence over future career decisions and often pave the way for later international work. Whilst the positive outcomes are known, little information exists regarding elective preferences and destinations overall, information that could help optimise a safe learning experience and maximise the potential for one of the highlights of medical education. In order to obtain analytical data that could assist medical elective framework development, we systematically reviewed the two largest German online databases cataloguing abroad elective testimonies. Results We identified 856 overseas elective reports uploaded within the last five years. European destinations were the most sought-after choice among German-speaking medical students. Interest in abroad electives in the United States (U.S.), a traditionally popular destination, was much lower than expected. U.S. elective reports accounted for only 3 % of long-term electives. Electives in low- and middle-income countries were generally less popular than electives in high-income countries. General surgery was the most popular elective discipline, followed by Emergency Medicine and Gynaecology and Obstetrics. Conclusions We observed a large inhomogeneity in German-speaking medical students’ elective choices, potentially influenced by financial and organizational aspects as well as geopolitical developments. This highlights a crucial challenge for medical schools and other organizations involved in elective planning. In light of regional differences, our data suggest that a “one size fits all” preparation is not pertinent to optimize students’ elective experience. Country- or region-specific pre-departure trainings and more individualized elective frameworks might be necessary to address these differences and to ensure a safe learning experience for students.

scholarly journals Commentary and Opinions: The Utilization of Social Media by Medical Residency Programs During COVID-19 Pandemic and Beyond

2022 ◽  
Vol 10 (2) ◽  
pp. 13
Author(s):  
Leilynaz Malekafzali ◽  
Chaocheng Liu
Keyword(s):  
Social Media ◽  
Medical Students ◽  
Residency Program ◽  
Medical Training ◽  
Faculty Members ◽  
Medical Residency ◽  
Educational Materials ◽  
Residency Programs ◽  
Future Studies ◽  
Social Media Platforms

As a result of COVID-19 pandemic, medical training has been greatly impacted globally. In Canada, out-of-province visiting clinical electives were cancelled. In addition, the Canadian Resident Matching Service (CaRMS) interviews were transitioned to being virtual since 2020. As residency programs are exploring new ways to overcome the challenges of elective cancellation, there has been a surge of residency program social media accounts on Instagram, Twitter, and Facebook. Social media serves as a platform for residency programs to promote themselves in addition to posting interactive educational materials. Moreover, social media residency accounts provide a platform for medical students to learn about the programs and network virtually with fellow applicants, residents, program directors, and faculty members. Overall, social media is becoming a popular and valuable tool for residency programs to connect with the applicants during COVID-19 pandemic and beyond. Among the different social media platforms, Instagram seems to be more appealing to both residency programs and the graduating medical students. We report our observations regarding selected Canadian residency program Instagram accounts. To maximize the success of using social media, it is important for the residency programs to consider the attitudes of applicants towards the residency social media accounts. Future studies are needed to assess the effectiveness of the Canadian residency program social media accounts for the final year students applying for these programs.

Parents as Teachers of Family-Centered Care in Pediatrics: Parents and Residents in Session

2014 ◽  
Vol 4 (1) ◽  
pp. 44-51
Author(s):  
Christine Low ◽  
Joel Forman ◽  
Rachel Annunziato ◽  
Melissa Rubes ◽  
Taleen Bolbolian ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical Training ◽  
Knowledge Score ◽  
Faculty Members ◽  
Family Centered Care ◽  
Medical Trainees ◽  
Centered Care ◽  
Structured Intervention ◽  
Attitudes And Knowledge ◽  
Family Centered

Objectives: Despite recommendations for practicing patient and family centered care (PFCC), there is no consensus about the best way to teach this approach, nor data about timing in medical training to introduce this concept. This study evaluated the feasibility of training with family faculty to improve medical trainees’ attitudes and knowledge regarding PFCC, and compared the effects of the same intervention on two levels of trainees. Methods: Participants completed a manual-driven training that included parents (“family faculty”) who described their perspective during their child’s hospital stay. Outcomes were evaluated in two domains: medical trainees’ attitudes and knowledge about PFCC. Results: Thirty pediatric residents and fifty-three medical students participated in training with seven and six family faculty members respectively. Mean scores on an Attitudes measure given to residents showed significant improvement after the session from 22.71 (SD=2.41) to 25.84 (SD=3.02), t = -6.92, p < .01. Knowledge scores also significantly improved from a mean of 1.86 (SD=1.01) to 3.14 (SD=0.93), t = -6.28, p < .01. For medical students, mean scores on the Attitudes measure significantly improved after the session from 20.26 (SD=3.77) to 22.15 (SD=4.74), t = -3.95, p < .01. There was no change in Knowledge score, 2.13 (SD=0.82) to 2.27 (SD=0.91), t = 1.55, p = 0.13. Conclusions: To our knowledge this is the first study that examined the timing of a structured intervention to improve PFCC. The concept of PFCC is taught effectively during the residency stage of medical training.

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