scholarly journals Comparing European guidelines for medical student education focusing on emergency preparedness

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
S Holm ◽  
A Ghazal Asswad ◽  
N Fundano ◽  
H Khan ◽  
A Petráková
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Emergency Preparedness ◽  
Emergency Situation ◽  
Medical Student Education ◽  
Advantages And Disadvantages ◽  
Student Education ◽  
European Guidelines

Abstract A review of a variety of European guidelines for the assessment of medical students and their education, progression and preparedness for practise post-medical school. The various approaches were compared and contrasted with the advantages and disadvantages of each being evaluated. Their approaches towards emergency situation preparedness, or lack thereof, were also assessed.

scholarly journals Video in situ simulation for medical student education during the COVID-19 pandemic

2021 ◽  
Author(s):  
Monika Bilic ◽  
Alim Nagji ◽  
Erich Hanel
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Small Groups ◽  
Medical Student Education ◽  
Simple Design ◽  
In Situ Simulation ◽  
Student Education

Implication statement The COVID-19 pandemic has limited in-person experiences for medical students, especially in situations involving aerosol-generating procedures. We designed a video in situ simulation to orient students to critical steps in COVID-19 intubation algorithms. Small groups of students were paired virtually with facilitators (faculty and residents) and watched a video of an in situ simulation of emergency staff performing a protected intubation, with discussion points appearing on screen at discrete times. The simple design drives engagement, discussion and allows for scheduling flexibility with no risk to the learners. It can be adapted to several different scenarios or levels of training.

scholarly journals The Status of Medical Student Education in Pregnancy Options Counseling: a Review

2021 ◽  
Author(s):  
Lauren E. Farmer ◽  
Camille A. Clare
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Medical Student Education ◽  
Undergraduate Medical Students ◽  
Student Education ◽  
Gynecology And Obstetrics ◽  
The Status ◽  
Barriers To Teaching

Abstract Background The Association of Professors of Gynecology and Obstetrics (APGO) has acknowledged the importance of pregnancy options counseling by listing it as a “shows how” skill for all undergraduate medical students. Unfortunately, there is no standard curriculum utilized to teach medical students pregnancy options counseling or to assess skill sustainability over time. Objectives To review and summarize the literature on pregnancy options counseling in undergraduate medical education. Methods We performed a structured literature review searching Google Scholar, PubMed, and EMBASE for articles between 2000 and February 2020. Inclusion criteria were English language studies of M. D. and D.O. programs in North America with a discussion of pregnancy options counseling as it relates to medical student education. Results There is a small but growing body of literature on pregnancy options counseling in medical student education. The common themes across the 17 papers reviewed include the status of pregnancy options counseling in undergraduate medical education, barriers to teaching options counseling, the timing of education, utilization of the options counseling Objective Structured Clinical Examination (OSCE), learner challenges, and novel strategies for implementing education in options counseling and subsequent learning outcomes. Conclusions There is no standardized pregnancy options counseling curriculum in undergraduate medical education (UME). The landscape in which this important skill is being taught is one of random, insufficient, and uncoordinated curricular interventions. This is the only review on this subject, making it a unique summary on pregnancy options counseling in UME.

scholarly journals Bioinformatics for medical students: a 5-year experience using OMIM® in medical student education

2018 ◽  
Vol 21 (2) ◽  
pp. 493-497 ◽  
Author(s):  
Jasmine Lee-Barber ◽  
Violet Kulo ◽  
Harold Lehmann ◽  
Ada Hamosh ◽  
Joann Bodurtha
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical Student Education ◽  
Student Education

scholarly journals Impact of Scribes on Medical Student Education:

2018 ◽  
Vol 50 (4) ◽  
pp. 283-286 ◽  
Author(s):  
Julia Hafer ◽  
Xibin Wu ◽  
Steven Lin
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Learning Experience ◽  
Comparative Method ◽  
Medical Student Education ◽  
Teaching Quality ◽  
Theory Approach ◽  
Medicine Clerkship ◽  
Student Education ◽  
The Impact

Background and Objectives: Medical scribes are an increasingly popular strategy for reducing clerical burden, but little is known about their effect on medical student education. We aimed to evaluate the impact of scribes on medical students’ self-reported learning experience. Methods: We conducted a mixed-methods pilot study. Participants were medical students (third and fourth years) on a family medicine clerkship who worked with an attending physician who practiced with a scribe. Students did not work directly with scribes. Scribes charted for attending physicians during encounters that did not involve a student. Outcomes were three 7-point Likert scale questions about teaching quality and an open-ended written reflection. Qualitative data was analyzed using a constant comparative method and grounded theory approach. Results: A total of 16 medical students returned at least one questionnaire, yielding 28 completed surveys. Students reported high satisfaction with their learning experience and time spent face-to-face with their attending, and found scribes nondisruptive to their learning. Major themes of the open-ended reflections included more time for teaching and feedback, physicians who were less stressed and more attentive, appreciation for a culture of teamwork, and scribes serving as an electronic health records (EHR) resource. Conclusions: To our knowledge, this is the first study evaluating the effect of scribes on medical student education from the students’ perspective. Our findings suggest that scribes may allow for greater teaching focus, contribute to a teamwork culture, and serve as an EHR resource. Scribes appear to benefit medical students’ learning experience. Larger and more rigorous studies are needed.

scholarly journals Assessing the Impact of the COVID-19 Pandemic on Medical Student Education

2021 ◽  
Author(s):  
Grace Castelli ◽  
Dinah Diab ◽  
Alicia Scimeca ◽  
Chintan Mehta ◽  
Nicolette Payne ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Student Perceptions ◽  
Online Survey ◽  
Clinical Care ◽  
Medical Student Education ◽  
Student Education ◽  
Professional Transitions ◽  
The Impact

Abstract Background: The full impact of the COVID-19 global pandemic has yet to be seen, yet medical education has already been critically disrupted. As U.S. hospitals were forced to aggressively limit non-essential care to preserve personal protective equipment and minimize COVID-19 exposure, in-person education and hands-on training was nearly eliminated for students. The objective of this study was to immediately and comprehensively investigate the impact of the COVID-19 pandemic on medical student education. Medical students in the U.S. were invited to complete an online survey about the impacts of the COVID-19 pandemic on their medical education experience. Students provided basic demographic information and answered questions about the impact of COVID-19 on their training/education, finances, and mental health. Results: Medical students reported nearly 18 fewer hours of patient care per week, an immediate switch to virtual learning (74%) along with grading changes (62%), and widespread cancellation of national exams. Additionally, 55% of fourth year students graduated early to provide direct clinical care. Students across years felt that changes from the pandemic would negatively affect their residency applications and that upcoming rotations would be impacted (p<0.001). Students reported that the pandemic had negatively affected their finances, increased their anxiety/stress, increased their feelings of burnout, and negatively impacted their work-life balance (p<0.001). Conclusion: Medical education has been critically impacted by COVID-19. Student perceptions and evaluation of experiences to date should be considered as educators prepare to ready students for academic and professional transitions in the context of continued COVID-19 disruptions and distanced learning.

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