scholarly journals Lessons learned from piloting mHealth informatics practice curriculum into a medical elective

2017 ◽  
Vol 25 (4) ◽  
pp. 380-384 ◽  
Author(s):  
Juanita Fernando ◽  
Jennifer Lindley
Keyword(s):  
Medical Curriculum ◽  
Lessons Learned ◽  
Field Analysis ◽  
Independent Learning ◽  
First Year ◽  
Undergraduate Medical Students ◽  
Group Discussions ◽  
New Concepts ◽  
Force Field Analysis ◽  
Evaluative Research

Abstract Introduction This case study reports the development and delivery of an mHealth elective piloted for first-year undergraduate medical students at Monash University (Australia) and the lessons learned by designers. Results The students were not as adept at using mHealth devices as the literature had predicted. Expert speakers using mHealth for practice perceptibly engaged students. Force-field analysis was a useful basis for devising end-user evaluative research tools for practice. Combining small- and large-group discussions with eLearning discussions promoted student engagement with new concepts and associated jargon. Assessment by mHealth informatics champions supported the students’ independent learning. Lessons learned Promotion of mHealth curriculum must be transparent and clear. Our elective delivery was hampered by a lack of suitable mobile device ownership and limited availability of useful, free apps. Technological jargon required clarification. Educators require particular mHealth informatics and educational expertise to support mHealth pedagogies. This learning helps to prepare medical curriculum designers for addressing evolving mHealth practice horizons.

scholarly journals Knowledge and attitude regarding organ donation and transplantation among undergraduate medical students in North coastal Andhra Pradesh

2018 ◽  
Vol 5 (3) ◽  
pp. 1064 ◽  
Author(s):  
Srinivas Rao Ganta ◽  
Kiran Pamarthi ◽  
Lakshmi Prasad K. K.
Keyword(s):  
Medical Students ◽  
Organ Donation ◽  
Medical Curriculum ◽  
Organ Procurement ◽  
Cross Sectional Study ◽  
Modern Medicine ◽  
First Year ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
The Usa

Background: Organ transplantation is one of the greatest scientific advances and remains one of the most challenging and complex field of modern medicine. In the USA and UK, the organ donation rate is 26 and 14 per million, whereas in India, it is only 0.34 per million population. Healthcare professionals act as the critical link in the organ procurement process because they are the first individuals to establish relationship with the potential donors' family.Methods: An institution based descriptive cross-sectional study was conducted among first year undergraduate medical students during November 2017. Convenient sampling method was used to obtain the sample size. Out of 150 students in first year, 136 students fulfilling the inclusion and exclusion criteria were studied.Results: Out of 136 students who participated in the study, 58 (42.6%) were boys and 78 (57.4%) were girls. All the 136 (100%) students had heard about organ donation, but only 24 (17.6%) of them were aware of organ donation associations. Very few students (5, 3.6%) know about any law related to organ donation in India. Mass media like TV, Internet and Newspapers have played a major role in imparting awareness regarding organ donation among students besides relatives and friends. Majority of the students i.e. 104 (76.4%) were ready to donate their organs if need comes and two third of them accepted that they would allow organ donation from a member of their family after Brainstem death.Conclusions: There is a positive attitude of medical students towards organ donation but there is lack of sufficient knowledge on the topic. Improving their knowledge by including organ donation topic in medical curriculum can help to reduce this gap.

scholarly journals First-year medical undergraduate students opinion about the use of radiology in gross anatomy course

2016 ◽  
Vol 33 (02) ◽  
pp. 055-061 ◽  
Author(s):  
V. Silva ◽  
D. Vilela ◽  
F. Gonçalves ◽  
R. Regacini
Keyword(s):  
Undergraduate Students ◽  
Human Body ◽  
Medical Curriculum ◽  
Knowledge Retention ◽  
Human Anatomy ◽  
Clinical Aspects ◽  
First Year ◽  
Undergraduate Medical Students ◽  
Practice Performance ◽  
Medical Undergraduate

Abstract Introduction: Although the importance of anatomy teaching in the undergraduate medical curriculum is incontestable, the lack of knowledge retention and clinical application are the greatest challenges for anatomy teachers. New teaching methodologies are replacing cadaver' dissection in many schools around the world and the usage of radiologic images can become a valuable resource for student's learning the human body structures. The aim of this article was to analyze the perception of first-year undergraduate medical students in the usage of radiology in gross human anatomy course. Materials and methods: One hundred students answered a 30 questions survey using a 5-point Likert scale about the usage of radiologic images in the human anatomy classes. Results: Most subjects have shown desire and the availability to learn human anatomy using images. After the usage of radiologic images there has been an increase on the subjective aspects of the human body such as admiration and respect, an improvement in the correlation of human anatomy with clinical aspects and in the three dimensional perception of the human body anatomic structures. Conclusions: Most of the research participants evaluated the usage of radiologic images as positive and beneicial for the teaching and learning human anatomy as it increases the interest for anatomy and it can favor learning and clinical practice performance. Results shows that according to students' opinion the usage of radiology can be an excellent complement in human anatomy learning and can induce us to think it can prepare and train more competent doctors in diagnostic imaging.

scholarly journals Multidisciplinary case-based small group discussions to integrate basic medical sciences with clinical situations

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Ilgi Semin ◽  
Dilek Ersil Soysal ◽  
Yasemin Seval-Celik ◽  
Murvet Hayran ◽  
Ayse Banu Demir ◽  
...  
Keyword(s):  
Small Group ◽  
Clinical Medicine ◽  
Medical Curriculum ◽  
Single Case ◽  
First Year ◽  
Medical Sciences ◽  
Group Discussions ◽  
Clinical Scenarios ◽  
Small Group Discussions ◽  
Basic Medical

AbstractObjectivesIntegration of the basic medical sciences with clinical medicine motivates medical students by showing how the fundamental concepts they have learned will come into their future practice. In this context, we created clinical integration sessions (CIS) in our first-year medical curriculum.MethodsThe instructors of different disciplines wrote the clinical scenarios together. The scenarios were discussed in five sessions with 39 first-year students. The first session’s scenario consisted of four brief “anemia” cases. The next four sessions included a single case, according to the feedback of the students. Students formed groups of 7–8 participants. In the first 2 h, the scenarios were discussed in the groups and questions were answered by the students. In the third hour, the instructors answered the questions together with the students. After the first CIS, written feedback obtained from the students via a survey.ResultsThe survey provided positive feedback on the benefits of active learning within small group discussions, and most of the students thought that their background was sufficient to solve the cases, with some literature search.ConclusionThe scenarios, which provide multidisciplinary integration of basic medical sciences and clinical medicine, can be useful educational materials.

scholarly journals Developing Enterprise Skills in Undergraduate Medical Students: A Mixed-methods Evaluation

2015 ◽  
Vol 2 ◽  
pp. JMECD.S31238
Author(s):  
Sharul Dube ◽  
Sarah Underwood ◽  
Deborah Murdoch-Eaton
Keyword(s):  
Medical Students ◽  
Medical Curriculum ◽  
Real Life ◽  
Course Completion ◽  
Course Evaluations ◽  
Independent Learning ◽  
Undergraduate Medical Students ◽  
Mixed Methods Evaluation ◽  
One Year

Introduction Support for the development of enterprise skills in medical education exists from the perspectives of educators, researchers, and healthcare leaders. However, literature is limited evaluating the understanding of medical students about these skills. This study aimed to determine whether medical students valued gaining enterprise skills within the course and those skills that they identified and recognized contributed to enterprise practice in subsequent training. Methodology Quantitative and qualitative evaluations were undertaken for over three years. Students completed end-of-course evaluations ( n = 895) in 2011 and 2012, responding to closed questions utilizing a Likert scale. Subsequent qualitative reflections were collected by interviews one year later with nine students and eight supervisors. Results Immediately after course completion, students gave positive feedback, identifying the development of independent learning, creativity, and reflection, as these enterprise skills were most valued. However, in subsequent reflection one year later, they were unable to transfer the acquired knowledge and identify the examples of enterprise around them in their later experiences and had mixed beliefs about its value in medicine. Conclusion Enterprise skills need to be revisited explicitly throughout the medical curriculum, with authentic real-life examples, to sustain students' understanding about the role of enterprise in medicine.

scholarly journals Non-medical use of methylphenidate among medical students of the University of the Free State

2017 ◽  
Vol 23 ◽  
Author(s):  
Roshini Jain ◽  
Ch Chiech Chang ◽  
Mpho Koto ◽  
Alden Geldenhuys ◽  
Richard Nichol ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical Curriculum ◽  
Cross Sectional Study ◽  
First Year ◽  
Specific Information ◽  
Undergraduate Medical Students ◽  
Questionnaire Response ◽  
Cross Sectional ◽  
Training Programmes ◽  
The University

Background: Faced with demanding training programmes, medical students may be more prone to use methylphenidate for non-medical purposes in order to improve concentration, alertness and academic performance.Aim: The study aimed to investigate the prevalence of the non-medical use of methylphenidate and knowledge of this drug among undergraduate medical students of the University of the Free State.Methods: This was a cross-sectional study. A self-administered, anonymous questionnaire was distributed during lectures to all students in the five year groups of the undergraduate medical programme.Results: Of the 643 undergraduate medical students, 541 completed the questionnaire (response rate: 84.1%). Approximately 11.0% of surveyed students were using methylphenidate at the time of the study, of which the majority (67.9%) used it for academic purposes and 70.6% received it from a medical health professional. Less than a third of users had been diagnosed with Attention-Deficit/Hyperactivity Disorder. Methylphenidate users’ median knowledge was greater than non-users, and methylphenidate knowledge increased from first-year and second-year students to third-year to fifth-year students. Median knowledge scores per year group ranged from 52.0% to 60.0%.Conclusion: Methylphenidate is mainly used for non-medical purposes by medical students. Students generally have a low level of knowledge on methylphenidate. Specific information on methylphenidate should be included in lectures on stress management and study methods during the course of the medical curriculum.

scholarly journals An Experiential Aged Care Module for First-Year Undergraduate Medical Students

2021 ◽  
Vol 11 (10) ◽  
pp. 565
Author(s):  
Deepa Alex ◽  
Yatinesh Kumari ◽  
Amudha Kadirvelu
Keyword(s):  
Medical Students ◽  
Healthy Aging ◽  
Medical Curriculum ◽  
Geriatric Medicine ◽  
Asian Population ◽  
Educational Interventions ◽  
Aged Care ◽  
First Year ◽  
Undergraduate Medical Students ◽  
Medical Undergraduate

A rapid demographic transition to aging populations is imminent over the next decade, especially in Southeast Asian countries. An aging population presents a host of medical challenges, such as multimorbidity; chronic illnesses; and geriatric syndromes, such as frailty, falls, dementia, and incontinence. In order to tackle such issues efficiently, there is an urgent need to train future doctors in geriatric medicine. Aged care is a specialty in medicine that was not traditionally part of the undergraduate medical curriculum. With the changing demographic, aged care content needs to be integrated into the existing curriculum for undergraduate medical students. In this paper, we present an introductory novice level geriatric module that was developed for first-year medical undergraduate students in Monash University, Malaysia. The module consisted of collaborative active learning sessions on healthy aging, interaction with older adults from the community, and a simulated experiential activity. Feedback was collected from students on module completion. The immediate impact of the module was positive from the student responses. The findings from this study will be useful to inform the development and implementation of future educational interventions for aged care, as well as to support the establishment of a vertically integrated aged care curriculum, in order to prepare future doctors to provide healthcare for the ageing Asian population.

PERCEIVED STRESS IN UNDERGRADUATE MEDICAL AND NON-MEDICAL STUDENTS OF ANDAMAN & NICOBAR ISLANDS – A COMPARATIVE STUD

2020 ◽  
Vol 4 (4) ◽  
Author(s):  
Deepa Devadas ◽  
Urmila Sinha ◽  
Sanjay Kumar
Keyword(s):  
Medical Students ◽  
Perceived Stress ◽  
Medical Training ◽  
Medical Curriculum ◽  
Management Strategies ◽  
First Year ◽  
Undergraduate Medical Students ◽  
Chi Square ◽  
Nicobar Islands ◽  
First Year Medical Students

Background: First year of medical training is a challenging period in the life of medical students. Adjusting to a demanding medical curriculum along with sudden transition to a medical college environment makes first year medical students vulnerable to stress. No studies have been reported so far on stress in medical students from the Andaman& Nicobar Islands. Aim: To evaluate the levels of perceived stress and explore its causes in first year medical students of Andaman Islands and compare it with non medical age matched students. Materials & Methods: A comparative study was done on a total of 182 first year students (89 medical and 93 non-medicals) of Andaman & Nicobar Islands. After obtaining informed consent, an anonymous self-administered questionnaire was distributed to the study participants. The questionnaire included their sociodemographic details & Perceived Stress Scale (PSS-10) and stressors. The data was analyzed using SPSS software version 21. Results: The mean PSS score as measured by PSS-10 was 23.9+/- 6.15 SD in medical and 18.82 +/- 5.58 SD in non medical students. Independent sample t test demonstrated higher levels of perceived stress in medical students as compared to non medical students. Chi square test revealed association of higher PSS scores with the medical course of study. The most common stressors described by first year medical students belonged to the academic domain. Conclusion: Higher levels of perceived stress occurs in medical students which highlights need for implementation of appropriate stress management strategies to help students adjust to the demanding curriculum. Keywords: Stress, medical education, undergraduate, medical students, PSS-10

LESSONS LEARNED FROM THE FIRST YEAR OF A GEOPATHS PROJECT: WHAT WORKED, WHAT WILL CHANGE

2018 ◽  
Author(s):  
David A. McConnell ◽  
◽  
Karl W. Wegmann ◽  
Chester Brewer ◽  
Jennifer Wiggen ◽  
...  
Keyword(s):  
Lessons Learned ◽  
First Year

scholarly journals Medical Student Leadership Development through a Business School Partnership Model: A Case Study and Implementation Strategy

2021 ◽  
Vol 8 ◽  
pp. 238212052110104
Author(s):  
Timothy P Daaleman ◽  
Mindy Storrie ◽  
Gary Beck Dallaghan ◽  
Sarah Smithson ◽  
Kurt O Gilliland ◽  
...  
Keyword(s):  
Leadership Development ◽  
Medical Students ◽  
Medical School ◽  
Business School ◽  
Medical Curriculum ◽  
School Curriculum ◽  
Learning Model ◽  
Lessons Learned ◽  
Self Awareness ◽  
Program Outcomes

Background: There is an ongoing call for leadership development in academic health care and medical students desire more training in this area. Although many schools offer combined MD/MBA programs or leadership training in targeted areas, these programs do not often align with medical school leadership competencies and are limited in reaching a large number of students. Methods: The Leadership Initiative (LI) was a program created by a partnership between a School of Medicine (SOM) and Business School with a learning model that emphasized the progression from principles to practice, and the competencies of self-awareness, communication, and collaboration/teamwork. Through offerings across a medical school curriculum, the LI introduced leadership principles and provided an opportunity to apply them in an interactive activity or simulation. We utilized the existing SOM evaluation platform to collect data on program outcomes that included satisfaction, fidelity to the learning model, and impact. Results: From 2017 to 2020, over 70% of first-year medical students participated in LI course offerings while a smaller percentage of fourth-year students engaged in the curriculum. Most students had no prior awareness of LI course material and were equivocal about their ability to apply lessons learned to their medical school experience. Students reported that the LI offerings provided opportunities to practice the skills and competencies of self-awareness, communication, and collaboration/teamwork. Discussion: Adding new activities to an already crowded medical curriculum was the greatest logistical challenge. The LI was successful in introducing leadership principles but faced obstacles in having participants apply and practice these principles. Most students reported that the LI offerings were aligned with the foundational competencies.

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