scholarly journals P083 A rheumatology carousel: three-year results from an open-access teaching workshop designed for core rheumatology assessments for undergraduate medical students

Rheumatology ◽  
2021 ◽  
Vol 60 (Supplement_1) ◽  
Author(s):  
Pritesh Mistry ◽  
James Bateman ◽  
Helen Foss ◽  
Muhamad Jasim
Keyword(s):  
Medical Students ◽  
Open Access ◽  
Clinical Teaching ◽  
Lesson Plan ◽  
Clinical History ◽  
Teaching Staff ◽  
Free Text ◽  
Undergraduate Medical Students ◽  
Core Conditions

Abstract Background/Aims  Medical students need to gain patient contact to develop their skills in history taking and examinations. In year three, undergraduate students typically rotate across various hospitals and specialties and are expected to have dedicated rheumatology exposure for history and examination competencies. Rheumatology as an out-patient specialty can limit opportunities for medical students to have broad exposure to rheumatological conditions. Methods  In January 2018, we designed an annual rheumatology half-day teaching workshop (‘Rheumatology Carousel’) using a combination of lecture-based teaching and small group based guided clinical history and examination stations, aimed at third-year medical students from the University of Birmingham. This covered key presentations in rheumatology: axial spondyloarthropathy, rheumatoid arthritis, systemic sclerosis (connective tissue disease), osteoarthritis, and vasculitis. Each station required a Clinical Teaching Fellow or Rheumatology ST trainee, overseen by one consultant facilitator. We designed patient proforma’s incorporating consent, demographics, key clinical history, therapy, and examination findings. We produced a written patient guide, and consultants invited appropriate patients to volunteer for the day. We designed a one-hour lecture-based tutorial. A lesson plan and schedule were created outlining faculty requirements; including time, roles, and faculty numbers. We invited five to six patients to each session, with a plan of four to five focussed examinations. We designed the carousel to accommodate up to 40 students, split into two groups running over a day. Focussed examinations involved students in groups of four, with each student being a lead examiner in at least one station, each station lasting 20 minutes. Best practice examination techniques for each condition were assessed and emphasised. Following a debrief, we collected feedback from students, faculty, and patients (online and written feedback), using Likert scores for teaching content, and quality of the session delivery. Results  The carousel ran in February 2018, 19, and 20. The sessions were positively evaluated by students, faculty, and patients. In total, 93 students attended, 89/93 completed feedback. Satisfaction scores (mean; SD; range) were high (1-strongly disagree, 5-strongly agree) for content (4.8; 0.49, range 3-5) and quality of delivery (4.7; 0.54; 3-5). All patients who participated volunteered to return for future teaching sessions, with several patients attending all three years. Free text feedback indicated students valued structured exposure to core conditions and called for more sessions of this nature. Conclusion  This sustainable reproducible intervention ensures students have structured exposure to important rheumatological conditions. The methodology allows reproducible sessions that are positively evaluated despite rotating clinical teaching staff. We have made all our teaching materials, logistical plan, and scheduling tools available as open access resources under a Creative Commons license for free re-use and adaptation by any healthcare professional, via a web link. We plan to record an electronic version to distribute post the COVID-19 pandemic. Disclosure  P. Mistry: None. J. Bateman: None. H. Foss: None. M. Jasim: None.

Quantifying empathy levels among UK undergraduate medical students: an online survey

2020 ◽  
Vol 70 (suppl 1) ◽  
pp. bjgp20X711293
Author(s):  
Sarah Garnett ◽  
Hajira Dambha-Miller ◽  
Beth Stuart
Keyword(s):  
Medical Students ◽  
Health Outcomes ◽  
Medical School ◽  
Curriculum Design ◽  
Online Survey ◽  
Mental Wellbeing ◽  
Reactivity Index ◽  
Free Text ◽  
Undergraduate Medical Students ◽  
Cross Sectional

BackgroundEmpathy is a key health care concept and refers to care that incorporates understanding of patient perspective’s, shared decision making, and consideration of the broader context in which illness is experience. Evidence suggests experiences of doctor empathy correlate with improved health outcomes and patient satisfaction. It has also been linked to job satisfaction, and mental wellbeing for doctors. To date, there is a paucity of evidence on empathy levels among medical students. This is critical to understand given that it is a key point at which perceptions and practices of empathy in the longer term might be formed.AimTo quantify the level of empathy among UK undergraduate medical studentsMethodAn anonymised cross-sectional online survey was distributed to medical students across three universities. The previously validated Davis’s Interpersonal Reactivity Index was used to quantify empathy. The survey also collected information on age, sex, ethnicity, year of medical school training and included a free-text box for ‘any other comments’.ResultsData analysis is currently underway with high response rates. Mean empathy scores by age, sex, year of study and ethnic group are presented. A correlation analysis will examine associations between age and year of study, and mean empathy sores.ConclusionThese data will help to provide a better understanding of empathy levels to inform the provision of future empathy training and medical school curriculum design. Given previous evidence linking experiences of empathy to better health outcomes, the findings may also be significant to future patient care

scholarly journals Quality of sleep and burnout among undergraduate medical students at the university of Nairobi, Kenya

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S279-S279
Author(s):  
Linda Nyamute ◽  
Muthoni Mathai ◽  
Anne Mbwayo
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Sleep Quality ◽  
Poor Sleep ◽  
Quality Of Sleep ◽  
Undergraduate Medical Students ◽  
Poor Sleep Quality ◽  
Significant Positive Association ◽  
The University

AimsThe main objective was to determine whether quality of sleep is associated with burnout among undergraduate medical students at the University of Nairobi.The null hypothesis in our study population was; 'There is no significant association between poor sleep quality and burnout'.BackgroundIn a pressure prevailing environment, medical students find themselves in a vicious cycle of cutting down on sleep in attempts to cope and adjust to increasing workloads. Students with poor sleep quality have been found to perform worse in their board exam and have strained social engagements. Ultimately, this chronic sleep deprivation may lead to burnout which may cause diminished sense of accomplishment and impaired professional conduct, that may be carried on to the career as a physician. High levels of burnout have been associated with suicides.MethodThe sample size obtained was 384 and participants were selected by a mixed sampling method. Data collection was through self-administered questionnaires. Scales used for this study were the Pittsburg Sleep Quality Index(PSQI) and the Oldenburg Burnout Inventory(OLBI).Ethical considerations were adhered to and approval obtained from the Kenyatta National Hospital-University of Nairobi(KNH-UON) Ethics Board. Data entry and analysis was by SPSS v23. Data from 336 questionnaires were deemed fit for analysis.ResultWith a response rate of 87.5%, the prevalence of poor sleep quality and burnout were 69.9% and 74.7% respectively. There was a significant positive association between poor sleep quality and female gender, clinical years of study, living with family, poorly perceived socio-economic state and poor subjective academic performance. In addition, being female, younger, pre-clinical years, living independently off-campus and poor subjective academic performance were significantly associated with higher levels of burnout.Burnout had a significant correlation with poor sleep quality. Daytime functioning, a component of sleep quality had the highest correlation with components of burnout, disengagement and exhaustion. Overall, 57% of the respondents had both poor sleep quality &burnout, while only 12% were good sleepers with no burnout. Furthermore, having poor sleep increased the risk of having burnout by 2.8times. It is crucial that students adopt better sleeping habits to reduce the risk of burnout.ConclusionWith the high prevalence of poor sleep quality and burnout, peer-support groups and peer-led mentorship programs are recommended within this population to help deal with expectations, challenges and difficulties encountered within the course of medical education, in addition to preparing for the early future careers.

scholarly journals An electronic documentation system improves the quality of admission notes: a randomized trial

2016 ◽  
Vol 24 (1) ◽  
pp. 123-129 ◽  
Author(s):  
Trevor Jamieson ◽  
Jonathan Ailon ◽  
Vince Chien ◽  
Ophyr Mourad
Keyword(s):  
Clinical Teaching ◽  
Free Text ◽  
Clinical Documentation ◽  
Electronic Documentation ◽  
Documentation System ◽  
General Internal ◽  
History Of ◽  
Text Content ◽  
The Impact

Objective: There are concerns that structured electronic documentation systems can limit expressivity and encourage long and unreadable notes. We assessed the impact of an electronic clinical documentation system on the quality of admission notes for patients admitted to a general medical unit. Methods: This was a prospective randomized crossover study comparing handwritten paper notes to electronic notes on different patients by the same author, generated using a semistructured electronic admission documentation system over a 2-month period in 2014. The setting was a 4-team, 80-bed general internal medicine clinical teaching unit at a large urban academic hospital. The quality of clinical documentation was assessed using the QNOTE instrument (best possible score = 100), and word counts were assessed for free-text sections of notes. Results: Twenty-one electronic-paper note pairs (42 notes) written by 21 authors were randomly drawn from a pool of 303 eligible notes. Overall note quality was significantly higher in electronic vs paper notes (mean 90 vs 69, P < .0001). The quality of free-text subsections (History of Present Illness and Impression and Plan) was significantly higher in the electronic vs paper notes (mean 93 vs 78, P < .0001; and 89 vs 77, P = .001, respectively). The History of Present Illness subsection was significantly longer in electronic vs paper notes (mean 172.4 vs 92.4 words, P = .0001). Conclusions: An electronic admission documentation system improved both the quality of free-text content and the overall quality of admission notes. Authors wrote more in the free-text sections of electronic documents as compared to paper versions.

scholarly journals EXPECTATIONS AND PERCEPTIONS OF UNDERGRADUATE MEDICAL STUDENTS IN OPERATION THEATRE: HOW CAN WE IMPROVE THIS LEARNING EXPERIENCE?

1969 ◽  
Vol 2 (2) ◽  
pp. 172-177
Author(s):  
Manzoor Ali ◽  
Muhammad Hussain ◽  
Samiullah ◽  
Shahkar Ali Khan
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Care Pathway ◽  
Learning Experience ◽  
Cross Sectional Study ◽  
Teaching Staff ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Operation Theatre ◽  
Faculty Expectations

Objective: Most of the experience of students in theatre depends upon the interaction between student andsurgeon, also as a result of the opportunity in taking part in the procedures. Theatre-based learning has littleinherent benefit otherwise. We wished to identify other factors happening in the operation theatre,contributing to this opportunity.Design: This was a cross-sectional study. A questionnaire was designed, which included forced-choice andopen questions. This was given to the undergraduate students of 4th and 5th year MBBS of Saidu MedicalCollege, Swat, who had just finished their surgical attachment.Analysis: Responses from the closed questions were presented as percentages and those from openquestions were identified as themes and the relationship among these further explored.Results: A total of 96 students returned the completed questionnaire. Overall rating was given by 98%, outof which, 39% very good, 7% excellent, 30% good and 22% poor. Thirty five percent felt welcomed inoperation theatre, and 45% students received instructions beforehand. Only 52% students knew beforehand,what operation they are going to see that day. Operation theatre etiquettes were taught to 38% and 40% ofstudents were unclear about the learning objective of attending operation theatre. Unfriendliness of theatrestaff was reported by 48%. 31% stated that they should improve their communication skills and another 44%said that they should leam, how to explain things to undergraduate medical students. The experience wasstressful for 12% and another 39% experienced poor visibility. Student's expectations of learning weremainly focused on acquiring knowledge. Their learning experience varied widely. Students did not feeladequately prepared for getting the most out of this learning opportunityConclusion: The student experience may be distorted by unrealistic expectations of theatre-based learning.Clear and realistic learning objectives, familiarizing the students with the environment, explaining staffroles, involving students in patient's care pathway, faculty expectations being clearly communicated to theclinical teaching staff and most important, the approachability and welcoming behavior of the operationtheatre staff are likely to improve this learning experience.

scholarly journals An evaluation of pattern of adverse drug reactions reporting by undergraduate medical students in a tertiary care hospital

2019 ◽  
Vol 8 (4) ◽  
pp. 685
Author(s):  
Zorawar Singh Bali ◽  
Mohammad Younis Bhat ◽  
Samina Farhat ◽  
Urfan Nabi
Keyword(s):  
Medical Students ◽  
Adverse Drug Reactions ◽  
Undergraduate Students ◽  
Clinical Teaching ◽  
Tertiary Care ◽  
Care Hospital ◽  
Drug Reactions ◽  
Undergraduate Medical Students ◽  
Mortality And Morbidity ◽  
Response Percentage

Background: Adverse drug reactions (ADRs) are an important cause of mortality and morbidity worldwide and reporting ADRs voluntarily is fundamental to medical drug safety surveillance but gross underreporting of ADRs is a cause for a concern. Being key health care professional, physicians, pharmacists and nurses have immense responsibility in reporting of ADRs. Therefore, the sensitization and involvement of undergraduate medical students can reduce underreporting. This study is aimed at evaluating knowledge, attitude and reporting of quality of ADRs by undergraduate medical students.Methods: The study was conducted after sensitizing the second professional year undergraduate students about Pharmacovigilance as part of their internal assessment and asked them to submit reports of ADR observed during their clinical posting.Results: A total of 82 ADR’s were reported after sensitization with majority of them i.e. 30 related to skin and appendages disorder followed by gastrointestinal tract with antibiotics i.e. 28 and analgesics being most common probable/possible culprits.Conclusions: The response percentage of reporting ADRs was 54.66%. Medical students being future healthcare professionals should be exposed to ADR reporting during their clinical teaching posting as a part of sensitization and make them actively involved in reporting to improve detection rate and make Pharmacovigilance a success.

scholarly journals Toward an Anti-Racist Curriculum: Incorporating Art into Medical Education to Improve Empathy and Structural Competency

2020 ◽  
Vol 7 ◽  
pp. 238212052096524
Author(s):  
Bria Adimora Godley ◽  
Diana Dayal ◽  
Elizabeth Manekin ◽  
Sue E Estroff
Keyword(s):  
Health Care ◽  
Medical Students ◽  
The United States ◽  
Course Evaluation ◽  
Racial Minorities ◽  
Free Text ◽  
Important Thing ◽  
Structural Competency ◽  
Racial Issues

Background: There is an urgent need for medical school curricula that address the effects of structural influences, particularly racism, on health, healthcare access, and the quality of care for people of color. Underrepresented racial minorities in the United States receive worse health care relative to their White counterparts. Structural competency, a framework for recognizing and understanding social influences on health, provides a means for understanding the structural violence that results from and perpetuates racism in classroom and clinical education. Some medical schools have incorporated art into their curricula to increase empathy generally, yet few programs use art to address racial disparities in medicine specifically. Objective: “Can We Talk About Race?” (CWTAR) aims to increase medical students’ empathy for racial minorities and increase the ease and ability of students to address racial issues. CWTAR also provides a unique context for ongoing conversations about racism and structural inequality within the health care system. Methods: Sixty-four first-year medical students were randomly selected to participate in CWTAR. The on-campus Ackland Art Museum staff and trained student facilitators lead small group discussions on selected artworks. A course evaluation was sent to all participants consisting of 4 questions: (1) Likert scale rating the quality of the program, (2) the most important thing learned from the program, (3) any differences between discussion at this program versus other conversations around race, and (4) suggestions for changes to the program. Free text responses were content coded and analyzed to reveal common themes. Results: Out of 64 students, 63 (98%) responded to at least one course evaluation question. The majority (89%) of participants rated the program quality as either “Very Good” or “Excellent.” Of the 37 students who responded to the free text question regarding the most important thing they learned from the program, 16 (44%) responses revealed students felt that they were exposed to perspectives that differed from their own, and 19% of respondents reported actively viewing a subject through another’s perspective. Of the 33 students who responded to the free text question regarding any differences between discussion at this program versus other conversations around race, 48% noted an increased comfort level discussing race during the program. A common theme in responses to the question regarding suggested changes to the program was a more explicit connection to medicine in the discussion around race. Conclusions: Student responses to CWTAR suggest that the program is effective in engaging students in discussions of racial issues. More investigation is needed to determine whether this methodology increases empathy among medical students for racial minorities specifically.

Aspect-based sentiment analysis of reviews in the domain of higher education

2020 ◽  
Vol 38 (1) ◽  
pp. 44-64
Author(s):  
Nikola Nikolić ◽  
Olivera Grljević ◽  
Aleksandar Kovačević
Keyword(s):  
Higher Education ◽  
Sentiment Analysis ◽  
Language Processing ◽  
Higher Education Institutions ◽  
Educational Institution ◽  
Teaching Staff ◽  
Free Text ◽  
Content Type ◽  
F Measure

Purpose Student recruitment and retention are important issues for all higher education institutions. Constant monitoring of student satisfaction levels is therefore crucial. Traditionally, students voice their opinions through official surveys organized by the universities. In addition to that, nowadays, social media and review websites such as “Rate my professors” are rich sources of opinions that should not be ignored. Automated mining of students’ opinions can be realized via aspect-based sentiment analysis (ABSA). ABSA s is a sub-discipline of natural language processing (NLP) that focusses on the identification of sentiments (negative, neutral, positive) and aspects (sentiment targets) in a sentence. The purpose of this paper is to introduce a system for ABSA of free text reviews expressed in student opinion surveys in the Serbian language. Sentiment analysis was carried out at the finest level of text granularity – the level of sentence segment (phrase and clause). Design/methodology/approach The presented system relies on NLP techniques, machine learning models, rules and dictionaries. The corpora collected and annotated for system development and evaluation comprise students’ reviews of teaching staff at the Faculty of Technical Sciences, University of Novi Sad, Serbia, and a corpus of publicly available reviews from the Serbian equivalent of the “Rate my professors” website. Findings The research results indicate that positive sentiment can successfully be identified with the F-measure of 0.83, while negative sentiment can be detected with the F-measure of 0.94. While the F-measure for the aspect’s range is between 0.49 and 0.89, depending on their frequency in the corpus. Furthermore, the authors have concluded that the quality of ABSA depends on the source of the reviews (official students’ surveys vs review websites). Practical implications The system for ABSA presented in this paper could improve the quality of service provided by the Serbian higher education institutions through a more effective search and summary of students’ opinions. For example, a particular educational institution could very easily find out which aspects of their service the students are not satisfied with and to which aspects of their service more attention should be directed. Originality/value To the best of the authors’ knowledge, this is the first study of ABSA carried out at the level of sentence segment for the Serbian language. The methodology and findings presented in this paper provide a much-needed bases for further work on sentiment analysis for the Serbian language that is well under-resourced and under-researched in this area.

Obstetrics and Gynaecology as a Career Choice among Medical Students in North Central Nigeria

2018 ◽  
Vol 1 (3) ◽  
pp. 207-210
Author(s):  
M T Maanongun ◽  
A A Ornguze ◽  
S K Hembah-Hilekaan ◽  
A O Ojabo
Keyword(s):  
Medical Students ◽  
Health Care Professionals ◽  
Career Choices ◽  
State University ◽  
Undergraduate Medical Students ◽  
Career Interest ◽  
North Central ◽  
Obstetrics And Gynaecology ◽  
Self Administered Questionnaire

The availability of various health care professionals including obstetricians and gynaecologist is dependent on career interest of present undergraduate medical students. We sought to identify obstetrics and gynaecology and other career choices among medical students in Makurdi, Nigeria and what affect these choices. Clinical students in the College of Medicine, Benue State University, Makurdi Nigeria completed a pre-validated, self-administered questionnaire on nature and reasons of career choices, the assessment and suggestions on ways of improving the training of students in obstetrics and gynaecology. A total of 185 clinical students were eligible and 182(98.4%) participated in the study. The average age of the students was 27.0 ±3.2 years with a range of 21-40 years. There were 143(78.6%) males and 39(21.4 females). Overall, the most preferred specialty amongst the students was surgery 51(28.0%), followed by internal medicine 29(15.9%) with obstetrics and gynaecology and paediatrics having 20(11.0%) each. The commonest factors influencing their choices were natural interest and personal convenience. Others included possibility of getting a job, financial gains and personal aptitude. One hundred and fifty eight (86.8%) reported that obstetrics and gynaecology was important and interesting, others felt that it was important but either uninteresting or boring. Most students suggested that there should be improvement in the quality of teaching 71 (39%), more bedside teaching 55(30.2%) and practical sessions 48(26.4%). Conclusion: Obstetrics and gynaecology was the 3rd most popular career among students. The commonest factors for choosing obstetrics and gynaecology included natural interest and personal convenience. Though most students considered obstetrics and gynaecology as interesting, a good number felt the teaching and practical sessions need improvement.

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