“The Electronic Preceptor”—Use of Email to Provide Feedback to Students on Their Suturing Compared to Direct Observation and Direct Feedback in Third-Year Medical Students During Their OB/GYN Clerkship

2017 ◽  
Vol 130 ◽  
pp. 60S
Author(s):  
Jill M. Sutton ◽  
Lisa M. Guyton ◽  
Charles Hodson ◽  
Keith H. Nelson ◽  
Lee A. Learman
Keyword(s):  
Medical Students ◽  
Direct Observation ◽  
Direct Feedback

scholarly journals Does direct observation improve medical students' clerkship experiences?

2005 ◽  
Vol 39 (5) ◽  
pp. 518-518 ◽  
Author(s):  
Anda K Kuo ◽  
David I Irby ◽  
Helen Loeser
Keyword(s):  
Medical Students ◽  
Direct Observation

scholarly journals Electroconvulsive therapy: medical students' attitudes and knowledge

2010 ◽  
Vol 34 (2) ◽  
pp. 54-57 ◽  
Author(s):  
Daniel Kinnair ◽  
Sheila Dawson ◽  
Roshan Perera
Keyword(s):  
Medical Students ◽  
Direct Observation ◽  
Electroconvulsive Therapy ◽  
Clinical Implications ◽  
Attitudinal Change ◽  
Negative Perceptions ◽  
The Subject ◽  
Attitudes And Knowledge ◽  
Students Attitudes

Aims and methodWith increasing numbers of students and falling numbers of individuals receiving electroconvulsive therapy (ECT) it has been difficult to timetable all students to witness ECT, and it has been suggested that this experience may be dispensed with. However, we wondered how the experience of witnessing ECT might enhance students' knowledge and, just as importantly, challenge negative perceptions of ECT. We surveyed students' attitudes and knowledge at the beginning and the end of their 8-week attachment in psychiatry.ResultsThere appears to be a clear benefit in terms of knowledge and positive attitudinal change for students who both witness ECT and receive a lecture on the subject.Clinical implicationsDirect observation of ECT can challenge and affect attitudes in ways a lecture may not. Any changes to the provision of ECT teaching for medical students, including replacing witnessing ECT, needs to be carefully developed and assessed.

Lessons From the Development and Implementation of a Palliative Care Elective for Fourth-Year Medical Students: A Pilot Study

2019 ◽  
Vol 37 (3) ◽  
pp. 191-195 ◽  
Author(s):  
Katelyn D. Stepanyan ◽  
Timothy E. Weiss ◽  
Antonio M. Pessegueiro ◽  
Christopher J. Pietras
Keyword(s):  
Palliative Care ◽  
Medical Students ◽  
Direct Observation ◽  
Learning Experience ◽  
Dying Patients ◽  
Powerful Learning ◽  
Before And After ◽  
Fourth Year Medical Students ◽  
Advance Care ◽  
Future Work

Background: Although palliative care is recognized as an important component of medical school curricula, the content and structure of education in the field is variable and often lacks outpatient exposure. We aimed to develop and implement a palliative care clinical elective for fourth-year medical students incorporating both inpatient and outpatient learning. Methods: Fourteen medical students participated in a palliative care elective which included 2 weeks on an inpatient consult service and 1 week of outpatient clinic and home hospice visits. The elective was evaluated using a focus group and previously validated surveys assessing self-rated competency and attitudes toward caring for palliative care patients. Data were analyzed using paired t tests to compare survey response means before and after the elective. Results: Of the 14 participating students, 7 completed both the pre- and postelective surveys. Significant improvements in self-rated competency were seen in pain and symptom management ( P < .001), communication ( P < .001), and advance care planning ( P < .01). Survey results also showed improvement in attitudes toward caring for dying patients ( P < .001), with lower scores at the end of the elective suggesting reduced emotional distress. Although the outpatient component was hypothesized to be a major benefit of the curriculum, qualitative data revealed the most highly valued component to be direct observation and feedback during inpatient time. Conclusion: Given the highlighted importance of direct observation and feedback as a unique and powerful learning experience, future work should be targeted toward enhancing the quality and timeliness of feedback delivered by the palliative care interdisciplinary team.

scholarly journals Assessment of Knowledge and Implementation Practices of the Ventilator-Acquired Pneumonia Bundle in a Private Hospital

2020 ◽  
Vol 41 (S1) ◽  
pp. s132-s132
Author(s):  
Cordella Formalejo ◽  
Dan Meynard Mantaring ◽  
Cybele L. Abad ◽  
Karl Evans Henson
Keyword(s):  
Direct Observation ◽  
Group Discussion ◽  
Knowledge Score ◽  
Cross Sectional Study ◽  
Formal Training ◽  
Cross Sectional ◽  
Attitudes And Practices ◽  
Implementation Practices ◽  
Direct Feedback ◽  
Vap Bundle

Background: Ventilator-acquired pneumonia (VAP) is estimated to occur in 9%–27% of patients intubated for >48 hours, and despite advances in antibiotic therapy, it remains a significant cause of morbidity and mortality. Several studies have shown that a VAP bundle significantly decreases VAP rates. In 2017, VAP rates in our institution peaked at 7.92 per 1,000 ventilator days despite perceived good adherence to the bundles of care. Methods: We performed a prospective, descriptive cross-sectional study using both quantitative (eg, validated questionnaires) and qualitative methods (eg, small group discussion and direct observation of practices) to assess the knowledge, attitudes and practices of infection control preventionists (ICPs) and intensive care unit (ICU) nurses regarding VAP prevention and the VAP bundle. Results: Of the 89 ICU nurses and 5 ICPs, we included 60 respondents, of whom 56 were ICU nurses, and 4 were ICPs. Median experience for nurses was 6 years (range, 0.67–16) and was 2 years (range, 2–4) for ICPs. Only 1 ICP had formal training on the VAP bundle, and only 1 ICU nurse had a master’s degree in nursing. Only 23 of 56 nurses (41%) reported that they had had formal training regarding the VAP bundle. Mean knowledge score regarding evidence-based VAP guidelines was 5 of 10 points (range, 3–8). Questions regarding mechanical ventilator operations had the lowest scores. Self-reported adherence to the VAP bundle ranged from 38.5% to 100%, with perfect compliance to head of bed elevation and poorest compliance with readiness to extubate and DVT prophylaxis. Overall VAP bundle compliance was 84.6%. Direct observation of nurses validated self-adherence to the VAP bundle and the institution’s compliance rates. Barriers to bundle adherence included lack of formal training, perceived lack of guidelines, inadequate resources, and fear of adverse events. Conclusions: Knowledge regarding specific components of VAP prevention is lacking. Compliance to the VAP bundle can be improved. Regular training, education, and direct feedback to assess the competency of both the medical and nursing staff are needed to improve adherence to the bundle, and ultimately decrease incidence of VAP in the ICU. Despite limitations, this is the first study to determine baseline knowledge, adherence, and implementation practices of key personnel directly involved with implementation of the VAP bundle.Disclosures: NoneFunding: None

An Interprofessional Approach to Targeted Sonography Training Using Computer-Based Simulation in Medical Students’ Clinical Training: A Case Series

2020 ◽  
Vol 36 (2) ◽  
pp. 153-161
Author(s):  
Sundus H. Mohammad ◽  
Kevin D. Evans ◽  
David Bahner ◽  
Carolyn M. Sommerich
Keyword(s):  
Medical Students ◽  
Abdominal Aorta ◽  
Learning Process ◽  
Clinical Training ◽  
Deliberate Practice ◽  
Case Series ◽  
Didactic Instruction ◽  
Instructional Process ◽  
Computer Based ◽  
Direct Feedback

Purpose: Document a feasibility study of an interprofessional approach to targeted sonography training (TST) for medical students, incorporating computer-based simulation (CBS). Procedure: Three participants received TST on the abdominal aorta from credentialed sonographers using CBS. Training included didactic instruction, skill demonstration, debrief, and feedback. An assessment template was developed to assess students’ skills and provide structured feedback. Students completed a feedback survey on the learning process that followed the training. Results: Students’ template scores were similar, despite varying prior exposure to CBS. The importance of deliberate practice, direct feedback when a student is struggling, and a debrief session following skill demonstration was evident in this study. Students agreed that this targeted instructional process provided a low-pressure environment where they could learn from mistakes and improve their confidence. Conclusion: This case series demonstrated how readily a TST session can be accomplished using computer-based simulation and the value of structured feedback.

scholarly journals Examining the educational impact of the mini-CEX: a randomised controlled study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Susanne Skjervold Smeby Martinsen ◽  
Torvald Espeland ◽  
Erik Andreas Rye Berg ◽  
Eivind Samstad ◽  
Børge Lillebo ◽  
...  
Keyword(s):  
Medical Students ◽  
Student Perceptions ◽  
Direct Observation ◽  
Intervention Group ◽  
Clinical Placement ◽  
Controlled Study ◽  
Future Research ◽  
Routine Practice ◽  
Educational Impact ◽  
Written Test

Abstract Background The purpose of this study is to evaluate the mini-Clinical Evaluation Exercise (mini-CEX) as a formative assessment tool among undergraduate medical students, in terms of student perceptions, effects on direct observation and feedback, and educational impact. Methods Cluster randomised study of 38 fifth-year medical students during a 16-week clinical placement. Hospitals were randomised to provide a minimum of 8 mini-CEXs per student (intervention arm) or continue with ad-hoc feedback (control arm). After finishing their clinical placement, students completed an Objective Structured Clinical Examination (OSCE), a written test and a survey. Results All participants in the intervention group completed the pre-planned number of assessments, and 60% found them to be useful during their clinical placement. Overall, there were no statistically significant differences between groups in reported quantity or quality of direct observation and feedback. Observed mean scores were marginally higher on the OSCE and written test in the intervention group, but not statistically significant. Conclusions There is considerable potential in assessing medical students during clinical placements and routine practice, but the educational impact of formative assessments remains mostly unknown. This study contributes with a robust study design, and may serve as a basis for future research.

Sign in / Sign up

Export Citation Format

Share Document