scholarly journals Medical Student Perceptions of the Learning Environment at the End of the First Year

2016 ◽  
Vol 91 (9) ◽  
pp. 1257-1262 ◽  
Author(s):  
Susan E. Skochelak ◽  
R. Brent Stansfield ◽  
Lisette Dunham ◽  
Michael Dekhtyar ◽  
Larry D. Gruppen ◽  
...  
Keyword(s):  
Medical Student ◽  
Learning Environment ◽  
Student Perceptions ◽  
First Year

scholarly journals Medical Student Perceptions of the Learning Environment

2016 ◽  
Vol 91 (9) ◽  
pp. 1263-1269 ◽  
Author(s):  
Sunny D. Smith ◽  
Lisette Dunham ◽  
Michael Dekhtyar ◽  
An Dinh ◽  
Paul N. Lanken ◽  
...  
Keyword(s):  
Medical Student ◽  
Learning Environment ◽  
Student Perceptions

Underlying mechanisms of mistreatment in the surgical learning environment: A thematic analysis of medical student perceptions

2018 ◽  
Vol 215 (2) ◽  
pp. 227-232 ◽  
Author(s):  
Elena Brandford ◽  
Brittany Hasty ◽  
Janine S. Bruce ◽  
Sylvia Bereknyei Merrell ◽  
Edward S. Shipper ◽  
...  
Keyword(s):  
Medical Student ◽  
Learning Environment ◽  
Student Perceptions ◽  
Thematic Analysis ◽  
Underlying Mechanisms ◽  
Surgical Learning

Medical Student Perceptions of the Learning Environment in Medical School Change as Students Transition to Clinical Training in Undergraduate Medical School

2017 ◽  
Vol 29 (4) ◽  
pp. 383-391 ◽  
Author(s):  
Lisette Dunham ◽  
Michael Dekhtyar ◽  
Gregory Gruener ◽  
Eileen CichoskiKelly ◽  
Jennifer Deitz ◽  
...  
Keyword(s):  
Medical Student ◽  
Learning Environment ◽  
Medical School ◽  
Student Perceptions ◽  
Clinical Training ◽  
School Change

scholarly journals American Medical Student Perceptions of the Online Learning Environment, their Quality of Life, and the School of Medicine’s Response During COVID-19 Pandemic

2020 ◽  
Author(s):  
Eric W. Villanueva ◽  
Hannah Meissner ◽  
Ryan W. Walters
Keyword(s):  
Quality Of Life ◽  
Online Learning ◽  
Medical Student ◽  
Medical Students ◽  
Learning Environment ◽  
American Medical ◽  
Student Perceptions ◽  
Medical Schools ◽  
Online Learning Environment

Abstract Purpose: Responding to the COVID-19 pandemic, American medical schools made swift changes to clinical education based on guidelines provided by the Association of American Medical Colleges. We collected medical student perceptions of the online learning environment, quality of life (QoL), and the pandemic response by their School of Medicine (SoM). The purpose of this study was to provide suggestions to inform medical schools’ response during the continuation of this pandemic and the next.Methods: Between April 29, 2020 and May 16, 2020, the authors distributed a 60-item questionnaire that assessed demographics, learning environment, QoL, and the SoM response. Likert-type items were analyzed on an item-by-item basis, whereas themes were identified for open-ended questions.Results: A total of 330 medical students (of 632; 52.2%) responded. Those who responded had positive perceptions of the online learning environment with moderate QoL disruptions to concentration and sleep. Although most students perceived being able to contribute meaningfully to the healthcare setting, they viewed themselves as underutilized. Three themes encapsulated both positive and negative perceptions of the SoM’s response—communication, learning environment, and empathy and support.Conclusion: These findings provide insight into medical student perceptions of their learning environment and QoL as they acclimated to changes resulting from the COVID-19 pandemic. Results can help inform a SoM’s response during the continuation of the COVID-19 pandemic as well as during future pandemics or crises. Follow‐up surveys of medical students at multiple institutions across the United States and abroad will be essential to better characterize student perceptions.

scholarly journals Filling in the Blanks: Senior Medical Student Supporting the Transition of Incoming First-Year UK Medical Students During COVID-19

2021 ◽  
Vol 31 (5) ◽  
pp. 1587-1590
Author(s):  
Ellen Lois Nelson-Rowe
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Head Start ◽  
Learning Environment ◽  
Peer Support ◽  
Virtual Learning Environment ◽  
First Year ◽  
Student Knowledge ◽  
Senior Medical Student ◽  
New Concepts

AbstractThere is a lack of resources available to support transition into the first year of UK medical schools. Due to COVID-19 and the possibility that students have lost learning, it is argued that there is a demand for free, accessible curated materials. These can reinforce confidence in expected core topics, mitigate differences in student knowledge and provide a head start in new concepts prior to entry — particularly important in the transition to a virtual learning environment. During lockdowns, this may lessen the effect of lost learning and can be assembled by medical students pitching appropriate content and encouraging near-peer support.

scholarly journals The flipped classroom: a novel approach to physical examination skills for osteopathic medical students

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Sahar Amin Bhai ◽  
Brian Poustinchian
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Student Performance ◽  
Student Perceptions ◽  
Flipped Classroom ◽  
Faculty Members ◽  
First Year ◽  
Novel Approach ◽  
Faculty Survey ◽  
Practical Exam

Abstract Context Medical students are faced with the challenge of synthesizing large volumes of information quickly. With the increasing accessibility of technology, a “flipped classroom” allows students to learn foundational material independently. Class time is instead devoted to in-depth skill building with instructors, promoting an active learning environment. This method of content delivery is also relevant given the current COVID-19 pandemic. Objectives To comprehensively evaluate the benefit of adopting a flipped classroom approach in teaching physical exam skills (PES) to first-year osteopathic medical students. Methods A cohort study was conducted comparing first-year osteopathic students in the class of 2022 (n=201), who had taken the PES course traditionally, with the class of 2023 (n=203), who experienced the flipped classroom approach. Objective metrics such as cumulative grades, objective structural clinical examination performance (OSCE), and practical exam performance were compared using nonparametric Mann–Whitney U rank sum tests. Subjective measures such as student course evaluations were used to analyze course perceptions using independent sample t-tests assuming unequal variances. A faculty survey was administered to faculty who taught both cohorts to assess instructor attitudes toward the flipped classroom approach. Due to the COVID-19 pandemic, Spring 2020 quarter data was not included, given the transition of all classes to an online learning environment. Results The flipped classroom approach significantly improved objective student performance for the Fall (p=0.009) and Winter (p<0.001) student cumulative grades and the History-Taking OSCE (p=0.010). Performance on Fall and Winter practical exam scores had no significant association with the flipped classroom. General student perceptions of the course remained unchanged between both cohorts. Faculty survey results from 10 faculty members showed that six (60%) faculty members preferred the traditional classroom, while four (40%) preferred the flipped classroom. Conclusions The flipped classroom approach showed some statistically significant improvement in student PES. Further studies are needed to evaluate the benefits of a flipped classroom approach using skills-based assessments styles to measure student performance, with a focus on standardization of in-classroom groupwork.

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