Implementing a Nurse-Shadowing Program for First-Year Medical Students to Improve Interprofessional Collaborations on Health Care Teams

Objective: To describe the expectations of oral health care services of first-year medical students at Hanoi Medical University.Subject and method: A cross-sectional descriptive study was applied with data collection by using online interview. Information of expectations about the elements of oral health care services wasrecorded and analysis according to the Likert scale. The study was carried out on 574 subjects. Results: Study participants had high expectations in the cleanliness of medical facilities, accountingfor 74.56%. Influencing factors of expectations in treatment procedures and treatments were informed about side effects, risks of treatment; were examined on time (mean expected score was 3.9; 3.87, respectively). Study participants have high expectations for all items in communication factors (mean score was above 3.92) and treatment outcomes (mean expected scores are over 3.89). The items with low expectations were the need to give a test/X-ray order, convenient and reassuring medical facility location (mean expected score of 3.45; 3.49 and 3.57 respectively).Conclusion: Most of the study subjects had high expectations about the elements of health care services. In which, the highest expectation belongs to the items of communication between doctor -patient and treatment results.

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Humanism in the narratives of first-year medical students

10.21203/rs.2.24827/v2 ◽

2020 ◽

Author(s):

Luciana Tavares ◽

Sylvia Enns ◽

José Ricardo Ayres ◽

Patricia Tempski

Keyword(s):

Health Care ◽

Medical Students ◽

Role Models ◽

Medical Profession ◽

Good Health ◽

First Year ◽

Clear Understanding ◽

Medical Program ◽

First Year Medical Students ◽

The Relationship

Abstract Background: The importance of the humanistic dimension in the medical profession and how socialization during medical programs can promote humanism or have dehumanizing effects are largely discussed in the medical education literature. Reflection exercises can facilitate student engagement in humanistic attitudes.Method: We performed a qualitative study using the narratives of first-year medical students. The data were analyzed through content analysis. The narratives were used as a strategy to stimulate students' reflection and to understand their perspectives and values at the beginning of the medical program. We asked to them tell us about their role models, professional ideals and previous dehumanizing experiences, in contrast to their experiences of good health care.Results: The study included 167 participants: 67 females (40.1%) and 100 males (59.9%). The participants' average age was 20 years. The analysis of the narratives showed three emergent categories: sociopolitical and economic aspects of medicine, medical humanities and experiences of humanism and dehumanization in health care. In their narratives, the students expressed the desire to become doctors, the desire to help people and improve their lives, and the intention to emulate good role models and contribute to the development of the Brazilian healthcare system. The students indicated that a way to promote humanism in healthcare was to cultivate an integral vision of the human being that includes perceiving his or her context, personal history and complexity. The students emphasized the importance of "going beyond the technical dimension" in the relationship between physician and patient. Some students recognized the transdisciplinary aspects of medicine.Conclusions: The students in their first year of the medical program have a clear understanding of humanism in medical practice, regardless of their social and economic conditions, age, gender, and religion. The students' narratives expressed their expectations for a more humane and fair society characterized by respect, solidarity, and compassion. The use of narratives is a strategy to help students develop critical thinking and to help us get to know our students better: who they are, what they think, and how they feel.

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Doctor-patient interaction in Finnish primary health care as perceived by first year medical students

BMC Medical Education ◽

10.1186/1472-6920-5-34 ◽

2005 ◽

Vol 5 (1) ◽

Cited By ~ 13

Author(s):

Juhani Miettola ◽

Pekka Mäntyselkä ◽

Tuula Vaskilampi

Keyword(s):

Health Care ◽

Primary Health Care ◽

Medical Students ◽

First Year ◽

Patient Interaction ◽

Primary Health ◽

First Year Medical Students

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Impact of a Discussion Series on Race on Medical Student Perceptions of Bias in Health Care

PRiMER ◽

10.22454/primer.2019.142917 ◽

2019 ◽

Vol 3 ◽

Author(s):

H. Reeve Bright ◽

Keith Nokes

Keyword(s):

Health Care ◽

Medical Students ◽

Medical School ◽

Racial Bias ◽

Response Rate ◽

Comfort Level ◽

First Year ◽

Race And Racism ◽

First Year Medical Students ◽

The Impact

Background and Objectives: Racial bias in health care is increasingly recognized as a factor in health inequities, yet there is limited research regarding medical school education around race and racism and its impact on medical students. The purpose of this study was to understand attitudes of medical students on race and racism in health care and to study the impact of participation in a voluntary structured program on race and racism. Methods: First-year medical students had the opportunity to participate in a series of discussions (10 hours total) on race and racism. A 10-question survey addressing comfort, knowledge, and the adequacy of education on race and racism was sent to all first-year medical students (n=61/180, response rate 34%), and was administered to series participants (n=23/25, response rate 92%) in a pre/post format. Results: Participant and nonparticipant attitudes were similar at baseline, with the exception that participants were less likely to feel that the medical school curriculum provided adequate education on race and racism, and reported higher levels of knowledge around these issues. Following the discussion series, participants showed significant changes regarding knowledge and awareness, as well as comfort level discussing race and racism. Conclusions: Participants were more likely than nonparticipants to think that the curriculum should include more discussion on race and racism. Postparticipation analysis demonstrated significant increases in comfort level, knowledge, and awareness in discussion of race and racism.

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The Impact of a Health Care Delivery-Based Colorectal Cancer Screening Educational Session on the Perceptions and Knowledge Base of First Year Medical Students

The American Journal of Gastroenterology ◽

10.14309/00000434-201810001-00279 ◽

2018 ◽

Vol 113 (Supplement) ◽

pp. S156-S157

Author(s):

Roselande Marcellon ◽

William Calawerts ◽

Joseph Roberts ◽

Elena Insley ◽

Christopher Mayer ◽

...

Keyword(s):

Colorectal Cancer ◽

Health Care ◽

Cancer Screening ◽

Medical Students ◽

Health Care Delivery ◽

Care Delivery ◽

First Year ◽

Educational Session ◽

First Year Medical Students ◽

The Impact

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Student-Led Adaptation of Improvement Science Learning During the COVID-19 Pandemic

PRiMER ◽

10.22454/primer.2020.536861 ◽

2020 ◽

Vol 4 ◽

Author(s):

Sherry Liang ◽

Linh Nhat Taylor ◽

Reem Hasan

Keyword(s):

Health Care ◽

Quality Improvement ◽

Medical Students ◽

Learning By Doing ◽

Project Work ◽

Systems Science ◽

First Year ◽

Patient Needs ◽

Improvement Science ◽

First Year Medical Students

Introduction: In response to the COVID-19 pandemic and the restriction of students participating in face-to-face instruction, two medical students rapidly adapted a preclinical curriculum that virtually teaches improvement science and equips learners with the knowledge to address patient needs. Methods: Eight first-year medical students participating in a longitudinal patient navigation and health systems science program completed 15 interactive video sessions. After learning about the Model for Improvement and various quality improvement tools, students worked in teams of four to conduct several plan-do-study-act cycles. Postsession surveys captured student satisfaction, session feedback, and reflections about conducting improvement work. Two medical students then applied conventional content analysis to identify themes to describe the data. Results: Student projects focused on addressing patients’ health care and social resource needs through telephone and electronic interactions. Five themes were identified in the survey results: (1) learning by doing in the dynamic nature of improvement work; (2) enjoyment of virtual team-based learning; (3) project relevance to COVID-19; (4) utility of quality improvement tools; and (5) continuous curriculum improvement with student feedback. Conclusions: In this student-led endeavor, we implemented a virtual improvement curriculum where first-year medical students apply improvement science knowledge to patient needs during the COVID-19 pandemic. Results demonstrate the feasibility of teaching improvement in a virtual setting where learning is action-based with project work being relevant to health care priorities. Our work provides a framework for others to continue teaching this integral component of medical education.

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