Rural Ethics Ward Rounds: Enhancing medical students' ethical awareness in rural medicine

2013 ◽  
Vol 21 (2) ◽  
pp. 128-129 ◽  
Author(s):  
Lisa Watts ◽  
Lisa Parker ◽  
Helen Scicluna
Keyword(s):  
Medical Students ◽  
Rural Medicine ◽  
Ethical Awareness ◽  
Ward Rounds

Using SurveyMonkey® to teach safe social media strategies to medical students in their clinical years

2015 ◽  
Vol 11 (2) ◽  
pp. 117-124 ◽  
Author(s):  
Katrina A. Bramstedt ◽  
Ben Ierna ◽  
Victoria Woodcroft-Brown
Keyword(s):  
Social Media ◽  
Medical Students ◽  
Media Ethics ◽  
Ethical Awareness ◽  
Media Technology ◽  
Undergraduate Medical Students ◽  
Clinical Rotations ◽  
Medical Apps ◽  
Practice Of Medicine ◽  
Medical Photography

Social media is a valuable tool in the practice of medicine, but it can also be an area of ‘treacherous waters’ for medical students. Those in their upper years of study are off-site and scattered broadly, undertaking clinical rotations; thus, in-house (university lecture) sessions are impractical. Nonetheless, during these clinical years students are generally high users of social media technology, putting them at risk of harm if they lack appropriate ethical awareness. We created a compulsory session in social media ethics (Doctoring and Social Media) offered in two online modes (narrated PowerPoint file or YouTube video) to fourth- and fifth-year undergraduate medical students. The novelty of our work was the use of SurveyMonkey® to deliver the file links, as well as to take attendance and deliver a post-session performance assessment. All 167 students completed the course and provided feedback. Overall, 73% Agreed or Strongly Agreed the course session would aid their professionalism skills and behaviours, and 95% supported delivery of the curriculum online. The most frequent areas of learning occurred in the following topics: email correspondence with patients, medical photography, and awareness of medical apps. SurveyMonkey® is a valuable and efficient tool for curriculum delivery, attendance taking, and assessment activities.

DISCUSSION

PEDIATRICS ◽  
1967 ◽  
Vol 40 (3) ◽  
pp. 510-512
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
House Staff ◽  
Know How ◽  
Number Of Children ◽  
Parents And Children ◽  
Ward Rounds ◽  
Attending Physician

Dr. Kenneth Williams: I think the problem of staff avoidance which was alluded to is one of the major problems in our hospital. For example, on routine ward rounds, our leukemia patients are frequently bypassed with the attending physician saying, "Well, it's a hematology patient." Our children and our parents tell us this directly and indirectly in many ways. Dr. Bergman: I have just completed a rotation as ward attending physician and confess to doing just what you say. Obviously the parents and children are very aware of the regular ward routine and were conscious of being skipped. After becoming cognizant of this situation, I made special efforts to include all patients on rounds. Dr. Hartmann: There are some house staff whom we don't know how to approach. We're the plague; they won't even talk to us when they are assigned to a floor where there are a number of children with malignancies. We must learn some manner in which we can help them approach the dying child with an assured attitude. We ourselves certainly don't always have this. We feel guilty, we avoid the parents, we even tend to avoid the child terminally. There must be some way you can help us, perhaps by going back to the medical student or explaining to all of us who go into pediatrics that, even though we think we're going to cure everybody, we really don't. Dr. Rothenberg: I think part of the answer is when you mentioned medical students, because I certainly think this is where it should begin.

Using the cognitive apprenticeship model to identify learning strategies that learners view as effective in ward rounds

2020 ◽  
Vol 97 (1143) ◽  
pp. 5-9
Author(s):  
Muhammad Tariq ◽  
Sundus Iqbal ◽  
Sonia Ijaz Haider ◽  
Aamir Abbas
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Learning Strategies ◽  
Situated Learning ◽  
Cognitive Apprenticeship ◽  
University Hospital ◽  
Significant Difference ◽  
Positive Learning Environment ◽  
Apprenticeship Model ◽  
Ward Rounds

BackgroundCognitive apprenticeship model (CAM) is an instructional model for situated learning. There is limited data available on application of the CAM in clinical settings. The aim of the study was to identify learning strategies using CAM, which in the opinion of learners are effective in ward rounds.MethodsParticipants were residents and medical students who rotated through internal medicine at Aga Khan University Hospital, Karachi. We sought learners’ opinion on a structured questionnaire based on four principal dimensions of cognitive apprenticeship. A previously determined set of 10 defined competencies were compared with CAM’s six teaching/learning (T/L) methods (modelling, coaching, scaffolding, articulation, reflection and exploration) as well. Mean and SD were calculated. Mann-Whitney test was used to compare scores.ResultsOf 195 participants, there were 100 men (51.3%) and 95 women (48.7%). Perceived learning for six T/L methods, ranged from 3.7 to 3.9 (max=5). Coaching and scaffolding had the highest scores. Statistically significant difference between the student and resident groups was noted. Medical students perceived coaching and scaffolding (4.1 and 4.05) and residents rated coaching, articulation and exploration as most effective (3.9 and 3.8). Majority (82.1%) reported a positive learning environment in wards.ConclusionsCAM enabled to identify two T/L methods (scaffolding and coaching) that are important for learning in ward round. Limited differences in perceived effectiveness of the T/L methods indicate that variety can be used to sustain interest in learners. Positive learning environment, team diversity and tasks of increasing complexity contribute to learning.

scholarly journals A Model for an Educational Virtual Ward Round

2021 ◽  
Author(s):  
Sarah Pauline Bowers ◽  
Philip J Dickson ◽  
Katharine Thompson
Keyword(s):  
Palliative Care ◽  
Medical Education ◽  
Medical Students ◽  
Healthcare Delivery ◽  
Ward Round ◽  
Clinical Placements ◽  
Care Teaching ◽  
Use Of Technology ◽  
Ward Rounds ◽  
Survey Responses

Abstract Background COVID-19 led to global disruption of both healthcare delivery and undergraduate medical education with suspension of clinical placements in alignment with government and university guidelines. To facilitate ongoing palliative care education, we aimed to develop a model for delivering virtual palliative care teaching and to assess the suitability of this as an alternative to in-person teaching. Method Basic technology (iPad and linked computer) were used to facilitate video conferencing, via the secure platform Microsoft Teams, between a consultant-led ward round in a specialist palliative care unit and fourth year medical students located in the education department of the unit. This was evaluated using electronic survey responses from patients, medical students and medical staff with generation of quantitative and qualitative data.Results Medical students greatly appreciated the opportunity to maintain attendance at clinical sessions during COVID-19. Quantitative and qualitative feedback demonstrated that the virtual ward round model effectively met medical students’ educational needs, particularly in relation to holistic assessment, pain management and communication skills. Only minor technological difficulties were noted. Feedback indicated that the use of technology to allow medical education was acceptable to patients, who were open and willing to adapt. Patients acknowledged that without medical students’ physical presence on ward rounds, there was an element of discretion; clinicians also found this to be beneficial. Conclusion COVID-19 has forced changes in the delivery of medical education. Virtual ward rounds are an effective method for delivering high quality palliative care teaching and are acceptable to patients, medical students and clinicians alike. Additional benefits beyond COVID-19 included allowing students to be present discretely during sensitive conversations whilst still meeting their learning outcomes.

scholarly journals Optimizing student learning at the Regional Medical Campus

2018 ◽  
Vol 1 (4) ◽  
Author(s):  
Kristen Grine ◽  
Angela Hardyk ◽  
James Powell ◽  
Ryan Ridenour ◽  
Paul Sherbondy ◽  
...  
Keyword(s):  
Medical Students ◽  
Small Community ◽  
Rural Medicine ◽  
Educational Benefits ◽  
Resource Limited ◽  
Resource Requirements ◽  
Regional Medical ◽  
Faculty Concerns ◽  
Educational Relationships ◽  
Teaching Faculty

ABSTRACT: INTRODUCTION:         Both benefits and challenges are associated with training medical students in a community-based setting at a Regional Medical Campus (RMC).  At the RMC, close relationships between learner and teaching faculty can truly be fostered. However, those volunteer teaching faculty are frequently conflicted due to time-constraints and practice productivity requirements that may run counter to maximizing learner involvement.  Longitudinal integrated clerkships (LICs) have been studied and promoted as clinical clerkship structures that, through taking full advantage of the on-going relationship between learner, teacher, patients, and practices, optimize the learning environment for medical students on clinical rotations.  In our resource-limited environment, we wished to create longitudinal educational relationships for all UPRC students with preceptors, practices and patients that would achieve the educational benefits of a true LIC yet not overwhelm the limited resources of this small community. METHODS:                  We created an amalgamative LIC clerkship model that provided a year-long Family Medicine experience integrated within OB-GYN, Surgery and Pediatrics ½-year longitudinal clerkships and three 1-week inpatient adult medicine mini-immersions spaced over the course of ½-year.  Neurology, Psychiatry and Underserved/Rural Medicine (4-weeks each) and subspecialty/elective rotations (2-weeks each) remained in traditional self-contained blocks interspersed within longitudinal experiences.   At 6 and 12 months, we administered a 5-point Likert-type survey to both medical students and teaching faculty asking their perceptions of the educational value and resource requirements for our clinical rotation structure.  Descriptive averages of the ordinal values were reported. RESULTS:                     There were 11/12 students (92.7%) and 11/21 faculty (52.4%) who responded to the survey.   Both students and faculty believed that some of the longitudinal benefits of the amalgamative structure were achieved.  The students especially noted that attending feedback was beneficial due to the longer interaction and that they had a greater ability to interact with patients.  All told, the faculty teachers found the Amalgamative LIC to be slightly less satisfying than the students. CONCLUSIONS:                       While logistical limitations necessitated our unique rotation design, some optimization of education was achieved.  Faculty concerns toward adopting this new structure should be considered for other programs structuring LICs in a similar sparsely resourced environment such as a Regional Medical Campus.

scholarly journals An Opinion 11,000KM in the Making

2019 ◽  
Vol 9 (2) ◽  
pp. 29-31
Author(s):  
Michael Tyler Pratte
Keyword(s):  
Cardiac Surgery ◽  
Medical Students ◽  
Access To Care ◽  
Healthcare System ◽  
North American ◽  
The Other ◽  
Rural Medicine ◽  
The North ◽  
Creative Solutions ◽  
The World

How is medicine practiced on the other side of the world? As medical students in Canada, we learn much about pathophysiology and the North American healthcare system. Yet important observations can be made about how other cultures deliver care that can be used to help us address shortcomings of our own. In this opinion piece, I use my experience studying cardiac surgery in Shanghai, China to explore how each country confronts a similar problem: access to care in rural medicine. Despite their differences, both China and Canada come to creative solutions, reflecting the incredible diversity of their patients.

scholarly journals Transforming Rural Family Medicine Curriculum From Experiential to Virtual: A Response to COVID-19 Limitations

PRiMER ◽  
2020 ◽  
Vol 4 ◽  
Author(s):  
James G. Boulger ◽  
Emily Onello
Keyword(s):  
Medical Students ◽  
First Year ◽  
Health Issues ◽  
University Of Minnesota ◽  
Rural Medicine ◽  
First Year Students ◽  
Rural Family ◽  
Second Year ◽  
The University ◽  
Rural Physician

Cessation of all classroom and clinical activities in the spring of 2020 for first- and second-year medical students at the University of Minnesota Medical School Duluth campus both forced and enabled revision of rural medicine instruction and experiences. Creatively utilizing rural family physicians and third-year rural physician associate medical students to interact with first-year students virtually in a number of areas and using electronic connectivity enabled the institution to continue to emphasize rural medical health issues with the students.

scholarly journals Rural medicine and ‘home stay’: a medical student’s experience

2018 ◽  
Vol 60 (6) ◽  
pp. 42
Author(s):  
Reabetswe Ntshabele ◽  
Rubeshan Perumal ◽  
Nesri Padayatchi
Keyword(s):  
Public Health ◽  
Medical Education ◽  
Medical Students ◽  
Healthcare System ◽  
Family Practice ◽  
Medical Practice ◽  
Clinical Training ◽  
Medical Training ◽  
Rural Medicine ◽  
Paternalistic Approach

Medical education is evolving from a heavily hierarchical and paternalistic approach to a more developmental and student-centred paradigm. In addition, there has been a greater focus on decentralised medical education, taking medical students closer to the lowest tiers of the healthcare system and allowing for a more immersive experience within the communities of their patients. This paper presents the experience of an enlightening rural experience, in which the benefits of such a model to medical education are explored. Furthermore, it presents the highly personal and developmental journey that decentralised and, in particular, rural medical training can offer. A new concept of a ‘home-stay’ model has now been introduced as part of the rural medicine experience, where students are hosted by a family within the community in which they work. This is a transformative project in which the most fundamental principles of medical training and the art of medical practice can be honed. The convergence of clinical training, public health enlightenment, and family practice are highlighted.

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