Remote hands-on interactive medical education: video feedback for medical students

In the age of COVID19, the ultimate question in healthcare became who was essential and who was not. Basically, who could be cut from the roster in patient care? Unfortunately, as medical students, many of us did not make that cut, and as rotations were continually evolving and changing, students from even the same institution had varying experiences. Third-year clerkships are defined by the direct patient care and hands-on learning students get, but in the age of COVID19, “hands-on learning” has been a bit hard to come by. Hence, COVID has caused many changes in the way medicine is being taught and practiced. This article will detail the experiences of two medical students from the same institution, working in different locations for their third-year clerkships. We contrast our rural and urban experiences as students in the time of COVID and display the varying experiences students are having during this time. We touch on the potential ramifications for these wide varieties of experiences from students across the U.S. and how this will affect sub-internships and residency applications.

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Expanding Medical Student Interaction In Neurology With A Redesigned Student Interest Group In Neurology (SIGN) Chapter

10.21203/rs.3.rs-25197/v1 ◽

2020 ◽

Author(s):

Rohit Gummi ◽

Ross Smith ◽

Raghav Govindarajan

Keyword(s):

Medical Education ◽

Medical Students ◽

Journal Club ◽

Student Interest ◽

Research Projects ◽

Post Intervention ◽

Related Research ◽

Hands On ◽

Neurology Clinic ◽

Second Year

Abstract Background: SIGN chapters across the country provide opportunities for medical students to participate in clinical, research, and service activities in neurology. Despite these, enrollment in SIGN chapters has been traditionally low.Methods: Following changes were introduced: an open board style SIGN chapter executive committee with greater active engagement of first and second year students, new types SIGN chapter activities including journal club articles, hands on workshop (example EMG), celebration/cause events (example ALS walk). In addition, a free neurology clinic was introduced. Activities were planned in consultation with office of medical education, and were organized during ‘down times’. Data on student enrollment, activities successfully carried out, students interested in neurology residency, number of neurology-related research projects with student involvement were collected prior to changes and compared to values after changes were introduced.Results: Post intervention, student engagement in neurology activities and projects increased significantly. There were also significantly more students engaged in neurology related research projects and significantly more students reported interest in neurology. However, a similar increase in applications to neurology residency was not yet observed.Conclusions: An open chapter with early engagement and involvement of first and second year medical students, creating a variety of chapter activities with greater hands on involvement, planned in conjunction with office of medical education has reinvigorated our SIGN chapter.

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Expanding medical student interaction in neurology with a redesigned student interest group in neurology (sign) chapter

BMC Medical Education ◽

10.1186/s12909-021-02641-8 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Rohit Gummi ◽

Ross Smith ◽

Raghav Govindarajan

Keyword(s):

Medical Education ◽

Medical Students ◽

Interest Group ◽

The United States ◽

Student Interest ◽

Post Intervention ◽

Journal Clubs ◽

Hands On ◽

Neurology Clinic ◽

Second Year

Abstract Background Student Interest Group in Neurology (SIGN) chapters across the medical schools in the United States provide opportunities for medical students to participate in clinical, research, and service activities in neurology. Despite these, applicants for the field of neurology have traditionally been low. Methods Following changes were introduced: an open board style SIGN chapter executive committee with greater active engagement of first and second year students. New activities included journal clubs, hands on workshops, celebration/cause events (example ALS walk). In addition, a free neurology clinic was introduced. Activities were planned in consultation with office of medical education, and were organized during ‘down times’. Data on student enrollment, activities successfully carried out, students interested in neurology residency, number of neurology-related research projects with student involvement were collected prior to changes and compared to values after changes were introduced. Results Post intervention, student engagement in neurology activities and projects increased significantly. However, a similar increase in applications to neurology residency was not yet observed. Conclusions An open chapter with early engagement and involvement of first and second year medical students, creating a variety of chapter activities with greater hands on involvement, planned in conjunction with office of medical education has reinvigorated our SIGN chapter.

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Perceptions and Motivations of Osteopathic Medical Students to Participate in the ACGME Match

Medical Science & Healthcare Practice ◽

10.22158/mshp.v2n2p66 ◽

2018 ◽

Vol 2 (2) ◽

pp. 66

Author(s):

Bruce St. Amour

Keyword(s):

Medical Education ◽

Medical Students ◽

Graduate Medical Education ◽

Geographic Location ◽

Educational Process ◽

Structured Interviews ◽

Home Life ◽

Graduate Medical ◽

Matching Process ◽

Hands On

Each year the majority of osteopathic students do not participate in the American Osteopathic Association (AOA) match. The ongoing merger of the Accreditation Council of Graduate Medical Education (ACGME) and AOA graduate medical education does not delineate formation of a single match process. This qualitative study explores the perceptions of osteopathic medical students about the matching process and perceived differences between the matches.Semi-structured interviews were conducted with third and fourth year osteopathic medical students. Transcripts were analyzed using Grounded Theory. The replies to each question were considered separately as well as in context of the entire interview. Eleven medical students were interviewed. Many of the themes found in the current study are consistent with past surveys. Local culture, lifestyle balance and geographic location were the themes found under Home Life, whereas Academic or Work Life consisted of good fit, diversity of patients, hands-on experience and formal educational process.Two broad themes were developed: Home Life and Academic Life. A perceived balance between the two is necessary for a residency program to have substantial appeal.

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1697 Undergraduate Otolaryngology: Enhancing Interest and Education with Hands-on Simulation

British Journal of Surgery ◽

10.1093/bjs/znab259.922 ◽

2021 ◽

Vol 108 (Supplement_6) ◽

Author(s):

J Hirniak ◽

A Jain ◽

M Van ◽

I Kokotkin ◽

M Vaghela ◽

...

Keyword(s):

Medical Education ◽

Medical Students ◽

Educational Experiences ◽

Upper Airway ◽

Knowledge Retention ◽

Undergraduate Medical Students ◽

Sustained Improvement ◽

Hands On ◽

Post Test ◽

Baseline Knowledge

Abstract Introduction With cancelled student placements due to the COVID-19 pandemic, there is a shift towards non-patient-facing methods to deliver medical education. The aim was to design, deliver and evaluate an ENT course for undergraduate medical students. Method A three-part simulation course on common and emergency ENT conditions was delivered by ENT trainees to undergraduate medical students (n = 50). It involved theoretical and hands-on experience with otoscopy on head models; nasoendoscopy and epistaxis management with upper airway head models and nasal packing kits; and management of compromised airways using critical airway models, airway adjuncts, intubation and cricothyroidotomy kits. Delegates were given pre- and post-course questionnaires, with another at six-weeks to test knowledge retention. Results were statistically analysed using paired and independent sample t-tests. Results A statistically significant improvement in post-test knowledge of 55% (p<0.01) was observed. Delegates also demonstrated a sustained improvement of 51% (p<0.01) six-weeks later compared to baseline knowledge. 76% and 80% reported improved confidence managing epistaxis and performing intubation respectively; 46% reported increased interest in pursuing ENT as a potential career. Conclusions This study demonstrated statistically significant and sustained improvements in knowledge about common and emergency ENT concepts. ENT simulation therefore represents an efficacious mechanism for teaching key ENT concepts and improving confidence in undergraduate medical students, whilst improving interest in pursuing ENT as a career. Additionally, simulation is an invaluable educational adjunct that may foster more realistic, impactful, and safer educational experiences for medical students whilst exposure to patients is minimised due to the current pandemic.

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Impact of COVID-19 on Canadian Medical Education: Pre-clerkship and Clerkship Students Affected Differently

Journal of Medical Education and Curricular Development ◽

10.1177/2382120520965247 ◽

2020 ◽

Vol 7 ◽

pp. 238212052096524

Author(s):

Jobanpreet Dhillon ◽

Ali Salimi ◽

Hassan ElHawary

Keyword(s):

Medical Education ◽

Medical Students ◽

Medical Training ◽

Learning Experience ◽

Core Competencies ◽

Sustainable Solutions ◽

Hands On ◽

Medical Education System ◽

Mcgill University ◽

Education Medical

The coronavirus pandemic (COVID-19) has altered the undergraduate learning experience for many students across Canada. Medical education is no exception; clinical programs, in-person lectures, and mandatory hands-on activities have been suspended to adhere to social distancing guidelines. As remote teaching becomes the forefront of education, medical curricula have been forced to adapt accordingly in order to fulfill the core competencies of medical training and to provide quality education to medical students. With that in mind, the COVID-19 crisis offers a unique opportunity to evaluate the current “continuity plans” in medical education as they stand. This paper provides the perspective of medical students on how medical education is changing for both pre-clerkship and clerkship students, using their experience at McGill University as an example for the Canadian medical education system. Additionally, we discuss the accommodations put forth by the undergraduate medical education (UGME) office, and reflect on the limitations and sustainable solutions in supporting quality medical education.

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Impact of COVID-19 on medical undergraduate students’ academics and its ramifications

Indian Journal of Medical Sciences ◽

10.25259/ijms_404_2020 ◽

2020 ◽

Vol 0 ◽

pp. 1-4

Author(s):

Arshi Syal ◽

Yajur Arya ◽

Monica Gupta

Keyword(s):

Medical Education ◽

Medical Students ◽

Online Teaching ◽

Clinical Skills ◽

Univariate Analysis ◽

Skills Training ◽

Online Questionnaire ◽

Medical Undergraduate ◽

Hands On ◽

The Impact

Objectives: COVID-19 pandemic has dramatically affected undergraduate medical education all over the world. This effect is most noteworthy on the medical students as clinical orientation and hands-on training are crucial toward development of basic medical skills. Various modifications to the methods of online teaching have been adopted in response to this pandemic to maintain continuity of medical education; however, we do not yet know the implications of this change. Material and Methods: To study the impact of this pandemic on medical students and to have a first-hand estimate of the adversities and challenges faced by them, an online questionnaire-based survey was conducted, administered through Google Forms maintaining anonymity. They were asked a series of multiple choice questions pertaining to the effects of this pandemic on their curriculum and academic activities. The responses received were analyzed by univariate analysis. Results: Almost half (46.4%) of students reported a decreased interest in medicine after suspension of hands on teaching/practical classes. A total of 136 respondents (69.38%) felt that they became less productive in studies during the pandemic. Approximately 74% respondents felt less motivated to study at home. More than two-thirds of the respondents felt that on graduation, their clinical skills will be inferior to the students who graduated during the “non-COVID” era. About 84.69% of students believed that their examinations should be postponed hoping to get appropriate clinical experience once things normalize. Conclusion: Majority of the students feel less motivated and less productive, amidst the transition. The major area that has been compromised is the clinical skills training, a crucial adjunct to theoretical teaching in medical schools, and almost all students believe that their clinical skills in the long term would remain inferior to those who graduated before this pandemic.

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Development and Implementation of a Student-Led Lifestyle Medicine Curriculum

American Journal of Lifestyle Medicine ◽

10.1177/1559827618821322 ◽

2018 ◽

Vol 13 (3) ◽

pp. 253-261 ◽

Cited By ~ 1

Author(s):

Shaina Kaye ◽

Joshua Pathman ◽

Joseph A. Skelton

Keyword(s):

Medical Education ◽

Medical Students ◽

Medical School ◽

First Year ◽

Lifestyle Medicine ◽

School Class ◽

School Of Medicine ◽

Hands On ◽

First Year Medical Students ◽

Care Costs

Significant contributors to rising health care costs are diseases influenced by lifestyle, such as cardiovascular disease, diabetes, and cancer. Unfortunately, American medical education devotes disproportionately little time training future doctors in prevention. Approach. With the support of medical education leadership, medical students collaborated with a faculty advisor at Wake Forest School of Medicine to test the feasibility of a broad-based, student-led lifestyle medicine curriculum. After 3 introductory sessions delivered to an entire medical school class, a smaller pilot series with 16 first-year medical students was held after-hours, featuring experiential learning in nutrition and cooking, physical activity, and sleep. The 8 modules were designed to improve student health, wellness, and knowledge of health behaviors. Feedback. The program was implemented into the first-year medical school class. An unforeseen benefit of the pilot was increased student volunteering in community-based wellness activities and research. Two components of success were the hands-on, experiential modules and being student-led. Details on curriculum development, schedule, and content are provided.

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Expanding Medical Student Interaction In Neurology With A Redesigned Student Interest Group In Neurology (Sign) Chapter

10.21203/rs.3.rs-25197/v2 ◽

2020 ◽

Author(s):

Rohit Gummi ◽

Ross Smith ◽

Raghav Govindarajan

Keyword(s):

Medical Education ◽

Medical Students ◽

Interest Group ◽

The United States ◽

Student Interest ◽

Post Intervention ◽

Journal Clubs ◽

Hands On ◽

Neurology Clinic ◽

Second Year

Abstract Background: Student Interest Group in Neurology (SIGN) chapters across the medical schools in the United States provide opportunities for medical students to participate in clinical, research, and service activities in neurology. Despite these, applicants for the field of neurology have traditionally been low.Methods: Following changes were introduced: an open board style SIGN chapter executive committee with greater active engagement of first and second year students. New activities included journal clubs, hands on workshops, celebration/cause events (example ALS walk). In addition, a free neurology clinic was introduced. Activities were planned in consultation with office of medical education, and were organized during ‘down times’. Data on student enrollment, activities successfully carried out, students interested in neurology residency, number of neurology-related research projects with student involvement were collected prior to changes and compared to values after changes were introduced.Results: Post intervention, student engagement in neurology activities and projects increased significantly. However, a similar increase in applications to neurology residency was not yet observed.Conclusions: An open chapter with early engagement and involvement of first and second year medical students, creating a variety of chapter activities with greater hands on involvement, planned in conjunction with office of medical education has reinvigorated our SIGN chapter.

Download Full-text