Comparative academic performance of medical students in rural and urban clinical settings

2006 ◽  
Vol 40 (2) ◽  
pp. 117-120 ◽  
Author(s):  
Barb Waters ◽  
John Hughes ◽  
Kevin Forbes ◽  
David Wilkinson
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Clinical Settings ◽  
Rural And Urban

Diversity and consistency: a case study of regionalised clinical placements for medical students

2015 ◽  
Vol 39 (1) ◽  
pp. 95 ◽  
Author(s):  
Mavourneen G. Casey ◽  
Michael David ◽  
Diann Eley
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Clinical Examination ◽  
Clinical Training ◽  
Clinical Teaching ◽  
Clinical Settings ◽  
Clinical Placements ◽  
Clinical Rotations ◽  
Teaching Standards

Objective A major challenge for medical schools is the provision of clinical skills training for increasing student numbers. This case study describes the expansion of the clinical school network at The University of Queensland (UQ). The purpose of the study was to investigate consistency in medical education standards across a regional clinical teaching network, as measured by academic performance. Methods A retrospective analysis of academic records for UQ medical students (n = 1514) completing clinical rotations (2009–2012) was performed using analysis of covariance (ANCOVA) for comparisons between clinical school cohorts and linear mixed-effects modelling (LEM) to assess predictors of academic performance. Results In all, 13 036 individual clinical rotations were completed between 2009 and 2012. ANCOVA found no significant differences in rotation grades between the clinical schools except that Rural Clinical School (RCS) cohorts achieved marginally higher results than non-RCSs in the general practice rotation (5.22 vs 5.10–5.18; P = 0.03) and on the final clinical examination (objective structured clinical examination; 5.27 vs 5.01–5.09; P < 0.01). LEM indicated that the strongest predictor of academic performance on clinical rotations was academic performance in the preclinical years of medical school (β = 0.38; 95% confidence interval 0.35–0.41; P < 0.001). Conclusions The decentralised UQ clinical schools deliver a consistent standard of clinical training for medical students in all core clinical rotations across a range of urban, regional and rural clinical settings. Further research is required to monitor the costs versus benefits of regionalised clinical schools for students, local communities and regional healthcare services. What is known about the topic? To help meet the demand of increasing numbers of students, Australian medical schools locate clinical training outside the traditional tertiary hospitals. However the viability of maintaining teaching standards across regional and rural locations is uncertain. What does this paper add? Maintaining teaching standards outside established urban teaching hospitals and across a diverse range of urban, regional and rural clinical settings is viable. What are the implications for practitioners? Decentralised clinical teaching networks provide consistent quality of clinical placements while diversifying exposure to different patient populations and clinical environments. These important outcomes may not only alleviate the strain on clinical teaching resources, but also help address the maldistribution of doctors in Australia.

scholarly journals Good sleep quality is associated with better academic performance among Sudanese medical students

2015 ◽  
Vol 8 (1) ◽  
Author(s):  
Hyder Osman Mirghani ◽  
Osama Salih Mohammed ◽  
Yahia Mohamed Almurtadha ◽  
Moneir Siddig Ahmed
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Sleep Quality ◽  
Good Sleep

Nomophobia among medical students and its association with depression, anxiety, stress and academic performance

2021 ◽  
Vol 45 (3) ◽  
Author(s):  
Marcos Kubrusly ◽  
Paulo Goberlânio de Barros Silva ◽  
Gabriel Vidal de Vasconcelos ◽  
Emanuel Delano Lima Gonçalves Leite ◽  
Priscilla de Almeida Santos ◽  
...  
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Mobile Phone ◽  
Brazilian Portuguese ◽  
Mental Condition ◽  
Mathematical Operation ◽  
Cross Sectional ◽  
Adoption Of Technology ◽  
Structural Brain Damage ◽  
Device Use

Abstract: Introduction: As the world becomes increasingly interconnected, the adoption of technology remains one of the defining factors of human progress. Nomophobia (NO MObile PHOne PhoBIA) represents a mental condition caused by the fear of being detached from mobile phone connectivity. Such condition is directly associated with depression, anxiety, and stress. Moreover, nomophobia can lead to structural brain damage. Objective: The present study aims to assess the effect of nomophobia on medical students at a private institution and its association with depression, anxiety, stress and academic performance. Method: This is a cross-sectional observational study carried out in medical students at Centro Universitário Christus. Nomophobia was measured using the Nomophobia Questionnaire (NMP-Q). The NMP-Q has 20 questions, which are asked on a 7-point Likert scale. This scale has been validated for the Brazilian Portuguese language. Depression, anxiety and stress were measured by the DASS-21, a simplified version of the DASS instrument. The DASS-21 questionnaire was also validated for the Brazilian Portuguese language. Academic performance was measured through API, the product of a complex mathematical operation that results in the student’s average grade in the semester and functions as a reference index for pedagogical follow-up in the assessed institution. In addition, the device use habits were assessed. Descriptive results were presented, and bivariate analyses of association and correlation were performed. This study was approved by the research ethics committee. Result: A sample of 292 students was assessed. Virtually all students (99.7%) had some degree of nomophobia, and 64.5% had a moderate or severe level of nomophobia. More than 50% of the students had higher than mild degrees of stress, and 19.5% and 11.2% of the students had severe or very severe levels of anxiety and depression, respectively. When analyzing the correlation of NMP-Q with DASS-21 scores, it was observed that increases in NMP-Q lead to increases in the overall DASS score (p < 0.001), and that worse results in DASS-21 are associated with worse API. Conclusion: Our study suggests that nomophobia is likely to increase anxiety, stress and depression and, as a result, leads to a decrease in academic performance.

scholarly journals Daytime sleepiness and academic performance in medical students

2002 ◽  
Vol 60 (1) ◽  
pp. 6-11 ◽  
Author(s):  
Raimundo Nonato D. Rodrigues ◽  
Carlos A.A. Viegas ◽  
Aída A.A. Abreu e Silva ◽  
Paulo Tavares
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Excessive Daytime Sleepiness ◽  
Daytime Sleepiness ◽  
Epworth Sleepiness Scale ◽  
The University ◽  
School Period

This report presents an analysis of the complaints of increasing daytime sleepiness as well as a study on their possible effects on the academic performance of medical students at the University of Brasilia. The Epworth Sleepiness Scale was applied to 172 medical students, at the beginning of August 1997 and at the end of November 1997. Academic performance was measured by analyzing the number of SS grades (from 9.0 to 10 over ten) and MM grades (from 5.0 to 6.9) attained in exams at the end of that school period. The results showed that at the beginning of the semester, 68 (39.53%) of these 172 students already presented with excessive daytime sleepiness, and that of the 104 remaining students, 38 (22%) developed daytime sleepiness by the end of the semester. Furthermore, it was observed that the sleepier students did not achieve as well as the others on their final examinations.

scholarly journals Missing the mark: Current practices in teaching the male urogenital examination to Canadian undergraduate medical students

2016 ◽  
Vol 10 (7-8) ◽  
pp. 281
Author(s):  
Kristen McAlpine ◽  
Stephen Steele
Keyword(s):  
Medical Students ◽  
Clinical Training ◽  
Clinical Skills ◽  
Medical Schools ◽  
Clinical Settings ◽  
Undergraduate Medical Students ◽  
Canadian Medical School ◽  
Competency Based ◽  
English Speaking ◽  
And Training

<p><strong>Introduction:</strong> The urogenital physical examination is an important aspect of patient encounters in various clinical settings. Introductory clinical skills sessions are intended to provide support and alleviate students’ anxiety when learning this sensitive exam. The techniques each Canadian medical school uses to guide their students through the initial urogenital examination has not been previously reported.</p><p><strong>Methods:</strong> This study surveyed pre-clerkship clinical skills program directors at the main campus of English-speaking Canadian medical schools regarding the curriculum they use to teach the urogenital examination.</p><p><strong>Results:</strong> A response rate of 100% was achieved, providing information on resources and faculty available to students, as well as the manner in which students were evaluated. Surprisingly, over onethird of the Canadian medical schools surveyed failed to provide a setting in which students perform a urogenital examination on a patient in their pre-clinical years. Additionally, there was no formal evaluation of this skill set reported by almost 50% of Canadian medical schools prior to clinical training years.</p><p><strong>Conclusions:</strong> To ensure medical students are confident and accurate in performing a urogenital examination, it is vital they be provided the proper resources, teaching, and training. As we progress towards a competency-based curriculum, it is essential that increased focus be placed on patient encounters in undergraduate training. Further research to quantify students’ exposure to the urogenital examination during clinical years would be of interest. Without this commitment by Canadian medical schools, we are doing a disservice not only to the medical students, but also to our patient population.</p>

scholarly journals Errata a “Carta ao Editor sobre o Artigo: “Ainda a propósito do artigo Ansiedade, Depressão e Performance Académica: Um Estudo em Estudantes Portugueses de Medicina Versus Estudantes de Outros Cursos.” João Moreira de Sousa, Cátia A. Moreira, Diogo TellesCorreia. Acta Med Port. 2018;31:454-62.”

2018 ◽  
Vol 31 (11) ◽  
pp. 702
Author(s):  
João Gama Marques
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Anxiety Depression ◽  
De Medicina

Article published with errors: https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/11384/On page 607, where the title reads as:Letter to the Editor about the Article: “Still Regarding Anxiety, Depression and Academic Performance: A Study Amongst Portuguese Medical Students Versus Non-Medical Students”, by João Moreira de Sousa,Cátia A. Moreira, Diogo Telles-Correia. Acta Med Port. 2018;31:454-62.Carta ao Editor sobre o Artigo: “Ainda a propósito do artigo Ansiedade, Depressão e Performance Académica: Um Estudo em Estudantes Portugueses de Medicina Versus Estudantes de Outros Cursos.” João Moreira de Sousa, Cátia A. Moreira, Diogo TellesCorreia. Acta Med Port. 2018;31:454-62.It should read:Letter to the Editor: Still Regarding Anxiety, Depression and Academic Performance: A Study Amongst Portuguese Medical Students Versus Non-Medical StudentsCarta ao Editor: Ainda a propósito de Ansiedade, Depressão e Performance Académica: Um Estudo em Estudantes Portugueses de Medicina Versus Estudantes de Outros Cursos.  

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