Communication behaviours of undergraduate medical students before and after training

1984 ◽  
Vol 57 (1) ◽  
pp. 97-100 ◽  
Author(s):  
C. B. Omololu
Keyword(s):  
Medical Students ◽  
Undergraduate Medical Students ◽  
Before And After ◽  
Communication Behaviours

scholarly journals The value of a core clinical rotation in urology for medical students

2015 ◽  
Vol 9 (11-12) ◽  
pp. 392 ◽  
Author(s):  
Premal Patel ◽  
Jasmir G Nayak ◽  
Thomas B McGregor
Keyword(s):  
Medical Students ◽  
Core Curriculum ◽  
Medical Curriculum ◽  
Foley Catheter ◽  
Undergraduate Medical Students ◽  
Exact Test ◽  
Before And After ◽  
Chi Squared ◽  
Fourth Year Medical Students ◽  
Mandatory Rotation

<p><strong>Introduction:</strong> In 2013, our institution underwent a change to the undergraduate medical curriculum whereby a clinical urology rotation became mandatory. In this paper, we evaluated the perceived utility and value of this change in the core curriculum.</p><p><strong>Methods:</strong> Third year medical students, required to complete a mandatory 1-week clinical urology rotation, were asked to complete a survey before and after their rotation. Fourth year medical students, not required to complete this rotation, were also asked to complete a questionnaire. Chi-squared and Fisher’s exact test were used for data analysis.</p><p><strong>Results:</strong> In total, 108 third year students rotated through urology during the study period. Of these, 66 (61%) completed the prerotation survey and 54 (50%) completed the post-rotation survey. In total, there were 110 fourth year students. Of these, 44 (40%) completed the questionnaire. After completing their mandatory rotations, students felt more comfortable managing and investigating common urological problems, such as hematuria and renal colic. Students felt they had a better understanding of how to insert a Foley catheter and felt comfortable independently inserting a Foley catheter. Importantly, students felt they knew when to consult urology and were also more likely to consider a career in urology. Compared to fourth year students, third year students felt urology was an important component to a family medicine practice and felt they had a better understanding of when to consult urology.</p><p><strong> Conclusion:</strong> The introduction of a mandatory urology rotation for undergraduate medical students leads to a perceived improvement in fundamental urological knowledge and skill set of rotating students. This mandatory rotation provides a valuable experience that validates its inclusion.</p>

Telemedicine model for training non-medical persons in the early recognition of melanoma

2003 ◽  
Vol 9 (1_suppl) ◽  
pp. 4-7 ◽  
Author(s):  
L W Chao ◽  
M Y Enokihara ◽  
P S P Silveira ◽  
S R Gomes ◽  
G M Böhm
Keyword(s):  
Medical Students ◽  
Early Recognition ◽  
Skin Cancer Prevention ◽  
Undergraduate Medical Students ◽  
Educational Approach ◽  
Pigmented Lesions ◽  
Significant Difference ◽  
Before And After ◽  
Educational Campaigns ◽  
And Control

summary A Web-based educational model, called JUTE, was developed for the early diagnosis of melanoma. It was compared with a control Website composed of information available on the Internet for teaching undergraduate medical students. The JUTE model was designed to allow the student linear navigation of the main topics that were assumed to be important in learning to make a diagnosis. The rate of success in correctly deciding to refer pigmented lesions to a dermatologist was compared among 34 new medical students who were randomly divided into two groups. There was no significant difference between the JUTE and control groups in the pre-test. When comparing the pre- and post-tests, the number of correct decisions increased significantly only in the JUTE group. In the JUTE group there was a slight but significant improvement when comparing decisions about thin melanoma before and after the training. The educational approach chosen for the JUTE Website appears to be useful for teaching the early recognition of melanoma and could be used for larger educational campaigns of skin cancer prevention.

scholarly journals Machine Learning Creates a Simple Endoscopic Classification System that Improves Dysplasia Detection in Barrett’s Oesophagus amongst Non-expert Endoscopists

2018 ◽  
Vol 2018 ◽  
pp. 1-9 ◽  
Author(s):  
Vinay Sehgal ◽  
Avi Rosenfeld ◽  
David G. Graham ◽  
Gideon Lipman ◽  
Raf Bisschops ◽  
...  
Keyword(s):  
Machine Learning ◽  
Medical Students ◽  
Sensitivity And Specificity ◽  
Expert Opinion ◽  
Barrett’S Oesophagus ◽  
Oesophageal Adenocarcinoma ◽  
Undergraduate Medical Students ◽  
Web Based ◽  
Barrett's Oesophagus ◽  
Before And After

Introduction. Barrett’s oesophagus (BE) is a precursor to oesophageal adenocarcinoma (OAC). Endoscopic surveillance is performed to detect dysplasia arising in BE as it is likely to be amenable to curative treatment. At present, there are no guidelines on who should perform surveillance endoscopy in BE. Machine learning (ML) is a branch of artificial intelligence (AI) that generates simple rules, known as decision trees (DTs). We hypothesised that a DT generated from recognised expert endoscopists could be used to improve dysplasia detection in non-expert endoscopists. To our knowledge, ML has never been applied in this manner. Methods. Video recordings were collected from patients with non-dysplastic (ND-BE) and dysplastic Barrett’s oesophagus (D-BE) undergoing high-definition endoscopy with i-Scan enhancement (PENTAX®). A strict protocol was used to record areas of interest after which a corresponding biopsy was taken to confirm the histological diagnosis. In a blinded manner, videos were shown to 3 experts who were asked to interpret them based on their mucosal and microvasculature patterns and presence of nodularity and ulceration as well as overall suspected diagnosis. Data generated were entered into the WEKA package to construct a DT for dysplasia prediction. Non-expert endoscopists (gastroenterology specialist registrars in training with variable experience and undergraduate medical students with no experience) were asked to score these same videos both before and after web-based training using the DT constructed from the expert opinion. Accuracy, sensitivity, and specificity values were calculated before and after training where p<0.05 was statistically significant. Results. Videos from 40 patients were collected including 12 both before and after acetic acid (ACA) application. Experts’ average accuracy for dysplasia prediction was 88%. When experts’ answers were entered into a DT, the resultant decision model had a 92% accuracy with a mean sensitivity and specificity of 97% and 88%, respectively. Addition of ACA did not improve dysplasia detection. Untrained medical students tended to have a high sensitivity but poor specificity as they “overcalled” normal areas. Gastroenterology trainees did the opposite with overall low sensitivity but high specificity. Detection improved significantly and accuracy rose in both groups after formal web-based training although it did it reach the accuracy generated by experts. For trainees, sensitivity rose significantly from 71% to 83% with minimal loss of specificity. Specificity rose sharply in students from 31% to 49% with no loss of sensitivity. Conclusion. ML is able to define rules learnt from expert opinion. These generate a simple algorithm to accurately predict dysplasia. Once taught to non-experts, the algorithm significantly improves their rate of dysplasia detection. This opens the door to standardised training and assessment of competence for those who perform endoscopy in BE. It may shorten the learning curve and might also be used to compare competence of trainees with recognised experts as part of their accreditation process.

scholarly journals Self-Reflected Well-Being via a Smartphone App in Clinical Medical Students: Feasibility Study (Preprint)

2017 ◽  
Author(s):  
Elizabeth K Berryman ◽  
Daniel J Leonard ◽  
Andrew R Gray ◽  
Ralph Pinnock ◽  
Barry Taylor
Keyword(s):  
Medical Students ◽  
Data Collection ◽  
Well Being ◽  
Primary Objective ◽  
The Self ◽  
Smartphone App ◽  
Free Text ◽  
Undergraduate Medical Students ◽  
Negative Experiences ◽  
Before And After

BACKGROUND Well-being in medical students has become an area of concern, with a number of studies reporting high rates of clinical depression, anxiety, burnout, and suicidal ideation in this population. OBJECTIVE The aim of this study was to increase awareness of well-being in medical students by using a smartphone app. The primary objective of this study was to determine the validity and feasibility of the Particip8 app for student self-reflected well-being data collection. METHODS Undergraduate medical students of the Dunedin School of Medicine were recruited into the study. They were asked to self-reflect daily on their well-being and to note what experiences they had encountered during that day. Qualitative data were also collected both before and after the study in the form of focus groups and “free-text” email surveys. All participants consented for the data collected to be anonymously reported to the medical faculty. RESULTS A total of 29 participants (69%, 20/29 female; 31%, 9/29 male; aged 21-30 years) were enrolled, with overall median compliance of 71% at the study day level. The self-reflected well-being scores were associated with both positive and negative experiences described by the participants, with most negative experiences associated with around 20% lower well-being scores for that day; the largest effect being “receiving feedback that was not constructive or helpful,” and the most positive experiences associated with around 20% higher scores for that day. CONCLUSIONS The study of daily data collection via the Particip8 app was found to be feasible, and the self-reflected well-being scores showed validity against participant’s reflections of experiences during that day.

scholarly journals Teaching and assessment of basic clinical communication skills among undergraduate third year medical students in Gujarat

2019 ◽  
Vol 6 (4) ◽  
pp. 1461 ◽  
Author(s):  
Krutarth Brahmbhatt ◽  
Kaushik Lodhiya
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Core Competency ◽  
Physician Training ◽  
Training Methods ◽  
Undergraduate Medical Students ◽  
Clinical Communication ◽  
Good Communication ◽  
Essential Components ◽  
Before And After

Background: Good communication skills are essential components of physician-training. Effective communication between the doctor and the patient leads to better compliance, better health outcomes, decreased litigation, and higher satisfaction both for doctors and patients. The acquisition of communication and interpersonal skills is recognized and documented as a core competency for physician training in many countries. In the absence of proper training, Indian medical graduates often have less than adequate communication skills and the demand for formal training in this area has often been echoed. Aim and objectives were to know the attitude and ascertain the change in attitude, assess basic communication skills, ascertain the change in basic clinical communication skills (before and after training) and to impart training regarding communication skills by using different teaching learning methods to undergraduate medical students (third year).Methods: An interventional study was conducted using convenience sampling method. Assessment of attitude, communication skills and self-competence of communication skills was done using standardized questionnaires. Data analysis was done by using appropriate statistical tests.Results: Total 60 students participated in the study. The change in the mean scores of pre-training and post-training attitude, SEGUE (set the stage, elicit information, give information, understand patient’s perspective, end the encounter) framework score and self-assessment of communication competence scores were statistically significant before and after training.Conclusions: After training undergraduate medical students by using variety of effective training methods; their attitude towards learning communication skills changed positively and their basic clinical communication skills improved significantly.

scholarly journals Peer Assisted Study Session (PASS): Are the Millennial Leaders the Leaders of Tomorrow? A Prospective Cohort Study.

2020 ◽  
Author(s):  
Mohd Syameer Firdaus Mohd Shafiaai ◽  
Amudha Kadirvelu ◽  
Narendra Pamidi
Keyword(s):  
Medical Students ◽  
Time Management ◽  
Mentoring Program ◽  
Peer Leaders ◽  
Undergraduate Medical Students ◽  
Good Doctor ◽  
Good Opportunity ◽  
Constructive Feedback ◽  
Before And After ◽  
Post Test

Abstract Background PASS is a peer-led structured academic mentoring program designed to provide academic assistance for new students in their transition from college to university studies and also for students struggling in certain units. This study aims to establish acquired skills by peer leaders associated with peer-led mentoring via PASS program, and to explore the role played by these acquired skills in their journey to become a successful doctor.Methods Study participants were forty selected second-year undergraduate medical students at Monash University Malaysia with commendable examination results. Validated pre-test and post-test questionnaires were administered to explore changes in the level of communication, leadership, professional, and pedagogical skills before and after participation in peer mentoring program. Qualitative analysis of focused group interviews was performed by an independent investigator to identify how the skills developed as a peer mentor may help with becoming a good doctor. Major themes were identified with the thematic-analysis approach.Results Thirty-eight students completed the pre-test and post-test questionnaires. Peer leaders reported improvement in oral and written skills for teaching; increased confidence to give constructive feedback; better stress management; efficient time management; improved interpersonal skills; and enhanced problem-solving and critical thinking capabilities. Eight major themes were identified from the interview and peer leaders reported positive experience of working in diverse environments and shouldering of responsibilities.Conclusions Peer-led mentoring provides a good opportunity for medical students to shoulder responsibilities as a leader and offers an of experience of managing a team of their peers and juniors which in turn may enhance their communication, interpersonal, and leadership skills.

Attitudes of Undergraduate Medical Students towards the Persons with Mental Illness in a Medical College of Western Region of Nepal

2018 ◽  
Vol 16 (1) ◽  
pp. 48-53
Author(s):  
Rekha Jalan
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Medical Students ◽  
Health Education ◽  
Mental Health Problems ◽  
Negative Attitude ◽  
Attitude Scale ◽  
Undergraduate Medical Students ◽  
Mental Health Education ◽  
Before And After

Background: The universality of harmful beliefs and subsequent negative attitude towards the persons with mental illness among medical students are the main obstacles facing the mentally ill people that further prevents them from seeking help and care for their mental health problems. Mental health education plays a significant role in changing medical students' attitude towards persons with mental illness. Aim: The aim of this study was to assess undergraduate medical students' attitude towards persons with mental illness and to compare their attitudes before and after mental health education. Materials and methods: A longitudinal prospective study was carried on final year MBBS students (N=68) from June, 2017 to November, 2017. Pretest- posttest design was adopted using Attitude Scale for Mental Illness (ASMI) before and after theory classes and clinical posting for mental health education. Results: Findings of present study revealed that these students were less stigmatized (6.44+1.93). Domain of restrictiveness improved (9.44+2.94 from 10.54+3.09) and benevolence increased significantly (t=2.440; P=0.017*) after mental health education and training. Overall attitude of the study population was found to have unhealthy attitude towards persons with mental illness since the mean scores on separatism, stereotyping, restrictiveness and pessimistic prediction subscales were elevated on ASMI. Conclusion: In conclusion, mental health education was found to be effective in changing the attitude of restrictiveness i.e., decreasing an uncertain view on the rights of people with mental illness and increasing kindness and sympathetic view to some extent among undergraduate medical students towards the persons with mental illness.

scholarly journals Is there a need for formal undergraduate patient handover training and could an educational workshop effectively provide this? A proof-of-concept study in a Scottish Medical School

BMJ Open ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. e034468 ◽  
Author(s):  
Nicholas Holt ◽  
Kirsty Crowe ◽  
Daniel Lynagh ◽  
Zoe Hutcheson
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Student Performance ◽  
Assessment Tool ◽  
Significant Proportion ◽  
General Medical Council ◽  
Competency Assessment ◽  
Medical Council ◽  
Undergraduate Medical Students ◽  
Before And After

BackgroundPoor communication between healthcare professionals is recognised as accounting for a significant proportion of adverse patient outcomes. In the UK, the General Medical Council emphasises effective handover (handoff) as an essential outcome for medical graduates. Despite this, a significant proportion of medical schools do not teach the skill.ObjectivesThis study had two aims: (1) demonstrate a need for formal handover training through assessing the pre-existing knowledge, skills and attitudes of medical students and (2) study the effectiveness of a pilot educational handover workshop on improving confidence and competence in structured handover skills.DesignStudents underwent an Objective Structured Clinical Examination style handover competency assessment before and after attending a handover workshop underpinned by educational theory. Participants also completed questionnaires before and after the workshop. The tool used to measure competency was developed through a modified Delphi process.SettingMedical education departments within National Health Service (NHS) Lanarkshire hospitals.ParticipantsForty-two undergraduate medical students rotating through their medical and surgical placements within NHS Lanarkshire enrolled in the study. Forty-one students completed all aspects.Main outcome measuresPaired questionnaires, preworkshop and postworkshop, ascertained prior teaching and confidence in handover skills. The questionnaires also elicited the student’s views on the importance of handover and the potential effects on patient safety. The assessment tool measured competency over 12 domains.ResultsEighty-three per cent of participants reported no previous handover teaching. There was a significant improvement, p<0.0001, in confidence in delivering handovers after attending the workshop. Student performance in the handover competency assessment showed a significant improvement (p<0.05) in 10 out of the 12 measured handover competency domains.ConclusionsA simple, robust and reproducible intervention, underpinned by medical education theory, can significantly improve competence and confidence in medical handover. Further research is required to assess long-term outcomes as student’s transition from undergraduate to postgraduate training.

scholarly journals Multidisciplinary approach of teaching radiology to medical students in Egypt: Is this an effective method?

2021 ◽  
Vol 52 (1) ◽  
Author(s):  
Yasmeen Nabhani ◽  
Victoria K. Xie ◽  
Mohamed Badawy ◽  
Rehan Karim ◽  
Umayma Abdullatif ◽  
...  
Keyword(s):  
Medical Students ◽  
Test Scores ◽  
Multidisciplinary Approach ◽  
Average Score ◽  
Undergraduate Medical Students ◽  
Score Improvement ◽  
Multidisciplinary Education ◽  
Before And After ◽  
Post Test ◽  
Clinical Case Scenarios

Abstract Background In multidisciplinary education, different perspectives from more than one discipline are used to illustrate a certain topic. The aim of this study was to evaluate the effectiveness of an online, multidisciplinary radiology curriculum to teach radiology to medical students in Egypt. A multidisciplinary team of radiologists, surgeons, and internists taught a series of 5 case-based radiology sessions on a web conference platform. Topics included common clinical case scenarios for various body systems. Undergraduate medical students across Egypt were enrolled in the course. A pre-test–post-test design was used to evaluate the efficacy of each session. Upon course completion, students filled out a subjective survey to assess the radiology education series. Results On average, 1000 students attended each session. For each session, an average of 734 students completed both the pre-test and post-test. There was a statistically significant increase in post-test scores compared to pre-test scores across all 5 sessions (p < 0.001) with an overall average score improvement of 63%. A subjective survey at the end of the course was completed by 1027 students. Over 96% of students found the lecture series to be a worthwhile experience that increased their imaging knowledge and interest in radiology, and that the use of a multidisciplinary approach added educational value. About 66% of students also reported that the session topics were “excellent and clinically important.” There was a marked increase in reported confidence levels in radiology competencies before and after attendance of the sessions. Conclusions An online radiology curriculum with a multidisciplinary approach can be implemented successfully to reach a large group of medical students and meet their educational objectives.

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