scholarly journals Medical student education in sleep and its disorders is still meagre 20 years on: A cross‐sectional survey of UK undergraduate medical education

2020 ◽  
Vol 29 (6) ◽  
Author(s):  
Stephanie Romiszewski ◽  
Felix Edward Kelly May ◽  
Elizabeth Jane Homan ◽  
Ben Norris ◽  
Michelle A. Miller ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Undergraduate Medical Education ◽  
Medical Student Education ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Student Education

scholarly journals The Status of Medical Student Education in Pregnancy Options Counseling: a Review

2021 ◽  
Author(s):  
Lauren E. Farmer ◽  
Camille A. Clare
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Medical Student Education ◽  
Undergraduate Medical Students ◽  
Student Education ◽  
Gynecology And Obstetrics ◽  
The Status ◽  
Barriers To Teaching

Abstract Background The Association of Professors of Gynecology and Obstetrics (APGO) has acknowledged the importance of pregnancy options counseling by listing it as a “shows how” skill for all undergraduate medical students. Unfortunately, there is no standard curriculum utilized to teach medical students pregnancy options counseling or to assess skill sustainability over time. Objectives To review and summarize the literature on pregnancy options counseling in undergraduate medical education. Methods We performed a structured literature review searching Google Scholar, PubMed, and EMBASE for articles between 2000 and February 2020. Inclusion criteria were English language studies of M. D. and D.O. programs in North America with a discussion of pregnancy options counseling as it relates to medical student education. Results There is a small but growing body of literature on pregnancy options counseling in medical student education. The common themes across the 17 papers reviewed include the status of pregnancy options counseling in undergraduate medical education, barriers to teaching options counseling, the timing of education, utilization of the options counseling Objective Structured Clinical Examination (OSCE), learner challenges, and novel strategies for implementing education in options counseling and subsequent learning outcomes. Conclusions There is no standardized pregnancy options counseling curriculum in undergraduate medical education (UME). The landscape in which this important skill is being taught is one of random, insufficient, and uncoordinated curricular interventions. This is the only review on this subject, making it a unique summary on pregnancy options counseling in UME.

Medical Education During COVID-19: A Global Cross-Sectional Survey of Medical Student Experiences with Remote Learning

2021 ◽  
Author(s):  
Isabella Maria de Freitas Faria ◽  
Carolina B. Moura ◽  
Mariana Graner ◽  
Maria Luíza Cazumbá ◽  
Marcela Bittencourt ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Student Experiences ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Remote Learning

scholarly journals A cross-sectional survey on academic librarian involvement in evidence-based medicine instruction within undergraduate medical education programs in Canada

2020 ◽  
Vol 41 (3) ◽  
Author(s):  
Zahra Premji ◽  
Kaitlin Fuller ◽  
Rebecca Raworth
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Evidence Based Medicine ◽  
Evidence Based ◽  
Educational Strategies ◽  
Education Programs ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
School Faculty ◽  
Based Medicine

Introduction: The purpose of this study was to determine the range of involvement of Canadian academic medical librarians in teaching evidence-based medicine (EBM) within the undergraduate medical education (UME) curriculum. This study articulates the various roles that Canadian librarians play in teaching EBM within the UME curriculum, and also highlights their teaching practices. Methods: An electronic survey was distributed to a targeted sample of academic librarians currently involved in UME programs in Canadian medical schools. Results: 12 respondents (including one duplicate response) representing ten schools responded to this survey. 7 of 10 respondents were involved in EBM instruction, 3 of 10 institutions had a dedicated EBM course. Librarians were involved in a variety of roles, and often co-created and co-delivered content along with medical school faculty, and were present on course committees. They used a variety of educational strategies, incorporated active learning, as well as online modules. Discussion/Conclusion: The data highlighted the embedded nature of EBM instruction in undergraduate medical education programs in Canada. It also showed that librarians are involved in EBM instruction beyond the second step of EBM; acquiring or searching the literature.

scholarly journals Assessing the Impact of the COVID-19 Pandemic on Medical Student Education

2021 ◽  
Author(s):  
Grace Castelli ◽  
Dinah Diab ◽  
Alicia Scimeca ◽  
Chintan Mehta ◽  
Nicolette Payne ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Student Perceptions ◽  
Online Survey ◽  
Clinical Care ◽  
Medical Student Education ◽  
Student Education ◽  
Professional Transitions ◽  
The Impact

Abstract Background: The full impact of the COVID-19 global pandemic has yet to be seen, yet medical education has already been critically disrupted. As U.S. hospitals were forced to aggressively limit non-essential care to preserve personal protective equipment and minimize COVID-19 exposure, in-person education and hands-on training was nearly eliminated for students. The objective of this study was to immediately and comprehensively investigate the impact of the COVID-19 pandemic on medical student education. Medical students in the U.S. were invited to complete an online survey about the impacts of the COVID-19 pandemic on their medical education experience. Students provided basic demographic information and answered questions about the impact of COVID-19 on their training/education, finances, and mental health. Results: Medical students reported nearly 18 fewer hours of patient care per week, an immediate switch to virtual learning (74%) along with grading changes (62%), and widespread cancellation of national exams. Additionally, 55% of fourth year students graduated early to provide direct clinical care. Students across years felt that changes from the pandemic would negatively affect their residency applications and that upcoming rotations would be impacted (p<0.001). Students reported that the pandemic had negatively affected their finances, increased their anxiety/stress, increased their feelings of burnout, and negatively impacted their work-life balance (p<0.001). Conclusion: Medical education has been critically impacted by COVID-19. Student perceptions and evaluation of experiences to date should be considered as educators prepare to ready students for academic and professional transitions in the context of continued COVID-19 disruptions and distanced learning.

scholarly journals Teachers’ view about the current situation of e-learning practice in undergraduate medical education of Bangladesh

2020 ◽  
Vol 11 (1) ◽  
pp. 12-16
Author(s):  
MAS Talukder ◽  
Md Humayun Kabir Talukder ◽  
MR Pervin ◽  
MFH Talukder ◽  
TT Tapu
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Teaching And Learning ◽  
Current Situation ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Adequate Knowledge ◽  
Teachers And Students ◽  
E Learning ◽  
Medical Colleges

Background: E-learning or electronic learning is increasingly used as a complement to traditional classes in undergraduate medical education. E-Learning become more popular, because they allow saving time of teachers and students, reduce costs of teaching and learning materials and improve classroom as well as medical colleges’ educational environment.   Objectives: This descriptive cross sectional survey was driven to explore teachers’ view about the current situation of e-learning practice in undergraduate medical education of Bangladesh. Methods: From all four phases, total 172 teachers of randomly selected eight medical colleges of Bangladesh were respondents of this study to seek information regarding the current situation of e-learning practice in undergraduate medical education, between the period of July 2018 to June 2019 with a pretested self-administered questionnaire. Results: In this study 68 (39.5%) were male and 104 (60.5%) were female teachers.  Fifty-two point three percent (52.3%) teachers agreed that they strongly awared of e-learning, 87.8% teachers had personal computers/laptops, 99.4% teachers had personal smartphones, and 98.8% teachers had personal e-mail addresses. Fifty-three percent (53%) teachers agreed that they have adequate knowledge and skill in information and communication technology (ICT). Forty-four percent (44%) teachers disagreed that they were interact with students and 49.5% teachers agreed that they interacted with peer and colleague by using social media in their medical colleges. Conclusion: Teachers are aware of e-learning and they practiced it in personal level without collaboration of the medical colleges. It is essential to provide e-learning facilities in medical colleges for improvement of undergraduate medical education. Bangladesh Journal of Medical Education Vol.11(1) 2020: 12-16

Psychiatric Aspects of Life-Threatening Illness: A Course for Medical Students

1974 ◽  
Vol 5 (1) ◽  
pp. 51-56 ◽  
Author(s):  
Edward H. Liston
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Medical Student Education ◽  
Student Response ◽  
Student Education ◽  
Patient Interviews ◽  
Life Threatening Illness ◽  
Life Threatening

Instructing medical students about the psychiatric aspects of life-threatening illness has been a neglected area in medical education. Only one course to date has been described in spite of the clear need for communications among educators on this subject. To help reduce this deficiency a course for medical students which includes seminar discussions and patient interviews is reported. Student response to the course has been excellent and supports the view that instruction in this area should be a required component of medical student education.

scholarly journals Teaching Professionalism in undergraduate Medical Education

2021 ◽  
Vol 15 (6) ◽  
pp. 1874-1875
Author(s):  
Amjad Ali ◽  
Asim Shafi ◽  
Arif Siddiq ◽  
Muhammed Salman Siddiq ◽  
Rab Nawaz Malik ◽  
...  
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Undergraduate Students ◽  
Sampling Technique ◽  
Bench Mark ◽  
Health Educators ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Computer Based ◽  
Health Teaching

For the last many years, there have been speedy and far-reaching changes in health teaching. [1] Numerous innovative approaches of teaching professionalism have been established and executed since 1950’s and engrossed on medical expertise. In this paper, we will observe teaching professionalism in health teaching, detailing the usages and tasks associated with diverse methods. The developments in bio medical technologies and skills have been primed to advance of teaching professionalism tools that expand the assessment of expertise. Objective: To observe the Teaching Professionalism in undergraduate medical education in BADMC Multan Methodology: A cross sectional survey was conducted at BAMDC Multan from January 2020 to June 2020 after obtaining ethical approval from ECB. The data was collected through convenience sampling technique from 50 health educators teaching anatomy, medicine, Surgery and Gyane & Obs. to undergraduate students by using unidentified questionnaire. Consent was taken from all participants before data collection. Data was entered and analyzed by using SPSS 21. Results: Of the 50 health educators, 46 (92%) reacted to the main phase of the overview, 48 (96%) of medical educators have sound mentalities about their jobs and responsibilities, 42 (84 %) having disintegration of clinical polished methodology, 44 (80 %) have clinical instructors ethicists- subjecting one's personal responsibility to the interest of patients, 50 (100 %) sticking to high moral and good guidelines, 40 (80 %)responding to cultural necessities, 48 (96%) displaying center humanistic qualities (e.g., compassion, uprightness, benevolence, dependability), 50 (100%) can design demonstrable, 46 (92 %) have duplicates of educational plan materials utilized in courses identified with polished skill, 48 (96 %) use Simulations ,22 (44 %) can use Computer-based simulation, 40 (80 %) can create case generation techniques. Conclusion & Recommendations: From this study, it is concluded that only 22 health educators (44 %) can use Computer-based simulation, 40 (80 %) can create case generation techniques, 40 (80 %) responding to cultural necessities, 42 (84 %) having disintegration of clinical polished methodology that is very low bench mark in teaching professionalism. Extra exploration is needed, mainly if the teaching professionalism is used to make high stick verdicts (e.g., elevation and authorization). Key Words: Health Educators, Ethical Committee Board, Bakhtawar Amin Medical & Dental College, Multan

scholarly journals Something’s missing from my education: Using a cross sectional survey to examine the needs and interest of Canadian medical students relating to their roles as teachers and educators

2017 ◽  
Vol 8 (3) ◽  
pp. e21-29
Author(s):  
Alim Nagji ◽  
Karen Leslie ◽  
Eric Wong ◽  
Doug Myhre ◽  
Meredith Young ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Teacher Development ◽  
English Language ◽  
Teaching Experience ◽  
Cross Sectional Survey ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Canadian Association

Background: Current theory in medical education emphasizes engaging learners as educators while tailoring teaching to their learning needs. However, little is known about learners’ perceptions of their proposed roles as teachers and educators.Methods: Canadian medical students were invited to complete an English language online questionnaire structured to include: teaching experience, participation and/or awareness of teacher development at their school and awareness and/or interest in further training in medical education. The survey was developed by the Canadian Association for Medical Education (CAME) Membership Subcommittee, and distributed via the Canadian Federation of Medical Students (CFMS) email list and the CAME twitter account in March 2014.Results: Of the 169 undergraduate medical student respondents, 36% (n=61) reported a lack of prior teaching experience and 45% (n=73) were unsure if their school provided teaching instruction. Overall, 91% (n=150) indicated that they planned to incorporate teaching or medical education into their future careers.Conclusion: While the majority of medical student respondents are expecting or planning to teach, most report not having access to adequate training through medical school. Further effort is necessary to support medical students as teachers to prepare them for increased teaching responsibilities as residents and to expose them to potential careers in medical education. 

scholarly journals Educating the Next Generation in Sport and Exercise Medicine: A Cross-Sectional Survey

2021 ◽  
Author(s):  
Katherine Rose Marino ◽  
Daniel Fitzpatrick ◽  
Dane Vishnubala
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Delphi Study ◽  
Online Survey ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Exercise Medicine ◽  
Sport And Exercise ◽  
The Uk

Abstract Background Sport and exercise medicine (SEM) is a relatively new specialty, and it is not well incorporated into undergraduate medical education. Previous studies have highlighted that medical students would benefit from increased teaching on SEM, and that students would like more SEM teaching. The aim of this project is to establish which SEM-related topics are deemed to be most important to incorporate into undergraduate medical education and confirm whether medical students would benefit from increased SEM exposure. Methods An online survey was distributed to all members of the British Association of Sport and Exercise Medicine (BASEM) via email, and it was shared on Twitter via BASEM and the research team. Results A total of 126 responses were analysed. The majority of respondents work in SEM, or were interested in pursuing a career in SEM. Musculoskeletal (MSK) examination skills, exercise to prevent and manage disease, and MSK injuries and conditions were deemed to be the most important SEM-related topics to teach medical students. Use of social media and pitchside case were deemed the least important. Respondents thought medical students do not receive enough SEM teaching at medical school and could benefit from increased SEM exposure. Conclusions This study supports the opinion that medical students would benefit from increased SEM exposure. This survey is the first to determine how important it is that specific SEM-related topics are taught to medical students. In response to this survey a Delphi study is being conducted in the UK to establish a consensus undergraduate SEM curriculum for medical students.

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