scholarly journals Development of a physical activity monitoring tool for Thai medical schools: a protocol for a mixed methods study

BMJ Open ◽  
2017 ◽  
Vol 7 (9) ◽  
pp. e017297 ◽  
Author(s):  
Apichai Wattanapisit ◽  
Surasak Vijitpongjinda ◽  
Udomsak Saengow ◽  
Waluka Amaek ◽  
Sanhapan Thanamee ◽  
...  
Keyword(s):  
Physical Activity ◽  
Mixed Methods ◽  
Medical Students ◽  
Medical School ◽  
Secondary Data ◽  
Medical Schools ◽  
General Information ◽  
Mixed Methods Study ◽  
Treatment And Prevention ◽  
Physical Activity Monitoring

IntroductionPhysical activity (PA) is important in promoting health, as well as in the treatment and prevention of diseases. However, insufficient PA is still a global health problem and it is also a problem in medical schools. PA training in medical curricula is still sparse or non-existent. There is a need for a comprehensive understanding of the extent of PA in medical schools through several indicators, including people, places and policies. This study includes a survey of the PA prevalence in a medical school and development of a tool, the Medical School Physical Activity Report Card (MSPARC), which will contain concise and understandable infographics and information for exploring, monitoring and reporting information relating to PA prevalence.Methods and analysisThis mixed methods study will run from January to September 2017. We will involve the School of Medicine, Walailak University, Thailand, and its medical students (n=285). Data collection will consist of both primary and secondary data, divided into four parts: general information, people, places and policies. We will investigate the PA metrics about (1) people: the prevalence of PA and sedentary behaviours; (2) place: the quality and accessibility of walkable neighbourhoods, bicycle facilities and recreational areas; and (3) policy: PA promotion programmes for medical students, education metrics and investments related to PA. The MSPARC will be developed using simple symbols, infographics and short texts to evaluate the PA metrics of the medical school.Ethics and disseminationThis study has been approved by the Human Research Ethics Committee of Walailak University (protocol number: WUEC-16-005-01). Findings will be published in peer-reviewed journals and presented at national or international conferences. The MSPARC and full report will be disseminated to relevant stakeholders, policymakers, staff and clients.

scholarly journals Results from the Medical School Physical Activity Report Card (MSPARC) for a Thai Medical School: a mixed methods study

2018 ◽  
Vol 18 (1) ◽  
Author(s):  
Apichai Wattanapisit ◽  
Surasak Vijitpongjinda ◽  
Udomsak Saengow ◽  
Waluka Amaek ◽  
Sanhapan Thanamee ◽  
...  
Keyword(s):  
Physical Activity ◽  
Mixed Methods ◽  
Medical School ◽  
Report Card ◽  
Mixed Methods Study ◽  
Activity Report

scholarly journals Analysis of American Medical Students’ Knowledge of Physical Activity Recommendations

PRiMER ◽  
2021 ◽  
Vol 5 ◽  
Author(s):  
Candace A. Adedokun ◽  
Wesley G. Curles ◽  
Emily L. DeMaio ◽  
Irfan M. Asif
Keyword(s):  
Physical Activity ◽  
Medical Students ◽  
Medical School ◽  
American Medical ◽  
Strength Training ◽  
Exercise Physiology ◽  
Medical Schools ◽  
School Students ◽  
Cross Sectional ◽  
Physical Activity Guidelines

Introduction: The benefits of physical activity (PA) are widely recognized; American medical schools have begun to emphasize PA, but the effectiveness of these changes is unclear. Methods: We performed a cross-sectional analysis of medical students enrolled in US osteopathic and allopathic medical schools between August 2019 and May 2020. All participants completed an electronic survey about PA instruction across the 4 years of medical school. Objective information including hours and format of PA instruction was collected. Subjectively, participants reported their relative comfort discussing various aspects of PA education with patients. Results: A total of 480 medical students completed the survey, representing 82 of the 192 US medical schools (69 allopathic, 13 osteopathic). Students are more comfortable discussing overall exercise benefits than exercise testing, exercise prescription, and exercise physiology (P<.0001). They also report more exposure to general PA guidelines related to overall PA duration than strength training (P<.0001). Students at allopathic and osteopathic schools reported similar outcomes regarding PA education, while students with class sizes under 200 reported increased familiarity with National Physical Activity Guidelines regarding PA duration (P<.0001) and strength training (P=.01).  Conclusion: Despite recent efforts to improve PA education in medical school, students feel unprepared to apply their knowledge in a clinical setting and remain unaware of national PA guidelines. Future studies should determine how to practically integrate PA education longitudinally into curricula to change PA education from an afterthought to an essential component of medical school education.

scholarly journals Classroom Movement Breaks Reduce Sedentary Behavior and Increase Concentration, Alertness and Enjoyment during University Classes: A Mixed-Methods Feasibility Study

2021 ◽  
Vol 18 (11) ◽  
pp. 5589
Author(s):  
Casey L. Peiris ◽  
Gráinne O’Donoghue ◽  
Lewis Rippon ◽  
Dominic Meyers ◽  
Andrew Hahne ◽  
...  
Keyword(s):  
Physical Activity ◽  
Mixed Methods ◽  
Qualitative Data ◽  
Sedentary Time ◽  
Descriptive Statistics ◽  
Mixed Methods Study ◽  
Focus Group Interviews ◽  
Physical Activity Monitoring ◽  
Group Interviews ◽  
Comparison Data

This mixed-methods study aimed to determine the feasibility of incorporating movement breaks into university classes in terms of acceptability (disruption, engagement, satisfaction), practicality (ease of scheduling and conducting breaks) and efficacy (sedentary time, concentration, alertness, enjoyment). Movement breaks of five to 10 min duration were scheduled after 20 min of sedentary time during 2-h classes. Classes without movement breaks were used as a comparison. Data were collected using surveys, objective physical activity monitoring and focus group interviews of students (n = 85) and tutors (n = 6). Descriptive statistics (quantitative data) and independent coding and thematic analysis (qualitative data) were completed. Students (mean age 23 ± 2 years, 69% female) actively engaged in movement breaks with no adverse events. Movement breaks were perceived to be beneficial for concentration, engagement and productivity. Timing of the break was perceived to be important to enhance the benefit and reduce disruption. Students preferred outdoor or competitive movement breaks. Students spent 13 min less time sitting (95%CI 10 to 17), took 834 more steps (95%CI 675 to 994) and had higher levels of concentration, alertness and enjoyment (p < 0.001) in classes with movement breaks compared to classes without. Classroom movement breaks are feasible and may be considered for incorporation into university classes to reduce sedentary behaviour and increase physical activity, alertness, concentration and enjoyment.

scholarly journals Physical activity among medical students in Southern Thailand: a mixed methods study

BMJ Open ◽  
2016 ◽  
Vol 6 (9) ◽  
pp. e013479 ◽  
Author(s):  
Apichai Wattanapisit ◽  
Krittanu Fungthongcharoen ◽  
Udomsak Saengow ◽  
Surasak Vijitpongjinda
Keyword(s):  
Physical Activity ◽  
Mixed Methods ◽  
Medical Students ◽  
Mixed Methods Study ◽  
Southern Thailand

scholarly journals P66 In what way does skin of colour representation in undergraduate dermatology education influence medical students’ clinical experiences?: A national, collaborative, mixed-methods study

BJS Open ◽  
2021 ◽  
Vol 5 (Supplement_1) ◽  
Author(s):  
Suraj Gandhi ◽  
Lois Duncan ◽  
Tashi Maseland ◽  
Nicola Walker ◽  
Soham Bandyopadhyay ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Medical Students ◽  
Medical School ◽  
Ethnic Groups ◽  
Online Survey ◽  
Delayed Diagnosis ◽  
Mixed Methods Study ◽  
Clinical Experiences ◽  
Cross Sectional ◽  
School Curricula

Abstract Introduction The pandemic has highlighted health inequalities in the UK, with Black and Asian ethnic groups experiencing higher mortality than White ethnic groups. Alongside this, a wider recognition of societal inequalities has lead to a drive for increased racial representation in medical school curricula. This is especially relevant to dermatology, where skin colour has clear effects on the presentation of important conditions. It has been hypothesised that delayed diagnosis and consequent worse outcomes may result from physicians’ unfamiliarity with the appearance of dermatologic presentations on skin-of-colour (SoC). We propose a national, cross-sectional, mixed-methods study using student collaboration aiming to understand how SoC representation in undergraduate dermatology teaching influences medical students’ clinical experiences. Methods The study will involve three phases, delivered in part by student collaborator at each institution: first, a national online survey of final year students from 34 UK medical schools to investigate their recollections of SoC representation in their dermatology teaching. Second, a survey of faculty members at each medical school to investigate how SoC representation is incorporated into the broader design of their institution's dermatology teaching. Finally, a series of online focus groups to explore students’ ideas about the influence of SoC representation in dermatology education on their clinical experiences with patients of varied skin tones. Proposed Impact Our findings may help inform the timely and effective provision of diverse SoC representation in undergraduate medical education and, more broadly, demonstrate the usefulness of collaboratively-acquired, student-generated data in guiding the future development of medical school curricula.

scholarly journals Type 2 diabetes patients’ views on prevention of hypoglycaemia – a mixed methods study investigating self-management issues and self-identified causes of hypoglycaemia

2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Stijn Crutzen ◽  
Tessa van den Born-Bondt ◽  
Petra Denig ◽  
Katja Taxis
Keyword(s):  
Physical Activity ◽  
Type 2 Diabetes ◽  
Mixed Methods ◽  
Food Intake ◽  
Mixed Methods Study ◽  
Self Management ◽  
Hypoglycaemic Event ◽  
Glucose Levels ◽  
Management Issues

Abstract Background Hypoglycaemia is a common and potentially avoidable adverse event in people with type 2 diabetes (T2D). It can reduce quality of life, increase healthcare costs, and reduce treatment success. We investigated self-management issues associated with hypoglycaemia and self-identified causes of hypoglycaemia in these patients. Methods In this mixed methods study qualitative semi-structured interviews were performed, which informed a subsequent quantitative survey in T2D patients. All interviews were audio recorded, transcribed verbatim and coded independently by two coders using directed content analysis, guided by the Theoretical Domains Framework. Descriptive statistics were used to quantify the self-management issues and causes of hypoglycaemia collected in the survey for the respondents that had experienced at least one hypoglycaemic event in the past. Results Sixteen participants were interviewed, aged 59–84 years. Participants perceived difficulties in managing deviations from routine, and they sometimes lacked procedural knowledge to adjust medication, nutrition or physical activity to manage their glucose levels. Grief and loss of support due to the loss of a partner interfered with self-management and lead to hypoglycaemic events. Work ethic lead some participant to overexerting themselves, which in turn lead to hypoglycaemic events. The participants had difficulties preventing hypoglycaemic events, because they did not know the cause, suffered from impaired hypoglycaemia awareness and/or did not want to regularly measure their blood glucose. When they did recognise a cause, they identified issues with nutrition, physical activity, stress or medication. In total, 40% of respondents reported regular stress as an issue, 24% reported that they regularly overestimated their physical abilities, and 22% indicated they did not always know how to adjust their medication. Around 16% of patients could not always remember whether they took their medication, and 42% always took their medication at regular times. Among the 83 respondents with at least one hypoglycaemic event, common causes for hypoglycaemia mentioned were related to physical activity (67%), low food intake (52%), deviations from routine (35%) and emotional burden (28%). Accidental overuse of medication was reported by 10%. Conclusion People with T2D experience various issues with self-managing their glucose levels. This study underlines the importance of daily routine and being able to adjust medication in relation to more physical activity or less food intake as well as the ability to reduce and manage stress to prevent hypoglycaemic events.

scholarly journals A Scoping Review of Professional Identity Formation in Undergraduate Medical Education

2021 ◽  
Author(s):  
Shiva Sarraf-Yazdi ◽  
Yao Neng Teo ◽  
Ashley Ern Hui How ◽  
Yao Hao Teo ◽  
Sherill Goh ◽  
...  
Keyword(s):  
Medical Students ◽  
Identity Development ◽  
Medical School ◽  
Professional Identity ◽  
Identity Formation ◽  
Scoping Review ◽  
Medical Schools ◽  
Professional Identity Formation ◽  
Enabling Factors ◽  
Content Analyses

Abstract Background Professional identity formation (PIF) in medical students is a multifactorial phenomenon, shaped by ways that clinical and non-clinical experiences, expectations and environmental factors merge with individual values, beliefs and obligations. The relationship between students’ evolving professional identity and self-identity or personhood remains ill-defined, making it challenging for medical schools to support PIF systematically and strategically. Primarily, to capture prevailing literature on PIF in medical school education, and secondarily, to ascertain how PIF influences on medical students may be viewed through the lens of the ring theory of personhood (RToP) and to identify ways that medical schools support PIF. Methods A systematic scoping review was conducted using the systematic evidence-based approach. Articles published between 1 January 2000 and 1 July 2020 related to PIF in medical students were searched using PubMed, Embase, PsycINFO, ERIC and Scopus. Articles of all study designs (quantitative and qualitative), published or translated into English, were included. Concurrent thematic and directed content analyses were used to evaluate the data. Results A total of 10443 abstracts were identified, 272 full-text articles evaluated, and 76 articles included. Thematic and directed content analyses revealed similar themes and categories as follows: characteristics of PIF in relation to professionalism, role of socialization in PIF, PIF enablers and barriers, and medical school approaches to supporting PIF. Discussion PIF involves iterative construction, deconstruction and inculcation of professional beliefs, values and behaviours into a pre-existent identity. Through the lens of RToP, factors were elucidated that promote or hinder students’ identity development on individual, relational or societal levels. If inadequately or inappropriately supported, enabling factors become barriers to PIF. Medical schools employ an all-encompassing approach to support PIF, illuminating the need for distinct and deliberate longitudinal monitoring and mentoring to foster students’ balanced integration of personal and professional identities over time.

Sign in / Sign up

Export Citation Format

Share Document