Effective interprofessional simulation training for medical and midwifery students

2015 ◽  
Vol 1 (3) ◽  
pp. 87-93 ◽  
Author(s):  
S E Edwards ◽  
S Platt ◽  
E Lenguerrand ◽  
C Winter ◽  
J Mears ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Care ◽  
Team Building ◽  
Clinical Settings ◽  
Multiple Choice Questions ◽  
Educational Impact ◽  
Validated Questionnaire ◽  
Interprofessional Training ◽  
Interprofessional Working ◽  
Students Attitudes

IntroductionGood interprofessional teamworking is essential for high quality, efficient and safe clinical care. Undergraduate interprofessional training has been advocated for many years to improve interprofessional working. However, few successful initiatives have been reported and even fewer have formally assessed their educational impact.MethodsThis was a prospective observational study of medical and midwifery students at a tertiary-level maternity unit. An interprofessional training module was developed and delivered by a multiprofessional faculty to medical and midwifery students, including short lectures, team-building exercises and practical simulation-based training for one obstetric (shoulder dystocia) and three generic emergencies (sepsis, haemorrhage, collapse). Outcome measures were interprofessional attitudes, assessed with a validated questionnaire (UWE Interprofessional Questionnaire) and clinical knowledge, measured with validated multiple-choice questions.ResultsSeventy-two students participated (34 medical, 38 midwifery). Following training median interprofessional attitude scores improved in all domains (p<0.0001), and more students responded in positive categories for communication and teamwork (69–89%, p=0.004), interprofessional interaction (3–16%, p=0.012) and interprofessional relationships (74–89%, p=0.006). Scores for knowledge improved following training for medical students (65.5% (61.8–70%) to 82.3% (79.1–84.5%) (median (IQR)) p<0.0001) and student midwives (70% (64.1–76.4%) to 81.8% (79.1–86.4%) p<0.0001), and in all subject areas (p<0.0001).ConclusionsThis training was associated with meaningful improvements in students’ attitudes to teamwork, and knowledge acquisition. Integrating practical tasks and teamwork training, in authentic clinical settings, with matched numbers of medical and non-medical students can facilitate learning of both why and how to work together. This type of training could be adopted widely in undergraduate healthcare education.

scholarly journals Coping with COVID-19: medical students as strong and responsible stewards of their education

2021 ◽  
Author(s):  
Jacquelyn B. Kercheval ◽  
Deena Khamees ◽  
Charles A. Keilin ◽  
Netana H. Markovitz ◽  
Eve D. Losman
Keyword(s):  
Medical Students ◽  
Curriculum Development ◽  
De Novo ◽  
Traditional Approach ◽  
Clinical Care ◽  
Successful Implementation ◽  
Discussion Boards ◽  
Multiple Choice Questions ◽  
Continued Learning ◽  
Comprehensive Curriculum

Abstract Background Due to the COVID-19 pandemic, clinical rotations at the University of Michigan Medical School (UMMS) were suspended on March 17, 2020, per the Association of American Medical Colleges’ recommendations. No alternative curriculum existed to fill the educational void for clinical students. The traditional approach to curriculum development was not feasible during the pandemic as faculty were redeployed to clinical care, and the immediate need for continued learning necessitated a new model. Approach One student developed an outline for an online course on pandemics based on peer-to-peer conversations regarding learners’ interests and needs, and she proposed that students author the content given the immediate need for a curriculum. Fifteen student volunteers developed content to fill knowledge gaps, and expert faculty reviewers confirmed that the student authors had successfully curated a comprehensive curriculum. Evaluation The crowdsourced student content coalesced into a 40-hour curriculum required for all 371 clinical-level students at UMMS. This student-driven effort took just 17 days from outline to implementation, and the final product is a full course comprising five modules, multiple choice questions, discussion boards, and assignments. Learners were surveyed to gauge success, and 93% rated this content as relevant to all medical students. Reflection The successful implementation of this model for curriculum development, grounded in the Master Adaptive Learner framework, suggests that medical students can be entrusted as stewards of their own education. As we return to a post-pandemic “normal,” this approach could be applied to the maintenance and de novo development of future curricula.

scholarly journals Turning unprofessional behaviors around using Holmes' reflection approach: a randomized controlled study

2020 ◽  
Author(s):  
Leila Naeimi ◽  
Fariba Asghari ◽  
Saharnaz Nedjat ◽  
Azim Mirzazadeh ◽  
Mahsa Abbaszadeh ◽  
...  
Keyword(s):  
Medical Students ◽  
Intervention Group ◽  
Controlled Study ◽  
Control Group ◽  
Clinical Settings ◽  
Professional Behaviors ◽  
Formal Curriculum ◽  
Long Term Follow Up ◽  
Students Attitudes ◽  
Professionalism Training

Many medical schools around the world have included professionalism training in their formal curriculum. However, these efforts may not be adequate; given the exposure of students to unprofessional behaviors in the clinical settings. In the present study, we aimed to design, implement, and evaluate a longitudinal program to improve professionalism among medical students upon their transition to clinical settings. A total of 75 medical students were enrolled in the study and randomly assigned to two groups. The control group did not receive any training, while for the intervention group; a 10-hour program through 16 weeks was organized based on the Holmes' reflection approach. The effectiveness of the program was evaluated by measuring three outcomes in both groups. Data analysis was performed using paired t-test and Multiple Linear Regression. Scores of judgment of professionalism increased in the intervention group (from 7.56 to 10.17; P< 0.001), while there was no significant improvement in the control group’s scores. Students' attitudes towards professionalism and their professional behaviors did not change significantly. Based on our findings, the Holmes reflection approach helps students improve their cognitive base of professionalism. Long-term follow-up and further qualitative studies will help us better understand the effects of this approach on other desirable outcomes.

scholarly journals Immunology knowledge as one of the basic sciences that forms the foundations to developing sound clinicians

2016 ◽  
Vol 30 (2) ◽  
pp. 108-113
Author(s):  
Anthony J. Armson ◽  
Amanda J. Meyer ◽  
Barrett E. Losco ◽  
Emad M. Ardakani ◽  
Bruce F. Walker
Keyword(s):  
Undergraduate Students ◽  
Knowledge Retention ◽  
Kappa Statistics ◽  
Multiple Choice Questions ◽  
Validated Questionnaire ◽  
Significant Difference ◽  
Average Person ◽  
Knowledge Levels ◽  
Students Attitudes ◽  
Chiropractic Students

Objective: The aim of this study was to (1) generate a valid questionnaire to determine immunology knowledge, (2) compare immunology knowledge across 3 different cohorts of chiropractic students that had already studied immunology, (3) examine the attitudes of chiropractic students to the study of immunology, and (4) examine whether students' attitudes affected their knowledge levels. Methods: Factor analysis was used to refine an immunology knowledge and perceptions questionnaire that was generated by a group of experts that was then completed by 90 students. Immunology knowledge level of each of the cohorts was compared using a 1-way analysis of variance. Kappa statistics were used to measure agreement between 2 statements, and logistic regression was used to determine whether students' attitudes were associated with their knowledge levels. Results: There was a significant difference in the immunology knowledge levels across the 3 year groups (F[2, 87] = 4.78, p = .011). Fifth-year students (n = 26) demonstrated 25% less immunology knowledge than third-year students (n = 35; p = .005). Of 90 students, 64 agreed that immunology knowledge was important to chiropractors, and 53 agreed that immunology knowledge was important for the average person. No relationship existed between their value of immunology knowledge and their score on the multiple-choice questions. Conclusion: Third-year students' immunology knowledge was significantly higher than that of the fifth-year students. Students value immunology knowledge, but this does not translate to retention of this knowledge. The validated questionnaire is a useful tool for assessing immunology knowledge retention for undergraduate students.

scholarly journals Nurse’s Role from Medical Students’ Perspective during Their Interprofessional Clinical Practice: Evidence from Lithuania

Healthcare ◽  
2021 ◽  
Vol 9 (8) ◽  
pp. 963
Author(s):  
Aurelija Blaževičienė ◽  
Aurika Vanckavičienė ◽  
Renata Paukštaitiene ◽  
Asta Baranauskaitė
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Interprofessional Education ◽  
Correlational Design ◽  
Interprofessional Training ◽  
Professional Field ◽  
Students Attitudes ◽  
Practice Methods ◽  
High Degree

Background: Attitudes towards interprofessional education are key factors that shape students’ behaviour during interprofessional practice. An interprofessional approach to training and practice is “unique”, important, and challenging. Interprofessional education allows for a deeper understanding and analysis of problems from perspectives different to those of “us”. The aim of the study was to assess medical students’ attitudes toward the nurse’s role during their interprofessional clinical practice. Methods: This study used a descriptive, correlational design. Results: Lithuanian medical students were statistically significantly more likely to think that the role of a nurse was clear and transparent to other professionals and that nurses exuded a high degree of professionalism, sought a high degree of involvement with the patient, and built deep relationships with the patients. Foreign medical students were statistically significantly more likely to believe that nurses worked more effectively alone than in a team and that they worked with the patients within their own professional field of knowledge rather than referring patients to other professionals. Conclusions: After 6 months of interprofessional training with nurses in the hospital, medical students gain a more clear professional picture of the role of the nurse.

Impact of palliative care rotation on gynecologic oncology fellows' knowledge, rates of explicit teaching, and perceived competence in palliative care.

2017 ◽  
Vol 35 (31_suppl) ◽  
pp. 95-95
Author(s):  
Carolyn Lefkowits ◽  
Anoo Tamber ◽  
Janet Leahy ◽  
Winifred Teuteberg
Keyword(s):  
Palliative Care ◽  
Clinical Care ◽  
Gynecologic Oncology ◽  
Perceived Competence ◽  
Clinical Settings ◽  
Multiple Choice Questions ◽  
Surgical Specialty ◽  
Explicit Teaching ◽  
Didactic Strategies ◽  
The Impact

95 Background: Impact of a PC rotation on fellows in the primarily surgical specialty of Gynecologic Oncology (GO) has not been described. We aimed to evaluate the impact of a month-long PC rotation on GO fellows’ knowledge, exposure to explicit teaching and perceived competence in PC. Methods: Four years of GO fellows (n = 8) were surveyed before and immediately after a month-long PC rotation about knowledge, explicit teaching and perceived competence across four domains - pain management, non-pain symptom management, out of hospital care and communication/ethics. Knowledge was assessed via 30 multiple choice questions (MCQ). Perceived competence to address 25 PC topics was assessed on a Likert scale (1 to 5). Participants were asked about explicit teaching of 21 PC topics before and during the rotation. The rotation included 5 clinical settings and 7 dedicated didactic strategies beyond routine participation in clinical care. We used medians tests to compare total correct items pre vs post rotation, paired differences pre to post of perceived competence and paired differences pre to during rotation rates of explicit teaching of PC topics. Results: Post-rotation, participants demonstrated significant improvement in knowledge (median MCQ percent correct pre 62% v post 67%; p = 0.01), explicit teaching (median percent items explicitly taught pre 19% v post 91%; p = 0.02) and perceived competence (median percent items competent or better pre 34% v post 100%; p = 0.01). The most highly rated clinical settings were inpatient hospice and inpatient PC consult service. The most highly rated didactic strategies were direct observation of communication skills practice and 10 minute didactics. The educational value of the overall rotation was rated as superior by 100% of participants. Conclusions: After a month-long PC rotation, GO fellows demonstrated significant improvement in knowledge, rates of explicit teaching and perceived competence in PC across all domains examined. Routine incorporation of a dedicated PC rotation should be considered for all gynecologic oncology fellows.

Senior Medical Students’ Attitudes toward Choosing Residency Programs in Primary Care

1985 ◽  
Vol 1 (4) ◽  
pp. 38-43 ◽  
Author(s):  
Robert R. Franklin ◽  
Pamela A. Samaha ◽  
Janet C. Rice ◽  
Susan M. Igras
Keyword(s):  
Primary Care ◽  
Medical Students ◽  
Residency Programs ◽  
Students Attitudes

scholarly journals Required Longitudinal Service-Learning and Its Effects on Medical Students’ Attitudes Toward the Underserved

2021 ◽  
Author(s):  
Monica Rose Arebalos ◽  
Faun Lee Botor ◽  
Edward Simanton ◽  
Jennifer Young
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Service Learning ◽  
Student Attitudes ◽  
Underserved Populations ◽  
Preclinical Phase ◽  
School Of Medicine ◽  
Students Attitudes ◽  
Medical Student Attitudes ◽  
The University

AbstractAlthough medical students enter medicine with altruistic motives and seek to serve indigent populations, studies show that medical students’ attitudes towards the undeserved tend to worsen significantly as they go through their medical education. This finding emphasizes the need for medical educators to implement activities such as service-learning that may help mitigate this negative trend.All students at the University of Nevada Las Vegas (UNLV) School of Medicine are required to participate in longitudinal service-learning throughout medical school, and a majority of students interact with the underserved at their service-learning sites. Using the previously validated Medical Student Attitudes Towards the Underserved (MSATU), independent sample T-tests showed that students who interact with underserved populations at their sites scored with significantly better attitudes towards the underserved at the end of their preclinical phase. Subjects included 58 medical students with 100% taking the MSATU. This result indicates that longitudinal service-learning, particularly when it includes interaction with the underserved, can be one method to combat the worsening of medical students’ attitudes as they complete their medical education.

Changing medical students’ attitudes about mental health

2013 ◽  
Vol 47 (5) ◽  
pp. 534-534
Author(s):  
Alexandre Pereira ◽  
Henry Holanda
Keyword(s):  
Mental Health ◽  
Medical Students ◽  
Students Attitudes

scholarly journals A Theoretical Framework for the Development of Views of One’s Own Aging

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 6-6
Author(s):  
Sarah Marrs ◽  
Jennifer Inker ◽  
Madeline McIntyre ◽  
Leland Waters ◽  
Tracey Gendron
Keyword(s):  
Older Adults ◽  
Medical Students ◽  
Assisted Living ◽  
Health Professions ◽  
Theoretical Framework ◽  
Community Dwelling ◽  
Mentoring Program ◽  
Term Care ◽  
Before And After ◽  
Students Attitudes

Abstract Senior mentoring programs have been established that provide medical students exposure to a community-dwelling older adult mentor. The goal of these programs is to expose students to healthy older adults, increase knowledge of geriatrics, and prepare them to care for an aging population. However, even while participating in a senior mentoring program, health professions students still demonstrate some discriminatory language towards older adults (e.g., Gendron, Inker, & Welleford, 2018). In fact, research suggests ageist practices occur, intentionally or not, among all health professions and within assisted living and long-term care facilities (e.g., Bowling, 1999; Dobbs et al., 2008; Kane & Kane, 2005). There is reason to believe that how we feel about other older adults is a reflection of how we feel about ourselves as aging individuals. As part of an evaluation of a Senior Mentoring program, we found that students’ attitudes towards older adults were not significantly improved (t (92) = .38, p = .70). To further explore this, we collected subsequent qualitative data. Specifically, we asked students to respond to the open-ended prompt before and after completing their senior mentoring program: How do you feel about your own aging? Our findings have revealed just how complex students’ views towards aging and elderhood are, pointing to a need to develop a theoretical framework for how these views are formed. Thus, the results of this qualitative grounded theory study illustrate the stages of development medical students’ progress through as they come to accept themselves as aging humans.

scholarly journals Asian medical students’ attitudes towards professionalism

2021 ◽  
Vol 26 (1) ◽  
pp. 1927466
Author(s):  
Nirmalatiban Parthiban ◽  
Fiona Boland ◽  
Darlina Hani Fadil Azim ◽  
Teresa Pawlikowska ◽  
Marié T. O’Shea ◽  
...  
Keyword(s):  
Medical Students ◽  
Students Attitudes
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