scholarly journals Is it just semantics? Medical students and their ‘first patients’

2019 ◽  
Vol 45 (6) ◽  
pp. 411-414 ◽  
Author(s):  
Natalie Cohen

There have been multiple factors involved in the decline of the anatomy course’s central role in medical education over the last century. The course has undergone a multitude of changes, in large part due to the rise in technology and cultural shifts away from physical dissection. This paper argues that, as the desire of medical schools to introduce clinical experiences earlier in the curriculum increased, anatomy courses began implementing changes that would align themselves with the shifting culture towards incorporating humanistic values early on in the medical curriculum. One of these changes, argued as a product of this shift, included calling a cadaver a ‘patient’ and introducing the cadaver as a student’s ‘first patient’. This change has been seen in different universities and textbooks. This paper argues that the use of the words ‘patient’ to describe the cadaver in order to promote principled habits in medical students may in fact create an environment that does the opposite. By equating an environment in which the subject of dissection is lifeless and incapable of participation, and the space is discouraging of emotions and conducive to untested coping mechanisms to the clinical environment through using the word ‘patient’, values like detached concern, a controversial practice in medicine, can be implicitly encouraged. An ethical analysis of the use of the word ’patient’ to describe the cadaver shows that this practice can promote unethical habits in students and that changing this aspect of anatomy lab culture could improve ethical dispositions of future physicians.

Circulation ◽  
2008 ◽  
Vol 118 (suppl_18) ◽  
Author(s):  
Tomoko Tamura ◽  
Koichi Tanigawa ◽  
Shinji Kusunoki ◽  
Takuma Sadamori ◽  
Tadatsugu Otani ◽  
...  

Background; BLS algorithms for health care providers or experience personnel recommended by AHA, European Resuscitation Council (ERC), and Japanese Resuscitation Council (JPN) differ with respect to the sequence of assessment and procedures. The differences may affect accuracy to diagnose cardiac arrest and quickness to start chest compression. We compared BLS algorithms recommended by these organizations with respect to accuracy of respiratory/circulatory assessment, and quickness to start chest compression using a computed manikin model. Methods; Thirty three subjects (16 physicians and 17 medical students) were enrolled. The Sim-Man (Laerdal) was used to develop 2 scenarios (no pulse/no breathing, with pulse 60/min and breathing 10/min). The three algorithms and 2 scenarios were randomly assigned to the subject, and the accuracy to diagnose cardiac arrest and the time from confirmation of loss of consciousness to starting chest compression were evaluated. Results; The rates of incorrect assessment of respiratory/circulatory status were AHA;9.8% (13 out of 132), ERC;9.1%(12 out of 132) and JPN;6.8%(9 out of 132)(n.s. among algorithms). When the results were analyzed with respect to clinical experiences of the subjects, i.e. physicians vs. medical students, significant differences were found between the groups: AHA;17.2% (11 out of 64), ERC;15.6% (10 out of 64), JPN;12.5% (8 out of 64) in students, whereas AHA;2.9% (2 out of 68), ERC;2.9% (2 out of 68), JPN;1.5% (1 out of 68) in physicians* (* p<0.05 vs. students). The time to starting chest compression were AHA;27.8±5.1 sec, ERC;18.6±3.2** sec, JPN;23.7±4.2 sec (**p<0.05 vs. AHA and JPN), and no significant differences were found between physicians and students. Conclusions; No differences were found in accuracy of respiratory and circulatory assessment among the algorithms, although it may be influenced by clinical experiences of evaluators. The BLS algorithm starting CPR from chest compression such as ERC guidelines may reduce the time of no-flow status in cardiac arrest.


2019 ◽  
Vol 1 (2) ◽  
pp. 73
Author(s):  
INTAN PRATIWI ◽  
YUNIA HASTAMI ◽  
NANANG WIYONO ◽  
SITI MUNAWAROH

<p><strong><em>Introduction</em></strong><strong><em>:</em></strong><strong><em> </em></strong><em>The anatomy of the female reproductive system is one of the basic sciences of medical clinical practice needed by general practitioners. Until now there has been no standardization regarding anatomical material of the female reproductive system that medical students need to know. Meanwhile, the medical curriculum has undergone many changes that have impacted on reduced learning time resulting in a reduction in anatomical material given to students. This causes the different emphasis on anatomical material given to be different for each medical institution. This study aims to compile the subject matter of the anatomy of the female reproductive system in order to facilitate anatomical learning for medical students.</em><em> </em></p><p><strong><em>Methods</em></strong><strong><em>:</em></strong><strong><em> </em></strong><em>This research is a qualitative research with Delphi method two rounds. </em><em>The s</em><em>ubjects were general practitioners </em><em>from 9 institutions </em><em>in Indonesia selected through purposive sampling as many as 20 people. The initial Delphi questionnaire was compiled based on three anatomical textbooks, one anatomic terminology, and one study on the anatomical core material. Delphi round I panel is asked to choose material that are important and can add material if it doesn't already exist. Delphi round II panel was asked to rank 1-4 in each material. Researchers set a consensus level of 53%</em><em>.</em><em></em></p><p><strong><em>Result</em></strong><strong><em>s: </em></strong><em>The results of Delphi round I obtained 176 materials from a total of 178 materials and no additional material was obtained. Delphi round II obtained 84 (47.72%) core anatomical materials from 176 material.</em><em></em></p><p><strong><em>Conclusion</em></strong><strong><em>: </em></strong><em>General practitioners consensus of core materials of female reproductive system anatomy is 84 materials.</em><em></em></p>


1952 ◽  
Vol 98 (412) ◽  
pp. 477-482
Author(s):  
W. M. Millar ◽  
Max Valentine

The effective teaching of Psychiatry to medical students remains a formidable problem for many reasons apart from the actual methods employed by the teacher. Allocation of adequate time to the subject, the attitude of other teachers and students towards it, the facilities provided by local hospitals, clinics and other institutions alike contribute to the difficulty in establishing Psychiatry as a major subject within the medical curriculum. It is with the problem of teaching method alone that this paper wishes to deal: first to outline the inherent difficulties commonly encountered; secondly to describe the design of structures and equipment found useful in overcoming these difficulties in some measure; and thirdly to point the way for possible future development.


Author(s):  
B Patel ◽  
S R Saeed ◽  
S Smith

Abstract Objective The existing provision of ENT teaching in the undergraduate curriculum is deemed inadequate by medical students, general practitioners and ENT surgeons alike. This study aims to explore the perceptions of a variety of stakeholders on how undergraduate ENT provision can be optimised. Methods This study involved semi-structured interviews with seven participants (two medical students, two general practitioners, two ENT surgeons and a curriculum developer). Inductive thematic analysis was used to identify key themes that emerged from the interviews. Results The four emergent themes were evaluation of current ENT provision, barriers to learning and teaching, alternate means of delivery of ENT education, and professional identity development. A number of barriers to learning and teaching in the clinical environment were identified including student-related, teacher-related and environmental factors. Conclusion The existing ENT provision should be re-considered to help students achieve a basic level of competence in managing common ENT conditions. This can be achieved by ENT teaching in additional contexts including general practice, e-learning and simulation workshops.


2020 ◽  
Author(s):  
Wen Li ◽  
Chang Liu ◽  
Shenjun Liu ◽  
Xin Zhang ◽  
Rong-gen Shi ◽  
...  

Abstract Background: As the number of Asian and African students studying medicine in China increases, it is imperative to evaluate the educational experiences of these international medical students (IMSs). This study was intended to investigate opinions of China-educated IMSs towards the medical curriculum and the impact of Chinese language capability on their clinical studies.Methods: A self-administered questionnaire was circulated to the final-year IMSs during the graduation time from May 2019 to July 2019 in 4 universities in China. The questionnaire asked IMSs to assess the quality of medical education and provide a self-evaluation of their Chinese language capability. One-way Analysis of Variance (ANOVA) was used to determine whether IMSs’ Chinese language capability was associated with their clinical experiences and clinical competence.Results: Overall, we received 209 valid responses, of which 76.1% were satisfied with the quality of medical education. Genetics, physics, and mathematics were perceived as the least relevant basic courses for medical practice, and 21.5% of student reported that community-oriented medicine was a neglected subject. Notably, 58.9% of students had positive views about discussions on ethical topics during their clerkships, and 71.3% believed they had acquired sufficient clinical skills to begin a residency program. Chinese speaking skills and communication initiatives were found to be critical factors in influencing students’ clinical experiences and competence. Conclusion: This study presents the perceptions of China-educated IMSs towards medical curriculum from various aspects. Results show that language influences the education experiences of IMSs. Collectively, these results indicate that the curriculum for IMSs in China should be more problem-based and community-engaged to improve IMSs’ learning experiences and preparation for community deployment. Furthermore, training curriculum for the oral Chinese should be improved to equip IMSs with sufficient language competence to enable them to efficiently carry out clinical clerkship and rotations. Our findings provide evidence for benchmarking medical curricular codifications tailored for Asian and African students.


2020 ◽  
Author(s):  
Wen Li ◽  
Chang Liu ◽  
Shenjun Liu ◽  
Xin Zhang ◽  
Rong-gen Shi ◽  
...  

Abstract Background: As the number of Asian and African students studying medicine in China increases, it is imperative to evaluate the educational experiences of these international medical students (IMSs). This study was intended to investigate opinions of China-educated IMSs towards the medical curriculum and the impact of Chinese language capability on their clinical studies.Methods: A self-administered questionnaire was circulated to the final-year IMSs during the graduation time from May 2019 to July 2019 in 4 universities in China. The questionnaire asked IMSs to assess the quality of medical education and provide a self-evaluation of their Chinese language capability. One-way Analysis of Variance (ANOVA) was used to determine whether IMSs’ Chinese language capability was associated with their clinical experiences and clinical competence.Results: Overall, we received 209 valid responses, of which 76.1% were satisfied with the quality of medical education. Genetics, physics, and mathematics were perceived as the least relevant basic courses for medical practice, and 21.5% of student reported that community-oriented medicine was a neglected subject. Notably, 58.9% of students had positive views about discussions on ethical topics during their clerkships, and 71.3% believed they had acquired sufficient clinical skills to begin a residency program. Chinese speaking skills and communication initiatives were found to be critical factors in influencing students’ clinical experiences and competence. Conclusion: This study presents the perceptions of China-educated IMSs towards medical curriculum from various aspects. Results show that language influences the education experiences of IMSs. Collectively, these results indicate that the curriculum for IMSs in China should be more problem-based and community-engaged to improve IMSs’ learning experiences and preparation for community deployment. Furthermore, training curriculum for the oral Chinese should be improved to equip IMSs with sufficient language competence to enable them to efficiently carry out clinical clerkship and rotations. Our findings provide evidence for benchmarking medical curricular codifications tailored for Asian and African students.


Author(s):  
Angeline Grace G. ◽  
Gopalakrishnan S. ◽  
Umadevi R.

Background: The goal of teaching Community Medicine in undergraduate medical curriculum is to ensure that medical graduates acquire competencies needed to solve common health problems of the community. This study aims to determine the perceptions of medical students in learning Community Medicine as part of their MBBS curriculum and to assess their preference of the subject for post-graduate studies.Methods: This study was conducted among third year MBBS students of a private Medical College. Universal sampling method was adopted and data was collected using a pre-tested, self-administered questionnaire. A three-point Likert scale was used to assess the perceptions of the medical students in learning Community Medicine. Data analysis was done using SPSS version 16.0.Results: Out of 183 students, 166 students participated in the study of which 42.8% were males and 57.2% were females. Nearly 89% of students agreed that learning community medicine during MBBS is very essential. About 83.7% felt more field visits or practical assignments need to be added to the curriculum to enhance students’ interest in the subject. Community medicine was preferred for post-graduation by only 12% of students. Interest in clinical specialties, limited career growth and less social recognition was the main reasons quoted by the students for not choosing the specialty for post-graduation.Conclusions: Learning Community Medicine is essential to produce community oriented primary health care physicians. Community Medicine as a future career option was found to be limited among the medical students. More exposure is needed on the wide career opportunities available after post-graduation. Community Medicine learning should be made more interesting, highlighting its importance in public health, primary health care & family medicine services.


2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Jemima Carter ◽  
Suzanne Capon ◽  
Claire Dyer ◽  
Maya Whittaker

AbstractThis correspondence article aims to outline the importance of an integrated clinical component within Quality Improvement education in response to the recently published article by Shah et al.. The Quality Improvement and Patient Safety workshops described in the above study were compared with the Quality Improvement module experienced by medical students at King’s College London. The key difference between the two methods of teaching Quality Improvement was the clinical project undertaken by King’s College Students, which helped students gain an appreciation of the pitfalls of instigating change in a clinical environment. The authors feel that this arguably more authentic experience could have benefited the students in the study in making them feel better equipped to use the skills learned in the theoretical workshops in their later careers.


2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Wen Li ◽  
Chang Liu ◽  
Shenjun Liu ◽  
Xin Zhang ◽  
Rong-gen Shi ◽  
...  

Abstract Background As the number of Asian and African students studying medicine in China increases, it is imperative to evaluate the educational experiences of these international medical students (IMSs). This study was intended to investigate opinions of China-educated IMSs towards the medical curriculum and the impact of Chinese language capability on their clinical studies. Methods A self-administered questionnaire was circulated to the final-year IMSs during the graduation time from May 2019 to July 2019 in 4 universities in China. The questionnaire asked IMSs to assess the quality of medical education and provide a self-evaluation of their Chinese language capability. One-way Analysis of Variance (ANOVA) was used to determine whether IMSs’ Chinese language capability was associated with their clinical experiences and clinical competence. Results Overall, we received 209 valid responses, of which 76.1% were satisfied with the quality of medical education. Genetics, physics, and mathematics were perceived as the least relevant basic courses for medical practice, and 21.5% of student reported that community-oriented medicine was a neglected subject. Notably, 58.9% of students had positive views about discussions on ethical topics during their clerkships, and 71.3% believed they had acquired sufficient clinical skills to begin a residency program. Chinese speaking skills and communication initiatives were found to be critical factors in influencing students’ clinical experiences and competence. Conclusion This study presents the perceptions of China-educated IMSs towards medical curriculum from various aspects. Results show that language influences the education experiences of IMSs. Collectively, these results indicate that the curriculum for IMSs in China should be more problem-based and community-engaged to improve IMSs’ learning experiences and preparation for community deployment. Furthermore, training curriculum for the oral Chinese should be improved to equip IMSs with sufficient language competence to enable them to efficiently carry out clinical clerkship and rotations. Our findings provide evidence for benchmarking medical curricular codifications tailored for Asian and African students.


Author(s):  
Misbah Riaz ◽  
Fazal Hussain ◽  
Mah Muneer Khan

Background: Objective structured clinical examinations are the gold standard of modern medical assessment for students. The aim of our study was to determine the effect of formative OSCEs on students’ performance in summative OSCEs in final year medical exams.Methods: This observational study was conducted at surgical B Unit, MTI, Khyber teaching hospital, Peshawar from January to December 2019. A total of 297 consecutive students of final year MBBS, studying in Khyber medical college were included in the study. Students who had repeated the year were excluded. Examination scores of formative OSCEs taken in the ward and the subsequent summative OSCEs taken in the subject of surgery were analyzed to determine the effect on summative OSCE performance. Data was analyzed using SPSS 23. Chi square test was used and p>0.05 was taken as statistically significant.Results: Out of 297 students, 188 (63.3%) were males and 109 (36.7%) were females. Of these, 243 (81.8%) students appeared in the formative OSCEs whereas 54 (18.2%) students did not appear in the formative OSCEs. The result of the subsequent summative OSCEs showed that those students who appeared in formative OSCEs showed a better performance in summative OSCEs (p<0.001) with majority of students (53.5%) having scores above 80%.Conclusions: Formative OSCEs enhance students’ performance in summative OSCEs. Repetitive formative OSCE sessions along with regular feedback should be incorporated in the medical curriculum for better performance of medical students in their final year undergraduate exams.  


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