scholarly journals Ward Rounds for Medical Students - Clinical Medicine

1990 ◽  
Vol 66 (778) ◽  
pp. 692-692
Author(s):  
A. Graham
Keyword(s):  
Medical Students ◽  
Clinical Medicine ◽  
Ward Rounds

scholarly journals Medical Students and Patients Benefit from Virtual Non-Medical Interactions Due to COVID-19

2021 ◽  
Vol 8 ◽  
pp. 238212052110283
Author(s):  
Taylor M Coe ◽  
Trevor J McBroom ◽  
Sarah A Brownlee ◽  
Karen Regan ◽  
Stephen Bartels ◽  
...  
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Patient Experience ◽  
Clinical Medicine ◽  
Organ Transplant ◽  
Medical Patient ◽  
Pilot Program ◽  
Transplant Recipients ◽  
Kidney Transplant Recipients ◽  
Clinical Communication

Background: Patient care restrictions created by the COVID-19 pandemic constrained medical students’ ability to interact directly with patients. Additionally, organ transplant recipients faced increasing isolation due to the rise of telemedicine, the importance of social distancing and their immunosuppressed state. We created a pilot program to pair students with transplant patients for structured, virtual encounters and studied its impact on medical students and patients. Methods: In May 2020, medical students conducted virtual visits with patients via telephone or video conferencing. Patients and students were surveyed regarding their experiences and independent focus groups were conducted. The survey responses and focus group discussions were deidentified, transcribed, and analyzed for themes. Results: Ten participating students were in their first, second, or final year of medical school. The 14 patients were liver or kidney transplant recipients or kidney donors. All interactions lasted longer than 30 minutes, with 56% greater than 1 hour. Three themes emerged related to the student experience: improvement of their clinical communication skills, development of knowledge and attitudes related to organ transplantation and donation, and independent management of a patient encounter. Three themes related to the patient experience: appreciation of the opportunity to share their personal patient experience to help educate future physicians, a cathartic and personally illuminating experience and an opportunity to share the message of donation. Conclusions: This pilot program provided a novel opportunity for virtual student-patient interactions that was feasible, well-received, and mutually beneficial. The use of virtual non-medical patient experiences allowed for experiential learning during which students learned about both clinical medicine and enhanced their communication skills directly from patients. Additionally, patients were able to engage with medical students in a new way, as teachers of clinical interactions, and reported a high level of satisfaction in addition to deriving personal benefit.

DISCUSSION

PEDIATRICS ◽  
1967 ◽  
Vol 40 (3) ◽  
pp. 510-512
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
House Staff ◽  
Know How ◽  
Number Of Children ◽  
Parents And Children ◽  
Ward Rounds ◽  
Attending Physician

Dr. Kenneth Williams: I think the problem of staff avoidance which was alluded to is one of the major problems in our hospital. For example, on routine ward rounds, our leukemia patients are frequently bypassed with the attending physician saying, "Well, it's a hematology patient." Our children and our parents tell us this directly and indirectly in many ways. Dr. Bergman: I have just completed a rotation as ward attending physician and confess to doing just what you say. Obviously the parents and children are very aware of the regular ward routine and were conscious of being skipped. After becoming cognizant of this situation, I made special efforts to include all patients on rounds. Dr. Hartmann: There are some house staff whom we don't know how to approach. We're the plague; they won't even talk to us when they are assigned to a floor where there are a number of children with malignancies. We must learn some manner in which we can help them approach the dying child with an assured attitude. We ourselves certainly don't always have this. We feel guilty, we avoid the parents, we even tend to avoid the child terminally. There must be some way you can help us, perhaps by going back to the medical student or explaining to all of us who go into pediatrics that, even though we think we're going to cure everybody, we really don't. Dr. Rothenberg: I think part of the answer is when you mentioned medical students, because I certainly think this is where it should begin.

scholarly journals Earlier Introduction to Job Applications for UK Medical Students

2019 ◽  
pp. 1-2
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Clinical Medicine ◽  
Fourth Year Medical Students

As fourth year medical students at a London medical school, we have welcomed the new changes to our MBBS curriculum whereby traditional pre-clinical medical students are now being exposed to clinical medicine earlier on. Although we do not directly benefit from this, we feel that an earlier introduction to clinics would have been more beneficial as our first clinical year would have been more productive having already adjusted to clinical medicine.

scholarly journals Career choice regret during COVID-19 among healthcare students and professionals in mainland China: a cross-sectional study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Guoyi Yang ◽  
Ling Wang ◽  
Jia Wang ◽  
Zixian Geng ◽  
Huixin Liu ◽  
...  
Keyword(s):  
Logistic Regression ◽  
Medical Students ◽  
Career Choice ◽  
Healthcare Professionals ◽  
Clinical Medicine ◽  
Psychological Resilience ◽  
Online Questionnaire ◽  
Convenience Sample ◽  
Choice Regret ◽  
Professional Value

Abstract Background The COVID-19 epidemic affected the career choice of healthcare professionals and students. Career choice regret of healthcare professionals and students during COVID-19 outbreak and its affected factors are largely unexplored. Methods Convenience sample of nurses, doctors, and medical students were recruited from hospitals and universities nationwide. The data collected including demographic information, professional value before and after the COVID-19 outbreak, the Connor-Davidson Resilience Scale, and career choice regret level by an online questionnaire. Multinominal logistic regression was employed to explore the factors associated with career choice regret. Results In total, 9322 participants of convenience sampling were enrolled in, including 5786 nurses, 1664 doctors, and 1872 medical students. 6.7% participants had career choice regret. Multinominal logistic regression analysis showed, compared to participants with no regret, that as levels of psychological resilience increased, the odds of experiencing career choice regret decreased (OR = 0.95, 95% CI 0.94–0.96), while participants with lower professional value evaluation after the COVID-19 outbreak had higher probability to experience career choice regret (OR = 1.55,95% CI 1.50–1.61). Medical students were more likely to regret than nurses (OR = 1.65,95% CI 1.20–2.28), participants whose career/major choice was not their personal ideal had higher risk of experience career choice regret (OR = 1.59,95% CI 1.29–1.96), while participants who were very afraid of the coronavirus had higher risk to experience career choice regret then participants with no fear at all (OR = 2.00,95% CI 1.24–3.21). As for the medical students, results indicated that medical students major in nursing and undergraduates had higher risk to experience career choice regret compared to medical students major in clinical medicine and postgraduate (Master or PhD), with an odds ratios of 2.65(95% CI 1.56–4.49) and 6.85 (95% CI 2.48–18.91)respectively. Conclusions A minority of healthcare professionals and medical students regretted their career choices during the COVID-19 outbreak. Enhance personal psychological resilience and professional value would helpful to reduce career choice regret among healthcare professionals and students during pandemic.

Oxford Handbook of Clinical Medicine

2017 ◽  
Author(s):  
Ian B. Wilkinson ◽  
Tim Raine ◽  
Kate Wiles ◽  
Anna Goodhart ◽  
Catriona Hall ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Palliative Care ◽  
Medical Students ◽  
Infectious Diseases ◽  
Clinical Medicine ◽  
Clinical Chemistry ◽  
Clinical Information ◽  
Core Area ◽  
Junior Doctors

The Oxford Handbook of Clinical Medicine provides a unique resource for medical students and junior doctors as a definitive guide to medicine. It is divided into 19 chapters, each covering a core area, including chest medicine, endocrinology, gastroenterology, renal medicine, haematology, infectious diseases, neurology, oncology and palliative care, rheumatology, surgery, clinical chemistry, radiology, practical procedures, and emergency medicine. It presents clinical information in a clear way that makes it easy to revise, remember, and implement on the ward. It gives reliable advice on what to do, and when and how to do it, with clinical photographs and diagrams that bring theory to life. It weaves history, literature, art, and philosophy into its survey of medicine, casting new light on the specialties and encouraging the reader to see beyond the practical aspects of medicine and adopt a patient-centred approach to care.

scholarly journals Interactive whiteboard use in clinical reasoning sessions to teach diagnostic test ordering and interpretation to undergraduate medical students

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Fares Gouzi ◽  
Christophe Hédon ◽  
Léo Blervaque ◽  
Emilie Passerieux ◽  
Nils Kuster ◽  
...  
Keyword(s):  
Medical Students ◽  
Student Perceptions ◽  
Clinical Reasoning ◽  
Diagnostic Tests ◽  
Clinical Medicine ◽  
Positive Impact ◽  
Interactive Whiteboard ◽  
Respiratory Physiology ◽  
Undergraduate Medical Students ◽  
Test Ordering

Abstract Background Over-testing of patients is a significant problem in clinical medicine that can be tackled by education. Clinical reasoning learning (CRL) is a potentially relevant method for teaching test ordering and interpretation. The feasibility might be improved by using an interactive whiteboard (IWB) during the CRL sessions to enhance student perceptions and behaviours around diagnostic tests. Overall, IWB/CRL could improve their skills. Methods Third-year undergraduate medical students enrolled in a vertically integrated curriculum were randomized into two groups before clinical placement in either a respiratory disease or respiratory physiology unit: IWB-based CRL plus clinical mentoring (IWB/CRL + CM: n = 40) or clinical mentoring only (CM-only: n = 40). Feasibility and learning outcomes were assessed. In addition, feedback via questionnaire of the IWB students and their classmates (n = 233) was compared. Results Analyses of the IWB/CRL sessions (n = 40, 27 paperboards) revealed that they met validated learning objectives. Students perceived IWB as useful and easy to use. After the IWB/CRL + CM sessions, students mentioned more hypothesis-based indications in a test ordering file (p <  0.001) and looked for more nonclinical signs directly on raw data tests (p <  0.01) compared with students in the CM-only group. Last, among students who attended pre- and post-assessments (n = 23), the number of diagnostic tests ordered did not change in the IWB/CRL + CM group (+ 7%; p = N.S), whereas it increased among CM-only students (+ 30%; p <  0.001). Test interpretability increased significantly in the IWB/CRL + CM group (from 4.7 to 37.2%; p <  0.01) but not significantly in the CM-only group (from 2.4 to 9.8%; p = 0.36). Conclusions Integrating IWB into CRL sessions is feasible to teach test ordering and interpretation to undergraduate students. Moreover, student feedback and prospective assessment suggested a positive impact of IWB/CRL sessions on students’ learning.

Using the cognitive apprenticeship model to identify learning strategies that learners view as effective in ward rounds

2020 ◽  
Vol 97 (1143) ◽  
pp. 5-9
Author(s):  
Muhammad Tariq ◽  
Sundus Iqbal ◽  
Sonia Ijaz Haider ◽  
Aamir Abbas
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Learning Strategies ◽  
Situated Learning ◽  
Cognitive Apprenticeship ◽  
University Hospital ◽  
Significant Difference ◽  
Positive Learning Environment ◽  
Apprenticeship Model ◽  
Ward Rounds

BackgroundCognitive apprenticeship model (CAM) is an instructional model for situated learning. There is limited data available on application of the CAM in clinical settings. The aim of the study was to identify learning strategies using CAM, which in the opinion of learners are effective in ward rounds.MethodsParticipants were residents and medical students who rotated through internal medicine at Aga Khan University Hospital, Karachi. We sought learners’ opinion on a structured questionnaire based on four principal dimensions of cognitive apprenticeship. A previously determined set of 10 defined competencies were compared with CAM’s six teaching/learning (T/L) methods (modelling, coaching, scaffolding, articulation, reflection and exploration) as well. Mean and SD were calculated. Mann-Whitney test was used to compare scores.ResultsOf 195 participants, there were 100 men (51.3%) and 95 women (48.7%). Perceived learning for six T/L methods, ranged from 3.7 to 3.9 (max=5). Coaching and scaffolding had the highest scores. Statistically significant difference between the student and resident groups was noted. Medical students perceived coaching and scaffolding (4.1 and 4.05) and residents rated coaching, articulation and exploration as most effective (3.9 and 3.8). Majority (82.1%) reported a positive learning environment in wards.ConclusionsCAM enabled to identify two T/L methods (scaffolding and coaching) that are important for learning in ward round. Limited differences in perceived effectiveness of the T/L methods indicate that variety can be used to sustain interest in learners. Positive learning environment, team diversity and tasks of increasing complexity contribute to learning.

scholarly journals Comparision of the Spirometric Measurements of Multi-National Under-graduate Medical Students from a Medical College of Central Nepal

2019 ◽  
Vol 15 (2) ◽  
pp. 144-149
Author(s):  
Sameer Timilsina ◽  
Sirisa Karki ◽  
Bhuwan Baskota
Keyword(s):  
Medical Students ◽  
Pulmonary Function ◽  
Clinical Medicine ◽  
Airflow Obstruction ◽  
Preoperative Assessment ◽  
Prediction Equation ◽  
Airflow Limitation ◽  
Sri Lankan ◽  
Anthropometric Parameters ◽  
Significant Difference

Background: The application of pulmonary function testing is increasing in many areas of clinical medicine, including assessment of airflow limitation, diagnosis of airflow obstruction and lung restriction, evaluation of pulmonary impairment, preoperative assessment as well as public health screening. In this study, attempt has been made to evaluate Pulmonary Function Test (PFT) of healthy Nepalese young adults and compare their values with healthy Indian and Sri Lankan counterparts. Further, it tries to shed light on the correlation of these data with anthropometric parameters. Methods: A total of 133 pre-clinical medical students of Manipal College of Medical Sciences were included in the study. PFT was done using a computerized automatic spirometer. Results: All the pulmonary parameters showed significant gender differences. All mean value of PFT parameters were higher in males. The comparisons of different parameters of PFT according to gender between three countries namely Nepal, India and Sri Lanka showed that Nepalese and Indian females had a higher FEV1 and FVC values than Sri Lankan females (p<0.05). Sri Lankan females had lower FEV1 and FVC as compared to Nepalese and Indian females (p<0.05). However, no correlation was observed between PFTs and BMI. Conclusions: Although some significant differences on PFT parameters were observed in Sri Lankan data when compared with Nepalese and Indian data, no significant difference was noticed between Nepalese and Indian values of PFT. Therefore Indian prediction equation for PFT can be used for Nepal but only after further study with a larger sample size.

scholarly journals Peer-assisted learning: filling the gaps in basic science education for preclinical medical students

2016 ◽  
Vol 40 (3) ◽  
pp. 297-303 ◽  
Author(s):  
Yezen Sammaraiee ◽  
Ravi D. Mistry ◽  
Julian Lim ◽  
Liora Wittner ◽  
Shantal Deepak ◽  
...  
Keyword(s):  
Medical Students ◽  
Basic Science ◽  
Clinical Training ◽  
Clinical Medicine ◽  
Medical Sciences ◽  
Peer Assisted Learning ◽  
Basic Science Education ◽  
Before And After ◽  
Interactive Nature ◽  
Preclinical Curriculum

In contrast to peer-assisted learning (PAL) in clinical training, there is scant literature on the efficacy of PAL during basic medical sciences teaching for preclinical students. A group of senior medical students aimed to design and deliver clinically oriented small-group tutorials after every module in the preclinical curriculum at a United Kingdom medical school. Twenty tutorials were delivered by senior students throughout the year to first- and second-year students. A baseline questionnaire was delivered to inform the development of the program followed by an end-point questionnaire the next year ( n = 122). Quizzes were administered before and after five separate tutorials to assess changes in mean student scores. Additionally, each tutorial was evaluated via a questionnaire for participants ( n = 949). All five posttutorial quizzes showed a significant improvement in mean student score ( P < 0.05). Questionnaires showed students found the program to be relevant and useful for revision purposes and appreciated how tutorials contextualized basic science to clinical medicine. Students appreciated the interactive nature of the sessions and found receiving personalized feedback about their learning and consolidating information with someone familiar with the material to be useful. With the inclusion of the program, students felt there were now an adequate number of tutorials during the year. In conclusion, this study shows that senior medical students can design and deliver a program that adds value to the mostly lecture-based formal preclinical curriculum. We hope that our study can prompt further work to explore the effect of PAL on the teaching of basic sciences during preclinical studies.

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