Student perceptions of “doing” hematology physiology practicals

Although hands-on experience in hematology practical work has been an integral part of physiology education, the students’ perception on the importance of the same has remained largely unexplored. The objective of this study was to explore students’ perception on the importance of “doing” hematology experiments. The first-year medical students of the 2017–18 batch filled out a semistructured questionnaire at the end of the course of hematology practicals. The questionnaire captured their perception of the importance of doing hematology practicals on their own blood, the assessment of the same, and its value in medical training. Students indicated that doing practicals individually by pricking themselves was a necessary part of physiology teaching ( n = 126 responses: 43 men, 83 women; 86%). They felt that it not only improved their knowledge ( n = 120: 39 men, 81 women; 82%) and fine-motor skills ( n = 107: 41 men, 66 women; 73%), but also molded their attitude ( n = 101: 41 men, 60 women; 69%), gearing them to become empathetic and confident doctors. They felt that some practicals were unnecessary/outdated; this needs attention. While suggesting a few modifications in the practical curriculum, almost all students felt that the practicals should be continued for future batches. Students felt that doing hematology practical work was a necessary part of their training. It improved their knowledge, skills, and attitude, making them more empathetic and confident doctors.

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Struggles With Sex and Gender. Perspectives of First Year Medical Students: A Focus Group Study

Journal of Educational Issues ◽

10.5296/jei.v7i1.18201 ◽

2021 ◽

Vol 7 (1) ◽

pp. 216

Author(s):

Theodora Teunissen ◽

Joni Scholte ◽

Fransica Van der Meulen ◽

Antoinette Lagro-Janssen ◽

Cornelia Fluit

Keyword(s):

Gender Differences ◽

Medical Students ◽

Medical Training ◽

Medical Curriculum ◽

First Year ◽

Sex And Gender ◽

Focus Group Study ◽

And Gender ◽

First Year Medical Students ◽

Sex And Gender Differences

Sex and gender are important determinants of healthcare that need to be taken into account for medical teaching. Education is more effective if tailored to students’ subjectively-perceived needs and connected to their prior knowledge and opinions. This study explored first-year medical students thoughts about sex and gender differences in general and in specifically in healthcare, and what their educational preferences are in learning about these concepts during their medical training. Therefore six focus groups were conducted with 26 first-year medical students, 7 male and 19 female students, within one Dutch medical faculty. The discussions were audio-recorded and transcribed verbatim. After that a thematic analysis was performed which included descriptive coding, interpretative coding, and definition of overarching themes. Three major themes were identified. (1) Students’ self-perception of concepts sex and gender, including three major domains: (a) The unavoidable allocation of individuals to groups, (b) The role of stereotypes, and (c) The effect of sex/gender on career choice options. (2) Students’ goal orientedness in learning about sex/gender. (3) Students’ struggles between the binary system of medicine and the complexity of reality. Continuous reflection during medical school might help medical students to acquire sex- and gender-sensitive competencies that can be applied in their future work. To increase awareness about the influence of sex and gender differences in healthcare and on career choices, we recommend addressing these themes explicitly early on in the medical curriculum.

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Abstract 356: Skill Retention in Medical Students Trained in Cardiac Arrest Care

Circulation ◽

10.1161/circ.142.suppl_4.356 ◽

2020 ◽

Vol 142 (Suppl_4) ◽

Author(s):

Miguel A Moretti ◽

Adriana O Camboim ◽

Caroline A Ferrandez ◽

Isabela C Etcheverria ◽

Iaggo B Costa ◽

...

Keyword(s):

Cardiac Arrest ◽

Medical Students ◽

Training Program ◽

Life Support ◽

Categorical Variables ◽

First Year ◽

Chi Square ◽

Hands On ◽

Before And After ◽

First Year Medical Students

Background: Morbidity and mortality reduction in cardiac arrest depends upon early and effective care. Basic life support (BLS) measures encompass a series of procedures to be started outside the hospital usually by trained lay people. Therefore, it is key that lay caregivers retain knowledge and skills late after instruction. However, studies demonstrate loss of cardiopulmonary resuscitation (CPR) skills as early as 30 days after training, pending mostly on the caregiver professional background. In this study, we evaluated medical students’ retention skills at 6 months. Methods: Prospective case-control observational study. Medical students underwent a 40-hour BLS training program. CPR skills were evaluated immediately and 6 months after the course based on individual scores before and after training as well as on categorical stratification as excellent, good or poor. Data were compared using F-test, paired t-test and chi-square for categorical variables. A 95% confidence interval was used with a level of significance of 0.05. Results: Fifty first-year medical students (54% female) aged between 18 and 24 years were enrolled in the BLS training program. Total number of CPR steps accurately performed decreased after 6 months of training (10.8 vs . 12.5; p<0.001). Sex and age were not associated with performance. Categorical evaluation was considered excellent in 78% of the students immediately after training but decreased to 40% in 6 months (p<0.01). Hands-on basic skills were mostly lost within the period. Conclusion: First-year medical students lost hands-on skills after 6 months of training decreasing the efficacy of CPR measures which might affect outcomes of patients in cardiac arrest.

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Homophobia in Health Professionals in Ankara, Turkey: Developing a Scale

Transcultural Psychiatry ◽

10.1177/1363461518808166 ◽

2018 ◽

Vol 56 (6) ◽

pp. 1191-1217 ◽

Cited By ~ 2

Author(s):

Fatma Duygu Kaya Yertutanol ◽

Selçuk Candansayar ◽

Gülşah Seydaoğlu

Keyword(s):

Medical Students ◽

Internal Consistency ◽

Medical Training ◽

Attitude Scale ◽

First Year ◽

Validity And Reliability ◽

University Hospitals ◽

Cross Sectional ◽

Negative Attitudes ◽

First Year Medical Students

The aims of this study were to develop a sexual orientation attitude scale and use it to investigate the attitudes of psychiatrists, other physicians and first year medical students toward homosexuals and homosexuality in Ankara, Turkey. A cross-sectional study was performed with three groups including psychiatrists (n = 147), non-psychiatric physicians (n = 224) and first year medical students (n = 280). A scale with 43 items consisting of four subscales (heterosexism, homophobia, homonegativity, neutrality) was developed which showed high internal consistency, validity and reliability in this sample of Turkish individuals. The internal consistency coefficients (Cronbach's alpha) for the subscales were 0.85-0.86, 0.95-0.95, 0.95-0.95, and 0.85-0.86, respectively. Being male, single, a graduate of a religious (Imam Hatip) or vocational high school, of rural origin, a student, more religious, heterosexual and studying at university hospitals were found to be related to higher scores (indicating more negative attitudes) on all subscales and the total scale and these differences were significant. Students had the highest scores and psychiatrists had the lowest scores in all subscales and the total scale. The results of this study indicate that physicians and medical students have negative attitudes toward homosexuals and that medical training on sexual health issues should be improved in Turkey.

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Evaluation of a Web-based Teaching Module on Examination of the Hand

The Journal of Rheumatology ◽

10.3899/jrheum.080761 ◽

2009 ◽

Vol 36 (3) ◽

pp. 623-627 ◽

Cited By ~ 17

Author(s):

HENRY AVERNS ◽

MARK MARASCHIELLO ◽

ELAINE van MELLE ◽

ANDREW DAY

Keyword(s):

Medical Students ◽

Medical Training ◽

Knowledge Score ◽

Knowledge Retention ◽

First Year ◽

Web Based ◽

Learning Group ◽

Online Module ◽

Significant Difference ◽

First Year Medical Students

Objective.To evaluate the effectiveness of an online module in the development of medical students’ clinical hand examination skills.Methods.We developed a Web-based module to teach examination of the hand to first-year medical students (n = 99) to address the core skills expected in undergraduate medical training in Canada. The module was compared to the standard recommended text and tutor-led teaching using a validated objective structured clinical examination (OSCE) and a written knowledge test.Results.A total of 17 students completed the OSCE from the book-based learning group, 18 from the tutor-led group, and 26 from the online module group. The average total OSCE score was significantly higher for students in the online module group compared to the textbook group (73.2% and 60.5%, respectively; p = 0.003). There was no significant difference between students in the online module and tutor-led groups (73.2% and 69.0%, respectively; p = 0.31). The online module group had a significantly higher mean total knowledge score than the textbook group (8.4 and 5.7, respectively; p < 0.001; maximum score 10) and the tutor-led group (8.4 and 7.4, respectively; p = 0.04).Conclusion.Our study provides evidence that a well designed Web-based module, supported by sound educational theory, is an effective tool in the teaching of musculoskeletal examination skills, and provides some advantages over tutor-led teaching in terms of knowledge retention.

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PERCEIVED STRESS IN UNDERGRADUATE MEDICAL AND NON-MEDICAL STUDENTS OF ANDAMAN & NICOBAR ISLANDS – A COMPARATIVE STUD

International Journal of Medical and Biomedical Studies ◽

10.32553/ijmbs.v4i5.1150 ◽

2020 ◽

Vol 4 (4) ◽

Author(s):

Deepa Devadas ◽

Urmila Sinha ◽

Sanjay Kumar

Keyword(s):

Medical Students ◽

Perceived Stress ◽

Medical Training ◽

Medical Curriculum ◽

Management Strategies ◽

First Year ◽

Undergraduate Medical Students ◽

Chi Square ◽

Nicobar Islands ◽

First Year Medical Students

Background: First year of medical training is a challenging period in the life of medical students. Adjusting to a demanding medical curriculum along with sudden transition to a medical college environment makes first year medical students vulnerable to stress. No studies have been reported so far on stress in medical students from the Andaman& Nicobar Islands. Aim: To evaluate the levels of perceived stress and explore its causes in first year medical students of Andaman Islands and compare it with non medical age matched students. Materials & Methods: A comparative study was done on a total of 182 first year students (89 medical and 93 non-medicals) of Andaman & Nicobar Islands. After obtaining informed consent, an anonymous self-administered questionnaire was distributed to the study participants. The questionnaire included their sociodemographic details & Perceived Stress Scale (PSS-10) and stressors. The data was analyzed using SPSS software version 21. Results: The mean PSS score as measured by PSS-10 was 23.9+/- 6.15 SD in medical and 18.82 +/- 5.58 SD in non medical students. Independent sample t test demonstrated higher levels of perceived stress in medical students as compared to non medical students. Chi square test revealed association of higher PSS scores with the medical course of study. The most common stressors described by first year medical students belonged to the academic domain. Conclusion: Higher levels of perceived stress occurs in medical students which highlights need for implementation of appropriate stress management strategies to help students adjust to the demanding curriculum. Keywords: Stress, medical education, undergraduate, medical students, PSS-10

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A Gram Stain Hands-On Workshop Enhances First Year Medical Students' Technique Competency in Comprehension and Memorization

PLoS ONE ◽

10.1371/journal.pone.0163658 ◽

2016 ◽

Vol 11 (10) ◽

pp. e0163658 ◽

Cited By ~ 3

Author(s):

Matthew S. Delfiner ◽

Luis R. Martinez ◽

Charles S. Pavia

Keyword(s):

Medical Students ◽

First Year ◽

Gram Stain ◽

Hands On ◽

First Year Medical Students

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Development and Implementation of a Student-Led Lifestyle Medicine Curriculum

American Journal of Lifestyle Medicine ◽

10.1177/1559827618821322 ◽

2018 ◽

Vol 13 (3) ◽

pp. 253-261 ◽

Cited By ~ 1

Author(s):

Shaina Kaye ◽

Joshua Pathman ◽

Joseph A. Skelton

Keyword(s):

Medical Education ◽

Medical Students ◽

Medical School ◽

First Year ◽

Lifestyle Medicine ◽

School Class ◽

School Of Medicine ◽

Hands On ◽

First Year Medical Students ◽

Care Costs

Significant contributors to rising health care costs are diseases influenced by lifestyle, such as cardiovascular disease, diabetes, and cancer. Unfortunately, American medical education devotes disproportionately little time training future doctors in prevention. Approach. With the support of medical education leadership, medical students collaborated with a faculty advisor at Wake Forest School of Medicine to test the feasibility of a broad-based, student-led lifestyle medicine curriculum. After 3 introductory sessions delivered to an entire medical school class, a smaller pilot series with 16 first-year medical students was held after-hours, featuring experiential learning in nutrition and cooking, physical activity, and sleep. The 8 modules were designed to improve student health, wellness, and knowledge of health behaviors. Feedback. The program was implemented into the first-year medical school class. An unforeseen benefit of the pilot was increased student volunteering in community-based wellness activities and research. Two components of success were the hands-on, experiential modules and being student-led. Details on curriculum development, schedule, and content are provided.

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