scholarly journals Student engagement and higher order skill proficiency: a comparison of traditional didactic and renewed integrated active learning curricula

2018 ◽  
Vol 42 (4) ◽  
pp. 685-692 ◽  
Author(s):  
Mari K. Hopper ◽  
Daniela A. Brake
Keyword(s):  
Student Engagement ◽  
Medical Students ◽  
Active Learning ◽  
Medical School ◽  
Curriculum Reform ◽  
Higher Order ◽  
Poor Correlation ◽  
First Year ◽  
Cohort Groups ◽  
The Impact

A large, multicampus, public medical school underwent curricular renewal, emphasizing a student-centered approach with 50% of all course contact time devoted to active learning. Determining the impact of active learning on student engagement and higher order skill (HOS) proficiency was the primary aim of this study. Following Institutional Review Board approval, two cohort groups of first-year medical students were enrolled. The first cohort ( n = 54) included students before curriculum reform in the legacy curriculum (LC). The second cohort ( n = 73) included students completing studies in the renewed curriculum (RC). Near the end of the first year of medical school, both cohorts completed a validated survey of student engagement, and a proctored problem-based assessment of HOS proficiency [Collegiate Learning Assessment (CLA+)]. Results indicated RC students perceived greater levels of engagement than LC (39.5+5.8 vs. 33.3+5.6), and greater reliance on HOS, including analysis, synthesis, and application. However, there were no significant differences between cohorts in proficiency of HOS when assessed by the CLA+ (LC = 1,878 ± 161 vs. RC = 1,900 ± 157). Additionally, poor correlation between engagement and HOS for both LC and RC indicated more engaged students do not necessarily possess greater HOS proficiency. Ceiling effect may explain results as medical students enter medical school as highly skilled learners with potentially little room for improvement. It will be informative to continue to track engagement and HOS of both cohort groups as they continue their medical studies.

scholarly journals First year medical students’ perceptions of the impact of wearing scrubs on professional identity: a narrative analysis in the United Arab Emirates

BMJ Open ◽  
2020 ◽  
Vol 10 (11) ◽  
pp. e039357
Author(s):  
Sara Sorrell ◽  
Halah Ibrahim
Keyword(s):  
Medical Students ◽  
Qualitative Analysis ◽  
Medical School ◽  
Professional Identity ◽  
United Arab Emirates ◽  
Medical Curriculum ◽  
First Year ◽  
Written Narratives ◽  
First Year Medical Students ◽  
The Impact

ObjectivesMedical school serves as a critical developmental period for future physicians, during which students begin to form a professional identity. Just as personal appearance, particularly clothing, is an important external expression of one’s personal identity, ‘uniforms’ in healthcare, including white coats and scrubs, symbolise status and a group identity. There are, however, limited studies on the impact of physician attire on medical students’ formation of professional identity. Accordingly, through qualitative analysis of written narratives, we sought to analyse medical students’ experiences of wearing professional physician attire, namely scrubs, and how the uniform impacted their confidence level, performance and behaviours, as well as their identity as future physicians.DesignQualitative analysis of medical student’s written narratives.SettingKhalifa University College of Medicine and Health Sciences (KU CMHS) is a new medical school in the United Arab Emirates, with an inaugural class of 30 students admitted in August 2019. It is the only medical school in the city of Abu Dhabi, and the only school in the country that follows a postgraduate medical curriculum.ParticipantsAll first year medical students at KU CMHS were purposively sampled.MethodsStudents completed a voluntary online anonymous questionnaire. We employed a social identity approach to data analysis. Thematic content analysis was conducted on their narratives to identify themes.ResultsWe identified three major themes, namely (1) emotions, (2) logistics and (3) interpersonal relationships.ConclusionsMedical students form early perceptions regarding physician attire and its impact on their professional identity. Engaging in conversations regarding professional attire with educators or mentors could provide an important opportunity for students to discuss and explore professional identity early in training.

scholarly journals Comparison of OSCE Performance Between 6- and 7-Year Medical School Curricula in Taiwan

2021 ◽  
Author(s):  
Jr-Wei Wu ◽  
Hao-Min Cheng ◽  
Shiau-Shian Huang ◽  
Jen-Feng Liang ◽  
Chia-Chang Huang ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Curriculum Reform ◽  
Clinical Skills ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
Eligibility Criteria ◽  
The Impact ◽  
Clinical Internship ◽  
Internship Training

Abstract BackgroundThe year 2013 marks a watershed in the history of medical education in Taiwan. Following Taiwan's Taskforce of Medical School Curriculum Reform recommendations, the medical school curriculum was reduced from 7 to 6 years. This study aimed to analyze the impact of medical school curriculum reform on medical students' performance in objective structured clinical examinations (OSCEs). MethodsWe retrospectively analyzed the OSCE records at Taipei Veterans General Hospital (Taipei VGH), one of Taiwan's largest tertiary medical centers, between November 2016 and July 2020. The eligibility criteria were medical students receiving a full one-year clinical internship training at Taipei VGH and in their last year of medical school. All medical students received a mock OSCE-1 at the beginning of their internship, a mock OSCE-2 after six months of training, and a national OSCE at the end of their internship. The parameters for performance in OSCEs included “percentage of scores above the qualification standard” and “percentage of qualified stations.” ResultsBetween November 2016 and July 2020, 361 undergraduates underwent clinical internship training at Taipei VGH. Among them, 218 were taught under the 7-year curriculum, and 143 were instructed under the 6-year curriculum. Based on baseline-adjusted ANCOVA results, medical students under the 7-year curriculum had a higher percentage of scores above the qualification standard than those under the 6-year curriculum at the mock OSCE-1 (7-year curriculum vs. 6-year curriculum: 33.8% [95% CI 32.0–35.7] vs. 28.2% [95% CI 25.9–30.4], p<0.001), and mock OSCE-2 (7-year curriculum vs. 6-year curriculum: 89.4% [95% CI 87.4–91.4] vs. 84.0% [95% CI 81.5–86.4], p=0.001). Moreover, medical students in the 7-year curriculum had a higher percentage of qualified stations in mock OSCE-1 (7-year curriculum vs. 6-year curriculum: 89.4% [95% CI 87.4–91.4] vs. 84.0% [95% CI 81.5–86.4], p=0.001) and mock OSCE-2 (7-year curriculum vs. 6-year curriculum: 91.9% [95% CI 90.1–93.8] vs. 86.1% [95% CI 83.8–88.3], p=0.001). After clinical internship training, there were no differences in the percentage of scores above the qualification standard (7-year curriculum vs. 6-year curriculum: 33.5% [95% CI 32.2–34.9] vs. 34.6 [95% CI 32.9–36.3], p=0.328) and percentage of qualified stations (7-year curriculum vs. 6-year curriculum: 89.4% [95% CI 88.1–90.7] vs. 90.2% [95% CI 88.6–91.8], p=0.492). ConclusionsAt the beginning of the internship, medical students under the 7-year curriculum had better OSCE performance than those under the 6-year curriculum. After the clinical internship training in Taipei VGH, there was no difference in the national OSCE score between the 6- and 7-year curricula. Our study suggests that clinical internship is crucial for the development of clinical skills and performance in the national OSCE.

scholarly journals Assessing Student Engagement and Higher Order Skill Proficiency During the First and Second Year of Medical School – A Comparison Between the Legacy and Recently Reformed Active Learning Curricula

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Brandon Francis ◽  
Mari Hopper, PhD
Keyword(s):  
Active Learning ◽  
Medical School ◽  
Higher Order ◽  
T Test ◽  
Self Report ◽  
Learning Assessment ◽  
First Year ◽  
Group Comparison ◽  
Unequal Variance ◽  
Second Year

 Background and Hypothesis: This study set-out to determine if:  students enrolled in Indiana University’s reformed curricula (RC) demonstrate higher levels of engagement (E) and higher order skill (HOS) proficiency than students prior to reform in the legacy curriculum (LC).   students increase E and HOS from first year of medical school (MS1) to second year (MS2).  students performing in lowest HOS quartile during MS1 will demonstrate greater gains in HOS by MS2 than students in higher quartiles.  Experimental Design or Project Methods: Determined E using a validated self-report survey (Ahlfeldt, 2007). Assessed HOS using the standardized Collegiate Learning Assessment (CLA+), professionally developed and validated by the Council for Aid to Education (https://cae.org/flagship-assessments-cla-cwra/cla/). Statistical analysis was preliminary; further analysis to be completed by statistician. Between group comparison of LC and RC via t test assuming unequal variance; paired t test for within group comparison MS1 to MS2 (significance p<0.05).  Results: Students in RC increased E significantly from MS1 (39.0±7.0) to MS2 (40.8±5.3) and demonstrate significantly higher E than LC MS2 students (36.3±5.3). There were no differences in HOS proficiency when comparing RC to LC, or MS1 to MS2. Students in RC in the lowest quartile for HOS during MS1 (1688.8±53.1) significantly increased when re-tested during MS2 (1809.5±86.8).  Conclusion and Potential Impact: Curricular reform resulted in higher E when compared to LC. Despite increased E, there were no related changes in HOS. Results from quartile analysis agreed with previous reports that active learning preferentially benefits lower performing students (Koles, 2010).

scholarly journals Engagement and higher order skill proficiency of students completing a medical physiology course in three diverse learning environments

2018 ◽  
Vol 42 (3) ◽  
pp. 429-438 ◽  
Author(s):  
Mari K. Hopper ◽  
Alexis N. Kaiser
Keyword(s):  
Student Engagement ◽  
Medical Students ◽  
Learning Environments ◽  
Learning Strategies ◽  
Higher Order ◽  
Learning Objectives ◽  
First Year ◽  
College Seniors ◽  
Diverse Learning ◽  
First Year Medical Students

The primary aim of this study was to determine whether levels of student engagement, higher order skill proficiency, and knowledge acquisition demonstrated by medical students would differ when completing the same course in three diverse learning environments. Following Institutional Review Board approval, 56 first-year medical students, registered at the same medical school but attending class at three different campus centers, were enrolled in the study. All participants were completing a medical physiology course that utilized the same learning objectives but relied on different faculty incorporating diverse methodologies (percentage of class devoted to active learning strategies), course format (6-wk block vs. 17-wk semester), and student attendance. Students completed a validated survey of student engagement (SSE), a proctored online problem-based assessment of higher order skill proficiency [Collegiate Learning Assessment (CLA+); http://cae.org ], and the National Board of Medical Examiners (NBME) Physiology subject exam. In this limited sample, results indicate no significant differences between campus sites for any of the variables assessed. Levels of engagement were lower than expected compared with published values for graduate students. Higher order skill proficiency assessed by CLA+ was significantly higher than values reported for college seniors nationally. Surprisingly, SSE offered no prediction of performance on CLA+ or NBME, as there were no significant correlations between variables. These data indicate that, although first-year medical students may not perceive themselves as highly engaged, they are adept in using higher order skills and excel in meeting course learning objectives, regardless of learning environment.

scholarly journals Impact of a Discussion Series on Race on Medical Student Perceptions of Bias in Health Care

PRiMER ◽  
2019 ◽  
Vol 3 ◽  
Author(s):  
H. Reeve Bright ◽  
Keith Nokes
Keyword(s):  
Health Care ◽  
Medical Students ◽  
Medical School ◽  
Racial Bias ◽  
Response Rate ◽  
Comfort Level ◽  
First Year ◽  
Race And Racism ◽  
First Year Medical Students ◽  
The Impact

Background and Objectives: Racial bias in health care is increasingly recognized as a factor in health inequities, yet there is limited research regarding medical school education around race and racism and its impact on medical students. The purpose of this study was to understand attitudes of medical students on race and racism in health care and to study the impact of participation in a voluntary structured program on race and racism. Methods: First-year medical students had the opportunity to participate in a series of discussions (10 hours total) on race and racism. A 10-question survey addressing comfort, knowledge, and the adequacy of education on race and racism was sent to all first-year medical students (n=61/180, response rate 34%), and was administered to series participants (n=23/25, response rate 92%) in a pre/post format. Results: Participant and nonparticipant attitudes were similar at baseline, with the exception that participants were less likely to feel that the medical school curriculum provided adequate education on race and racism, and reported higher levels of knowledge around these issues. Following the discussion series, participants showed significant changes regarding knowledge and awareness, as well as comfort level discussing race and racism. Conclusions: Participants were more likely than nonparticipants to think that the curriculum should include more discussion on race and racism. Postparticipation analysis demonstrated significant increases in comfort level, knowledge, and awareness in discussion of race and racism.

The addition of an upper-extremity curriculum in medical school education and its assessment

2009 ◽  
Vol 34 (6) ◽  
pp. 797-799 ◽  
Author(s):  
C. S DAY ◽  
C. S AHN ◽  
Y. YU
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Upper Extremity ◽  
Curriculum Reform ◽  
School Curriculum ◽  
Medical School Education ◽  
National Examination ◽  
Clinical Confidence ◽  
Second Year ◽  
The Impact

This study assessed the impact of changes made to address the inadequate upper-extremity education through preclinical medical school curriculum reform. After the administration of a new upper-extremity curriculum, which also increased the time devoted to three preclinical medical school courses from 7.25 to 21.25 hours, second-year medical students were evaluated for mastery of these concepts through a national validated objective examination, and attitude and skill through clinical confidence and subjective surveys. After implementation of the new upper-extremity curriculum, students had significantly greater confidence in their ability to perform a physical examination but not in identifying differential diagnoses of the upper-extremity. Students were more satisfied with the amount of time spent on the musculoskeletal system but their performance in the national examination did not change.

scholarly journals Comparison of OSCE performance between 6- and 7-year medical school curricula in Taiwan

2022 ◽  
Vol 22 (1) ◽  
Author(s):  
Jr-Wei Wu ◽  
Hao-Min Cheng ◽  
Shiau-Shian Huang ◽  
Jen-Feng Liang ◽  
Chia-Chang Huang ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Curriculum Reform ◽  
Clinical Skills ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
Eligibility Criteria ◽  
And Performance ◽  
The Impact ◽  
Internship Training

Abstract Background The year 2013 marks a watershed in the history of medical education in Taiwan. Following Taiwan’s Taskforce of Medical School Curriculum Reform recommendations, the medical school curriculum was reduced from 7 to 6 years. This study aimed to analyze the impact of medical school curriculum reform on medical students’ performance in objective structured clinical examinations (OSCEs). Methods We retrospectively analyzed the OSCE records at Taipei Veterans General Hospital (Taipei VGH), one of Taiwan’s largest tertiary medical centers, between November 2016 and July 2020. The eligibility criteria were medical students receiving a full one-year clinical sub-internship training at Taipei VGH and in their last year of medical school. All medical students received a mock OSCE-1 at the beginning of their sub-internship, a mock OSCE-2 after six months of training, and a national OSCE at the end of their sub-internship. The parameters for performance in OSCEs included “percentage of scores above the qualification standard” and “percentage of qualified stations.” Results Between November 2016 and July 2020, 361 undergraduates underwent clinical sub-internship training at Taipei VGH. Among them, 218 were taught under the 7-year curriculum, and 143 were instructed under the 6-year curriculum. Based on baseline-adjusted ANCOVA results, medical students under the 7-year curriculum had a higher percentage of scores above the qualification standard than those under the 6-year curriculum at the mock OSCE-1 (7-year curriculum vs. 6-year curriculum: 33.8% [95% CI 32.0–35.7] vs. 28.2% [95% CI 25.9–30.4], p < 0.001), and mock OSCE-2 (7-year curriculum vs. 6-year curriculum: 89.4% [95% CI 87.4–91.4] vs. 84.0% [95% CI 81.5–86.4], p = 0.001). Moreover, medical students in the 7-year curriculum had a higher percentage of qualified stations in mock OSCE-1 (7-year curriculum vs. 6-year curriculum: 89.4% [95% CI 87.4–91.4] vs. 84.0% [95% CI 81.5–86.4], p = 0.001) and mock OSCE-2 (7-year curriculum vs. 6-year curriculum: 91.9% [95% CI 90.1–93.8] vs. 86.1% [95% CI 83.8–88.3], p = 0.001). After clinical sub-internship training, there were no differences in the percentage of scores above the qualification standard (7-year curriculum vs. 6-year curriculum: 33.5% [95% CI 32.2–34.9] vs. 34.6 [95% CI 32.9–36.3], p = 0.328) and percentage of qualified stations (7-year curriculum vs. 6-year curriculum: 89.4% [95% CI 88.1–90.7] vs. 90.2% [95% CI 88.6–91.8], p = 0.492). Conclusions At the beginning of the sub-internship, medical students under the 7-year curriculum had better OSCE performance than those under the 6-year curriculum. After the clinical sub-internship training in Taipei VGH, there was no difference in the national OSCE score between the 6- and 7-year curricula. Our study suggests that clinical sub-internship is crucial for the development of clinical skills and performance in the national OSCE.

scholarly journals The impact of integrating environmental health into medical school curricula: a survey-based study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Benjamin Kligler ◽  
Genevieve Pinto Zipp ◽  
Carmela Rocchetti ◽  
Michelle Secic ◽  
Erin Speiser Ihde
Keyword(s):  
Climate Change ◽  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Environmental Health ◽  
School Curriculum ◽  
Learning Objectives ◽  
Lead Contamination ◽  
Institute Of Medicine ◽  
The Impact

Abstract Background Inclusion of environmental health (EH) in medical education serves as a catalyst for preparing future physicians to address issues as complex as climate change and health, water pollution and lead contamination. However, previous research has found EH education to be largely lacking in U.S. medical education, putting future physicians at risk of not having the expertise to address patients’ environmental illnesses, nor speak to prevention. Methods Environmental health (EH) knowledge and skills were incorporated into the first-year medical school curriculum at Hackensack Meridian School of Medicine (Nutley, New Jersey), via a two-hour interactive large group learning module with follow up activities. Students completed the Environmental Health in Med School (EHMS) survey before and after the year 1 EH module. This survey evaluates medical students’ attitudes, awareness and professionalism regarding environmental health. In year 2, students completed the Environmental Health Survey II, which measured students’ perceptions of preparedness to discuss EH with future patients. The research team created both surveys based upon learning objectives that broadly aligned with the Institute of Medicine six competency-based environmental health learning objectives. Results 36 year 1 students completed both the pre and post EHMS surveys. McNemar’s test was used for paired comparisons. Results identified no statistically significant changes from pre to post surveys, identifying a dramatic ceiling. When comparing year 2, EHS II pre-survey (n = 84) and post-survey (n = 79) responses, a statistically significant positive change in students’ self-reported sense of preparedness to discuss environmental health with their patients following the curriculum intervention was noted. Conclusions Our conclusion for the EHMS in Year 1 was that the current generation of medical students at this school is already extremely aware of and concerned about the impact of environmental issues on health. Through the EHS II in Year 2, we found that the six-week environmental health module combining didactic and experiential elements significantly increased medical students’ self-reported sense of preparedness to discuss environmental health issues, including climate change, with their patients.

scholarly journals Deferred Action for Childhood Arrivals (DACA) medical students – an examination of their journey and experiences as medical students in limbo

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Christina Gillezeau ◽  
Wil Lieberman-Cribbin ◽  
Kristin Bevilacqua ◽  
Julio Ramos ◽  
Naomi Alpert ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical School ◽  
First Year ◽  
Convenience Sample ◽  
Student Sample ◽  
Medical Specialties ◽  
Residency Programs ◽  
Deferred Action ◽  
The Status ◽  
Depth Interviews

Abstract Background Although the value of DACA medical students has been hypothesized, no data are available on their contribution to US healthcare. While the exact number of DACA recipients in medical school is unknown, DACA medical students are projected to represent an increasing proportion of physicians in the future. The current literature on DACA students has not analyzed the experiences of these students. Methods A mixed-methods study on the career intentions and experiences of DACA medical students was performed utilizing survey data and in-depth interviews. The academic performance of a convenience sample of DACA medical students was compared to that of matriculated medical students from corresponding medical schools, national averages, and first-year residents according to specialty. Results Thirty-three DACA medical students completed the survey and five participated in a qualitative interview. The average undergraduate GPA (SD) of the DACA medical student sample was 3.7 (0.3), the same as the national GPA of 2017–2018 matriculated medical students. The most common intended residency programs were Internal Medicine (27.2%), Emergency Medicine (15.2%), and Family Medicine (9.1%). In interviews, DACA students discussed their motivation for pursuing medicine, barriers and facilitators that they faced in attending medical school, their experiences as medical students, and their future plans. Conclusions The intent of this sample to pursue medical specialties in which there is a growing need further exemplifies the unique value of these students. It is vital to protect the status of DACA recipients and realize the contributions that DACA physicians provide to US healthcare.

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