A novel interactive demonstration in clinical gastroenterology for first-year medical students.

1993 ◽  
Vol 264 (6) ◽  
pp. S1
Author(s):  
M F Crass ◽  
D S Hodges
Keyword(s):  
Medical Students ◽  
First Year ◽  
Clinical Gastroenterology ◽  
Clinical Correlation ◽  
Lecture Material ◽  
Diagnostic Center ◽  
The Subject ◽  
Clinical Questions ◽  
Texas Tech University ◽  
First Year Medical Students

A unique clinical correlation in gastroenterology for first-year medical students is described. This interactive demonstration is conducted in a clinical setting and is designed to introduce the student to a broad range of topics in clinical gastroenterology while complementing lecture material in gastrointestinal (GI) physiology. Faculty and fellows of the Department of Internal Medicine at Texas Tech University Health Sciences Center present minilectures and demonstrations at five different stations held in endoscopy rooms of the GI Diagnostic Center (GI Lab). The first-year class is divided into groups of 20 students or less. Each group visits a given station for 30 min, and each station has a specific topic. The topics are motility studies, esophagogastroduodenoscopy, gastric analysis, endoscopic retrograde cholangiopancreatography, and colonoscopy and sigmoidoscopy. At each station, physicians pose clinical questions related to the students' understanding of GI physiology and, in turn, respond to students' questions. For students who have been learning basic concepts of GI physiology, this clinical demonstration offers a more meaningful clinical correlation than standard clinical lectures could afford. In addition, the demonstration brings enhanced interest and enthusiasm for the subject matter.

scholarly journals Role of regular yoga practice in improvement of various pulmonary parameters in first year medical students

2018 ◽  
Vol 6 (7) ◽  
pp. 2523
Author(s):  
Kislay Kumar ◽  
Devesh Kumar ◽  
Pooja T. Pandey ◽  
Divya .
Keyword(s):  
Medical Students ◽  
Control Group ◽  
P Value ◽  
First Year ◽  
Pulmonary Functions ◽  
Yoga Group ◽  
The Subject ◽  
First Year Medical Students ◽  
And Control

Background: tress at any stage of life virtually produces several respiratory limitations and reduces tolerance to physical efforts, sometimes leading to pulmonary diseases in individuals. Various yoga and Pranayama like Kapalbhati and Nadi-sodhan involves powerful strokes of exhalation, which trains the subject to make full use of diaphragm and abdominal muscles.Methods: This study is performed on 1st yr. medical students whose stress level is in higher side due to academic burden. 55 medical students were selected as participants through counseling and were divided into Yoga group (n= 27) and control group (n=28). Pulmonary functions of subjects were tested using Pony FX advanced desktop spirometer manufactured by Cosmed. Yoga is performed 1 hr/day for 6 days /week for 12 weeks by yoga group.Results: Pulmonary functions tested in Yoga and control group were FVC, FEV1, PEF and FVC/FEV1. There were significant improvements in pulmonary functions in yoga group. In Yoga group (FVC- 5.8% increases, FEV1- 5.2% increase, PEF- 34% increase and FVC/FEV1- 3.15% increase). In control group also, all parameters increased but P value was not significant.Conclusions: This study concludes that practicing Yoga has shown a significant improvement on pulmonary functions in 1st year medical students.

scholarly journals First year medical students' performance analysis in anatomy with different modes of teaching: an experience of medical school in South India

2013 ◽  
Vol 02 (01) ◽  
pp. 031-034
Author(s):  
Thangarasu Rajan ◽  
Atul M Bage
Keyword(s):  
Medical Students ◽  
Medical Profession ◽  
P Value ◽  
First Year ◽  
Clinical Anatomy ◽  
Teaching Anatomy ◽  
The Subject ◽  
First Year Medical Students ◽  
The Impact ◽  
Anatomy Teaching

Abstract Background and aims: The routine method of didactic lecture followed by dissection does not help for long-term retention of the subject, anatomy amongst medical students. The impact of clinical anatomy knowledge in medical profession is large and there is an absolute lack of positive reception in this regard amongst student community. Teaching methods play an important role to create interest and to make students appreciate the subject better. Studies evaluating different modes of teaching anatomy are scarce. The objective of the study was to assess the effectiveness of different modes of anatomy teaching among medical students. Materials and methods: First year medical students were divided randomly into three groups and different modes of teaching anatomy like blackboard and chalk, audio/visual and using plastic models were compared by examination based assessment. The data of multiple groups were analyzed by one-way ANOVA, followed by the Newman–Keuls multiple comparison test (PRISM Graph pad, version 4; Graph Pad Software, Inc., San Diego, CA). A P value of <0.05 was considered as statistically significant. Results: No single method is effective in increasing the performance of both theory and practical examination across different topics and so a suitable combination of the different modes for a particular topic in anatomy teaching should be framed.

scholarly journals An explorative vs. traditional practical course: how to inspire scientific thinking in medical students

2019 ◽  
Vol 43 (3) ◽  
pp. 350-354
Author(s):  
Julia Eckel ◽  
Olga Zavaritskaya ◽  
Katrin Schüttpelz-Brauns ◽  
Rudolf Schubert
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Thinking Skills ◽  
Muscle Physiology ◽  
First Year ◽  
Scientific Thinking ◽  
Multiple Choice Questions ◽  
Traditional Course ◽  
The Subject ◽  
First Year Medical Students

Recently, medical students’ scientific thinking skills have been identified as an important issue in medical education. Scientific thinking cannot be imparted in conventional lectures, but rather requires actively involving students. We modified a practical course in physiology. A study was designed to test whether the new course fosters scientific thinking without impairing the transfer of physiological knowledge. The study group consisted of 226 first-year medical students at the Medical Faculty Mannheim of Heidelberg University. Written consent to participate in the study was obtained from all participants. The group was then randomly divided into two groups (traditional vs. modified course). The subject of both courses was a laboratory experiment in skeletal muscle physiology. In the traditional course, the students addressed topics already presented in lectures. In the modified course, students dealt with the same topics as in the traditional course, but the experiment was expanded to include one issue not taught before. When working on this issue, the students were instructed in scientific thinking. All participants filled out a questionnaire with 15 multiple-choice questions addressing the physiological subject matter and four open-ended questions addressing the criteria of scientific methodology. Physiological knowledge in both groups did not differ [ F(1) = 2.08, P = 0.15]. Scores in scientific thinking in the modified course were higher (mean = 4.20, SD = 1.89) than in the traditional course (mean = 2.04, SD = 1.91) with F(1) = 70.69, P < 0.001, η2 = 0.24 (large effect). Our study demonstrates that small adjustments to courses in medical education can promote scientific thinking without impairing knowledge transfer.

scholarly journals Positive effects of medical hypnosis on test anxiety in first year medical students

2021 ◽  
pp. 1-11
Author(s):  
Christian M. Hammer ◽  
Michael Scholz ◽  
Larissa Bischofsberger ◽  
Alexander Hammer ◽  
Benedikt Kleinsasser ◽  
...  
Keyword(s):  
Medical Students ◽  
Test Anxiety ◽  
First Year ◽  
Positive Effects ◽  
First Year Medical Students

Variation in assessment of first-year medical students' interprofessional competencies by rater profession

2021 ◽  
Vol 24 ◽  
pp. 100424
Author(s):  
Joseph B. House ◽  
Lynze R. Franko ◽  
Fatema Haque ◽  
James A. Cranford ◽  
Sally A. Santen
Keyword(s):  
Medical Students ◽  
First Year ◽  
First Year Medical Students ◽  
Interprofessional Competencies

Are Future Doctors Prepared to Address Patients’ Nutritional Needs? Cooking and Nutritional Knowledge and Habits in Medical Students

2021 ◽  
pp. 155982762110181
Author(s):  
Sam Sugimoto ◽  
Drew Recker ◽  
Elizabeth E. Halvorson ◽  
Joseph A. Skelton
Keyword(s):  
Medical Students ◽  
Prior Knowledge ◽  
The United States ◽  
First Year ◽  
Nutritional Knowledge ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Nutritional Needs ◽  
Second Year ◽  
First Year Medical Students

Background. Many diseases are linked to lifestyle in the United States, yet physicians receive little training in nutrition. Medical students’ prior knowledge of nutrition and cooking is unknown. Objective. To determine incoming medical students’ prior nutrition knowledge, culinary skills, and nutrition habits. Methods. A dual-methods study of first-year medical students. Cross-sectional survey assessing prior knowledge, self-efficacy, and previous education of cooking and nutrition. Interviews of second-year medical students explored cooking and nutrition in greater depth. Results. A total of 142 first-year medical students participated; 16% had taken a nutrition course, with majority (66%) learning outside classroom settings. Students had a mean score of 87% on the Nutritional Knowledge Questionnaire versus comparison group (64.9%). Mean cooking and food skills score were lower than comparison scores. Overall, students did not meet guidelines for fiber, fruit, vegetables, and whole grains. Interviews with second-year students revealed most learned to cook from their families; all believed it important for physicians to have this knowledge. Conclusions. Medical students were knowledgeable about nutrition, but typically self-taught. They were not as confident or skilled in cooking, and mostly learned from their family. They expressed interest in learning more about nutrition and cooking.

The medical career choice motivations — Results from a Hungarian study

Open Medicine ◽  
2011 ◽  
Vol 6 (4) ◽  
pp. 502-509 ◽  
Author(s):  
Edmond Girasek ◽  
Regina Molnár ◽  
Edit Eke ◽  
Miklós Szócska
Keyword(s):  
Medical Students ◽  
Career Choice ◽  
Medical Profession ◽  
Medical Doctor ◽  
First Year ◽  
First Year Students ◽  
Economic Changes ◽  
Traditional Health ◽  
Medical Career ◽  
First Year Medical Students

AbstractSome decades ago being a medical doctor was characterized unambiguously as a profession that offers help and serves the patients’ needs during medical treatment. In today’s society, this image of the medical profession has been substantially changed. The present paper aims to examine medical career choice motivations and preferences of choosing speciality, in the light of current social and economic changes in Hungary. The study was carried out by using a voluntary, self-administrated, questionnaire among first-year medical students and resident doctors in four medical faculties in Hungary. The career choice motivations of the first-year medical students and resident doctors are similar and match to the traditional health profession career choice motivations. Nevertheless the first-year students consider high income as one of the most important factors. They appear more conscious and more ambitious regarding their future speciality choice. The Hungarian health care system and medical education must be prepared for the presence of students that are aware of the high market value of a medical diploma, have excellent language skills, and consider migration as one main factor in their motivation when choosing a medical profession.

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