Peer Assessment in Medical Student Education: A Study of Feasibility, Benefit, and Worth

2021 ◽  
pp. 000313482110110
Author(s):  
Christopher DuCoin ◽  
Hannah Zuercher ◽  
Shannon L. McChesney ◽  
James R. Korndorffer
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Peer Assessment ◽  
Medical Student Education ◽  
Additional Time ◽  
Significant Difference ◽  
Medical School Training ◽  
Data Points ◽  
Survey Results ◽  
School Training

Background Direct experience with medical procedures is an important component of medical school training, yet opportunities for medical students have dwindled for various reasons. To offset this, simulated procedures are being integrated into training. However, this comes with additional time commitments required of teaching surgeons regarding assessment of simulation. A solution to this could be peer assessment. We hypothesize that there will be no significant difference between peer assessment when compared to that of a teaching surgeon. Methods Third-year medical students were shown 3 simulated procedures by teaching surgeon and provided a grading rubric. Student performances were independently graded by peer assessment and by teaching surgeons. All peer assessment grades and surgeon grades were compared. Results Four hundred fifty-nine medical students completed the simulation procedures. Comparisons between the teaching surgeons and peer assessment evaluations demonstrated a 99% interobserver agreement for pass-fail designation and 98% agreement for individual data points (kappa = .78). Survey results demonstrated a significant increase in confidence in performing the tested items and comfort with peer assessment. Discussion This analysis demonstrates that the inclusion of peer assessment within medical school is highly comparable to teaching surgeon assessments.

Indigenous Australian medical students’ perceptions of their medical school training

2009 ◽  
Vol 43 (11) ◽  
pp. 1047-1055 ◽  
Author(s):  
Gail Garvey ◽  
Isobel E Rolfe ◽  
Sallie-Anne Pearson ◽  
Carla Treloar
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Indigenous Australian ◽  
Medical School Training ◽  
School Training

Medical Students' Religious Affiliation as Related to Values and Attitudes toward Patient Care

1977 ◽  
Vol 41 (3) ◽  
pp. 747-758 ◽  
Author(s):  
Rosalia E. Amitrano Paiva ◽  
Huynh Huynh ◽  
Isabel R. Juan ◽  
Harold B. Haley
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Religious Affiliation ◽  
Potential Effect ◽  
Religious Values ◽  
Latter Day Saints ◽  
Medical School Training ◽  
School Training ◽  
Interpersonal Values ◽  
Future Practice

Medical students grouped on the basis of their religious affiliation are compared in terms of values, personality, and attitudes measured upon entering and graduating from medical school. Instruments used were the Allport-Vernon-Lindzey Study of Values, the Survey of Interpersonal Values, Rokeach Dogmatism Scale, and the Cancer Attitude Survey. Several fundamental dissimilarities among the groups are accounted for by three discriminant factors. A basic difference is reflected in subjects' religious values and their attitudes pertaining to immortality and death. Latter Day Saints, Catholics, and Protestants attach more importance to religion than Jewish and non-affiliated students, have higher religious values, and express stronger belief in personal immortality and preparation for death. During medical school training, differential changes occur. Protestants and Catholics change the most. At graduation significant variations are noted with respect to career and specialty choices and preferences for location of future practice. The findings are discussed in the context of the potential effect of the groups' differential characteristics upon the care they will give to their patients.

Undergraduate Medical Education

1987 ◽  
Author(s):  
William G. Rothstein
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Undergraduate Medical Education ◽  
Clinical Training ◽  
Clinical Skills ◽  
General Medicine ◽  
Medical School Training ◽  
Major Teaching ◽  
School Training

Undergraduate medical education has changed markedly in the decades after mid-century. The basic medical sciences have been de-emphasized; clinical training in the specialties has replaced that in general medicine; and both types of training have been compressed to permit much of the fourth year to be used for electives. The patients used for teaching in the major teaching hospitals have become less typical of those found in community practice. Innovations in medical education have been successful only when they have been compatible with other interests of the faculty. As medicine and medical schools have changed, major differences of opinion have developed over the goals of undergraduate medical education. Practicing physicians have continued to believe that the fundamentals of clinical medicine should be emphasized. A survey in the 1970s of 903 physicians found that over 97 percent of them believed that each of the following was “a proper goal of medical school training:” “knowing enough medical facts;” “being skillful in medical diagnosis;” “making good treatment plans;” “understanding the doctor-patient relationship;” “understanding the extent to which emotional factors can affect physical illness;” “being able to keep up with new developments in medicine;” and being able to use and evaluate sources of medical information. Only 52 percent felt that “being able to carry out research” was a proper goal of medical school training. Medical students have also believed that undergraduate medical education should emphasize clinical training. Bloom asked students at one medical school in the early 1960s whether they would prefer to “work at some interesting research problem that does not involve any contact with patients,” or to “work directly with patients, even though tasks are relatively routine.” About 25 percent of the students in all four classes chose research, while 58 percent of the freshmen and 70 percent of the juniors and seniors chose patient care. The same study also asked students their criteria for ranking classmates “as medical students.” Clinical skills were the predominant criteria used by students, with “ability to carry out research” ranking far down on the list. Faculty members, on the other hand, have emphasized the basic and preliminary nature of undergraduate medical education.

scholarly journals Not quite a doctor, but should I help? A qualitative exploration of medical students’ attitudes towards responding to medical emergencies that occur in the public domain

BMJ Open ◽  
2019 ◽  
Vol 9 (4) ◽  
pp. e028035 ◽  
Author(s):  
Jessica Ying-Yi Xie ◽  
Rachael Frost ◽  
Richard Meakin
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Mixed Methods Research ◽  
Medical Profession ◽  
School Students ◽  
Hospital Medical ◽  
Professional Duty ◽  
Medical School Training ◽  
Medical Emergencies ◽  
School Training

ObjectiveTo explore medical students’ views on and experiences of responding to out-of-hospital medical emergencies.SettingUniversity College London (UCL).Participants11 UCL Medical School students.Study designQualitative.Methods and outcome measuresWe carried out 11 one-to-one semistructured interviews, with participant validation and reflective work. The data were analysed using thematic analysis.ResultsThree core themes were identified. (1) ‘We Did Debate a Bit: Should We Go? Should We Not?’—Students’ decisions to respond were based on the appearance of the casualty; the presence and actions of bystanders; witnessing the incident; self-perceived competence, confidence and knowledge; and personal experiences and feelings associated with medical emergencies. (2) ‘It Would Represent the Medical Profession Well if We Did Step In and Help’—Students felt that they had an ethical and/or professional duty to help. (3) ‘No One Should Die Because of a Lack of… Basic Life-Saving Techniques’—Students felt that medical school training alone had not sufficiently prepared them to respond to out-of-hospital medical emergencies. Improvements to training were suggested: integrating first aid/response training into the horizontal (systems-based) modules; teaching both common and less common medical emergencies and presentations; training that is led by experienced first responders and that increases students’ exposure to out-of-hospital medical emergencies; and providing more revision training sessions.ConclusionsStudents felt that medical school training could be improved to better prepare them for responding to out-of-hospital medical emergencies, and wanted clarification on whether or not they have an ethical and/or professional duty to help. Further mixed-methods research using a larger sample needs to be carried out to confirm whether findings are transferable to other UK medical schools.

scholarly journals Perception, knowledge, and interest of urologic surgery: a medical student survey

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Bristol B. Whiles ◽  
Jeffrey A. Thompson ◽  
Tomas L. Griebling ◽  
Kerri L. Thurmon
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Career Choice ◽  
Medical Specialty ◽  
Student Survey ◽  
Cross Sectional ◽  
Urologic Surgery ◽  
Medical School Training ◽  
School Training

Abstract Background Although only a limited number of medical schools require a formal educational rotation in urologic surgery, urology as a medical specialty continues to attract a large number of students into the match each year. The purpose of this study was to describe medical student awareness, perception, and knowledge of urology, to determine factors influencing students’ consideration of urology as a career, and to determine if prior urology clerkship experience is associated with differences in these variables. Methods In this cross-sectional study, medical students were electronically surveyed in 07/2016. Self-reported and question-based knowledge of urology were determined. A total of 25 factors were assessed with a five-point Likert scale to determine their influence on students’ consideration of urology as a career. Data analysis was performed using R. Results The survey was completed by 114 students (13.5% of all medical students). A total of 11(9.65%)students had previously participated in a urology clerkship. All students reported awareness of urology; however, only 74 students (64.9%) correctly identified the training pathway and job duties of urologists. Self-perceived knowledge of urology was poor but improved with increased medical school training. Question-based assessment also demonstrated increased knowledge with advanced medical school training (27% per year; p < 0.01). Prior urology clerkship experience appeared to be associated with increased urologic knowledge; however, this was confounded by year in medical school training. When assessing factors impacting students’ consideration of a career in urology, ‘combination of medicine and surgery’ was the most positively influential and ‘competitiveness of the specialty’ was the most negatively influential. Conclusions Although medical students are aware of urology as a specialty, they perceive their knowledge of urology as poor. However, knowledge of urology increases throughout medical school training. Multiple factors influence students’ consideration of urology as a career choice. Additional studies are needed to further explore how participation in a formal urology experience alters students’ perceptions and influences their consideration of urology as a career choice. Trial registration Retrospectively registered.

scholarly journals The STRIVE Initiative: A Resident-Led Mentorship Framework for Underrepresented Minority Medical Students

2020 ◽  
Vol 12 (1) ◽  
pp. 74-79 ◽  
Author(s):  
Quentin R. Youmans ◽  
Jennifer A. Adrissi ◽  
Adesuwa Akhetuamhen ◽  
Khalilah L. Gates ◽  
Aashish K. Didwania ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical School ◽  
School Curriculum ◽  
Underrepresented Minority ◽  
Mentorship Program ◽  
Curriculum Review ◽  
Social Events ◽  
Medical School Training ◽  
Resident Time ◽  
School Training

ABSTRACT Background Underrepresented minority (URM) trainees face unique challenges in academic medicine. Near-peer mentorship is an under-described method to support URM trainees. Objective We created and evaluated the Student to Resident Institutional Vehicle for Excellence (STRIVE) program in a large urban medical school and associated residency programs. Methods All URM residents were invited to participate in the STRIVE mentorship program consisting of 3 pillars of programming: medical school curriculum review sessions, panel discussions, and social events for medical students. The program was evaluated through participation rates and a 7-item survey delivered in May 2019 after 3 years of implementation. Results The STRIVE initiative conducted 25 events. Thirty-five of 151 eligible (23%) URM residents participated as mentors for an average of 50 of 110 eligible (45%) URM medical students annually. Resident mentors participated for an average of 3 to 4 hours each year. Twenty of 32 eligible resident mentors (63%) completed the survey. Ninety-five percent (19 of 20) of survey respondents agreed that STRIVE made them a better mentor; 90% (18 of 20) reported that they would have appreciated an equivalent program during their medical school training; and 75% (15 of 20) agreed that the program helped them address the challenges of underrepresentation in medicine. Conclusions Over a 3-year period, STRIVE required a modest amount of resident time and was valued by the URM residents and medical students who participated in the program.

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