Development and Evaluation of an Objective Tympanic Membrane Visualization Assessment Technique

2020 ◽  
Vol 129 (8) ◽  
pp. 767-771 ◽  
Author(s):  
Amir A. Hakimi ◽  
Simon P. Lalehzarian ◽  
Aaron S. Lalehzarian ◽  
Ariel M. Azhdam ◽  
Benjamin D. Boodaie ◽  
...  
Keyword(s):  
Medical Students ◽  
Tympanic Membrane ◽  
Low Cost ◽  
Training Session ◽  
Standardized Patients ◽  
First Year ◽  
First Year Students ◽  
Before And After ◽  
Cohort Groups ◽  
Tympanic Membranes

Objectives: To introduce an inexpensive method for objectively evaluating otoscopic visualization of the tympanic membrane wherein learners match what they visualize in standardized patients to tympanic membrane photographs. Methods: Two standardized patients had photographs taken of their tympanic membranes using a commercially-available digital otoscope. First- and third-year medical students were asked to perform an otoscopic examination on each patient using a conventional handheld otoscope and to match what they saw with the correct tympanic membrane image among distractor photographs belonging to other patients. The ability of students to match the standardized patients’ tympanic membrane to the correct photographs was assessed before and after a didactic training session. These measurements were compared between the two cohort groups for construct validity. Results: Fifty-one first-year medical students (with no previous otoscopy experience) and 44 third-year medical students (with otoscopy experience from completing pediatric and family medicine clinical clerkships) were recruited to voluntarily participate in this study. At baseline, a larger percentage of third-year students correctly matched both tympanic membranes compared to first-year students (27% vs 8%, P < .01). After otoscopy training, correct matching of both tympanic membranes significantly improved among both first-year students (8-31%, P < .01) and third-year students (27-54%, P < .01). Conclusion: The use of tympanic membrane photographs from standardized patients provides a novel technique for objectively assessing proficiency in otoscopic visualization of the middle ear. The concept is low cost, uses live patients, and can be easily implemented in pre-clinical instruction and beyond.

scholarly journals STRESS ASSESSMENT IN MBBS FIRST YEAR STUDENTS BEFORE AND AFTER STRESS MANAGEMENT TRAINING DURING COVID-19 LOCKDOWN: A NORTH INDIAN STUDY.

2020 ◽  
Vol 4 (9) ◽  
Author(s):  
Asha Kumari ◽  
Sangeeta B Singh ◽  
Shikhaa Mahajan ◽  
Vivek Sharma ◽  
Rajiv Ranjan ◽  
...  
Keyword(s):  
Medical Students ◽  
Stress Management ◽  
Management Training ◽  
Male Students ◽  
First Year ◽  
First Year Students ◽  
Stress Management Training ◽  
Before And After ◽  
Coronavirus Infection ◽  
Teaching Pattern

Introduction: Stress is a well known contributor of many diseases. Corona virus infection pandemic has added stress in everyone’s life. Medical students have been reported to feel more depressed, anxious and stressed due to numerous factors in previous research. There has been lot of stress due to shutdown of colleges and modification of teaching pattern. Material and method: This study was planned to estimate the stress in First year MBBS students of SHKM GMC Nalhar, Nuh, Mewat, Haryana, India to explore the stress prevalence and factors causing stress in the students. Then a stress management training was given to the students. After one month the analysis was repeated to assess the feedback, which fell into the lockdown period observed during COVID-19 pandemic. Medical Student Stressor Questionnaire (MSSQ) was used to assess stress. Results and observation: The stress was found to be mild in 43 (35 %), moderate in 66 (55%), high in 11 (9%) among students.(Figure 1 A) After one month, the stress reported was mild in 67 (55.83%), moderate in 41 (34.17%), high in 12 (10%).(Figure 1 B) Stress was reported by 64.35% male students on first instance while 47.52% on second. Female students also displayed a fall in stress from 63.15% to 26.31%. Conclusion: Stress was detected in more than fifty percent First professional medical students in SHKM GMC Mewat, Haryana, which was reduced after stress management training. It is proposed that stress management training should be given in MBBS first professional and during pandemic like Coronavirus infection.

scholarly journals Understanding Student Experiences in a Near-Peer Resident Shadowing Program

2014 ◽  
Vol 2014 ◽  
pp. 1-5 ◽  
Author(s):  
Simon R. Turner ◽  
Jonathan White ◽  
Cheryl Poth ◽  
W. Todd Rogers
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Clinical Training ◽  
Learning Experience ◽  
Low Cost ◽  
Student Experiences ◽  
First Year ◽  
Clinical Environment ◽  
First Year Students ◽  
Close Relationship

Introduction. The preparation of medical students for clerkship has been criticized, both in terms of students’ ability to understand their new role as clinical trainees and in their ability to carry out that role. To begin to address this gap, this paper reports the experiences of students in a shadowing program aimed at enhancing the preparedness of medical students for clinical training. The study examined a novel program, the Resident-Medical Student Shadowing Program, in which first-year medical students at the University of Alberta shadowed a first-year resident during clinical duties over the course of eight months. Methods. A study was conducted to assess the experiences of 83 first-year medical student participants who shadowed a first-year resident intermittently for one year. Student and resident participants’ experiences were explored using semistructured interviews. Results. Students and residents experiences indicate that participation increased students’ understanding of the clinical environment and their role within it and introduced them to skills and knowledge needed to perform that role. Students reported that a close relationship with their resident enhanced their learning experience. Conclusion. This study demonstrates that a low-cost program in which first-year students shadow residents may be a useful tool for helping prepare students for clerkship.

scholarly journals Development of laparoscopic skills in Medical students naive to surgical training

2014 ◽  
Vol 12 (4) ◽  
pp. 467-472 ◽  
Author(s):  
Worens Luiz Pereira Cavalini ◽  
Christiano Marlo Paggi Claus ◽  
Daniellson Dimbarre ◽  
Antonio Moris Cury Filho ◽  
Eduardo Aimoré Bonin ◽  
...  
Keyword(s):  
Medical Students ◽  
Skill Acquisition ◽  
Surgical Techniques ◽  
First Year ◽  
Laparoscopic Skills ◽  
First Year Students ◽  
Score Improvement ◽  
Before And After ◽  
Second Year ◽  
Improved Performance

Objective To assess the acquisition of basic laparoscopic skills of Medical students trained on a surgical simulator.Methods First- and second-year Medical students participated on a laparoscopic training program on simulators. None of the students had previous classes of surgical technique, exposure to surgical practice nor training prior to the enrollment in to the study. Students´ time were collected before and after the 150-minute training. Skill acquisition was measured comparing time and scores of students and senior instructors of laparoscopic surgeryResults Sixty-eight students participated of the study, with a mean age of 20.4 years, with a predominance of first-year students (62%). All students improved performance in score and time, after training (p<0,001). Score improvement in the exercises ranged from 294.1 to 823%. Univariate and multivariate analyses identified that second-year Medical students have achieved higher performance after training.Conclusions Medical students who had never been exposed to surgical techniques can acquire basic laparoscopic skills after training in simulators. Second-year undergraduates had better performance than first-year students.

scholarly journals Efficacy of implementing intermittent STOP THE BLEED® reviews on long term retention of hemorrhage control skills of first year medical students

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Enkhtsogt Sainbayar ◽  
Nathan Holt ◽  
Amber Jacobson ◽  
Shalini Bhatia ◽  
Christina Weaver
Keyword(s):  
Medical Students ◽  
Intervention Group ◽  
Training Session ◽  
Likert Scale ◽  
Control Group ◽  
First Year ◽  
Hemorrhage Control ◽  
Term Retention ◽  
Long Term Retention

Abstract Context Some medical schools integrate STOP THE BLEED® training into their curricula to teach students how to identify and stop life threatening bleeds; these classes that are taught as single day didactic and hands-on training sessions without posttraining reviews. To improve retention and confidence in hemorrhage control, additional review opportunities are necessary. Objectives To investigate whether intermittent STOP THE BLEED® reviews were effective for long term retention of hemorrhage control skills and improving perceived confidence. Methods First year osteopathic medical students were asked to complete an eight item survey (five Likert scale and three quiz format questions) before (pretraining) and after (posttraining) completing a STOP THE BLEED® training session. After the surveys were collected, students were randomly assigned to one of two study groups. Over a 12 week intervention period, each group watched a 4 min STOP THE BLEED® review video (intervention group) or a “distractor” video (control group) at 4 week intervals. After the 12 weeks, the students were asked to complete an 11 item survey. Results Scores on the posttraining survey were higher than the pretraining survey. The median score on the five Likert scale items was 23 points for the posttraining survey and 14 points for the pretraining survey. Two of the three knowledge based quiz format questions significantly improved from pretraining to posttraining (both p<0.001). On the 11 item postintervention survey, both groups performed similarly on the three quiz questions (all p>0.18), but the intervention group had much higher scores on the Likert scale items than the control group regarding their confidence in their ability to identify and control bleeding (intervention group median = 21.4 points vs. control group median = 16.8 points). Conclusions Intermittent review videos for STOP THE BLEED® training improved medical students’ confidence in their hemorrhage control skills, but the videos did not improve their ability to correctly answer quiz-format questions compared with the control group.

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.

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 Assessment of knowledge, attitude and skills towards e-learning in first year medical students

2019 ◽  
Vol 7 (11) ◽  
pp. 4119 ◽  
Author(s):  
Monali Hiwarkar ◽  
Onjal Taywade
Keyword(s):  
Medical Students ◽  
Medical Training ◽  
Positive Impact ◽  
First Year ◽  
First Year Students ◽  
Learning Modalities ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Education In India ◽  
E Learning

Background: With digitization the e-learning modalities are being increasingly used by medical students. These often help the first MBBS students to overcome limitations of conventional teaching methods like didactic lectures. However, e-learning is not official part of medical education in India and the awareness about its use among medical students need to be evaluated. Aim and objective of the study was to assess the extent to which MBBS first year students use e-resources for learning as well as to assess knowledge, attitude, skills and habits of first MBBS students towards e-learning.Methods: A questionnaire of twenty five questions on various aspects of e-learning was administered to the first MBBS students at two medical colleges. The data generated from responses was compiled and analyzed on SPSS to get insight on various aspects of e-learning.Results: Out of 236 students surveyed 77.97% were aware about the academic websites related to first MBBS subjects. 90.68 % accepted that e-learning helped in understanding topics, 84.32% recommended conventional teaching to be supplemented with e-learning. However there was no statistically significant difference between responses from two groups i.e. female and male students (p>0.05).Conclusions: The majority of first MBBS students use e-resources for learning various topics in anatomy, physiology and biochemistry. The e-resources have made a positive impact on overall learning especially anatomy. e-learning can supplement conventional teaching in the first year of medical training.

Cybernetic Model by Blended Learning Using Technological Applications About Mathematics in Higher Education

2020 ◽  
pp. 40-63
Author(s):  
Samuel Olmos Peña ◽  
Magally Martinez-Reyes ◽  
Anabelem Soberanes-Martín
Keyword(s):  
Blended Learning ◽  
Information And Communication Technologies ◽  
Mathematics Learning ◽  
First Year ◽  
Cybernetic Model ◽  
First Year Students ◽  
Before And After ◽  
Information And Communication ◽  
Education Of Students ◽  
The University

Traditional teaching has been changing with the development of information and communication technologies (ICTs). Blended learning is a new approach that enriches the education of students in order to improve their performance in their different subjects. Mathematics learning is a subject matter that is particularly difficult for students. The present chapter targets the application of a cybernetic model for blended learning in the teaching of mathematics, that is, the elements of communication and control are incorporated into this learning paradigm. It applies to first-year students of mathematics at the university level in the area of engineering. The results show an improvement in tests applied to students before and after the inclusion of activities with technological applications.

scholarly journals Research knowledge in undergraduate school in Brazil: a comparison between medical and law students

2010 ◽  
Vol 8 (3) ◽  
pp. 273-280 ◽  
Author(s):  
Antonio José Souza Reis Filho ◽  
Bruno Bezerril Andrade ◽  
Vitor Rosa Ramos de Mendonça ◽  
Manoel Barral-Netto
Keyword(s):  
Medical Students ◽  
Educational Institution ◽  
Law School ◽  
Law Students ◽  
First Year ◽  
Research Experience ◽  
Research Knowledge ◽  
First Year Students ◽  
Research Activities ◽  
The Impact

ABSTRACT Objective: Exposure to science education during college may affect a student's profile, and research experience may be associated with better professional performance. We hypothesized that the impact of research experience obtained during graduate study differs among professional curricula and among graduate courses. Methods: A validated multiple-choice questionnaire concerning scientific concepts was given to students in the first and fourth years of medical and law school at a public Brazilian educational institution. Results: Medical students participated more frequently in introductory scientific programs than law students, and this trend increased from the first to the fourth years of study. In both curricula, fourth-year students displayed a higher percentage of correct answers than first-year students. A higher proportion of fourth-year students correctly defined the concepts of scientific hypothesis and scientific theory. In the areas of interpretation and writing of scientific papers, fourth-year students, in both curricula, felt more confident than first-year students. Although medical students felt less confident in planning and conducting research projects than law students, they were more involved in research activities. Conclusion: Medical graduation seems to favor the development of critical scientific maturity than law graduation. Specific policy in medical schools is a reasonable explanation for medical students’ participation in more scientific activities.

scholarly journals Opinions towards Companion Animals and Their Welfare: A Survey of Croatian Veterinary Students

Animals ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. 199 ◽  
Author(s):  
Tomislav Mikuš ◽  
Mario Ostović ◽  
Ivana Sabolek ◽  
Kristina Matković ◽  
Željko Pavičić ◽  
...  
Keyword(s):  
Veterinary Medicine ◽  
Animal Welfare ◽  
Companion Animals ◽  
First Year ◽  
The European Union ◽  
Veterinary Students ◽  
First Year Students ◽  
Study Programme ◽  
Study Results ◽  
Before And After

This survey was the first one investigating opinions of veterinary students in Croatia towards companion animals and their welfare, with special reference to dogs and cats as the most popular companion animals in the European Union. The study included students of all six years of the integrated undergraduate and graduate veterinary medicine study programme in Croatia. First-year students were surveyed twice, before and after having attended the course on animal welfare. Student opinions were assessed on the basis of their mean responses to five-point Likert scale questions and frequency of responses to Yes/No/I do not know questions and ratio scale questions. Study results revealed students to have strongly positive opinions towards companion animals and their welfare. The majority of student statements did not differ significantly between the first and sixth study years or before and after having attended the animal welfare course in the first study year, mostly yielding a straight, non-fluctuating line. Students were not sure whether welfare of companion dogs and cats was compromised. Study results pointed to reliable and reasonable opinions of veterinary medicine students in Croatia towards companion animals and their welfare, as well as to the welfare issues these species may be facing nowadays.

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