Improving undergraduate education in surgical paediatrics using near-peer assisted learning tutorials

2021 ◽  
pp. 003693302199425
Author(s):  
Dale Jimi Gracie ◽  
Gillian Winter ◽  
Melanie Clare Caroline Clarke
Keyword(s):  
Medical Students ◽  
Short Duration ◽  
Undergraduate Education ◽  
Medical Curriculum ◽  
Peer Assisted Learning ◽  
Post Intervention ◽  
Junior Staff ◽  
Ideal Approach ◽  
Curriculum Coverage ◽  
Surgical Setting

Introduction Near-peer assisted learning (NPAL) has been welcomed in recent years as a favourable method for teaching medical students. It has proven advantages for both the educator and the learner. As such it was identified as an ideal approach for delivering the local curriculum within a paediatric surgical setting. Short duration of placements further suggests that structured tutorials would best guarantee coverage of the student curriculum. Our hypothesis was that the introduction of a structured programme such as this could lead to reduced dependence on senior staff for teaching, increased exposure of junior staff as educators, and increased coverage of the curriculum. Methods Curriculum outcomes were identified, and a series of tutorials developed for delivery by juniors within the department. Pre and post intervention questionnaires were given to students rotating through the department. Results 70 responses were analysed (23 pre; 47 post intervention). Reliance on Consultant teaching dropped 29% and engagement of surgical, GP and foundation trainees in teaching increased by 29%, 43% and 9% respectively. Overall curriculum coverage increased by 12%. Conclusion A near-peer assisted tutorial programme is an effective way of increasing coverage of the medical curriculum with benefits for tutors and learners, whilst increasing junior engagement in teaching and reducing burden on Consultants.

Medical students' perception and satisfaction on peer-assisted learning in formative OSCE and its effectiveness in improving clinical competencies

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nurul Haizum FarahDiyana Latjatih ◽  
Nurhanis Syazni Roslan ◽  
Puteri Shanaz Jahn Kassim ◽  
Siti Khadijah Adam
Keyword(s):  
Medical Students ◽  
Design Methodology ◽  
Clinical Skills ◽  
Peer Assisted Learning ◽  
Post Intervention ◽  
Good Opportunity ◽  
Clinical Competencies ◽  
Content Type ◽  
Self Confidence ◽  
Self Administered Questionnaire

PurposePeer-assisted learning (PAL) in formative objective structured clinical examination (OSCE) is an approach used to evaluate the students' clinical competence. This study aims to determine the PAL effectiveness in the formative OSCE in improving clinical competencies and the students' perception and satisfaction of PAL.Design/methodology/approachSixty-seven Year 2 medical students experienced PAL in a formative OSCE setting. A self-administered questionnaire was distributed to evaluate their perception and satisfaction on PAL. The effectiveness of the sessions was determined by comparing their OSCE scores between the pre- and post-intervention.FindingsForty-three students completed the intervention and had the experience to assess their peers as well as being assessed during formative OSCE. However, only 26 students managed to attend both pre- and post-intervention OSCE. It was found that there was a significant improvement of OSCE score after the PAL sessions. Over 97% of these students perceived positively and were satisfied with the sessions and thought that formative OSCE gave an opportunity to improve their learning and develop self-confidence in clinical skills.Originality/valueThe findings suggested that PAL in the formative OSCE is a good opportunity to help in students' learning and improve their clinical competencies apart from learning with experts.

Comparative Accuracy of Ultrasound and Physical Examination Conducted by Clinical Year Medical Students in Diagnosing Ascites

2021 ◽  
Vol 104 (Suppl. 1) ◽  
pp. S25-S29
Keyword(s):  
Medical Students ◽  
Physical Examination ◽  
Diagnostic Accuracy ◽  
Predictive Value ◽  
Clinical Decision Making ◽  
Medical Curriculum ◽  
Training Session ◽  
Confidence Score ◽  
Ease Of Use ◽  
Post Intervention

Background: Accurate diagnosis of ascites is crucial before abdominal paracentesis can be performed. Physical examination alone can be inaccurate and lead to incorrect clinical decision making. Objective: We aimed to evaluate and compare the accuracy of physical examination and ultrasound conducted by clinical year medical students after short ultrasound training session. Materials and Methods: This was a prospective quasi experimental study conducted from January 2020 to April 2020. The sample consisted of 18 clinical-year medical students at Srinagarind Hospital Emergency Department. Ultrasound training (intervention) was provided by one specialist in emergency ultrasound. Five volunteer patients were evaluated for ascites using two modalities (physical examination [PE; pre-intervention] and ultrasound [post-intervention]). Participants then responded to a questionnaire constructed to evaluate the relative ease of use of each modality as well as students’ confidence and satisfaction. Data were compared using the McNemar test, and p<0.05 was considered statistically significant. Results: Eighteen medical students were included. Participants were able to diagnose ascites in the five patient volunteers using PE with a sensitivity of 74.2%, specificity of 94.4%, positive predictive value (PPV) of 95.2%, and negative predictive value (NPV) of 70.8%. Subsequent ultrasound examination yielded a sensitivity of 90.7%, specificity of 97.2%, PPV of 98%, and NPV of 87.5%. Use of ultrasound increased diagnostic accuracy from 82.2% to 93.3% and yielded higher mean ease and satisfaction scores. However, the average confidence score was lower and time required to perform the procedure was longer. Conclusion: Medical students were able learn to use an ultrasound device after a short training session with an expert. Ultrasound yielded higher diagnostic accuracy for ascites. Future studies should be conducted regarding the inclusion of ultrasound training programs in medical education curricula. Keywords: Ultrasound, Ascites, Emergency medicine, Medical curriculum

scholarly journals Participatory Learning of Medical Students through Development of Innovative Training Modules for Community Health Workers

2016 ◽  
Vol 4 (3) ◽  
pp. 100-103
Author(s):  
Rahul Ramesh Bogam ◽  
Vivek Saoji ◽  
Ranjana Sahasrabudhe ◽  
Apoorva Saoji
Keyword(s):  
Medical Students ◽  
Community Health ◽  
Community Health Workers ◽  
Group Dynamics ◽  
Health Workers ◽  
Medical Curriculum ◽  
Active Participation ◽  
Community Medicine ◽  
Post Intervention ◽  
Training Modules

Background: Community Medicine is a subject which receives relatively less attention in medical curriculum. Active participation of students in preparation of training modules for Community Health Workers (CHWs) could facilitate their learning in topics related to Community Medicine. This study aimed to involve medical students in the preparation of training modules for CHWs and assess the effects of their participation on their knowledge about targeted diseases. Methods: An interventional study where all 144 undergraduate fifth-semester students from Bharati Vidyapeeth University Medical College, Pune, India posted at Community Medicine Department participated in the preparation of training modules for CHWs on HIV/AIDS, tuberculosis, malaria and diabetes and completed pre- and post-intervention questionnaire. Each completed questionnaire was assigned a score based on a marking system. The data was analysed using paired t test. Results: Statistically significant improvement in knowledge was found (pre-test mean score: 5.79, post-test mean score: 14.15, t = 26.93, p<0.001). All faculty opined that community visits followed by health education module preparation activity were innovative components in this study. All 119 participants agreed that their knowledge about targeted diseases improved due to module preparation activity. Conclusion: Active participation of students can facilitate their learning behavior. Students became aware of the principles of ‘Group Dynamics’ as a result of active involvement in training module preparation.

scholarly journals Involvement of medical students in a surgery congress: impact on learning motivation, decision-making for a career in surgery, and educational curriculum

2021 ◽  
Author(s):  
Ibrahim Alkatout ◽  
Veronika Günther ◽  
Sandra Brügge ◽  
Johannes Ackermann ◽  
Magret Krüger ◽  
...  
Keyword(s):  
Decision Making ◽  
Medical Students ◽  
Medical Curriculum ◽  
Learning Motivation ◽  
Educational Curriculum ◽  
Active Involvement ◽  
Surgical Career ◽  
Second Year ◽  
Digital Surgery ◽  
The Impact

SummaryDuring the preclinical period of medical school, the clinical relevance of theoretical knowledge is given little attention. Medical students of the second year were invited to participate in an interdisciplinary congress for robot-assisted and digital surgery. The students had to evaluate the impact of the congress on their learning motivation, decision-making for a career in surgery, and relevance for their educational curriculum. Participation in the congress increased their learning motivation for preclinical subjects, and significantly increased their interest in a surgical career. Most students considered active involvement in medical congresses a valuable supplement to the medical curriculum. Congress participation during the preclinical period was ranked positively by medical students. Greater learning motivation and enthusiasm for the pilot teaching project as well as for surgical disciplines were registered. Thus, early involvement of medical students in scientific congresses should be an integral part of their educational curriculum.

scholarly journals Medical Student Leadership Development through a Business School Partnership Model: A Case Study and Implementation Strategy

2021 ◽  
Vol 8 ◽  
pp. 238212052110104
Author(s):  
Timothy P Daaleman ◽  
Mindy Storrie ◽  
Gary Beck Dallaghan ◽  
Sarah Smithson ◽  
Kurt O Gilliland ◽  
...  
Keyword(s):  
Leadership Development ◽  
Medical Students ◽  
Medical School ◽  
Business School ◽  
Medical Curriculum ◽  
School Curriculum ◽  
Learning Model ◽  
Lessons Learned ◽  
Self Awareness ◽  
Program Outcomes

Background: There is an ongoing call for leadership development in academic health care and medical students desire more training in this area. Although many schools offer combined MD/MBA programs or leadership training in targeted areas, these programs do not often align with medical school leadership competencies and are limited in reaching a large number of students. Methods: The Leadership Initiative (LI) was a program created by a partnership between a School of Medicine (SOM) and Business School with a learning model that emphasized the progression from principles to practice, and the competencies of self-awareness, communication, and collaboration/teamwork. Through offerings across a medical school curriculum, the LI introduced leadership principles and provided an opportunity to apply them in an interactive activity or simulation. We utilized the existing SOM evaluation platform to collect data on program outcomes that included satisfaction, fidelity to the learning model, and impact. Results: From 2017 to 2020, over 70% of first-year medical students participated in LI course offerings while a smaller percentage of fourth-year students engaged in the curriculum. Most students had no prior awareness of LI course material and were equivocal about their ability to apply lessons learned to their medical school experience. Students reported that the LI offerings provided opportunities to practice the skills and competencies of self-awareness, communication, and collaboration/teamwork. Discussion: Adding new activities to an already crowded medical curriculum was the greatest logistical challenge. The LI was successful in introducing leadership principles but faced obstacles in having participants apply and practice these principles. Most students reported that the LI offerings were aligned with the foundational competencies.

scholarly journals Interventional radiology and artificial intelligence in radiology: Is it time to enhance the vision of our medical students?

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
Pierre Auloge ◽  
Julien Garnon ◽  
Joey Marie Robinson ◽  
Sarah Dbouk ◽  
Jean Sibilia ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Interventional Radiology ◽  
Clinical Practice ◽  
Medical Students ◽  
Medical Curriculum ◽  
New Technology ◽  
Large Population ◽  
The Other ◽  
Clinical Phase ◽  
Preclinical Phase

Abstract Objectives To assess awareness and knowledge of Interventional Radiology (IR) in a large population of medical students in 2019. Methods An anonymous survey was distributed electronically to 9546 medical students from first to sixth year at three European medical schools. The survey contained 14 questions, including two general questions on diagnostic radiology (DR) and artificial intelligence (AI), and 11 on IR. Responses were analyzed for all students and compared between preclinical (PCs) (first to third year) and clinical phase (Cs) (fourth to sixth year) of medical school. Of 9546 students, 1459 students (15.3%) answered the survey. Results On DR questions, 34.8% answered that AI is a threat for radiologists (PCs: 246/725 (33.9%); Cs: 248/734 (36%)) and 91.1% thought that radiology has a future (PCs: 668/725 (92.1%); Cs: 657/734 (89.5%)). On IR questions, 80.8% (1179/1459) students had already heard of IR; 75.7% (1104/1459) stated that their knowledge of IR wasn’t as good as the other specialties and 80% would like more lectures on IR. Finally, 24.2% (353/1459) indicated an interest in a career in IR with a majority of women in preclinical phase, but this trend reverses in clinical phase. Conclusions Development of new technology supporting advances in artificial intelligence will likely continue to change the landscape of radiology; however, medical students remain confident in the need for specialty-trained human physicians in the future of radiology as a clinical practice. A large majority of medical students would like more information about IR in their medical curriculum; almost a quarter of students would be interested in a career in IR.

scholarly journals Differences in empathy toward patients between medical and nonmedical students: an fMRI study

2021 ◽  
Author(s):  
Shin Ah Kim ◽  
Young-Mee Lee ◽  
Stephan Hamann ◽  
Sang Hee Kim
Keyword(s):  
Medical Students ◽  
Patient Perspective ◽  
Medical Curriculum ◽  
Imaging Study ◽  
Cognitive Empathy ◽  
Functional Brain Imaging ◽  
Temporal Region ◽  
Fmri Study ◽  
Imaging Results ◽  
Increased Activity

AbstractThere is growing concern about a potential decline in empathy among medical students over time. Despite the importance of empathy toward patients in medicine, it remains unclear the nature of the changes in empathy among medical students. Thus, we systematically investigated affective and cognitive empathy for patients among medical students using neuroscientific approach. Nineteen medical students who completed their fifth-year medical curriculum and 23 age- and sex-matched nonmedical students participated in a functional magnetic resonance imaging study. Inside a brain scanner, all participants read empathy-eliciting scenarios while adopting either the patient or doctor perspective. Brain activation and self-reported ratings during the experience of empathy were obtained. Behavioral results indicated that all participants reported greater emotional negativity and empathic concern in association with the patient perspective condition than with the doctor perspective condition. Functional brain imaging results indicated that neural activity in the posterior superior temporal region implicated in goal-relevant attention reorienting was overall increased under the patient perspective than the doctor perspective condition. Relative to nonmedical students, medical students showed decreased activity in the temporoparietal region implicated in mentalizing under the patient perspective versus doctor perspective condition. Notably, this same region showed increased activity under the doctor versus patient condition in medical students relative to nonmedical students. This study is among the first to investigate the neural mechanisms of empathy among medical students and the current findings point to the cognitive empathy system as the locus of the primary brain differences associated with empathy toward patients.

scholarly journals The Efficacy of Interdisciplinary Near-Peer Teaching Within Neuroanatomical Education—Preliminary Observations

2021 ◽  
Author(s):  
Charles F. C. Taylor ◽  
Octavia R. Kurn ◽  
Steven P. Glautier ◽  
Deepika Anbu ◽  
Oliver Dean ◽  
...  
Keyword(s):  
Medical Students ◽  
Positive Feedback ◽  
Medical Curriculum ◽  
Psychology Students ◽  
Peer Teaching ◽  
Interdisciplinary Education ◽  
Knowledge Assessment ◽  
Perceived Knowledge

AbstractNear-Peer Teaching (NPT) is increasingly becoming an integral part of the medical curriculum. When considered alongside the increasing popularity of interdisciplinary education, it seems appropriate to explore NPT within an interdisciplinary context. In these observations, 3rd-year medical students taught 2nd-year psychology students neuroanatomy. The session was evaluated using three objective and subjective assays. A knowledge assessment test showed significant improvement after teaching, and there were significant improvements on self-perceived knowledge/attitudes towards neuroanatomy, as well as positive feedback on the use of NPT. These observations evidence the successful use of Interdisciplinary Near-Peer Teaching (INPT) within a neuroanatomical curriculum.

scholarly journals The Effectiveness of a Foundation Year 1 Doctor Preparation Course for Final Year Medical Students

2021 ◽  
Vol 8 ◽  
pp. 238212052098418
Author(s):  
William Beedham ◽  
Kasun Wanigasooriya ◽  
Georgia R Layton ◽  
Ley Taing Chan ◽  
Adnan Darr ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Core Curriculum ◽  
Junior Doctor ◽  
Hidden Curriculum ◽  
Medical Curriculum ◽  
Primary Objective ◽  
Rank Test ◽  
Significant Difference ◽  
Curriculum Topics

Background: Starting work as a junior doctor can be daunting for any medical student. There are numerous aspects of the hidden curriculum which many students fail to acquire during their training. Objectives: To evaluate the effectiveness of a novel foundation year one (FY1) doctor preparation course focusing on certain core topics, practical tips and components of the hidden curriculum. The primary objective was to improve the confidence level and knowledge of final year medical students transitioning to FY1 doctors. Method: A 2-day, practical course titled ‘Preparation 2 Practice’ delivering hands-on, small-group and lecture-based teaching, covering core medical student undergraduate curriculum topics in medicine and surgery. The course content spanned therapeutics, documentation skills and managing acute clinical tasks encountered by FY1 doctors during an on-call shift. A pre- and post-course survey and knowledge assessment were carried out to assess the effectiveness of the course. The assessment was MCQ-based, derived from topics covered within our course. The 20-question test and a short survey were administered electronically. Results: Twenty students from a single UK medical school attended the course. 100% participation was observed in the pre- and post-course test and survey. The median post-course test result was 22 (IQR 20.25-23.75) which was higher than the median pre-course test score of 18.75 (IQR 17-21.75). A Wilcoxon sign rank test revealed a statistically significant difference between the pre- and post-course test results ( P = .0003). The self-reported confidence score of delegates on starting work as a junior doctor was also significantly higher following the course ( P = .004). Conclusion: The results show a significant improvement in perceived confidence and knowledge on core curriculum topics amongst final year medical students having attended our FY1 doctor preparation course. We conclude that there is scope for similar supplementary courses as an adjunct to the undergraduate medical curriculum.

scholarly journals Usability testing of an e-learning resource designed to improve medical students’ physical activity prescription skills: a qualitative think-aloud study

BMJ Open ◽  
2021 ◽  
Vol 11 (7) ◽  
pp. e042983
Author(s):  
Helen Carter-Roberts ◽  
Richard Antbring ◽  
Manuela Angioi ◽  
Gemma Pugh
Keyword(s):  
Physical Activity ◽  
Medical Students ◽  
Medical Curriculum ◽  
Think Aloud ◽  
Undergraduate Medical Students ◽  
Learning Resource ◽  
Physical Activity Counselling ◽  
Exercise Medicine ◽  
Activity Promotion ◽  
E Learning

ObjectiveAn e-learning resource (MEdic GAming, MEGA) was developed based on the contents of the Faculty of Sports and Exercise Medicine exercise prescription booklet. This study aimed to (i) explore medical students’ perspectives of physical activity promotion and e-learning and (ii) investigate medical students’ response to the design, content and usability of the MEGA e-learning resource.DesignQualitative think-aloud interview study.SettingA London medical school.Participants19 undergraduate medical students were interviewed using the think-aloud method while using the e-learning resource concurrently.ResultsIn general, medical students felt current education on physical activity is inadequate and held a strong desire for more teaching on exercise medicine. Students believed the MEGA e-learning resource addressed a gap in their knowledge on physical activity but noted e-learning should not replace face-to-face teaching and suggested physical activity education would be best delivered through a blended learning approach. Students felt such an approach would allow better opportunity to practice physical activity counselling skills with patients while on clinical placement. Students’ motivation to engage with the MEGA e-learning resource was positively impacted by aesthetically appealing design and interactive gamification elements such as self-assessment quizzes and visual progress tracking.ConclusionMedical students value the role of physical activity in health but are disappointed by the lack of teaching within the current medical curriculum. E-learning resources, such as MEGA, which contain interactive features are a viable means to integrate physical activity into the undergraduate curriculum but should be supplemented by the opportunity to practice physical activity counselling in-person.

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