Creation of a New Educational Podcast: “Headmirror’s ENT in a Nutshell”

2020 ◽  
Vol 163 (4) ◽  
pp. 623-625
Author(s):  
Jason H. Barnes ◽  
Garret Choby ◽  
Alyssa J. Smith ◽  
Patrick Kiessling ◽  
John P. Marinelli ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Distance Learning ◽  
Medical Students ◽  
Medical Student Education ◽  
Learning Opportunities ◽  
Ease Of Use ◽  
Asynchronous Learning ◽  
Digital Audio ◽  
Online Subscription

Podcasts are online digital audio programs that are disseminated via online subscription that are easily accessible through computers or smartphones. Increasingly, residents and medical students are prioritizing podcasts for asynchronous medical education due to ease of use, convenience (eg, use while exercising or commuting), and repeatability. Some trainees have found podcasts more useful than traditional didactic lectures. Given the increasing requirements of social distancing and the need for distance medical education platforms, podcast production can serve as a useful tool to complement resident and medical student education and is a resource that will remain accessible in perpetuity. An otolaryngology specialty podcast, “Headmirror’s ENT in a Nutshell,” was created to augment asynchronous learning and address the acute need for distance learning opportunities. Over the first 7 weeks of production, 50 episodes were created. Episodes were posted on www.headmirror.com, with subscription services available through Apple Podcast, Spotify, and other platforms.

scholarly journals The Status of Medical Student Education in Pregnancy Options Counseling: a Review

2021 ◽  
Author(s):  
Lauren E. Farmer ◽  
Camille A. Clare
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Medical Student Education ◽  
Undergraduate Medical Students ◽  
Student Education ◽  
Gynecology And Obstetrics ◽  
The Status ◽  
Barriers To Teaching

Abstract Background The Association of Professors of Gynecology and Obstetrics (APGO) has acknowledged the importance of pregnancy options counseling by listing it as a “shows how” skill for all undergraduate medical students. Unfortunately, there is no standard curriculum utilized to teach medical students pregnancy options counseling or to assess skill sustainability over time. Objectives To review and summarize the literature on pregnancy options counseling in undergraduate medical education. Methods We performed a structured literature review searching Google Scholar, PubMed, and EMBASE for articles between 2000 and February 2020. Inclusion criteria were English language studies of M. D. and D.O. programs in North America with a discussion of pregnancy options counseling as it relates to medical student education. Results There is a small but growing body of literature on pregnancy options counseling in medical student education. The common themes across the 17 papers reviewed include the status of pregnancy options counseling in undergraduate medical education, barriers to teaching options counseling, the timing of education, utilization of the options counseling Objective Structured Clinical Examination (OSCE), learner challenges, and novel strategies for implementing education in options counseling and subsequent learning outcomes. Conclusions There is no standardized pregnancy options counseling curriculum in undergraduate medical education (UME). The landscape in which this important skill is being taught is one of random, insufficient, and uncoordinated curricular interventions. This is the only review on this subject, making it a unique summary on pregnancy options counseling in UME.

scholarly journals Assessing the Impact of the COVID-19 Pandemic on Medical Student Education

2021 ◽  
Author(s):  
Grace Castelli ◽  
Dinah Diab ◽  
Alicia Scimeca ◽  
Chintan Mehta ◽  
Nicolette Payne ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Student Perceptions ◽  
Online Survey ◽  
Clinical Care ◽  
Medical Student Education ◽  
Student Education ◽  
Professional Transitions ◽  
The Impact

Abstract Background: The full impact of the COVID-19 global pandemic has yet to be seen, yet medical education has already been critically disrupted. As U.S. hospitals were forced to aggressively limit non-essential care to preserve personal protective equipment and minimize COVID-19 exposure, in-person education and hands-on training was nearly eliminated for students. The objective of this study was to immediately and comprehensively investigate the impact of the COVID-19 pandemic on medical student education. Medical students in the U.S. were invited to complete an online survey about the impacts of the COVID-19 pandemic on their medical education experience. Students provided basic demographic information and answered questions about the impact of COVID-19 on their training/education, finances, and mental health. Results: Medical students reported nearly 18 fewer hours of patient care per week, an immediate switch to virtual learning (74%) along with grading changes (62%), and widespread cancellation of national exams. Additionally, 55% of fourth year students graduated early to provide direct clinical care. Students across years felt that changes from the pandemic would negatively affect their residency applications and that upcoming rotations would be impacted (p<0.001). Students reported that the pandemic had negatively affected their finances, increased their anxiety/stress, increased their feelings of burnout, and negatively impacted their work-life balance (p<0.001). Conclusion: Medical education has been critically impacted by COVID-19. Student perceptions and evaluation of experiences to date should be considered as educators prepare to ready students for academic and professional transitions in the context of continued COVID-19 disruptions and distanced learning.

Psychiatric Aspects of Life-Threatening Illness: A Course for Medical Students

1974 ◽  
Vol 5 (1) ◽  
pp. 51-56 ◽  
Author(s):  
Edward H. Liston
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Medical Student Education ◽  
Student Response ◽  
Student Education ◽  
Patient Interviews ◽  
Life Threatening Illness ◽  
Life Threatening

Instructing medical students about the psychiatric aspects of life-threatening illness has been a neglected area in medical education. Only one course to date has been described in spite of the clear need for communications among educators on this subject. To help reduce this deficiency a course for medical students which includes seminar discussions and patient interviews is reported. Student response to the course has been excellent and supports the view that instruction in this area should be a required component of medical student education.

scholarly journals Smartphone Compatible versus Conventional Ophthalmoscope: A Randomized Crossover Educational Trial

2021 ◽  
Vol 13 (02) ◽  
pp. e270-e276
Author(s):  
Rachel Curtis ◽  
Mark Xu ◽  
Daisy Liu ◽  
Jason Kwok ◽  
Wilma Hopman ◽  
...  
Keyword(s):  
Medical Education ◽  
Clinical Practice ◽  
Medical Students ◽  
Gold Standard ◽  
Learning Opportunities ◽  
Ease Of Use ◽  
Optic Disk ◽  
First Year ◽  
Chi Square ◽  
First Year Medical Students

Abstract Objective The aim of the study is to compare performance and ease-of-use (EOU) of optic disk assessment using a smartphone direct ophthalmoscope attachment (D-EYE) to the gold standard direct ophthalmoscope (DO). Design The type of study involved is prospective, randomized, crossover, and educational trial. Participants The participants involved were first year medical students inexperienced in ophthalmoscopy. Methods Optic disks of standardized and volunteer patients were examined using the D-EYE and a conventional DO. Optic disk identification, EOU ratings of the devices, self-reported confidence level in their examination with the devices, and estimation of vertical cup-to-disk ratio (VCDR) were compared. Analyses included Chi-square tests, independent samples t-tests, correlations, and multivariable linear regression. Results Forty-four medical students voluntarily participated in the study. Students using the DO required more attempts (3.57 vs. 2.69, p = 0.010) and time (197.00 vs. 168.02 seconds, p = 0.043) to match the patient's fundus to the correct photograph. Overall EOU between the devices (6.40 vs. 4.79, p < 0.001) and overall confidence in examination (5.65 vs. 4.49, p = 0.003) were greater when using the D-EYE. There were no statistically significant differences in accuracy of VCDR estimations between the two ophthalmoscopes. Conclusion Smartphone ophthalmoscopy could offer additional learning opportunities in medical education and may be considered in clinical practice by non-specialist physicians given its greater EOU and increased success in visualizing the optic disk.

scholarly journals Medical student education

1999 ◽  
Vol 23 (9) ◽  
pp. 549-550 ◽  
Author(s):  
Margaret Butterworth ◽  
Gill Livingston
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Medical Student Education ◽  
General Medical Council ◽  
Factual Knowledge ◽  
Medical Council ◽  
Formal Learning ◽  
Education Committee ◽  
Considerable Body

As early as 1863 the education committee of the General Medical Council (GMC) recognised the tendency of medical education to overload medical students with factual knowledge. Since then, there has been a considerable body of evidence that when students spend their time learning facts only, they often fail to apply the knowledge that they have gained (Ramsden, 1992). In 1993 the education committee of the GMC made detailed recommendations regarding a change to more problem-orientated learning and the encouragement of students to learn independently (GMC, 1993). This is currently leading to changes within all medical schools curricula so that students will be helped to integrate their formal learning with the experience of seeing patients and their families and thus be able to apply their factual knowledge.

scholarly journals Video in situ simulation for medical student education during the COVID-19 pandemic

2021 ◽  
Author(s):  
Monika Bilic ◽  
Alim Nagji ◽  
Erich Hanel
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Small Groups ◽  
Medical Student Education ◽  
Simple Design ◽  
In Situ Simulation ◽  
Student Education

Implication statement The COVID-19 pandemic has limited in-person experiences for medical students, especially in situations involving aerosol-generating procedures. We designed a video in situ simulation to orient students to critical steps in COVID-19 intubation algorithms. Small groups of students were paired virtually with facilitators (faculty and residents) and watched a video of an in situ simulation of emergency staff performing a protected intubation, with discussion points appearing on screen at discrete times. The simple design drives engagement, discussion and allows for scheduling flexibility with no risk to the learners. It can be adapted to several different scenarios or levels of training.

scholarly journals PREVALENCE OF STRESS AND ITS ASSOCIATED FACTORS AMONG MEDICAL STUDENTS IN SABAH, MALAYSIA BORNEO

2019 ◽  
Vol 19 (2) ◽  
pp. 116-125 ◽  
Author(s):  
Aldrin Musiun ◽  
Khamisah Awang Lukman ◽  
Mohammad Saffree Jeffree ◽  
Fredie Robinson ◽  
Mohd Rohaizat Hassan ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Associated Factors ◽  
Health Care Services ◽  
Cross Sectional Study ◽  
Bivariate Analysis ◽  
Chi Square ◽  
Cross Sectional ◽  
Exact Test

Stress is accepted as the accumulation of unpleasant state of physical, mental and emotion on a person. Medical education has been known as one of the most stressful academic curriculum.  Hence, medical students may subjected to multiple psychological changes and challenges throughout the years of medical education.  The aim of this study was to determine the prevalence of stress and its associated factors among medical students. This cross sectional study was conducted from April to May 2018 in medical school in Sabah. It involved 396 medical students through universal sampling.  Self-administered questionnaires were used as an instrument for data collection. The questionnaires included were Sociodemographic Questionnaire, Depression, Anxiety and Stress Scales 21 (DASS-21) and Medical Student Stressors Questionnaire (MSSQ). Bivariate analysis (Chi Square test, Fisher’s Exact Test, Independent T test and Man-Whitney U test) were used to analyse the association. The response rate was 90.2%. The prevalence of stress among medical students were 33.3%.  Significant associated factors include financial support inadequacy (p=0.010) and all categories of medical student stressors. The mean score of the academic related stressors was found to be at 2.117 (±0.758) which was the highest mean score among medical student stressors assessed by MSSQ. The result of this study can be used as a basis for implementation of preventive measures such as provision of comprehensive, integrated and responsive mental health care services in university-based settings.

Flipping the Medical School Classroom

2018 ◽  
pp. 5800-5809
Author(s):  
Kristina Kaljo ◽  
Laura Jacques
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Clinical Skills ◽  
Medical Knowledge ◽  
Hybrid Learning ◽  
Teaching Methodologies ◽  
Face To Face ◽  
Content Acquisition ◽  
Hybrid Learning Environment

The preparation of today's physicians is a tremendous responsibility. For medical students to be successful, they must experience a multitude of opportunities to develop appropriate clinical skills, problem solving acumen, and medical knowledge. Due to various barriers, medical students may develop gaps in critical and foundational knowledge. The use of flipped lectures has the capacity to “mobilize” education and ensure for versatility and improved content acquisition through the implementation of both online and face-to-face teaching methodologies. This hybrid learning environment has the capacity to also address the increasingly diverse needs of today's matriculating medical student. This article identifies tools and strategies of how to incorporate flipped lectures into medical education.

Competency-Based Medical Education in Radiology: A Survey of Medical Student Perceptions

2020 ◽  
pp. 084653711989366
Author(s):  
Joseph Yang ◽  
Danny Jomaa ◽  
Omar Islam ◽  
Benedetto Mussari ◽  
Corinne Laverty ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Student Perceptions ◽  
Diagnostic Radiology ◽  
Competency Based Medical Education ◽  
Residency Programs ◽  
Radiology Residency ◽  
Competency Based ◽  
Almost All

Purpose: Implementing competency-based medical education in diagnostic radiology residencies will change the paradigm of learning and assessment for residents. The objective of this study is to evaluate medical student perceptions of competency-based medical education in diagnostic radiology programs and how this may affect their decision to pursue a career in diagnostic radiology. Methods: First-, second-, and third-year medical students at a Canadian university were invited to complete a 14-question survey containing a mix of multiple choice, yes/no, Likert scale, and open-ended questions. This aimed to collect information on students’ understanding and perceptions of competency-based medical education and how the transition to competency-based medical education would factor into their decision to enter a career in diagnostic radiology. Results: The survey was distributed to 300 medical students and received 63 responses (21%). Thirty-seven percent of students had an interest in pursuing diagnostic radiology that ranged from interested to committed and 46% reported an understanding of competency-based medical education and its learning approach. The implementation of competency-based medical education in diagnostic radiology programs was reported to be a positive factor by 70% of students and almost all reported that breaking down residency into measurable milestones and required case exposure was beneficial. Conclusions: This study demonstrates that medical students perceive competency-based medical education to be a beneficial change to diagnostic radiology residency programs. The changes accompanying the transition to competency-based medical education were favored by students and factored into their residency decision-making.

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