Teaching Radiology to Medical Students in Canada; a Virtual, Integrative, Clinical Approach

Purpose: To construct, apply, and evaluate a multidisciplinary approach in teaching radiology to Canadian medical students. Methods: A multidisciplinary team of radiology and other disciplines experts designed an online 5-session course that was delivered to medical students. The topics of each session were clinical cases involving different systems. The target audience was medical students of Canadian schools. Pretests and post-tests were administered before and after each session respectively. An evaluation survey was distributed at the end of the course to gauge students’ perceptions of this experience. Results: An average of 425 medical students attended the live sessions. For each session, 405 students completed both the pre-tests and post-tests. In general, students scored an average of 56% higher on the post-test than on the pre-test. The final course survey was completed by 469 students. The survey results show that more than 98% of students found the course to meet or exceed their expectations. Over 80% of students agreed that the course increased their interest in radiology and about 81% agree that the topics presented were excellent and clinically important. The ratings in the final survey results also indicate that students increased their confidence in basic radiology skills after completing the course. Conclusions: The implementation of an integrative clinical approach to teaching radiology in a virtual setting is achievable. It provides efficient use of educational resources while being accessible by a large number of students across different medical schools.

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Multidisciplinary approach of teaching radiology to medical students in Egypt: Is this an effective method?

Egyptian Journal of Radiology and Nuclear Medicine ◽

10.1186/s43055-021-00672-1 ◽

2021 ◽

Vol 52 (1) ◽

Author(s):

Yasmeen Nabhani ◽

Victoria K. Xie ◽

Mohamed Badawy ◽

Rehan Karim ◽

Umayma Abdullatif ◽

...

Keyword(s):

Medical Students ◽

Test Scores ◽

Multidisciplinary Approach ◽

Average Score ◽

Undergraduate Medical Students ◽

Score Improvement ◽

Multidisciplinary Education ◽

Before And After ◽

Post Test ◽

Clinical Case Scenarios

Abstract Background In multidisciplinary education, different perspectives from more than one discipline are used to illustrate a certain topic. The aim of this study was to evaluate the effectiveness of an online, multidisciplinary radiology curriculum to teach radiology to medical students in Egypt. A multidisciplinary team of radiologists, surgeons, and internists taught a series of 5 case-based radiology sessions on a web conference platform. Topics included common clinical case scenarios for various body systems. Undergraduate medical students across Egypt were enrolled in the course. A pre-test–post-test design was used to evaluate the efficacy of each session. Upon course completion, students filled out a subjective survey to assess the radiology education series. Results On average, 1000 students attended each session. For each session, an average of 734 students completed both the pre-test and post-test. There was a statistically significant increase in post-test scores compared to pre-test scores across all 5 sessions (p < 0.001) with an overall average score improvement of 63%. A subjective survey at the end of the course was completed by 1027 students. Over 96% of students found the lecture series to be a worthwhile experience that increased their imaging knowledge and interest in radiology, and that the use of a multidisciplinary approach added educational value. About 66% of students also reported that the session topics were “excellent and clinically important.” There was a marked increase in reported confidence levels in radiology competencies before and after attendance of the sessions. Conclusions An online radiology curriculum with a multidisciplinary approach can be implemented successfully to reach a large group of medical students and meet their educational objectives.

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Medical Students’ Stress Levels and Sense of Well Being after Six Weeks of Yoga and Meditation

Evidence-based Complementary and Alternative Medicine ◽

10.1155/2016/9251849 ◽

2016 ◽

Vol 2016 ◽

pp. 1-7 ◽

Cited By ~ 13

Author(s):

Lona Prasad ◽

Aneesha Varrey ◽

Giovanni Sisti

Keyword(s):

Medical Students ◽

Perceived Stress ◽

Well Being ◽

Self Assessment ◽

Self Confidence ◽

Stress Levels ◽

Before And After ◽

Survey Results ◽

Personal Wellbeing ◽

Reducing Stress

Objective. To determine the effect of six weeks of yoga and meditation on medical students’ levels of perceived stress and sense of wellbeing prior to taking their exams. Methods. We conducted a prospective case-control study of first-through-third-year medical students at our academic institution, measuring levels of perceived stress and sense of wellbeing before and after a six-week yoga and meditation intervention. Questionnaires used for evaluation included the perceived stress scale (PSS) and self-assessment surveys (SAS). The postintervention surveys were completed on the day of the students’ written exams. Results. A total of thirteen women and fourteen men participated. Median age was 28 (24 yrs–32 yrs). 48.1% were Caucasian, 7.4% Black, 11.1% Hispanic, 11.1% Asian, and 22.2% other. Paired t-tests showed a statistically significant reduction in perceived stress (18.44 versus 14.52; p=0.004) after the six-week yoga and meditation program. After the yoga intervention, self-assessment survey results showed a significant improvement in feelings of peace, focus, and endurance. Improvements in happiness, positivity, personal satisfaction, and self-confidence were also seen. An improvement in unsubstantiated parameters such as patience and fatigue was observed. Conclusion. Yoga and meditation may be effective in reducing stress levels and improving aspects of personal wellbeing in medical students.

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Evaluation of a systematic career coaching program for medical students in Korea using the Career Readiness Inventory

Journal of Educational Evaluation for Health Professions ◽

10.3352/jeehp.2018.15.10 ◽

2018 ◽

Vol 15 ◽

pp. 10

Author(s):

Yera Hur ◽

A Ra Cho ◽

Eun Ji Song ◽

Sun Kim

Keyword(s):

Medical Students ◽

Career Decision ◽

Career Readiness ◽

Decision Variable ◽

Educational Training ◽

Career Coaching ◽

Before And After ◽

Job Preparation ◽

Post Test ◽

Readiness Level

Purpose: The purpose of this study was to implement a systematic career coaching program for medical students and to evaluate its effectiveness. Methods: First-year medical students of Konyang University College of Medicine took part in the FLEX Mentoring II: Career Coaching Program from September to December in 2016 and 2017. This program included 16 weekly sessions, comprising a total of 32 hours. The students took the Career Readiness Inventory before and after the program, as a pre- and post-test of the program. Data from 100 students were used (46 students in 2016, 54 students in 2017) for the evaluation. Results: Medical students’ career readiness pre-test was rated as medium. In particular, many students were at a low level in terms of ‘support from colleagues and peers’ (53.0%), ‘career decision’ (48.0%), and ‘efforts for job preparation’ (60.0%). After 16 sessions of a systematic career coaching program, their career readiness level showed a significant increase except for ‘career decision’ (t= 4.242, P= 0.001) and ‘independence’ (t= 0.731, P= 0.466), a sub-factor of ‘career maturity.’ Conclusion: The career readiness level of medical students was not sufficiently high. However, a semester of educational training in a systematic career coaching program helped the students to be better prepared for their career. In particular, the significant reduction in the ‘career decision’ variable after the program can be interpreted as indicating that the students changed their behavior to explore and approach their career more seriously and carefully, which also underscores the need for the implementation of career coaching programs in medical schools.

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INFLUENCE OF EMERGENCY MEDICAL STUDENTS TRAINING ON PREPAREDNESS TO PERFORM PAEDIATRIC LIFE SUPPORT

Emergency Medical Service ◽

10.36740/emems202104107 ◽

2021 ◽

Vol 8 (4) ◽

pp. 244-252

Author(s):

Jerzy Kiszka ◽

Dawid Filip ◽

Piotr Wasylik

Keyword(s):

Cardiac Arrest ◽

Medical Students ◽

Life Support ◽

Advanced Life Support ◽

Development Project ◽

Competence Development ◽

Emergency Medical ◽

Before And After ◽

Post Test ◽

The Impact

Aim: Assessment of the increase in knowledge in specific categories among students of the last-year emergency medical students after 45-hour training in advanced paediatric life support. Comparison of the impact of participation in the project and the ILS course on the increase of knowledge in the field of advanced life support in children. Material and methods: 138 third-year emergency medical students of the University of Rzeszów were studied. A proprietary questionnaire on paediatric life support was conducted before and after completing a 45-hour training on emergency medical services in children (pretest/posttest). Results: The mean percentage of subjects’ correct answers in the post-test was slightly over 60 which was statistically significantly higher compared to the pre-test, t(276)=6.54; p<0.001. The highest percentage of correct answers concerned paediatric basic life support and AED (M=77.78; SD=12.47), while the lowest – cardiac arrest in children in special situations (M=60.54; SD=21.06). No statistically significant relationship was found between the percentage of correct answers in the pre-test/post-test and the respondents’ age, gender and participation in a competence development project (p>0.05). Conclusions: The knowledge of paediatric life support among the third year emergency medical students is good. The students of subsequent years and individuals reading the literature and participating in the competence development project are better prepared to perform life support procedures in newborns and infants. From year to year, students gain less knowledge from medical literature and have the least knowledge on cardiac arrest in children in special circumstances.

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Peer Assisted Study Session (PASS): Are the Millennial Leaders the Leaders of Tomorrow? A Prospective Cohort Study.

10.21203/rs.3.rs-41174/v1 ◽

2020 ◽

Author(s):

Mohd Syameer Firdaus Mohd Shafiaai ◽

Amudha Kadirvelu ◽

Narendra Pamidi

Keyword(s):

Medical Students ◽

Time Management ◽

Mentoring Program ◽

Peer Leaders ◽

Undergraduate Medical Students ◽

Good Doctor ◽

Good Opportunity ◽

Constructive Feedback ◽

Before And After ◽

Post Test

Abstract Background PASS is a peer-led structured academic mentoring program designed to provide academic assistance for new students in their transition from college to university studies and also for students struggling in certain units. This study aims to establish acquired skills by peer leaders associated with peer-led mentoring via PASS program, and to explore the role played by these acquired skills in their journey to become a successful doctor.Methods Study participants were forty selected second-year undergraduate medical students at Monash University Malaysia with commendable examination results. Validated pre-test and post-test questionnaires were administered to explore changes in the level of communication, leadership, professional, and pedagogical skills before and after participation in peer mentoring program. Qualitative analysis of focused group interviews was performed by an independent investigator to identify how the skills developed as a peer mentor may help with becoming a good doctor. Major themes were identified with the thematic-analysis approach.Results Thirty-eight students completed the pre-test and post-test questionnaires. Peer leaders reported improvement in oral and written skills for teaching; increased confidence to give constructive feedback; better stress management; efficient time management; improved interpersonal skills; and enhanced problem-solving and critical thinking capabilities. Eight major themes were identified from the interview and peer leaders reported positive experience of working in diverse environments and shouldering of responsibilities.Conclusions Peer-led mentoring provides a good opportunity for medical students to shoulder responsibilities as a leader and offers an of experience of managing a team of their peers and juniors which in turn may enhance their communication, interpersonal, and leadership skills.

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Comparisons of Medical Student Knowledge Regarding Life-Threatening CT Images Before and After Clinical Experience

Kansas Journal of Medicine ◽

10.17161/kjm.v10i3.8657 ◽

2019 ◽

Vol 10 (3) ◽

pp. 55-58

Author(s):

Barbara Nguyen ◽

Brady Werth ◽

Nicholas Brewer ◽

Jeanette G. Ward ◽

R. Joseph Nold ◽

...

Keyword(s):

Computed Tomography ◽

Medical Students ◽

Clinical Experience ◽

Ct Images ◽

National Standard ◽

Student Knowledge ◽

Clinical Rotations ◽

Before And After ◽

Life Threatening ◽

Survey Results

Introduction. Currently, no national standard exists for educatingmedical students regarding radiography or formal research indicatingthe level of improvement regarding computed tomography(CT) interpretation of medical students during clinical rotations. Methods. Students were evaluated based on their response totwenty-two open-ended questions regarding diagnosis and treatmentof eleven de-identified CT images of life-threatening injuries.The number of incorrect answers was compared withcorrect or partially correct answers between students startingthird-year clinical rotations and those starting their fourth year. Results. Survey results were collected from 65 of 65 (100%) beginningthird-year students and 9 of 60 (15%) beginning fourthyearstudents. Students in their fourth-year had less incorrectanswers compared to third-year students, with five questionsreflecting a statistically significant reduction in incorrect responses.The image with the least incorrect for both groups wasepidural hemorrhage, 33.9% and 18.5% incorrect for third-yearstudents for diagnosis and treatment, respectively, and 11.1%and 0% incorrect for fourth-year students. Outside of this image,the range of incorrect answers for third-year students was75.4% to 100% and 44.4% to 100% for fourth-year students. Conclusion. Baseline CT knowledge of medical students,regardless of clinical experience, indicated a strong deficit,as more students were incorrect than correct for themajority of CT images. KS J Med 2017;10(3):55-58.

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P1049LOWER ACCEPTANCE RATE FOR PANCREAS OR ISLET TRANSPLANTATION AFTER INTRODUCTION OF A MULTIDISCIPLINARY APPROACH FOR TRANSPLANT ELIGIBILITY

Nephrology Dialysis Transplantation ◽

10.1093/ndt/gfaa142.p1049 ◽

2020 ◽

Vol 35 (Supplement_3) ◽

Author(s):

Espen Nordheim ◽

Jørn Petter Lindal ◽

Espen Nordheim ◽

Anders Åsberg ◽

Kåre Birkeland ◽

...

Keyword(s):

Replacement Therapy ◽

Islet Transplantation ◽

Outpatient Clinic ◽

Multidisciplinary Team ◽

Multidisciplinary Approach ◽

Cell Replacement Therapy ◽

Β Cell ◽

P Values ◽

Cell Replacement ◽

Before And After

Abstract Background and Aims β-cell replacement therapy, with either pancreas or islet transplantation, is a treatment option for selected patients with brittle type 1 diabetes. All patients referred to the national transplant centre for assessment of this treatment, are evaluated in the outpatient clinic before any work-up for transplantation is initiated. Before 2015, this assessment was performed by a nephrologist alone, while from 2015 the assessment has also included an endocrinologist, a transplant surgeon and a psychiatrist in a multidisciplinary team. Method The proportion of patients accepted for transplantation before and after the multidisciplinary approach were compared. A chi square test was used for comparing the groups in the two periods; 2010-2014 versus 2015-2019 vs. P-values are reported according to two- tailed analysis, and p- values < 0.05 were considered statistically significant. Results From 2010 to December 2019, 144 patients were assessed for β-cell replacement therapy eligibility. Out of all patients referred, 64 out of 79 (81%) and 22 out of 65 (34%) were listed for transplantation before and after the multidisciplinary assessment was introduced (p-value < 0.005). The main reasons for not being listed after the introduction of a multidisciplinary team were suboptimal diabetes treatment and that the patients withdrew their interest after the outpatient clinic visit with thorough information about advantages and risks. Conclusion The rate of patients who were accepted for islet or single pancreas transplantation declined after a multidisciplinary approach was introduced for transplant candidate eligibility. We suggest that a broader, multi-disciplinary approach revealed previously undetected medical issues and improved patient information that subsequently resulted in fewer patients listed for transplantation.

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Evaluation of e-health literacy with the DMVEC.it website in undergraduate student: a pre-test and post-test study

10.21203/rs.3.rs-877455/v1 ◽

2021 ◽

Author(s):

Alessandro Conte ◽

Laura Brunelli ◽

Valentina Moretti ◽

Giulia Valdi ◽

Maria Renza Guelfi ◽

...

Keyword(s):

Public Health ◽

College Students ◽

Medical Students ◽

Communication Theory ◽

Educational Interventions ◽

Wilcoxon Test ◽

Ehealth Literacy ◽

Before And After ◽

Post Test ◽

University Of Florence

Abstract Background The struggle against fake medical news, especially spread by web sources, is a main issue in public health. Even among college students, there is a lack of eHealth literacy (eHL) skills. The Italian Medical Doctors Federation (FNOMCeO) promoted a website as a first-aid communication kit for notions in health hot-topics named “dottoremaeveroche” (DMVEC). This study aims to evaluate its effectiveness in improving eHL. Methods Between April 2019 and October 2020, college students attending the first year of medical and communication theory course at the University of Florence (Italy) joined a web-based survey before and after accessing the DMVEC website. The 8-item self-assessment IT-eHEALS tool was used to examine subject’s eHL, in addition to questions on source’s features and its quality. All responses were rated on a 5-points Likert scale. Changing of abilities perception was assessed using Wilcoxon test. Results 362 students joined the survey, 329 medical and 33 communication ones. Participants felt moderately confident in eHL, with an initial IT-eHEALS overall mean score of 3.6 ± 0.7 for medical students and of 3.2 ± 0.8 for communication students. Medical students had a good perception on how to find helpful health sources (mean score of 3.9 ± 0.8) and communication students felt sure in discerning sources quality (mean score of 3.5 ± 1.0). Instead, their confidence in using web information to make health decisions was low (medical students: mean score of 2.9 ± 1.1; communication students: mean score of 2.8 ± 1.1). All items improved after the use of DMVEC, with overall mean score of IT-eHEALS increasing to 4.3 ± 0.6 (p < 0.01) for medical students and to 4.1 ± 0.8 (p < 0.01) for communication students. Also the items with the lowest scores improved, even if remained the most critical (medical students: mean score of 3.9 ± 1.2; communication students: mean score of 3.6 ± 1.4; p < 0.01). Conclusions Low levels of eHL can damage public health efforts, as seen during COVID19 pandemic. DMVEC effectiveness in college students demonstrated the benefit of online educational interventions that, with further implementation, could help in tackling infodemic and fake news spreading.

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Evaluating the efficacy of self-study videos for the surgery clerkship rotation: an innovative project in undergraduate surgical education

Canadian Journal of Surgery ◽

10.1503/cjs.019019 ◽

2021 ◽

Vol 64 (4) ◽

pp. E428-E434

Author(s):

Nikhile Mookerji ◽

Julie El-Haddad ◽

Thin Xuan Vo ◽

Elysia Grose ◽

Christine Seabrook ◽

...

Keyword(s):

Medical Students ◽

Traditional Learning ◽

Self Directed Learning ◽

Surgical Residents ◽

Before And After ◽

Rotation Methods ◽

Directed Learning ◽

Survey Results ◽

Clerkship Rotation

Background: Educational videos have become valuable resources and can address some of the pitfalls of traditional learning. To ensure clerkship students have adequate exposure to curriculum objectives, a series of objective-aligned self-directed learning video podcasts covering core surgical concepts were developed by medical students and surgical residents. The objective of the study was to evaluate the efficacy of the video podcasts in the surgery clerkship rotation. Methods: Nineteen video podcasts were created, housed at www.surgicaleducationportal.com, and distributed to third-year medical students completing their surgical clerkship. A 10-question multiple-choice quiz was administered before and after students viewed each video, and they were also asked to complete a satisfaction survey. Results: A total of 302 paired pretests and posttests were completed. There was a mean increase of 2.7 points in posttest scores compared with pretest scores (p < 0.001). On a Likert scale from 1 to 5, with 5 being excellent, students rated the usefulness of the videos as 4.3, the quality of the content as 4.3 and the quality of the video as 4.2. Ninety-eight percent of students would recommend these videos to their classmates. Conclusion: Video podcasts are an effective modality for engaging medical students and may improve standardization of learning during their surgical clerkship.

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Standardised patients with intellectual disabilities in training tomorrow's doctors

Psychiatric Bulletin ◽

10.1192/pb.bp.113.043547 ◽

2014 ◽

Vol 38 (3) ◽

pp. 132-136 ◽

Cited By ~ 15

Author(s):

Bini Thomas ◽

Ken Courtenay ◽

Angela Hassiotis ◽

Andre Strydom ◽

Khadija Rantell

Keyword(s):

Medical Students ◽

Intellectual Disabilities ◽

Simulated Patients ◽

Clinical Implications ◽

Clinical Approach ◽

Undergraduate Medical Students ◽

Before And After ◽

People With Intellectual Disabilities ◽

Standardised Patients

Aims and methodTo develop a programme to help undergraduate medical students and postgraduate trainees to improve their skills in communicating with people with intellectual disabilities through teaching sessions that had input from simulated patients with intellectual disabilities. We conducted four sessions of training for 47 undergraduate 4th-year medical students. The training involved a multiprofessional taught session followed by a clinical scenario role-play with simulated patients who were people with intellectual disabilities. The training was assessed by completing the healthcare provider questionnaire before and after the training.ResultsThere were improvements in the students' perceived skill, comfort and the type of clinical approach across all three scenarios.Clinical implicationsBy involving people with intellectual disabilities in training medical students there has been a significant improvement in students' communication skills in areas of perceived skills, comfort and type of clinical approach which will raise the quality of care provided by them in the future.

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