Impact of a Sun Awareness Curriculum on Medical Students' Knowledge, Attitudes, and Behaviour

1999 ◽  
Vol 3 (4) ◽  
pp. 182-187 ◽  
Author(s):  
Melinda J. Gooderham ◽  
Lyn Guenther
Keyword(s):  
Medical Students ◽  
Skin Cancer ◽  
Medical Curriculum ◽  
Substantial Improvement ◽  
First Year ◽  
Before And After ◽  
Baseline Knowledge ◽  
Awareness Curriculum ◽  
First Year Medical Students ◽  
The Impact

Background: Physicians teach sun awareness to their patients, but frequently have no formal training in this area. A week-long dermatology curriculum during Sun Awareness Week that included skin cancer and sun awareness education to first-year medical students was introduced in May 1998 at the University of Western Ontario, London, Canada. Objective: The purpose of this study was to determine the baseline knowledge, attitudes, and behaviour of the first-year medical students towards sun awareness before and after the new curriculum. Method: This study used a pre- and post-test design to determine the impact of the curriculum on the medical students' knowledge, attitudes, and intent to change behaviour. It also reports any influence of demographic variables on these parameters. Results: The students demonstrated a substantial improvement in their knowledge of sun-related topics despite some baseline knowledge. Many students reported unhealthy behaviour prior to the curriculum, but demonstrated an intent to adopt more healthy behaviour after the curriculum. Minor differences in knowledge and behaviour due to demographic characteristics disappeared upon completion of the curriculum. Conclusions: An undergraduate medical curriculum with skin cancer and sun awareness education can improve the medical students' knowledge, attitudes, and behaviour towards sun awareness.

One-Year Followup on the Impact of a Sun Awareness Curriculum on Medical Students' Knowledge, Attitudes, and Behavior

2001 ◽  
Vol 5 (3) ◽  
pp. 193-200 ◽  
Author(s):  
Kimberly E. Liu ◽  
Benjamin Barankin ◽  
John Howard ◽  
Lyn C. Guenther
Keyword(s):  
Medical Students ◽  
Medical Curriculum ◽  
First Year ◽  
Actual Behavior ◽  
The Sun ◽  
Awareness Curriculum ◽  
One Year ◽  
And Behavior ◽  
First Year Medical Students ◽  
The Impact

Background: A one-week sun awareness curriculum was developed at the University of Western Ontario to educate first-year medical students on skin cancer risks and prevention. Objective: To assess the retention of knowledge, attitudes, and behavioral practices one year after receiving education in sun awareness. Method: Three surveys were administered: before, immediately after the sun awareness teaching, and one year later. Actual practiced behavior in the past year was compared with the intended behavior. Results: Half as many sunburns were reported in the year following the sun awareness curriculum compared with the previous year. Medical students demonstrated a good retention of the knowledge learned a year earlier. However, many students still believed that a tanned appearance looks healthy. While there was intent to adopt more healthy behavior after the curriculum, the actual behavior practiced varied. Conclusions: An undergraduate medical curriculum on sun awareness can be effective in improving the knowledge, attitudes, and behaviors of future physicians.

scholarly journals First year medical students’ perceptions of the impact of wearing scrubs on professional identity: a narrative analysis in the United Arab Emirates

BMJ Open ◽  
2020 ◽  
Vol 10 (11) ◽  
pp. e039357
Author(s):  
Sara Sorrell ◽  
Halah Ibrahim
Keyword(s):  
Medical Students ◽  
Qualitative Analysis ◽  
Medical School ◽  
Professional Identity ◽  
United Arab Emirates ◽  
Medical Curriculum ◽  
First Year ◽  
Written Narratives ◽  
First Year Medical Students ◽  
The Impact

ObjectivesMedical school serves as a critical developmental period for future physicians, during which students begin to form a professional identity. Just as personal appearance, particularly clothing, is an important external expression of one’s personal identity, ‘uniforms’ in healthcare, including white coats and scrubs, symbolise status and a group identity. There are, however, limited studies on the impact of physician attire on medical students’ formation of professional identity. Accordingly, through qualitative analysis of written narratives, we sought to analyse medical students’ experiences of wearing professional physician attire, namely scrubs, and how the uniform impacted their confidence level, performance and behaviours, as well as their identity as future physicians.DesignQualitative analysis of medical student’s written narratives.SettingKhalifa University College of Medicine and Health Sciences (KU CMHS) is a new medical school in the United Arab Emirates, with an inaugural class of 30 students admitted in August 2019. It is the only medical school in the city of Abu Dhabi, and the only school in the country that follows a postgraduate medical curriculum.ParticipantsAll first year medical students at KU CMHS were purposively sampled.MethodsStudents completed a voluntary online anonymous questionnaire. We employed a social identity approach to data analysis. Thematic content analysis was conducted on their narratives to identify themes.ResultsWe identified three major themes, namely (1) emotions, (2) logistics and (3) interpersonal relationships.ConclusionsMedical students form early perceptions regarding physician attire and its impact on their professional identity. Engaging in conversations regarding professional attire with educators or mentors could provide an important opportunity for students to discuss and explore professional identity early in training.

scholarly journals A Quantitative Evaluation of Empathy Using JSE-S Tool, Before and After a Medical Humanities Module, Amongst First-year Medical Students in Nepal

2021 ◽  
Author(s):  
Krishna G.C. ◽  
Amit Arjyal ◽  
Amanda Douglas ◽  
Madhusudan Subedi ◽  
Rajesh Gongal
Keyword(s):  
Medical Students ◽  
South Asia ◽  
Quantitative Evaluation ◽  
Medical Humanities ◽  
Rank Test ◽  
P Value ◽  
First Year ◽  
Before And After ◽  
First Year Medical Students ◽  
The Impact

Abstract Background Doctors’ empathy: the understanding of patients’ experiences, concerns and perspectives, is highly valued by patients yet often lacking in patient care. Medical humanities has been introduced within undergraduate curriculum to address this lack in empathy. There is a paucity of research on the impact of a course on medical humanities on the empathy of medical students, particularly in South Asia. Here we report on the impact of such an intervention in first-year medical students and aim to help outcome-based medical education and the evaluation and promotion of humanities within medical courses. Methods This study is a quantitative evaluation of student empathy before and after a Medical Humanities course. The study employs the Jefferson Scale of Empathy-Student version (JSE-S). Participants were first-year medical students at Patan Academy of Health Sciences, Nepal. All cohort students were invited to participate and written consent was obtained. Data were collected both prior-to and on-completion-of, a six-week Medical Humanities module. Pre- and post-module data were analyzed and the resulting empathy scores compared using the paired t-test or Wilcoxon Sign Rank test. Subgroup analysis was undertaken to determine the association of the score with gender and preferred future speciality. Results Sixty-two student responses were analyzed, 32 (52%) male. In the Pre-module scores females had a slightly higher mean score than males:108 and 103 respectively. Participants who preferred people-oriented specialities also scored higher than those preferring procedure and technology-oriented specialities: 107 and 103. There was a significant increase in mean score for the entire class from Pre-module to Post-module: 105 to 116, p-value of < 0.001. Mean scores rose from 103 to 116 in males, and from 108 to 116 in females. Participants preferring Procedure and Technology-Oriented specialities showed a significant increase in meanscores:103 to 117, and participants preferring People-Oriented specialities demonstrated a smaller increase:107 to 111. Conclusion This study provides evidence of the impact of a Medical Humanities course for increasing medical student empathy scores at an institution in Nepal. Teaching of Medical Humanities is an important contributor to the development of empathy in medical students and its widespread expansion in the whole of South Asia should be considered.

Detached concern and death anxiety of first-year medical students: Before and after the gross anatomy course

1997 ◽  
Vol 10 (3) ◽  
pp. 201-207 ◽  
Author(s):  
George E. Dickinson ◽  
Carol J. Lancaster ◽  
Idee C. Winfield ◽  
Eleanor F. Reece ◽  
Christopher A. Colthorpe
Keyword(s):  
Medical Students ◽  
Death Anxiety ◽  
Gross Anatomy ◽  
First Year ◽  
Before And After ◽  
Detached Concern ◽  
Gross Anatomy Course ◽  
First Year Medical Students

scholarly journals Nutrition education on obesity and diabetes to medical students

2021 ◽  
Vol 45 (2) ◽  
pp. 217-223
Author(s):  
Patricia Pérez-Cornejo ◽  
Nancy E. Corral-Fernandez ◽  
Maria Luisa Guzman-Hernandez ◽  
Chaya Gopalan
Keyword(s):  
Blood Glucose ◽  
Medical Students ◽  
Nutrition Education ◽  
First Year ◽  
Teaching Intervention ◽  
Laboratory Exercise ◽  
Obesity And Diabetes ◽  
First Year Medical Students ◽  
Blood Glucose Concentrations ◽  
The Impact

First-year medical students learned about the impact of nutrition on obesity and diabetes through lectures and a laboratory exercise where they tested how carbohydrates of varying glycemic indexes changed blood glucose concentrations. Pre- and posttests were conducted to assess this teaching intervention. The posttest ranks were significantly higher compared with the pretest ranks (Z = −6.6, P < 0.001), suggesting the intervention was beneficial to students.

Struggles With Sex and Gender. Perspectives of First Year Medical Students: A Focus Group Study

2021 ◽  
Vol 7 (1) ◽  
pp. 216
Author(s):  
Theodora Teunissen ◽  
Joni Scholte ◽  
Fransica Van der Meulen ◽  
Antoinette Lagro-Janssen ◽  
Cornelia Fluit
Keyword(s):  
Gender Differences ◽  
Medical Students ◽  
Medical Training ◽  
Medical Curriculum ◽  
First Year ◽  
Sex And Gender ◽  
Focus Group Study ◽  
And Gender ◽  
First Year Medical Students ◽  
Sex And Gender Differences

Sex and gender are important determinants of healthcare that need to be taken into account for medical teaching. Education is more effective if tailored to students’ subjectively-perceived needs and connected to their prior knowledge and opinions. This study explored first-year medical students thoughts about sex and gender differences in general and in specifically in healthcare, and what their educational preferences are in learning about these concepts during their medical training. Therefore six focus groups were conducted with 26 first-year medical students, 7 male and 19 female students, within one Dutch medical faculty. The discussions were audio-recorded and transcribed verbatim. After that a thematic analysis was performed which included descriptive coding, interpretative coding, and definition of overarching themes.  Three major themes were identified. (1) Students’ self-perception of concepts sex and gender, including three major domains: (a) The unavoidable allocation of individuals to groups, (b) The role of stereotypes, and (c) The effect of sex/gender on career choice options. (2) Students’ goal orientedness in learning about sex/gender. (3) Students’ struggles between the binary system of medicine and the complexity of reality. Continuous reflection during medical school might help medical students to acquire sex- and gender-sensitive competencies that can be applied in their future work. To increase awareness about the influence of sex and gender differences in healthcare and on career choices, we recommend addressing these themes explicitly early on in the medical curriculum.

Abstract 356: Skill Retention in Medical Students Trained in Cardiac Arrest Care

Circulation ◽  
2020 ◽  
Vol 142 (Suppl_4) ◽  
Author(s):  
Miguel A Moretti ◽  
Adriana O Camboim ◽  
Caroline A Ferrandez ◽  
Isabela C Etcheverria ◽  
Iaggo B Costa ◽  
...  
Keyword(s):  
Cardiac Arrest ◽  
Medical Students ◽  
Training Program ◽  
Life Support ◽  
Categorical Variables ◽  
First Year ◽  
Chi Square ◽  
Hands On ◽  
Before And After ◽  
First Year Medical Students

Background: Morbidity and mortality reduction in cardiac arrest depends upon early and effective care. Basic life support (BLS) measures encompass a series of procedures to be started outside the hospital usually by trained lay people. Therefore, it is key that lay caregivers retain knowledge and skills late after instruction. However, studies demonstrate loss of cardiopulmonary resuscitation (CPR) skills as early as 30 days after training, pending mostly on the caregiver professional background. In this study, we evaluated medical students’ retention skills at 6 months. Methods: Prospective case-control observational study. Medical students underwent a 40-hour BLS training program. CPR skills were evaluated immediately and 6 months after the course based on individual scores before and after training as well as on categorical stratification as excellent, good or poor. Data were compared using F-test, paired t-test and chi-square for categorical variables. A 95% confidence interval was used with a level of significance of 0.05. Results: Fifty first-year medical students (54% female) aged between 18 and 24 years were enrolled in the BLS training program. Total number of CPR steps accurately performed decreased after 6 months of training (10.8 vs . 12.5; p<0.001). Sex and age were not associated with performance. Categorical evaluation was considered excellent in 78% of the students immediately after training but decreased to 40% in 6 months (p<0.01). Hands-on basic skills were mostly lost within the period. Conclusion: First-year medical students lost hands-on skills after 6 months of training decreasing the efficacy of CPR measures which might affect outcomes of patients in cardiac arrest.

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