Effectiveness of surgical residents compared to surgical faculty in teaching trauma evaluation and management

Trauma ◽  
2021 ◽  
pp. 146040862110122
Author(s):  
Meenakshi Rajan ◽  
Ravyn Middleton ◽  
Alyssa Field ◽  
Candace Pineda ◽  
Niqqui Kiffin ◽  
...  
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Clinical Performance ◽  
Surgical Trauma ◽  
Multiple Choice Questions ◽  
Resident Teaching ◽  
Surgical Residents ◽  
Trauma Education ◽  
Objective Score ◽  
Teaching Outcomes

Introduction Senior medical students learn trauma principles in a 90-min interactive teaching session based on the trauma evaluation and management module designed by the American College of Surgeons. However, the number of surgical faculty available to conduct these interactive small group sessions is limited. The goal of this study is to compare the effectiveness of surgical residents to that of surgical faculty in teaching trauma principles. Methods 53 senior medical students received trauma teaching from trauma faculty ( n = 22), trauma residents ( n = 21), or no teaching ( n = 10). Students were tested on cognitive trauma knowledge (20 multiple choice questions) and clinical trauma simulation (using objective structured clinical performance score). All students completed a 5-point subjective questionnaire. Results Students receiving trauma teaching outperformed students receiving no teaching in the knowledge test (mean 13.0 ± 3.6 standard deviation (SD) vs. 8.4 ± 2.4 SD, p < 0.05), while faculty and resident teaching outcomes were similar (mean 12.6 ± 3.0 SD vs. 13.4 ± 4.1, p = 0.45). Similarly, in the clinical trauma simulation, students receiving trauma teaching scored better (objective score mean 78% vs. 56%, p < 0.05), while there was no difference between faculty and resident teaching outcomes (objective score mean 77% vs. 80%, p = 0.52). In the subjective questionnaire, students who received trauma teaching rated themselves higher on a scale of 10 in trauma knowledge and skills than those who did not have formal teaching (mean 5.2 vs. 2.1, p < 0.05) as resident and attending teaching group ratings were similar. Conclusions Although small group discussions and increased simulation enhance undergraduate surgical trauma education, the number of faculty surgeons needed to fully incorporate these activities is limited. Objective and perceived effectiveness of teaching trauma management by surgical residents compared to trauma attendings is equivalent. This highlights the opportunity to incorporate residents into teaching roles to bridge the gap in undergraduate trauma education.

Combating Obstacles to Empathy: A Replicable Small Group Discussion Series for Medical Students

2016 ◽  
Vol 3 (0) ◽  
Author(s):  
Francesca P. Kingery ◽  
Alexander Bajorek ◽  
Amber Zimmer Deptola ◽  
Karen Hughes Miller ◽  
Craig Ziegler ◽  
...  
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Group Discussion ◽  
Small Group Discussion

scholarly journals Coping with COVID-19: medical students as strong and responsible stewards of their education

2021 ◽  
Author(s):  
Jacquelyn B. Kercheval ◽  
Deena Khamees ◽  
Charles A. Keilin ◽  
Netana H. Markovitz ◽  
Eve D. Losman
Keyword(s):  
Medical Students ◽  
Curriculum Development ◽  
De Novo ◽  
Traditional Approach ◽  
Clinical Care ◽  
Successful Implementation ◽  
Discussion Boards ◽  
Multiple Choice Questions ◽  
Continued Learning ◽  
Comprehensive Curriculum

Abstract Background Due to the COVID-19 pandemic, clinical rotations at the University of Michigan Medical School (UMMS) were suspended on March 17, 2020, per the Association of American Medical Colleges’ recommendations. No alternative curriculum existed to fill the educational void for clinical students. The traditional approach to curriculum development was not feasible during the pandemic as faculty were redeployed to clinical care, and the immediate need for continued learning necessitated a new model. Approach One student developed an outline for an online course on pandemics based on peer-to-peer conversations regarding learners’ interests and needs, and she proposed that students author the content given the immediate need for a curriculum. Fifteen student volunteers developed content to fill knowledge gaps, and expert faculty reviewers confirmed that the student authors had successfully curated a comprehensive curriculum. Evaluation The crowdsourced student content coalesced into a 40-hour curriculum required for all 371 clinical-level students at UMMS. This student-driven effort took just 17 days from outline to implementation, and the final product is a full course comprising five modules, multiple choice questions, discussion boards, and assignments. Learners were surveyed to gauge success, and 93% rated this content as relevant to all medical students. Reflection The successful implementation of this model for curriculum development, grounded in the Master Adaptive Learner framework, suggests that medical students can be entrusted as stewards of their own education. As we return to a post-pandemic “normal,” this approach could be applied to the maintenance and de novo development of future curricula.

scholarly journals Fireside Chats: A Novel Wellness Initiative for Medical Students in the COVID-19 Era

2021 ◽  
pp. 000313482110030
Author(s):  
Sean J Lee ◽  
Abdul Kader Natour ◽  
Sunil K Geevarghese
Keyword(s):  
Mental Health ◽  
Medical Students ◽  
Learning Communities ◽  
Small Group ◽  
Survey Data ◽  
Social Engagement ◽  
Present Survey ◽  
Group Activities ◽  
Large Group ◽  
Depression Era

To supplement preexisting wellness programming for the surgery clerkship, a faculty surgeon at Vanderbilt initiated Fireside Chats (FC) in 2015. Inspired by Franklin Roosevelt’s Depression-era radio broadcasts, FC features small group sizes, off-campus excursions, and a reimagining of the mentor–mentee relationship that eschews hierarchy in favor of deep, mutualistic connections in both personal and professional domains. Here we describe the rationale and implementation of FC and present survey data that demonstrate the warm reception of FC and its efficacy in stewarding the mental health of medical students. Moreover, unlike large group activities such as “learning communities,” FC continues to meet in-person during COVID-19 and preserves social engagement opportunities that may alleviate pandemic-induced isolation and distress.

Undergraduate performance assessment

2017 ◽  
Vol 5 (9) ◽  
pp. 1-7
Author(s):  
Umayya Musharrafieh ◽  
Khalil Ashkar ◽  
Dima Dandashi ◽  
Maya Romani ◽  
Rana Houry ◽  
...  
Keyword(s):  
Medical Students ◽  
Family Medicine ◽  
Assessment Tool ◽  
Clinical Skills ◽  
Faculty Evaluation ◽  
Multiple Choice Questions ◽  
Final Exam ◽  
Monthly Basis ◽  
Medicine Clerkship ◽  
Clinical Evaluations

Introduction: Objective Structured Clinical Examination (OSCE) is considered a useful method of assessing clinical skills besides Multiple Choice Questions (MCQs) and clinical evaluations. Aim: To explore the acceptance of medical students to this assessment tool in medical education and to determine whether the assessment results of MCQs and faculty clinical evaluations agree with the respective OSCE scores of 4th year medical students (Med IV). Methods: performance of a total of 223 Med IV students distributed on academic years 2006-2007, 2007-2008, and 2008-2009 in OSCE, MCQs and faculty evaluations were compared. Out of the total 93 students were asked randomly to fill a questionnaire about their attitudes and acceptance of this tool. The OSCE was conducted every two months for two different groups of medical students who had completed their family medicine rotation, while faculty evaluation based on observation by assessors was submitted on a monthly basis upon the completion of the rotation. The final exam for the family medicine clerkship was performed at the end of the 4thacademic year, and it consisted of MCQsResults: Students highly commended the OSCE as a tool of evaluation by faculty members as it provides a true measure of required clinical skills and communication skills compared to MCQs and faculty evaluation. The study showed a significant positive correlation between the OSCE scores and the clinical evaluation scores while there was no association between the OSCE score and the final exam scores.Conclusion: Student showed high appreciation and acceptance of this type of clinical skills testing. Despite the fact that OSCEs make them more stressed than other modalities of assessment, it remained the preferred one.

CORRELATION OF DIFFICULTY INDEX AND DISCRIMINATING INDEX IN MEDICAL STUDENT’S ASSESSMENT.

2021 ◽  
pp. 9-10
Author(s):  
Bhoomika R. Chauhan ◽  
Jayesh Vaza ◽  
Girish R. Chauhan ◽  
Pradip R. Chauhan
Keyword(s):  
Medical Students ◽  
Formative Assessment ◽  
Item Difficulty ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Discriminating Power ◽  
Good Discriminator ◽  
Difficulty Index ◽  
The Relationship

Multiple choice questions are nowadays used in competitive examination and formative assessment to assess the student's eligibility and certification.Item analysis is the process of collecting,summarizing and using information from students' responses to assess the quality of test items.Goal of the study was to identify the relationship between the item difficulty index and item discriminating index in medical student's assessment. 400 final year medical students from various medical colleges responded 200 items constructed for the study.The responses were assessed and analysed for item difficulty index and item discriminating power. Item difficulty index an item discriminating power were analysed by statical methods to identify correlation.The discriminating power of the items with difficulty index in 40%-50% was the highest. Summary and Conclusion:Items with good difficulty index in range of 30%-70% are good discriminator.

scholarly journals Obstetric Safety: The Security Apparatus Enhanced the Self-Efficiency of Medical Students in Vaginal Birth Practice in a Simulation Trial

2020 ◽  
Vol 12 (8) ◽  
pp. 176
Author(s):  
Kitti Krungkraipetch
Keyword(s):  
Medical Students ◽  
Clinical Performance ◽  
Vaginal Birth ◽  
The Self ◽  
Intervention Trial ◽  
Safety Equipment ◽  
Safety Device ◽  
Self Confidence ◽  
Confidence Assessment ◽  
Set Up

Currently, the safety of patients is an integral part of clinical practice, especially within medical schools. The safety device and the environment had to be concerned when medical education modules were set up. One of the most worriers in obstetrical practice among undergraduates was vaginal birth training. The inadequate safety instrument in training made students loss of their self-reliance and competence. This study aimed to test the effect of a new safety apparatus on the self-confidence and clinical performance of undergraduates on vaginal birth training. The medical students were randomized to this sample and split into two groups for two vaginal birth simulation stations; convention and intervention. The participants&rsquo; self-confidence assessment was carried out at the end of trial. In addition, clinical performance ratings on vaginal birth simulation were analyzed by experts during the experiments. There was 40 medical students attended to this trial and found a significant statistical increment in GSE and CPAT scores in the intervention trial. All volunteers were satisfied with the new safety equipment and more confident to taking care of mothers in vaginal birth practices. We concluded that this innovation could boost the confidence of medical students in vaginal birth practices and increase their clinical performance in simulation. However, it needs to be checked again in the workplace.

scholarly journals Core curriculum in pathology for future Irish medical students

2021 ◽  
Author(s):  
Hilary Humphreys ◽  
Niall Stevens ◽  
Louise Burke ◽  
Mariam Sheehan ◽  
Siobhán Glavey ◽  
...  
Keyword(s):  
Medical Students ◽  
Core Curriculum ◽  
Medical Doctor ◽  
Medical Graduate ◽  
Medical Council ◽  
Multiple Choice Questions ◽  
Traditional Lecture ◽  
Advantages And Disadvantages ◽  
Key Aspects

AbstractPathology is important in training to become a medical doctor but as curricula become more integrated, there is a risk that key aspects of pathology may be excluded. Following a survey of the current delivery of teaching in Ireland under the auspices of the Faculty of Pathology at the Royal College of Physicians of Ireland, suggested components of a core curriculum in pathology have been developed to be delivered at some stage during the medical course. These have been based on key principles and themes required by the Medical Council in Ireland. Professionalism is one of the core principles emphasised by the Medical Council. It includes the role of the pathologist in patient care and other professional values such as patient-centred care, clinical competencies and skills, e.g. explaining results, and knowledge under the various sub-disciplines, i.e. histopathology (including neuropathology), clinical microbiology, haematology, chemical pathology and immunology. In each of these, we suggest key aspects and activities that the medical graduate should be comfortable in carrying out. The methods of delivery of teaching and assessment across pathology disciplines have evolved and adapted to recent circumstances. Lessons have been learned and insights gained during the COVID-19 pandemic as educators have risen to the challenge of continuing to educate medical students. Integrated and multi-disciplinary teaching is recommended to reflect best the professional environment of the medical graduate who works as an integral part of a multi-disciplinary team, with the minimum dependence on the traditional lecture, where at all possible. Finally, options on assessment are discussed, e.g. multiple-choice questions, including their respective advantages and disadvantages.

scholarly journals Effects of high-fidelity simulation education on medical students’ anxiety and confidence

PLoS ONE ◽  
2021 ◽  
Vol 16 (5) ◽  
pp. e0251078
Author(s):  
Ji Hye Yu ◽  
Hye Jin Chang ◽  
Soon Sun Kim ◽  
Ji Eun Park ◽  
Wou Young Chung ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Patient Care ◽  
Clinical Setting ◽  
Clinical Performance ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Simulation Education ◽  
Before And After ◽  
Care Situation

Introduction Psychological factors such as anxiety and confidence that students have in the patient care situation are important in that this affects the actual clinical performance. Students who are just starting clinical practice have a lack of clinical knowledge, skill proficiency, and patient communication skills, so they experience anxiety and lack of confidence in clinical setting. Practice in a safe environment, such as simulation education, can help students perform more settled and competently in patient care. The purpose of this study was to analyze the effect of high-fidelity simulation experience on anxiety and confidence in medical students. Materials and methods This study enrolled 37 5th-year students at Ajou University School of Medicine in 2020. Two simulation trainings were implemented, and a survey was conducted to measure students’ level of anxiety and confidence before and after each simulation. Based on the research data, a paired t-test was conducted to compare these variables before and after the simulation, and whether this was their first or second simulation experience. Results Students had a significantly lower level of anxiety and a significantly higher level of confidence after the simulation than before. In addition, after one simulation experience, students had less anxiety and more confidence before the second simulation compared to those without simulation experience. Conclusions We confirmed that medical students need to be repeatedly exposed to simulation education experiences in order to have a sense of psychological stability and to competently deliver medical treatment in a clinical setting. There is a practical limitation in that medical students do not have enough opportunities to meet the patients during clinical practice in hospitals. Therefore, in order to produce excellent doctors, students should have the expanded opportunities to experience simulation education so they can experience real-world medical conditions.

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