Development of a Personalized Near-Peer Mentoring Programme for Final-Year Medical Students with Residents as Mentors

2021 ◽  
pp. 201010582110573
Author(s):  
Angela Frances, Hui Wen Yap ◽  
Xucong Ruan ◽  
Warren Weng Seng Fong
Keyword(s):  
Internal Medicine ◽  
Medical Students ◽  
Physical Examination ◽  
Peer Mentoring ◽  
School Curriculum ◽  
Peer Mentors ◽  
Post Intervention ◽  
Learning Framework ◽  
The Social ◽  
Junior Residents

Background Near-peer mentoring is a process where a mentor is close to the social, professional, or age level of the mentee. Near-peer mentors are better able to interact with and understand the struggles of students. Objective The aim of the programme was to increase confidence of students in the final year examination. Methods Following a needs analysis of final-year medical students, a near-peer mentoring programme was designed using peer-assisted learning framework. In the programme conducted between November 2019 and March 2020, trained Internal Medicine junior residents were assigned to students grouped according to the examination domains they most needed improvement in. Pre- and post-intervention data on students’ confidence in each of the examination domains using a 5-point Likert scale (1: Not confident at all and 5: Very confident), mock examination scores and feedback on the programme were collected. Results Fifty-one students were enrolled. Thirty-one students completed the post-programme survey, of which 71.0% felt more confident in the final year examination. Of the twenty-eight students who completed both the pre- and post-programme survey, 78.6%, 78.6% and 60.7% of them showed an increase in confidence in the communications, physical examination and history component of the examination, respectively. There was no association found between confidence level and examination performance. Conclusion A personalized near-peer mentoring programme is effective in increasing confidence of students in examinations and serves as a platform for residents to hone their skills as mentors. Its role as part of the medical school curriculum is worth exploring.

scholarly journals Alignment of roles of near-peer mentors for medical students underrepresented in medicine with medical education competencies: a qualitative study

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Amy Prunuske ◽  
BreAnna Houss ◽  
Anna Wirta Kosobuski
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Peer Mentoring ◽  
Core Competencies ◽  
Medical Knowledge ◽  
School Curriculum ◽  
Leadership Role ◽  
Peer Mentors ◽  
Structured Interviews ◽  
Peer Mentor

Abstract Background Medical student learning experiences should facilitate progressive development of competencies required for practice. Medical school training opportunities have traditionally focused on acquiring medical knowledge and patient care competencies while affording less opportunity to receive feedback on practice-based improvement and system-based practice competencies. The Prematriculation program at the University of Minnesota Medical School Duluth Campus (UM MSD) utilized near-peer mentors to support the transition of students underrepresented in medicine, including American Indian/ Alaska Natives (AI/AN) and those from rural backgrounds, into medical school. The purpose of this study is to better define the role of near-peer mentors and explore the alignment of near-peer mentorship with the ACGME core competencies. Methods An important component of the Prematriculation program, designed to prepare incoming under-represented students for medical school, was the inclusion of near-peer mentors. The six near-peer mentors participated in semi-structured interviews or focus groups within 1 year of serving as a near-peer mentor. Themes emerged from open-coding of the transcripts. Results The near-peer mentors drew on their own experiences to transmit information that supported the socialization of the matriculating students into medical school. Direct benefits to the mentors included solidifying their own understanding of medical knowledge and execution of procedural skills. Mentors provided examples of benefits related to their own development of interpersonal communication and professionalism skills. Operating in the context of the program provided opportunities to engage mentors in practice-based improvement and system-based practice. Conclusions Serving as a near-peer mentor offers significant benefits to medical students from backgrounds underrepresented in medicine. By taking on the peer mentoring leadership role, students progressed toward the competencies required of an effective physician. Given the importance of acquiring these competencies, it is worth considering how near-peer mentoring can be applied more broadly across the medical school curriculum.

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 Integrating Simulation Scenarios and Clinical Practices Guided by Concepts of Translational Medicine

2018 ◽  
Vol 7 (1) ◽  
pp. 10
Author(s):  
Jing Yang ◽  
Si-min Huang ◽  
Ze-jian Li ◽  
Lie Feng ◽  
Chun-ting Lu
Keyword(s):  
Internal Medicine ◽  
Medical Students ◽  
Physical Examination ◽  
Clinical Skills ◽  
Case Analysis ◽  
Skills Training ◽  
Observation Group ◽  
Clinical Practices ◽  
Clinical Skills Training ◽  
Significant Difference

Purpose: To develop a novel method for closely and effectively integrating simulation scenarios and clinical practices to improve clinical skills training in the concepts of translational medicine.Methods: Forty-two and 38 third-year medical students in the classes of 2010 and 2009 at Jinan University were selected as an observation group and a control group, respectively. The former group was taught according to a new, integrated mode, while the latter received traditional methods. Students' scores on practical tests in physical examination, internal punctures, and case analysis; theory-based exams on diagnostics and internal medicine; and questionnaire surveys were compared and analyzed. In addition, system-oriented curricula were explored and implemented.Results: A novel mode that closely and effectively integrates theory and practice in the observation group had been established although there were no statistically significant difference (P>0.05) between Grade 2010 and Grade 2009 in clinical basic skills training scores. However, there were statistically significant differences (P<0.05) in scores on practical tests of physical examination and internal punctures among the diagnostic, internal medicine and internship periods in the class of 2010 but no statistically significant difference (P>0.05) in case analysis scores. Therefore, system-oriented curricula were initially designed and explored in excellent students from Grade 2010 to reinforce clinical thinking.Conclusion: The novel program integrating simulation scenarios and clinical situations for training students in diagnostics and internal medicine skills can improve medical students’ clinical comprehensive abilities and achieve effects that are similar to those of the traditional method. This program is more popular with students and ensures patient safety as well. In addition, different characteristics of clinical skills training have been compared for the further exporation of system-oriented curricula. 

scholarly journals Effect of Peer Mentoring on Quality of Life among CKD Patients: Randomized Controlled Trial

2021 ◽  
pp. 1-11
Author(s):  
Nasrollah Ghahramani ◽  
Vernon M. Chinchilli ◽  
Jennifer L. Kraschnewski ◽  
Eugene J. Lengerich ◽  
Christopher N. Sciamanna
Keyword(s):  
Quality Of Life ◽  
Kidney Disease ◽  
Computer Literacy ◽  
Peer Mentoring ◽  
Controlled Trial ◽  
Online Mentoring ◽  
Peer Mentors ◽  
Face To Face ◽  
Domain Scores

<b><i>Introduction:</i></b> CKD is associated with decreased quality of life (QOL). Peer mentoring (PM) leads to improved QOL in various chronic diseases. The effectiveness of PM on QOL of patients with CKD has not been previously studied. We conducted a randomized clinical trial to test the effectiveness of face-to-face (FTF) and online mentoring by trained peers, compared with usual care, on CKD patients’ QOL. <b><i>Methods:</i></b> We randomized 155 patients in one of 3 groups: (1) FTF PM (<i>n</i> = 52), (2) online PM (<i>n</i> = 52), and (3) textbook only (<i>n</i> = 51). Peer mentors were patients with CKD, who received formal training through 16 h of instruction. Participants in all 3 groups received a copy of an informational textbook about CKD. Participants assigned to PM received either 6 months of FTF or online PM. The outcomes included time-related changes in domain scores of the Kidney Disease Quality of Life (KDQOL)-36 for each of the groups over the 18-month study period. <b><i>Results:</i></b> Compared with baseline, online PM led to improved scores in domains of the KDQOL-36 at 18 months: Effects of Kidney Disease (<i>p</i> = 0.01), Burden of Kidney Disease (<i>p</i> = 0.01), Symptoms and Problems of Kidney Disease (<i>p</i> = 0.006), SF-12 Physical Composite Summary (<i>p</i> = 0.001), and SF-12 Mental Composite Summary (<i>p</i> &#x3c; 0.001). There were no statistically significant changes from baseline in domain scores of KDQOL-36 within the FTF PM and textbook-only groups. <b><i>Conclusions:</i></b> Among patients with CKD, online PM led to increased scores in domains of the KDQOL-36 at 18 months. The study was limited to English-speaking subjects with computer literacy and internet access.

scholarly journals The impact of integrating environmental health into medical school curricula: a survey-based study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Benjamin Kligler ◽  
Genevieve Pinto Zipp ◽  
Carmela Rocchetti ◽  
Michelle Secic ◽  
Erin Speiser Ihde
Keyword(s):  
Climate Change ◽  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Environmental Health ◽  
School Curriculum ◽  
Learning Objectives ◽  
Lead Contamination ◽  
Institute Of Medicine ◽  
The Impact

Abstract Background Inclusion of environmental health (EH) in medical education serves as a catalyst for preparing future physicians to address issues as complex as climate change and health, water pollution and lead contamination. However, previous research has found EH education to be largely lacking in U.S. medical education, putting future physicians at risk of not having the expertise to address patients’ environmental illnesses, nor speak to prevention. Methods Environmental health (EH) knowledge and skills were incorporated into the first-year medical school curriculum at Hackensack Meridian School of Medicine (Nutley, New Jersey), via a two-hour interactive large group learning module with follow up activities. Students completed the Environmental Health in Med School (EHMS) survey before and after the year 1 EH module. This survey evaluates medical students’ attitudes, awareness and professionalism regarding environmental health. In year 2, students completed the Environmental Health Survey II, which measured students’ perceptions of preparedness to discuss EH with future patients. The research team created both surveys based upon learning objectives that broadly aligned with the Institute of Medicine six competency-based environmental health learning objectives. Results 36 year 1 students completed both the pre and post EHMS surveys. McNemar’s test was used for paired comparisons. Results identified no statistically significant changes from pre to post surveys, identifying a dramatic ceiling. When comparing year 2, EHS II pre-survey (n = 84) and post-survey (n = 79) responses, a statistically significant positive change in students’ self-reported sense of preparedness to discuss environmental health with their patients following the curriculum intervention was noted. Conclusions Our conclusion for the EHMS in Year 1 was that the current generation of medical students at this school is already extremely aware of and concerned about the impact of environmental issues on health. Through the EHS II in Year 2, we found that the six-week environmental health module combining didactic and experiential elements significantly increased medical students’ self-reported sense of preparedness to discuss environmental health issues, including climate change, with their patients.

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 An innovative pharmacology curriculum for medical students: promoting higher order cognition, learner-centered coaching, and constructive feedback through a social pedagogy framework

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Douglas McHugh ◽  
Andrew J. Yanik ◽  
Michael R. Mancini
Keyword(s):  
Medical Students ◽  
Higher Order ◽  
Sources Of Information ◽  
Self Directed Learning ◽  
Self Regulated Learning ◽  
Constructive Feedback ◽  
Social Pedagogy ◽  
Learner Centered ◽  
External Expert ◽  
The Social

Abstract Background Ongoing developments in medical education recognize the move to curricula that support self-regulated learning processes, skills of thinking, and the ability to adapt and navigate uncertain situations as much as the knowledge base of learners. Difficulties encountered in pursuing this reform, especially for pharmacology, include the tendency of beginner learners not to ask higher-order questions and the potential incongruency between creating authentic spaces for self-directed learning and providing external expert guidance. We tested the feasibility of developing, implementing, and sustaining an innovative model of social pedagogy as a strategy to address these challenges. Methods Constructivism, communities of practice, and networked learning theory were selected as lenses for development of the model. Three hundred sixty-five first-year medical students participated between 2014 and 2018; they were introduced to pharmacodynamics and pharmacokinetics via 15 online modules that each included: learning objectives, a clinical vignette, teaching video, cumulative concept map, and small group wiki assignment. Five-person communities organized around the 15 wiki assignments were a key component where learners answered asynchronous, case-based questions that touched iteratively on Bloom’s cognitive taxonomy levels. The social pedagogy model’s wiki assignments were explored using abductive qualitative data analysis. Results Qualitative analysis revealed that learners acquired and applied a conceptual framework for approaching pharmacology as a discipline, and demonstrated adaptive mastery by evaluating and interacting competently with unfamiliar drug information. Learners and faculty acquired habits of self-directed assessment seeking and learner-centered coaching, respectively; specifically, the model taught learners to look outward to peers, faculty, and external sources of information for credible and constructive feedback, and that this feedback could be trusted as a basis to direct performance improvement. 82–94% of learners rated the social pedagogy-based curriculum valuable. Conclusions This social pedagogy model is agnostic with regard to pharmacology and type of health professional learner; therefore, we anticipate its benefits to be transferable to other disciplines.

Culinary Medicine Training in Core Medical School Curriculum Improved Medical Student Nutrition Knowledge and Confidence in Providing Nutrition Counseling

2021 ◽  
pp. 155982762110217
Author(s):  
Christopher R. D’Adamo ◽  
Kayli Workman ◽  
Christine Barnabic ◽  
Norman Retener ◽  
Bernadette Siaton ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Patient Care ◽  
School Curriculum ◽  
Nutrition Knowledge ◽  
Medical School Curriculum ◽  
Nutrition Counseling ◽  
Patient Counseling ◽  
Culinary Medicine

Background: Elective culinary medicine education has become popular to help fill important gaps in physician nutrition training. The implementation and outcomes among the inaugural cohort of medical students who received culinary medicine training as a required component of medical school curriculum at the University of Maryland School of Medicine are described. Methods: Following a series of elective pilot sessions, culinary medicine training was provided to all first-year medical students in the 2019-2020 academic year. The 3-hour training included evidence-based nutrition lecture, cooking simple recipes, and group discussion of the application to personal and patient care. Pre-/postsession questionnaires assessed nutrition knowledge, skills, and attitudes as well as nutritional counseling confidence. Paired t-tests estimated mean differences in outcomes pre- and posttraining. Qualitative data were subjected to thematic analysis. Results: Overall, 119 of 125 (95.2%) students provided pre- and posttraining outcomes data. All nutritional and patient counseling outcomes improved ( P < .05). Themes of being better prepared to address healthy eating barriers in patient care and personal ability to make healthy dietary changes were noted in qualitative analysis. Conclusion: One session of culinary medicine training in core medical student curriculum was feasible and improved medical student nutrition knowledge, skills, and attitudes and confidence in patient nutrition counseling.

scholarly journals Collaborative testing in physical examination skills training and the autonomous motivation of students: a qualitative study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Jiska A. Patiwael ◽  
Anje H. Douma ◽  
Natalia Bezakova ◽  
Rashmi A. Kusurkar ◽  
Hester E. M. Daelmans
Keyword(s):  
Medical Students ◽  
Physical Examination ◽  
Training Session ◽  
Autonomous Motivation ◽  
Skills Training ◽  
Psychological Needs ◽  
Active Participation ◽  
Basic Psychological Needs ◽  
Collaborative Testing ◽  
Traditional Format

Abstract Background Teaching methods that stimulate the active learning of students make a positive impact on several aspects of learning in higher education. Collaborative testing blended with teaching is one such method. At our medical school, a training session was designed using a collaborative testing format to engage medical students actively in the theoretical phase of a physical examination training, and this session was evaluated positively by our students. Therefore, we extended the use of the format and converted more of the training into collaborative testing sessions. The literature on collaborative testing and the theoretical framework underlying its motivational mechanisms is scarce; however, students have reported greater motivation. The aim of the current study was to investigate student perceptions of a collaborative testing format versus a traditional teaching format and their effects on student motivation. Methods Year four medical students attended seven physical examination training sessions, of which three followed a collaborative testing format and four a traditional format. The students were asked to evaluate both formats through questionnaires comprised of two items that were answered on a five-point Likert scale and five open-ended essay questions. Content analysis was conducted on the qualitative data. The themes from this analysis were finalized through the consensus of the full research team. Results The quantitative data showed that 59 students (55%) preferred collaborative testing (agreed or strongly agreed), 40 students (37%) were neutral, and 8 students (8%) did not prefer collaborative testing (disagreed or strongly disagreed). The themes found for the collaborative testing format were: ‘interaction’, ‘thinking for themselves’, and ‘active participation’. ‘Interaction’ and ‘thinking for themselves’ were mainly evaluated positively by the students. The most frequently mentioned theme for the traditional format was: ‘the teacher explaining’. Students evaluated this theme both positively and negatively. Conclusions The most frequently mentioned themes for the collaborative testing format, namely ‘interaction’, ‘thinking for themselves’, and ‘active participation’, fit within the framework of self-determination theory (SDT). Therefore, the collaborative testing format may support the fulfilment of the three basic psychological needs indicated in SDT: autonomy, competence, and relatedness. Thus, our findings provide initial support for the idea that the use of collaborative testing in medical education can foster the autonomous motivation of students.

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