scholarly journals “Thank You for Giving Me a Voice!” A Longitudinal Evaluation of Patients’ Experience of Partnering With Students in an Australian Medical School

2017 ◽  
Vol 4 ◽  
pp. 238212051769277 ◽  
Author(s):  
Kimberley Dale Ivory ◽  
Georgina Luscombe ◽  
Linda Ann Klein ◽  
Alexandra Barratt
Keyword(s):  
Medical Education ◽  
Cohort Study ◽  
Chronic Disease ◽  
Medical Students ◽  
Medical School ◽  
Lived Experience ◽  
Chronic Conditions ◽  
Baseline Survey ◽  
Illness Experiences ◽  
Patients Experience

Background: We evaluated the patient-partner experience in a longitudinal program called Integrated Population Medicine in the Sydney Medical School to assess its acceptability. The program exposed senior medical students to the lived experience of chronic disease. Methods: We surveyed 267 people with chronic conditions recruited as patient-partners by the 2012 student cohort in a mixed-methods longitudinal cohort study. Surveys were administered ‘over’ 18 months: before, during, and after the program. Results: A total of 155 (58%) patient-partners completed the baseline survey; 52 patients returned all 3 surveys. Patient-partners remained very positive about the program across all surveys. More than 95% of respondents enjoyed interacting with the student, and most were very positive about their role in teaching the student. Three major themes emerged: willingness to help, a sense of gratitude and enjoyment, and a chance to teach and learn. Participants were willing to discuss their illness experiences and were keen to spend more time with students. Conclusions: Patients are willing participants in longitudinal patient-partner programs. They perceive benefits for themselves and others, for the health system, and for students and would like to become more actively involved in medical education.

Patient consent to medical students in general practice

2018 ◽  
Vol 68 (suppl 1) ◽  
pp. bjgp18X697229
Author(s):  
Matthew Webb ◽  
Sarah Thirlwall ◽  
Bob McKinley
Keyword(s):  
Medical Education ◽  
General Practice ◽  
Medical Students ◽  
Medical School ◽  
Undergraduate Students ◽  
Teaching Quality ◽  
School Students ◽  
Patient Journey ◽  
Patient Consent ◽  
High Level

BackgroundInformed consent is required for active participation of patients in medical education. At Keele Medical School, we require practices to advertise that they teach undergraduate students and to obtain appropriate patient consent at various stages of the patient journey.AimThe study aimed to explore patients’ experience of consent to involvement in undergraduate medical education in general practice.MethodDuring the final year at Keele University Medical School, students undertake a patient satisfaction survey. A questionnaire was attached to the reverse of this survey during the academic year 2016–2017. The questionnaire explored the stage of the patient journey consent was obtained, whether they were offered an alternative appointment and how comfortable they were with medical students being involved in their care.ResultsA total of 489 questionnaires were completed covering 62 GP practices. 97% of patients reported that consent was obtained at least once during their encounter and the majority reported that this occurred at booking. 98% of patients were comfortable or very comfortable with a medical student leading their consultation. However, 28% of those surveyed stated that they were either not given the option of not seeing the student or there was no other alternative appointment available.ConclusionThe results indicate that in the vast majority of cases patient consent is obtained at least once during their attendance. Patients expressed a high level of satisfaction with medical students’ involvement in their care. Further work is required to evaluate the role of the data as a marker of individual practice teaching quality.

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.

Does a comprehensive service user-led education programme effect more positive attitudes towards recovery and less stigmatising attitudes towards people with lived experience of mental distress in medical students? A comparative cohort study

2021 ◽  
pp. 000486742098788
Author(s):  
Giles Newton-Howes ◽  
Jessica Senior ◽  
Ben Beaglehole ◽  
Gordon L Purdie ◽  
Sarah E Gordon
Keyword(s):  
Cohort Study ◽  
Medical Students ◽  
Lived Experience ◽  
Service User ◽  
Mental Distress ◽  
Healthcare Providers ◽  
Education Programme ◽  
Positive Attitudes ◽  
Comprehensive Service ◽  
The Impact

Objective: This study sought to investigate the impact of a service user-led anti-stigma and discrimination education programme, encompassing numerous interventions focused on facilitating multiple forms of social contact, the promotion of recovery, and respect for human rights, on medical student attitudes. Method: A comparison cohort study was used to compare the attitudes of two cohorts of medical students who received this programme as part of their fifth (the fifth-year cohort) or sixth (the sixth-year cohort) year psychological medical education attachment (programme cohorts) with two cohorts of equivalent students who received a standard psychological medical attachment (control cohorts). Attitudes to recovery (using the Recovery Attitudes Questionnaire) and stigma (using the Opening Minds Scale for Healthcare Providers) were measured at the beginning and end of the attachments for each year and compared both within and between the cohorts using Wilcoxon signed-rank or Wilcoxon rank-sum tests. Results: With sample sizes ranging from 46 to 70 across all cohorts, after their psychological medicine attachment both the programme and control cohorts showed more positive attitudes towards recovery and less stigmatising attitudes towards people with lived experience of mental distress. Significant differences between the programme cohorts and the control cohorts were found for recovery attitudes (median difference of 2, p < 0.05 in both fifth and sixth year), with particularly large differences being found for the ‘recovery is possible and needs faith’ subdomain of the Recovery Attitudes Questionnaire. There were no significant between cohort differences in terms of stigmatising attitudes as measured by the Opening Minds Scale for Healthcare Providers. Conclusion: The introduction of a comprehensive service user-led anti-stigma and education programme resulted in significant improvements in recovery attitudes compared to a control cohort. However, it was not found to be similarly superior in facilitating less stigmatising attitudes. Various possible reasons for this are discussed.

scholarly journals Assessing the current state of medical education on cannabis in Canada: Preliminary findings from Quebec

2020 ◽  
Vol 25 (Supplement_1) ◽  
pp. S29-S33
Author(s):  
Laurent Elkrief ◽  
Julien Belliveau ◽  
Tara D’Ignazio ◽  
Philippe Simard ◽  
Didier Jutras-Aswad
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Medical Schools ◽  
School Curriculum ◽  
Medical Curricula ◽  
Comfort Levels ◽  
Current State ◽  
Low Levels ◽  
Current Curriculum

Abstract The legalization of recreational cannabis across Canada has revealed the importance of medical education on cannabis-related topics. A recent study has indicated that Canadian physicians report a significant gap in current versus desired knowledge regarding the therapeutic use of cannabis. However, the state of education on cannabis has never been studied in Canadian medical schools. This article presents the preliminary findings of a survey conducted to understand the perceptions of Quebec’s medical students regarding cannabis-related teachings in their current curriculum. Overall, students reported very low to low levels of exposure to, knowledge of, and comfort levels with cannabis-related subjects. The majority of students reported that they felt that their medical curricula did not prepare them to face cannabis-related issues in their future practices. Strategies need to be developed for improving medical school curriculum regarding cannabis-related issues. These findings provide potential key strategies to improve curricula.

scholarly journals Medical education too: sexual harassment within the educational context of medicine – insights of undergraduates

2021 ◽  
Author(s):  
Eva Schoenefeld ◽  
Bernhard Marschall ◽  
Berit Paul ◽  
Helmut Ahrens ◽  
Janina Sensmeier ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Sexual Harassment ◽  
Medical School ◽  
International Association ◽  
Univariate Analysis ◽  
Sexual Contact ◽  
Categorical Variables ◽  
Online Questionnaire ◽  
Medical Undergraduates

Abstract Background: Assessment of the presence and characteristics of sexual harassment in academic medicine is a global issue. Only limited international data are available so far. Methods: Aim: To assess the extent of sexual harassment and identify the perpetrators in the student population of the medical school of Münster, Germany. A survey was undertaken, using the Medical Women’s International Association sexual harassment questionnaire translated into German. The anonymous online questionnaire was sent as a link to all medical undergraduates at Münster Medical School via a mailing list between 1 October and 30 November 2018. Identifying or potentially identifying data were not collected. Data were analysed by descriptive statistical methods such as categorical variables. Baseline characteristics, e.g. answers by male or female medical students, were correlated with their individual sexual harassment experiences and perpetrator groups by means of univariate analysis. Results: A total of 2162 medical students were asked to participate, with 623 (28.8%) completing the survey. Sexual harassment is a significant issue among medical students at Münster Medical School with over half (58.9%) of all undergraduates being exposed to sexually harassing behaviour. In total, 31.8% of all participants reported having experienced unwanted physical sexual contact such as unwanted physical touching, with 87.6% of the victims being female. Overall, 41.3% personally experienced verbal sexual harassment of which 87.4% were female. Furthermore, 8.5% of undergraduates faced forced sexual contact such as oral, anal or vaginal penetration, intercourse and rape, with all victims being female. Perpetrators in these cases were mostly male medical superiors (7.0%) and male patients (18.3%). In general, most perpetrators were patients, followed by medical superiors and educators, and less frequently by colleagues. Conclusions: Sexual harassment in medical education and the medical workplace is a significant problem in a German medical school. Most students experiencing sexual harassment are females. Female students also experience the more serious forms of sexual harassment more often.

scholarly journals Medical education too: sexual harassment within the educational context of medicine – insights from undergraduates

2021 ◽  
Author(s):  
Eva Schoenefeld ◽  
Bernhard Marschall ◽  
Berit Paul ◽  
Helmut Ahrens ◽  
Janina Sensmeier ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Sexual Harassment ◽  
Medical School ◽  
International Association ◽  
Univariate Analysis ◽  
Sexual Contact ◽  
Categorical Variables ◽  
Online Questionnaire ◽  
Medical Undergraduates

Abstract Background: Assessment of the presence and the characteristics of sexual harassment in academic medicine is a global issue. Only limited international data are available so far.Methods: Aim: To assess the extent of sexual harassment and to identify the perpetrators in the student population of the medical school of Münster, Germany.A survey was undertaken, using the Medical Womens’ International Association sexual harassment questionnaire translated into German. The anonymous online questionnaire was sent as a link to all medical undergraduates at Münster Medical School via a mailing list between 1st October and the 30th November 2018. Identifying and potentially identifying data was not collected.Data were analyzed by descriptive statistical methods such as categorical variables. Baseline characteristics, e.g. answers by male or female medical students, were correlated with their individual sexual harassing experiences and perpetrator groups by means of univariate analysis. Results: A total of 2162 medical students were asked to participate: 623 (28.8%) completed the survey. Sexual harassment is a significant issue among medical students at Münster, over half (58.9%) of all undergraduates were exposed to sexually harassing behavior: 31.8 % of all participants reported to have experienced unwanted physical sexual contact such as e.g. unwanted physical touch; 87.6% of the victims were female. 41.3 % of all students did personally experience verbal sexual harassment of which 87.4 % were female. 8.5% of all undergraduates faced forced sexual contact e.g. such as oral, anal or vaginal penetration, intercourse and rape; all victims were female. Perpetrators in these cases were mostly male medical superiors (7.0%) and male patients (18.3%). In general, the majority of perpetrators were patients, followed by medical superiors and educators, and less frequently by colleagues.Conclusions: Sexual harassment in medical education and the medical working place are a significant problem in a German medical school. The majority of students experiencing sexual harassment are females. Female students also experience the more serious forms of sexual harassment more often.

scholarly journals Depression Among Undergraduate Medical Students

2013 ◽  
Vol 10 (3) ◽  
pp. 56-59 ◽  
Author(s):  
Bibhusan Basnet ◽  
M Jaiswal ◽  
B Adhikari ◽  
PM Shyangwa
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Depression Scale ◽  
Academic Stress ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Prevalence Of Depression ◽  
Inducing Factors ◽  
Major Factors

Background  Psychological stress is common in medical school and associated with depression. Medical education is grooming in Nepal, but only few studies are done concerning mental health of medical students. Objective  To assess the prevalence of depression among medical students at different levels of education and find about their stressors. Methods  A cross sectional, questionnaire-based survey was carried out among the undergraduate medical students of B.P.Koirala Institute of Health Sciences, Nepal. 50 students each from Bachelor of Medicine and Bachelor of Surgery (MBBS) first and third year were enrolled in the study conducted between November 2008 to January2009. The depression levels were assessed using Zung depression scale. Students were asked to complete the questionnaire and then the depression levels calculated .The stress inducing factors during their course of medical education were also assessed. Results  The overall prevalence of depression among the students was 29.78 percent. The prevalence of depression in first and third year was 36.74and 22.22 percent respectively. The prevalence of depression was 32.43 percent among female students versus 28.07 percent in male students. Both first and third year students gave high ratings to academic stress and hectic lifestyle as the main stress inducing factors. Conclusion  The prevalence of depression is seen especially in the first year medical students. So, attempts should be made to alleviate the stressors right from the time they join medical school. Since academic stress proved to be one of the major factors, measures to make the academic curriculum more student-friendly are suggested. Kathmandu University Medical Journal | VOL.10 | NO. 3 | ISSUE 39 | JUL- SEP 2012 | Page 56-59 DOI: http://dx.doi.org/10.3126/kumj.v10i3.8021

The Medical School Marketplace, c.1850–1900

2018 ◽  
Author(s):  
Laura Kelly
Keyword(s):  
Nineteenth Century ◽  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Medical Profession ◽  
Student Experience ◽  
Bedside Teaching ◽  
Student Behaviour ◽  
Irish Medical

The early nineteenth century has been frequently hailed as the ‘golden age of Irish medicine’ as result of the work of physicians Robert Graves and William Stokes, whose emphasis on bedside teaching earned fame for the Meath Hospital where they were based. However, by the 1850s and for much of the nineteenth century, Irish medical education had fallen into ill-repute. Irish schools were plagued by economic difficulties, poor conditions, sham certificate system, night lectures and grinding, all of these affected student experience in different ways. Furthermore, intense competition between medical schools meant that students wielded a great deal of power as consumers. Irish students had a remarkable amount of freedom with regard to their education and qualifications. As the medical profession became increasingly professionalised, student behaviour improved but disturbances and protests in relation to professional matters or standards of education replaced earlier rowdiness. The nineteenth century also witnessed complaints by medical students about the quality of the education they were receiving, resulting, for example, in a series of visitations to Queen’s College Cork and Queen’s College Galway. This chapter highlights these distinctive aspects of Irish medical education while illustrating the power of Irish students in the period as consumers.

scholarly journals PRESCRIBING COMPETENCY OF MEDICAL STUDENTS: NATIONAL SURVEY OF MEDICAL EDUCATION LEADERS

2018 ◽  
Vol 25 (1) ◽  
pp. e18-e24 ◽  
Author(s):  
Jiayu Liu ◽  
SherWin Wong ◽  
Gary Foster ◽  
Anne Holbrook
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Medical Schools ◽  
Assessment Process ◽  
Competency Assessment ◽  
Canadian Medical School ◽  
Education Leaders ◽  
Close Supervision ◽  
School Curricula

Evidence suggests that newly licensed physicians are not adequately prepared to prescribe medications safely. There is currently no national pre-licensure prescribing competency assessment required in North America. This study’s purpose was to survey Canadian medical school leaders for their interest in and perceived need for a nation-wide prescribing assessment for final year medical students. Method In spring of 2015, surveys were disseminated online to medical education leaders in all 17 Canadian medical schools. The survey included questions on perceived medication prescribing competency in medical schools, and interest in integration of a national assessment into medical school curricula and licensing. Results 372 (34.6 %) faculty from all 17 Canadian medical schools responded. 277 (74.5%) respondents were residency directors, 33 (8.9%) vice deans of medical education or equivalent, and 62 (16.7%) clerkship coordinators. Faculty judged 23.4% (SD 22.9%) of their own graduates’ prescribing knowledge to be unsatisfactory and 131 (44.8%) felt obligated to provide close supervision to more than a third of their new residents due to prescribing concerns. 239 (73.0%) believed that an assessment process would improve their graduates’ quality, 262 (80.4%) thought it should be incorporated into their medical school curricula and 248 (76.0%) into the national licensing process. Except in regards to close supervision due to concerns, there were no significant differences between schools’ responses. Conclusions Amongst Canadian medical school leadership, there is a perceived inadequacy in medical student prescribing competency as well as support for a standardized prescribing competency assessment in curricula and licensing processes.

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