scholarly journals Impact of COVID-19 on Canadian Medical Education: Pre-clerkship and Clerkship Students Affected Differently

2020 ◽  
Vol 7 ◽  
pp. 238212052096524
Author(s):  
Jobanpreet Dhillon ◽  
Ali Salimi ◽  
Hassan ElHawary
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Training ◽  
Learning Experience ◽  
Core Competencies ◽  
Sustainable Solutions ◽  
Hands On ◽  
Medical Education System ◽  
Mcgill University ◽  
Education Medical

The coronavirus pandemic (COVID-19) has altered the undergraduate learning experience for many students across Canada. Medical education is no exception; clinical programs, in-person lectures, and mandatory hands-on activities have been suspended to adhere to social distancing guidelines. As remote teaching becomes the forefront of education, medical curricula have been forced to adapt accordingly in order to fulfill the core competencies of medical training and to provide quality education to medical students. With that in mind, the COVID-19 crisis offers a unique opportunity to evaluate the current “continuity plans” in medical education as they stand. This paper provides the perspective of medical students on how medical education is changing for both pre-clerkship and clerkship students, using their experience at McGill University as an example for the Canadian medical education system. Additionally, we discuss the accommodations put forth by the undergraduate medical education (UGME) office, and reflect on the limitations and sustainable solutions in supporting quality medical education.

Transformative Learning

2012 ◽  
Vol 102 (1) ◽  
pp. 39-46 ◽  
Author(s):  
Craig M. Elliott ◽  
Robert J. Toomey ◽  
Brooke A. Goodman ◽  
Peter Barbosa
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Transformative Learning ◽  
Medical Training ◽  
Learning Experience ◽  
Multicultural Awareness ◽  
Medical Missions ◽  
Short Term ◽  
Electronic Survey ◽  
Personal Awareness

Background: Short-term medical missions are common in medical educational settings and could possibly affect student learning. Little research has been conducted about the potential of these missions on students’ transformative learning, in particular as it relates to empathy and multicultural awareness. Methods: Eight podiatric medical students who participated in short-term medical missions in 2008 and 2009 completed an electronic survey to investigate the effect of their experience as it relates to their learning. The empathy and multicultural awareness impact of the mission experience was emphasized. Qualitative questions in the survey were coded, themed, and triangulated with the quantitative responses. Results: Six students (75%) “strongly agreed” that participating in the medical mission was a significant positive experience in their podiatric medical training. Six students felt that their experiences in serving these communities increased their personal awareness of multicultural/diversity needs in general. All of the students agreed that they will become better podiatric physicians because of their experiences in the medical missions. The qualitative data also indicate that the experience had an effect on the students’ views of health care and increased empathy toward their patients. Conclusions: Short-term medical missions could play a significant role in the transformative learning experience in podiatric medical education. This could affect the empathy and multicultural awareness of podiatric medical students. Further and more extensive evaluations of the potential impact of short-term medical missions in podiatric medical education should be explored because it could influence curriculum and global health in the field of podiatric medicine. (J Am Podiatr Med Assoc 102(1): 39–46, 2012)

scholarly journals Two Student Perspectives on Clinical Medical Education During the COVID19 Pandemic

2021 ◽  
Author(s):  
Anne P. George ◽  
Elise E. Ewens
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Patient Care ◽  
Direct Patient Care ◽  
Rural And Urban ◽  
Hands On ◽  
Hands On Learning ◽  
Ultimate Question ◽  
To Come ◽  
The U.S

In the age of COVID19, the ultimate question in healthcare became who was essential and who was not. Basically, who could be cut from the roster in patient care? Unfortunately, as medical students, many of us did not make that cut, and as rotations were continually evolving and changing, students from even the same institution had varying experiences. Third-year clerkships are defined by the direct patient care and hands-on learning students get, but in the age of COVID19, “hands-on learning” has been a bit hard to come by. Hence, COVID has caused many changes in the way medicine is being taught and practiced. This article will detail the experiences of two medical students from the same institution, working in different locations for their third-year clerkships. We contrast our rural and urban experiences as students in the time of COVID and display the varying experiences students are having during this time. We touch on the potential ramifications for these wide varieties of experiences from students across the U.S. and how this will affect sub-internships and residency applications. 

scholarly journals Expanding Medical Student Interaction In Neurology With A Redesigned Student Interest Group In Neurology (SIGN) Chapter

2020 ◽  
Author(s):  
Rohit Gummi ◽  
Ross Smith ◽  
Raghav Govindarajan
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Journal Club ◽  
Student Interest ◽  
Research Projects ◽  
Post Intervention ◽  
Related Research ◽  
Hands On ◽  
Neurology Clinic ◽  
Second Year

Abstract Background: SIGN chapters across the country provide opportunities for medical students to participate in clinical, research, and service activities in neurology. Despite these, enrollment in SIGN chapters has been traditionally low.Methods: Following changes were introduced: an open board style SIGN chapter executive committee with greater active engagement of first and second year students, new types SIGN chapter activities including journal club articles, hands on workshop (example EMG), celebration/cause events (example ALS walk). In addition, a free neurology clinic was introduced. Activities were planned in consultation with office of medical education, and were organized during ‘down times’. Data on student enrollment, activities successfully carried out, students interested in neurology residency, number of neurology-related research projects with student involvement were collected prior to changes and compared to values after changes were introduced.Results: Post intervention, student engagement in neurology activities and projects increased significantly. There were also significantly more students engaged in neurology related research projects and significantly more students reported interest in neurology. However, a similar increase in applications to neurology residency was not yet observed.Conclusions: An open chapter with early engagement and involvement of first and second year medical students, creating a variety of chapter activities with greater hands on involvement, planned in conjunction with office of medical education has reinvigorated our SIGN chapter.

0120 Simulation And Undergraduate Medical Education: Medical Students’ Clinical And Non Technical Skills

2014 ◽  
Author(s):  
Eirini Martinou ◽  
William Tart ◽  
Renju Chindambaran ◽  
Andrea Yap ◽  
James O’Donnell ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Technical Skills ◽  
Education Medical

Technology in Primary and Secondary Medical Education

2011 ◽  
pp. 312-325
Author(s):  
Sarah R. Edmonson
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Cost Control ◽  
Medical Training ◽  
Education Technology ◽  
Potential Barriers ◽  
Improved Outcomes ◽  
Technological Intervention ◽  
Practicing Physicians

There is an increasing need for cost control and improved outcomes in both primary and secondary medical education. This chapter reviews the characteristics of medical learners, and summarizes shortcomings of traditional medical training that may be amenable to technological intervention. Technologies useful for educating medical students and practicing physicians will be described, along with examples pertaining to each technology. The chapter concludes with a summary of potential barriers to the adoption of medical education technology.

Apartheid and Medical Education: The Training of Black Doctors in South Africa

1983 ◽  
Vol 13 (1) ◽  
pp. 131-153 ◽  
Author(s):  
Phillip V. Tobias
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Ethnic Group ◽  
South African ◽  
Southern Africa ◽  
Total Population ◽  
Medical Training ◽  
Population Group ◽  
Medical Schools ◽  
Medical Graduates

An analysis is presented of the numbers of medical students in South African medical schools and of medical graduates produced annually. The data are analyzed according to ethnic groups. It is shown that gross discrepancies exist, and that black (African) and “Colored” sectors of the population are seriously underrepresented. This pattern is found for the total number of medical students; the ratio of number of medical students in each ethnic group to the total population of that group; the number of medical schools to which blacks may, in terms of the government's apartheid policy, be freely admitted; the absolute numbers of medical graduates drawn from each ethnic group and the percentage of the total number of medical practitioners stemming from each population group; and the ratio of the numbers of medical graduates in each ethnic group to the total population of that group. No matter which yardstick is employed, marked discrepancies are apparent. It is maintained that the separate and inferior schooling system for blacks, under the apartheid policy, is not providing suitably qualified medical student material from the African and “Colored” population groups; and that the State (under which all South African medical schools fall) has not permitted existing medical school facilities to be freely opened for the medical training of blacks, nor has it made available sufficient facilities for the medical training of blacks. It is concluded that the apartheid policy, with its many ramifications at primary, secondary, and tertiary educational levels, has constituted the most serious setback to medical education in southern Africa. It has left medical education in southern Africa over 30 years behind a point where it could and should have been.

scholarly journals Medical Students’ Knowledge and Attitudes Toward Female Sex Workers and Their Occupational Risk Factors

2014 ◽  
Vol 2 (3) ◽  
pp. 104-108 ◽  
Author(s):  
Jenna T. Nakagawa ◽  
Muge Akpinar-Elci.
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Medical Students ◽  
Sex Workers ◽  
Female Sex Workers ◽  
Medical Training ◽  
Physician Attitudes ◽  
Care Providers ◽  
Occupational Risk Factors ◽  
Female Sex

Background: The tendency for female sex workers to seek health care is highly influenced by physician attitudes and behavior. By identifying medical students' attitudes toward female sex workers and assessing their knowledge of barriers to seeking care, we can focus medical training and advocacy efforts to increase access to care and improve public health outcomes. Methods: In this cross-sectional study, medical students from various countries were invited to participate in an online survey with close-ended questions and Likert scale statements. Responses were quantified and knowledge and attitude scores were assigned based on knowledge of barriers to seeking care and agreement with positive and negative attitude statements. Results: A total of 292 medical students from 56 countries completed the survey, of whom 98.3% agreed that it will be their job to provide treatment to patients regardless of occupation. Self-identified religious students conveyed more negative attitudes toward female sex workers compared to those who did not identify themselves as religious (p<0.001). Students intending to practice in countries where prostitution is legal conveyed more positive attitudes compared to those intending to practice in countries where prostitution is illegal (p<0.001). Conclusion: Medical students largely agreed on the importance of providing care to female sex workers as a vulnerable group. In addition to addressing knowledge gaps in medical education, more localized studies are needed to understand the religious and legal influences on attitudes toward female sex workers. Such information can help focus the efforts in both medical education and communication training to achieve the desired behavioral impacts, reconciling the future generations of health care providers with the needs of female sex workers.

scholarly journals CHALLENGES AND OPPORTUNITIES OF MEDICAL EDUCATION UNDER CONDITIONS OF CORONAVIRUS DISEASE (COVID-19) PANDEMIA

2021 ◽  
Vol 20 (3) ◽  
Author(s):  
I.M. Poiasnyk ◽  
V.A. Gryb
Keyword(s):  
Medical Education ◽  
Online Learning ◽  
Adaptive Learning ◽  
Medical Training ◽  
Core Competencies ◽  
Transformative Change ◽  
Phone Calls ◽  
Challenges And Opportunities ◽  
High Level ◽  
Physician Patient

The article analyzes how higher medical education is currently undergoing a gradual butsignificant change to the transformation into online learning adapt accordingly in orderto fulfill the core competencies of medical training and to provide quality education tomedical students during the COVID-19 pandemia.Objective – to study the challenges and opportunities faced by medical schoolsin introduction of the remote learning for basic science teaching in response to theCOVID-19 crisis.Conclusions. Despite the pace of this transition, both formal and informal studentfeedback indicated that students have an extremely high level of satisfaction andengagement with online learning activities. The use of emergent technology (e.g.,artificial intelligence for adaptive learning, virtual simulation, and telehealth) foreducation is most likely to be indispensable components of transformative change andpost-COVID medical education. These measures could then be followed by hands-onexperience that is provided in a safe environment. As physicians begin to use telehealth(phone calls, video visits, and communication over online medical record applications)to communicate with their patients, students should be included (and instructed) in thislearning environment. It is likely that telehealth will persist long after the pandemicrecedes perhaps even as a preferred method of physician-patient interaction in somesituations. Therefore, it is essential that students graduate from medical school welltrained in telehealth including technological aspects as well as learning the mostprofessional models of the physician-patient distance interaction.

scholarly journals Mobile Technology in E-Learning for Undergraduate Medical Education on Emergent Otorhinolaryngology�Head and Neck Surgery Disorders: Pilot Randomized Controlled Trial (Preprint)

2017 ◽  
Author(s):  
Li-Ang Lee ◽  
Shu-Ling Wang ◽  
Yi-Ping Chao ◽  
Ming-Shao Tsai ◽  
Li-Jen Hsin ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Head And Neck ◽  
Cognitive Style ◽  
Mobile Technology ◽  
Learning Experience ◽  
Neck Surgery ◽  
Percentage Change ◽  
Undergraduate Medical Students ◽  
E Learning

BACKGROUND The use of mobile technology in e-learning (M-TEL) can add new levels of experience and significantly increase the attractiveness of e-learning in medical education. Whether an innovative interactive e-learning multimedia (IM) module or a conventional PowerPoint show (PPS) module using M-TEL to teach emergent otorhinolaryngology–head and neck surgery (ORL-HNS) disorders is feasible and efficient in undergraduate medical students is unknown. OBJECTIVE The aim of this study was to compare the impact of a novel IM module with a conventional PPS module using M-TEL for emergent ORL-HNS disorders with regard to learning outcomes, satisfaction, and learning experience. METHODS This pilot study was conducted at an academic teaching hospital and included 24 undergraduate medical students who were novices in ORL-HNS. The cognitive style was determined using the Group Embedded Figures Test. The participants were randomly allocated (1:1) to one of the two groups matched by age, sex, and cognitive style: the IM group and the PPS group. During the 100-min learning period, the participants were unblinded to use the IM or PPS courseware on a 7-inch tablet. Pretests and posttests using multiple-choice questions to evaluate knowledge and multimedia situational tests to evaluate competence were administered. Participants evaluated their satisfaction and learning experience by the AttrakDiff2 questionnaire, and provided feedback about the modules. RESULTS Overall, the participants had significant gains in knowledge (median of percentage change 71, 95% CI 1-100, P<.001) and competence (median of percentage change 25, 95% CI 0-33, P=.007) after 100 min of learning. Although there was no significant difference in knowledge gain between the two groups (median of difference of percentage change 24, 95% CI −75 to 36; P=.55), competence gain was significantly lower in the IM group compared with the PPS group (median of difference of percentage change −41, 95% CI −67 to −20; P=.008). However, the IM group had significantly higher scores of satisfaction (difference 2, 95% CI 2-4; P=.01), pragmatic quality (difference 1.7, 95% CI 0.1-2.7; P=.03), and hedonic stimulation (difference 1.9, 95% CI 0.3-3.1; P=.01) compared with the PPS group. Qualitative feedback indicated that the various games in the IM module attracted the participants’ attention but that the nonlinearly arranged materials affected their learning. CONCLUSIONS Using M-TEL for undergraduate medical education on emergent ORL-HNS disorders, an IM module seems to be useful for gaining knowledge, but competency may need to occur elsewhere. While the small sample size reduces the statistical power of our results, its design seems to be appropriate to determine the effects of M-TEL using a larger group. CLINICALTRIAL ClinicalTrials.gov NCT02971735; https://clinicaltrials.gov/ct2/show/NCT02971735 (Archived by WebCite at http://www.webcitation.org/6waoOpCEV)

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