scholarly journals The Effectiveness of a Foundation Year 1 Doctor Preparation Course for Final Year Medical Students

2021 ◽  
Vol 8 ◽  
pp. 238212052098418
Author(s):  
William Beedham ◽  
Kasun Wanigasooriya ◽  
Georgia R Layton ◽  
Ley Taing Chan ◽  
Adnan Darr ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Core Curriculum ◽  
Junior Doctor ◽  
Hidden Curriculum ◽  
Medical Curriculum ◽  
Primary Objective ◽  
Rank Test ◽  
Significant Difference ◽  
Curriculum Topics

Background: Starting work as a junior doctor can be daunting for any medical student. There are numerous aspects of the hidden curriculum which many students fail to acquire during their training. Objectives: To evaluate the effectiveness of a novel foundation year one (FY1) doctor preparation course focusing on certain core topics, practical tips and components of the hidden curriculum. The primary objective was to improve the confidence level and knowledge of final year medical students transitioning to FY1 doctors. Method: A 2-day, practical course titled ‘Preparation 2 Practice’ delivering hands-on, small-group and lecture-based teaching, covering core medical student undergraduate curriculum topics in medicine and surgery. The course content spanned therapeutics, documentation skills and managing acute clinical tasks encountered by FY1 doctors during an on-call shift. A pre- and post-course survey and knowledge assessment were carried out to assess the effectiveness of the course. The assessment was MCQ-based, derived from topics covered within our course. The 20-question test and a short survey were administered electronically. Results: Twenty students from a single UK medical school attended the course. 100% participation was observed in the pre- and post-course test and survey. The median post-course test result was 22 (IQR 20.25-23.75) which was higher than the median pre-course test score of 18.75 (IQR 17-21.75). A Wilcoxon sign rank test revealed a statistically significant difference between the pre- and post-course test results ( P = .0003). The self-reported confidence score of delegates on starting work as a junior doctor was also significantly higher following the course ( P = .004). Conclusion: The results show a significant improvement in perceived confidence and knowledge on core curriculum topics amongst final year medical students having attended our FY1 doctor preparation course. We conclude that there is scope for similar supplementary courses as an adjunct to the undergraduate medical curriculum.

scholarly journals The effectiveness of a FY-1 doctor preparation course for final year medical students

2020 ◽  
Author(s):  
William Beedham ◽  
Kasun Wanigasooriya ◽  
Georgia R Layton ◽  
Ley Tiang Chan ◽  
Adnan Darr ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Core Curriculum ◽  
Junior Doctor ◽  
Medical Curriculum ◽  
Confidence Score ◽  
Primary Objective ◽  
Rank Test ◽  
Significant Difference ◽  
Curriculum Topics

Background: Starting work as a junior doctor can be daunting for any medical student. There are numerous aspects of the hidden or informal curriculum which many students fail to acquire during their training. Objectives: To evaluate the effectiveness of a novel foundation year one (FY1) doctor preparation course focusing on certain core topics, practical tips and components of the hidden curriculum. The primary objective was to improve the confidence level and knowledge of final year medical student transition to FY1 doctors. Method: A two-day, practical course titled "Preparation 2 Practice" delivering hands-on, small-group and lecture-based teaching, covering core medical student undergraduate curriculum topics in medicine and surgery. The course content spanned therapeutics, documentation skills and managing acute clinical tasks encountered by FY1 doctors during an on-call shift. A pre- and post-course survey and knowledge assessment were carried out to assess the effectiveness of the course. The assessment was MCQ-based, derived from topics covered within our course. The 20-question test and a short survey were administered electronically. Results: Twenty students from a single UK medical school attended the course. 100% participation was observed in the pre- and post-course test and survey. The median post-course test result was 22 (IQR 20.25-23.75) which was higher than the median pre course test score of 18.75 (IQR 17-21.75). A Wilcoxon sign rank test revealed a statistically significant difference between the pre- and post-course test results (p=0.0003). The self-reported confidence score of delegates on starting work as a junior doctor was also significantly higher following the course (p=0.004). Conclusion: The results show a significant improvement in perceived confidence and knowledge on core curriculum topics amongst final year medical students having attended our FY1 doctor preparation course. We conclude that there is scope for similar supplementary courses as an adjunct to the undergraduate medical curriculum.

scholarly journals 970. Medical Student Engagement with the COVID-19 Pandemic Is Increased Through Participation in a Preclinical Elective

2021 ◽  
Vol 8 (Supplement_1) ◽  
pp. S577-S577
Author(s):  
Kaelyn C Cummins ◽  
Katherine Naeger ◽  
Prathit A Kulkarni
Keyword(s):  
Medical Student ◽  
Student Engagement ◽  
Medical Students ◽  
Vaccine Development ◽  
Rank Test ◽  
Holistic Understanding ◽  
Current Events ◽  
Signed Rank Test ◽  
Pandemic Response ◽  
Personal Engagement

Abstract Background The medical field’s response to the Coronavirus Disease 2019 (COVID-19) pandemic required a multifaceted approach. Medical students were often excluded from the initial phases of pandemic response, resulting in feelings of disengagement. This study aimed to determine if offering educational experiences on current events related to the COVID-19 pandemic could increase medical students’ understanding of, and engagement with, the pandemic. Methods In Fall 2020, an elective course reviewing several aspects of the COVID-19 response was implemented. Preclinical medical students attended a discussion-based seminar series given by expert faculty on a variety of topics including pathophysiology, vaccine development, telemedicine, and others. Upon course completion, students were asked to complete a survey quantifying their understanding of the overall COVID-19 response, understanding of various individual facets of the response, and feelings of personal engagement on a Likert scale from 1-5, with 5 representing the most understanding or engagement. The differences in pre-course and post-course mean scores were compared using a Wilcoxon matched-pairs signed rank test for each question. Results A total of 65 students completed the course; 35 (54%) students filled out the final course survey. Results showed significant improvement in students’ perceived holistic understanding of the pandemic response (2.67 pre-course vs. 4.36 post-course; p < 0.001), and their feelings of personal engagement (3.06 pre-course vs. 4.33 post-course; p < 0.001). Students also reported significantly increased feelings of understanding for each individual facet of the pandemic response reviewed during the course (8 questions total, all p-values < 0.001). Conclusion Preclinical medical student participation in a course reviewing COVID-19 pandemic response significantly increased feelings of engagement with and understanding of the medical field’s response to the pandemic. Students showed improved understanding of each aspect of the pandemic response that was covered in the elective. Therefore, it appears that seminar- and discussion-based electives can be a useful tool for fostering preclinical student engagement in current events in medicine. Disclosures Prathit A. Kulkarni, M.D., Vessel Health, Inc. (Grant/Research Support)

scholarly journals Prevalence of somatic symptoms amongst undergraduate medical students of Marathwada region of Maharashtra, India

2020 ◽  
Vol 7 (12) ◽  
pp. 5106
Author(s):  
Shaikh Arshiya Kaiser Husain ◽  
Anwaya R. Magare ◽  
Purushottam A. Giri ◽  
Vijaykumar S. Jadhav
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Curriculum ◽  
High Stress ◽  
Well Being ◽  
Undergraduate Medical Students ◽  
Future Health ◽  
Cross Sectional ◽  
Significant Difference ◽  
Negative Effect

Background: The aim of medical education is to produce competent, physically and mentally strong health professionals, as they are going to be the pillars of the future health care system. Stress is one of the most common and process-oriented obstacles in medical education. It often exerts a negative effect on the academic performance, physical health, and psychological well-being of the students. Dealing with overloaded medical curriculum, competing with peers, being away from home and meeting high expectations imposed by parents and society to excel is among the common stressful transitions at this stage.Methods: A cross-sectional descriptive study was carried out amongst 352 undergraduate medical students of a private medical college in a rural area of Maharashtra during April to October 2019. The structured questionnaire was used to record the data. Collected data was used to assess the severity of mental health issues among medical students.Results: Majority 194 (55.11%) students were in the age of 18 to 20 years followed by 141 (40.06%) were in 21 to 23 years. There were 196 (55.68%) girl students and 156 (44.32%) boys. According to the various categories, 80 (22.73%) of the students had low stress scores, followed by 76 (21.59%) in minimal. A highly significant difference in stress scores was seen between boys and girls, which was more in boys.Conclusions: Study concluded that undergraduate medical students perceive minimal to very high stress presented as various systems that vary with the year of study and gender wise too. There is a further need to look into the various causes of stress.

scholarly journals Effect of epidemiology batch posting in improving attitude towards research among medical students

2020 ◽  
Vol 7 (3) ◽  
pp. 1158
Author(s):  
Aparnavi P. ◽  
Venkatesh U. ◽  
Priyanka S. ◽  
Shalini S.
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Medical Curriculum ◽  
Statistical Significance ◽  
Sampling Technique ◽  
Rank Test ◽  
New Delhi ◽  
Undergraduate Medical Students ◽  
Indian Medical ◽  
Wilcoxon Sign Rank

Background: Epidemiology batch posting (EBP) is conducted only in a few Indian medical colleges for undergraduate students to orient them with research methodologies. EBP is designed to overcome the lacuna in knowledge on attitude towards scientific research amongst medical students. The objective of the study was to study the effect of EBP in improving attitude towards research among medical students.Methods: A pre-post study was conducted on a batch of 40 students (consecutive sampling technique) posted for EBP in Department of Community Medicine, at VMMC and Safdarjung Hospital, New Delhi during October-November 2017. This was well above the required sample size of 16 calculated using G Power 3.1. Data was collected using R-ATR (revised attitude towards research) Data was found to be non-parametric by applying tests of normality. Hence Wilcoxon sign rank test was used to find the statistical significance in change of attitude between pre and post-tests.Results: Participants mean age was 20.50±1.58 yrs and 75% of them were males. The median attitude towards research usefulness increased from 5.25 to 6.75 following EBP. In the domain of positive predisposition towards research, there was an overall positive change in attitude from a median of 4.00 to 5.25. A negative change was shown in ‘research anxiety’ domain, from a median score of 5.00 to 3.00.Conclusions: Authors recommend that Indian medical curriculum should mandate a small group learning model such as EBP for all undergraduate medical students to bring about a positive attitude towards research and to reduce their anxiety levels.

Does Teaching Clinical Ethics to Medical Students Improve Knowledge, Attitude, and Practice of Medical Ethics Among Clinicians? An Observational Study in a Tertiary Care Hospital in Nepal.

2020 ◽  
Author(s):  
Carmina Shrestha ◽  
Jasmin Joshi ◽  
Ashma Shrestha ◽  
Shuvechchha Karki ◽  
Sajan Acharya ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical Ethics ◽  
Clinical Ethics ◽  
Core Curriculum ◽  
Tertiary Care ◽  
Medical Schools ◽  
Care Hospital ◽  
Cross Sectional ◽  
Significant Difference

Abstract Background: The importance of doctors being aware of medical ethics has been highlighted in a number of studies. Our first study (Study-1) aims to assess the knowledge, attitude, and practices of medical ethics among clinicians at Patan Academy of Health Sciences (PAHS). We then follow up with the effect of teaching clinical ethics to medical students (Study-2). The purpose of this study is to assess the awareness regarding appropriate ethical principles, application of medical ethics and the effect of teaching medical ethics to students. Methods: There are two studies presented: Study-1 is a cross-sectional questionnaire-based study. A total of 72 participants, selected by simple random sampling, included doctors working as interns, medical officers and consultants in six departments of PAHS. Study-2 was a follow-up, cross-sectional online questionnaire-based comparative study conducted at PAHS to compare KAP of medical ethics among medical officers with and without formal medical ethics training. We used the validated questionnaire from our previous study. All graduates of PAHS 2016 and all medical officers employed at PAHS at the time of study who had graduated from other medical schools that did not include Medical Ethics in their core curriculum were included. Results: Study-1: A positive correlation between Knowledge(p = 0.088), Attitude (p = 0.002), Practice of medical ethics(p = 0.000), and years of practice was found. No significant difference in KAP of medical ethics between MBBS graduates from Nepal and abroad (p = 0.190) was found. The majority scored poorly in issues concerning autonomy. The follow-up study found a statistically significant difference (p = 0.000) in the knowledge between the doctors who were taught medical ethics and those who were not. Conclusions: Doctors find it easier to discuss ethical dilemmas with their colleagues rather than department heads. The KAP of the consultants were found to be better than that of the interns and medical officers. Autonomy is the least understood ethical principle. ‘Medical Ethics’ as a part of the core curriculum in medical schools would improve ethical practice.

scholarly journals The value of a core clinical rotation in urology for medical students

2015 ◽  
Vol 9 (11-12) ◽  
pp. 392 ◽  
Author(s):  
Premal Patel ◽  
Jasmir G Nayak ◽  
Thomas B McGregor
Keyword(s):  
Medical Students ◽  
Core Curriculum ◽  
Medical Curriculum ◽  
Foley Catheter ◽  
Undergraduate Medical Students ◽  
Exact Test ◽  
Before And After ◽  
Chi Squared ◽  
Fourth Year Medical Students ◽  
Mandatory Rotation

<p><strong>Introduction:</strong> In 2013, our institution underwent a change to the undergraduate medical curriculum whereby a clinical urology rotation became mandatory. In this paper, we evaluated the perceived utility and value of this change in the core curriculum.</p><p><strong>Methods:</strong> Third year medical students, required to complete a mandatory 1-week clinical urology rotation, were asked to complete a survey before and after their rotation. Fourth year medical students, not required to complete this rotation, were also asked to complete a questionnaire. Chi-squared and Fisher’s exact test were used for data analysis.</p><p><strong>Results:</strong> In total, 108 third year students rotated through urology during the study period. Of these, 66 (61%) completed the prerotation survey and 54 (50%) completed the post-rotation survey. In total, there were 110 fourth year students. Of these, 44 (40%) completed the questionnaire. After completing their mandatory rotations, students felt more comfortable managing and investigating common urological problems, such as hematuria and renal colic. Students felt they had a better understanding of how to insert a Foley catheter and felt comfortable independently inserting a Foley catheter. Importantly, students felt they knew when to consult urology and were also more likely to consider a career in urology. Compared to fourth year students, third year students felt urology was an important component to a family medicine practice and felt they had a better understanding of when to consult urology.</p><p><strong> Conclusion:</strong> The introduction of a mandatory urology rotation for undergraduate medical students leads to a perceived improvement in fundamental urological knowledge and skill set of rotating students. This mandatory rotation provides a valuable experience that validates its inclusion.</p>

Determining the content of an educational ENT website using the Delphi technique

2012 ◽  
Vol 126 (4) ◽  
pp. 402-406 ◽  
Author(s):  
J Doshi ◽  
J McDonald
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
General Practitioners ◽  
Delphi Technique ◽  
Junior Doctor ◽  
Response Rates ◽  
Delphi Process ◽  
Delphi Survey ◽  
Junior Doctors ◽  
Students First

AbstractThe aim of this study was to develop an educational website (www.enttheatre.com) that showed common ENT operations and emergencies, in order to help improve the basic surgical ENT knowledge of medical students and junior doctors. A two-round Delphi survey was conducted to establish the contents of the website. ‘Experts’ who participated in the Delphi process included otolaryngology consultants and trainees, junior doctors, general practitioners, and medical students. First- and second-round Delphi response rates were 49 per cent (61/125) and 92 per cent (56/61), respectively. Our paper presents a consensus opinion on what basic surgical knowledge a medical student or junior doctor should be familiar with in otolaryngology.

scholarly journals Gender difference in performance of undergraduate medical students for subjective and objective evaluation in physiology

2017 ◽  
Vol 3 (2) ◽  
pp. 22 ◽  
Author(s):  
Meenakshi Sinha ◽  
Jayshri Ghate ◽  
Dipali K. Chatur ◽  
Ramanjan Sinha
Keyword(s):  
Medical Students ◽  
Gender Difference ◽  
Undergraduate Students ◽  
Medical Curriculum ◽  
Objective Evaluation ◽  
Female Students ◽  
High Achievers ◽  
Multiple Choice Questions ◽  
Undergraduate Medical Students ◽  
Significant Difference

<p><strong> </strong></p><p class="abstract"><strong>Background:</strong> Several studies have indicated gender differences in performance of undergraduate students in medical curriculum mainly in the clinical specialties which requires different set of skills as compared to pre and paraclinical subjects. Therefore, the study aim to investigate gender difference if any, on overall performance as well as on  different modalities of assessment like multiple choice questions (MCQ) and structured long &amp; short answer questions (LSQ) of medical students in physiology.</p><p class="abstract"><strong>Methods:</strong> Performance of 238 first year MBBS students in overall theory (MCQ+LSQ) and separately in MCQ and LSQ were compared between male (n=139) &amp; female (n=99). Further, they were sub-grouped on the basis of total marks in theory as low (&lt;50%), medium (50-65%) and high achievers (&gt;65%).  </p><p class="abstract"><strong>Results:</strong> Female students scored significantly more compared to male students in total (60.8±7.42% vs 56.81±8.78%) as well as individually in MCQ &amp; LSQ. Also, overall failure rate was more for male (19%) as compared to female (7%). However, comparison of high achiever group revealed no significant difference in performance of both genders in all modalities of assessments. Whereas, female students of both medium and low achiever groups had significantly high scores in LSQ as compared to male, but no such difference was observed for MCQ.</p><p class="abstract"><strong>Conclusions:</strong> Average and below average female students performed better relative to their male counterparts in subjective assessment (LSQ) as compared to assessment demanding more analytical/critical thinking (MCQ). However, performance of high achievers did not show any such gender difference. Therefore, different types of assessments bring out different abilities of students across genders depending on their grade of performance in a medical curriculum. </p>

scholarly journals Prevalence of anxiety and depression among domestic and foreign medical students in Poland

2020 ◽  
Author(s):  
Aneta Anna Jaroszewska ◽  
Szymon Tyras ◽  
Martyna Dziewit ◽  
Joanna Jaroszewska ◽  
Katarzyna Podhorodecka
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Anxiety Disorders ◽  
Study Groups ◽  
Anxiety And Depression ◽  
Depression And Anxiety ◽  
Student Group ◽  
Significant Difference ◽  
Prevalence Of Depression ◽  
Depression Disorders

Introduction: Depression and anxiety disorders are much more common among medical students than in the general population. Due to additional risk factors, foreign students may be particularly vulnerable. Despite this, there is still an insufficient number of studies analyzing the prevalence of mental disorders among foreign medical students, especially in Poland. Aim: The aim of the study was to assess and compare the prevalence of anxiety and depression disorders between domestic and foreign medical students in Poland. Material and methods: An anonymous internet survey containing questions about socio-demography and the Hospital Anxiety and Depression Scale questionnaire was distributed among students. Based on the field of study and country of origin, participants were divided into 3 groups – Polish medical student group (PMG, n = 214); foreign medical student group (FMG, n = 59) and control group, which were Polish students of other faculties (CG, n = 476). The study groups were compared using the χ2 test. Results and discussion: The prevalence of depression disorders was 30%, 31% and 28% (PMG, FMG and CG, respectively). No statistically significant difference was observed between the study groups (P = 0.77). The prevalence of anxiety disorders was 57%, 90% and 59% (PMG, FMG and CG, respectively). Anxiety disorders were more common among FMG as compared to PMG and CG (P < 0.01 in both cases). Conclusions: The prevalence of depression and anxiety among medical students in Poland is high. Foreign medical students appear to be particularly vulnerable to anxiety disorders.

scholarly journals Medical Student Training in eHealth: Scoping Review

10.2196/20027 ◽  
2020 ◽  
Vol 6 (2) ◽  
pp. e20027
Author(s):  
Jean-François Echelard ◽  
François Méthot ◽  
Hue-Anh Nguyen ◽  
Marie-Pascale Pomey
Keyword(s):  
Health Care ◽  
Medical Student ◽  
Medical Students ◽  
Information And Communication Technologies ◽  
Medical Curriculum ◽  
Eligibility Criteria ◽  
Broad Concept ◽  
Clinical Environments ◽  
Student Training ◽  
Innovative Approaches

Background eHealth is the use of information and communication technologies to enable and improve health and health care services. It is crucial that medical students receive adequate training in eHealth as they will work in clinical environments that are increasingly being enabled by technology. This trend is especially accelerated by the COVID-19 pandemic as it complicates traditional face-to-face medical consultations and highlights the need for innovative approaches in health care. Objective This review aims to evaluate the extent and nature of the existing literature on medical student training in eHealth. In detail, it aims to examine what this education consists of, the barriers, enhancing factors, and propositions for improving the medical curriculum. This review focuses primarily on some key technologies such as mobile health (mHealth), the internet of things (IoT), telehealth, and artificial intelligence (AI). Methods Searches were performed on 4 databases, and articles were selected based on the eligibility criteria. Studies had to be related to the training of medical students in eHealth. The eligibility criteria were studies published since 2014, from a peer-reviewed journal, and written in either English or French. A grid was used to extract and chart data. Results The search resulted in 25 articles. The most studied aspect was mHealth. eHealth as a broad concept, the IoT, AI, and programming were least covered. A total of 52% (13/25) of all studies contained an intervention, mostly regarding mHealth, electronic health records, web-based medical resources, and programming. The findings included various barriers, enhancing factors, and propositions for improving the medical curriculum. Conclusions Trends have emerged regarding the suboptimal present state of eHealth training and barriers, enhancing factors, and propositions for optimal training. We recommend that additional studies be conducted on the following themes: barriers, enhancing factors, propositions for optimal training, competencies that medical students should acquire, learning outcomes from eHealth training, and patient care outcomes from this training. Additional studies should be conducted on eHealth and each of its aspects, especially on the IoT, AI, programming, and eHealth as a broad concept. Training in eHealth is critical to medical practice in clinical environments that are increasingly being enabled by technology. The need for innovative approaches in health care during the COVID-19 pandemic further highlights the relevance of this training.

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