scholarly journals PGY1 Resident-Led Mock Virtual Interviews to Prepare for the 2022 Otolaryngology Residency Virtual Interviews

OTO Open ◽  
2021 ◽  
Vol 5 (4) ◽  
pp. 2473974X2110679
Author(s):  
Nicole Rose Blumenstein ◽  
David Mendel Bruss ◽  
Krystal Kan ◽  
Jeffrey Yu
Keyword(s):  
Mental Health ◽  
Medical Student ◽  
Medical School ◽  
Deliberate Practice ◽  
Medical School Admissions ◽  
Interview Process ◽  
Interview Session ◽  
Interviewing Skills ◽  
Mental Health Challenges ◽  
Residency Application

Due to the ongoing coronavirus disease 2019 pandemic, virtual interviews are planned for the 2021-2022 residency application cycle. The virtual interview will remain novel to applicants for each match cycle until the graduating medical student class has experience from virtual interviews during their medical school admissions. The virtual interview poses unique challenges that are unique from in-person formats. Given the lack of experience of applicants in the 2022 match, practicing interviewing skills prior to the actual date is vital to success. We describe a postgraduate year 1 (PGY1)–run mock interview session for applicants preparing for the 2021-2022 otolaryngology interview cycle and discuss the methodology. Deliberate practice with PGY1 residents who have just recently undergone the virtual interview process can better prepare applicants for their virtual interviews, improve on-camera behaviors, and ameliorate mental health challenges unique to the virtual format.

scholarly journals Key Insights from the Development and Implementation of a Novel Virtual Interview Process for Medical School Admissions During the COVID-19 Pandemic

2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Evan Garden ◽  
Emma Loebel ◽  
Charles Sanky ◽  
Jacquelyn Chudow ◽  
Robert Fallar ◽  
...  
Keyword(s):  
Medical School ◽  
Medical School Admissions ◽  
Interview Process

Medical students’ attitudes towards mental health disclosure: a qualitative study

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ryan Christy
Keyword(s):  
Mental Health ◽  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Mental Health Problems ◽  
Medical Curriculum ◽  
Well Being ◽  
Health Problems ◽  
Medical Council ◽  
Content Type

Purpose In 2013, the General Medical Council conducted research into best practice for supporting medical students with mental health concerns, producing a document outlining University’s duty of care. It also outlined reasons as to why medical students are susceptible to mental illness. The purpose of this paper is to explore what factors affected medical students' disclosure of mental health problems and their help-seeking behaviour today and if these differed from the GMC’s findings from 2013. Design/methodology/approach A questionnaire was issued to all University of Glasgow medical student year groups. In total, 72 people responded. All responses were then analysed by the primary researcher using Mayring’s six-step approach of systematic, rule guided qualitative text analysis. Findings Four main barriers to disclosure were revealed: fear of repercussions, medical student “expectations”, judgement and lack of support. Respondents feared being deemed unfit to practise, displaying “weakness” or being treated differently. They believed support provided was inadequate or inaccessible. Less than half felt the Medical School made mental health support easily available and only 11% were even aware of the GMC document. Respondents believed medical students were psychologically vulnerable due to Medical School environment, work load, “expectations” and course content. They perceived the Medical School was “a pressure cooker” for mental health problems and yet student well-being was not prioritised. Originality/value The research highlighted some key areas that universities should address, such as promoting support services available, recognising the unique stresses of the medical curriculum and the need for provision of resources that can be accessed without fear, stigmatisation or uncertainty.

Advising and Mentoring Disadvantaged Students Through the Medical School Admissions Process

2020 ◽  
pp. 52-70
Author(s):  
Jan L. Reichard-Brown ◽  
Lolita A. Wood-Hill ◽  
Ellen M. Watts
Keyword(s):  
Medical Student ◽  
Medical School ◽  
Undergraduate Students ◽  
Hidden Curriculum ◽  
Illustrative Case ◽  
Medical School Admissions ◽  
Adjustment To College ◽  
Student Mentors ◽  
The Impact ◽  
Admissions Process

Undergraduate students from disadvantaged backgrounds can find the adjustment to college academics and other collegiate expectations confusing and disconcerting. They must learn to understand and navigate what has been referred to as the Hidden Curriculum: the ideas, norms, and expectations that are not overtly stated, but which the student must implicitly understand. These students don't even know what they don't know when they arrive on campus. This chapter focuses on aspects of the undergraduate hidden curriculum, particularly as they affect the career of the pre-medical student and the student's potential for becoming a competitive applicant to medical school. Several illustrative case studies are presented and analyzed in light of what is referred to as the Bachelors Hidden Curriculum (BHC). The chapter closes with a discussion of approaches that pre-medical advisors and student mentors may take to try to mitigate the impact of the BHC on these worthy students.

scholarly journals Wellbeing and mental health amongst medical students in Canada

2021 ◽  
pp. 002076402110577
Author(s):  
Thomas Christopher Wilkes ◽  
Thomas Lewis ◽  
Mike Paget ◽  
Johanna Holm ◽  
Nancy Brager ◽  
...  
Keyword(s):  
Mental Health ◽  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Psychiatric Morbidity ◽  
Health Condition ◽  
Common Finding ◽  
Cultural Issues ◽  
Core Study ◽  
The Uk

Research: There is abundant data revealing that there is significant rate of rates of Psychiatric morbidity, psychological stress, and burnout in the medical student population. A core study group in the UK collaborated with 12 countries around the world to review medical student wellness. In this context we surveyed 101 medical students at the Cummings medical school, Calgary, Canada during the height of the COVID pandemic regarding their wellbeing and mental health. Results/main findings: Prior to medical school 27% reported a diagnosis with a mental disorder. Whilst at medical school 21% reported a mental health condition, most commonly an anxiety disorder and or depressive disorder. The most commonly reported source of stress was study at 81%, the second being relationships at 62%, money stress was a significant source of stress for 35%, and finally 10% reported accommodation or housing as stressful. Interestingly only 14% tested CAGE positive but 20% of students reported having taken a non-prescription substance to feel better or regulate their mood. Seventy-five percent of medical students met specific case criteria for exhaustion on the Oldenburg Burnout inventory 74% met criteria for the GHQ questionnaire. Conclusions: These findings confirm that medical students are facing significant stressors during their training. These stressors include, in order of frequency, study, relational, financial, and accommodation issues. Nonprescription Substance use was a common finding as well as exhaustion and psychiatric morbidity. Future interventions pursued will have to address cultural issues as well as the organizational and individual determinates of stress.

Meditation buffers medical student compassion from the deleterious effects of depression.

2017 ◽  
Author(s):  
Jennifer S Mascaro ◽  
Sean Kelley ◽  
Alana Darcher ◽  
Lobsang Negi ◽  
Carol Worthman ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Well Being ◽  
Daily Functioning ◽  
Wait List ◽  
School Students ◽  
Social Emotions ◽  
The Face ◽  
Second Year

Increasing data suggest that for medical school students the stress of academic and psychologicaldemands can impair social emotions that are a core aspect of compassion and ultimately physiciancompetence. Few interventions have proven successful for enhancing physician compassion inways that persist in the face of suffering and that enable sustained caretaker well-being. To addressthis issue, the current study was designed to (1) investigate the feasibility of cognitively-basedcompassion training (CBCT) for second-year medical students, and (2) test whether CBCT decreasesdepression, enhances compassion, and improves daily functioning in medical students. Comparedto the wait-list group, students randomized to CBCT reported increased compassion, and decreasedloneliness and depression. Changes in compassion were most robust in individuals reporting highlevels of depression at baseline, suggesting that CBCT may benefit those most in need by breakingthe link between personal suffering and a concomitant drop in compassion

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