An Interprofessional Approach to Targeted Sonography Training Using Computer-Based Simulation in Medical Students’ Clinical Training: A Case Series

2020 ◽  
Vol 36 (2) ◽  
pp. 153-161
Author(s):  
Sundus H. Mohammad ◽  
Kevin D. Evans ◽  
David Bahner ◽  
Carolyn M. Sommerich
Keyword(s):  
Medical Students ◽  
Abdominal Aorta ◽  
Learning Process ◽  
Clinical Training ◽  
Deliberate Practice ◽  
Case Series ◽  
Didactic Instruction ◽  
Instructional Process ◽  
Computer Based ◽  
Direct Feedback

Purpose: Document a feasibility study of an interprofessional approach to targeted sonography training (TST) for medical students, incorporating computer-based simulation (CBS). Procedure: Three participants received TST on the abdominal aorta from credentialed sonographers using CBS. Training included didactic instruction, skill demonstration, debrief, and feedback. An assessment template was developed to assess students’ skills and provide structured feedback. Students completed a feedback survey on the learning process that followed the training. Results: Students’ template scores were similar, despite varying prior exposure to CBS. The importance of deliberate practice, direct feedback when a student is struggling, and a debrief session following skill demonstration was evident in this study. Students agreed that this targeted instructional process provided a low-pressure environment where they could learn from mistakes and improve their confidence. Conclusion: This case series demonstrated how readily a TST session can be accomplished using computer-based simulation and the value of structured feedback.

Practical Voice Analyses and their Application in the Studio

2018 ◽  
pp. 1048-1070
Author(s):  
Garyth Nair ◽  
David M. Howard ◽  
Graham F. Welch
Keyword(s):  
Real Time ◽  
Visual Feedback ◽  
Learning Process ◽  
Private Practice ◽  
Pedagogical Practice ◽  
Feedback Systems ◽  
Voice Studio ◽  
Computer Based ◽  
Direct Feedback ◽  
The Voice

Modern personal computers are fast enough to analyze singing and provide real-time visual feedback of relevant acoustic elements. This feedback provides a quantitative dimension to the learning process in support of developing appropriate sung outputs. However, no computer-based system can replace the singing teacher, as the qualitative listening of an experienced musician cannot be replicated by a computer algorithm. The application of real-time visual displays can facilitate greater efficiency in learning fundamental skills through direct feedback in lessons and during private practice, leaving the teacher more time to work on qualitative aspects of performance that a computer cannot contribute to, such as stagecraft, interpretation, understanding the words, collaborating with an accompanist, and when to use different voice qualities. This chapter describes typical displays that are used in real-time visual feedback systems for singing training and considers how spectrography in particular can be used in pedagogical practice in the voice studio.

scholarly journals Moral judgement development during medical student clinical training

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Jenny McDonald ◽  
Jane Graves ◽  
Neeshaan Abrahams ◽  
Ryan Thorneycroft ◽  
Iman Hegazi
Keyword(s):  
Medical Students ◽  
Moral Development ◽  
Clinical Training ◽  
Moral Judgement ◽  
Clinical Experiences ◽  
Cross Sectional ◽  
Moral Decisions ◽  
Moral Choices ◽  
Cognitive Maturity ◽  
Self Authorship

Abstract Background Whereas experience and cognitive maturity drives moral judgement development in most young adults, medical students show slowing, regression, or segmentation in moral development during their clinical years of training. The aim of this study was to explore the moral development of medical students during clinical training. Methods A cross-sectional sample of medical students from three clinical years of training were interviewed in groups or individually at an Australian medical school in 2018. Thematic analysis identified three themes which were then mapped against the stages and dimensions of Self-authorship Theory. Results Thirty five medical students from years 3–5 participated in 11 interviews and 6 focus groups. Students shared the impacts of their clinical experiences as they identified with their seniors and increasingly understood the clinical context. Their accounts revealed themes of early confusion followed by defensiveness characterised by desensitization and justification. As students approached graduation, some were planning how they would make moral choices in their future practice. These themes were mapped to the stages of self-authorship: External Formulas, Crossroads and Self-authorship. Conclusions Medical students recognise, reconcile and understand moral decisions within clinical settings to successfully reach or approach self-authorship. Curriculum and support during clinical training should match and support this progress.

scholarly journals Common mental disorders among medical students at Universidade Federal de Sergipe: a cross-sectional study

2010 ◽  
Vol 32 (1) ◽  
pp. 11-19 ◽  
Author(s):  
Edméa Fontes de Oliva Costa ◽  
Tarcísio Matos de Andrade ◽  
Annibal Muniz Silvany Neto ◽  
Enaldo Vieira de Melo ◽  
Ana Carolina Aquino Rosa ◽  
...  
Keyword(s):  
Medical Students ◽  
Mental Disorder ◽  
Learning Process ◽  
Common Mental Disorder ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional ◽  
Good Doctor ◽  
Teaching Learning ◽  
Self Reporting Questionnaire

OBJECTIVE: Estimate the prevalence of common mental disorder and its associated factors among medical students of the Universidade Federal de Sergipe. METHOD: A cross-sectional study was carried out, applying Self Reporting Questionnaire-20 to 473 students from the 512 medical students enrolled in 2006 and compared with compared with a structured questionnaire by the authors containing information on the socio-demographic characteristics, the teaching-learning process and the psycho-emotional experiences of the students. Freshmen were excluded after initial comparison with the students already exposed to the medical course. Statistical analysis by multiple logistic regression after calculating simple and adjusted odds ratio (OR). RESULTS:The general prevalence of common mental disorder was 40% (n = 473); after exclusion of the freshmen it increased to 42.5% among students from the 2nd to the 12th semester. It was higher among those who did not have faith in their acquisition of the skills needed to become a good doctor (OR = 2.82), who felt less comfortable about course activities (OR = 3.75), who considered themselves emotionally stressed (OR = 2.14), among those who did not consider themselves happy (OR = 2.85), who believed that the course did not match their expectations (OR = 1.64) and those who had a prior diagnosis of mental disorder by a psychiatrist (OR = 3.78). CONCLUSION: The results suggest the necessity of changes to the teaching-learning process and the establishment of a preventive mental health program for medical students.

scholarly journals Missing the mark: Current practices in teaching the male urogenital examination to Canadian undergraduate medical students

2016 ◽  
Vol 10 (7-8) ◽  
pp. 281
Author(s):  
Kristen McAlpine ◽  
Stephen Steele
Keyword(s):  
Medical Students ◽  
Clinical Training ◽  
Clinical Skills ◽  
Medical Schools ◽  
Clinical Settings ◽  
Undergraduate Medical Students ◽  
Canadian Medical School ◽  
Competency Based ◽  
English Speaking ◽  
And Training

<p><strong>Introduction:</strong> The urogenital physical examination is an important aspect of patient encounters in various clinical settings. Introductory clinical skills sessions are intended to provide support and alleviate students’ anxiety when learning this sensitive exam. The techniques each Canadian medical school uses to guide their students through the initial urogenital examination has not been previously reported.</p><p><strong>Methods:</strong> This study surveyed pre-clerkship clinical skills program directors at the main campus of English-speaking Canadian medical schools regarding the curriculum they use to teach the urogenital examination.</p><p><strong>Results:</strong> A response rate of 100% was achieved, providing information on resources and faculty available to students, as well as the manner in which students were evaluated. Surprisingly, over onethird of the Canadian medical schools surveyed failed to provide a setting in which students perform a urogenital examination on a patient in their pre-clinical years. Additionally, there was no formal evaluation of this skill set reported by almost 50% of Canadian medical schools prior to clinical training years.</p><p><strong>Conclusions:</strong> To ensure medical students are confident and accurate in performing a urogenital examination, it is vital they be provided the proper resources, teaching, and training. As we progress towards a competency-based curriculum, it is essential that increased focus be placed on patient encounters in undergraduate training. Further research to quantify students’ exposure to the urogenital examination during clinical years would be of interest. Without this commitment by Canadian medical schools, we are doing a disservice not only to the medical students, but also to our patient population.</p>

scholarly journals Nutrition knowledge and Attitude in Medical Students of Tabriz University of Medical Sciences in 2017-2018

2019 ◽  
Author(s):  
Neda Dolatkhah ◽  
Seyed Kazem Shakouri ◽  
Azizeh Farshbaf Khalili ◽  
Majid Hajifaraji ◽  
Maryam Hashemian ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Training ◽  
Cross Sectional Study ◽  
Nutrition Knowledge ◽  
Nutritional Knowledge ◽  
Validity And Reliability ◽  
Medical Sciences ◽  
Cross Sectional ◽  
The Mean ◽  
Knowledge And Attitude

Abstract Objectives : In this cross-sectional study among 220 medical students we aimed to determine the nutritional knowledge and attitude of medical students through clinical training courses (externship and internship) of Tabriz University of Medical Sciences, Iran. A nutritional knowledge questionnaire included 51 questions was used to determine the correct, perceived and accuracy of knowledge of the participant in different aspects of nutrition sciences. Nutritional knowledge was calculated as percentage of correct responses. The nutrition attitude questionnaire included 30 questions. Both questionnaires were confirmed in terms of the validity and reliability for assessing nutritional knowledge and attitude in this sample of Iranian medical students. Results: The mean score of correct knowledge was not significantly different among externs and interns (68.20±7.50% and 67.87±6.04% respectively, p=0.729). Results showed that most of the participants (49.61% of externs and 57.14% of inters) had a poor nutritional knowledge, significantly varied by age (p=0.035). The mean attitude index of the subjects was not significantly different among externs and interns (106.37±13.66 and 108.16±13.35 out of 145 respectively, p=0.337). Most students (92.7%) had a very appropriate attitude toward nutrition, significantly varied by sex (p=0.010). These findings indicate that there are multiple deficiencies in nutrition knowledge of medical students.

scholarly journals The implementation of smartphones in the instructional process in the views of the female students at Hail University

2021 ◽  
Vol 8 (11) ◽  
pp. 30-36
Author(s):  
Laila Mohamed Sedky Genedy ◽  
Keyword(s):  
Standard Deviation ◽  
Learning Process ◽  
Experimental Studies ◽  
Female Students ◽  
Educational Process ◽  
Survey Method ◽  
Arithmetic Average ◽  
Instructional Process ◽  
The University ◽  
Descriptive Survey

This study aims to examine the implications of implementing smartphones in the educational process in the views of students at the University of Hail. The descriptive survey method was used in the research. To achieve the goal of the research, a questionnaire was prepared regarding the degree of use of smartphones in the learning process which is consisted of 20 paragraphs. The research sample was the female students at the University of Hail. It is found that the overall degree is medium as the arithmetic average is 3.34 with a standard deviation of 0.28. It was concluded that students are prodigiously interested in reviewing the university sites. Moreover, it was found that students are immensely skilled in using smartphones for the exchange of electronic messages and the exchange of information. However, they are less interested in submitting electronic assignments. Few students are watching educational presentations on smartphones because of their small size screens and high drainage from the batteries. Therefore, it is highly recommended to conduct experimental studies showing the importance of using the smartphone.

scholarly journals Theories of interactive learning and their implication in the didactic activity

2021 ◽  
pp. 3-9
Author(s):  
Nina Petrovschi ◽  
◽  
Monica Maria Mihaila ◽  
Keyword(s):  
Learning Process ◽  
Significant Contribution ◽  
Interactive Learning ◽  
Instructional Process ◽  
Theoretical Perspectives ◽  
Explanatory Mechanism ◽  
The Way

The variety of theoretical perspectives on the learning process demonstrates the complexity of this phenomenon, the multitude of angles from which it can be analyzed and is a proof of the permanence of the development of conceptions regarding the way the learning process takes place. In this article, we make a brief review of the best-known theories of interactive learning, emphasizing on one hand the explanatory mechanism of learning presented in each theory, but also the significant contribution of each to the educational instructional process.

ACTUAL PROBLEMS OF OVERCOMING OF PSYCHOLOGICAL BARRIERS ON THE EXAMPLE OF STUDENTS OF MEDICAL EDUCATIONAL INSTITUTIONS

Vestnik ◽  
2021 ◽  
pp. 258-261
Author(s):  
Р. Тлебалдин ◽  
М. Абиров ◽  
М.К. Желдербаева ◽  
Е. Ергешов ◽  
Ж.Н. Бисенбаева
Keyword(s):  
Medical Students ◽  
Learning Process ◽  
Negative Impact ◽  
Working Hours ◽  
Educational Activity ◽  
Educational Institutions ◽  
Psychological Barriers ◽  
Psychological Barrier ◽  
The Status ◽  
The Individual

В статье рассмотрены условия преодоления психологических барьеров в обучении студентов медиков. Преодоление психологического барьера это сложный и многогранный процесс, который сопровождается изменениями жизненных условий, статуса вчерашнего школьника, определения своего места в новом коллективе, отношениями с преподавателями, изменениями в организации своего рабочего времени, осознании причастности к будущей профессии врача. Психологический барьер представляет собой определенную внутриличностную преграду, преодоление которой ведет к качественному преобразованию, как деятельности личности, так и самой личности. Кроме этого в статье раскрываются основные причины возникновения психологических барьеров в процессе обучения, где проблема преодоления психологических барьеров учебной деятельности изучалась как в педагогических, так и в психологических исследованиях и оказывает негативное влияние на учебную деятельность студентов. The article considers the conditions for overcoming psychological barriers in the training of medical students. Overcoming the psychological barrier is a complex and multifaceted process that is accompanied by changes in living conditions, the status of yesterday's student, determining their place in the new team, relationships with teachers, changes in the organization of their working hours, awareness of involvement in the future profession of a doctor. The psychological barrier is a certain intrapersonal barrier, the overcoming of which leads to a qualitative transformation of both the activity of the individual and the personality itself. In addition, the article reveals the main reasons for the emergence of psychological barriers in the learning process, where the problem of overcoming psychological barriers to educational activity has been studied both in pedagogical and psychological studies and has a negative impact on the educational activities of students.

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