Empathy in Chinese medical students: psychometric characteristics and differences by gender and year of medical education

We investigated the differences between medical students' affective forecasting for self and their forecasting of patients' affective responses. To do this, we developed an affective forecasting situation questionnaire and tested its validity with a sample of 272 Chinese medical students and 66 patients. Results showed that there was a significant correlation between medical students' affective forecasting for self and their forecasting of patients' emotions. Medical students who were calmer (vs. less calm) during affective forecasting for themselves were more accurate in forecasting the patient's emotions. We suggest that emotional intelligence training should be highlighted in Chinese medical education to improve students' ability to forecast their own and others' emotions.

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Chinese medical students’ disposition for critical thinking: a mixed methods exploration

BMC Medical Education ◽

10.1186/s12909-021-02801-w ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Lei Huang ◽

Angela Pei-Chen Fan ◽

Na Su ◽

Jessica Thai ◽

Russell Olive Kosik ◽

...

Keyword(s):

Medical Education ◽

Critical Thinking ◽

Longitudinal Study ◽

Medical Students ◽

Medical Training ◽

Cross Sectional ◽

Chinese Medical Students ◽

One Year ◽

The Impact

Abstract Background Critical thinking (CT) is an essential competency for medical students. This study’s aim was to evaluate Chinese medical students’ disposition for CT and to explore the impact of current trends in medical education on students’ CT development. Methods We used multistage stratified cluster sampling to recruit a total of 1241 medical students among five different years of training and from three medical institutions in China. The Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV) and self-reported information were used to collect cross-sectional data. Based on the data from the CTDI-CV, 112 medical students in clinical course training from a single institution continued one-year follow-up. Their one-year CTDI-CV score changes were collected regarding various medical education variables. Results The mean CTDI-CV score of the 1241 medical students was 287.04 with 729 (58.7%) students receiving a score of 280 or higher. There were statistically significant differences in schools attended(F = 3.84, P < 0.05), year of school attended(F = 10.32, P < 0.001), GPA(F = 6.32, P < 0.01), weekly time spent learning after class(F = 14.14, P < 0.001), attitude toward medicine(F = 28.93, P < 0.001), desire to be a doctor after graduation(t = − 3.35, P < 0.001), familiarity with CT(F = 20.40, P < 0.001), and perception of importance of CT(F = 22.25, P < 0.001). The participants scored the highest on the CTDI-CV subscales of “inquisitiveness” and the lowest on “truth seeking.” The 112 students in the longitudinal study had significantly lower total CT scores after one academic year follow-up. Conclusions Chinese medical students generally exhibited positive CT dispositions. The cross-sectional survey and one-year longitudinal study indicated that students’ CT disposition diminished as they progressed through traditional medical training. Our study contributes to understanding the status of Chinese medical education of and influential factors on medical students’ CT disposition.

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Knowledge, Attitudes, and Social Responsiveness Toward Corona Virus Disease 2019 (COVID-19) Among Chinese Medical Students—Thoughts on Medical Education

Frontiers in Medicine ◽

10.3389/fmed.2021.647679 ◽

2021 ◽

Vol 8 ◽

Author(s):

Haojun Yang ◽

Yue Zheng ◽

Fang Yu ◽

Bohao Cheng ◽

Ziqing Zhu ◽

...

Keyword(s):

Medical Education ◽

Medical Students ◽

Clinical Skills ◽

Clinical Manifestations ◽

Social Responsiveness ◽

Learning Stage ◽

Chinese Medical Students ◽

Group A ◽

Group B ◽

Group D

Purpose: To assess knowledge, attitudes, and social responsiveness toward COVID-19 among Chinese medical students.Methods: Self-administered questionnaires were used to collect data from 889 medical students in three well-known Chinese medical universities. The questionnaire was comprised of three domains which consisted of demographic characteristic collection, seven items for knowledge, and eight items for attitudes and social responsiveness toward COVID-19. Data from different universities were lumped together and were divided into different groups to compare the differences, including (1) students at the clinical learning stage (Group A) or those at the basic-medicine stage (Group B) and (2) students who have graduated and worked (Group C) or those newly enrolled (Group D).Results: Medical students at group B had a weaker knowledge toward COVID-19 than did students at group A, especially in the question of clinical manifestations (p < 0.001). The percentage of totally correct answers of COVID-19 knowledge in group C was higher than that in Group D (p < 0.001). There were significant differences between groups C and D in the attitudes and social responsiveness toward COVID-19. Surprisingly, we found that the idea of newly enrolled medical students could be easily affected by interventions.Conclusions: In light of this information, medical education should pay attention not only to the cultivation of professional knowledge and clinical skills but also to the positive interventions to better the comprehensive qualities including communicative abilities and empathy.

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Patient consent to medical students in general practice

British Journal of General Practice ◽

10.3399/bjgp18x697229 ◽

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.

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The Duties of Doctors In Medical Education: A Letter To The Editor (Preprint)

10.2196/preprints.16418 ◽

2019 ◽

Author(s):

Sneha Barai

Keyword(s):

Medical Education ◽

Medical Students ◽

Role Models ◽

Role Model ◽

General Medical Council ◽

Future Generations ◽

Medical Council ◽

Positive Role ◽

The Uk ◽

And Training

UNSTRUCTURED The UK General Medical Council (GMC) explicitly states doctors have a duty to ‘contribute to teaching and training…by acting as a positive role model’. However, recent studies suggest some are not fulfilling this, which is impacting medical students' experiences and attitudes during their training. As such, doctors have a duty to act as role models and teachers, as specified by the GMC, which it seems are not currently being fulfilled. This would improve the medical students’ learning experiences and demonstrate good professional values for them to emulate. Therefore, these duties should be as important as patient care, since this will influence future generations.

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Required Longitudinal Service-Learning and Its Effects on Medical Students’ Attitudes Toward the Underserved

Medical Science Educator ◽

10.1007/s40670-021-01350-7 ◽

2021 ◽

Author(s):

Monica Rose Arebalos ◽

Faun Lee Botor ◽

Edward Simanton ◽

Jennifer Young

Keyword(s):

Medical Education ◽

Medical Students ◽

Service Learning ◽

Student Attitudes ◽

Underserved Populations ◽

Preclinical Phase ◽

School Of Medicine ◽

Students Attitudes ◽

Medical Student Attitudes ◽

The University

AbstractAlthough medical students enter medicine with altruistic motives and seek to serve indigent populations, studies show that medical students’ attitudes towards the undeserved tend to worsen significantly as they go through their medical education. This finding emphasizes the need for medical educators to implement activities such as service-learning that may help mitigate this negative trend.All students at the University of Nevada Las Vegas (UNLV) School of Medicine are required to participate in longitudinal service-learning throughout medical school, and a majority of students interact with the underserved at their service-learning sites. Using the previously validated Medical Student Attitudes Towards the Underserved (MSATU), independent sample T-tests showed that students who interact with underserved populations at their sites scored with significantly better attitudes towards the underserved at the end of their preclinical phase. Subjects included 58 medical students with 100% taking the MSATU. This result indicates that longitudinal service-learning, particularly when it includes interaction with the underserved, can be one method to combat the worsening of medical students’ attitudes as they complete their medical education.

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Artificial intelligence-based education assists medical students’ interpretation of hip fracture

Insights into Imaging ◽

10.1186/s13244-020-00932-0 ◽

2020 ◽

Vol 11 (1) ◽

Author(s):

Chi-Tung Cheng ◽

Chih-Chi Chen ◽

Chih-Yuan Fu ◽

Chung-Hsien Chaou ◽

Yu-Tung Wu ◽

...

Keyword(s):

Artificial Intelligence ◽

Medical Education ◽

Hip Fracture ◽

Medical Students ◽

Medical Image ◽

Learning System ◽

Significant Difference ◽

Dynamic Collaboration ◽

Increase In Accuracy ◽

Image Learning

Abstract Background With recent transformations in medical education, the integration of technology to improve medical students’ abilities has become feasible. Artificial intelligence (AI) has impacted several aspects of healthcare. However, few studies have focused on medical education. We performed an AI-assisted education study and confirmed that AI can accelerate trainees’ medical image learning. Materials We developed an AI-based medical image learning system to highlight hip fracture on a plain pelvic film. Thirty medical students were divided into a conventional (CL) group and an AI-assisted learning (AIL) group. In the CL group, the participants received a prelearning test and a postlearning test. In the AIL group, the participants received another test with AI-assisted education before the postlearning test. Then, we analyzed changes in diagnostic accuracy. Results The prelearning performance was comparable in both groups. In the CL group, postlearning accuracy (78.66 ± 14.53) was higher than prelearning accuracy (75.86 ± 11.36) with no significant difference (p = .264). The AIL group showed remarkable improvement. The WithAI score (88.87 ± 5.51) was significantly higher than the prelearning score (75.73 ± 10.58, p < 0.01). Moreover, the postlearning score (84.93 ± 14.53) was better than the prelearning score (p < 0.01). The increase in accuracy was significantly higher in the AIL group than in the CL group. Conclusion The study demonstrated the viability of AI for augmenting medical education. Integrating AI into medical education requires dynamic collaboration from research, clinical, and educational perspectives.

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The impact of integrating environmental health into medical school curricula: a survey-based study

BMC Medical Education ◽

10.1186/s12909-020-02458-x ◽

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.

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