scholarly journals To be or not to be a facilitator of reflective learning for medical students? a case study of medical teachers’ perceptions of introducing a reflective writing exercise to an undergraduate curriculum

2016 ◽  
Vol 16 (1) ◽  
Author(s):  
Kanokporn Sukhato ◽  
Sutida Sumrithe ◽  
Chathaya Wongrathanandha ◽  
Saipin Hathirat ◽  
Wajana Leelapattana ◽  
...  
Keyword(s):  
Medical Students ◽  
Undergraduate Curriculum ◽  
Reflective Writing ◽  
Reflective Learning ◽  
Teachers Perceptions ◽  
Medical Teachers

scholarly journals Interrogating patient-centredness in undergraduate medical education using an integrated behaviour model

2017 ◽  
Vol 59 (2) ◽  
pp. 33
Author(s):  
Elize Archer ◽  
E M Bitzer ◽  
B B Van Heerden
Keyword(s):  
Medical Students ◽  
Teaching And Learning ◽  
Medical Curriculum ◽  
Undergraduate Curriculum ◽  
Background Characteristics ◽  
Undergraduate Medical Curriculum ◽  
Assessment Of Learning ◽  
Attitudinal Factors ◽  
Patient Centredness

Background: Patient-centredness, an approach that puts the patient at the centre of the consultation, thus focusing on patients instead of on his/her diseases, has been identified by most medical schools as a desired core competence of their graduates. Despite some curriculum initiatives, medical students often display a lack of patient-centredness upon graduation. This bears reason for concern and it was thus deemed important to explore possible factors that influence the teaching and learning of patient-centredness in an undergraduate medical curriculum. The article suggests a framework that can assist programme developers to conceptualise the teaching and learning of patient-centredness across an undergraduate curriculum. Methods: A qualitative exploratory case study design was used for the study with final-year medical students. Themes of meaning were deduced from the data by employing components of an Integrated Behavior Model (IBM) of Fishbein. Results: The findings of the study revealed that seven factors play a role: background characteristics of students, attitudinal factors, subjective norms (the hidden curriculum), student self-efficacy, acquired skills and knowledge, the environment or context within which patient-centredness is taught and learnt, as well as assessment of learning. Conclusions: Patient-centredness is a complex construct and authors often write about only one of its components. This paper attempts to consider the total undergraduate medical curriculum students are exposed to when they learn about being patient-centred. The teaching and learning of such a multidimensional construct require a comprehensive approach in order to be effective and the IBM seems to be a useful and applicable theoretical model to apply. (Full text of the research articles are available online at www.medpharm.tandfonline.com/ojfp) S Afr Fam Pract 2017; DOI: 10.1080/20786190.2017.1386869

Reflective Practice at a Private Sector Medical College

2021 ◽  
Vol 15 (10) ◽  
pp. 3284-3286
Author(s):  
Aamir Abbas Mughal ◽  
Nadeem Razaq ◽  
Muhammad Saif Ullah ◽  
Sadia Ikram ◽  
Farrukh Sarfraz ◽  
...  
Keyword(s):  
Quality Assurance ◽  
Medical Students ◽  
Reflective Practice ◽  
Reflective Writing ◽  
Reflective Learning ◽  
Educational Module ◽  
Clinical Placements ◽  
Professional Students ◽  
Medical College ◽  
Before And After

Introduction: To create both professionally and actually, wellbeing professionals need to construct fundamental aptitudes in reflective practice. Facilitators in general are agree that these skills should be created as portion of educational module for the wellbeing of professional students. The aims were to present reflective practice to third-year medical students and to evaluate the students’ self-perceived reflective aptitudes before and after their reflective exercises. Objective: Using a composed survey, third-year medical students’ perceptions of reflective practice were accumulated before and after their clinic placement. Students moreover completed two reflective writing pieces about their clinical placements. Material and Methods: Study design: Quantitative, Cohort study. Settings: Akhtar Saeed Medical College, Lahore Duration: 1 Year i.e. 1st September 2020 to 30th August 2021. Results: The students’ reflective writing papers were distributed into one of the three categories: non-reflector, reflector and critical reflector. Content investigation of students’ perceptions of reflective practice uncovered nine topics. Eight fundamental topics emerged from students’ proposals for moving forward their reflective capacities. Conclusion: It concludes that student’s issues around the appraisal of reflective writing are discussed, and students’ recommendations for progressing their reflective capacities are displayed. Key words: Reflection in practice, reflective learning, quality assurance

Pilot Project: Does formal bedside training of medical students with a FAST exam increase their knowledge and comfort level with ultrasound use in a community family medicine practice setting?

POCUS Journal ◽  
2017 ◽  
Vol 2 (2) ◽  
pp. 15-17
Author(s):  
Rimi Sambi, MD ◽  
Heather Sawula, MD ◽  
Brent Wolfrom, MD ◽  
Joseph Newbigging, MD
Keyword(s):  
Medical Students ◽  
Family Medicine ◽  
Point Of Care ◽  
Training Session ◽  
Undergraduate Curriculum ◽  
Knowledge Retention ◽  
Comfort Level ◽  
Point Of Care Ultrasound ◽  
Medical Undergraduate ◽  
Fast Exam

As point of care ultrasound (PoCUS) becomes increasingly popular and a standard of care in many clinical settings, the interest for integration in medical undergraduate curriculum is also growing [1]. This project aims to assess whether formal bedside Focused Abdominal Scan for Trauma (FAST) exam training of medical students increases their knowledge and comfort with the use of bedside ultrasound in a family medicine setting at Queen’s University. Third year medical students (n=18) were recruited to participate in a training session involving a 1-hour online video and 2-hour hands-on session. Knowledge based surveys were completed before and after the training. A survey was completed 4 months after the teaching session evaluating knowledge retention, comfort, and application of skills. Student knowledge of PoCUS and FAST increased and was maintained (pre-training 56%±20%, post-training 82%±10%, p<0.001). Self-evaluation of comfort performing a FAST examination (5-point Likert scale) similarly increased post-training session (pre-training 1.4±0.8, post-training 3.8±0.9, p<0.005), but decreased 4 months later (3±1.2, p<0.005). Students in this study were unanimously interested in ultrasound training and the methods used effectively increased theoretical knowledge and comfort with use. Students did not retain their comfort levels with FAST exam 4 months after the training session, nor did they have the opportunity to utilize the skills learned. Further evidence is required to identify the applicability of these results to undergraduate curriculum development.

The economic costs of selecting medical students: An Australian case study

2020 ◽  
Vol 54 (7) ◽  
pp. 643-651 ◽  
Author(s):  
Jonathan Foo ◽  
George Rivers ◽  
Louise Allen ◽  
Dragan Ilic ◽  
Stephen Maloney ◽  
...  
Keyword(s):  
Medical Students ◽  
Economic Costs ◽  
Australian Case

scholarly journals Effects of competitive learning tools on medical students: A case study

PLoS ONE ◽  
2018 ◽  
Vol 13 (3) ◽  
pp. e0194096 ◽  
Author(s):  
Alfredo Corell ◽  
Luisa M. Regueras ◽  
Elena Verdú ◽  
María J. Verdú ◽  
Juan P. de Castro
Keyword(s):  
Medical Students ◽  
Competitive Learning ◽  
Learning Tools

scholarly journals Automated Feedback Is Nice and Human Presence Makes It Better: Teachers’ Perceptions of Feedback by Means of an E-Portfolio Enhanced with Learning Analytics

2021 ◽  
Vol 11 (6) ◽  
pp. 278
Author(s):  
Pihel Hunt ◽  
Äli Leijen ◽  
Marieke van der Schaaf
Keyword(s):  
Learning Analytics ◽  
Electronic Portfolio ◽  
Human Interaction ◽  
Web Based ◽  
Teachers Perceptions ◽  
Use Of Technology ◽  
Group Interviews ◽  
Automated Feedback ◽  
Development Course

While there is now extensive research on feedback in the context of higher education, including pre-service teacher education, little has been reported regarding the use of feedback from teachers to other teachers. Moreover, literature on the potential advantages that the use of technology, for example electronic portfolios and learning analytics, has in improving feedback in the in-service workplace practices, is also sparse. Therefore, the aim of this exploratory case study was to explore how in-service teachers perceived the peer feedback they received and provided through a web-based electronic portfolio during a professional development course carried out in their workplace. Questionnaire and interview data were collected from 38 teachers who received feedback through a learning analytics enhanced electronic portfolio and from 23 teachers who received feedback only by the electronic portfolio. Additionally, one individual and four focus group interviews were conducted with 15 teachers who were the feedback providers. Several common topics were identified in the interviews with the feedback receivers and providers, involving the benefits and challenges of human interaction and the flexibility of the feedback process that the electronic portfolio offered. The results also revealed better feedback experience within the group of teachers who received extra feedback by means of learning analytics. It is concluded that although an electronic portfolio provides a useful tool in terms of flexibility in the provision and receipt of feedback, the need for human interaction was acknowledged.

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