scholarly journals Medical students as global citizens: a qualitative study of medical students’ views on global health teaching within the undergraduate medical curriculum

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Nicole Blum ◽  
Anita Berlin ◽  
Anna Isaacs ◽  
William J. Burch ◽  
Chris Willott
Keyword(s):  
Medical Students ◽  
Qualitative Study ◽  
Global Health ◽  
Medical Curriculum ◽  
Undergraduate Medical Curriculum ◽  
Global Citizens ◽  
Health Teaching

A MANUAL OF PAEDIATRICS FOR STUDENTS AND PRACTITIONERS IN SOUTH-EAST ASIA, edited by Pinchas Robinson and Arvid Wallgren. Calcutta: Orient Longmans, Rev. Ed., 1963, 504 pp., price not listed

PEDIATRICS ◽  
1964 ◽  
Vol 34 (2) ◽  
pp. 298-298
Author(s):  
J. K. G. Webb
Keyword(s):  
Medical Students ◽  
Child Health ◽  
East Asia ◽  
Medical Curriculum ◽  
South East Asia ◽  
Undergraduate Medical Curriculum ◽  
Health And Disease

Pediatrics in South East Asia is still a very young field of medicine. Although pediatric departments under trained pediatricians were established in a few universities in the region as long as 25 years ago this has become general only in the course of the last decade. During this period formal teaching in child health and disease has become a required part of the undergraduate medical curriculum and although universities have often been quite inexplicably reluctant to include a section on pediatrics in the qualifying examination, medical students have been increasingly willing and even anxious to read suitable pediatric texts.

scholarly journals Switching from a traditional undergraduate programme in (clinical) pharmacology and therapeutics to a problem-based learning programme

2020 ◽  
Author(s):  
David J. Brinkman ◽  
Teresa Monteiro ◽  
Emilia C. Monteiro ◽  
Milan C. Richir ◽  
Michiel A. van Agtmael ◽  
...  
Keyword(s):  
Clinical Pharmacology ◽  
Medical Students ◽  
Medical Training ◽  
Medical Curriculum ◽  
Problem Based Learning ◽  
Multiple Choice Questions ◽  
Working Mechanism ◽  
Undergraduate Medical Curriculum ◽  
Undergraduate Programme ◽  
Clinical Case Scenarios

Abstract Purpose The pharmacology and clinical pharmacology and therapeutics (CPT) education during the undergraduate medical curriculum of NOVA Medical School, Lisbon, Portugal, was changed from a traditional programme (i.e. discipline-based, lectures) to a problem-based learning (PBL) programme (i.e. integrated, case-based discussions) without an increase in teaching hours. The aim of this study was to investigate whether this change improved the prescribing competencies of final-year medical students. Methods Final-year students from both programmes (2015 and 2019) were invited to complete a validated prescribing assessment and questionnaire. The assessment comprised 24 multiple-choice questions in three subdomains (working mechanism, side-effects and interactions/contraindications), and five clinical case scenarios of common diseases. The questionnaire focused on self-reported prescribing confidence, preparedness for future prescribing task and education received. Results In total, 36 (22%) final-year medical students from the traditional programme and 54 (23%) from the PBL programme participated. Overall, students in the PBL programme had significantly higher knowledge scores than students in the traditional programme (76% (SD 9) vs 67% (SD 15); p = 0.002). Additionally, students in the PBL programme made significantly fewer inappropriate therapy choices (p = 0.023) and fewer erroneous prescriptions than did students in the traditional programme (p = 0.27). Students in the PBL programme felt more confident in prescribing, felt better prepared for prescribing as junior doctor and completed more drug prescriptions during their medical training. Conclusion Changing from a traditional programme to an integrated PBL programme in pharmacology and CPT during the undergraduate medical curriculum may improve the prescribing competencies of final-year students.

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

scholarly journals The students' voice: Strengths and weaknesses of an undergraduate medical curriculum in a developing country, a qualitative study

2011 ◽  
Vol 4 (1) ◽  
Author(s):  
Priyanga Ranasinghe ◽  
Sashimali A Wickramasinghe ◽  
Ruwan Wickramasinghe ◽  
Asela Olupeliyawa ◽  
Indika Karunathilaka
Keyword(s):  
Qualitative Study ◽  
Developing Country ◽  
Medical Curriculum ◽  
Undergraduate Medical Curriculum

Radiology Exposure in the Undergraduate Curriculum: A Medical Student Perspective on Quality and Opportunities for Positive Change

2017 ◽  
Vol 68 (3) ◽  
pp. 249-256 ◽  
Author(s):  
Kari L. Visscher ◽  
Lisa Faden ◽  
Georges Nassrallah ◽  
Stacey Speer ◽  
Daniele Wiseman
Keyword(s):  
Professional Development ◽  
Medical Student ◽  
Medical Students ◽  
Qualitative Study ◽  
Medical Curriculum ◽  
Student Evaluation ◽  
Positive Change ◽  
Student Perspective ◽  
Radiology Education

Purpose This article is a continuation of a qualitative study designed to explore how radiology exposures can impact medical student opinions and perceptions of radiology and radiologists. We focused on: 1) conducting a radiology exposure inventory from the perspective of the medical student; 2) student evaluation of the quality of the radiology exposures and suggestions for positive change; and 3) development of a framework to address the needs of medical students as it relates to radiology education in the undergraduate medical curriculum. Methods Research methodology and design for this qualitative study were described in detail in a previous article by Visscher et al [1] . Results Participants included 28 medical students; 18 were in medical school years 1 and 2 (preclerkship), and 10 were in years 3 and 4 (clerkship). Specific to the focus of this article, the data revealed 3 major findings: 1) multiple exposures to radiology exist, and they are received and valued differently depending on the medical student's stage of professional development; 2) medical students value radiology education and want their radiology exposure to be comprehensive and high quality; 3) Medical students have constructive suggestions for improving the quality of both formal and informal radiology exposures. Conclusions Performing a radiology exposure inventory from a medical student perspective is a useful way to explore how students receive and value radiology instruction. Medical students want a more comprehensive radiology education that can be summarized using the 5 C's of Radiology Education framework. The 5 C's (curriculum, coaching, collaborating, career and commitment) reflect medical students' desires to learn content that will support them in clinical practice, be supported in their professional development, and have the necessary information to make informed career decisions.

scholarly journals Students’ perception of implementing journal clubs in an undergraduate medical curriculum

2021 ◽  
Vol 10 (1) ◽  
pp. 5-5
Author(s):  
Rajani Ranganth ◽  
Smitha Elizabeth ◽  
Dhaval Mahadevwala
Keyword(s):  
Medical Students ◽  
Patient Care ◽  
Medical Curriculum ◽  
Journal Club ◽  
Learning Activity ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Undergraduate Medical Curriculum ◽  
Journal Clubs ◽  
Study Results

Background: Journal club is an essential teaching-learning activity that provides a forum for developing skills in critical appraisal. It helps in keeping abreast of new knowledge, facilitating the application of new research in improving patient care, and aiding medical students to be competent clinicians. The current study aimed to elucidate whether students are aware of the concept of a journal club and their willingness to implement a journal club in their undergraduate medical curriculum. Methods: A cross-sectional study was conducted among the undergraduate medical students at the College of Medicine and Health Sciences, The National University of Science and Technology, in February 2019. A structured questionnaire of 8 items was administered that assessed the knowledge, attitude, and perceptions towards implementation of a journal club (JC) in an undergraduate curriculum among medical students. A total of 161 undergraduate medical students participated in the study. Results: Of the 161 students, 112 (69.4%) were in their preclinical years, and 49 (30.6%) were in their clinical years. In all, 145 students were female and 16 were male. Majority of students in their preclinical years (70.5%) were not aware of the journal club. Among the five reasons given for journal clubs to be included in the curriculum, the largest number of students (30.8%) wanted a journal club because it would help them to gain confidence to present cases in clinics and exams. The most common reason students did not want a journal club was that it requires a great deal of time to prepare (64.3%). Conclusion: The introduction of a journal club would enhance the proficiency of undergraduate students to be lifelong learners. It is a robust educational tool to equip them with knowledge of research practices that would aid in better patient care.

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