scholarly journals Changing medical students’ attitudes to and knowledge of deafness: a mixed methods study

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Michelle Gilmore ◽  
Anna Sturgeon ◽  
Clare Thomson ◽  
David Bell ◽  
Sophie Ryan ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Medical Students ◽  
Mixed Methods Study ◽  
Students Attitudes

A mixed-methods study of English vocabulary for medical purposes: medical students’ needs, difficulties, and strategies

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Barry Lee Reynolds ◽  
Xiaofang Zhang ◽  
Chen Ding
Keyword(s):  
Mixed Methods ◽  
Medical Students ◽  
Vocabulary Learning ◽  
Negative Relationship ◽  
Mixed Methods Study ◽  
Vocabulary Size ◽  
School Students ◽  
Teacher Interviews ◽  
Vocabulary Strategies ◽  
Medical Vocabulary

Abstract This mixed-methods study investigated the English medical vocabulary strategies, needs, and difficulties of Taiwanese medical school students via an open- and closed-ended questionnaire (n = 17), a test measuring vocabulary size (n = 17), student interviews (n = 5), and teacher interviews (n = 3). Students reported using some vocabulary strategies more than others. A statistically significant negative relationship between students’ English vocabulary size and their use of word cards for vocabulary learning was also revealed. Through analysis of the interview data gathered from the medical students and their English teachers, five vocabulary learning difficulties faced by the medical students were uncovered: (1) nonexistent intentional English vocabulary learning, (2) stagnant specialized medical English vocabulary acquisition, (3) lack of sufficient contextualized academic English writing practice with newly encountered specialized medical vocabulary; (4) lack of teacher feedback on the students’ vocabulary use; and (5) lack of pedagogical communication among faculty. The pedagogical implications of these results were discussed with a focus on improving students’ vocabulary learning efficiency in light of their specialized English medical vocabulary needs.

A mixed-methods study identifying and exploring medical students’ views of the UKCAT

2011 ◽  
Vol 33 (3) ◽  
pp. 244-249 ◽  
Author(s):  
J.A. Cleland ◽  
F.H. French ◽  
P.W. Johnston ◽  
on behalf of the Scottish Medical C
Keyword(s):  
Mixed Methods ◽  
Medical Students ◽  
Mixed Methods Study

Junior medical students' notions of a ‘good doctor’ and related expectations: a mixed methods study

2007 ◽  
Vol 41 (5) ◽  
pp. 476-486 ◽  
Author(s):  
Gillian Maudsley ◽  
Evelyn M I Williams ◽  
David C M Taylor
Keyword(s):  
Mixed Methods ◽  
Medical Students ◽  
Mixed Methods Study ◽  
Good Doctor

scholarly journals Peers as OSCE assessors for junior medical students – a review of routine use: a mixed methods study

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Simon Schwill ◽  
Johanna Fahrbach-Veeser ◽  
Andreas Moeltner ◽  
Christiane Eicher ◽  
Sonia Kurczyk ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Medical Students ◽  
Mixed Methods Study

scholarly journals Medical Students’ Experiences and Outcomes Using a Virtual Human Simulation to Improve Communication Skills: Mixed Methods Study (Preprint)

2019 ◽  
Author(s):  
Timothy C Guetterman ◽  
Rae Sakakibara ◽  
Srikar Baireddy ◽  
Frederick W Kron ◽  
Mark W Scerbo ◽  
...  
Keyword(s):  
Health Care ◽  
Mixed Methods ◽  
Medical Students ◽  
Communication Skills ◽  
Health Care Providers ◽  
Mixed Methods Study ◽  
Virtual Human ◽  
Care Providers ◽  
Empathic Communication ◽  
Nonverbal Skills

BACKGROUND Attending to the wide range of communication behaviors that convey empathy is an important but often underemphasized concept to reduce errors in care, improve patient satisfaction, and improve cancer patient outcomes. A virtual human (VH)–based simulation, MPathic-VR, was developed to train health care providers in empathic communication with patients and in interprofessional settings and evaluated through a randomized controlled trial. OBJECTIVE This mixed methods study aimed to investigate the differential effects of a VH-based simulation developed to train health care providers in empathic patient-provider and interprofessional communication. METHODS We employed a mixed methods intervention design, involving a comparison of 2 quantitative measures—MPathic-VR–calculated scores and the objective structured clinical exam (OSCE) scores—with qualitative reflections by medical students about their experiences. This paper is a secondary, focused analysis of intervention arm data from the larger trial. Students at 3 medical schools in the United States (n=206) received simulation to improve empathic communication skills. We conducted analysis of variance, thematic text analysis, and merging mixed methods analysis. RESULTS OSCE scores were significantly improved for learners in the intervention group (mean 0.806, SD 0.201) compared with the control group (mean 0.752, SD 0.198; <italic>F</italic><sub>1,414</sub>=6.09; <italic>P</italic>=.01). Qualitative analysis revealed 3 major positive themes for the MPathic-VR group learners: gaining useful communication skills, learning awareness of nonverbal skills in addition to verbal skills, and feeling motivated to learn more about communication. Finally, the results of the mixed methods analysis indicated that most of the variation between high, middle, and lower performers was noted about nonverbal behaviors. Medium and high OSCE scorers most often commented on the importance of nonverbal communication. Themes of motivation to learn about communication were only present in middle and high scorers. CONCLUSIONS VHs are a promising strategy for improving empathic communication in health care. Higher performers seemed most engaged to learn, particularly nonverbal skills.

scholarly journals Does C21 prepare medical students for doctoring in foundation? A mixed-methods study

2019 ◽  
Vol 3 (3) ◽  
pp. 3
Author(s):  
Bethan Charlotte Ham ◽  
Katie Webb ◽  
Steve Riley
Keyword(s):  
Mixed Methods ◽  
Medical Students ◽  
Mixed Methods Study

scholarly journals Attitudes of medical students towards interprofessional education: A mixed-methods study

PLoS ONE ◽  
2020 ◽  
Vol 15 (10) ◽  
pp. e0240835
Author(s):  
Joana Berger-Estilita ◽  
Hsin Chiang ◽  
Daniel Stricker ◽  
Alexander Fuchs ◽  
Robert Greif ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Medical Students ◽  
Interprofessional Education ◽  
Mixed Methods Study

scholarly journals Tutor uncertainty in dealing with unprofessional behaviours of medical students and trainees: a mixed methods study

2020 ◽  
Author(s):  
Dervla Kelly ◽  
Diane O'Doherty ◽  
Sarah Harney ◽  
Natasha Slattery ◽  
Louise Crowley ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Medical Students ◽  
Focus Groups ◽  
Identity Formation ◽  
Distinct Type ◽  
Mixed Methods Study ◽  
Medical Teacher ◽  
Clinical Teachers ◽  
Policies And Procedures ◽  
The University

Abstract Background: Despite acknowledgement of medical students’ expected professional behaviours and attitudes, there remains widespread reluctance to report students that behave inappropriately. Existing literature focuses on why faculty fail to fail, overlooking the clinical teachers who deal with students day to day. We investigated how clinical teachers address inappropriate behaviours and attitudes in students and trainees.Methods: A mixed methods study was carried out consisting of a survey and two focus groups with clinical teachers. Seventeen clinical teachers from the at University of Limerick School of Medicine, Ireland, took part in the survey (n=22%) and eight clinical teachers participated in two focus groups during the 2018-2019 academic year.Results: Findings suggested that 59% of tutors would take a different approach in regards to professional identity formation (PIF) between addressing unprofessional behaviours witnessed in medical students and trainees. 88% of tutors said they intervened on a professionalism issue with 52% saying ‘once in a while’ In contrast to the survey, tutors in the focus groups expressed a lack of confidence in addressing some behaviors due to a lack of time, not seeing the outcome of process/remediation etc. Tutors indicated a strong preference for case-based training on assessing PIF.Conclusions: We found tutors typically work closely with students on a day-to-day basis and manage unprofessionalism issues. Clinical tutors valued regular communication about policies and procedures about appropriate conduct as well as support, advice and/or oversight from independent member of the university staff. This research also highlights the need for training designed for busy clinical tutors as a distinct type of medical teacher.

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