scholarly journals Trajectories of learning approaches during a full medical curriculum: impact on clinical learning outcomes

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Giovanni Piumatti ◽  
Sissel Guttormsen ◽  
Barbara Zurbuchen ◽  
Milena Abbiati ◽  
Margaret W. Gerbase ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Outcomes ◽  
Clinical Training ◽  
Medical Training ◽  
Medical Curriculum ◽  
Learning Approaches ◽  
Clinical Learning ◽  
Oriented Growth ◽  
High Stakes ◽  
Post Hoc

Abstract Background No consensus exists on whether medical students develop towards more deep (DA) or surface learning approaches (SA) during medical training and how this impacts learning outcomes. We investigated whether subgroups with different trajectories of learning approaches in a medical students’ population show different long-term learning outcomes. Methods Person-oriented growth curve analyses on a prospective cohort of 269 medical students (Mage=21years, 59 % females) traced subgroups according to their longitudinal DA/SA profile across academic years 1, 2, 3 and 5. Post-hoc analyses tested differences in academic performance between subgroups throughout the 6-year curriculum until the national high-stakes licensing exam certifying the undergraduate medical training. Results Two longitudinal trajectories emerged: surface-oriented (n = 157; 58 %), with higher and increasing levels of SA and lower and decreasing levels of DA; and deep-oriented (n = 112; 42 %), with lower and stable levels of SA and higher but slightly decreasing levels of DA. Post hoc analyses showed that from the beginning of clinical training, deep-oriented students diverged towards better learning outcomes in comparison with surface-oriented students. Conclusions Medical students follow different trajectories of learning approaches during a 6-year medical curriculum. Deep-oriented students are likely to achieve better clinical learning outcomes than surface-oriented students.

scholarly journals No difference in learning outcomes and usability between using controllers and hand tracking during a virtual reality endotracheal intubation training for medical students in Thailand

2021 ◽  
Vol 18 ◽  
pp. 22
Author(s):  
Chaowanan Khundam ◽  
Naparat Sukkriang ◽  
Frédéric Noël
Keyword(s):  
Virtual Reality ◽  
Medical Students ◽  
Learning Outcomes ◽  
Endotracheal Intubation ◽  
User Satisfaction ◽  
Clinical Training ◽  
Medical Training ◽  
Hand Tracking ◽  
System Usability Scale ◽  
Post Test

Purpose: We developed a virtual reality (VR) endotracheal intubation training that applied 2 interaction modalities (hand-tracking or controllersIt aimed to investigatedthe differences of usuability between using hand tracking and controllers during the VR intervention for intubation training for medical students from February 2021 to March 2021 in Thailand.Methods: Forty-five participants were divided into 3 groups: video only, video with VR controller training, and video with VR hand tracking training. Pre-test, post-test, and practice scores were used to assess learning outcomes. The System Usability Scale (SUS) and User Satisfaction Evaluation Questionnaire (USEQ) questionnaires were used to evaluate the differences between the VR groups. The sample comprised 45 medical students (undergraduate) who were taking part in clinical training at Walailak University in Thailand.Results: The overall learning outcomes of both VR groups were better than those of the video group. The post-test scores (P=0.581) and practice scores (P=0.168) of both VR groups were not significantly different. Similarly, no significant between-group differences were found in the SUS scores (P=0.588) or in any aspects of the USEQ scores.Conclusion: VR enhanced medical training. Interactions using hand tracking or controllers were not significantly different in terms of the outcomes measured in this study. The results and interviews provided a better understanding of support learning and training, which will be further improved and developed to create a self-learning VR medical training system in the future.

scholarly journals Predicating Attitude Toward Learning Communication Skills in Medical Students of Shahid Beheshti University

2020 ◽  
Vol 9 (1) ◽  
pp. 21-25
Author(s):  
Maryam Akbarilakeh ◽  
Fahimeh Fargah ◽  
Katatyoun Razjouyan ◽  
Mitra Rahimzadeh
Keyword(s):  
Medical Students ◽  
Personality Traits ◽  
Communication Skills ◽  
Medical Training ◽  
Medical Curriculum ◽  
Attitude Scale ◽  
Negative Attitudes ◽  
Five Dimensions ◽  
Significant Relationships ◽  
Convenience Sampling

Background: The ability of communicating with people is of great importance for physicians. Predicting unknown variables like personality traits is one of the important impressive issues in choosing future medical experts in medical training. Regarding this, medical colleges have training programs all around the world. The present study aimed to investigate the attitude toward learning communication skills based on the personality traits of medical students. Materials and Methods: This correlational study was done in 2019 and the participants were medical students who were selected using a convenience sampling method. Zuckerman-Kuhlman personality questionnaire and communication skills attitude scale (CSAS) were used for data collection. CSAS was used to assess positive and negative attitudes. Results: The results showed that only the sociability dimension among the five dimensions of personality had a significant relationship with attitude toward learning communication skills (P=0.018). Moreover, significant relationships of gender (P=0.022), mother’s education level (P=0.049), and residence (P=0.036) with attitude to learning communication skills were found. Conclusion: According to the results, the dimension of demographic characteristics is effective in improving communication skills of medical students. Therefore, it is recommended that it should be considered in medical curriculum development and revision and modifications.

scholarly journals Adaptive doctors: preparing tomorrows doctors for practice in the Anthropocene Epoch

2021 ◽  
Author(s):  
Claudia Slimings ◽  
Emily Sisson ◽  
Connor Larson ◽  
Devin Bowles ◽  
Rafat Hussain
Keyword(s):  
Medical Students ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Learning Activities ◽  
Curriculum Mapping ◽  
Learning Approaches ◽  
Future Health ◽  
Work Activity ◽  
Planetary Health ◽  
E Learning

Background: The future health workforce needs to be equipped with the knowledge, skills, and motivation to deliver sustainable healthcare and promote planetary health. The aim of this study was to design, implement and evaluate a new suite of planetary health learning activities piloted by medical students for a range of medical professionals. Methods: The study consisted of three components: curriculum mapping, development of learning activities and evaluation. Curriculum mapping involved searching program learning outcomes using relevant search terms. Two learning activities were co-developed with medical students comprising of an e-learning component and an inquiry-based small group workshop presented to 99 2nd year students. Evaluation consisted of pre- and post-learning knowledge quizzes and a student feedback survey. Results: A total of 30 learning outcomes were identified with the majority located in the first two years of the four-year program. The overall evaluation response rate was 49.5%, and 19% completed the feedback survey. The mean pre- and post-lesson scores, respectively, were 7.09 (SD=1.84) and 9.53 (SD=1.69) out of a possible score of 12, increasing by 2.37 points on average (95% confidence interval [CI] 1.66-3.09). Overall, the new activities were rated as excellent/good by 84.2% of respondents. The e-learning module rated more highly as a meaningful learning experience than the workshop (89% v. 63.2%). The most common criticism was the length of time it took to complete the e-learning. Conclusion: Students already had a good understanding of planetary health facts and the e-learning lesson served to confirm, review and update their knowledge. Students embraced the opportunity to engage in interactive learning through the problem-solving group work activity. There is very little vertical alignment of environmental and climate issues across all four years of the medical program in our institution and a variety of learning approaches should be considered when revising the curriculum.

scholarly journals Assessing Diagnostic Reasoning Using a Standardized Case-Based Discussion

2019 ◽  
Vol 6 ◽  
pp. 238212051984941 ◽  
Author(s):  
Ruth M Sutherland ◽  
Katharine J Reid ◽  
Neville G Chiavaroli ◽  
David Smallwood ◽  
Geoffrey J McColl
Keyword(s):  
Medical Students ◽  
Student Performance ◽  
Clinical Training ◽  
Medical Training ◽  
Clinical Information ◽  
Performance Standards ◽  
Diagnostic Reasoning ◽  
First Year ◽  
Oral Assessment ◽  
Case Based

Background: Development of diagnostic reasoning (DR) is fundamental to medical students’ training, but assessing DR is challenging. Several written assessments focus on DR but lack the ability to dynamically assess DR. Oral assessment formats have strengths but have largely lost favour due to concerns about low reliability and lack of standardization. Medical schools and specialist medical colleges value many forms of oral assessment (eg, long case, Objective Structured Clinical Examination [OSCE], viva voce) but are increasingly searching for ways in which to standardize these formats. We sought to develop and trial a Standardized Case-Based Discussion (SCBD), a highly standardized and interactive oral assessment of DR. Methods: Two initial cohorts of medical students (n = 319 and n = 342) participated in the SCBD as part of their assessments. All students watch a video trigger (based on an authentic clinical case) and discuss their DR with an examiner for 15 minutes. Examiners probe students’ DR and assess how students respond to new standardized clinical information. An online examiner training module clearly articulates expected student performance standards. We used student achievement and student and examiner perceptions to gauge the performance of this new assessment form over 2 implementation years. Results: The SCBD was feasible to implement for a large student cohort and was acceptable to students and examiners. Most students and all examiners agreed that the SCBD discussion provided useful information on students’ DR. The assessment had acceptable internal consistency, and the associations with other assessment formats were small and positive, suggesting that the SCBD measures a related, yet novel construct. Conclusions: Rigorous, standardized oral assessments have a place in a programme of assessment in initial medical training because they provide opportunities to explore DR that are limited in other formats. We plan to incorporate an SCBD into our clinical assessments for the first year of clinical training, where teaching and assessing basic DR is emphasized. We will also explore further examiners’ understanding of and approach to assessing DR.

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 Empathy in Undergraduate Medical Students of Bangladesh: Psychometric Analysis and Differences by Gender, Academic Year, and Specialty Preferences

2014 ◽  
Vol 2014 ◽  
pp. 1-7 ◽  
Author(s):  
Asma Mostafa ◽  
Rozina Hoque ◽  
Mohammad Mostafa ◽  
Md. Mashud Rana ◽  
Faisal Mostafa
Keyword(s):  
Medical Students ◽  
Clinical Training ◽  
Medical Curriculum ◽  
Principal Component Factor Analysis ◽  
Validity And Reliability ◽  
Alpha Coefficient ◽  
Undergraduate Medical Students ◽  
Cronbach’S Alpha ◽  
Medical College ◽  
Cronbach's Alpha

Empathy is considered to be associated with better patient compliance, satisfaction, and clinical outcomes. The aim of the study is to measure and examine empathy among a sample of undergraduate medical students of Bangladesh. It was a cross-sectional study and all the medical students of first through fifth year enrolled at Chattagram Maa-O-Shishu Hospital Medical College during the study period of 2014 were surveyed. Participants anonymously completed the Jefferson Scale of Empathy Medical Student version translated into Bengali language, a valid and reliable 20-item self-administered questionnaire. Principal component factor analysis with varimax rotation and Cronbach’s alpha coefficient were calculated to check validity and reliability of the scale. ANOVA was used to examine the differences in empathy between gender, academic years, and specialty preferences. The mean empathy score was 110.41 ± 13.59. Cronbach’s alpha coefficient was 0.88. There were significant associations between gender and empathy scores. The level of empathy in medical students gradually increases after clinical training in medical college. A nonsignificant difference was found between empathy scores and specialty preferences. It is suggested that the medical curriculum in Bangladesh should include more extensive program to promote empathy and other humanistic values among the medical students.

scholarly journals A Cross-sectional Study Investigating Learning Approaches in Undergraduate Medical Education

2019 ◽  
Author(s):  
Aya Akhras ◽  
Waseem Wahood ◽  
Fatemeh Abdulrahman Amir Rad ◽  
Christopher Tuffnell ◽  
David Davis ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical Curriculum ◽  
Cross Sectional Study ◽  
Learning Approaches ◽  
Strategic Learning ◽  
Sectional Study ◽  
Teaching Approaches ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Initial Results

Abstract Objective The primary objective of this proof-of-concept cross-sectional study was to identify a framework for appraising the learning-approaches of undergraduate medical students in a competency based medical curriculum and correlating the results with teaching-approaches, as well as academic performance. The study was pursued at MBRU, which is a medical school in the Middle East with an undergraduate entry medical program. Results Our framework was blueprinted using the Approaches and Study Skills Inventory for Students (ASSIST) questionnaire, to which we made some modifications such that the overall cogency of the questionnaire wasn’t affected. Initial results with modified ASSIST at MBRU showed that most of our students adopted Deep or Strategic-learning approaches. This observation is in line with other studies in the literature, which shows that modified ASSIST is a suitable tool for mapping generic learning approaches with teaching approaches. Further, based on the insights from our initial results following the implementation of modified ASSIST, we have considered specific pedagogical strategies, in practice at MBRU, which cater to the generic learning approaches of majority of our undergraduate medical students. These pedagogical approaches, A. Feynman’s Technique; and B. Blended learning strategies, if implemented suitably in a curriculum will transform “Surface-learners” to “Deep/Strategic-learners”.

scholarly journals Attitudes of Israeli Medical Students Towards the Medical Treatment of Uninsured Migrants

2019 ◽  
Author(s):  
Zohar Mor ◽  
Adam Cadesky ◽  
Ran Halleluyan ◽  
Rivka Sheffer
Keyword(s):  
Medical Students ◽  
Clinical Training ◽  
Medical Training ◽  
Medical Schools ◽  
Developed Countries ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Professional Responsibilities ◽  
Students Attitudes ◽  
Societal Expectations

Abstract Background: Undocumented migration to developed countries poses practical concerns, as migrants are not medically insured. This cross-sectional study aims to appraise the attitudes of Israeli medical students towards the uninsured migrant population. Methods: Participants from five medical schools in Israel completed anonymous questionnaires in Hebrew, based on the "Medical Students’ Attitudes Toward the Underserved" (MSATU), which assessed students' attitudes regarding the professional responsibility and societal expectations towards the migrants. It also evaluated students' views of the migrants as eligible for expensive medical procedures. Results: A total of 891 students completed the survey with a median age of 28 years. The majority were Jews (N=816, 91.6%) and singles (N=681, 68.5%). Participants in the pre-clinical years were likely to be female and unmarried compared to those in clinical training. They also demonstrated higher scores on professional responsibilities and societal expectations than students in clinical training, but no significant differences were found in their views on expensive medical services. Students of minorities (non-Jews and migrants) scored higher on professional responsibilities and societal expectations. The scores for professional responsibilities and societal expectations decreased as students progressed in their medical training (Spearman coefficient p=0.04 and p=0.01, respectively). This trend was more apparent in males rather than females. Conclusion: MSATU scores declined as students progressed through medical school, with females maintaining more favorable attitudes than males. Medical schools should attempt to maintain the enthusiasm and idealism that students possess as they enter medical training and provide clinical experience with migrant populations that allows for cross-cultural communication.

scholarly journals Educational Environment and Mental Health of Moroccan Medical Students: A Study in the Faculty of Medicine of Marrakech

2020 ◽  
Vol 1 (1) ◽  
pp. p152
Author(s):  
Abdeslam Benali ◽  
Hajar Chichou
Keyword(s):  
Medical Students ◽  
Psychological Health ◽  
Medical Training ◽  
Well Being ◽  
Educational Environment ◽  
Learning Approaches ◽  
Cross Sectional ◽  
Optimal Learning ◽  
The Mean ◽  
Optimal Learning Environment

Introduction: Studies concur that an optimal learning environment is a vital aspect for effective learning and for enhancing students’ well-being. Conversely, medical training is reported to be a suboptimal environment, thereby compromising students’ learning and well-being.Purpose: To evaluate the relationship between students’ perceptions of the educational environment and their mental health.Methods: This was a cross-sectional descriptive and analytical study, using the GHQ-12 and the DREEM questionnaires, with 380 students from the Faculty of Medicine and Pharmacy of Marrakech (3rd, 4th, 5th, 6th, 7th and 8th year), during the academic year 2017-2018. Results: We recruited 358 students in a period of 2 weeks, achieving a response rate of 94.2%. There was a predominance of females (66.48%). The mean age was 22.20 ± 2.149 years. The average GHQ score was 6.37 ± 3.484, with a psychological distress rate of 66.76%. The mean total score of DREEM was 86.5 ± 29.194 which indicates the existence of several significant problems. There was a statistically significant association between the poor perception of the educational environment and psychological distress.Conclusion: Improving the educational environment and promoting deep learning approaches for medical students will improve their psychological health during medical training.

scholarly journals Impact of the COVID-19 pandemic on the clinical training of last year medical students in Mexico: a cross-sectional nationwide study

2022 ◽  
Vol 22 (1) ◽  
Author(s):  
Maximiliano Servin-Rojas ◽  
Antonio Olivas-Martinez ◽  
Michelle Dithurbide-Hernandez ◽  
Julio Chavez-Vela ◽  
Vera L. Petricevich ◽  
...  
Keyword(s):  
Medical Education ◽  
Public Schools ◽  
Medical Students ◽  
Private Schools ◽  
Clinical Training ◽  
Online Survey ◽  
Medical Training ◽  
Clinical Instruction ◽  
Cross Sectional ◽  
The Impact

Abstract Background The COVID-19 pandemic has brought unprecedented changes to medical education. However, no data are available regarding the impact the pandemic may have on medical training in Mexico. The aim of our study was to evaluate and identify the medical school students’ perceptions of the changes in their clinical training due to the pandemic in Mexico. Methods This was a cross-sectional study where a previous validated online survey was translated and adapted by medical education experts and applied to senior medical students from March to April of 2021. The 16-item questionnaire was distributed online combining dichotomous, multiple-choice, and 5-point Likert response scale questions. Descriptive and multivariate analyses were performed to compare the student’s perceptions between public and private schools. Results A total of 671 responses were included in the study period. Most participants were from public schools (81%) and female (61%). Almost every respondent (94%) indicated it was necessary to obtain COVID-19 education, yet only half (54%) received such training. Students in private schools were less likely to have their clinical instruction canceled (53% vs. 77%, p = 0.001) and more likely to have access to virtual instruction (46% vs. 22%, p = 0.001) when compared to students from public schools. Four out of every five students considered their training inferior to that of previous generations, and most students (82%) would consider repeating their final year of clinical training. Conclusions The impact of the COVID-19 on medical education in Mexico has been significant. Most final-year medical students have been affected by the cancellation of their in-person clinical instruction, for which the majority would consider repeating their final year of training. Efforts to counterbalance this lack of clinical experience with virtual or simulation instruction are needed.

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