Attitudes of medical students to electroconvulsive therapy

AimsThis study explores the different attitudes among fourth year medical students in Queen's University Belfast to Electroconvulsive Therapy (ECT) and investigates whether these are influenced by teaching and exposure to ECT during their undergraduate psychiatry placement. In particular we sought to determine firstly, correlates of baseline attitudes to ECT and secondly, whether specific forms of ECT teaching improved attitudes to ECT during their placement.MethodThis study was conducted in Queen's University Belfast and agreed with their ethics committee. Participants completed a questionnaire at the beginning of their psychiatry placement and another questionnaire in the second half of their placement. The first questionnaire captured background information and baseline attitudes. The second questionnaire recorded the educational and clinical experience gained on ECT during placement (for example lectures, tutorials, informal teaching, observing ECT and interacting with ECT patients), in addition to attitudes to ECT at this timepoint. Attitudes to ECT were assessed on a 5-point Likert scale. A positive attitude to ECT was defined as scoring agree/strongly agree on a 5-point Likert scale to the statement “I would recommend ECT for a patient if clinically indicated”.Result187 students were interviewed at both time points. At the outset of the psychiatry placement 66% of students reported a positive attitude to ECT. Positive attitude was associated with age: 72% of students under 24 had a positive attitude to ECT vs 58% of students over 24 (χ2 = 3.5; P < 0.05). Of students who had previously attended a lecture on ECT (n = 117) 83% had a positive attitude to ECT vs 42% of those who had not previously attended a lecture (χ2 = 33.5; P < 0.001).Attitudes to ECT significantly improved during the placement (66% vs 94% positive; t = 7.97; P < 0.001). Students who attended a lecture on ECT during the psychiatry placement were more likely to have a positive shift in attitude (67% vs 49%; F = 6.0; P = 0.01). No other specific teaching modality was associated with a positive shift in attitude.ConclusionWe conclude that undertaking a Psychiatry placement and particularly having a lecture on ECT significantly improves attitudes of medical students to ECT. It is therefore important that lectures on ECT are included in the medical undergraduate curriculum to allow students to be accurately informed about this essential treatment for a number of psychiatric disorders.

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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 ◽

10.24908/pocus.v2i2.13279 ◽

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.

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Factors Associated with Attitudes towards the Preferred Method of Delivery in Medical and Non-Medical Female Students

Journal of Pharmaceutical Research International ◽

10.9734/jpri/2020/v32i3731004 ◽

2020 ◽

pp. 62-71

Author(s):

Sakineh Abdi ◽

Fatemeh Jafarzadeh- Kenarsari ◽

Zahra Bostani- Khalesi ◽

Ehsan Kazemnejad- Leili

Keyword(s):

Medical Students ◽

Positive Attitude ◽

Mode Of Delivery ◽

Female Students ◽

Normal Vaginal Delivery ◽

Attitude Score ◽

Related Factors ◽

Cross Sectional ◽

Exact Test ◽

Medical Undergraduate

Aims: In order to reduce the rate of cesarean section (CS), it is necessary to be aware of attitudes of women to predict their preferred method of delivery and its related factors. This study aimed to compare attitudes of medical and non-medical female students regarding the preferred method of delivery and its related factors in 2019. Study Design: cross sectional-analytical study. Place and Duration of Study: Medical and non-medical undergraduate female students of Guilan, Rasht, Iran, were randomly selected between October 2019 and November 2019. Methodology: We included 1040 students (873 non-medical, 167 medical students; mean age 20.90 ± 1.54 years). The data were collected by a researcher-made questionnaire and analyzed using descriptive and inferential (Chi Square, Fisher's exact test, Kruskal–Wallis, Mann-Whitney and multiple regression) statistics (P =.05). Results: In general, 71.50% of subjects in both groups had a neutral attitude. For group comparison, the medical and non-medical groups (24% and 12.40%) had a positive attitude towards CS and (11.40% and 14.80%) had a positive attitude towards normal vaginal delivery (NVD), respectively. Attitude score according to the university (P =.002), the school (P =.002), the academic year (P =.001), age (P =.031), ethnicity (P =.001), child rank (P =.042), father education (P =.007), mother education (P =.006), childbirth method of the mothers in other children (P =.007), and delivery method of the relatives (P =.05) was significant. Conclusion: Although non-medical students had more possitive attitude towards NVD, in general, in both groups, the majority of them had a neutral attitude towards the mode of delivery. It seems necessary to develop the educational-counseling interventions to form a positive attitude towards NVD in all students and youngs.

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Awareness and knowledge of interventional radiology among medical students at an Indian institution

10.1101/19010066 ◽

2019 ◽

Author(s):

Deepsha Agrawal ◽

Michael Alan Renfrew ◽

Sulove Singhal ◽

Yash Bhansali

Keyword(s):

Interventional Radiology ◽

Medical Students ◽

Imaging Techniques ◽

Undergraduate Curriculum ◽

Therapeutic Interventions ◽

Undergraduate Teaching ◽

Poor Knowledge ◽

Medical Undergraduate ◽

Therapeutic Procedures ◽

Radiology Teaching

PurposeInterventional radiology (IR) is a novel and evolving sub-specialty that encompasses image guided diagnostic and therapeutic procedures. With the advent of new imaging techniques and an increasing demand of minimally invasive procedures IR continues to grow as a core component in medical and surgical therapeutics. Radiology teaching is a part of medical undergraduate curriculum, however, the medical undergraduate cohort lacks exposure to IR principles, methods and techniques.The purpose of this study is to determine the knowledge and awareness of IR among medical students in a single university in India.Materials and MethodsAnonymous electronic surveys were sent to 350 medical students of Pt. JNM Medical College, Raipur, India. Each survey comprised of questions assessing knowledge and exposure to IR. A total of 70 students (20%) responded.Results85.7% of respondents believed that radiologists have a role in diagnostic as well as therapeutic interventions, however, 60% of students cited a very poor/poor knowledge of IR. A larger part, 91.5%, stated that they would be interested in IR based teaching delivered as a part of their undergraduate teaching program. Those who knew at least one interventional radiology technique were 1.51 (95% CI: 1.02 - 2.22; p < 0.05) times more likely to consider it as a career.ConclusionMedical Students demonstrate a poor knowledge of IR. This corresponds to a limited and inconsistent exposure to IR in medical schools. The study suggests that there is a need to deliver an IR based curriculum in medical undergraduate teaching in India.

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Student-perceived benefit from otolaryngology theatre attendance

The Journal of Laryngology & Otology ◽

10.1258/0022215054020412 ◽

2005 ◽

Vol 119 (4) ◽

pp. 293-298 ◽

Cited By ~ 18

Author(s):

M S W Lee ◽

M-L Montague ◽

S S M Hussain

Keyword(s):

Medical Students ◽

Confidence Interval ◽

Medical School ◽

Questionnaire Survey ◽

Undergraduate Curriculum ◽

Operating Theatre ◽

Student Expectations ◽

Perceived Benefit ◽

Fourth Year Medical Students ◽

Strongly Agree

The value of theatre attendance by undergraduates is uncertain. This study aimed to evaluate the perceived benefits of attending operating theatre sessions during undergraduate otolaryngology attachments. The study comprised a questionnaire survey carried out in a university medical school. Fourth-year medical students were asked to complete a questionnaire at the end of their two-week attachment in otolaryngology. Completed questionnaires were returned by 152 students. The three most common student expectations were to see and learn common ENT operations, to see the anatomy involved and to learn about the disease being operated upon. Sixty per cent of students reported that their expectations had been met. On a Likert scale from 1 (strongly disagree) to 7 (strongly agree), the importance of theatre attendance as part of the curriculum was rated to be 4.7 (95 per cent confidence interval (CI) = 3.7 to 4.2) and the satisfaction of educational needs in operating theatre teaching was rated to be 3.9 (95 per cent CI = 3.7 to 4.2). Students perceived attending otolaryngology theatre sessions to be beneficial. This information is important in the planning of the otolaryngology undergraduate curriculum.

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Understanding Medical Students’ Attitudes Toward Learning eHealth: Questionnaire Study (Preprint)

10.2196/preprints.17030 ◽

2019 ◽

Author(s):

Kjeld Vossen ◽

Jan-Joost Rethans ◽

Sander M J van Kuijk ◽

Cees P van der Vleuten ◽

Pieter L Kubben

Keyword(s):

Medical Students ◽

Medical Curriculum ◽

Mobile Apps ◽

Real Life ◽

Undergraduate Curriculum ◽

Mean Value ◽

Successful Implementation ◽

Medical Undergraduate ◽

Technological Developments ◽

Students Attitudes

BACKGROUND Several publications on research into eHealth demonstrate promising results. Prior researchers indicated that the current generation of doctors is not trained to take advantage of eHealth in clinical practice. Therefore, training and education for everyone using eHealth are key factors to its successful implementation. We set out to review whether medical students feel prepared to take advantage of eHealth innovations in medicine. OBJECTIVE Our objective was to evaluate whether medical students desire a dedicated eHealth curriculum during their medical studies. METHODS A questionnaire assessing current education, the need for education about eHealth topics, and the didactical forms for teaching these topics was developed. Questionnaire items were scored on a scale from 1 (fully disagree with a topic) to 10 (fully agree with a topic). This questionnaire was distributed among 1468 medical students of Maastricht University in the Netherlands. R version 3.5.0 (The R Foundation) was used for all statistical procedures. RESULTS A total of 303 students out of 1468, representing a response rate of 20.64%, replied to our questionnaire. The aggregate statement “I feel prepared to take advantage of the technological developments within the medical field” was scored at a mean value of 4.8 out of 10. Mean scores regarding the need for education about eHealth topics ranged from 6.4 to 7.3. Medical students did not favor creating their own health apps or mobile apps; the mean score was 4.9 for this topic. The most popular didactical option, with a mean score 7.2, was to remotely follow a real-life patient under the supervision of a doctor. CONCLUSIONS To the best of our knowledge, this is the largest evaluation of students’ opinions on eHealth training in a medical undergraduate curriculum. We found that medical students have positives attitudes toward incorporating eHealth into the medical curriculum.

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The use of videos to illustrate child psychopathology to medical students

Psychiatric Bulletin ◽

10.1192/pb.13.2.69 ◽

1989 ◽

Vol 13 (2) ◽

pp. 69-72 ◽

Cited By ~ 1

Author(s):

M. E. Garralda

Keyword(s):

Medical Students ◽

Child Development ◽

Child Psychiatry ◽

Child Psychopathology ◽

Undergraduate Curriculum ◽

Basic Information ◽

Psychiatric Assessment ◽

Medical Undergraduate

As a relative newcomer to the medical undergraduate curriculum, child psychiatry is still looking for ways in which to best convey its message to students. There is fairly general agreement that this should combine opportunities to assess children or at least to observe the psychiatric assessment of problems and to impart basic information on child development and psychopathology.

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Introducing complementary medicine into the medical curriculum

Journal of the Royal Society of Medicine ◽

10.1177/014107689709000107 ◽

1997 ◽

Vol 90 (1) ◽

pp. 19-22 ◽

Cited By ~ 52

Author(s):

Hagen Rampes ◽

Fiona Sharples ◽

Sarah Maragh ◽

Peter Fisher

Keyword(s):

Medical Students ◽

Medical School ◽

Complementary Medicine ◽

Medical Curriculum ◽

Great Increase ◽

General Medical Council ◽

Undergraduate Curriculum ◽

Medical Schools ◽

Medical Council ◽

Medical Undergraduate

We surveyed the deans of British medical schools to determine the provision of complementary medicine in the undergraduate curriculum. We also sampled medical students at one British medical school to determine their knowledge of, and views on instruction in, complementary medicine. There is little education in complementary medicine at British medical schools, but it is an area of active curriculum development. Students' levels of knowledge vary widely between different therapies. Most medical students would like to learn about acupuncture, hypnosis, homoeopathy and osteopathy. We conclude that complementary medicine should be included in the medical undergraduate curriculum. This could be done without a great increase in teaching of facts, and could serve as a vehicle to introduce broader issues, as recommended by the General Medical Council.

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511 Organising A Surgical Conference During The COVID-19 Pandemic – Is It ‘Virtually’ The Same?

British Journal of Surgery ◽

10.1093/bjs/znab259.855 ◽

2021 ◽

Vol 108 (Supplement_6) ◽

Author(s):

Y Hashmi ◽

M A Sahu ◽

K Hatt ◽

S Osman ◽

Z A Bhuiyan ◽

...

Keyword(s):

Medical Students ◽

Healthcare Professionals ◽

Lower Cost ◽

Undergraduate Curriculum ◽

Mixed Response ◽

Anonymous Questionnaire ◽

Viable Solution ◽

Hands On ◽

Strongly Agree ◽

Oral Presentations

Abstract Introduction Surgical conferences are invaluable events for healthcare professionals; they provide opportunities to engage with upcoming scientific discoveries, network professionally with peers as well as expand learning through lectures and workshops. For medical students, conferences provide an opportunity to expand understanding beyond the undergraduate curriculum in an interactive manner. COVID-19 has caused disruption to the organisation and attendance of in-person conferences (IPCs). Virtual conferences (VCs) offer a viable solution, allowing delegates to attend from the comfort of their own homes. Method The aim of our study was to evaluate an organised VC and explore the perceived benefits and limitations of VCs compared to IPCs. A virtual one-day trauma & orthopaedics (T&O) conference was organised involving lectures, workshops, poster, and oral presentations. Anonymous questionnaire forms were distributed to delegates following the conference to assess the aims of our paper. Results From 106 responses, 96.2% rated the conference as ‘Excellent’ or ‘Good’ with 92.5% stating that it increased their passion for T&O surgery. Based on a five-point Likert scale (5= strongly agree, 1= strongly disagree), mean score of agreement for preferring VCs to IPCs was 3.30(± 1.24). Key advantages of the VC were a lower cost (70.8%) and not having to travel (77.4%), whereas the main limitation was the inability to participate in hands-on workshops (84.9%). Conclusions Despite the success of our VC, delegate feedback indicates a mixed response comparing VCs to IPCs. We share our findings to encourage similar events to be organised and for other specialties.

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Understanding Medical Students’ Attitudes Toward Learning eHealth: Questionnaire Study

JMIR Medical Education ◽

10.2196/17030 ◽

2020 ◽

Vol 6 (2) ◽

pp. e17030

Author(s):

Kjeld Vossen ◽

Jan-Joost Rethans ◽

Sander M J van Kuijk ◽

Cees P van der Vleuten ◽

Pieter L Kubben

Keyword(s):

Medical Students ◽

Medical Curriculum ◽

Mobile Apps ◽

Real Life ◽

Undergraduate Curriculum ◽

Mean Value ◽

Successful Implementation ◽

Medical Undergraduate ◽

Technological Developments ◽

Students Attitudes

Background Several publications on research into eHealth demonstrate promising results. Prior researchers indicated that the current generation of doctors is not trained to take advantage of eHealth in clinical practice. Therefore, training and education for everyone using eHealth are key factors to its successful implementation. We set out to review whether medical students feel prepared to take advantage of eHealth innovations in medicine. Objective Our objective was to evaluate whether medical students desire a dedicated eHealth curriculum during their medical studies. Methods A questionnaire assessing current education, the need for education about eHealth topics, and the didactical forms for teaching these topics was developed. Questionnaire items were scored on a scale from 1 (fully disagree with a topic) to 10 (fully agree with a topic). This questionnaire was distributed among 1468 medical students of Maastricht University in the Netherlands. R version 3.5.0 (The R Foundation) was used for all statistical procedures. Results A total of 303 students out of 1468, representing a response rate of 20.64%, replied to our questionnaire. The aggregate statement “I feel prepared to take advantage of the technological developments within the medical field” was scored at a mean value of 4.8 out of 10. Mean scores regarding the need for education about eHealth topics ranged from 6.4 to 7.3. Medical students did not favor creating their own health apps or mobile apps; the mean score was 4.9 for this topic. The most popular didactical option, with a mean score 7.2, was to remotely follow a real-life patient under the supervision of a doctor. Conclusions To the best of our knowledge, this is the largest evaluation of students’ opinions on eHealth training in a medical undergraduate curriculum. We found that medical students have positives attitudes toward incorporating eHealth into the medical curriculum.

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Awareness and knowledge of interventional radiology among medical students at an Indian institution

CVIR Endovascular ◽

10.1186/s42155-019-0093-x ◽

2019 ◽

Vol 2 (1) ◽

Cited By ~ 4

Author(s):

Deepsha Agrawal ◽

Michael Alan Renfrew ◽

Sulove Singhal ◽

Yash Bhansali

Keyword(s):

Interventional Radiology ◽

Medical Students ◽

Imaging Techniques ◽

Undergraduate Curriculum ◽

Therapeutic Interventions ◽

Undergraduate Teaching ◽

Poor Knowledge ◽

Medical Undergraduate ◽

Therapeutic Procedures ◽

Radiology Teaching

Abstract Purpose Interventional radiology (IR) is a novel and evolving sub-specialty that encompasses image guided diagnostic and therapeutic procedures. With the advent of new imaging techniques and an increasing demand of minimally invasive procedures, IR continues to grow as a core component in medical and surgical therapeutics. Radiology teaching is a part of medical undergraduate curriculum; however, the medical undergraduate cohort lacks exposure to IR principles, methods and techniques. The purpose of this study is to determine the knowledge and awareness of IR among medical students in a single university in India. Materials and methods Electronic anonymous surveys were sent to 350 medical students of Pt. JNM Medical College, Raipur, India. Each survey comprised of questions assessing knowledge and exposure to IR. A total of 70 students (20%) responded. Results 85.7% of respondents positively reported that radiologists have a role in diagnostic as well as therapeutic interventions, however, 60% of students cited a very poor/poor knowledge of IR. A larger part, 91.5%, stated that they would be interested in IR based teaching delivered as a part of their undergraduate teaching program. Those who knew at least one interventional radiology technique were 1.51 (95% CI: 1.02–2.22; p < 0.05) times more likely to be considering it as a career. Conclusion Medical Students demonstrate a poor knowledge of IR. This corresponds to a limited and inconsistent exposure to IR in medical schools. The study suggests that there is a need to deliver an IR based curriculum in medical undergraduate teaching in India. Our proposition includes introducing a regulated IR teaching in undergraduate medical education using new module designs and presenting medical students an opportunity to attend IR education days, symposiums and conferences to incite early participation.

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