scholarly journals Changing medical students' attitudes to learning disability

1996 ◽  
Vol 20 (7) ◽  
pp. 429-430 ◽  
Author(s):  
Ian Hall ◽  
Sheila Hollins
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Learning Disability ◽  
Positive Feedback ◽  
Hospital Medical School ◽  
Face To Face ◽  
Hospital Medical ◽  
Before And After ◽  
Theatre Company ◽  
Students Attitudes

The Strathcona Theatre Company is made up of professional actors with a learning disability and two directors. As part of the teaching course in the Department of Psychiatry of Disability at St George's Hospital Medical School, the medical students participate in a workshop given by the Company, near the beginning of their attachment in psychiatry. During the two-hour workshop the students are taught a variety of ‘ice breaking’ games and mimes by members of the Company. This means that early on in the course, students have face to face contact with adults with a learning disability, and furthermore see them in a socially valued role as teachers and leaders. The students usually find the workshop enjoyable, and give positive feedback although they were unsure how successful the workshop was in changing medical students' attitudes towards people with learning disability. We report an evaluation of students' attitudes before and after the workshop, and show statistically significant changes in attitudes towards people with a learning disability.

England: St George's Hospital Medical School, London

1983 ◽  
Vol 142 (4) ◽  
pp. 345-349
Author(s):  
A. H. Crisp
Keyword(s):  
Medical School ◽  
Clinical Observation ◽  
Undergraduate Teaching ◽  
Hospital Medical School ◽  
Hospital Medical ◽  
Psychological Medicine ◽  
Post War ◽  
Senior Colleague

I took up my present appointment at St. George's Hospital Medical School in 1967 and found myself with friendly colleagues and a tradition of undergraduate teaching of psychiatry extending back to the immediate post-war period. This tradition had also been expressed in the textbook Psychological Medicine, written and revised over successive years by Guttman, Curran and Partridge, and in more recent years by Peter Storey, currently a senior colleague here. The book is hallmarked by its clarity of expression and the richness of its clinical observation, and has for long been a favourite with both undergraduates and postgraduates.

scholarly journals A Theoretical Framework for the Development of Views of One’s Own Aging

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 6-6
Author(s):  
Sarah Marrs ◽  
Jennifer Inker ◽  
Madeline McIntyre ◽  
Leland Waters ◽  
Tracey Gendron
Keyword(s):  
Older Adults ◽  
Medical Students ◽  
Assisted Living ◽  
Health Professions ◽  
Theoretical Framework ◽  
Community Dwelling ◽  
Mentoring Program ◽  
Term Care ◽  
Before And After ◽  
Students Attitudes

Abstract Senior mentoring programs have been established that provide medical students exposure to a community-dwelling older adult mentor. The goal of these programs is to expose students to healthy older adults, increase knowledge of geriatrics, and prepare them to care for an aging population. However, even while participating in a senior mentoring program, health professions students still demonstrate some discriminatory language towards older adults (e.g., Gendron, Inker, & Welleford, 2018). In fact, research suggests ageist practices occur, intentionally or not, among all health professions and within assisted living and long-term care facilities (e.g., Bowling, 1999; Dobbs et al., 2008; Kane & Kane, 2005). There is reason to believe that how we feel about other older adults is a reflection of how we feel about ourselves as aging individuals. As part of an evaluation of a Senior Mentoring program, we found that students’ attitudes towards older adults were not significantly improved (t (92) = .38, p = .70). To further explore this, we collected subsequent qualitative data. Specifically, we asked students to respond to the open-ended prompt before and after completing their senior mentoring program: How do you feel about your own aging? Our findings have revealed just how complex students’ views towards aging and elderhood are, pointing to a need to develop a theoretical framework for how these views are formed. Thus, the results of this qualitative grounded theory study illustrate the stages of development medical students’ progress through as they come to accept themselves as aging humans.

Hospital, Medical School Have Much to Answer for: The Kern Case

1998 ◽  
Vol 7 (4) ◽  
pp. 13-14
Author(s):  
James Celenza
Keyword(s):  
Medical School ◽  
Rhode Island ◽  
Occupational Safety ◽  
Occupational Safety And Health ◽  
Hospital Medical School ◽  
Hospital Medical ◽  
Safety And Health

This article is reprinted with permission from the newsletter of the Rhode Island Committee on Occupational Safety and Health.

scholarly journals Changing Attitudes towards Occupational Medicine with Blended Learning Methods Is Possible among Medical Students in Spain: A Longitudinal Study

2022 ◽  
Vol 19 (2) ◽  
pp. 878
Author(s):  
Isabel Iguacel ◽  
Begoña Abecia ◽  
José Luis Bernal ◽  
Begoña Martínez-Jarreta
Keyword(s):  
Factor Analysis ◽  
Medical Students ◽  
Blended Learning ◽  
Occupational Medicine ◽  
Teaching Method ◽  
Professional Performance ◽  
Face To Face ◽  
La Mancha ◽  
Before And After ◽  
Changing Attitudes

Medical students generally express a low interest in Occupational Medicine. We aimed to assess the attitudes and changes in attitudes of students towards this area after completing a course on Occupational Medicine in two Medical Universities in Spain (Zaragoza and Castilla-La Mancha). The teaching method included blended learning as a model that used online virtual patient platforms (CASUS) and/or EMUTOM, as well as traditional methods such as face-to-face teaching. A total of 526 students (98 of whom attended the University of Castilla-La Mancha) participated during three academic years (2015–2016, 2016–2017 and 2017–2018). The validation of the questionnaire was carried out using reliability, exploratory and confirmatory factor analysis. For the analysis of internal consistency and discrimination, Cronbach’s alpha was used. The adequacy of the factor analysis was measured by means of KMO, and a correlation matrix was examined by means of Bartlett’s test of sphericity. To identify differences between students before and after completing the course, the Mann–Whitney U-test for independent samples was used. Our results show that despite a negative or neutral attitude towards Occupational Medicine, the acquisition of competences and skills in this area and their training were recognized as fundamental for their future professional performance as doctors in any specialty.

scholarly journals Immunization competence retention in medical students: a comparation between conventional lectures and lectures with simulations method

2016 ◽  
Vol 55 (6) ◽  
pp. 339 ◽  
Author(s):  
Hartono Gunadi ◽  
Rini Sekartini ◽  
Retno Asti Werdhani ◽  
Ardi Findyartini ◽  
Muhammad Arvianda Kevin Kurnia
Keyword(s):  
Experimental Study ◽  
Medical Students ◽  
Medical School ◽  
Intervention Group ◽  
Control Group ◽  
Vaccine Preventable Diseases ◽  
Before And After ◽  
Quasi Experimental

Background Immunization is recognized as one of the strategiesto reduce vaccine preventable diseases. Competency related toimmunization are consequently important for medical students andthe medical school needs to assure the competence acquisition.Objective To assess competence related to immunization andits retention following lectures with simulations compared tolectures only.Methods A quasi-experimental study was conducted to the 5th yearstudents of University of Indonesia Medical School during the ChildAdolescent Health Module in 2012-2013. The intervention grouphad lectures with simulations and the control group had lecturesonly. Immunization knowledge was assessed with a 30 multiplechoice question (MCA) items performed before and after themodule. Competence retention was assessed by MCQ (knowledge)and OSCE (skills) 2-6 months afterwards.Results Sixty eight subjects for each group with similarcharacteristics were analyzed. There was significant differenceafter module MCQ score between two groups. Competenceretention in 2-6 months after module completion was betterin intervention group, both for the knowledge (median MCQscore of 70.00 (range 37-93) vs. mean score of 58.01 (SD 12.22),respectively; P<0.001) and skill (OSCE mean scores of 75.21 (SD10.74) vs. 62.62 (SD 11.89), respectively; P < 0.001). Proportionof subjects in the intervention group who passed both the MCQand OSCE were also significantly greater.Conclusion Lectures with simulations are proved to bemore effective in improving medical students’ immunizationcompetence as well as its retention compared to lectures onlyapproach.

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