scholarly journals Psychodynamic approaches to teaching medical students about the doctor–patient relationship: randomised controlled trial

2011 ◽  
Vol 35 (8) ◽  
pp. 308-313 ◽  
Author(s):  
Jessica Yakeley ◽  
Peter Shoenberg ◽  
Richard Morris ◽  
David Sturgeon ◽  
Sarah Majid
Keyword(s):  
Medical Students ◽  
Teaching Methods ◽  
Psychodynamic Psychotherapy ◽  
Teaching Method ◽  
Controlled Trial ◽  
Control Group ◽  
Patient Relationship ◽  
Doctor Patient Relationship ◽  
Partial Control ◽  
Balint Group

Aims and methodTo evaluate the effectiveness of two psychodynamic psychotherapy teaching methods, a student psychotherapy scheme (SPS) and participation in a Balint group, in teaching first-year clinical medical students about doctor–patient communication and the doctor–patient relationship. The 28 students, who were randomly allocated to three groups (SPS group, Balint group starting at baseline and Balint group starting at 3 months and acting as partial controls), were rated on a questionnaire testing their knowledge of emotional and psychodynamic aspects of the doctor–patient relationship administered at baseline, at 3 months and at 1 year.ResultsAt 3 months, students in the SPS and Balint groups scored higher than the partial control group, the difference approaching significance at the 5% level. At 1 year, participation in either teaching method led to significantly higher scores compared with baseline.Clinical implicationsPsychodynamic psychotherapy teaching methods are effective in increasing students' knowledge of the doctor-patient relationship and potentially also improving their communication skills.

scholarly journals Balint style case-based discussion group for medical students in Bassetlaw Hospital

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S342-S342
Author(s):  
Anu Priya ◽  
Hardev Bhogal
Keyword(s):  
Medical Students ◽  
Discussion Group ◽  
Discussion Groups ◽  
Written Feedback ◽  
Patient Relationship ◽  
Doctor Patient Relationship ◽  
Balint Groups ◽  
Balint Group ◽  
Learning Points ◽  
Case Based

AimsTo evaluate feedback from Balint style case based discussion groups and to reflect on learning points.We have three medical students from Sheffield University on six week psychiatry placements at Bassetlaw Hospital and we get eighteen students in a year. In order to further develop their approach towards reflection and their understanding towards the doctor patient relationship we developed the Balint style case based discussion group, and each group of students attend three sessions during their placement.MethodThe groups are held on a weekly basis and consist of the three medical students and 1-2 facilitators. As the group is small one of the facilitators may participate with the students for the Balint process and to help encourage the students. Following completion of the third session of the discussion group we gain written feedback from the students. A total of 17 feedbacks have been reviewed over the period of November 2018 -November 2019.Result16 students stated that this was their first experience at Balint Group and all except one student felt that they were given a good introduction about Balint groups before starting. When asked about the most significant thing that they have learnt in the group, the majority of students marked reflecting feelings to improve relationships with patients, exploring why they feel a certain way with patients and that the doctor patient relationship can affect the consultation.One student stated that they would not recommend it to colleagues as they felt it was relevant more to doctors rather than medical students. Another student recommended having more people in a group.ConclusionOverall, it has been a positive experience with the medical students during the groups and with feedbacks. We have reflected on difficult topics like bereavement, fantasized about the purpose of a patient's delusion and shared the joy of a patient who was discharged after a long stay. While we think we have been able to teach the students some tips on reflection, we ourselves have been able to reflect on certain topics we would not have if not raised by the students. Some medical students have contacted the larger Balint Group in Sheffield for further sessions. Considering our experience, we will continue with the sessions at Bassetlaw Hospital.

scholarly journals Who wants to do psychiatry?

2004 ◽  
Vol 28 (6) ◽  
pp. 208-212 ◽  
Author(s):  
Jessica Yakeley ◽  
Peter Shoenberg ◽  
Austin Heady
Keyword(s):  
Medical Students ◽  
Career Choice ◽  
Control Group ◽  
Patient Relationship ◽  
Doctor Patient Relationship ◽  
School Of Medicine ◽  
University College ◽  
The University

Aims and MethodThe study aimed to determine whether medical students who participated in a student psychotherapy scheme aimed at helping them learn about the doctor-patient relationship were more likely to choose psychiatry as a career than a control group who did not participate. One hundred and ninety-eight medical students who participated in the University College and Middlesex School of Medicine (UCMSM) Psychotherapy Scheme between 1982 and 1992, and 200 randomly selected students of the same period who did not, were sent a questionnaire asking about career choice.ResultsSeventy-seven of 163 participants in the scheme who sent back the questionnaire had not thought about doing psychiatry before entering the scheme. Of these, 11 became psychiatrists (14.3%), compared with only two (1.6%) of the 128 controls (of 152 respondents) who had not considered psychiatry as a career at the same stage. This difference is highly significant (P<0.001). Many of the participants, including those who did not specialise in psychiatry, emphasised how the scheme had helped them understand the doctor-patient relationship.ImplicationsParticipating in the Student Psychotherapy Scheme encouraged medical students to choose psychiatry as a career. This knowledge is important, particularly in view of the current recruitment crisis in psychiatry.

scholarly journals Development and evaluation of an online medication safety module for medical students at a rural teaching hospital: the Winchester District Memorial Hospital

2021 ◽  
Vol 10 (2) ◽  
pp. e001385
Author(s):  
Ali Elbeddini ◽  
Yasamin Tayefehchamani
Keyword(s):  
Online Learning ◽  
Medical Students ◽  
Medication Safety ◽  
Controlled Trial ◽  
Effective Means ◽  
Intervention Group ◽  
Control Group ◽  
Open Label ◽  
Online Module ◽  
Learning Module

ObjectiveTo design, implement and assess an online learning module for third-year and fourth-year medical students addressing medication safety.DesignThis study was a prospective, parallel, open-label, randomised controlled trial with two arms: (1) a control arm in which students were given five articles to read about medication safety, and (2) an intervention arm in which students were given access to an interactive web-based learning module on medication safety. Pretesting and post-testing were done online to evaluate change in medication safety knowledge.ResultsTen students completed the study in the intervention group (online module) and six students completed the study in the control group. The increase in score obtained on the post-test, relative to the pretest, was 15.4% in the group who completed the online module and 2.0% in the control group (difference=13.4%, 95% CI 0.5% to 26.2%, p=0.04).ConclusionStudents who completed an online educational tool about medication safety demonstrated a significantly greater increase in knowledge than those who completed a few readings. Online learning modules can be a convenient and effective means of teaching safe prescribing concepts to medical trainees.

Effective Role of Emotions in Teaching

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Sujit Dhanraj Kumavat
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Negative Emotion ◽  
Junior College ◽  
Control Group ◽  
Neutral Group ◽  
Group I ◽  
Group Control Group ◽  
Experimental Group

The objective of the present study was to find out the role of emotion in effective teaching of junior college students. The sample for the present research selected from the grantable junior college in Ahmednagar. For the research 11th class 90 students of Commerce faculty was selected. Among them 30 student selected for the positive emotion teaching group (Experimental group I). 30 students selected for the negative emotion (Experimental group II). And 30 students were selected for the neutral group (Control group III). The age range of the students were 17 to 18 years (M=35.00 SD=7.38). In the research Simple random method was used. The first hypothesis of the research was positive emotional teaching method high in English retention than negative and neutral teaching methods. Tolls 11th class English syllabus selected for the study. Result first result was showed that positive emotional teaching had significantly high English retention than the negative and neutral emotional teaching methods.

scholarly journals Effectiveness of clinical scenario dramas to teach doctor-patient relationship and communication skills

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Yinan Jiang ◽  
Lili Shi ◽  
Jinya Cao ◽  
Liming Zhu ◽  
Yue Sha ◽  
...  
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Patient Communication ◽  
Clinical Scenario ◽  
Patient Relationship ◽  
Doctor Patient Relationship ◽  
Clinical Communication ◽  
Doctor Patient Communication ◽  
Self Confidence ◽  
Chinese Medical Students

Abstract Background The doctor-patient relationship in China has deteriorated in recent years, and poor doctor-patient communication is one of the main reasons. How to effectively carry out doctor-patient communication training originated from the West among Chinese medical students still to be studied. In the past decade, Peking Union Medical College has adopted clinical scenario drama to teach doctor-patient relationship and clinical communication skills. The aim of this study was to introduce clinical scenario dramas and evaluate its effectiveness in promoting doctor-patient relationships and clinical communication skills through students’ self-perceptions in Chinese medical students. Methods This study was a retrospective, self-controlled study and conducted from March 2009 to October 2018. Doctor-patient relationship and communication skills training were administered to all sixth-year medical students, which involved lectures and various clinical scenario dramas. The program totaled 24 h, of which each class session was 3 h, with 8 sessions in total. All students were requested to complete an anonymous 5 likert self-rating survey including self-confidence in using communication skills and self-perceived learning attitude and ability before and at the end of the course. In addition, they were requested to evaluate the curriculum after completion of the course. Results Clinical scenario dramas helped students improve their self-confidence in clinical communication skills except for psychosomatic history taking (p < 0.05). The interests for participation in clinical scenario dramas were higher compared to attending lectures (4.39 ± 0.610 Vs 4.07 ± 0.831, p<0.01). Study participants were highly satisfied in the course setting, teaching instructors and content (4.61 ± 0.546, 4.65 ± 0.535, 4.63 ± 0.534). The self-evaluation results demonstrated that clinical scenario dramas improved the learning ability of medical students (p < 0.05). Conclusion The use of clinical scenario dramas was helpful in teaching doctor-patient communication skills.

scholarly journals Effect of Story-Based Audio Visual Mnemonics in Comparison with Text Reading Method on Memory Consolidation among Medical Students: A randomized Controlled Trial

2020 ◽  
Author(s):  
Mona Mohamed Ibrahim Abdalla ◽  
Meram Azzani ◽  
Reanugah Rajendren ◽  
Tan Kim Hong ◽  
Yamunah A/P Balachandran ◽  
...  
Keyword(s):  
Medical Students ◽  
Memory Consolidation ◽  
Controlled Trial ◽  
Controlled Study ◽  
Control Group ◽  
Memory Retention ◽  
Multiple Choice Questions ◽  
Visual Mnemonics ◽  
Text Reading ◽  
Single Response

Abstract Background: Traditional teaching methods via faculty lectures lacked interactivity, as seen with text-based materials. Hence, this research aimed to compare the effectiveness of story-based audio-visual mnemonics and conventional text reading methods on medical students’ memory consolidation. Methods: A single-center, systematic random sampling, single-blinded, controlled study was conducted among 80 medical students in year one. The students were randomly assigned to the text-based (control) or story-based audio-visual mnemonics (intervention). Then, a test was held immediately, consisting of ten multiple-choice questions and ten oral recall keywords based on the topic given. The test was repeated in one week, two weeks, and four weeks later. Both descriptive and inferential statistics were utilized. The mean score difference between the audiovisual mnemonic and control groups was determined using a two-tailed unpaired t-test. Results: This study found that participants who underwent a story-based audiovisual mnemonics method had statistically significant higher marks in the single-response answer questions compared to participants who undergone a text reading method. The audiovisual group also spent a statistically significant shorter time to recall in the oral recall test in comparison to the control group. In conclusion, story-based audio-visual mnemonics are more effective in medical student’s memory retention compared to the conventional text reading method.

scholarly journals Effectiveness of Lecture and Discussion Teaching Methods in Teaching English Language through Figures of Speech

2019 ◽  
Vol 6 (1) ◽  
pp. 1-17
Author(s):  
Lok Raj Sharma ◽  
Ram Nath Khanal
Keyword(s):  
Teaching Methods ◽  
English Language ◽  
Teaching Method ◽  
Sampling Technique ◽  
T Test ◽  
Control Group ◽  
Teaching English ◽  
Figures Of Speech ◽  
Significant Difference ◽  
Experimental Group

The main objective of this study is to identify the effectiveness of teaching methods in teaching English language through figures of speech. Thirty-one figures of speech were selected from different prose adverse lines for the study.  The study was experimental in nature and the pretest-post test control group research design was adopted among 120 bachelor third year education students from five campuses of Makawanpur District, Nepal. Simple random sampling technique was used to select the students to form the Control Group and the Experimental Group which were taught by using the lecture teaching method and the discussion teaching method respectively for thirty five days. The paired samples t test in SPSS Version 20 was used to compare Total Pretest Mean Score and Total Posttest Mean Score within groups. The overall reliability of the instruments based on the posttest scores of the students of the both groups of the pilot study was .979 and that of the research study was .968.  The pair samples t test between the Total Pretest Mean Score and the Total Posttest Mean Score of the Control Group (observed t- value=20.652, critical t- value= 2.001 and p< .05) and the Experimental Group (observed t- value= 42.907, critical t- value= 2.001 and p< .05) show that there was a statistically significant difference between the Total Pretest Mean Score and the Total Posttest Mean Score in each group. It justifies that the lecture teaching method and the discussion teaching method were effective within each group.    

scholarly journals Attitudes of medical students in Pakistan toward the doctor-patient relationship

2014 ◽  
Author(s):  
Waqas Ahmad ◽  
Edward Krupat ◽  
Yumna Asmaa ◽  
Noor-E- Fatima ◽  
Rayan Attique ◽  
...  
Keyword(s):  
Medical Students ◽  
Patient Centered Care ◽  
Cross Sectional Study ◽  
Individual Characteristics ◽  
Patient Relationship ◽  
Doctor Patient Relationship ◽  
Patient Centered ◽  
Cross Sectional ◽  
Centered Care ◽  
Academic Year

Background. We initiated this study with the aim to assess the leaning of medical students towards either a doctor-centered or a patient-centered care and explore the effects of personal attributes on it like gender, academic year etc. of the students. Methods. A cross-sectional study was conducted between July-Sep 2013. The study population consisted of 1274 medical students in years 1-5 from two medical colleges. English version of PPOS was used to assess attitudes of medical students towards doctor-patient relationship. The relationship between PPOS scores and individual characteristics like gender, academic year etc. were examined by using Independent t-test and one way ANOVA. Results. A total of 792 students formed the final sample. Characteristics associated with most patient-centered attitudes were being in 4th academic year, married, being a foreigner and belonging to a Private college (p<0.05). Characteristics associated with most doctor-centered attitudes were being in 2nd academic year, divorced, having a local origin and belonging to a Govt. college (p<0.05). Gender and having doctor parents had no bearing, statistically, on the attitudes. Conclusion. Despite ongoing debate and emphasis on a patient-centered curriculum, our study suggests that current curriculum and its teachings are not producing the results they are designed to achieve. Students should be adequately exposed to the patients from the beginning of their medical education in clinical settings which are more sympathetic to a patient-centered care.

scholarly journals Medical Students in Psychiatric Out-Patients

1979 ◽  
Vol 3 (11) ◽  
pp. 192-194
Author(s):  
C. J. Salisbury ◽  
Glynn L. Harrison
Keyword(s):  
Medical Students ◽  
Teaching Hospital ◽  
Visual Feedback ◽  
Medical Setting ◽  
Patient Relationship ◽  
Doctor Patient Relationship ◽  
Good Doctor

A good doctor-patient relationship is central to the task of gathering information and providing treatment, especially in psychiatry. In a teaching hospital this relationship may be complicated by the presence of one or more medical students, watching in an uninvolved fashion, and possibly changing from visit to visit. If the students are seated to one side or even behind him, the patient may feel increasingly uncomfortable about exposing personal material in the absence of any visual feedback. A passive audience may be permissible in a general medical setting where information is less personal and amateur status is masked behind white uniforms. In psychiatry, however, the youthfulness and comparative immaturity of students may be heightened by casual dress and less formal clinics.

scholarly journals Application Effect of Informationized Teaching Method Based on Evidence-based Nursing in Surgical Nursing Teaching

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Yadi Wang
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Control Group ◽  
Teaching Model ◽  
Evidence Based ◽  
Theoretical Knowledge ◽  
Traditional Teaching ◽  
Observation Group ◽  
Research Objects ◽  
Evidence Based Nursing

Objective: The study was to analyze the application effect of informationized teaching method based on evidence-based nursing in surgical nursing teaching. Methods: From December 2019 to December 2020, 60 students were selected as the research objects and randomly divided into two groups, each with 30 students in the teaching group. The observation group applied informationized teaching based on evidence-based nursing method,and the control group used the traditional teaching model. The teaching effect was evaluated. Results: The test scores of subjective theoretical knowledge and objective theoretical knowledge of the observation group were significantly higher than those of the control group, and the comprehensive ability evaluation of the observation group was also higher (P<0.05). The majority of students accepted the informationized teaching method based on evidence-based nursing, and a few held a neutral or disapproval attitude. Conclusion:  Informationized teaching method based on evidence based nursing can improve students' theoretical and practical levels in surgical nursing teaching, and most students also accept this teaching method, which has application value.

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