Design, implementation, and assessment of an online-based oncology education program for medical students: An ASCO Oncology Student Interest Group initiative.

2021 ◽  
Vol 39 (15_suppl) ◽  
pp. 11024-11024
Author(s):  
Duaa Kanan ◽  
Tarek Kanan ◽  
Nursena Kalyenci ◽  
Abdel Rahman Nanah ◽  
Marwa Nabil Sampan Tarbaghia ◽  
...  
Keyword(s):  
Medical Students ◽  
Interest Group ◽  
Education Program ◽  
Cancer Biology ◽  
Patient Management ◽  
Medical Schools ◽  
Treatment Modalities ◽  
Student Interest ◽  
Oncology Education ◽  
Principles Of Treatment

11024 Background: Undergraduate medical education in oncology is often fragmented and non-standardized among medical schools (BMC Med Educ 17:100, 2017). Oncology education initiatives are thus critically needed to increase cancer awareness and improve medical students’ understanding of the principles and multidisciplinary approach of oncology. We designed and implemented an online education program with the aim of providing medical students with an early exposure to the field of oncology. Our program was adapted from the Australian Ideal Oncology Curriculum for Medical Schools and included six sessions covering the basics of cancer biology, prevention and screening, diagnosis and patient management, principles of treatment modalities, principles of surgical oncology, as well as counselling and communications skills. Methods: Medical students at our institution were invited to participate. We also invited medical students from other faculties via the support of student groups namely the nation’s medical student union and our ASCO Oncology Student Interest Group (OSIG). Invitations were sent by email and/or via social media along with a brochure outlining the conference’s program and instructions to use the Zoom platform. Students were asked to voluntarily fill online pre- and post-conference anonymous surveys. Students self-assessed their competency, personal attributes, future career aspirations, and provided an evaluation of the program. A five-point Likert scale was used for most questions, in which 1 indicated strong disagreement and 5 indicated strong agreement with the statement. Results: Nearly 300 students from over 50 medical schools in Turkey attended the live program. Only students (n = 228) who completed both the pre- and post-conference surveys were included in our study. ASCO OSIG members made up 24.1% (n = 55) of the students. Among the participants, 73.7% (n = 168) were preclinical students (years 1-3) and 26.3% (n = 60) were clinical students (years 4-6). Students’ overall self-reported rating of their knowledge significantly improved in each of the six sessions, with the greatest pre-post difference observed for diagnosis and patient management (2.51 ± 1 vs 3.87 ± 0.81) followed by principles of treatment modalities (2.54 ± 0.96 vs 3.79 ± 0.88), P < 0.001. Most students believed the program was beneficial in improving their current understanding of oncology with a mean of 4.43 ± 0.76. Most students (92.5%) were “likely” or “very likely” to recommend the program to their colleagues. Conclusions: Students’ evaluation of the online oncology program demonstrated significant benefit and knowledge improvement. Our successfully piloted teaching model of oncology for medical students can be adapted and implemented at medical schools globally. Further development and continuation of our educational initiative is undergoing.

scholarly journals Expanding medical student interaction in neurology with a redesigned student interest group in neurology (sign) chapter

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Rohit Gummi ◽  
Ross Smith ◽  
Raghav Govindarajan
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Interest Group ◽  
The United States ◽  
Student Interest ◽  
Post Intervention ◽  
Journal Clubs ◽  
Hands On ◽  
Neurology Clinic ◽  
Second Year

Abstract Background Student Interest Group in Neurology (SIGN) chapters across the medical schools in the United States provide opportunities for medical students to participate in clinical, research, and service activities in neurology. Despite these, applicants for the field of neurology have traditionally been low. Methods Following changes were introduced: an open board style SIGN chapter executive committee with greater active engagement of first and second year students. New activities included journal clubs, hands on workshops, celebration/cause events (example ALS walk). In addition, a free neurology clinic was introduced. Activities were planned in consultation with office of medical education, and were organized during ‘down times’. Data on student enrollment, activities successfully carried out, students interested in neurology residency, number of neurology-related research projects with student involvement were collected prior to changes and compared to values after changes were introduced. Results Post intervention, student engagement in neurology activities and projects increased significantly. However, a similar increase in applications to neurology residency was not yet observed. Conclusions An open chapter with early engagement and involvement of first and second year medical students, creating a variety of chapter activities with greater hands on involvement, planned in conjunction with office of medical education has reinvigorated our SIGN chapter.

scholarly journals P.032 What do elective students learn about the specialty of Neurology (and what can that teach us)?

2019 ◽  
Vol 46 (s1) ◽  
pp. S22
Author(s):  
F Moore
Keyword(s):  
Multiple Sclerosis ◽  
Medical Students ◽  
Problem Solving ◽  
Qualitative Study ◽  
Medical Schools ◽  
Student Interest ◽  
Poor Patient ◽  
Neurological Exam ◽  
Jewish General Hospital ◽  
One Step

Background: “Neurophobia” describes a fear of Neurology on the part of medical students. This contrasts with the “neurophilia” that exists in society with increasing awareness of disorders such as stroke and multiple sclerosis. Ideally, we should take advantage of “neurophilia” to promote our specialty’s strengths. One step would be to better understand what students learn from a Neurology elective. Methods: This was a qualitative study. Students completing an elective between September 2011 and March 2015 at the Jewish General Hospital (JGH) in Montreal completed written pre- and post-elective questionnaires. Results: 36 students participated; 15 from McGill, 11 from other Canadian medical schools, and 10 from International medical schools. Many students changed their opinion about Neurology, with fewer citing lack of treatments or poor patient prognoses as negatives after completing their elective. They valued knowledge acquired about the neurological exam and problem-solving, while the range of cases and subspecialties surprised them. Many would diversify the setting of their elective to better experience this variety. Conclusions: More diversified elective experiences could showcase the strengths of our specialty and the scope of neurological practice. Presenting Neurology as a challenging, intellectually stimulating specialty that emphasizes problem solving could increase student interest.

scholarly journals Increasing Medical Student Interest in Nephrology

2019 ◽  
Vol 50 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Stephen M. Sozio ◽  
Kurtis A. Pivert ◽  
Hitesh H. Shah ◽  
Harini A. Chakkera ◽  
Abdo R. Asmar ◽  
...  
Keyword(s):  
Medical Students ◽  
Inductive Reasoning ◽  
Medical Schools ◽  
Student Interest ◽  
Key Factors ◽  
Career Interest ◽  
Clinical Exposure ◽  
Faculty Interaction ◽  
Research Activities ◽  
American Society

Background: Interest in nephrology careers is declining, possibly due to perceptions of the field and/or training aspects. Understanding practices of medical schools successfully instilling nephrology interest could inform efforts to attract leading candidates to the specialty. Methods: The American Society of Nephrology Workforce Committee’s Best Practices Project was one of several initiatives to increase nephrology career interest. Board-certified nephrologists graduating medical school between 2002 and 2009 were identified in the American Medical Association Masterfile and their medical schools ranked by production. Renal educators from the top 10 producing institutions participated in directed focus groups inquiring about key factors in creating nephrology career interest, including aspects of their renal courses, clinical rotations, research activities, and faculty interactions. Thematic content analysis of the transcripts (with inductive reasoning implementing grounded theory) was performed to identify factors contributing to their programs’ success. Results: The 10 schools identified were geographically representative, with similar proportions of graduates choosing internal medicine (mean 26%) as the national graduating class (26% in the 2017 residency Match). Eighteen educators from 9 of these 10 institutions participated. Four major themes were identified contributing to these schools’ success: (1) nephrology faculty interaction with medical students; (2) clinical exposure to nephrology and clinical relevance of renal pathophysiology materials; (3) use of novel educational modalities; and (4) exposure, in particular early exposure, to the breadth of nephrology practice. Conclusion: Early and consistent exposure to a range of clinical nephrology experiences and nephrology faculty contact with medical students are important to help generate interest in the specialty.

scholarly journals Expanding Medical Student Interaction In Neurology With A Redesigned Student Interest Group In Neurology (Sign) Chapter

2020 ◽  
Author(s):  
Rohit Gummi ◽  
Ross Smith ◽  
Raghav Govindarajan
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Interest Group ◽  
The United States ◽  
Student Interest ◽  
Post Intervention ◽  
Journal Clubs ◽  
Hands On ◽  
Neurology Clinic ◽  
Second Year

Abstract Background: Student Interest Group in Neurology (SIGN) chapters across the medical schools in the United States provide opportunities for medical students to participate in clinical, research, and service activities in neurology. Despite these, applicants for the field of neurology have traditionally been low.Methods: Following changes were introduced: an open board style SIGN chapter executive committee with greater active engagement of first and second year students. New activities included journal clubs, hands on workshops, celebration/cause events (example ALS walk). In addition, a free neurology clinic was introduced. Activities were planned in consultation with office of medical education, and were organized during ‘down times’. Data on student enrollment, activities successfully carried out, students interested in neurology residency, number of neurology-related research projects with student involvement were collected prior to changes and compared to values after changes were introduced.Results: Post intervention, student engagement in neurology activities and projects increased significantly. However, a similar increase in applications to neurology residency was not yet observed.Conclusions: An open chapter with early engagement and involvement of first and second year medical students, creating a variety of chapter activities with greater hands on involvement, planned in conjunction with office of medical education has reinvigorated our SIGN chapter.

Dissection of the Destitute: The Supply of Anatomical Subjects to the Medical Schools of Aberdeen c. 1832–1902

2018 ◽  
Vol 38 (2) ◽  
pp. 238-260 ◽  
Author(s):  
Dee Hoole
Keyword(s):  
Medical Students ◽  
Medical Schools ◽  
The City

This article examines the mechanisms and arrangements for the movement of subjects for dissection at Aberdeen after the Anatomy Act, and the methods adopted by the Inspector of Anatomy for Scotland and the teachers of anatomy to implement the Act. There has been limited research on the working of the Anatomy Act in Scotland, which this paper aims to address by demonstrating the uniquely Scottish manner of implementation of the Anatomy Act through the use of the Funeratory system, which worked remarkably smoothly. Regimes and arrangements associated with the dissection and disposal of anatomical remains in the city provide statistics, and give details of unclaimed paupers who became ‘material contributions’ for Aberdeen anatomists and medical students.

Improving medical student recruitment to neurosurgery

2020 ◽  
Vol 133 (3) ◽  
pp. 848-854 ◽  
Author(s):  
Daniel Lubelski ◽  
Roy Xiao ◽  
Debraj Mukherjee ◽  
William W. Ashley ◽  
Timothy Witham ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Interest Group ◽  
National Level ◽  
Program Directors ◽  
Student Recruitment ◽  
Research Opportunities ◽  
Research Activities ◽  
Lecture Series ◽  
Mentorship Programs

OBJECTIVENeurosurgery seeks to attract the best and brightest medical students; however, there is often a lack of early exposure to the field, among other possible barriers. The authors sought to identify successful practices that can be implemented to improve medical student recruitment to neurosurgery.METHODSUnited States neurosurgery residency program directors were surveyed to determine the number of medical student rotators and medical students matching into a neurosurgery residency from their programs between 2010 and 2016. Program directors were asked about the ways their respective institutions integrated medical students into departmental clinical and research activities.RESULTSComplete responses were received from 30/110 institutions. Fifty-two percent of the institutions had neurosurgery didactic lectures for 1st- and 2nd-year medical students (MS1/2), and 87% had didactics for MS3/4. Seventy-seven percent of departments had a neurosurgery interest group, which was the most common method used to integrate medical students into the department. Other forms of outreach included formal mentorship programs (53%), lecture series (57%), and neurosurgery anatomy labs (40%). Seventy-three percent of programs provided research opportunities to medical students, and 57% indicated that the schools had a formal research requirement. On average, 3 medical students did a rotation in each neurosurgery department and 1 matched into neurosurgery each year. However, there was substantial variability among programs. Over the 2010–2016 period, the responding institutions matched as many as 4% of the graduating class into neurosurgery per year, whereas others matched 0%–1%. Departments that matched a greater (≥ 1% per year) number of medical students into neurosurgery were significantly more likely to have a neurosurgery interest group and formal research requirements. A greater percentage of high-matching programs had neurosurgery mentorship programs, lecture series, and cadaver training opportunities compared to the other institutions.CONCLUSIONSIn recent decades, the number of applicants to neurosurgery has decreased. A major deterrent may be the delayed exposure of medical students to neurosurgery. Institutions with early preclinical exposure, active neurosurgery interest groups, research opportunities, and strong mentorship recruit and match more students into neurosurgery. Implementing such initiatives on a national level may increase the number of highly qualified medical students pursuing neurosurgery.

scholarly journals Mentors' experiences in an osteopathic medical student research program

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Tyler Hamby ◽  
W. Paul Bowman ◽  
Don P. Wilson ◽  
Riyaz Basha
Keyword(s):  
Medical Students ◽  
Research Program ◽  
Online Survey ◽  
Medical Schools ◽  
Systematic Instruction ◽  
Medical Student Research ◽  
Research Programs ◽  
Student Mentor ◽  
The University

Abstract Context Medical students, especially at osteopathic medical schools, have limited research exposure. Systematic instruction in research, supervised by qualified mentors, could motivate osteopathic medical students to pursue research in their careers, thereby increasing the number of future clinician-scientists. Recruiting and retaining suitable research mentors are crucial to sustaining such programs, but this task is also particularly challenging for osteopathic medical schools. Objectives To assess mentors' experiences in a voluntary student-mentor medical research program. Methods An online survey was sent to 76 university- or hospital-based participants who previously mentored 219 medical students between 2014 and 2019. The questionnaire consisted of 13 items with responses in checklist, five-point Likert scale, and categorical multiple-choice formats, assessing motivation for participation, satisfaction with the program, and interest in future participation. Data were analyzed descriptively, and responses from mentors at the university and hospital were compared using univariate logistic and ordinal regression analyses. Results Among 70 (92.1%) mentors who responded to the survey, 61 (87.1%) reported being motivated by a desire to help medical students learn research. Forty-nine (70.0%) mentors indicated that furthering their own research productivity was a motivation, and hospital-based mentors were statistically significantly more likely to endorse this source of motivation (OR=2.02; 95% CI=1.18–3.45; p=0.01). Most respondents were satisfied with the quality of the students' work (59 [84.3%]) and with the program (59 [85.5%]). However, 46 (65.7%) suggested the program could be enhanced by requiring medical students to be physically present in the clinic or laboratory for a minimum amount of time. Importantly, most (58 [84.1%]) mentors reported that they would be interested in participating in future mentored research programs. Conclusions Mentors were motivated to participate in the voluntary research program for both altruistic and professional reasons. Since most mentors reported being satisfied with the program, it is likely they would participate in future mentored research programs. Our results suggest that mentors viewed this voluntary research program as mutually beneficial.

scholarly journals Structural Barriers to Student Disability Disclosure in US-Allopathic Medical Schools

2021 ◽  
Vol 8 ◽  
pp. 238212052110186
Author(s):  
Lisa M Meeks ◽  
Ben Case ◽  
Erene Stergiopoulos ◽  
Brianna K Evans ◽  
Kristina H Petersen
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Students With Disabilities ◽  
Class Size ◽  
Medical Schools ◽  
Organizational Characteristics ◽  
School Level ◽  
Student Diversity ◽  
Structural Barriers ◽  
Disability Disclosure

Introduction: Leaders in medical education have expressed a commitment to increase medical student diversity, including those with disabilities. Despite this commitment there exists a large gap in the number of medical students self-reporting disability in anonymous demographic surveys and those willing to disclose and request accommodations at a school level. Structural elements for disclosing and requesting disability accommodations have been identified as a main barrier for students with disabilities in medical education, yet school-level practices for student disclosure at US-MD programs have not been studied. Methods: In August 2020, a survey seeking to ascertain institutional disability disclosure structure was sent to student affairs deans at LCME fully accredited medical schools. Survey responses were coded according to their alignment with considerations from the AAMC report on disability and analyzed for any associations with the AAMC Organizational Characteristics Database and class size. Results: Disability disclosure structures were collected for 98 of 141 eligible schools (70% response rate). Structures for disability disclosure varied among the 98 respondent schools. Sixty-four (65%) programs maintained a disability disclosure structure in alignment with AAMC considerations; 34 (35%) did not. No statistically significant relationships were identified between disability disclosure structures and AAMC organizational characteristics or class size. Discussion: Thirty-five percent of LCME fully accredited MD program respondents continue to employ structures of disability disclosure that do not align with the considerations offered in the AAMC report. This structural non-alignment has been identified as a major barrier for medical students to accessing accommodations and may disincentivize disability disclosure. Meeting the stated calls for diversity will require schools to consider structural barriers that marginalize students with disabilities and make appropriate adjustments to their services to improve access.

scholarly journals A Scoping Review of Professional Identity Formation in Undergraduate Medical Education

2021 ◽  
Author(s):  
Shiva Sarraf-Yazdi ◽  
Yao Neng Teo ◽  
Ashley Ern Hui How ◽  
Yao Hao Teo ◽  
Sherill Goh ◽  
...  
Keyword(s):  
Medical Students ◽  
Identity Development ◽  
Medical School ◽  
Professional Identity ◽  
Identity Formation ◽  
Scoping Review ◽  
Medical Schools ◽  
Professional Identity Formation ◽  
Enabling Factors ◽  
Content Analyses

Abstract Background Professional identity formation (PIF) in medical students is a multifactorial phenomenon, shaped by ways that clinical and non-clinical experiences, expectations and environmental factors merge with individual values, beliefs and obligations. The relationship between students’ evolving professional identity and self-identity or personhood remains ill-defined, making it challenging for medical schools to support PIF systematically and strategically. Primarily, to capture prevailing literature on PIF in medical school education, and secondarily, to ascertain how PIF influences on medical students may be viewed through the lens of the ring theory of personhood (RToP) and to identify ways that medical schools support PIF. Methods A systematic scoping review was conducted using the systematic evidence-based approach. Articles published between 1 January 2000 and 1 July 2020 related to PIF in medical students were searched using PubMed, Embase, PsycINFO, ERIC and Scopus. Articles of all study designs (quantitative and qualitative), published or translated into English, were included. Concurrent thematic and directed content analyses were used to evaluate the data. Results A total of 10443 abstracts were identified, 272 full-text articles evaluated, and 76 articles included. Thematic and directed content analyses revealed similar themes and categories as follows: characteristics of PIF in relation to professionalism, role of socialization in PIF, PIF enablers and barriers, and medical school approaches to supporting PIF. Discussion PIF involves iterative construction, deconstruction and inculcation of professional beliefs, values and behaviours into a pre-existent identity. Through the lens of RToP, factors were elucidated that promote or hinder students’ identity development on individual, relational or societal levels. If inadequately or inappropriately supported, enabling factors become barriers to PIF. Medical schools employ an all-encompassing approach to support PIF, illuminating the need for distinct and deliberate longitudinal monitoring and mentoring to foster students’ balanced integration of personal and professional identities over time.

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