Do Underrepresented Minority Medical Students Differ From Nonminority Students in Problem-Solving Ability?

2001 ◽  
Vol 13 (2) ◽  
pp. 86-91 ◽  
Author(s):  
Ara Tekian ◽  
Yi Han ◽  
Laura Hruska ◽  
Andrew J. Krainik
Keyword(s):  
Medical Students ◽  
Problem Solving ◽  
Underrepresented Minority

scholarly journals Self-Assessment of Problem Solving Disposition in Medical Students

2014 ◽  
Vol 2014 ◽  
pp. 1-6
Author(s):  
Silvia Lizett Olivares-Olivares ◽  
Mildred Vanessa López-Cabrera
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Medical Students ◽  
Problem Solving ◽  
Medical Schools ◽  
Self Assessment ◽  
Competency Based Education ◽  
Competency Based ◽  
Future Demands ◽  
Disposition Model

Medical schools are committed to both students and society to develop capabilities required to succeed in health care environments. Present diagnosis and treatment methods become obsolete faster, demanding that medical schools incorporate competency-based education to keep pace with future demands. This study was conducted to assess the problem solving disposition of medical students. A three-subcategory model of the skill is proposed. The instrument was validated on content by a group of 17 experts in medical education and applied to 135 registered students on the sixth year of the M.D. Physician Surgeon program at a private medical school. Cronbach’s alpha indicated an internal consistency of 0.751. The findings suggest that selected items have both homogeneity and validity. The factor analysis resulted in components that were associated with three problem-solving subcategories. The students’ perceptions are higher in the pattern recognition and application of general strategies for problem solving subcategories of the Problem solving disposition model.

Psychiatric Decision-Making by Medical Students

1978 ◽  
Vol 132 (2) ◽  
pp. 191-194 ◽  
Author(s):  
Richard Mayou
Keyword(s):  
Decision Making ◽  
Medical Students ◽  
Problem Solving ◽  
Conventional Teaching ◽  
Treatment Plans ◽  
Clinical Problems

Analysis of medical students' formulations and replies to clinical problems indicates difficulty in deciding on the nature and organization of treatment. A programme describing a problem-solving approach was devised, and students taught in this way were shown to be significantly more able to formulate organized treatment plans with more precise aims. It is suggested that problem-solving methods are likely to be much more effective than conventional teaching of psychiatry.

Characterizing IR Exposure at US Medical Schools with the Highest Percentage of Enrolled Underrepresented Minority Medical Students

2017 ◽  
Vol 28 (12) ◽  
pp. 1751-1753 ◽  
Author(s):  
Vishal Kumar ◽  
Nabih Diab ◽  
Jamal M. Jefferson ◽  
Evan D. Lehrman ◽  
Jeanne M. LaBerge ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical Schools ◽  
Underrepresented Minority

Evaluation of the Clinical Assessment Project: A Computer-Based Multimedia Tool to Assess Problem-Solving Ability in Medical Students

PEDIATRICS ◽  
2006 ◽  
Vol 118 (4) ◽  
pp. 1380-1387 ◽  
Author(s):  
M. J. Feldman ◽  
G. O. Barnett ◽  
D. A. Link ◽  
M. A. Coleman ◽  
J. A. Lowe ◽  
...  
Keyword(s):  
Medical Students ◽  
Problem Solving ◽  
Clinical Assessment ◽  
Multimedia Tool ◽  
Computer Based

scholarly journals Differences in Coaching Needs Among Underrepresented Minority Medical Students

2019 ◽  
Vol 51 (6) ◽  
pp. 516-522 ◽  
Author(s):  
Skender Najibi ◽  
Patricia A. Carney ◽  
Erin K. Thayer ◽  
Nicole M. Deiorio
Keyword(s):  
Medical Students ◽  
Focus Groups ◽  
Student Perceptions ◽  
Underrepresented Minority ◽  
Academic Coaching ◽  
Cross Sectional ◽  
Coaching Relationship ◽  
Coaching Process ◽  
Student Focus ◽  
Majority Students

Background and Objectives: Little is known about how the academic coaching needs of medical students differ between those who are racially, ethnically, and socially underrepresented minority (RES-URM) and those who represent the majority. This single-site exploratory study investigated student perceptions and coaching needs associated with a mandatory academic coaching program, and coaches’ understanding of and preparedness to address these potentially differing needs. Methods: Coaching needs of second- and third-year medical students were assessed using two initial focus groups and two validation focus groups, one consisting of RES-URM students and the other majority medical students. Coaches were assessed using a cross-sectional self-administered survey designed to determine their perceptions of differing coaching needs of students Results: Seven themes emerged from the student focus groups. Three of these reflected the coaching relationship, and four reflected the coaching process. RES-URM students expressed stress around sharing vulnerability that was not expressed among majority students. Sixty-eight percent of coaches expressed that RES-URM students would not have differing needs of their coaches. Coaches self-rated as being somewhat (45%), moderately (29%), or very (13%) skilled at coaching RES-URM students. Conclusions: RES-URM students cite different coaching needs than majority students that most coaches do not recognize. Faculty and program development regarding these unique needs is warranted.

scholarly journals Pengaruh kemampuan metakognitif terhadap kemampuan pemecahan masalah pada mahasiswa program akademik dan profesi Fakultas Kedokteran

2019 ◽  
Vol 15 (1) ◽  
Author(s):  
Eti Poncorini Pamungkasari ◽  
Bhisma Murti ◽  
Haris Mudjiman
Keyword(s):  
Regression Analysis ◽  
Medical Students ◽  
Problem Solving ◽  
Linear Regression ◽  
Multiple Linear Regression Model ◽  
Confounding Factors ◽  
Metacognitive Skill ◽  
Medical Graduates ◽  
Age And Sex ◽  
Academic Programme

Problem solving ability is one of several competences that should be mastered by medical graduates. Metacognitive skill, which refers to skills of thinking about thinking, is presumed in the literature to have some relation with problem solving ability. This study aims to investigate the effect ofmetacognitive skill on problem solving ability among medical students of academic and professional programmes at the Faculty of Medicine. This study is analytic and observational, conducted at the Faculty of Medicine, Sebelas Maret University. The study subjects are medical students currentlyundertaking academic or professional programme at the Faculty of Medicine, Sebelas Maret University. Subject were selected purposively by distinguishing sub populations undertaking academic and professional programmes. From each sub population, 20 subjects were selected atrandom to result in a total of 40 subjects for this study. The data were collected by use of a questionnaire that has been previously designed by researchers abroad. The questionnaire was translated from English to Indonesian, modified accordingly, and subsequently tested for its validityand reliability, before use. The data were analyzed employing multiple linear regression model. The results of the regression analysis show that one score in metacognitive skill increases 0.71 score in problem solving ability (?= 0.71; 95%CI 0.37 to 1.06). In addition, students at the professional programme on average have problem solving ability 11.36 scores higher than those at the academic programme (?= 11.36; 95%CI 2.00 to 20.71). This study concludes that there is a statisticallysignfificant effect of metacognitive skill on problem solving ability among medical students at the Faculty of Medicine. After controlling for confounding factors such as learning stages, age, and sex, an increase in metacognitive skill will signficantly increase problem solving ability.

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