Student-perceived benefit from otolaryngology theatre attendance

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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Earlier Introduction to Job Applications for UK Medical Students

Archives of Health Science ◽

10.31829/2641-7456/ahs2019-3(1)-106 ◽

2019 ◽

pp. 1-2

Keyword(s):

Medical Students ◽

Medical School ◽

Clinical Medicine ◽

Fourth Year Medical Students

As fourth year medical students at a London medical school, we have welcomed the new changes to our MBBS curriculum whereby traditional pre-clinical medical students are now being exposed to clinical medicine earlier on. Although we do not directly benefit from this, we feel that an earlier introduction to clinics would have been more beneficial as our first clinical year would have been more productive having already adjusted to clinical medicine.

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Attitudes of medical students to electroconvulsive therapy

BJPsych Open ◽

10.1192/bjo.2021.97 ◽

2021 ◽

Vol 7 (S1) ◽

pp. S15-S15

Author(s):

Patrick Clements ◽

Aidan Turkington

Keyword(s):

Medical Students ◽

Electroconvulsive Therapy ◽

Positive Attitude ◽

Undergraduate Curriculum ◽

Likert Scale ◽

Background Information ◽

Positive Shift ◽

Medical Undergraduate ◽

Queen's University ◽

Strongly Agree

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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What Are the Characteristics of Fourth-Year Medical Students With Higher Levels of Resilience?

PRiMER ◽

10.22454/primer.2019.150381 ◽

2019 ◽

Vol 3 ◽

Author(s):

Sey Park ◽

Maribeth Porter ◽

Ki Park ◽

Lauren Bielick ◽

Benjamin J. Rooks ◽

...

Keyword(s):

Medical Students ◽

Medical School ◽

Medical Training ◽

Personal Characteristics ◽

After School ◽

Demographic Information ◽

Personal Time ◽

Resilience Scale ◽

Fourth Year Medical Students ◽

Race Ethnicity

Introduction: Burnout during medical training, including medical school, has gained attention in recent years. Resiliency may be an important characteristic for medical students to have or obtain. The aim of this study was to examine the level of resiliency in fourth-year medical students and whether certain characteristics were associated with students who have higher levels of resiliency. Methods: Subjects were fourth-year medical students who completed a survey during a required end-of-year rotation. The survey collected subjects’ demographic information including age, gender, race, ethnicity, marital status, and chosen specialty. They were also asked to complete the Brief Resilience Scale (BRS) and answer questions that assessed personal characteristics. Results: The response rate was 92.4%. Most respondents had personal time for themselves after school (92.6%), exercise or participate in physical activity for at least 30 minutes most days of the week (67.2%), were able to stop thinking about medical school after leaving for the day (58.2%), and had current financial stress (51.6%). No differences were noted in demographic information among students across specialty categories. A higher BRS score was associated with being male and having the ability to stop thinking about school. Conclusions: BRS scores in medical students are associated with specific demographic characteristics and the ability to stop thinking about school. Addressing the modifiable activities may assist students with increasing their resiliency and potentially decreasing their risk of burnout.

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Do Medical Students Receive Adequate Otolaryngology Training? A Canadian Perspective

Annals of Otology Rhinology & Laryngology ◽

10.1177/0003489420932593 ◽

2020 ◽

Vol 129 (11) ◽

pp. 1095-1100

Author(s):

Brandon R. Rosvall ◽

Zachary Singer ◽

Kevin Fung ◽

Christopher J. Chin

Keyword(s):

Medical Students ◽

Medical School ◽

Head And Neck ◽

Neck Surgery ◽

Canadian Universities ◽

Canadian Medical School ◽

Canadian Perspective ◽

Fourth Year Medical Students ◽

Baseline Characteristics ◽

School Curricula

Objectives: Otolaryngology—head and neck surgery (OHNS) training has been found to be underrepresented in medical school curricula. The study aimed to assess (i) students’ clinical OHNS exposure, (ii) their confidence managing OHNS conditions, and (iii) the correlation between OHNS exposure and confidence managing OHNS conditions. Methods: Fourth-year medical students at two Canadian Universities completed a survey assessing baseline characteristics, OHNS training, and confidence managing OHNS conditions. Results: Of 87 returned surveys, 46 students had no clinical OHNS exposure, while 29 felt there was adequate OHNS exposure. The majority of students lacked confidence recognizing conditions requiring emergent referral. Students with greater OHNS training had greater confidence managing OHNS conditions ( r = 0.267, P = .012). Conclusion: The majority of medical students have minimal OHNS exposure. Students with greater OHNS exposure have greater confidence managing OHNS conditions. A review of Canadian medical school curricula is warranted to ensure adequate OHNS exposure.

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Student-Led Curricular Approaches in Medical Education: The Value-Added Effects of a Virtual Fundamentals of COVID-19 Course

10.21203/rs.3.rs-440929/v1 ◽

2021 ◽

Author(s):

Megan Z. Chiu ◽

Joseph M. Baker ◽

Maritza Gomez ◽

Cameron M. Brown ◽

Abigail M. Brenner ◽

...

Keyword(s):

Medical Education ◽

Medical Students ◽

Value Added ◽

Composite Score ◽

Self Assessment ◽

Call To Action ◽

Future Clinical Practice ◽

Fourth Year Medical Students ◽

Strongly Agree ◽

Composite Scores

Abstract Background As the field of education was adapting to virtual learning during the COVID-19 pandemic, a need quickly emerged for a course to prepare medical students for future clinical practice. This call to action was answered by creating an innovative Fundamentals of COVID-19 course at the Indiana University School of Medicine (IUSM). As a group of medical student leaders at IUSM, we developed this online course in order to support our fellow students and the community. The course was implemented in May 2020 and enrolled a total of 724 third- and fourth-year medical students. Subsequently, we carried out a research study about this student-led curricular approach and its implications for medical education. Methods The study examined the value-added educational effects of completing the Fundamentals of COVID-19 course. In order to examine these effects, the study asked enrolled students to complete both a pre- and post-course self-assessment survey. Students were asked an identical set of questions on each survey about their knowledge (7), skills (5), and abilities (5) (KSA) regarding COVID-19. Composite scores were created for each KSA learning domain. Responses were provided using a five-point Likert scale ranging from 1 = strongly disagree to 5 = strongly agree. Results Out of the 724 students enrolled, 645 students completed both the pre- and post-course assessment surveys. Findings show that there were both meaningful and statistically significant differences in students’ responses to the pre- and post-course surveys. Results show 1.) a significant mean increase in the knowledge composite score of 1.01, 95% CI [0.95, 1.06], t(644) = 36.4 , p <.001, d = 1.43; 2.) a significant mean increase in the skills composite score of .55, 95% CI [0.50, 0.60], t(644) = 20.70, p <.001, d = 0.81. and 3.) a significant mean increase of the abilities composite score of 1.02, 95% CI [.97, 1.07], t(644) = 36.56, p <.001, d = 1.44. Conclusions These findings demonstrate that the student-developed, online Fundamentals of COVID-19 course resulted in value-added educational effects. Overall, this study provides evidence to support virtually delivered, student-led curricular approaches in medical education.

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P26: EVALUATING AND DEVELOPING A TEACHING TOOL ON FAECAL INCONTINENCE IN THE UNDERGRADUATE MEDICAL CURRICULUM

British Journal of Surgery ◽

10.1093/bjs/znab117.111 ◽

2021 ◽

Vol 108 (Supplement_1) ◽

Author(s):

CH Li ◽

J Parker ◽

N Reeve ◽

J Cornish

Keyword(s):

Medical Students ◽

Medical School ◽

Faecal Incontinence ◽

Medical Curriculum ◽

Group Discussion ◽

Undergraduate Curriculum ◽

Bowel Dysfunction ◽

School Curriculum ◽

Learning Module ◽

E Learning

Abstract Introduction To evaluate the medical school undergraduate curriculum on faecal incontinence (FI) and develop an educational tool to improve the teaching on the subject. Method Qualitative analysis of literature research and data collected from medical students via emails, questionnaires and focused group discussions. Result FI has not been implanted into the undergraduate curriculum 12,13 and there are variations in teaching on the topic in different medical schools. n= 111 medical students at Cardiff University responded to the survey. FI was reported to be overlooked compared to other types of bowel dysfunction. 38 students reported to have teaching on bowel incontinence, whereas 64 and 74 students had teaching on diarrhoea and constipation respectively. 77% of medical students would like more teaching on bowel incontinence. 9 students participated in a focused group discussion. An interactive e-learning module from Xerte was created based on the students' suggestions and were trialed by a separate cohort of students (n=20). All 20 students showed significant improvement of students' confidence in faecal incontinence (p <= 2.132e∧-6) after completing the e-learning module. Conclusion We recommend introducing the educational resource into the undergraduate curriculum of Cardiff University medical school, especially targeting the clinical year, a clear guidance for FI should be published by the relevant postgraduate healthcare faculties and consider assessing at which stage of the postgraduate training should FI be taught. Take-home message Baseline knowledge of FI is poor. Lack of content in medical school curriculum and E learning modules potentially useful adjuncts.

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Stability of empathy scores between first- and fourth-year medical students: A longitudinal study at a Japanese medical school

10.21203/rs.2.9979/v1 ◽

2019 ◽

Author(s):

Toshimi Nakanishi ◽

Hirotaka Ito

Keyword(s):

Longitudinal Study ◽

Medical Students ◽

Medical School ◽

Japanese Version ◽

First Year ◽

Compassionate Care ◽

Undergraduate Medical Students ◽

School Year ◽

Fourth Year Medical Students ◽

Relationship Importance

Abstract Background: In medical practice, a relationship of trust between doctors and patients is essential. An important part of building and maintaining this relationship is empathy. Prior studies have suggested that empathy in medical students declined around the fourth year. The purpose of this study is to verify the decrease of empathy and gain further insights into empathy factors. Methods: This longitudinal study of undergraduate medical students was conducted through a self-administered, 20-item survey, using a 5-point Likert scale. First (n=105) and fourth (n=62) year students at Yamagata University Faculty of Medicine, School of Medicine in Japan were assessed for empathy using the Japanese version of the Jefferson Scale of Physician Empathy (JSPE). Total empathy scores were calculated, and multivariate analysis of variance (MANOVA) was used to reveal the underlying factors of the Japanese version of JSPE. Finally, logistic regression analysis was used to investigate the presence of any relationships between attributes such as gender-related differences, age, school year, and experience as a patient. Results: In total, 234 participants were contacted, of whom 167 responded (71.3%). No decrease of mean empathy scores was shown between first-year (66.4) and fourth-year students (68.4). Factor analysis identified four factors: “building good patient-doctor relationship,” “importance of empathetic care,” “understanding patients’ view,” and “compassionate care.” A weak correlation (r = - 0.271) was observed between “understanding patients’ view” and “importance of empathetic care.” The odds ratio of females in “understanding patients’ view” and “compassionate care” was significantly higher (p<0.05) than in males. For “compassionate care,” statistically significant differences were noted for gender (p < 0.05) and age (p< 0.05) and the effect of gender being larger than age. Conclusions: This longitudinal cohort study in one medical school in Japan showed that empathy scores of first- and fourth-year students did not decrease, and the contribution of “compassionate care” was lowest of the four factors. The results imply the necessity to provide a program that enables preclinical medical students to understand the significance of emotional empathy and express it before they appear for computer-based testing (CBT) and objective structured clinical examination (OBCE) in their fourth year.

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Disaster preparedness among medical students: A survey assessment

American Journal of Disaster Medicine ◽

10.5055/ajdm.2010.0033 ◽

2010 ◽

Vol 5 (5) ◽

pp. 275-284 ◽

Cited By ~ 11

Author(s):

Kori Sauser, MD ◽

Rita V. Burke, PhD, MPH ◽

Rizaldy R. Ferrer, PhD ◽

Catherine J. Goodhue, CPNP ◽

Nikunj C. Chokshi, MD ◽

...

Keyword(s):

Medical Students ◽

Medical School ◽

Disaster Preparedness ◽

Disaster Response ◽

Medical Procedures ◽

Cross Sectional ◽

Disaster Experience ◽

Students First ◽

Fourth Year Medical Students ◽

Academic Year

Objective: To describe the level of preparedness in performing medical procedures of medical students at one allopathic medical school and to determine the level of willingness to perform these procedures in the event of a disaster.Design: Cross-sectional survey.Setting: US allopathic medical school associated with a county hospital.Participants: All third- and fourth-year medical students (344) in the 2007-2008 academic year were invited to participate. One hundred ninety-five students participated in this study (response rate _ 57.6 percent).Main outcome measures: Information on demographic characteristics, personal disaster experience, personal disaster preparedness, and overall preparedness level and willingness to perform various medical procedures was collected. Multiple regression analysis was used to identify the factors predicting procedural willingness during a disaster.Results: Demographics and personal disaster preparedness were not statistically significant between third-year medical students (M3) and fourth-year medical students (M4). Although procedural preparedness was significantly higher in M4 than M3, willingness to perform these procedures in a disaster was not different. Fourth-year students, first receivers (students’ anticipated field is in emergency medicine or surgery), not having had a personal disaster experience, and increased procedural preparedness independently impact procedural willingness in a disaster. However, when controlled for the covariate effects in the regression model, only first receivers, no past personal disaster experience, and increased procedural preparedness predicted willingness to perform medical procedures during a disaster.Conclusions: Third- and fourth-year students possess skills that may prove useful in a disaster response. Further investigations are necessary to determine how medical students may be utilized during these events.

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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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Potentially Discriminatory Questions During Residency Interviews: Frequency and Effects on Residents' Ranking of Programs in the National Resident Matching Program

Journal of Graduate Medical Education ◽

10.4300/jgme-d-10-00041.1 ◽

2010 ◽

Vol 2 (3) ◽

pp. 336-340 ◽

Cited By ~ 16

Author(s):

Sally A. Santen ◽

Kevin R. Davis ◽

Donald W. Brady ◽

Robin R. Hemphill

Keyword(s):

Medical Students ◽

Medical School ◽

Marital Status ◽

Selection Process ◽

National Origin ◽

Medical Residency ◽

Employment Practices ◽

Residency Programs ◽

Selection Interview ◽

Fourth Year Medical Students

Abstract Background Medical students rank residency programs as part of the selection process in the National Resident Matching Program, also known as the match. Applicants to medical residency positions are protected against discriminatory employment practices by federal employment laws. Objectives To explore students' recall of being asked potentially illegal or discriminatory questions during the selection interview, and whether these questions affected students' ranking of the programs in the match. Methods Fourth-year medical students from a single medical school were surveyed after the match. Students were questioned about their recall of the frequency of potentially illegal or discriminatory interview questions and their effect on the program's rank. Results Ninety percent of the 63 respondents in the study remember being asked at least one potentially discriminatory question. Among these, students were asked about their marital status (86%), about children (31%), about plans for pregnancy (10%), where they were born (54%) and/or about their national origin (15%), and about religious and ethical beliefs (24%). The majority of students did not think the questions changed their decision to rank the program, although the questions changed the way some students ranked the program, either lowering or raising the rank. Conclusion Nearly all students reported that they were asked at least one potentially discriminatory question, although these questions for the most part do not appear to affect whether they ranked the programs.

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