scholarly journals Radiology for medical students (1925–2018): an overview

BJR|Open ◽  
2020 ◽  
Vol 2 (1) ◽  
pp. 20190050
Author(s):  
Cindy Chew ◽  
Paul Cannon ◽  
Patrick J O'Dwyer
Keyword(s):  
Medical Students ◽  
Student Teaching ◽  
Literature Search ◽  
Clinical Teaching ◽  
Clinical Pathology ◽  
Fold Increase ◽  
Medical Student Teaching ◽  
Clinical Clerkships ◽  
Excellent Tool

Objective: Radiology has been espoused as an excellent tool for educating medical students since 1925. Advances in technology and PACS mean it has never been easier to demonstrate living anatomy and clinical pathology in exquisite detail to students. The aim of this study was to provide an overview of radiologic publications related to teaching medical students and its evolution through time. Methods A literature search was performed from inception to November 2018. The search strategies used both text words and relevant indexing related to “radiology”, “medical students” and “curriculum”. Results: 3589 records were identified of which 377 were included. There was a 100 fold increase in rate of publication over time—most were expository or surveys (60%), with few truly experimental articles. Radiology was used in clinical teaching (67%) and anatomy (33%). Almost half of radiologic anatomy teaching was conducted without the input of a Radiologist. Compulsory clinical clerkships/blocks in radiology was offered infrequently (35%). Female first authorship had increased in the last decade (47%). Conclusion: There is a significant increase in articles published on the role of radiology in medical student teaching in the last decade. Research in this area is required in order to investigate the role of radiology in improving the modern medical students’ education.

scholarly journals Factors affecting consultant attitudes to undertaking undergraduate medical student teaching in the UK: a systematic review

BMJ Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. e042653
Author(s):  
Isobel Marion Harris ◽  
Heather McNeilly ◽  
Hani Benamer ◽  
Derek J Ward ◽  
Alice J Sitch ◽  
...  
Keyword(s):  
Systematic Review ◽  
Medical Students ◽  
Student Teaching ◽  
Data Extraction ◽  
Undergraduate Medical Students ◽  
Systematic Review Methodology ◽  
Factors Affecting ◽  
Persistent Problem ◽  
Medical Student Teaching ◽  
The Uk

ObjectiveThis systematic review aimed to explore consultant attitudes towards teaching undergraduate medical students in the UK.DesignSystematic review.MethodologyStandard systematic review methodology was followed. MEDLINE, EMBASE and OpenGrey were searched from inception to August 2019 to identify studies exploring senior doctors’ attitudes towards teaching undergraduate medical students. Two reviewers independently carried out key methodological steps including study screening/selection, quality assessment and data extraction. A narrative synthesis was undertaken.ResultsFive studies were included in the review dating 2003–2015. Two studies used questionnaires, and three used focus groups/semistructured interviews. Key findings identified across all studies were consultants generally found teaching undergraduate medical students enjoyable, and consultants identified time constraints as a barrier to teaching. Other findings were consultants feeling there was a lack of recognition for time spent teaching, and a lack of training/guidance regarding teaching students.ConclusionsThis is the first systematic review to explore senior hospital doctors’ attitudes towards teaching undergraduate medical students. Despite these five studies spanning 12 years, the same attitudes and issues regarding teaching are identified by all, suggesting lack of time particularly is a persistent problem regarding consultant-based teaching. An anecdotal impression is that consultants are no longer as enthusiastic about teaching as they once were, but it is evident over the 12 years of these studies that enjoyment levels, and presumably enthusiasm, have not changed significantly.

scholarly journals EXPERIENTIAL LEARNING METHODS IMPROVES RATIONAL PRESCRIBING SKILL IN MEDICAL STUDENTS

2021 ◽  
Vol 10 (2) ◽  
pp. 117
Author(s):  
Mega Pandu Arfiyanti ◽  
Gandes Retno Rahayu ◽  
Eti Nurwening Sholikhah
Keyword(s):  
Drug Interaction ◽  
Medical Students ◽  
Experiential Learning ◽  
Student Teaching ◽  
Clinical Reasoning ◽  
Evidence Based ◽  
Medical Doctors ◽  
Learning Methods ◽  
Rational Prescribing ◽  
Medical Student Teaching

Background: Rational prescribing is an important skill for medical doctors. Many graduates still feel insufficiently prepared to make rational prescribing and fail to demonstrate the related clinical reasoning after graduation. For these reasons, it is important to improve the medical student teaching of rational prescribing. The aim of this study is proving the effectiveness of experiential learning methods to improve rational prescribing skills of medical students.Methods: This study used a one-group pretest-posttest design. Rational prescribing courses use experiential learning methods for 6 year medical students. Every student provided evaluation of rational prescribing and clinical reasoning through pretest and posttest, and we analyzed the results by paired t test.Results: The change in the rational prescribing skill of the students is significant between pretest and posttest. However, in the hypertension case the scores are not significant between pretest and posttest. Also, the scores of clinical reasoning based on drug interaction and evidence based methods are not significant in the hypertension and otitis media cases.Conclusions: Experiential learning methods can enhance rational prescribing skill in medical students but the students were still not able to choose appropriate medications based on drug interaction and evidence based approach.

scholarly journals Exploring the perspectives of medical students of application on e-learning in medical education during the COVID-19 pandemic

Work ◽  
2021 ◽  
pp. 1-12
Author(s):  
Nazar P. Shabila ◽  
Nazdar Ezzaddin Alkhateeb ◽  
Ali Shakir Dauod ◽  
Ali Al-Dabbagh
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Q Methodology ◽  
Clinical Teaching ◽  
Learning Experience ◽  
Continue Medical ◽  
E Learning ◽  
Different Characteristics ◽  
Study Halls

BACKGROUND: The use of e-learning has become mandatory during the COVID-19 pandemic. However, there are many barriers to applying e-learning in medical education. OBJECTIVE: This study aimed to explore medical students’ perspectives on the application of e-learning in medical education during the COVID-19 pandemic. METHODS: This Q-methodology explorative study was conducted in Kurdistan Region of Iraq. A sample of 37 medical students was purposively selected to represent different characteristics. The students distributed 37 statements representing different aspects of e-learning in medical education into a nine-point scoring grid from “least agree” to “most agree.” RESULTS: Data analysis revealed three distinct viewpoints. The first viewpoint, complete dependence on e-learning, emphasized a preference for e-learning to continue medical education and complete the study year with a minimal return to study halls or practical/clinical sessions. The second viewpoint, opponents of applying e-learning in medical education, included a generally negative view about e-learning and its role in medical education during the COVID-19 pandemic. The third viewpoint, e-learning as a supplement to medical education, emphasized a generally positive view about e-learning and considered it a supplement to the theoretical parts of medical education during the pandemic. CONCLUSION: The three diverse viewpoints are primarily distinguished by the availability of e-learning experience and skills, availability of technology, risk perception of COVID-19, and the need for in-hospital clinical teaching. Provision of necessary facilities and training is required to strengthen the role of e-learning in medical education. A safe environment is needed for on-campus or hospital clinical teaching.

scholarly journals Teaching medical students and recruitment to psychiatry: attitudes of psychiatric clinicians, academics and trainees

2011 ◽  
Vol 35 (9) ◽  
pp. 350-353 ◽  
Author(s):  
Ania Korszun ◽  
Nishan Dharmaindra ◽  
Valsraj Koravangattu ◽  
Kamaldeep Bhui
Keyword(s):  
Medical Students ◽  
Student Teaching ◽  
Undergraduate Education ◽  
Online Survey ◽  
Medical Profession ◽  
Psychiatric Patients ◽  
Psychiatry Education ◽  
Medical Student Teaching ◽  
Poor Recruitment ◽  
Teaching Psychiatry

Aims and methodAn online survey was used to examine the attitudes of clinical, academic and trainee psychiatrists on the delivery of undergraduate education and why students are not choosing psychiatry as a career. This paper explores whether attitudes to teaching psychiatry to medical students is a factor in poor recruitment to the specialty.ResultsOverall, 390 psychiatrists completed the survey. All groups were highly committed to psychiatry education, but there were significant differences in attitudes that may have an impact on the delivery of medical student teaching, which in turn may influence recruitment. Five major themes emerged from the survey, the most dominant being stigmatisation of psychiatric patients and professionals by the medical profession. These divergent attitudes to teaching and stigma may be contributing to low levels of recruitment into psychiatry.Clinical implicationsEducation of the next generation of psychiatrists is a high priority and active measures are needed to increase commitment and enthusiasm in undergraduate education.

scholarly journals THE ROLE OF SENIOR PEERS IN STUDENTS’ TRANSITION TO CLINICAL CLERKSHIPS

2018 ◽  
Vol 7 (2) ◽  
pp. 143
Author(s):  
Dian Puspita Sari ◽  
Yoga Pamungkas Susani
Keyword(s):  
Medical Students ◽  
Qualitative Methodology ◽  
Situational Awareness ◽  
Clinical Clerkship ◽  
Clinical Environment ◽  
Learning Tasks ◽  
Total Data ◽  
Clinical Environments ◽  
Clinical Clerkships

Background: Medical students’ transition to clinical clerkship has been shown to be challenging. Students need to effectively adjust to the new learning environment. This study aims to explore the role of senior peers in students’ experiences during transition to clinical clerkships.Methods: A qualitative methodology was adopted for this study. Eight 4th year medical students (5 female, 3 male) submitted audio diaries during their first 12 weeks of clinical clerkships. 73 audio diaries were collected in total. Data were analyzed thematically. Twenty-five out of the 73 audio diaries contained interactions with senior peer students and these interactions were captured in 38 excerpts. These excerpts were analyzed further to understand the role of senior peer students during the transition.Results: Senior peer students helped to ease out transition to clinical clerkship by serving three roles: (1) transferring information on ways of working in a clinical environment, on social aspects of clinical environments and on learning issues; (2) providing exemplars in performing clinical tasks as well as learning tasks; (3) as co-workers who provided access and support students’ participation. Conclusions: Senior peer students in a clinical clerkship helped newcomers to navigate themselves in a clinical environment by helping them to build situational awareness, by supporting vicarious learning and supporting students’ participation in a clinical environment.

scholarly journals Notes on the Dynamics of Medical Student Teaching and Implications for Future Medical Practice

1987 ◽  
Vol 11 (6) ◽  
pp. 194-195 ◽  
Author(s):  
J. Wilson
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Student Teaching ◽  
Medical Practice ◽  
Patient Relationship ◽  
Defence Mechanisms ◽  
Doctor Patient Relationship ◽  
Medical Student Teaching

I have recently addressed myself to the problems of teaching medical students. In my case it is that of teaching the principles of psychotherapy. It is difficult to teach about the doctor–patient relationship in the normally accepted lecture form. Definitions of transference, psychological defence mechanisms or empathy can be given, but this gives no impression of what is meant at an experiential level.

The Role of the Psychologist in Medical Education and Practice: A Challenge Posed by Comprehensive Medicine

1955 ◽  
Vol 14 (2) ◽  
pp. 9-14 ◽  
Author(s):  
Joseph Matarazzo
Keyword(s):  
Medical Education ◽  
Student Teaching ◽  
Psychological Factors ◽  
Body System ◽  
Young Physician ◽  
Recent Developments ◽  
Medical Student Teaching ◽  
Unique Individual ◽  
Undesirable Feature

In a previous article (10) an attempt was made to review recent developments in medical education which have resulted in a new philosophy of medical student teaching. The term most often used to designate these developments is Comprehensive Medicine, a substitute for the term Specialized Medicine which characterized the preceding era in medical education. This latter was an age in which teaching was compartmentalized along departmental lines and the various teachers concentrated on one or another diseased organ or body system with little or no overlap. The result was to lose sight of the patient as a unique individual. To this extent medical education provided an inaccurate preview of future medical practice for the young physician in training. Lack of instruction in the role of social as well as other psychological factors in illness was the major undesirable feature of this otherwise successful era.

scholarly journals Mental illness in the family: an experiment in medical student teaching

1991 ◽  
Vol 15 (12) ◽  
pp. 747-748
Author(s):  
Anne McFadyen
Keyword(s):  
Mental Illness ◽  
Medical Student ◽  
Medical Students ◽  
Student Teaching ◽  
Child Psychiatry ◽  
Hands On ◽  
The Family ◽  
Medical Student Teaching

In 1987, 38% of Royal Free medical students answered the question “How could the child psychiatry course be improved?” by asking for “more”-in particular, they wanted more “hands on” experience.

Attitudes of psychiatric inpatients to medical student interviews

2002 ◽  
Vol 10 (3) ◽  
pp. 275-278 ◽  
Author(s):  
Mosunmola Tunde-Ayinmode ◽  
Mani Rajagopalan ◽  
John Little
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Student Teaching ◽  
Psychiatric Inpatient ◽  
Psychiatric Inpatients ◽  
Positive Interaction ◽  
Student Interviews ◽  
Service Setting ◽  
Medical Student Teaching ◽  
Structured Questionnaire

Objective: The aim was to assess the attitudes of psychiatric inpatients to medical student interviews. Method: Psychiatric inpatients' experiences of being interviewed by fourth and fifth year medical students were ascertained through the use of a semi-structured questionnaire. Results: The majority of patients reported a positive interaction with medical students. Conclusion: Psychiatric inpatient involvement in medical student teaching was favourably received by patients in a rural area mental health service setting.

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