scholarly journals Impact of Combined modular assessment on deep learning and personal development of medical students

1969 ◽  
Vol 32 (1) ◽  
Author(s):  
Humaira Fayyaz Khan
Keyword(s):  
Deep Learning ◽  
Medical Students ◽  
Personal Development

The Impact of a Novel Outdoor Orientation Program on Incoming Medical Students

2021 ◽  
pp. 105382592110486
Author(s):  
Jacquelyn B. Kercheval ◽  
Alec Bernard ◽  
Hanna Berlin ◽  
Nicole Byl ◽  
Boone Marois ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Personal Development ◽  
Medical Schools ◽  
Orientation Program ◽  
Outdoor Orientation Programs ◽  
One Year ◽  
The Impact ◽  
Outdoor Orientation ◽  
Outdoor Orientation Program

Background: Undergraduate outdoor orientation programs facilitate students’ transition into college. Research has yet to be conducted on the few programs at medical schools, which may have unique benefits given the specific challenges of transitioning to medical school and high rates of burnout among medical students. Purpose: This mixed methods study examines the impact of one medical school's outdoor orientation program on its participants. Methodology/Approach: A survey was administered immediately following the 2018 trip ( N = 56 responses). Follow-up focus groups were conducted with a sample of the same participants ( N = 18) in 2019. Responses were analyzed using descriptive statistics and thematic analysis. Findings/Conclusions: Participants felt that the program helped ease their transition into medical school, establish a support system, and hone personal development and wellness skills. Many of these effects persisted up to one year later. Implications: These findings are of particular interest to the medical and experiential education communities because many outcomes persisted for at least one year after the original trip and aligned with factors believed to protect against medical student burnout. There is opportunity for additional research as well as expansion of similar programs to other medical schools.

scholarly journals Are surface and deep learning approaches associated with study patterns and choices among medical students? A cross-sectional study

2018 ◽  
Vol 136 (5) ◽  
pp. 414-420 ◽  
Author(s):  
Álvaro Henrique de Almeida Delgado ◽  
João Paulo Rodrigues Almeida ◽  
Larissa Souza Borowski Mendes ◽  
Isabella Noceli de Oliveira ◽  
Oscarina da Silva Ezequiel ◽  
...  
Keyword(s):  
Deep Learning ◽  
Medical Students ◽  
Cross Sectional Study ◽  
Learning Approaches ◽  
Sectional Study ◽  
Cross Sectional

scholarly journals A comparative study on perceptions of medical students from the different curriculum on team-based learning

2021 ◽  
Vol 0 ◽  
pp. 1-6
Author(s):  
Vijayalakshmi S. Bhojaraja ◽  
B. K. Manjunatha Goud ◽  
Joan Kumar ◽  
Anand Srinivasan ◽  
Jeevan K. Shetty
Keyword(s):  
Deep Learning ◽  
Medical Students ◽  
Integrated Curriculum ◽  
Positive Impact ◽  
Learning Experience ◽  
Traditional Curriculum ◽  
Cross Sectional ◽  
Problem Solving Skills ◽  
Team Based Learning ◽  
Teaching Learning

Objectives: Our medical school followed the traditional curriculum earlier, and due to a large amount of content embedded in each discipline, which had less scope for active and deep learning. To overcome this, we adopted an integrated curriculum and introduced a few active teaching/learning (T/L) methodologies, which promote deep learning and problem-solving skills. One such T/L methodology we introduced was team-based learning (TBL). Before implementing this active T/L methodology in the integrated curriculum, we evaluated the effectiveness of TBL in medical students from the traditional curriculum and aimed to determine students’ perceptions. Furthermore, we aimed to explore the perception of TBL in students who underwent integrated curriculum to evaluate the difference in their perception compared to the traditional curriculum. Materials and Methods: This cross-sectional study was conducted in RAK Medical and Health Sciences University on the 1st year medical students from the traditional and integrated curriculum. Institutional ethical committee clearance and informed consent were obtained before starting the study. A pre-validated 5-item survey questionnaire comprising questions related to the content, process, and teamwork was used to obtain perceptions of students’ on TBL. Results: The students positively perceived the teaching-learning experience using TBL and understood the concepts better. Even the students with integrated curriculum had the same positive impact on their learning attitudes. The majority of students in both cohorts agreed that discussion among their teams helped them to learn better. Around two-thirds (66%) of students from the traditional curriculum and one-third (39%) of students from integrated curriculum wanted TBLs as T/L methodology over didactic lectures. Conclusion: TBL helped to learn better and understand the subject and promoted self and peer engagement, which facilitated their learning by clarifying the doubts with peers. Due to this positive TBL experience, most students from both curriculums recommended its use as a T/L method over lecture. Hence, TBL sessions in medical schools can be used as an effective T/L method to facilitate meaningful learning.

scholarly journals Medical Volunteerism in Undergraduate Medical Programme: A Novel, in-depth Curriculum

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Adegoke Olusegun Adefolalu
Keyword(s):  
Medical Students ◽  
Personal Development ◽  
Positive Impact ◽  
Social Activism ◽  
Socially Responsible ◽  
Health Advocacy ◽  
Course Materials ◽  
Medical Educators ◽  
Medical Volunteerism ◽  
Academic Year

Health disparities persist among several populations globally and doctors are well-placed to advocate for better health outcomes among the population they serve thereby promoting health equity. According to the literature, medical educators have the capacity to produce socially responsible medical doctors who have competency in health advocacy in addition to their clinical knowledge. However, apart from being taught the determinants of health, little, or no real-live experience is given to medical students in social medicine and health advocacy to enable them to develop the necessary skills in this area. At the Sefako Makgatho Health Sciences University in Pretoria, South Africa, Medical Volunteerism was offered as a selective course during the 2016 academic year. It entails engagement of the medical students in activities that tied them with the primary burden of providing service to an identified community, where they plan and participate in an organized activity that meets the identified needs of such community. This article describes the structure, content, and outcomes of this curriculum. The feedback from students and other stakeholders were strongly positive, the students rated the course highly in a variety of instances, including appropriateness of lecture topics, presentation of the course contents, course materials, effectiveness of teaching and level of students' participation. The average overall rating for the course was 8.4 based on a ten-point scale. Furthermore, the students acknowledged that it contributed to their personal development in terms of social activism in health. In conclusion, medical volunteerism selective has positive impact that is measurable, support should be given to students and facilitators who are interested in implementing similar selective as it has the potential of reinforcing certain values in medical students that could motivate them to have increased desire to work with underserved communities after graduation.

Superficial and deep learning approaches among medical students in an interdisciplinary integrated curriculum

2014 ◽  
Vol 27 (1) ◽  
pp. 10 ◽  
Author(s):  
HishamM. Mirghani ◽  
Mutairu Ezimokhai ◽  
Sami Shaban ◽  
HenkJ. M. van Berkel
Keyword(s):  
Deep Learning ◽  
Medical Students ◽  
Integrated Curriculum ◽  
Learning Approaches

scholarly journals Enhancing research and scholarly experiences based on students’ awareness and perception of the research-teaching nexus: A student-centred approach

PLoS ONE ◽  
2021 ◽  
Vol 16 (9) ◽  
pp. e0257799
Author(s):  
Katherine Howell
Keyword(s):  
Medical Students ◽  
Personal Development ◽  
Early Stage ◽  
Student Experience ◽  
Core Competency ◽  
Significant Degree ◽  
Early Exposure ◽  
Undergraduate Medical Students ◽  
Research Experiences ◽  
Positive Impacts

Objectives Research is a core competency of a modern-day doctor and evidence-based practice underpins a career in medicine. Early exposure encourages graduates to embed research in their medical career and improves graduate attributes and student experience. However, there is wide variability of research and scholarly experiences offered in medicals schools, many developed with a significant degree of pragmatism based on resources and financial and time constraints. We examined undergraduate medical students’ awareness and experience of research throughout their degree to provide recommendations for implementation and improvement of research and scholarly experiences. Method Focus groups were conducted with medical students at all five stages of the medical degree programme. Data was coded to facilitate qualitative analysis for identification of important themes from each stage. Results Students reported positive impacts of research on undergraduate experience, future career and society in general. Two important themes emerged from the data, the opportunity for research and timing of research experiences. Early-stage students were concerned by their lack of experience and opportunity, whereas later-stage students identified the importance of research to employability, personal development and good medical practice, but ironically suggested it should be integrated in early stages of the course due to limitations of time. Conclusions Students provided feedback for improving research and scholarly experiences, ideally involving early exposure, a clear programme overview, with equality of access and a longitudinal approach. An emerging framework is proposed summarising the important issues identified by students and the positive impacts research experiences provide for them. These recommendations can be applied to both existing and new research programmes to provide a student-centred approach designed to augment the students’ critical analysis, inspire life-long learning, enhance the student experience and inevitably train better physicians.

scholarly journals Technologies-enhanced Anatomical Study in Undergraduate Medical Students

2021 ◽  
Vol 44 (4) ◽  
Author(s):  
Pakpoom Thintharua ◽  
Permphan Dharmasaroja
Keyword(s):  
Medical Education ◽  
Deep Learning ◽  
Medical Students ◽  
Anatomical Study ◽  
Undergraduate Medical Students ◽  
Learning Retention ◽  
Computer Based Learning ◽  
Chemical Hazards ◽  
Computer Based ◽  
Self Learning

Anatomy is an essential pre-clinical subject of undergraduate medical education. The traditional practical studies on cadavers are widely used in medical schools. It enhances active and deep learning, preparing students for clinical practice. However, the high costs, the time-consuming, and the health problems, which the staff exposed to chemical hazards are considered. Computer-based learning (CBL) technologies can increase the efficiency of students in understanding anatomy. This review provides an overview of CBL technologies such as Anatomage table 7.0, zSpace, Complete Anatomy app, and 4D Interactive Anatomy that prepare Ramathibodi (RA) medical students for enhanced anatomical understanding and self-learning. The integration methods between traditional cadaveric dissection and the CBL in the curriculum can enhance the classroom experience, student engagement, learning, retention, and improvement of RA medical student's knowledge in anatomy.

The role of intra- and interpersonal relations in the process of diagnosis and treatment

2019 ◽  
Vol 88 (3) ◽  
pp. 156-162
Author(s):  
Maia Stanisławska-Kubiak ◽  
Katarzyna Warchoł-Biedermann ◽  
Maria Skommer ◽  
Ewa Mojs ◽  
Rafał W. Wójciak
Keyword(s):  
Medical Students ◽  
Personal Development ◽  
Interpersonal Relations ◽  
Personality Development ◽  
Biopsychosocial Approach ◽  
Self Reflection ◽  
Open Questions ◽  
Approach To Teaching ◽  
Doctor Communication

There is an increasing tendency to adopt biopsychosocial approach to teaching how to care for patients. Participation in Balint’s groups is used to train students in communication and building relations with patients. Aim: To identify positive and negative aspects of participation in Balint’s groups, which are a part of compulsory training for students.Methods: 70 medical students, who took part in the study, filled in a questionnaire specifically developed for students participating in Balint’s group. The questionnaire consisted of three open questions. The answers were collected and then analyzed by way of qualitative analysis of text and factorial analysis Results: The results suggest that Balint’s method can be difficult for medical students because they have not practiced  building therapeutic relations with patients. Nevertheless, most students benefit from training in terms of personal development, awareness of mechanisms influencing patients – doctor communication and satisfaction with participation in classes.    Conclusion:  Balint’s Workshops is a useful method of teaching which influences medical student’s self – reflection because they become aware of the necessity of personality development.

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