scholarly journals Pitfalls in Training Simulated Patients to Respond Appropriately to Questions from Medical Students in Family History-taking Activities: The Current Situation Surrounding the Training of Simulated Patients for Learning Activities at Nippon Medical School

2013 ◽  
Vol 80 (1) ◽  
pp. 57-62
Author(s):  
Ryoko Aso ◽  
Chikako Inoue ◽  
Akinobu Yoshimura ◽  
Toshiro Shimura
Keyword(s):  
Medical Students ◽  
Family History ◽  
Medical School ◽  
Current Situation ◽  
Learning Activities ◽  
Nippon Medical School ◽  
Simulated Patients ◽  
History Taking

scholarly journals Psychiatry as a career: A survey of factors affecting students’ interest in Psychiatry as a career

2020 ◽  
Vol 12 (1) ◽  
Author(s):  
Mubashir Aslam ◽  
Tahir Taj ◽  
Arif Ali ◽  
Nasira Badar ◽  
Farzan Saeed ◽  
...  
Keyword(s):  
Medical Students ◽  
Family History ◽  
Medical School ◽  
Psychiatric Illness ◽  
P Value ◽  
Factors Affecting ◽  
Medical Graduates ◽  
Significant Difference ◽  
History Of ◽  
Self Administered Questionnaire

The objectives of this study were to determine the characteristics of medical students and graduates interested in choosing psychiatry as a career and the obstacles in choosing this field of medicine. Two private and two public medical institutes were surveyed from June 2007 to August 2007. A self-administered questionnaire was distributed to third, fourth and final year students and to medical graduates doing their internship in these four medical institutes.A total of 909 medical students and graduates participated in the study. Seventeen percent of participants responded positively regarding their interest in psychiatry as a career. Significantly higher proportion belonged to private medical institutes (14% vs. 24%, P-value =0.001). There was no significant difference in reporting interest for psychiatry in regard to age, sex, year in medical school and whether or not the participant had done a psychiatry ward rotation. However significantly higher proportion of participants (22%, n=43) were reporting their interest in the field of psychiatry who had done more than a month long psychiatry ward rotation as compared to those participants (14%, n=54) with less than a month or no psychiatry rotation (P-value=0.01). More students were reporting their interest in psychiatry with a family history of psychiatric illness as compared to without family history (24% vs 16%, P-value=0.03). In conclusion, students and graduates with more than a month long rotation in psychiatry, studying in private medical colleges and with a family history of psychiatric illness were more interested in choosing psychiatry as a career.

scholarly journals Assessing clinical reasoning in undergraduate medical students during history taking with an empirically derived scale for clinical reasoning indicators

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Sophie Fürstenberg ◽  
Tillmann Helm ◽  
Sarah Prediger ◽  
Martina Kadmon ◽  
Pascal O. Berberat ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Reasoning ◽  
Medical Training ◽  
Diagnostic Procedures ◽  
Daily Practice ◽  
Simulated Patients ◽  
Reasoning Ability ◽  
History Taking ◽  
Undergraduate Medical Students ◽  
Biomedical Knowledge

Abstract Background The clinical reasoning process, which requires biomedical knowledge, knowledge about problem-solving strategies, and knowledge about reasons for diagnostic procedures, is a key element of physicians’ daily practice but difficult to assess. The aim of this study was to empirically develop a Clinical Reasoning Indicators-History Taking-Scale (CRI-HT-S) and to assess the clinical reasoning ability of advanced medical students during a simulation involving history taking. Methods The Clinical Reasoning Indictors-History Taking-Scale (CRI-HT-S) including a 5-point Likert scale for assessment was designed from clinical reasoning indicators identified in a qualitative study in 2017. To assess indicators of clinical reasoning ability, 65 advanced medical students (semester 10, n = 25 versus final year, n = 40) from three medical schools participated in a 360-degree competence assessment in the role of beginning residents during a simulated first workday in hospital. This assessment included a consultation hour with five simulated patients which was videotaped. Videos of 325 patient consultations were assessed using the CRI-HT-S. A factor analysis was conducted and the students’ results were compared according to their advancement in undergraduate medical training. Results The clinical reasoning indicators of the CRI-HT-S loaded on three factors relevant for clinical reasoning: 1) focusing questions, 2) creating context, and 3) securing information. Students reached significantly different scores (p < .001) for the three factors (factor 1: 4.07 ± .47, factor 2: 3.72 ± .43, factor 3: 2.79 ± .83). Students in semester 10 reached significantly lower scores for factor 3 than students in their final year (p < .05). Conclusions The newly developed CRI-HT-S worked well for quantitative assessment of clinical reasoning indicators during history taking. Its three-factored structure helped to explore different aspects of clinical reasoning. Whether the CRI-HT-S has the potential to be used as a scale in objective structured clinical examinations (OCSEs) or in workplace-based assessments of clinical reasoning has to be investigated in further studies with larger student cohorts.

scholarly journals Depression, suicidal ideation and stress among Italian medical students: PRIMES multicentre study

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
G Lo Moro ◽  
F Bert ◽  
A Corradi ◽  
M R Gualano ◽  
P Leombruni ◽  
...  
Keyword(s):  
Public Health ◽  
Depressive Symptoms ◽  
Medical Students ◽  
Family History ◽  
Suicidal Ideation ◽  
Medical School ◽  
Perceived Stress ◽  
Demographic Data ◽  
Learning Climate ◽  
Modifiable Factors

Abstract Background Depression represents a public health priority and a major contributor to suicide worldwide. Medical students (MS) have been reported as a high-risk group and data are required to implement action plans. This study aimed to investigate depressive symptoms (DS), suicidal ideation (SI) and perceived stress (PS), and analyse factors that may impact on such conditions. Methods In 2018, a multicentre cross-sectional study (PRIMES) was carried out in 12 Medical Schools, reaching 2513 MS throughout Italy. Socio-demographic data and psychometric tests were collected. Main outcomes were measured by Beck Depression Inventory-II (DS and SI) and Perceived Stress Scale (PS). Mostly, multivariable logistic and linear regressions were run (p &lt; 0.05 as significant). Results The prevalence of DS and SI was 29.5% and 14%. The mean PS score was 18.6 (SD = 7.8), within a range to 0 from 40. Preliminary results showed that the variables associated with a higher risk of reporting all outcomes (DS, SI, PS, respectively) were: increasing age (p = 0.004, p = 0.016, p = 0.003), bisexuality (p = 0.002, p &lt; 0.001, p &lt; 0.001), poor economic status (p = 0.010, p = 0.014, p &lt; 0.001), psychiatric family history (p = 0.007, p = 0.003, p = 0.029), negative judgment about medical school choice (all p &lt; 0.001), unsatisfying classmates' friendships (p = 0.027, p &lt; 0.001, p &lt; 0.001) and classmates' climate competitive and hostile (all p &lt; 0.001). An excellent family bond reduced the odds instead (all p &lt; 0.001). Other socio-demographic and university-related items resulted associated to the outcomes in different ways. Conclusions PRIMES showed a high prevalence of DS and SI among MS, with alarming PS levels. Since this issue seems common worldwide, further analyses to understand the determinants are needed and a population-based approach pertaining to public health must be addressed, e.g. to increase resilience. Universities must realize interventions, offer counselling and improve modifiable factors, such as learning climate. Key messages Italian medical students reported a prevalence of depressive symptoms and suicidal ideation of 29.5% and 14% respectively, both higher than the prevalence among same-aged general population. Depression, suicidal ideation and stress were mainly influenced by age, sexuality, finances, psychiatric family history, judgment on medical school, family bond, classmates’ friendships and climate.

scholarly journals Special Training Course for Simulated Patients Who Participated in the Advanced OSCE at Nippon Medical School

2008 ◽  
Vol 75 (1) ◽  
pp. 46-47 ◽  
Author(s):  
Ryoko Aso ◽  
Akinobu Yoshimura ◽  
Toshiro Shimura ◽  
Kazue Takayanagi ◽  
Yasuhiko Iino ◽  
...  
Keyword(s):  
Medical School ◽  
Nippon Medical School ◽  
Simulated Patients ◽  
Training Course ◽  
Special Training

scholarly journals Study protocol for the ETMED-L project: longitudinal study of mental health and interpersonal competence of medical students in a Swiss university using a comprehensive framework of empathy

BMJ Open ◽  
2021 ◽  
Vol 11 (12) ◽  
pp. e053070
Author(s):  
Alexandre Berney ◽  
Valerie Carrard ◽  
Sylvie Berney ◽  
Katja Schlegel ◽  
Jacques Gaume ◽  
...  
Keyword(s):  
Mental Health ◽  
Longitudinal Study ◽  
Medical Students ◽  
Medical School ◽  
Clinical Skills ◽  
Reciprocal Relationship ◽  
Simulated Patients ◽  
Interpersonal Competence ◽  
Comprehensive Framework ◽  
The Impact

IntroductionPhysician interpersonal competence is crucial for patient care. How interpersonal competence develops during undergraduate medical education is thus a key issue. Literature on the topic consists predominantly of studies on empathy showing a trend of decline over the course of medical school. However, most existing studies have focused on narrow measures of empathy. The first aim of this project is to study medical students’ interpersonal competence with a comprehensive framework of empathy that includes self-reported cognitive and affective empathy, performance-based assessments of emotion recognition accuracy, and a behavioural dimension of empathy. The second aim of the present project is to investigate the evolution of mental health during medical school and its putative link to the studied components of interpersonal competence. Indeed, studies documented a high prevalence of mental health issues among medical students that could potentially impact their interpersonal competence. Finally, this project will enable to test the impact of mental health and interpersonal competence on clinical skills as evaluated by experts and simulated patients.Methods and analysisThis project consists of an observational longitudinal study with an open cohort design. Each year during the four consecutive years of the project, every medical student (curriculum years 1–6) of the University of Lausanne in Switzerland will be asked to complete an online questionnaire including several interpersonal competence and mental health measures. Clinical skills assessments from examinations and training courses with simulated patients will also be included. Linear mixed models will be used to explore the longitudinal evolutions of the studied components of interpersonal competence and mental health as well as their reciprocal relationship and their link to clinical skills.Ethics and disseminationThe project has received ethical approval from the competent authorities. Findings will be disseminated through internal, regional, national and international conferences, news and peer-reviewed journals.

scholarly journals Current Situation of Student Class Evaluations at Nippon Medical School and Their Pedagogical Significance

2010 ◽  
Vol 6 (4) ◽  
pp. 169-173
Author(s):  
Ryoko Aso ◽  
Akinobu Yoshimura ◽  
Toshiro Shimura ◽  
Toshihiro Takizawa ◽  
Shigeo Akira ◽  
...  
Keyword(s):  
Medical School ◽  
Current Situation ◽  
Nippon Medical School

Teaching sexual history taking to medical students and examining it: experience in one medical school and a national survey

2003 ◽  
Vol 37 (2) ◽  
pp. 94-98 ◽  
Author(s):  
Mark FitzGerald ◽  
Tessa Crowley ◽  
Peter Greenhouse ◽  
Chris Probert ◽  
Patrick Horner
Keyword(s):  
Medical Students ◽  
Medical School ◽  
National Survey ◽  
Sexual History ◽  
History Taking ◽  
Sexual History Taking

scholarly journals Attitudes and perceptions of final year medical students on sexual history taking from patients in Ogun state, Southwestern Nigeria

2021 ◽  
Vol 55 (2) ◽  
pp. 135-140
Author(s):  
Oluseun O. Adeko ◽  
Adekunle J. Ariba ◽  
Akindele E. Ladele
Keyword(s):  
Medical Students ◽  
Sexual Health ◽  
Cross Sectional Study ◽  
Sexual History ◽  
Simulated Patients ◽  
History Taking ◽  
Southwestern Nigeria ◽  
Cross Sectional ◽  
Ogun State ◽  
Sexual History Taking

Background: An important aspect of sexual health is the ability to take a sexual history. Previous studies have shown that most medical students believed that sexual history taking is an important skill for future practice. Still, a majority reported inadequate, inconsistent or no training in this area.Objectives: To assess the attitudes of final year medical students on sexual history taking and perceptions of the training they received in medical schoolDesign: A cross-sectional study using an online surveyParticipants: Consented and conveniently sampled 100 final year medical students.Results: The overall response rate was 74.6%, and the mean age of the respondents was 24.1±2.9 years. The majority (97%) of the students believed it is important for doctors to know how to take a sexual history. Still, only 31% admitted to finding it easy, with 57% of the students admitted to being comfortable taking a sexual history from adult patients. While 70% had exposure on simulated patients, just 54% have observed doctors taking sexual history during clinical rotations, mostly in Obstetrics and Gynaecology (97%) and Urology (60%) postings.Conclusions: Many final year medical students are interested in and appreciated the importance of sexual history taking, but they are not well grounded in many aspects of the topic. Despite the importance of sexual health, many students did not have enough exposure and training on the topic while still in medical schools. There is thus a need for a review of the curriculum of undergraduate medical education in Nigeria.

scholarly journals Addressing the Rapidly Increasing Need for Telemedicine Education for Future Physicians

PRiMER ◽  
2020 ◽  
Vol 4 ◽  
Author(s):  
Lisa Martinez ◽  
Allison Holley ◽  
Shimron Brown ◽  
Ayesha Abid
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Clinical Skills ◽  
First Year ◽  
History Taking ◽  
Patient Interaction ◽  
Florida Atlantic University ◽  
Virtual Visits ◽  
First Year Medical Students ◽  
Clinical Reasoning Skills

Introduction: As the COVID-19 pandemic affected the ability to conduct in-person sessions to teach clinical skills, our medical school developed a curriculum to introduce first-year medical students to telemedicine visits, while also reinforcing their history-taking and clinical reasoning skills. Methods: All first-year medical students at Florida Atlantic University went through three sessions on telemedicine that began with a lecture, followed by a standardized patient interaction, then a small group meeting with clinical faculty. We assessed the sessions using survey questions on a 5-point Likert scale and additional narrative feedback. We also assessed students on a telemedicine objective structured clinical examination (OSCE) at the end of the semester and compared results to the previous year’s same case done in person. Results: Students overall found the sessions helpful for refining their history-taking skills and that the knowledge gained would be helpful in their future practices. They felt the online platform was a useful way to interact with patients, but had frustrations with technical difficulties. They also expressed a greater appreciation for the ability to perform an in-person physical examination. Students performed similarly on the OSCE station in person compared to virtual visits (mean score 93% vs 93.75%). Conclusion: Introducing telemedicine during a first-year medical school clinical skills course provides students with opportunities to refine their clinical skills while introducing a skill that will be commonplace in the postpandemic environment. This curriculum could be adopted not only during a time of necessary distance learning, but also continued as in-person education resumes.

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