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 Assessment of factor affecting performance of undergraduate medical students at GMERS medical college, Dharpur-Patan, North Gujarat, India: a cross sectional and descriptive study

2019 ◽  
Vol 6 (6) ◽  
pp. 2363
Author(s):  
Jatinkumar Amaliyar ◽  
Krunal Modi
Keyword(s):  
Medical Students ◽  
Multiple Stressors ◽  
Early Stage ◽  
Psychiatric Morbidity ◽  
Descriptive Study ◽  
Lecture Hall ◽  
Undergraduate Medical Students ◽  
Chi Square ◽  
Cross Sectional ◽  
Medical College

Background: Undergraduate medical education in India and many developing nations is facing new challenges today. Multiple stressors including academic burden, parental pressure and even psychological ailments affect medical students. Depression, burnout and stress are commonly seen in medical students. This increases psychiatric morbidity and affects performance.              This study was conducted to extract the factors which are important factors for the effective learning of students and influences their performance during curriculum.Methods: This cross sectional and descriptive study was carried out among 100 MBBS student of 2015 of GMERS medical college, Dharpur-Patan during March to April 2018. Students were administered pre-designed and structured questionnaire after obtaining their informed consent while seated in the lecture hall. Responses of questionnaires were analyzed with Epi Info 7.0 and MS Excel. Frequencies and percentages were calculated and Chi-square test was applied to find out significance.Results: Most important factors which were affecting students’ performance in our study were language problems, competent teachers, social media and campus environment. 70% students have no issue with financial status. Majority students prefer self study.Conclusions: Identification of hidden factors affecting academic performance is very important in very early stage so they can perform better in their study in future. Language, hostel environment, teachers’ attitude towards students etc are also certain important factors which help students to perform better in curriculum.

scholarly journals Empathy variation of undergraduate medical students after early clinical contact: a cross-sectional study in China

BMJ Open ◽  
2020 ◽  
Vol 10 (7) ◽  
pp. e035690
Author(s):  
Xiong Ye ◽  
Haiying Guo ◽  
Zhou Xu ◽  
Hui Xiao
Keyword(s):  
Medical Students ◽  
Early Stage ◽  
Teaching Hospitals ◽  
Secondary Outcome ◽  
First Year ◽  
Long Term Effects ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
The Mean ◽  
Second Year

ObjectivesEmpathy education is very important for medical students. There is little research on the influence of early clinical practice on the development of empathy and other aspects of professionalism in medical students. The aim of this study was to compare the self-reported empathy levels of first-year and second-year undergraduate medical students before and after their early clinical contact curriculum.SettingThe study was conducted at the Shanghai University of Medicine & Health Sciences, Shanghai, China.ParticipantsA total of 257 undergraduate medical students participated in the study. The 154 first-year students were studying in 10 community-based teaching hospitals, and the 103 second-year students were studying in 3 university-affiliated hospitals.Primary and secondary outcome measuresPrimary measures: the Jefferson Scale of Empathy—Student version (JSE-S) was compared between students of different sexes and in different academic years before their early clinical contact course. Secondary measures: comparisons were made after they finished the curriculum 3 weeks later.ResultsA total of 219 of 257 students responded (85.21% response rate), and 214 answers could be analysed (135 first-year and 79 second-year students; 120 female and 94 male individuals). No significant differences in the empathy scores before early clinical contact were observed between students of different sexes and in different academic years. After early clinical contact, the mean JSE-S score of the participants was significantly higher than the mean score at the beginning of the curriculum.ConclusionsEmpathy-focused training during early clinical contact can improve the empathetic capacity of undergraduate medical students. Fostering empathetic attitudes among undergraduate medical students is necessary for the early stage of their medical education. Further research is needed on the long-term effects of empathy-focused education in entry-level medical students.

scholarly journals Teaching and assessment of basic clinical communication skills among undergraduate third year medical students in Gujarat

2019 ◽  
Vol 6 (4) ◽  
pp. 1461 ◽  
Author(s):  
Krutarth Brahmbhatt ◽  
Kaushik Lodhiya
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Core Competency ◽  
Physician Training ◽  
Training Methods ◽  
Undergraduate Medical Students ◽  
Clinical Communication ◽  
Good Communication ◽  
Essential Components ◽  
Before And After

Background: Good communication skills are essential components of physician-training. Effective communication between the doctor and the patient leads to better compliance, better health outcomes, decreased litigation, and higher satisfaction both for doctors and patients. The acquisition of communication and interpersonal skills is recognized and documented as a core competency for physician training in many countries. In the absence of proper training, Indian medical graduates often have less than adequate communication skills and the demand for formal training in this area has often been echoed. Aim and objectives were to know the attitude and ascertain the change in attitude, assess basic communication skills, ascertain the change in basic clinical communication skills (before and after training) and to impart training regarding communication skills by using different teaching learning methods to undergraduate medical students (third year).Methods: An interventional study was conducted using convenience sampling method. Assessment of attitude, communication skills and self-competence of communication skills was done using standardized questionnaires. Data analysis was done by using appropriate statistical tests.Results: Total 60 students participated in the study. The change in the mean scores of pre-training and post-training attitude, SEGUE (set the stage, elicit information, give information, understand patient’s perspective, end the encounter) framework score and self-assessment of communication competence scores were statistically significant before and after training.Conclusions: After training undergraduate medical students by using variety of effective training methods; their attitude towards learning communication skills changed positively and their basic clinical communication skills improved significantly.

scholarly journals Students’ initial perspectives on online learning experience in China during the COVID-19 outbreak: expanding online education for future doctors on a national scale

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Li Li ◽  
Hongbin Wu ◽  
A’na Xie ◽  
Xiaoyang Ye ◽  
Cheng Liu ◽  
...  
Keyword(s):  
Medical Education ◽  
Online Learning ◽  
Medical Students ◽  
Online Education ◽  
Early Stage ◽  
Learning Experience ◽  
Perceived Usefulness ◽  
Undergraduate Medical Students ◽  
Medical Undergraduate ◽  
Nationally Representative

Abstract Background During the early stage of COVID-19 outbreak in China, most medical undergraduate programs have to eventually embrace the maneuver of transferring to nearly 100% online-learning as a new routine for different curricula. And there is a lack of empirical evidence of effective medical education curriculum that has been completely implemented in an online format. This study summarizes medical students’ perspectives regarding online-learning experience during the COVID-19 outbreak and presents reflection on medical education. Methods From February 21st to March 14th, 2020, the authors conducted survey of a nationally representative sample of undergraduate medical students from 90 medical schools in China. Participant demographics and responses were tabulated, and independent sample t-tests as well as multiple logistic regression models were used to assess the associations of demographic characteristics, prior online learning experience, and orientation with students’ perspectives on the online learning experience. Results Among 118,030 medical students participated in the survey (response rate 52.4%), 99,559 provided valid data for the analysis. The sample is fairly nationally representative. 65.7% (65,389/99,559) supported great orientation and 62.1% (61,818/99,559) reported that they were satisfied with the ongoing online-learning experience. The most common problem students would encounter was the network congestion (76,277/99,559; 76.6%). Demographics, learning phases, and academic performance were associated with online-learning engagement and perceptions. Formal orientation and prior PU (perceived usefulness of online learning) were significantly positively associated with the satisfaction and evaluation of the online learning experience (p <  0.001). Conclusions Data from this national survey indicates a relatively positive role of online learning as a formal teaching/learning approach in medical education. Considerations should be made regarding such application in aspects of students’ different learning phases. We suggest that further policy interventions should be taken from technological, organizational, environmental, as well as individual aspects, to help improve the outcome of online learning for future doctors.

scholarly journals Teaching Professionalism to Medical Students Using Dissection-Based Anatomy Education: a Practical Guide

2020 ◽  
Author(s):  
Emilia G. Palmer ◽  
Rohin K. Reddy ◽  
William Laughey
Keyword(s):  
Medical Students ◽  
Healthcare Professionals ◽  
Core Competency ◽  
Academic Community ◽  
Evidence Based ◽  
Anatomy Education ◽  
Undergraduate Medical Students ◽  
Quality Patient Care ◽  
Practical Guide ◽  
Potential Use

Abstract Professionalism is a core competency for all healthcare professionals and is a subject of great interest within the academic community due to its vital importance in delivering the highest quality patient care. Despite this, professionalism remains difficult to define, teach and assess. The potential use of anatomy education in teaching professionalism has been increasingly highlighted within the literature, but still remains an underutilised tool in medical education. Therefore, this practical guide offers evidence-based practical points for successfully incorporating professionalism within a dissection-based anatomy course delivered to undergraduate medical students.

scholarly journals Impact of Early Exposure to Simulation Program on Undergraduate Medical Students’ Interest in Urology

2021 ◽  
Vol 8 ◽  
pp. 238212052110207
Author(s):  
Tomokazu Kimura ◽  
Kosuke Kojo ◽  
Masanobu Shiga ◽  
Ichiro Chihara ◽  
Atsushi Ikeda ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Skills ◽  
Clinical Clerkship ◽  
Early Exposure ◽  
Undergraduate Medical Students ◽  
Community Based ◽  
Hands On ◽  
Before And After ◽  
Fourth Year Medical Students ◽  
The University

Background: Urological education is as important as surgical training for undergraduates. However, students in undergraduate medical schools have less exposure to urology as their curriculum focuses more on clinical skills, particularly community-based healthcare for a super-aging society. This study aimed to evaluate whether urology-related hands-on training could increase the interest of undergraduate medical students in urology. Methods: A 1-day elective program in urological surgery at the University of Tsukuba, particularly in robotic, laparoscopic, and endoscopic surgeries, was offered to 85 fourth-year medical students from 2018 to 2020, prior to their clinical clerkship. The average age of the participants was 22 (range: 21-25) years. We used a scoring system that comprised 1-5 Likert-type items to assess training activity, interest in surgery, and interest in urology before and after the course. Results: Before attending the program, the average scores of interest in urology were 3.53 in 2018, 3.15 in 2019, and 3.00 in 2020. The scores in surgery increased after the program; however, this was not significantly different from scores prior to the program. However, the average interest scores in urology were significantly increased to 3.91 ± 0.63 ( P < .05), 3.88 ± 0.58 ( P < .01), and 4.00 ± 0.61 ( P < 0.01) in 2018, 2019, and 2020, respectively. Total likely scores of this program in 2018, 2019, and 2020 were 4.59, 4.76, and 4.88, respectively, indicating a motivation to study surgery and urology during clinical clerkship. Conclusions: Urological hands-on training facilitated interest in urology in medical students prior to their clinical clerkship.

Using SurveyMonkey® to teach safe social media strategies to medical students in their clinical years

2015 ◽  
Vol 11 (2) ◽  
pp. 117-124 ◽  
Author(s):  
Katrina A. Bramstedt ◽  
Ben Ierna ◽  
Victoria Woodcroft-Brown
Keyword(s):  
Social Media ◽  
Medical Students ◽  
Media Ethics ◽  
Ethical Awareness ◽  
Media Technology ◽  
Undergraduate Medical Students ◽  
Clinical Rotations ◽  
Medical Apps ◽  
Practice Of Medicine ◽  
Medical Photography

Social media is a valuable tool in the practice of medicine, but it can also be an area of ‘treacherous waters’ for medical students. Those in their upper years of study are off-site and scattered broadly, undertaking clinical rotations; thus, in-house (university lecture) sessions are impractical. Nonetheless, during these clinical years students are generally high users of social media technology, putting them at risk of harm if they lack appropriate ethical awareness. We created a compulsory session in social media ethics (Doctoring and Social Media) offered in two online modes (narrated PowerPoint file or YouTube video) to fourth- and fifth-year undergraduate medical students. The novelty of our work was the use of SurveyMonkey® to deliver the file links, as well as to take attendance and deliver a post-session performance assessment. All 167 students completed the course and provided feedback. Overall, 73% Agreed or Strongly Agreed the course session would aid their professionalism skills and behaviours, and 95% supported delivery of the curriculum online. The most frequent areas of learning occurred in the following topics: email correspondence with patients, medical photography, and awareness of medical apps. SurveyMonkey® is a valuable and efficient tool for curriculum delivery, attendance taking, and assessment activities.

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