Effect of a standardized patient encounter on first year medical student confidence and satisfaction with telemedicine

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Emily L. Unrue ◽  
Grayson White ◽  
Ning Cheng ◽  
Tom Lindsey
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Clinical Medicine ◽  
Medical Setting ◽  
First Year ◽  
Standardized Patient ◽  
Patient Encounter ◽  
Patient Interview ◽  
College Of Osteopathic Medicine ◽  
Student Confidence

Abstract Context Although the coronavirus 2019 (COVID-19) pandemic has accelerated the use of telemedicine platforms across the country, medical students may lack confidence in their ability to conduct satisfactory patient encounters and practice clinical medicine through telemedicine. Objectives To evaluate the role of a standardized patient encounter on first year medical student confidence and satisfaction in using telemedicine. Methods One hundred and sixty two first year medical students recruited from Edward Via College of Osteopathic Medicine-Carolinas campus were surveyed on their confidence and satisfaction with using telemedicine platforms before and after conducting a patient encounter. Participant confidence and satisfaction were assessed with a five point Likert scale: “not confident,” “a little confident,” “somewhat confident,” “confident,” and “extremely confident.” Results Of 162 students, 103 (63.6%) completed the preencounter survey and 74 (45.7%) completed the postencounter survey. Before the standardized patient encounter, 37 participants (35.9%) reported that they were “a little confident” and 20 participants (19.4%) reported that they were “not confident” in their ability to conduct a patient interview using a telemedicine platform. Following the encounter, 24 students (32.4%) reported feeling “somewhat confident”, and 32 (43.2%) reported feeling “confident” in their ability. Conclusions Medical students’ confidence and satisfaction with telemedicine improved after a standardized patient telemedicine experience in this study. This experience allowed students to practice the unique skills required for telemedicine. Medical schools might consider adding a telemedicine curriculum and standardized patient experiences in the undergraduate medical setting.

scholarly journals A Medical Student’s Elective Experience in Pediatric Rheumatology through the Canadian Rheumatology Association

2018 ◽  
Vol 8 (2) ◽  
pp. 50-52
Author(s):  
Laura Sheriff
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Pediatric Rheumatology ◽  
Clinical Medicine ◽  
Learning Experiences ◽  
Practical Experience ◽  
Academic Institution ◽  
First Year ◽  
Insight Into

This elective report provides an overview of the experience of a first-year medical student completing a pediatric rheumatology elective through the Canadian Rheumatology Association (CRA). Students apply to work with a rheumatologist and experience alternating schedules between inpatient and outpatient clinical medicine over the course of the summer. This elective is unique, as it exposes pre-clerkship medical students to learning experiences that will prepare them for clerkship and beyond. It provides practical experience as well as insight into research within the specialty at a world-renowned Canadian academic institution. 

scholarly journals Survey of Osteopathic Medical Students Regarding Physician Shadowing Experiences Before and During Medical School Training

2019 ◽  
Vol 6 ◽  
pp. 238212051985204
Author(s):  
Erik Langenau ◽  
Sarah B Frank ◽  
Sarah J Calardo ◽  
Michael B Roberts
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Patient Care ◽  
Student Experiences ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Care Experience ◽  
Ensure Patient Safety ◽  
College Of Osteopathic Medicine

Introduction: Shadowing a physician is an observational experience which includes a student observing a licensed healthcare provider caring for patients. Shadowing is commonly done by students before and during medical school, but little is known about the nature or extent of these extra-curricular observational experiences. Objective: We hypothesized that shadowing experiences were common yet variable. We investigated the prevalence, nature, and perceived value of medical student experiences with shadowing physicians (both before and during medical school). Methods: This survey-based study was non-experimental with a cross-sectional convenience sample of osteopathic medical students about their shadowing experiences before and during medical school. The survey was sent to all matriculated osteopathic medical students (OMS1-4) for the 2017 to 2018 academic year from two medical schools: Philadelphia College of Osteopathic Medicine (PCOM) (1084 total students) and PCOM-Georgia (554 total students). The final survey instrument included three sections: demographics (6 questions), pre-medical shadowing experiences (21 questions), and medical student shadowing experiences (24 questions). Results: Respondents (357) identified themselves as OMS1 (96), OMS2 (89), OMS3 (73), OMS4 (95) and other (2, OMS5) with enrollment at PCOM-Philadelphia (242) and PCOM-Georgia (115). Among survey respondents, 339 (95.5%) reported shadowing a physician as a pre-medical student, and 110 (30.8%) reported shadowing (outside of their required clinical rotations) a physician during medical school. Requirements to participate were inconsistent; fewer than 50% of shadowing experiences required Health Insurance Portability and Accountability Act of 1996 (HIPAA) training, proof of vaccination, or purified protein derivative (PPD) documentation. In addition to observation, pre-medical and medical students, respectively, participated in history taking (44 [13%], 47 [42.7%]), physical examinations (45 [13.3%], 44 [40%]) and procedures (13, [3.8%], 20 [18.2%]) during their shadowing experiences. Motivations to participate in shadowing varied between pre-medical and medical student experiences, but both groups mentioned their desire to learn more about a particular discipline, obtain letters of recommendation, and gain patient care experience. Students recommended both pre-medical (273 [80.5%]) and medical school (93 [84.5%]) shadowing to future students. Conclusion: Shadowing remains a common and important tool for students to learn about patient care, medicine and careers. The nature of each shadowing experience and participation requirements are quite variable. Measures to ensure patient safety, confidentiality, liability and supervision are inconsistently applied. Promoting guidelines, as well as codes of conduct, for shadowing could serve as a helpful resource for students, academic advisors and supervising clinicians.

scholarly journals Differences in Faculty and Standardized Patient Scores on Professionalism for Second-Year Podiatric Medical Students During a Standardized Simulated Patient Encounter

2018 ◽  
Vol 108 (2) ◽  
pp. 145-150
Author(s):  
James M. Mahoney ◽  
Vassilios Vardaxis ◽  
Noreen Anwar ◽  
Jacob Hagenbucher
Keyword(s):  
Medical Students ◽  
Faculty Member ◽  
Real Time ◽  
Assessment Tool ◽  
Simulated Patient ◽  
Standardized Patient ◽  
Patient Encounter ◽  
Second Year ◽  
The Difference ◽  
Share Information

Background: This study examined the differences between faculty and trained standardized patient (SP) evaluations on student professionalism during a second-year podiatric medicine standardized simulated patient encounter. Methods: Forty-nine second-year podiatric medicine students were evaluated for their professionalism behavior. Eleven SPs performed an assessment in real-time, and one faculty member performed a secondary assessment after observing a videotape of the encounter. Five domains were chosen for evaluation from a validated professionalism assessment tool. Results: Significant differences were identified in the professionalism domains of “build a relationship” (P = .008), “gather information” (P = .001), and share information (P = .002), where the faculty scored the students higher than the SP for 24.5%, 18.9%, and 26.5% of the cases, respectively. In addition, the faculty scores were higher than the SP scores in all of the “gather information” subdomains; however, the difference in scores was significant only in the “question appropriately” (P = .001) and “listen and clarify” (P = .003) subdomains. Conclusions: This study showed that professionalism scores for second-year podiatric medical students during a simulated patient encounter varied significantly between faculty and SPs. Further consideration needs to be given to determine the source of these differences.

scholarly journals Evaluator Agreement in Medical Student Assessment Across a Multi-Campus Medical School During a Standardized Patient Encounter

2020 ◽  
Vol 30 (1) ◽  
pp. 381-386
Author(s):  
Sherri A. Braksick ◽  
Yunxia Wang ◽  
Suzanne L. Hunt ◽  
William Cathcart-Rake ◽  
Jon P. Schrage ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical School ◽  
Student Assessment ◽  
Standardized Patient ◽  
Patient Encounter ◽  
Medical Student Assessment

scholarly journals Medical Student Perspectives on LGBTQ Health

PRiMER ◽  
2019 ◽  
Vol 3 ◽  
Author(s):  
Julie A. Christensen ◽  
Travis Hunt ◽  
Steven A. Elsesser ◽  
Christine Jerpbak
Keyword(s):  
Health Care ◽  
Medical Student ◽  
Medical Students ◽  
Student Attitudes ◽  
Life Experience ◽  
Response Rate ◽  
Gender And Sexuality ◽  
First Year ◽  
Sex And Gender ◽  
The Impact

Introduction: Lesbian, gay, bisexual, transgender, and queer (LGBTQ) community members experience adverse health outcomes at higher rates than non-LGBTQ individuals. We examined the impact of student demographics as well as gender and sexuality didactic instruction on the attitudes of first-year medical students toward LGBTQ patients. Methods: In January 2017, 255 first-year students at an urban allopathic medical school participated in a gender and sexuality health curriculum. We assessed student attitudes regarding LGBTQ patients using anonymous pre- and postintervention surveys. Each item was measured on a 5-point Likert scale. Results: Of 255 possible respondents, we received 244 responses to the preintervention survey (95.7% response rate) and 253 to the postintervention survey (99.2% response rate). Participants were predominantly white (66.8%), heterosexual (94.7%), and cisgender (100%). Respondents who identified as LGBQ were significantly (P<.05) more likely than heterosexual students to agree with the following preintervention statements, among others: (1) Discordance between birth sex and gender is a natural human phenomenon, (2) When meeting a patient for the first time, I feel comfortable asking what pronoun they use, (3) I am able to empathize with the life experience of an LGB/T patient, (4) I am motivated to seek out opportunities to learn more about LGBTQ-specific health care issues. Statistically significant changes in attitudes between time points are seen in 4 out of 15 items. Conclusion: A focused gender and sexuality curriculum appears to impact medical student attitudes regarding LGBTQ patients. Furthermore, recruitment of LGBTQ-identifying medical students may translate into improved workforce motivation to provide health care for LGBTQ patients.

scholarly journals Perspektif Mahasiswa Kedokteran UNS Tingkat 1 pada Kebiasaan Sarapan dan Kaitannya pada Konsentrasi Belajar

2019 ◽  
Author(s):  
Kevlar Azri Ghurafa
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Glucose Concentration ◽  
Nutrient Intake ◽  
Daily Life ◽  
Energy Resource ◽  
Education Institution ◽  
First Year ◽  
Micronutrient Intake ◽  
Thinking Process

Abstract. Studying is an sustainable activity and also a very basic thing in every education institution, including university.In reality, there are so many factors that affect the process of studying, on of them is concentration. Breakfast is really important to fullfill students macronutrient and micronutrient intake in the morning, fullfilling a balance nutrient intake, preventing hypoglicemia, and also controlling our glucose concentration in our blood.A small number of first year UNS medical student think that breakfast before studying is very important because our brain as the center of the thinking process needs energy to do his jobs, and the energy comes from the food we eat in breakfast.Moreover,the first year UNS medical students also think that a good breakfast menu is a menu that contain a balance nutrient,especially carbohydrate as the main energy resource. But, in reality, they still not really apply their awareness about breakfast in their daily life.

Discussion on the Influence and Enlightenment of Corona Virus Disease 2019 (COVID-19) on Medical Students in China (Preprint)

2020 ◽  
Author(s):  
Hong Wan ◽  
Yujie Tu ◽  
Yu Fu ◽  
Zhao Yan ◽  
Yalin Chen ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Education Reform ◽  
Clinical Medicine ◽  
Virus Disease ◽  
First Line ◽  
Medical Education Reform ◽  
The Future ◽  
New Ideas

UNSTRUCTURED COVID-19 spread in Wuhan in January 2020 and the whole country worked together to fight the epidemic. Up to now, more than 80,000 people have been diagnosed, and more than 40,000 medical staffs have assisted first-line rescue in Wuhan. As a reserve force for clinical medicine, medical students bear the heavy responsibility of future medical development. The author, as a medical student, has considered carefully about facing the present and looking forward to the future after this epidemic. The author mainly discusses about the influence of COVID-19 on medical students and its enlightenment on medical students and medical education reform in this paper, and hopes to resonate with medical students and provide some new ideas for future medical education reform.

scholarly journals Do Contact and Empathy Mitigate Bias Against Gay and Lesbian People Among Heterosexual First-Year Medical Students? A Report From the Medical Student CHANGE Study

2015 ◽  
Vol 90 (5) ◽  
pp. 645-651 ◽  
Author(s):  
Sara E. Burke ◽  
John F. Dovidio ◽  
Julia M. Przedworski ◽  
Rachel R. Hardeman ◽  
Sylvia P. Perry ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Gay And Lesbian ◽  
First Year ◽  
Student Change ◽  
First Year Medical Students
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