scholarly journals The impact of airway management training by utilizing smartphone on the learning of undergraduate medical students

2019 ◽  
Vol 7 (3) ◽  
pp. 83-90
Author(s):  
Hamideh Nouriasl ◽  
Behnam Talebi ◽  
Hamid Reza Morteza_Bagi
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Airway Management ◽  
Management Training ◽  
Smartphone Application ◽  
Practical Skills ◽  
Undergraduate Medical Students ◽  
Significant Difference ◽  
Improving Student Learning ◽  
The Impact

Intrduction: Smartphone-based learning is a novel learning technique in medical education. Smartphones have good potentialities to be used as a learning tool for their wide application among students. The aim of this study was to investigate the impact of training airway management by utilizing smartphones on the learning of undergraduate medical students. Methods: In this semi-experimental study, it was tried to intervene in the students’ way of learning by using smartphone training application. The participants included 120 undergraduate medical students of School of Medicine, Tabriz University of Medical Sciences, Tabriz, Iran. Forty students were randomly selected and divided into two groups of control and experimental. Then, teaching through two methods of traditional method (face to face) and combined method (traditional + smartphone-based software) was performed for control and experimental groups, respectively. After that the teaching was finished, the level of knowledge and practical skills of both groups were evaluated. Students' practical skills were assessed using a standard checklist on the moulage. The knowledge score was obtained using a multiple-choice written test. Finally, data were analyzed by SPSS software using independent samples t-test. Results: There was a significant difference between the mean score of knowledge and practical skills of the experimental group when compared to the controls (P < 0.05) and the smartphone application was efficient in improving student learning. Conclusion: Utilizing smartphone application can be a complementary method for traditional education in enhancing medical skills. Accordingly, the use of blended training in medical education is suggested.

scholarly journals Prevalence of somatic symptoms amongst undergraduate medical students of Marathwada region of Maharashtra, India

2020 ◽  
Vol 7 (12) ◽  
pp. 5106
Author(s):  
Shaikh Arshiya Kaiser Husain ◽  
Anwaya R. Magare ◽  
Purushottam A. Giri ◽  
Vijaykumar S. Jadhav
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Curriculum ◽  
High Stress ◽  
Well Being ◽  
Undergraduate Medical Students ◽  
Future Health ◽  
Cross Sectional ◽  
Significant Difference ◽  
Negative Effect

Background: The aim of medical education is to produce competent, physically and mentally strong health professionals, as they are going to be the pillars of the future health care system. Stress is one of the most common and process-oriented obstacles in medical education. It often exerts a negative effect on the academic performance, physical health, and psychological well-being of the students. Dealing with overloaded medical curriculum, competing with peers, being away from home and meeting high expectations imposed by parents and society to excel is among the common stressful transitions at this stage.Methods: A cross-sectional descriptive study was carried out amongst 352 undergraduate medical students of a private medical college in a rural area of Maharashtra during April to October 2019. The structured questionnaire was used to record the data. Collected data was used to assess the severity of mental health issues among medical students.Results: Majority 194 (55.11%) students were in the age of 18 to 20 years followed by 141 (40.06%) were in 21 to 23 years. There were 196 (55.68%) girl students and 156 (44.32%) boys. According to the various categories, 80 (22.73%) of the students had low stress scores, followed by 76 (21.59%) in minimal. A highly significant difference in stress scores was seen between boys and girls, which was more in boys.Conclusions: Study concluded that undergraduate medical students perceive minimal to very high stress presented as various systems that vary with the year of study and gender wise too. There is a further need to look into the various causes of stress.

scholarly journals Perception of OSCE as An Assessment Tool in Undergraduate Students of Private Medical College in Karachi, Pakistan

2021 ◽  
Vol 15 (8) ◽  
pp. 2370-2374
Author(s):  
Saba Pario ◽  
Shaista Bashir Anwar ◽  
Zafar Haleem Baloch ◽  
Saira Ghafoor ◽  
Shazia Aftab ◽  
...  
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Assessment Tool ◽  
Clinical Skills ◽  
Tool Material ◽  
P Value ◽  
Practical Skills ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Significant Difference

OBJECTIVE: To explore the perception of undergraduate students of United Medical and dental college towards objective structured clinical examination as an assessment tool. MATERIAL & METHODS: A cross-sectional observational study included undergraduate medical students, RESULTS: 153 students who completely filled the proforma were included in study among them 31% were male and 69% were females. Mostly agreed that stations in OSCE were simple and easily interpretable and assessed practical skills thoroughly. Majority of students accepted that skills inquired were taught in clinics, stations were according to course and stations were appropriately timed. 66 % confirmed that adequate instructions were provided before exam. 84.31% believed that OSCE is preferable to viva. 57.51% of candidates stated that examiners during OSCE were attentive and gracious but 20.91 % objected it , while 21.57% remained neutral. Almost half of examinees labelled it as comprehensive clinical assessment .Overall, 67.97 % perceived OSCE as demanding and tough assessment. Finally views of students for statement that OSCE is unbiased, reliable and valid were positive in 50.32%.There was a significant difference in the opinion of male and female( p-value is less than 0.05) in statement that OSCE thoroughly assessed practical skills, stations were according to course of instruction, Adequate instructions were provided before exam, superior and preferable to viva, assists in improvement of clinical skills, demanding and tough and finally OSCE was unbiased, reliable and valid CONCLUSION: OSCE was perceived as fair, comprehensive, un-biased format of examination but believed it was more stressful than traditional examination methods . KEY WORDS: Assessment, Attitude, OSCE, Perception, Undergraduate Medical students.

Point-of-care ultrasound augments physical examination learning by undergraduate medical students

2020 ◽  
Vol 97 (1143) ◽  
pp. 10-15
Author(s):  
Chun Ka Wong ◽  
JoJo Hai ◽  
Kwong Yue Eric Chan ◽  
Ka Chun Un ◽  
Mi Zhou ◽  
...  
Keyword(s):  
Medical Students ◽  
Physical Examination ◽  
Medical Curriculum ◽  
Instant Messaging ◽  
Point Of Care ◽  
Group Discussion ◽  
Point Of Care Ultrasound ◽  
Undergraduate Medical Students ◽  
Significant Difference ◽  
The Impact

BackgroundLittle is known about the impact of the provision of handheld point-of-care ultrasound (POCUS) devices on physical examination skills of medical students.MethodsWe describe an educational initiative that comprised a POCUS workshop followed by allocation of a POCUS device to medical students for use over the subsequent 8 weeks. They were encouraged to scan patients and correlate their physical examination findings. A mobile instant messaging group discussion platform was set to provide feedback from instructors. Physical examination skills were assessed by means of clinical examination.Results210 final-year medical students from the University of Hong Kong participated in the programme. 46.3% completed the end of programme electronic survey: 74.6% enjoyed using the POCUS device, 50.0% found POCUS useful to validate physical examination findings and 47.7% agreed that POCUS increased their confidence with physical examination. 93.9% agreed that the programme should be incorporated into the medical curriculum and 81.9% would prefer keeping the device for longer time from 16 weeks (45.6%) to over 49 weeks (35.3%). Medical students who participated in the POCUS programme had a higher mean score for abdominal examination compared with those from the previous academic year with no POCUS programme (3.65±0.52 vs 3.21±0.80, p=0.014), but there was no statistically significant difference in their mean score for cardiovascular examination (3.62±0.64 vs 3.36±0.93, p=0.203).ConclusionThe POCUS programme that included provision of a personal handheld POCUS device improved students’ attitude, confidence and ability to perform a physical examination.

scholarly journals Effect of clinical rotation on attitude of medical students towards psychiatry and mental patients: a cross-sectional study from Western Rajasthan

2021 ◽  
Vol 9 (10) ◽  
pp. 2981
Author(s):  
Aditi Agrawal ◽  
Sanjay Gehlot ◽  
Ashok Singhal ◽  
Amandeep .
Keyword(s):  
Mental Illness ◽  
Medical Students ◽  
Cross Sectional Study ◽  
Mental Illnesses ◽  
Urban Setting ◽  
Sectional Study ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Significant Difference ◽  
The Impact

Background: People with mental illnesses experience extreme stigmatization and discrimination despite their ubiquitous presentation. Studies have reported that these negative stereotypes are shared by health care professionals too. Attitude of undergraduate medical students towards psychiatry is vital as it reflects their willingness to deal with psychiatric and behavioral disorders in general practice.Methods: A descriptive cross-sectional study was conducted in a government medical college in Rajasthan to explore the impact of sociodemographic variables and undergraduate psychiatry training on the attitude of medical students towards mental illness and psychiatry. 105 first year MBBS students and 75 interns participated in the study. Attitude towards mental illness (AMI) scale and attitude towards psychiatry-30 (ATP-30) scale were used to document AMI and ATP respectively. Data collected were analyzed using SPSS statistical software and appropriate tests were used to compare mean scores of both groups.Results: There was no statistically significant difference on AMI and ATP scores between the undergraduate medical students and interns. Females, students belonging to urban setting and more educated families had a favorable attitude towards psychiatric patients. A notable shift in scores on ATP scale towards positive side was reflected between male MBBS students and interns and among students coming from rural background with exposure to medical curriculum.Conclusions: No attitude change was observed in majority of participants indicating need for greater emphasis on mental health and psychiatry. 

scholarly journals The Impact of Writing on Academic Performance for Medical Students

2020 ◽  
Author(s):  
Songeui Kim ◽  
Ji Won Yang ◽  
Jaeseo Lim ◽  
Seunghee Lee ◽  
Jungjoon Ihm ◽  
...  
Keyword(s):  
Medical Education ◽  
Academic Performance ◽  
Medical Students ◽  
Transfer Of Knowledge ◽  
Educational Benefits ◽  
Significant Difference ◽  
National University ◽  
Seoul National University ◽  
The Impact ◽  
The Given

Abstract Background Since the 1970s, writing has been widely used in classroom settings. Writing enhances learning, but there are limited studies that prove its effectiveness, especially in the medical education setting. The purpose of this study, therefore, is to investigate the effect of writing on medical students’ academic performance. Methods An experiment was conducted with 139 medical students from Seoul National University College of Medicine. They were randomly assigned to three study conditions: self-study (SS), expository writing (EW), and argumentative writing (AW). Each group studied the given material by the method they were assigned, and they were tested on their understanding and transfer of knowledge. Results The results showed that the two writing groups displayed better performance than the SS group in transfer type items, while there was no difference in scores between the EW and AW group. However, the three groups showed no significant difference in their scores for rote-memory type items . Also, there was a positive correlation between writing score and transfer type items in the AW group. Conclusions This study provides empirical evidence for writing to be adopted in medical education for greater educational benefits. Our findings indicate that writing can enhance learning and higher-order thinking, which are critical for medical students.

scholarly journals Effect of COVID-19 on Undergraduate Medical Education: A Letter from Pakistan

2021 ◽  
Keyword(s):  
Medical Education ◽  
Chest Pain ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Virtual Learning ◽  
Learning Systems ◽  
Undergraduate Medical Students ◽  
Global Pandemic ◽  
Bush Fire ◽  
The Impact

First identified in Wuhan, China, on December 31 2019, coronavirus spread like bush fire. The WHO declared it as a Global Pandemic on March 11 2021. COVID-19 was termed novel based on newly identified pathogens, thus leading to a state of uncertainty regarding treatment and prevention1. This virus can present with an array of symptoms; dry cough, breathlessness, chest pain, myalgia, and diarrhea2. Undergraduate medical education has shifted to virtual learning systems to halt the transmission of the virus. This letter elaborates on the challenges faced and the impact of COVID-19 on the life of undergraduate medical students.

scholarly journals MP28: A randomized comparative trial of the usage, knowledge retention and media preferences in undergraduate medical students using podcasts and blog posts

CJEM ◽  
2017 ◽  
Vol 19 (S1) ◽  
pp. S74-S75
Author(s):  
K. Lien ◽  
A. Chin ◽  
A. Helman ◽  
T.M. Chan
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Repeated Measures ◽  
Knowledge Retention ◽  
Similar Degree ◽  
Learning Material ◽  
Undergraduate Medical Students ◽  
Significant Difference ◽  
Blog Posts

Introduction: Podcasts and blog posts are gaining popularity in Free Open Access Medical education (FOAMed). However, there remains a paucity of research comparing the two media for undergraduate medical education. This study aims to investigate if there are differences in medical students’ usage conditions, knowledge retention and preferences in the two types of media (podcasts, blog posts). Methods: Medical students were block-randomized to either the podcast or blog post group according to their year of schooling. They completed an online assessment of their baseline knowledge on the subject matter and preferences within the various types of media. Participants then received access to learning materials and were given four weeks to complete the follow-up assessment. Simple descriptive statistical data were used to detail student preferences. Paired samples t-tests and a Repeated Measures Analysis of Variance (RM-ANOVA) were conducted to assess knowledge acquisition. A carry forward analysis was used to impute missing data from students lost to follow-up. Results: A total of 65 medical students participated in our study (podcasts n=33, blog posts n=32). The initial survey suggests that students prefer general topic discussion and “approach-to” themes (68% and 84%, respectively). 55% of students in the podcast group preferred podcasts that were less than 30 minutes. None of the blog post group preferred a shorter text, and each blog post required a mean of 25 minutes to read. Completion of at least one follow-up assessment was comparable (68% podcasts, 70% blog posts). The podcast listeners tended to engage in multiple activities while using the learning material (e.g. at least 2-3 of the following: driving, eating, chores, taking notes, exercising), while the blog readers tended to do fewer activities (e.g. only 1 of the following: taking notes, eating, only reading). Both groups showed significant improvements in their test scores (Asthma: 22% improvement, Toxicology: 29%; p&lt;0.01 for both), with blog posts demonstrating a larger but non-significant difference (RM-ANOVA, Topic*Modality F(1,59)=0.001, p=0.973). Conclusion: This study suggests that podcasts and blog posts significantly improve medical student knowledge retention to a similar degree, but differ in usage conditions.

scholarly journals Artificial intelligence-based education assists medical students’ interpretation of hip fracture

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
Chi-Tung Cheng ◽  
Chih-Chi Chen ◽  
Chih-Yuan Fu ◽  
Chung-Hsien Chaou ◽  
Yu-Tung Wu ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Medical Education ◽  
Hip Fracture ◽  
Medical Students ◽  
Medical Image ◽  
Learning System ◽  
Significant Difference ◽  
Dynamic Collaboration ◽  
Increase In Accuracy ◽  
Image Learning

Abstract Background With recent transformations in medical education, the integration of technology to improve medical students’ abilities has become feasible. Artificial intelligence (AI) has impacted several aspects of healthcare. However, few studies have focused on medical education. We performed an AI-assisted education study and confirmed that AI can accelerate trainees’ medical image learning. Materials We developed an AI-based medical image learning system to highlight hip fracture on a plain pelvic film. Thirty medical students were divided into a conventional (CL) group and an AI-assisted learning (AIL) group. In the CL group, the participants received a prelearning test and a postlearning test. In the AIL group, the participants received another test with AI-assisted education before the postlearning test. Then, we analyzed changes in diagnostic accuracy. Results The prelearning performance was comparable in both groups. In the CL group, postlearning accuracy (78.66 ± 14.53) was higher than prelearning accuracy (75.86 ± 11.36) with no significant difference (p = .264). The AIL group showed remarkable improvement. The WithAI score (88.87 ± 5.51) was significantly higher than the prelearning score (75.73 ± 10.58, p < 0.01). Moreover, the postlearning score (84.93 ± 14.53) was better than the prelearning score (p < 0.01). The increase in accuracy was significantly higher in the AIL group than in the CL group. Conclusion The study demonstrated the viability of AI for augmenting medical education. Integrating AI into medical education requires dynamic collaboration from research, clinical, and educational perspectives.

scholarly journals The impact of integrating environmental health into medical school curricula: a survey-based study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Benjamin Kligler ◽  
Genevieve Pinto Zipp ◽  
Carmela Rocchetti ◽  
Michelle Secic ◽  
Erin Speiser Ihde
Keyword(s):  
Climate Change ◽  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Environmental Health ◽  
School Curriculum ◽  
Learning Objectives ◽  
Lead Contamination ◽  
Institute Of Medicine ◽  
The Impact

Abstract Background Inclusion of environmental health (EH) in medical education serves as a catalyst for preparing future physicians to address issues as complex as climate change and health, water pollution and lead contamination. However, previous research has found EH education to be largely lacking in U.S. medical education, putting future physicians at risk of not having the expertise to address patients’ environmental illnesses, nor speak to prevention. Methods Environmental health (EH) knowledge and skills were incorporated into the first-year medical school curriculum at Hackensack Meridian School of Medicine (Nutley, New Jersey), via a two-hour interactive large group learning module with follow up activities. Students completed the Environmental Health in Med School (EHMS) survey before and after the year 1 EH module. This survey evaluates medical students’ attitudes, awareness and professionalism regarding environmental health. In year 2, students completed the Environmental Health Survey II, which measured students’ perceptions of preparedness to discuss EH with future patients. The research team created both surveys based upon learning objectives that broadly aligned with the Institute of Medicine six competency-based environmental health learning objectives. Results 36 year 1 students completed both the pre and post EHMS surveys. McNemar’s test was used for paired comparisons. Results identified no statistically significant changes from pre to post surveys, identifying a dramatic ceiling. When comparing year 2, EHS II pre-survey (n = 84) and post-survey (n = 79) responses, a statistically significant positive change in students’ self-reported sense of preparedness to discuss environmental health with their patients following the curriculum intervention was noted. Conclusions Our conclusion for the EHMS in Year 1 was that the current generation of medical students at this school is already extremely aware of and concerned about the impact of environmental issues on health. Through the EHS II in Year 2, we found that the six-week environmental health module combining didactic and experiential elements significantly increased medical students’ self-reported sense of preparedness to discuss environmental health issues, including climate change, with their patients.

scholarly journals Medical education challenges and innovations during COVID-19 pandemic

2021 ◽  
pp. postgradmedj-2021-140032
Author(s):  
Michail Papapanou ◽  
Eleni Routsi ◽  
Konstantinos Tsamakis ◽  
Lampros Fotis ◽  
Georgios Marinos ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Student Assessment ◽  
Well Being ◽  
Educational Institutions ◽  
Healthcare Staff ◽  
Academic Trajectories ◽  
Traditional Structure ◽  
Physical Presence ◽  
The Impact

COVID-19 pandemic has undoubtedly disrupted the well-established, traditional structure of medical education. Τhe new limitations of physical presence have accelerated the development of an online learning environment, comprising both of asynchronous and synchronous distance education, and the introduction of novel ways of student assessment. At the same time, this prolonged crisis had serious implications on the lives of medical students including their psychological well-being and the impact on their academic trajectories. The new reality has, on many occasions, triggered the ‘acting up’ of medical students as frontline healthcare staff, which has been perceived by many of them as a positive learning and contributing experience, and has led to a variety of responses from the educational institutions. All things considered, the urgency for rapid and novel adaptations to the new circumstances has functioned as a springboard for remarkable innovations in medical education,including the promotion of a more “evidence-based” approach.

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