Use of Trained Mothers to Teach Interviewing Skills to First-Year Medical Students: A Follow-up Study

PEDIATRICS ◽  
1977 ◽  
Vol 60 (2) ◽  
pp. 165-169 ◽  
Author(s):  
Paula L. Stillman ◽  
Darrell L. Sabers ◽  
Doris L. Redfield
Keyword(s):  
Medical Students ◽  
School Curriculum ◽  
Control Group ◽  
First Year ◽  
Feedback Session ◽  
Optimal Learning ◽  
Interviewing Skills ◽  
One Year ◽  
First Year Medical Students

This report describes an attempt to evaluate the effectiveness of "trained mother" interviews early in the medical school curriculum. As an adjunct to a first-year course that teaches interviewing techniques, half of the students were exposed to an interview with one of three trained mothers early in the course. This treatment interview was immediately followed by a feedback session which concentrated on the content and process of interviewing. At the end of the course, all students had an evaluative interview. Those students who had an initial interview and feedback session with a trained mother scored significantly higher on both the content and process of their interviews than the control group. This technique is an effective and efficient way to teach interviewing skills to medical students prior to entering any of their clinical clerkships. A follow-up assessment conducted one year later indicated that one interview with a trained mother is sufficient for optimal learning and that the skills learned are retained over at least that period of time.

scholarly journals Interviewing skills of first-year medical students

1986 ◽  
Vol 61 (10) ◽  
pp. 842-4 ◽  
Author(s):  
D W Preven ◽  
E K Kachur ◽  
R B Kupfer ◽  
J A Waters
Keyword(s):  
Medical Students ◽  
First Year ◽  
Interviewing Skills ◽  
First Year Medical Students

scholarly journals Role of regular yoga practice in improvement of various pulmonary parameters in first year medical students

2018 ◽  
Vol 6 (7) ◽  
pp. 2523
Author(s):  
Kislay Kumar ◽  
Devesh Kumar ◽  
Pooja T. Pandey ◽  
Divya .
Keyword(s):  
Medical Students ◽  
Control Group ◽  
P Value ◽  
First Year ◽  
Pulmonary Functions ◽  
Yoga Group ◽  
The Subject ◽  
First Year Medical Students ◽  
And Control

Background: tress at any stage of life virtually produces several respiratory limitations and reduces tolerance to physical efforts, sometimes leading to pulmonary diseases in individuals. Various yoga and Pranayama like Kapalbhati and Nadi-sodhan involves powerful strokes of exhalation, which trains the subject to make full use of diaphragm and abdominal muscles.Methods: This study is performed on 1st yr. medical students whose stress level is in higher side due to academic burden. 55 medical students were selected as participants through counseling and were divided into Yoga group (n= 27) and control group (n=28). Pulmonary functions of subjects were tested using Pony FX advanced desktop spirometer manufactured by Cosmed. Yoga is performed 1 hr/day for 6 days /week for 12 weeks by yoga group.Results: Pulmonary functions tested in Yoga and control group were FVC, FEV1, PEF and FVC/FEV1. There were significant improvements in pulmonary functions in yoga group. In Yoga group (FVC- 5.8% increases, FEV1- 5.2% increase, PEF- 34% increase and FVC/FEV1- 3.15% increase). In control group also, all parameters increased but P value was not significant.Conclusions: This study concludes that practicing Yoga has shown a significant improvement on pulmonary functions in 1st year medical students.

One-Year Followup on the Impact of a Sun Awareness Curriculum on Medical Students' Knowledge, Attitudes, and Behavior

2001 ◽  
Vol 5 (3) ◽  
pp. 193-200 ◽  
Author(s):  
Kimberly E. Liu ◽  
Benjamin Barankin ◽  
John Howard ◽  
Lyn C. Guenther
Keyword(s):  
Medical Students ◽  
Medical Curriculum ◽  
First Year ◽  
Actual Behavior ◽  
The Sun ◽  
Awareness Curriculum ◽  
One Year ◽  
And Behavior ◽  
First Year Medical Students ◽  
The Impact

Background: A one-week sun awareness curriculum was developed at the University of Western Ontario to educate first-year medical students on skin cancer risks and prevention. Objective: To assess the retention of knowledge, attitudes, and behavioral practices one year after receiving education in sun awareness. Method: Three surveys were administered: before, immediately after the sun awareness teaching, and one year later. Actual practiced behavior in the past year was compared with the intended behavior. Results: Half as many sunburns were reported in the year following the sun awareness curriculum compared with the previous year. Medical students demonstrated a good retention of the knowledge learned a year earlier. However, many students still believed that a tanned appearance looks healthy. While there was intent to adopt more healthy behavior after the curriculum, the actual behavior practiced varied. Conclusions: An undergraduate medical curriculum on sun awareness can be effective in improving the knowledge, attitudes, and behaviors of future physicians.

scholarly journals The First Fifty ABO Blood Group Incompatible Kidney Transplantations: The Rotterdam Experience

2014 ◽  
Vol 2014 ◽  
pp. 1-6 ◽  
Author(s):  
Madelon van Agteren ◽  
Willem Weimar ◽  
Annelies E. de Weerd ◽  
Peter A. W. te Boekhorst ◽  
Jan N. M. Ijzermans ◽  
...  
Keyword(s):  
Graft Survival ◽  
Intravenous Immunoglobulins ◽  
High Rate ◽  
Long Term Results ◽  
Control Group ◽  
First Year ◽  
Single Center Experience ◽  
Kidney Transplantations ◽  
One Year

This study describes the single center experience and long-term results of ABOi kidney transplantation using a pretransplantation protocol involving immunoadsorption combined with rituximab, intravenous immunoglobulins, and triple immune suppression. Fifty patients received an ABOi kidney transplant in the period from 2006 to 2012 with a follow-up of at least one year. Eleven antibody mediated rejections were noted of which 5 were mixed antibody and cellular mediated rejections. Nine cellular mediated rejections were recorded. Two grafts were lost due to rejection in the first year. One-year graft survival of the ABOi grafts was comparable to 100 matched ABO compatible renal grafts, 96% versus 99%. At 5-year follow-up, the graft survival was 90% in the ABOi versus 97% in the control group. Posttransplantation immunoadsorption was not an essential part of the protocol and no association was found between antibody titers and subsequent graft rejection. Steroids could be withdrawn safely 3 months after transplantation. Adverse events specifically related to the ABOi protocol were not observed. The currently used ABOi protocol shows good short and midterm results despite a high rate of antibody mediated rejections in the first years after the start of the program.

scholarly journals A Task Based Learning (TskBL) strategy in preclinical medical education

2021 ◽  
Author(s):  
Roopashree Mallya ◽  
Animesh Jain ◽  
Bhagyalakshmi K ◽  
Arun Shirali ◽  
Sneha B Shetty ◽  
...  
Keyword(s):  
Medical Students ◽  
Test Scores ◽  
Control Group ◽  
First Year ◽  
Small Group Teaching ◽  
Tutorial Group ◽  
Clinical Exposure ◽  
Post Test ◽  
First Year Medical Students ◽  
Early Clinical Exposure

Preclinical Task based learning (TskBL) is a simulated learning approach in which focus for students is a real task done by a medical professional. TskBL includes standardized patient encounters and is helpful to provide Early Clinical Exposure. Our study aimed at planning, implementing and assessing TskBL among first year Medical students and comparing it to conventional method of tutorials in Physiology MBBS curriculum.This is a non-equivalent group quasi experimental study approved by Institutional ethics committee. TskBL was conducted for five topics among first year medical students of Kasturba Medical College, Mangalore for three academic years. Participants  were divided into a TskBL group and a control group. Both groups attended the theory classes in Physiology, practical sessions and clinical examinations concerning the tasks. Following this, TskBL group underwent TskBL and control group underwent tutorials. Pre and post-test assessments were conducted using the MCQ test and Objective structured clinical examinations (OSCE).The mean TskBL scores for MCQ (exception:Hypertension) and OSCE (exception Anemia) were significantly higher than the tutorial group. Pre test and post test scores revealed significantly higher MCQ and OSCE scores for TskBL. Tutorial group did not show a significant improvement in test scores for all the tasks.TskBL strategy could be used for many other topics are likely to be encountered by the students during clinical attachments. Small group teaching can include TskBL over tutorials to provide early clinical exposure in medical schools.

scholarly journals ANATOMY VISUAL LEARNING: A NEW MODALITY TO ENHANCE NEUROANATOMY LEARNING IN FIRST-YEAR MEDICAL STUDENTS

2021 ◽  
Vol 10 (1) ◽  
pp. 27
Author(s):  
Sasanthy Kusumaningtyas ◽  
Mochamad Iskandarsyah Agung Ramadhan ◽  
Ria Margiana ◽  
Elvan Wiyarta ◽  
Reynardi Sutanto ◽  
...  
Keyword(s):  
Medical Students ◽  
Visual Learning ◽  
Intervention Group ◽  
Control Group ◽  
First Year ◽  
Positive Perception ◽  
Open Questions ◽  
Post Test ◽  
First Year Medical Students ◽  
Interventional Group

Background: In gaining knowledge and comprehension of neuroanatomy, medical students require not only memorizing the anatomical structures but also understanding the spatial relationships. Along with the cadaver prosection usage, we proposed an anatomy visualization learning (AVL) as possible modality to fulfill this need, yet this has to be proven. This study aimed to know whether AVL can improve student knowledge in neuroanatomy and give a positive perception to the student. Methods: A quantitative and qualitative studies were performed to the first-year medical students (n=46) of Faculty of Medicine Universitas Indonesia who were randomly divided into two groups, an interventional (n=23) and a control (n=23) group. Both groups enrolled in the neuroanatomy learning module, with additional two sessions (two hours/session) of AVL using 3D anatomy visualization table for the intervention group. Quantitative study to know the knowledge improvement was done by comparing the pre-test, post-test and gain scores between groups. Student’s perception of the learning method was done using a questionnaire on a Likert scale. Qualitative study was done using open questions. Results: The median value of the pre-test score (8 [0-30] vs. 4 [0-42]; p=0.869) and the post-test scores (44 [30-82] vs. 40 [8-84]; p=0.068) between the interventional vs control group were not different. Nevertheless, the interventional group gained higher scores than the control group (41.6±18.06 vs. 29.8±20.47; CI 95%; p<0.05). Participants (the interventional group) had a positive perception about the AVL usage for neuroanatomy learning. Conclusion: AVL can be considered as a new approach modality for neuroanatomy learning.

scholarly journals Impact of the COVID-19 Pandemic on the Acceptance and Use of an E-Learning Platform

2021 ◽  
Vol 18 (21) ◽  
pp. 11372
Author(s):  
Markus Kipp
Keyword(s):  
Higher Education ◽  
Medical Students ◽  
User Behavior ◽  
Daily Activities ◽  
First Year ◽  
Relative Distribution ◽  
Learning Platform ◽  
E Learning ◽  
One Year ◽  
First Year Medical Students

E-learning has become an increasingly important part of higher education and is currently used both for distance education and as a complement to teaching on the campus. In this study, we investigated the acceptance of the e-learning platform (ELP) ClinicalKey Student (ELSEVIER©) among first-year medical students. Furthermore, we asked whether acceptance (i.e., digital activities) and user behavior changed during the COVID-19 lockdown. Two first-year medical student study cohorts were followed: one cohort during the COVID-19 lockdown and another cohort one year before the lockdown. Different parameters, such as online versus offline studying, daily activities or users versus nonusers, were recorded and evaluated. Additional surveys were conducted to understand why the students used the ELP. In the non-pandemic cohort, 68 out of 251 enrolled students registered in the ELP, while the number of registered students significantly increased during the COVID-19 lockdown (201 out of 255 enrolled 2nd semester students). The increase in registered users was paralleled by an increase in daily activities normalized per user and day. Despite this increase in ELP activities, the relative distribution of different user types (i.e., online versus offline users) did not change. To conclude, this study demonstrates that the COVID-19 lockdown increases the receptivity of medical students to an ELP, but the way the students work with the ELP remains unchanged.

scholarly journals Role of yoga and meditation on serum DHEAS level in first year medical students

2018 ◽  
Vol 6 (6) ◽  
pp. 2018
Author(s):  
Kislay Kumar ◽  
Devesh Kumar ◽  
Vinay Singh ◽  
Pooja T. Pandey ◽  
Divya .
Keyword(s):  
Medical Students ◽  
Acute Stress ◽  
Dehydroepiandrosterone Sulfate ◽  
Control Group ◽  
P Value ◽  
First Year ◽  
Dheas Level ◽  
Yoga Group ◽  
First Year Medical Students ◽  
And Control

Background: Dehydroepiandrosterone sulfate (DHEAS), secreted by adrenal cortex, acts in the human body as a neurosteroid, cardio-protective, anti-diabetic, anti-obesity and immune-enhancing agent. It is also reported as a youth hormone. But due to various stimulators of stress, and also as an antagonist of cortisol, DHEAS level decreases. Yoga and meditation regulates the level of hormones and neurotransmitters that affect physiological function.Methods: This study was performed on 1st yr. medical students whose DHEAS level was low due to acute stress. 55 medical students were selected as participants through counseling and were divided into Yoga group (n= 27) and control group (n=28). Their morning serum DHEAS level was assessed and yoga group were instructed to practice Yoga (1hr/day for 12 weeks) under supervision of Yoga instructor. No such instruction was given to control group.Results: As a marker of youth and immunity, increase in DHEAS level decreases susceptibility to infections, reduces aging process as well as improves other functions. Yoga and meditation is documented to increase DHEAS level in regular practitioners. Statistical analysis has shown an increase in morning S. DHEAS level in yoga practitioners. Pre-study and post study values were 3.5±2.48 and 3.61±1.73 respectively in yoga group (overall 3.1% increase, P Value = 0.025, significant at 0.05) whereas 3.36±1.98 and 2.58±1.49 respectively in control group (23.2% decrease, P Value =0.84, not significant).Conclusions: This study concludes that practicing Yoga has significantly raised S. DHEAS level in medical students and improved their immunological status as well as enhances mood and behavior.

scholarly journals A Preclinical Course to Develop Clinical Reasoning Skills of First-year Medical Students

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Alan Johns ◽  
Raymond Christensen
Keyword(s):  
Medical Students ◽  
Family Medicine ◽  
Medical School ◽  
Clinical Reasoning ◽  
First Year ◽  
University Of Minnesota ◽  
One Year ◽  
The University ◽  
First Year Medical Students ◽  
Diagnostic Thinking

Background and Objectives: Clinical reasoning is developed sometime during medical school training.  When and how this knowledge is attained is less clear. This study looks at clinical reasoning development after initiation of a rural experiential course for first-year medical students at the University of Minnesota Medical School, Duluth (regional) Campus. Methods: The Rural Medical Scholars Program course (RMSP) was developed to create a longitudinal rural family medicine experience for first and second-year students at the University of Minnesota Medical School Duluth. Sixty-three first year medical students participated in this required course and their clinical reasoning levels were measured using the Diagnostic Thinking Inventory (DTI).  The DTI was given to the medical students after one year of participation in the RMSP course. A previous cohort before the RMSP course was developed was used as a control. A literature search was used for comparison to other schools that measured the DTI in their students. Results: Student diagnostic thinking performance as measured by the DTI after one year of the Rural Medical Scholars Program course significantly increased when compared to a previous cohort of first-year students who did not take the RMSP course. When compared to previously published DTI data, students after one year of RMSP had clinical reasoning levels of second through fourth-year students from other schools. Conclusions: The addition of a rural experiential course with family medicine preceptors significantly increased clinical reasoning levels of first-year medical students.   Financial support: None Conflicts of Interests: No conflicts to report

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