scholarly journals Knowledge of medical students on organ donation

2020 ◽  
Vol 66 (9) ◽  
pp. 1264-1269
Author(s):  
Jéssica Escribano Sampaio ◽  
Danilo Euclides Fernandes ◽  
Gianna Mastroianni Kirsztajn
Keyword(s):  
Bone Marrow ◽  
Medical Students ◽  
Brain Death ◽  
Medical School ◽  
Organ Donation ◽  
Medical Curriculum ◽  
Electronic Media ◽  
Sao Paulo ◽  
First Year ◽  
Theoretical Knowledge

SUMMARY OBJECTIVE: To analyze the spontaneous knowledge of medical students about organ donation. METHODS: 518 students of a medical school in Sao Paulo city, from the first-year to internship, answered an objective questionnaire applied through electronic media to assess their spontaneous theoretical knowledge and organ donation awareness. RESULTS: Organs that can be donated after brain death, such as the cornea, kidneys, heart, liver, and lung were mentioned by the students. Regarding in-life transplantation, they answered it was possible to donate mainly the kidney (91.3%), part of the liver (81.1%), and bone marrow (79.7%). Although it was not expressive, we also noted that their knowledge gradually increased as they reached the end of the course. CONCLUSIONS: Medical students knowledge on organ donation in life and after death was a little superior to 60%. The students had limited exposure to this subject during the course (<40% of them before the internship). The authors suggest that students should be more exposed to the theme of “organ donation” in the medical curriculum.

scholarly journals First year medical students’ perceptions of the impact of wearing scrubs on professional identity: a narrative analysis in the United Arab Emirates

BMJ Open ◽  
2020 ◽  
Vol 10 (11) ◽  
pp. e039357
Author(s):  
Sara Sorrell ◽  
Halah Ibrahim
Keyword(s):  
Medical Students ◽  
Qualitative Analysis ◽  
Medical School ◽  
Professional Identity ◽  
United Arab Emirates ◽  
Medical Curriculum ◽  
First Year ◽  
Written Narratives ◽  
First Year Medical Students ◽  
The Impact

ObjectivesMedical school serves as a critical developmental period for future physicians, during which students begin to form a professional identity. Just as personal appearance, particularly clothing, is an important external expression of one’s personal identity, ‘uniforms’ in healthcare, including white coats and scrubs, symbolise status and a group identity. There are, however, limited studies on the impact of physician attire on medical students’ formation of professional identity. Accordingly, through qualitative analysis of written narratives, we sought to analyse medical students’ experiences of wearing professional physician attire, namely scrubs, and how the uniform impacted their confidence level, performance and behaviours, as well as their identity as future physicians.DesignQualitative analysis of medical student’s written narratives.SettingKhalifa University College of Medicine and Health Sciences (KU CMHS) is a new medical school in the United Arab Emirates, with an inaugural class of 30 students admitted in August 2019. It is the only medical school in the city of Abu Dhabi, and the only school in the country that follows a postgraduate medical curriculum.ParticipantsAll first year medical students at KU CMHS were purposively sampled.MethodsStudents completed a voluntary online anonymous questionnaire. We employed a social identity approach to data analysis. Thematic content analysis was conducted on their narratives to identify themes.ResultsWe identified three major themes, namely (1) emotions, (2) logistics and (3) interpersonal relationships.ConclusionsMedical students form early perceptions regarding physician attire and its impact on their professional identity. Engaging in conversations regarding professional attire with educators or mentors could provide an important opportunity for students to discuss and explore professional identity early in training.

scholarly journals Knowledge and attitude regarding organ donation and transplantation among undergraduate medical students in North coastal Andhra Pradesh

2018 ◽  
Vol 5 (3) ◽  
pp. 1064 ◽  
Author(s):  
Srinivas Rao Ganta ◽  
Kiran Pamarthi ◽  
Lakshmi Prasad K. K.
Keyword(s):  
Medical Students ◽  
Organ Donation ◽  
Medical Curriculum ◽  
Organ Procurement ◽  
Cross Sectional Study ◽  
Modern Medicine ◽  
First Year ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
The Usa

Background: Organ transplantation is one of the greatest scientific advances and remains one of the most challenging and complex field of modern medicine. In the USA and UK, the organ donation rate is 26 and 14 per million, whereas in India, it is only 0.34 per million population. Healthcare professionals act as the critical link in the organ procurement process because they are the first individuals to establish relationship with the potential donors' family.Methods: An institution based descriptive cross-sectional study was conducted among first year undergraduate medical students during November 2017. Convenient sampling method was used to obtain the sample size. Out of 150 students in first year, 136 students fulfilling the inclusion and exclusion criteria were studied.Results: Out of 136 students who participated in the study, 58 (42.6%) were boys and 78 (57.4%) were girls. All the 136 (100%) students had heard about organ donation, but only 24 (17.6%) of them were aware of organ donation associations. Very few students (5, 3.6%) know about any law related to organ donation in India. Mass media like TV, Internet and Newspapers have played a major role in imparting awareness regarding organ donation among students besides relatives and friends. Majority of the students i.e. 104 (76.4%) were ready to donate their organs if need comes and two third of them accepted that they would allow organ donation from a member of their family after Brainstem death.Conclusions: There is a positive attitude of medical students towards organ donation but there is lack of sufficient knowledge on the topic. Improving their knowledge by including organ donation topic in medical curriculum can help to reduce this gap.

scholarly journals Medical Student Leadership Development through a Business School Partnership Model: A Case Study and Implementation Strategy

2021 ◽  
Vol 8 ◽  
pp. 238212052110104
Author(s):  
Timothy P Daaleman ◽  
Mindy Storrie ◽  
Gary Beck Dallaghan ◽  
Sarah Smithson ◽  
Kurt O Gilliland ◽  
...  
Keyword(s):  
Leadership Development ◽  
Medical Students ◽  
Medical School ◽  
Business School ◽  
Medical Curriculum ◽  
School Curriculum ◽  
Learning Model ◽  
Lessons Learned ◽  
Self Awareness ◽  
Program Outcomes

Background: There is an ongoing call for leadership development in academic health care and medical students desire more training in this area. Although many schools offer combined MD/MBA programs or leadership training in targeted areas, these programs do not often align with medical school leadership competencies and are limited in reaching a large number of students. Methods: The Leadership Initiative (LI) was a program created by a partnership between a School of Medicine (SOM) and Business School with a learning model that emphasized the progression from principles to practice, and the competencies of self-awareness, communication, and collaboration/teamwork. Through offerings across a medical school curriculum, the LI introduced leadership principles and provided an opportunity to apply them in an interactive activity or simulation. We utilized the existing SOM evaluation platform to collect data on program outcomes that included satisfaction, fidelity to the learning model, and impact. Results: From 2017 to 2020, over 70% of first-year medical students participated in LI course offerings while a smaller percentage of fourth-year students engaged in the curriculum. Most students had no prior awareness of LI course material and were equivocal about their ability to apply lessons learned to their medical school experience. Students reported that the LI offerings provided opportunities to practice the skills and competencies of self-awareness, communication, and collaboration/teamwork. Discussion: Adding new activities to an already crowded medical curriculum was the greatest logistical challenge. The LI was successful in introducing leadership principles but faced obstacles in having participants apply and practice these principles. Most students reported that the LI offerings were aligned with the foundational competencies.

scholarly journals Deferred Action for Childhood Arrivals (DACA) medical students – an examination of their journey and experiences as medical students in limbo

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Christina Gillezeau ◽  
Wil Lieberman-Cribbin ◽  
Kristin Bevilacqua ◽  
Julio Ramos ◽  
Naomi Alpert ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical School ◽  
First Year ◽  
Convenience Sample ◽  
Student Sample ◽  
Medical Specialties ◽  
Residency Programs ◽  
Deferred Action ◽  
The Status ◽  
Depth Interviews

Abstract Background Although the value of DACA medical students has been hypothesized, no data are available on their contribution to US healthcare. While the exact number of DACA recipients in medical school is unknown, DACA medical students are projected to represent an increasing proportion of physicians in the future. The current literature on DACA students has not analyzed the experiences of these students. Methods A mixed-methods study on the career intentions and experiences of DACA medical students was performed utilizing survey data and in-depth interviews. The academic performance of a convenience sample of DACA medical students was compared to that of matriculated medical students from corresponding medical schools, national averages, and first-year residents according to specialty. Results Thirty-three DACA medical students completed the survey and five participated in a qualitative interview. The average undergraduate GPA (SD) of the DACA medical student sample was 3.7 (0.3), the same as the national GPA of 2017–2018 matriculated medical students. The most common intended residency programs were Internal Medicine (27.2%), Emergency Medicine (15.2%), and Family Medicine (9.1%). In interviews, DACA students discussed their motivation for pursuing medicine, barriers and facilitators that they faced in attending medical school, their experiences as medical students, and their future plans. Conclusions The intent of this sample to pursue medical specialties in which there is a growing need further exemplifies the unique value of these students. It is vital to protect the status of DACA recipients and realize the contributions that DACA physicians provide to US healthcare.

scholarly journals Student Perceived Value of Anatomy Pedagogy, Part I: Prosection or Dissection?

2015 ◽  
Vol 2 ◽  
pp. JMECD.S17496 ◽  
Author(s):  
Jonathan J. Wisco ◽  
Stephanie Young ◽  
Paul Rabedeaux ◽  
Seth D. Lerner ◽  
Paul F. Wimmers ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Student Perceptions ◽  
Medical Curriculum ◽  
Clinical Skills ◽  
School Experience ◽  
First Year ◽  
Biomedical Sciences ◽  
Medical Specialties ◽  
Preclinical Medical Education

A series of three annual surveys of David Geffen School of Medicine (DGSOM) at UCLA students and UCR/UCLA Thomas Haider Program in Biomedical Sciences students were administered from 2010 to 2012 to ascertain student perceptions of which anatomy pedagogy—prosection or dissection—was most valuable to them during the first year of preclinical medical education and for the entire medical school experience in general. Students were asked, “What value does gross anatomy education have in preclinical medical education?” We further asked the students who participated in both prosection and dissection pedagogies, “Would you have preferred an anatomy curriculum like the Summer Anatomy Dissection during your first year in medical school instead of prosection?” All students who responded to the survey viewed anatomy as a highly valued part of the medical curriculum, specifically referring to four major themes: Anatomy is (1) the basis for medical understanding, (2) part of the overall medical school experience, (3) a bridge to understanding pathology and physiology, and (4) the foundation for clinical skills. Students who participated in both prosection and dissection pedagogies surprisingly and overwhelmingly advocated for a prosection curriculum for the first year of medical school, not a dissection curriculum. Time efficiency was the dominant theme in survey responses from students who learned anatomy through prosection and then dissection. Students, regardless of whether interested in surgery/radiology or not, appreciated both pedagogies but commented that prosection was sufficient for learning basic anatomy, while dissection was a necessary experience in preparation for the anatomical medical specialties. This suggests that anatomy instruction should be integrated into the clinical years of medical education.

scholarly journals Student engagement and higher order skill proficiency: a comparison of traditional didactic and renewed integrated active learning curricula

2018 ◽  
Vol 42 (4) ◽  
pp. 685-692 ◽  
Author(s):  
Mari K. Hopper ◽  
Daniela A. Brake
Keyword(s):  
Student Engagement ◽  
Medical Students ◽  
Active Learning ◽  
Medical School ◽  
Curriculum Reform ◽  
Higher Order ◽  
Poor Correlation ◽  
First Year ◽  
Cohort Groups ◽  
The Impact

A large, multicampus, public medical school underwent curricular renewal, emphasizing a student-centered approach with 50% of all course contact time devoted to active learning. Determining the impact of active learning on student engagement and higher order skill (HOS) proficiency was the primary aim of this study. Following Institutional Review Board approval, two cohort groups of first-year medical students were enrolled. The first cohort ( n = 54) included students before curriculum reform in the legacy curriculum (LC). The second cohort ( n = 73) included students completing studies in the renewed curriculum (RC). Near the end of the first year of medical school, both cohorts completed a validated survey of student engagement, and a proctored problem-based assessment of HOS proficiency [Collegiate Learning Assessment (CLA+)]. Results indicated RC students perceived greater levels of engagement than LC (39.5+5.8 vs. 33.3+5.6), and greater reliance on HOS, including analysis, synthesis, and application. However, there were no significant differences between cohorts in proficiency of HOS when assessed by the CLA+ (LC = 1,878 ± 161 vs. RC = 1,900 ± 157). Additionally, poor correlation between engagement and HOS for both LC and RC indicated more engaged students do not necessarily possess greater HOS proficiency. Ceiling effect may explain results as medical students enter medical school as highly skilled learners with potentially little room for improvement. It will be informative to continue to track engagement and HOS of both cohort groups as they continue their medical studies.

scholarly journals Tradução, adaptação transcultural e validação da Escala de Exposição às Humanidades em estudantes de medicina

2021 ◽  
Vol 45 (4) ◽  
Author(s):  
Ilse Seubert Coelho Vieira ◽  
Nathália Irffi Carvalho ◽  
Antonio Carlos de Castro Toledo Júnior ◽  
Eliane Perlatto Moura
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Medical Curriculum ◽  
Statistical Tests ◽  
Social Activity ◽  
Female Gender ◽  
Validity And Reliability ◽  
Cronbach’S Alpha ◽  
Final Version ◽  
Cronbach's Alpha

Abstract: Introduction: The humanities are associated with the improvement of medical students’ personal qualities. To date, there are no research instruments that quantify the exposure of medical students have to the humanities. Hence, the availability of a questionnaire with such characteristics in Brazilian Portuguese sets a precedent for the planning and implementation of educational strategies and policies addressing this topic. Objective: to translate and transculturally adapt the “HUMANITIES SCORE (LIFE EXPERIENCES + ATTITUDES) questionnaire, determine its validity and reliability, as well as identify the type of exposure to the humanities of the assessed population. Method: The original version of the questionnaire, written in English, was translated according to what is recommended by the specialized literature, with the addition of some activities in the humanities field, as per the original authors’ suggestion. The translated instrument underwent a pre-test with 31 medical students for semantic validation, followed by the application of its final version to 258 students. The exploratory and the confirmatory factorial analyses were applied to assess the instrument with its internal consistency was checked with Cronbach’s Alpha coefficient. Result: The final questionnaire was administered to the students to verify their type of exposure to the humanities. After the statistical tests were carried out, the final version of the instrument, named “Escala de Exposição às Humanidades” (EEH), included 17 items with Likert-scale responses with five options each, and obtained a Cronbach’s alpha of 0.689. The mean score of the students’ exposure was 1.72 ± 0.37, being influenced by the period at medical school, the number of volunteer social activity experiences, the participation in religious groups, the practice of meditation, and the involvement in political activities. Variables such as female gender, engagement in previous actions related to the humanities before starting medical school and in religious ceremonies positively influenced the students’ opinion about the importance of the humanities for the medical curriculum. Conclusion: The EEH demonstrated reliability in its structure and content, allowing correlations between the students’ exposure to humanities and their opinion about the importance of human sciences in the medical curriculum. It constitutes the first instrument that aims at measuring the humanities exposure rate in Brazil; however, further studies must be carried out, to better validate the instrument.

Perception of brain death and organ donation by 5th and 6th-year medical students

2021 ◽  
Vol 16 ◽  
pp. 100619
Author(s):  
I. Jandou ◽  
Y. Fadil ◽  
M. Ouzir ◽  
A. Moataz ◽  
D. Mohamme ◽  
...  
Keyword(s):  
Medical Students ◽  
Brain Death ◽  
Organ Donation

Psychiatry in the Medical Curriculum

1985 ◽  
Vol 30 (8) ◽  
pp. 586-592 ◽  
Author(s):  
Philip G. Ney ◽  
Lynda S. Jones
Keyword(s):  
General Practitioner ◽  
Medical Students ◽  
Medical School ◽  
General Practitioners ◽  
Medical Curriculum ◽  
School Education ◽  
Student Groups ◽  
Medical School Education ◽  
Remarkable Agreement

When medical students of three universities, house surgeons, general practitioners, psychiatrists, and surgeons were asked in what order would they rank the importance of various subjects in the medical school education of a general practitioner, there is remarkable agreement regarding the first three. In all, 1402 respondents rank medicine, then pediatrics, then psychiatry as most important. There are differences which reflect cultural and curriculum diversity among the student groups. The majority of respondents believe psychiatry should occupy 11% or more of the curriculum.

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