THE OLD ONE TECHNIQUE IN A NEW STYLE: DEVELOPING PROCEDURAL SKILLS IN PARACENTESIS IN A LOW COST SIMULATOR MODEL

ABSTRACT BACKGROUND: Paracentesis is a routine medical procedure quite relevant in clinical practice. There are risks of complications related to paracentesis, so it is essential a proper trainee for the younger practicer. OBJECTIVE: The article describes the construction and the application of a low cost paracentesis simulator for undergraduate medical students and it also describes the perception of students about the simulator as well. METHODS: A low-cost model was developed by the Program of Tutorial Education for training medical students during three editions of an undergraduate theoretical-practical course of bedside invasive procedures. The authors constructed a model from very low-cost and easily accessible materials, such as commercial dummy plus wooden and plastic supports to represent the abdomen, synthetic leather fabric for the skin, upholstered sponge coated with plastic film to represent the abdominal wall and procedure gloves with water mixed with paint to simulate the ascitic fluid and other abdominal structures. One semi-structured form with quantitative and qualitative questions was applied for medical specialists and students in order to evaluate the paracentesis simulator. RESULTS: The paracentesis model has an initial cost of US$22.00 / R$70.00 for 30 simulations and US$16.00 / R$50.00 for every 30 additional simulations. It was tested by eight medical doctors, including clinical medicine, general surgeons and gastroenterologists, and all of them fully agreed that the procedure should be performed on the manikin before in the actual patient, and they all approved the model for undergraduate education. A total of 87 undergraduate medical students (56% male) individually performed the procedure in our simulator. Regarding the steps of the procedure, 80.5% identified the appropriate place for needle puncture and 75.9% proceeded with the Z or traction technique. An amount of 80.5% of the students were able to aspire the fluid and another 80.5% of students correctly performed the bandage at the end of the procedure. All the students fully agreed that simulated paracentesis training should be performed prior to performing the procedure on a real patient. CONCLUSION: The elaboration of a teaching model in paracentesis provided unique experience to authors and participants, allowing a visible correlation of the human anatomy with synthetic materials, deepening knowledge of this basic science and developing creative skills, which enhances clinical practice. There are no data on the use of paracentesis simulation models in Brazilian universities. However, the procedure is quite accomplished in health services and needs to be trained. The model described above was presented as qualified with low cost and easily reproducible.

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Clinical Medical Students’ Preferred Teaching Methods: A Study at the National Defense University of Malaysia

European Journal of Medical and Health Sciences ◽

10.24018/ejmed.2021.3.2.762 ◽

2021 ◽

Vol 3 (2) ◽

pp. 74-78

Author(s):

Sheikh Salahuddin Ahmed ◽

Sagili Chandrasekhara Reddy

Keyword(s):

Medical Students ◽

Teaching Methods ◽

Clinical Skills ◽

Clinical Skill ◽

Simulated Patient ◽

National Defense ◽

Undergraduate Medical Students ◽

Teaching Materials ◽

Real Patient ◽

National Defense University

Background: Providing appropriate teachings in the curriculum have a great impact on learning by the students. Objectives: The aim of this study was to determine the clinical undergraduate medical students’ preferred teaching methods provided by the medical educators. Material and Methods: This study was conducted on 89 medical students in the 4th and 5th year of the Faculty of Medicine and Defense Health, National Defense University of Malaysia, from 1st November 2019 to 31st July 2020. Each of the students was approached with a structured questionnaire for their responses to determine their preferred teaching methods. Results: Out of 89 students, 46 were male (51.7%); the mean age of the study students was 23.5 years. Among the various teaching methods, bedside teaching was the most preferred (76.4%) one followed by lectures (14.6%), tutorials (7.9%) and seminars (1.1%). 66.3% of students would use e-learnings’ uploaded teaching materials, whereas the remainder would not. Bedside demonstrations of clinical skills by the tutors were preferred by 77.5% of students. Practicing clinical skills by the students on a real patient rather than on a mannequin or a simulated patient was preferred by 94.4% of students. Regarding case discussions, problem-based learnings (PBL) were preferred by 80% of students. Conclusions: Bedside teachings, demonstrations of clinical skill by a teacher, practicing skills by the students on a real patient rather than on a simulated patient or a mannequin, and PBLs are highly preferred by the students. Adequate teaching materials uploaded in the e-learning management system provide a good source for the teachings and learnings.

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Interactive whiteboard use in clinical reasoning sessions to teach diagnostic test ordering and interpretation to undergraduate medical students

BMC Medical Education ◽

10.1186/s12909-019-1834-1 ◽

2019 ◽

Vol 19 (1) ◽

Cited By ~ 1

Author(s):

Fares Gouzi ◽

Christophe Hédon ◽

Léo Blervaque ◽

Emilie Passerieux ◽

Nils Kuster ◽

...

Keyword(s):

Medical Students ◽

Student Perceptions ◽

Clinical Reasoning ◽

Diagnostic Tests ◽

Clinical Medicine ◽

Positive Impact ◽

Interactive Whiteboard ◽

Respiratory Physiology ◽

Undergraduate Medical Students ◽

Test Ordering

Abstract Background Over-testing of patients is a significant problem in clinical medicine that can be tackled by education. Clinical reasoning learning (CRL) is a potentially relevant method for teaching test ordering and interpretation. The feasibility might be improved by using an interactive whiteboard (IWB) during the CRL sessions to enhance student perceptions and behaviours around diagnostic tests. Overall, IWB/CRL could improve their skills. Methods Third-year undergraduate medical students enrolled in a vertically integrated curriculum were randomized into two groups before clinical placement in either a respiratory disease or respiratory physiology unit: IWB-based CRL plus clinical mentoring (IWB/CRL + CM: n = 40) or clinical mentoring only (CM-only: n = 40). Feasibility and learning outcomes were assessed. In addition, feedback via questionnaire of the IWB students and their classmates (n = 233) was compared. Results Analyses of the IWB/CRL sessions (n = 40, 27 paperboards) revealed that they met validated learning objectives. Students perceived IWB as useful and easy to use. After the IWB/CRL + CM sessions, students mentioned more hypothesis-based indications in a test ordering file (p < 0.001) and looked for more nonclinical signs directly on raw data tests (p < 0.01) compared with students in the CM-only group. Last, among students who attended pre- and post-assessments (n = 23), the number of diagnostic tests ordered did not change in the IWB/CRL + CM group (+ 7%; p = N.S), whereas it increased among CM-only students (+ 30%; p < 0.001). Test interpretability increased significantly in the IWB/CRL + CM group (from 4.7 to 37.2%; p < 0.01) but not significantly in the CM-only group (from 2.4 to 9.8%; p = 0.36). Conclusions Integrating IWB into CRL sessions is feasible to teach test ordering and interpretation to undergraduate students. Moreover, student feedback and prospective assessment suggested a positive impact of IWB/CRL sessions on students’ learning.

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Pre Clinical- Basic Sciences Teaching Curriculum of a Medical School in a Developing Country -Are We Doing it Right?

Journal of Bangladesh Society of Physiologist ◽

10.3329/jbsp.v9i2.22806 ◽

2015 ◽

Vol 9 (2) ◽

pp. 98-104

Author(s):

Kushani Rasangika Atukorala ◽

Piyusha Atapattu

Keyword(s):

Clinical Practice ◽

Medical Students ◽

Clinical Significance ◽

Clinical Training ◽

Training Methods ◽

Basic Sciences ◽

Undergraduate Medical Students ◽

Cross Sectional ◽

Clinical Exposure ◽

Teaching Time

Background: Preclinical teaching of basic sciences provides the basis for the development of clinical reasoning skills and the ability to make management decisions. However, many senior undergraduates, pre-interns and doctors indicate that basic sciences knowledge is poorly recalled and has little relevance to their clinical practice. Objectives: To explore the perceptions of medical students in their clinical years, and pre-interns about the basic sciences courses taught to them in the preclinical years, and to assess how each group rates the applicability of these courses to current clinical training. Methods: A descriptive cross-sectional study was conducted among 118 pre-interns and 146 undergraduate medical students using a self-administered questionnaire, regarding their perceptions on preclinical basic sciences teaching. For statistical analysis chi square test was applied. Results: More than 75% both pre-interns and undergraduates agreed that preclinical teaching was useful and relevant for future clinical work. 50-75% frequently revisited preclinical subjects despite unapparent clinical significance. 55% couldnt remember most of preclinical content. Physiology was the most retained (76%) and most clinically relevant subject (80%). Majority of (>60%) both the groups suggested more teaching time and >75% suggested concurrent clinical exposure for preclinical teaching. Undergraduates and preinterns differed in that 56% of undergraduates and 37% of pre-interns had studied pre clinical subjects just to pass examinations (p<0.01) Conclusions: Majority of undergraduates and pre-interns felt that preclinical teaching is interesting and relevant for future clinical practice, though recall and clinical significance were suboptimal. Revising teaching methods with interdisciplinary integration, early clinical exposure showing relevance of basic sciences and allocating more teaching time utilizing clinicians should be considered. DOI: http://dx.doi.org/10.3329/jbsp.v9i2.22806 Bangladesh Soc Physiol. 2014, December; 9(2): 98-104

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563 Dural Tear Closure Training: A Study of a Low-Cost Model

British Journal of Surgery ◽

10.1093/bjs/znab134.151 ◽

2021 ◽

Vol 108 (Supplement_2) ◽

Author(s):

D Thomas ◽

V Dale ◽

W Wills-wood ◽

I Collins ◽

A Springall ◽

...

Keyword(s):

Patient Safety ◽

Medical Students ◽

Clinical Training ◽

Cost Model ◽

Low Cost ◽

Csf Leak ◽

Dural Tear ◽

Self Assessment ◽

Accurate Representation ◽

Training Exercise

Abstract Introduction We developed a low cost, easily replicable model that can be used to learn dural tear techniques without posing a risk to patients, therefore, increase patient safety. The aim of this is to produce trainees that are more confident in dural tear closure, reducing the chance of post-operative CSF leak. Method Consultants, trainees and medical students completed a training exercise supervised by a consultant spinal surgeon. After they had completed the exercise satisfactorily, participants scored from ‘very much improved’ to ‘very much deterioration’ on a self-assessment 7-point likert scale. Qualitative questions were also asked to assess the accuracy of the model. Results 60% stated that their skills were ‘a little improved’, and 20% were ‘very much improved’. The consultants were evenly split, with 50% stating that there was ‘no change’. However, 50% of consultants and all the trainees found skills ‘a little improved’. Overall, the model was agreed to be an accurate representation of a dural tear and that it would be useful in clinical training. Conclusions show that improving dural tear closure training can be achieved with our model. It is low cost, and manufacturable with equipment that clinical professionals have on hand.

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Pattern of fast or junk food consumption among medical students of north Karnataka- a cross sectional study

International Journal of Community Medicine and Public Health ◽

10.18203/2394-6040.ijcmph20201991 ◽

2020 ◽

Vol 7 (5) ◽

pp. 1839

Author(s):

Rakesh K. Nayak

Keyword(s):

Medical Students ◽

Food Consumption ◽

Fast Food ◽

Low Cost ◽

Peer Pressure ◽

Cross Sectional Study ◽

Junk Food ◽

Sectional Study ◽

Undergraduate Medical Students ◽

Cross Sectional

Background: The culture of fast food consumption is replacing the traditional meal. It is an emerging trend among the younger generation. Their ready availability, taste, low cost, marketing strategies and peer pressure make them popular. Stress in medical students’ life and study load would be factors that negatively influence their diet.Methods: A cross sectional study was carried out among undergraduate medical students of a medical college in north Karnataka from May to October 2018. 178 students consisting of both boys and girls participated in the study and were interviewed using a pre-tested structured questionnaire. Data collected was analysed.Results: A total of 178 medical students participated in the study out of which 84 were males (48%) and 94 were females (52%). Majority of them (92%) resided in the hostel within the campus and only a few were local residents (8%). Mean age of subjects was 20±1.4 years. Taste was the main reason given by students which led to increased consumption of fast/junk food (46.7%). Chocolates were the most commonly consumed food followed by soft drinks. Majority of the students (87%) were well aware of the side effects of these fast/junk foods.Conclusions: Fast/junk foods preference and consumption are highly prevalent among medical students despite their knowledge about its health hazards.

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Low-Cost Model for Battlefield Wound and Hemorrhage Training

Military Medicine ◽

10.1093/milmed/usab556 ◽

2022 ◽

Author(s):

James T Bates ◽

Christopher W Kelly ◽

Joshua E Lane

Keyword(s):

Life Support ◽

Cost Model ◽

Low Cost ◽

Simulation Models ◽

Massive Hemorrhage ◽

Grocery Store ◽

Cost Models ◽

Combat Casualty ◽

Start Up ◽

Life Saving

ABSTRACT Introduction Exsanguination is the leading cause of preventable death on the battlefield and in austere environments. Multiple courses have been developed to save lives by stopping hemorrhage. Training for this requires simulation models; however, many models are expensive, preventing the further expansion of this life-saving training. We present a low-cost model for hemorrhage training and realistic moulage based on simple medical supplies and grocery store meats. Materials and Methods Wound packing training was completed by use of a block of pork shoulder roast with an incision simulating a wound and IV tubing connected to a syringe with fake blood. Hemostasis was obtained with proper wound packing by the student, causing the bleeding to be tamponaded. Wound moulage utilized remaining supplies of pork roast being attached to patient actors or mannequins and adorned with fake blood creating wounds with the appearance and feel of real tissues. Results Tactical Combat Casualty Care (TCCC) training was completed at a small military medical facility with a start-up cost of less than $70 and a single course as cheap as $15. These methods have been utilized to establish other TCCC training centers while keeping costs low. Conclusions We present low-cost models for simulating massive hemorrhage for wound packing with pork roast and realistic moulage. These methods can be utilized for other hemorrhage training courses such as TCCC, Advanced Wilderness Life Support, and Stop the Bleed.

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Spirituality/Religiosity as a Therapeutic Resource in Clinical Practice: Conception of Undergraduate Medical Students of the Paulista School of Medicine (Escola Paulista de Medicina) - Federal University of São Paulo (Universidade Federal de São Paulo)

Frontiers in Psychology ◽

10.3389/fpsyg.2021.787340 ◽

2021 ◽

Vol 12 ◽

Author(s):

Silvia Borragini-Abuchaim ◽

Luis Garcia Alonso ◽

Rita Lino Tarcia

Keyword(s):

Clinical Practice ◽

Medical Students ◽

Sao Paulo ◽

Care Process ◽

São Paulo ◽

Undergraduate Medical Students ◽

Academic Context ◽

Spiritual Dimension ◽

School Of Medicine ◽

De Medicina

Introduction: The high degree of religious/spiritual involvement that brings meaning and purpose to a patients’ life, especially when they are weakened by pain, is among the various reasons to consider the spiritual dimension in clinical practice. This involvement may influence medical decisions and, therefore, should be identified in the medical history of a patient (anamnesis).Objective: To verify the opinion of undergraduate medical students of the Paulista School of Medicine – Federal University of São Paulo regarding the use of a patient’s Spirituality/Religiosity as a therapeutic resource in clinical practice.Method: Quantitative approach of the transversal analytical observational type. The sample was composed of academics’ medical program, from the first to the sixth year, regularly enrolled in 2017. Data collection was performed with a standardized questionnaire divided into three sections: sociodemographic profile; Duke University Religious Index; Spirituality/Religiosity in the clinical and academic context.Results: Participated in the survey 72% of the enrolled students, of which 61.4% had religious affiliation, 26.2% declared themselves agnostic and 12.4% atheists. All of them proposed to answer questions about the insertion of Spirituality/Religiosity in the patient care process. Through the Duke Religiosity Index, we evaluated the importance of religiosity in the student’s personal life and the pertinence of religiosity as a therapeutic insertion for medical treatment. Regarding the clinical and academic context, most participants considered relevant the proposition of didactic-pedagogical actions in medical education related to the spiritual dimension of the patient.Conclusion: We conclude, through our research, that the insertion of the Spirituality/Religiosity of the patient as a therapeutic resource in clinical practice is feasible for most undergraduate students in Medicine of the Escola Paulista de Medicina – Universidade Federal de São Paulo (Paulista School of Medicine - Federal University of São Paulo). The result of the research, although it shows only the opinion of medical students at a Brazilian university, indicates that Spirituality/Religiosity is already part of the contemporary medical universe.

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How effective is undergraduate palliative care teaching for medical students? A systematic literature review

BMJ Open ◽

10.1136/bmjopen-2019-036458 ◽

2020 ◽

Vol 10 (9) ◽

pp. e036458

Author(s):

Jason W Boland ◽

Megan E L Brown ◽

Angelique Duenas ◽

Gabrielle M Finn ◽

Jane Gibbins

Keyword(s):

Palliative Care ◽

Clinical Practice ◽

Medical Students ◽

Teaching Method ◽

Data Extraction ◽

Grey Literature ◽

Undergraduate Medical Students ◽

Care Teaching ◽

Teaching Interventions ◽

Meta Analyses

Palliative care is central to the role of all clinical doctors. There is variability in the amount and type of teaching about palliative care at undergraduate level. Time allocated for such teaching within the undergraduate medical curricula remains scarce. Given this, the effectiveness of palliative care teaching needs to be known.ObjectivesTo evaluate the effectiveness of palliative care teaching for undergraduate medical students.DesignA systematic review was prepared according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidance. Screening, data extraction and quality assessment (mixed methods and Cochrane risk of bias tool) were performed in duplicate.Data sourcesEmbase, MEDLINE, PsycINFO, Web of Science, ClinicalTrials.gov, Cochrane and grey literature in August 2019. Studies evaluating palliative care teaching interventions with medical students were included.Results1446 titles/abstracts and 122 full-text articles were screened. 19 studies were included with 3253 participants. 17 of the varied methods palliative care teaching interventions improved knowledge outcomes. The effect of teaching on clinical practice and patient outcomes was not evaluated in any study.ConclusionsThe majority of palliative care teaching interventions reviewed improved knowledge of medical students. The studies did not show one type of teaching method to be better than others, and thus no ‘best way’ to provide teaching about palliative care was identified. High quality, comparative research is needed to further understand effectiveness of palliative care teaching on patient care/clinical practice/outcomes in the short-term and longer-term.PROSPERO registration numberCRD42018115257.

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Educational project: low cost porcine model for venous cutdown training

Revista do Colégio Brasileiro de Cirurgiões ◽

10.1590/0100-69912017005017 ◽

2017 ◽

Vol 44 (5) ◽

pp. 545-548 ◽

Cited By ~ 1

Author(s):

Fernando Antônio Campelo Spencer Netto ◽

Mariana Thalyta Bertolin Silva ◽

Michael de Mello Constantino ◽

Raphael Flávio Fachini Cipriani ◽

Michel Cardoso

Keyword(s):

Medical Students ◽

Experimental Model ◽

Porcine Model ◽

Low Cost ◽

Human Anatomy ◽

Educational Tool ◽

Resident Physicians ◽

Proposed Model ◽

Anatomical Correlation

ABSTRACT Objective: to describe and evaluate the acceptance of a porcine experimental model in venous cutdown on a medical education project in Southwest of Brazil. Method: a porcine experimental model was developed for training in venous cutdown as a teaching project. Medical students and resident physicians received theoretical training in this surgical technique and then practiced it on the model. After performing the procedure, participants completed a questionnaire on the proposed model. This study presents the model and analyzes the questionnaire responses. Results: the study included 69 participants who used and evaluated the model. The overall quality of the porcine model was estimated at 9.16 while the anatomical correlation between this and human anatomy received a mean score of 8.07. The model was approved and considered useful in the teaching of venous cutdown. Conclusions: venous dissection training in porcine model showed good acceptance among medical students and residents of this institution. This simple and easy to assemble model has potential as an educational tool for its resemblance to the human anatomy and low cost.

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Saudi Medical Students’ Interest in Basic Medical Sciences and the Factors Affecting It

Global Journal of Health Science ◽

10.5539/gjhs.v10n4p30 ◽

2018 ◽

Vol 10 (3) ◽

pp. 30

Author(s):

Suha Althubaiti ◽

Norah Althubaiti

Keyword(s):

Medical Students ◽

Clinical Medicine ◽

Medical Science ◽

Survey Study ◽

Practical Training ◽

Medical Sciences ◽

Basic Sciences ◽

Undergraduate Medical Students ◽

Cross Sectional Survey ◽

Basic Medical

OBJECTIVES: To evaluate medical students’ interest in basic sciences and identify perceived obstacles for choosing a career in basic science.METHODS: A cross-sectional survey study was conducted and carried out between March and May 2016 with 600 undergraduate medical students at the College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia. Students’ interest towards basic medical sciences was evaluated using a questionnaire.RESULTS: A total of 352 medical students (180 male and 172 female) responded. The leading reasons for not pursuing a career in basic sciences were that medical students aimed primarily to become clinicians (71.6%), would prefer to engage in clinical research (40.4%), were concerned about salaries in basic sciences (36.6%), and had not experienced exciting practical training in basic sciences (26.2%).CONCLUSION: Integrating basic sciences and clinical medicine and increasing research participation will result in more positive attitudes towards basic sciences. Furthermore, reducing the students’ concerns will encourage medical students to engage more with basic medical science.

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