scholarly journals Objective Structured Clinical Examination’s adaptation for final evaluation of the curricular component “Semiological Bases”

2019 ◽  
Vol 3 (1) ◽  
pp. 61
Author(s):  
Fernando Muti Carvalho ◽  
Marta Silva Menezes ◽  
Iêda Maria Barbosa Aleluia ◽  
Humberto Castro Lima Filho ◽  
Ana Veronica Mascarenhas Batista ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Physical Examination ◽  
Clinical Case ◽  
Medical Knowledge ◽  
Clinical Findings ◽  
Whole Process ◽  
Medical Student Learning ◽  
Practical Exam ◽  
De Medicina

BACKGROUND: The combination of both physiological knowledge of a variety of sistems and the clinical findings it is of extreme relevance to the medical student learning process. The proposal of a simulated enviroment, with clinical data collection and regular physical examination, is crucial to this process. The Semiological bases of Escola Bahiana de Medicina e Saúde Pública module, used by the OSCE’s 4th semester medical students, capacitate them for such means. SUMMARY OF WORK: The evaluation logistic was divided into two segments: the first one was made through a theorical exam with close questioning, exhibiting images and videos, but also containing an open-ended question requesting a construction of a fictional clinical case; in the second one it was applied a practical exam segmented by different fields of medical knowledge (neurological, cardiovascular and respiratory/abdomen), with the evaluation of 120 students and followed by the teacher’s feedbacks at the conclusion of each field exam. SUMMARY OF RESULTS: The experience was important, however, it is notable the need for a complex management and understanding of the evaluational process. Discussion between students and teachers happened in behalf of the development of such proposal. CONCLUSIONS: The application of theorical exams throughout the semester combined with a practical exam (the OSCE) at the conclusion of the curricular component Bases Semiológicas had significant weight to the whole process.

Gift-Giving in the Podiatric Medical Student–Patient Relationship

2016 ◽  
Vol 106 (5) ◽  
pp. 361-363
Author(s):  
Daniel López López ◽  
Paula Torreiro Pazo ◽  
Marta E. Losa Iglesias ◽  
Ricardo Becerro de Bengoa Vallejo
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Positive Attitude ◽  
Clinical Case ◽  
Ethical Concern ◽  
Patient Relationship ◽  
Gift Giving ◽  
The Relationship

We sought to explore the relationship between the podiatric medical student and the patient as it relates to the act of gift-giving as a sign of gratefulness for the services provided. This article presents the clinical case of a man who visited a podiatric medical student because of pain in his feet and subsequently presented the student with several gifts. Philanthropy, empathy, a positive attitude, treatment instructions, and the time devoted to the patient are some of the reasons why patients offer gifts to podiatric medical students. The relationship between the podiatric medical student and the patient and the act of gift-giving by patients are of ethical concern.

Flipping the Medical School Classroom

2018 ◽  
pp. 5800-5809
Author(s):  
Kristina Kaljo ◽  
Laura Jacques
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Clinical Skills ◽  
Medical Knowledge ◽  
Hybrid Learning ◽  
Teaching Methodologies ◽  
Face To Face ◽  
Content Acquisition ◽  
Hybrid Learning Environment

The preparation of today's physicians is a tremendous responsibility. For medical students to be successful, they must experience a multitude of opportunities to develop appropriate clinical skills, problem solving acumen, and medical knowledge. Due to various barriers, medical students may develop gaps in critical and foundational knowledge. The use of flipped lectures has the capacity to “mobilize” education and ensure for versatility and improved content acquisition through the implementation of both online and face-to-face teaching methodologies. This hybrid learning environment has the capacity to also address the increasingly diverse needs of today's matriculating medical student. This article identifies tools and strategies of how to incorporate flipped lectures into medical education.

scholarly journals 980. Using Videoconferencing with the Clinical Microbiology Lab to Enhance Medical Student Learning During Clinical Rotations

2018 ◽  
Vol 5 (suppl_1) ◽  
pp. S41-S41
Author(s):  
Peter Chin-Hong ◽  
Brian Schwartz
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Focus Groups ◽  
Student Learning ◽  
Laboratory Tests ◽  
Clinical Microbiology ◽  
Clinical Microbiology Laboratory ◽  
Microbiology Laboratory ◽  
Clinical Workflow ◽  
Medical Student Learning

Abstract Background Preclinical medical student learning in the microbiology laboratory traditionally focuses on enhancing understanding of microbiology but less on understanding clinical workflow. During a novel course that revisited foundational sciences during clerkships, we designed a virtual microbiology laboratory session to enhance understanding and familiarity with clinical workflow on testing of patient samples. Methods The virtual microbiology laboratory sessions were conducted twice in 2018, each including 80 third-year medical students. Clinical cases were used to build upon foundational knowledge. We live-streamed video and audio content from the clinical microbiology laboratory to a remote classroom via the Zoom videoconferencing platform. We conducted the session as a tour and lively interview with microbiology staff who explained the processing as well as diagnostic testing Methods. Students were able to ask questions. To evaluate the sessions we (1) distributed a quantitative survey using a 5-point Likert scale (5 = strongly agree) and (2) conducted focus groups with learners. Qualitative data were analyzed using open and axial coding. Results In a questionnaire administered to 160 students, 74% of respondents agreed that the technical aspects and faculty in the session provided the feeling on a “hands-on” tour. Of the respondents, 58% reported that they would be more likely to contact the microbiology laboratory team for help in ordering or interpreting various laboratory tests. In focus groups, learner reflections reinforced the ability of this format to ensure standardization with each student getting to clearly see the demonstration and hear instructor perspectives. Students also appreciated the linear approach of following a specimen from arrival to the laboratory, a better understanding of the laboratory staff and their roles in performing and interpreting laboratory tests. The live feed could be enhanced further by better audio and video synchronization and by reducing ambient noise. Conclusion Videoconferencing with the clinical microbiology laboratory can be used to effectively teach microbiology and infectious diseases content to advanced medical students. Whether this exposure to the microbiology laboratory can enhance patient care outcomes requires further study. Disclosures All authors: No reported disclosures.

scholarly journals Estratégias atuais utilizadas para o ensino da empatia na graduação médica: revisão sistemática

2021 ◽  
Vol 13 (2) ◽  
pp. e6374
Author(s):  
Eliane Perlatto Moura ◽  
Tatiana Perlatto Moura ◽  
Júlia Coutinho Cordeiro ◽  
Thayná de Freitas Chaves ◽  
Aline Barbosa Peixoto ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Teaching Methods ◽  
Teaching Method ◽  
Role Play ◽  
Academic Training ◽  
De Medicina

Objetivo: Realizar uma revisão sistemática da literatura sobre estratégias atuais utilizadas para o ensino da empatia na graduação médica. Métodos: Pesquisou-se artigos nas bases de dados PubMed, Scielo e Eric. Descritores: (Empathy) AND (Teaching or academic training or educational technic or educational technics or teaching method or teaching methods) AND (Medical student or medical students or student, medical). Foram incluídos artigos publicados em inglês ou português; a partir de 2016; com estudantes de medicina; e palavra “Empatia” no título. Os dados foram extraídos por dois revisores de forma independente, considerando-se: nome do artigo, ano/ país da publicação, amostra, intervenção utilizada, instrumento de avaliação da empatia, resultados e conclusão. Resultados: 16 artigos selecionados classificados em: “Arte” - teatro, literatura, cinema e interpretação de imagens; “Reflexão” atividades reflexivas grupais ou individuais sobre uma consulta médica; “Curso de Comunicação” incluiu cursos ou workshops sobre comunicação empática; “Interação com o Paciente” interação com pacientes reais, virtuais, atores ou por meio de role-play; e “Tecnologia” com estratégias virtuais. Considerações Finais: A empatia é passível de ser ensinada, sendo as estratégias mais efetivas aquelas que abordam os aspectos emocionais e cognitivos. Métodos de ensino combinados e longitudinais sugerem ser mais benéficos para a consolidação do aprendizado. 

Flipping the Medical School Classroom

2019 ◽  
pp. 305-315
Author(s):  
Kristina Kaljo ◽  
Laura Jacques
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Clinical Skills ◽  
Medical Knowledge ◽  
Hybrid Learning ◽  
Teaching Methodologies ◽  
Face To Face ◽  
Content Acquisition ◽  
Hybrid Learning Environment

The preparation of today's physicians is a tremendous responsibility. For medical students to be successful, they must experience a multitude of opportunities to develop appropriate clinical skills, problem solving acumen, and medical knowledge. Due to various barriers, medical students may develop gaps in critical and foundational knowledge. The use of flipped lectures has the capacity to “mobilize” education and ensure for versatility and improved content acquisition through the implementation of both online and face-to-face teaching methodologies. This hybrid learning environment has the capacity to also address the increasingly diverse needs of today's matriculating medical student. This chapter identifies tools and strategies of how to incorporate flipped lectures into medical education.

scholarly journals Lessons from COVID-19: The Perspective of an International Medical Student Back in the United States

2020 ◽  
Vol 8 (1) ◽  
pp. 75-76
Author(s):  
Avnee Nulkar
Keyword(s):  
United States ◽  
Medical Student ◽  
Medical Students ◽  
Community Care ◽  
Medical Knowledge ◽  
The United States ◽  
Healthcare Systems ◽  
Current Medical ◽  
Community Based ◽  
Improving Patient Care

As current medical students, we are in a unique position. Although we possess some medical knowledge, our hometowns may require a medical diploma to provide clinical aid in the fight against COVID-19. However, upon arrival from my medical school in Ireland to my home state of California, multiple community-based opportunities to assist patients were discovered. While medical students provide community care, we can also observe our surroundings, learn from the current situation, and deduce methods of improving patient care and healthcare systems, with hopes of preventing such repercussions if a similar pandemic were to occur in the future. This experience piece aims to express shifts in a medical student’s perspective amidst COVID-19 and explicate potential ways in which the American healthcare system can improve.

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