scholarly journals Influência dos currículos (formal e oculto) na formação da identidade profissional dos estudantes de medicina

2020 ◽  
Vol 4 (1) ◽  
pp. 32
Author(s):  
Jacqueline Rego Tardin ◽  
Iêda Aleluia
Keyword(s):  
Medical Student ◽  
Professional Identity ◽  
Hidden Curriculum ◽  
Quantitative Methodology ◽  
Cross Sectional ◽  
Formal Curriculum ◽  
Informal Curriculum ◽  
New Research ◽  
Group Profile ◽  
The Impact

BACKGROUND: The professional identity of the medical student is formed during graduation and is subject to the interference of factors included in the formal curriculum and informal curriculum of the student. PURPOSE: This study aims to describe the influences that the formal curriculum and the hidden curriculum exert in the formation of the professional identity in the students of the medical course. METHODS: This is a cross-sectional, descriptive study with qualitative-quantitative methodology. A questionnaire was applied for the evaluation of the students about activities that occurred during graduation, insertion of humanism in academic practice, and socio-demographic description and group profile, and 200 participants received these questions. Quantitative data were analyzed using the statistical program SPSS 20.0, considering as statistically significant p <0.05 and qualitative data by content analysis and categorization. RESULTS: 111/200 students answered the questionnaire, the majority coming from the 8th semester of the institution. There was perception of the influence of mentors, the contribution of the curriculum and socialization in the formation of the student's professional identity. The analysis of the participants' speeches showed the internalization of the humanization occurs mainly through the importance of example, the contact with the patient and the importance of the previous formation of character and personality of the student. CONCLUSIONS: There is influence of the graduation and faculty in the professional identity of the medical student, in addition to the evidence of the need for new research that describes the impact of the hidden curriculum.

scholarly journals Medical students utilization of e-learning re-sources; is it an informal curriculum?

2017 ◽  
Vol 5 (1) ◽  
pp. 132
Author(s):  
Maria Yaseen ◽  
Misbah Bano ◽  
Masood Jawaid
Keyword(s):  
Medical Students ◽  
Medical Curriculum ◽  
Cross Sectional Study ◽  
Online Resources ◽  
Discussion Forums ◽  
Cross Sectional ◽  
Formal Curriculum ◽  
Informal Curriculum ◽  
E Learning ◽  
21St Century Learners

Background: E-learning refers to the use of Internet technologies to deliver a broad range of solutions that enhance knowledge and per-formance of learners. This mode of learning can be used by institutions to improve the efficiency and effectiveness of educational inter-ventions in the face of the social, scientific, and pedagogical challenges. Worldwide, it has gained popularity in the past few decades; however, its use is highly variable among the medical schools of Pakistan. Currently, a very few number of institutions have adopted it officially in their curriculum. Despite this, many students use different E Learning resources to enhance their learning.Objective: To find out about the online resources utilized by the medical students in addition to their traditional medical curriculum to enhance their learning.Method: In this cross-sectional study, 300 participants from Dow Medical College and Jinnah Sindh Medical Universities were included after taking informed consent. A self-administered questionnaire which consists of demographic information, years of study and online resources with their usage details by the students for different subjects of basic and clinical sciences were documented.Results: Almost all the students reported to use some form of eLearning to enhance their medical understanding. The most frequently used electronic resources were Google images (61.7%) and Wikipedia (50.3%). Mostly, the students used YouTube (25.7%) for animations; Kaplan (27%) and Dr. Najeeb (15.6%) for video lectures. However, Audio lecture by Goljan (17.7%) was the only resource for podcast learning. Among discussion forums, Facebook groups (16.3%) were most popular and among static websites, Medscape (4.3%), PubMed (2.5%), WebMD (1.3%) were the most commonly used ones.Conclusion: All of the medical students used some form of eLearning in medical education in addition to their formal curriculum. This way of learning should be further implemented in the form of formal curriculum as e-learning modules for basic and clinical sciences to make learning easier, engaging and innovative for the 21st century learners.

scholarly journals The informal curriculum of family medicine – what does it entail and how is it taught to residents? A systematic review

2020 ◽  
Vol 21 (1) ◽  
Author(s):  
Erica Rothlind ◽  
Uno Fors ◽  
Helena Salminen ◽  
Per Wändell ◽  
Solvig Ekblad
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Family Medicine ◽  
Cultural Competence ◽  
Educational Interventions ◽  
Family Practitioner ◽  
Formal Curriculum ◽  
Informal Curriculum ◽  
The Impact ◽  
Family Medicine Residents

Abstract Background The informal curriculum is a seemingly well-explored concept in the realm of medical education. However, it is a concept with multiple definitions and the term “the hidden curriculum” is often used interchangeably. In short, they both refer to the implicit learning taking place outside the formal curriculum, encompassing both a trickling down effect of organizational values and attitudes passed on by a mentor or colleague. While the informal curriculum is a recurrent theme in medical education literature; it is seldom discussed in Family Medicine. As the informal curriculum is likely to be highly influential in the forming of future family practitioners, our aim was to explore the area further, with respect to the following: which elements of the informal curriculum are applicable in a Family Medicine context and what educational interventions for Family Medicine residents, visualizing the various educational elements of it, have been performed? Methods We conducted a systematic review comprising iterative literature searches and a narrative synthesis of the results. Results Twenty articles, published between 2000 and 2019, were included in the analysis which resulted in three partly interrelated themes comprising the informal curriculum in Family Medicine: gaining cultural competence, achieving medical professionalism and dealing with uncertainty. The themes on cultural competence and uncertainty seemed to be more contextual than professionalism, the latter being discussed in relation to the informal curriculum across other medical disciplines as well. Formalized training for Family Medicine residents in aspects of the informal curriculum appeared to be lacking, and in general, the quality of the few interventional studies found was low. Conclusions Important aspects of being a family practitioner, such as cultural competence and dealing with uncertainty, are learned through a context-dependent informal curriculum. In order to ensure a more uniform base for all residents and to reduce the impact of the individual supervisor’s preferences, complementary formalized training would be beneficial. However, to date there are too few studies published to conclude how to best teach the informal curriculum. Trial registration The systematic review was registered with Prospero; registration number CRD42018104819.

Advising and Mentoring Disadvantaged Students Through the Medical School Admissions Process

2020 ◽  
pp. 52-70
Author(s):  
Jan L. Reichard-Brown ◽  
Lolita A. Wood-Hill ◽  
Ellen M. Watts
Keyword(s):  
Medical Student ◽  
Medical School ◽  
Undergraduate Students ◽  
Hidden Curriculum ◽  
Illustrative Case ◽  
Medical School Admissions ◽  
Adjustment To College ◽  
Student Mentors ◽  
The Impact ◽  
Admissions Process

Undergraduate students from disadvantaged backgrounds can find the adjustment to college academics and other collegiate expectations confusing and disconcerting. They must learn to understand and navigate what has been referred to as the Hidden Curriculum: the ideas, norms, and expectations that are not overtly stated, but which the student must implicitly understand. These students don't even know what they don't know when they arrive on campus. This chapter focuses on aspects of the undergraduate hidden curriculum, particularly as they affect the career of the pre-medical student and the student's potential for becoming a competitive applicant to medical school. Several illustrative case studies are presented and analyzed in light of what is referred to as the Bachelors Hidden Curriculum (BHC). The chapter closes with a discussion of approaches that pre-medical advisors and student mentors may take to try to mitigate the impact of the BHC on these worthy students.

Evaluation of Effectiveness of the Hidden Curriculum in Nursing Students: East Turkey

2021 ◽  
Vol 23 (1) ◽  
Author(s):  
Sadiye Ozcan ◽  
Safiye Yanmis
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Professional Education ◽  
Hidden Curriculum ◽  
Assessment Scale ◽  
Cross Sectional ◽  
Formal Curriculum ◽  
Curriculum Assessment ◽  
Student Information

This study was conducted to evaluate the hidden curriculum in nursing education. This cross-sectional, descriptive study was carried out among 235 nursing students. The “Student Information Form” and “Hidden Curriculum Assessment Scale in Nursing Education” were used to collect data from the participants. The mean scores that the students obtained from the hidden curriculum assessment scale, were 138.54±23.27. The variables, such as the faculty the students attended, whether they have chosen the profession willingly (p=0.000), the sufficiency of the professional education of the school (p=0.000), and whether they are happy with the school (p=0.000), affected their perceptions of the hidden curriculum. The students’ perceptions of the hidden curriculum of the institution were at a moderate level. In our study, those who considered the education at the school sufficient, those who chose the nursing profession willingly, and those who were happy with the school, obtained higher scores on the hidden curriculum assessment scale. In order to increase the quality of their graduates, higher education institutions that provide nursing education should aim to create and develop the hidden curriculum of the institution. Thus, the informal hidden curriculum, together with students’ needs and other creative aspects, can be recognised and integrated into the formal curriculum. In addition, interviews can be done with students to identify the factors that are making them unhappy, so that these aspects can be interrogated, in detail, to bring about changes to create a positive school climate.

scholarly journals Pengaruh Pendidikan Mencuci Tangan Terhadap Perilaku Cuci Tangan Enam Tahap Pada Keluarga Pasien

2021 ◽  
Vol 5 (1) ◽  
pp. 89
Author(s):  
Gita Ayuningtyas ◽  
Nita Ekawati ◽  
Rahma Puspitasari
Keyword(s):  
Secondary School ◽  
Hand Washing ◽  
School Level ◽  
P Value ◽  
Quantitative Methodology ◽  
Chi Square ◽  
Cross Sectional ◽  
Secondary School Level ◽  
Chi Square Test ◽  
The Impact

Nosocomial contamination is a disease that shows up in patients while going through treatment in a clinic or other wellbeing office that doesn't exist when the patient enters. Every patient undergoing treatment at the hospital is at risk of being exposed to nosocomial infections. The  patient's family can be an intermediary that can transmit the infection. Hand washing is a compelling method to break the chain of contamination. Providing handwashing education to the patient's family must be carried out by the entire community of the hospital. Increasing the patient's family's understanding of six-step washing can affect handwashing behavior. The purpose behind the examination was to decide the impact of hand washing schooling on six-venture handwashing conduct in the patient's family. The examination strategy utilized a quantitative methodology with a cross sectional plan did on 198 responden utilizing surveys and perceptions. The outcomes showed that most of respondents matured 36-45 years (41%), female sex 110 (56%), training at the secondary school level as much as 77 (39%), and experience with handwashing instruction expressed 90% of respondents had been uncovered. It tends to be closed from the chi-square test that there was a critical impact among hand washing instruction on six-venture handwashing conduct in the patient's family (p-value = 0.046).Suggestions can be given, namely nurses need to improve the provision of six-step hand washing education to the patient's family consistently and continuously.Keywords: EducationHand washingBehaviorPatient’s family ABSTRAKInfeksi nosokomial mengacu pada infeksi yang terjadi ketika pasien dirawat di rumah sakit atau fasilitas medis lain, dan infeksi ini tidak tersedia saat masuk. Setiap pasien rumah sakit berisiko terkena infeksi yang didapat di rumah sakit. Keluarga pasien dapat menjadi perantara yang dapat menyebarkan infeksi. Cuci tangan merupakan cara efektif untuk memutus rantai infeksi. Pemberian edukasi cuci tangan kepada keluarga pasien harus dilakukan oleh seluruh civitas rumah sakit. Peningkatan pemahaman keluarga pasien tentang cuci tanagn enam tahap dapat berpengaruh terhadap perilaku mencuci tangan. Penelitian ini bertujuan untuk mengetahui impak pendidikan cuci tangan terhadap konduite mencuci tangan enam tahap pada famili pasien. Metode penelitian memakai ancangan kuantitatif dengan memakai pola cross sectional yang dilakukan kepada 198 responden memakai kuesioner dan observasi. Hasil penelitian didapatkan mayoritas usia responden 36-45 tahun (41%), jenis kelamin wanita 110 (56%), pendidikan pada jenjang SMA sebanyak 77 (39%), dan pengalaman terhadap edukasi cuci tangan menyatakan 90% responden pernah terpapar. Dari uji chi-square dapat disimpulkan bahwa pendidikan cuci tangan berpengaruh signifikan terhadap perilaku cuci tangan enam tahap keluarga pasien (p value = 0,046). Saran yang dapat diberikan yaitu perawat perlu meningkatkan pemberian edukasi cuci tangan enam tahap pada keluarga pasien secara konsisten dan berkesinambungan.Kata Kunci: EdukasiCuci tanganPerilakuKeluarga pasien

scholarly journals The effect of waist hip ratio on the various stress types in I year Indian medical students

2017 ◽  
Vol 5 (6) ◽  
pp. 2723
Author(s):  
Sunitha Priya A. K. ◽  
Pallavi Panchu ◽  
Rose Babu ◽  
Biju Bahuleyan
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Physical Health ◽  
Stress Reduction ◽  
Reduction Process ◽  
Relaxation Techniques ◽  
Anthropometric Parameters ◽  
Cross Sectional ◽  
Waist Hip Ratio ◽  
The Impact

Background: A medical student faces tremendous academic and non-academic stress owing to the vast curriculum and inadequate time. The impact of stress results in detrimental mental and physical health which is assessed here using stress questionnaires and anthropometric parameters. Stress need not be only academic.  Hence it becomes vital to identify and target the specific and common non-academic stressors to enable the students to have a stress-free learning environment. The objective of this study was to find the inter relationship between waist hip ratio (WHR) and various stressors the student is exposed to.Methods: 97 I year medical students participated in this cross-sectional study and were administered the medical student stress questionnaire (MSSQ), a validated tool and the anthropometric measurements (waist and hip circumference, waist hip ratio, body mass index) were taken. The data was analyzed using SPSS version 22.Results: The study showed a negative correlation of WHR with all the stress parameters of which inter personal relationship stress (IRS) and teaching learning related stress (TLRS) were significant.Conclusions: Increasing the duration of I year MBBS course and helping learners acclimatize to the new study environment may help in reducing stress. Stress relaxation techniques, psychological counselling and strengthening the mentor- mentee programs along with exercise regimen may aid in the stress reduction process and facilitate physical health. 

scholarly journals The Informal Curriculum of Family Medicine – what does it entail and how is it taught to residents? A systematic review.

2019 ◽  
Author(s):  
Erica Rothlind ◽  
Uno Fors ◽  
Helena Salminen ◽  
Per Wandell ◽  
Solvig Ekblad
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Family Medicine ◽  
Cultural Competence ◽  
Educational Interventions ◽  
Family Practitioner ◽  
Formal Curriculum ◽  
Informal Curriculum ◽  
The Impact ◽  
Family Medicine Residents

Abstract Background The informal curriculum is a seemingly well-explored concept in the realm of medical education. However, it is a concept with multiple definitions and the term “the hidden curriculum” is often used interchangeably. In short, they both refer to the implicit learning taking place outside the formal curriculum, encompassing both a trickling down effect of organizational values and attitudes passed on by a mentor or colleague. While the informal curriculum is a recurrent theme in medical education literature; it is seldom discussed in Family Medicine. As the informal curriculum is likely to be highly influential in the forming of future family practitioners our aim was to explore the area further with respect to the following: which elements of the informal curriculum are applicable in a Family Medicine context and what educational interventions for Family Medicine residents, visualizing the various educational elements of it, have been performed?Methods We conducted a systematic review comprising iterative literature searches and a narrative synthesis of the results.Results 20 articles, published between 2000 and 2019, were included in the analysis which resulted in three partly interrelated themes comprising the informal curriculum in Family Medicine: gaining cultural competence, achieving medical professionalism and dealing with uncertainty. The themes on cultural competence and uncertainty seemed to be more contextual than professionalism, the latter being discussed in relation to the informal curriculum across various medical disciplines. Formalized training for Family Medicine residents in aspects of the informal curriculum appeared to be lacking, and in general the quality of the few interventional studies found was low.Conclusions Important aspects of being a family practitioner, such as cultural competence and dealing with uncertainty, are learned through a context-dependent informal curriculum. In order to ensure a more uniform base for all residents and to reduce the impact of the individual supervisor’s preferences, complementary formalized training would be beneficial. However, to date there are too few studies published to conclude how to best teach the informal curriculum.

scholarly journals The Informal Curriculum of Family Medicine – what does it entail and how is it taught to residents? A systematic review.

2020 ◽  
Author(s):  
Erica Rothlind ◽  
Uno Fors ◽  
Helena Salminen ◽  
Per Wandell ◽  
Solvig Ekblad
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Family Medicine ◽  
Cultural Competence ◽  
Educational Interventions ◽  
Family Practitioner ◽  
Formal Curriculum ◽  
Informal Curriculum ◽  
The Impact ◽  
Family Medicine Residents

Abstract Background The informal curriculum is a seemingly well-explored concept in the realm of medical education. However, it is a concept with multiple definitions and the term “the hidden curriculum” is often used interchangeably. In short, they both refer to the implicit learning taking place outside the formal curriculum, encompassing both a trickling down effect of organizational values and attitudes passed on by a mentor or colleague. While the informal curriculum is a recurrent theme in medical education literature; it is seldom discussed in Family Medicine. As the informal curriculum is likely to be highly influential in the forming of future family practitioners our aim was to explore the area further with respect to the following: which elements of the informal curriculum are applicable in a Family Medicine context and what educational interventions for Family Medicine residents, visualizing the various educational elements of it, have been performed? Methods We conducted a systematic review comprising iterative literature searches and a narrative synthesis of the results. Results 20 articles, published between 2000 and 2019, were included in the analysis which resulted in three partly interrelated themes comprising the informal curriculum in Family Medicine: gaining cultural competence, achieving medical professionalism and dealing with uncertainty. The themes on cultural competence and uncertainty seemed to be more contextual than professionalism, the latter being discussed in relation to the informal curriculum across various medical disciplines. Formalized training for Family Medicine residents in aspects of the informal curriculum appeared to be lacking, and in general the quality of the few interventional studies found was low. Conclusions Important aspects of being a family practitioner, such as cultural competence and dealing with uncertainty, are learned through a context-dependent informal curriculum. In order to ensure a more uniform base for all residents and to reduce the impact of the individual supervisor’s preferences, complementary formalized training would be beneficial. However, to date there are too few studies published to conclude how to best teach the informal curriculum.

Multidisciplinary team decision is rare and decreasing in percutaneous vascular interventions despite positive impact on in-hospital outcomes

VASA ◽  
2019 ◽  
Vol 48 (3) ◽  
pp. 262-269 ◽  
Author(s):  
Christian-Alexander Behrendt ◽  
Tilo Kölbel ◽  
Thea Schwaneberg ◽  
Holger Diener ◽  
Ralf Hohnhold ◽  
...  
Keyword(s):  
Multidisciplinary Team ◽  
Positive Impact ◽  
Cross Sectional Study ◽  
Invasive Treatment ◽  
Cross Sectional ◽  
Hospital Outcomes ◽  
Vascular Intervention ◽  
Medical Specialties ◽  
Team Decision ◽  
The Impact

Abstract. Background: Worldwide prevalence of peripheral artery disease (PAD) is increasing and peripheral vascular intervention (PVI) has become the primary invasive treatment. There is evidence that multidisciplinary team decision-making (MTD) has an impact on in-hospital outcomes. This study aims to depict practice patterns and time changes regarding MTD of different medical specialties. Methods: This is a retrospective cross-sectional study design. 20,748 invasive, percutaneous PVI of PAD conducted in the metropolitan area of Hamburg (Germany) were consecutively collected between January 2004 and December 2014. Results: MTD prior to PVI was associated with lower odds of early unsuccessful termination of the procedures (Odds Ratio 0.662, p < 0.001). The proportion of MTD decreased over the study period (30.9 % until 2009 vs. 16.6 % from 2010, p < 0.001) while rates of critical limb-threatening ischemia (34.5 % vs. 42.1 %), patients´ age (70 vs. 72 years), PVI below-the-knee (BTK) (13.2 % vs. 22.4 %), and rates of severe TASC C/D lesions BTK (43.2 % vs. 54.2 %) increased (all p < 0.001). Utilization of MTD was different between medical specialties with lowest frequency in procedures performed by internists when compared to other medical specialties (7.1 % vs. 25.7 %, p < 0.001). Conclusions: MTD prior to PVI is associated with technical success of the procedure. Nonetheless, rates of MTD prior to PVI are decreasing during the study period. Future studies should address the impact of multidisciplinary vascular teams on long-term outcomes.

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