USING WEBINARS WITHIN AN E-LEARNING PROGRAMME TO TEACH MEDICAL STUDENTS ACROSS CLINICAL PLACEMENTS: EXPERIENCES AT MANCHESTER MEDICAL SCHOOL

2020 ◽  
Author(s):  
Nikesh Patel ◽  
Kurt Wilson ◽  
Raj Parikh
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Clinical Placements ◽  
E Learning

scholarly journals Stigma towards psychiatry: correlating personal experience with existing literature

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S126-S127
Author(s):  
Jack Blake ◽  
George El-Nimr
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Personal Experience ◽  
Clinical Placement ◽  
Medical Community ◽  
Prospective Students ◽  
Clinical Placements ◽  
Personal Experiences ◽  
University Life

AimsStigma towards psychiatry feels rife within medical school and this extends from university life into clinical placements. Mental health remains an unattractive area of medicine and is frequently regarded as subpar by other specialists. Against existing literature, this study compares the authors first hand experiences over the last five years within medical school to evaluate how representative their experiences of stigma in psychiatry are for the wider community and published literature. The study aims to inform the wider discussion on this topic and offer areas where intervention may yield a better perception and hence uptake of this specialism.MethodLiterature review relating to the topic was completed. Studies pertaining to medical students and/or educators views and experiences of psychiatric medical education and clinical placement were included for discussion. A reflection on the first author's specific experiences to date of psychiatry and his intent to pursue psychiatric career was conducted, with careful reference to existing literature. This allowed validating personal experiences in light of shared experience within the medical community in various national and international settings.ResultArguably, some non-psychiatric clinicians do inadvertently set the scene early in medical school for the stigma that is to be thrust upon students. This builds upon prospective students ranking psychiatry low for satisfaction, prestige and stating it to be a ‘pseudoscience’ or words to that effect. The lack of understanding from junior medical students of the role of the psychiatrist sees them associating psychosocial education as equivalent to psychiatry. This reinforces the idea of psychiatry being grounded in sciences other than anatomy, biochemistry, physiology and pharmacology. On clinical placement, there is little cross-speciality support for those students who want to be psychiatrists and sometimes even lost opportunities for those publically aspiring towards psychiatry. Placements in psychiatry give students a better understanding of psychiatry but this does not seem to significantly change their career aspirations and this is rather defined from the admission stages.ConclusionAfter comparing experience with literature, stigma towards psychiatry appears to be universal. It may be important to consider the types of students who are being attracted to medical school as currently students seem to have an intrinsic disinterest in psychiatry despite later becoming better informed through psychiatric placement. Culture is notoriously hard to change, particularly within medicine. This stigma exists both in the lay and medical communities with early potentially inaccurate lay views of psychiatry being validated and reinforced throughout medical school.

scholarly journals P26: EVALUATING AND DEVELOPING A TEACHING TOOL ON FAECAL INCONTINENCE IN THE UNDERGRADUATE MEDICAL CURRICULUM

2021 ◽  
Vol 108 (Supplement_1) ◽  
Author(s):  
CH Li ◽  
J Parker ◽  
N Reeve ◽  
J Cornish
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Faecal Incontinence ◽  
Medical Curriculum ◽  
Group Discussion ◽  
Undergraduate Curriculum ◽  
Bowel Dysfunction ◽  
School Curriculum ◽  
Learning Module ◽  
E Learning

Abstract Introduction To evaluate the medical school undergraduate curriculum on faecal incontinence (FI) and develop an educational tool to improve the teaching on the subject. Method Qualitative analysis of literature research and data collected from medical students via emails, questionnaires and focused group discussions. Result FI has not been implanted into the undergraduate curriculum 12,13 and there are variations in teaching on the topic in different medical schools. n= 111 medical students at Cardiff University responded to the survey. FI was reported to be overlooked compared to other types of bowel dysfunction. 38 students reported to have teaching on bowel incontinence, whereas 64 and 74 students had teaching on diarrhoea and constipation respectively. 77% of medical students would like more teaching on bowel incontinence. 9 students participated in a focused group discussion. An interactive e-learning module from Xerte was created based on the students' suggestions and were trialed by a separate cohort of students (n=20). All 20 students showed significant improvement of students' confidence in faecal incontinence (p <= 2.132e∧-6) after completing the e-learning module. Conclusion We recommend introducing the educational resource into the undergraduate curriculum of Cardiff University medical school, especially targeting the clinical year, a clear guidance for FI should be published by the relevant postgraduate healthcare faculties and consider assessing at which stage of the postgraduate training should FI be taught. Take-home message Baseline knowledge of FI is poor. Lack of content in medical school curriculum and E learning modules potentially useful adjuncts.

scholarly journals Follow the money: how is medical school teaching funded?

2020 ◽  
pp. 1-4
Author(s):  
Aileen O'Brien ◽  
Ania Korszun
Keyword(s):  
National Health Service ◽  
Medical Students ◽  
Health Service ◽  
Medical School ◽  
National Health ◽  
Physical Illness ◽  
Clinical Placements ◽  
Service Environment ◽  
School Teaching ◽  
Teaching Time

Growing student numbers are producing greater demand for teaching, and resources allocated for education are being placed under increasing strain. The need for more student clinical placements and more clinician teaching time is expanding. Psychiatrists have successfully drawn attention to the importance of parity between mental and physical illness. We now have a responsibility to ensure enhanced opportunities to teach psychiatry to our medical students. This is set against a background of an increasing number of psychiatry consultants leaving the profession and an already stretched National Health Service environment. Many consultants contribute to teaching but do not have this activity included in their job plans. Although clinics and clinical meetings are inevitably slower when students are present, there is often no backfill provided. As outlined below, trusts receive substantial funding to cover costs related to the teaching of medical students, but most of us don't know what actually happens to this money. Here, we discuss how teaching is currently funded and make recommendations regarding improving accountability.

Ultrasound education for medical students using e-learning and self-directed hands-on training

2016 ◽  
Vol 37 (S 01) ◽  
Author(s):  
N Stauffert ◽  
D Hempel ◽  
J Schleifer ◽  
F Recker ◽  
T Schröder ◽  
...  
Keyword(s):  
Medical Students ◽  
Ultrasound Education ◽  
Hands On ◽  
E Learning

Meditation buffers medical student compassion from the deleterious effects of depression.

2017 ◽  
Author(s):  
Jennifer S Mascaro ◽  
Sean Kelley ◽  
Alana Darcher ◽  
Lobsang Negi ◽  
Carol Worthman ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Well Being ◽  
Daily Functioning ◽  
Wait List ◽  
School Students ◽  
Social Emotions ◽  
The Face ◽  
Second Year

Increasing data suggest that for medical school students the stress of academic and psychologicaldemands can impair social emotions that are a core aspect of compassion and ultimately physiciancompetence. Few interventions have proven successful for enhancing physician compassion inways that persist in the face of suffering and that enable sustained caretaker well-being. To addressthis issue, the current study was designed to (1) investigate the feasibility of cognitively-basedcompassion training (CBCT) for second-year medical students, and (2) test whether CBCT decreasesdepression, enhances compassion, and improves daily functioning in medical students. Comparedto the wait-list group, students randomized to CBCT reported increased compassion, and decreasedloneliness and depression. Changes in compassion were most robust in individuals reporting highlevels of depression at baseline, suggesting that CBCT may benefit those most in need by breakingthe link between personal suffering and a concomitant drop in compassion

Quantifying empathy levels among UK undergraduate medical students: an online survey

2020 ◽  
Vol 70 (suppl 1) ◽  
pp. bjgp20X711293
Author(s):  
Sarah Garnett ◽  
Hajira Dambha-Miller ◽  
Beth Stuart
Keyword(s):  
Medical Students ◽  
Health Outcomes ◽  
Medical School ◽  
Curriculum Design ◽  
Online Survey ◽  
Mental Wellbeing ◽  
Reactivity Index ◽  
Free Text ◽  
Undergraduate Medical Students ◽  
Cross Sectional

BackgroundEmpathy is a key health care concept and refers to care that incorporates understanding of patient perspective’s, shared decision making, and consideration of the broader context in which illness is experience. Evidence suggests experiences of doctor empathy correlate with improved health outcomes and patient satisfaction. It has also been linked to job satisfaction, and mental wellbeing for doctors. To date, there is a paucity of evidence on empathy levels among medical students. This is critical to understand given that it is a key point at which perceptions and practices of empathy in the longer term might be formed.AimTo quantify the level of empathy among UK undergraduate medical studentsMethodAn anonymised cross-sectional online survey was distributed to medical students across three universities. The previously validated Davis’s Interpersonal Reactivity Index was used to quantify empathy. The survey also collected information on age, sex, ethnicity, year of medical school training and included a free-text box for ‘any other comments’.ResultsData analysis is currently underway with high response rates. Mean empathy scores by age, sex, year of study and ethnic group are presented. A correlation analysis will examine associations between age and year of study, and mean empathy sores.ConclusionThese data will help to provide a better understanding of empathy levels to inform the provision of future empathy training and medical school curriculum design. Given previous evidence linking experiences of empathy to better health outcomes, the findings may also be significant to future patient care

Patient consent to medical students in general practice

2018 ◽  
Vol 68 (suppl 1) ◽  
pp. bjgp18X697229
Author(s):  
Matthew Webb ◽  
Sarah Thirlwall ◽  
Bob McKinley
Keyword(s):  
Medical Education ◽  
General Practice ◽  
Medical Students ◽  
Medical School ◽  
Undergraduate Students ◽  
Teaching Quality ◽  
School Students ◽  
Patient Journey ◽  
Patient Consent ◽  
High Level

BackgroundInformed consent is required for active participation of patients in medical education. At Keele Medical School, we require practices to advertise that they teach undergraduate students and to obtain appropriate patient consent at various stages of the patient journey.AimThe study aimed to explore patients’ experience of consent to involvement in undergraduate medical education in general practice.MethodDuring the final year at Keele University Medical School, students undertake a patient satisfaction survey. A questionnaire was attached to the reverse of this survey during the academic year 2016–2017. The questionnaire explored the stage of the patient journey consent was obtained, whether they were offered an alternative appointment and how comfortable they were with medical students being involved in their care.ResultsA total of 489 questionnaires were completed covering 62 GP practices. 97% of patients reported that consent was obtained at least once during their encounter and the majority reported that this occurred at booking. 98% of patients were comfortable or very comfortable with a medical student leading their consultation. However, 28% of those surveyed stated that they were either not given the option of not seeing the student or there was no other alternative appointment available.ConclusionThe results indicate that in the vast majority of cases patient consent is obtained at least once during their attendance. Patients expressed a high level of satisfaction with medical students’ involvement in their care. Further work is required to evaluate the role of the data as a marker of individual practice teaching quality.

e-Learning: Practices Among Undergraduates of a Medical College of Khyber Pakhtunkhwa

2020 ◽  
Keyword(s):  
Information Technology ◽  
Medical Students ◽  
Background Information ◽  
P Value ◽  
Undergraduate Medical Students ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Medical College ◽  
Learning Practices ◽  
E Learning

Background: Information technology (IT) is a new way of teaching and learning. One of the promising media of information technology is e-Learning, which is used to enhance knowledge and skills among users. A student gains better and deep knowledge through a useful tool. This survey aimed to determine practices among medical students for e-Learning. Methods: This cross-sectional survey was conducted on 184 students amongst the 500 students currently enrolled in medical college. Data was collected using questionnaires and were analyzed through SPSS version 22. Chi-square was used for qualitative values. Results: Majority 90.80% (n=167) students were aware of e-Learning and were statistically high in first year students (p-value: 0.018). The student did not show statistically significant results for content learned through e-Learning with a p-value of 0.063. Different resources were used for e-Learning in which videos had the highest percentage (87.60%) and audios were used as the least resource for e-Learning (29.20%). Daily, 56% of the students use e-Learning for 1 hour or less and only 3% of the students used it for more than 4 hours. Conclusion: Majority of undergraduate medical students were aware of the use of e-Learning and most of them preferred e-Learning for their course work and studies showing a significant increase in understanding and use, compared to studies conducted earlier. Participants found e-Learning useful and effective tool in increasing knowledge and understanding of their subject. Keywords: e-Learning; Practices; Students.

Consumo de Álcool e Outras Drogas em uma Faculdade de Medicina do Sul de Minas Gerais / Consumption of Alcohol and Other Drugs in a Medical School in Southern Minas Gerais

1970 ◽  
Vol 6 (2) ◽  
pp. 16-24 ◽  
Author(s):  
Jorge Gelvane Tostes ◽  
Fernanda Paiva de Campos ◽  
Luís Gustavo Rodrigues Pereira
Keyword(s):  
Medical Students ◽  
General Population ◽  
Medical School ◽  
Crack Cocaine ◽  
Minas Gerais ◽  
Alcohol And Drugs ◽  
Anonymous Questionnaire ◽  
Other Substances ◽  
Alcohol And Other Drugs ◽  
De Medicina

Objetivo: Traçar o perfil e estabelecer a prevalência do consumo álcool e/ou outras drogas entre os estudantes de uma faculdade de medicina do Sul de Minas Gerais. Materiais e Métodos: Os dados foram coletados com 419 alunos matriculados na faculdade no ano de 2013, a partir de questionário anônimo, o qual apresentou variáveis de idade, sexo, série do curso, uso de bebida alcoólica e drogas, frequência no ultimo mês (Julho/2013). Resultados: Constatou-se que 99% dos estudantes entrevistados já fizeram uso de bebida alcoólica ao menos uma vez na vida, sendo que 73% relataram que o ingresso na faculdade aumentou o consumo. Observou-se que o consumo é maior entre o sexo masculino. Quanto ao uso de outras drogas, 43,6% dos entrevistados relataram que fizeram uso ao menos uma vez na vida. No último mês (Julho/2013), 87,6% consumiram álcool, 23,4% tabaco, 13,4% maconha, 6,9% estimulantes, 6,2% tranquilizantes, 5,5% inalantes, 4,8% alucinógenos, 1,7% cocaína /crack, 0,2%   opiácios.  Conclusão: Os dados mostram que estudantes de medicina desta faculdade tendem a consumir drogas até duas vezes mais do que população em geral, A droga mais usada continua sendo o álcool, mas há consumo expressivo de outras substâncias como a maconha e cocaína.Palavras-chave: Álcool, Drogas, Estudantes de Medicina.ABSTRACTObjective: To describe a profile and establish the prevalence of alcohol consumption and / or other drugs among students of a medical school in southern Minas Gerais. Materials and Methods: Data were collected with 419 students enrolled in college in 2013 , from anonymous questionnaire , which presented variables of age, sex, year in the course, use of alcohol and drugs, frequency in the last month (July / 2013). Results:  99% of surveyed students were found to have already made use of alcohol at least once in their lifetime, and 73% reported entrance in college increased consumption. Higher consumption was observed among males. Regarding use of other drugs, 43.6% of the respondents have used them at least once in their life. In the previous month (July / 2013), 87.6% used alcohol, 23.4% tobacco, 13.4% marijuana, 6.9% stimulants, 6.2% tranquilizers, 5.5% inhalants 4.8% hallucinogens, 1.7% crack / cocaine, 0.2% opiates. Conclusion: The data show that college students tend to consume drugs up twice more often than the general population. The most widely used drug remains being alcohol, but there is significant use of other substances such as marijuana and cocaine.Keywords: Alcohol, Drugs, Medical Students.

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