scholarly journals Does socioeconomic status have any influence on success at the national ranking exam?, a prospective survey

2019 ◽  
Author(s):  
Hanane Bouchghoul ◽  
Jean-Louis Teboul ◽  
Marie-Victoire Senat ◽  
Solene Vigoureux
Keyword(s):  
Socioeconomic Status ◽  
Medical Students ◽  
Socioeconomic Factors ◽  
Social Inequalities ◽  
Medical Training ◽  
Educational Status ◽  
First Year ◽  
Prospective Survey ◽  
Lower Socioeconomic ◽  
National Ranking

Abstract Background: The weight of social inequalities during education is a reality. Students of lower socioeconomic status may have less chance of success in higher education, particularly in medical studies. However, the role of students' socioeconomic factors, such as their parents' profession, in their success in the national ranking exam (NRE) has not been studied Our aim was to investigate the association between socioeconomic factors and success in the national ranking exam among sixth year medical students at the Paris-Sud Faculty of Medicine. Methods: This was a prospective survey of all sixth-year medical students at the Paris-Sud Faculty of Medicine, using a questionnaire on socioeconomic factors, which were compared according to NRE results.Results : Of 172 sixth year medical students, 110 completed the questionnaire. Their ranking ranged from 20 to 7695, with a median of 2815 (interquartile range: 1029-4581). The factors associated with ranking in the top 1500 were a high school diploma ( baccalauréat ) A or B grade, success at the first attempt in the first-year medical examination, and enrollment in the NRE preparatory lectures during the sixth year of medical training. The educational status and socio-professional category of the parents were not associated with ranking among the top 1500 medical students.Conclusion : At the Paris-Sud Faculty of Medicine, there was no association between parental socioeconomic status and sixth year students' success in the NRE.

scholarly journals Does socioeconomic status have any influence on success at the national ranking exam?, a prospective survey

2020 ◽  
Author(s):  
Hanane Bouchghoul ◽  
Jean-Louis Teboul ◽  
Marie-Victoire Senat ◽  
Solene Vigoureux
Keyword(s):  
Socioeconomic Status ◽  
Medical Students ◽  
Linear Regression ◽  
Socioeconomic Factors ◽  
Social Inequalities ◽  
Medical Training ◽  
Educational Status ◽  
First Year ◽  
Prospective Survey ◽  
National Ranking

Abstract Background: The weight of social inequalities during education is a reality. Students of lower socioeconomic status may have less chance of success in higher education, particularly in medical studies. However, the role of students' socioeconomic factors, such as their parents' profession, in their success in the national ranking exam (NRE) has not been studied.Our aim was to investigate the association between socioeconomic factors and success in the national ranking exam among sixth year medical students at the Paris-Sud Faculty of Medicine.Methods: This was a prospective survey of all sixth-year medical students at the Paris-Sud Faculty of Medicine, using a questionnaire on socioeconomic factors, which were compared according to NRE rank.Results: Of 172 sixth year medical students, 110 completed the questionnaire. Their ranking ranged from 20 to 7695, with a median of 2815 (interquartile range: 1029-4581). The factors associated with the NRE rank were a high school diploma (baccalauréat) A or B grade, success at the first attempt in the first-year medical examination, and enrollment in the NRE preparatory lectures during the sixth year of medical training (linear regression, p<0.001). The educational status and socio-professional category of the parents were not associated with the NRE rank (linear regression, p=0.92).Conclusion: At the Paris-Sud Faculty of Medicine, there was no association between parental socioeconomic status and sixth year students' success in the NRE.

scholarly journals Does socioeconomic status have any influence on success at the national ranking exam?, a prospective survey

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Hanane Bouchghoul ◽  
Jean-Louis Teboul ◽  
Marie-Victoire Senat ◽  
Solène Vigoureux
Keyword(s):  
Socioeconomic Status ◽  
Medical Students ◽  
Linear Regression ◽  
Socioeconomic Factors ◽  
Social Inequalities ◽  
Medical Training ◽  
Educational Status ◽  
First Year ◽  
Prospective Survey ◽  
National Ranking

Abstract Background The weight of social inequalities during education is a reality. Students of lower socioeconomic status may have less chance of success in higher education, particularly in medical studies. However, the role of students’ socioeconomic factors, such as their parents’ profession, in their success in the national ranking exam (NRE) has not been studied. Our aim was to investigate the association between socioeconomic factors and success in the national ranking exam among sixth year medical students at the Paris-Sud Faculty of Medicine. Methods This was a prospective survey of all sixth-year medical students at the Paris-Sud Faculty of Medicine, using a questionnaire on socioeconomic factors, which were compared according to NRE rank. Results Of 172 sixth year medical students, 110 completed the questionnaire. Their ranking ranged from 20 to 7695, with a median of 2815 (interquartile range: 1029–4581). The factors associated with the NRE rank were a high school diploma (baccalauréat) A or B grade, success at the first attempt in the first-year medical examination, and enrollment in the NRE preparatory lectures during the sixth year of medical training (linear regression, p < 0.001). The educational status and socio-professional category of the parents were not associated with the NRE rank (linear regression, p = 0.92). Conclusion At the Paris-Sud Faculty of Medicine, there was no association between parental socioeconomic status and sixth year students’ success in the NRE.

scholarly journals Does socioeconomic status have any influence on success at the national ranking exam?, a prospective survey

2020 ◽  
Author(s):  
Hanane Bouchghoul ◽  
Jean-Louis Teboul ◽  
Marie-Victoire Senat ◽  
Solene Vigoureux
Keyword(s):  
Socioeconomic Status ◽  
Medical Students ◽  
Linear Regression ◽  
Socioeconomic Factors ◽  
Social Inequalities ◽  
Medical Training ◽  
Educational Status ◽  
First Year ◽  
Prospective Survey ◽  
National Ranking

Abstract Background: The weight of social inequalities during education is a reality. Students of lower socioeconomic status may have less chance of success in higher education, particularly in medical studies. However, the role of students' socioeconomic factors, such as their parents' profession, in their success in the national ranking exam (NRE) has not been studied.Our aim was to investigate the association between socioeconomic factors and success in the national ranking exam among sixth year medical students at the Paris-Sud Faculty of Medicine.Methods: This was a prospective survey of all sixth-year medical students at the Paris-Sud Faculty of Medicine, using a questionnaire on socioeconomic factors, which were compared according to NRE ranking.Results: Of 172 sixth year medical students, 110 completed the questionnaire. Their ranking ranged from 20 to 7695, with a median of 2815 (interquartile range: 1029-4581). The factors associated with the NRE ranking were a high school diploma (baccalauréat) A or B grade, success at the first attempt in the first-year medical examination, and enrollment in the NRE preparatory lectures during the sixth year of medical training (linear regression, p<0.001). The educational status and socio-professional category of the parents were not associated with the NRE ranking (linear regression, p=0.92).Conclusion: At the Paris-Sud Faculty of Medicine, there was no association between parental socioeconomic status and sixth year students' success in the NRE.

scholarly journals Assessment of knowledge, attitude and skills towards e-learning in first year medical students

2019 ◽  
Vol 7 (11) ◽  
pp. 4119 ◽  
Author(s):  
Monali Hiwarkar ◽  
Onjal Taywade
Keyword(s):  
Medical Students ◽  
Medical Training ◽  
Positive Impact ◽  
First Year ◽  
First Year Students ◽  
Learning Modalities ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Education In India ◽  
E Learning

Background: With digitization the e-learning modalities are being increasingly used by medical students. These often help the first MBBS students to overcome limitations of conventional teaching methods like didactic lectures. However, e-learning is not official part of medical education in India and the awareness about its use among medical students need to be evaluated. Aim and objective of the study was to assess the extent to which MBBS first year students use e-resources for learning as well as to assess knowledge, attitude, skills and habits of first MBBS students towards e-learning.Methods: A questionnaire of twenty five questions on various aspects of e-learning was administered to the first MBBS students at two medical colleges. The data generated from responses was compiled and analyzed on SPSS to get insight on various aspects of e-learning.Results: Out of 236 students surveyed 77.97% were aware about the academic websites related to first MBBS subjects. 90.68 % accepted that e-learning helped in understanding topics, 84.32% recommended conventional teaching to be supplemented with e-learning. However there was no statistically significant difference between responses from two groups i.e. female and male students (p>0.05).Conclusions: The majority of first MBBS students use e-resources for learning various topics in anatomy, physiology and biochemistry. The e-resources have made a positive impact on overall learning especially anatomy. e-learning can supplement conventional teaching in the first year of medical training.

scholarly journals Assessing Diagnostic Reasoning Using a Standardized Case-Based Discussion

2019 ◽  
Vol 6 ◽  
pp. 238212051984941 ◽  
Author(s):  
Ruth M Sutherland ◽  
Katharine J Reid ◽  
Neville G Chiavaroli ◽  
David Smallwood ◽  
Geoffrey J McColl
Keyword(s):  
Medical Students ◽  
Student Performance ◽  
Clinical Training ◽  
Medical Training ◽  
Clinical Information ◽  
Performance Standards ◽  
Diagnostic Reasoning ◽  
First Year ◽  
Oral Assessment ◽  
Case Based

Background: Development of diagnostic reasoning (DR) is fundamental to medical students’ training, but assessing DR is challenging. Several written assessments focus on DR but lack the ability to dynamically assess DR. Oral assessment formats have strengths but have largely lost favour due to concerns about low reliability and lack of standardization. Medical schools and specialist medical colleges value many forms of oral assessment (eg, long case, Objective Structured Clinical Examination [OSCE], viva voce) but are increasingly searching for ways in which to standardize these formats. We sought to develop and trial a Standardized Case-Based Discussion (SCBD), a highly standardized and interactive oral assessment of DR. Methods: Two initial cohorts of medical students (n = 319 and n = 342) participated in the SCBD as part of their assessments. All students watch a video trigger (based on an authentic clinical case) and discuss their DR with an examiner for 15 minutes. Examiners probe students’ DR and assess how students respond to new standardized clinical information. An online examiner training module clearly articulates expected student performance standards. We used student achievement and student and examiner perceptions to gauge the performance of this new assessment form over 2 implementation years. Results: The SCBD was feasible to implement for a large student cohort and was acceptable to students and examiners. Most students and all examiners agreed that the SCBD discussion provided useful information on students’ DR. The assessment had acceptable internal consistency, and the associations with other assessment formats were small and positive, suggesting that the SCBD measures a related, yet novel construct. Conclusions: Rigorous, standardized oral assessments have a place in a programme of assessment in initial medical training because they provide opportunities to explore DR that are limited in other formats. We plan to incorporate an SCBD into our clinical assessments for the first year of clinical training, where teaching and assessing basic DR is emphasized. We will also explore further examiners’ understanding of and approach to assessing DR.

scholarly journals Mentoring Needs among the Phase 1 Medical Students in the Universiti Sains Malaysia

2020 ◽  
Vol 12 (4) ◽  
pp. 9-16
Author(s):  
Mohd Zarawi Mat Nor ◽  
Jamillah Al-Muhammady Mohammad ◽  
Najib Majdi Yaacob
Keyword(s):  
Medical Students ◽  
Medical Training ◽  
Phase 1 ◽  
Leadership Skills ◽  
First Year ◽  
Cronbach’S Alpha ◽  
Cross Sectional ◽  
Cronbach's Alpha ◽  
Learning Skill ◽  
Second Year

Mentoring programme is an important element for personal and professional development of medical students. In specific, the most important element is mentors must focus on the real issues that the students face during the mentoring process. This study aimed at comparing the prevalence of the mentoring needs and examining the association between characteristics of demography and mentoring needs among the phase 1 medical students from Universiti Sains Malaysia (USM). A cross-sectional study was conducted in June 2017 among the first- and second-year medical students in the School of Medical Sciences, USM. The USM mentoring inventory (USM-MT-i) questionnaire was employed to collect the data. This self-administered questionnaire consists of two domains with 17 items: communication and self-leadership skills (9 items) and learning skill (8 items). Internal consistency reliability (Cronbach’s alpha) for each domain were 0.915 and 0.904, respectively. The overall Cronbach’s alpha was 0.895. The prevalence of mentoring needs was determined and its association with the year of study was assessed. This study included 208 of medical students comprised 123 and 85 of the first-year and the second-year, respectively. The prevalence of communication and self-leadership skills mentoring needs among the first-year medical students was 26.8% (95% CI: 22.9%, 30.6%) and 18.8% (95% CI: 14.8%, 23.0%) among the second-year medical students. The prevalence of learning skill mentoring need was 77.2% (95% CI: 73.6%, 81.0%) among the first-year and 63.5% (95% CI: 58.5%, 68.6%) among the second-year medical students. There was a significant association between year of study and learning skill mentoring need (χ2 (1) = 4.65, P = 0.031). None of the demographic characteristics (gender, ethnic, entry qualification, origin and scholarship) was significantly associated with the mentoring needs. The data of mentoring needs among the phase 1 of medical training is crucial to provide them an effective mentoring programme.

Struggles With Sex and Gender. Perspectives of First Year Medical Students: A Focus Group Study

2021 ◽  
Vol 7 (1) ◽  
pp. 216
Author(s):  
Theodora Teunissen ◽  
Joni Scholte ◽  
Fransica Van der Meulen ◽  
Antoinette Lagro-Janssen ◽  
Cornelia Fluit
Keyword(s):  
Gender Differences ◽  
Medical Students ◽  
Medical Training ◽  
Medical Curriculum ◽  
First Year ◽  
Sex And Gender ◽  
Focus Group Study ◽  
And Gender ◽  
First Year Medical Students ◽  
Sex And Gender Differences

Sex and gender are important determinants of healthcare that need to be taken into account for medical teaching. Education is more effective if tailored to students’ subjectively-perceived needs and connected to their prior knowledge and opinions. This study explored first-year medical students thoughts about sex and gender differences in general and in specifically in healthcare, and what their educational preferences are in learning about these concepts during their medical training. Therefore six focus groups were conducted with 26 first-year medical students, 7 male and 19 female students, within one Dutch medical faculty. The discussions were audio-recorded and transcribed verbatim. After that a thematic analysis was performed which included descriptive coding, interpretative coding, and definition of overarching themes.  Three major themes were identified. (1) Students’ self-perception of concepts sex and gender, including three major domains: (a) The unavoidable allocation of individuals to groups, (b) The role of stereotypes, and (c) The effect of sex/gender on career choice options. (2) Students’ goal orientedness in learning about sex/gender. (3) Students’ struggles between the binary system of medicine and the complexity of reality. Continuous reflection during medical school might help medical students to acquire sex- and gender-sensitive competencies that can be applied in their future work. To increase awareness about the influence of sex and gender differences in healthcare and on career choices, we recommend addressing these themes explicitly early on in the medical curriculum.

scholarly journals Psychological stress and burnout in medical students: a five-year prospective longitudinal study

1998 ◽  
Vol 91 (5) ◽  
pp. 237-243 ◽  
Author(s):  
E Guthrie ◽  
D Black ◽  
H Bagalkote ◽  
C Shaw ◽  
M Campbell ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical Training ◽  
Maslach Burnout Inventory ◽  
Psychological Morbidity ◽  
First Year ◽  
Undergraduate Training ◽  
Prospective Longitudinal Study ◽  
Medical Undergraduate ◽  
Significant Difference ◽  
Prospective Longitudinal

The aim of this study was to assess psychological morbidity and symptoms of burnout in medical students during their undergraduate training, and to identify baseline factors that predict psychological morbidity in students in the final year of the course. It was a 5-year prospective longitudinal cohort study. Students were assessed in years 1, 4 and 5 of their medical undergraduate training by means of the GHQ-12 and the Maslach Burnout Inventory. 172 (84.3%), 157 (77.0%) and 155 (75.9%) students out of an original group of 204 completed assessments in years 1, 4 and 5, respectively. 18 students were above threshold on the GHQ-12 on all three occasions, 25 on two occasions and 43 on one occasion; 69 students were never a ‘case’. Students who were cases on two or more occasions were more likely to find the medical course stressful during the first year, but not subsequent years. There was no significant difference between the percentages of men and women who scored as cases on the GHQ-12 in any of the years. The best predictor of psychological morbidity in the final year of the course was the GHQ-12 score in year 1. This study suggests that a small group of students repeatedly experience psychological distress during their medical training.

scholarly journals Social Gradients in Alcohol Use Disorders with and without Depression: Immigrants vs Norwegians

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
M Leonhardt ◽  
D Shawel Abebe
Keyword(s):  
Health Care ◽  
Socioeconomic Status ◽  
Alcohol Use ◽  
Alcohol Use Disorder ◽  
Social Inequalities ◽  
Economic Status ◽  
Alcohol Use Disorders ◽  
Social Gradient ◽  
Lower Socioeconomic Status ◽  
Lower Socioeconomic

Abstract Background The social gradient in health runs from top to bottom of the socioeconomic spectrum. Poverty is associated with poor health and problematic unhealthy behaviors. Depression is strongly associated with social inequalities, while alcohol use disorders are not necessarily associated with a low socio economic status. Immigrants often have a lower social economic status than the host population. Research regarding alcohol use disorders, depression and a social gradient among immigrants is scare. The present study explores social gradients in persons with alcohol use disorders with and without depression and examines potential discrepancies between immigrant and native Norwegian patients receiving public specialist health care. Methods Data of 2.4 million native Norwegians and 468.496 immigrants, registered in the national mandatory Norwegian Patient Register and population data from Statistics Norway were analyzed. ICD 10 main diagnoses were used to identify patient groups - at least diagnosed once during 2008 - 2016. Immigrants had been pooled into 5 world regions. Logistic regression models have been applied to show associations between socio demographics/regions and alcohol use disorders and/or depression. Results African (OR = 0.35; 95%CI:0.27-0.44) and Asian (OR = 0.23; 95%CI:0.16-0.32) immigrants had a lower risk of developing alcohol use disorders with depression than Western Europeans (OR = 0.76; 95% CI:0.60-0.98), using native Norwegians as a reference. In general, persons with a lower socioeconomic status are more often affected of alcohol use disorder only (OR = 3.77; 95%CI:3.64-3.91) than with alcohol use disorder and concurrent depression (OR = 3.52; 95%CI:3.25-3.83). Conclusions To detect possible deficits in patient care, knowledge of social gradients in a marginalized group such as persons with alcohol use disorders and/or depression is essential. This may contribute to targeted and individualized health care- regardless of immigrant status. Key messages The risk of developing alcohol use disorders with depression varies between immigrants according to their origin. Persons with a lower socioeconomic status are more often affected of alcohol use disorder only than with alcohol use disorder and concurrent depression.

scholarly journals Student perceptions of “doing” hematology physiology practicals

2020 ◽  
Vol 44 (1) ◽  
pp. 65-71
Author(s):  
Savitha D ◽  
Taniya A
Keyword(s):  
Medical Students ◽  
Student Perceptions ◽  
Motor Skills ◽  
Medical Training ◽  
Practical Work ◽  
Fine Motor ◽  
First Year ◽  
Hands On ◽  
Almost All ◽  
First Year Medical Students

Although hands-on experience in hematology practical work has been an integral part of physiology education, the students’ perception on the importance of the same has remained largely unexplored. The objective of this study was to explore students’ perception on the importance of “doing” hematology experiments. The first-year medical students of the 2017–18 batch filled out a semistructured questionnaire at the end of the course of hematology practicals. The questionnaire captured their perception of the importance of doing hematology practicals on their own blood, the assessment of the same, and its value in medical training. Students indicated that doing practicals individually by pricking themselves was a necessary part of physiology teaching ( n = 126 responses: 43 men, 83 women; 86%). They felt that it not only improved their knowledge ( n = 120: 39 men, 81 women; 82%) and fine-motor skills ( n = 107: 41 men, 66 women; 73%), but also molded their attitude ( n = 101: 41 men, 60 women; 69%), gearing them to become empathetic and confident doctors. They felt that some practicals were unnecessary/outdated; this needs attention. While suggesting a few modifications in the practical curriculum, almost all students felt that the practicals should be continued for future batches. Students felt that doing hematology practical work was a necessary part of their training. It improved their knowledge, skills, and attitude, making them more empathetic and confident doctors.

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