scholarly journals Dropout risks of medical students

2019 ◽  
Author(s):  
Gabriella Pusztai ◽  
Szabó Marianna Dinyáné ◽  
Elek Dr. Dinya ◽  
Marianna Szemerszki
Keyword(s):  
Higher Education ◽  
Medical Students ◽  
Professional Identity ◽  
National Economy ◽  
Medical Training ◽  
The Self ◽  
High Quality ◽  
Student Dropout ◽  
Education Statistics ◽  
Points Of View

Abstract Background The moderation of student dropout is an important aim in the medical training that requires significant resources from individual and national economy points of view. Hungarian medical training has high quality and strong international attraction, although students are exposed to significant stress in the extremely selective and strict training at the beginning, and their professional identity is being shaped between crises. Learning progress is often hampered by recurring exams and grade retentions. Methods In our Study we are going to examine the dropout behaviour of medical students. During our research, the national higher education statistics are being analysed based on the data base of medical students who started in 2010 (N = 977). The question of research is how the rate of dropout people who has finished or exceeded the 6-year long training is forming and what kind of factors limit the risk of dropout. Results Our results indicate that only half of the applicants get admitted to medical training. Half of the admitted applicants could continue without failing, but 30% of them could not obtain absulotorium after 14 semesters. Dropout students are characterized by the early slow-up of their credit accumulations and by making their status passive, which is the shorter-longer termination of their studies. 83.6% of students started in 2010 has been studying in state financed course, and 8% of them has been studying in a self-financed course. 9.4% of state-financed students were dropped out while this rate was 50% from the self-financed course of students. Conclusion According to our consequences, dropout risk can be increased by low credit numbers, passive semesters and the tuition-based financing forms, although dormitory placement can be an advantage.

scholarly journals Dropout risks of medical students

2019 ◽  
Author(s):  
Gabriella Pusztai ◽  
Szabó Marianna Dinyáné ◽  
Elek Dr. Dinya ◽  
Marianna Szemerszki
Keyword(s):  
Higher Education ◽  
Medical Students ◽  
Professional Identity ◽  
National Economy ◽  
Medical Training ◽  
The Self ◽  
High Quality ◽  
Student Dropout ◽  
Education Statistics ◽  
Points Of View

Abstract Background The moderation of student dropout is an important aim in the medical training that requires significant resources from individual and national economy points of view. Hungarian medical training has high quality and strong international attraction, although students are exposed to significant stress in the extremely selective and strict training at the beginning, and their professional identity is being shaped between crises. Learning progress is often hampered by recurring exams and grade retentions. Methods In our Study we are going to examine the dropout behaviour of medical students. During our research, the national higher education statistics are being analysed based on the data base of medical students who started in 2010 (N = 977). The question of research is how the rate of dropout people who has finished or exceeded the 6-year long training is forming and what kind of factors limit the risk of dropout. Results Our results indicate that only half of the applicants get admitted to medical training. Half of the admitted applicants could continue without failing, but 30% of them could not obtain absulotorium after 14 semesters. Dropout students are characterized by the early slow-up of their credit accumulations and by making their status passive, which is the shorter-longer termination of their studies. 83.6% of students started in 2010 has been studying in state financed course, and 8% of them has been studying in a self-financed course. 9.4% of state-financed students were dropped out while this rate was 50% from the self-financed course of students. Conclusion According to our consequences, dropout risk can be increased by low credit numbers, passive semesters and the tuition-based financing forms, although dormitory placement can be an advantage.

scholarly journals On Teaching the Sum While Paying Attention to the Parts: Whole Person Care through Ethnography in Medical Education

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Vasiliki Nataly Rahimzadeh ◽  
David Lessard ◽  
Peter Nugus
Keyword(s):  
Medical Students ◽  
Family Medicine ◽  
Medical School ◽  
Professional Identity ◽  
Identity Formation ◽  
Medical Training ◽  
Academic Discipline ◽  
Professional Identity Formation ◽  
Patient Centered ◽  
Whole Person

Objective—This article provides a reflection on medical teaching opportunities for whole person care based on our experiences mentoring 2nd-year medical students through an Ethnography Practicum at a Canadian university.                                                                  Background—The Ethnography Practicum is a new addition to the Family Medicine Transition to Clinical Practice (TCP) curriculum introduced in the second year of medical school at McGill University. It involves 30 hours of instruction (6 hours in lectures with an instructor, and 24 hours in small-group tutorials with the authors), and 9 hours of fieldwork observations in various community health settings across Montreal, QC. The primary aims of the Practicum converge with those of the TCP generally in two important ways: to inculcate in students the concepts of patient centered care, and to promote family medicine as both an academic discipline and career option.                    Results and Discussion— Our experiences illustrate two tensions that shape students’ expectations and experiences throughout their involvement in the Practicum and, in turn, highlight the implications for teaching whole-person care. First, ethnography as a combination of different methods has itself been the locus of tensions between positivist and critical traditions in the three last decades. Second, the Practicum is situated precisely at the crossroads of key moments on the professional identity formation continuum for our students. Such a crossroads is disruptive to the status quo of medical traineeship characteristic of the first two years in medical school, and thus reorients professional identity formation. The above tensions reveal how ethnography is not only a revered research tradition in the humanities, but can also be a conduit to whole person care-inspired clinical practice.Conclusion—As instructors and mentors involved in this Ethnography Practicum, we are continually forging a new relevance for organizational ethnography in medical training, where medical students can reflect and act on competencies beyond clinical ones. The Practicum provides a space for students to wrestle with alternative epistemologies to understanding the social world in which medicine is embedded. We lastly provide pragmatic ways to better address these tensions in an effort to support students as they proceed through the (multifaceted) development of their professional identities as future physicians.

scholarly journals Balancing Forces: Medical Students’ Reflections on Professionalism Challenges and Professional Identity Formation

2021 ◽  
Vol 53 (3) ◽  
pp. 200-206
Author(s):  
Amrapali Maitra ◽  
Steven Lin ◽  
Tracy A. Rydel ◽  
Erika Schillinger
Keyword(s):  
Medical Students ◽  
Professional Identity ◽  
Identity Formation ◽  
Medical Training ◽  
Health Care Team ◽  
Free Text ◽  
Self Awareness ◽  
Theory Approach ◽  
Professional Identity Formation ◽  
Medicine Clerkship

Background and Objectives: Professionalism is essential in medical education, yet how it is embodied through medical students’ lived experiences remains elusive. Little research exists on how students perceive professionalism and the barriers they encounter. This study examines attitudes toward professionalism through students’ written reflections. Methods: Family medicine clerkship students at Stanford University School of Medicine answered the following prompt: “Log a patient encounter in which you experienced a professionalism challenge or improvement opportunity.” We collected and analyzed free-text responses for content and themes using a grounded theory approach. Results: One hundred responses from 106 students generated a total of 168 codes; 13 themes emerged across four domains: challenging patients, interpersonal interactions, self-awareness, and health care team dynamics. The three most frequently occurring themes were interacting with emotional patients, managing expectations in the encounter, and navigating the trainee role. Conclusions: Medical students view professionalism as a balance of forces. While many students conceived of professionalism in relation to patient encounters, they also described how professionalism manifests in inner qualities as well as in health systems. Interpersonal challenges related to communication and agenda-setting are predominant. Systems challenges include not being seen as the “real doctor” and being shaped by team behaviors through the hidden curriculum. Our findings highlight salient professionalism challenges and identity conflicts for medical students and suggest potential educational strategies such as intentional coaching and role-modeling by faculty. Overall, students’ reflections broaden our understanding of professional identity formation in medical training.

scholarly journals 729 “I Don’t Feel Like I’m Learning How to Be A Doctor:” The Impact of Disruptions Due to Covid-19 On Professional Identity Formation in UK Medical Students

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
A Harvey ◽  
M E L Brown ◽  
M H V Byrne ◽  
J Ashcroft ◽  
J C M Wan ◽  
...  
Keyword(s):  
Medical Students ◽  
Professional Identity ◽  
Identity Formation ◽  
Medical Training ◽  
Professional Identity Formation ◽  
Clinical Environment ◽  
Clinical Exposure ◽  
Open Questions ◽  
Qualitative Responses ◽  
The Impact

Abstract Introduction Professional identity formation (PIF) is a priority of medical training. Covid-19 caused disruption to medical education. We ask how this disruption impacted PIF through the lens of the activities performed – or not performed – by medical students during the first wave of the covid-19 pandemic, and perceptions of conflicts between activities. Method A pragmatic survey was distributed in spring 2020. Thematic analysis was performed of qualitative responses to two open questions. A social constructivist approach linked participants’ comments to PIF theory. Results We analysed 928 responses. Three themes surrounding students’ activities during covid-19 and their impact on identity were constructed: Conflict arose at the intersections between these themes. Students noted lack of clinical exposure was detrimental, implicitly recognising that aspects of PIF require the clinical environment. Participants were keen to volunteer but struggled with balancing academic work. Participants worried about risk to their households and the wider community and wanted their skills to add value in the clinical environment. Volunteers felt frustrated when they were unable to perform tasks aligning with their identity as a future doctor. An exception was participants who worked as interim FY1s, aligned with the role of an FY1. Conclusions Medical students feel a duty to help during crises. Conflict arises when different aspects of their identity demand different actions. Care must be taken to nurture PIF during periods of disruption.

scholarly journals Medical Students’ Perceptions of Learning and Working on the COVID-19 Frontlines: “… a confirmation that I am in the right place professionally.”

2021 ◽  
Author(s):  
Jennifer M. Klasen ◽  
Zoe Schoenbaechler ◽  
Bryce Bogie ◽  
Andrea Meienberg ◽  
Christian Nickel ◽  
...  
Keyword(s):  
Professional Development ◽  
Medical Students ◽  
Identity Development ◽  
Learning Environment ◽  
Professional Identity ◽  
Health Care Providers ◽  
Medical Training ◽  
Comparative Approach ◽  
Care Providers ◽  
Open Communication

AbstractIntroductionThe COVID-19 pandemic caused complex and enduring challenges for health care providers and medical educators and changed the medical education landscape for learners. Medical students were required to adapt and learn in a novel learning environment while universities paused their formal medical training. The current study sought to investigate medical students’ experiences working on a pandemic frontline to understand how they perceived this novel learning environment influenced both their learning and their developing professional identity.MethodsWe conducted semi-structured interviews with 21 medical students who worked in a COVID-19 testing facility at the University Hospital of Basel. Using constructivist grounded theory methodology, we collected and analyzed data iteratively using a constant comparative approach to develop codes and theoretical categories.ResultsParticipants described improvements in their technical and communication skills, consequently impacting their professional development. The presence of a perceived flat hierarchy between the physicians and medical students promoted professional identity development amongst the medical students. Most participants perceived working on the pandemic frontlines as a positive learning experience, which seemed supported by a flatter hierarchy and open communication compared to their usual learning environment.ConclusionSince medical students reported that their work on the pandemic frontlines positively affected their learning, the need to create hands-on learning opportunities for medical students challenge curriculum developers. Medical students wish to feel like full-fledged care team members rather than observing learners. Performing simple clinical tasks and collaborative moments in a supportive learning environment may promote learning and professional development.

scholarly journals The Value of a Self-Affirmation Intervention for Improving the Psychosocial Health of Black and White Medical Students

2019 ◽  
Author(s):  
Sylvia Perry ◽  
James Wages ◽  
Allison Skinner-Dorkenoo ◽  
Sara Emily Burke ◽  
Rachel Hardeman ◽  
...  
Keyword(s):  
Medical Students ◽  
Black Students ◽  
Stereotype Threat ◽  
White Students ◽  
Sense Of Belonging ◽  
Medical Training ◽  
Well Being ◽  
Psychosocial Health ◽  
The Self ◽  
The U.S

Stereotype threat in secondary and undergraduate education can deteriorate Black students’ sense of well-being, belonging, and efficacy. Self-affirmation interventions have been shown to mitigate the negative psychological impact that stereotype threat has posed for Black students in these educational contexts. There is limited research that suggests that Black students in medical schools may also experience the negative impacts of stereotype threat. Until now, it has been unclear whether Black (vs. White) students experience a lower sense of belonging in medical school and whether they can benefit from self-affirmation interventions during medical training. With a longitudinal field experiment, we tested (a) whether Black (vs. White) medical students in the U.S. experience decrements in psychological well-being (i.e., fatigue, depression, anxiety), sense of belonging, and perceived residency competitiveness; and (b) the extent to which a self-affirmation intervention would ameliorate any observed disparities in these outcomes for Black students. With a sample of 234 Black and 182 White medical students across 50 schools in the U.S., we found that Black students tended to report more fatigue and less belonging than White students; however, the self-affirmation intervention did not significantly impact students’ fatigue, depression, anxiety, or belonging. Unexpectedly, Black students in the self-affirmation (vs. control) condition reported lower perceived competitiveness for residency. White students’ perceived competitiveness for residency was unaffected by the intervention.

scholarly journals DEVELOPMENT OF MOTIVATION TOWARDS EDUCATION IN MEDICAL STUDENTS

2019 ◽  
Vol 72 (1) ◽  
pp. 7-11
Author(s):  
Halyna Yu. Morokhovets ◽  
Olena V. Uvarkina ◽  
Olena M. Bieliaieva ◽  
Yuliia V. Lysanets ◽  
Hennadii A. Senkevych ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical Training ◽  
Educational Institution ◽  
The Self ◽  
First Year ◽  
Educational Setting ◽  
Research Activity ◽  
Professional Activities ◽  
Directed Research ◽  
Positive Motivation

Introduction: The quality of professional medical training is a relevant issue for clinical and educational setting due to modernization and reform processes at the present stage of the society’s development. The formation of the future doctors’ interest in professional activities mostly depends on the implementation of pedagogical conditions, aimed at developing the positive motivation towards education. The aim: The authors aim to examine the concept of motivation and define its role in the process of professional training of future doctors. Materials and methods. A questionnaire survey was conducted for students of the first year of study (medical and dental faculties) using the methods of studying the profession’s attractiveness and its factors (by V. Yadov, modification by I. Kuzmina, A. Rean) and studying the orientation towards the acquisition of knowledge via the test by E. Ilyin and N. Kurdyakova. Results: Based on the analysis of literary sources, the main factors that influence the interest of students in education were identified and the pedagogical conditions for the formation of positive motivation for training activity in the educational setting of a higher medical educational institution were highlighted. It was found that most students prefer social motives when choosing a profession, and almost 10% of the subjects show a low level of focus on learning in the process of education. The authors provided practical recommendations on the formation of positive motivation for students’ training when studying humanities at a medical university with the help of multimedia teaching materials, inclusion of students in the self-directed research activity, etc. Conclusions: On the basis of generalized experience of educators and psychologists, as well as our own studies, we consider that the following pedagogical conditions form the positive motivation towards education in medical students of the first year of study: effective use of modern multimedia specialized tools (electronic journals, specialized web-sites); students’ engagement in the self-directed research activity; use of modern specialized software for solving professional tasks. Such techniques enable the integration of knowledge, skills and abilities in several subjects, prepare students for academic subjects in the second year of study and maximally approximate the training objectives to future professional activities

scholarly journals Agribusiness higher education development – ahead: The project results at a glance

2009 ◽  
Vol 3 (1-2) ◽  
pp. 95-98
Author(s):  
László Kárpáti
Keyword(s):  
Higher Education ◽  
National Economy ◽  
Rapid Development ◽  
Great Majority ◽  
Time Span ◽  
Basic Information ◽  
High Quality ◽  
Education Development ◽  
Short And Long Term

his booklet that has caught your attention contains basic information about the AHEAD project sponsored by the EU’s TEMPUS grant. This project was carried out between University of Zagreb (and other Croatian partners) and four EU-based universities. The project was very ambitious and it is my pleasure to state that the great majority of the objectives were carried out with high quality during the 3 years project time span. The main results of the AHEAD project can be found in this booklet, and I would like to mention just a few of them: • A new MBA training started in Zagreb with international recognition • 61 subjects of 3 BSc/MSc trainings were reviewed and modified, • a study was created in order to determine the short – and long – term expert demand of the Croatian national economy, • computers, equipment and modern textbooks were purchased from European grant and • finally a personal note: it was spectacular to see the rapid development of University of Zagreb and generally the whole Croatia during the last 3 years. If our project contributed just a little bit to it, the effort certainly was worthwhile.

scholarly journals ІNTERNATIONAL STUDENTS IN HIGHER EDUCATION MEDICAL INSTITUTIONS IN UKRAINE: CURRENT STATE OF PLAY AND PROSPECTS

2020 ◽  
pp. 60-70
Author(s):  
Natalia Mospan ◽  
Valentina Slipchuk
Keyword(s):  
Higher Education ◽  
International Students ◽  
Medical Students ◽  
Host Country ◽  
International Medical ◽  
High Quality ◽  
Research Results ◽  
National Medical ◽  
Current State ◽  
Medical University

The present study explores current state of play of international medical student population in Ukraine. Their number in national medical universities has been constantly rising since 2006. Ukraine is a country of international medical students’ destination for higher medical or pharmaceutical education. Ukraine is not only one of the biggest suppliers of international students to the European Union in European Higher Education Area, but it is also a host country for international students primarily from Asia and Africa. The survey aimed at studying international medical students’ current needs and perspectives was conducted at Bogomolets National Medical University in 2019. The university is chosen as it is situated in the capital city. Sample was composed of 60 first-year international medical students, chosen at a random. It allowed students to provide feedback on their country of origin, educational background, preferences, satisfaction in quality of educational service in a host country, ways of financing the study and future career plans. Among the reasons of international students’ choice of Ukraine as a place for study are their preference of the country, high quality education, friends’ advice and geographical location. The research results show that international medical students consider Ukraine not only as high quality medical education provider but as perspective country for postgraduate employment. The research results allow us to hypothesise that the current needs and perspectives of international medical students at one medical university are likely to be typical for other national medical universities and for Ukraine in whole. It is concluded, that increasing international students’ population requires regular monitoring and special researches by universities and government. These measures will make benefits in international university strategy and national educational policy coordination

scholarly journals On the Current Status and Future of Self-Taught Higher Education Examination

2020 ◽  
Vol 4 (11) ◽  
Author(s):  
Qi Xu
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Education System ◽  
The Self ◽  
Current Status ◽  
Examination System ◽  
High Quality ◽  
Higher Education System ◽  
The Times

As one of the major innovations of China's higher education system, the self-taught examination system has made brilliant achievements in its decades of development and has nurtured a large number of high-quality talents for the country and society. However, with the development of the times, various forms of higher education are emerging, which has had a great impact on self-taught exams. Some problems of self-taught exams have been exposed. Solutions to solving these problems have become the key to promoting the healthy and sustainable development of higher education self-taught exams.

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