scholarly journals A Quantitative Evaluation of Empathy Using JSE-S Tool, Before and After a Medical Humanities Module, Amongst First-year Medical Students in Nepal

2021 ◽  
Author(s):  
Krishna G.C. ◽  
Amit Arjyal ◽  
Amanda Douglas ◽  
Madhusudan Subedi ◽  
Rajesh Gongal
Keyword(s):  
Medical Students ◽  
South Asia ◽  
Quantitative Evaluation ◽  
Medical Humanities ◽  
Rank Test ◽  
P Value ◽  
First Year ◽  
Before And After ◽  
First Year Medical Students ◽  
The Impact

Abstract Background Doctors’ empathy: the understanding of patients’ experiences, concerns and perspectives, is highly valued by patients yet often lacking in patient care. Medical humanities has been introduced within undergraduate curriculum to address this lack in empathy. There is a paucity of research on the impact of a course on medical humanities on the empathy of medical students, particularly in South Asia. Here we report on the impact of such an intervention in first-year medical students and aim to help outcome-based medical education and the evaluation and promotion of humanities within medical courses. Methods This study is a quantitative evaluation of student empathy before and after a Medical Humanities course. The study employs the Jefferson Scale of Empathy-Student version (JSE-S). Participants were first-year medical students at Patan Academy of Health Sciences, Nepal. All cohort students were invited to participate and written consent was obtained. Data were collected both prior-to and on-completion-of, a six-week Medical Humanities module. Pre- and post-module data were analyzed and the resulting empathy scores compared using the paired t-test or Wilcoxon Sign Rank test. Subgroup analysis was undertaken to determine the association of the score with gender and preferred future speciality. Results Sixty-two student responses were analyzed, 32 (52%) male. In the Pre-module scores females had a slightly higher mean score than males:108 and 103 respectively. Participants who preferred people-oriented specialities also scored higher than those preferring procedure and technology-oriented specialities: 107 and 103. There was a significant increase in mean score for the entire class from Pre-module to Post-module: 105 to 116, p-value of < 0.001. Mean scores rose from 103 to 116 in males, and from 108 to 116 in females. Participants preferring Procedure and Technology-Oriented specialities showed a significant increase in meanscores:103 to 117, and participants preferring People-Oriented specialities demonstrated a smaller increase:107 to 111. Conclusion This study provides evidence of the impact of a Medical Humanities course for increasing medical student empathy scores at an institution in Nepal. Teaching of Medical Humanities is an important contributor to the development of empathy in medical students and its widespread expansion in the whole of South Asia should be considered.

Impact of a Sun Awareness Curriculum on Medical Students' Knowledge, Attitudes, and Behaviour

1999 ◽  
Vol 3 (4) ◽  
pp. 182-187 ◽  
Author(s):  
Melinda J. Gooderham ◽  
Lyn Guenther
Keyword(s):  
Medical Students ◽  
Skin Cancer ◽  
Medical Curriculum ◽  
Substantial Improvement ◽  
First Year ◽  
Before And After ◽  
Baseline Knowledge ◽  
Awareness Curriculum ◽  
First Year Medical Students ◽  
The Impact

Background: Physicians teach sun awareness to their patients, but frequently have no formal training in this area. A week-long dermatology curriculum during Sun Awareness Week that included skin cancer and sun awareness education to first-year medical students was introduced in May 1998 at the University of Western Ontario, London, Canada. Objective: The purpose of this study was to determine the baseline knowledge, attitudes, and behaviour of the first-year medical students towards sun awareness before and after the new curriculum. Method: This study used a pre- and post-test design to determine the impact of the curriculum on the medical students' knowledge, attitudes, and intent to change behaviour. It also reports any influence of demographic variables on these parameters. Results: The students demonstrated a substantial improvement in their knowledge of sun-related topics despite some baseline knowledge. Many students reported unhealthy behaviour prior to the curriculum, but demonstrated an intent to adopt more healthy behaviour after the curriculum. Minor differences in knowledge and behaviour due to demographic characteristics disappeared upon completion of the curriculum. Conclusions: An undergraduate medical curriculum with skin cancer and sun awareness education can improve the medical students' knowledge, attitudes, and behaviour towards sun awareness.

scholarly journals First year medical students' performance analysis in anatomy with different modes of teaching: an experience of medical school in South India

2013 ◽  
Vol 02 (01) ◽  
pp. 031-034
Author(s):  
Thangarasu Rajan ◽  
Atul M Bage
Keyword(s):  
Medical Students ◽  
Medical Profession ◽  
P Value ◽  
First Year ◽  
Clinical Anatomy ◽  
Teaching Anatomy ◽  
The Subject ◽  
First Year Medical Students ◽  
The Impact ◽  
Anatomy Teaching

Abstract Background and aims: The routine method of didactic lecture followed by dissection does not help for long-term retention of the subject, anatomy amongst medical students. The impact of clinical anatomy knowledge in medical profession is large and there is an absolute lack of positive reception in this regard amongst student community. Teaching methods play an important role to create interest and to make students appreciate the subject better. Studies evaluating different modes of teaching anatomy are scarce. The objective of the study was to assess the effectiveness of different modes of anatomy teaching among medical students. Materials and methods: First year medical students were divided randomly into three groups and different modes of teaching anatomy like blackboard and chalk, audio/visual and using plastic models were compared by examination based assessment. The data of multiple groups were analyzed by one-way ANOVA, followed by the Newman–Keuls multiple comparison test (PRISM Graph pad, version 4; Graph Pad Software, Inc., San Diego, CA). A P value of <0.05 was considered as statistically significant. Results: No single method is effective in increasing the performance of both theory and practical examination across different topics and so a suitable combination of the different modes for a particular topic in anatomy teaching should be framed.

scholarly journals First year medical students’ perceptions of the impact of wearing scrubs on professional identity: a narrative analysis in the United Arab Emirates

BMJ Open ◽  
2020 ◽  
Vol 10 (11) ◽  
pp. e039357
Author(s):  
Sara Sorrell ◽  
Halah Ibrahim
Keyword(s):  
Medical Students ◽  
Qualitative Analysis ◽  
Medical School ◽  
Professional Identity ◽  
United Arab Emirates ◽  
Medical Curriculum ◽  
First Year ◽  
Written Narratives ◽  
First Year Medical Students ◽  
The Impact

ObjectivesMedical school serves as a critical developmental period for future physicians, during which students begin to form a professional identity. Just as personal appearance, particularly clothing, is an important external expression of one’s personal identity, ‘uniforms’ in healthcare, including white coats and scrubs, symbolise status and a group identity. There are, however, limited studies on the impact of physician attire on medical students’ formation of professional identity. Accordingly, through qualitative analysis of written narratives, we sought to analyse medical students’ experiences of wearing professional physician attire, namely scrubs, and how the uniform impacted their confidence level, performance and behaviours, as well as their identity as future physicians.DesignQualitative analysis of medical student’s written narratives.SettingKhalifa University College of Medicine and Health Sciences (KU CMHS) is a new medical school in the United Arab Emirates, with an inaugural class of 30 students admitted in August 2019. It is the only medical school in the city of Abu Dhabi, and the only school in the country that follows a postgraduate medical curriculum.ParticipantsAll first year medical students at KU CMHS were purposively sampled.MethodsStudents completed a voluntary online anonymous questionnaire. We employed a social identity approach to data analysis. Thematic content analysis was conducted on their narratives to identify themes.ResultsWe identified three major themes, namely (1) emotions, (2) logistics and (3) interpersonal relationships.ConclusionsMedical students form early perceptions regarding physician attire and its impact on their professional identity. Engaging in conversations regarding professional attire with educators or mentors could provide an important opportunity for students to discuss and explore professional identity early in training.

Detached concern and death anxiety of first-year medical students: Before and after the gross anatomy course

1997 ◽  
Vol 10 (3) ◽  
pp. 201-207 ◽  
Author(s):  
George E. Dickinson ◽  
Carol J. Lancaster ◽  
Idee C. Winfield ◽  
Eleanor F. Reece ◽  
Christopher A. Colthorpe
Keyword(s):  
Medical Students ◽  
Death Anxiety ◽  
Gross Anatomy ◽  
First Year ◽  
Before And After ◽  
Detached Concern ◽  
Gross Anatomy Course ◽  
First Year Medical Students

scholarly journals Nutrition education on obesity and diabetes to medical students

2021 ◽  
Vol 45 (2) ◽  
pp. 217-223
Author(s):  
Patricia Pérez-Cornejo ◽  
Nancy E. Corral-Fernandez ◽  
Maria Luisa Guzman-Hernandez ◽  
Chaya Gopalan
Keyword(s):  
Blood Glucose ◽  
Medical Students ◽  
Nutrition Education ◽  
First Year ◽  
Teaching Intervention ◽  
Laboratory Exercise ◽  
Obesity And Diabetes ◽  
First Year Medical Students ◽  
Blood Glucose Concentrations ◽  
The Impact

First-year medical students learned about the impact of nutrition on obesity and diabetes through lectures and a laboratory exercise where they tested how carbohydrates of varying glycemic indexes changed blood glucose concentrations. Pre- and posttests were conducted to assess this teaching intervention. The posttest ranks were significantly higher compared with the pretest ranks (Z = −6.6, P < 0.001), suggesting the intervention was beneficial to students.

scholarly journals Role of regular yoga practice in improvement of various pulmonary parameters in first year medical students

2018 ◽  
Vol 6 (7) ◽  
pp. 2523
Author(s):  
Kislay Kumar ◽  
Devesh Kumar ◽  
Pooja T. Pandey ◽  
Divya .
Keyword(s):  
Medical Students ◽  
Control Group ◽  
P Value ◽  
First Year ◽  
Pulmonary Functions ◽  
Yoga Group ◽  
The Subject ◽  
First Year Medical Students ◽  
And Control

Background: tress at any stage of life virtually produces several respiratory limitations and reduces tolerance to physical efforts, sometimes leading to pulmonary diseases in individuals. Various yoga and Pranayama like Kapalbhati and Nadi-sodhan involves powerful strokes of exhalation, which trains the subject to make full use of diaphragm and abdominal muscles.Methods: This study is performed on 1st yr. medical students whose stress level is in higher side due to academic burden. 55 medical students were selected as participants through counseling and were divided into Yoga group (n= 27) and control group (n=28). Pulmonary functions of subjects were tested using Pony FX advanced desktop spirometer manufactured by Cosmed. Yoga is performed 1 hr/day for 6 days /week for 12 weeks by yoga group.Results: Pulmonary functions tested in Yoga and control group were FVC, FEV1, PEF and FVC/FEV1. There were significant improvements in pulmonary functions in yoga group. In Yoga group (FVC- 5.8% increases, FEV1- 5.2% increase, PEF- 34% increase and FVC/FEV1- 3.15% increase). In control group also, all parameters increased but P value was not significant.Conclusions: This study concludes that practicing Yoga has shown a significant improvement on pulmonary functions in 1st year medical students.

Perception of medical students about online learning in the COVID-19 era

Biomedicine ◽  
2021 ◽  
Vol 41 (1) ◽  
pp. 139-145
Author(s):  
Kalpana Ramachandran ◽  
Robert Dinesh Kumar
Keyword(s):  
Online Learning ◽  
Medical Students ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
P Value ◽  
First Year ◽  
Cross Sectional ◽  
Internet Connectivity ◽  
First Year Medical Students

Introduction and Aim: The COVID-19 pandemic has caused a disruption in the academic schedule. As UNESCO observes an 87% interruption in student learning across the globe, it is undeniable that e-learning would have a major role to play in the future and both teachers and learners are getting accustomed to this ‘New Normalcy’. This survey analyses the perception of medical first-year students about online learning in the COVID-19 era.   Materials and Methods: A cross-sectional descriptive questionnaire based study was done and first year medical students were asked to respond. The respondents were asked to answer the questions in Likert-scale, from 1-5. Statistical analysis was done and Test for one proportion was calculated using ‘z’ test. A p-value of <0.05 was considered significant.   Results: A total of 122 first year medical students responded to the survey. More than two-thirds of the respondents were females (67%). About 78% of respondents find online learning interesting and enjoyable. More than 80% of students found online education very satisfactory in all aspects. Problems with internet connectivity was the principal challenge faced by the students during online learning. An overwhelming 70% of students felt online teaching to be very beneficial.   Conclusion: The pandemic has posed an unprecedented challenge to the academic schedule. Although many challenges were faced by the teachers and learners, internet connectivity continued to be a major problem in online education. It is the duty of every educationist to ensure an uninterrupted, continuous and an effective process of teaching and learning.  

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