Peer Assisted Study Session (PASS): Are the Millennial Leaders the Leaders of Tomorrow? A Prospective Cohort Study.

Abstract Background PASS is a peer-led structured academic mentoring program designed to provide academic assistance for new students in their transition from college to university studies and also for students struggling in certain units. This study aims to establish acquired skills by peer leaders associated with peer-led mentoring via PASS program, and to explore the role played by these acquired skills in their journey to become a successful doctor.Methods Study participants were forty selected second-year undergraduate medical students at Monash University Malaysia with commendable examination results. Validated pre-test and post-test questionnaires were administered to explore changes in the level of communication, leadership, professional, and pedagogical skills before and after participation in peer mentoring program. Qualitative analysis of focused group interviews was performed by an independent investigator to identify how the skills developed as a peer mentor may help with becoming a good doctor. Major themes were identified with the thematic-analysis approach.Results Thirty-eight students completed the pre-test and post-test questionnaires. Peer leaders reported improvement in oral and written skills for teaching; increased confidence to give constructive feedback; better stress management; efficient time management; improved interpersonal skills; and enhanced problem-solving and critical thinking capabilities. Eight major themes were identified from the interview and peer leaders reported positive experience of working in diverse environments and shouldering of responsibilities.Conclusions Peer-led mentoring provides a good opportunity for medical students to shoulder responsibilities as a leader and offers an of experience of managing a team of their peers and juniors which in turn may enhance their communication, interpersonal, and leadership skills.

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Peer mentoring experience on becoming a good doctor: student perspectives

BMC Medical Education ◽

10.1186/s12909-020-02408-7 ◽

2020 ◽

Vol 20 (1) ◽

Author(s):

Mohd Syameer Firdaus Mohd Shafiaai ◽

Amudha Kadirvelu ◽

Narendra Pamidi

Keyword(s):

Medical Students ◽

Time Management ◽

Peer Mentoring ◽

Mentoring Program ◽

Peer Leaders ◽

Undergraduate Medical Students ◽

Good Doctor ◽

Good Opportunity ◽

Constructive Feedback ◽

Post Test

Abstract Background PASS is a peer-led structured academic mentoring program designed to provide academic assistance for new students in their transition from college to university studies and also for students struggling in certain units. This study aims to establish acquired skills by peer leaders associated with peer-led mentoring via the PASS program, and to explore the role played by these acquired skills in their journey to become a successful doctor. Methods Study participants were forty selected second-year undergraduate medical students at Monash University Malaysia with commendable examination results. Validated pre-test and post-test questionnaires were administered to explore changes in the level of communication, leadership, professional, and pedagogical skills before and after participation in peer mentoring program. Qualitative analysis of focused group interviews was performed by an independent investigator to identify how the skills developed as a peer mentor may help with becoming a good doctor. Major themes were identified with the thematic-analysis approach. Results Thirty-eight students completed the pre-test and post-test questionnaires. Peer leaders reported improvement in oral and written skills for teaching; increased confidence to give constructive feedback; better stress management; efficient time management; improved interpersonal skills; and enhanced problem-solving and critical thinking capabilities. Eight major themes were identified from the interview and peer leaders reported positive experience of working in diverse environments and shouldering of responsibilities. Conclusions Peer-led mentoring provides a good opportunity for medical students to shoulder responsibilities as a leader and offers an experience of managing a team of their peers and juniors which in turn may enhance their communication, interpersonal, and leadership skills.

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Peer mentoring experience on becoming a good doctor: Student perspectives.

10.21203/rs.3.rs-41174/v2 ◽

2020 ◽

Author(s):

Mohd Syameer Firdaus Mohd Shafiaai ◽

Amudha Kadirvelu ◽

Narendra Pamidi

Keyword(s):

Medical Students ◽

Time Management ◽

Peer Mentoring ◽

Mentoring Program ◽

Peer Leaders ◽

Undergraduate Medical Students ◽

Good Doctor ◽

Good Opportunity ◽

Constructive Feedback ◽

Post Test

Abstract Background: PASS is a peer-led structured academic mentoring program designed to provide academic assistance for new students in their transition from college to university studies and also for students struggling in certain units. This study aims to establish acquired skills by peer leaders associated with peer-led mentoring via the PASS program, and to explore the role played by these acquired skills in their journey to become a successful doctor.Methods: Study participants were forty selected second-year undergraduate medical students at Monash University Malaysia with commendable examination results. Validated pre-test and post-test questionnaires were administered to explore changes in the level of communication, leadership, professional, and pedagogical skills before and after participation in peer mentoring program. Qualitative analysis of focused group interviews was performed by an independent investigator to identify how the skills developed as a peer mentor may help with becoming a good doctor. Major themes were identified with the thematic-analysis approach.Results: Thirty-eight students completed the pre-test and post-test questionnaires. Peer leaders reported improvement in oral and written skills for teaching; increased confidence to give constructive feedback; better stress management; efficient time management; improved interpersonal skills; and enhanced problem-solving and critical thinking capabilities. Eight major themes were identified from the interview and peer leaders reported positive experience of working in diverse environments and shouldering of responsibilities.Conclusions: Peer-led mentoring provides a good opportunity for medical students to shoulder responsibilities as a leader and offers an experience of managing a team of their peers and juniors which in turn may enhance their communication, interpersonal, and leadership skills.

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Peer mentoring experience on becoming a good doctor: Student perspectives.

10.21203/rs.3.rs-41174/v3 ◽

2020 ◽

Author(s):

Mohd Syameer Firdaus Mohd Shafiaai ◽

Amudha Kadirvelu ◽

Narendra Pamidi

Keyword(s):

Medical Students ◽

Time Management ◽

Peer Mentoring ◽

Mentoring Program ◽

Peer Leaders ◽

Undergraduate Medical Students ◽

Good Doctor ◽

Good Opportunity ◽

Constructive Feedback ◽

Post Test

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Multidisciplinary approach of teaching radiology to medical students in Egypt: Is this an effective method?

Egyptian Journal of Radiology and Nuclear Medicine ◽

10.1186/s43055-021-00672-1 ◽

2021 ◽

Vol 52 (1) ◽

Author(s):

Yasmeen Nabhani ◽

Victoria K. Xie ◽

Mohamed Badawy ◽

Rehan Karim ◽

Umayma Abdullatif ◽

...

Keyword(s):

Medical Students ◽

Test Scores ◽

Multidisciplinary Approach ◽

Average Score ◽

Undergraduate Medical Students ◽

Score Improvement ◽

Multidisciplinary Education ◽

Before And After ◽

Post Test ◽

Clinical Case Scenarios

Abstract Background In multidisciplinary education, different perspectives from more than one discipline are used to illustrate a certain topic. The aim of this study was to evaluate the effectiveness of an online, multidisciplinary radiology curriculum to teach radiology to medical students in Egypt. A multidisciplinary team of radiologists, surgeons, and internists taught a series of 5 case-based radiology sessions on a web conference platform. Topics included common clinical case scenarios for various body systems. Undergraduate medical students across Egypt were enrolled in the course. A pre-test–post-test design was used to evaluate the efficacy of each session. Upon course completion, students filled out a subjective survey to assess the radiology education series. Results On average, 1000 students attended each session. For each session, an average of 734 students completed both the pre-test and post-test. There was a statistically significant increase in post-test scores compared to pre-test scores across all 5 sessions (p < 0.001) with an overall average score improvement of 63%. A subjective survey at the end of the course was completed by 1027 students. Over 96% of students found the lecture series to be a worthwhile experience that increased their imaging knowledge and interest in radiology, and that the use of a multidisciplinary approach added educational value. About 66% of students also reported that the session topics were “excellent and clinically important.” There was a marked increase in reported confidence levels in radiology competencies before and after attendance of the sessions. Conclusions An online radiology curriculum with a multidisciplinary approach can be implemented successfully to reach a large group of medical students and meet their educational objectives.

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A Theoretical Framework for the Development of Views of One’s Own Aging

Innovation in Aging ◽

10.1093/geroni/igaa057.017 ◽

2020 ◽

Vol 4 (Supplement_1) ◽

pp. 6-6

Author(s):

Sarah Marrs ◽

Jennifer Inker ◽

Madeline McIntyre ◽

Leland Waters ◽

Tracey Gendron

Keyword(s):

Older Adults ◽

Medical Students ◽

Assisted Living ◽

Health Professions ◽

Theoretical Framework ◽

Community Dwelling ◽

Mentoring Program ◽

Term Care ◽

Before And After ◽

Students Attitudes

Abstract Senior mentoring programs have been established that provide medical students exposure to a community-dwelling older adult mentor. The goal of these programs is to expose students to healthy older adults, increase knowledge of geriatrics, and prepare them to care for an aging population. However, even while participating in a senior mentoring program, health professions students still demonstrate some discriminatory language towards older adults (e.g., Gendron, Inker, & Welleford, 2018). In fact, research suggests ageist practices occur, intentionally or not, among all health professions and within assisted living and long-term care facilities (e.g., Bowling, 1999; Dobbs et al., 2008; Kane & Kane, 2005). There is reason to believe that how we feel about other older adults is a reflection of how we feel about ourselves as aging individuals. As part of an evaluation of a Senior Mentoring program, we found that students’ attitudes towards older adults were not significantly improved (t (92) = .38, p = .70). To further explore this, we collected subsequent qualitative data. Specifically, we asked students to respond to the open-ended prompt before and after completing their senior mentoring program: How do you feel about your own aging? Our findings have revealed just how complex students’ views towards aging and elderhood are, pointing to a need to develop a theoretical framework for how these views are formed. Thus, the results of this qualitative grounded theory study illustrate the stages of development medical students’ progress through as they come to accept themselves as aging humans.

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The effectiveness of a selective counseling prenhancing the sportsmanship of some of the teams of the College of Basic Education for group games

Modren Sport Journal ◽

10.54702/msj.2021.20.1.0111 ◽

2021 ◽

Vol 20 (1) ◽

pp. 0111

Author(s):

أ. د. عكلة سليمان الحوري م. د منهل خطاب سلطان

Keyword(s):

Basic Education ◽

Research Community ◽

Mentoring Program ◽

Counseling Program ◽

College Of Basic Education ◽

Before And After ◽

Post Test ◽

And Control ◽

Extension Program ◽

Experimental Group

Preparing a selective mentoring program in the field of enhancing the sportsmanship of some of the College of Basic Education teams in group games. Knowing the effectiveness of the selective counseling program on the sports spirit of some of the teams of the College of Basic Education in group games. The two researchers used the experimental method for its suitability and the nature of the research, and the research community consisted of the 38 players in the futsal, volleyball and basketball teams, and the research sample consisted of (24 players) representing 63.15% of the research community. The sample was divided into two experimental and control groups. Using the random selection method by lot and by (12) players for each group divided into three games and by (4) for each game. The measure of sportsmanship was applied before and after the application of the selective extension program, and we were keen to provide the same conditions in the two applications, and the researchers reached:1. The effectiveness of the selective counseling program in improving the level of sportsmanship among some of the teams of the College of Basic Education in the group games of halls.2. The presence of significant differences between the pre and post tests in sportsmanship in favor of the post test of the experimental group. The presence of significant differences between the control and experimental groups in the two post-tests in sportsmanship and in favor of the post test of the experimental group

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Communication behaviours of undergraduate medical students before and after training

British Journal of Medical Psychology ◽

10.1111/j.2044-8341.1984.tb01587.x ◽

1984 ◽

Vol 57 (1) ◽

pp. 97-100 ◽

Cited By ~ 3

Author(s):

C. B. Omololu

Keyword(s):

Medical Students ◽

Undergraduate Medical Students ◽

Before And After ◽

Communication Behaviours

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Fostering research skills in undergraduate medical students through Mentored Student Projects: Example from an Indian medical school

Kathmandu University Medical Journal ◽

10.3126/kumj.v8i3.6215 ◽

2012 ◽

Vol 8 (3) ◽

pp. 294-298 ◽

Cited By ~ 9

Author(s):

V Devi ◽

R R Abraham ◽

A Adiga ◽

K Ramnarayan ◽

A Kamath

Keyword(s):

Medical Students ◽

Time Management ◽

Scientific Reasoning ◽

Team Work ◽

Undergraduate Medical Students ◽

Research Skills ◽

Cross Sectional ◽

Medical College ◽

Positive Attitudes ◽

Student Projects

Background Healthcare decision-making is largely reliant on evidence–based medicine; building skills in scientific reasoning and thinking among medical students becomes an important part of medical education. Medical students in India have no formal path to becoming physicians, scientists or academicians. Objectives This study examines students’ perceptions regarding research skills improvement after participating in the Mentored Student Project programme at Melaka Manipal Medical College, Manipal Campus, India. Additionally, this paper describes the initiatives taken for the continual improvement of the Mentored Student Project programme based on faculty and student perspectives. Methods At Melaka Manipal Medical College, Mentored Student Project was implemented in the curriculum during second year of Bachelor of Medicine and Bachelor of Surgery programme with the intention of developing research skills essential to the career development of medical students. The study design was cross-sectional. To inculcate the spirit of team work students were grouped (n=3 to 5) and each group was asked to select a research project. The students’ research projects were guided by their mentors. A questionnaire (Likert’s five point scale) on students’ perceptions regarding improvement in research skills after undertaking projects and guidance received from the mentor was administered to medical students after they had completed their Mentored Student Project . The responses of students were summarised using percentages. The median grade with inter-quartile range was reported for each item in the questionnaire. The median grade for all the items related to perceptions regarding improvement in research skills was 4 which reflected that the majority of the students felt that Mentored Student Project had improved their research skills. The problems encountered by the students during Mentored Student Project were related to time management for the Mentored Student Project and mentors. Results This study shows that students acknowledged that their research skills were improved after participating in the Mentored Student Project programme. Conclusions The Mentored Student Project programme was successful in fostering positive attitudes among medical students towards scientific research. The present study also provides scope for further improvement of the Mentored Student Project programme based on students’ and faculty perspectives.DOI: http://dx.doi.org/10.3126/kumj.v8i3.6215 Kathmandu Univ Med J 2010;8(3):294-8

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The value of a core clinical rotation in urology for medical students

Canadian Urological Association Journal ◽

10.5489/cuaj.3297 ◽

2015 ◽

Vol 9 (11-12) ◽

pp. 392 ◽

Cited By ~ 2

Author(s):

Premal Patel ◽

Jasmir G Nayak ◽

Thomas B McGregor

Keyword(s):

Medical Students ◽

Core Curriculum ◽

Medical Curriculum ◽

Foley Catheter ◽

Undergraduate Medical Students ◽

Exact Test ◽

Before And After ◽

Chi Squared ◽

Fourth Year Medical Students ◽

Mandatory Rotation

Introduction: In 2013, our institution underwent a change to the undergraduate medical curriculum whereby a clinical urology rotation became mandatory. In this paper, we evaluated the perceived utility and value of this change in the core curriculum.Methods: Third year medical students, required to complete a mandatory 1-week clinical urology rotation, were asked to complete a survey before and after their rotation. Fourth year medical students, not required to complete this rotation, were also asked to complete a questionnaire. Chi-squared and Fisher’s exact test were used for data analysis.Results: In total, 108 third year students rotated through urology during the study period. Of these, 66 (61%) completed the prerotation survey and 54 (50%) completed the post-rotation survey. In total, there were 110 fourth year students. Of these, 44 (40%) completed the questionnaire. After completing their mandatory rotations, students felt more comfortable managing and investigating common urological problems, such as hematuria and renal colic. Students felt they had a better understanding of how to insert a Foley catheter and felt comfortable independently inserting a Foley catheter. Importantly, students felt they knew when to consult urology and were also more likely to consider a career in urology. Compared to fourth year students, third year students felt urology was an important component to a family medicine practice and felt they had a better understanding of when to consult urology. Conclusion: The introduction of a mandatory urology rotation for undergraduate medical students leads to a perceived improvement in fundamental urological knowledge and skill set of rotating students. This mandatory rotation provides a valuable experience that validates its inclusion.

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