scholarly journals Student-Led Curricular Approaches in Medical Education: The Value-Added Effects of a Virtual Fundamentals of COVID-19 Course

2021 ◽  
Author(s):  
Megan Z. Chiu ◽  
Joseph M. Baker ◽  
Maritza Gomez ◽  
Cameron M. Brown ◽  
Abigail M. Brenner ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Value Added ◽  
Composite Score ◽  
Self Assessment ◽  
Call To Action ◽  
Future Clinical Practice ◽  
Fourth Year Medical Students ◽  
Strongly Agree ◽  
Composite Scores

Abstract Background As the field of education was adapting to virtual learning during the COVID-19 pandemic, a need quickly emerged for a course to prepare medical students for future clinical practice. This call to action was answered by creating an innovative Fundamentals of COVID-19 course at the Indiana University School of Medicine (IUSM). As a group of medical student leaders at IUSM, we developed this online course in order to support our fellow students and the community. The course was implemented in May 2020 and enrolled a total of 724 third- and fourth-year medical students. Subsequently, we carried out a research study about this student-led curricular approach and its implications for medical education. Methods The study examined the value-added educational effects of completing the Fundamentals of COVID-19 course. In order to examine these effects, the study asked enrolled students to complete both a pre- and post-course self-assessment survey. Students were asked an identical set of questions on each survey about their knowledge (7), skills (5), and abilities (5) (KSA) regarding COVID-19. Composite scores were created for each KSA learning domain. Responses were provided using a five-point Likert scale ranging from 1 = strongly disagree to 5 = strongly agree. Results Out of the 724 students enrolled, 645 students completed both the pre- and post-course assessment surveys. Findings show that there were both meaningful and statistically significant differences in students’ responses to the pre- and post-course surveys. Results show 1.) a significant mean increase in the knowledge composite score of 1.01, 95% CI [0.95, 1.06], t(644) = 36.4 , p <.001, d = 1.43; 2.) a significant mean increase in the skills composite score of .55, 95% CI [0.50, 0.60], t(644) = 20.70, p <.001, d = 0.81. and 3.) a significant mean increase of the abilities composite score of 1.02, 95% CI [.97, 1.07], t(644) = 36.56, p <.001, d = 1.44. Conclusions These findings demonstrate that the student-developed, online Fundamentals of COVID-19 course resulted in value-added educational effects. Overall, this study provides evidence to support virtually delivered, student-led curricular approaches in medical education.

scholarly journals Self-Assessment of Problem Solving Disposition in Medical Students

2014 ◽  
Vol 2014 ◽  
pp. 1-6
Author(s):  
Silvia Lizett Olivares-Olivares ◽  
Mildred Vanessa López-Cabrera
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Medical Students ◽  
Problem Solving ◽  
Medical Schools ◽  
Self Assessment ◽  
Competency Based Education ◽  
Competency Based ◽  
Future Demands ◽  
Disposition Model

Medical schools are committed to both students and society to develop capabilities required to succeed in health care environments. Present diagnosis and treatment methods become obsolete faster, demanding that medical schools incorporate competency-based education to keep pace with future demands. This study was conducted to assess the problem solving disposition of medical students. A three-subcategory model of the skill is proposed. The instrument was validated on content by a group of 17 experts in medical education and applied to 135 registered students on the sixth year of the M.D. Physician Surgeon program at a private medical school. Cronbach’s alpha indicated an internal consistency of 0.751. The findings suggest that selected items have both homogeneity and validity. The factor analysis resulted in components that were associated with three problem-solving subcategories. The students’ perceptions are higher in the pattern recognition and application of general strategies for problem solving subcategories of the Problem solving disposition model.

Undergraduate Dermatology Medical Education: Results of a Large-Scale Patient Viewing Program

2019 ◽  
Vol 23 (5) ◽  
pp. 482-487
Author(s):  
Brittany A. M. Waller ◽  
Annie Liu ◽  
Patrick Fleming ◽  
Perla Lansang
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Primary Care Physicians ◽  
Test Score ◽  
Large Scale ◽  
Self Perception ◽  
Self Assessment ◽  
Clinical Teachers ◽  
Assessment Scores ◽  
Difficult Time

Background: Delivering quality dermatologic instruction to medical students can be difficult; time constraints, limited clinical teachers, and a lack of standardization pose challenges. The literature suggests that many trainees and primary care physicians could benefit from increased clinical dermatology teaching. Objective: We sought to deliver and analyze the results of a large-scale patient-viewing undergraduate dermatology education program. Methods: A total of 250 third-year medical students participated in a 32-station patient-viewing program. Voluntary pre- and posttest surveys were administered to evaluate knowledge and self-perceived abilities in dermatology. The identical tests were composed of 20 multiple-choice and 5 self-perception questions. Results: The response rate for completion of pre- and posttests was 24% (N = 59). Pre- and postknowledge test score means were 69.0% and 93.20%, respectively. Pre- and post–self-perception test score means were 3.95/10 and 7.25/10, respectively. Positive student feedback was received on the patient-viewing educational experience. Conclusion: Improvements in knowledge scores and self-assessment scores support the potential integration of structured patient-viewing teaching into undergraduate dermatology medical education curricula.

scholarly journals Challenges and a Super Power: How Medical Students Understand and Would Improve Health in Neoliberal Times

2019 ◽  
Vol 46 (6) ◽  
pp. 851-865
Author(s):  
Eeva Sointu
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Health Behaviour ◽  
Common Sense ◽  
Social Inequalities ◽  
Qualitative Interviews ◽  
The United States ◽  
Health And Illness ◽  
Fourth Year Medical Students ◽  
Improve Health

Even though much research underscores the significance of social inequalities in illness, the health consequences of inequity tend to occupy a marginal position in medical education. Drawing on qualitative interviews with third and fourth year medical students, this paper explores how future doctors understand and would improve health in the United States. While participants with background in public health and policy understand that social inequalities shape health and access to care, many others emphasize individual behaviour and motivation as central to ill health. Emphasizing health behaviour aligns with biomedical understandings of disease, and also captures the hold of neoliberal values over ideas of health and illness. Focus on health behaviour also provides a means of ignoring the racist roots of enduring inequity that underlies much ill health. Making inequity more visible in medical education and practice necessitates recognizing the sway of neoliberal thought over common-sense ideas of health and illness.

scholarly journals Peak Performance: A Communications-Based Leadership and Teamwork Simulation for Fourth-Year Medical Students

2020 ◽  
Vol 7 ◽  
pp. 238212052092999
Author(s):  
Sarah Smithson ◽  
Gary Beck Dallaghan ◽  
Jason Crowner ◽  
Laura Trollinger Derry ◽  
Akshitha (Ammu) Vijayakumar ◽  
...  
Keyword(s):  
Medical Students ◽  
Leadership Competencies ◽  
Educational Activity ◽  
Peak Performance ◽  
Self Awareness ◽  
Self Assessment ◽  
Self Reflection ◽  
Simulation Based ◽  
Professional Coaching ◽  
Fourth Year Medical Students

Background: Medical education has traditionally been rooted in the teaching of health and disease processes, with little attention to the development of teamwork and leadership competencies. Objective: In an era of value-based health care provided by high-functioning teams, new approaches are needed to develop communication, leadership, and teamwork skills for medical students. Design: We designed and piloted a simulation-based educational activity called Peak Performance that linked a workbook, which focused on self-reflection on communication and leadership skills, with professional coaching. The simulation scenario placed students in the role of an upper-level resident on an inpatient service, followed by a small group debrief with students, a clinical faculty member, and a professional executive coach. After the debriefing session, students were invited to complete a self-reflection workbook within 1 week of the initial simulation. The final element of the curriculum was an individualized session with an executive coach. Peak Performance was offered to all fourth-year medical students enrolled in the Social and Health Systems Science required course at the University of North Carolina School of Medicine. Results: Pre-/post-self-assessments of leadership competencies were completed by students. Pre-simulation self-assessment scores ranged from 3.72 to 4.33 on a 5-point scale. The lowest scores were in “Managing Conflict” and “Managing Others.” The highest score was in “Self-Awareness.” The post-simulation scores decreased in every competency, with “Managing Others” dropping significantly from 3.72 pre-simulation to 3.36 post-simulation (0.31, P < .05). Satisfaction with the curriculum was high, as reflected by a Net Promoter Score of 91% (“excellent” > 50%). Conclusions: A novel simulation-based educational activity linked to professional coaching is a feasible and impactful strategy to develop leadership, communication, and teamwork skills in medical students. Student insight and self-awareness increased as evidenced by a decrease in competency self-assessment after guided reflection and individualized coaching.

scholarly journals Assessing medical students’ competence in calculating drug doses

Pythagoras ◽  
2013 ◽  
Vol 34 (2) ◽  
Author(s):  
Catherine Harries ◽  
Julia Botha
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Educational Interventions ◽  
Emergency Setting ◽  
Self Assessment ◽  
The Third ◽  
Before And After ◽  
Fourth Year Medical Students ◽  
Drug Doses ◽  
Small Group Tutorial

Evidence suggests that healthcare professionals are not optimally able to calculate medicine doses and various strategies have been employed to improve these skills. In this study, the performance of third and fourth year medical students was assessed and the success of various educational interventions investigated. Students were given four types of dosing calculations typical of those required in an emergency setting. Full competence (at the 100% level) was defined as correctly answering all four categories of calculation at any one time. Three categories correct meant competence at the 75% level. Interventions comprised an assignment with a model answer for self-assessment in the third year and a small group tutorial in the fourth year. The small groups provided opportunities for peer-assisted learning. A subgroup of 23 students received individual tuition from the lecturer prior to the start of the fourth year. Amongst the 364 eligible students, full competence rose from 23% at the beginning of the third year to 66% by the end of the fourth year. More students succeeded during the fourth than the third year of study. Success of small group tuition was assessed in a sample of 200 students who had formal assessments both before and after the fourth year tuition. Competence at the 75% level improved by 10% in attendees and decreased by 3% in non-attendees, providing evidence of the value of students receiving assistance from more able same-language peers. Good results were achieved with one-on-one tuition where individualised assistance allowed even struggling students to improve.

scholarly journals 54 Consistency in a Pediatric Developmental Disability Elective for Preclinical Medical Students: Five Years of Student Experience

2020 ◽  
Vol 25 (Supplement_2) ◽  
pp. e22-e23
Author(s):  
Irina Simin ◽  
Siobhan Thornton ◽  
Alexis Fong-Leboeuf ◽  
Debra Andrews
Keyword(s):  
Medical Students ◽  
Developmental Disabilities ◽  
Interdisciplinary Teams ◽  
Assistive Technologies ◽  
Comfort Level ◽  
Treatment Programs ◽  
Self Assessment ◽  
Breaking Bad ◽  
Future Clinical Practice ◽  
Developmental Age

Abstract Background There is an increasing recognition for medical students to receive more training in caring for patients with developmental disabilities (PWDD). Studies have found that providing training and encounter opportunities with PWDD for medical students improves their attitudes, comfort level, and knowledge. PWDD can have more sensitivity to changes in health than others, highlighting the importance of providing educational opportunities for medical professionals. To mitigate these outcomes, this preclinical 12-hour elective: “Developing Skills for Developmental Disabilities” (DSDD) was developed with the primary learning objective of improving students’ knowledge of and attitudes toward developmental disabilities in pediatrics. Objectives The current study’s objective was to evaluate the consistency of students’ perceived confidence ratings in assessing and managing children presenting with developmental delay or disability, despite changes in workplace educational setting across 5 years. Design/Methods Students received 6 hours of content-specific didactic teachings in addition to the standard second year developmental pediatrics curriculum. Content was provided by a team of developmental pediatricians and physiatrists. Didactic session topics included child development, estimating developmental age, assistive technologies, and breaking bad news, to supplement the 6 hours of clinical experience at a rehabilitation hospital. Students attended medical assessments with the opportunity to conduct a brief interview with the child’s family, observe pediatric PWDD in treatment programs, and interact with interdisciplinary teams. Students were given pre- and post-elective self-assessment surveys administered on a 5-point Likert scale. Questions pertained to students’ self-perceived comfort and knowledge regarding pediatric PWDD. Scores pre- and post-elective were used to calculate relative improvement of participants. Results 120 students enrolled in DSDD, with 94 students meeting elective requirements. On average, 77.2% (SD = 6.2%) of students were female and 81.4% (SD = 12.9%) reported having prior experience with PWDD. Statistically significant (p&lt;0.05) relative improvements were present in 9 of 10 scores for 2 of 5 years and all 10 in the other 3 years. Improved scores involved increases in confidence in interacting with PWDD, taking histories, recommending appropriate resources to families, and estimating developmental age. Conclusion DSDD may support acquisition of clinically relevant skills beyond those learned in the standard curriculum, as students consistently reported improvements in confidence across the same domains over 5 cohort years of this elective. The demonstration of maintained improvement is important because it may be translatable to future clinical practice and have implications towards optimizing outcomes for pediatric PWDD.

Student-perceived benefit from otolaryngology theatre attendance

2005 ◽  
Vol 119 (4) ◽  
pp. 293-298 ◽  
Author(s):  
M S W Lee ◽  
M-L Montague ◽  
S S M Hussain
Keyword(s):  
Medical Students ◽  
Confidence Interval ◽  
Medical School ◽  
Questionnaire Survey ◽  
Undergraduate Curriculum ◽  
Operating Theatre ◽  
Student Expectations ◽  
Perceived Benefit ◽  
Fourth Year Medical Students ◽  
Strongly Agree

The value of theatre attendance by undergraduates is uncertain. This study aimed to evaluate the perceived benefits of attending operating theatre sessions during undergraduate otolaryngology attachments. The study comprised a questionnaire survey carried out in a university medical school. Fourth-year medical students were asked to complete a questionnaire at the end of their two-week attachment in otolaryngology. Completed questionnaires were returned by 152 students. The three most common student expectations were to see and learn common ENT operations, to see the anatomy involved and to learn about the disease being operated upon. Sixty per cent of students reported that their expectations had been met. On a Likert scale from 1 (strongly disagree) to 7 (strongly agree), the importance of theatre attendance as part of the curriculum was rated to be 4.7 (95 per cent confidence interval (CI) = 3.7 to 4.2) and the satisfaction of educational needs in operating theatre teaching was rated to be 3.9 (95 per cent CI = 3.7 to 4.2). Students perceived attending otolaryngology theatre sessions to be beneficial. This information is important in the planning of the otolaryngology undergraduate curriculum.

scholarly journals Planning virtual residency interviews as a result of COVID-19: insight from residency applicants and physicians conducting interviews

2021 ◽  
pp. postgradmedj-2020-139182
Author(s):  
Jacob Shreffler ◽  
Melissa Platt ◽  
Selena Thé ◽  
Martin Huecker
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
High Agreement ◽  
Limited Ability ◽  
Interview Process ◽  
Matching Process ◽  
Careful Preparation ◽  
Residency Programme ◽  
Fourth Year Medical Students ◽  
Survey Results

BackgroundIn response to the COVID-19 pandemic, the 2020–2021 residency interview process will undergo significant changes. Residency programme stakeholders would benefit from knowledge on what students and physicians expect from this process.ObjectiveThe purpose of the study was to describe and contrast the perspectives of student applicants and interviewing physicians related to the residency programme virtual interview process.MethodsA survey consisting of 24 Likert statements was administered across listservs in summer 2020 to physicians (attendings and residents who interview medical students). Medical students also received an anonymous survey and were recruited via email to participate.ResultsA total of 155 individuals (104 fourth-year medical students and 51 physicians) completed a survey. Results showed students would prefer in-person interviews over virtual. Residency applicants had high agreement on the limited ability to fully assess the programme and city due to virtual interviews. Individuals with lower step 1 scores had higher agreement on preferring in-person interviews. Individuals in the lowest and highest scoring groups appear more worried about the representation of themselves as a result of virtual interviews. Furthermore, applicants feel that more weight will be placed on steps 1 and 2 scores and class ranks, and they may not be able to fully demonstrate their personality compared with interviewers.ConclusionThe result of COVID-19 has created challenges and subsequent reshuffling of medical education requiring careful preparation and planning. This study provides insight for residency programmes to better understand the applicants’ expectations for the 2020–2021 residency interview and matching process.

scholarly journals JGME-ALiEM Hot Topics in Medical Education Online Journal Club: An Analysis of a Virtual Discussion About Resident Teachers

2015 ◽  
Vol 7 (3) ◽  
pp. 437-444 ◽  
Author(s):  
Jonathan Sherbino ◽  
Nikita Joshi ◽  
Michelle Lin
Keyword(s):  
Social Media ◽  
Medical Education ◽  
Medical Students ◽  
Journal Club ◽  
Self Assessment ◽  
Online Journal ◽  
Teacher Resources ◽  
Education Community ◽  
Multicenter Survey ◽  
Social Media Platforms

ABSTRACT Background  In health professionals' education, senior learners play a key role in the teaching of junior colleagues. Objective  We describe an online discussion about residents as teachers to highlight the topic and the online journal club medium. Methods  In January 2015, the Journal of Graduate Medical Education (JGME) and the Academic Life in Emergency Medicine blog facilitated an open-access, online, weeklong journal club on the JGME article “What Makes a Great Resident Teacher? A Multicenter Survey of Medical Students Attending an Internal Medicine Conference.” Social media platforms used to promote asynchronous discussions included a blog, a video discussion via Google Hangouts on Air, and Twitter. We performed a thematic analysis of the discussion. Web analytics were captured as a measure of impact. Results  The blog post garnered 1324 page views from 372 cities in 42 countries. Twitter was used to endorse discussion points, while blog comments provided opinions or responded to an issue. The discussion focused on why resident feedback was devalued by medical students. Proposed explanations included feedback not being labeled as such, the process of giving delivery, the source of feedback, discrepancies with self-assessment, and threats to medical student self-image. The blog post resulted in a crowd-sourced repository of resident teacher resources. Conclusions  An online journal club provides a novel discussion forum across multiple social media platforms to engage authors, content experts, and the education community. Crowd-sourced analysis of the resident teacher role suggests that resident feedback to medical students is important, and barriers to student acceptance of feedback can be overcome.

scholarly journals Otolaryngology Residency Application during the SARS-CoV-2 (COVID-19) Pandemic

2020 ◽  
Vol 163 (1) ◽  
pp. 89-90 ◽  
Author(s):  
Pompeyo R. Quesada ◽  
Roberto N. Solis ◽  
Rodney C. Diaz ◽  
Shannon M. Kraft
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Medical Students ◽  
Fourth Year Medical Students ◽  
Residency Application

The escalation of the COVID-19 pandemic has affected health care at every level, including medical education. As some fourth-year medical students graduate early to join the front lines, we must now turn our attention to those trainees in their penultimate year. In this commentary, we address the unique dilemmas facing otolaryngology residency candidates for the 2020-2021 cycle, with a focus on those applicants with no institutional otolaryngology department.

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