scholarly journals Experience of Using An e-portfolio In Clinical Practice at a Medical School

2021 ◽  
Author(s):  
Mi Ryoung Song ◽  
Ji Hye Yu ◽  
Mi Jin Lee ◽  
Su Kyung Lee ◽  
Mi Ran Kim ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Medical School ◽  
Empirical Studies ◽  
Electronic Portfolio ◽  
Learning Ability ◽  
Learning Performance ◽  
Obstetrics And Gynecology ◽  
Self Reflection ◽  
Fifth Grade Students

Abstract Background: The electronic portfolio(e-portfolio) is a useful tool for storing learning-related information, gathering and organizing learning evidence, and demonstrating student learning and growth over time. According to various studies, e-portfolio content criteria should be kept simple and adaptable in relation to educational aims. However, there is a paucity of empirical studies on whether the content composition of an e-portfolio as seen by learners using the real e-portfolio is acceptable. The purpose of this study is to determine whether the appropriateness of electronic portfolio content items and feedback affects self-reflection and learning ability in clinical practice for medical students who used an electronic portfolio.Methods: This research was carried out in 2020 with 40 fifth-grade students at Ajou University College of Medicine in Korea. The benefits and utility of e-portfolios were investigated in clinical practice courses in pediatrics, obstetrics and gynecology, and neurology. Descriptive statistics, analysis of variance (ANOVA), correlation analysis, and a regression analysis were performed on the obtained data.Results: Satisfaction with neurology was the greatest among the clinical practice courses in pediatrics, obstetrics and gynecology, and neurology as compared to clinical practice course using an e-portfolio for the first time. Self-reflection, learning performance improvement, and prompt feedback were all found to be more satisfying than in previous clinical practice courses. Furthermore, as the quantity of content items in the e-portfolio dropped and the faculty in charge rapidly provided feedback, medical students' satisfaction with e-portfolio usage increased.Conclusions: The number of content items in the e-portfolio decreased as the number of content items in the e-portfolio declined in the clinical practice course of the medical school; moreover, the faculty in charge provided timely feedback. This suggests that for medical students to effectively use the e-portfolio in the clinical practice course, a plan should be developed to reduce the number of e-portfolio content items. Subsequently, there should be a focus on the most important items while considering the unique characteristics of each clinical practice course. It also indicates that professors should provide prompt feedback on students' academic performances.

scholarly journals Can Medical School Performance Predict Residency Performance? Resident Selection and Predictors of Successful Performance in Obstetrics and Gynecology

2010 ◽  
Vol 2 (3) ◽  
pp. 322-326 ◽  
Author(s):  
Hindi E. Stohl ◽  
Nancy A. Hueppchen ◽  
Jessica L. Bienstock
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Residency Program ◽  
Standardized Test ◽  
Univariate Analysis ◽  
Evaluation Criteria ◽  
Evaluation Process ◽  
Obstetrics And Gynecology ◽  
Fisher Exact Test ◽  
Application Service

Abstract Background During the evaluation process, Residency Admissions Committees typically gather data on objective and subjective measures of a medical student's performance through the Electronic Residency Application Service, including medical school grades, standardized test scores, research achievements, nonacademic accomplishments, letters of recommendation, the dean's letter, and personal statements. Using these data to identify which medical students are likely to become successful residents in an academic residency program in obstetrics and gynecology is difficult and to date, not well studied. Objective To determine whether objective information in medical students' applications can help predict resident success. Method We performed a retrospective cohort study of all residents who matched into the Johns Hopkins University residency program in obstetrics and gynecology between 1994 and 2004 and entered the program through the National Resident Matching Program as a postgraduate year-1 resident. Residents were independently evaluated by faculty and ranked in 4 groups according to perceived level of success. Applications from residents in the highest and lowest group were abstracted. Groups were compared using the Fisher exact test and the Student t test. Results Seventy-five residents met inclusion criteria and 29 residents were ranked in the highest and lowest quartiles (15 in highest, 14 in lowest). Univariate analysis identified no variables as consistent predictors of resident success. Conclusion In a program designed to train academic obstetrician-gynecologists, objective data from medical students' applications did not correlate with successful resident performance in our obstetrics-gynecology residency program. We need to continue our search for evaluation criteria that can accurately and reliably select the medical students that are best fit for our specialty.

scholarly journals PECULIARITIES OF INDEPENDENT WORK IN THE STUDY OF "CLINICAL PRACTICE" DISCIPLINE BY MEDICAL STUDENTS OF COURSE V AT OBSTETRICS AND GYNECOLOGY DEPARTMENT NAMED AFTER I.D.LANOVYY

2021 ◽  
pp. 126-130
Author(s):  
Yu. B. Motsyuk
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Extracurricular Activities ◽  
Professional Competence ◽  
Clinical Signs ◽  
Educational Process ◽  
Obstetrics And Gynecology ◽  
Professional Skills ◽  
Important Place ◽  
Independent Work

The article highlights the features of independent work in the study of "Clinical Practice" by 5th-year medical students at the Department of Obstetrics and Gynecology. The article shows that well-organized independent work creates favorable conditions for the development of cognitive abilities of students and intensification of their work in obstetrics and gynecology. Practical self-training of medical students is a mandatory component of the educational and professional program to obtain a qualification level and aims to acquire their professional skills and abilities. Independent work is one of the most important components of the educational process, which involves the integration of different types of individual and collective learning activities, which is carried out both in classroom, extracurricular activities, without the participation of the teacher and under his direct supervision. Introduction of independent educational and cognitive activities and innovative approaches to its organization in the educational process is a qualitative step of the entire system of higher education because this process contributes to the advancement of students from education and the acquisition of knowledge to the skills and abilities of self-education. Clinical practice in obstetrics and gynecology is a process of consolidating theoretical knowledge, practical skills and abilities acquired in the process of student learning. The discipline includes practical classes and independent work of the student. Clinical practice occupies an important place in the training of physicians and the opportunity to consolidate their knowledge, skills and abilities and expand professional competence. The knowledge that students receive during clinical practice will allow them to conduct optimal treatment, to detect early clinical signs of the disease. Prospective physicians in senior courses study clinical disciplines to obtain high qualifications. Clinical practice for students is an important element of the process of training a highly qualified doctor and improves the effectiveness of training. An important role in the system of preparing students for acquisition practical professional skills and abilities of a doctor are assigned to clinical practice, which provides a combination of theoretical and practical components of training and is aimed at forming the ability of future doctors to practice medicine. Consolidate and deepen the ability to rational choice of therapy taking into account the mechanism of action, diagnosis, etiology, pathogenesis of the disease. Clinical practice includes practical classes and independent work of students. The normative discipline "Clinical Practice" is aimed at the development, first of all, of the professional competencies of the future doctor, is professionally oriented in the field of health care, which in turn contributes to the effective preparation of students. The discipline "Clinical Practice", which is mastered by 5th year medical students is formed as a set of closely related content modules, which are logical complete parts of theoretical and practical educational material corresponding to a particular object.

Articulating Practices: Methods and Experiences

1996 ◽  
Vol 1 (2-3) ◽  
pp. 239-247 ◽  
Author(s):  
Arlene M. Katz ◽  
John Shotter
Keyword(s):  
United States ◽  
Primary Care ◽  
Clinical Practice ◽  
Medical Students ◽  
Medical School ◽  
Primary Care Physicians ◽  
Ethical Issues ◽  
Medical Knowledge ◽  
The United States ◽  
Mentoring Program

In this article we describe an experimental mentoring program conducted in a major medical school in the Northeast of the United States. In it, primary care physicians mentored medical students in the course of conducting their daily practices. All involved were trained in a special reflecting practice that led them to focus on, and to discuss, concrete events occurring during the day. We illustrate how, both in pairs and in larger meetings, in discussing events within their practice together that they were 'struck by', student-mentees not only came to a more practical grasp of the medical knowledge of the classroom and textbook, but that all involved in the program came to create between them a resourceful community. At work within this program was a practice that functioned, not only to help the students, but the whole ongoing practice: for within it, besides moments of teaching, where other kinds of shared moments to do with the details of clinical practice, ethical issues, administrative problems, and so on — with all involved helping each other with what we have called the appreciative evaluation and elaboration of their practices.

scholarly journals Delivering Bad News: Aspects to Consider When Training Medical Students and Residents

2009 ◽  
Vol 3 (4) ◽  
pp. 65-68 ◽  
Author(s):  
Jose Leonardo Loaiza ◽  
Ana Maria Arroyave
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Real Time ◽  
Bad News ◽  
Obstetrics And Gynecology ◽  
Formal Training ◽  
Fetal Malformation ◽  
Fetal Demise ◽  
Delivering Bad News ◽  
Tremendous Impact

Abstract Ultrasound advances have made a tremendous impact in the field of obstetrics and gynecology. The routinely use of this technology has allowed doctors to diagnose medical conditions in real time. When ultrasound reveals a serious diagnosis or a finding of concern (i.e. fetal demise, fetal malformation, a suspicious mass), communicating bad news to the patient and family represents a challenge that most doctors don't feel comfortable doing. In the following section we will present a clinical vignette, that involves a fetus with multiple structural malformations diagnosed by ultrasound, to show some general principles that can help physicians to break bad news. We also highlight the importance of incorporating formal training in medical school to help students become familiar and more comfortable delivering bad news.

National Standards in Pathology Education: Developing Competencies for Integrated Medical School Curricula

2014 ◽  
Vol 138 (3) ◽  
pp. 328-332 ◽  
Author(s):  
Moshe Sadofsky ◽  
Barbara Knollmann-Ritschel ◽  
Richard M. Conran ◽  
Michael B. Prystowsky
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Medical School ◽  
Organ System ◽  
Learning Objectives ◽  
National Standards ◽  
Rapid Expansion ◽  
Disease Mechanisms ◽  
Basic Competencies ◽  
Diagnostic Medicine

Context.—Medical school education has evolved from department-specific memorization of facts to an integrated curriculum presenting knowledge in a contextual manner across traditional disciplines, integrating information, improving retention, and facilitating application to clinical practice. Integration occurs throughout medical school using live data-sharing technologies, thereby providing the student with a framework for lifelong active learning. Incorporation of educational teams during medical school prepares students for team-based patient care, which is also required for pay-for-performance models used in accountable care organizations. Objective.—To develop learning objectives for teaching pathology to medical students. Given the rapid expansion of basic science knowledge of human development, normal function, and pathobiology, it is neither possible nor desirable for faculty to teach, and students to retain, this vast amount of information. Courses teaching the essentials in context and engaging students in the learning process enable them to become lifelong learners. An appreciation of pathobiology and the role of laboratory medicine underlies the modern practice of medicine. As such, all medical students need to acquire 3 basic competencies in pathology: an understanding of disease mechanisms, integration of mechanisms into organ system pathology, and application of pathobiology to diagnostic medicine. Design.—We propose the development of 3 specific competencies in pathology to be implemented nationwide, aimed at disease mechanisms/processes, organ system pathology, and application to diagnostic medicine. Each competency will include learning objectives and a means to assess acquisition, integration, and application of knowledge. The learning objectives are designed to be a living document managed (curated) by a group of pathologists representing Liaison Committee on Medical Education–accredited medical schools nationally. Conclusions.—Development of a coherent set of learning objectives will assist medical students nationally to gain the basic competencies in pathology necessary for clinical practice. Having national standards for competencies preserves schools' independence in specific curriculum design while assuring all students meet the evolving needs of medical practice.

scholarly journals Letter to the Editor

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Fathima Rawther ◽  
Justin Collis
Keyword(s):  
Public Health ◽  
Clinical Practice ◽  
Medical Students ◽  
Medical School ◽  
Clinical Application ◽  
Evidence Based Medicine ◽  
Medical Schools ◽  
Fluid Administration ◽  
Evidence Based ◽  
Based Medicine

Dr. Bharathy Kumaravel   Journal of Medical Education Research University of Buckingham Press 51 Gower Street London WC1E 6HJ   9th June 2021   Dear Editor,   Evidence-based medicine (EBM) has become the gold standard for clinical decision-making and customary practice over the last few decades. As recently qualified junior NHS doctors, the COVID-19 pandemic has highlighted the practical relevance and importance of developing the skills of effective literature search and critical appraisal to be able to utilise it in our daily clinical practice.   This letter is to bring to your kind attention our own reflection of training opportunities we had in relation to EBM and public health in our undergraduate curriculum. This training has helped us to survive our initial clinical years, made even more challenging by COVID-19 and ever-evolving medical knowledge.  As per Meats, Heneghan, Crilly and Glasziou (2009) there is significant variation in EBM undergraduate teaching in medical schools in the UK and although core EBM topics are taught in theory, relatively few medical students gain the opportunity to practice or assess such skills.    As medical students at the University of Buckingham Medical School (UBMS), we formed a group called ‘UBMS public health crew’. We were able to go into community lunch clubs and conduct one-to-one interviews with the elderly ethnic minority communities to gain their perceptions and possible barriers they face regarding influenza vaccination uptake. We also had the annual EBM conference conducted by the medical school where we were able to submit our reports of concise and efficient implementation of EBM on clinical questions we formed during our clinical years. These were then showcased as posters, with the best examples also being presented with a prize of EBM champion for the best presentation. To our knowledge, student initiatives surrounding the clinical application of EBM is unique to University of Buckingham.   The culmination of this training resulted in us continuing to incorporate EBM into our clinical practice and with the onset of the COVID-19 pandemic, it showed how EBM became almost a necessity in our clinical practice. During the initial wave, many junior doctors were redeployed to COVID specific wards. Clinicians caring for these patients were eager to learn more about the disease. As a result, at our hospital, a journal club was setup to critically analyse recent publications on COVID-19. A topic that was discussed was fluid administration in these patients. An initial management strategy had been to restrict fluid administration to these patients to avoid causing an acute respiratory distress syndrome. However, as more evidence emerged it became clear that this had potentially harmful effects. This led to the advocation of judicious fluid management. Our early exposure to the practical application of EBM has nurtured a dynamic approach to clinical medicine in a profession where what is best for the patient today is not necessarily the case tomorrow.   In addition to our clinical application, we have also continued our research on EBM teaching for medical students. By presenting our research with posters and publications we are continuing to expand our research on this field with further opportunities.   In conclusion, having formal modules on developing EBM skills as well as having interactive and real-time opportunities for medical students to expand on their EBM interests such as having community-based EBM projects and implementation of EBM in clinical practice are imperative to ensure future clinicians deliver scientifically sound clinical care that is in line with ever evolving medical research and to deal with unprecedented medical challenges.   Sincerely,   Dr. Fathima Rawther and Dr. Justin Collis Foundation Year 2 Doctors Royal Berkshire Hospital and Epsom & St Helier University Hospitals       References Meats, E., Heneghan, C., Crilly, M. and Glasziou, P., 2009. Evidence-based medicine teaching in UK medical schools. Medical Teacher, 31(4), pp.332-337.

scholarly journals Big Data for Biomedical Education with a Focus on the COVID-19 Era: An Integrative Review of the Literature

2021 ◽  
Vol 18 (17) ◽  
pp. 8989
Author(s):  
Rola Khamisy-Farah ◽  
Peter Gilbey ◽  
Leonardo B. Furstenau ◽  
Michele Kremer Sott ◽  
Raymond Farah ◽  
...  
Keyword(s):  
Medical Education ◽  
Big Data ◽  
Clinical Practice ◽  
Medical Students ◽  
Medical School ◽  
Learning Environments ◽  
Integrative Review ◽  
Medical Professionals ◽  
Review Of The Literature ◽  
Biomedical Education

Medical education refers to education and training delivered to medical students in order to become a practitioner. In recent decades, medicine has been radically transformed by scientific and computational/digital advances—including the introduction of new information and communication technologies, the discovery of DNA, and the birth of genomics and post-genomics super-specialties (transcriptomics, proteomics, interactomics, and metabolomics/metabonomics, among others)—which contribute to the generation of an unprecedented amount of data, so-called ‘big data’. While these are well-studied in fields such as medical research and methodology, translational medicine, and clinical practice, they remain overlooked and understudied in the field of medical education. For this purpose, we carried out an integrative review of the literature. Twenty-nine studies were retrieved and synthesized in the present review. Included studies were published between 2012 and 2021. Eleven studies were performed in North America: specifically, nine were conducted in the USA and two studies in Canada. Six studies were carried out in Europe: two in France, two in Germany, one in Italy, and one in several European countries. One additional study was conducted in China. Eight papers were commentaries/theoretical or perspective articles, while five were designed as a case study. Five investigations exploited large databases and datasets, while five additional studies were surveys. Two papers employed visual data analytical/data mining techniques. Finally, other two papers were technical papers, describing the development of software, computational tools and/or learning environments/platforms, while two additional studies were literature reviews (one of which being systematic and bibliometric).The following nine sub-topics could be identified: (I) knowledge and awareness of big data among medical students; (II) difficulties and challenges in integrating and implementing big data teaching into the medical syllabus; (III) exploiting big data to review, improve and enhance medical school curriculum; (IV) exploiting big data to monitor the effectiveness of web-based learning environments among medical students; (V) exploiting big data to capture the determinants and signatures of successful academic performance and counteract/prevent drop-out; (VI) exploiting big data to promote equity, inclusion, and diversity; (VII) exploiting big data to enhance integrity and ethics, avoiding plagiarism and duplication rate; (VIII) empowering medical students, improving and enhancing medical practice; and, (IX) exploiting big data in continuous medical education and learning. These sub-themes were subsequently grouped in the following four major themes/topics: namely, (I) big data and medical curricula; (II) big data and medical academic performance; (III) big data and societal/bioethical issues in biomedical education; and (IV) big data and medical career. Despite the increasing importance of big data in biomedicine, current medical curricula and syllabuses appear inadequate to prepare future medical professionals and practitioners that can leverage on big data in their daily clinical practice. Challenges in integrating, incorporating, and implementing big data teaching into medical school need to be overcome to facilitate the training of the next generation of medical professionals. Finally, in the present integrative review, state-of-art and future potential uses of big data in the field of biomedical discussion are envisaged, with a focus on the still ongoing “Coronavirus Disease 2019” (COVID-19) pandemic, which has been acting as a catalyst for innovation and digitalization.

Informal learning during the standardized residency training in the context of “Internet plus:" an empirical research

2020 ◽  
Author(s):  
Li Lei ◽  
Ma Jun ◽  
Tian Xiaoling ◽  
Cui Huixian ◽  
Yang Zhifen
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Informal Learning ◽  
Residency Training ◽  
Postgraduate Medical Education ◽  
Empirical Studies ◽  
Descriptive Analysis ◽  
Great Influence ◽  
Self Control ◽  
Learning Ability

Abstract Background Informal learning refers to learners-sponsored, monitored and regulated learning method, which lays the foundation for medical life-long education of residents with sustainable self-learning ability and permanent learning behaviors. In this article the authors explore the academic value and significance in informal learning to improve the effectiveness for the standardized residency training in the context of “Internet plus” which combines technology with education to promote reforms for learning patterns. Standardized residency training started relatively late in China and there are less empirical studies targeted for the medical students in this phase. Based on it, this study aims to explore online informal learning behavior of medical students in residency training.Methods An empirical study was performed at the Fourth Hospital of Hebei Medical University in China where postgraduate medical education is being conducted. The study was implemented by questionnaire of the following aspects related to informal learning of residents as learning attitude, motivation, behavior and utilization of learning resources. Learning efficiency before and during COVID-19 is specifically surveyed and analyzed. 451 valid samples were collected to understand the situation of informal learning in the context of “Internet plus” and to find out interconnections among variables. The data from questionnaire has been analyzed through descriptive analysis, difference analysis and correlation regression analysis.Results Informal learning attitudes of residents in standardized training are of high recognition and strong learning belief but need better self-management; The intervention between informal learning motivation and behavior among the levels of self-control, learning target and utilization of online resources resulting in great influence of environmental and individual factors on self-efficacy. Relative weak ability appears in choosing, screening and utilizing effective information online without effective guidance from teachers.Conclusions In this study we innovatively propose appropriate and practical suggestions for researching methods in informal learning of postgraduate medical education in clinical setting during intensive online learning during COVID-19 period. The findings of this research have great significance in guiding learning paths, effects and development for informal learning of residents and put forward effective measures for the development of positive and sustainable informal learning in future career of the doctors-to-be.

Application of CBL Teaching Method Combined with Situational Simulation Teaching in Clinical Teaching of Anesthesiology and Its Influence on Improving Theoretical Knowledge and Clinical Practice Ability of Anesthesiology Medical Students

2021 ◽  
Vol 7 (5) ◽  
pp. 4332-4340
Author(s):  
Jiayu Lu ◽  
Jianhong Bai ◽  
Zhenpeng Liu ◽  
Songyuan Chi ◽  
Zhaoxiang Yu ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Interpersonal Communication ◽  
Clinical Teaching ◽  
Teaching Method ◽  
Reference Group ◽  
Learning Ability ◽  
Study Group ◽  
Theoretical Knowledge ◽  
Significant Difference

Objective. To analyze the application of case based learning (CBL) teaching method combined with situational simulation teaching in clinical teaching of anesthesiology and its influence on improving theoretical knowledge and clinical practice ability of anesthesiology medical students. Methods. 42 anesthesiology medical students who came to our hospital for internship from March 2019 to March 2020 were selected as the research objects, and were randomly divided into the study group and the reference group, with 21 students in each group. The CBL teaching method combined with situational simulation teaching was adopted for the study group, while the traditional teaching mode was adopted for the reference group. After the teaching, both groups of students were assessed in theory and skill operation, and the scores were compared. Results. There was no significant difference in gender ratio, average age, only-child or not, home address and aspiration to choose this major between the two groups (P>0.05). After training, the scores of theory test and skill operation in both groups were significantly higher than those before training (P<0.001), and the scores in the study group were significantly higher than those in the reference group (P<0.001). The scores of fill-in-the-blankquestions, noun explanations and essay questions of the study group were significantly higher than those of the reference group (P<0.001). The study group was better than the reference group in deepening learning and memory,improving autonomous learning ability, stimulating learning interest, and cultivating clinical thinking (P<0.05). The scores of professional practical ability, professionalattitude,management ability, interpersonal communication ability, professional development ability, and critical thinkingability in the study group were significantly higher than those in the reference group (P<0.05). After training, the humanistic care abilityscores of both groups were significantly higher than those before training (P<0.001), and the score in the study group was significantly higher than that in the reference group (P<0.001).The total recognition of the study group was significantly higher than that of the reference group (P<0.05). Conclusion. CBL teaching method combined with situational simulation teaching can significantly improve students’ mastery of theoretical knowledge and practical operation of clinical anesthesiology, and stimulate their humanistic care consciousness, which can lay the foundation for cultivating professional talents of anesthesiology in our hospital.

Sign in / Sign up

Export Citation Format

Share Document