scholarly journals An Intervention to Remediate Unprofessional Behaviours of Pre-Clinical Medical Students

2021 ◽  
Vol 13 (2) ◽  
pp. 83-90
Author(s):  
Chan Choong Foong ◽  
Nurul Atira Khairul Anhar Holder ◽  
Aswini R Dutt ◽  
Hidayah Mohd Fadzil
Keyword(s):  
Professional Development ◽  
Medical Students ◽  
Thematic Analysis ◽  
Hidden Curriculum ◽  
Healthcare Education ◽  
Medical Practitioners ◽  
Corrective Measures ◽  
Published Evidence ◽  
One Year

Remediating the unprofessional behaviours of medical students is essential because the unprofessional behaviours of medical practitioners could be traced back to their previous behaviours in medical schools. This study evaluated a programme that used reflection in remediating students with unprofessional behaviours. Personal and professional development (PPD) assignments have a “hidden curriculum” on professional behaviours expected of medical students. Seven students who repeatedly failed to complete the PPD assignments were required to attend a remediation programme. The remediation programme aims to help students reflect on their behaviours. They compared professional behaviours between medical practitioners and students and discussed unprofessional behaviours using actual cases. Thematic analysis was performed on the reflective essays of the students, collected at the beginning and the end of the remediation programme. At the beginning of the programme, students expressed anger because they felt that the PPD assignments were minor tasks. At the end of the programme, students expressed their regretful feelings; they recognised lessons learnt and developed corrective measures. A follow-up reported that the faculty no longer deemed the students unsatisfactory in their professional behaviours one year later. Reflection is recognised as useful in healthcare education, but there is a lack of published evidence to answer whether reflection can be learned. In this study, the students learnt to reflect on their previous professional behaviours, and they developed corrective measures to avoid the recurrence of these previous behaviours. The findings may imply that reflection could be taught and learned to cultivate professional behaviours among medical students.

Use of Trained Mothers to Teach Interviewing Skills to First-Year Medical Students: A Follow-up Study

PEDIATRICS ◽  
1977 ◽  
Vol 60 (2) ◽  
pp. 165-169 ◽  
Author(s):  
Paula L. Stillman ◽  
Darrell L. Sabers ◽  
Doris L. Redfield
Keyword(s):  
Medical Students ◽  
School Curriculum ◽  
Control Group ◽  
First Year ◽  
Feedback Session ◽  
Optimal Learning ◽  
Interviewing Skills ◽  
One Year ◽  
First Year Medical Students

This report describes an attempt to evaluate the effectiveness of "trained mother" interviews early in the medical school curriculum. As an adjunct to a first-year course that teaches interviewing techniques, half of the students were exposed to an interview with one of three trained mothers early in the course. This treatment interview was immediately followed by a feedback session which concentrated on the content and process of interviewing. At the end of the course, all students had an evaluative interview. Those students who had an initial interview and feedback session with a trained mother scored significantly higher on both the content and process of their interviews than the control group. This technique is an effective and efficient way to teach interviewing skills to medical students prior to entering any of their clinical clerkships. A follow-up assessment conducted one year later indicated that one interview with a trained mother is sufficient for optimal learning and that the skills learned are retained over at least that period of time.

scholarly journals Development, Implementation and Evaluation of A Pain Management and Palliative Care Educational Seminar for Medical Students

2014 ◽  
Vol 19 (5) ◽  
pp. 230-234 ◽  
Author(s):  
Denise Paneduro ◽  
Leah R Pink ◽  
Andrew J Smith ◽  
Anita Chakraborty ◽  
Albert J Kirshen ◽  
...  
Keyword(s):  
Palliative Care ◽  
Pain Management ◽  
Medical Students ◽  
Test Scores ◽  
Pain Education ◽  
Post Test ◽  
Based Instruction ◽  
One Year ◽  
Educational Seminar

BACKGROUND: Despite calls for the development and evaluation of pain education programs during early medical student training, little research has been dedicated to this initiative.OBJECTIVES: To develop a pain management and palliative care seminar for medical students during their surgical clerkship and evaluate its impact on knowledge over time.METHODS: A multidisciplinary team of palliative care and pain experts worked collaboratively and developed the seminar over one year. Teaching methods included didactic and case-based instruction, as well as small and large group discussions. A total of 292 medical students attended a seminar during their third- or fourth-year surgical rotation. A 10-item test on knowledge regarding pain and palliative care topics was administered before the seminar, immediately following the seminar and up to one year following the seminar. Ninety-five percent (n=277) of students completed the post-test and 31% (n=90) completed the follow-up test.RESULTS: The mean pretest, post-test and one-year follow-up test scores were 51%, 75% and 73%, respectively. Mean test scores at post-test and follow-up were significantly higher than pretest scores (all P<0.001). No significant difference was observed in mean test scores between follow-up and post-test (P=0.559), indicating that students retained knowledge gained from the seminar.CONCLUSIONS: A high-quality educational seminar using interactive and case-based instruction can enhance students’ knowledge of pain management and palliative care. These findings highlight the feasibility of developing and implementing pain education material for medical students during their training.

scholarly journals Medical students’ experiences of their own professional development during three clinical terms: a prospective follow-up study

2017 ◽  
Vol 17 (1) ◽  
Author(s):  
Susanne Kalén ◽  
Hanna Lachmann ◽  
Maria Varttinen ◽  
Riitta Möller ◽  
Tomas S. Bexelius ◽  
...  
Keyword(s):  
Professional Development ◽  
Medical Students ◽  
Follow Up Study

scholarly journals Radiology Interest Groups: A Recipe for Success

2020 ◽  
pp. 084653711989955 ◽  
Author(s):  
Jessica L. Dobson ◽  
Andrew Fenwick ◽  
Victoria Linehan ◽  
Angus Hartery
Keyword(s):  
Professional Development ◽  
Medical Students ◽  
Interest Groups ◽  
Thematic Analysis ◽  
Student Perspectives ◽  
Written Feedback ◽  
Practical Model ◽  
Preclinical Medical Students ◽  
Positive Results ◽  
Insight Into

Objectives: Radiology Interest Groups (RIGs) are valuable for medical students and the radiology profession. The purpose of this study is to identify key components of a successful RIG and to discuss how to optimize available resources to increase student engagement in radiology. Methods: Anonymous feedback forms (n = 478) completed by preclinical medical students attending 20 RIG events between September 2016 and May 2019 were analyzed. A five-point Likert-type scale was used to determine event effectiveness, and important themes reflecting student perspectives were identified using thematic analysis of freeform comments. Results: Based on Likert feedback, 75% to 78% of students had a positive experience of RIG events and believed sessions were relevant to their studies. 31% to 42% of students believed these events increased their interest or insight into radiology and influenced their career choice. Four representative themes were identified by qualitative analysis of written feedback: engagement, professional development, mentorship, and suggestions for improvement. These themes provided insight into student perspectives of our RIG, and, along with experience from the RIG organizers, the authors present elements perceived to have contributed to these positive results. Conclusion: Thematic analysis of feedback reveals that students consider interactive events, contribution to professional development, and the opportunity for mentorship valuable elements of a RIG. From the perspective of the organizing committee, we embody these aspects through careful planning, innovative events, and consistent debriefing. In this way, our RIG promotes the future of the radiology profession and serves as a practical model for other similar organizations.

Refractive Errors of Medical Students in Turkey: One Year Follow-Up of Refraction and Biometry

2007 ◽  
Vol 84 (3) ◽  
pp. 175-180 ◽  
Author(s):  
SUMRU ONAL ◽  
EBRU TOKER ◽  
ZIYA AKINGOL ◽  
GUL ARSLAN ◽  
SEMRA ERTAN ◽  
...  
Keyword(s):  
Medical Students ◽  
Refractive Errors ◽  
One Year

Evaluating neuropsychologically informed rehabilitation training for staff within a high secure intellectual disability service

2020 ◽  
Vol 11 (2) ◽  
pp. 61-73
Author(s):  
Phyllis Annesley ◽  
Zoe Hamilton ◽  
Roisin Galway ◽  
Samantha Akiens ◽  
Rachel Hicks ◽  
...  
Keyword(s):  
Intellectual Disabilities ◽  
Thematic Analysis ◽  
Challenging Behaviour ◽  
Content Type ◽  
Staff Members ◽  
Training Post ◽  
People With Intellectual Disabilities ◽  
Day Services ◽  
One Year

Purpose Neuropsychologically informed rehabilitation (NIR) is one approach to supporting people with intellectual disabilities, cognitive impairment and challenging behaviour. This study aims to evaluate a five-day training course in NIR for staff working with adult male offenders with intellectual disabilities in a high secure hospital. The impacts on both the staff who undertook the training and the patients with challenging behaviour were explored. Design/methodology/approach Participants were psychology, nursing and day services staff and male patients. The staff completed a post-training questionnaire and three measures at pre-NIR training, post-NIR training and one-year follow-up. Patients completed four questionnaire measures within the same periods. Findings NIR training was positively evaluated by staff. Staff members’ perceived efficacy in working with challenging behaviour significantly increased post-training which was maintained at follow-up. Thematic analysis showed that the training staff members built their confidence, knowledge and skills. Because of these being high to start with, the study could not evidence statistically significant changes in these. Thematic analysis yielded two main themes, namely, benefits and quality of training, each with their own subthemes. The impacts of the training on patients were difficult to assess related to various factors. Research limitations/implications The knowledge and confidence measures used were limited in scope with an experienced staff group and required development. Practical implications NIR training could assist staff in other secure and community settings in working with people with intellectual disabilities and challenging behaviours. Originality/value This study positively contributes to an area that requires more research.

Utilizing Surgical Bootcamps to Teach Core Entrustable Professional Activities to Senior Medical Students

2018 ◽  
Vol 84 (6) ◽  
pp. 783-788
Author(s):  
Jamie Heimroth ◽  
Victoria M. Jones ◽  
Jeffrey D. Howard ◽  
Erica R.H. Sutton
Keyword(s):  
Medical Students ◽  
Life Support ◽  
Boot Camp ◽  
Entrustable Professional Activities ◽  
Student Expectations ◽  
Effective Mechanism ◽  
Professional Activities ◽  
One Year ◽  
Senior Students

To promote residency preparedness, the Association of American Medical Colleges defined 13 core entrustable professional activities for entering residency (CEPAERs), which represent tasks that students should be able to perform on day one of residency. At the authors’ institution, a four-week surgery boot camp course is offered to senior medical students, which may provide an effective mechanism for teaching the CEPAERs. Nine senior students participating in a surgery boot camp course were subjected to pre- and post-course surveys. Student expectations were closely aligned with the CEPAERs. Competence was demonstrated in all CEPAERs; however, four students did require remediation with Advanced Cardiovascular Life Support before achieving competence. In the “death on the wards module,” we found a significant increase in student confidence (19.78, SD 1.47, P > 0.05 vs 31.56, SD 1.49, P < 0.01) and knowledge (16.11, SD 1.32, P > 0.05 vs 31.33, SD 2.04, P < 0.01). In a one-year follow-up survey, all participants agreed that the boot camp course was useful and positively impacted their intern year. Surgical boot camp courses provide an effective and reproducible means for teaching the CEPAERs and was found useful in preparing medical students for residency.

scholarly journals Group mentoring for junior medical students: perceptions of mentees and mentors

2009 ◽  
Vol 33 (4) ◽  
pp. 670-675 ◽  
Author(s):  
Maria de Fátima Aveiro Colares ◽  
Margaret de Castro ◽  
Cristiane Martins Peres ◽  
Afonso Diniz Costa Passos ◽  
José Fernando de Castro Figueiredo ◽  
...  
Keyword(s):  
Professional Development ◽  
Medical Students ◽  
Personal Development ◽  
Faculty Members ◽  
Mentoring Programs ◽  
First Year ◽  
Mentoring Program ◽  
First Year Students ◽  
Group Mentoring ◽  
One Year

Entering medical school can be associated with a number of difficulties that can hinder students' performance. Mentoring programs are designed to help students circumvent difficulties and improve their learning and personal development. The current study aimed to evaluate the perceptions of both students and mentors regarding a recently introduced, group-based mentoring program designed to support first-year students. After one year of regular meetings, students and mentors' perceptions of the program were assessed by means of structured questionnaires. Response content categories were identified through multiple readings. Both regular attendees and non-participating students had positive opinions about the program. Mentors were highly satisfied at having participated and acknowledged that the program has been useful not only for assisting students, but also for fostering their own personal and professional development. In conclusion, the group-based mentoring program is feasible and can elicit positive views from both mentors and students. In addition, faculty members' participation as mentors can also be beneficial, since the program appears to contribute to their own personal and professional development

scholarly journals Chinese medical students’ disposition for critical thinking: a mixed methods exploration

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Lei Huang ◽  
Angela Pei-Chen Fan ◽  
Na Su ◽  
Jessica Thai ◽  
Russell Olive Kosik ◽  
...  
Keyword(s):  
Medical Education ◽  
Critical Thinking ◽  
Longitudinal Study ◽  
Medical Students ◽  
Medical Training ◽  
Cross Sectional ◽  
Chinese Medical Students ◽  
One Year ◽  
The Impact

Abstract Background Critical thinking (CT) is an essential competency for medical students. This study’s aim was to evaluate Chinese medical students’ disposition for CT and to explore the impact of current trends in medical education on students’ CT development. Methods We used multistage stratified cluster sampling to recruit a total of 1241 medical students among five different years of training and from three medical institutions in China. The Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV) and self-reported information were used to collect cross-sectional data. Based on the data from the CTDI-CV, 112 medical students in clinical course training from a single institution continued one-year follow-up. Their one-year CTDI-CV score changes were collected regarding various medical education variables. Results The mean CTDI-CV score of the 1241 medical students was 287.04 with 729 (58.7%) students receiving a score of 280 or higher. There were statistically significant differences in schools attended(F = 3.84, P < 0.05), year of school attended(F = 10.32, P < 0.001), GPA(F = 6.32, P < 0.01), weekly time spent learning after class(F = 14.14, P < 0.001), attitude toward medicine(F = 28.93, P < 0.001), desire to be a doctor after graduation(t = − 3.35, P < 0.001), familiarity with CT(F = 20.40, P < 0.001), and perception of importance of CT(F = 22.25, P < 0.001). The participants scored the highest on the CTDI-CV subscales of “inquisitiveness” and the lowest on “truth seeking.” The 112 students in the longitudinal study had significantly lower total CT scores after one academic year follow-up. Conclusions Chinese medical students generally exhibited positive CT dispositions. The cross-sectional survey and one-year longitudinal study indicated that students’ CT disposition diminished as they progressed through traditional medical training. Our study contributes to understanding the status of Chinese medical education of and influential factors on medical students’ CT disposition.

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