Effect of Medical Student Contributions on Academic Productivity: Analysis of Student Authorship Over Time

How do people come to terms with the different aspects of their personality? What happens if we “cut away” the parts of ourselves we don’t like? In this work of philosophical short fiction, the world has two related species, humans as we know them, and “dividuals.” Dividuals are related to humans, but, unlike humans, have a trunk with different people, representing the different aspects of their personalities. Seizo is a medical student who is selected for an exchange program to work with, and learn from Osqaris, a dividual he is to have ongoing interactions with. Over time, they become friends. In the end, Seizo learns that he is part dividual, with mixed parents, but was born primarily human. Osqaris was also born of mixed parents, but born primarily dividual. They both, it seems, have struggled to come to terms with how to show, and cut out, the parts of their personality they wish to hide.

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Temporal changes in medical student perceptions of their clinical skills and needs using a repeated self-assessment instrument

BMC Medical Education ◽

10.1186/s12909-021-02985-1 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Patrick Barlow ◽

Robert Humble ◽

Amal Shibli-Rahhal

Keyword(s):

Differential Diagnosis ◽

Medical Student ◽

Communication Skills ◽

Clinical Skills ◽

Clinical Skill ◽

Perceived Competence ◽

Clinical Rotation ◽

Self Assessment ◽

Clinical Rotations ◽

Over Time

Abstract Background Medical student needs in clinical skill training may change over time, but data on this topic are limited. This study uses repeated self-assessments on clinical rotations during medical school to evaluate students’ perceptions of their clinical skill growth. Methods A self-assessment rating was completed by students during each clinical rotation as they progressed through their core clinical rotation year. The instrument consisted of questions on 5 clinical skill categories where students rated their performance as “below”, “at” or “above” expected, and open-ended questions on strengths and challenges. We evaluated changes in self-ratings between the first (n=136) and third (n=118) quarters by matched-pair analysis of the shift in responses between time points using a Sign Test. We also identified the main themes from the students’ responses to open-ended questions. Results We found 22.4 % and 13.3 % of students increased their self-assessment ratings on “Oral Presentation Skills” and on “Differential Diagnosis”, respectively. In contrast, perceived ability to communicate with patients saw the largest negative shifts. “Patient Interaction” was the most commonly identified area of strength and “Knowledge and Organization” was most frequently cited as a barrier. Conclusions Students demonstrated a positive shift in perceived competence in some core clinical skills that are not strongly emphasized in the preclinical curriculum, likely reflecting increased exposure over time. However, their perceived competence in communication skills declined. This may reflect initial over-estimation or true decline due to competing needs/interests. These patterns of change can inform the design of longitudinal curricula that anticipate and address students’ needs during clinical rotations, such as placing increased emphasis on presentation skills and differential diagnosis earlier in the curriculum, and adding more emphasis to communication skills in later phases.

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A New Reality: Experiences from Canadian Clerkship Medical Students during COVID-19

International Journal of Medical Students ◽

10.5195/ijms.2020.516 ◽

2020 ◽

Vol 8 (1) ◽

pp. 68-69

Author(s):

Jeffrey Leong ◽

Gurkaran S. Sarohia

Keyword(s):

Medical Student ◽

Medical Students ◽

Lived Experience ◽

Medical Training ◽

Student Responsibility ◽

Over Time

Medical students across the globe are being impacted by COVID-19. We are Canadian third year medical students who offer our experience as to how COVID-19 has impacted our medical training. We offer insight as to what medical students are doing despite being away from clinical duties. Questions regarding medical student responsibility during COVID-19 are raised. Our lived experience during this time will be beneficial to learn how the role of medical students during a pandemic evolve over time.

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How Do Students Self-assess: Comparing Student Self-assessment to Faculty and Resident Evaluations in Clerkship Rotations

10.21203/rs.3.rs-544230/v1 ◽

2021 ◽

Author(s):

Anthony J. Gaynier ◽

Jason Booza ◽

Diane L. Levine

Keyword(s):

Medical Student ◽

Medical Students ◽

State University ◽

Self Assessment ◽

Wayne State University ◽

School Of Medicine ◽

Self Assessments ◽

Over Time

Abstract Background: The literature suggests that medical student self-assessment often does not match the evaluations from faculty/residents but can improve over time and with practice. Additionally, there is literature that suggests women underestimate their abilities compared with their male counterparts. Results: Medical students at Wayne State University School of Medicine (WSUSOM) completed self-assessments using the same 11 competencies that they are evaluated by faculty/residents (evaluators). All students completed self-assessments. Overall medical students significantly overestimated their performance in all competencies compared with evaluators. Women assessed their ability underestimated their performance in 33% of competencies. Conclusion: Improving self-assessment may improve students’ abilities to become self-regulated life-long learners.

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Social transmission bias and the cultural evolution of folk-economic beliefs

Behavioral and Brain Sciences ◽

10.1017/s0140525x18000365 ◽

2018 ◽

Vol 41 ◽

Cited By ~ 3

Author(s):

David Hirshleifer ◽

Siew Hong Teoh

Keyword(s):

Cultural Evolution ◽

Social Transmission ◽

Cognitive Approach ◽

Economic Problems ◽

Economic Attitudes ◽

The Social ◽

Economic Beliefs ◽

Over Time

AbstractEvolved dispositions influence, but do not determine, how people think about economic problems. The evolutionary cognitive approach offers important insights but underweights the social transmission of ideas as a level of explanation. The need for asocialexplanation for the evolution of economic attitudes is evidenced, for example, by immense variations in folk-economic beliefs over time and across individuals.

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Do student perceptions of their dental curriculum change over time?

Journal of Dental Education ◽

10.1002/j.0022-0337.1998.62.11.tb03260.x ◽

1998 ◽

Vol 62 (11) ◽

pp. 934-937 ◽

Cited By ~ 3

Author(s):

NW Berk ◽

JM Close ◽

RJ Weyant

Keyword(s):

Student Perceptions ◽

Curriculum Change ◽

Change Over Time ◽

Dental Curriculum ◽

Over Time

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Articulatory Generalization in Two Word-Medial, Ambisyllabic Contexts

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1903.251 ◽

1988 ◽

Vol 19 (3) ◽

pp. 251-258 ◽

Cited By ~ 5

Author(s):

Virginia I. Wolfe ◽

Suzanne D. Blocker ◽

Norma J. Prater

Keyword(s):

Common View ◽

Perceptual Salience ◽

The Common ◽

Unitary Concept ◽

Over Time

Articulatory generalization of velar cognates /k/, /g/ in two phonologically disordered children was studied over time as a function of sequential word-morpheme position training. Although patterns of contextual acquisition differed, correct responses to the word-medial, inflected context (e.g., "picking," "hugging") occurred earlier and exceeded those to the word-medial, noninflected context (e.g., "bacon," "wagon"). This finding indicates that the common view of the word-medial position as a unitary concept is an oversimplification. Possible explanations for superior generalization to the word-medial, inflected position are discussed in terms of coarticulation, perceptual salience, and the representational integrity of the word.

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Treatment Fidelity Procedures for an Aphasia Intervention Within a Randomized Controlled Trial: Design, Feasibility, and Results

American Journal of Speech-Language Pathology ◽

10.1044/2019_ajslp-cac48-18-0227 ◽

2020 ◽

Vol 29 (1S) ◽

pp. 412-424

Author(s):

Elissa L. Conlon ◽

Emily J. Braun ◽

Edna M. Babbitt ◽

Leora R. Cherney

Keyword(s):

Randomized Controlled Trial ◽

Controlled Trial ◽

Treatment Protocol ◽

Treatment Fidelity ◽

Protocol Adherence ◽

Study Condition ◽

Randomized Controlled ◽

Aphasia Therapy ◽

Percent Accuracy ◽

Over Time

Purpose This study reports on the treatment fidelity procedures implemented during a 5-year randomized controlled trial comparing intensive and distributed comprehensive aphasia therapy. Specifically, the results of 1 treatment, verb network strengthening treatment (VNeST), are examined. Method Eight participants were recruited for each of 7 consecutive cohorts for a total of 56 participants. Participants completed 60 hr of aphasia therapy, including 15 hr of VNeST. Two experienced speech-language pathologists delivered the treatment. To promote treatment fidelity, the study team developed a detailed manual of procedures and fidelity checklists, completed role plays to standardize treatment administration, and video-recorded all treatment sessions for review. To assess protocol adherence during treatment delivery, trained research assistants not involved in the treatment reviewed video recordings of a subset of randomly selected VNeST treatment sessions and completed the fidelity checklists. This process was completed for 32 participants representing 2 early cohorts and 2 later cohorts, which allowed for measurement of protocol adherence over time. Percent accuracy of protocol adherence was calculated across clinicians, cohorts, and study condition (intensive vs. distributed therapy). Results The fidelity procedures were sufficient to promote and verify a high level of adherence to the treatment protocol across clinicians, cohorts, and study condition. Conclusion Treatment fidelity strategies and monitoring are feasible when incorporated into the study design. Treatment fidelity monitoring should be completed at regular intervals during the course of a study to ensure that high levels of protocol adherence are maintained over time and across conditions.

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