scholarly journals Medical Student Utilization of a Novel Web-Based Platform (Psy-Q) for Question-Based Learning in Psychiatry: Pilot Questionnaire Study

10.2196/18340 ◽  
2020 ◽  
Vol 6 (2) ◽  
pp. e18340
Author(s):  
John Torous ◽  
Zev Nakamura ◽  
Jordan Rosen ◽  
Pochu Ho ◽  
Christine Pelic ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Innovative Teaching ◽  
Web Based ◽  
Psychiatry Education ◽  
Learning Platform ◽  
Institutional Review ◽  
Common Location ◽  
Utilization Data ◽  
Future Work

Background Medical students are turning to new and expanding web-based resources for learning during their psychiatry clerkships; however, there have not been concomitant efforts by educators to utilize web-based tools to promote innovative teaching. Objective Utilizing a free learning platform (Psy-Q) created by our team, we sought to explore how digital technology may engage medical student learners, promote colearning between educators and medical students, and support sustainability of web-based platforms through crowdsourcing. Methods Between 2017 and 2019, seven medical schools offered access to the platform during medical students’ psychiatry clerkships. Use of the web-based platform was voluntary and not monitored or related to clerkship evaluation. Medical students completed a paper and pencil assessment of the platform at the end of their clerkship. Anonymous and aggregated website use data were gathered in accordance with institutional review board approval. Results A total of 203 medical students across seven distinct psychiatry clerkships completed the survey. Of these students, 123 (60.6%) reported using the platform and reported accessing a mean of 45 questions. The most common device used to access the platform was a laptop and the second most common was a smartphone. The most common location to access the platform was home and the second most common was the hospital. Although few students contributed new questions, website utilization data suggested that all rated the quality and difficulty of the questions. Higher quality questions were medical students’ main suggestion for further improvement. Conclusions Our results suggest the feasibility and potential of educator- and learner-created web-based platforms to augment psychiatry education and develop relevant accessible resources in the digital sphere. Future work should focus on measuring objective educational outcomes of question taking and writing, as well as optimizing technology and exploring sustainable trainee-faculty partnership models for the creation and curation of content.

scholarly journals Medical Student Utilization of a Novel Web-Based Platform (Psy-Q) for Question-Based Learning in Psychiatry: Pilot Questionnaire Study (Preprint)

2020 ◽  
Author(s):  
John Torous ◽  
Zev Nakamura ◽  
Jordan Rosen ◽  
Pochu Ho ◽  
Christine Pelic ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Innovative Teaching ◽  
Web Based ◽  
Psychiatry Education ◽  
Learning Platform ◽  
Institutional Review ◽  
Common Location ◽  
Utilization Data ◽  
Future Work

BACKGROUND Medical students are turning to new and expanding web-based resources for learning during their psychiatry clerkships; however, there have not been concomitant efforts by educators to utilize web-based tools to promote innovative teaching. OBJECTIVE Utilizing a free learning platform (Psy-Q) created by our team, we sought to explore how digital technology may engage medical student learners, promote colearning between educators and medical students, and support sustainability of web-based platforms through crowdsourcing. METHODS Between 2017 and 2019, seven medical schools offered access to the platform during medical students’ psychiatry clerkships. Use of the web-based platform was voluntary and not monitored or related to clerkship evaluation. Medical students completed a paper and pencil assessment of the platform at the end of their clerkship. Anonymous and aggregated website use data were gathered in accordance with institutional review board approval. RESULTS A total of 203 medical students across seven distinct psychiatry clerkships completed the survey. Of these students, 123 (60.6%) reported using the platform and reported accessing a mean of 45 questions. The most common device used to access the platform was a laptop and the second most common was a smartphone. The most common location to access the platform was home and the second most common was the hospital. Although few students contributed new questions, website utilization data suggested that all rated the quality and difficulty of the questions. Higher quality questions were medical students’ main suggestion for further improvement. CONCLUSIONS Our results suggest the feasibility and potential of educator- and learner-created web-based platforms to augment psychiatry education and develop relevant accessible resources in the digital sphere. Future work should focus on measuring objective educational outcomes of question taking and writing, as well as optimizing technology and exploring sustainable trainee-faculty partnership models for the creation and curation of content.

scholarly journals Publishing, medical students and two pinches of inspiration: the recipe for success

2020 ◽  
Author(s):  
José Manuel González-Rayas
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Clinical Skills ◽  
Skills Training ◽  
Careful Consideration ◽  
Medical Institute ◽  
Teaching Methodology ◽  
Innovative Teaching ◽  
South Indian ◽  
Medical Teachers

Medicine is a competitive field, where postgraduate and residency programs are scarce and highly demanded. A key element taken in consideration for the admission to these programs is the number of papers the applicant has published.1 Although nowadays many students are involved in research projects, few publish in scholarly journals.2For instance, a recent article explored the status of the teaching methodology and medical student research statistics in a South Indian Medical Institute.3 A central finding was that medical students considered that innovative teaching methods and discussions should be an important part of the teaching methodology. Furthermore, students felt that research and clinical skills training should also be implemented during their medical formation. Nonetheless, 75.43% of the surveyed students believed that there was not enough guidance or encouragement to conduct research. Consequently, although not directly measured, the student’s publishing rate might also be low. This is a worrying situation that demands a coordinated response from both students and teachers.From a medical student viewpoint, doing research and publishing is an exciting but time-consuming process. A strategy to help palliate this dissonance would be to encourage students to publish the written components, or final extended academic assignments, that they produce for some curricular subjects (Figure 1).4 This could range from the documentation of classroom activities to more thoroughly elaborated reviews of basic or clinical topics.For instance, the authors of the present letter had the chance to collaborate in a systematic review about iron deficiency anaemia.5 The later started as a final assignment and was, after an exciting editorial process, accepted for publication. We believe these types of experiences are valuable, since they encourage the student to directly apply what he or she has learned in class. Moreover, publishing is a powerful strategy to teach abilities that are not part of traditional research courses, such as communicating with the editors and answering the reviewers.4 In addition, medical teachers should also actively encourage their students to do research and publish, since writing an article demands a careful consideration of the previously published literature, which is a central step in the practice of evidence-based medicine.A helpful recommendation would be to work alongside local scientific journals or student journals, since they often seek for the so-called ‘back to the basics’ articles. These are mini-reviews of molecular, physiological or clinical topics, and represent a potential opportunity for students to publish.In summary, publishing is a unique experience that both ensures the achievement of significant learning and strengthens the student’s curriculum. It is the job of medical teachers to apply this new approach, and others like it, to help students transform into the health professionals and researchers our society deserves.

scholarly journals Medical student awareness of and interest in clinical informatics

2015 ◽  
Vol 22 (e1) ◽  
pp. e42-e47 ◽  
Author(s):  
Rahul Banerjee ◽  
Paul George ◽  
Cedric Priebe ◽  
Eric Alper
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Medical Schools ◽  
Learning Opportunities ◽  
Clinical Informatics ◽  
Professional Society ◽  
Web Based ◽  
Students Attitudes ◽  
Training Opportunities

Abstract Objective We aimed to investigate medical students’ attitudes about Clinical Informatics (CI) training and careers. Materials and Methods We distributed a web-based survey to students at four US allopathic medical schools. Results Five hundred and fifty-seven medical students responded. Interest in CI training opportunities (medical school electives, residency electives, or academic fellowships) surpassed respondents’ prior awareness of these opportunities. Thirty percent of student respondents expressed at least some interest in a CI-related career, but they were no more aware of training opportunities than their peers who did not express such an interest. Discussion Almost one third of medical students who responded to our survey expressed an interest in a CI-related career, but they were generally unaware of CI training and mentoring opportunities available to them. Early outreach to such medical students, through elective classes, professional society incentives, or expert partnerships, may positively influence the size and skill set of the future CI workforce. Conclusion We should work as a field to increase the quantity, quality, and publicity of CI learning opportunities for interested medical students.

scholarly journals A Novel Web-Based Experiential Learning Platform for Medical Students (Learning Moment): Qualitative Study

10.2196/10657 ◽  
2018 ◽  
Vol 4 (2) ◽  
pp. e10657 ◽  
Author(s):  
Alexander Y Sheng ◽  
Andrew Chu ◽  
Dea Biancarelli ◽  
Mari-Lynn Drainoni ◽  
Ryan Sullivan ◽  
...  
Keyword(s):  
Medical Students ◽  
Qualitative Study ◽  
Experiential Learning ◽  
Web Based ◽  
Learning Platform

Meditation buffers medical student compassion from the deleterious effects of depression.

2017 ◽  
Author(s):  
Jennifer S Mascaro ◽  
Sean Kelley ◽  
Alana Darcher ◽  
Lobsang Negi ◽  
Carol Worthman ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Well Being ◽  
Daily Functioning ◽  
Wait List ◽  
School Students ◽  
Social Emotions ◽  
The Face ◽  
Second Year

Increasing data suggest that for medical school students the stress of academic and psychologicaldemands can impair social emotions that are a core aspect of compassion and ultimately physiciancompetence. Few interventions have proven successful for enhancing physician compassion inways that persist in the face of suffering and that enable sustained caretaker well-being. To addressthis issue, the current study was designed to (1) investigate the feasibility of cognitively-basedcompassion training (CBCT) for second-year medical students, and (2) test whether CBCT decreasesdepression, enhances compassion, and improves daily functioning in medical students. Comparedto the wait-list group, students randomized to CBCT reported increased compassion, and decreasedloneliness and depression. Changes in compassion were most robust in individuals reporting highlevels of depression at baseline, suggesting that CBCT may benefit those most in need by breakingthe link between personal suffering and a concomitant drop in compassion

Improving medical student recruitment to neurosurgery

2020 ◽  
Vol 133 (3) ◽  
pp. 848-854 ◽  
Author(s):  
Daniel Lubelski ◽  
Roy Xiao ◽  
Debraj Mukherjee ◽  
William W. Ashley ◽  
Timothy Witham ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Interest Group ◽  
National Level ◽  
Program Directors ◽  
Student Recruitment ◽  
Research Opportunities ◽  
Research Activities ◽  
Lecture Series ◽  
Mentorship Programs

OBJECTIVENeurosurgery seeks to attract the best and brightest medical students; however, there is often a lack of early exposure to the field, among other possible barriers. The authors sought to identify successful practices that can be implemented to improve medical student recruitment to neurosurgery.METHODSUnited States neurosurgery residency program directors were surveyed to determine the number of medical student rotators and medical students matching into a neurosurgery residency from their programs between 2010 and 2016. Program directors were asked about the ways their respective institutions integrated medical students into departmental clinical and research activities.RESULTSComplete responses were received from 30/110 institutions. Fifty-two percent of the institutions had neurosurgery didactic lectures for 1st- and 2nd-year medical students (MS1/2), and 87% had didactics for MS3/4. Seventy-seven percent of departments had a neurosurgery interest group, which was the most common method used to integrate medical students into the department. Other forms of outreach included formal mentorship programs (53%), lecture series (57%), and neurosurgery anatomy labs (40%). Seventy-three percent of programs provided research opportunities to medical students, and 57% indicated that the schools had a formal research requirement. On average, 3 medical students did a rotation in each neurosurgery department and 1 matched into neurosurgery each year. However, there was substantial variability among programs. Over the 2010–2016 period, the responding institutions matched as many as 4% of the graduating class into neurosurgery per year, whereas others matched 0%–1%. Departments that matched a greater (≥ 1% per year) number of medical students into neurosurgery were significantly more likely to have a neurosurgery interest group and formal research requirements. A greater percentage of high-matching programs had neurosurgery mentorship programs, lecture series, and cadaver training opportunities compared to the other institutions.CONCLUSIONSIn recent decades, the number of applicants to neurosurgery has decreased. A major deterrent may be the delayed exposure of medical students to neurosurgery. Institutions with early preclinical exposure, active neurosurgery interest groups, research opportunities, and strong mentorship recruit and match more students into neurosurgery. Implementing such initiatives on a national level may increase the number of highly qualified medical students pursuing neurosurgery.

HUBUNGAN KECEMASAN DAN HASIL UAS-1 MAHASISWA BARU FAKULTAS KEDOKTERAN UNIVERSITAS SAM RATULANGI MANADO TAHUN AJARAN 2012 / 2013

e-CliniC ◽  
2013 ◽  
Vol 1 (2) ◽  
Author(s):  
Daniel Alberth Lallo ◽  
L. F. Joyce Kandou ◽  
Herdy Munayang
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Coping Strategies ◽  
Significant Relationship ◽  
Odds Ratio ◽  
Rating Scale ◽  
Medical Faculty ◽  
Anxiety Level ◽  
Hamilton Anxiety Rating Scale ◽  
Almost All

Abstrak: Kecemasan dialami oleh hampir semua orang di dunia, termasuk mahasiswa baru kedokteran. Mahasiswa baru kedokteran memiliki banyak stressor termasuk ujian yang menimbulkan kecemasan dan dapat mempengaruhi hasil ujian mereka. Sampai saat ini, hanya sedikit penyelidikan yang ditemukan menyelidiki fenomena ini. Di Fakultas Kedokteran Universitas Sam Ratulangi, tidak ada yang meneliti fenomena tersebut. Penelitian ini bertujuan untuk menilai hubungan antara kecemasan dan hasil ujian semester 1 (UAS-1) mahasiswa baru program studi kedokteran umum tahun akademik 2012/2013 di Universitas Sam Ratulangi. Ini merupakan penelitian analitik potong lintang dengan metode survei dan sensus sebagai cara dalam pengambilan sampel. Sampel penelitian yang telah memenuhi kriteria inklusi dan ekslusi didapatkan berjumlah 298 orang dari 319 mahasiswa baru program studi kedokteran umum tahun akademik 2012/2013 di Universitas Sam Ratulangi. Populasi tersebut kemudian diberi informed consent, kuesioner data sosiodemografi, dan dinilai kecemasannya menggunakan Hamilton Anxiety Rating Scale (HARS). Tidak ada hubungan yang signifikan antara kecemasan dan hasil UAS-1 (p=0,602>0,05). Ada hubungan yang signifikan antara jenis kelamin dan kecemasan (p=0,005<0,05) with odds ratio 2,91. 267 dari 298 mahasiswa (89,6%) mengalami kecemasan dengan kecemasan ringan sebagai tingkat kecemasan yang paling banyak ditemukan, berjumlah 177 orang (59,4%). Semua mahasiswa baru program studi kedokteran umum tahun akademik 2012/2013 di Universitas Sam Ratulangi mengalami kecemasan, terutama kecemasan ringan. Tidak terdapat hubungan antara kecemasan dengan hasil UAS-1 mereka, tetapi terdapat hubungan antara jenis kelamin dan kecemasan dengan kecenderuang hampir 3 kali bagi mahasiswa baru perempuan untuk mengalami kecemasan dibandingkan dengan mahasiswa baru laki-laki. Dibutuhkan penelitian lebih lanjut terkait coping strategies dan defense mechanism yang dilakukan mahasiswa untuk menganggulangi kecemasan mereka. Kata Kunci: Kecemasan, Ujian, Mahasiswa kedokteran.   Abstract: Anxiety is experienced by almost all people around the world including new medical students. New medical student experiences a lot of stressor include examination which cause anxiety to occur and may affect their exam results. Somehow, there are a few study found to date that has investigate this phenomenon. In Sam Ratulangi University, which is the nearest medical faculty, there is no research for such phenomenon. This study aims to investigate the relationship between anxiety and new medical student’s achievement on their last exam in Medical Faculty of Sam Ratulangi University. This is an analytic research using a survey method with census as the option of sampling. However, the research samples are who meet inclusion category and not in the exclusion category. The nearest samples are in Sam Ratulangi University who are given questioners to measure their anxiety by using Hamilton Anxiety Rating Scale (HARS) before their exam and to collect their sosiodemograpic data as well. There is no significant relationship between anxiety and their last exam results (p=0,602>0,05), but there is a significant relationship between gender and anxiety (p=0,005<0,05) with odds ratio 2,91. According to anxiety test results, 267 of 298 grade-1 medical students (89,6%) present an anxiety and the most prevalence anxiety level is mild anxiety with total 177 people (59,4%). In conclusion, almost all grade-1 new medical students in Medical Faculty of Sam Ratulangi University experienced anxiety with mild anxiety as the most prevalence anxiety level. There is no significant relationship between anxiety and their last exam results, but there is a significant relationship between gender and anxiety with almost 3 times for new female medical students experiencing anxiety than new male medical students. Further research is needed to investigate coping strategies and defense mechanisms which may be used to cope with their anxiety. Keywords: Anxiety, Exam, Medical Student

Culinary Medicine Training in Core Medical School Curriculum Improved Medical Student Nutrition Knowledge and Confidence in Providing Nutrition Counseling

2021 ◽  
pp. 155982762110217
Author(s):  
Christopher R. D’Adamo ◽  
Kayli Workman ◽  
Christine Barnabic ◽  
Norman Retener ◽  
Bernadette Siaton ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Patient Care ◽  
School Curriculum ◽  
Nutrition Knowledge ◽  
Medical School Curriculum ◽  
Nutrition Counseling ◽  
Patient Counseling ◽  
Culinary Medicine

Background: Elective culinary medicine education has become popular to help fill important gaps in physician nutrition training. The implementation and outcomes among the inaugural cohort of medical students who received culinary medicine training as a required component of medical school curriculum at the University of Maryland School of Medicine are described. Methods: Following a series of elective pilot sessions, culinary medicine training was provided to all first-year medical students in the 2019-2020 academic year. The 3-hour training included evidence-based nutrition lecture, cooking simple recipes, and group discussion of the application to personal and patient care. Pre-/postsession questionnaires assessed nutrition knowledge, skills, and attitudes as well as nutritional counseling confidence. Paired t-tests estimated mean differences in outcomes pre- and posttraining. Qualitative data were subjected to thematic analysis. Results: Overall, 119 of 125 (95.2%) students provided pre- and posttraining outcomes data. All nutritional and patient counseling outcomes improved ( P < .05). Themes of being better prepared to address healthy eating barriers in patient care and personal ability to make healthy dietary changes were noted in qualitative analysis. Conclusion: One session of culinary medicine training in core medical student curriculum was feasible and improved medical student nutrition knowledge, skills, and attitudes and confidence in patient nutrition counseling.

Sign in / Sign up

Export Citation Format

Share Document