scholarly journals A Short Intervention Followed by an Interactive E-Learning Module to Motivate Medical Students to Enlist as First Responders: Protocol for a Prospective Implementation Study

10.2196/24664 ◽  
2020 ◽  
Vol 9 (11) ◽  
pp. e24664
Author(s):  
Laurent Suppan ◽  
Tara Herren ◽  
Victor Taramarcaz ◽  
Simon Regard ◽  
Sébastien Martin-Achard ◽  
...  
Keyword(s):  
Medical Students ◽  
Undergraduate Education ◽  
First Responders ◽  
Ethics Committee ◽  
First Year ◽  
Learning Module ◽  
Alert Message ◽  
E Learning ◽  
First Year Medical Students ◽  
Short Intervention

Background In Geneva, Switzerland, basic life support (BLS) maneuvers are provided in only 40% of out-of-hospital cardiac arrests (OHCAs) cases. As OHCA outcomes are markedly improved when BLS maneuvers are swiftly applied, a “first-responder” system was introduced in 2019. When emergency dispatchers identify a possible OHCA, first responders receive an alert message on a specific app (Save-a-Life) installed on their smartphones. Those nearest to the victim and immediately available are sent the exact location of the intervention. First-year medical students only have limited knowledge regarding BLS procedures but might nevertheless need to take care of OHCA victims. Medical students responding to out-of-hospital emergencies are off-duty in half of these situations, and offering junior medical students the opportunity to enlist as first responders might therefore not only improve OHCA outcomes but also foster a greater recognition of the role medical students can hold in our society. Objective Our aim is to determine whether providing first-year medical students with a short intervention followed by an interactive e-learning module can motivate them to enlist as first responders. Methods After obtaining the approval of the regional ethics committee and of the vice-dean for undergraduate education of the University of Geneva Faculty of Medicine (UGFM), 2 senior medical students will present the project to their first-year colleagues at the beginning of a lecture. First-year students will then be provided with a link to an interactive e-learning module which has been designed according to the Swiss Resuscitation Council’s first aid guidelines. After answering a first questionnaire and completing the module, students will be able to register for practice sessions. Those attending and successfully completing these sessions will receive a training certificate which will enable them to enlist as first responders. The primary outcome will be the proportion of first-year medical students enlisting as first responders at the end of the study period. Secondary outcomes will be the proportion of first-year medical students electing to register on the platform, to begin the e-learning module, to complete the e-learning module, to register for practice sessions, to attend the practice sessions, and to obtain a certificate. The reasons given by medical students for refusing to participate will be analyzed. We will also assess how comfortable junior medical students would feel to be integrated into the first responders system at the end of the training program and whether it affects the registration rate. Results The regional ethics committee (Req-2020-01143) and the UGFM vice-dean for undergraduate education have given their approval to the realization of this study, which is scheduled to begin in January 2021. Conclusions This study should determine whether a short intervention followed by an interactive e-learning module can motivate first-year medical students to enlist as first responders. International Registered Report Identifier (IRRID) PRR1-10.2196/24664

scholarly journals A Short Intervention Followed by an Interactive E-Learning Module to Motivate Medical Students to Enlist as First Responders: Protocol for a Prospective Implementation Study (Preprint)

2020 ◽  
Author(s):  
Laurent Suppan ◽  
Tara Herren ◽  
Victor Taramarcaz ◽  
Simon Regard ◽  
Sébastien Martin-Achard ◽  
...  
Keyword(s):  
Medical Students ◽  
Undergraduate Education ◽  
First Responders ◽  
Ethics Committee ◽  
First Year ◽  
Learning Module ◽  
Alert Message ◽  
E Learning ◽  
First Year Medical Students ◽  
Short Intervention

BACKGROUND In Geneva, Switzerland, basic life support (BLS) maneuvers are provided in only 40% of out-of-hospital cardiac arrests (OHCAs) cases. As OHCA outcomes are markedly improved when BLS maneuvers are swiftly applied, a “first-responder” system was introduced in 2019. When emergency dispatchers identify a possible OHCA, first responders receive an alert message on a specific app (Save-a-Life) installed on their smartphones. Those nearest to the victim and immediately available are sent the exact location of the intervention. First-year medical students only have limited knowledge regarding BLS procedures but might nevertheless need to take care of OHCA victims. Medical students responding to out-of-hospital emergencies are off-duty in half of these situations, and offering junior medical students the opportunity to enlist as first responders might therefore not only improve OHCA outcomes but also foster a greater recognition of the role medical students can hold in our society. OBJECTIVE Our aim is to determine whether providing first-year medical students with a short intervention followed by an interactive e-learning module can motivate them to enlist as first responders. METHODS After obtaining the approval of the regional ethics committee and of the vice-dean for undergraduate education of the University of Geneva Faculty of Medicine (UGFM), 2 senior medical students will present the project to their first-year colleagues at the beginning of a lecture. First-year students will then be provided with a link to an interactive e-learning module which has been designed according to the Swiss Resuscitation Council’s first aid guidelines. After answering a first questionnaire and completing the module, students will be able to register for practice sessions. Those attending and successfully completing these sessions will receive a training certificate which will enable them to enlist as first responders. The primary outcome will be the proportion of first-year medical students enlisting as first responders at the end of the study period. Secondary outcomes will be the proportion of first-year medical students electing to register on the platform, to begin the e-learning module, to complete the e-learning module, to register for practice sessions, to attend the practice sessions, and to obtain a certificate. The reasons given by medical students for refusing to participate will be analyzed. We will also assess how comfortable junior medical students would feel to be integrated into the first responders system at the end of the training program and whether it affects the registration rate. RESULTS The regional ethics committee (Req-2020-01143) and the UGFM vice-dean for undergraduate education have given their approval to the realization of this study, which is scheduled to begin in January 2021. CONCLUSIONS This study should determine whether a short intervention followed by an interactive e-learning module can motivate first-year medical students to enlist as first responders. INTERNATIONAL REGISTERED REPORT PRR1-10.2196/24664

scholarly journals HIV/AIDS: A Case-Based Learning Module for First-Year Medical Students †

2018 ◽  
Vol 19 (2) ◽  
Author(s):  
Timothy J. Bauler ◽  
Shanna Cole ◽  
Tyler Gibb ◽  
Richard Van Enk ◽  
Larry Lutwick ◽  
...  
Keyword(s):  
Medical Students ◽  
First Year ◽  
Learning Module ◽  
Case Based Learning ◽  
First Year Medical Students ◽  
Case Based ◽  
Hiv Aids

scholarly journals Impact of the COVID-19 Pandemic on the Acceptance and Use of an E-Learning Platform

2021 ◽  
Vol 18 (21) ◽  
pp. 11372
Author(s):  
Markus Kipp
Keyword(s):  
Higher Education ◽  
Medical Students ◽  
User Behavior ◽  
Daily Activities ◽  
First Year ◽  
Relative Distribution ◽  
Learning Platform ◽  
E Learning ◽  
One Year ◽  
First Year Medical Students

E-learning has become an increasingly important part of higher education and is currently used both for distance education and as a complement to teaching on the campus. In this study, we investigated the acceptance of the e-learning platform (ELP) ClinicalKey Student (ELSEVIER©) among first-year medical students. Furthermore, we asked whether acceptance (i.e., digital activities) and user behavior changed during the COVID-19 lockdown. Two first-year medical student study cohorts were followed: one cohort during the COVID-19 lockdown and another cohort one year before the lockdown. Different parameters, such as online versus offline studying, daily activities or users versus nonusers, were recorded and evaluated. Additional surveys were conducted to understand why the students used the ELP. In the non-pandemic cohort, 68 out of 251 enrolled students registered in the ELP, while the number of registered students significantly increased during the COVID-19 lockdown (201 out of 255 enrolled 2nd semester students). The increase in registered users was paralleled by an increase in daily activities normalized per user and day. Despite this increase in ELP activities, the relative distribution of different user types (i.e., online versus offline users) did not change. To conclude, this study demonstrates that the COVID-19 lockdown increases the receptivity of medical students to an ELP, but the way the students work with the ELP remains unchanged.

scholarly journals Positive effects of medical hypnosis on test anxiety in first year medical students

2021 ◽  
pp. 1-11
Author(s):  
Christian M. Hammer ◽  
Michael Scholz ◽  
Larissa Bischofsberger ◽  
Alexander Hammer ◽  
Benedikt Kleinsasser ◽  
...  
Keyword(s):  
Medical Students ◽  
Test Anxiety ◽  
First Year ◽  
Positive Effects ◽  
First Year Medical Students

Variation in assessment of first-year medical students' interprofessional competencies by rater profession

2021 ◽  
Vol 24 ◽  
pp. 100424
Author(s):  
Joseph B. House ◽  
Lynze R. Franko ◽  
Fatema Haque ◽  
James A. Cranford ◽  
Sally A. Santen
Keyword(s):  
Medical Students ◽  
First Year ◽  
First Year Medical Students ◽  
Interprofessional Competencies

Are Future Doctors Prepared to Address Patients’ Nutritional Needs? Cooking and Nutritional Knowledge and Habits in Medical Students

2021 ◽  
pp. 155982762110181
Author(s):  
Sam Sugimoto ◽  
Drew Recker ◽  
Elizabeth E. Halvorson ◽  
Joseph A. Skelton
Keyword(s):  
Medical Students ◽  
Prior Knowledge ◽  
The United States ◽  
First Year ◽  
Nutritional Knowledge ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Nutritional Needs ◽  
Second Year ◽  
First Year Medical Students

Background. Many diseases are linked to lifestyle in the United States, yet physicians receive little training in nutrition. Medical students’ prior knowledge of nutrition and cooking is unknown. Objective. To determine incoming medical students’ prior nutrition knowledge, culinary skills, and nutrition habits. Methods. A dual-methods study of first-year medical students. Cross-sectional survey assessing prior knowledge, self-efficacy, and previous education of cooking and nutrition. Interviews of second-year medical students explored cooking and nutrition in greater depth. Results. A total of 142 first-year medical students participated; 16% had taken a nutrition course, with majority (66%) learning outside classroom settings. Students had a mean score of 87% on the Nutritional Knowledge Questionnaire versus comparison group (64.9%). Mean cooking and food skills score were lower than comparison scores. Overall, students did not meet guidelines for fiber, fruit, vegetables, and whole grains. Interviews with second-year students revealed most learned to cook from their families; all believed it important for physicians to have this knowledge. Conclusions. Medical students were knowledgeable about nutrition, but typically self-taught. They were not as confident or skilled in cooking, and mostly learned from their family. They expressed interest in learning more about nutrition and cooking.

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