scholarly journals Medical Students’ Corner: Barriers to Communication During the COVID-19 Pandemic

10.2196/24989 ◽  
2020 ◽  
Vol 6 (2) ◽  
pp. e24989
Author(s):  
M Olabisi Ogunbiyi ◽  
Emma Obiri-Darko
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Medical Curriculum ◽  
Communication Training ◽  
New Challenges ◽  
Barriers To Communication

The COVID-19 pandemic has inspired us, as medical students, to reflect upon the communication training we have received in medical school and the obstacles we have faced in the clinic due to COVID-19. We hold the view that our communication training is inadequate; this view is driven by our limited exposure to patients, a situation that is currently being exacerbated by the pandemic. The medical curriculum must be inclusive of all groups and take into account the new challenges arising during the COVID-19 pandemic.

scholarly journals Medical Students’ Corner: Barriers to Communication During the COVID-19 Pandemic (Preprint)

2020 ◽  
Author(s):  
M Olabisi Ogunbiyi ◽  
Emma Obiri-Darko
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Medical Curriculum ◽  
Communication Training ◽  
New Challenges ◽  
Barriers To Communication

UNSTRUCTURED The COVID-19 pandemic has inspired us, as medical students, to reflect upon the communication training we have received in medical school and the obstacles we have faced in the clinic due to COVID-19. We hold the view that our communication training is inadequate; this view is driven by our limited exposure to patients, a situation that is currently being exacerbated by the pandemic. The medical curriculum must be inclusive of all groups and take into account the new challenges arising during the COVID-19 pandemic.

scholarly journals Medical Student Leadership Development through a Business School Partnership Model: A Case Study and Implementation Strategy

2021 ◽  
Vol 8 ◽  
pp. 238212052110104
Author(s):  
Timothy P Daaleman ◽  
Mindy Storrie ◽  
Gary Beck Dallaghan ◽  
Sarah Smithson ◽  
Kurt O Gilliland ◽  
...  
Keyword(s):  
Leadership Development ◽  
Medical Students ◽  
Medical School ◽  
Business School ◽  
Medical Curriculum ◽  
School Curriculum ◽  
Learning Model ◽  
Lessons Learned ◽  
Self Awareness ◽  
Program Outcomes

Background: There is an ongoing call for leadership development in academic health care and medical students desire more training in this area. Although many schools offer combined MD/MBA programs or leadership training in targeted areas, these programs do not often align with medical school leadership competencies and are limited in reaching a large number of students. Methods: The Leadership Initiative (LI) was a program created by a partnership between a School of Medicine (SOM) and Business School with a learning model that emphasized the progression from principles to practice, and the competencies of self-awareness, communication, and collaboration/teamwork. Through offerings across a medical school curriculum, the LI introduced leadership principles and provided an opportunity to apply them in an interactive activity or simulation. We utilized the existing SOM evaluation platform to collect data on program outcomes that included satisfaction, fidelity to the learning model, and impact. Results: From 2017 to 2020, over 70% of first-year medical students participated in LI course offerings while a smaller percentage of fourth-year students engaged in the curriculum. Most students had no prior awareness of LI course material and were equivocal about their ability to apply lessons learned to their medical school experience. Students reported that the LI offerings provided opportunities to practice the skills and competencies of self-awareness, communication, and collaboration/teamwork. Discussion: Adding new activities to an already crowded medical curriculum was the greatest logistical challenge. The LI was successful in introducing leadership principles but faced obstacles in having participants apply and practice these principles. Most students reported that the LI offerings were aligned with the foundational competencies.

scholarly journals First year medical students’ perceptions of the impact of wearing scrubs on professional identity: a narrative analysis in the United Arab Emirates

BMJ Open ◽  
2020 ◽  
Vol 10 (11) ◽  
pp. e039357
Author(s):  
Sara Sorrell ◽  
Halah Ibrahim
Keyword(s):  
Medical Students ◽  
Qualitative Analysis ◽  
Medical School ◽  
Professional Identity ◽  
United Arab Emirates ◽  
Medical Curriculum ◽  
First Year ◽  
Written Narratives ◽  
First Year Medical Students ◽  
The Impact

ObjectivesMedical school serves as a critical developmental period for future physicians, during which students begin to form a professional identity. Just as personal appearance, particularly clothing, is an important external expression of one’s personal identity, ‘uniforms’ in healthcare, including white coats and scrubs, symbolise status and a group identity. There are, however, limited studies on the impact of physician attire on medical students’ formation of professional identity. Accordingly, through qualitative analysis of written narratives, we sought to analyse medical students’ experiences of wearing professional physician attire, namely scrubs, and how the uniform impacted their confidence level, performance and behaviours, as well as their identity as future physicians.DesignQualitative analysis of medical student’s written narratives.SettingKhalifa University College of Medicine and Health Sciences (KU CMHS) is a new medical school in the United Arab Emirates, with an inaugural class of 30 students admitted in August 2019. It is the only medical school in the city of Abu Dhabi, and the only school in the country that follows a postgraduate medical curriculum.ParticipantsAll first year medical students at KU CMHS were purposively sampled.MethodsStudents completed a voluntary online anonymous questionnaire. We employed a social identity approach to data analysis. Thematic content analysis was conducted on their narratives to identify themes.ResultsWe identified three major themes, namely (1) emotions, (2) logistics and (3) interpersonal relationships.ConclusionsMedical students form early perceptions regarding physician attire and its impact on their professional identity. Engaging in conversations regarding professional attire with educators or mentors could provide an important opportunity for students to discuss and explore professional identity early in training.

scholarly journals Tradução, adaptação transcultural e validação da Escala de Exposição às Humanidades em estudantes de medicina

2021 ◽  
Vol 45 (4) ◽  
Author(s):  
Ilse Seubert Coelho Vieira ◽  
Nathália Irffi Carvalho ◽  
Antonio Carlos de Castro Toledo Júnior ◽  
Eliane Perlatto Moura
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Medical Curriculum ◽  
Statistical Tests ◽  
Social Activity ◽  
Female Gender ◽  
Validity And Reliability ◽  
Cronbach’S Alpha ◽  
Final Version ◽  
Cronbach's Alpha

Abstract: Introduction: The humanities are associated with the improvement of medical students’ personal qualities. To date, there are no research instruments that quantify the exposure of medical students have to the humanities. Hence, the availability of a questionnaire with such characteristics in Brazilian Portuguese sets a precedent for the planning and implementation of educational strategies and policies addressing this topic. Objective: to translate and transculturally adapt the “HUMANITIES SCORE (LIFE EXPERIENCES + ATTITUDES) questionnaire, determine its validity and reliability, as well as identify the type of exposure to the humanities of the assessed population. Method: The original version of the questionnaire, written in English, was translated according to what is recommended by the specialized literature, with the addition of some activities in the humanities field, as per the original authors’ suggestion. The translated instrument underwent a pre-test with 31 medical students for semantic validation, followed by the application of its final version to 258 students. The exploratory and the confirmatory factorial analyses were applied to assess the instrument with its internal consistency was checked with Cronbach’s Alpha coefficient. Result: The final questionnaire was administered to the students to verify their type of exposure to the humanities. After the statistical tests were carried out, the final version of the instrument, named “Escala de Exposição às Humanidades” (EEH), included 17 items with Likert-scale responses with five options each, and obtained a Cronbach’s alpha of 0.689. The mean score of the students’ exposure was 1.72 ± 0.37, being influenced by the period at medical school, the number of volunteer social activity experiences, the participation in religious groups, the practice of meditation, and the involvement in political activities. Variables such as female gender, engagement in previous actions related to the humanities before starting medical school and in religious ceremonies positively influenced the students’ opinion about the importance of the humanities for the medical curriculum. Conclusion: The EEH demonstrated reliability in its structure and content, allowing correlations between the students’ exposure to humanities and their opinion about the importance of human sciences in the medical curriculum. It constitutes the first instrument that aims at measuring the humanities exposure rate in Brazil; however, further studies must be carried out, to better validate the instrument.

Psychiatry in the Medical Curriculum

1985 ◽  
Vol 30 (8) ◽  
pp. 586-592 ◽  
Author(s):  
Philip G. Ney ◽  
Lynda S. Jones
Keyword(s):  
General Practitioner ◽  
Medical Students ◽  
Medical School ◽  
General Practitioners ◽  
Medical Curriculum ◽  
School Education ◽  
Student Groups ◽  
Medical School Education ◽  
Remarkable Agreement

When medical students of three universities, house surgeons, general practitioners, psychiatrists, and surgeons were asked in what order would they rank the importance of various subjects in the medical school education of a general practitioner, there is remarkable agreement regarding the first three. In all, 1402 respondents rank medicine, then pediatrics, then psychiatry as most important. There are differences which reflect cultural and curriculum diversity among the student groups. The majority of respondents believe psychiatry should occupy 11% or more of the curriculum.

Medical Students’ Commitment during the SARS-CoV-2 Pandemic: Preparedness, Motivation, and Impact on Students’ Skills

2020 ◽  
Author(s):  
Lukas Müller ◽  
Markus Heymanns ◽  
Laura Harder ◽  
Julia Winter ◽  
Stephan Gehring ◽  
...  
Keyword(s):  
Health Care ◽  
Medical Students ◽  
Medical School ◽  
Medical Curriculum ◽  
Medical Center ◽  
Care Staff ◽  
Health Care Staff ◽  
Web Based ◽  
The University ◽  
The Impact

Abstract Background: During the SARS-CoV-2 pandemic, many authors have suggested a commitment of medical students to support overworked health care staff. However, whether the students are prepared for such an occupation remains unclear. Therefore, the aim of this study was to evaluate medical students’ preparedness for a commitment in the pandemic and to assess the impact on their skills and attitudes.Methods: In April 2020, the CoronaPreventMainz (CPM) study was initiated to test 3300 employees with direct patient contact at the University Medical Center Mainz. To accomplish the huge logistic effort, medical students were recruited as support staff.Using a web-based questionnaire, the participating students were asked 27 questions covering six different topics.Results: Of the 75 recruited students, 63 (84.0%) participated in this survey. The median age was 24 years, and 66.6% (n = 42) were female. The vast majority agreed that students should be used as voluntary helpers during this crisis (87.3%) and had the feeling of contributing in the fight against the pandemic (90.5%). Most of the students (80.6%) even reported an improvement in their practical skills. Fear of self-infection was low (7.9%), and overextending situations occurred for just 3.2%. However, less than one-fifth (19.4%) of the students felt prepared for the SARS-CoV-2 pandemic by medical school, and two-thirds (67.7%) demanded special preparation. Conclusion: Through their commitment, the medical students felt that they were taking part in the fight against the pandemic. However, only a few felt well-prepared by medical school and the students’ need for special preparation courses is huge. Therefore, single-center initiatives can only be the beginning. Dedicated courses on how to support health care staff in natural disasters should be integrated into the medical curriculum to better prepare medical students for the next crisis.

scholarly journals P26: EVALUATING AND DEVELOPING A TEACHING TOOL ON FAECAL INCONTINENCE IN THE UNDERGRADUATE MEDICAL CURRICULUM

2021 ◽  
Vol 108 (Supplement_1) ◽  
Author(s):  
CH Li ◽  
J Parker ◽  
N Reeve ◽  
J Cornish
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Faecal Incontinence ◽  
Medical Curriculum ◽  
Group Discussion ◽  
Undergraduate Curriculum ◽  
Bowel Dysfunction ◽  
School Curriculum ◽  
Learning Module ◽  
E Learning

Abstract Introduction To evaluate the medical school undergraduate curriculum on faecal incontinence (FI) and develop an educational tool to improve the teaching on the subject. Method Qualitative analysis of literature research and data collected from medical students via emails, questionnaires and focused group discussions. Result FI has not been implanted into the undergraduate curriculum 12,13 and there are variations in teaching on the topic in different medical schools. n= 111 medical students at Cardiff University responded to the survey. FI was reported to be overlooked compared to other types of bowel dysfunction. 38 students reported to have teaching on bowel incontinence, whereas 64 and 74 students had teaching on diarrhoea and constipation respectively. 77% of medical students would like more teaching on bowel incontinence. 9 students participated in a focused group discussion. An interactive e-learning module from Xerte was created based on the students' suggestions and were trialed by a separate cohort of students (n=20). All 20 students showed significant improvement of students' confidence in faecal incontinence (p <= 2.132e∧-6) after completing the e-learning module. Conclusion We recommend introducing the educational resource into the undergraduate curriculum of Cardiff University medical school, especially targeting the clinical year, a clear guidance for FI should be published by the relevant postgraduate healthcare faculties and consider assessing at which stage of the postgraduate training should FI be taught. Take-home message Baseline knowledge of FI is poor. Lack of content in medical school curriculum and E learning modules potentially useful adjuncts.

scholarly journals Food for Thought: The Process of Bringing a Universal Medical Curriculum to the Plate – Part I of III

2014 ◽  
Vol 1 ◽  
pp. JMECD.S17495 ◽  
Author(s):  
Aaron M. McGuffin
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Education System ◽  
Medical Curriculum ◽  
Burden Of Proof ◽  
Medical Schools ◽  
The United States ◽  
Medical Education System

There is currently no universally accepted core collection of competencies or medical education material for medical students. Individual medical schools create their own competencies and set of educational material using a variety of approaches. What has resulted is a medical education system wherein medical students are trained without any burden of proof that they are indeed competent in agreed upon areas of knowledge, skills, attitudes and behaviors befit of a graduating medical student. In fact, the only uniform assurance a member of the public in the United States can have for a graduating allopathic medical student is that the student has successfully passed USMLE Step 1 and 2 by correctly answering a rumored 55–65% of questions correctly (yes, that is an F) and that they have maintained at least a “C” average or “Pass” equivalent in all of their medical school courses. This article discusses these inadequacies within the current medical education system, and the need to standardize the competencies and curricula for all medical schools through a narrative disclosing this author's experience with trying to initiate such a movement at his own medical school.

scholarly journals The Impact of a Revised Curriculum on Academic Motivation, Burnout, and Quality of Life Among Medical Students

2017 ◽  
Vol 4 ◽  
pp. 238212051772190 ◽  
Author(s):  
Mataroria P Lyndon ◽  
Marcus A Henning ◽  
Hussain Alyami ◽  
Sanjeev Krishna ◽  
Tzu-Chieh Yu ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Medical Students ◽  
Medical School ◽  
Academic Motivation ◽  
Medical Curriculum ◽  
Traditional Curriculum ◽  
Clinical Learning Environment ◽  
Cross Sectional ◽  
The Impact

Objective: The purpose of this study was to determine the impact of a revised curriculum on medical student academic motivation, burnout, and quality of life. Methods: This cross-sectional comparative study involved 2 medical school cohorts of second year and fourth year medical students at The University of Auckland: a cohort under a traditional curriculum (n = 437) and a cohort under a revised curriculum (n = 446). Participants completed self-reported questionnaires measuring academic motivation, burnout, and quality of life. Two multivariate analyses of covariance (MANCOVAs) were conducted. Results: The response rate was 48%. No statistically significant differences were found between curriculum cohorts for mean scores of academic motivation, personal burnout, and quality of life. However, differences were found when comparing preclinical medical students and students in their clinical years of training. In comparison with Year 2 medical students, the MANCOVA for Year 4 students showed a significant main effect for the revised curriculum with respect to both physical and environmental quality of life. Conclusions: A revised medical curriculum had a differential effect on quality of life for Year 4 students in the latter years of medical school who are based in a clinical learning environment.

scholarly journals Knowledge of medical students on organ donation

2020 ◽  
Vol 66 (9) ◽  
pp. 1264-1269
Author(s):  
Jéssica Escribano Sampaio ◽  
Danilo Euclides Fernandes ◽  
Gianna Mastroianni Kirsztajn
Keyword(s):  
Bone Marrow ◽  
Medical Students ◽  
Brain Death ◽  
Medical School ◽  
Organ Donation ◽  
Medical Curriculum ◽  
Electronic Media ◽  
Sao Paulo ◽  
First Year ◽  
Theoretical Knowledge

SUMMARY OBJECTIVE: To analyze the spontaneous knowledge of medical students about organ donation. METHODS: 518 students of a medical school in Sao Paulo city, from the first-year to internship, answered an objective questionnaire applied through electronic media to assess their spontaneous theoretical knowledge and organ donation awareness. RESULTS: Organs that can be donated after brain death, such as the cornea, kidneys, heart, liver, and lung were mentioned by the students. Regarding in-life transplantation, they answered it was possible to donate mainly the kidney (91.3%), part of the liver (81.1%), and bone marrow (79.7%). Although it was not expressive, we also noted that their knowledge gradually increased as they reached the end of the course. CONCLUSIONS: Medical students knowledge on organ donation in life and after death was a little superior to 60%. The students had limited exposure to this subject during the course (<40% of them before the internship). The authors suggest that students should be more exposed to the theme of “organ donation” in the medical curriculum.

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