Understanding Medical Students’ Attitudes Toward Learning eHealth: Questionnaire Study (Preprint)

BACKGROUND Several publications on research into eHealth demonstrate promising results. Prior researchers indicated that the current generation of doctors is not trained to take advantage of eHealth in clinical practice. Therefore, training and education for everyone using eHealth are key factors to its successful implementation. We set out to review whether medical students feel prepared to take advantage of eHealth innovations in medicine. OBJECTIVE Our objective was to evaluate whether medical students desire a dedicated eHealth curriculum during their medical studies. METHODS A questionnaire assessing current education, the need for education about eHealth topics, and the didactical forms for teaching these topics was developed. Questionnaire items were scored on a scale from 1 (fully disagree with a topic) to 10 (fully agree with a topic). This questionnaire was distributed among 1468 medical students of Maastricht University in the Netherlands. R version 3.5.0 (The R Foundation) was used for all statistical procedures. RESULTS A total of 303 students out of 1468, representing a response rate of 20.64%, replied to our questionnaire. The aggregate statement “I feel prepared to take advantage of the technological developments within the medical field” was scored at a mean value of 4.8 out of 10. Mean scores regarding the need for education about eHealth topics ranged from 6.4 to 7.3. Medical students did not favor creating their own health apps or mobile apps; the mean score was 4.9 for this topic. The most popular didactical option, with a mean score 7.2, was to remotely follow a real-life patient under the supervision of a doctor. CONCLUSIONS To the best of our knowledge, this is the largest evaluation of students’ opinions on eHealth training in a medical undergraduate curriculum. We found that medical students have positives attitudes toward incorporating eHealth into the medical curriculum.

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Understanding Medical Students’ Attitudes Toward Learning eHealth: Questionnaire Study

JMIR Medical Education ◽

10.2196/17030 ◽

2020 ◽

Vol 6 (2) ◽

pp. e17030

Author(s):

Kjeld Vossen ◽

Jan-Joost Rethans ◽

Sander M J van Kuijk ◽

Cees P van der Vleuten ◽

Pieter L Kubben

Keyword(s):

Medical Students ◽

Medical Curriculum ◽

Mobile Apps ◽

Real Life ◽

Undergraduate Curriculum ◽

Mean Value ◽

Successful Implementation ◽

Medical Undergraduate ◽

Technological Developments ◽

Students Attitudes

Background Several publications on research into eHealth demonstrate promising results. Prior researchers indicated that the current generation of doctors is not trained to take advantage of eHealth in clinical practice. Therefore, training and education for everyone using eHealth are key factors to its successful implementation. We set out to review whether medical students feel prepared to take advantage of eHealth innovations in medicine. Objective Our objective was to evaluate whether medical students desire a dedicated eHealth curriculum during their medical studies. Methods A questionnaire assessing current education, the need for education about eHealth topics, and the didactical forms for teaching these topics was developed. Questionnaire items were scored on a scale from 1 (fully disagree with a topic) to 10 (fully agree with a topic). This questionnaire was distributed among 1468 medical students of Maastricht University in the Netherlands. R version 3.5.0 (The R Foundation) was used for all statistical procedures. Results A total of 303 students out of 1468, representing a response rate of 20.64%, replied to our questionnaire. The aggregate statement “I feel prepared to take advantage of the technological developments within the medical field” was scored at a mean value of 4.8 out of 10. Mean scores regarding the need for education about eHealth topics ranged from 6.4 to 7.3. Medical students did not favor creating their own health apps or mobile apps; the mean score was 4.9 for this topic. The most popular didactical option, with a mean score 7.2, was to remotely follow a real-life patient under the supervision of a doctor. Conclusions To the best of our knowledge, this is the largest evaluation of students’ opinions on eHealth training in a medical undergraduate curriculum. We found that medical students have positives attitudes toward incorporating eHealth into the medical curriculum.

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Introducing complementary medicine into the medical curriculum

Journal of the Royal Society of Medicine ◽

10.1177/014107689709000107 ◽

1997 ◽

Vol 90 (1) ◽

pp. 19-22 ◽

Cited By ~ 52

Author(s):

Hagen Rampes ◽

Fiona Sharples ◽

Sarah Maragh ◽

Peter Fisher

Keyword(s):

Medical Students ◽

Medical School ◽

Complementary Medicine ◽

Medical Curriculum ◽

Great Increase ◽

General Medical Council ◽

Undergraduate Curriculum ◽

Medical Schools ◽

Medical Council ◽

Medical Undergraduate

We surveyed the deans of British medical schools to determine the provision of complementary medicine in the undergraduate curriculum. We also sampled medical students at one British medical school to determine their knowledge of, and views on instruction in, complementary medicine. There is little education in complementary medicine at British medical schools, but it is an area of active curriculum development. Students' levels of knowledge vary widely between different therapies. Most medical students would like to learn about acupuncture, hypnosis, homoeopathy and osteopathy. We conclude that complementary medicine should be included in the medical undergraduate curriculum. This could be done without a great increase in teaching of facts, and could serve as a vehicle to introduce broader issues, as recommended by the General Medical Council.

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Pilot Project: Does formal bedside training of medical students with a FAST exam increase their knowledge and comfort level with ultrasound use in a community family medicine practice setting?

POCUS Journal ◽

10.24908/pocus.v2i2.13279 ◽

2017 ◽

Vol 2 (2) ◽

pp. 15-17

Author(s):

Rimi Sambi, MD ◽

Heather Sawula, MD ◽

Brent Wolfrom, MD ◽

Joseph Newbigging, MD

Keyword(s):

Medical Students ◽

Family Medicine ◽

Point Of Care ◽

Training Session ◽

Undergraduate Curriculum ◽

Knowledge Retention ◽

Comfort Level ◽

Point Of Care Ultrasound ◽

Medical Undergraduate ◽

Fast Exam

As point of care ultrasound (PoCUS) becomes increasingly popular and a standard of care in many clinical settings, the interest for integration in medical undergraduate curriculum is also growing [1]. This project aims to assess whether formal bedside Focused Abdominal Scan for Trauma (FAST) exam training of medical students increases their knowledge and comfort with the use of bedside ultrasound in a family medicine setting at Queen’s University. Third year medical students (n=18) were recruited to participate in a training session involving a 1-hour online video and 2-hour hands-on session. Knowledge based surveys were completed before and after the training. A survey was completed 4 months after the teaching session evaluating knowledge retention, comfort, and application of skills. Student knowledge of PoCUS and FAST increased and was maintained (pre-training 56%±20%, post-training 82%±10%, p<0.001). Self-evaluation of comfort performing a FAST examination (5-point Likert scale) similarly increased post-training session (pre-training 1.4±0.8, post-training 3.8±0.9, p<0.005), but decreased 4 months later (3±1.2, p<0.005). Students in this study were unanimously interested in ultrasound training and the methods used effectively increased theoretical knowledge and comfort with use. Students did not retain their comfort levels with FAST exam 4 months after the training session, nor did they have the opportunity to utilize the skills learned. Further evidence is required to identify the applicability of these results to undergraduate curriculum development.

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Attitudes of medical students to electroconvulsive therapy

BJPsych Open ◽

10.1192/bjo.2021.97 ◽

2021 ◽

Vol 7 (S1) ◽

pp. S15-S15

Author(s):

Patrick Clements ◽

Aidan Turkington

Keyword(s):

Medical Students ◽

Electroconvulsive Therapy ◽

Positive Attitude ◽

Undergraduate Curriculum ◽

Likert Scale ◽

Background Information ◽

Positive Shift ◽

Medical Undergraduate ◽

Queen's University ◽

Strongly Agree

AimsThis study explores the different attitudes among fourth year medical students in Queen's University Belfast to Electroconvulsive Therapy (ECT) and investigates whether these are influenced by teaching and exposure to ECT during their undergraduate psychiatry placement. In particular we sought to determine firstly, correlates of baseline attitudes to ECT and secondly, whether specific forms of ECT teaching improved attitudes to ECT during their placement.MethodThis study was conducted in Queen's University Belfast and agreed with their ethics committee. Participants completed a questionnaire at the beginning of their psychiatry placement and another questionnaire in the second half of their placement. The first questionnaire captured background information and baseline attitudes. The second questionnaire recorded the educational and clinical experience gained on ECT during placement (for example lectures, tutorials, informal teaching, observing ECT and interacting with ECT patients), in addition to attitudes to ECT at this timepoint. Attitudes to ECT were assessed on a 5-point Likert scale. A positive attitude to ECT was defined as scoring agree/strongly agree on a 5-point Likert scale to the statement “I would recommend ECT for a patient if clinically indicated”.Result187 students were interviewed at both time points. At the outset of the psychiatry placement 66% of students reported a positive attitude to ECT. Positive attitude was associated with age: 72% of students under 24 had a positive attitude to ECT vs 58% of students over 24 (χ2 = 3.5; P < 0.05). Of students who had previously attended a lecture on ECT (n = 117) 83% had a positive attitude to ECT vs 42% of those who had not previously attended a lecture (χ2 = 33.5; P < 0.001).Attitudes to ECT significantly improved during the placement (66% vs 94% positive; t = 7.97; P < 0.001). Students who attended a lecture on ECT during the psychiatry placement were more likely to have a positive shift in attitude (67% vs 49%; F = 6.0; P = 0.01). No other specific teaching modality was associated with a positive shift in attitude.ConclusionWe conclude that undertaking a Psychiatry placement and particularly having a lecture on ECT significantly improves attitudes of medical students to ECT. It is therefore important that lectures on ECT are included in the medical undergraduate curriculum to allow students to be accurately informed about this essential treatment for a number of psychiatric disorders.

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Interrogating patient-centredness in undergraduate medical education using an integrated behaviour model

South African Family Practice ◽

10.4102/safp.v59i6.4730 ◽

2017 ◽

Vol 59 (2) ◽

pp. 33

Author(s):

Elize Archer ◽

E M Bitzer ◽

B B Van Heerden

Keyword(s):

Medical Students ◽

Teaching And Learning ◽

Medical Curriculum ◽

Undergraduate Curriculum ◽

Background Characteristics ◽

Undergraduate Medical Curriculum ◽

Assessment Of Learning ◽

Attitudinal Factors ◽

Patient Centredness

Background: Patient-centredness, an approach that puts the patient at the centre of the consultation, thus focusing on patients instead of on his/her diseases, has been identified by most medical schools as a desired core competence of their graduates. Despite some curriculum initiatives, medical students often display a lack of patient-centredness upon graduation. This bears reason for concern and it was thus deemed important to explore possible factors that influence the teaching and learning of patient-centredness in an undergraduate medical curriculum. The article suggests a framework that can assist programme developers to conceptualise the teaching and learning of patient-centredness across an undergraduate curriculum. Methods: A qualitative exploratory case study design was used for the study with final-year medical students. Themes of meaning were deduced from the data by employing components of an Integrated Behavior Model (IBM) of Fishbein. Results: The findings of the study revealed that seven factors play a role: background characteristics of students, attitudinal factors, subjective norms (the hidden curriculum), student self-efficacy, acquired skills and knowledge, the environment or context within which patient-centredness is taught and learnt, as well as assessment of learning. Conclusions: Patient-centredness is a complex construct and authors often write about only one of its components. This paper attempts to consider the total undergraduate medical curriculum students are exposed to when they learn about being patient-centred. The teaching and learning of such a multidimensional construct require a comprehensive approach in order to be effective and the IBM seems to be a useful and applicable theoretical model to apply. (Full text of the research articles are available online at www.medpharm.tandfonline.com/ojfp) S Afr Fam Pract 2017; DOI: 10.1080/20786190.2017.1386869

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Awareness and knowledge of interventional radiology among medical students at an Indian institution

10.1101/19010066 ◽

2019 ◽

Author(s):

Deepsha Agrawal ◽

Michael Alan Renfrew ◽

Sulove Singhal ◽

Yash Bhansali

Keyword(s):

Interventional Radiology ◽

Medical Students ◽

Imaging Techniques ◽

Undergraduate Curriculum ◽

Therapeutic Interventions ◽

Undergraduate Teaching ◽

Poor Knowledge ◽

Medical Undergraduate ◽

Therapeutic Procedures ◽

Radiology Teaching

PurposeInterventional radiology (IR) is a novel and evolving sub-specialty that encompasses image guided diagnostic and therapeutic procedures. With the advent of new imaging techniques and an increasing demand of minimally invasive procedures IR continues to grow as a core component in medical and surgical therapeutics. Radiology teaching is a part of medical undergraduate curriculum, however, the medical undergraduate cohort lacks exposure to IR principles, methods and techniques.The purpose of this study is to determine the knowledge and awareness of IR among medical students in a single university in India.Materials and MethodsAnonymous electronic surveys were sent to 350 medical students of Pt. JNM Medical College, Raipur, India. Each survey comprised of questions assessing knowledge and exposure to IR. A total of 70 students (20%) responded.Results85.7% of respondents believed that radiologists have a role in diagnostic as well as therapeutic interventions, however, 60% of students cited a very poor/poor knowledge of IR. A larger part, 91.5%, stated that they would be interested in IR based teaching delivered as a part of their undergraduate teaching program. Those who knew at least one interventional radiology technique were 1.51 (95% CI: 1.02 - 2.22; p < 0.05) times more likely to consider it as a career.ConclusionMedical Students demonstrate a poor knowledge of IR. This corresponds to a limited and inconsistent exposure to IR in medical schools. The study suggests that there is a need to deliver an IR based curriculum in medical undergraduate teaching in India.

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

British Journal of Surgery ◽

10.1093/bjs/znab117.111 ◽

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.

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The provision of ENT teaching in the undergraduate medical curriculum: a review and recommendations

The Journal of Laryngology & Otology ◽

10.1017/s0022215121001389 ◽

2021 ◽

pp. 1-6

Author(s):

B Patel ◽

S R Saeed ◽

S Smith

Keyword(s):

Medical Students ◽

Identity Development ◽

General Practitioners ◽

Medical Curriculum ◽

Undergraduate Curriculum ◽

Clinical Environment ◽

Structured Interviews ◽

Barriers To Learning ◽

Learning And Teaching ◽

E Learning

Abstract Objective The existing provision of ENT teaching in the undergraduate curriculum is deemed inadequate by medical students, general practitioners and ENT surgeons alike. This study aims to explore the perceptions of a variety of stakeholders on how undergraduate ENT provision can be optimised. Methods This study involved semi-structured interviews with seven participants (two medical students, two general practitioners, two ENT surgeons and a curriculum developer). Inductive thematic analysis was used to identify key themes that emerged from the interviews. Results The four emergent themes were evaluation of current ENT provision, barriers to learning and teaching, alternate means of delivery of ENT education, and professional identity development. A number of barriers to learning and teaching in the clinical environment were identified including student-related, teacher-related and environmental factors. Conclusion The existing ENT provision should be re-considered to help students achieve a basic level of competence in managing common ENT conditions. This can be achieved by ENT teaching in additional contexts including general practice, e-learning and simulation workshops.

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The use of videos to illustrate child psychopathology to medical students

Psychiatric Bulletin ◽

10.1192/pb.13.2.69 ◽

1989 ◽

Vol 13 (2) ◽

pp. 69-72 ◽

Cited By ~ 1

Author(s):

M. E. Garralda

Keyword(s):

Medical Students ◽

Child Development ◽

Child Psychiatry ◽

Child Psychopathology ◽

Undergraduate Curriculum ◽

Basic Information ◽

Psychiatric Assessment ◽

Medical Undergraduate

As a relative newcomer to the medical undergraduate curriculum, child psychiatry is still looking for ways in which to best convey its message to students. There is fairly general agreement that this should combine opportunities to assess children or at least to observe the psychiatric assessment of problems and to impart basic information on child development and psychopathology.

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Improving Neurosurgery education using Social-Media Case-based discussions: A Pilot Study (Preprint)

10.2196/preprints.21114 ◽

2020 ◽

Author(s):

Nicola Newall ◽

Brandon George Smith ◽

Ollie Burton ◽

Brainbook Brainbook Charity ◽

Aswin Chari ◽

...

Keyword(s):

Social Media ◽

Medical Education ◽

Medical Curriculum ◽

Demographic Data ◽

Undergraduate Curriculum ◽

Learning Needs ◽

Medical Undergraduate ◽

School Teaching ◽

Acceptable Method ◽

Case Based

BACKGROUND The increasing shift towards a more generalised medical undergraduate curriculum has led to limited exposure to sub-specialities including neurosurgery. The lack of standardised teaching may result in insufficient coverage of the core learning outcomes. Case-based discussions (CbDs) are often utilised in the undergraduate medical curriculum to link theory to practice and develop clinical reasoning. Social media (SoMe) in medical education is becoming an increasingly accepted and popular way for students to meet learning objectives outside of formal medical school teaching. OBJECTIVE We delivered a series of CbDs over SoMe to attempt to meet core learning needs in neurosurgery and determine whether SoMe-based CBDs were an efficient and acceptable method of education. METHODS Twitter was used as a medium to host nine CbDs pertaining to common neurosurgical conditions in practice. A sequence of informative and interactive ‘Tweets’ were formulated prior to the live CbDs and were tweeted in progressive order. Users interacted by replying to tweets to answer questions and raise discussions, as well as liking and retweeting. Moderation was performed by a neurosurgery resident, with oversight from an attending. Demographic data and participant feedback were collected using Qualtrics (Qualtrics LLC. USA). RESULTS 277 participants were recorded across the nine CbDs with 654,584 impressions generated. Feedback responses were received from 135 participants (48.7%). Participants indicated an increase of 77% in their level of knowledge after participating. 57% (n=77) had previous CbD experience as part of traditional medical education, with 62% (n=84) receiving a form of medical education previously through SoMe. All participants (n=135, 100%) felt the CbDs objectives were met and would attend future sessions and 99% of participants (n=134) indicated that their expectations were met by the SoMe CbDs. CONCLUSIONS SoMe has been demonstrated to be a favourable and feasible medium to host live, text-based interactive CbDs. Delivering CbDs over SoMe is a useful approach to teaching undergraduate neurosurgery and is easily translatable to all domains of medicine and surgery. CLINICALTRIAL

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