Impostor Syndrome: A Calling for a Career in Medical Education? (Preprint)

2020 ◽  
Author(s):  
Marinos G Sotiropoulos
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Teaching Methods ◽  
Personal Experience ◽  
Healthcare Professionals ◽  
Teaching Methodology ◽  
Medical Teaching ◽  
Internal Process ◽  
Impostor Feelings ◽  
Impostor Syndrome

UNSTRUCTURED Is it possible that medical students suffer from impostor syndrome due to inadequate teaching methods? Although there is no evidence to support this hypothesis, it is worth exploring: impostor syndrome could be an outcome of defective teaching methodology in medical schools. Students who are most affected may be the ones most invested in growth and learning, and the impostor feelings could signify a tendency to simplify, understand and explain essential concepts. This could translate into a talent in medical teaching. A personal experience that led to a vocation for medical education is used as an example of this internal process that could benefit medical students and healthcare professionals with similar perceptions.

Community-engaged medical education: helping to address child health and social inequality

2021 ◽  
pp. edpract-2021-322024
Author(s):  
Ravi Parekh ◽  
Arti Maini ◽  
Bethany Golding ◽  
Sonia Kumar
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Child Health ◽  
Social Inequality ◽  
Case Studies ◽  
Healthcare Professionals ◽  
Authentic Learning ◽  
Local Communities ◽  
Local Health ◽  
Symbiotic Relationship

Medical education has a key role in helping to address child health and social inequality. In this paper we describe the rationale for developing a community-engaged approach to education, whereby medical schools partner with local communities. This symbiotic relationship enables medical students to experience authentic learning through working with communities to address local health and social priorities. Case studies of how such approaches have been implemented are described, with key takeaway points for paediatric healthcare professionals wanting to develop community-engaged educational initiatives.

scholarly journals Medical education in COVID-19 pandemic: medical students' point of view

2020 ◽  
Vol 53 (4) ◽  
pp. 490-494
Author(s):  
Lucas Ricardo Benfatti Marsilli ◽  
Fernanda Bombonato Smecellato ◽  
Orlando de Castro e Silva Júnior
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Teaching Methods ◽  
Point Of View ◽  
Medical Residency ◽  
Active Teaching ◽  
Multiple Issues ◽  
Open And Distance Learning ◽  
The Impact ◽  
Current Reality

Introduction: With the current reality that we are experiencing with the beginning of the new coronavirus (nCov) pandemic, everyone is dealing with new challenges. Among these, there are medical students, with their practical activities interrupted and many concerns. Objective: This article portrays the experience of medical students attending internship and the impact of the pandemic on medical education. Discussion: Among the multiple issues that students have been experiencing, there is a duality between the desire to engage in the fight against the pandemic and the fear of contamination of their friends and family. Furthermore, there is an increasing offer of online content, such as courses, congresses, and discoveries regarding COVID-19. With the massive adoption of Open and Distance Learning, the student faces the duality between traditional and active teaching methods, in addition to fear about the interruption of practical activities and the question of when they will be re-established. Finally, there are concerns about the students’ future: when and how they will complete the medical course, and the preparation for Medical Residency Exams. Conclusion: It is clear that the pandemic is significantly affecting already concerned medical students, in multiple aspects of their lives, about their training and completion of the course.

scholarly journals The Change of Medical Education Landscape in the Midst of COVID-19 Pandemic

2021 ◽  
Vol 13 (3) ◽  
pp. 97-101
Author(s):  
Fahisham Taib ◽  
Mohd Najib Mat Pa
Keyword(s):  
Medical Education ◽  
Paradigm Shift ◽  
Online Teaching ◽  
Clinical Teaching ◽  
Medical Schools ◽  
Teaching Methodology ◽  
Medical Teaching ◽  
Face To Face ◽  
New Learning

The COVID-19 outbreak started late 2019 has systematically changed the lives of people around the globe. Medical schools have to implement changes in the teaching methodology to observe social distancing order. The pandemic perpetuates a paradigm shift in medical teaching, from face-to-face to virtual and online teaching. Virtual teaching has become the new learning norm but limited in replacing clinical teaching. It has been considered as one of the most viable options for the long-term durability and continuity of medical education. The fluidity of such educational changes, especially during the pandemic warrants preparation of the online infrastructure learning, literacy of the learners and preparation by the teachers during this period.

scholarly journals Genetics Practice Classes: A Useful Educational Method to Enhance the Learning of Medical Students

2020 ◽  
Vol In Press (In Press) ◽  
Author(s):  
Mahdi Bijanzadeh
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Teaching Methods ◽  
High Speed ◽  
Practical Aspect ◽  
Medical Genetics ◽  
Clinical Aspects ◽  
Educational Method ◽  
Practical Experiences ◽  
Open Question

Background: The current curriculum of genetics for medical students in the universities of Iran includes basic and clinical materials that are mainly theory-based. The integration of medical genetics into various aspects of medicine and exposing students to the practical and clinical aspects of genetics play a key role in improving the skills of graduated young physicians. Objectives: The present study aimed to evaluate the viewpoints of medical students regarding the practicality of genetics practice classes. Methods: This descriptive study was conducted using a researcher-made questionnaire, which was completed by 72 medical students at Ahvaz Jundishapour University of Medical Sciences in Ahvaz, Iran. The respondents had a genetics practice class (two-credit course), which was taught in the third semester of basic medical education. The participants were asked about the quality and quantity of the genetics course and teaching methods of the instructor, as well as the practicality of the course. Data analysis was performed in SPSS version 19. Results: The majority of the students (59.7%) believed that the genetics practice class was useful and helped with the better understanding of genetics principles. In addition, 60% of the students stated that the class increased their interest to study and research in medical genetics. In response to the open question, 32% of the students emphasized on teaching more clinical examples by teachers and doing more laboratory tests by students. Conclusions: The practical aspect of medical education is constantly reshaped, and the curricula of medical schools have to encompass new measures to keep up with the high speed of these changes. Each item in the medical genetics education should be accompanied with students’ practical experiences and advanced teaching methods in order to meet the requirements of genetics practice classes and prepare the students for the visitation of genetics patients in hospitals, analysis of laboratory genetic tests, and holding counseling sessions in this regard.

scholarly journals Development of a medical education podcast in obstetrics and gynecology

2021 ◽  
Author(s):  
Kristin Black ◽  
Lindsay Drummond ◽  
Venu Jain ◽  
Margaret Sagle
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Teaching Methods ◽  
Obstetrics And Gynecology ◽  
High Quality ◽  
Conventional Teaching ◽  
Education Resource

Implication Statement: Podcasts are used in medical education to supplement conventional teaching methods such as lectures and reading. We identified a lack of Canadian medical education podcasts covering obstetrics and gynecology (Ob/Gyn) content and created a podcast specific for Canadian medical students and residents. The podcast called “OB-G in YEG” is freely available and currently has fourteen episodes that cover common topics in Ob/Gyn. We describe the process for creating a high-quality medical education resource that is widely accessible to learners that readers may be able to replicate in their own discipline.

scholarly journals Medical learning in a private hospital: patients' and companions' perspectives

2009 ◽  
Vol 127 (2) ◽  
pp. 101-104 ◽  
Author(s):  
Arthur de Carvalho Jatobá e Sousa ◽  
Carolina da Rocha Machado Tajra ◽  
Rodolfo de Souza Coelho ◽  
Ciro Martins Gomes ◽  
Ricardo Afonso Teixeira
Keyword(s):  
Intensive Care Unit ◽  
Medical Education ◽  
Intensive Care ◽  
Medical Students ◽  
Private Hospital ◽  
Tertiary Care ◽  
Teaching Hospitals ◽  
Waiting Room ◽  
Cross Sectional ◽  
Medical Teaching

CONTEXT AND OBJECTIVE: Contact with patients has important implications for medical students' education. Previous studies have shown that patients in teaching hospitals have positive views about medical education. The aim here was to assess the acceptability of medical education among patients and their companions in a non-teaching private hospital that is planning to implement a medical teaching program in the near future. DESIGN AND SETTING: Cross-sectional study conducted in a 200-bed tertiary-care private hospital in Brasília. METHODS: Between March and April 2005, patients and their companions in three different sections of the hospital (intensive care unit, ward and emergency waiting room) were surveyed using a questionnaire. RESULTS: The questionnaire was completed by 209 volunteers. The majority of the volunteers (178; 85%) said that they would allow a student to be present during consultations. Of these, 102 (57%) said that they would like to have a student present. Acceptance of the presence of students was higher among males (males 93%; females 81%; P = 0.026). Intensive care unit respondents said that they would like medical students to be present more frequently than the other two groups said this (ward 48%; emergency room 49%; intensive care unit 74%; P = 0.011). CONCLUSIONS: Not only were medical students well accepted but also their presence during consultations was desired by many patients and their companions. These findings may be of great value for plans to implement medical teaching programs in private hospitals.

The Anomalous Position of Parasitology in the Medical Curriculum in England

Parasitology ◽  
1924 ◽  
Vol 16 (2) ◽  
pp. 248-250
Author(s):  
George H. F. Nuttall
Keyword(s):  
Public Health ◽  
Medical Education ◽  
Medical Students ◽  
Personal Experience ◽  
Medical Curriculum ◽  
Tropical Medicine ◽  
The Other ◽  
Limited Extent ◽  
Other Hand ◽  
Short Courses

Although Parasitology, broadly interpreted, includes the study of parasitic bacteria within its sphere, bacteriology is excluded from consideration here because it is assumed that a knowledge thereof is sufficiently recognised as essential by those who deal with medical education. At any rate bacteriology is more or less adequately taught to medical students and candidates for the Diploma in Public Health, although it receives insufficient consideration in courses leading to the Diploma in Tropical Medicine and Hygiene. On the other hand, parasitology is taught to candidates for the latter diploma to the limited extent that is allowed in the too short courses of instruction that are at present given for the diploma. Medical students in general learn next to nothing of parasitology beyond what they pick up in the course of their preliminary zoological training. I base these statements on personal experience, extending over many years, as teacher and examiner. Similar conclusions to these have been reached by others who are able to form an objective opinion.

scholarly journals Knowledge of and Adherence to Hygiene Guidelines among Medical Students in Austria

2013 ◽  
Vol 2013 ◽  
pp. 1-6 ◽  
Author(s):  
Verena G. Herbert ◽  
Paul Schlumm ◽  
Harald H. Kessler ◽  
Andreas Frings
Keyword(s):  
Gender Differences ◽  
Medical Education ◽  
Medical Students ◽  
Healthcare Professionals ◽  
Quality Standards ◽  
Male Students ◽  
Hand Disinfection ◽  
Who Guidelines ◽  
Hygiene Education ◽  
Medical University

Background. Adherence to hygiene guidelines is of utmost importance for healthcare professionals. The aim of this study was to evaluate the knowledge on and the adherence to hygiene guidelines among medical students in Austria. Additionally, a possible difference between female and male students was investigated.Methods. An open paper-based survey among third-year medical students at the Medical University of Graz was conducted. The questionnaire consisted of 20 single-choice questions covering compliance with basic hygiene standards, self-rated knowledge of hygiene guidelines, and satisfaction with current hygiene education, equipment, and quality standards.Results. Of 192 medical students, 70% judged their knowledge of hygiene standards as “excellent” or “good”; however, only 49% reported adherence to hygiene guidelines and only 43% performed hygienic hand disinfection according to WHO guidelines. Of the respondents, 79% voted for a mandatory course on hygiene standards in medical education. No significant gender differences were observed.Conclusion. While the knowledge on hygiene guidelines appears to be good among medical students, adherence is limited and requires improvement. The need for an optimum education in hygiene is high.

scholarly journals Effectiveness of Virtual Medical Teaching During the COVID-19 Crisis: Systematic Review (Preprint)

2020 ◽  
Author(s):  
Robyn-Jenia Wilcha
Keyword(s):  
Medical Education ◽  
Student Engagement ◽  
Medical Students ◽  
Medical School ◽  
Clinical Teaching ◽  
Well Being ◽  
Medical Schools ◽  
Medical Teaching ◽  
Advantages And Disadvantages ◽  
Virtual Teaching

BACKGROUND In December 2019, COVID-19 emerged and rapidly spread worldwide. Transmission of SARS-CoV-2, the virus that causes COVID-19, is high; as a result, countries worldwide have imposed rigorous public health measures, such as quarantine. This has involved the suspension of medical school classes globally. Medical school attachments are vital to aid the progression of students’ confidence and competencies as future physicians. Since the outbreak of COVID-19, medical schools have sought ways to replace medical placements with virtual clinical teaching. OBJECTIVE The objective of this study was to review the advantages and disadvantages of virtual medical teaching for medical students during the COVID-19 pandemic based on the current emerging literature. METHODS A brief qualitative review based on the application and effectiveness of virtual teaching during the COVID-19 pandemic was conducted by referencing keywords, including medical student virtual teaching COVID-19, virtual undergraduate medical education, and virtual medical education COVID-19, in the electronic databases of PubMed and Google Scholar. A total of 201 articles were found, of which 34 were included in the study. Manual searches of the reference lists of the included articles yielded 5 additional articles. The findings were tabulated and assessed under the following headings: summary of virtual teaching offered, strengths of virtual teaching, and weaknesses of virtual teaching. RESULTS The strengths of virtual teaching included the variety of web-based resources available. New interactive forms of virtual teaching are being developed to enable students to interact with patients from their homes. Open-access teaching with medical experts has enabled students to remain abreast of the latest medical advancements and to reclaim knowledge lost by the suspension of university classes and clinical attachments. Peer mentoring has been proven to be a valuable tool for medical students with aims of increasing knowledge and providing psychological support. Weaknesses of virtual teaching included technical challenges, confidentiality issues, reduced student engagement, and loss of assessments. The mental well-being of students was found to be negatively affected during the pandemic. Inequalities of virtual teaching services worldwide were also noted to cause differences in medical education. CONCLUSIONS In the unprecedented times of the COVID-19 pandemic, medical schools have a duty to provide ongoing education to medical students. The continuation of teaching is crucial to enable the graduation of future physicians into society. The evidence suggests that virtual teaching is effective, and institutions are working to further develop these resources to improve student engagement and interactivity. Moving forward, medical faculties must adopt a more holistic approach to student education and consider the mental impact of COVID-19 on students as well as improve the security and technology of virtual platforms.

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