Peer led practice improves medical student confidence in subsequent Objective Structured Clinical Examinations (Preprint)

2021 ◽  
Author(s):  
Zobia Hussain
Keyword(s):  
Medical Students ◽  
Objective Assessment ◽  
Group Discussion ◽  
Junior Doctors ◽  
Learning Approaches ◽  
Simulation Education ◽  
Objective Structured Clinical Examinations ◽  
Healthcare Professions ◽  
The Difference

BACKGROUND Diabetic ketoacidosis (DKA) teaching is often inadequate leading to confusion amongst medical students and junior doctors. Active learning approaches such as simulation improves retention of learning. A peer led simulated OSCE programme improved medical students’ knowledge and confidence in recognising and managing DKA. OBJECTIVE To design a protocol to improve medical education on the topic of DKA. METHODS A combination of Objective Structured Clinical Examination (OSCE) and medical simulation was devised utilising a SMART simulator mannequin and a peer taking the role of simulated patient. Students received two debriefs, individual feedback and group discussion. Students were assessed through objective assessment results from a questionmark assessment. RESULTS Objective scores on assessment were improved from 5.2/10 (SD, 1.0) to 10/10 (SD, 2.1) on the questionmark. The difference in scores was statistically significant (p<0.05). CONCLUSIONS Medical students benefit from and enjoy OSCE style simulation education on DKA. This programme could be expanded to other topics in acute medicine and extended to other students in healthcare professions.

scholarly journals Simulated Encounters With Vaccine-Hesitant Parents: Arts-Based Video Scenario and a Writing Exercise

2018 ◽  
Vol 5 ◽  
pp. 238212051879025 ◽  
Author(s):  
Kaisu Koski ◽  
Juho T Lehto ◽  
Kati Hakkarainen
Keyword(s):  
Medical Students ◽  
Health Beliefs ◽  
Clinical Training ◽  
Peer Group ◽  
Group Discussion ◽  
Vaccine Hesitancy ◽  
Junior Doctors ◽  
Global Public Health ◽  
Consultation Room ◽  
Video Viewing

Vaccine hesitancy is an increasing and urgent global public health challenge. Medical students’ encounters with vaccine-hesitant parents, however, remain incidental and unexplored. During pre-clinical training, the vaccine-hesitant parents are typically represented through impersonal text-based cases, lists of their concerns, and sometimes a virtual patient. However, in reality, vaccine-hesitant parents have many health beliefs and arguments that are accompanied with intense emotions, and students remain unaware and unprepared for them. This study is an experimental pilot test in stimulating the medical students’ understanding of, and ability to respond to, vaccine-hesitant parents’ beliefs and questions. An arts-based video scenario and a writing exercise are used to demonstrate a rich case of vaccine hesitancy, including a simulated dialogue between a parent and a student. The study invites vaccine-hesitant parents to ask questions to medical students, then it incorporates these questions in a video scenario and subsequently invites the students to answer these questions as junior doctors. The study examines how the peer group discussion after the video viewing resembles a hospital breakroom conversation and how the written dialogue with a vaccine-hesitant parent simulates a consultation-room encounter.

Role of behavioral sciences in development of professionalism among MBBS students

2020 ◽  
Vol 14 (1) ◽  
pp. 3-9
Author(s):  
Ammara Butt ◽  
Abid Ashar
Keyword(s):  
Medical Students ◽  
Behavioral Science ◽  
Clinical Skills ◽  
Group Discussion ◽  
Sampling Technique ◽  
P Value ◽  
Behavioral Sciences ◽  
Before And After ◽  
Students Attitudes

Background: Professionalism is a global quality expected in medical students’ along with clinical skills. Behavioral sciences have been included in 3rd year MBBS curriculum since 2014 at FJMU. The purpose of this change is to enhance Professionalism formally in addition to other areas of the subject. This study aims to determine effectiveness of studying behavioral sciences as a subject in enhancing elements of Professionalism. Subjects and Methods: The mixed-methods study was used and a sample of 240 3rd year medical students was taken by convenient sampling. In the first (quantitative) phase of the study, Penn State College of Medicine Professionalism Questionnaire (PSCOM-PQ) was administered before and after studying behavioral sciences as a subject, to collect pre and post statistical results about students’ attitudes towards professionalism. The results were analyzed by paired sample t-test. In the second (qualitative) phase, Focus Group Discussion (FGD) was conducted to reveal the reasons for professionalism development and role of Behavioral Sciences in its development. 8 students were selected by purposeful homogeneous sampling technique. FGD session was audio-taped and transcribed, finally thematic analysis was done. Results: The results showed highly significant increase (p-value= 0.00, t= -74.39, mean= -72, SD= 14.99) in the scores of Professionalism after studying behavioral sciences as a subject. The broad themes identified by FGD were “Professionalism Related Skills Learned through Behavioral Sciences” and “Modes of Information Transfers’ Role in Professionalism Understanding”. The professional skills conceptualized by the students included emotional stability, empathy, psychoeducation, confidentiality, competency and sense of responsibility. The participants felt that professionalism develops by the means of lectures, workshops, role plays, modeling and formal assessment sessions. Conclusion: Study of behavioral science has significant effect in the development of professionalism among MBBS students and is well received by third year MBBS students.

Motivations of medical students and doctors leaving the NHS explored in a residency training application webinar series

2021 ◽  
pp. postgradmedj-2021-140795
Author(s):  
Setthasorn Zhi Yang Ooi ◽  
Rucira Ooi ◽  
Amanda Godoi ◽  
Eu Fang Foo ◽  
Timothy Woo ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Medical Students ◽  
Residency Training ◽  
Wilcoxon Test ◽  
Junior Doctors ◽  
Specialty Training ◽  
Motivating Factors ◽  
The Difference ◽  
The Uk

BackgroundRecent reports show that about 10% of UK-graduate doctors leave the country to pursue specialty training elsewhere. Our article aims to evaluate the motivating factors for UK graduates to leave the National Health Service (NHS), especially during the COVID-19 pandemic and Brexit.Study designCross-sectional study.MethodA novel 22-item questionnaire was disseminated at a webinar series regarding the application process to pursue residency training in six different countries/regions from 2 August 2020 to 13 September 2020. The data was analysed using Kruskal-Wallis rank-sum with post-hoc Wilcoxon test to compare the difference in significance among the motivating factors.Results1118 responses from the UK medical students and doctors were collected; of which, 1001 (89.5%) were medical students, and 88 (7.9%) were junior doctors. There was a higher propensity for leaving after the Foundation Programme compared with other periods (p<0.0001 for all comparisons). There was no difference between desire for leaving after core surgical/medical training and specialty training (p=0.549). However, both were significantly higher than leaving the NHS after medical school (p<0.0001). Quality of life and financial prospects (both p<0.0001) were the most agreed reasons to leave the NHS, followed by clinical and academic opportunities and, subsequently, family reasons.ConclusionFuture work on the quality of life for doctors in the UK should be explored, especially among those considering leaving the NHS. Policymakers should focus on assessing the difference in working hours, on-call hours and wages that may differ among healthcare systems.

Undergraduate anatomy teaching in the UK

2009 ◽  
Vol 91 (3) ◽  
pp. 102-106 ◽  
Author(s):  
P Gogalniceanu ◽  
E Fitzgerald O'Connor ◽  
A Raftery
Keyword(s):  
Medical Students ◽  
Basic Science ◽  
Medical Curriculum ◽  
General Medical Council ◽  
Junior Doctors ◽  
Medical Council ◽  
The Uk ◽  
Teaching Time ◽  
Anatomy Teaching

The UK undergraduate medical curriculum has undergone significant changes following the recommendation of Tomorrow's Doctors, a report by the UK's General Medical Council (GMC). One consequence of these reforms is believed to be an overall reduction in basic science teaching. Many anatomists, surgeons and medical students have objected to the reduction in anatomy teaching time, the diminishing role of dissection and the inadequate assessment of students' knowledge of anatomy. Moreover, there have been concerns regarding the future of anatomy as an academic subject as well as the fitness to practise of junior doctors. Currently there is much debate as to whether the UK is experiencing a real or apparent crisis in anatomy teaching.

scholarly journals 1559 Motivations of Medical Students and Doctors Leaving the NHS Explored in a Residency Training Application Webinar Series

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
S Z Y Ooi ◽  
R Ooi ◽  
A Godoi ◽  
E F Foo ◽  
T Woo ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Medical Students ◽  
Medical Training ◽  
Junior Doctors ◽  
Specialty Training ◽  
Motivating Factors ◽  
Surgical Trainees ◽  
The Difference ◽  
The Uk

Abstract Aim Traditionally, the UK has been highly regarded as a place for doctors to pursue undergraduate medical training and postgraduate training. However, recent reports show that more than 40% of UK-graduate doctors leave the country to pursue specialty training elsewhere. This paper aims to identify and evaluate the motivating factors for UK graduates to leave the NHS. Method An anonymised questionnaire was disseminated at a webinar series regarding the application process to pursue residency overseas. The data was independently analysed by two reviewers. A one-way ANOVA (with Tukey’s Post Hoc test) was utilised to compare the difference between motivating factors. Results were considered statistically significant for p-values &lt;0.05. Results 1,118 responses from the UK medical students and doctors were collected; of which, 1,001 (89.5%) were medical students, and 88 (7.9%) were junior doctors. There was a higher preference for leaving after the Foundation Programme compared to the other periods (p &lt; 0.0001). There was no difference between leaving after core surgical/medical training and specialty training (p = 0.549). However, both were significantly higher than leaving the NHS after medical school (p &lt; 0.0001). Quality of life and financial prospects (both P-corrected&lt;0.0001 compared individually and to other groups) were the most agreed reasons to leave the NHS, followed by clinical and academic opportunities and, subsequently, family reasons. Conclusions Future work on the quality of life for doctors in the UK, especially for prospective surgical trainees, should be explored. Policymakers should focus on assessing the difference in working hours, on-call hours or wages that may differ among the healthcare systems.

scholarly journals ‘Why didn’t they see my scars?’ Critical thematic analysis of simulated participants’ perceived tensions surrounding objective structured clinical examinations

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Mairead Corrigan ◽  
Helen J. Reid ◽  
Pascal P. McKeown
Keyword(s):  
Patient Safety ◽  
Medical Students ◽  
Thematic Analysis ◽  
Real Life ◽  
Negative Consequences ◽  
Structured Interviews ◽  
Clinical Encounters ◽  
Objective Structured Clinical Examinations ◽  
Power And Agency

Abstract Background Simulated participants (SPs) play an important role in simulated assessments of clinical encounters between medical students and patients, most notably in objective structured clinical examinations (OSCEs). SP contributions to OSCEs are invaluable, taking the role of a patient or carer. While SPs in some settings/contexts may rate students, their role has been problematized in the literature for their lack of agency within a standardised format of OSCEs that promotes reliability, objectivity and accountability. In this study, we explored SP experiences for tensions that result from simulated assessments and their potential implications for education. Methods Semi-structured interviews were conducted with seven SPs who were also tasked with providing a global mark for students. They were purposively selected to include women and men of different ages, occupation, education and experience as an SP. The interviews were analysed using a critical thematic analysis using a phenomenological approach. Results SP experiences directly addressed tensions and contradictions around OSCEs. SP participants described their experiences under four themes: industrialising, reducing, performativity and patient safety. OSCEs were compared to an industrial process that promoted efficiency but which bore no resemblance to real-life doctor-patient encounters. They were perceived to have a power and agency that reduced SPs to verbalising scripts to ensure that students were exposed to a standardised simulated experience that also underlined the performative role of SPs as props. These performative and reductionist experiences extended to students, for whom the mark sheet acted as a checklist, promoting standardised responses that lacked genuineness. All of this created a tension for SPs in promoting patient safety by ensuring that those medical students who passed were clinically competent. Conclusions OSCEs often form part of high-stakes exams. As such, they are governed by processes of industrialisation, accountability and standardisation. OSCEs possess a power and agency that can have unintended negative consequences. These include ‘conditioning’ students to adopt behaviours that are not suited to real-life clinical encounters and are not person-centred.

scholarly journals Comparison of Students’ Characteristics, Self-Motivation, and Readiness of Self-Directed Learning Implementation among Medical Students at Maranatha Christian University

2017 ◽  
Vol 1 (5) ◽  
Author(s):  
Rimonta F Gunanegara ◽  
Mardiastuti H Wahid ◽  
Indah S Widyahening
Keyword(s):  
Medical Students ◽  
Learning Process ◽  
Group Discussion ◽  
First Year ◽  
Mixed Method Research ◽  
Self Directed Learning ◽  
Factors Affecting ◽  
Significant Difference ◽  
Directed Learning

Self-Directed Learning (SDL) is an important skill that must be achieved by medical students.The aim of this study is to identify the level of self-motivation and SDL readiness in the medicalstudents as well as to identify factors affecting SDL. This is is a mixed method research,involving first-year and clinical year medical students. A quantitative research is conducted bydistributing self-motivation (MSLQ) and SDL questionnaire (SDLRS). A total sampling isapplied to select the respondents. Furthermore, focus group discussion (FGD) on students andtutors/preceptors is carried out. Informants are chosen by purposive sampling method. Thisresearch reveals that most of medical students have a good level of self-motivation but a lowlevel of SDL readiness. Nevertheless, the mean scores of SDL readiness in both groups showsno significant differences. The research also identifies four major factors affecting the SDLreadiness, namely the students’ characteristics, learning process, the role of tutors/preceptorsand supporting facilities for learning. There is no significant difference between SDL readinessof the first-year and clinical year of medical students. Unprepared students’ characteristics,sub-optimal learning process, unsupported role of tutors/preceptors and inadequate learningresources are found to be the mayor factors influencing SDL readiness.Keywords: self-directed learning readiness; self-motivation; problem-based learning

scholarly journals Going beyond ‘good enough’ teaching in psychiatric training

2017 ◽  
Vol 23 (2) ◽  
pp. 131-142 ◽  
Author(s):  
S. Neil Sarkar ◽  
Allan H. Young
Keyword(s):  
Medical Students ◽  
Learning Objectives ◽  
Assessment Process ◽  
Psychiatric Training ◽  
Junior Doctors ◽  
Generic Skills ◽  
Medical Undergraduates ◽  
Poor Recruitment ◽  
The Impact

SummaryPsychiatrists have a role in teaching all medical undergraduates and foundation year doctors generic skills to become good doctors, but they also have to appeal to and nurture the interests of future psychiatrists by maintaining core psychiatric skills/knowledge in their teaching. They must tackle poor recruitment to psychiatry and stigma against both the profession and its patients. Medical students and junior doctors tend to be strategic learners, motivated by passing assessments, and psychiatrists are often guilty of gearing their teaching only to this. This article explores the assessment process itself and ways to optimise it, and presents a case for going beyond teaching how to pass exams in order to address wider issues relating to psychiatry.Learning Objectives• Identify the extent of current problems of recruitment and stigma in psychiatry and recognise the role of psychiatrists in addressing these through teaching• Be aware of the impact and limitations of tailoring teaching to assessment only• Identify ways of improving your own practice, taking account of the literature and strategies suggested

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