scholarly journals An Internet-Based Radiology Course in Medical School: Comparison of Academic Performance of Students on Campus Versus Those With Absenteeism Due to Residency Interviews (Preprint)

2017 ◽  
Author(s):  
Andrew George Alexander ◽  
Deborah Deas ◽  
Paul Eric Lyons
Keyword(s):  
Medical Student ◽  
Medical School ◽  
Formal Education ◽  
Standardized Test ◽  
Medical Knowledge ◽  
Final Exam ◽  
Web Based ◽  
Online Lectures ◽  
National Cohort ◽  
Based Instruction

BACKGROUND Imaging and its optimal use are imperative to the practice of medicine, yet many students don’t receive a formal education in radiology. Concurrently, students look for ways to take time away from medical school for residency interviewing. Web-based instruction provides an opportunity to combine these imperatives using online modalities. OBJECTIVE A largely Web-based course in radiology during the 4th year of medical school was evaluated both for its acceptance to students who needed to be away from campus for interviews, and its effectiveness on a nationally administered standardized test. METHODS All students were placed into a structured program utilizing online videos, online modules, online textbook assignments, and live interactive online lectures. Over half of the course could be completed away from campus. The Alliance of Medical Student Educators in Radiology test exam bank was used as a final exam to evaluate medical knowledge. RESULTS Positive student feedback included the freedom to travel for interviews, hands-on ultrasound training, interactive teaching sessions, and quality Web-based learning modules. Negative feedback included taking quizzes in-person, a perceived outdated online textbook, and physically shadowing hospital technicians. Most students elected to take the course during the interview months of October through January. The Alliance of Medical Student Educators in Radiology final exam results (70.5%) were not significantly different than the national cohort (70%) who took the course in-person. Test scores from students taking the course during interview travel months were not significantly different from students who took the course before (P=.30) or after (P=.34) the interview season. CONCLUSIONS Students desire to learn radiology and often choose to do so when they need to be away from campus during the fall of their 4th year of study to accomplish their residency interviews. Web-based education in radiology allows students’ interview traveling and radiology course objectives to be successfully met without adversely affecting the outcomes on a nationally normed examination in radiology. A curriculum that includes online content and live Web-based teleconference access to faculty can accomplish both imperatives.

scholarly journals Are efforts to attract graduate applicants to UK medical schools effective in increasing the participation of under-represented socioeconomic groups? A national cohort study

BMJ Open ◽  
2018 ◽  
Vol 8 (2) ◽  
pp. e018946 ◽  
Author(s):  
Ben Kumwenda ◽  
Jennifer Cleland ◽  
Rachel Greatrix ◽  
Rhoda Katharine MacKenzie ◽  
Gordon Prescott
Keyword(s):  
Medical Student ◽  
Medical School ◽  
Student Population ◽  
Multiple Logistic Regression ◽  
Sociodemographic Characteristic ◽  
Universities And Colleges ◽  
Graduate Entry ◽  
Socioeconomic Groups ◽  
National Cohort ◽  
The Uk

IntroductionAttracting graduates was recommended as a means of diversifying the UK medical student population. Graduates now make up nearly a quarter of the total medical student population. Research to date has focused on comparing the sociodemographic characteristics of applicants to and/or students on traditional and graduate entry programmes (GEMs), yet GEMs account for only 40% of the graduate medical student population. Thus, we aimed to compare the sociodemographic characteristic and outcomes of graduates and non-graduate applicants across a range of programmes.MethodsThis was an observational study of 117 214 applicants to medicine who took the UK Clinical Aptitude Test (UKCAT) from 2006 to 2014 and who applied to medical school through Universities and Colleges Admissions Service (UCAS). We included applicant demographics, UKCAT total score and offers in our analysis. Applicants were assigned as graduates or non-graduates on the basis of their highest qualification. Multiple logistic regression was used to predict the odds of receiving an offer, after adjusting for confounders.ResultsIrrespective of graduate or non-graduate status, most applicants were from the highest socioeconomic groups and were from a white ethnic background. Receiving an offer was related to gender and ethnicity in both graduates and non-graduates. After adjusting for UKCAT score, the OR of an offer for graduates versus non-graduates was approximately 0.5 (OR=0.48, 95% CI 0.46 to 0.49).DiscussionOur findings indicate that the aim of diversifying the medical student population on socioeconomic grounds by attracting graduates has been only marginally successful. Graduate applicants from widening access backgrounds are less likely than others to be offered a place at medical school. Different approaches must be considered if medicine is to attract and select more socially diverse applicants.

scholarly journals Building Community and Medical School Partnerships: Impact on Undergraduate Medical Education and Research

2020 ◽  
Author(s):  
Samal Nauhria ◽  
Irene Derksen ◽  
Shreya Nauhria ◽  
Amitabha Basu
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Social Learning ◽  
Active Learning ◽  
Medical School ◽  
Community Service ◽  
Medical Knowledge ◽  
Medical Schools ◽  
Team Work ◽  
Local Healthcare

Abstract Background: Community service provides avenues for social learning in medical education. Partnerships between medical schools and local healthcare agencies has paved the path for an active participation of a medical student in the community. This seems to have a positive impact on the medical knowledge and skills of students and also leads to a betterment of healthcare services for the community. National accreditation agencies and medical boards have emphasized that medical schools should provide opportunities for such learning to occur in the medical school curriculum. Various medical schools around the globe have adopted this active learning pedagogy and thus we wanted to explore how we can establish such a learning framework at out university.Methods: This was a qualitative study based on feedback from volunteer students who attended the annual health fare conducted in collaboration with local healthcare agencies. Two focus group interviews were recorded, transcribed and coded for thematic analyses.Results: Overall, the students enjoyed learning various clinical procedural skills. This activity was an opportunity to apply the medical knowledge learnt in classrooms. The students developed various competencies like communication skills, professionalism, team work and social responsibility. Prevalent health conditions discovered by the students included diabetes mellitus, hypertension and nutritional imbalance.Conclusions: This study explores how serving the community can bring about an educational change for a medical student. The community service framework promotes social learning, interprofessional education, peer learning and active learning amongst medical students.

Intelligent and Adaptive Web-Based Instruction

2011 ◽  
pp. 482-505
Author(s):  
Beverly Woolf ◽  
Mia Stern
Keyword(s):  
Critical Thinking ◽  
Web Sites ◽  
Theoretical Foundation ◽  
Web Based ◽  
Effective Learning ◽  
Online Lectures ◽  
Bulletin Boards ◽  
Data Points ◽  
Based Instruction ◽  
The Web

This chapter describes Web-based instructional tutors that support active and engaging learning. Towards that end, a theoretical foundation for designing such tutors is proposed and two Web-based tutors described. The tutors reason about a student’s knowledge and their own teaching strategies while taking advantage of the possibilities of the Web, by being open to other resources (Web sites) and other people (online communities). One tutor, Rashi, provides problem-based activities and tracks a student’s critical thinking in biology and geology, and the second, iMANIC, uses hypermedia to customize online lectures for individual students based on learning need. This work provides promising data points for the development of authentic and effective learning that can take advantage of the possibilities of the Web, without being rooted in extensions of what already exists in the classroom, such as lectures or bulletin boards.

scholarly journals Medical student awareness of and interest in clinical informatics

2015 ◽  
Vol 22 (e1) ◽  
pp. e42-e47 ◽  
Author(s):  
Rahul Banerjee ◽  
Paul George ◽  
Cedric Priebe ◽  
Eric Alper
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Medical Schools ◽  
Learning Opportunities ◽  
Clinical Informatics ◽  
Professional Society ◽  
Web Based ◽  
Students Attitudes ◽  
Training Opportunities

Abstract Objective We aimed to investigate medical students’ attitudes about Clinical Informatics (CI) training and careers. Materials and Methods We distributed a web-based survey to students at four US allopathic medical schools. Results Five hundred and fifty-seven medical students responded. Interest in CI training opportunities (medical school electives, residency electives, or academic fellowships) surpassed respondents’ prior awareness of these opportunities. Thirty percent of student respondents expressed at least some interest in a CI-related career, but they were no more aware of training opportunities than their peers who did not express such an interest. Discussion Almost one third of medical students who responded to our survey expressed an interest in a CI-related career, but they were generally unaware of CI training and mentoring opportunities available to them. Early outreach to such medical students, through elective classes, professional society incentives, or expert partnerships, may positively influence the size and skill set of the future CI workforce. Conclusion We should work as a field to increase the quantity, quality, and publicity of CI learning opportunities for interested medical students.

Intelligent and Adaptive Web-Based Instruction

2006 ◽  
pp. 321-347
Author(s):  
Beverly Woolf ◽  
Mia Stern
Keyword(s):  
Critical Thinking ◽  
Web Sites ◽  
Theoretical Foundation ◽  
Web Based ◽  
Effective Learning ◽  
Online Lectures ◽  
Bulletin Boards ◽  
Data Points ◽  
Based Instruction ◽  
The Web

This chapter describes Web-based instructional tutors that support active and engaging learning. Towards that end, a theoretical foundation for designing such tutors is proposed and two Web-based tutors described. The tutors reason about a student’s knowledge and their own teaching strategies while taking advantage of the possibilities of the Web, by being open to other resources (Web sites) and other people (online communities). One tutor, Rashi, provides problem-based activities and tracks a student’s critical thinking in biology and geology, and the second, iMANIC, uses hypermedia to customize online lectures for individual students based on learning need. This work provides promising data points for the development of authentic and effective learning that can take advantage of the possibilities of the Web, without being rooted in extensions of what already exists in the classroom, such as lectures or bulletin boards.

Methodology of ECG Interpretation in the Padova Program

1990 ◽  
Vol 29 (04) ◽  
pp. 386-392 ◽  
Author(s):  
R. Degani ◽  
G. Bortolan
Keyword(s):  
Decision Making ◽  
Medical School ◽  
Fuzzy Set ◽  
Medical Knowledge ◽  
Main Aspect ◽  
Measurement Evaluation ◽  
Possibility Distributions ◽  
Linguistic Decision Making ◽  
The University ◽  
Ecg Interpretation

AbstractThe main lines ofthe program designed for the interpretation of ECGs, developed in Padova by LADSEB-CNR with the cooperation of the Medical School of the University of Padova are described. In particular, the strategies used for (i) morphology recognition, (ii) measurement evaluation, and (iii) linguistic decision making are illustrated. The main aspect which discerns this program in comparison with other approaches to computerized electrocardiography is its ability of managing the imprecision in both the measurements and the medical knowledge through the use of fuzzy-set methodologies. So-called possibility distributions are used to represent ill-defined parameters as well as threshold limits for diagnostic criteria. In this way, smooth conclusions are derived when the evidence does not support a crisp decision. The influence of the CSE project on the evolution of the Padova program is illustrated.

Meditation buffers medical student compassion from the deleterious effects of depression.

2017 ◽  
Author(s):  
Jennifer S Mascaro ◽  
Sean Kelley ◽  
Alana Darcher ◽  
Lobsang Negi ◽  
Carol Worthman ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Well Being ◽  
Daily Functioning ◽  
Wait List ◽  
School Students ◽  
Social Emotions ◽  
The Face ◽  
Second Year

Increasing data suggest that for medical school students the stress of academic and psychologicaldemands can impair social emotions that are a core aspect of compassion and ultimately physiciancompetence. Few interventions have proven successful for enhancing physician compassion inways that persist in the face of suffering and that enable sustained caretaker well-being. To addressthis issue, the current study was designed to (1) investigate the feasibility of cognitively-basedcompassion training (CBCT) for second-year medical students, and (2) test whether CBCT decreasesdepression, enhances compassion, and improves daily functioning in medical students. Comparedto the wait-list group, students randomized to CBCT reported increased compassion, and decreasedloneliness and depression. Changes in compassion were most robust in individuals reporting highlevels of depression at baseline, suggesting that CBCT may benefit those most in need by breakingthe link between personal suffering and a concomitant drop in compassion

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