GENDER DIFFERENCES IN FIRST YEAR MEDICAL STUDENTS' ATTITUDES TOWARDS A DISCUSSION-ORIENTED BEHAVIORAL SCIENCE COURSE

1988 ◽  
Vol 16 (1) ◽  
pp. 65-69 ◽  
Author(s):  
Howard B. Roback ◽  
Pauline L. Rabin ◽  
John E. Chapman
Keyword(s):  
Gender Differences ◽  
Medical Students ◽  
Behavioral Science ◽  
Future Research ◽  
First Year ◽  
Course Performance ◽  
Control Female ◽  
Future Research Directions ◽  
Students Attitudes ◽  
First Year Medical Students

The authors investigated gender differences among first year medical students' attitudes towards a discussion-oriented, Behavioral Science course, performance on an end of course essay, and locus of control. Female medical students generally evaluated the course more favorably than their male counterparts, and scored higher on the Rotter I-E scale (i.e., were more “external'). There were no gender differences in essay grades. Implications of the findings are discussed and future research directions are suggested.

First-Year Medical Students?? Attitudes toward Radiology

1992 ◽  
Vol 27 (2) ◽  
pp. 175-178 ◽  
Author(s):  
A E SCHLESINGER ◽  
C E BLANE ◽  
K H VYDARENY
Keyword(s):  
Medical Students ◽  
First Year ◽  
Students Attitudes ◽  
First Year Medical Students

scholarly journals First-year Medical Students’ Attitudes toward Health Care Teams:

2021 ◽  
Vol 71 (2) ◽  
pp. 115-121
Author(s):  
Shinjiro Nozaki ◽  
Takatoshi Makino ◽  
Bumsuk Lee ◽  
Hiroki Matsui ◽  
Yoshiharu Tokita ◽  
...  
Keyword(s):  
Health Care ◽  
Medical Students ◽  
First Year ◽  
Health Care Teams ◽  
Students Attitudes ◽  
First Year Medical Students

Struggles With Sex and Gender. Perspectives of First Year Medical Students: A Focus Group Study

2021 ◽  
Vol 7 (1) ◽  
pp. 216
Author(s):  
Theodora Teunissen ◽  
Joni Scholte ◽  
Fransica Van der Meulen ◽  
Antoinette Lagro-Janssen ◽  
Cornelia Fluit
Keyword(s):  
Gender Differences ◽  
Medical Students ◽  
Medical Training ◽  
Medical Curriculum ◽  
First Year ◽  
Sex And Gender ◽  
Focus Group Study ◽  
And Gender ◽  
First Year Medical Students ◽  
Sex And Gender Differences

Sex and gender are important determinants of healthcare that need to be taken into account for medical teaching. Education is more effective if tailored to students’ subjectively-perceived needs and connected to their prior knowledge and opinions. This study explored first-year medical students thoughts about sex and gender differences in general and in specifically in healthcare, and what their educational preferences are in learning about these concepts during their medical training. Therefore six focus groups were conducted with 26 first-year medical students, 7 male and 19 female students, within one Dutch medical faculty. The discussions were audio-recorded and transcribed verbatim. After that a thematic analysis was performed which included descriptive coding, interpretative coding, and definition of overarching themes.  Three major themes were identified. (1) Students’ self-perception of concepts sex and gender, including three major domains: (a) The unavoidable allocation of individuals to groups, (b) The role of stereotypes, and (c) The effect of sex/gender on career choice options. (2) Students’ goal orientedness in learning about sex/gender. (3) Students’ struggles between the binary system of medicine and the complexity of reality. Continuous reflection during medical school might help medical students to acquire sex- and gender-sensitive competencies that can be applied in their future work. To increase awareness about the influence of sex and gender differences in healthcare and on career choices, we recommend addressing these themes explicitly early on in the medical curriculum.

Can first-year medical students acquire quality improvement knowledge prior to substantial clinical exposure? A mixed-methods evaluation of a pre-clerkship curriculum that uses education as the context for learning

2018 ◽  
Vol 27 (7) ◽  
pp. 576-582 ◽  
Author(s):  
Allison Brown ◽  
Aditya Nidumolu ◽  
Alexandra Stanhope ◽  
Justin Koh ◽  
Matthew Greenway ◽  
...  
Keyword(s):  
Medical Education ◽  
Quality Improvement ◽  
Mixed Methods ◽  
Medical Students ◽  
Health System ◽  
Future Research ◽  
First Year ◽  
Clinical Scenarios ◽  
First Year Medical Students ◽  
The Impact

BackgroundQuality Improvement (QI) training for health professionals is essential to strengthen health systems. However, QI training during medical school is constrained by students’ lack of contextual understanding of the health system and an already saturated medical curriculum. The Program for Improvement in Medical Education (PRIME), an extracurricular offered at the Michael G. DeGroote School of Medicineat McMaster University (Hamilton, Canada), addresses these obstacles by having first-year medical students engage in QI by identifying opportunities for improvement within their own education.MethodsA sequential explanatory mixed-methods approach, which combines insights derived from quantitative instruments and qualitative interview methods, was used to examine the impact of PRIME on first-year medical students and the use of QI in the context of education.ResultsThe study reveals that participation in PRIME increases both knowledge of, and comfort with, fundamental QI concepts, even when applied to clinical scenarios. Participants felt that education provided a meaningful context to learn QI at this stage of their training, and were motivated to participate in future QI projects to drive real-world improvements in the health system.ConclusionsEarly exposure to QI principles that uses medical education as the context may be an effective intervention to foster QI competencies at an early stage and ultimately promote engagement in clinical QI. Moreover, PRIME also provides a mechanism to drive improvements in medical education. Future research is warranted to better understand the impact of education as a context for later engagement in clinical QI applications as well as the potential for QI methods to be translated directly into education.

scholarly journals Gender Differences in Leadership Amongst First-Year Medical Students in the Small-Group Setting

2010 ◽  
Vol 85 (8) ◽  
pp. 1276-1281 ◽  
Author(s):  
Nancy L. Wayne ◽  
Michelle Vermillion ◽  
Sebastian Uijtdehaage
Keyword(s):  
Gender Differences ◽  
Medical Students ◽  
Small Group ◽  
First Year ◽  
Group Setting ◽  
First Year Medical Students

scholarly journals Personal values as early predictors of emotional and cognitive empathy among medical students

2021 ◽  
Author(s):  
Stefano Ardenghi ◽  
Giulia Rampoldi ◽  
Marco Bani ◽  
Maria Grazia Strepparava
Keyword(s):  
Gender Differences ◽  
Medical Students ◽  
Personal Values ◽  
Cognitive Empathy ◽  
Early Years ◽  
Reactivity Index ◽  
First Year ◽  
Early Predictors ◽  
And Gender ◽  
First Year Medical Students

AbstractThe present study contributes to the literature by examining the association between personal values (PVs), assessed with the Schwartz’s Portrait Values Questionnaire, and empathy, assessed with the Davis’ Interpersonal Reactivity Index, in a sample of first-year medical students. We also examined medical students’ PVs profile and gender differences in terms of PVs. All participants (N = 398) were Italian, young (average age = 19.62 years, SD = 1.22), and unmarried; none had children. Zero-order correlations and hierarchical multiple regression models were performed to verify the association between PVs and empathy; in contrast, t-tests were run to explore gender differences in scoring on PVs. Benevolence and Universalism correlated positively with both the emotional and cognitive dimensions of empathy, whereas Power, Achievement, Hedonism, and Security were negatively associated with empathy. The three most important PVs in the whole sample were Benevolence, Self-Direction, and Universalism. Male medical students outscored their female counterparts on Power, Achievement, and Hedonism, whereas female students outscored the males on Benevolence, Universalism, Conformity, and Tradition. Our findings highlight the importance of fostering self-transcending PVs and discouraging self-enhancing PVs in medical students during the early years of medical school, as a means of supporting other-oriented responses such as empathy in future doctors.

scholarly journals Impact of Student-Run Clinics on Students’ Attitudes Toward People Experiencing Homelessness

PRiMER ◽  
2021 ◽  
Vol 5 ◽  
Author(s):  
Sophia F. Mercadante ◽  
Leah A. Goldberg ◽  
V. Laavanya Divakaruni ◽  
Ryan Erwin ◽  
Margot Savoy ◽  
...  
Keyword(s):  
Medical Students ◽  
Positive Association ◽  
Sheltered Housing ◽  
First Year ◽  
Advanced Degree ◽  
Social Advocacy ◽  
Clinical Scenarios ◽  
Students Attitudes ◽  
First Year Medical Students ◽  
The Impact

Introduction: Student-run clinics can supplement medical education by exposing students to diverse clinical scenarios and collaborating with underresourced populations. We examined the impact of volunteering at THRIVE, a student-run bridge clinic located within sheltered housing for individuals with substance use disorder, on students’ attitudes toward people experiencing homelessness (PEH). Methods: This cohort study analyzed pre- and postsurvey matched responses from nonvolunteer and volunteer first-year medical students utilizing the Health Professional Attitudes Towards the Homeless (HPATHI) tool, totaled into three subcategories: Cynicism, Social Advocacy, and Personal Advocacy. We evaluated the association between change in scores and volunteering utilizing Student t tests and adjusting for participant characteristics using multivariable regression analysis. Results: We received 106 responses (53% response rate); 58 students (55%) volunteered at the clinic and were mostly female (62%), White (52%), and had previous experience working with PEH (71%). The mean change in Personal Advocacy scores was higher for volunteers compared to nonvolunteers, even when adjusting for respondent characteristics (P=.02). Additionally, students who held a prior advanced degree and/or current enrollment in the master of bioethics program (Higher Education Students) had a positive association with change in Personal Advocacy scores (P=.02). Conclusion: Volunteering at the THRIVE Clinic appears to impact the Personal Advocacy scores of medical students. This suggests that interacting with PEH early in students’ career may be associated with a commitment to working with this population. However, our study has multiple limitations, including self-selection bias, limited sample size, and unclear permanence of students’ attitudes over time. Further studies of this cohort could help clarify the significance and permanence of volunteering in student-run clinics.

First year medical students' attitudes and knowledge about AIDS

AIDS Care ◽  
1989 ◽  
Vol 1 (1) ◽  
pp. 105-110 ◽  
Author(s):  
L. Strunin ◽  
A. Culbert ◽  
S. Crane
Keyword(s):  
Medical Students ◽  
First Year ◽  
Attitudes And Knowledge ◽  
Students Attitudes ◽  
First Year Medical Students
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