scholarly journals Finding Information Framework: A Tool to Teach Life-Long Learning Skills

PRiMER ◽  
2021 ◽  
Vol 5 ◽  
Author(s):  
Molly Cohen-Osher ◽  
Theresa A. Davies ◽  
David B. Flynn ◽  
Megan E. Young ◽  
Miriam Hoffman
Keyword(s):  
Medical Students ◽  
Information Management ◽  
Information Acquisition ◽  
Point Of Care ◽  
Problem Based Learning ◽  
Relevant Information ◽  
School Curriculum ◽  
First Year ◽  
Information Framework ◽  
Over Time

Introduction: In this age of rapid information expansion, medical education can no longer be taught solely by information acquisition, but rather requires information management and information mastery at both the point of learning as well as at the clinical point of care. We must teach our trainees how to ask, categorize, and answer their own questions—skills required to be a life-long learner. We developed the Finding Information Framework (FIF), a conceptual algorithm as well as web-based tool and app, to guide medical students in asking and categorizing their questions and to link them directly to the most appropriate information resource for their questions. Here we assess the functionality of the FIF following its implementation in the first-year medical school curriculum problem-based learning (PBL) course. Methods: First-year medical students (n=126) utilized the FIF in their longitudinal problem-based learning course discussion groups and completed an anonymous survey. Results: Qualitative and quantative data suggest that the FIF was easy to use (86.5%), supported the course curriculum (80%), and helped students find relevant information to answer their questions (77%) from trusted reliable resources (70%). Qualitative comments also suggest that the FIF is initially a helpful tool during the PBL course but becomes less useful over time as students become more familiar with resources. Conclusion: The FIF assists students in identifying trusted resources and in efficiently and effectively finding answers to questions at the point of learning. These data suggest that students are internalizing the tool’s conceptual algorithm over time, reinforcing the teaching of information management and information mastery. 

Use of Trained Mothers to Teach Interviewing Skills to First-Year Medical Students: A Follow-up Study

PEDIATRICS ◽  
1977 ◽  
Vol 60 (2) ◽  
pp. 165-169 ◽  
Author(s):  
Paula L. Stillman ◽  
Darrell L. Sabers ◽  
Doris L. Redfield
Keyword(s):  
Medical Students ◽  
School Curriculum ◽  
Control Group ◽  
First Year ◽  
Feedback Session ◽  
Optimal Learning ◽  
Interviewing Skills ◽  
One Year ◽  
First Year Medical Students

This report describes an attempt to evaluate the effectiveness of "trained mother" interviews early in the medical school curriculum. As an adjunct to a first-year course that teaches interviewing techniques, half of the students were exposed to an interview with one of three trained mothers early in the course. This treatment interview was immediately followed by a feedback session which concentrated on the content and process of interviewing. At the end of the course, all students had an evaluative interview. Those students who had an initial interview and feedback session with a trained mother scored significantly higher on both the content and process of their interviews than the control group. This technique is an effective and efficient way to teach interviewing skills to medical students prior to entering any of their clinical clerkships. A follow-up assessment conducted one year later indicated that one interview with a trained mother is sufficient for optimal learning and that the skills learned are retained over at least that period of time.

How Can You Prepare?

2018 ◽  
Author(s):  
David Metcalfe ◽  
Harveer Dev
Keyword(s):  
Medical Students ◽  
Medical School ◽  
School Curriculum ◽  
Foundation Programme ◽  
First Choice ◽  
Look Back ◽  
The Difference ◽  
The Right ◽  
Situational Judgement ◽  
Over Time

The Improving Selection to the Foundation Programme (ISFP) project does not believe that it is possible to be ‘coached’ through the SJT. This is generally true. Knowing the ‘right thing to do’ in any given situation is a matter of internalized values and intuition. However, no one seriously accepts that candidates are born with a fixed level of situational judgement. This is clearly something that develops over time and therefore can change. In addition, the SJT does not set out to test your values but whether you understand the values and attitudes expected of an FY1 doctor. This is why you are instructed to answer questions as you ‘should’, not as you ‘would’. The principles on which foundation doctors should base their behaviour are learnt and internalized throughout medical school. However, knowledge of these principles can clearly be learnt in the same way as any other part of the medical school curriculum. Most final- year medical students are satisfied with the FY1 posts to which they are allocated. For 2017 entry, 74% were appointed to their firstchoice foundation school, and 94% to one of their top five preferences. Those who were not initially pleased often look back in retrospect and are satisfied with their allocations. Your score on the SJT is unlikely to make or break your career. However, the same can be said of medical school finals. You will almost certainly pass finals— upwards of 95% of final- year students do so— and your ultimate career destination is unlikely to hinge on your cumulative examination score. But this is not a reason to go into finals unprepared. The truth is that every point on the SJT, as in finals, could mean the difference between your chosen outcome and something different. A point lost on the SJT could result in your leaving your first- choice foundation school and moving across the country for work, or not having a high enough score to capture your chosen specialty as a Foundation Programme rotation. Increasing competition for FY1 posts means that not everyone can be appointed.

Learning styles of medical students change in relation to time

2011 ◽  
Vol 35 (3) ◽  
pp. 307-311 ◽  
Author(s):  
Erol Gurpinar ◽  
Hilal Bati ◽  
Cihat Tetik
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
Learning Style ◽  
Integrated Curriculum ◽  
Sample Selection ◽  
First Year ◽  
First Year Students ◽  
Curriculum Models ◽  
Hybrid Curriculum ◽  
Over Time

The aim of the present study was to investigate if any changes exist in the learning styles of medical students over time and in relation to different curriculum models with these learning styles. This prospective cohort study was conducted in three different medical faculties, which implement problem-based learning (PBL), hybrid, and integrated curriculum models. The study instruments were Kolb's Learning Style Inventory (LSI) and a questionnaire describing the students' demographic characteristics. Sample selection was not done, and all first-year students ( n = 547) were targeted. This study was designed in two phases. In the first year, the study instruments were delivered to the target group. The next year, the same instruments were delivered again to those who had fully completed the first questionnaire ( n = 525). Of these, 455 students had completed the instruments truly and constituted the study group. The majority of the students were assimilators and convergers in both the first and second years. A change in learning style was observed between 2 yr in 46.9% of the students in the integrated curriculum, in 49.3% of the students in the hybrid curriculum, and 56.4% of the students in the PBL curriculum. The least and most changes observed between the learning style groups were in assimilators and divergers, respectively. Curriculum models and other independent variables had no significant effect on the change between learning styles. The learning styles of medical students may change over time. Further followup studies in larger groups are needed to clarify this relation.

scholarly journals Corpus Analysis of Interactional Response Words as Indicators of Shared Understanding in Medical Problem-Based Learning Tutorials

2021 ◽  
Author(s):  
Olukayode Matthew Tokode ◽  
Reg Dennick
Keyword(s):  
Medical Students ◽  
Corpus Linguistics ◽  
Social Process ◽  
Problem Based Learning ◽  
Medical Problem ◽  
First Year ◽  
Shared Understanding ◽  
Graduate Entry ◽  
First Year Medical Students ◽  
Doctor Communication

Abstract Background Shared understanding is essential to effective collaborative learning. Interactive processes occurring in problem-based learning (PBL) tutorials have been explored to determine their cognitive and social advantages, but shared understanding is a relatively under-researched social process of PBL. The objective of this study is to describe how medical students share understanding in medical problem-based learning tutorials. MethodsWe recruited participants from first-year medical students in a single institution’s problem-based learning graduate entry curriculum. Transcripts from full cycles of eight tutorial groups were compiled to form the study corpus. Small interactional response words as indicators of shared understanding were measured using the Wmatrix 3 programme, and concordance lineswere analysed manually to determine word functions. ResultsInteractional response words were most prevalent in session 1 and least prevalent in session 2 of the PBL cycle. Interactional response words were used to mark unexpanded and simple and complex content expansion functions. While affirmation content expansion functions and reactive content expansion functions were more prevalent in sessions 1 and 3, negation content expansion functions were more frequent in session2. The frequency of interactional response words and their functions seem to align with the focus of each PBL tutorial session. ConclusionsDemonstrating the feasibility of corpus linguistics methodology for PBL concept analysis, this study showed that students in PBL tutorials attained sophisticated levels of shared understanding. We discussed the implication of the results for interprofessional teamworking and patient-doctor communication.

Research: Does the Addition of Ultrasound Enhance Cardiac Anatomy Learning in Undergraduate Medical Education?

POCUS Journal ◽  
2017 ◽  
Vol 2 (1) ◽  
pp. 7-8 ◽  
Author(s):  
Joshua Durbin, MD ◽  
Amer M. Johri, MD ◽  
Anthony Sanfilippo, MD
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Point Of Care ◽  
Therapeutic Interventions ◽  
First Year ◽  
Point Of Care Ultrasound ◽  
Cardiac Anatomy ◽  
True Value ◽  
Queen's University ◽  
First Year Medical Students

With the advent of portable hand-held ultrasound units, the use of point of care ultrasound (POCUS) has become increasingly popular amongst a wide array of medical specialists for both diagnostic and therapeutic interventions. Canada-wide surveys demonstrate a desire for increased utilization of POCUS in primary medical education. In this study, we aim to assess the efficacy of an ultrasound based anatomy tutorial and the perspectives of a cohort of first year medical students at Queen’s University. Students were recruited, randomized to pre or post-test analysis, and provided with a supplementary lecture on cardiac anatomy utilizing echocardiography studies. In this study, we were unable to demonstrate a difference between understanding of basic cardiac anatomy between groups. However, we were able to report the opinions and perspectives of a small cohort of first year medical students at Queen’s University, illustrating a desire for increased exposure and training towards cardiac POCUS in primary medical education. Further evidence is required to delineate the true value of these experiences.

scholarly journals MP16: Which PoCUS skills are retained over time for medical students?

CJEM ◽  
2019 ◽  
Vol 21 (S1) ◽  
pp. S47-S48
Author(s):  
L. Edgar ◽  
L. Fraccaro ◽  
L. Park ◽  
J. MacIsaac ◽  
P. Pageau ◽  
...  
Keyword(s):  
Medical Students ◽  
Procedural Knowledge ◽  
Point Of Care ◽  
Skills Training ◽  
Multiple Choice Questions ◽  
Skills Retention ◽  
Hands On ◽  
Second Year ◽  
Point Of Care Ultrasonography ◽  
Over Time

Introduction: Point-of-care ultrasonography (PoCUS) is being incorporated into Canadian undergraduate medical school curricula. The purpose of this study was to evaluate novel PoCUS education sessions to determine what aspects of the sessions benefitted from hands-on training and which PoCUS skills were retained over time. Methods: Second year medical students voluntarily received three different PoCUS training sessions, each lasting three hours. Prior to the sessions, participants prepared independently with pre-circulated online learning materials. After a 15-minute lecture, experienced PoCUS providers led small group (1 instructor: 5 students), live scanning sessions. Evaluations were conducted before and after each session using expert validated multiple choice questions testing general and procedural knowledge, image recognition and interpretation. Volunteer students were evaluated via direct observation of live scanning using an objective structured assessment of technical skills (OSAT) based on the O-score and then re-evaluated at 2 months post-training to assess PoCUS skills retention. Results: 40 second year medical students participated in extended Focused Assessment with Sonography for Trauma (eFAST), cardiac, and gallbladder PoCUS sessions. The live-training sessions significantly improved student PoCUS knowledge beyond what they learned independently for eFAST (p < 0.001), cardiac (p < 0.001), and gallbladder (p = 0.02). The largest improvement was noted in procedural knowledge test scores improving from 44.0% to 84.0% (n = 38). 16 students were evaluated after each session with a mean O-score of 2.37. 8 students returned two months later to be re-evaluated demonstrating a change in O-scores for eFAST (2.00 to 2.38, p = 0.15), cardiac (2.28 to 2.00, p = 0.32), and gallbladder (2.91 to 1.88, p < 0.001). Conclusion: Procedural PoCUS knowledge benefited the most with hands-on training. eFAST and cardiac PoCUS competency was maintained over time while gallbladder PoCUS competency degraded suggesting that targeted PoCUS skills training may be possible. Further study is required to determine the best use of PoCUS resources in undergraduate medical education.

Differences in empathy in Italian university students: Are medical students more or less empathetic?

2017 ◽  
Vol 41 (S1) ◽  
pp. S739-S740
Author(s):  
M. Pascucci ◽  
D. Di Sabatino ◽  
E. Stella ◽  
M. La Montagna ◽  
R. Nicastro ◽  
...  
Keyword(s):  
Medical Students ◽  
University Students ◽  
Interpersonal Relationships ◽  
Medical Profession ◽  
First Year ◽  
Demographic Questionnaire ◽  
Empathy Quotient ◽  
Important Quality ◽  
Competing Interest ◽  
Over Time

IntroductionEmpathy is the capacity to understand or feel what another person is experiencing. It is an important quality in the medical profession, since it is fundamental in interpersonal relationships with patients. Nevertheless, many studies have found that over time medical students (MS) become less empathic and more detached from patients.Objectives and aimsTo determine MS loss of empathy and to study the differences in empathy between MS and other university students who are not involved in healthcare.MethodsWe enrolled 244 MS (120 of the 1st year and 124 of the last year) and 125 other university students not involved in healthcare, in different universities in Rome and Foggia (Italy). They anonymously and voluntarily completed a socio-demographic questionnaire and Baron Cohen's empathy quotient test (EQ).ResultsWe found no differences regarding EQ total score between MS and other students, however there are few differences considering individual EQ items. In particular, MS really like taking care of others (P = 0.005) and they are sometimes considered to be rude, even if only they are only blunt (P = 0.006). We found no differences in empathy between first year and last year MS.ConclusionsIn our sample of Italian students, we have not found MS to be more or less empathetic than other university students, but there are some peculiar differences in empathy that make them better suited to the chosen course of study. Moreover, we found no differences between the different years of medical school.Disclosure of interestThe authors have not supplied their declaration of competing interest.

FC24-04 - Authoritarian personality traits in Iranian medical students

2011 ◽  
Vol 26 (S2) ◽  
pp. 1949-1949
Author(s):  
A. Firoozabadi ◽  
Keyword(s):  
Medical Students ◽  
Economic Status ◽  
Female Students ◽  
Male Students ◽  
First Year ◽  
Medical Sciences ◽  
Authoritarian Personality ◽  
Male And Female ◽  
Socio Economic Status ◽  
Over Time

IntroductionAdorno and his colleagues made an attempt to describe the behavior of people in the pre-war era in Germany. Their research led to the introduction of F-scale which is used as a measurement for conservative and authoritarian attitudes.ObjectiveBy the use of F-scale, we tried to evaluate authoritarian traits in a group of Iranian medical students in Shiraz University of Medical Sciences. Socio-economic status of the present-day Iran is comparable to pre-war era in Germany.Method80 medical students (40 men and 40 women) in different years of education were randomly selected and evaluated by the questionnaire. By statistical analysis, authoritarian traits were compared between male and female students and also in different years of education (First year, 3rd year and internship).ResultsFemale students showed a higher score than the male students. Also, we found a trend for male students to become more authoritarian over time. For the female students an opposite trends was found.ConclusionThese results could be representative of different attitudes of male and female students toward authority related issues. Also, it could be in favor of different effects of education on authoritarian traits among the male and female.

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