scholarly journals Long-term evaluation of undergraduate family medicine curriculum in Slovenia

2008 ◽  
Vol 136 (5-6) ◽  
pp. 274-279 ◽  
Author(s):  
Igor Svab ◽  
Marija Petek-Ster
Keyword(s):  
Medical Students ◽  
Family Medicine ◽  
Medical School ◽  
Career Choice ◽  
Curriculum Reform ◽  
Learning Objectives ◽  
Career Preference ◽  
Term Evaluation

Introduction In 1994, as a result of curriculum reform, the Ljubljana medical school established its first department of family medicine and introduced its first curriculum of family medicine. The new subject was well accepted by the students and the medical school. Nevertheless, there was no comprehensive analysis of the curriculum during this period. Objective Our aims were to assess the quality of teaching based on fulfilled expectations, pre-defined learning objectives and satisfaction in a 10-year period, and to measure changes in career preference towards family medicine. Method An analysis of two sets of questionnaires, routinely given to medical students in academic years 1997/1998 and 2006/2007, was made. Results Most of the students' expectations were met, and the level increased over ten years. The level of achievement of learning objectives has been high and increased over the ten-year period. Family medicine still receives high scores in students' satisfaction. Although there is evidence that the family medicine curriculum is well accepted and that it improves some of the attitudes towards family medicine, it does not influence the career choice of students. Conclusion The level of achievement of learning objectives increased with the experiences of the teachers. We improved the attitude of medical students toward general practice and general practitioners. We have not been successful in influencing career choice of students, which is an objective that is probably outside our reach.

How Experiences in a Medical School Affect Medical Students’ Attitudes Toward Family Medicine as a Career Choice: A Mixed-Method Study

2020 ◽  
Author(s):  
Kwanchanok Homsangpradit ◽  
Saipin Hathirat ◽  
Sutida Sumrithe
Keyword(s):  
Medical Students ◽  
Family Medicine ◽  
Medical School ◽  
Career Choice ◽  
Family Physician ◽  
Mixed Method ◽  
Family Physicians ◽  
Holistic Care ◽  
Mixed Method Study ◽  
Students Attitudes

Abstract Background: Family practice is the key element of a primary care system. A shortage of family physicians is an important issue in Thailand. However, Thai medical students still show low interest in pursuing a career in family medicine. The objective of this research is to study how a curriculum, an extra-curricular activity, and a hidden curriculum in a medical school affect medical students’ attitude toward family medicine as their career choice.Methods: This research is a mixed-method study with a sequential-explanatory design. The quantitative part is an online questionnaire to obtain a distribution of interest in a career of family physician. It was distributed among 181 senior medical students of Ramathibodi medical school; out of which 64 have participated. In the qualitative part, a total of 14 students who met the inclusion criteria were chosen from the questionnaire and from a snowball sampling to participate in an in-depth interview. Thereafter, a content analysis was done to identify themes.Results: Four out of 64 participants showed interest in a career of family physician, but only one participant was strongly interested. As the whole curriculum focuses mostly on specialty contents, only the family medicine department teaches holistic care and students find it difficult to understand. Some students perceive that a psychosocial assessment intrudes too much into a patient’s personal life and is not a physician task. The examination-based curriculum causes them to lack spare time to participate in any extra-curricular activity. The students received both positive and negative comments about family physicians from other specialists. However, this hidden curriculum does not have a direct impact on the student’s decision to choose their career path. Important factors that influence the decision are their personal interests, masteries, family factors, a work-life balance, and a humanized environment. Conclusions: Experiences in medical school have an impact on medical students’ attitudes toward family physician as a career choice. A disease-oriented care model is still dominating Thai medical education. Therefore, the curriculum needs to be reformed to promote the importance of holistic care. This will lead to an increase in the production of Thai family physicians.

scholarly journals Medical Students’ Working Preferences - A Pilot Study in Romania

2017 ◽  
Vol 15 (1-2) ◽  
pp. 3-23 ◽  
Author(s):  
Andreea Marcu
Keyword(s):  
Medical Students ◽  
Working Conditions ◽  
Healthcare Services ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Career Preference ◽  
Socio Demographic Factors ◽  
Health Workforce Migration

AbstractHealth workforce migration affects healthcare services from all around the world. This present study hypothesized that: Romanian medical students’ preference of a workplace is based not only on factors such as economical, working conditions and professional development, but also on other factors that are more related to personal values. A cross-sectional study was conducted involving 215 medical students from Cluj-Napoca. Students were invited to take part in a career preference questionnaire about: socio-demographic factors, work environment, job characteristics, influence of family and friends and the students’ intention to emigrate. Results show that students would choose a job based on: quality of working conditions, intellectual challenges, job security, the location of job in an urban area, income and a good atmosphere at the workplace. The factors impacting the migration are: quality of working conditions, desire of support from nurses and acceptance of a job even if is far from where the students’ family lives. The results could influence legislation on health and workforce mobility and improve the workforce recruitment, retention and motivation aspects on long-term.

scholarly journals The impact of integrating environmental health into medical school curricula: a survey-based study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Benjamin Kligler ◽  
Genevieve Pinto Zipp ◽  
Carmela Rocchetti ◽  
Michelle Secic ◽  
Erin Speiser Ihde
Keyword(s):  
Climate Change ◽  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Environmental Health ◽  
School Curriculum ◽  
Learning Objectives ◽  
Lead Contamination ◽  
Institute Of Medicine ◽  
The Impact

Abstract Background Inclusion of environmental health (EH) in medical education serves as a catalyst for preparing future physicians to address issues as complex as climate change and health, water pollution and lead contamination. However, previous research has found EH education to be largely lacking in U.S. medical education, putting future physicians at risk of not having the expertise to address patients’ environmental illnesses, nor speak to prevention. Methods Environmental health (EH) knowledge and skills were incorporated into the first-year medical school curriculum at Hackensack Meridian School of Medicine (Nutley, New Jersey), via a two-hour interactive large group learning module with follow up activities. Students completed the Environmental Health in Med School (EHMS) survey before and after the year 1 EH module. This survey evaluates medical students’ attitudes, awareness and professionalism regarding environmental health. In year 2, students completed the Environmental Health Survey II, which measured students’ perceptions of preparedness to discuss EH with future patients. The research team created both surveys based upon learning objectives that broadly aligned with the Institute of Medicine six competency-based environmental health learning objectives. Results 36 year 1 students completed both the pre and post EHMS surveys. McNemar’s test was used for paired comparisons. Results identified no statistically significant changes from pre to post surveys, identifying a dramatic ceiling. When comparing year 2, EHS II pre-survey (n = 84) and post-survey (n = 79) responses, a statistically significant positive change in students’ self-reported sense of preparedness to discuss environmental health with their patients following the curriculum intervention was noted. Conclusions Our conclusion for the EHMS in Year 1 was that the current generation of medical students at this school is already extremely aware of and concerned about the impact of environmental issues on health. Through the EHS II in Year 2, we found that the six-week environmental health module combining didactic and experiential elements significantly increased medical students’ self-reported sense of preparedness to discuss environmental health issues, including climate change, with their patients.

scholarly journals Emergency medicine as a career choice: a descriptive study of Canadian medical students

CJEM ◽  
2009 ◽  
Vol 11 (03) ◽  
pp. 196-206 ◽  
Author(s):  
Ian M. Scott ◽  
Riyad B. Abu-Laban ◽  
Margot C. Gowans ◽  
Bruce J. Wright ◽  
Fraser R. Brenneis
Keyword(s):  
Emergency Medicine ◽  
Family Medicine ◽  
Medical School ◽  
Career Choice ◽  
Demographic Data ◽  
School Entry ◽  
Social Orientation ◽  
Scope Of Practice ◽  
Medical Specialties ◽  
Hospital Orientation

ABSTRACTBackground:Studies indicate that a student's career interest at medical school entry is related to his or her ultimate career. We sought to determine the level of interest in emergency medicine among students at the time of medical school entry, and to describe characteristics associated with students primarily interested in emergency medicine.Methods:We surveyed students in 18 medical school classes from 8 Canadian universities between 2001 and 2004 at the commencement of their studies. Participants listed their top career choice and the degree to which a series of variables influenced their choices. We also collected demographic data.Results:Of 2420 surveys distributed, 2168 (89.6%) were completed. A total of 6.1% (95% confidence interval 5.1%–7.1%) of respondents cited emergency medicine as their first career choice. When compared with students primarily interested in family medicine, those primarily interested in emergency medicine reported a greater influence of hospital orientation and a lesser influence of social orientation on their career choice. When compared with students primarily interested in the surgical specialties, those primarily interested in emergency medicine were more likely to report medical lifestyle and varied scope of practice as important influences. When compared with students primarily interested in the medical specialties, those who reported interest in emergency medicine were more likely to report that a hospital orientation and varied scope of practice were important influences, and less likely to report that social orientation was important.Conclusion:Students primarily interested in emergency medicine at medical school entry have attributes that differentiate them from students primarily interested in family medicine, the surgical specialties or the medical specialties. These findings may help guide future initiatives regarding emergency medicine education.

Fourth-Year Podiatric Medical Student Perspectives on Clerkships and Residency Selection

2018 ◽  
Vol 108 (4) ◽  
pp. 311-319 ◽  
Author(s):  
David W. Shofler ◽  
Kathryn Bosia ◽  
Lawrence Harkless
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Online Survey ◽  
Learning Experiences ◽  
Residency Programs ◽  
Forefoot Surgery ◽  
Quality Of Learning ◽  
Attending Physicians

Background: The fourth year of podiatric medical school is an important period in the education of the podiatric medical student, a period that consists largely of month-long clerkships. Nonetheless, there has been limited formal study of the quality of learning experiences during this period. Furthermore, there is limited knowledge of how podiatric medical students evaluate residency programs during clerkships. Methods: An online survey was developed and distributed electronically to fourth-year podiatric medical school students. The focus of the survey was the quality of learning experiences during externships, and decision making in ranking residency programs. Results: The most valuable learning experiences during clerkships were interactions with attending physicians, interactions with residents, and general feedback in surgery. Students self-identified that they most improved in the following areas during clerkships: forefoot surgery, clinical podiatry skills, and rearfoot surgery. The areas in which students improved the least were research, pediatrics, and practice management. The three most important factors students considered as they created their rank list were hands-on resident participation in surgical training, the attitude and personality of the residents, and the attitude and personality of the attending physicians. A range of surgical interest was identified among students, and students lacking in surgical interest self-reported less improvement in various surgical topics. Conclusions: The perspectives of fourth-year podiatric medical students are currently an underused resource. Improved understanding can help residency programs improve the quality of associated learning experiences and can make their programs more appealing to potential residency candidates.

scholarly journals Student engagement and higher order skill proficiency: a comparison of traditional didactic and renewed integrated active learning curricula

2018 ◽  
Vol 42 (4) ◽  
pp. 685-692 ◽  
Author(s):  
Mari K. Hopper ◽  
Daniela A. Brake
Keyword(s):  
Student Engagement ◽  
Medical Students ◽  
Active Learning ◽  
Medical School ◽  
Curriculum Reform ◽  
Higher Order ◽  
Poor Correlation ◽  
First Year ◽  
Cohort Groups ◽  
The Impact

A large, multicampus, public medical school underwent curricular renewal, emphasizing a student-centered approach with 50% of all course contact time devoted to active learning. Determining the impact of active learning on student engagement and higher order skill (HOS) proficiency was the primary aim of this study. Following Institutional Review Board approval, two cohort groups of first-year medical students were enrolled. The first cohort ( n = 54) included students before curriculum reform in the legacy curriculum (LC). The second cohort ( n = 73) included students completing studies in the renewed curriculum (RC). Near the end of the first year of medical school, both cohorts completed a validated survey of student engagement, and a proctored problem-based assessment of HOS proficiency [Collegiate Learning Assessment (CLA+)]. Results indicated RC students perceived greater levels of engagement than LC (39.5+5.8 vs. 33.3+5.6), and greater reliance on HOS, including analysis, synthesis, and application. However, there were no significant differences between cohorts in proficiency of HOS when assessed by the CLA+ (LC = 1,878 ± 161 vs. RC = 1,900 ± 157). Additionally, poor correlation between engagement and HOS for both LC and RC indicated more engaged students do not necessarily possess greater HOS proficiency. Ceiling effect may explain results as medical students enter medical school as highly skilled learners with potentially little room for improvement. It will be informative to continue to track engagement and HOS of both cohort groups as they continue their medical studies.

scholarly journals On Teaching the Sum While Paying Attention to the Parts: Whole Person Care through Ethnography in Medical Education

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Vasiliki Nataly Rahimzadeh ◽  
David Lessard ◽  
Peter Nugus
Keyword(s):  
Medical Students ◽  
Family Medicine ◽  
Medical School ◽  
Professional Identity ◽  
Identity Formation ◽  
Medical Training ◽  
Academic Discipline ◽  
Professional Identity Formation ◽  
Patient Centered ◽  
Whole Person

Objective—This article provides a reflection on medical teaching opportunities for whole person care based on our experiences mentoring 2nd-year medical students through an Ethnography Practicum at a Canadian university.                                                                  Background—The Ethnography Practicum is a new addition to the Family Medicine Transition to Clinical Practice (TCP) curriculum introduced in the second year of medical school at McGill University. It involves 30 hours of instruction (6 hours in lectures with an instructor, and 24 hours in small-group tutorials with the authors), and 9 hours of fieldwork observations in various community health settings across Montreal, QC. The primary aims of the Practicum converge with those of the TCP generally in two important ways: to inculcate in students the concepts of patient centered care, and to promote family medicine as both an academic discipline and career option.                    Results and Discussion— Our experiences illustrate two tensions that shape students’ expectations and experiences throughout their involvement in the Practicum and, in turn, highlight the implications for teaching whole-person care. First, ethnography as a combination of different methods has itself been the locus of tensions between positivist and critical traditions in the three last decades. Second, the Practicum is situated precisely at the crossroads of key moments on the professional identity formation continuum for our students. Such a crossroads is disruptive to the status quo of medical traineeship characteristic of the first two years in medical school, and thus reorients professional identity formation. The above tensions reveal how ethnography is not only a revered research tradition in the humanities, but can also be a conduit to whole person care-inspired clinical practice.Conclusion—As instructors and mentors involved in this Ethnography Practicum, we are continually forging a new relevance for organizational ethnography in medical training, where medical students can reflect and act on competencies beyond clinical ones. The Practicum provides a space for students to wrestle with alternative epistemologies to understanding the social world in which medicine is embedded. We lastly provide pragmatic ways to better address these tensions in an effort to support students as they proceed through the (multifaceted) development of their professional identities as future physicians.

scholarly journals A long-term evaluation of the quality of life after laparoscopic Nissen-Rossetti anti-reflux surgery

2017 ◽  
Vol 0 (0) ◽  
pp. 0
Author(s):  
Giovanni Alemanno ◽  
Carlo Bergamini ◽  
Paolo Prosperi ◽  
Alessandro Bruscino ◽  
Ancuta Leahu ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Term Evaluation ◽  
Laparoscopic Nissen

The Medical School Marketplace, c.1850–1900

2018 ◽  
Author(s):  
Laura Kelly
Keyword(s):  
Nineteenth Century ◽  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Medical Profession ◽  
Student Experience ◽  
Bedside Teaching ◽  
Student Behaviour ◽  
Irish Medical

The early nineteenth century has been frequently hailed as the ‘golden age of Irish medicine’ as result of the work of physicians Robert Graves and William Stokes, whose emphasis on bedside teaching earned fame for the Meath Hospital where they were based. However, by the 1850s and for much of the nineteenth century, Irish medical education had fallen into ill-repute. Irish schools were plagued by economic difficulties, poor conditions, sham certificate system, night lectures and grinding, all of these affected student experience in different ways. Furthermore, intense competition between medical schools meant that students wielded a great deal of power as consumers. Irish students had a remarkable amount of freedom with regard to their education and qualifications. As the medical profession became increasingly professionalised, student behaviour improved but disturbances and protests in relation to professional matters or standards of education replaced earlier rowdiness. The nineteenth century also witnessed complaints by medical students about the quality of the education they were receiving, resulting, for example, in a series of visitations to Queen’s College Cork and Queen’s College Galway. This chapter highlights these distinctive aspects of Irish medical education while illustrating the power of Irish students in the period as consumers.

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