scholarly journals Medical Volunteerism in Undergraduate Medical Programme: A Novel, in-depth Curriculum

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Adegoke Olusegun Adefolalu
Keyword(s):  
Medical Students ◽  
Personal Development ◽  
Positive Impact ◽  
Social Activism ◽  
Socially Responsible ◽  
Health Advocacy ◽  
Course Materials ◽  
Medical Educators ◽  
Medical Volunteerism ◽  
Academic Year

Health disparities persist among several populations globally and doctors are well-placed to advocate for better health outcomes among the population they serve thereby promoting health equity. According to the literature, medical educators have the capacity to produce socially responsible medical doctors who have competency in health advocacy in addition to their clinical knowledge. However, apart from being taught the determinants of health, little, or no real-live experience is given to medical students in social medicine and health advocacy to enable them to develop the necessary skills in this area. At the Sefako Makgatho Health Sciences University in Pretoria, South Africa, Medical Volunteerism was offered as a selective course during the 2016 academic year. It entails engagement of the medical students in activities that tied them with the primary burden of providing service to an identified community, where they plan and participate in an organized activity that meets the identified needs of such community. This article describes the structure, content, and outcomes of this curriculum. The feedback from students and other stakeholders were strongly positive, the students rated the course highly in a variety of instances, including appropriateness of lecture topics, presentation of the course contents, course materials, effectiveness of teaching and level of students' participation. The average overall rating for the course was 8.4 based on a ten-point scale. Furthermore, the students acknowledged that it contributed to their personal development in terms of social activism in health. In conclusion, medical volunteerism selective has positive impact that is measurable, support should be given to students and facilitators who are interested in implementing similar selective as it has the potential of reinforcing certain values in medical students that could motivate them to have increased desire to work with underserved communities after graduation.

scholarly journals Medical Electives in Sub-saharan Africa: A 14-years Student/NGO-driven Initiative

2020 ◽  
Author(s):  
Gianluca Quaglio ◽  
Marta Bortolozzo ◽  
Chiara Di Benedetto ◽  
Alice Lupato ◽  
Chiara Cavagna ◽  
...  
Keyword(s):  
Personal Development ◽  
Professional Growth ◽  
Positive Impact ◽  
Underserved Populations ◽  
International Health ◽  
Sub Saharan Africa ◽  
Socially Responsible ◽  
African Experience ◽  
Students Attitudes ◽  
Sub Saharan

Abstract Background: This article sets out the medical experience on clinical electives in Sub-Saharan Africa driven by a collaboration between a student organisation and a Nongovernmental Organization (NGO). Preclinical medical students spent 4 weeks as part of a multidisciplinary medical team in Africa. Post-elective questionnaires were administered.Results: Of all, 141 students responded to the questionnaire. The participants came from 30 Italian universities. The main difficulties reported are due to the lack of resources for the exercise of the medical activity, and difficulties related to language and communication. The African experience had a positive impact on the progress of the studies upon return, with an increase in determination and motivation. The experience had also positive influences on the future professional choices and carriers. The experience seems to contribute not only to the professional growth, but also to the personal development.Conclusions: A well-structured, mentored experience in international health can have a positive impact on preclinical students’ attitudes, including their compassion, volunteerism, and interest in serving underserved populations. Italian medical schools should incorporate changes in their curricula to train socially responsible physicians.

scholarly journals Residents as Medical Student Mentors During an Obstetrics and Gynecology Clerkship

2015 ◽  
Vol 7 (3) ◽  
pp. 412-416 ◽  
Author(s):  
Jackson Sobbing ◽  
Jennifer Duong ◽  
Frank Dong ◽  
David Grainger
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Personal Development ◽  
Clinical Teaching ◽  
Senior Resident ◽  
Obstetrics And Gynecology ◽  
Mentoring Program ◽  
Student Mentors ◽  
Potential Benefits ◽  
Academic Year

ABSTRACT Background Resident physicians provide much of the clinical teaching for medical students during their clerkship rotations, but often receive no formal preparation or structure for teaching and mentoring students. Objective We sought to evaluate a medical student mentoring program (MSMP) for students during their obstetrics and gynecology clerkship at a midwestern teaching hospital during the 2013–2014 academic year. Methods A senior resident physician was assigned 1 to 2 medical students for a 6-week rotation. Students were provided MSMP information during clerkship orientation; residents were given information on MSMP requirements and were randomly assigned to students. We surveyed students and residents about their experience with the MSMP. Results Of 49 eligible medical students, 43 (88%) completed postsurveys. All students reported not having a mentoring program on other clerkships. Postclerkship, students indicated that they would participate in the MSMP again (32 of 38, 84%), and felt that having a mentor on other clerkships (30 of 36, 83%) would be beneficial. Students reported receiving educational (20 of 41, 49%) and procedural (33 of 41, 80%) instruction, personal development feedback (23 of 41, 56%), and career advice (14 of 41, 34%) from resident mentors. Out of a total of 45 possible surveys by residents, 17 (38%) were completed. Residents did not feel burdened by students (14 of 17, 82%), and all responded that they would participate in the MSMP again. Conclusions Feedback from medical students suggests that a mentoring program during clerkships may provide potential benefits for their careers and in 1-on-1 instruction.

scholarly journals Cultural Differences between American and Israeli Medical Students Regarding Their Perceptions of the Medical Profession and Satisfaction with Studies

2010 ◽  
Vol 1 (2) ◽  
pp. e81-e88
Author(s):  
Eyal Lotan ◽  
Louis Shenkman ◽  
Netta Notzer
Keyword(s):  
Medical Students ◽  
Cultural Differences ◽  
Clinical Medicine ◽  
Medical Profession ◽  
Student Groups ◽  
Physician Characteristics ◽  
Sackler Faculty ◽  
Potential Factor ◽  
Medical Educators ◽  
Academic Year

Background: Cultural differences have been discussed as a potential factor influencing students' perception and motivation towards their studies. At the Sackler Faculty of Medicine, Tel-Aviv University, two separate programs coexist for American and Israeli medical students. Both are taught at the same sites and by the same faculty, thus enabling cultural comparisons. Our aim was to examine the differences of two medical student groups, American and Israeli, regarding their satisfaction with studies, view of the educational workload, and their perceptions of physician characteristics.  Methods: During the academic year 2007-2008 we administered an anonymous questionnaire to the two groups immediately after their first clinical clerkship in internal medicine. The response rate was 82% (90 out of 110) for the Israelis and 93% (53 out of 57) for the Americans.Results:  Americans, compared to the Israelis, are significantly more satisfied with their medical studies, consider fewer alternatives to future careers in clinical medicine, feel less of a workload, and hold a more positive opinion of physician characteristics.Conclusions:  Cultural differences affect students' perception of their studies, mentors and future careers. Medical educators should be sensitive to the effects of students' background which influence academic and professional attitudes and find ways to strengthen their commitment to the profession.

Impact of a New Teaching and Learning Approach in an Introductory Programming Course

2017 ◽  
Vol 55 (6) ◽  
pp. 789-819 ◽  
Author(s):  
Sohail Iqbal Malik ◽  
Jo Coldwell-Neilson
Keyword(s):  
Teaching And Learning ◽  
Positive Impact ◽  
Dropout Rates ◽  
Success Rates ◽  
Final Exam ◽  
Introductory Programming ◽  
New Approach ◽  
Course Materials ◽  
Didactic Triangle ◽  
The Impact

High failure and dropout rates are reported in introductory programming (IP) courses in different studies despite extensive research attempting to address the issue. In this study, we introduced an ADRI (Approach, Deployment, Result, Improvement) approach in the teaching and learning process of an IP course to improve learning and success rates. All three entities of the didactic triangle (student, instructor, and content) were involved in the research to better understand and execute the proposed approach. The IP course materials were redesigned based on the ADRI approach, and an editor was developed to promote the new approach and encourage students to complete the various stages required in the approach. Two surveys were conducted, and final exam grades over four semesters were compared with determine the impact of including the ADRI approach in the course. We concluded that the ADRI approach provides a positive impact on outcomes that the students achieved during the course. It engages students in practicing their programming skills and provides a new presentation style for examples and exercises which discourages students from taking programming shortcuts. It not only helps to reduce the failure and, significantly, the dropout rates from the IP course but also impacts positively on all students who passed the IP course.

The Impact of a Novel Outdoor Orientation Program on Incoming Medical Students

2021 ◽  
pp. 105382592110486
Author(s):  
Jacquelyn B. Kercheval ◽  
Alec Bernard ◽  
Hanna Berlin ◽  
Nicole Byl ◽  
Boone Marois ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Personal Development ◽  
Medical Schools ◽  
Orientation Program ◽  
Outdoor Orientation Programs ◽  
One Year ◽  
The Impact ◽  
Outdoor Orientation ◽  
Outdoor Orientation Program

Background: Undergraduate outdoor orientation programs facilitate students’ transition into college. Research has yet to be conducted on the few programs at medical schools, which may have unique benefits given the specific challenges of transitioning to medical school and high rates of burnout among medical students. Purpose: This mixed methods study examines the impact of one medical school's outdoor orientation program on its participants. Methodology/Approach: A survey was administered immediately following the 2018 trip ( N = 56 responses). Follow-up focus groups were conducted with a sample of the same participants ( N = 18) in 2019. Responses were analyzed using descriptive statistics and thematic analysis. Findings/Conclusions: Participants felt that the program helped ease their transition into medical school, establish a support system, and hone personal development and wellness skills. Many of these effects persisted up to one year later. Implications: These findings are of particular interest to the medical and experiential education communities because many outcomes persisted for at least one year after the original trip and aligned with factors believed to protect against medical student burnout. There is opportunity for additional research as well as expansion of similar programs to other medical schools.

scholarly journals Exploring young women’s perspectives of a targeted support programme for teenage parents

2018 ◽  
Vol 44 (4) ◽  
pp. 272-277
Author(s):  
Grant James McGeechan ◽  
Michelle Baldwin ◽  
Keith Allan ◽  
Gillian O’Neill ◽  
Dorothy Newbury-Birch
Keyword(s):  
Personal Development ◽  
Positive Impact ◽  
Teenage Mothers ◽  
Parent Support ◽  
Teenage Parents ◽  
Social And Emotional ◽  
Teenage Parent ◽  
Support Programme ◽  
Free Transport ◽  
Education And Employment

ContextTeenage parents and their children are at risk of poorer outcomes than older mothers, and their peers.ObjectiveEvaluate participants' experiences of a targeted teenage parent support programme.DesignA qualitative study was conducted to gain feedback from participants of a locally commissioned teenage parent support programme. Four focus groups were held with participants attending the programme in different areas of the county, and analysed using applied thematic analysis.ParticipantsTeenage mothers aged 16–19 years from vulnerable backgrounds (n=18) attending a teenage parent support programme in County Durham.ResultsTwo major themes emerged from the analysis focusing on factors influencing enrolment and continued engagement and how the programme leads to personal development for mother and child.The majority of participants felt that the group fostered a supportive environment and led to a reduction in social isolation. The provision of free transport and childcare onsite was seen as a key component of the service without which many would not have been able to attend.DiscussionThe programme appeared effective at increasing the emotional and social capabilities of teenage mothers. It had a positive impact on parents’ engagement in education and employment, as well as impacting on children’s social development.ConclusionsTargeted support programmes have the ability to increase social and emotional capabilities of teenage mothers and their children. They can increase engagement in education and employment for teenage mothers. The provision of transport and free child care places can enhance engagement in such programmes.

scholarly journals Primary Care Tracks in Medical Schools

PRiMER ◽  
2019 ◽  
Vol 3 ◽  
Author(s):  
Maribeth P. Williams ◽  
Denny Fe Agana ◽  
Benjamin J. Rooks ◽  
Grant Harrell ◽  
Rosemary A. Klassen ◽  
...  
Keyword(s):  
Primary Care ◽  
Medical Students ◽  
Family Medicine ◽  
Primary Care Physicians ◽  
Response Rate ◽  
Positive Impact ◽  
Medical Schools ◽  
Clerkship Director ◽  
Medicine Clerkship ◽  
Faculty Mentorship

Introduction: With the estimated future shortage of primary care physicians there is a need to recruit more medical students into family medicine. Longitudinal programs or primary care tracks in medical schools have been shown to successfully recruit students into primary care. The aim of this study was to examine the characteristics of primary care tracks in departments of family medicine.  Methods: Data were collected as part of the 2016 CERA Family Medicine Clerkship Director Survey. The survey included questions regarding the presence and description of available primary care tracks as well as the clerkship director’s perception of impact. The survey was distributed via email to 125 US and 16 Canadian family medicine clerkship directors.  Results: The response rate was 86%. Thirty-five respondents (29%) reported offering a longitudinal primary care track. The majority of tracks select students on a competitive basis, are directed by family medicine educators, and include a wide variety of activities. Longitudinal experience in primary care ambulatory settings and primary care faculty mentorship were the most common activities. Almost 70% of clerkship directors believe there is a positive impact on students entering primary care.  Conclusions: The current tracks are diverse in what they offer and could be tailored to the missions of individual medical schools. The majority of clerkship directors reported that they do have a positive impact on students entering primary care.

scholarly journals A comparative study on perceptions of medical students from the different curriculum on team-based learning

2021 ◽  
Vol 0 ◽  
pp. 1-6
Author(s):  
Vijayalakshmi S. Bhojaraja ◽  
B. K. Manjunatha Goud ◽  
Joan Kumar ◽  
Anand Srinivasan ◽  
Jeevan K. Shetty
Keyword(s):  
Deep Learning ◽  
Medical Students ◽  
Integrated Curriculum ◽  
Positive Impact ◽  
Learning Experience ◽  
Traditional Curriculum ◽  
Cross Sectional ◽  
Problem Solving Skills ◽  
Team Based Learning ◽  
Teaching Learning

Objectives: Our medical school followed the traditional curriculum earlier, and due to a large amount of content embedded in each discipline, which had less scope for active and deep learning. To overcome this, we adopted an integrated curriculum and introduced a few active teaching/learning (T/L) methodologies, which promote deep learning and problem-solving skills. One such T/L methodology we introduced was team-based learning (TBL). Before implementing this active T/L methodology in the integrated curriculum, we evaluated the effectiveness of TBL in medical students from the traditional curriculum and aimed to determine students’ perceptions. Furthermore, we aimed to explore the perception of TBL in students who underwent integrated curriculum to evaluate the difference in their perception compared to the traditional curriculum. Materials and Methods: This cross-sectional study was conducted in RAK Medical and Health Sciences University on the 1st year medical students from the traditional and integrated curriculum. Institutional ethical committee clearance and informed consent were obtained before starting the study. A pre-validated 5-item survey questionnaire comprising questions related to the content, process, and teamwork was used to obtain perceptions of students’ on TBL. Results: The students positively perceived the teaching-learning experience using TBL and understood the concepts better. Even the students with integrated curriculum had the same positive impact on their learning attitudes. The majority of students in both cohorts agreed that discussion among their teams helped them to learn better. Around two-thirds (66%) of students from the traditional curriculum and one-third (39%) of students from integrated curriculum wanted TBLs as T/L methodology over didactic lectures. Conclusion: TBL helped to learn better and understand the subject and promoted self and peer engagement, which facilitated their learning by clarifying the doubts with peers. Due to this positive TBL experience, most students from both curriculums recommended its use as a T/L method over lecture. Hence, TBL sessions in medical schools can be used as an effective T/L method to facilitate meaningful learning.

scholarly journals PSYCHOLOGICAL CONDITION OF GRIEVING FAMILY MEMBERS AND THEIR RESOCIALIZATION

2019 ◽  
Vol 2 (1) ◽  
pp. 21-27
Author(s):  
Olena Kostyuk ◽  
Olena Boychuk
Keyword(s):  
Posttraumatic Growth ◽  
Personal Growth ◽  
Personal Development ◽  
Social Activism ◽  
Negative Behavior ◽  
Psychological Science ◽  
Social Rehabilitation ◽  
The People ◽  
The World ◽  
National University

Abstract. Introduction. Personal development in competitive and adverseconditions gives us plenty of examples that show negative behavior andincapability of making peace between nations. The situation in the world todayconfirms the previous statement, Ukraine suffers more than many other countriesbecause of the powerful neighbor from the East who forces our country to accepthis conditions. The war in Eastern Ukraine is the consequence of this irrationaland atavistic tendency. We are the victims of the aggravation between twodialectic processes of social activism: disconnection (destructive situations, ATO,loss of a family member, family break up, heightened level of aggression in thecommunity) connection (constructive and creative appearances, adaptation inconditions of forced immigration, posttraumatic growth, resocialization afterovercoming trauma, tendency for reconciliation, personal growth in a newprofession).This is the reality that requires psychological science and practice to find quickand accurate answers because the goal is to save people's mental health in militaryand mobilization conditions.Purpose. The main goal of the research is to generalize the information aboutpsychological features of the people who have experienced loss. Also to spot thestages of women's post-loss resocialization and factors that have a positive impacton that resocialization.Methodology. The authors of this paper made research on the psychologicalfeatures of the people who have experienced loss due to military situation in theEast of Ukraine and who need psychotherapy to help the process ofresocialization. Conclusions. The facts stated in the paper that helped to analyze the situationwere received during work in the period of 2015-2018 at the center of psycho-social rehabilitation at National University of "Kyiv Mohyla Academy". 5370people have addressed to the center to get help during this period. 1414 of themhave gotten individual consultations, 3953 have participated in group therapies.

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