scholarly journals Practical Physiology Power Lab. Experiments For Medical Students

2016 ◽  
Vol 12 (3) ◽  
pp. 4167-4223
Author(s):  
Elsayed Shokr
Keyword(s):  
Human Physiology ◽  
Medical Student ◽  
Medical Students ◽  
Physiological Parameters ◽  
Undergraduate Medical Students ◽  
Lab Experiments ◽  
Recent Advances ◽  
The Subject

With recent advances in the fielded of human physiology, it has become urgent to provide an up to date review in the subject of Power Lab instrument.This book to help medical student in understanding the human physiology and how to measure the all physiological parameters with the Power Lab instrument. It presents the whole subject in brief comprehensive and up to date form.We hope this book will be a real help to undergraduate medical students, as well as to postgraduate and candidates of higher degree, in the field of human physiology

INTRODUCTION TO HUMAN PHYSIOLOGY FOR MEDICAL STUDENTS

2016 ◽  
Vol 12 (3) ◽  
pp. 4064-4166
Author(s):  
Elsayed Shokr
Keyword(s):  
Human Physiology ◽  
Medical Student ◽  
Medical Students ◽  
Modern Human ◽  
Undergraduate Medical Students ◽  
Recent Advances ◽  
The Subject

With recent advances in the fielded of human physiology, it has become urgent to provide an up to date review in the subject of human physiology.This book to help medical student in understanding modern human physiology. It presents the whole subject in brief comprehensive and up to date form.I hope this book will be a real help to undergraduate medical students, as well as to postgraduate and candidates of higher degree, in the field of human physiology.

scholarly journals The NHS reforms: good, bad or neutral? Medical students debate at the College

2012 ◽  
Vol 94 (3) ◽  
pp. 88-89
Author(s):  
Fiona McClenaghan ◽  
Finn Stevenson
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical Schools ◽  
Positive Change ◽  
Undergraduate Medical Students ◽  
The Future ◽  
Surgical Career ◽  
The Uk

The Professor Harold Ellis Medical Student Prize for Surgery, held at the close of 2011, threw open to debate the question of whether the reforms currently under way in the NHS are 'good, bad or neutral'. Sixteen undergraduate medical students with hopes of a surgical career were invited to the College from medical schools all across the UK to present their case either for or against Andrew Lansley's proposed reforms. After giving a five-minute presentation to fellow students, participants were questioned by fellows of the College and Professor Ellis himself. The conclusions reached represented a complete range of opinion from great anticipation of positive change to great concern over the future of the NHS. Both authors were highly commended for their presentations and here we aim briefly to set out our differing opinions on the reforms of the NHS.

scholarly journals The Status of Medical Student Education in Pregnancy Options Counseling: a Review

2021 ◽  
Author(s):  
Lauren E. Farmer ◽  
Camille A. Clare
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Medical Student Education ◽  
Undergraduate Medical Students ◽  
Student Education ◽  
Gynecology And Obstetrics ◽  
The Status ◽  
Barriers To Teaching

Abstract Background The Association of Professors of Gynecology and Obstetrics (APGO) has acknowledged the importance of pregnancy options counseling by listing it as a “shows how” skill for all undergraduate medical students. Unfortunately, there is no standard curriculum utilized to teach medical students pregnancy options counseling or to assess skill sustainability over time. Objectives To review and summarize the literature on pregnancy options counseling in undergraduate medical education. Methods We performed a structured literature review searching Google Scholar, PubMed, and EMBASE for articles between 2000 and February 2020. Inclusion criteria were English language studies of M. D. and D.O. programs in North America with a discussion of pregnancy options counseling as it relates to medical student education. Results There is a small but growing body of literature on pregnancy options counseling in medical student education. The common themes across the 17 papers reviewed include the status of pregnancy options counseling in undergraduate medical education, barriers to teaching options counseling, the timing of education, utilization of the options counseling Objective Structured Clinical Examination (OSCE), learner challenges, and novel strategies for implementing education in options counseling and subsequent learning outcomes. Conclusions There is no standardized pregnancy options counseling curriculum in undergraduate medical education (UME). The landscape in which this important skill is being taught is one of random, insufficient, and uncoordinated curricular interventions. This is the only review on this subject, making it a unique summary on pregnancy options counseling in UME.

scholarly journals Children in Situation of Intra-Family Violence: Concepts, Personal Experiences and Feelings of Undergraduate Medical Students

2020 ◽  
Vol 44 (1) ◽  
Author(s):  
Nilma Lazara de Almeida Cruz Santos ◽  
Isabel Maria Sampaio Oliveira Lima ◽  
Rosely Cabral de Carvalho
Keyword(s):  
Medical Students ◽  
Medical Training ◽  
Social Issues ◽  
The State ◽  
Subjective Perception ◽  
Undergraduate Medical Students ◽  
Medical Undergraduate ◽  
Personal Experiences ◽  
The Subject ◽  
Different Dimensions

ABSTRACT: Introduction: The objective of the study was to learn about the concepts of violence among medical undergraduate students in the state of Bahia, their personal experiences with the phenomenon and advice regarding case referral. Method: a qualitative research was carried out with 20 undergraduate medical students from public institutions in the state of Bahia. The data were collected via the web through an electronic file made available by Google Forms. The students were informed about the page address through an e-mail. Results: Most of the students said that the topic of “Violence against Children” was addressed during their undergraduate years. Shared conceptions by most of the students on the subject are related to the definitions of violence as physical injuries inflicted on the victims, but broader definitions of social and subjective perception, encompassing different dimensions of the phenomenon were also identified. The most frequently cited feelings experienced in situations of violence were the following: helplessness, fear, sadness, unpreparedness, compassion, empathy, anger and rage. The difficulties that the students encountered in approaching the victims of violence stem from the lack of preparation in the training and from the positions related to the physicians themselves, such as fear of involvement and accountability. The inherent characteristics of children and distrust in protective services were also mentioned. Conclusion: Although the students reported having contact with the topic during graduation, most of them evaluated the training as insufficient. The lack of professional preparation to approach the medical-social issues, such as violence, has been partially attributed to the biologicist bias of the medical training. In this sense, we highlight the understanding of violence as an essentially social and historical phenomenon, to the detriment of the different dimensions of the illness that imply in the health-disease process. From this perspective, this bias obscure the recognition of the different manifestations of violence as objects of healthcare work, suggesting a need for a broader approach in medical education, which can help to contemplate the complexity of the subject.

Diseases of the Newborn, ed. 3, by Alexander J. Schaffer, M.D., and Mary Ellen Avery, M.D. Philadelphia/London/Toronto: W. B. Saunders, 1971, 919 pp., $22.00

PEDIATRICS ◽  
1972 ◽  
Vol 50 (3) ◽  
pp. 508-509
Author(s):  
David Vulliamy
Keyword(s):  
Medical Student ◽  
General Practitioner ◽  
Medical Students ◽  
Neonatal Disease ◽  
The Subject

Six years after publication of the second edition, Dr. Schaffer has produced a third revised version of his well-known book, this time in collaboration with Dr. Mary Ellen Avery. Dr. Milton Markowitz has contributed by writing the cardiological section and Dr. Laurence Finberg that on fluid and electrolyte therapy. The book remains essentially a comprehensive practical clinical guide to the subject of neonatal disease, intended primarily for "the medical student, the resident, the pediatrician and the general practitioner," but surely most medical students would be daunted by its size and the wealth of detail therein.

What does one mean by “arterial blood oxygenation?”

2006 ◽  
Vol 30 (1) ◽  
pp. 46-47 ◽  
Author(s):  
E. Sankaranarayanan Prakash ◽  
Madanmohan
Keyword(s):  
Medical Students ◽  
Critically Ill ◽  
Conceptual Understanding ◽  
Physiological Parameters ◽  
Blood Oxygenation ◽  
Critically Ill Patient ◽  
Written Feedback ◽  
Undergraduate Medical Students ◽  
Arterial Blood

We used the following question in a large classroom session attended by undergraduate medical students and doctors with a Bachelor of Medicine and Bachelor of Surgery (MBBS) degree (240 in all) to test for conceptual understanding as to what constitutes arterial blood oxygenation. The question read as follows: Which one of the following physiological parameters taken alone tells you that arterial blood oxygenation in a critically ill patient is satisfactory? A. [Formula: see text] B. [Formula: see text] C. [Formula: see text] D. [Formula: see text] Only 25 of 240 students correctly indicated that none of the above parameters taken alone could give us this information. Once students turned in their answers, we presented five examples illustrating how none of the above answers could be used alone to assess arterial blood oxygenation. Students were then asked to provide written feedback on their understanding of this topic. The majority of students indicated that they were satisfied that they got rid of a misconception.

scholarly journals Medical students’ perception of the reliability, usefulness and feasibility of unproctored online formative assessment tests

2021 ◽  
Vol 45 (1) ◽  
pp. 84-88
Author(s):  
S. Snekalatha ◽  
S. Mohamed Marzuk ◽  
Swapnatai. A. Meshram ◽  
K. Uma Maheswari ◽  
G. Sugapriya ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Formative Assessment ◽  
Network Connectivity ◽  
Assessment Methods ◽  
Formative Assessments ◽  
Online Assessment ◽  
Undergraduate Medical Students ◽  
The Subject ◽  
Online Tests

Medical education has gone online because of the COVID-19 pandemic. Formative assessment is essential to facilitate the learning process in medical education. However, various challenges arise during online assessment, which include reliability, when done without monitoring and practical concerns like Internet connectivity issues. This study was done to assess the medical students’ perceptions of the reliability, usefulness, and practical challenges of online tests. One hundred first-year undergraduate medical students taking up online classes and tests in the subject of physiology were enrolled in this study. A questionnaire with items regarding practical challenges, reliability, and usefulness of the online tests, in general, and about different types of online assessment methods, in particular, were sent to the students online. Each item was rated on a five-point Likert scale, and the responses were analyzed anonymously. A large percentage of students used mobile phones (81.4%) to undertake online tests. Although most students (73.2%; P < 0.001) felt that online tests helped them substantially in learning the subject, network connectivity issues were considered to be a matter of serious concern (85.5%, P < 0.001). Among the assessment methods used, viva voce by video conferencing was thought to be most reliable (83%, P < 0.001). Multiple-choice question-based assessment when done online was felt to be more practically feasible with faster feedback than classroom assessment. The results of the study suggest that medical students find online formative assessments helpful for their learning, despite their concerns about reliability and practical challenges.

PERCEPTION OF MEDICAL STUDENTS ON FEEDBACK IN MEDICAL EDUCATION

2021 ◽  
pp. 16-18
Author(s):  
B V Sreedevi ◽  
Suprajha K. S.
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Statistical Analysis ◽  
Medical Students ◽  
Point Of View ◽  
Student Perspective ◽  
Feedback Process ◽  
Positive Effects ◽  
Student Teacher Relationship ◽  
The Subject

Background: Feedback constitute central aspect of learning. Though teaching is directly related with effective and appropriate feedback, it has been largely neglected particularly from the student point of view. This paper explores student perspective of feedback. Objective: To conduct a study to nd out from nal year medical student about their knowledge of their feedback whether they receive feedback about their performance and how feedback helped them to improve their performance. Method Of Study: 30 nal year medical students were chosen among them, 18 students volunteered for the process and answered the questionnaire which was subjected to statistical analysis. Result: Statistical analysis of the questionnaire were done which revealed medical students liked the feedback process and viewed that it has positive effects in improving their understanding of the subject, help to score more marks and nurture student teacher relationship

scholarly journals Evaluation of Teaching Curriculum of Anaesthesiology by the Undergraduate Medical Students

1970 ◽  
Vol 7 (1) ◽  
pp. 8-10
Author(s):  
MR Alam ◽  
MZ Islam
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Undergraduate Medical Students ◽  
Undergraduate Level ◽  
Medical Undergraduate ◽  
Hands On ◽  
Reported Study ◽  
Teaching Curriculum ◽  
The Subject ◽  
Evaluation Of Teaching

Introduction: Students' feedback is a recommended tool to evaluate the merit of a teaching curriculum. Search of literature, however, reveals a very few such attempts on the subject of anaesthesiology in medical undergraduate level. Objective: The reported study was conducted to evaluate the undergraduate course curriculum of medical students from students' feedback. Method: To judge the students' viewpoint, a pertinent and simple questionnaire was designed to collect the feedback from the final year MBBS students of AFMC Dhaka for five consecutive years. Students were asked to fill up the questionnaire on completion of their placement. Result: A total of 253 students had participated in this unbiased and anonymous feedback. While 96.7% students agreed that the posting provided them an insight into the subject of anaesthesiology and critical care but 38.3% found that the duration of posting was inadequate. Though 98.8% students responded that the topics were interesting but only 56.8% found that the practical demonstrations were adequate. The three top ranking topics of interest in decreasing order were cardiopulmonary resuscitation (93.6%), airway maintenance along with endotracheal intubation (55.2%) and spinal anaesthesia (32.5%). Interestingly these three topics were demonstrated practically along with theory sessions. Not surprisingly the three commonest suggestions were prolonging the duration (34.8%) as well as practical demonstrations (31.2%) and more opportunity to 'hands on practice' (24.5%). Conclusion: This little effort may help the curriculam reviewers to think. Key words: Curriculum of anaesthesiology; undergraduate; students feedback DOI: http://dx.doi.org/10.3329/jafmc.v7i1.8618 JAFMC Bangladesh. Vol 7, No 1 (June) 2011; 8-10

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