Psychology of the Scientist: XLIX. On Becoming a Student—Again

James V. McConnell

doi:10.2466/pr0.1983.52.1.3

Exploration and Practice about Bilingual Teachers and the Network Resources Construction for Data Structure

Advanced Materials Research ◽

10.4028/www.scientific.net/amr.694-697.3675 ◽

2013 ◽

Vol 694-697 ◽

pp. 3675-3679

Author(s):

Yi Xiang ◽

Jun Peng ◽

Qian Xiong ◽

Liang Lei ◽

Ming Ying You

Keyword(s):

Data Structure ◽

Bilingual Teachers ◽

Network Resources ◽

Network Teaching ◽

Qualified Teachers ◽

Teaching Platform ◽

Bilingual Teaching ◽

Resource Library ◽

Poor Teaching

Targeting at the "Data Structure" bilingual classes with regard to the lack of qualified teachers, a sharp learning curve and the poor teaching effect that are widespread in colleges and universities, this paper gives an analysis in an attempt to find a solution to the issue on quality of teachers, by means of the development of a network teaching platform and a supporting resource library for carrying out high-quality bilingual teaching.

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

Journal of the American Podiatric Medical Association ◽

10.7547/17-033 ◽

2018 ◽

Vol 108 (4) ◽

pp. 311-319 ◽

Cited By ~ 1

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.

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Selected Abstracts From the Proceedings of the 2017 Society of Teachers of Family Medicine Conference on Medical Student Education

PRiMER ◽

10.22454/primer.2019.299161 ◽

2019 ◽

Vol 3 ◽

Author(s):

Luyang Liu ◽

Katherine Margo

Keyword(s):

Medical Student ◽

Family Medicine ◽

Medical Student Education ◽

Annual Conference ◽

Medicine Clerkship ◽

National Examination ◽

Student Education ◽

The One ◽

Criteria For Selection

The Society of Teachers of Family Medicine (STFM) is an organization made up of educators devoted to teaching family medicine to learners of all levels. This multidisciplinary group of physicians, behavioral scientists, researchers, and educators from other health professions works to further STFM’s mission of improving the health of all people through education, research, patient care, and advocacy. STFM held its 43rd Conference on Medical Student Education in Anaheim, California from February 9 to 12, 2017. Abstracts for conference sessions can be viewed online.1 The conference was held concurrently with the 2017 Society of Student-Run Free Clinics Annual Conference. This partnership empowered many passionate medical students to participate in STFM sessions and present their posters. A wide variety of topics were explored by STFM conference presenters and attendees. The plenary speakers addressed physician wellness (Dike Drummond, MD), family medicine as a career (Wanda Filer, MD), and the future of family medicine (Aaron Michelfelder, MD, and Michelle Byrne, MD). The STFM Education Committee reviewed and selected eight exemplary abstracts from 22 presented educational research papers. Criteria for selection included strength of contribution to medical student education, topic of interest within and beyond family medicine, and quality of study, including well-described rationale, appropriate methods, clear results, and thoughtful conclusions. The areas covered are related to new educational methods and tools, faculty development, and interprofessional learning and assessment. Editor’s Note: Six of the eight selected presentation abstracts appear in this collection. Two2,3 of the eight selected abstracts have been published in the intervening time, and are not included below. Society of Teachers of Family Medicine. 2017 Conference on Medical Student Education Conference Sessions. https://www.stfm.org/conferences/generalinformation/msearchives/. Accessed December 23, 2018. Nguyen D, Servey JT, Scott LS. fmCASES national examination as a pretest in a family medicine clerkship. Fam Med. 2018;50(2):142-145. https://doi.org/10.22454/FamMed.2018.853841 Hoffman M, Cohen-Osher M. The one minute learner: evaluation of a new tool to promote discussion of medical student goals and expectations in clinical learning environments. Fam Med. 2016;48(3):222-225.

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Factors that Determine Medical Student Interest in Psychiatry

Australian & New Zealand Journal of Psychiatry ◽

10.3109/00048679009062887 ◽

1990 ◽

Vol 24 (1) ◽

pp. 65-76 ◽

Cited By ~ 12

Author(s):

Philip G. Ney ◽

William W. K. Tam ◽

William L. Maurice

Keyword(s):

Medical Student ◽

New Zealand ◽

Medical Students ◽

Student Interest ◽

Factors Affecting ◽

Faculty Attitude ◽

Quality Of Patient Care ◽

Personal Experiences ◽

Negative Factors

Our study of pre-medical and medical students attending the Universities of British Columbia, Hong Kong and Otago, together with house surgeons, general practitioners, surgeons and psychiatrists in New Zealand, demonstrated many agreements regarding both positive and negative factors affecting their interest in psychiatry. Positive factors included: interest in human behaviour, personal aptitude, and quality of patient care. Negative factors included: the stress of practising psychiatry, faculty attitude and the quality of the science. Differences were determined by age of the students and cultural and personal experiences. We concluded that if more students are to be interested in psychiatry then psychiatrists will need to show that they enjoy their work and give effective treatment.

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GAMBARAN EMPATI PADA MAHASISWA FAKULTAS KEDOKTERAN UNIVERSITAS SAM RATULANGI ANGKATAN 2010

Jurnal e-Biomedik ◽

10.35790/ebm.4.1.2016.11249 ◽

2016 ◽

Vol 4 (1) ◽

Author(s):

Merry C. Warokka ◽

Taufiq F. Pasiak ◽

Djon Wongkar

Keyword(s):

Medical Student ◽

Longitudinal Study ◽

Medical Students ◽

Positive Relationship ◽

Cross Sectional ◽

North Sulawesi ◽

Cross Sectional Design ◽

Quantitative Descriptive ◽

Quantitative Calculations

Abstract: Empathy is an important factor to support a positive relationship between physician and patient. Medical students as candidates for physician should have a good empathy. The lack of study and literature that discusses students empathy in North Sulawesi made researchers aimed to see an overview of empathy in medical students batch 2010 of Sam Ratulangi University.This study is a quantitative descriptive. The data were collected using a cross sectional design. The questionnaires was completed by 75 medical students at University of Sam Ratulangi who active on duty as co-assistant at RSUP Prof. dr. R.D Kandou. This study showed empathy scores of medical students high (66%), moderate (33%), and low (1%). Results of average scores of empathy women is higher than men. High empathy based on quantitative calculations do not mean to have a good empathy. Study with questionnaires more specific for medical students, qualitative study on patients, and method of longitudinal study, researchers suggested that can assess the quality of empathy for the co-assistant.Keywords: emphaty, medical student, co-assistantAbstrak: Empati merupakan faktor yang penting untuk menunjang terjalinnya hubungan yang positif antara tenaga medis dan pasien. Mahasiswa kedokteran sebagai calon tenaga medis seharusnya memiliki empati yang baik. Minimnya penelitian dan sumber literatur yang membahas empati pada mahasiswa di Sulawesi Utara membuat peneliti bertujuan untuk melihat gambaran empati pada mahasiswa Fakultas Kedokteran Universitas Sam Ratulangi angkatan 2010. Penelitian ini bersifat deskriptif kuantitatif dengan desain penelitian cross sectional. Angket skala empati diisi oleh 75 mahasiswa Fakultas Kedokteran Universitas Sam Ratulangi yang sedang aktif menjalankan tugas sebagai co-assistant di Rumah Sakit Umum Pendidikan Prof. dr. R.D Kandou. Penelitian ini menunjukkan hasil empati tinggi (66%), sedang (33%), rendah (1%). Hasil skor rata-rata empati perempuan lebih tinggi dari pada laki-laki. Empati yang tinggi berdasarkan perhitungan kuantitatif belum sepenuhnya berarti memiliki empati yang baik. Penelitian dengan alat ukur yang lebih spesifik, penelitian secara kualitatif terhadap pasien, serta penelitian dengan metode longitudinal disarankan peneliti agar dapat menilai kualitas empati para co-assistant.Kata kunci: empati, mahasiswa kedokteran, co-assistant

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Tensional headache in medicine graduation

10.5327/1516-3180.171 ◽

2021 ◽

Author(s):

Paulo Victor Protásio Bezerra ◽

Gustavo Soares Gomes Barros Fonseca ◽

Maria Luiza Mendes Machado ◽

Natália Murad Schmitt ◽

Euler Nicolau Sauaia Filho

Keyword(s):

Quality Of Life ◽

Medical Student ◽

Medical Students ◽

Tension Headache ◽

Epidemiological Data ◽

Muscle Relaxants ◽

Major Health Problem ◽

Major Health ◽

The Relationship

Introduction: Tension headache has become a major health problem for medical students. This can trigger a worsening in the quality of life of the student and hinder their learning, corroborating for an impaired education. Better understanding of the topic is necessary so the academics can have a better overview of the problem. Objective: Clarify the relationship between tension headache and the quality of life of medical students. Methods: Articles from the last ten years were selected on the Scielo and Google Scholar portal platforms, which made it possible through an online scenario. Results: The mechanisms of tension headache are controversial and their pathophysiology complex and poorly understood. In crises, analgesics, antiinflammatories, muscle relaxants and/or caffeine are applied. In the articles studied, epidemiological data suggest that most students (99%) have already had a headache case during their lifetime and such occurrences are related to moments of stress and tiredness (74%). It is visible, that the academic affected by various activities, is a target for the disease. Conclusion: The prevalence of tension headache in the medical student was higher than that of the general population, with stress as the main reason. then a resolution on the issue of pain regarding stress is necessary since it proved to be inappropriate.

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Strain Gauge Sensors Implemented in a New Female Torso Model Have Increased Student's Motivation and Confidence in Gynecologic Bimanual Examination on Clinical Skill Training

Applied Mechanics and Materials ◽

10.4028/www.scientific.net/amm.771.149 ◽

2015 ◽

Vol 771 ◽

pp. 149-154

Author(s):

Santosa Budiharjo ◽

Nur Arfian ◽

Rony Wijaya ◽

Dwi Cahyani Ratna Sari ◽

Djoko Prakosa ◽

...

Keyword(s):

Medical Student ◽

Strain Gauge ◽

Skill Training ◽

Clinical Skill ◽

Skill Learning ◽

Undergraduate Medical Student ◽

Self Confidence ◽

Torso Model ◽

Motivation And Confidence

A good mannequin is needed to improve the quality of clinical skill learning. A strain sensors gauge can be applied into gynecologic bimanual examination mannequin. This study compared a new strain gauge sensors mannequin and non-sensor mannequin for gynecologic bimanual examination training in undergraduate medical student. We made a new female torso model implemented with strain gauge sensors in the definitive landmark, then used this new mannequin for gynecologic bimanual examination training in undergraduate medical student, and evaluated using questioner. We observed 4 parameters: mannequin appearance, student’s self confidence to palpate uterus and ovary, and student’s learning motivation. The new model improved student’s confident to palpate ovary (p<0.05) and student’s motivation (p<0.001) compared to non-sensor mannequin. In contrast, the gross appearance of the new mannequin was inferior (p<0.05). However, there was no difference in defining the uterus position during examination (p>0.05) in both mannequins. A new female torso model with strain gauge sensors can be applied for gynecologic examination training.

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Self-report of quality of medical student health care

Medical Education ◽

10.1111/j.1365-2923.2007.02782.x ◽

2007 ◽

Vol 41 (7) ◽

pp. 632-637 ◽

Cited By ~ 2

Author(s):

Susan J Henderson ◽

Lisa Elon ◽

Erica Frank

Keyword(s):

Health Care ◽

Medical Student ◽

Self Report ◽

Student Health

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Radiology Exposure in the Undergraduate Curriculum: A Medical Student Perspective on Quality and Opportunities for Positive Change

Canadian Association of Radiologists Journal ◽

10.1016/j.carj.2016.10.004 ◽

2017 ◽

Vol 68 (3) ◽

pp. 249-256 ◽

Cited By ~ 8

Author(s):

Kari L. Visscher ◽

Lisa Faden ◽

Georges Nassrallah ◽

Stacey Speer ◽

Daniele Wiseman

Keyword(s):

Professional Development ◽

Medical Student ◽

Medical Students ◽

Qualitative Study ◽

Medical Curriculum ◽

Student Evaluation ◽

Positive Change ◽

Student Perspective ◽

Radiology Education

Purpose This article is a continuation of a qualitative study designed to explore how radiology exposures can impact medical student opinions and perceptions of radiology and radiologists. We focused on: 1) conducting a radiology exposure inventory from the perspective of the medical student; 2) student evaluation of the quality of the radiology exposures and suggestions for positive change; and 3) development of a framework to address the needs of medical students as it relates to radiology education in the undergraduate medical curriculum. Methods Research methodology and design for this qualitative study were described in detail in a previous article by Visscher et al [1] . Results Participants included 28 medical students; 18 were in medical school years 1 and 2 (preclerkship), and 10 were in years 3 and 4 (clerkship). Specific to the focus of this article, the data revealed 3 major findings: 1) multiple exposures to radiology exist, and they are received and valued differently depending on the medical student's stage of professional development; 2) medical students value radiology education and want their radiology exposure to be comprehensive and high quality; 3) Medical students have constructive suggestions for improving the quality of both formal and informal radiology exposures. Conclusions Performing a radiology exposure inventory from a medical student perspective is a useful way to explore how students receive and value radiology instruction. Medical students want a more comprehensive radiology education that can be summarized using the 5 C's of Radiology Education framework. The 5 C's (curriculum, coaching, collaborating, career and commitment) reflect medical students' desires to learn content that will support them in clinical practice, be supported in their professional development, and have the necessary information to make informed career decisions.

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