scholarly journals A Preclinical Course to Develop Clinical Reasoning Skills of First-year Medical Students

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Alan Johns ◽  
Raymond Christensen
Keyword(s):  
Medical Students ◽  
Family Medicine ◽  
Medical School ◽  
Clinical Reasoning ◽  
First Year ◽  
University Of Minnesota ◽  
One Year ◽  
The University ◽  
First Year Medical Students ◽  
Diagnostic Thinking

Background and Objectives: Clinical reasoning is developed sometime during medical school training.  When and how this knowledge is attained is less clear. This study looks at clinical reasoning development after initiation of a rural experiential course for first-year medical students at the University of Minnesota Medical School, Duluth (regional) Campus. Methods: The Rural Medical Scholars Program course (RMSP) was developed to create a longitudinal rural family medicine experience for first and second-year students at the University of Minnesota Medical School Duluth. Sixty-three first year medical students participated in this required course and their clinical reasoning levels were measured using the Diagnostic Thinking Inventory (DTI).  The DTI was given to the medical students after one year of participation in the RMSP course. A previous cohort before the RMSP course was developed was used as a control. A literature search was used for comparison to other schools that measured the DTI in their students. Results: Student diagnostic thinking performance as measured by the DTI after one year of the Rural Medical Scholars Program course significantly increased when compared to a previous cohort of first-year students who did not take the RMSP course. When compared to previously published DTI data, students after one year of RMSP had clinical reasoning levels of second through fourth-year students from other schools. Conclusions: The addition of a rural experiential course with family medicine preceptors significantly increased clinical reasoning levels of first-year medical students.   Financial support: None Conflicts of Interests: No conflicts to report

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.

scholarly journals First year medical students’ perceptions of the impact of wearing scrubs on professional identity: a narrative analysis in the United Arab Emirates

BMJ Open ◽  
2020 ◽  
Vol 10 (11) ◽  
pp. e039357
Author(s):  
Sara Sorrell ◽  
Halah Ibrahim
Keyword(s):  
Medical Students ◽  
Qualitative Analysis ◽  
Medical School ◽  
Professional Identity ◽  
United Arab Emirates ◽  
Medical Curriculum ◽  
First Year ◽  
Written Narratives ◽  
First Year Medical Students ◽  
The Impact

ObjectivesMedical school serves as a critical developmental period for future physicians, during which students begin to form a professional identity. Just as personal appearance, particularly clothing, is an important external expression of one’s personal identity, ‘uniforms’ in healthcare, including white coats and scrubs, symbolise status and a group identity. There are, however, limited studies on the impact of physician attire on medical students’ formation of professional identity. Accordingly, through qualitative analysis of written narratives, we sought to analyse medical students’ experiences of wearing professional physician attire, namely scrubs, and how the uniform impacted their confidence level, performance and behaviours, as well as their identity as future physicians.DesignQualitative analysis of medical student’s written narratives.SettingKhalifa University College of Medicine and Health Sciences (KU CMHS) is a new medical school in the United Arab Emirates, with an inaugural class of 30 students admitted in August 2019. It is the only medical school in the city of Abu Dhabi, and the only school in the country that follows a postgraduate medical curriculum.ParticipantsAll first year medical students at KU CMHS were purposively sampled.MethodsStudents completed a voluntary online anonymous questionnaire. We employed a social identity approach to data analysis. Thematic content analysis was conducted on their narratives to identify themes.ResultsWe identified three major themes, namely (1) emotions, (2) logistics and (3) interpersonal relationships.ConclusionsMedical students form early perceptions regarding physician attire and its impact on their professional identity. Engaging in conversations regarding professional attire with educators or mentors could provide an important opportunity for students to discuss and explore professional identity early in training.

scholarly journals First-year medical students’ calibration bias and accuracy across clinical reasoning activities

2019 ◽  
Vol 24 (4) ◽  
pp. 767-781 ◽  
Author(s):  
Timothy J. Cleary ◽  
Abigail Konopasky ◽  
Jeffrey S. La Rochelle ◽  
Brian E. Neubauer ◽  
Steven J. Durning ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Reasoning ◽  
First Year ◽  
First Year Medical Students

scholarly journals The meaning of humanization for first-year medical students - The use of narratives in medical school

2020 ◽  
Author(s):  
Luciana Tavares ◽  
Sylvia Enns ◽  
José Ricardo Ayres ◽  
Patricia Tempski
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Role Models ◽  
First Year ◽  
Clear Understanding ◽  
Human Being ◽  
Personal Experiences ◽  
Medical Program ◽  
First Year Medical Students ◽  
The Relationship

Abstract Purpose To analyze the meaning of humanization by first-year medical students as well as to find out about their role models and what were their personal experiences of humanization and dehumanization before entering medical school. Methods The authors performed a qualitative study using narratives of first-year medical students. The data were analyzed through content analysis. The narratives were used as a strategy to stimulate students' reflection and to understand their perspectives and values at the beginning of the medical program. Results The study included 167 participants: 67 females (40.1%) and 100 males (59.9%). The participants' ages ranged from 16 to 38 years. The analysis of the narratives showed three main themes: socio-political and economic aspects of medicine, humanization of healthcare, and dimensions of humanization and dehumanization. In their narratives, the students expressed the desire to become doctors, to help and improve people's lives, and the intention to emulate good role models. Another desire was to contribute to the development of the Brazilian healthcare system. The students considered the humanization of healthcare as an integral vision of the human being that includes perceiving the context and personal history, as well as the complexity, of the human being. The students emphasized the importance of "going beyond the technical dimension" in the relationship between physician and his/her patient. Some students recognized the transdisciplinary aspect of medicine. Conclusions The students in the first-year of the medical program have a clear understanding of the meaning of humanization in medical practice, regardless of their social and economic conditions, age, sex, and religion. The students' narratives expressed their expectations for a more humane society with respect, solidarity, and compassion. The use of narrative is a strategy to develop critical thinking and to better get to know our students: who they are, what they think, and how they feel.

scholarly journals “Doctors’ Lounge” podcast to teach clinical reasoning to first-year medical students

MedEdPublish ◽  
2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Shilpa Brown ◽  
Elena Wood ◽  
Daniel McCollum ◽  
Allen Pelletier ◽  
Jennifer Rose ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Reasoning ◽  
First Year ◽  
First Year Medical Students

scholarly journals Transforming Rural Family Medicine Curriculum From Experiential to Virtual: A Response to COVID-19 Limitations

PRiMER ◽  
2020 ◽  
Vol 4 ◽  
Author(s):  
James G. Boulger ◽  
Emily Onello
Keyword(s):  
Medical Students ◽  
First Year ◽  
Health Issues ◽  
University Of Minnesota ◽  
Rural Medicine ◽  
First Year Students ◽  
Rural Family ◽  
Second Year ◽  
The University ◽  
Rural Physician

Cessation of all classroom and clinical activities in the spring of 2020 for first- and second-year medical students at the University of Minnesota Medical School Duluth campus both forced and enabled revision of rural medicine instruction and experiences. Creatively utilizing rural family physicians and third-year rural physician associate medical students to interact with first-year students virtually in a number of areas and using electronic connectivity enabled the institution to continue to emphasize rural medical health issues with the students.

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