scholarly journals Trends in interventional radiology: Survey of medical students at an educational symposium

2019 ◽  
Vol 3 ◽  
pp. 12 ◽  
Author(s):  
Neil Jain ◽  
Sean O’Neill ◽  
Vishnu Chandra ◽  
Slavamir Sokalaw ◽  
Aisha Alam ◽  
...  
Keyword(s):  
Interventional Radiology ◽  
Quality Assurance ◽  
Medical Students ◽  
Student Interest ◽  
Hands On ◽  
Before And After ◽  
Educational Symposium ◽  
Career Options ◽  
Competitive Nature ◽  
Interest And Knowledge

Objective: Symposiums are great avenues to expose students to interventional radiology (IR) and gauge their interest in the field. This study compares student interest and knowledge of the specialty before and after a state- wide IR symposium. Materials and Methods: A state-wide IR symposium consisted of lecture didactics and interactive hands-on IR simulations. Pre-symposium and post-symposium survey assessments were provided to each attendee to complete. The surveys remained anonymous and were performed for quality assurance purposes. The survey included questions on knowledge of IR, interest in IR, application strategies for the IR match, and career options in IR. Results: A total of 101 medical students registered for the symposium. Thirty-nine completed the pre-symposium survey and 40 completed the post-symposium survey. About 71.1% of the respondents reported “Little Knowledge” of IR before the symposium, which decreased to 40.5% after the symposium. Furthermore, 21% of the respondents believed that they had a “Good Foundation” in IR before the symposium and 59.5% after the symposium (P < 0.0001). The percentage of students planning to pursue IR increased from 35.9% to 45.9% (P = 0.160) after the symposium. About 77.8% reported that having an IR clinic is important in their career in the post-symposium survey compared to 64.1% in the pre-symposium survey (P = 0.077). Conclusions: Symposiums are an effective method in exposing medical students to IR. Students have expressed both strong interest in the field and increased knowledge post-symposium. Prospective applicants have reported dual applying to the integrated IR and diagnostic radiology (DR) residencies due to their concern about the competitive nature of integrated IR due to small number of positions available.

scholarly journals How does participation in a voluntary prize exam affect medical students’ knowledge and interest in ENT, plastic surgery, ophthalmology and dermatology?

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Razan Nour ◽  
Kerry Jobling ◽  
Alasdair Mayer ◽  
Salma Babikir
Keyword(s):  
Medical Students ◽  
Plastic Surgery ◽  
Pilot Project ◽  
Junior Doctors ◽  
Free Text ◽  
Medical Specialties ◽  
Spare Time ◽  
Before And After ◽  
To Receive ◽  
Interest And Knowledge

Abstract Background Otolaryngology (ENT), plastic surgery, ophthalmology and dermatology are medical specialties which tend to receive less coverage in UK medical school curricula compared to larger, generalist specialties. As a result, there are fewer opportunities for medical students to learn and to cultivate an interest. There are numerous papers that report concerns about junior doctors’ ability to manage conditions within these specialties, which may jeopardise patient safety. The aim of our pilot project was to increase medical students’ interest and knowledge of ENT, plastic surgery, ophthalmology and dermatology. In addition to describing our project, we present and discuss literature on UK undergraduate education in these specialties and its impact on preparedness of junior doctors and future career choices. Methods One hundred twelve final year medical students at Newcastle University were invited to take part in a voluntary two-part (written and clinical) exam, in which prizes could be won and all participants would receive a certificate of participation. We distributed two online surveys to the students, one administered before the exam and one afterwards. Data was collected regarding the students’ motivation for entering the prize exam and the students’ baseline interest and knowledge in these specialties before and after the prize exam. Free-text responses were collected about the students’ opinion of the project and whether participation was beneficial. Results Sixteen students participated in the exam. There was a statistically significant increase in the students’ knowledge in ENT (p < 0.000), plastic surgery (p < 0.000), ophthalmology (p < 0.028) and dermatology (p < 0.012) after participation in the exam, but not in their interest levels. ENT was the preferred specialty of our cohort. The students reported that they found participation beneficial to their learning, particularly receiving exam feedback and explanations to exam questions. Conclusions This pilot project was a useful intervention in increasing medical students’ knowledge in these specialties, but not in their levels of interest. It also demonstrates that medical students are willing to participate in voluntary initiatives (in their spare time) to gain more learning opportunities and that medical students value timely exam feedback to guide their revision.

scholarly journals Expanding Medical Student Interaction In Neurology With A Redesigned Student Interest Group In Neurology (SIGN) Chapter

2020 ◽  
Author(s):  
Rohit Gummi ◽  
Ross Smith ◽  
Raghav Govindarajan
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Journal Club ◽  
Student Interest ◽  
Research Projects ◽  
Post Intervention ◽  
Related Research ◽  
Hands On ◽  
Neurology Clinic ◽  
Second Year

Abstract Background: SIGN chapters across the country provide opportunities for medical students to participate in clinical, research, and service activities in neurology. Despite these, enrollment in SIGN chapters has been traditionally low.Methods: Following changes were introduced: an open board style SIGN chapter executive committee with greater active engagement of first and second year students, new types SIGN chapter activities including journal club articles, hands on workshop (example EMG), celebration/cause events (example ALS walk). In addition, a free neurology clinic was introduced. Activities were planned in consultation with office of medical education, and were organized during ‘down times’. Data on student enrollment, activities successfully carried out, students interested in neurology residency, number of neurology-related research projects with student involvement were collected prior to changes and compared to values after changes were introduced.Results: Post intervention, student engagement in neurology activities and projects increased significantly. There were also significantly more students engaged in neurology related research projects and significantly more students reported interest in neurology. However, a similar increase in applications to neurology residency was not yet observed.Conclusions: An open chapter with early engagement and involvement of first and second year medical students, creating a variety of chapter activities with greater hands on involvement, planned in conjunction with office of medical education has reinvigorated our SIGN chapter.

scholarly journals Expanding medical student interaction in neurology with a redesigned student interest group in neurology (sign) chapter

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Rohit Gummi ◽  
Ross Smith ◽  
Raghav Govindarajan
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Interest Group ◽  
The United States ◽  
Student Interest ◽  
Post Intervention ◽  
Journal Clubs ◽  
Hands On ◽  
Neurology Clinic ◽  
Second Year

Abstract Background Student Interest Group in Neurology (SIGN) chapters across the medical schools in the United States provide opportunities for medical students to participate in clinical, research, and service activities in neurology. Despite these, applicants for the field of neurology have traditionally been low. Methods Following changes were introduced: an open board style SIGN chapter executive committee with greater active engagement of first and second year students. New activities included journal clubs, hands on workshops, celebration/cause events (example ALS walk). In addition, a free neurology clinic was introduced. Activities were planned in consultation with office of medical education, and were organized during ‘down times’. Data on student enrollment, activities successfully carried out, students interested in neurology residency, number of neurology-related research projects with student involvement were collected prior to changes and compared to values after changes were introduced. Results Post intervention, student engagement in neurology activities and projects increased significantly. However, a similar increase in applications to neurology residency was not yet observed. Conclusions An open chapter with early engagement and involvement of first and second year medical students, creating a variety of chapter activities with greater hands on involvement, planned in conjunction with office of medical education has reinvigorated our SIGN chapter.

Abstract 356: Skill Retention in Medical Students Trained in Cardiac Arrest Care

Circulation ◽  
2020 ◽  
Vol 142 (Suppl_4) ◽  
Author(s):  
Miguel A Moretti ◽  
Adriana O Camboim ◽  
Caroline A Ferrandez ◽  
Isabela C Etcheverria ◽  
Iaggo B Costa ◽  
...  
Keyword(s):  
Cardiac Arrest ◽  
Medical Students ◽  
Training Program ◽  
Life Support ◽  
Categorical Variables ◽  
First Year ◽  
Chi Square ◽  
Hands On ◽  
Before And After ◽  
First Year Medical Students

Background: Morbidity and mortality reduction in cardiac arrest depends upon early and effective care. Basic life support (BLS) measures encompass a series of procedures to be started outside the hospital usually by trained lay people. Therefore, it is key that lay caregivers retain knowledge and skills late after instruction. However, studies demonstrate loss of cardiopulmonary resuscitation (CPR) skills as early as 30 days after training, pending mostly on the caregiver professional background. In this study, we evaluated medical students’ retention skills at 6 months. Methods: Prospective case-control observational study. Medical students underwent a 40-hour BLS training program. CPR skills were evaluated immediately and 6 months after the course based on individual scores before and after training as well as on categorical stratification as excellent, good or poor. Data were compared using F-test, paired t-test and chi-square for categorical variables. A 95% confidence interval was used with a level of significance of 0.05. Results: Fifty first-year medical students (54% female) aged between 18 and 24 years were enrolled in the BLS training program. Total number of CPR steps accurately performed decreased after 6 months of training (10.8 vs . 12.5; p<0.001). Sex and age were not associated with performance. Categorical evaluation was considered excellent in 78% of the students immediately after training but decreased to 40% in 6 months (p<0.01). Hands-on basic skills were mostly lost within the period. Conclusion: First-year medical students lost hands-on skills after 6 months of training decreasing the efficacy of CPR measures which might affect outcomes of patients in cardiac arrest.

The Interventional Radiology Interest Group: An Integral Tool for Medical Student Recruitment

2017 ◽  
Vol 1 ◽  
pp. 4
Author(s):  
David Maldow ◽  
Jacqueline Murtha ◽  
Talia Sasson ◽  
Vinit Khanna
Keyword(s):  
Interventional Radiology ◽  
Medical Students ◽  
Training Model ◽  
Outpatient Setting ◽  
Vital Role ◽  
Residency Programs ◽  
Clinical Rotations ◽  
Hands On ◽  
Resident Time ◽  
Primary Focus

Education is evolving in the field of interventional radiology. Technical skills are no longer the primary focus of training, while a stronger emphasis is placed on longitudinal patient care. Interventional radiologists are now expected to perform rounds on their patients in the hospital and promote continuity of care in the outpatient setting (Murphy et al. Semin Intervent Radiol 2005;22:6-9). The recent establishment of residency programs in interventional radiology (RPIR) aims to foster this transition by integrating clinical rotations such as the intensive care unit and expanding resident time in the clinic (Siragusa et al. J Vasc Interv Radiol 2013;24:1609-12). With the new training model comes a greater need for early exposure of medical students to the field, as trainees now apply for RPIR during their 4th year of medical school. To address this issue, interventional radiology interest groups (IRIGs) have been developed by passionate students with a desire to educate their colleagues and further their own knowledge of IR. IRIGs inform medical students about the specialty through unique activities such as hands-on device workshops and information sessions. In coordination with supportive advisors, IRIGs play a vital role in recruiting talented trainees, many of whom may well become the next leaders of our field. This article will discuss the process of starting an IRIG and how to maximize available resources to foster its success.

Use of an online ultrasound simulator to teach the basic psychomotor skills to medical students during the initial COVID-19 breakdown (Preprint)

2021 ◽  
Author(s):  
Jean-Yves Meuwly ◽  
Katerina Mandralis ◽  
Estelle Tenisch ◽  
Giuseppe Gullo ◽  
Pierre Frossard ◽  
...  
Keyword(s):  
Medical Students ◽  
Ethics Committee ◽  
Ultrasound Images ◽  
Medical Ultrasound ◽  
Psychomotor Skills ◽  
General Evaluation ◽  
Hands On ◽  
Before And After ◽  
Ultrasound Simulator ◽  
Simulation Exercises

BACKGROUND Teaching medical ultrasound (US) has gained in popularity in medical schools. Hands-on workshops are an essential part of teaching. The lockdown induced by COVID-19 kept our medical school from conducting these workshops. OBJECTIVE The aim of this paper is to describe an alternative method we used to allow our students to acquire the essential psychomotor skills requisite to produce US images. METHODS Our students should study online US courses. After this study, they had to practice exercises on a virtual simulator, using the mouse of their computer to control a simulated transducer. We measured the precision reached at the completion of simulation exercises. Before and after completion of the courses and simulator’s exercises, students had to complete a questionnaire dedicated to psychomotor skills. A general evaluation questionnaire was also submitted. RESULTS One hundred and ninety three students returned the pre-course questionnaire. One hundred and eighty four performed all the simulator exercises and 181 answered the post-course questionnaire. One hundred and ninety general evaluation questionnaires were sent and 136 returned (76%). The average pre-course score was 4.23 (SD 2.14), after exercising, the average post-course score was 6.36 (SD 1.82), with a significant improvement (p< .001). The post-course score was related to the accuracy with which the simulator exercises were performed (Spearman's rho 0.2664, p< 0.01). Nearly two-thirds (62.6%) of the students said they enjoyed working on the simulator. Seventy-nine (58.0%) students felt that they had achieved the course's objective of reproducing ultrasound images. Inadequate connection speed had been a problem for 40.2% of students. CONCLUSIONS The integration of an online simulator for the practical learning of US in remote mode has allowed substantial acquisitions in the psychomotor field of US diagnosis. Despite the absence of workshops, the students were able to learn and practice how to handle an US probe in order to reproduce standard images. CLINICALTRIAL Not considered as a RCT by our ethics committee (Req-2021-00589)

Reflective Practice at a Private Sector Medical College

2021 ◽  
Vol 15 (10) ◽  
pp. 3284-3286
Author(s):  
Aamir Abbas Mughal ◽  
Nadeem Razaq ◽  
Muhammad Saif Ullah ◽  
Sadia Ikram ◽  
Farrukh Sarfraz ◽  
...  
Keyword(s):  
Quality Assurance ◽  
Medical Students ◽  
Reflective Practice ◽  
Reflective Writing ◽  
Reflective Learning ◽  
Educational Module ◽  
Clinical Placements ◽  
Professional Students ◽  
Medical College ◽  
Before And After

Introduction: To create both professionally and actually, wellbeing professionals need to construct fundamental aptitudes in reflective practice. Facilitators in general are agree that these skills should be created as portion of educational module for the wellbeing of professional students. The aims were to present reflective practice to third-year medical students and to evaluate the students’ self-perceived reflective aptitudes before and after their reflective exercises. Objective: Using a composed survey, third-year medical students’ perceptions of reflective practice were accumulated before and after their clinic placement. Students moreover completed two reflective writing pieces about their clinical placements. Material and Methods: Study design: Quantitative, Cohort study. Settings: Akhtar Saeed Medical College, Lahore Duration: 1 Year i.e. 1st September 2020 to 30th August 2021. Results: The students’ reflective writing papers were distributed into one of the three categories: non-reflector, reflector and critical reflector. Content investigation of students’ perceptions of reflective practice uncovered nine topics. Eight fundamental topics emerged from students’ proposals for moving forward their reflective capacities. Conclusion: It concludes that student’s issues around the appraisal of reflective writing are discussed, and students’ recommendations for progressing their reflective capacities are displayed. Key words: Reflection in practice, reflective learning, quality assurance

scholarly journals Early exposure to hands-on surgical training encourages urological interest in undergraduate medical students

2020 ◽  
Author(s):  
Tomokazu Kimura ◽  
Kosuke Kojo ◽  
Atsushi Ikeda ◽  
Shuya Kandori ◽  
Takahiro Kojima ◽  
...  
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Surgical Training ◽  
Clinical Skills ◽  
Clinical Clerkship ◽  
Undergraduate Medical Students ◽  
Medical Undergraduate ◽  
Hands On ◽  
Before And After ◽  
Fourth Year Medical Students

Abstract Background: Urological education is as important as surgical training for undergraduates. However, those in undergraduate medical schools have less exposure to surgery and urology as their curriculum focuses more on clinical skills, particularly community-based healthcare for a super-aging society. This study aimed to evaluate whether urologic hands-on training could encourage surgical and urological interest in medical undergraduate students. Methods: A one-day elective program in urologic surgery at the University of Tsukuba, particularly in robotic, laparoscopic, and endoscopic surgeries, was offered to 58 fourth-year medical students in 2018 and 2019, prior to their clinical clerkship. The average age of participants was 22 (range: 21–25) years. We assessed scores (1–5 Likert-type items) in training activity, interest in surgery, and interest in urology before and after the course. Results: Before attending the program, average scores in interest in urology were 3.53 in 2018 and 3.15 in 2019. After training, the total likely scores of this program in 2018 and 2019 were 4.59 and 4.76, respectively. The likely scores in surgery increased after the program; however, this was not significantly different to that prior to the program. However, the average interest scores in urology were significantly increased to 3.91±0.63 (p<0.05) and 3.88 ± 0.58 (p<0.01) in 2018 and 2019, respectively, indicating a motivation to pursue surgery and urology following clinical clerkship, 1 year after training. Conclusions: Urological hands-on training facilitated interest in urology in medical students prior to their clinical clerkship. Early experience in actual urological procedures could encourage medical students to consider specializing in urology and pursue a career as a urological specialist.

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