Comparison of metacognitive awareness of medical students during one year follow-up

2017 ◽  
Author(s):  
Mihailo Tatic
Keyword(s):  
Medical Students ◽  
Metacognitive Awareness ◽  
One Year

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 Development, Implementation and Evaluation of A Pain Management and Palliative Care Educational Seminar for Medical Students

2014 ◽  
Vol 19 (5) ◽  
pp. 230-234 ◽  
Author(s):  
Denise Paneduro ◽  
Leah R Pink ◽  
Andrew J Smith ◽  
Anita Chakraborty ◽  
Albert J Kirshen ◽  
...  
Keyword(s):  
Palliative Care ◽  
Pain Management ◽  
Medical Students ◽  
Test Scores ◽  
Pain Education ◽  
Post Test ◽  
Based Instruction ◽  
One Year ◽  
Educational Seminar

BACKGROUND: Despite calls for the development and evaluation of pain education programs during early medical student training, little research has been dedicated to this initiative.OBJECTIVES: To develop a pain management and palliative care seminar for medical students during their surgical clerkship and evaluate its impact on knowledge over time.METHODS: A multidisciplinary team of palliative care and pain experts worked collaboratively and developed the seminar over one year. Teaching methods included didactic and case-based instruction, as well as small and large group discussions. A total of 292 medical students attended a seminar during their third- or fourth-year surgical rotation. A 10-item test on knowledge regarding pain and palliative care topics was administered before the seminar, immediately following the seminar and up to one year following the seminar. Ninety-five percent (n=277) of students completed the post-test and 31% (n=90) completed the follow-up test.RESULTS: The mean pretest, post-test and one-year follow-up test scores were 51%, 75% and 73%, respectively. Mean test scores at post-test and follow-up were significantly higher than pretest scores (all P<0.001). No significant difference was observed in mean test scores between follow-up and post-test (P=0.559), indicating that students retained knowledge gained from the seminar.CONCLUSIONS: A high-quality educational seminar using interactive and case-based instruction can enhance students’ knowledge of pain management and palliative care. These findings highlight the feasibility of developing and implementing pain education material for medical students during their training.

scholarly journals An Intervention to Remediate Unprofessional Behaviours of Pre-Clinical Medical Students

2021 ◽  
Vol 13 (2) ◽  
pp. 83-90
Author(s):  
Chan Choong Foong ◽  
Nurul Atira Khairul Anhar Holder ◽  
Aswini R Dutt ◽  
Hidayah Mohd Fadzil
Keyword(s):  
Professional Development ◽  
Medical Students ◽  
Thematic Analysis ◽  
Hidden Curriculum ◽  
Healthcare Education ◽  
Medical Practitioners ◽  
Corrective Measures ◽  
Published Evidence ◽  
One Year

Remediating the unprofessional behaviours of medical students is essential because the unprofessional behaviours of medical practitioners could be traced back to their previous behaviours in medical schools. This study evaluated a programme that used reflection in remediating students with unprofessional behaviours. Personal and professional development (PPD) assignments have a “hidden curriculum” on professional behaviours expected of medical students. Seven students who repeatedly failed to complete the PPD assignments were required to attend a remediation programme. The remediation programme aims to help students reflect on their behaviours. They compared professional behaviours between medical practitioners and students and discussed unprofessional behaviours using actual cases. Thematic analysis was performed on the reflective essays of the students, collected at the beginning and the end of the remediation programme. At the beginning of the programme, students expressed anger because they felt that the PPD assignments were minor tasks. At the end of the programme, students expressed their regretful feelings; they recognised lessons learnt and developed corrective measures. A follow-up reported that the faculty no longer deemed the students unsatisfactory in their professional behaviours one year later. Reflection is recognised as useful in healthcare education, but there is a lack of published evidence to answer whether reflection can be learned. In this study, the students learnt to reflect on their previous professional behaviours, and they developed corrective measures to avoid the recurrence of these previous behaviours. The findings may imply that reflection could be taught and learned to cultivate professional behaviours among medical students.

Refractive Errors of Medical Students in Turkey: One Year Follow-Up of Refraction and Biometry

2007 ◽  
Vol 84 (3) ◽  
pp. 175-180 ◽  
Author(s):  
SUMRU ONAL ◽  
EBRU TOKER ◽  
ZIYA AKINGOL ◽  
GUL ARSLAN ◽  
SEMRA ERTAN ◽  
...  
Keyword(s):  
Medical Students ◽  
Refractive Errors ◽  
One Year

Utilizing Surgical Bootcamps to Teach Core Entrustable Professional Activities to Senior Medical Students

2018 ◽  
Vol 84 (6) ◽  
pp. 783-788
Author(s):  
Jamie Heimroth ◽  
Victoria M. Jones ◽  
Jeffrey D. Howard ◽  
Erica R.H. Sutton
Keyword(s):  
Medical Students ◽  
Life Support ◽  
Boot Camp ◽  
Entrustable Professional Activities ◽  
Student Expectations ◽  
Effective Mechanism ◽  
Professional Activities ◽  
One Year ◽  
Senior Students

To promote residency preparedness, the Association of American Medical Colleges defined 13 core entrustable professional activities for entering residency (CEPAERs), which represent tasks that students should be able to perform on day one of residency. At the authors’ institution, a four-week surgery boot camp course is offered to senior medical students, which may provide an effective mechanism for teaching the CEPAERs. Nine senior students participating in a surgery boot camp course were subjected to pre- and post-course surveys. Student expectations were closely aligned with the CEPAERs. Competence was demonstrated in all CEPAERs; however, four students did require remediation with Advanced Cardiovascular Life Support before achieving competence. In the “death on the wards module,” we found a significant increase in student confidence (19.78, SD 1.47, P > 0.05 vs 31.56, SD 1.49, P < 0.01) and knowledge (16.11, SD 1.32, P > 0.05 vs 31.33, SD 2.04, P < 0.01). In a one-year follow-up survey, all participants agreed that the boot camp course was useful and positively impacted their intern year. Surgical boot camp courses provide an effective and reproducible means for teaching the CEPAERs and was found useful in preparing medical students for residency.

scholarly journals Comparison of metacognitive awareness of medical students during two years follow up

2019 ◽  
Vol 70 (2) ◽  
pp. 43-47
Author(s):  
Mihailo Tatić ◽  
Pavle Nešović ◽  
Maja Simonović
Keyword(s):  
Medical Students ◽  
Metacognitive Awareness

scholarly journals Chinese medical students’ disposition for critical thinking: a mixed methods exploration

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Lei Huang ◽  
Angela Pei-Chen Fan ◽  
Na Su ◽  
Jessica Thai ◽  
Russell Olive Kosik ◽  
...  
Keyword(s):  
Medical Education ◽  
Critical Thinking ◽  
Longitudinal Study ◽  
Medical Students ◽  
Medical Training ◽  
Cross Sectional ◽  
Chinese Medical Students ◽  
One Year ◽  
The Impact

Abstract Background Critical thinking (CT) is an essential competency for medical students. This study’s aim was to evaluate Chinese medical students’ disposition for CT and to explore the impact of current trends in medical education on students’ CT development. Methods We used multistage stratified cluster sampling to recruit a total of 1241 medical students among five different years of training and from three medical institutions in China. The Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV) and self-reported information were used to collect cross-sectional data. Based on the data from the CTDI-CV, 112 medical students in clinical course training from a single institution continued one-year follow-up. Their one-year CTDI-CV score changes were collected regarding various medical education variables. Results The mean CTDI-CV score of the 1241 medical students was 287.04 with 729 (58.7%) students receiving a score of 280 or higher. There were statistically significant differences in schools attended(F = 3.84, P < 0.05), year of school attended(F = 10.32, P < 0.001), GPA(F = 6.32, P < 0.01), weekly time spent learning after class(F = 14.14, P < 0.001), attitude toward medicine(F = 28.93, P < 0.001), desire to be a doctor after graduation(t = − 3.35, P < 0.001), familiarity with CT(F = 20.40, P < 0.001), and perception of importance of CT(F = 22.25, P < 0.001). The participants scored the highest on the CTDI-CV subscales of “inquisitiveness” and the lowest on “truth seeking.” The 112 students in the longitudinal study had significantly lower total CT scores after one academic year follow-up. Conclusions Chinese medical students generally exhibited positive CT dispositions. The cross-sectional survey and one-year longitudinal study indicated that students’ CT disposition diminished as they progressed through traditional medical training. Our study contributes to understanding the status of Chinese medical education of and influential factors on medical students’ CT disposition.

One-Year Follow-Up of Dermoscopy Education on the Ability of Medical Students to Detect Skin Cancer

Dermatology ◽  
2013 ◽  
Vol 226 (3) ◽  
pp. 267-273 ◽  
Author(s):  
L.L. Chen ◽  
T.N. Liebman ◽  
R.P. Soriano ◽  
S.W. Dusza ◽  
A.C. Halpern ◽  
...  
Keyword(s):  
Medical Students ◽  
Skin Cancer ◽  
One Year

1848: Revolix 70 Watt 2 Micron Continuous Wave Laser Vaporesection of the Prostate. Preliminary Results After a One Year Follow-Up

2007 ◽  
Vol 177 (4S) ◽  
pp. 614-614
Author(s):  
Thorsten Bach ◽  
Thomas R.W. Herrmann ◽  
Roman Ganzer ◽  
Andreas J. Gross
Keyword(s):  
Continuous Wave ◽  
Continuous Wave Laser ◽  
Preliminary Results ◽  
Wave Laser ◽  
One Year

337: Monarc™ Transobturator Sling for the Treatment of Stress Urinary Incontinence: A Prospective, Multi­Center Study with One Year Follow-Up

2006 ◽  
Vol 175 (4S) ◽  
pp. 110-110 ◽  
Author(s):  
Robert D. Moore ◽  
John Miklos ◽  
L. Dean Knoll ◽  
Mary Dupont ◽  
Mickey Karram ◽  
...  
Keyword(s):  
Urinary Incontinence ◽  
Stress Urinary Incontinence ◽  
Transobturator Sling ◽  
One Year
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