The pre-clerkship medical student's experience during the COVID-19 pandemic: An international conversation with recommendations for progress

In response to the spread of SARS-CoV-2 across North America in early March of 2020, Canadian and United States medical schools swiftly virtualized medical education for pre-clerkship students. With remote learning arrived novel challenges: barriers to students’ comprehension of course material, difficulties conveying the nuances of patient interaction, and social hardships hindering students’ continued progress. The 2020 Harvard-McGill Medical Student Exchange, a group of ten McGill University Faculty of Medicine and Harvard Medical School students, analyzed their institutions’ respective responses in the virtualization of medical education and their personal experiences with remote pre-clerkship education. The authors’ work provides insight into opportunities for mutual progress and cross-cultural exchange between Canadian and American medical schools, in the context of the COVID-19 pandemic. The authors detail potential changes to didactics, student research opportunities, support for students, and clerkship preparation that they expect would benefit pre-clerkship students in an ever-changing biomedical landscape. With gratitude toward their respective programs for their efforts in transitioning to virtual learning, the authors look toward a future of medical education increasingly interwoven with digital technology and responsive to social change.

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Social Accountability of Medical Schools and Social Representations of Medical Students in the Context of the More Doctors Program

Revista Brasileira de Educação Médica ◽

10.1590/1981-5271v43suplemento1-20190074.ing ◽

2019 ◽

Vol 43 (1 suppl 1) ◽

pp. 462-472

Author(s):

Felipe Proenço de Oliveira ◽

Leonor Maria Pacheco Santos ◽

Helena Eri Shimizu

Keyword(s):

Medical Education ◽

Medical Students ◽

Teacher Development ◽

Social Representations ◽

National Level ◽

Medical Schools ◽

Social Accountability ◽

School Students ◽

Unified Health System ◽

The Social

ABSTRACT Several debates, in the national and international context, have suggested the need for changes in medical education, so that it is in line with the organization of health systems. From this perspective, it is proposed that schools be guided by social accountability, which consists of ordering teaching, research and activities in service to meet health needs with a focus on areas that are difficult to reach. A more recent reference in medical education at the national level was the More Doctors Program, which provided for a new regulatory framework for medical education. It is evaluated that the modifications introduced by the Program can influence the elaboration of new social representations of medical students. Through the theory of social representations, a qualitative study was carried out to analyze the perception about the social accountability of the medical schools of 149 medical students, of the seventh semester of four courses of Federal Higher Education Institutions in the Northeast Region. Two of the courses are in the interior and were created by virtue of the More Doctors Program and another two correspond to courses in the state capital existing for more than 60 years. From the curriculum analysis of each course, they were termed “traditional” or “new”. In the results, it was observed that the students of the different courses resemble each other in terms of admission by quotas, but students of “new” courses have a greater entrance under affirmative action policies, including regional access criteria. Both groups of students have emphasized the term “duty” as a priority, which may refer to a more individual scope of the notion of accountability. The terms “citizenship” and “ethics” were also highlighted in both groups. Only for students in “new” schools were terms such as “commitment”, “justice” and “SUS” cited. This insight suggests a broader notion of social accountability in school students created under the More Doctors Program, despite insufficient national literature on this topic. The conclusion emphasizes the importance of the Program in the implantation of medical schools in regions that did not previously have this training. It also reinforces the relevance of the dedication of the teachers who implemented the courses in the interior of the Northeast, demonstrating the need to deepen in the themes that involve teacher development. It is suggested that there is a need to broaden the analysis of experiences such as these, so that they can be explored with the radicalism necessary to strengthen the Unified Health System.

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Malaysia Context: Why Malay Muslim Students Behave Morally in Their Life

TARBIYA Journal of Education in Muslim Society ◽

10.15408/tjems.v5i1.9510 ◽

2018 ◽

Vol 5 (1) ◽

Author(s):

Maizura Yasin ◽

Nur Surayyah Madhubala Abdullah ◽

Samsilah Roslan ◽

Nor Wahiza Abd. Wahat

Keyword(s):

Moral Education ◽

Family Background ◽

Moral Behavior ◽

School Students ◽

Muslim Students ◽

Purposive Sampling ◽

Personal Experiences ◽

The Right ◽

Insight Into

AbstractThis paper provides an overview of the motives underpinning Malay Muslim secondary school students’ moral behavior in Malaysia in their daily life. The paper is based on a qualitative case study employing purposive sampling into the motives behind Malay Muslim students’ moral behavior. The study of eight Form Four Malay Muslim students in a school in Malaysia identified six themes associated with the motives for moral behavior. The findings illustrate that Malay Muslim students have different motives for their moral behavior and that these are linked to moral reasoning. It offers an insight into what motivates Malay Muslim students who are in a family structure where religion is a strong influence of their moral behavior. It illustrates how family background, religious values and personal experiences shape the reasons for behaving morally. A key implication of the findings for Moral Education is in educating students to behave morally, teachers in particular Moral Education teachers should consider that the motivation for the action may differ based on certain aspects of the students background that influence their beliefs about what is right and good. Teachers should also identify the prevailing motives and their influences on students’ moral behavior by facilitating reflection on their behavior and the choice the right motives in the morality.AbstrakPenelitian ini menyajikan gambaran tentang motif yang mendasari perilaku moral siswa Melayu Muslim pada sekolah menengah di Malaysia dalam kehidupan sehari-hari mereka. Penelitian ini menggunakan metode studi kasus kualitatif dengan menggunakan tehnik purposive sampling untuk menginvestigasi motif di balik perilaku moral siswa Melayu Muslim. Delapan pola dari Empat siswa Muslim Melayu di sebuah sekolah di Malaysia teridentifikasi memiliki enam tema yang terkait dengan motif perilaku moral. Temuan mengilustrasi bahwa para siswa Melayu Muslim memiliki motif yang berbeda pada perilaku moral mereka dan bahwa ini terkait dengan penalaran moral. Temuan penelitian ini menawarkan wawasan pada apa yang memotivasi para siswa Melayu Muslim yang berada dalam struktur keluarga di mana agama memiliki pengaruh yang kuat pada perilaku moral mereka. Temuan penelitian ini mengilustrasi bagaimana latar belakang keluarga, nilai-nilai agama dan pengalaman pribadi dapat membentuk alasan-alasan untuk berperilaku secara moral. Implikasi utama dari temuan Pendidikan Moral ini adalah dalam mendidik siswa untuk berperilaku secara moril, para guru terutama guru Pendidikan Moral harus mempertimbangkan bahwa motivasi untuk bertindak dapat berbeda berdasarkan aspek-aspek tertentu dari latar belakang siswa yang mempengaruhi keyakinan mereka tentang apa yang benar dan baik. Para guru juga harus mengidentifikasi motif yang berlaku dan pengaruhnya pada perilaku moral siswa dengan memfasilitasi refleksi diri atas perilaku mereka dan pilihan motif yang tepat di dalam moralitas.

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Addressing Challenges in Humanistic Communication During COVID-19 Through Medical Education

Frontiers in Communication ◽

10.3389/fcomm.2021.619348 ◽

2021 ◽

Vol 6 ◽

Author(s):

Shefali Amin ◽

Justin Chin ◽

Mark A. Terrell ◽

Christine M. Lomiguen

Keyword(s):

Medical Education ◽

Human Interaction ◽

Mitigation Measures ◽

Healthcare Facilities ◽

Patient Interaction ◽

Global Pandemic ◽

Life Saving ◽

Short And Long Term ◽

Insight Into

The current global pandemic due to COVID-19 has resulted in widespread lockdowns, social distancing, and other protective guidelines; these infectious control and mitigation measures challenge the medical system and create anxiety among all populations. In hospitals and healthcare facilities, patient interaction and shared decision making are sacrificed for fear of COVID-19 nosocomial spread. The intangible effects of human interaction with COVID-19 patients, whether of a physician or a patient’s family, are replaced with isolation amid ventilators. Medical professionals must find a way to practice life-saving medical care while maintaining humanistic and professional interactions. This article provides insight into the necessity and challenges of humanistic communication during COVID-19 across various institutions and offers both short- and long-term solutions and reforms through medical education.

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Responsabilidade Social das Escolas Médicas e Representações Sociais dos Estudantes de Medicina no Contexto do Programa Mais Médicos

Revista Brasileira de Educação Médica ◽

10.1590/1981-5271v43suplemento1-20190074 ◽

2019 ◽

Vol 43 (1 suppl 1) ◽

pp. 462-472

Author(s):

Felipe Proenço de Oliveira ◽

Leonor Maria Pacheco Santos ◽

Helena Eri Shimizu

Keyword(s):

Medical Education ◽

Medical Students ◽

Teacher Development ◽

Social Representations ◽

National Level ◽

Medical Schools ◽

Social Accountability ◽

School Students ◽

Unified Health System ◽

The Social

ABSTRACT Several debates, in the national and international context, have suggested the need for changes in medical education, so that it is in line with the organization of health systems. From this perspective, it is proposed that schools be guided by social accountability, which consists of ordering teaching, research and activities in service to meet health needs with a focus on areas that are difficult to reach. A more recent reference in medical education at the national level was the More Doctors Program, which provided for a new regulatory framework for medical education. It is evaluated that the modifications introduced by the Program can influence the elaboration of new social representations of medical students. Through the theory of social representations, a qualitative study was carried out to analyze the perception about the social accountability of the medical schools of 149 medical students, of the seventh semester of four courses of Federal Higher Education Institutions in the Northeast Region. Two of the courses are in the interior and were created by virtue of the More Doctors Program and another two correspond to courses in the state capital existing for more than 60 years. From the curriculum analysis of each course, they were termed “traditional” or “new”. In the results, it was observed that the students of the different courses resemble each other in terms of admission by quotas, but students of “new” courses have a greater entrance under affirmative action policies, including regional access criteria. Both groups of students have emphasized the term “duty” as a priority, which may refer to a more individual scope of the notion of accountability. The terms “citizenship” and “ethics” were also highlighted in both groups. Only for students in “new” schools were terms such as “commitment”, “justice” and “SUS” cited. This insight suggests a broader notion of social accountability in school students created under the More Doctors Program, despite insufficient national literature on this topic. The conclusion emphasizes the importance of the Program in the implantation of medical schools in regions that did not previously have this training. It also reinforces the relevance of the dedication of the teachers who implemented the courses in the interior of the Northeast, demonstrating the need to deepen in the themes that involve teacher development. It is suggested that there is a need to broaden the analysis of experiences such as these, so that they can be explored with the radicalism necessary to strengthen the Unified Health System.

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Multimedia: Myths and Realities

Proceedings of the Annual Conference of CAIS / Actes du congrès annuel de l'ACSI ◽

10.29173/cais732 ◽

2013 ◽

Author(s):

Andy Large ◽

Jamshid Behesti ◽

Alain Breuleux ◽

Andre Renaud

Keyword(s):

Educational Context ◽

User Group ◽

Information Industry ◽

Primary School Students ◽

School Students ◽

Still Images ◽

Information Product ◽

Mcgill University ◽

The Impact

From the 1994 CAIS Conference: The Information Industry in Transition McGill University, Montreal, Quebec. May 25 - 27, 1994.Multimedia products are now widely available on a variety of platforms, and there is a widespread assumption that the addition of still images, animation and sound to text will enhance any information product. The research reported in this paper investigates such claims for multimedia in an educational context and for a specific user group: grad-six primary school students. The students' ability to recall, make inferences from, and comprehend articles presented to them in print, as text on screen, and in mutlimedia format has been mesured. The findings to date suggest that the impact of multimedia is subtle, and that generalisations about the effectiveness of multimedia, at least with children in an educational context, should be employed cautionously. The long-term goal is to identify design criteria which can be employed in the production of multimedia products for schools.

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Patient consent to medical students in general practice

British Journal of General Practice ◽

10.3399/bjgp18x697229 ◽

2018 ◽

Vol 68 (suppl 1) ◽

pp. bjgp18X697229

Author(s):

Matthew Webb ◽

Sarah Thirlwall ◽

Bob McKinley

Keyword(s):

Medical Education ◽

General Practice ◽

Medical Students ◽

Medical School ◽

Undergraduate Students ◽

Teaching Quality ◽

School Students ◽

Patient Journey ◽

Patient Consent ◽

High Level

BackgroundInformed consent is required for active participation of patients in medical education. At Keele Medical School, we require practices to advertise that they teach undergraduate students and to obtain appropriate patient consent at various stages of the patient journey.AimThe study aimed to explore patients’ experience of consent to involvement in undergraduate medical education in general practice.MethodDuring the final year at Keele University Medical School, students undertake a patient satisfaction survey. A questionnaire was attached to the reverse of this survey during the academic year 2016–2017. The questionnaire explored the stage of the patient journey consent was obtained, whether they were offered an alternative appointment and how comfortable they were with medical students being involved in their care.ResultsA total of 489 questionnaires were completed covering 62 GP practices. 97% of patients reported that consent was obtained at least once during their encounter and the majority reported that this occurred at booking. 98% of patients were comfortable or very comfortable with a medical student leading their consultation. However, 28% of those surveyed stated that they were either not given the option of not seeing the student or there was no other alternative appointment available.ConclusionThe results indicate that in the vast majority of cases patient consent is obtained at least once during their attendance. Patients expressed a high level of satisfaction with medical students’ involvement in their care. Further work is required to evaluate the role of the data as a marker of individual practice teaching quality.

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Global trends in medical education accreditation

Human Resources for Health ◽

10.1186/s12960-021-00588-x ◽

2021 ◽

Vol 19 (1) ◽

Author(s):

Deborah Bedoll ◽

Marta van Zanten ◽

Danette McKinley

Keyword(s):

Medical Education ◽

World Bank ◽

Low Income ◽

Regional Cooperation ◽

Medical Schools ◽

Income Group ◽

Low Income Countries ◽

Fiscal Year ◽

The World ◽

Google Search

Abstract Background Accreditation systems in medical education aim to assure various stakeholders that graduates are ready to further their training or begin practice. The purpose of this paper is to explore the current state of medical education accreditation around the world and describe the incidence and variability of these accreditation agencies worldwide. This paper explores trends in agency age, organization, and scope according to both World Bank region and income group. Methods To find information on accreditation agencies, we searched multiple online accreditation and quality assurance databases as well as the University of Michigan Online Library and the Google search engine. All included agencies were recorded on a spreadsheet along with date of formation or first accreditation activity, name changes, scope, level of government independence, accessibility and type of accreditation standards, and status of WFME recognition. Comparisons by country region and income classification were made based on the World Bank’s lists for fiscal year 2021. Results As of August 2020, there were 3,323 operating medical schools located in 186 countries or territories listed in the World Directory of Medical Schools. Ninety-two (49%) of these countries currently have access to undergraduate accreditation that uses medical-specific standards. Sixty-four percent (n = 38) of high-income countries have medical-specific accreditation available to their medical schools, compared to only 20% (n = 6) of low-income countries. The majority of World Bank regions experienced the greatest increase in medical education accreditation agency establishment since the year 2000. Conclusions Most smaller countries in Europe, South America, and the Pacific only have access to general undergraduate accreditation, and many countries in Africa have no accreditation available. In countries where medical education accreditation exists, the scope and organization of the agencies varies considerably. Regional cooperation and international agencies seem to be a growing trend. The data described in our study can serve as an important resource for further investigations on the effectiveness of accreditation activities worldwide. Our research also highlights regions and countries that may need focused accreditation development support.

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Medical educators’ beliefs about teaching, learning, and knowledge: development of a new framework

BMC Medical Education ◽

10.1186/s12909-021-02587-x ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Marleen W. Ottenhoff- de Jonge ◽

Iris van der Hoeven ◽

Neil Gesundheit ◽

Roeland M. van der Rijst ◽

Anneke W. M. Kramer

Keyword(s):

Medical Education ◽

Faculty Development ◽

Medical Schools ◽

Structural Basis ◽

Educational Beliefs ◽

Beliefs About Teaching ◽

Medical Educators ◽

Teaching Learning ◽

New Framework

Abstract Background The educational beliefs of medical educators influence their teaching practices. Insight into these beliefs is important for medical schools to improve the quality of education they provide students and to guide faculty development. Several studies in the field of higher education have explored the educational beliefs of educators, resulting in classifications that provide a structural basis for diverse beliefs. However, few classification studies have been conducted in the field of medical education. We propose a framework that describes faculty beliefs about teaching, learning, and knowledge which is specifically adapted to the medical education context. The proposed framework describes a matrix in which educational beliefs are organised two dimensionally into belief orientations and belief dimensions. The belief orientations range from teaching-centred to learning-centred; the belief dimensions represent qualitatively distinct aspects of beliefs, such as ‘desired learning outcomes’ and ‘students’ motivation’. Methods We conducted in-depth semi-structured interviews with 26 faculty members, all of whom were deeply involved in teaching, from two prominent medical schools. We used the original framework of Samuelowicz and Bain as a starting point for context-specific adaptation. The qualitative analysis consisted of relating relevant interview fragments to the Samuelowicz and Bain framework, while remaining open to potentially new beliefs identified during the interviews. A range of strategies were employed to ensure the quality of the results. Results We identified a new belief dimension and adapted or refined other dimensions to apply in the context of medical education. The belief orientations that have counterparts in the original Samuelowicz and Bain framework are described more precisely in the new framework. The new framework sharpens the boundary between teaching-centred and learning-centred belief orientations. Conclusions Our findings confirm the relevance of the structure of the original Samuelowicz and Bain beliefs framework. However, multiple adaptations and refinements were necessary to align the framework to the context of medical education. The refined belief dimensions and belief orientations enable a comprehensive description of the educational beliefs of medical educators. With these adaptations, the new framework provides a contemporary instrument to improve medical education and potentially assist in faculty development of medical educators.

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Web-based Medical Education During COVID-19 Lockdown: A Step Back or a Leap to the Future?

The International Journal of Lower Extremity Wounds ◽

10.1177/15347346211011848 ◽

2021 ◽

pp. 153473462110118

Author(s):

Anna Eleftheriou ◽

Aikaterini Rokou ◽

Christos Argyriou ◽

Nikolaos Papanas ◽

George S. Georgiadis

Keyword(s):

Medical Education ◽

Clinical Training ◽

Medical Training ◽

Medical Schools ◽

Web Based ◽

Clinical Exposure ◽

Virtual Teaching ◽

Based Medicine ◽

The Impact

The impact of coronavirus infectious disease (COVID-19) on medical education has been substantial. Medical students require considerable clinical exposure. However, due to the risk of COVID-19, the majority of medical schools globally have discontinued their normal activities. The strengths of virtual teaching now include a variety of web-based resources. New interactive forms of virtual teaching are being developed to enable students to interact with patients from their homes. Conversely, students have received decreased clinical training in certain medical and surgical specialities, which may, in turn, reduce their performance, confidence, and abilities as future physicians. We sought to analyze the effect of telemedicine on the quality of medical education in this new emerging era and highlight the benefits and drawbacks of web-based medical training in building up future physicians. The COVID-19 pandemic has posed an unparalleled challenge to medical schools, which are aiming to deliver quality education to students virtually, balancing between evidence-based and experience-based medicine.

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