scholarly journals An Observational Study of the Impact of Attendance on Pre-Clinical Undergraduate Medical Education Performance

2018 ◽  
Author(s):  
Luke Yeager
Keyword(s):  
Medical Education ◽  
Observational Study ◽  
Undergraduate Medical Education ◽  
Education Performance ◽  
The Impact

scholarly journals The Impact of Educational Resources and Perceived Preparedness on Medical Education Performance

2021 ◽  
Author(s):  
Justin Bauzon ◽  
Amalie Alver ◽  
Vishvaas Ravikumar ◽  
Adrian Devera ◽  
Tatiana Mikhael ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Educational Resources ◽  
Survey Method ◽  
Exam Performance ◽  
Perceived Preparedness ◽  
Education Performance ◽  
The Impact ◽  
Better Than

Abstract Introduction Undergraduate medical education has evolved necessarily with the increasing utilization of technology and the availability of ancillary resources developed for medical students. However, medical educational resources are expensive and there have been few studies validating these resources for their ability to significantly modify student exam performance. Methods A post-exam survey was devised to evaluate medical students for resource usage, student-perceived preparedness, and exam performance. Results Students who felt more prepared for exams performed better than students who felt less prepared (p = .017). Students who watched didactic lectures online and those who utilized peer-to-peer tutoring outperformed students who did not use these resources (p = .035, p = .008). Analyses of the data show that none of the purchased resources utilized significantly improved student exam performance. The majority of students used between six and eight resources for exam preparation. There may be a slightly negative association with the quantity of resources used and exam scores (p = .18). Discussion Contrary to traditional confidence studies that correlate overconfidence with underperformance, medical students who reported feeling more prepared for exams performed better than students who felt less prepared. Conclusion Medical students may have a more complete grasp of their knowledge base and deficits, which may enable a more accurate match between exam expectations and academic performance. This post-exam survey method can be customized and applied to evaluate resource utility as it pertains to specific undergraduate medical education curricula at individual institutions.

Undergraduate Medical Education towards Health for All: Progress, Pitfalls, Perspectives

1992 ◽  
Vol 5 (1) ◽  
pp. 17-31
Author(s):  
Antonio C. M. Carvalho
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Primary Health Care ◽  
Undergraduate Medical Education ◽  
Poor Quality ◽  
Sources Of Information ◽  
Community Based ◽  
Community Based Education ◽  
Primary Health ◽  
The Impact

I discuss aspects of undergraduate medical education related to primary health care and analyse innovative programmes, with emphasis on problem-based methods and community-based education. Assessing the impact of these programmes shows problem-based learning is an interesting didactic exercise but not a necessary or sufficient condition for the adequacy of programmes to the Health for All (HFA) policy. Community-based education is pressed by several obstacles inside and outside educational institutions that put at risk its effectiveness as a real agent of change. Amongst these obstacles are political difficulties in building linkages amongst teaching institutions, services, and community; logistical problems in facilitating faculty and student work in the community; reactions from faculties; poor research opportunities in primary health care; pressures for more socially, professionally, and economically rewarding careers; biases in training the present generation of teachers; attempts to fulfil the social, behavioural, epidemiological, and preventive knowledge requirements for medical education by adding to an already overloaded information base; and shortage of relevant and significant sources of information for the medical students. Building corporations representing ‘innovative’ programmes, on one side, and ‘conservative’, ‘traditional’ ones, on the other, is not helpful and probably false. Each Programme should be assessed in its strength and weaknesses in the light of political decisions committed to change in unequal, poor-quality health systems.

scholarly journals More than Just Soup: Use of a Student-Led COVID-19 Social Pediatrics Initiative to Propose the Integration of Social Medicine Electives in Undergraduate Medical Education

2020 ◽  
Vol 7 ◽  
pp. 238212052097321
Author(s):  
Jennifer Daccache ◽  
Michel Khoury ◽  
Charlene Habibi ◽  
Susan Bennett
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Intervention Group ◽  
Social Medicine ◽  
Learning Objectives ◽  
Control Group ◽  
Social Pediatrics ◽  
The Social ◽  
Innovative Solution ◽  
The Impact

Introduction: The need to educate medical students on the social forces shaping disease and health patterns is paramount in preparing incoming physicians with the aptitudes to address health inequities. Despite its well-documented merit as a model of practice, social medicine remains underrepresented at the undergraduate medical education level. We hypothesize that the success of this student-led COVID-19 initiative proposes a tangible and innovative solution to address the lack of social medicine exposure in undergraduate medical education. Methodology: We sought to evaluate the impact of sustaining clinical learning during the pandemic using the social pediatrics model as a didactic vector for clerkship students. We extracted learning objectives relevant to the teaching of social medicine from the Royal College of Physicians and Surgeons of Canada’s CanMEDS framework and developed a survey aimed at evaluating the attainability of each of those objectives. The survey was distributed to students enrolled in the social pediatrics COVID-19 initiative after 6 weeks (April-May), as well as a control group. Results: Completing the survey were 19 students from the University of Ottawa Faculty of Medicine, 7 in the intervention group and 12 in the control group. Students that participated in the social pediatrics initiative yielded significantly higher values for the achievement of 6 out of 9 social medicine learning objectives when compared to the control group. Although the values followed a similar trend for the remaining 3 objectives, favoring the intervention group, they were not statistically significant. Conclusion: The positive results from this study and the COVID-19 student-led initiative template can serve as a catalyst for curricular change so as to ensure graduates are adequately trained to contend with the realities of the social landscape in which they will practice. Future plans include the incorporation of interactive social medicine experiences throughout all 4 years of medical school.

scholarly journals Influence of undergraduate medical education exposure to cadaveric dissection on choice of surgical specialty: a national survey of Canadian surgical residents

2021 ◽  
Vol 64 (2) ◽  
Author(s):  
Tyler McKechnie ◽  
Jeremy E. Springer ◽  
Aristithes G. Doumouras ◽  
Travis Schroeder ◽  
Cagla Eskicioglu ◽  
...  
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Likert Scale ◽  
Training Methods ◽  
Cross Sectional Survey ◽  
Surgical Specialty ◽  
Cadaveric Dissection ◽  
Surgical Residents ◽  
First Choice ◽  
The Impact

Background: The number of Canadian Residency Matching Service (CaRMS) applicants ranking surgical specialties as their first choice has declined over the past 20 years; concurrently, there has been a reduction in the number of hours spent teaching undergraduate medical education (UGME) anatomy, particularly with cadaveric dissection. The aim of this study was to determine the factors that most influence selection of a surgical specialty, with specific focus on the impact of UGME anatomy training. Methods: A 36-item cross-sectional survey was designed by experts in medical education and distributed to all current surgical residents in Canada in October 2018. Responses were recorded on a 5-point Likert scale or by means of list ranking. We analyzed univariable outcomes with a t test for continuous outcomes and the χ2 test for dichotomous outcomes. Results: Of 1493 surgical residents, 228 responded to the survey (response rate 15.3%). Respondents reported experiences on core rotations and elective rotations, and access to a mentor as the most important factors in deciding to pursue a surgical residency. Anatomy training with or without cadaveric dissection was moderately influential in respondents’ first-choice CaRMS discipline (mean Likert scale score 2.97 [standard deviation (SD) 1.34] and 2.87 [SD 1.26], respectively). General surgery residents’ CaRMS applications were more likely to have been influenced by UGME anatomy training than the applications by residents in other surgical specialties (p < 0.001). The impact of UGME anatomy training did not vary between postgraduate years or between male and female residents. Conclusion: Canadian surgical residents’ decision to apply to a surgical specialty did not seem to be strongly influenced by their UGME anatomy training, with or without cadaveric dissection, but, rather, by factors such as clinical experience and surgical mentorship. Further evaluation of groups that were more positively affected by their UGME anatomy training is warranted.

scholarly journals The Impact of Community-Based Undergraduate Medical Education on the Regional Physician Workforce

2016 ◽  
Vol 91 ◽  
pp. S15 ◽  
Author(s):  
Julie P. Phillips ◽  
Andrea L. Wendling ◽  
Carrie Fahey ◽  
Brian Mavis
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Physician Workforce ◽  
Community Based ◽  
The Impact

scholarly journals The impact of a hands-on arthrocentesis workshop in undergraduate medical education

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Andreas Ladurner ◽  
Thomas Nijman ◽  
Tiffany K. Gill ◽  
Peter J. Smitham
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Hands On ◽  
The Impact

scholarly journals Effect of COVID-19 on Undergraduate Medical Education: A Letter from Pakistan

2021 ◽  
Keyword(s):  
Medical Education ◽  
Chest Pain ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Virtual Learning ◽  
Learning Systems ◽  
Undergraduate Medical Students ◽  
Global Pandemic ◽  
Bush Fire ◽  
The Impact

First identified in Wuhan, China, on December 31 2019, coronavirus spread like bush fire. The WHO declared it as a Global Pandemic on March 11 2021. COVID-19 was termed novel based on newly identified pathogens, thus leading to a state of uncertainty regarding treatment and prevention1. This virus can present with an array of symptoms; dry cough, breathlessness, chest pain, myalgia, and diarrhea2. Undergraduate medical education has shifted to virtual learning systems to halt the transmission of the virus. This letter elaborates on the challenges faced and the impact of COVID-19 on the life of undergraduate medical students.

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