scholarly journals Challenges to student transition through a United Kingdom graduate-entry medicine degree programme

2020 ◽  
Vol 5 (2) ◽  
pp. 5-13
Author(s):  
Simon Tso
Keyword(s):  
United Kingdom ◽  
Medical Students ◽  
Identity Development ◽  
Medical School ◽  
Structured Interviews ◽  
Degree Programme ◽  
Graduate Entry ◽  
Transition Experience ◽  
The University ◽  
Graduate Entry Medicine

Background: The transition experience of graduate-entry medicine degree programme students is less well understood as compared to those from undergraduate-entry medicine degree programmes. Aim: This thematic analysis study aimed to explore the transition experience of graduate-entry medicine degree programme students at a United Kingdom medical school. Methods: Twenty-one student volunteers from the University of Warwick 4-year graduate-entry medicine degree programme took part in this study with fourteen participants attended a further follow-up interview. Audio recordings of their semi-structured interviews were transcribed verbatim and analysed thematically. Results: Results revealed three key transition periods within the University of Warwick Medical School’s graduate-entry medicine degree programme. Learning, professional identity development and managing coping strategies were the three key challenging issues dominating their transition experience. Medical students encountered a range of challenging issues throughout their medical school journey that could be categorised under three conceptual themes: challenges associated with the curriculum, challenges associated with their social role and generic life challenges. Conclusions: The findings from this study could be useful to educators and medical schools in enhancing their student support services. It could also be useful to prospective and existing medical students in understanding the realities of undertaking a graduate-entry medicine degree programme.

scholarly journals Challenges and Motivational Facilitators of Social Accountability in Medical Students of Shiraz University of Medical Sciences: A Qualitative Study

2020 ◽  
Vol In Press (In Press) ◽  
Author(s):  
Mahbobeh Mohammadi ◽  
Mehdi Bagheri ◽  
Parivash Jafari ◽  
Leila Bazrafkan
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Informed Choice ◽  
Social Accountability ◽  
Medical Sciences ◽  
Structured Interviews ◽  
Educational Challenges ◽  
Content Analysis Method ◽  
The University ◽  
The Impact

Background: Accountability in the community is one of the main missions of the medical school. Objectives: The current study aimed at explaining the motivational facilitators and challenges in medical students of Shiraz University of Medical Sciences, Shiraz, Iran, for social accountability based on their experiences. Methods: The current study using semi-structured interviews was conducted on 28 individuals, 16 of whom were students and 12 professors and managers of the medical school. Purposeful sampling was used up to saturation. Data were analyzed using the content analysis method. First, conceptual codes were extracted and then grouped into several main themes. Selected concepts or main themes included facilitators, inhibitors, or challengers. Results: Selected concepts or main themes included facilitating factors and educational challenges for the social accountability of the students. The facilitators included informed choice, personality and moral commitment, content and process of motivation, promotion of community-based learning in the university, and the role of professors in motivation. The inhibitors or challenges included traditional routines, ineffective evaluations, manners of meeting the students’ needs, the lack of educational facilities, and the impact of the increased number of students on the quality of education. Conclusions: According to the current study findings, the conditions and facilities should be shared among medical education programs to provide a supportive environment for the students, and take a positive and effective step toward motivating them to improve their accountability.

scholarly journals Understanding reasons for taking gap years before medical school, and the impact of gap years on the student experience of medical education

2021 ◽  
Author(s):  
Haroon Rashid ◽  
Jonathan D. Kibble
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Identity Formation ◽  
Professional Identity Formation ◽  
University Of Central Florida ◽  
Structured Interviews ◽  
Central Florida ◽  
The University ◽  
The Impact ◽  
Florida College

Gap years have grown in popularity among students attempting to go to medical school in recent years. According to the Association of American Medical Colleges (AAMC), more than half of matriculated students now have taken time off between their undergraduate studies and medical school. While many claim benefits to taking gap years, research on the impacts of these experiences on medical students is largely nonexistent. This study aims to qualitatively analyze the gap year phenomenon and its impacts on medical students through semi-structured interviews conducted at the University of Central Florida College of Medicine. Through these interviews, the research team collected in-depth responses that were thematically analyzed. Analysis revealed the following major themes regarding the impacts of gap years: 1) adaptability to change and failure, 2) professional identity formation and understanding of team role, 3) understanding the "real world", 4) refocusing of goals, 5) resilience and stress management, and 6) reinforcement of motivation.

scholarly journals A Scoping Review of Professional Identity Formation in Undergraduate Medical Education

2021 ◽  
Author(s):  
Shiva Sarraf-Yazdi ◽  
Yao Neng Teo ◽  
Ashley Ern Hui How ◽  
Yao Hao Teo ◽  
Sherill Goh ◽  
...  
Keyword(s):  
Medical Students ◽  
Identity Development ◽  
Medical School ◽  
Professional Identity ◽  
Identity Formation ◽  
Scoping Review ◽  
Medical Schools ◽  
Professional Identity Formation ◽  
Enabling Factors ◽  
Content Analyses

Abstract Background Professional identity formation (PIF) in medical students is a multifactorial phenomenon, shaped by ways that clinical and non-clinical experiences, expectations and environmental factors merge with individual values, beliefs and obligations. The relationship between students’ evolving professional identity and self-identity or personhood remains ill-defined, making it challenging for medical schools to support PIF systematically and strategically. Primarily, to capture prevailing literature on PIF in medical school education, and secondarily, to ascertain how PIF influences on medical students may be viewed through the lens of the ring theory of personhood (RToP) and to identify ways that medical schools support PIF. Methods A systematic scoping review was conducted using the systematic evidence-based approach. Articles published between 1 January 2000 and 1 July 2020 related to PIF in medical students were searched using PubMed, Embase, PsycINFO, ERIC and Scopus. Articles of all study designs (quantitative and qualitative), published or translated into English, were included. Concurrent thematic and directed content analyses were used to evaluate the data. Results A total of 10443 abstracts were identified, 272 full-text articles evaluated, and 76 articles included. Thematic and directed content analyses revealed similar themes and categories as follows: characteristics of PIF in relation to professionalism, role of socialization in PIF, PIF enablers and barriers, and medical school approaches to supporting PIF. Discussion PIF involves iterative construction, deconstruction and inculcation of professional beliefs, values and behaviours into a pre-existent identity. Through the lens of RToP, factors were elucidated that promote or hinder students’ identity development on individual, relational or societal levels. If inadequately or inappropriately supported, enabling factors become barriers to PIF. Medical schools employ an all-encompassing approach to support PIF, illuminating the need for distinct and deliberate longitudinal monitoring and mentoring to foster students’ balanced integration of personal and professional identities over time.

scholarly journals Perceptions of Ghanaian Medical Students Completing a Clinical Elective at the University of Michigan Medical School

2014 ◽  
Vol 89 (7) ◽  
pp. 1014-1017 ◽  
Author(s):  
Nauzley C. Abedini ◽  
Sandra Danso-Bamfo ◽  
Cheryl A. Moyer ◽  
Kwabena A. Danso ◽  
Heather Mäkiharju ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical School ◽  
University Of Michigan ◽  
Michigan Medical School ◽  
The University ◽  
Michigan Medical

MEDICAL STUDENTS' GENDER-SPECIFIC EXAMINATION PERFORMANCE

2008 ◽  
Vol 36 (7) ◽  
pp. 999-1008
Author(s):  
Selcuk Mistik
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Female Students ◽  
Examination Performance ◽  
The University ◽  
Gender Specific ◽  
Male Genital

In this study the experiences of final-year medical students performing gender-specific examinations were assessed. In 2006, all students in the final year of medical school at the University of Erciyes, Turkey, were given a questionnaire containing 17 questions on gender-specific examinations. A total of 200 (94%) students completed the questionnaire. Female students were less confident in performing male genital and prostate examinations. In this study, it was demonstrated that there was suboptimal exposure to gender-specific examinations, resulting particularly in less than confident female students. Student logbooks should be used more accurately and efficiently to increase opportunities to perform gender-specific examinations.

scholarly journals Evaluation of the geriatric curriculum implemented at Shiraz University of Medical Sciences, Iran, since 2017: A qualitative study

F1000Research ◽  
2019 ◽  
Vol 8 ◽  
pp. 417 ◽  
Author(s):  
Faezeh Jaafari ◽  
Somayeh Delavari ◽  
Leila Bazrafkan
Keyword(s):  
Medical Students ◽  
Clinical Education ◽  
Group Discussion ◽  
Geriatric Medicine ◽  
General Medicine ◽  
Ambulatory Setting ◽  
Field Observations ◽  
Medical Sciences ◽  
Structured Interviews ◽  
The University

Background: Recently, there has been an increase in life expectancy due to improvements in nutrition, health, and sanitation. The aim of this study was to evaluate the geriatric curriculum in the field of general medicine at Shiraz University of Medical Sciences (SUMS), Iran to improve the quality of services provided to this population in the community. Methods: This was a qualitative study­­. Six educational hospitals and ambulatory centers of Shiraz University of Medical Sciences participated in this study. Within these centers, 15 medical education faculty members and educational experts, 6 medical students, 6 elderly patients and 6 nurses working in the university related to the geriatric field were selected using purposive sampling. Data were gathered through semi-structured interviews, focus group discussion and field observations in the teaching hospital and ambulatory setting of SUMS from June 2017 to May 2018.  Based on the qualitative research, the data underwent conventional content analysis and the main themes were developed from this. Results: Three main themes were extracted from the data: effective clinical education, geriatrics curriculum challenges and promotion strategies for geriatric medicine. Subcategories that emerged were a competent curriculum teacher, a challenging program, management of resources, promotion of the program, and the revision required in the curriculum, which were related to other concepts and described in the real-world situation of the geriatric curriculum in the university, as observed in field observations. Conclusions: This study identified three concepts as main themes that can be used to explain how to implement a geriatric curriculum in a medical university. The main contributing factor to different views of the participants was identified as the revision required to the curriculum for integrative care in a geriatric patient. This should be taken into consideration while planning any programs and decisions aimed at education of medical students on this topic.

Medical student and psychiatrist perceptions towards a psychiatric career

2017 ◽  
Vol 22 (4) ◽  
pp. 315-323
Author(s):  
Thomas Flamini ◽  
Natasha R. Matthews ◽  
George S. Castle ◽  
Elliot M. Jones-Williams
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Family Life ◽  
Design Methodology ◽  
Online Survey ◽  
Structured Interview ◽  
Structured Interviews ◽  
Content Type ◽  
Practical Implications

Purpose The purpose of this paper is to investigate perceptions towards a career in psychiatry among medical students and psychiatrists and identify how recruitment into the specialty may be improved. Design/methodology/approach This study locally compares medical student and psychiatric doctor responses to a structured online survey and structured interviews with key managerial figures in the Humber NHS Foundation Trust. Findings Comparison across two main areas (pre-decision exposure to psychiatry and reasons for considering a psychiatric career) found that both students and doctors were influenced to make a choice about a career in psychiatry during medical school. Medical students found compatibility with family life to be more important when considering psychiatry, whereas doctors cited content-based reasons as significant pull factors. Stigma and fear of being harmed deterred some students from choosing a career in psychiatry. Structured interview responses reiterated the importance of pre-medical school and undergraduate mentorship in bolstering future recruitment to psychiatry. Practical implications Medical students perceive certain career issues differently to their postgraduate counterparts. Widening the content-based appeal of psychiatry and optimising the medical school experience of the specialty via varied and high-quality placements may be a key step towards tackling the national shortfall in qualified psychiatrists. Originality/value This is the first published study comparing medical student and psychiatric doctor perceptions of a career in psychiatry.

scholarly journals Approaches to Learning: Does Medical School Attract Students with the Motivation to Go Deeper?

2020 ◽  
Vol 10 (11) ◽  
pp. 302
Author(s):  
Kylie J. Mansfield ◽  
Gregory E. Peoples ◽  
Lyndal Parker-Newlyn ◽  
Danielle Skropeta
Keyword(s):  
Medical Students ◽  
Goal Orientation ◽  
Approaches To Learning ◽  
First Year ◽  
Learning Approaches ◽  
Science Students ◽  
Graduate Entry ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Graduate Entry Medicine

Graduate-entry, following a science degree, is the preferred pathway into many medical schools, however little is known about how the learning approaches of medical students compare to those of science students. This study compared the learning approaches and achievement orientations of science students with those aiming to enter graduate-entry medicine programs. The two factor study process questionnaire and the achievement goal orientation survey were used to compare students in; stage one: third year science students (n = 86) to graduate-entry medicine students (n = 158); stage two: applicants to graduate medicine (n = 84); stage three: first year science students (n = 363) to first year pre-medicine students (n = 68). Medical students and applicants to medicine demonstrated a greater preference for deep learning than third year science students (p < 0.0001). Pre-medicine students were similar to medical students. Medical students, applicants to medicine and pre-medicine students also all had a greater preference for a learning goal orientation. The preference for a deeper approach to learning and stronger learning goal orientation in students enrolled in medicine or aiming to gain entry to graduate medicine indicates a motivation towards the acquisition of knowledge. Medical educators need to ensure that students continue to develop positive and beneficial styles of learning to assist them to develop into life-long learners.

Teaching Technology with Technology: Computer Assisted Lessons in the Medical School - The First Italian Experience in Nephrology and Dialysis

2002 ◽  
Vol 25 (9) ◽  
pp. 860-866 ◽  
Author(s):  
G.B. Piccoli ◽  
M. Burdese ◽  
D. Bergamo ◽  
E. Mezza ◽  
G. Soragna ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Student Satisfaction ◽  
Real Time ◽  
Computer Assisted ◽  
Academic Teaching ◽  
Italian Experience ◽  
Open Questions ◽  
Interactive Lessons ◽  
The University

Background Dialysis is often neglected in academic teaching. At the University of Torino, Italy, teaching Nephrology (4th year of Medical School) consists of 21 hours of formal lessons, 10 hours/student of interactive lessons (4/10 dedicated to dialysis) and 10 optional lessons (3 regarding dialysis). Interactive and optional lessons widely employ computer assisted teaching. Aim of the study was to evaluate student satisfaction on this approach. Methods Student satisfaction was assessed on 4 sample lessons (166 students), by two short dedicated questionnaires (0–10 scale, open questions). Results High scores were given to the dialysis lessons (median 8/10). Computer assisted interface (median 8/10, range 6–10) was of help in check of knowledge in real time (86%), enhancing participation (61%); 62% suggest extending this experience to selected courses, 38% to all. Conclusions Medical students consider dialysis an important part of the academic teaching of Nephrology; new interfaces may help to enhance student satisfaction.

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