LOTTE Transdisciplinary medical education promotes interprofessional collaboration and independent learning in medical undergraduates

Abstract ‘Flipped learning’ has become increasingly popular in medical education as a means of developing independent learning skills in students. The article by Zheng at al. (2020) highlights the potential utility of this approach in disaster triage training. However, the article also highlights to us some concerns regarding how ‘flipped learning’ may favour certain learners over others in the provision of disaster triage education. Specifically, the article demonstrates the necessity for increased pre-classroom preparation when a ‘flipped classroom’ model is employed which inevitably privileges those with a higher ability to engage with self-directed learning. Whilst such a skill is important to develop in medical education, we fear it may lead to polarised student attainment rather than ensuring a maximum number of students achieve the requisite standard required. More research is consequently needed to inform the most efficacious means of facilitating disaster triage training that supports all students sufficiently whilst also helping to nurture their independent learning skills.

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Medical education too: sexual harassment within the educational context of medicine – insights of undergraduates

10.21203/rs.3.rs-26440/v5 ◽

2021 ◽

Author(s):

Eva Schoenefeld ◽

Bernhard Marschall ◽

Berit Paul ◽

Helmut Ahrens ◽

Janina Sensmeier ◽

...

Keyword(s):

Medical Education ◽

Medical Students ◽

Sexual Harassment ◽

Medical School ◽

International Association ◽

Univariate Analysis ◽

Sexual Contact ◽

Categorical Variables ◽

Online Questionnaire ◽

Medical Undergraduates

Abstract Background: Assessment of the presence and characteristics of sexual harassment in academic medicine is a global issue. Only limited international data are available so far. Methods: Aim: To assess the extent of sexual harassment and identify the perpetrators in the student population of the medical school of Münster, Germany. A survey was undertaken, using the Medical Women’s International Association sexual harassment questionnaire translated into German. The anonymous online questionnaire was sent as a link to all medical undergraduates at Münster Medical School via a mailing list between 1 October and 30 November 2018. Identifying or potentially identifying data were not collected. Data were analysed by descriptive statistical methods such as categorical variables. Baseline characteristics, e.g. answers by male or female medical students, were correlated with their individual sexual harassment experiences and perpetrator groups by means of univariate analysis. Results: A total of 2162 medical students were asked to participate, with 623 (28.8%) completing the survey. Sexual harassment is a significant issue among medical students at Münster Medical School with over half (58.9%) of all undergraduates being exposed to sexually harassing behaviour. In total, 31.8% of all participants reported having experienced unwanted physical sexual contact such as unwanted physical touching, with 87.6% of the victims being female. Overall, 41.3% personally experienced verbal sexual harassment of which 87.4% were female. Furthermore, 8.5% of undergraduates faced forced sexual contact such as oral, anal or vaginal penetration, intercourse and rape, with all victims being female. Perpetrators in these cases were mostly male medical superiors (7.0%) and male patients (18.3%). In general, most perpetrators were patients, followed by medical superiors and educators, and less frequently by colleagues. Conclusions: Sexual harassment in medical education and the medical workplace is a significant problem in a German medical school. Most students experiencing sexual harassment are females. Female students also experience the more serious forms of sexual harassment more often.

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Medical education too: sexual harassment within the educational context of medicine – insights from undergraduates

10.21203/rs.3.rs-26440/v4 ◽

2021 ◽

Author(s):

Eva Schoenefeld ◽

Bernhard Marschall ◽

Berit Paul ◽

Helmut Ahrens ◽

Janina Sensmeier ◽

...

Keyword(s):

Medical Education ◽

Medical Students ◽

Sexual Harassment ◽

Medical School ◽

International Association ◽

Univariate Analysis ◽

Sexual Contact ◽

Categorical Variables ◽

Online Questionnaire ◽

Medical Undergraduates

Abstract Background: Assessment of the presence and the characteristics of sexual harassment in academic medicine is a global issue. Only limited international data are available so far.Methods: Aim: To assess the extent of sexual harassment and to identify the perpetrators in the student population of the medical school of Münster, Germany.A survey was undertaken, using the Medical Womens’ International Association sexual harassment questionnaire translated into German. The anonymous online questionnaire was sent as a link to all medical undergraduates at Münster Medical School via a mailing list between 1st October and the 30th November 2018. Identifying and potentially identifying data was not collected.Data were analyzed by descriptive statistical methods such as categorical variables. Baseline characteristics, e.g. answers by male or female medical students, were correlated with their individual sexual harassing experiences and perpetrator groups by means of univariate analysis. Results: A total of 2162 medical students were asked to participate: 623 (28.8%) completed the survey. Sexual harassment is a significant issue among medical students at Münster, over half (58.9%) of all undergraduates were exposed to sexually harassing behavior: 31.8 % of all participants reported to have experienced unwanted physical sexual contact such as e.g. unwanted physical touch; 87.6% of the victims were female. 41.3 % of all students did personally experience verbal sexual harassment of which 87.4 % were female. 8.5% of all undergraduates faced forced sexual contact e.g. such as oral, anal or vaginal penetration, intercourse and rape; all victims were female. Perpetrators in these cases were mostly male medical superiors (7.0%) and male patients (18.3%). In general, the majority of perpetrators were patients, followed by medical superiors and educators, and less frequently by colleagues.Conclusions: Sexual harassment in medical education and the medical working place are a significant problem in a German medical school. The majority of students experiencing sexual harassment are females. Female students also experience the more serious forms of sexual harassment more often.

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The Impression of ICT in Medical Education throughout COVID-19 Pandemic: A Survey among Medical Graduates of Bangladesh

Bangladesh Journal of Medical Education ◽

10.3329/bjme.v13i1.57507 ◽

2022 ◽

Vol 13 (1) ◽

pp. 58-68

Author(s):

Md Monirul Islam ◽

Jannatul Ferdoush ◽

SM Humayun Kabir Tutul

Keyword(s):

Medical Education ◽

Male Students ◽

Future Research ◽

Medical Graduates ◽

Medical Education System ◽

Health Related ◽

Medical Undergraduates ◽

Ict Tools ◽

Study Population ◽

Almost All

In COVID-19 pandemic, the importance of ICT in Medical education is amplified. The purpose of the study was to assess and estimate the role and impact of ICT in relation to learning on medical education and changing behavior of the students in the period of pandemic. A questionnaire survey approach was applied amid of the Bangladeshi medical undergraduates during the period of August, 2020 to November, 2020. A Google linked structured questionnaire was used and distributed to the study population via email, messenger and WhatsApp. The questionnaire was completed by 201 medical students, with 65% were female and 35% were male students. Almost all respondents (98%) owned an android smartphone and used it to access the internet. Two-thirds (69%) of respondents have medical and health related apps in their device, with Medscape being the most widely utilized app. Respondents (49%) encountered bandwidth trouble during online class. For collaborative learning with classmates, 76% respondents favored messenger and whatsApp group. ICT knowledge should be included in the curriculum, according to 57% respondents. Over one-third participants, 37.3%, were neither satisfied nor dissatisfied. 30.8% respondents were satisfied while 19.4% were dissatisfied. The long-term benefits and problems of reforming the medical education system and utilizing ICT technologies should be considered. In this pandemic circumstance, digitalization of learning can give essential foundations for future medical education, aided by ICT tools. Our study may be used as a foundation for future research into developing digital teaching models in medical education. Bangladesh Journal of Medical Education Vol.13(1) January 2022: 58-68

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Sampling bias is an evaluator’s worst foe: A research note on an evaluation study of predictors for success in medical school

10.31234/osf.io/kjv3c ◽

2021 ◽

Author(s):

Martin Voracek

Keyword(s):

Medical Education ◽

Sampling Bias ◽

Evaluation Study ◽

International Literature ◽

Central European ◽

The Usa ◽

Medical Undergraduates ◽

Design Deficiencies ◽

Austrian Studies ◽

The Uk

Frischenschlager, Haidinger, and Mitterauer (FHM hereafter) reported an evaluation study of predictors for success in Austrian medical undergraduates (Croat Med J. 2005;46:58-65). Since most of the international literature on medical education topics still comes from the USA and the UK, in principle this Central European contribution is much needed and to be welcomed. However, several obvious and grave study limitations make the data and findings of FHM markedly less useful than the authors suggest. Relatedly, in the current absence of other Austrian studies on that topic it is foreseeable that the FHM evidence could be used to inform policy decisions in regards to medical education issues in Austria and, possibly so, elsewhere in Central Europe. I strongly opine that, due to the study’s design deficiencies, this should be avoided. The main purpose of the present comment is therefore to elucidate the shortcomings of this study as well as to stimulate further discussion and research.

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Teaching medical undergraduates: the psychiatrist as medical teacher

Advances in Psychiatric Treatment ◽

10.1192/apt.bp.110.007914 ◽

2011 ◽

Vol 17 (2) ◽

pp. 104-109 ◽

Cited By ~ 7

Author(s):

Bennett Eng

Keyword(s):

Medical Education ◽

National Health Service ◽

Core Curriculum ◽

Clinical Teaching ◽

Medical Teacher ◽

Teaching Role ◽

Medical Undergraduates ◽

Uk National Health Service ◽

The Uk

SummaryThis article is a brief review of the teaching role of psychiatrists and is directed at psychiatrists in the UK National Health Service who teach medical undergraduates. It reviews the responsibility of delivering teaching, the delineation of teaching duties, and the teaching roles of the psychiatrist in the changing environment of medical education. Application of good principles of clinical teaching and delivery of tomorrow's doctors in line with the General Medical Council's recommendations are discussed. The article also describes a recommended core curriculum in psychiatry for undergraduates, which lays out what should be taught.

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Building a Medical Undergraduate Palliative Care Curriculum: Lessons Learned

Journal of Palliative Care ◽

10.1177/0825859720916565 ◽

2020 ◽

Vol 36 (1) ◽

pp. 29-37 ◽

Cited By ~ 1

Author(s):

Shirley H. Bush ◽

Valérie Gratton ◽

Monisha Kabir ◽

Paula Enright ◽

Pamela A. Grassau ◽

...

Keyword(s):

Palliative Care ◽

End Of Life ◽

End Of Life Care ◽

Interprofessional Collaboration ◽

Fold Increase ◽

Lessons Learned ◽

Life Care ◽

Medical Undergraduate ◽

Medical Undergraduates ◽

Curriculum Renewal

Previous literature demonstrates that current palliative care training is in need of improvement for medical students in global, European and Canadian contexts. The training of medical undergraduates is key to ensure that the ongoing and increasing need for enhanced access to palliative care across all settings and communities is met. We describe building a comprehensive palliative and end-of-life care curriculum for medical undergraduates at our university. As with recent European and US studies, we found that the process of university curriculum renewal provided a critical opportunity to integrate palliative care content, but needed a local palliative care champion already in place as an energetic and tireless advocate. The development and integration of a substantive bilingual (English and French) palliative and end-of-life care curriculum over the 4-year medical undergraduate program at our university has occurred over the course of 14 years, and required multiple steps and initiatives. Subsequent to the development of the curriculum, there has been a 13-fold increase in students selecting our palliative care clinical rotations. Critical lessons learned speak to the importance of having a team vision, interprofessional collaboration with a focus on vision, plans and implementation, and flexibility to actively respond and further integrate new educational opportunities within the curriculum. Future directions for our palliative care curriculum include shifting to a competency-based training and evaluation paradigm. Our findings and lessons learned may help others who are working to develop a comprehensive undergraduate medical education curriculum.

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Venereology at the Polyclinic: Postgraduate Medical Education Among General Practitioners in England, 1899–1914

Medical History ◽

10.1017/mdh.2015.3 ◽

2015 ◽

Vol 59 (2) ◽

pp. 199-221 ◽

Cited By ~ 4

Author(s):

Anne Hanley

Keyword(s):

Medical Education ◽

General Practitioners ◽

Postgraduate Medical Education ◽

Clinical Practices ◽

Medical Graduates ◽

Teaching College ◽

Medical Undergraduates ◽

History Of ◽

Knowledge Claims

AbstractIn 1899 theBritish Medical Journalenthusiastically announced that a new postgraduate teaching college was to open in London. The aim of the Medical Graduates’ College and Polyclinic (MGC) was to provide continuing education to general practitioners. It drew upon emerging specialisms and in so doing built upon the generalist training received at an undergraduate level. Courses were intended to refresh knowledge and to introduce general practitioners to new knowledge claims and clinical practices. The establishment of postgraduate institutions such as the MGC marked an important stage in the development of medical education in England. Yet these institutions, and the emergence of postgraduate medical education more broadly, have been largely overlooked by historians. Moreover the history of venereological training among medical undergraduates and postgraduates alike has been overlooked. The study of such special subjects characterised postgraduate study. This article examines the dissemination of venereological knowledge among subscribers to MGC as an important case study for the development of institutionalised postgraduate medical education in England at the turn of the twentieth century.

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Introduction of Flipped Class Room Teaching Method for Undergraduate Students of Surgery in Assam Medical College - A Prospective Study

Journal of Evidence Based Medicine and Healthcare ◽

10.18410/jebmh/2021/558 ◽

2021 ◽

Vol 8 (33) ◽

pp. 3060-3065

Author(s):

Rocket Chandra Brahma ◽

Syed Yasin Shahtaz Emanee

Keyword(s):

Medical Education ◽

Teacher Perceptions ◽

Undergraduate Students ◽

Flipped Classroom ◽

Teaching Method ◽

Mode Of Delivery ◽

Student Centered ◽

Medical Undergraduates ◽

Class Room ◽

A Prospective Study

BACKGROUND Higher education including medical education has been shifting towards more active and learner centric strategies. The flipped classroom (FCR) is basically student centered where as traditional teaching is teacher centered. Educationists and researchers have been debating about the pros of flipped classroom for over a decade and it is believed that flipping the classroom helps in inculcating the habit of self learning among the learners, leading to refinement of their analysis and synthesis skills. There are very limited data available regarding FCR teaching method especially surgery subject. Hence, this study was planned to introduce flipped class room among medical undergraduates in surgery. METHODS A prospective and observational study of 110 student selected out of 115 was carried out. Topics were selected from common surgical topics – cholelithiasis (2 classes) and appendicitis (1 class). Pre class activities were intimated digitally. In class and post class activities, student and teacher perceptions were measured and evaluated using standard statistical techniques. RESULTS 58 : 52 (Male : Female) students were included. Among them, 70 agreed & 10 strongly agreed that proper and clear instructions were provided, pre-class reading materials and similarly 80 agreed & 16 strongly agreed that adequate reading material was provided. 60 agreed that it was useful method in understanding and 10 strongly agreed that they learnt better but 36 felt neutral. Regarding faculty perception on if they would prefer flipped classroom over other teaching method: 12 agreed, 4 strongly agreed and 4 were neutral. Students suggested less text, more videos, and the use of FCR for selected topics. CONCLUSIONS Flipped classroom is an innovative method for medical education and should be incorporated in the curriculum. More studies, newer performance indicators and methods of implementation are needed to fine tune its technique and mode of delivery. KEYWORDS Flipped Classroom, Medical Education

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