Community based medical education: A learning experience of Pakistani Undergraduate Medical Students at Medical Camps.

Objective: To determine impact of community based Medical Education on learning of undergraduate medical students. Study Design: Non-comparative, Prospective study. Setting: Irfania Ophthalmic Medical Camp, Lahore. Period: July 2019. Material & Methods: 70 students participated in a 4 hour interactive session, where they took a focused history, performed relevant clinical examination, and counseled patients regarding their disease. At the end, feedback was collected using a pre-tested questionnaire. Data obtained was analyzed using SPSS version 23, with mean ± SD determined for continuous variables and frequency with percentage for categorical variables. Results: Majority of the participants were female fourth year medical students. 97.1% found the camp system more efficient for learning, while 94.3% thought it should be included in future ophthalmic curricula. 81.5% of the participants were of the opinion that the camp had had a positive impact on their communication skills regarding taking focused history and counseling patients. Conclusion: In a country like Pakistan with a high burden of ophthalmic diseases and a developing medical curriculum, medical camps are essential for training and skill learning for undergraduate medical students, and should be included in the medical curriculum.

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Use of simulation in teaching haematological aspects to undergraduate medical students improves student’s knowledge related to the taught theoretical underpinnings

BMC Medical Education ◽

10.1186/s12909-021-02709-5 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Laila Alsuwaidi ◽

Jorgen Kristensen ◽

Amar HK ◽

Saba Al Heialy

Keyword(s):

Medical Education ◽

Medical Students ◽

Medical Curriculum ◽

Learning Experience ◽

Evaluation Framework ◽

Theory And Practice ◽

Undergraduate Medical Students ◽

Educational Method ◽

Clinical Vignettes ◽

Simulation Centre

Abstract Background Simulation is an educational method which has several modalities and applications. In the last few decades Simulation-Based Medical Education (SBME) has become a significant influence in medical education. Despite the recognized potential of simulation to be used widely in support of healthcare education, there are no studies focused on the role of simulation in teaching haematology. Moreover, the reaction level is the most commonly reported in medical education. This study evaluates, at two levels of Kirkpatrick’s model, the effectiveness of incorporating SBME in teaching haematological aspects to medical students. Methods A total of 84 second year medical students from two cohorts received theoretical components of Haematopoietic and Immune System in 4 credits course, delivered using lecture approach. First cohort students (n = 49) participated in interactive learning tutorials to discuss clinical vignettes. Second cohort (n = 35) students participated in simulation sessions where the tutorial’s clinical vignettes were developed to clinical simulation scenarios conducted in the simulation centre. The potential influence of the simulation in learning enhancement was evaluated using Kirkpatrick’s Evaluation Framework. Results The students rated the simulation sessions highly and found them to be a valuable learning experience. The category performance summary, generated by the assessment platform, demonstrates improvement in the student’s knowledge enhanced by the SBME. Conclusions Adaptation of SBME in teaching haematological aspects is a feasible way to improve the student’s knowledge related to the taught theoretical foundations. SBME has the potential to enhance the undergraduate medical curriculum and it is expected, in the near future, to be an increasingly recommended educational strategy to bridge the gap between theory and practice.

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Prevalence of somatic symptoms amongst undergraduate medical students of Marathwada region of Maharashtra, India

International Journal of Community Medicine and Public Health ◽

10.18203/2394-6040.ijcmph20205192 ◽

2020 ◽

Vol 7 (12) ◽

pp. 5106

Author(s):

Shaikh Arshiya Kaiser Husain ◽

Anwaya R. Magare ◽

Purushottam A. Giri ◽

Vijaykumar S. Jadhav

Keyword(s):

Medical Education ◽

Medical Students ◽

Medical Curriculum ◽

High Stress ◽

Well Being ◽

Undergraduate Medical Students ◽

Future Health ◽

Cross Sectional ◽

Significant Difference ◽

Negative Effect

Background: The aim of medical education is to produce competent, physically and mentally strong health professionals, as they are going to be the pillars of the future health care system. Stress is one of the most common and process-oriented obstacles in medical education. It often exerts a negative effect on the academic performance, physical health, and psychological well-being of the students. Dealing with overloaded medical curriculum, competing with peers, being away from home and meeting high expectations imposed by parents and society to excel is among the common stressful transitions at this stage.Methods: A cross-sectional descriptive study was carried out amongst 352 undergraduate medical students of a private medical college in a rural area of Maharashtra during April to October 2019. The structured questionnaire was used to record the data. Collected data was used to assess the severity of mental health issues among medical students.Results: Majority 194 (55.11%) students were in the age of 18 to 20 years followed by 141 (40.06%) were in 21 to 23 years. There were 196 (55.68%) girl students and 156 (44.32%) boys. According to the various categories, 80 (22.73%) of the students had low stress scores, followed by 76 (21.59%) in minimal. A highly significant difference in stress scores was seen between boys and girls, which was more in boys.Conclusions: Study concluded that undergraduate medical students perceive minimal to very high stress presented as various systems that vary with the year of study and gender wise too. There is a further need to look into the various causes of stress.

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Mobile Technology in E-Learning for Undergraduate Medical Education on Emergent Otorhinolaryngology�Head and Neck Surgery Disorders: Pilot Randomized Controlled Trial (Preprint)

10.2196/preprints.9237 ◽

2017 ◽

Author(s):

Li-Ang Lee ◽

Shu-Ling Wang ◽

Yi-Ping Chao ◽

Ming-Shao Tsai ◽

Li-Jen Hsin ◽

...

Keyword(s):

Medical Education ◽

Medical Students ◽

Head And Neck ◽

Cognitive Style ◽

Mobile Technology ◽

Learning Experience ◽

Neck Surgery ◽

Percentage Change ◽

Undergraduate Medical Students ◽

E Learning

BACKGROUND The use of mobile technology in e-learning (M-TEL) can add new levels of experience and significantly increase the attractiveness of e-learning in medical education. Whether an innovative interactive e-learning multimedia (IM) module or a conventional PowerPoint show (PPS) module using M-TEL to teach emergent otorhinolaryngology–head and neck surgery (ORL-HNS) disorders is feasible and efficient in undergraduate medical students is unknown. OBJECTIVE The aim of this study was to compare the impact of a novel IM module with a conventional PPS module using M-TEL for emergent ORL-HNS disorders with regard to learning outcomes, satisfaction, and learning experience. METHODS This pilot study was conducted at an academic teaching hospital and included 24 undergraduate medical students who were novices in ORL-HNS. The cognitive style was determined using the Group Embedded Figures Test. The participants were randomly allocated (1:1) to one of the two groups matched by age, sex, and cognitive style: the IM group and the PPS group. During the 100-min learning period, the participants were unblinded to use the IM or PPS courseware on a 7-inch tablet. Pretests and posttests using multiple-choice questions to evaluate knowledge and multimedia situational tests to evaluate competence were administered. Participants evaluated their satisfaction and learning experience by the AttrakDiff2 questionnaire, and provided feedback about the modules. RESULTS Overall, the participants had significant gains in knowledge (median of percentage change 71, 95% CI 1-100, P<.001) and competence (median of percentage change 25, 95% CI 0-33, P=.007) after 100 min of learning. Although there was no significant difference in knowledge gain between the two groups (median of difference of percentage change 24, 95% CI −75 to 36; P=.55), competence gain was significantly lower in the IM group compared with the PPS group (median of difference of percentage change −41, 95% CI −67 to −20; P=.008). However, the IM group had significantly higher scores of satisfaction (difference 2, 95% CI 2-4; P=.01), pragmatic quality (difference 1.7, 95% CI 0.1-2.7; P=.03), and hedonic stimulation (difference 1.9, 95% CI 0.3-3.1; P=.01) compared with the PPS group. Qualitative feedback indicated that the various games in the IM module attracted the participants’ attention but that the nonlinearly arranged materials affected their learning. CONCLUSIONS Using M-TEL for undergraduate medical education on emergent ORL-HNS disorders, an IM module seems to be useful for gaining knowledge, but competency may need to occur elsewhere. While the small sample size reduces the statistical power of our results, its design seems to be appropriate to determine the effects of M-TEL using a larger group. CLINICALTRIAL ClinicalTrials.gov NCT02971735; https://clinicaltrials.gov/ct2/show/NCT02971735 (Archived by WebCite at http://www.webcitation.org/6waoOpCEV)

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Implementation of structured team-based review enhances knowledge consolidation and academic performance of undergraduate medical students studying neuroscience

AJP Advances in Physiology Education ◽

10.1152/advan.00162.2019 ◽

2020 ◽

Vol 44 (2) ◽

pp. 232-238

Author(s):

Khurshid Anwar ◽

Junaid Kashir ◽

Muhammad Raihan Sajid ◽

Abdul Jabar Rasool ◽

Abdul Ahad Shaikh ◽

...

Keyword(s):

Medical Students ◽

Teaching And Learning ◽

Medical Curriculum ◽

Learning Experience ◽

Continuous Assessment ◽

Undergraduate Medical Students ◽

Exam Preparation ◽

Final Exams ◽

Approach To Teaching ◽

And Performance

Team-based learning (TBL) provides a systematic approach to teaching and learning and promotes critical thinking and enhances medical educational activities and professional development. TBL-based didactic methodology has proven beneficial in enhancing learning and consolidating key educational concepts throughout educational curricula. Such areas of application include neuroscience, which is traditionally considered to be one of the most difficult disciplines to be taught in undergraduate medical courses to the point where the scientific literature reports “neurophobia” among undergraduate medical students. Herein, we report the design and application of a modified version of TBL, which we termed team-based review (TBR) throughout two cohorts of undergraduate medical students undertaking neuroscience. We show that our TBR methodology enhanced student understanding of neuroscience, increasing average marks and grades achieved in final exams, while also increasing the proportion of students obtaining higher grades. Application of TBR also improved marks obtained by students throughout continuous assessment (midterms, TBL, and problem-based learning grades). In surveys taken following final exams, students strongly felt that TBR enhanced their learning experience and aided knowledge acquisition, consolidation, and exam preparation. Collectively, we show that TBR-based methodology was effective in enhancing the student learning experience and performance in neuroscience and could potentially be successfully used to enhance performance and learning in other subjects in the undergraduate medical curriculum.

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Development of a community orientation program (COP) as a community-based medical education method for undergraduate medical students: an experience from India

BMC Medical Education ◽

10.1186/s12909-021-03069-w ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Bayapa Reddy Narapureddy ◽

Shakeer Kahn Patan ◽

C. Sravana Deepthi ◽

Sirshendu Chaudhuri ◽

K. R. John ◽

...

Keyword(s):

Medical Education ◽

Medical Students ◽

Communication Skills ◽

Undergraduate Medical Students ◽

Community Based ◽

Orientation Program ◽

Middle Income ◽

Community Orientation ◽

Indian Setting ◽

Low And Middle Income

Abstract Background Intra-regional cultural and linguistic differences are common in low- and middle-income countries. To sensitise undergraduate medical students to the social and contextual determinants of health to achieve the ‘health for all’ goal, these countries must focus on innovative teaching methods. The early introduction of a Community Orientation Program (COP) as a Community-based Medical Education (CBME) method could be a game changing strategy. In this paper the methods, evaluation, and implication of the COP in an Indian setting are described. Methods The curriculum of the COP was developed based on the analysis, design, development, implementation, and evaluation (ADDIE) model for educational intervention. In this learner-centric and supervised educational program, the key aim was to focus on developing students’ communication skills, observation power and enhancing their motivation for learning through collaborative learning. To meet the objectives of the COP, a situated learning model under the constructivism theory was adopted. Results Between 2016 and 2019, 557 students were trained through the COP by visiting more than 1300 households in ten villages. To supplement the students’ observations in the community, more than 150 small group discussions, a health education programme for the community and summary presentations were conducted. The students’ feedback indicated the need to improve the clinical examinations demonstration quality and increase the number of instruments for clinical examinations. More than 80% of students felt that the program would assist them to improve their communication skills, their understanding of the various socio-demographic factors associated with the common diseases, and it will enable them to respect the local culture during their clinical practice. Conclusions Early initiation of the COP as a CBME method in the undergraduate medical curriculum in an Indian setting has shown promising results. Further evidence is required to adopt such a program routinely for under-graduate medical teaching in the low- and middle- income settings.

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Leadership training for undergraduate medical students

Leadership in Health Services ◽

10.1108/lhs-05-2016-0019 ◽

2016 ◽

Vol 29 (3) ◽

pp. 348-351 ◽

Cited By ~ 10

Author(s):

Victor Maddalena

Keyword(s):

Medical Education ◽

Medical Students ◽

Undergraduate Medical Education ◽

Leadership Training ◽

Medical Curriculum ◽

Leadership Role ◽

Undergraduate Medical Students ◽

Content Type ◽

Medical Education Program ◽

Management And Leadership

Purpose Physicians play an important leadership role in the management and governance of the healthcare system. Yet, many physicians lack formal management and leadership training to prepare them for this challenging role. This Viewpoint article argues that leadership concepts need to be introduced to undergraduate medical students early and throughout their medical education. Design/methodology/approach Leadership is an integral part of medical practice. The recent inclusion of “Leader” competency in the CanMEDS 2015 represents a subtle but important shift from the previous “manager” competency. Providing medical students with the basics of leadership concepts early in their medical education allows them to integrate leadership principles into their professional practice. Findings The Faculty of Medicine at the Memorial University of Newfoundland (MUN) has developed an eight-module, fully online Physician Leadership Certificate for their undergraduate medical education program. This program is cited as an example of an undergraduate medical curriculum that offers leadership training throughout the 4 years of the MD program. Originality/value There are a number of continuing professional development opportunities for physicians in the area of management and leadership. This Viewpoint article challenges undergraduate medical education programs to develop and integrate leadership training in their curricula.

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Development of a Community Orientation Program (COP) as a Community-Based Medical Education method for undergraduate medical students: An experience from India

10.1101/2021.02.07.21251321 ◽

2021 ◽

Author(s):

Bayapa Reddy Narapureddy ◽

Shakeer Patan Kahn ◽

C Sravana Deepthi ◽

Sirshendu Chaudhuri ◽

KR John ◽

...

Keyword(s):

Medical Education ◽

Medical Students ◽

Feedback Mechanism ◽

Learning Theories ◽

Regulatory Body ◽

Undergraduate Medical Students ◽

Community Based ◽

Early Introduction ◽

Community Orientation ◽

Motivation For Learning

AbstractBackgroundIntraregional cultural and linguistic differences are common in the Low- and Middle-income countries. They must focus on innovative teaching for the undergraduate (UG) medical students to make them sensitive to the social and contextual determinants of health to achieve the health for all goal. The early introduction of community-based medical education could be a game changing strategy.ObjectivesTo describe the methods, evaluation, implication, and challenges of a Community Orientation Programme (COP) adopted for the Indian Medical Graduates (IMG). Methods: The COP was arranged for the first-year UG students, including the community and the local administration. The program was divided into phases like-initial preparation, theoretical sessions, field visits, group activities, data analysis, and dissemination of the findings. In this learner-centric, supervised educational program, the key aim was to focus on developing students’ communication skills, observation power and enhancing their motivation for learning new things through collaborative learning. A mixture of adult learning theories like behaviorism, cognitivism, constructivism, sociocultural theory, critical theory, and humanism included keeping the students’ needs, cultural differences, and varying motivational levels. A structured feedback mechanism from the students was developed to identify the gaps.ConclusionThe COP has provided a holistic learning framework for the students based on several complementary learning theories in the Indian context. It has touched upon most of the national- and institutional-level objectives envisioned by the regulatory body for the IMGs. All stakeholders should promote such programs and solve the challenges collectively.

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Students’ initial perspectives on online learning experience in China during the COVID-19 outbreak: expanding online education for future doctors on a national scale

BMC Medical Education ◽

10.1186/s12909-021-03005-y ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Li Li ◽

Hongbin Wu ◽

A’na Xie ◽

Xiaoyang Ye ◽

Cheng Liu ◽

...

Keyword(s):

Medical Education ◽

Online Learning ◽

Medical Students ◽

Online Education ◽

Early Stage ◽

Learning Experience ◽

Perceived Usefulness ◽

Undergraduate Medical Students ◽

Medical Undergraduate ◽

Nationally Representative

Abstract Background During the early stage of COVID-19 outbreak in China, most medical undergraduate programs have to eventually embrace the maneuver of transferring to nearly 100% online-learning as a new routine for different curricula. And there is a lack of empirical evidence of effective medical education curriculum that has been completely implemented in an online format. This study summarizes medical students’ perspectives regarding online-learning experience during the COVID-19 outbreak and presents reflection on medical education. Methods From February 21st to March 14th, 2020, the authors conducted survey of a nationally representative sample of undergraduate medical students from 90 medical schools in China. Participant demographics and responses were tabulated, and independent sample t-tests as well as multiple logistic regression models were used to assess the associations of demographic characteristics, prior online learning experience, and orientation with students’ perspectives on the online learning experience. Results Among 118,030 medical students participated in the survey (response rate 52.4%), 99,559 provided valid data for the analysis. The sample is fairly nationally representative. 65.7% (65,389/99,559) supported great orientation and 62.1% (61,818/99,559) reported that they were satisfied with the ongoing online-learning experience. The most common problem students would encounter was the network congestion (76,277/99,559; 76.6%). Demographics, learning phases, and academic performance were associated with online-learning engagement and perceptions. Formal orientation and prior PU (perceived usefulness of online learning) were significantly positively associated with the satisfaction and evaluation of the online learning experience (p < 0.001). Conclusions Data from this national survey indicates a relatively positive role of online learning as a formal teaching/learning approach in medical education. Considerations should be made regarding such application in aspects of students’ different learning phases. We suggest that further policy interventions should be taken from technological, organizational, environmental, as well as individual aspects, to help improve the outcome of online learning for future doctors.

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Assessment of Attitude towards two selected areas of professionalism like honesty and confidentiality among undergraduate medical students of Bangladesh

Bangladesh Journal of Medical Education ◽

10.3329/bjme.v11i1.49237 ◽

2020 ◽

Vol 11 (1) ◽

pp. 3-11

Author(s):

Sadia Jabeen Khan ◽

Md Humayun Kabir Talukder ◽

Kazi Khairul Alam ◽

Farhana Haque ◽

Md Rezaul Karim

Keyword(s):

Medical Education ◽

Medical Students ◽

Medical Curriculum ◽

Sampling Technique ◽

General Medical Council ◽

Female Students ◽

Medical Graduate ◽

Medical Council ◽

Undergraduate Medical Students ◽

Cross Sectional

This descriptive type of cross sectional study was carried out to evaluate the attitude of undergraduate medical students of Bangladesh regarding selected areas of professionalism like honesty and confidentiality. Study period was from July 2017 to June 2018. Sample size was 837 undergraduates medical students of 1st, 2nd, 3rd and 4th phase of MBBS course from four public and four non government medical colleges of Bangladesh. Convenience sampling technique was adopted in this study. Data collection was done by a modified structured situational judgment test (SJT) self-administered questionnaire which was adopted from general medical council (GMC) and by in-depth interview schedule of students. The data were then compiled and analyzed using SPSS Version 19.Among the study participants, 37.20% (310) and 62 .80% (537) were males and females respectively. Attitude towards the two most major issues of professionalism were good, mean score were above three in honesty. Mean score was below three in maintaining confidentiality. Result of the present study shows that female students had higher mean professionalism than male. Female students were better than the male students in regards to all two different professional issues and this difference is statistically highly significant (P=0.00). Mean score of professionalism of 1st phase students in all two issues were greater than the respondents of other three phases and this findings was also statistically significant. Medical undergraduates of Bangladesh have a good understanding of acceptable professional honesty but there is scope of improvement. Study recommended that these two issues of professionalism must be taught in the course of undergraduate medical education and should be incorporated in undergraduate medical curriculum with the details of learning outcome what we craving from a registered medical graduate so that learning can be turned into practice. Bangladesh Journal of Medical Education Vol.11(1) 2020: 3-11

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Preparing Future Medical Educators: Development and Pilot Evaluation of a Student-Led Medical Education Elective

Military Medicine ◽

10.1093/milmed/usz175 ◽

2019 ◽

Cited By ~ 2

Author(s):

Morgan M Harvey ◽

Holly H Berkley ◽

Patrick G O’Malley ◽

Steven J Durning

Keyword(s):

Medical Education ◽

Medical Students ◽

Formal Education ◽

Positive Impact ◽

Learning Experience ◽

First Year ◽

Educational Training ◽

Fourth Year Medical Students ◽

First Year Medical Students ◽

Senior Students

Abstract Introduction Although all medical school graduates are expected to be educators as residents, and subsequently as faculty, most students receive no formal education on how to teach. At the Uniformed Services University (USU), no formal educational training previously existed for senior medial students as they prepared for residency. A novel Medical Education Elective for MS4s was developed and run by MS4s with faculty mentoring at USU with implementation between January and June 2018. Materials and Methods The overall goal of the 4-week course was to provide a forum for MS4s to gain exposure to educational theories and teaching methods with an opportunity to practice learned skills in the underclass curriculum. The course’s three core components were: didactics, observed teaching, and independent teaching. The course was evaluated via multiple methods including verbal and survey feedback from both first and fourth year medical students. Results The preliminary outcomes revealed the course had a positive impact on both first-year medical students (MS1s) and MS4s. As of May 2018, 100% (n = 59) of MS1s surveyed reported that having an MS4 teacher contributed positively to their learning experience. All MS4s surveyed (n = 12) agreed that the course enhanced their confidence in teaching. Conclusions Medical education courses not only offer an opportunity for senior students to cultivate educational theoretical knowledge and teaching skills in preparation for residency but also contribute positively to the learning experiences of underclass students. Now that the elective has been piloted with initial data suggesting feasibility and benefit to both MS4 and MS1 students, the next steps are to focus on ensuring longevity of the course offering at USU and to consider working with senior students at other institutions that lack formal training in education to start similar student run medical education initiatives.

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