Are there future psychiatrists among medical students in Croatia? The role of premedical and medical factors on career choice in psychiatry

AbstractSome decades ago being a medical doctor was characterized unambiguously as a profession that offers help and serves the patients’ needs during medical treatment. In today’s society, this image of the medical profession has been substantially changed. The present paper aims to examine medical career choice motivations and preferences of choosing speciality, in the light of current social and economic changes in Hungary. The study was carried out by using a voluntary, self-administrated, questionnaire among first-year medical students and resident doctors in four medical faculties in Hungary. The career choice motivations of the first-year medical students and resident doctors are similar and match to the traditional health profession career choice motivations. Nevertheless the first-year students consider high income as one of the most important factors. They appear more conscious and more ambitious regarding their future speciality choice. The Hungarian health care system and medical education must be prepared for the presence of students that are aware of the high market value of a medical diploma, have excellent language skills, and consider migration as one main factor in their motivation when choosing a medical profession.

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Role of the Psychiatric Social Worker in Teaching Medical Students

Academic Medicine ◽

10.1097/00001888-195704000-00003 ◽

1957 ◽

Vol 32 (4) ◽

pp. 263-268

Author(s):

JEWETT GOLDSMITH ◽

DOLPH HESS

Keyword(s):

Medical Students ◽

Social Worker ◽

Psychiatric Social Worker

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Educational environment and psychological distress of medical students: The role of a deep learning approach

Journal of Taibah University Medical Sciences ◽

10.1016/j.jtumed.2015.08.005 ◽

2015 ◽

Vol 10 (4) ◽

pp. 411-418 ◽

Cited By ~ 2

Author(s):

Muhamad S.B. Yusoff ◽

Wan N. Arifin

Keyword(s):

Deep Learning ◽

Psychological Distress ◽

Medical Students ◽

Educational Environment ◽

Learning Approach

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The Utilization of the iOS Platform to Create LearnENT: An Interactive Educational App in Otolaryngology—Head and Neck Surgery

Education Research International ◽

10.1155/2012/671383 ◽

2012 ◽

Vol 2012 ◽

pp. 1-9 ◽

Cited By ~ 2

Author(s):

S. Kohlert ◽

N. Scherer ◽

S. Kherani ◽

L. McLean

Keyword(s):

Medical Education ◽

Medical Students ◽

Learning Styles ◽

Head And Neck ◽

Design Process ◽

Mobile Apps ◽

Neck Surgery ◽

Head And Neck Surgery ◽

Development Processes

LearnENT, an educational app for iOS, was developed to promote a standardized experience otolaryngology in head and neck surgery (OTOHNS) for University of Ottawa medical students. Its development was grounded in pedagogical theory including Laurillard’s design process, Honey and Mumford’s learning styles, and Nielsen’s theory of usability. This paper examines LearnENT's design and development processes as well as the role of mobile apps in medical education. Features of the LearnENT app as they apply to Constructivist learning are also highlighted.

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PELATIHAN PEER COUNSELOR DAN PENGENALAN MEDIA PROMOTIF UNTUK PEER COUNSELOR

Jurnal Abdimas ADPI Sains dan Teknologi ◽

10.47841/saintek.v2i3.234 ◽

2021 ◽

Vol 2 (3) ◽

pp. 103-107

Author(s):

Resti Rahmadika Akbar ◽

Rahma Triyana ◽

Prima Adelin

Keyword(s):

Medical Students ◽

First Year ◽

Guidance And Counseling ◽

Guidance Services ◽

Peer Counselors ◽

Training Stage ◽

Post Test ◽

Peer Counselor ◽

Selection Stage

Medical students as early adults have different challenges from high school, especially medical students. Based on the results of the previous study, it was found that medical students experienced anxiety, stress, and even depression with various levels. Ranging from mild to moderate-severe. Various efforts have been made, starting with increasing early detection of students from the first year, to the training stage to increase the role of academic advisory lecturers, to solving student problems that are sent to the counseling guidance section. The purpose of this training is that peer guidance services can be used as a form of guidance and counseling services provided to adolescents or early adults who have low social interaction. Before the training, it was started with the selection stage for peer counselors using an empathy questionnaire, based on the results of the questionnaire 28 students were found to be candidates for peer counselors. The training begins with a pretest then presentation material and case discussions then end with a post-test. Based on the results of the pre-test and post-test, there was an increase in knowledge about peer counselors, their roles, the benefits of counseling, and media that can be used as promotions as part of the peer counselor's duties. It is hoped that from this training, students can increase the role of assistance to students from the early stages so that severe cases experienced by students both in terms of academic and non-academic can be resolved.

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Aligning patient and physician views on educational pelvic examinations under anaesthesia: the medical student perspective

Journal of Medical Ethics ◽

10.1136/medethics-2020-106473 ◽

2020 ◽

pp. medethics-2020-106473

Author(s):

Sanjana Salwi ◽

Alexandra Erath ◽

Pious D Patel ◽

Karampreet Kaur ◽

Margaret B Mitchell

Keyword(s):

Medical Student ◽

Medical Students ◽

Clinical Skill ◽

Medical Community ◽

Student Perspective ◽

Physician Perspectives ◽

Explicit Consent ◽

Pelvic Examinations ◽

Professional Guidelines

Recent media articles have stirred controversy over anecdotal reports of medical students practising educational pelvic examinations on women under anaesthesia without explicit consent. The understandable public outrage that followed merits a substantive response from the medical community. As medical students, we offer a unique perspective on consent for trainee involvement informed by the transitional stage we occupy between patient and physician. We start by contextualising the role of educational pelvic examinations under anaesthesia (EUAs) within general clinical skill development in medical education. Then we analyse two main barriers to achieving explicit consent for educational pelvic EUAs: ambiguity within professional guidelines on how to operationalize ‘explicit consent’ and divergent patient and physician perspectives on harm which prevent physicians from understanding what a reasonable patient would want to know before a procedure. To overcome these barriers, we advocate for more research on patient perspectives to empower the reasonable patient standard. Next, we call for minimum disclosure standards informed by this research and created in conjunction with students, physicians and patients to improve the informed consent process and relieve medical student moral injury caused by performing ‘unconsented’ educational pelvic exams.

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Medical students’ perceptions of the effectiveness of integrated clinical skills sessions using different simulation adjuncts

AJP Advances in Physiology Education ◽

10.1152/advan.00097.2016 ◽

2016 ◽

Vol 40 (4) ◽

pp. 514-521 ◽

Cited By ~ 1

Author(s):

Muhammad Zafar

Keyword(s):

Factor Analysis ◽

Medical Students ◽

Response Rate ◽

Clinical Skills ◽

Medical Curricula ◽

Effective Implementation ◽

Simulation Based

Simulation-based integrated clinical skills sessions have great potential for use in medical curricula. Integration is central to simulation efficacy. The aim of this study was to obtain medical students' perceptions toward effectiveness of integrated clinical skills sessions by using different simulation adjuncts and to know the challenges/obstacles encountered toward the implementation of such sessions. A study was conducted to obtain anonymous feedback from male ( n = 156) and female ( n = 179) medical students in years 2 and 3 during the 2014–2015 academic sessions at Alfaisal University about their perceptions of the effectiveness of integrated clinical skills sessions, uses of simulation adjuncts, and obstacles encountered toward the effective implementation of such sessions. The response rate was 93.4. Factor analysis showed data being valid and reliable. Cronbach’s α-values for effectiveness of sessions, use of simulation adjunct, and obstacles encountered were 0.97, 0.95, and 0.95, respectively. We conclude that students perceived positively the effectiveness of integrated clinical skills sessions as well as the use of simulation adjuncts, especially SPs. They suggested overcoming the obstacles and limitations of simulation. They highly valued the role of the facilitators in achieving effective sessions.

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Reactions to Diversity: Using Theater to Teach Medical Students about Cultural Diversity

Journal of Medical Education and Curricular Development ◽

10.4137/jmecd.s37986 ◽

2016 ◽

Vol 3 ◽

pp. JMECD.S37986 ◽

Cited By ~ 2

Author(s):

Kimberley D Ivory ◽

Paul Dwyer ◽

Georgina Luscombe

Keyword(s):

Medical Students ◽

Health Outcomes ◽

Diversity Training ◽

Social Determinant ◽

Cultural Humility ◽

Future Health ◽

Perceptions And Attitudes ◽

Interactive Exercises ◽

Social Determinant Of Health

Training medical students to understand the effects of culture and marginalization on health outcomes is important to the future health of increasingly diverse populations. We devised and evaluated a short training module on working with diversity to challenge students’ thinking about the role of both patient and practitioner culture in health outcomes. The workshop combined didactic teaching about culture as a social determinant of health using the cultural humility model, interactive exercises, and applied theater techniques. We evaluated changes in the students’ perceptions and attitudes over time using the Reaction to Diversity Inventory. There was initial significant improvement. Women and students with no past diversity training responded best. However, scores largely reverted to baseline over 12 months.

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