Medical Students in Russia evaluate the training during the COVID-19 Pandemic

Abstract Background The aim of the study was to obtain feedback from medical students in Russia regarding their e-learning experience during COVID-19 Pandemic. Methods 13 040 students from 46 Medical Schools in Russia completed an original evaluation form validated by 6 experts. Criterion and construct validity were determined in a pilot study (n = 46). The study design was based on the use of Google forms. Participants used the Visual Analog Scale from 1 to 10 to assess the level of knowledge acquired. Results 95.31% of medical schools in Russia switched to e-learning during the Pandemic. 39.8% of the students stated that the time to prepare for the class has doubled. For 19.9% of them, it increased by one third, while 26.6% did not report any changes. 38,4% of the participants are satisfied with particular elements of e-learning, 27.5% like such a format, 22.9% do not like it, and 11.2% could not answer the question. The average scores for the knowledge assessment were 5.9 for the humanities, 6.1 for fundamental science, and 6.0 for clinical training. Conclusions Remote learning was described by medical undergraduates in Russia as the increase in self-instruction time and the decrease in the level of knowledge gained. Only particular components of the “new normal” can be considered for use beyond the pandemic.

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Medical students in Russia evaluate the training during the COVID-19 pandemic: a student survey

BMC Medical Education ◽

10.1186/s12909-021-02997-x ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Laysan Mukharyamova ◽

Arina Ziganshina ◽

Aleksandr Zhidjaevskij ◽

Liana Galimova ◽

Maksim Kuznetsov

Keyword(s):

Medical Students ◽

Clinical Training ◽

Learning Experience ◽

Medical Schools ◽

Student Survey ◽

Instruction Time ◽

Education Leaders ◽

E Learning ◽

Level Of Knowledge ◽

Self Instruction

Abstract Background The aim of the study was to obtain feedback from medical students in Russia regarding their e-learning experience during COVID-19 Pandemic. Methods Thirteen thousand forty students from 46 Medical Schools in Russia completed an original evaluation form validated by 6 experts. Criterion and construct validity were determined in a pilot study (n = 46). The study design was based on the use of Google Forms. Participants used the Visual Analog Scale from 1 to 10 to assess the level of knowledge acquired. Results 95.31% of medical schools in Russia switched to e-learning during the Pandemic. 39.8% of the students stated that the time to prepare for the class has doubled. For 19.9% of them, it increased by one third, while 26.6% did not report any changes. 38,4% of the participants are satisfied with particular elements of e-learning, 27.5% like such a format, 22.9% do not like it, and 11.2% could not answer the question. The average scores for the knowledge assessment were 5.9 for the humanities, 6.1 for fundamental science, and 6.0 for clinical training. Conclusions The most important findings are increased self-instruction time, insufficient knowledge gained and territorial and socio-economic inequalities within the country. Meanwhile, most students favor distance learning or its particular elements. Consequently, medical education leaders in Russia should consider the implementation of blended training in medicine taking into account specific regional factors, ensuring its effectiveness at all stages.

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Missing the mark: Current practices in teaching the male urogenital examination to Canadian undergraduate medical students

Canadian Urological Association Journal ◽

10.5489/cuaj.3679 ◽

2016 ◽

Vol 10 (7-8) ◽

pp. 281

Author(s):

Kristen McAlpine ◽

Stephen Steele

Keyword(s):

Medical Students ◽

Clinical Training ◽

Clinical Skills ◽

Medical Schools ◽

Clinical Settings ◽

Undergraduate Medical Students ◽

Canadian Medical School ◽

Competency Based ◽

English Speaking ◽

And Training

Introduction: The urogenital physical examination is an important aspect of patient encounters in various clinical settings. Introductory clinical skills sessions are intended to provide support and alleviate students’ anxiety when learning this sensitive exam. The techniques each Canadian medical school uses to guide their students through the initial urogenital examination has not been previously reported.Methods: This study surveyed pre-clerkship clinical skills program directors at the main campus of English-speaking Canadian medical schools regarding the curriculum they use to teach the urogenital examination.Results: A response rate of 100% was achieved, providing information on resources and faculty available to students, as well as the manner in which students were evaluated. Surprisingly, over onethird of the Canadian medical schools surveyed failed to provide a setting in which students perform a urogenital examination on a patient in their pre-clinical years. Additionally, there was no formal evaluation of this skill set reported by almost 50% of Canadian medical schools prior to clinical training years.Conclusions: To ensure medical students are confident and accurate in performing a urogenital examination, it is vital they be provided the proper resources, teaching, and training. As we progress towards a competency-based curriculum, it is essential that increased focus be placed on patient encounters in undergraduate training. Further research to quantify students’ exposure to the urogenital examination during clinical years would be of interest. Without this commitment by Canadian medical schools, we are doing a disservice not only to the medical students, but also to our patient population.

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German-speaking medical students on international electives: an analysis of popular elective destinations and disciplines

Globalization and Health ◽

10.1186/s12992-021-00742-z ◽

2021 ◽

Vol 17 (1) ◽

Author(s):

Maximilian Andreas Storz ◽

Ann-Kathrin Lederer ◽

Eric Pieter Heymann

Keyword(s):

Medical Students ◽

Learning Experience ◽

Analytical Data ◽

Medical Schools ◽

The United States ◽

Middle Income ◽

Middle Income Countries ◽

Online Databases ◽

German Speaking ◽

Framework Development

Abstract Background International medical electives are a well-established part of the curriculum of many western medical schools. It is widely accepted that these electives contribute to improved clinical examination and communication skills. Overseas electives also exert a strong influence over future career decisions and often pave the way for later international work. Whilst the positive outcomes are known, little information exists regarding elective preferences and destinations overall, information that could help optimise a safe learning experience and maximise the potential for one of the highlights of medical education. In order to obtain analytical data that could assist medical elective framework development, we systematically reviewed the two largest German online databases cataloguing abroad elective testimonies. Results We identified 856 overseas elective reports uploaded within the last five years. European destinations were the most sought-after choice among German-speaking medical students. Interest in abroad electives in the United States (U.S.), a traditionally popular destination, was much lower than expected. U.S. elective reports accounted for only 3 % of long-term electives. Electives in low- and middle-income countries were generally less popular than electives in high-income countries. General surgery was the most popular elective discipline, followed by Emergency Medicine and Gynaecology and Obstetrics. Conclusions We observed a large inhomogeneity in German-speaking medical students’ elective choices, potentially influenced by financial and organizational aspects as well as geopolitical developments. This highlights a crucial challenge for medical schools and other organizations involved in elective planning. In light of regional differences, our data suggest that a “one size fits all” preparation is not pertinent to optimize students’ elective experience. Country- or region-specific pre-departure trainings and more individualized elective frameworks might be necessary to address these differences and to ensure a safe learning experience for students.

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Attitudes of Israeli Medical Students Towards the Medical Treatment of Uninsured Migrants

10.21203/rs.2.12590/v1 ◽

2019 ◽

Author(s):

Zohar Mor ◽

Adam Cadesky ◽

Ran Halleluyan ◽

Rivka Sheffer

Keyword(s):

Medical Students ◽

Clinical Training ◽

Medical Training ◽

Medical Schools ◽

Developed Countries ◽

Cross Sectional Study ◽

Cross Sectional ◽

Professional Responsibilities ◽

Students Attitudes ◽

Societal Expectations

Abstract Background: Undocumented migration to developed countries poses practical concerns, as migrants are not medically insured. This cross-sectional study aims to appraise the attitudes of Israeli medical students towards the uninsured migrant population. Methods: Participants from five medical schools in Israel completed anonymous questionnaires in Hebrew, based on the "Medical Students’ Attitudes Toward the Underserved" (MSATU), which assessed students' attitudes regarding the professional responsibility and societal expectations towards the migrants. It also evaluated students' views of the migrants as eligible for expensive medical procedures. Results: A total of 891 students completed the survey with a median age of 28 years. The majority were Jews (N=816, 91.6%) and singles (N=681, 68.5%). Participants in the pre-clinical years were likely to be female and unmarried compared to those in clinical training. They also demonstrated higher scores on professional responsibilities and societal expectations than students in clinical training, but no significant differences were found in their views on expensive medical services. Students of minorities (non-Jews and migrants) scored higher on professional responsibilities and societal expectations. The scores for professional responsibilities and societal expectations decreased as students progressed in their medical training (Spearman coefficient p=0.04 and p=0.01, respectively). This trend was more apparent in males rather than females. Conclusion: MSATU scores declined as students progressed through medical school, with females maintaining more favorable attitudes than males. Medical schools should attempt to maintain the enthusiasm and idealism that students possess as they enter medical training and provide clinical experience with migrant populations that allows for cross-cultural communication.

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Understanding Student Experiences in a Near-Peer Resident Shadowing Program

Journal of Biomedical Education ◽

10.1155/2014/318598 ◽

2014 ◽

Vol 2014 ◽

pp. 1-5 ◽

Cited By ~ 1

Author(s):

Simon R. Turner ◽

Jonathan White ◽

Cheryl Poth ◽

W. Todd Rogers

Keyword(s):

Medical Student ◽

Medical Students ◽

Clinical Training ◽

Learning Experience ◽

Low Cost ◽

Student Experiences ◽

First Year ◽

Clinical Environment ◽

First Year Students ◽

Close Relationship

Introduction. The preparation of medical students for clerkship has been criticized, both in terms of students’ ability to understand their new role as clinical trainees and in their ability to carry out that role. To begin to address this gap, this paper reports the experiences of students in a shadowing program aimed at enhancing the preparedness of medical students for clinical training. The study examined a novel program, the Resident-Medical Student Shadowing Program, in which first-year medical students at the University of Alberta shadowed a first-year resident during clinical duties over the course of eight months. Methods. A study was conducted to assess the experiences of 83 first-year medical student participants who shadowed a first-year resident intermittently for one year. Student and resident participants’ experiences were explored using semistructured interviews. Results. Students and residents experiences indicate that participation increased students’ understanding of the clinical environment and their role within it and introduced them to skills and knowledge needed to perform that role. Students reported that a close relationship with their resident enhanced their learning experience. Conclusion. This study demonstrates that a low-cost program in which first-year students shadow residents may be a useful tool for helping prepare students for clerkship.

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Medical students’ preclinical service-learning experience and its effects on empathy in clinical training

BMC Medical Education ◽

10.1186/s12909-021-02739-z ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Yi-Sheng Yang ◽

Pei-Chin Liu ◽

Yung Kai Lin ◽

Chia-Der Lin ◽

Der-Yuan Chen ◽

...

Keyword(s):

Medical Students ◽

Service Learning ◽

Perspective Taking ◽

Clinical Training ◽

Driving Forces ◽

Learning Experience ◽

Compassionate Care ◽

Positive Effects ◽

Clinical Clerkships

Abstract Background Service learning (SL) is an educational methodology presumed to help medical students be more empathetic and compassionate. We longitudinally investigated the level of empathy in medical students and how preclinical SL experience was related to their level of empathy in their clinical clerkships. Methods Our cohort comprised fifth-year medical students engaged in clerkships as part of a 7-year medical programme at one medical school in Taiwan. Surveys were conducted at the beginning of the clerkship in September 2015 (T1) to collect data on the medical students’ preclinical SL experience in curriculum-based service teams (CBSTs) and extracurricular service teams (ECSTs) and their SL self-efficacy, demographic characteristics, and empathy level. Subsequently, three follow-up surveys were conducted once every 3 months to determine the empathy level of the students during their clinical clerkships (T2–T4). Seventy students who returned the written informed consent and completed the baseline (T1) and two or more follow-up surveys (T2–T4) were included in our analysis with the response rate of 34%. In total, 247 responses across the 1-year clerkship were analysed. Descriptive statistics, paired t tests, and generalised estimating equations were employed. Results Our study revealed that changes in empathy level in the dimensions of perspective taking, compassionate care, and standing in patients’ shoes in their clinical clerkships. Relative to that at T1, their empathy decreased in perspective taking and compassionate care at T2–T4 but increased in standing in patients’ shoes at T3. Additionally, our study verified the positive effect of medical students’ preclinical SL experience in CBSTs and ECSTs on empathy in terms of compassionate care and perspective taking, respectively, but not on that of standing in patients’ shoes. Conclusions Separate investigations into subconstructs of empathy, such as perspective taking, compassionate care, and standing in patients’ shoes, in medical students may be necessary for exploring the various driving forces or barriers to developing empathy in medical students. Moreover, SL experience through both CBSTs and ECSTs at medical academies may have positive effects on medical students’ empathy in their clinical clerkships and should be promoted at medical schools.

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RE-AIMing COVID-19 online learning for medical students: a massive open online course evaluation

BMC Medical Education ◽

10.1186/s12909-021-02751-3 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Yusuf Yilmaz ◽

Ozlem Sarikaya ◽

Yesim Senol ◽

Zeynep Baykan ◽

Ozan Karaca ◽

...

Keyword(s):

Public Health ◽

Medical Students ◽

Clinical Training ◽

Medical Schools ◽

Course Evaluation ◽

Online Course ◽

Accurate Information ◽

Free Text ◽

Massive Open Online ◽

Massive Open Online Course

Abstract Background Clinical training during the COVID-19 pandemic is high risk for medical students. Medical schools in low- and middle-income countries (LMIC) have limited capacity to develop resources in the face of rapidly developing health emergencies. Here, a free Massive Open Online Course (MOOC) was developed as a COVID-19 resource for medical students working in these settings, and its effectiveness was evaluated. Methods The RE-AIM (reach, effectiveness, adoption, implementation, and maintenance) framework was utilized to evaluate the effectiveness of MOOC in teaching medical students about COVID-19. The data sources included the student registration forms, metrics quantifying their interactions within the modules, students’ course feedback, and free-text responses. The data were collected from the Moodle learning management system and Google analytics from May 9 to September 15, 2020. The research team analyzed the quantitative data descriptively and the qualitative data thematically. Results Among the 16,237 unique visitors who accessed the course, only 6031 medical students from 71 medical schools registered, and about 4993 (83% of registrants) completed the course, indicating high levels of satisfaction (M = 8.17, SD = 1.49) on a 10-point scale. The mean scores of each assessment modules were > 90%. The free-text responses from 987 unique students revealed a total of 17 themes (e.g., knowing the general information on COVID-19, process management of the pandemic in public health, online platform use, and instructional design) across the elements of the RE-AIM framework. Mainly, the students characterized the MOOC as well-organized and effective. Conclusions Medical students learned about COVID-19 using a self-paced and unmonitored MOOC. MOOCs could play a vital role in the dissemination of accurate information to medical students in LMIC in future public health emergencies. The students were interested in using similar MOOCs in the future.

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Anxiety, PTSD, and stressors in medical students during the initial peak of the COVID-19 pandemic

PLoS ONE ◽

10.1371/journal.pone.0255013 ◽

2021 ◽

Vol 16 (7) ◽

pp. e0255013

Author(s):

Carmen M. Lee ◽

Marianne Juarez ◽

Guenevere Rae ◽

Lee Jones ◽

Robert M. Rodriguez ◽

...

Keyword(s):

Medical Students ◽

Thematic Analysis ◽

Clinical Training ◽

Medical Schools ◽

Anxiety Symptoms ◽

Screening Tools ◽

Cross Sectional Survey ◽

Severe Anxiety ◽

Peak Phase ◽

Initial Peak

Purpose To assess psychological effects of the initial peak phase of the COVID-19 pandemic on United States (US) medical students in clinical training to anticipate sequelae and prepare for future outbreaks. Methods Authors emailed a cross-sectional survey in April-May, 2020 to students in clinical training years at six US medical schools which included validated General Anxiety Disorder (GAD-7) and Primary Care-PTSD (PC-PTSD-5) screening tools, and asked students about pandemic-related stress and specific concerns. Authors used quantitative and thematic analysis to present results. Results Of 2511 eligible students, 741 responded (29.5%). Most students (84.1%) reported at least “somewhat” increased levels of stress and anxiety related to the pandemic. On the GAD-7, 34.3% showed mild, 16.1% moderate, and 9.5% severe anxiety symptoms, with 39.6% demonstrating no/minimal symptoms. One quarter (25.4%) screened positive for PTSD risk symptoms. Top concerns of students chosen from a pre-populated list included inadequate COVID-19 testing, undiagnosed or asymptomatic spread and racial or other disparities in the pandemic. In thematic analysis, students’ reactions to removal from clinical learning included: understanding the need to conserve PPE (32.2%), a desire to help (27.7%), worry over infectious risk to others (25.4%) and self (21.2%), and lost learning opportunities (22.5%). Female students were significantly more likely to report anxiety and PTSD risk symptoms. Asian students had a greater risk of moderate anxiety and those underrepresented in medicine (UIM) had greater risk of moderate and severe anxiety symptoms compared to white students. Conclusions During the initial peak phase of COVID-19, over 60% of US medical students screened positive for pandemic-related anxiety and one quarter were at risk for PTSD. Female and UIM students were significantly more affected. Medical schools should consider broad support of students, and targeted outreach to female and UIM students.

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Attitudes of Israeli Medical Students Towards the Medical Treatment of Uninsured Migrants

10.21203/rs.2.12590/v2 ◽

2020 ◽

Author(s):

Zohar Mor ◽

Adam Cadesky ◽

Ran Halleluyan ◽

Rivka Sheffer

Keyword(s):

Medical Students ◽

Clinical Training ◽

Medical Training ◽

Medical Schools ◽

Developed Countries ◽

Cross Sectional Study ◽

Cross Sectional ◽

Professional Responsibilities ◽

Students Attitudes ◽

Societal Expectations

Abstract Background: Undocumented migration to developed countries poses practical concerns, as migrants are not medically insured. This cross-sectional study aims to appraise the attitudes of Israeli medical students towards the uninsured migrant population. Methods: Participants from five medical schools in Israel completed anonymous questionnaires in Hebrew, based on the "Medical Students’ Attitudes Toward the Underserved" (MSATU), which assessed students' attitudes regarding the professional responsibility and societal expectations towards the migrants. It also evaluated students' views of the migrants as eligible for expensive medical procedures. Results: A total of 891 students completed the survey with a median age of 28 years. The majority were Jews (N=816, 91.6%) and singles (N=681, 68.5%). Participants in the pre-clinical years were likely to be female and unmarried compared to those in clinical training. They also demonstrated higher scores on professional responsibilities and societal expectations than students in clinical training, but no significant differences were found in their views on expensive medical services. Students of minorities (non-Jews and migrants) scored higher on professional responsibilities and societal expectations. The scores for professional responsibilities and societal expectations decreased as students progressed in their medical training (Spearman coefficient p=0.04 and p=0.01, respectively). This trend was more apparent in males rather than females. Conclusion: MSATU scores declined as students progressed through medical school, with females maintaining more favorable attitudes than males. Medical schools should attempt to maintain the enthusiasm and idealism that students possess as they enter medical training and provide clinical experience with migrant populations that allows for cross-cultural communication.

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