scholarly journals Analisis Kelayakan Buku Ajar “Rangkuman Anatomi Umum Lengkap” di FK UNS terhadap Pemahaman Mahasiswa

2019 ◽  
Author(s):  
verren nadhifa
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Data Analysis ◽  
Medical Students ◽  
Scientific Knowledge ◽  
Learning Material ◽  
Fourth Edition ◽  
The Core ◽  
A Value ◽  
Clinical Cases

Anatomy is indeed the core of scientific knowledge that has been crucial in medical education for decades. Without its discernment way thoroughly and enormously, the medical student would get to rocky on diagnosing the patient's disease or other clinical cases. Conceivably, studying anatomy has been very tangled for most of the medical students, and for that reason, it is needed a require to produce compatible anatomy textbook. General anatomy textbook or commonly entitled as RAUL (Rangkuman Anatomi Umum Lengkap), is an anatomy learning textbook that was well-produced by the Anatomy Departement of Faculty of Medicine, Sebelas Maret University. This book has been one of a kind and has become the main source for the student to learn anatomy material. Furthermore, even though this book has been at the bits of students for the last few years, it still needed some evaluations. This research aim is to analyze the content advisability from the general anatomy textbook "RAUL" in chapter two, the fourth edition, 2019. This research encompasses qualitative techniques with data-analysis approaches. Content advisability is being judged based on three indicators, such as (1) the suitability of the material description with KI and KD, (2) the accuracy of the material, and (3) supporting learning material. Given data shows that this textbook is compatible as a main source of anatomy learning with a value of 91,7% according to twelve indicators that represent the competence of the textbook. It is hoped that this study provides measurable benefits and evaluations for subsequent anatomy textbooks and can contribute to anatomical learning.

scholarly journals Analisis Kelayakan Isi Buku Rangkuman Anatomi Umum Lengkap Edisi IV Semester 2 Bab 3 Fakultas Kedokteran UNS

2019 ◽  
Author(s):  
Muhana Fawwazy Ilyas
Keyword(s):  
Medical Education ◽  
Data Analysis ◽  
Qualitative Analysis ◽  
Education Program ◽  
Learning Material ◽  
Clinical Knowledge ◽  
Fourth Edition ◽  
Fundamental Knowledge ◽  
Medical Education Program ◽  
Data Arrangement

Anatomy has become one of the most fundamental knowledge in a medical education program and it's comprehensions are significantly important to understand another branch of clinical knowledge. General anatomy textbook or it's fancy as RAUL (Rangkuman Anatomi Umum Lengkap), arguably, got to be the main source of anatomy learning in the Faculty of Medicine, still need some evaluations. This research aim is to evaluate the eligibility of the fourth edition of the general anatomy textbook in chapter three. This study encompasses qualitative analysis which depends on its book. One technique that is being used in this research is qualitative analysis approaches with a mutually-related interactive model. The content eligibility was analyzed in depth with theory and particular data based instrument which come from various sources. The feasibility of content was assessed in terms of the suitability of the material description with KI and KD, the accuracy of the material, and supporting learning material. Given data was analyzed inductively with collected data, data reduction, data arrangement, data withdrawal, and verification of conclusion. Judging from data analysis, it can be concluded that the content of general anatomy textbook "RAUL", fourth edition, chapter three, Faculty of Medicine Sebelas Maret University, is very feasible with the value of 95% according to twelve points of the assessment aspects. It is hoped that this research can become a reference in evaluating the following textbook and contribute for anatomy learning as well.

scholarly journals PREVALENCE OF STRESS AND ITS ASSOCIATED FACTORS AMONG MEDICAL STUDENTS IN SABAH, MALAYSIA BORNEO

2019 ◽  
Vol 19 (2) ◽  
pp. 116-125 ◽  
Author(s):  
Aldrin Musiun ◽  
Khamisah Awang Lukman ◽  
Mohammad Saffree Jeffree ◽  
Fredie Robinson ◽  
Mohd Rohaizat Hassan ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Associated Factors ◽  
Health Care Services ◽  
Cross Sectional Study ◽  
Bivariate Analysis ◽  
Chi Square ◽  
Cross Sectional ◽  
Exact Test

Stress is accepted as the accumulation of unpleasant state of physical, mental and emotion on a person. Medical education has been known as one of the most stressful academic curriculum.  Hence, medical students may subjected to multiple psychological changes and challenges throughout the years of medical education.  The aim of this study was to determine the prevalence of stress and its associated factors among medical students. This cross sectional study was conducted from April to May 2018 in medical school in Sabah. It involved 396 medical students through universal sampling.  Self-administered questionnaires were used as an instrument for data collection. The questionnaires included were Sociodemographic Questionnaire, Depression, Anxiety and Stress Scales 21 (DASS-21) and Medical Student Stressors Questionnaire (MSSQ). Bivariate analysis (Chi Square test, Fisher’s Exact Test, Independent T test and Man-Whitney U test) were used to analyse the association. The response rate was 90.2%. The prevalence of stress among medical students were 33.3%.  Significant associated factors include financial support inadequacy (p=0.010) and all categories of medical student stressors. The mean score of the academic related stressors was found to be at 2.117 (±0.758) which was the highest mean score among medical student stressors assessed by MSSQ. The result of this study can be used as a basis for implementation of preventive measures such as provision of comprehensive, integrated and responsive mental health care services in university-based settings.

Flipping the Medical School Classroom

2018 ◽  
pp. 5800-5809
Author(s):  
Kristina Kaljo ◽  
Laura Jacques
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Clinical Skills ◽  
Medical Knowledge ◽  
Hybrid Learning ◽  
Teaching Methodologies ◽  
Face To Face ◽  
Content Acquisition ◽  
Hybrid Learning Environment

The preparation of today's physicians is a tremendous responsibility. For medical students to be successful, they must experience a multitude of opportunities to develop appropriate clinical skills, problem solving acumen, and medical knowledge. Due to various barriers, medical students may develop gaps in critical and foundational knowledge. The use of flipped lectures has the capacity to “mobilize” education and ensure for versatility and improved content acquisition through the implementation of both online and face-to-face teaching methodologies. This hybrid learning environment has the capacity to also address the increasingly diverse needs of today's matriculating medical student. This article identifies tools and strategies of how to incorporate flipped lectures into medical education.

Competency-Based Medical Education in Radiology: A Survey of Medical Student Perceptions

2020 ◽  
pp. 084653711989366
Author(s):  
Joseph Yang ◽  
Danny Jomaa ◽  
Omar Islam ◽  
Benedetto Mussari ◽  
Corinne Laverty ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Student Perceptions ◽  
Diagnostic Radiology ◽  
Competency Based Medical Education ◽  
Residency Programs ◽  
Radiology Residency ◽  
Competency Based ◽  
Almost All

Purpose: Implementing competency-based medical education in diagnostic radiology residencies will change the paradigm of learning and assessment for residents. The objective of this study is to evaluate medical student perceptions of competency-based medical education in diagnostic radiology programs and how this may affect their decision to pursue a career in diagnostic radiology. Methods: First-, second-, and third-year medical students at a Canadian university were invited to complete a 14-question survey containing a mix of multiple choice, yes/no, Likert scale, and open-ended questions. This aimed to collect information on students’ understanding and perceptions of competency-based medical education and how the transition to competency-based medical education would factor into their decision to enter a career in diagnostic radiology. Results: The survey was distributed to 300 medical students and received 63 responses (21%). Thirty-seven percent of students had an interest in pursuing diagnostic radiology that ranged from interested to committed and 46% reported an understanding of competency-based medical education and its learning approach. The implementation of competency-based medical education in diagnostic radiology programs was reported to be a positive factor by 70% of students and almost all reported that breaking down residency into measurable milestones and required case exposure was beneficial. Conclusions: This study demonstrates that medical students perceive competency-based medical education to be a beneficial change to diagnostic radiology residency programs. The changes accompanying the transition to competency-based medical education were favored by students and factored into their residency decision-making.

Scores on the Profile of Nonverbal Sensitivity: A Sample of Australian Medical Students

1988 ◽  
Vol 62 (3) ◽  
pp. 903-906 ◽  
Author(s):  
B. J. Evans ◽  
G. J. Coman ◽  
R. O. Stanley
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Longitudinal Study ◽  
Medical Students ◽  
Normative Data ◽  
Nonverbal Sensitivity

Scores of a sample of Australian medical students on the Profile of Nonverbal Sensitivity are compared with the normative data. The comparison suggests that these medical students' scores are generally slightly higher than those of the normative group but comparable to those of USA college and medical student samples. A comparison of 4th and 6th Year medical student samples indicated no differences between measures. These data will be further used in a longitudinal study of the effects of traditional medical education on students' consulting skills.

Irish Medical Education and Student Culture, c.1850-1950

2018 ◽  
Author(s):  
Laura Kelly
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Medical Profession ◽  
Religious Affiliation ◽  
Medical Schools ◽  
Student Life ◽  
Student Culture ◽  
History Of ◽  
Irish Medical

This book is the first comprehensive history of medical student culture and medical education in Ireland from the middle of the nineteenth century until the 1950s. Utilising a variety of rich sources, including novels, newspapers, student magazines, doctors’ memoirs, and oral history accounts, it examines Irish medical student life and culture, incorporating students’ educational and extra-curricular activities at all of the Irish medical schools. The book investigates students' experiences in the lecture theatre, hospital, dissecting room and outside their studies, such as in ‘digs’, sporting teams and in student societies, illustrating how representations of medical students changed in Ireland over the period and examines the importance of class, religious affiliation and the appropriate traits that students were expected to possess. It highlights religious divisions as well as the dominance of the middle classes in Irish medical schools while also exploring institutional differences, the students’ decisions to pursue medical education, emigration and the experiences of women medical students within a predominantly masculine sphere. Through an examination of the history of medical education in Ireland, this book builds on our understanding of the Irish medical profession while also contributing to the wider scholarship of student life and culture. It will appeal to those interested in the history of medicine, the history of education and social history in modern Ireland.

scholarly journals The Status of Medical Student Education in Pregnancy Options Counseling: a Review

2021 ◽  
Author(s):  
Lauren E. Farmer ◽  
Camille A. Clare
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Medical Student Education ◽  
Undergraduate Medical Students ◽  
Student Education ◽  
Gynecology And Obstetrics ◽  
The Status ◽  
Barriers To Teaching

Abstract Background The Association of Professors of Gynecology and Obstetrics (APGO) has acknowledged the importance of pregnancy options counseling by listing it as a “shows how” skill for all undergraduate medical students. Unfortunately, there is no standard curriculum utilized to teach medical students pregnancy options counseling or to assess skill sustainability over time. Objectives To review and summarize the literature on pregnancy options counseling in undergraduate medical education. Methods We performed a structured literature review searching Google Scholar, PubMed, and EMBASE for articles between 2000 and February 2020. Inclusion criteria were English language studies of M. D. and D.O. programs in North America with a discussion of pregnancy options counseling as it relates to medical student education. Results There is a small but growing body of literature on pregnancy options counseling in medical student education. The common themes across the 17 papers reviewed include the status of pregnancy options counseling in undergraduate medical education, barriers to teaching options counseling, the timing of education, utilization of the options counseling Objective Structured Clinical Examination (OSCE), learner challenges, and novel strategies for implementing education in options counseling and subsequent learning outcomes. Conclusions There is no standardized pregnancy options counseling curriculum in undergraduate medical education (UME). The landscape in which this important skill is being taught is one of random, insufficient, and uncoordinated curricular interventions. This is the only review on this subject, making it a unique summary on pregnancy options counseling in UME.

scholarly journals A Qualitative Exploration of Medical Student Empathy During the COVID-19 Pandemic

2021 ◽  
Author(s):  
Gabriel Ellison ◽  
Thomas Pruzinsky
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Clinical Training ◽  
Medical Specialty ◽  
Moral Dilemmas ◽  
Structured Interview ◽  
Family Responsibilities ◽  
Second Year ◽  
Difficult Times

Abstract BackgroundThere is evidence that medical student self-reported empathy may decline as one progresses through their clinical training. Due to the unprecedented changes to both patient care and medical education caused by COVID-19, it is reasonable to assume that medical student empathy may be impacted. The goal of this July 2020 study was to qualitatively explore how the COVID-19 pandemic might affect medical students’ reported experience of empathy.MethodUsing a semi-structured interview, the authors interviewed 12 medical students, 6 second-year and 6 fourth-year. They selected these groups because of the distinct differences in their clinical experience. ResultsData analysis identified 5 major themes: 1) Expanded Perspective (e.g., a feeling of “we’re in this together”, increased awareness of patient vulnerability) 2) Moral Dilemmas (e.g., difficult decisions faced by students as a result of the pandemic such as weighing educational vs. family responsibilities, students risking their own health to provide the best possible care) 3) Confirmation of Values (e.g., Feeling reaffirmed in decision to enter medicine, feeling the pandemic was “what we signed up for” by entering medical school) 4) Shaping Priorities (e.g., changes in medical specialty or populations of interest) 5) Barriers to Empathy and Adaptive Strategies (e.g., COVID-19 created many physical, psychological, and social barriers to empathy for students, students presented many strategies for ameliorating these barriers). Five students (42%) reported increased empathy with no students reporting a decrease in empathy due to experiences during the pandemic. Conclusions Participants did not report that their personal experience of empathy for patients was negatively influenced by the COVID-19 pandemic. Many reported that their empathy increased. The observed differences in responses by pre-clinical (second-year) and clinical (fourth-year) students suggests a possible shift in how empathy is experienced and practiced as one progresses through their medical education. The overwhelmingly positive responses to the semi-structured interview, emphasizing appreciation of the opportunity to discuss topics not previously openly discussed, underscores the importance of providing explicit opportunities for students to discuss their emotional/interpersonal experiences within medical education, particularly in difficult times such as the COVID-19 pandemic.

Discussion on the Influence and Enlightenment of Corona Virus Disease 2019 (COVID-19) on Medical Students in China (Preprint)

2020 ◽  
Author(s):  
Hong Wan ◽  
Yujie Tu ◽  
Yu Fu ◽  
Zhao Yan ◽  
Yalin Chen ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Education Reform ◽  
Clinical Medicine ◽  
Virus Disease ◽  
First Line ◽  
Medical Education Reform ◽  
The Future ◽  
New Ideas

UNSTRUCTURED COVID-19 spread in Wuhan in January 2020 and the whole country worked together to fight the epidemic. Up to now, more than 80,000 people have been diagnosed, and more than 40,000 medical staffs have assisted first-line rescue in Wuhan. As a reserve force for clinical medicine, medical students bear the heavy responsibility of future medical development. The author, as a medical student, has considered carefully about facing the present and looking forward to the future after this epidemic. The author mainly discusses about the influence of COVID-19 on medical students and its enlightenment on medical students and medical education reform in this paper, and hopes to resonate with medical students and provide some new ideas for future medical education reform.

Conception and Feasibility of a Digital Tele-Guided Abdomen, Thorax, and Thyroid Gland Ultrasound Course for Medical Students (TELUS study)

2021 ◽  
Author(s):  
Elena Höhne ◽  
Florian Recker ◽  
Erik Schmok ◽  
Peter Brossart ◽  
Tobias Raupach ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Average Score ◽  
Learning Material ◽  
Digital Learning ◽  
Undergraduate Medical Students ◽  
Final Exam ◽  
Image Rating

Abstract Purpose Medical education has been transformed during the COVID-19 pandemic, creating challenges regarding adequate training in ultrasound (US). Due to the discontinuation of traditional classroom teaching, the need to expand digital learning opportunities is undeniable. The aim of our study is to develop a tele-guided US course for undergraduate medical students and test the feasibility and efficacy of this digital US teaching method. Materials and Methods A tele-guided US course was established for medical students. Students underwent seven US organ modules. Each module took place in a flipped classroom concept via the Amboss platform, providing supplementary e-learning material that was optional and included information on each of the US modules. An objective structured assessment of US skills (OSAUS) was implemented as the final exam. US images of the course and exam were rated by the Brightness Mode Quality Ultrasound Imaging Examination Technique (B-QUIET). Achieved points in image rating were compared to the OSAUS exam. Results A total of 15 medical students were enrolled. Students achieved an average score of 154.5 (SD ± 11.72) out of 175 points (88.29 %) in OSAUS, which corresponded to the image rating using B-QUIET. Interrater analysis of US images showed a favorable agreement with an ICC (2.1) of 0.895 (95 % confidence interval 0.858 < ICC < 0.924). Conclusion US training via teleguidance should be considered in medical education. Our pilot study demonstrates the feasibility of a concept that can be used in the future to improve US training of medical students even during a pandemic.

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