scholarly journals Nepal earthquake 2015: experience of junior clinical year medical students of Patan Academy of Health Sciences

2018 ◽  
Vol 5 (1) ◽  
pp. 69-74
Author(s):  
Carmina Shrestha ◽  
Sajan Acharya ◽  
Jasmin Joshi ◽  
Nahakul Shahi ◽  
Raksha Sharma ◽  
...  
Keyword(s):  
Medical Students ◽  
Disaster Response ◽  
Health Sciences ◽  
Nepal Earthquake ◽  
Medical School Training ◽  
Students First ◽  
Important Addition ◽  
Mass Disasters ◽  
School Training ◽  
The Impact

Dilemmas regarding whether medical students’ participation ‘as doctor’ in disaster response is ethical remains unanswered. Although they prove to be an important addition to the workforce during such settings, their limited competency and likeliness to harm themselves and the patients in the process raises questions. Here we present our views on medical students’ involvement in disaster response based on our experiences at Patan Hospital, Patan Academy of Health Sciences (PAHS) during the Nepal earthquake 2015. Medical students play a crucial role in disaster management; however, they are not proficient in care for mass disasters. Nonetheless, being involved offered students first-hand experience on disaster response and also helped the disaster response by providing extra manpower. With more training, medical students can serve as a skillful workforce during disaster. The impact of regular drills strategically placed during medical school training in the curricula can be of immense help to build capacity for medical disaster response.  

The Evolution of Core Curriculum in Medical Schools

2020 ◽  
pp. 92-109
Author(s):  
Aaron L. Burshtein ◽  
Joshua G. Burshtein ◽  
Peter A. Gold ◽  
Luke Garbarino ◽  
David E. Elkowitz
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Learning Environments ◽  
Technological Innovation ◽  
Core Curriculum ◽  
Medical School Training ◽  
Case Based Learning ◽  
Medical Educators ◽  
School Training ◽  
Case Based

Medical education has undergone an evolution from passive, lecture-based learning environments to curricula that accentuate an active and dynamic system. Stemming from technological innovation, a greater amount of responsibility has been placed on students during clerkships and residency. In addition, a shift in USMLE assessment focuses on interpretation and application as compared to the former memorization-heavy approach. Therefore, learning has been modified to prepare students for the future medical landscape. Through the use of Team-Based, Problem-Based, and/or Case-Based Learning, medical students are taught to understand content rather than memorize it. The authors elucidate the rationale behind active learning and present a guide for medical educators to adopt this style of learning in every part of the undergraduate medical school training process.

scholarly journals Medical improvisation facilitating development of students’ confident responses

Porta Lingua ◽  
2020 ◽  
pp. 273-278
Author(s):  
Judit Fekete ◽  
Kata Eklics
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Self Awareness ◽  
Collaborative Communication ◽  
Cultural Backgrounds ◽  
Interprofessional Communication ◽  
Medical School Training ◽  
Sharing Responsibility ◽  
School Training ◽  
Difficult Situations

This study was conducted to examine doctor–patient and interprofessional communication skills, particularly self-awareness, listening to others, collaborative communication, assertiveness, and sharing responsibility and power in communication in simulated situations in which medical students would be expected to face problems dealing with difficult situations involving patients. The students, all proficient in English, were enrolled in a MediSkillsLab class. Three of the 15 students participating in the study came from Korea, one from Iran, one from Jordan and the rest of the students were from Norway. Most students were beyond their third year of medical school training. With the help of the new method used in this course, referred to as “medical improv”, we aimed to assess and compare which communication skills are more universally improvable based on using various improvisation techniques and methods regardless of ethnical and cultural backgrounds. Our goal was not to create a piece of “theater”, rather to use medical improv within clinical and educational settings, in which students could practice in a safe environment. The final section of this paper explores the implications of the study, especially the hypothesis that applied improvisation drastically improves communication skills of medical students coming from diverse ethnical and cultural backgrounds.

scholarly journals Interns’ perspectives on impacts of the COVID-19 pandemic on the medical school to residency transition

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Ariel S. Winn ◽  
Matthew D. Weaver ◽  
Katherine A. O’Donnell ◽  
Jason P. Sullivan ◽  
Rebecca Robbins ◽  
...  
Keyword(s):  
United States ◽  
Medical School ◽  
Social Connectedness ◽  
Well Being ◽  
The United States ◽  
Medical Conditions ◽  
Cross Sectional ◽  
Medical School Training ◽  
School Training ◽  
The Impact

Abstract Background The COVID-19 pandemic resulted in disruptions to medical school training and the transition to residency for new post-graduate year 1 resident-physicians (PGY1s). Therefore, the aim of this study was to understand the perspectives of United States PGY1s regarding the impact of the pandemic on these experiences. Our secondary aims were to understand how desire to practice medicine was impacted by the pandemic and whether PGY1s felt that they were able to meaningfully contribute to the COVID-19 response as students. Method We conducted a national, cross-sectional study of PGY1s who had recently graduated from medical school in 2020. A survey was distributed to PGY1s from across specialties, in programs distributed throughout the United States. It included questions about medical school training during the pandemic, impact on graduation timing and transition to internship, concerns about caring for patients with COVID-19, desire to practice medicine, and ability to meaningfully contribute to the pandemic. Findings are presented using descriptive statistics and univariate logistic regression models. Results 1980 PGY1s consented to participate, 1463 completed the survey (74%), and 713 met criteria for this analysis. 77% of PGY1s reported that the pandemic adversely affected their connection with their medical school communities, and 58% reported that the pandemic impeded their preparation for intern year. 4% of PGY1s reported graduating medical school and practicing as an intern earlier than their expected graduation date. While the majority of PGY1s did not have a change in desire to practice medicine, PGY1s with concerns regarding personal health or medical conditions (OR 4.92 [95% CI 3.20–7.55] p < 0.0001), the health or medical conditions of others in the home (OR 4.41 [2.87–6.77], p < 0.0001]), and PGY1s with children (OR 2.37 [1.23–4.58], p < 0.0001) were more likely to report a decreased desire. Conclusions The COVID pandemic disrupted the social connectedness and educational experiences of a majority of PGY1 residents in a sample of trainees in United States training programs. Those with health concerns and children had particularly challenging experiences. As the current and subsequent classes of PGY1s affected by COVID-19 proceed in their training, ongoing attention should be focused on their training needs, competencies, and well-being.

Disaster preparedness among medical students: A survey assessment

2010 ◽  
Vol 5 (5) ◽  
pp. 275-284 ◽  
Author(s):  
Kori Sauser, MD ◽  
Rita V. Burke, PhD, MPH ◽  
Rizaldy R. Ferrer, PhD ◽  
Catherine J. Goodhue, CPNP ◽  
Nikunj C. Chokshi, MD ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Disaster Preparedness ◽  
Disaster Response ◽  
Medical Procedures ◽  
Cross Sectional ◽  
Disaster Experience ◽  
Students First ◽  
Fourth Year Medical Students ◽  
Academic Year

Objective: To describe the level of preparedness in performing medical procedures of medical students at one allopathic medical school and to determine the level of willingness to perform these procedures in the event of a disaster.Design: Cross-sectional survey.Setting: US allopathic medical school associated with a county hospital.Participants: All third- and fourth-year medical students (344) in the 2007-2008 academic year were invited to participate. One hundred ninety-five students participated in this study (response rate _ 57.6 percent).Main outcome measures: Information on demographic characteristics, personal disaster experience, personal disaster preparedness, and overall preparedness level and willingness to perform various medical procedures was collected. Multiple regression analysis was used to identify the factors predicting procedural willingness during a disaster.Results: Demographics and personal disaster preparedness were not statistically significant between third-year medical students (M3) and fourth-year medical students (M4). Although procedural preparedness was significantly higher in M4 than M3, willingness to perform these procedures in a disaster was not different. Fourth-year students, first receivers (students’ anticipated field is in emergency medicine or surgery), not having had a personal disaster experience, and increased procedural preparedness independently impact procedural willingness in a disaster. However, when controlled for the covariate effects in the regression model, only first receivers, no past personal disaster experience, and increased procedural preparedness predicted willingness to perform medical procedures during a disaster.Conclusions: Third- and fourth-year students possess skills that may prove useful in a disaster response. Further investigations are necessary to determine how medical students may be utilized during these events.

Indigenous Australian medical students’ perceptions of their medical school training

2009 ◽  
Vol 43 (11) ◽  
pp. 1047-1055 ◽  
Author(s):  
Gail Garvey ◽  
Isobel E Rolfe ◽  
Sallie-Anne Pearson ◽  
Carla Treloar
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Indigenous Australian ◽  
Medical School Training ◽  
School Training

Medical Students' Religious Affiliation as Related to Values and Attitudes toward Patient Care

1977 ◽  
Vol 41 (3) ◽  
pp. 747-758 ◽  
Author(s):  
Rosalia E. Amitrano Paiva ◽  
Huynh Huynh ◽  
Isabel R. Juan ◽  
Harold B. Haley
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Religious Affiliation ◽  
Potential Effect ◽  
Religious Values ◽  
Latter Day Saints ◽  
Medical School Training ◽  
School Training ◽  
Interpersonal Values ◽  
Future Practice

Medical students grouped on the basis of their religious affiliation are compared in terms of values, personality, and attitudes measured upon entering and graduating from medical school. Instruments used were the Allport-Vernon-Lindzey Study of Values, the Survey of Interpersonal Values, Rokeach Dogmatism Scale, and the Cancer Attitude Survey. Several fundamental dissimilarities among the groups are accounted for by three discriminant factors. A basic difference is reflected in subjects' religious values and their attitudes pertaining to immortality and death. Latter Day Saints, Catholics, and Protestants attach more importance to religion than Jewish and non-affiliated students, have higher religious values, and express stronger belief in personal immortality and preparation for death. During medical school training, differential changes occur. Protestants and Catholics change the most. At graduation significant variations are noted with respect to career and specialty choices and preferences for location of future practice. The findings are discussed in the context of the potential effect of the groups' differential characteristics upon the care they will give to their patients.

Undergraduate Medical Education

1987 ◽  
Author(s):  
William G. Rothstein
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Undergraduate Medical Education ◽  
Clinical Training ◽  
Clinical Skills ◽  
General Medicine ◽  
Medical School Training ◽  
Major Teaching ◽  
School Training

Undergraduate medical education has changed markedly in the decades after mid-century. The basic medical sciences have been de-emphasized; clinical training in the specialties has replaced that in general medicine; and both types of training have been compressed to permit much of the fourth year to be used for electives. The patients used for teaching in the major teaching hospitals have become less typical of those found in community practice. Innovations in medical education have been successful only when they have been compatible with other interests of the faculty. As medicine and medical schools have changed, major differences of opinion have developed over the goals of undergraduate medical education. Practicing physicians have continued to believe that the fundamentals of clinical medicine should be emphasized. A survey in the 1970s of 903 physicians found that over 97 percent of them believed that each of the following was “a proper goal of medical school training:” “knowing enough medical facts;” “being skillful in medical diagnosis;” “making good treatment plans;” “understanding the doctor-patient relationship;” “understanding the extent to which emotional factors can affect physical illness;” “being able to keep up with new developments in medicine;” and being able to use and evaluate sources of medical information. Only 52 percent felt that “being able to carry out research” was a proper goal of medical school training. Medical students have also believed that undergraduate medical education should emphasize clinical training. Bloom asked students at one medical school in the early 1960s whether they would prefer to “work at some interesting research problem that does not involve any contact with patients,” or to “work directly with patients, even though tasks are relatively routine.” About 25 percent of the students in all four classes chose research, while 58 percent of the freshmen and 70 percent of the juniors and seniors chose patient care. The same study also asked students their criteria for ranking classmates “as medical students.” Clinical skills were the predominant criteria used by students, with “ability to carry out research” ranking far down on the list. Faculty members, on the other hand, have emphasized the basic and preliminary nature of undergraduate medical education.

scholarly journals Not quite a doctor, but should I help? A qualitative exploration of medical students’ attitudes towards responding to medical emergencies that occur in the public domain

BMJ Open ◽  
2019 ◽  
Vol 9 (4) ◽  
pp. e028035 ◽  
Author(s):  
Jessica Ying-Yi Xie ◽  
Rachael Frost ◽  
Richard Meakin
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Mixed Methods Research ◽  
Medical Profession ◽  
School Students ◽  
Hospital Medical ◽  
Professional Duty ◽  
Medical School Training ◽  
Medical Emergencies ◽  
School Training

ObjectiveTo explore medical students’ views on and experiences of responding to out-of-hospital medical emergencies.SettingUniversity College London (UCL).Participants11 UCL Medical School students.Study designQualitative.Methods and outcome measuresWe carried out 11 one-to-one semistructured interviews, with participant validation and reflective work. The data were analysed using thematic analysis.ResultsThree core themes were identified. (1) ‘We Did Debate a Bit: Should We Go? Should We Not?’—Students’ decisions to respond were based on the appearance of the casualty; the presence and actions of bystanders; witnessing the incident; self-perceived competence, confidence and knowledge; and personal experiences and feelings associated with medical emergencies. (2) ‘It Would Represent the Medical Profession Well if We Did Step In and Help’—Students felt that they had an ethical and/or professional duty to help. (3) ‘No One Should Die Because of a Lack of… Basic Life-Saving Techniques’—Students felt that medical school training alone had not sufficiently prepared them to respond to out-of-hospital medical emergencies. Improvements to training were suggested: integrating first aid/response training into the horizontal (systems-based) modules; teaching both common and less common medical emergencies and presentations; training that is led by experienced first responders and that increases students’ exposure to out-of-hospital medical emergencies; and providing more revision training sessions.ConclusionsStudents felt that medical school training could be improved to better prepare them for responding to out-of-hospital medical emergencies, and wanted clarification on whether or not they have an ethical and/or professional duty to help. Further mixed-methods research using a larger sample needs to be carried out to confirm whether findings are transferable to other UK medical schools.

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