Learning Process of Medical Students During Simulation Training in Psychiatry

OBJECTIVE: Estimate the prevalence of common mental disorder and its associated factors among medical students of the Universidade Federal de Sergipe. METHOD: A cross-sectional study was carried out, applying Self Reporting Questionnaire-20 to 473 students from the 512 medical students enrolled in 2006 and compared with compared with a structured questionnaire by the authors containing information on the socio-demographic characteristics, the teaching-learning process and the psycho-emotional experiences of the students. Freshmen were excluded after initial comparison with the students already exposed to the medical course. Statistical analysis by multiple logistic regression after calculating simple and adjusted odds ratio (OR). RESULTS:The general prevalence of common mental disorder was 40% (n = 473); after exclusion of the freshmen it increased to 42.5% among students from the 2nd to the 12th semester. It was higher among those who did not have faith in their acquisition of the skills needed to become a good doctor (OR = 2.82), who felt less comfortable about course activities (OR = 3.75), who considered themselves emotionally stressed (OR = 2.14), among those who did not consider themselves happy (OR = 2.85), who believed that the course did not match their expectations (OR = 1.64) and those who had a prior diagnosis of mental disorder by a psychiatrist (OR = 3.78). CONCLUSION: The results suggest the necessity of changes to the teaching-learning process and the establishment of a preventive mental health program for medical students.

Download Full-text

Effectiveness of different numbers of simulation training models on medical students’ cervical examination performance

International Journal of Gynecology & Obstetrics ◽

10.1002/ijgo.12404 ◽

2017 ◽

Vol 141 (2) ◽

pp. 255-260

Author(s):

Wei Lin ◽

Yingna Song

Keyword(s):

Medical Students ◽

Simulation Training ◽

Training Models ◽

Examination Performance

Download Full-text

ACTUAL PROBLEMS OF OVERCOMING OF PSYCHOLOGICAL BARRIERS ON THE EXAMPLE OF STUDENTS OF MEDICAL EDUCATIONAL INSTITUTIONS

Vestnik ◽

10.53065/kaznmu.2021.98.42.044 ◽

2021 ◽

pp. 258-261

Author(s):

Р. Тлебалдин ◽

М. Абиров ◽

М.К. Желдербаева ◽

Е. Ергешов ◽

Ж.Н. Бисенбаева

Keyword(s):

Medical Students ◽

Learning Process ◽

Negative Impact ◽

Working Hours ◽

Educational Activity ◽

Educational Institutions ◽

Psychological Barriers ◽

Psychological Barrier ◽

The Status ◽

The Individual

В статье рассмотрены условия преодоления психологических барьеров в обучении студентов медиков. Преодоление психологического барьера это сложный и многогранный процесс, который сопровождается изменениями жизненных условий, статуса вчерашнего школьника, определения своего места в новом коллективе, отношениями с преподавателями, изменениями в организации своего рабочего времени, осознании причастности к будущей профессии врача. Психологический барьер представляет собой определенную внутриличностную преграду, преодоление которой ведет к качественному преобразованию, как деятельности личности, так и самой личности. Кроме этого в статье раскрываются основные причины возникновения психологических барьеров в процессе обучения, где проблема преодоления психологических барьеров учебной деятельности изучалась как в педагогических, так и в психологических исследованиях и оказывает негативное влияние на учебную деятельность студентов. The article considers the conditions for overcoming psychological barriers in the training of medical students. Overcoming the psychological barrier is a complex and multifaceted process that is accompanied by changes in living conditions, the status of yesterday's student, determining their place in the new team, relationships with teachers, changes in the organization of their working hours, awareness of involvement in the future profession of a doctor. The psychological barrier is a certain intrapersonal barrier, the overcoming of which leads to a qualitative transformation of both the activity of the individual and the personality itself. In addition, the article reveals the main reasons for the emergence of psychological barriers in the learning process, where the problem of overcoming psychological barriers to educational activity has been studied both in pedagogical and psychological studies and has a negative impact on the educational activities of students.

Download Full-text

P54 Management of acutely unwell patients: simulation training for medical students in emergency medicine

10.1136/bmjstel-2018-aspihconf.146 ◽

2018 ◽

Author(s):

Charles Player ◽

Alex Matheson

Keyword(s):

Emergency Medicine ◽

Medical Students ◽

Simulation Training

Download Full-text

Evaluating the effectiveness of plastic surgery simulation training for undergraduate medical students

Journal of Plastic Reconstructive & Aesthetic Surgery ◽

10.1016/j.bjps.2019.10.005 ◽

2020 ◽

Vol 73 (2) ◽

pp. 276-277 ◽

Cited By ~ 2

Author(s):

David Zargaran ◽

Mohammed Turki ◽

Borna Farzaneh ◽

Malvika Subramaniam ◽

Nima Motahariasl ◽

...

Keyword(s):

Medical Students ◽

Plastic Surgery ◽

Simulation Training ◽

Surgery Simulation ◽

Undergraduate Medical Students

Download Full-text

To examine the associations between medical students’ conceptions of learning, strategies to learning, and learning outcome in a medical humanities course

BMC Medical Education ◽

10.1186/s12909-019-1856-8 ◽

2019 ◽

Vol 19 (1) ◽

Author(s):

Yu-Chun Chiu ◽

Jyh-Chong Liang ◽

Hong-Yuan Hsu ◽

Tzong-Shinn Chu ◽

Kuan-Han Lin ◽

...

Keyword(s):

Medical Students ◽

Learning Outcomes ◽

Learning Strategies ◽

Learning Process ◽

Medical Humanities ◽

Structural Equation ◽

Learning Outcome ◽

Equation Modeling ◽

Conceptions Of Learning ◽

Basic Level

Abstract Background By learning medical humanities, medical students are expected to shift from handling the diseases only to seeing a whole sick person. Therefore, understanding medical students’ learning process and outcomes of medical humanities becomes an essential issue of medical education. Few studies have been conducted to explore factors surrounding medical students’ learning process and outcomes of medical humanities. The objectives were: (1) to investigate the relationships between medical students’ conceptions of learning and strategies to learning; and (2) to examine the relationships between students’ strategies to learning and learning outcomes for medical humanities. Methods We used the modified Approaches to Learning Medicine (mALM) questionnaire and Conceptions of Learning Medicine (COLM) questionnaire to measure the medical students’ strategies to learning and conceptions of learning respectively. The learning outcome of medical humanities was measured using students’ weighted grade in a medical humanities course. The confirmatory factor analysis (CFA) was used to validate the COLM and mALM questionnaires, in which construct validity and reliability were assessed. Pearson’s correlation was used to examine the relationships among the factors of COLM, mALM, and the weighted grade. Path analysis using structural equation modeling technique (SEM) was employed to estimate the structural relationships among the COLM, mALM, and the weighted grade. Results Two hundred and seventy-five first-year medical students consented to participate in this study. The participants adopting surface strategies to learning were more likely to have unsatisfactory learning outcome (β = − 0.14, p = .04). The basic-level conception of “Preparing for Testing” was negatively (β = − 0.19, p < .01) associated with deep strategies of learning, and positively (β = 0.48, p < .01) associated with surface strategies of learning (β = 0.50, p < .01). The basic-level conception of “Skills Acquisition” was positively associated with deep strategies of learning (β = 0.23, p < .01). Conclusion Medical educators should wisely employ teaching strategies to increase students’ engagement with deep and self-directed learning strategies, and to avoid using surface learning strategies in the medical humanities course in order to achieve better learning outcomes.

Download Full-text