scholarly journals Early Clinical Exposure in Preclinical Years of Medical School

2021 ◽  
Vol 59 (242) ◽  
pp. 936-938
Author(s):  
Anisha Basukala ◽  
Kabita Chaudhary
Keyword(s):  
Communication Skills ◽  
Clinical Skills ◽  
Medical Science ◽  
Learning Method ◽  
Traditional Curriculum ◽  
Clinical Exposure ◽  
The Past ◽  
Wide Gap ◽  
Teaching Learning ◽  
Early Clinical Exposure

Medical science is one of the sectors which has faced rapid advancement in the past few years. But sadly, medical schools are still following the traditional curriculum where a wide gap between the pre-clinical and clinical phases prevails. Early clinical exposure is known to act as a bridge to this gap. It contributes to the overall development of naive medical students enhancing their communication skills, clinical skills, teamwork, empathy development, and motivation towards selfdirected learning and hence making them more competent for clinical years. So, as it reinforces the conventional didactic teaching-learning method it becomes a much-needed part for the students in preclinical years.

scholarly journals Development and validation of simulated virtual patients to impart early clinical exposure in endocrine physiology

2018 ◽  
Vol 42 (1) ◽  
pp. 15-20 ◽  
Author(s):  
Akriti Gupta ◽  
Satendra Singh ◽  
Farah Khaliq ◽  
Upreet Dhaliwal ◽  
S. V. Madhu
Keyword(s):  
Clinical Reasoning ◽  
Clinical Skills ◽  
Knowledge Gain ◽  
Virtual Patients ◽  
Learning Tools ◽  
Clinical Exposure ◽  
Improved Learning ◽  
Teaching Learning ◽  
Real Patients ◽  
Early Clinical Exposure

In the country presently, preclinical medical students are not routinely exposed to real patients. Thus, when they start clinical postings, they are found to have poor clinical reasoning skills. Simulated virtual patients (SVPs) can improve clinical skills without endangering real patients. This pilot study describes the development of two SVPs in endocrine physiology and their validation in terms of acquisition of clinical knowledge and student engagement. Two SVPs, Nandini Sharma (unintentional weight gain) and Sunil Yadav (polyuria), were created and published on the i-Human Patients platform through an iterative, interdisciplinary, and transdisciplinary collaborative process using the conceptual framework of Kim et al. (Kim S, Phillips WR, Pinsky L, Brock D, Phillips K, Keary J. Med Educ 40: 867–876, 2006). After internal and external peer validation, the SVPs were piloted on 40 students (20 students per virtual patient) over 2 wk. A cognitive pretest was conducted before exposure, and a posttest soon after. Faculty and student feedback were collected. Faculty found SVPs authentic, helpful as teaching-learning tools, and useful for giving feedback and for assessment. Students found SVPs more engaging than paper cases and helpful in developing clinical reasoning and in imparting clinical exposure. Pretest and posttest scores indicated knowledge gain ( P < 0.01). Although challenging to create, SVPs created on the i-Human Patients platform improved learning in endocrine physiology and were well accepted by students and faculty as a means to provide early clinical exposure. More SVPs can be developed through collaboration between stakeholder departments and integrated into the curriculum for greater benefit.

An integrated simulation-based early clinical exposure module in cardiovascular physiology

2020 ◽  
Vol 64 ◽  
pp. 147-154
Author(s):  
R. Aswini Dutt ◽  
Rashmi Jain ◽  
Shobith Bangera
Keyword(s):  
Medical Students ◽  
Clinical Skills ◽  
Cardiovascular Physiology ◽  
Knowledge Gain ◽  
Perceived Knowledge ◽  
Clinical Exposure ◽  
Integrated Simulation ◽  
Simulation Based ◽  
Post Test ◽  
Early Clinical Exposure

Objectives: A good conceptual understanding of physiology is very important to build a strong foundation for medical students. It is a daunting job for teachers to emphasise the clinical relevance of basic science subjects as exposure to patients invariably starts after these subjects have been taught. With the introduction of early clinical exposure in the newly revised Indian undergraduate medical curriculum, this problem can be addressed to a certain extent. We developed an integrated simulation module for teaching cardiovascular physiology to pre-clinical students as a part of early clinical exposure. Materials and Methods: We included 145 medical students of a Private Medical College of a Deemed to be University in Mangalore, Karnataka, India. The teaching module covered the topics of cardiovascular physiology such as functional anatomy, cardiac cycle, normal electrocardiogram (ECG), arrhythmia, arterial pulse examination, heart sounds and hands-on cardiovascular examination using a variety of simulators. The assessment was done by pre-test and post-test. A retro-pre questionnaire was used to assess their self-perceived knowledge gain and level of clinical skills. Feedback on overall experience was collected from the participants. Results: The student feedback showed that learning experience was life-like (98.6%), effective, innovative and enjoyable (99.3%) and making the overall experience of learning easier (95.2%). It also improved participation, communication (93.8%), clinical skills and a better understanding of patient care (99.3%). The results of the retro- pre questionnaire to assess their self-perceived knowledge gain (95%) and level of clinical skills (96%) were highly satisfactory. The assessment of knowledge domain showed 100% of the students achieved pass percentage (>50%) with significant difference among pre- and post-test scores. Faculty (100%) opined that simulation-based teaching resulted in effected learning. Conclusions: The use of simulation-based teaching in cardiovascular physiology as part of early clinical exposure leads to enhanced learning and clinical application. This will stimulate interest in subject and promote better learning.

scholarly journals THE INFLUENCE OF EARLY CLINICAL EXPOSURE MODULE IN UNDERGRADUATE MEDICAL EDUCATION

2021 ◽  
Vol 5 (4) ◽  
Author(s):  
Mukta P Bidikar ◽  
Vikram Londhey
Keyword(s):  
Undergraduate Students ◽  
Basic Science ◽  
Medical Curriculum ◽  
Medical Professional ◽  
Faculty Perception ◽  
Clinical Exposure ◽  
Validated Questionnaire ◽  
Post Test ◽  
Teaching Learning ◽  
Early Clinical Exposure

Introduction: In traditional medical curriculum basic science subjects were taught in isolation from clinical subjects. Students would thereby find it difficult to retain concepts in basic sciences, recall and co-relate it when clinical setting was encountered. Early clinical exposure is early authentic patient contact in clinical or social setting which helps to enhance the understanding of health or illness/disease and the role of medical professional. The objective of this study was to study the influence of early clinical exposure for a module on jaundice on undergraduate students and faculty perception. Materials and Methods: ECE module on jaundice was introduced for study in first MBBS students. Pre-validated questionnaire was used for data collection and student and faculty perception about the module was evaluated. Results: Participating students got better score in post-test (6. 03 + 1.701) as compared with pre-test (5.82+1.701) although the results were not statistically significant. 92% students and faculty positively rated and appraised ECE as a teaching learning tool. Conclusion: ECE module on jaundice generated interest in students and could help students co-relate basic science concepts with cases. This could lead to improvement in academic performance and better patient care. Keywords: Early clinical exposure; student, faculty perception

scholarly journals Quality of Communication skills of nurses worked at the Hospitals Affiliated to Jahrom University of Medical Sciences, Iran

2018 ◽  
Vol 17 (2) ◽  
pp. 275-281
Author(s):  
Zohreh Badiyepeymaiejahromi ◽  
Somayeh Ramezanli ◽  
Mehran Farzaneh ◽  
Camellia Torabizadeh
Keyword(s):  
Nonverbal Communication ◽  
Communication Skills ◽  
Work Experience ◽  
Clinical Skills ◽  
Medical Science ◽  
Descriptive Study ◽  
Medical Sciences ◽  
Job Responsibilities ◽  
Good Evaluation

Objective: Communicating with patients is not only among the principles of care, but it is considered as one of the key roles of nurses. As nurses are skilled in other clinical skills, their communication skills should also be adequate. The aim of this study is to determine nurses’ communication skills.Materials and Methods: This descriptive study was conducted in 2015 in hospitals affiliated to Jahrom University of Medical Sciences. 215 nurses participated in the study using census method. Data was collected using valid and reliable communication skills (α=0.885). The quality of communication skills was classified on three levels: poor, average, and good.Results: Quality of communication skills of 120 (55.8%) of nurses was weak, 95 (44.2%) moderate, and there was no good evaluation (0%). The communication skills of most nurses were weak in the areas of conscious start (75.8%), verbal and nonverbal communication skills (86.5%), inner and outer harmony (92.6%), respect for the patient (94.4%) and the unconditional acceptance of patient (100%). There was a significant relationship between the nurses’ educational level, mean age and work experience with quality of communication skills (p <0.05).Conclusion: The results indicate the low ability of nurses in terms of communication skills with the patient. It seems that teaching communication skills, as well as the revision of management, description of job responsibilities, increasing job autonomy and decision-making power for nurses can be the effective ways to improve nurse-patient communication which leads to enhancing the quality of care from patients.Bangladesh Journal of Medical Science Vol.17(2) 2018 p.275-281

scholarly journals Simulation-based clinical education versus early clinical exposure for developing clinical skills in respiratory care students

2022 ◽  
Vol 0 (0) ◽  
pp. 0
Author(s):  
Noor Al Khathlan ◽  
Fadak Al Adhab ◽  
Hawraa Al Jasim ◽  
Sarah Al Furaish ◽  
Wejdan Al Mutairi ◽  
...  
Keyword(s):  
Clinical Education ◽  
Clinical Skills ◽  
Respiratory Care ◽  
Clinical Exposure ◽  
Simulation Based ◽  
Early Clinical Exposure

scholarly journals Challenges in conducting small group sessions in pharmacology – a Caribbean perspective

2018 ◽  
Vol 6 (2) ◽  
pp. 60-64
Author(s):  
Pathiyil Ravi Shankar
Keyword(s):  
Personal Experience ◽  
Treatment Guidelines ◽  
Medical Schools ◽  
Essential Medicines ◽  
Faculty Shortage ◽  
Clinical Exposure ◽  
Search Terms ◽  
Standard Treatment Guidelines ◽  
Teaching Learning ◽  
Early Clinical Exposure

Background and Objectives: Offshore Caribbean medical schools (OCMS) face various challenges with regard to learning practical and prescribing skills in pharmacology. These challenges range from short curricular time, low number of faculty, problems with early clinical exposure and geographically separated clinical sites. Materials and Methods: The author highlights these challenges using his personal experience and articles from the published literature.  The search terms used were pharmacology, Caribbean, medical students, prescribing skills and medical schools. Results: Among the problems mentioned are lacunae in the teaching-learning of prescribing skills, teaching pharmacology as a discipline during a particular semester, excessive focus preparing students for licensing exams, low number of faculty, shortage of time, challenges with providing early clinical exposure, problems with assessing skills, lack of integration with essential medicines and standard treatment guidelines, among others. Conclusion: There are a number of challenges in teaching pharmacology and therapeutics in OCMS. Most schools concentrate on the theoretical aspects of pharmacology which are tested during the licensing exams.

Corporeità, movimento e benessere: il potenziale educativo di itinerari motorio-sportivi inclusivi giovanili

2019 ◽  
pp. 3121-334
Author(s):  
Carmen Palumbo ◽  
Antinea Ambretti ◽  
Giovanna Ferraioli
Keyword(s):  
Young People ◽  
Learning Process ◽  
Personalized Learning ◽  
Barriers To Learning ◽  
Educational Value ◽  
School Activities ◽  
The Past ◽  
Full Participation ◽  
Inclusive Approach ◽  
Teaching Learning

Over the past few decades, the adoption of an inclusive approach to education&nbsp;has stimulated a reflection on the educational value of body and movement&nbsp;within teaching-learning process in order to break down all barriers to learning&nbsp;and promote the full participation of young people to school activities. Indeed,body and movement represent an important didactic "medium" for developing&nbsp;individualized and personalized learning paths that take into account the&nbsp;specific needs and characteristics of students thus contributing to their global&nbsp;and harmonious development.

Application and Evaluation of Case-Based Learning as a Part of Early Clinical Exposure for Undergraduate Medical Education Program

2020 ◽  
Vol 5 (08) ◽  
pp. 284-288
Author(s):  
Vandana Daulatabad ◽  
Prafull K. ◽  
Dr. Surekha S. Kadadi-Patil ◽  
Ramesh S. Patil
Keyword(s):  
Medical Education ◽  
Research Centre ◽  
Muscle Physiology ◽  
Case Scenario ◽  
Clinical Exposure ◽  
Clinical Scenarios ◽  
Case Based Learning ◽  
Nerve Muscle ◽  
Case Based ◽  
Early Clinical Exposure

Introduction: Medical Education is witnessing a significant transition and global shift towards competency based medical education (CBME) which includes early clinical exposure (ECE) program to help students apply and correlate principles of preclinical subjects with clinical scenarios, in various forms and in a variety of settings. One of the easy and feasible methods of ECE being Case Based Learning (CBL), our study aimed to design a case scenario and to evaluate impact of case base learning as a part of ECE module in first year undergraduate medical teaching program in nerve muscle physiology. Methods: The present study was conducted in 96 students at Ashwini Rural Medical College Hospital and Research Centre, Solapur after obtaining institutional ethics committee approval. 3 hrs session of CBL was conducted for a case scenario on myasthenia gravis in the nerve muscle physiology module. The students’ responses on pre-test, post-test and their insights regarding the CBL were taken through a pre validated questionnaire using 5-point Likert scale. Results: High impact of CBL was seen as significant improvement in student’s performance. Maximum students felt CBL to be easy method of learning and was highly appreciated through their feedback. Conclusion: CBL was found to have positive impact on understanding and perception of topic. CBL helped students to understand, evaluate, analyze, diagnose and interpret the case, paving them towards newer approach of self-directed and vertical integrated learning. CBL is easier, feasible an effective method among other early clinical exposure methods as it involves students in deeper and self-directed active learning, encouraging and promoting them to reach higher levels of cognitive domain of Bloom’s taxonomy. This method will be very useful in its practical implementation during online classes for ECE module in the threat of COVID 19 situation as well.

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