scholarly journals Consequences and Adaptations in Medical Education during the COVID-19 Pandemic: Medical Students’ Perspective in a Malaysian Public Institution

2021 ◽  
pp. 77-83
Author(s):  
Ahmad Anwaar Muhammad Saifullah ◽  
Nour Hanan Daniah Mohd Bakhit ◽  
Suhaila Sanip ◽  
Mohd Rahman Omar ◽  
Maimunah Abdul Muna'aim
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Teaching And Learning ◽  
Public Institution ◽  
Online Classes ◽  
Higher Institution ◽  
Physical Examinations ◽  
Technical Issues ◽  
Case Presentations ◽  
Real Patients

The severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) has become one of the most disastrous health crises of the present world. The COVID-19 pandemic imposes unprecedented challenges for medical education globally. We describe how the pandemic has disrupted the medical education landscape from the students' perspectives and how medical students from a public higher institution adapted to the changes made to comply with the various government agencies' guidelines to contain the spread of COVID-19 while fulfilling the course requirements. The utilisation of numerous innovative online applications enabled the students to participate in numerous teaching and learning activities (TLA) with more flexible scheduling of the classes, participated in a series of online case-based discussions, clinical practice guideline (CPG) discussions, case presentations and objective structured clinical examination (OSCE) simulations. Students also joined TLAs conducted by other institutions both locally and abroad. In addition, students had collaborated among themselves and students from other institutions to conduct online peer-teaching activities. Perhaps, the main challenges for online classes were being unable to perform medical procedures and technical issues, commonly the poor internet connectivity. In regard to physical examinations, students performed it on members of their household instead of real patients. Learning medicine from a distance also gave us an opportunity to taste telemedicine which may be the future of medical practice. Students and academics should be adaptive, resourceful and resilient in facing these changes together. The institution needs to look at all stakeholders' perspectives to respond to the changes in the medical education landscape.

scholarly journals Students’ Viewpoint: Challenges and Preparation of Medical Students for Final Clinical Examination during COVID-19

2021 ◽  
pp. 46-56
Author(s):  
Nour Hanan Daniah Mohd Bakhit ◽  
Ahmad Anwaar Muhammad Saifullah ◽  
Ruhi Fadzlyana Jailani
Keyword(s):  
Medical Students ◽  
Clinical Examination ◽  
Teaching And Learning ◽  
Clinical Skills ◽  
Group Discussions ◽  
Small Group Discussions ◽  
Physical Examinations ◽  
Education Delivery ◽  
Intensive Teaching ◽  
Real Patients

The COVID-19 pandemic has caused the clinical attachment for medical students to be deferred in ensuring reduction of viral transmission.  Patients encounter was near impossible, thus suspending medical students’ clinical skills on real patients. Despite this, the final examination had to be conducted. Hence, appropriate planning was made to ensure candidates were well prepared. A paradigm shift was made by Universiti Sains Islam Malaysia (USIM) with regards to the medical education delivery and the final undergraduate examination organization. The traditional in-person teaching and learning sessions were converted to video conferences and small group discussions to ensure social distancing. Objective structured clinical examination (OSCE) consisting of sixteen manned and twenty unmanned stations were introduced to replace the conventional one long and three short cases clinical examinations. The pandemic became the biggest obstacle for the final year medical students physically and psychologically. Familiarisation with the new format of learning and examination has to be made within three months. Online learning materials became resourceful during revisions. Simulated OSCE conducted by the lecturers, were advantageous to the students in ensuring familiarity to the new examination technique. Role-plays involving students’ family members and colleagues as patients, aided the candidates to rehearse their physical examinations and history taking techniques. The intensive teaching and learning sessions have enabled the candidates to be equipped with the new examination requirement. Reflection: Generally, candidates favour OSCE over traditional clinical examinations. This preponderance was due to OSCE capability in assessing the entire aspects of knowledge and skills in variable rotations throughout medical school.

scholarly journals CLASSROOM TEACHING IS BETTER THAN ONLINE TEACHING - A SURVEY REPORT IN MEDICAL COLLEGE MANDI H.P

2020 ◽  
Vol 8 (10) ◽  
pp. 1165-1170
Author(s):  
Soni Pankaj ◽  
◽  
Kapoor Kanchan ◽  
Rana Susheela ◽  
Bandana a ◽  
...  
Keyword(s):  
Medical Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Clinical Care ◽  
Developed Countries ◽  
Online Classes ◽  
Survey Report ◽  
The Government ◽  
The Developed Countries ◽  
The Impact

Around the world even the developed countries are stunned by this pandemic causing extensive pain. India is no exception and the Government has imposed a nation – wide lockdown to help restrain the virus. At the onset of the pandemic, medical students in the midst of the session were suddenly pulled out of their studies and same for 3rd and 4th years medical students clerkships were abruptly pulled out of clinical care. Faculty scrambled to adjust learning experiences by switching to online cases and remote activities to prepare students for required exams and to build clinical reasoning skills without the face to face patient encounter. In such a situation, where educational institutions across the country have been closed, both teaching and learning have affected millions of students. As per the orders from the.Government, Universities the colleges have started offering online classes to students. The objective of these online classes is to make sure that students do not lose out on any teaching and learning activities during the lockdown. This paper examines the impact of lockdown on students of medical institutions, the challenges they are facing due to lockdown.

scholarly journals The descriptive study of imposter syndrome in medical students

2018 ◽  
Vol 6 (10) ◽  
pp. 3431 ◽  
Author(s):  
Hamza Maqsood ◽  
Hassan Abdullah Shakeel ◽  
Humza Hussain ◽  
Ali Raza Khan ◽  
Basit Ali ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Teaching And Learning ◽  
Response Rate ◽  
Cross Sectional ◽  
Medical College ◽  
The Third ◽  
Imposter Phenomenon ◽  
High Prevalence ◽  
Degree Of Severity

Background: Imposter syndrome is characterized by chronic feelings of self-doubt and fear of being discovered as an intellectual fraud. Despite evidence of abilities, those suffering from imposter syndrome are unable to internalize a sense of accomplishment, competence, or skill. Overall, they believe themselves to be less intelligent and competent than others perceive them to be. IS has several potential implications for medical education. The current study was designed to find out the frequency of imposter syndrome among medical students college so that certain measures must be taken to improve the teaching and learning methodologies as well as the curriculum.Methods: A cross-sectional, psycho-social analysis was conducted from March to July, 2018 at Nishtar Medical College, Multan after taking informed consent from the students. Clance Imposter Phenomenon Sclae (CIPS) was used to assess the prevalence and degree of severity of Imposter syndrome among medical chosen on basis of random sampling. The data collected was entered and analysed on SPSS v.20.Results: Two hundred (200) students were selected for the study and were asked to return the completed 20 items questionnaire. One hundred and eighty-nine (189) students returned the questionnaires, so the response rate was 94.5%. Out of 189 students, 121(64.36%) were males and 68(35.97%) were females. According to Clance imposter phenomenon scoring, of the total 189 students the severity of imposter syndrome is as follows: mild, 5(2.64%), moderate,72(38.09%), severe,103(54.49%) and very severe, 09(4.76%). Moreover, third year students were found to have high prevalence and degree of severity of imposter syndrome.Conclusions: Imposter phenomenon exists in a significant percentage of medical students and appears to peak in the third year of medical school. Both genders are at equal risk of having imposter syndrome. It is associated with various psychological illnesses. Further discussion regarding medical education paradigms in light of high levels of imposter phenomenon is needed.

scholarly journals Medical Students View about the Integrated MBBS Course: A Questionnaire Based Cross-sectional Survey from a Medical College of Kathmandu Valley

1970 ◽  
Vol 1 (3) ◽  
pp. 95-100 ◽  
Author(s):  
Indrajit Banerjee ◽  
Akhilesh Chandra Jauhari ◽  
Ajay Chandra Johorey ◽  
Durga Bista ◽  
Bedanta Roy ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Community Medicine ◽  
Basic Sciences ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Medical College ◽  
The Government

Background Accreditation of curriculum by students may be useful in further modification of teaching and learning methods in medical colleges of any country specially Nepal. Course curriculum of medical sciences is made by learned professors of Universities, politicians and the government officers without consulting the students for whom it is made. In Nepal, Medical education is an experimental integrated teaching of four and half years for MBBS degree. Until now it has not been assessed as to what type of Doctors we are producing. This paper aims on the objective to find out whether integrated teaching or classical medical studies produce better doctors.   Methods The present study was done to assess the teaching, learning and evaluation procedures adopted in Nepal Medical College, Kathmandu by getting feedback from students of 4th (Basic Sciences), 5th-7th semesters and feedback was also taken from a few final year students (Clinical Sciences). A total of nearly two hundred students from this institution participated in this study. A multi-graded questionnaire was prepared and a pilot study of 20 students was done and the results were discussed among the authors to modify the questionnaire. This modified questionnaire was used in the main study. The same questionnaire was used for eliciting feedback from clinical students. The present study was undertaken from August 2008-January 2009. Results Out of 200 medical students, the mean age was found to be 19.4 ± 3 years SD. In gender distribution, male students (61%) were higher than female students (39%). Most of the medical students (70%) wanted to become doctor, to become rich and famous, 90% wanted to go to US (Massive brain drain). 90% of the students perceived that Anatomy is the most interesting and most relevant basic science subject for clinical studies and in Anatomy theory hours of teaching is to be increased (60%). Community Medicine was the most uninteresting subject of Basic sciences and if they are assured of attendance which subject they would not like to attend community medicine classes. 85% wanted that Pharmacology should be reduced in first four semesters and should be extended to seventh semester like Community Medicine. The best teaching method is Chalk and Board Method (60%) and followed by LCD slides (20%). Conclusion: Overall the results were alarming and may be taken up seriously by the policy makers. They can bring about amendments in course curriculum of universities in future.Keywords: Medical Education; Under-graduate; Post- Graduate; Nepal Medical College. DOI: http://dx.doi.org/10.3126/nje.v1i3.5575 Nepal Journal of Epidemiology 2011;1(3) 95-100

scholarly journals YouTube as a learning tool for four shoulder tests

2018 ◽  
Vol 20 ◽  
Author(s):  
Heewon Lee ◽  
Asayeon Choi ◽  
Yongjun Jang ◽  
Jong In Lee
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Medical Students ◽  
Learning Tool ◽  
Educational Tools ◽  
Physical Examinations ◽  
Youtube Videos ◽  
Effective Education

Abstract Aim To analyze the use of YouTube videos as educational tools for four physical examinations of the shoulder: the Neer, Hawkins, empty can, and drop arm tests. Background Video-based education, which is accompanied by text-based education, can be an effective education method, especially in learning medical skills. Medical students and doctors in training often use YouTube videos to share medical education materials, and more systematic review of the reliability of these videos is required. Methods A search of YouTube was conducted using four keywords: ‘Neer test,’ ‘Hawkins test,’ ‘empty can test,’ and ‘drop arm test.’ Two physicians reviewed each video and recorded a variety of characteristics (date uploaded, number of views, likes and dislikes, and upload source). In addition, they scored and categorized the videos into four groups: ‘very useful,’ ‘somewhat useful,’ ‘not useful,’ and ‘misleading.’ Videos containing inappropriate content were classified as ‘misleading.’ Finally, the correlations of each video’s usefulness with viewers’ preferences and the upload source were analyzed. Results A total of 400 videos were assessed and 200 videos were adopted which yield eligible criteria. Out of 200 videos, 51 videos were very useful and 32 were misleading. Significant correlations were observed between the video’s usefulness and the uploaded source, as well as between the video’s usefulness and viewers’ preferences, such as the number of views, views per day, and number of likes. The proportion of videos classified as ‘very useful’ was highest (58.6%) among those uploaded by physicians and lowest (12.7%) among those uploaded by individuals. Videos uploaded by individuals had significantly lower values reflecting viewer preferences than did videos uploaded by physicians. Conclusion YouTube videos could be used as learning sources for shoulder physical examinations after the application of appropriate filtering processes, such as review of the upload source and viewers’ preferences.

scholarly journals Differential Diagnoses That Final-Year Medical Students Need to Consider: A Modified Delphi Study

2020 ◽  
Author(s):  
Yuka Urushibara-Miyachi ◽  
Makoto Kikukawa ◽  
Masatomi Ikusaka ◽  
Junji Otaki ◽  
Hiroshi Nishigori
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Clinical Reasoning ◽  
Delphi Study ◽  
Teaching And Learning ◽  
Core Curriculum ◽  
Medical Curriculum ◽  
Differential Diagnoses ◽  
Modified Delphi ◽  
Medical Disciplines

Abstract Background: Contrastive learning is known to be effective in teaching medical students how to generate diagnostic hypotheses in clinical reasoning. However, there is no consensus on comprehensive lists of differential diagnoses across different medical disciplines regarding the common symptoms that should be learned as part of the undergraduate medical curriculum. In Japan, the national model core curriculum for undergraduate medical education was revised in 2016, and lists of differential diagnoses for 37 common symptoms were introduced into the curriculum. This study aimed to validate the list of items based on expert consensus for use as a reference worldwide.Methods: The authors used a modified Delphi method to develop consensus among a panel of 23 expert physician-teachers in clinical reasoning from across Japan. The panel evaluated the items on a 5-point Likert scale, based on whether a disease should be hypothesized by final-year medical students considering a given symptom. They also added other diseases that should be hypothesized. A positive consensus was defined as both a 75% rate of panel agreement and a mean of 4 or higher with a standard deviation of less than 1 on the 5-point scale. The study was conducted between September 2017 and March 2018. Results: This modified Delphi study identified 275 essential and 67 supplemental items corresponding to the differential diagnoses for 37 common symptoms that Japanese medical students should master before graduation. Conclusions: The lists developed in the study can be useful for teaching and learning how to generate initial hypotheses by encouraging students’ contrastive learning. Although the lists may be specific to the Japanese context, the lists and process of validation are generalizable to other countries for building national consensus on the content of medical education curricula.

scholarly journals Lists of potential diagnoses that final-year medical students need to consider: a modified Delphi study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Yuka Urushibara-Miyachi ◽  
Makoto Kikukawa ◽  
Masatomi Ikusaka ◽  
Junji Otaki ◽  
Hiroshi Nishigori
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Clinical Reasoning ◽  
Delphi Study ◽  
Teaching And Learning ◽  
Core Curriculum ◽  
Medical Curriculum ◽  
Signs And Symptoms ◽  
International Consensus ◽  
Modified Delphi

Abstract Background Contrastive learning is known to be effective in teaching medical students how to generate diagnostic hypotheses in clinical reasoning. However, there is no international consensus on lists of diagnostic considerations across different medical disciplines regarding the common signs and symptoms that should be learned as part of the undergraduate medical curriculum. In Japan, the national model core curriculum for undergraduate medical education was revised in 2016, and lists of potential diagnoses for 37 common signs, symptoms, and pathophysiology were introduced into the curriculum. This study aimed to validate the list of items based on expert consensus. Methods The authors used a modified Delphi method to develop consensus among a panel of 23 expert physician-teachers in clinical reasoning from across Japan. The panel evaluated the items on a 5-point Likert scale, based on whether a disease should be hypothesized by final-year medical students considering given signs, symptoms, or pathophysiology. They also added other diseases that should be hypothesized. A positive consensus was defined as both a 75% rate of panel agreement and a mean of 4 or higher with a standard deviation of less than 1 on the 5-point scale. The study was conducted between September 2017 and March 2018. Results This modified Delphi study identified 275 basic and 67 essential other than basic items corresponding to the potential diagnoses for 37 common signs, symptoms, and pathophysiology that Japanese medical students should master before graduation. Conclusions The lists developed in the study can be useful for teaching and learning how to generate initial hypotheses by encouraging students’ contrastive learning. Although they were focused on the Japanese educational context, the lists and process of validation are generalizable to other countries for building national consensus on the content of medical education curricula.

scholarly journals Stress among Early and Late Entrants in Medical Education

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Prof. Indu Bansal ◽  
Pooja Pundir
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Teaching And Learning ◽  
Age Groups ◽  
Interaction Effects ◽  
First Year ◽  
Indian States ◽  
Related Stress ◽  
And Gender ◽  
First Year Medical Students

This study has been designed to find out stress in early and late entrants in medical education and also age and gender interaction effect on stressor. The study was conducted on 1200 first year medical students ten randomly selected medical colleges of North Indian states of India. Stress of medical students was measured in terms of various stressors. Medical Student Stressor Questionnaire (MSSQ) developed by Muhamad S. B. Yusoff, Ahmad F. A. Rahim and Mohd J. Yaacob was used to identify six domains of stressor including – Academic related stressors (ARS), Intrapersonal and interpersonal related stressors (IRS), Teaching and learning-related stressors (TLRS), Social related stressors (SRS), Drive and desire related stressors (DRS) and Group activities related stressors (GARS). Data were collected in person with each respondent. Means, Standard deviations for each domain were calculated separately for boys and girls and age groups and F test was used to find out the main effects and the interaction effects for each domain of stress. Significant interaction effects were found in all the domains of stressor except two ARS and IRS among groups. Our brief survey suggests that there are substantial differences expressed by these older students in regard to stressor prevalence. Current study demonstrated that early entrant boys and late entrant girls feel more academic related stress. For all other domains early entrants were having more stress than were their younger counterparts. The findings can help understand harms and stresses in early and late entrants in medical education and prepare intervention and guidance programmes for new medical entrants to beat stress and healthier amendment.

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