scholarly journals Potential advantage of student-run clinics for diversifying a medical school class

2012 ◽  
Vol 9 ◽  
pp. 8 ◽  
Author(s):  
Chris N. Gu ◽  
Jane A. McElroy ◽  
Blake C. Corcoran
Keyword(s):  
Medical Student ◽  
Medical School ◽  
Educational Experiences ◽  
Simulated Patient ◽  
Health Clinic ◽  
First Year ◽  
University Of Missouri ◽  
The University ◽  
First Year Medical Students ◽  
Community Health Clinic

The purpose of this study was to evaluate the influence of a student-run clinic on the diversification of a medical student class. We distributed a two-page, 20-item, paper survey to students of the University of Missouri School of Medicine (MU SOM) class of 2015 in July of 2011. The survey gathered information on general demographics, opinions on the importance of medical education opportunities, and opinions on the importance of medical school characteristics in applying to and attending MU SOM. A total of 104 students responded to the survey. A majority of the students identified the MedZou Community Health Clinic, a student-run, free health clinic affiliated with MU SOM, and simulated-patient encounters as important educational experiences (81% and 94%, respectively). More than half of the self-identified non-white??students reported MedZou as an important factor in their choice to apply to (60%; 95% confidence interval [CI], 32 to 88) and attend (71%; 95% CI, 44 to 98) MU SOM, over half of the females reported MedZou as important in their choice to apply (59%; 95% CI, 43 to 76) and attend (57%; 95% CI, 40 to 74), and over half of non-Missouri residents reported MedZou as important in their choice to apply (64%; 95% CI, 36 to 93) and attend (71%; 95% CI, 44 to 98). According to the above results, it can be said that students clearly value both MedZou and simulated-patient encounters as important educational experiences. Women, minorities, and non-Missouri residents value MedZou more highly than their peers who are First Year Medical Students who are Missouri residents, suggesting that MedZou may provide a promising opportunity to advance diversity within MU SOM. These results highlight the need for additional research to further explore MedZou?占퐏 potential to enhance the recruitment of a diverse medical student class.

scholarly journals Narrowing expansive horizons: Experiences of first-year medical students and teaching faculty in a new multidirectional digital classroom for three- and four-year medical school programs

2019 ◽  
Vol 2 (4) ◽  
Author(s):  
Kristina Kaljo
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Lived Experiences ◽  
Learning Experience ◽  
Central City ◽  
First Year ◽  
Digital Classroom ◽  
Teaching Faculty ◽  
First Year Medical Students

Introduction:  To address the country’s shortage of primary care physicians and increasing medical student debt, the Medical College of Wisconsin matriculated students into accelerated 3-year campuses in Central City and Packer City, while maintaining its traditional 4-year campus in Brew City, Wisconsin.  To ensure consistent content delivery within the basic science curriculum, students at all three campuses simultaneously participate in daily learning activities, utilizing distributed learning through a multidirectional digital classroom incorporating video-conferencing and audience response systems.     Methods:  To best uncover and understand the perspectives and attitudes of faculty and medical students, qualitative and quantitative research methods were employed framed within constructivist grounded theory.  This framework is rooted in social processes of the participants lived experiences and views these experiences as paramount to the analysis and presentation.  Prospectively, data was acquired regarding individual experiences from first-year medical students and medical school teaching faculty across the three campuses.  Beginning in the 2015–2016 academic year, nine semi-structured focus groups were conducted with concluding surveys.  These focus groups were separated by campus location: medical students at Brew City, medical students at Packer City, and faculty who taught at either the three-year regional campus or four-year campus.  In winter 2017, the study expanded including one additional student-centered focus group in Central City.  Each focus group was recorded using a hand-held device, transcribed, and analyzed using the constant comparative method.  This inductive approach required close examination of the transcriptions and line-by-line analysis to assign codes that captured the emerging themes.  To triangulate the data and further understand the medical student and faculty lived experiences, a concluding survey was distributed to participants.  This survey included eight, seven-point Likert-scale questions to further ascertain experience and overall satisfaction with the new learning environment.  Numerical data was analyzed with IBM® SPSS® 24.  This study was approved by the institutions review board. Results: In 2015–16, Packer City students rated their overall learning experience significantly (d=0.74, p<.050) higher (mean (sd)=7.6 (0.6)) than students in Brew City (6.7; 1.6) and significantly higher (d=1.21, p<.034) than the faculty (6.0 (1.0)). During 2016–17, overall learning experience scores did not differ from those of the previous years for Packer City (D=0.0) or Brew City students (D=0.0). A comparison of scores across all three campuses in 2016–17 yielded a significant change (d=1.28, p<.037) between the Central City campus (mean (sd)=7.8 (1.1)) and the Brew City campus (6.7 (0.5). No significant changes were reported between Packer City and the other two campuses.  Three overarching themes emerged from both the students and faculty throughout the study: (1) The construction of a knowledge-based community of practice, (2) responsiveness to diverse learning preference, and (3) how participants negotiated teaching and learning within the multidirectional digital classroom. Conclusion: These findings have the capacity to provide guidance when re-designing and facilitating medical school curricula and for learners who engage in new multidirectional digital environments.  Regardless of teaching site, all educators must be mindful of students’ learning needs and recognize how the overall learning experience is influenced by faculty, physical environment, and the ways in which students interact with one another daily.  

scholarly journals A Preclinical Course to Develop Clinical Reasoning Skills of First-year Medical Students

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Alan Johns ◽  
Raymond Christensen
Keyword(s):  
Medical Students ◽  
Family Medicine ◽  
Medical School ◽  
Clinical Reasoning ◽  
First Year ◽  
University Of Minnesota ◽  
One Year ◽  
The University ◽  
First Year Medical Students ◽  
Diagnostic Thinking

Background and Objectives: Clinical reasoning is developed sometime during medical school training.  When and how this knowledge is attained is less clear. This study looks at clinical reasoning development after initiation of a rural experiential course for first-year medical students at the University of Minnesota Medical School, Duluth (regional) Campus. Methods: The Rural Medical Scholars Program course (RMSP) was developed to create a longitudinal rural family medicine experience for first and second-year students at the University of Minnesota Medical School Duluth. Sixty-three first year medical students participated in this required course and their clinical reasoning levels were measured using the Diagnostic Thinking Inventory (DTI).  The DTI was given to the medical students after one year of participation in the RMSP course. A previous cohort before the RMSP course was developed was used as a control. A literature search was used for comparison to other schools that measured the DTI in their students. Results: Student diagnostic thinking performance as measured by the DTI after one year of the Rural Medical Scholars Program course significantly increased when compared to a previous cohort of first-year students who did not take the RMSP course. When compared to previously published DTI data, students after one year of RMSP had clinical reasoning levels of second through fourth-year students from other schools. Conclusions: The addition of a rural experiential course with family medicine preceptors significantly increased clinical reasoning levels of first-year medical students.   Financial support: None Conflicts of Interests: No conflicts to report

scholarly journals First year medical students’ perceptions of the impact of wearing scrubs on professional identity: a narrative analysis in the United Arab Emirates

BMJ Open ◽  
2020 ◽  
Vol 10 (11) ◽  
pp. e039357
Author(s):  
Sara Sorrell ◽  
Halah Ibrahim
Keyword(s):  
Medical Students ◽  
Qualitative Analysis ◽  
Medical School ◽  
Professional Identity ◽  
United Arab Emirates ◽  
Medical Curriculum ◽  
First Year ◽  
Written Narratives ◽  
First Year Medical Students ◽  
The Impact

ObjectivesMedical school serves as a critical developmental period for future physicians, during which students begin to form a professional identity. Just as personal appearance, particularly clothing, is an important external expression of one’s personal identity, ‘uniforms’ in healthcare, including white coats and scrubs, symbolise status and a group identity. There are, however, limited studies on the impact of physician attire on medical students’ formation of professional identity. Accordingly, through qualitative analysis of written narratives, we sought to analyse medical students’ experiences of wearing professional physician attire, namely scrubs, and how the uniform impacted their confidence level, performance and behaviours, as well as their identity as future physicians.DesignQualitative analysis of medical student’s written narratives.SettingKhalifa University College of Medicine and Health Sciences (KU CMHS) is a new medical school in the United Arab Emirates, with an inaugural class of 30 students admitted in August 2019. It is the only medical school in the city of Abu Dhabi, and the only school in the country that follows a postgraduate medical curriculum.ParticipantsAll first year medical students at KU CMHS were purposively sampled.MethodsStudents completed a voluntary online anonymous questionnaire. We employed a social identity approach to data analysis. Thematic content analysis was conducted on their narratives to identify themes.ResultsWe identified three major themes, namely (1) emotions, (2) logistics and (3) interpersonal relationships.ConclusionsMedical students form early perceptions regarding physician attire and its impact on their professional identity. Engaging in conversations regarding professional attire with educators or mentors could provide an important opportunity for students to discuss and explore professional identity early in training.

scholarly journals Thomas Graham Brown, 1882-1965

1966 ◽  
Vol 12 ◽  
pp. 22-33 ◽  
Keyword(s):  
Nineteenth Century ◽  
Medical Student ◽  
Medical School ◽  
Royal College ◽  
Royal Navy ◽  
The Family ◽  
Reflex Movement ◽  
The University ◽  
Edinburgh Medical

Thomas Graham Brown was a neurophysiologist well known in the twenties for the detailed studies of reflex movement and posture which he made by Sherrington’s methods, and perhaps better known in the thirties as the redoubtable climber who had found several new routes to the summit of Mont Blanc. He was born in 1882 in Edinburgh. His father, Dr J. J. Graham Brown, was to be President of the Royal College of Physicians of Edinburgh in 1912 and was related to several of the eminent doctors who had maintained the reputation of the Edinburgh Medical School throughout the nineteenth century. It was natural therefore that the son should be trained to medicine and should go to his father’s school, the Edinburgh Academy, and afterwards to the University as a medical student. There were four children in the family, Thomas, the eldest, a brother who became a Captain in the Royal Navy, one who became an architect and one sister. The two elder boys used sometimes to sail with their father in the yacht which he shared with a friend, and in Thomas the interest revived when he was too old for climbing but could still make long cruises in a small motor boat. When he was a schoolboy he was fond of swimming and diving, skating and golf, but there was a period when his eyesight was troublesome and he was sent to an oculist friend of his father in Wiesbaden to be treated and to learn German.

scholarly journals Structured medical electives: a concept whose time has come?

2019 ◽  
Vol 15 (1) ◽  
Author(s):  
Chris Willott ◽  
Eva Khair ◽  
Roger Worthington ◽  
Katy Daniels ◽  
A. Mark Clarfield
Keyword(s):  
Medical Student ◽  
Medical School ◽  
International Health ◽  
Current Medical ◽  
Global North ◽  
The Uk ◽  
Travel Abroad ◽  
The University ◽  
North And South

Abstract Background Most international electives in which medical students from high-income countries travel abroad are largely unstructured, and can lead to problematic outcomes for students as well as sending and receiving institutions. We analyse the problems of unstructured medical electives and describe the benefits of an elective experience that includes more organisation and oversight from the sending medical school. Results A number of structured elective programmes have been developed, including those at the Medical School for International Health, Israel and the University of Dundee, United Kingdom. These programmes provide significant pre-departure training in global health and the ethical dimensions of electives, support and monitoring during the elective, and post-elective debrief. Crucially, the programmes themselves are developed on the basis of long-term engagement between institutions, and have an element of reciprocity. We further identify two major problems in current medical electives: the different ethical contexts in which electives take place, and the problem of ‘voluntourism’, in which the primary beneficiary of the activity is the medical student, rather than the receiving institution or health system. These two issues should be seen in the light of unequal relations between sending and receiving institutions, which largely mirror unequal relations between the Global North and South. Conclusion We argue that more structured elective programmes could form a useful corrective to some of the problems identified with medical electives. We recommend that medical schools in countries such as the UK strongly consider developing these types of programmes, and if this is not possible, they should seek to further develop their pre-departure training curricula.

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