scholarly journals Attitude Towards and Adoption of the Novel Learning Environment Among Undergraduate Medical Students During COVID-19

2021 ◽  
Vol 6 ◽  
Author(s):  
Sonja Mohr ◽  
Birgit Küfe ◽  
Anke Rheingans ◽  
Jennifer Guse
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Learning Environment ◽  
Student Satisfaction ◽  
Large Scale ◽  
Digital Learning ◽  
The Novel ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Digital Formats

Higher education has changed significantly since the beginning of the COVID-19 pandemic. Medical education programs with extensive practical and interactive components faced major challenges to protect students, faculty and patients. In response to COVID-19, many medical schools worldwide shut down undergraduate medical education and converted most of their teaching to digital formats. The aim of this paper is to assess the attitude towards and adoption of the novel learning environment among undergraduate medical students during COVID-19. Two studies were conducted to analyze specific aspects of the adaption of digital teaching during the digital summer semester 2020 (study 1), and to compare student satisfaction and their feeling of preparedness for exams in the digital semester compared to traditional semesters (study 2). Results show that there are numerous pros and cons of digital teaching. Pros were the large flexibility and large-scale availability of digital teaching materials. Cons were the lack of interactions with peers, professionals, and patients in practice. Results also show that female students as well as year 1 students seemingly coped better with the digital learning environment. Students with childcare or job obligations also benefited from the large flexibility. While student satisfaction decreased in the digital semester, they did not feel less prepared for exams. Cross-sectional comparisons revealed that student satisfaction and agreement gradually decreased in the comparison of the different cohorts with fourth year students being the least satisfied and showing the least agreement regarding the feeling of preparedness for exams. Altogether, our results indicate that students were able to cope with digital teaching, but clearly, some groups of students were able to better adapt to the novel learning environment. This might demand the introduction of tailored educational support services for different groups of students during COVID-19 as they progress through medical school.

scholarly journals Impact of the COVID-19 Pandemic on Career Intention Among Undergraduate Medical Students: A Single-center Cross-Sectional Study in Hubei Province

2021 ◽  
Author(s):  
Xue-lin Wang ◽  
Ming-xiu Liu ◽  
Shuai Peng ◽  
Lei Yang ◽  
Chen Lu ◽  
...  
Keyword(s):  
Medical Students ◽  
Health Worker ◽  
Large Scale ◽  
Career Planning ◽  
Limited Information ◽  
Undergraduate Medical Students ◽  
Career Intentions ◽  
Cross Sectional ◽  
Career Intention ◽  
The Impact

Abstract Background：Undergraduate medical (UM) students faced the realities of the difficulties inherent in medical careers due to the coronavirus 2019 (COVID-19) outbreak. Thus imperative containment measures could affect UM students’ career intentions. There is limited information regarding the factors potentially associated with these students’ career change intentions.Methods：we conducted a cross-sectional survey to investigate the impact of the COVID-19 pandemic on career intention and the associated factors in UM students in August 2020. Univariate analyses and logistic regression analysis were used to identify the factors that contributed to any change of career intention.Results: A total of 2,040 medical students were contained from Hubei University of Medicine. The change of career intention was related to grade, attitude towards being a health worker and the impact of the COVID-19 pandemic.Conclusions: Changes in career intentions were particularly influenced by grade, attitude towards being a health worker, and the degree of COVID-19’s impact on the participants’ lives. Treating large-scale public health emergencies in rational way, setting up correct views of occupation choice and building reasonable career planning may reduce the loss of medical talents.

scholarly journals Prevalence of somatic symptoms amongst undergraduate medical students of Marathwada region of Maharashtra, India

2020 ◽  
Vol 7 (12) ◽  
pp. 5106
Author(s):  
Shaikh Arshiya Kaiser Husain ◽  
Anwaya R. Magare ◽  
Purushottam A. Giri ◽  
Vijaykumar S. Jadhav
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Curriculum ◽  
High Stress ◽  
Well Being ◽  
Undergraduate Medical Students ◽  
Future Health ◽  
Cross Sectional ◽  
Significant Difference ◽  
Negative Effect

Background: The aim of medical education is to produce competent, physically and mentally strong health professionals, as they are going to be the pillars of the future health care system. Stress is one of the most common and process-oriented obstacles in medical education. It often exerts a negative effect on the academic performance, physical health, and psychological well-being of the students. Dealing with overloaded medical curriculum, competing with peers, being away from home and meeting high expectations imposed by parents and society to excel is among the common stressful transitions at this stage.Methods: A cross-sectional descriptive study was carried out amongst 352 undergraduate medical students of a private medical college in a rural area of Maharashtra during April to October 2019. The structured questionnaire was used to record the data. Collected data was used to assess the severity of mental health issues among medical students.Results: Majority 194 (55.11%) students were in the age of 18 to 20 years followed by 141 (40.06%) were in 21 to 23 years. There were 196 (55.68%) girl students and 156 (44.32%) boys. According to the various categories, 80 (22.73%) of the students had low stress scores, followed by 76 (21.59%) in minimal. A highly significant difference in stress scores was seen between boys and girls, which was more in boys.Conclusions: Study concluded that undergraduate medical students perceive minimal to very high stress presented as various systems that vary with the year of study and gender wise too. There is a further need to look into the various causes of stress.

scholarly journals Depression Among Undergraduate Medical Students

2013 ◽  
Vol 10 (3) ◽  
pp. 56-59 ◽  
Author(s):  
Bibhusan Basnet ◽  
M Jaiswal ◽  
B Adhikari ◽  
PM Shyangwa
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Depression Scale ◽  
Academic Stress ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Prevalence Of Depression ◽  
Inducing Factors ◽  
Major Factors

Background  Psychological stress is common in medical school and associated with depression. Medical education is grooming in Nepal, but only few studies are done concerning mental health of medical students. Objective  To assess the prevalence of depression among medical students at different levels of education and find about their stressors. Methods  A cross sectional, questionnaire-based survey was carried out among the undergraduate medical students of B.P.Koirala Institute of Health Sciences, Nepal. 50 students each from Bachelor of Medicine and Bachelor of Surgery (MBBS) first and third year were enrolled in the study conducted between November 2008 to January2009. The depression levels were assessed using Zung depression scale. Students were asked to complete the questionnaire and then the depression levels calculated .The stress inducing factors during their course of medical education were also assessed. Results  The overall prevalence of depression among the students was 29.78 percent. The prevalence of depression in first and third year was 36.74and 22.22 percent respectively. The prevalence of depression was 32.43 percent among female students versus 28.07 percent in male students. Both first and third year students gave high ratings to academic stress and hectic lifestyle as the main stress inducing factors. Conclusion  The prevalence of depression is seen especially in the first year medical students. So, attempts should be made to alleviate the stressors right from the time they join medical school. Since academic stress proved to be one of the major factors, measures to make the academic curriculum more student-friendly are suggested. Kathmandu University Medical Journal | VOL.10 | NO. 3 | ISSUE 39 | JUL- SEP 2012 | Page 56-59 DOI: http://dx.doi.org/10.3126/kumj.v10i3.8021

scholarly journals Use of Social Media by the Undergraduate Medical Students: Students’ Perception in Selected Medical Colleges of Bangladesh

2018 ◽  
Vol 9 (2) ◽  
pp. 11-15
Author(s):  
Husneara Begum ◽  
AKM Asaduzzaman ◽  
Humayun Kabir Talukder ◽  
Tahmina Nargis ◽  
Kazi Khairul Alam ◽  
...  
Keyword(s):  
Social Media ◽  
Medical Education ◽  
Medical Students ◽  
Sampling Technique ◽  
Cross Sectional Study ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Negative Effect ◽  
Use Of Social Media ◽  
Medical Colleges

Introduction: This descriptive type of cross sectional study was carried out to explore the extent of use of social media by the undergraduate medical students and its consequences in medical education. This study was carried out in nine (Four public and five private) medical colleges all over Bangladesh during a period from July 2016-2017.Objective: The study revealed that the use of social media by the undergraduate medical students and its effect on their lifestyle and medical education.Methodology: Sample size was 673 medical students. Data was collected by self-administered semi-structured questionnaire from 673 respondents. Convenience sampling technique was adopted for data collection. For each variable frequency and percentages was calculated. There was also a part of in-depth interview for the respondents on the perception of use of Social media.Results: Among the students 54.68% females & 45.34% males, the mean age of the respondents was 20.76 years. Around 42.6% respondents were using Social media for4-6 years. The main use of social media by the respondents was Facebook 70.1%, main devices was mobile phone 96.8%. The main purpose of using the Social media for non-academic purposes such as, communicate with others26.0%, for chatting 51.3%. Maxium duration > 4 times / day up to >6 hours. Academic purpose 44.7% users using the SM every day. Six hundred forty six respondents agreed for negative effect of social media. 52.2% agreed that they used Social media during lecture class.Conclusion: Most students had positive thoughts towards using social media. Students were using social media for almost nonprofessional reason. So, there is need to build up widespread awareness to use social media by medical students for professionalisms.Bangladesh Journal of Medical Education Vol.9(2) 2018: 11-15

scholarly journals Influence of formative assessment on summative assessment in undergraduate medical students

2017 ◽  
Vol 4 (1) ◽  
pp. 16-19
Author(s):  
Nazma Begum ◽  
Sakhawat Hossain ◽  
Md Humayun Kabir Talukder
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Formative Assessment ◽  
Summative Assessment ◽  
Descriptive Study ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Written Test ◽  
Self Administered Questionnaire ◽  
Medical Colleges

This cross sectional descriptive study was carried out to determine the students' view about the influence of formative assessment on summative assessment The study was carried out from July 2009 to June 2010 over 300 intern doctors of Medicine and Paediatrics department of two government and two private medical colleges. Data were collected through self administered questionnaire. The questionnaire included different opinion about the influence of formative assessment on summative assessment and were rated using the 5 point Likert's scale. This study revealed that feedback from formative assessment to the students is important to supplement and modify teaching by the teachers. Students' fear is for summative assessment is reduced by formative assessment Written test, VIVA/SOE and OSCE/OSPE of formative assessment greatly improves the results of summative assessment Students opined that to improve the formative assessment the number of teachers should be increased, teachers should be trained up, teachers should give more time to the students and optimum feedback should be provided to the students. Frequency of formative assessment should remain as it is. Twenty to twenty five percent marks from formative assessment should be added to the summative assessment.Bangladesh Journal of Medical Education Vol.4(1) 2013: 16-19

scholarly journals Medical Students' Perception of the Educational Environment in a Gender-Segregated Undergraduate Program

2020 ◽  
Vol 19 (3) ◽  
Author(s):  
Hani Atwa ◽  
Rania Alkhadragy ◽  
Adel Abdelaziz
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Educational Achievement ◽  
Cross Sectional Study ◽  
Educational Environment ◽  
Female Students ◽  
Scholastic Achievement ◽  
Self Perception ◽  
Undergraduate Medical Students ◽  
Cross Sectional

Background: The environment where education takes place is essential for students’ engagement and motivation. This study aimed at assessing students’ perception of their educational environment at a private medical college and the influence of gender, among other factors, on it. Objectives: The study assessed the students’ perception of their learning environment, determined the gender effect on environment perception, and examined the correlation between different study variables. Methods: This is a cross-sectional study on 340 undergraduate medical students at a private college with gender-segregated programs. The Dundee Ready Educational Environment Measure (DREEM) was used to determine the students' perception of their learning environment. This was correlated with a set of variables, including gender and educational achievement as indicated by students' GPA. Results: The overall DREEM score was ‘more positive than negative’ (114.39/200). The scores of subscales were towards the positive side. This was evident in the perception of learning (26.64/48), perception of teaching (26.36/44), perception of the atmosphere (26.51/48), academic self-perception (19.54/32), and social self-perception (15.33/28). Conclusions: There were statistically significant differences between the perceptions of males and females in both the overall DREEM scale (females: 117.59/200 and males: 111.18/200) and three of the subscales. Female students perceived their learning environment more positively. Moreover, satisfaction with the learning environment was correlated with scholastic achievement. In addition, the more positively perceived learning environment could explain higher scholastic achievement in female students than in male students.

scholarly journals Evaluating the Relationship Between Online Learning Environment and Medical Students’ Wellbeing During COVID-19 Pandemic

2021 ◽  
Vol 28 (5) ◽  
pp. 108-117
Author(s):  
Rita Mustika ◽  
◽  
Edward Christopher Yo ◽  
Muhammad Faruqi ◽  
Rahma Tsania Zhuhra ◽  
...  
Keyword(s):  
Online Learning ◽  
Medical Students ◽  
Learning Environment ◽  
Negative Emotions ◽  
Cross Sectional Study ◽  
Online Learning Environment ◽  
Undergraduate Medical Students ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
The Relationship

Background: The coronavirus disease 2019 (COVID-19) pandemic has been found to negatively affect medical students’ wellbeing. This finding may be related to how medical education is being conducted at present, with online learning replacing face-to-face teaching in many countries. This cross-sectional study aims to assess how the online learning environment is connected to medical students’ wellbeing. Methods: A self-administered online questionnaire was distributed to undergraduate medical students at Universitas Indonesia. The study was conducted from September 2020 to February 2021. The questionnaire included a modified version of the Online Learning Environment Scale (OLES) and the Positive Emotion, Engagement, Relationships, Meaning and Accomplishment (PERMA) profiler. The OLES was used to evaluate students’ perceptions of the online learning environment, whereas the PERMA Profiler was used to evaluate students’ wellbeing. We validated the questionnaire before distribution. The content validity index was 1.0, with internal consistency coefficients of 0.87 and 0.89, respectively. Regression analyses were performed to evaluate the relationship between OLES and PERMA scores. Results: The questionnaire was completed by 274 undergraduate medical students. Students reported moderate to high degrees of positive perception towards online learning, high levels of positive emotions and moderate levels of negative emotions. Statistically significant differences were found across groups based on students’ gender, year of study and academic programme. Almost all aspects of the online learning environment were significantly predictive of students’ wellbeing, with personal relevance and evaluation and assessment being the two most important predictors (R2 = 0.201; P < 0.001). Conclusion: Medical students generally enjoyed online learning, although some challenges were presented. The online learning environment was positively associated with students’ wellbeing; however, some students expressed negative emotions including loneliness, anxiety, anger and sadness.

scholarly journals Group mentorship for undergraduate medical students—a systematic review

2020 ◽  
Vol 9 (5) ◽  
pp. 272-280
Author(s):  
Elise Pauline Skjevik ◽  
J. Donald Boudreau ◽  
Unni Ringberg ◽  
Edvin Schei ◽  
Terese Stenfors ◽  
...  
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Group Mentoring ◽  
Ovid Medline ◽  
Mentorship Programs ◽  
Cross Sectional Design

Abstract Introduction Mentoring has become a prevalent educational strategy in medical education, with various aims. Published reviews of mentoring report very little on group-based mentorship programs. The aim of this systematic review was to identify group-based mentorship programs for undergraduate medical students and describe their aims, structures, contents and program evaluations. Based on the findings of this review, the authors provide recommendations for the organization and assessment of such programs. Methods A systematic review was conducted, according to PRISMA guidelines, and using the databases Ovid MEDLINE, EMBASE, PsycINFO and ERIC up to July 2019. Eight hundred abstracts were retrieved and 20 studies included. Quality assessment of the quantitative studies was done using the Medical Education Research Study Quality Instrument (MERSQI). Results The 20 included studies describe 17 different group mentorship programs for undergraduate medical students in seven countries. The programs were differently structured and used a variety of methods to achieve aims related to professional development and evaluation approaches. Most of the studies used a single-group cross-sectional design conducted at a single institution. Despite the modest quality, the evaluation data are remarkably supportive of mentoring medical students in groups. Discussion Group mentoring holds great potential for undergraduate medical education. However, the scientific literature on this genre is sparse. The findings indicate that group mentorship programs benefit from being longitudinal and mandatory. Ideally, they should provide opportunities throughout undergraduate medical education for regular meetings where discussions and personal reflection occur in a supportive environment.

Conception and Feasibility of a Digital Tele-Guided Abdomen, Thorax, and Thyroid Gland Ultrasound Course for Medical Students (TELUS study)

2021 ◽  
Author(s):  
Elena Höhne ◽  
Florian Recker ◽  
Erik Schmok ◽  
Peter Brossart ◽  
Tobias Raupach ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Average Score ◽  
Learning Material ◽  
Digital Learning ◽  
Undergraduate Medical Students ◽  
Final Exam ◽  
Image Rating

Abstract Purpose Medical education has been transformed during the COVID-19 pandemic, creating challenges regarding adequate training in ultrasound (US). Due to the discontinuation of traditional classroom teaching, the need to expand digital learning opportunities is undeniable. The aim of our study is to develop a tele-guided US course for undergraduate medical students and test the feasibility and efficacy of this digital US teaching method. Materials and Methods A tele-guided US course was established for medical students. Students underwent seven US organ modules. Each module took place in a flipped classroom concept via the Amboss platform, providing supplementary e-learning material that was optional and included information on each of the US modules. An objective structured assessment of US skills (OSAUS) was implemented as the final exam. US images of the course and exam were rated by the Brightness Mode Quality Ultrasound Imaging Examination Technique (B-QUIET). Achieved points in image rating were compared to the OSAUS exam. Results A total of 15 medical students were enrolled. Students achieved an average score of 154.5 (SD ± 11.72) out of 175 points (88.29 %) in OSAUS, which corresponded to the image rating using B-QUIET. Interrater analysis of US images showed a favorable agreement with an ICC (2.1) of 0.895 (95 % confidence interval 0.858 < ICC < 0.924). Conclusion US training via teleguidance should be considered in medical education. Our pilot study demonstrates the feasibility of a concept that can be used in the future to improve US training of medical students even during a pandemic.

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