Developing the eMedical Student (eMS)—A Pilot Project Integrating Medical Students into the Tele-ICU during the COVID-19 Pandemic and beyond

The COVID-19 pandemic has accelerated the demand for virtual healthcare delivery and highlighted the scarcity of telehealth medical student curricula, particularly tele-critical care. In partnership with the Penn E-lert program and the Department of Anesthesiology and Critical Care, the Perelman School of Medicine (PSOM) established a tele-ICU rotation to support the care of patients diagnosed with COVID-19 in the Intensive Care Unit (ICU). The four-week course had seven elements: (1) 60 h of clinical engagement; (2) multiple-choice pretest; (3) faculty-supervised, student-led case and topic presentations; (4) faculty-led debriefing sessions; (5) evidence-based-medicine discussion forum; (6) multiple-choice post-test; and (7) final reflection. Five third- and fourth-year medical students completed 300 h of supervised clinical engagement, following 16 patients over three weeks and documenting 70 clinical interventions. Knowledge of critical care and telehealth was demonstrated through improvement between pre-test and post-test scores. Professional development was demonstrated through post-course preceptor and learner feedback. This tele-ICU rotation allowed students to gain telemedicine exposure and participate in the care of COVID patients in a safe environment.

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A Quantitative Assessment of the Need for Offering Counselling Services to Medical Students attending University of Zambia, School of Medicine.

Christian Journal for Global Health ◽

10.15566/cjgh.v7i2.325 ◽

2020 ◽

Vol 7 (2) ◽

pp. 93-103

Author(s):

Gretchen Slover

Keyword(s):

Medical Students ◽

Counseling Services ◽

Student Responses ◽

Counselling Services ◽

School Of Medicine ◽

Comprehensive Picture ◽

Fourth Year Medical Students ◽

The Subject ◽

The University ◽

Therapy Sessions

Background: This research was birthed in 2017 during a trip to Lusaka, Zambia, with the purpose of offering fourth-year, medical students attending the University of Zambia, School of Medicine, lectures on psychology topics as part of their clinical studies. Students were also offered brief therapy sessions where they could process thoughts and feelings causing them internal struggles. The subject of offering counseling on a regular basis was randomly discussed with the students. From these discussions the need for this research became evident, with the intent of becoming the launching pad to brainstorm the most effective ways of developing a plan to offer counseling services for all medical students attending the University of Zambia School of Medicine. Methods: An-experimental research design, consisting of completion of a 12-item questionnaire administered by paper and pen. The inclusion criteria were the fourth year, medical students attending the University of Zambia, School of Medicine. Results: The student responses revealed that most of them had little to no experience with counseling services, but a strong desire for them. Discussion: The goal of this study was to simply establish a need for an on-campus counseling service, the need of which has been established by the very students who would benefit. With the acceptance of this need, the future plan is to explore the different ways in which this need can be fulfilled with minimal costs to the Medical School Program. Conclusion: This study is the first step towards identifying the needs of the medical students and sets the ground-work for further research into the specific areas of need and mental health challenges. More specificity in the area of demographics of students will produce a more comprehensive picture of the areas of concentration for the therapists offering services.

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Implementation and Evaluation of a Virtual Elective in Otolaryngology in the Time of COVID-19

Otolaryngology ◽

10.1177/0194599820951150 ◽

2020 ◽

pp. 019459982095115

Author(s):

Andrew J. Steehler ◽

Brian Pettitt-Schieber ◽

Matthew B. Studer ◽

Geetha Mahendran ◽

Barbara J. Pettitt ◽

...

Keyword(s):

Medical Students ◽

Neck Surgery ◽

Formative Assessments ◽

Cross Sectional Survey ◽

Cross Sectional ◽

Qualitative Survey ◽

School Of Medicine ◽

Case Based Learning ◽

Fourth Year Medical Students ◽

Survey Results

Objective To develop and evaluate a virtual otolaryngology medical student elective created during the COVID-19 crisis with the intention of teaching the basic tenets of otolaryngology and increasing exposure to the specialty. Study Design Cross-sectional survey. Setting Emory University School of Medicine. Methods A 1-week virtual otolaryngology curriculum was offered to third- and fourth-year medical students that centered on the American Academy of Otolaryngology–Head and Neck Surgery Foundation’s handbook Primary Care in Otolaryngology (fourth edition). The course covered a variety of topics and was conducted remotely via online video conferencing software. We applied multiple teaching modalities and surveyed students regarding the effectiveness of the course. Mixed methods analysis was employed to analyze the course data. Results Twelve students participated; 67% reported their baseline precourse understanding of otolaryngology in the “poor-fair” range. After the course, 92% of students reported increased understanding, with 42% and 58% reporting “good” and “very good” understanding, respectively. Following completion of the course, posttest scores on summative assessments were significantly higher than pretest scores ( P < .001). Ninety-two percent of students reported either “increased” or “greatly increased” interest in otolaryngology postcourse. Qualitative survey results revealed students’ appreciation of course organization, formative assessments, and case-based learning. Conclusions An otolaryngology elective administered through a virtual format can be effective at providing an educational experience and garnering interest in the field. Positive exposure to otolaryngology can increase medical students’ interest in pursuing the specialty and expand their general knowledge of consultation, diagnosis, and management in otolaryngology.

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Evaluation of an Ophthalmology Session for Third-Year Medical Students at the University of Colorado School of Medicine

Journal of Academic Ophthalmology ◽

10.1055/s-0038-1631880 ◽

2018 ◽

Vol 10 (01) ◽

pp. e23-e31

Author(s):

Judas Kelley ◽

Jasleen Singh

Keyword(s):

Medical Students ◽

Test Score ◽

Clinical Skills ◽

Medical Knowledge ◽

Colorado School ◽

Self Reflection ◽

University Of Colorado ◽

School Of Medicine ◽

Post Test ◽

The University

Background Medical school ophthalmology education continues to be marginalized, creating the challenge of teaching students how to adequately diagnose and manage common ocular diseases in a limited time. Objective This study aimed to improve the ophthalmic medical knowledge and clinical skills of third-year medical students. Methods This curriculum was provided to 76 out of 124 third-year medical students in the 2016 class at the University of Colorado-Denver School of Medicine program. It was a half-day session that incorporated lectures, problem-based cases, and clinical skills. Participating students were given a self-reflection survey on their knowledge at the beginning and end of the session. Participating students were given a pre-test and post-test 6 months later via SurveyMonkey. Another quiz was given to all students within the class. Comparisons of pre- and post-tests, pre- and post-surveys, and quiz results in the participating and nonparticipating groups were made. Results Participating students' mean pre-test score was 61.8% (n = 76) and post-test score was 72.3% (n = 47), p < 0.01, indicating a significant increase in knowledge. There was an increase in 2 points on the Likert scale of understanding in ophthalmology between surveys. Participating students received a quiz mean score of 61.2%, which was significantly higher than those in the nonparticipating group (54.3%), p < 0.05. Conclusion This session improved medical students' confidence and medical knowledge in ophthalmology.

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Medical Student Interest in Flexible Residency Training Options

Family Medicine ◽

10.22454/fammed.2018.169078 ◽

2018 ◽

Vol 50 (5) ◽

pp. 339-344 ◽

Cited By ~ 3

Author(s):

Madison Piotrowski ◽

Debra Stulberg ◽

Mari Egan

Keyword(s):

Medical Student ◽

Medical Students ◽

Residency Training ◽

Male Students ◽

Student Interest ◽

Residency Programs ◽

School Of Medicine ◽

Drexel University ◽

Part Time ◽

Fourth Year Medical Students

Background and Objectives: Medical residents continue to experience high rates of burnout during residency training even after implementation of the 2003 Accreditation Council for Graduate Medical Education duty-hour restrictions. The purpose of this study is to determine medical student interest in flexible residency training options. Methods: Researchers developed an 11-question survey for second through fourth-year medical students. The populations surveyed included medical students who were: (1) attending the 2015 American Academy of Family Physicians National Conference, the 2015 Family Medicine Midwest Conference, and (2) enrolled at University of Chicago Pritzker School of Medicine, University of Illinois College of Medicine at Chicago, Drexel University College of Medicine, and Case Western Reserve University School of Medicine. Results: The survey was completed by 789 medical students. Over half of medical students surveyed indicated that they would be interested in working part-time during some portion of their residency training (51%), and that access to part-time training options would increase their likelihood of applying to a particular residency program (52%). When given the option of three residency training schedules of varying lengths, 41% of male students and 60% of female students chose a 60-hour workweek, even when that meant extending the residency length by 33% and reducing their yearly salary to $39,000. Conclusions: There is considerable interest among medical students in access to part-time residency training options and reduced-hour residency programs. This level of interest indicates that offering flexible training options could be an effective recruitment tool for residency programs and could improve students’ perception of their work-life balance during residency.

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Group versus modified individual standard-setting on multiple-choice questions with the Angoff method for fourth-year medical students in the internal medicine clerkship

Advances in Medical Education and Practice ◽

10.2147/amep.s46705 ◽

2013 ◽

pp. 195 ◽

Cited By ~ 2

Author(s):

Kittisak Sawanyawisuth ◽

Senthong ◽

Chindaprasirt ◽

Aekphachaisawat ◽

Chaowattanapanit ◽

...

Keyword(s):

Internal Medicine ◽

Medical Students ◽

Multiple Choice ◽

Group Versus ◽

Standard Setting ◽

Multiple Choice Questions ◽

Medicine Clerkship ◽

Angoff Method ◽

Internal Medicine Clerkship ◽

Fourth Year Medical Students

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ROLE MODELING BY A CRITICAL CARE SPECIALIST AS A TECHNIQUE FOR NURTURING A HUMANISTIC APPROACH AMONG THIRD- AND FOURTH-YEAR MEDICAL STUDENTS

AACN Clinical Issues Advanced Practice in Acute & Critical Care ◽

10.1097/00044067-199308000-00028 ◽

1993 ◽

Vol 4 (3) ◽

pp. 534

Author(s):

PHILLIP SLOCUM

Keyword(s):

Critical Care ◽

Medical Students ◽

Role Modeling ◽

Care Specialist ◽

Humanistic Approach ◽

Fourth Year Medical Students

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Question formulation skills training using a novel rubric with first-year medical students

Journal of the Medical Library Association JMLA ◽

10.5195/jmla.2021.935 ◽

2021 ◽

Vol 109 (1) ◽

Author(s):

Jonathan Eldredge ◽

Melissa A. Schiff ◽

Jens O. Langsjoen ◽

Roger N. Jerabek

Keyword(s):

Medical Students ◽

Training Session ◽

Skills Training ◽

Average Score ◽

First Year ◽

Post Test ◽

Quasi Experimental ◽

Based Medicine ◽

First Year Medical Students ◽

Instructional Session

Objective: The research used an assessment rubric to measure medical students’ improvement in question formulation skills following a brief evidence-based medicine (EBM) training session conducted by a health sciences librarian.Method: In a quasi-experimental designed study, students were assessed on their pre-instructional skills in formulating answerable EBM questions, based on a clinical scenario, using a rubric. Following their training, they were assessed using the same scenario and rubric. Student pre- and post-test scores were compared using a paired t-test.Results: Students demonstrated statistically significant improvement in their question formulation skills on their post-instructional assessments. The average score for students on the pre-test was 45.5 (SD 11.1) and the average score on the post-test was 65.6 (SD 5.4) with an increase of 20.1 points on the 70-point scale, p<0.001.Conclusion: The brief instructional session aided by the rubric improved students’ performance in question formulation skills.

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Development and evaluation of an evidence-based medicine module in the undergraduate medical curriculum

10.21203/rs.3.rs-22869/v2 ◽

2020 ◽

Author(s):

Abeer Salem Al Shahrani

Keyword(s):

Medical Students ◽

Study Design ◽

Evidence Based Medicine ◽

Clinical Decision Making ◽

Medical Curriculum ◽

Control Group ◽

Evidence Based ◽

Fresno Test ◽

Post Test ◽

Based Medicine

Abstract Background: Evidence-based medicine (EBM) is a core competence in both undergraduate and postgraduate medical curricula. However, its integration into curricula varies widely. Our study will help medical colleges develop, implement and evaluate their EBM courses. We assessed the effectiveness of workshops in improving critical appraisal skills among medical students.Methods: A before-and-after study design without a control group was used. A 5-week short EBM module including lectures, workshops, and online search sessions was conducted with 52 fourth-year medical students during their primary healthcare course at the College of Medicine, Princess Nourah bint Abdulrahman University. Statistical analysis was performed using SPSS statistical software (version 20, SPSS Inc., Chicago, US). Parametric tests as well as Student’s paired t-test for pre- and post-test comparisons were used.Results: Forty-nine (49) participants completed the pre- and post-training Fresno tests, and 44.9% of the participants had a GPA of 4.0 or higher. The mean Fresno test score increased from 45.63 (SD 21.89) on the pre-test to 64.49 (SD 33.31) on the post-test, with significant improvements in the following items: search strategies, relevance, internal validity, magnitude and significance of results, statistical values of diagnosis studies (sensitivity, specificity, and LR), statistical values of therapy studies (ARR, RRR, and NNT), and best study design for diagnosis and prognosis (P<0.05).Conclusion: This study supports that a short course in EBM that is incorporated into the undergraduate curriculum, especially in the clinical years, might be effective in improving medical students’ knowledge and skills in EBM. However, prospective studies are necessary to assess the long-term impact of these interventions and ultimately their effectiveness for clinical decision making. Trial registration: not applicable

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Does participation in family medicine interest group events at Canadian medical schools influence residency decisions?

University of Western Ontario Medical Journal ◽

10.5206/uwomj.v85i2.2201 ◽

2016 ◽

Vol 85 (2) ◽

pp. 6-8

Author(s):

George Kim ◽

Janina Mailloux ◽

Caleb Van de Kleut

Keyword(s):

Medical Students ◽

Family Medicine ◽

Online Survey ◽

Research Study ◽

Postgraduate Training ◽

Medical Specialty ◽

Undergraduate Medical Students ◽

School Of Medicine ◽

Fourth Year Medical Students ◽

Small Cohort

Undergraduate medical students established family medicine interest groups (FMIGs) across Canada to enhance their exposure to family medicine as a medical specialty. However, there has been limited research performed to evaluate if FMIGs are fulfilling their role in promoting postgraduate training in family medicine. The objective of this study was to determine whether or not participation in FMIG events influenced the residency decisions of fourth year medical students attending the Schulich School of Medicine & Dentistry. 32 fourth year students from the class of 2015 responded to an online survey. Overall, this study determined that FMIG events provided students with a greater understanding of the opportunities in family medicine (23/32), but did not influence residency decisions. The study was limited given the small cohort of medical students surveyed. In the future, it may be beneficial to pursue a Canada-wide research study of FMIGs to survey a larger number of students, and improve the validity and generalizability of the results.

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