An Evaluation on Medical Students’ Satisfaction with Clinical Education and its Effective Factors

Background: Recently, there has been an increase in life expectancy due to improvements in nutrition, health, and sanitation. The aim of this study was to evaluate the geriatric curriculum in the field of general medicine at Shiraz University of Medical Sciences (SUMS), Iran to improve the quality of services provided to this population in the community. Methods: This was a qualitative study. Six educational hospitals and ambulatory centers of Shiraz University of Medical Sciences participated in this study. Within these centers, 15 medical education faculty members and educational experts, 6 medical students, 6 elderly patients and 6 nurses working in the university related to the geriatric field were selected using purposive sampling. Data were gathered through semi-structured interviews, focus group discussion and field observations in the teaching hospital and ambulatory setting of SUMS from June 2017 to May 2018. Based on the qualitative research, the data underwent conventional content analysis and the main themes were developed from this. Results: Three main themes were extracted from the data: effective clinical education, geriatrics curriculum challenges and promotion strategies for geriatric medicine. Subcategories that emerged were a competent curriculum teacher, a challenging program, management of resources, promotion of the program, and the revision required in the curriculum, which were related to other concepts and described in the real-world situation of the geriatric curriculum in the university, as observed in field observations. Conclusions: This study identified three concepts as main themes that can be used to explain how to implement a geriatric curriculum in a medical university. The main contributing factor to different views of the participants was identified as the revision required to the curriculum for integrative care in a geriatric patient. This should be taken into consideration while planning any programs and decisions aimed at education of medical students on this topic.

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Quantitative Influence and Performance Analysis of VR Laparoscopic Surgical Training System

10.21203/rs.3.rs-462363/v1 ◽

2021 ◽

Author(s):

Peng Yu ◽

Junjun Pan ◽

Zhaoxue Wang ◽

Yang Shen ◽

Jialun Li ◽

...

Keyword(s):

Medical Students ◽

Performance Analysis ◽

Cognitive Load ◽

Surgical Training ◽

Clinical Education ◽

Training System ◽

Physiological Data ◽

Flow Experience ◽

And Performance ◽

Quantitative Influence

Abstract Background VR surgery training becomes a trend in clinical education. Many research papers validate the effectiveness of VR based surgical simulators in training surgeons. However, most existing papers employ subjective methods to study the residents’ surgical skills improvement. Few of them investigates how to substantially improve the surgery skills on speciﬁc dimensions.Methods In this paper, we resort to physiological approaches to objectively research quantitative inﬂuence and performance analysis of VR laparoscopic surgical training system for medical students. 41 participants were recruited from a pool of medical students. They conducted four pre and post experiments in the training box. In the middle of pre and post experiments, they were trained on VR laparoscopic surgery simulators (VRLS). When conducting pre and post experiments, their operation process and physiological data (heart rate and electroencephalogram) are recorded. Their performance is graded by senior surgeons using newly designed hybrid standards for fundamental tasks and GOALS standards for colon resection tasks. Finally, the participants were required to ﬁll the questionnaires about their cognitive load and ﬂow experience.Results The results show that the VRLS could highly improve medical students' performance (p < 0.01) especially in depth perception and enable the participants to obtain flow experience with a lower cognitive load.Conclusion The performance of participants is negatively correlated with cognitive load through quantitatively physiological analysis. This might provide a new way of assessing skill acquirement.

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Learning together to manage simulated postpartum haemorrhage: undergraduate midwifery and medical students’ satisfaction with simulation and impact upon self-efficacy

Women and Birth ◽

10.1016/j.wombi.2019.07.171 ◽

2019 ◽

Vol 32 ◽

pp. S6-S7

Author(s):

Gayle Mclelland ◽

Anne Tremayne ◽

Bethany Carr ◽

Helen Hall ◽

Virginia Plummer ◽

...

Keyword(s):

Medical Students ◽

Self Efficacy ◽

Postpartum Haemorrhage ◽

Students Satisfaction ◽

Learning Together

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Clinical Education and the Computer: A Proposed Model for Computer-Aided Learning in the Medical Curriculum

Australasian Psychiatry ◽

10.3109/10398569709082087 ◽

1997 ◽

Vol 5 (1) ◽

pp. 19-22 ◽

Cited By ~ 1

Author(s):

Tim J. Lambert ◽

Kenneth C. Kirkby ◽

John C. Dunn

Keyword(s):

Medical Students ◽

Teaching Strategies ◽

Clinical Education ◽

Interactive Multimedia ◽

Medical Curriculum ◽

Undergraduate Medical Students ◽

Proposed Model ◽

Computer Aided ◽

Computer Aided Learning

The aim of this paper is to examine the proposition that computer-aided learning (CAL), which utilises interactive multimedia-based teaching strategies, positively enhances the acquisition of selected clinical recognition skills by undergraduate medical students.

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The status of ward-based clinical education: the medical students’ opinion

Advances in Medical Education and Practice ◽

10.2147/amep.s120443 ◽

2016 ◽

Vol Volume 7 ◽

pp. 571-573 ◽

Cited By ~ 1

Author(s):

Farzana Begum ◽

Farah Jaffar ◽

Doaa Kerwat ◽

Salma Marouf ◽

Hiral Rana ◽

...

Keyword(s):

Medical Students ◽

Clinical Education ◽

The Status

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The Effectiveness of Bioskills Training for Simulated Open Lumbar Laminectomy

Global Spine Journal ◽

10.1177/2192568217703337 ◽

2017 ◽

Vol 7 (8) ◽

pp. 794-800 ◽

Cited By ~ 8

Author(s):

Barrett S. Boody ◽

Brett D. Rosenthal ◽

Tyler J. Jenkins ◽

Alpesh A. Patel ◽

Jason W. Savage ◽

...

Keyword(s):

Medical Students ◽

Clinical Education ◽

Medical Center ◽

Academic Medical Center ◽

Intervention Group ◽

Training Session ◽

Senior Resident ◽

Control Group ◽

Junior Resident ◽

Training Module

Study Design: Randomized, prospective study within an orthopedic surgery resident program at a large urban academic medical center. Objectives: To develop an inexpensive, user-friendly, and reproducible lumbar laminectomy bioskills training module and evaluation protocol that can be readily implemented into residency training programs to augment the clinical education of orthopedic and neurosurgical physicians-in-training. Methods: Twenty participants comprising senior medical students and orthopedic surgical residents. Participants were randomized to control (n = 9) or intervention (n = 11) groups controlling for level of experience (medical students, junior resident, or senior resident). The intervention group underwent a 40-minute bioskills training module, while the control group spent the same time with self-directed study. Pre- and posttest performance was self-reported by each participant (Physician Performance Diagnostic Inventory Scale [PPDIS]). Objective outcome scores were obtained from a blinded fellowship-trained attending orthopedic spine surgeon using Objective Structured Assessment of Technical Skills (OSATS) and Objective Decompression Score metrics. Results: When compared with the control group, the intervention group yielded a significant mean improvement in OSATS ( P = .022) and PPDIS ( P = .0001) scores. The Objective Decompression Scores improved in the intervention group with a trend toward significance ( P = .058). Conclusions: We conclude that a concise lumbar laminectomy bioskills training session can be a useful educational tool for to augment clinical education. Although no direct clinical correlation can be concluded from this study, the improvement in trainee’s technical and procedural skills suggests that Sawbones training modules can be an efficient and effective tool for teaching fundamental spine surgical skills outside of the operating room.

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