Faculty Opinions recommendation of Introduction of structured physical examination skills to second year undergraduate medical students.

2015 ◽  
Author(s):  
Bruce Fisher
Keyword(s):  
Medical Students ◽  
Physical Examination ◽  
Undergraduate Medical Students ◽  
Second Year

scholarly journals The reach of Spanish-language YouTube videos on physical examinations made by undergraduate medical students

2017 ◽  
Vol 14 ◽  
pp. 31 ◽  
Author(s):  
José M. Ramos-Rincón ◽  
Isabel Belinchón-Romero ◽  
Francisco Sánchez-Ferrer ◽  
Guillermo Martínez-de la Torre ◽  
Meggan Harris ◽  
...  
Keyword(s):  
Puerto Rico ◽  
Medical Students ◽  
Physical Examination ◽  
Performance Metrics ◽  
First Language ◽  
Spanish Language ◽  
Undergraduate Medical Students ◽  
Physical Examinations ◽  
Youtube Videos ◽  
The Mean

This study was conducted to evaluate the performance and reach of YouTube videos on physical examinations made by Spanish university students. We analyzed performance metrics for 4 videos on physical examinations in Spanish that were created by medical students at Miguel Hernández University (Elche, Spain) and are available on YouTube, on the following topics: the head and neck (7:30), the cardiovascular system (7:38), the respiratory system (13:54), and the abdomen (11:10). We used the Analytics application offered by the YouTube platform to analyze the reach of the videos from the upload date (February 17, 2015) to July 28, 2017 (2 years, 5 months, and 11 days). The total number of views, length of watch-time, and the mean view duration for the 4 videos were, respectively: 164,403 views (mean, 41,101 views; range, 12,389 to 94,573 views), 425,888 minutes (mean, 106,472 minutes; range, 37,889 to 172,840 minutes), and 2:56 minutes (range, 1:49 to 4:03 minutes). Mexico was the most frequent playback location, followed by Spain, Colombia, and Venezuela. Uruguay, Ecuador, Mexico, and Puerto Rico had the most views per 100,000 population. Spanish-language tutorials are an alternative tool for teaching physical examination skills to students whose first language is not English. The videos were especially popular in Uruguay, Ecuador, and Mexico.

scholarly journals Gender difference in resilience among the under graduate medical students – A cross sectional study

2020 ◽  
Vol 11 (SPL2) ◽  
pp. 21-24
Author(s):  
Mahati Sundar ◽  
Archana R
Keyword(s):  
Medical Students ◽  
Gender Difference ◽  
Medical Curriculum ◽  
Cross Sectional Study ◽  
Female Students ◽  
Sectional Study ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Male And Female ◽  
Second Year

A health professional requires resilience to be able to handle the depression, anxiety and stress, which may occur when they are in the field. Resilience is theability to tackle and overcome difficulties, with personal transformation and growth. Studies in undergraduate medical students have shown a difference in the stress scores of males and females, showing the possibility of gender difference in coping strategies and resilience. Therefore, the objective of the study was to assess the resilience scores of undergraduate medical students and to find out the existence of gender differences in their resilience scores. A cross-sectional study was conducted among the first and second-year MBBS students of 18-25 years of age after obtaining informed consent and Institutional ethical clearance. All willing male and female students fulfilling the inclusion and exclusion criteria formed the study participants. A standard resilience questionnaire was used to assess the resilience scores of the students and the male and female participants scores were noted separately. A total of of282 first and second-year undergraduate medical students participated in the study. A significantly higher percentage of female students had a high resilience score in comparison to male participants. Our study highlights the fact that females have a higher resilience compared to males. But still, the majority of male and female students are having moderate resilience. Thus, the future focus should be on the promotion of resilience-building measures to be taught to the students early in their medical curriculum to successfully tackle the stressful situations.

Point-of-care ultrasound augments physical examination learning by undergraduate medical students

2020 ◽  
Vol 97 (1143) ◽  
pp. 10-15
Author(s):  
Chun Ka Wong ◽  
JoJo Hai ◽  
Kwong Yue Eric Chan ◽  
Ka Chun Un ◽  
Mi Zhou ◽  
...  
Keyword(s):  
Medical Students ◽  
Physical Examination ◽  
Medical Curriculum ◽  
Instant Messaging ◽  
Point Of Care ◽  
Group Discussion ◽  
Point Of Care Ultrasound ◽  
Undergraduate Medical Students ◽  
Significant Difference ◽  
The Impact

BackgroundLittle is known about the impact of the provision of handheld point-of-care ultrasound (POCUS) devices on physical examination skills of medical students.MethodsWe describe an educational initiative that comprised a POCUS workshop followed by allocation of a POCUS device to medical students for use over the subsequent 8 weeks. They were encouraged to scan patients and correlate their physical examination findings. A mobile instant messaging group discussion platform was set to provide feedback from instructors. Physical examination skills were assessed by means of clinical examination.Results210 final-year medical students from the University of Hong Kong participated in the programme. 46.3% completed the end of programme electronic survey: 74.6% enjoyed using the POCUS device, 50.0% found POCUS useful to validate physical examination findings and 47.7% agreed that POCUS increased their confidence with physical examination. 93.9% agreed that the programme should be incorporated into the medical curriculum and 81.9% would prefer keeping the device for longer time from 16 weeks (45.6%) to over 49 weeks (35.3%). Medical students who participated in the POCUS programme had a higher mean score for abdominal examination compared with those from the previous academic year with no POCUS programme (3.65±0.52 vs 3.21±0.80, p=0.014), but there was no statistically significant difference in their mean score for cardiovascular examination (3.62±0.64 vs 3.36±0.93, p=0.203).ConclusionThe POCUS programme that included provision of a personal handheld POCUS device improved students’ attitude, confidence and ability to perform a physical examination.

scholarly journals Empathy variation of undergraduate medical students after early clinical contact: a cross-sectional study in China

BMJ Open ◽  
2020 ◽  
Vol 10 (7) ◽  
pp. e035690
Author(s):  
Xiong Ye ◽  
Haiying Guo ◽  
Zhou Xu ◽  
Hui Xiao
Keyword(s):  
Medical Students ◽  
Early Stage ◽  
Teaching Hospitals ◽  
Secondary Outcome ◽  
First Year ◽  
Long Term Effects ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
The Mean ◽  
Second Year

ObjectivesEmpathy education is very important for medical students. There is little research on the influence of early clinical practice on the development of empathy and other aspects of professionalism in medical students. The aim of this study was to compare the self-reported empathy levels of first-year and second-year undergraduate medical students before and after their early clinical contact curriculum.SettingThe study was conducted at the Shanghai University of Medicine & Health Sciences, Shanghai, China.ParticipantsA total of 257 undergraduate medical students participated in the study. The 154 first-year students were studying in 10 community-based teaching hospitals, and the 103 second-year students were studying in 3 university-affiliated hospitals.Primary and secondary outcome measuresPrimary measures: the Jefferson Scale of Empathy—Student version (JSE-S) was compared between students of different sexes and in different academic years before their early clinical contact course. Secondary measures: comparisons were made after they finished the curriculum 3 weeks later.ResultsA total of 219 of 257 students responded (85.21% response rate), and 214 answers could be analysed (135 first-year and 79 second-year students; 120 female and 94 male individuals). No significant differences in the empathy scores before early clinical contact were observed between students of different sexes and in different academic years. After early clinical contact, the mean JSE-S score of the participants was significantly higher than the mean score at the beginning of the curriculum.ConclusionsEmpathy-focused training during early clinical contact can improve the empathetic capacity of undergraduate medical students. Fostering empathetic attitudes among undergraduate medical students is necessary for the early stage of their medical education. Further research is needed on the long-term effects of empathy-focused education in entry-level medical students.

The Effect of 360° Virtual Reality versus 2-Dimensional Video Reviews on History Taking and Physical Examination Skills Learning in Undergraduate Medical Students: A Randomized Controlled Trial (Preprint)

2020 ◽  
Author(s):  
Yi-Ping Chao ◽  
Chung-Jan Kang ◽  
Ming-Ju Hsieh ◽  
Yu-Che Chang ◽  
Tuan-Jen Fang ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Standard Deviation ◽  
Medical Students ◽  
Physical Examination ◽  
Cognitive Load ◽  
Learning Outcome ◽  
History Taking ◽  
Undergraduate Medical Students ◽  
Video Review ◽  
Video Group

BACKGROUND History taking and physical examination (H&P) is an important core competency of undergraduate medical education. Recent advances in virtual reality (VR) simulation, lowering the complexity of learning tasks and the cognitive load of the learners, make this novel technology well suited for the initial training of novices. Reduced heart rate variation (HRV) is associated with decreased cognitive efficiency. Whether a 360° VR video review can impact learning outcome, cognitive load, and HRV while learning H&P skills in undergraduate medical students is unknown. OBJECTIVE We explored the effectiveness of 360° VR versus 2-dimensional (2D) video review to learn H&P skills with regards to learning outcome, cognitive load, and HRV. METHODS In 2018, we randomly assigned (1:1) 64 undergraduate medical students to either a 360° VR or 2D video group (matched by age, sex, and cognitive style) with allocation concealment to learn H&P skills using VR headsets and controllers. Subsequently, the participants each performed a focused H&P with a real outpatient. Two raters used the Mini-Clinical Evaluation Exercise (Mini-CEX) and Direct Observation of Procedural Skills (DOPS) questionnaires to assess the participants’ performance blindly. The Cognitive Load Component questionnaire and a portable electrocardiogram monitor were used to measure cognitive load and HRV, respectively. RESULTS All participants completed the study (mean age=24.2 years, standard deviation=0.9 years; 44 [69%] males and 20 [31%] females). The physical examination and student’s satisfaction scores (Mini-CEX), total DOPS score, total and intrinsic cognitive load scores, and standard deviation of normal to normal R-R intervals in the 360° VR video group were significantly higher than those in the 2D video group (effect size=0.63, 0.56, 0.72, 0.53, 0.67, and 0.52, respectively). Differences in the other aspects of the Mini-CEX and cognitive loads of both groups were not statistically significant. CONCLUSIONS This study provides a high level of evidence to confirm that 360° VR video review can help undergraduate medical students to perform fundamental H&P skills as effectively as traditional 2D video review. Furthermore, a 360° VR video review could be used to more efficiently examine the body of a real patient with higher learner’s satisfaction. These findings may inspire the design of 360° VR video-based training protocols to enhance competencies other than history taking. CLINICALTRIAL Clinicaltrials.gov NCT03501641; https://clinicaltrials.gov/ct2/show/NCT03501641 (Archived by WebCite at http://www.webcitation.org/72f59ImWm)

scholarly journals Library Usage Habits of First- and Second-year Medical Students at a Satellite Campus: Report on an Exploratory Questionnaire

2013 ◽  
Vol 34 (3) ◽  
pp. 147 ◽  
Author(s):  
Jackie Phinney
Keyword(s):  
Medical Students ◽  
Information Needs ◽  
Background Information ◽  
First Year ◽  
Library Services ◽  
Undergraduate Medical Students ◽  
Satellite Campus ◽  
Print Books ◽  
Second Year ◽  
Academic Year

Introduction: Anticipating the information needs of undergraduate medical students can be challenging, especially within the context of distributed medical education at a satellite campus. The purpose of this study was to evaluate how first- and second-year medical students in the Dalhousie Medicine New Brunswick program are using their satellite campus' library services and if they would prefer to use their home institution's electronic collection as opposed to print collections from the satellite campus library. Methods: First- and second-year medical students were asked to complete a paper survey towards the end of their academic year, which focused on background information, study habits, access preferences and tendencies (print book vs. electronic), satisfaction with their physical library space and collection, as well as their likelihood of completing required course readings. Results: Although both groups actually used electronic books more than print, the first-year class stated a preference for print books. Overall students were satisfied with their physical library's services, but were less likely to borrow a book if it is on course reserve. Discussion and Conclusions: When providing library services to undergraduate medical students, it is important to note that their opinions and needs can evolve quickly and be unpredictable. Librarians should consider maintaining a print collection while transitioning to electronic, in keeping with the trends of academic health librarianship.

scholarly journals Virtual Integrated Patient: An AI supplementary tool for second-year medical students

2021 ◽  
Vol 6 (3) ◽  
pp. 87-90
Author(s):  
Juanita S. M. Kong ◽  
Boon See Teo ◽  
Yueh Jia Lee ◽  
Anu Bharath Pabba ◽  
Edmund J.D. Lee ◽  
...  
Keyword(s):  
Medical Students ◽  
Pilot Study ◽  
Physical Examination ◽  
Clinical Skills ◽  
History Taking ◽  
Clinical Rotations ◽  
Face To Face ◽  
Second Year ◽  
Standardised Patients ◽  
Real Patients

Introduction: With the COVID-19 pandemic, Singapore underwent a national lockdown in which most organisations, including schools were closed. Halting face-to-face tutorials resulting in decreased clinical contact for medical students. Prior to the pandemic, we had developed the Virtual Integrated Patient (VIP). Equipped with conversational technology, it provides students online practice in various clinical skills such as history-taking, physical examination and investigations. The aim of this paper is to describe the supplementary use of VIP in the second-year class, in which a pilot study was conducted. Methods: The VIP platform was introduced to the cohort and used to supplement the teaching of history-taking in the “Communication with Patients” (CWP) module for second-year students. Traditionally, CWP tutorials involve face-to-face history-taking from standardised patients (SPs). Students, who consented to participating in the trial, had an additional 3 weeks’ access to VIP to practice their history-taking skills. They completed a survey on their user experience and satisfaction at the end of the 3 weeks. Results: Out of the 106 participants, 87% strongly agreed or agreed that using VIP helped in remembering the content while 69% of them felt that VIP increased their confidence and competence in history-taking. Conclusion: VIP was well-received by students and showed promise as a tool to supplement history-taking tutorials, prior to students’ encounter with SPs and real patients. Hence, this trend showed its potential as an alternative when clinical rotations were delayed or cancelled. Further research can be done to evaluate its effectiveness in this context.

scholarly journals Opinion of undergraduate medical students of North Karnataka on case based learning for teaching Medical Microbiology

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Sudheendra Kulkarni ◽  
Chandrakant Chillarge ◽  
Kumar Sai Sailesh
Keyword(s):  
Medical Students ◽  
Likert Scale ◽  
Medical Sciences ◽  
Undergraduate Medical Students ◽  
Practical Applications ◽  
Medical Microbiology ◽  
Case Based Learning ◽  
Second Year ◽  
Self Administered Questionnaire ◽  
Case Based

The present study was undertaken to observe the student's opinion regarding the case based learning for teaching medical microbiology. The study was conducted in the Department of Microbiology, Bidar Institute of Medical sciences, Bidar, North Karnataka. 100 second, year MBBS students were included in the study. Students were exposed to case based lecture (topic-H.Pylori). After the Case based learning (CBL), the opinion of students was taken by using self administered questionnaire with 5 point likert scale. In the present study most of the student's preferred case based learning. We recommend including CBL as a part and parcel of medical microbiology curriculum for better understanding of subject and for practical applications.

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