Effect of COVID-19 on Undergraduate Medical Education: A Letter from Pakistan

Virtual Learning ◽

Learning Systems ◽

Global Pandemic ◽

Bush Fire ◽

The Impact

First identified in Wuhan, China, on December 31 2019, coronavirus spread like bush fire. The WHO declared it as a Global Pandemic on March 11 2021. COVID-19 was termed novel based on newly identified pathogens, thus leading to a state of uncertainty regarding treatment and prevention1. This virus can present with an array of symptoms; dry cough, breathlessness, chest pain, myalgia, and diarrhea2. Undergraduate medical education has shifted to virtual learning systems to halt the transmission of the virus. This letter elaborates on the challenges faced and the impact of COVID-19 on the life of undergraduate medical students.

Undergraduate medical students’ behavioural intentions towards medical errors and how to handle them: a qualitative vignette study

BMJ Open ◽

10.1136/bmjopen-2017-019500 ◽

2018 ◽

Vol 8 (3) ◽

pp. e019500 ◽

Cited By ~ 2

Author(s):

Isabel Kiesewetter ◽

Karen D Könings ◽

Moritz Kager ◽

Jan Kiesewetter

Keyword(s):

Medical Education ◽

Medical Students ◽

Qualitative Content Analysis ◽

Case Vignette ◽

Preventive Action ◽

Case Scenario ◽

Online Questionnaire ◽

Behavioural Intentions

ObjectivesIn undergraduate medical education, the topics of errors in medicine and patient safety are under-represented. The aim of this study was to explore undergraduate medical students’ behavioural intentions when confronted with an error.DesignA qualitative case vignette survey was conducted including one of six randomly distributed case scenarios in which a hypothetical but realistic medical error occurred. The six scenarios differed regarding (1) who caused the error, (2) the presence of witnesses and (3) the consequences of the error for the patient. Participants were asked: ‘What would you do?”. Answers were collected as written free texts and analysed according to qualitative content analysis.SettingStudents from German medical schools participated anonymously through an online questionnaire tool.ParticipantsAltogether, n=159 students answered a case scenario. Participants were on average 24.6 years old (SD=7.9) and 69% were female. They were undergraduate medical students in their first or second year (n=27), third, fourth or fifth year (n=107) or final year (n=21).ResultsDuring the inductive coding process, 19 categories emerged from the original data and were clustered into four themes: (1) considering communication; (2) considering reporting; (3) considering consequences; and (4) emotional responsiveness. When the student him/herself caused the error in the scenario, participants did mention communication with colleagues and taking preventive action less frequently than if someone else had caused the error. When a witness was present, participants more frequently mentioned disclosure of the error and taking actions than in the absence of a witness. When the outcome was significant to the patient, participants more often showed an emotional response than if there were no consequences.ConclusionsThe study highlights the importance of coping strategies for healthcare professionals to adequately deal with errors. Educators need to introduce knowledge and skills on how to deal with errors and emotional preparedness for errors into undergraduate medical education.

The Status of Medical Student Education in Pregnancy Options Counseling: a Review

Medical Science Educator ◽

10.1007/s40670-021-01368-x ◽

2021 ◽

Author(s):

Lauren E. Farmer ◽

Camille A. Clare

Keyword(s):

Medical Education ◽

Medical Student ◽

Medical Students ◽

Medical Student Education ◽

Student Education ◽

Gynecology And Obstetrics ◽

The Status ◽

Barriers To Teaching

Abstract Background The Association of Professors of Gynecology and Obstetrics (APGO) has acknowledged the importance of pregnancy options counseling by listing it as a “shows how” skill for all undergraduate medical students. Unfortunately, there is no standard curriculum utilized to teach medical students pregnancy options counseling or to assess skill sustainability over time. Objectives To review and summarize the literature on pregnancy options counseling in undergraduate medical education. Methods We performed a structured literature review searching Google Scholar, PubMed, and EMBASE for articles between 2000 and February 2020. Inclusion criteria were English language studies of M. D. and D.O. programs in North America with a discussion of pregnancy options counseling as it relates to medical student education. Results There is a small but growing body of literature on pregnancy options counseling in medical student education. The common themes across the 17 papers reviewed include the status of pregnancy options counseling in undergraduate medical education, barriers to teaching options counseling, the timing of education, utilization of the options counseling Objective Structured Clinical Examination (OSCE), learner challenges, and novel strategies for implementing education in options counseling and subsequent learning outcomes. Conclusions There is no standardized pregnancy options counseling curriculum in undergraduate medical education (UME). The landscape in which this important skill is being taught is one of random, insufficient, and uncoordinated curricular interventions. This is the only review on this subject, making it a unique summary on pregnancy options counseling in UME.

Group mentorship for undergraduate medical students—a systematic review

Perspectives on Medical Education ◽

10.1007/s40037-020-00610-3 ◽

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 ◽

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.

The impact of airway management training by utilizing smartphone on the learning of undergraduate medical students

Journal of Analytical Research in Clinical Medicine ◽

10.15171/jarcm.2019.016 ◽

2019 ◽

Vol 7 (3) ◽

pp. 83-90

Author(s):

Hamideh Nouriasl ◽

Behnam Talebi ◽

Hamid Reza Morteza_Bagi

Keyword(s):

Medical Education ◽

Medical Students ◽

Airway Management ◽

Management Training ◽

Smartphone Application ◽

Practical Skills ◽

Significant Difference ◽

Improving Student Learning ◽

The Impact

Intrduction: Smartphone-based learning is a novel learning technique in medical education. Smartphones have good potentialities to be used as a learning tool for their wide application among students. The aim of this study was to investigate the impact of training airway management by utilizing smartphones on the learning of undergraduate medical students. Methods: In this semi-experimental study, it was tried to intervene in the students’ way of learning by using smartphone training application. The participants included 120 undergraduate medical students of School of Medicine, Tabriz University of Medical Sciences, Tabriz, Iran. Forty students were randomly selected and divided into two groups of control and experimental. Then, teaching through two methods of traditional method (face to face) and combined method (traditional + smartphone-based software) was performed for control and experimental groups, respectively. After that the teaching was finished, the level of knowledge and practical skills of both groups were evaluated. Students' practical skills were assessed using a standard checklist on the moulage. The knowledge score was obtained using a multiple-choice written test. Finally, data were analyzed by SPSS software using independent samples t-test. Results: There was a significant difference between the mean score of knowledge and practical skills of the experimental group when compared to the controls (P < 0.05) and the smartphone application was efficient in improving student learning. Conclusion: Utilizing smartphone application can be a complementary method for traditional education in enhancing medical skills. Accordingly, the use of blended training in medical education is suggested.

Leadership training for undergraduate medical students

Leadership in Health Services ◽

10.1108/lhs-05-2016-0019 ◽

2016 ◽

Vol 29 (3) ◽

pp. 348-351 ◽

Cited By ~ 10

Author(s):

Victor Maddalena

Keyword(s):

Medical Education ◽

Medical Students ◽

Leadership Training ◽

Medical Curriculum ◽

Leadership Role ◽

Content Type ◽

Medical Education Program ◽

Management And Leadership

Purpose Physicians play an important leadership role in the management and governance of the healthcare system. Yet, many physicians lack formal management and leadership training to prepare them for this challenging role. This Viewpoint article argues that leadership concepts need to be introduced to undergraduate medical students early and throughout their medical education. Design/methodology/approach Leadership is an integral part of medical practice. The recent inclusion of “Leader” competency in the CanMEDS 2015 represents a subtle but important shift from the previous “manager” competency. Providing medical students with the basics of leadership concepts early in their medical education allows them to integrate leadership principles into their professional practice. Findings The Faculty of Medicine at the Memorial University of Newfoundland (MUN) has developed an eight-module, fully online Physician Leadership Certificate for their undergraduate medical education program. This program is cited as an example of an undergraduate medical curriculum that offers leadership training throughout the 4 years of the MD program. Originality/value There are a number of continuing professional development opportunities for physicians in the area of management and leadership. This Viewpoint article challenges undergraduate medical education programs to develop and integrate leadership training in their curricula.

Consensus-based antimicrobial resistance and stewardship competencies for UK undergraduate medical students

JAC-Antimicrobial Resistance ◽

10.1093/jacamr/dlaa096 ◽

2020 ◽

Vol 2 (4) ◽

Author(s):

David McMaster ◽

Molly Courtenay ◽

Catherine Santucci ◽

Angharad P Davies ◽

Andrew Kirby ◽

...

Keyword(s):

Medical Education ◽

Medical Students ◽

Antimicrobial Resistance ◽

Antimicrobial Stewardship ◽

Online Survey ◽

Undergraduate Curriculum ◽

Assessment Tools ◽

The Uk

Abstract Background In the UK there is limited coverage of antimicrobial stewardship across postgraduate curricula and evidence that final year medical students have insufficient and inconsistent antimicrobial stewardship teaching. A national undergraduate curriculum for antimicrobial resistance and stewardship is required to standardize an adequate level of understanding for all future doctors. Objectives To provide a UK national consensus on competencies for antimicrobial resistance and stewardship for undergraduate medical education. Methods Using the modified Delphi method over two online survey rounds, an expert panel comprising leads for infection teaching from 25 UK medical schools reviewed competency descriptors for antimicrobial resistance and stewardship education. Results There was a response rate of 100% with all 28 experts who agreed to take part completing both survey rounds. Following the first-round survey, of the initial 55 descriptors, 43 reached consensus (78%). The second-round survey included the 12 descriptors from the first round in which agreement had not been reached, four amended descriptors and 12 new descriptors following qualitative feedback from the panel members. Following the second-round survey, a total of 58 consensus-based competency descriptors within six overarching domains were identified. Conclusions The consensus-based competency descriptors defined here can be used to inform standards, design curricula, develop assessment tools and direct UK undergraduate medical education.

Web-Based Undergraduate Medical Education in a Virtual Learning Environment Using an Original Pedagogical Approach: an Observational Longitudinal Study

Revista Brasileira de Educação Médica ◽

10.1590/1981-52712015v43n1rb20180039ing ◽

2019 ◽

Vol 43 (1) ◽

pp. 97-104

Author(s):

Lucas Vilas Bôas Magalhães ◽

Li Min Li

Keyword(s):

Medical Education ◽

Medical Students ◽

Virtual Learning ◽

Opinion Survey ◽

Web Based ◽

Diagnostic Skills ◽

The Mean ◽

Building Program

ABSTRACT Background Asynchronous Web-based Medical Education in Virtual Learning Environments (VLEs) has grown steadily because of its many advantages. Various configurations and instructional methods are presently available. The existing proposals are poorly structured and/or not very effectively used for teaching diagnostic skills to undergraduate medical students in Brazil. A robust instructional method with positive pedagogical characteristics is needed. Thus, we have proposed a pedagogically-structured method for VLEs that includes a motivating initial reading (Medical Chronicle – MC), and a knowledge building program, using real cases coupled with audiovisual resources (Diagnostic Workshop – DW). We aimed to verify its acceptance, as well as the efficacy of the MC/DW method in improving the diagnostic ability of medical students, in the long term. Methods An opinion survey, two MC/DW materials and two Knowledge and Diagnostic Skills (KDS) questionnaires on stroke and epilepsy were developed, and two medical student groups were followed up in this 2013 longitudinal observational study. The students answered a KDS1, and attended a traditional lecture on one of the topics. They also accessed a VLE to apply the MC/DW method on stroke or epilepsy. We applied the same questionnaire (KDS2 and KDS3, respectively), one month and 5-6 months after the KDS1. We analyzed the mean KDS1 score of all the students, and the mean pairwise of those who accessed and those who did not access the VLEs during these three stages. An opinion survey was applied, and the results were analyzed by descriptive statistics. Results 87 students participated in the study, but six were excluded as they did not answer the questionnaires. The KDS1 general mean score was 1.59 (SD0.71). We found that 66 students (81.5%) accessed the VLE, showing a significant improvement in diagnostic skills in the KDS2 (mean5.65, p<0.05) and KDS3 (mean 4.57, p<0.05), with non-significant variations for those who did not access it. The MC was considered at least good for 62 students (94%), with 52 students (78.8%) finding that a checklist was sufficient to clear up all their DW doubts. Conclusions The MC/DW method in VLE proved to be effective for improving the diagnostic capability of the undergraduate medical students in the long term, and it was well accepted by the students. It presents several positive pedagogical characteristics and can be replicated.

Residential Rural Training Program in Undergraduate Medical Education: A Qualitative Evaluation of the Impact On Doctors and Medical Students

South-East Asian Journal of Medical Education ◽

10.4038/seajme.v14i2.223 ◽

2020 ◽

Vol 14 (2) ◽

pp. 93

Author(s):

A. R. Johnson ◽

S. Rathnakumari ◽

F. N. Fathima ◽

B. Joseph

Keyword(s):

Medical Education ◽

Medical Students ◽

Training Program ◽

Qualitative Evaluation ◽

Rural Training ◽

The Impact

The Impact of Educational Resources and Perceived Preparedness on Medical Education Performance

Medical Science Educator ◽

10.1007/s40670-021-01306-x ◽

2021 ◽

Author(s):

Justin Bauzon ◽

Amalie Alver ◽

Vishvaas Ravikumar ◽

Adrian Devera ◽

Tatiana Mikhael ◽

...

Keyword(s):

Medical Education ◽

Medical Students ◽

Educational Resources ◽

Survey Method ◽

Exam Performance ◽

Perceived Preparedness ◽

Education Performance ◽

The Impact ◽

Better Than

Abstract Introduction Undergraduate medical education has evolved necessarily with the increasing utilization of technology and the availability of ancillary resources developed for medical students. However, medical educational resources are expensive and there have been few studies validating these resources for their ability to significantly modify student exam performance. Methods A post-exam survey was devised to evaluate medical students for resource usage, student-perceived preparedness, and exam performance. Results Students who felt more prepared for exams performed better than students who felt less prepared (p = .017). Students who watched didactic lectures online and those who utilized peer-to-peer tutoring outperformed students who did not use these resources (p = .035, p = .008). Analyses of the data show that none of the purchased resources utilized significantly improved student exam performance. The majority of students used between six and eight resources for exam preparation. There may be a slightly negative association with the quantity of resources used and exam scores (p = .18). Discussion Contrary to traditional confidence studies that correlate overconfidence with underperformance, medical students who reported feeling more prepared for exams performed better than students who felt less prepared. Conclusion Medical students may have a more complete grasp of their knowledge base and deficits, which may enable a more accurate match between exam expectations and academic performance. This post-exam survey method can be customized and applied to evaluate resource utility as it pertains to specific undergraduate medical education curricula at individual institutions.

Differential attainment in undergraduate medical education: a systematic review

BJPsych Open ◽

10.1192/bjo.2021.128 ◽

2021 ◽

Vol 7 (S1) ◽

pp. S27-S28

Author(s):

Abhishek Gupta ◽

Shreya Varma ◽

Radhika Gulati ◽

Natasha Rishi ◽

Nagina Khan ◽

...

Keyword(s):

Systematic Review ◽

Medical Education ◽

Medical Students ◽

Grey Literature ◽

External Support ◽

High Stake ◽

Differential Outcomes ◽

Communication Processes

AimsDifferential attainment (DA) amongst Black and Minority Ethnic (BAME) medical students and postgraduate trainees including Psychiatry trainees has been extensively documented in medical education, with non-white medical students being 2.5 times more likely to fail high-stake examinations compared to their White counterparts. The Equality Act 2010 places a responsibility on public bodies such as Royal Colleges to address discrimination in training and assessment. Understanding DA in undergraduate medical education can help understand DA in the postgraduate setting. Consequently, this systematic review aims to detect the processes that enable and impede DA in UK undergraduate medical education.MethodSeven online databases including PubMed, Scopus, PyschInfo, and ERIC were searched. A formal grey literature search was also conducted. Inclusion criteria comprised studies dated from January 1995 to present and included UK undergraduate medical students. We present the preliminary findings from 13 papers, analysed to create a conceptual framework for a further mixed methods analysis. The studies were critically appraised for methodological quality.ResultFive key themes emerged from the preliminary analysis of 13 papers. BAME students experienced:Being ‘divergent’: Not feeling part of the current organisational learning milieuLack of social capital: Difficulty in being absorbed into existing ‘networks’ of relationships in a manner that is ‘approachable’ and not ‘intimidating’Continuum of discrimination: ‘Indirect’ impact of subtle communication processes in the learning environment undermining individual ‘belief’ in own performanceInstitutional discriminatory factors: Culture, rules, norms, and behavioural routines of educators that lead to differential outcomes for learnersLack of external support: Relative lack of interventions tackling DA.ConclusionThe key finding of this review is that British BAME undergraduate medical students experience discriminatory behaviours early in medical schools that impact on personal, educational, and professional outcomes. These factors may need to be borne in mind by postgraduate training organisations such as the Royal College of Psychiatrists as they commence the challenging task of addressing DA.