scholarly journals First year medical student experiences with a clinical skills seminar emphasizing sexual and gender minority population complexity

2020 ◽  
Author(s):  
Laurence Biro ◽  
Kaiwen Song ◽  
Joyce Nyhof-Young
Keyword(s):  
Medical Student ◽  
Focus Groups ◽  
Student Learning ◽  
Clinical Skills ◽  
Standardized Patients ◽  
Student Experiences ◽  
First Year ◽  
Minority Population ◽  
Adaptive Expertise ◽  
And Gender

Purpose: Patients identifying as sexual and gender minorities (SGMs) face healthcare barriers. This problem is partly due to medical training.1 We evaluated first year medical student experiences during a novel four-hour seminar, in which students answered discussion questions, participated in peer role-plays, and interviewed two standardized patients Method: A constructivist qualitative design employed audio-recorded and transcribed student focus groups. Using generic content analysis, transcripts were iteratively coded, emergent categories identified, sensitizing concepts applied, and a thematic framework created. Results: Thirty-five students (71% female) participated in five focus groups. Two themes were developed: SGM bias (faculty, standardized patients [SPs], students, curriculum), and Adaptive Expertise in Clinical Skills (case complexity, learner support, skill development). SPs identifying as SGM brought authenticity and lived experience to their roles. Preceptor variability impacted student learning. Students were concerned when a lack of faculty SGM knowledge accompanied negative biases. Complex SP cases promoted cognitive integration and preparation for clinical work. Conclusions: These students placed importance on the lived experiences of SGM community members. Persistent prejudices amongst faculty negatively influenced student learning. Complex SP cases can promote student adaptive expertise, but risk unproductive learning failures. The lessons learned have implications for clinical skills teaching, learning about minority populations, and medical and health professions education in general.

scholarly journals 980. Using Videoconferencing with the Clinical Microbiology Lab to Enhance Medical Student Learning During Clinical Rotations

2018 ◽  
Vol 5 (suppl_1) ◽  
pp. S41-S41
Author(s):  
Peter Chin-Hong ◽  
Brian Schwartz
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Focus Groups ◽  
Student Learning ◽  
Laboratory Tests ◽  
Clinical Microbiology ◽  
Clinical Microbiology Laboratory ◽  
Microbiology Laboratory ◽  
Clinical Workflow ◽  
Medical Student Learning

Abstract Background Preclinical medical student learning in the microbiology laboratory traditionally focuses on enhancing understanding of microbiology but less on understanding clinical workflow. During a novel course that revisited foundational sciences during clerkships, we designed a virtual microbiology laboratory session to enhance understanding and familiarity with clinical workflow on testing of patient samples. Methods The virtual microbiology laboratory sessions were conducted twice in 2018, each including 80 third-year medical students. Clinical cases were used to build upon foundational knowledge. We live-streamed video and audio content from the clinical microbiology laboratory to a remote classroom via the Zoom videoconferencing platform. We conducted the session as a tour and lively interview with microbiology staff who explained the processing as well as diagnostic testing Methods. Students were able to ask questions. To evaluate the sessions we (1) distributed a quantitative survey using a 5-point Likert scale (5 = strongly agree) and (2) conducted focus groups with learners. Qualitative data were analyzed using open and axial coding. Results In a questionnaire administered to 160 students, 74% of respondents agreed that the technical aspects and faculty in the session provided the feeling on a “hands-on” tour. Of the respondents, 58% reported that they would be more likely to contact the microbiology laboratory team for help in ordering or interpreting various laboratory tests. In focus groups, learner reflections reinforced the ability of this format to ensure standardization with each student getting to clearly see the demonstration and hear instructor perspectives. Students also appreciated the linear approach of following a specimen from arrival to the laboratory, a better understanding of the laboratory staff and their roles in performing and interpreting laboratory tests. The live feed could be enhanced further by better audio and video synchronization and by reducing ambient noise. Conclusion Videoconferencing with the clinical microbiology laboratory can be used to effectively teach microbiology and infectious diseases content to advanced medical students. Whether this exposure to the microbiology laboratory can enhance patient care outcomes requires further study. Disclosures All authors: No reported disclosures.

scholarly journals Understanding Student Experiences in a Near-Peer Resident Shadowing Program

2014 ◽  
Vol 2014 ◽  
pp. 1-5 ◽  
Author(s):  
Simon R. Turner ◽  
Jonathan White ◽  
Cheryl Poth ◽  
W. Todd Rogers
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Clinical Training ◽  
Learning Experience ◽  
Low Cost ◽  
Student Experiences ◽  
First Year ◽  
Clinical Environment ◽  
First Year Students ◽  
Close Relationship

Introduction. The preparation of medical students for clerkship has been criticized, both in terms of students’ ability to understand their new role as clinical trainees and in their ability to carry out that role. To begin to address this gap, this paper reports the experiences of students in a shadowing program aimed at enhancing the preparedness of medical students for clinical training. The study examined a novel program, the Resident-Medical Student Shadowing Program, in which first-year medical students at the University of Alberta shadowed a first-year resident during clinical duties over the course of eight months. Methods. A study was conducted to assess the experiences of 83 first-year medical student participants who shadowed a first-year resident intermittently for one year. Student and resident participants’ experiences were explored using semistructured interviews. Results. Students and residents experiences indicate that participation increased students’ understanding of the clinical environment and their role within it and introduced them to skills and knowledge needed to perform that role. Students reported that a close relationship with their resident enhanced their learning experience. Conclusion. This study demonstrates that a low-cost program in which first-year students shadow residents may be a useful tool for helping prepare students for clerkship.

scholarly journals Standardized Patients in Communication Sciences and DIsorders: Past, Present and Future Directions

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Richard Zraick
Keyword(s):  
Student Learning ◽  
Clinical Education ◽  
Clinical Skills ◽  
Standardized Patients ◽  
Clinical Competency ◽  
Future Directions ◽  
Education Of Students

Standardized patients (SPs) are increasingly being used with students in the field of communication sciences and disorders (CSD). The purpose of this paper is to describe the use of SPs with CSD students. Challenges to the clinical education of students are described, and a call is made to expand the use of SPs to facilitate student learning of clinical skills and to assess students’ clinical competency.

scholarly journals Utilizing Assessment and Student Experiences to Build a Collaborative Residential Curriculum

2020 ◽  
Vol 27 (2) ◽  
Author(s):  
Kyle Flowers
Keyword(s):  
Student Learning ◽  
Learning Strategies ◽  
Student Experience ◽  
Comprehensive Assessment ◽  
Student Experiences ◽  
First Year ◽  
Residential Areas ◽  
Community Learning ◽  
Academic Year ◽  
Macalester College

In the 2019-2020 academic year, Macalester College conducted a comprehensive assessment of the residential curriculum model through a pedagogical lense. We identified three larger findings: 1) There is a pedagogical misalignment with the implementation of learning strategies in residential areas, 2) Larger, sequential stressors exist for the First-Year and Sophomore Year Experience (FYE & SOYE), and 3) Campus partners are interested in increasing collaboration within the residential curriculum to improve the student experience. These findings drove larger recommendations centered around a 3rd version of our Community Learning Model (CLM), where learning strategies are sequenced to maximize student learning.

scholarly journals Medical student anxiety in caring for dying patients and their family: a cross-sectional study

2021 ◽  
pp. bmjspcare-2021-003331
Author(s):  
Geoffrey Wells ◽  
Carrie Llewellyn ◽  
Andreas Hiersche ◽  
Ollie Minton ◽  
Juliet Wright
Keyword(s):  
Medical Student ◽  
Cross Sectional Study ◽  
First Year ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Student Anxiety ◽  
Dying Patients ◽  
Student Age ◽  
And Gender ◽  
Dying Patient

ObjectivesTo investigate the level of medical student anxiety in caring for a dying patient and their family and identify influencing factors.MethodsWe conducted a cross-sectional survey in a UK medical school to measure medical student anxiety using a validated Thanatophobia Scale questionnaire.ResultsIn total, 332 questionnaires were completed. Mean thanatophobia score was 19.5 (SD 7.78, range 7–49). Most respondents were female (67.4%) and did not have a previous undergraduate degree (56%). Median student age was 22 years (IQR 20–24). Year of study influenced anxiety level, with second year students displaying an increase in mean thanatophobia score of 6.088 (95% CI 3.778 to 8.398, p<0.001). No significant differences were observed between final year and first year thanatophobia scores. For each 1-year increase in student age, mean thanatophobia score reduced by −0.282 (95% CI −0.473 to −0.091, p=0.004). Degree status and gender identity did not significantly affect thanatophobia score.ConclusionA degree of thanatophobia exists among medical students, with no significant improvement observed by completion of training. Recognising this anxiety to care for the dying earlier in undergraduate curricula will give educators the opportunity to address students’ fears and concerns and better prepare our future doctors for their role in caring for our dying patients and their families.

Effects of Gender, Parental Role, and Time on Infant- and Adult-Directed Read and Spontaneous Speech

2019 ◽  
Vol 62 (11) ◽  
pp. 4001-4014
Author(s):  
Melanie Weirich ◽  
Adrian Simpson
Keyword(s):  
Parental Involvement ◽  
Gender Identity ◽  
Spontaneous Speech ◽  
First Year ◽  
Space Size ◽  
Vowel Space ◽  
Potential Impact ◽  
Phonetic Features ◽  
And Gender ◽  
Description Task

Purpose The study sets out to investigate inter- and intraspeaker variation in German infant-directed speech (IDS) and considers the potential impact that the factors gender, parental involvement, and speech material (read vs. spontaneous speech) may have. In addition, we analyze data from 3 time points prior to and after the birth of the child to examine potential changes in the features of IDS and, particularly also, of adult-directed speech (ADS). Here, the gender identity of a speaker is considered as an additional factor. Method IDS and ADS data from 34 participants (15 mothers, 19 fathers) is gathered by means of a reading and a picture description task. For IDS, 2 recordings were made when the baby was approximately 6 and 9 months old, respectively. For ADS, an additional recording was made before the baby was born. Phonetic analyses comprise mean fundamental frequency (f0), variation in f0, the 1st 2 formants measured in /i: ɛ a u:/, and the vowel space size. Moreover, social and behavioral data were gathered regarding parental involvement and gender identity. Results German IDS is characterized by an increase in mean f0, a larger variation in f0, vowel- and formant-specific differences, and a larger acoustic vowel space. No effect of gender or parental involvement was found. Also, the phonetic features of IDS were found in both spontaneous and read speech. Regarding ADS, changes in vowel space size in some of the fathers and in mean f0 in mothers were found. Conclusion Phonetic features of German IDS are robust with respect to the factors gender, parental involvement, speech material (read vs. spontaneous speech), and time. Some phonetic features of ADS changed within the child's first year depending on gender and parental involvement/gender identity. Thus, further research on IDS needs to address also potential changes in ADS.

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