Transition Courses in Medical School

Across the nation, many medical schools have begun to include short courses during key transition points in the curriculum to help prepare students to succeed in the new area where they will be learning. This chapter introduces the reader to these “transition courses” that were not a part of medical education 20 years ago. These courses utilize combinations of high- and low-fidelity simulation, standardized patients, small group sessions, team-based learning and didactics. The authors explore four key transition areas that have seen an influx of these short courses: Orientation to Medical School, Return to Clerkship, Orientation to Clerkship, and Capstone or Boot camp. Each of these four courses is examined in content and relevance in preparing the medical student for the transition in their academic career.

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Building Community and Medical School Partnerships: Impact on Undergraduate Medical Education and Research

10.21203/rs.3.rs-126072/v1 ◽

2020 ◽

Author(s):

Samal Nauhria ◽

Irene Derksen ◽

Shreya Nauhria ◽

Amitabha Basu

Keyword(s):

Medical Education ◽

Medical Student ◽

Social Learning ◽

Active Learning ◽

Medical School ◽

Community Service ◽

Medical Knowledge ◽

Medical Schools ◽

Team Work ◽

Local Healthcare

Abstract Background: Community service provides avenues for social learning in medical education. Partnerships between medical schools and local healthcare agencies has paved the path for an active participation of a medical student in the community. This seems to have a positive impact on the medical knowledge and skills of students and also leads to a betterment of healthcare services for the community. National accreditation agencies and medical boards have emphasized that medical schools should provide opportunities for such learning to occur in the medical school curriculum. Various medical schools around the globe have adopted this active learning pedagogy and thus we wanted to explore how we can establish such a learning framework at out university.Methods: This was a qualitative study based on feedback from volunteer students who attended the annual health fare conducted in collaboration with local healthcare agencies. Two focus group interviews were recorded, transcribed and coded for thematic analyses.Results: Overall, the students enjoyed learning various clinical procedural skills. This activity was an opportunity to apply the medical knowledge learnt in classrooms. The students developed various competencies like communication skills, professionalism, team work and social responsibility. Prevalent health conditions discovered by the students included diabetes mellitus, hypertension and nutritional imbalance.Conclusions: This study explores how serving the community can bring about an educational change for a medical student. The community service framework promotes social learning, interprofessional education, peer learning and active learning amongst medical students.

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Food for Thought: The Process of Bringing a Universal Medical Curriculum to the Plate – Part I of III

Journal of Medical Education and Curricular Development ◽

10.4137/jmecd.s17495 ◽

2014 ◽

Vol 1 ◽

pp. JMECD.S17495 ◽

Cited By ~ 1

Author(s):

Aaron M. McGuffin

Keyword(s):

Medical Education ◽

Medical Student ◽

Medical Students ◽

Medical School ◽

Education System ◽

Medical Curriculum ◽

Burden Of Proof ◽

Medical Schools ◽

The United States ◽

Medical Education System

There is currently no universally accepted core collection of competencies or medical education material for medical students. Individual medical schools create their own competencies and set of educational material using a variety of approaches. What has resulted is a medical education system wherein medical students are trained without any burden of proof that they are indeed competent in agreed upon areas of knowledge, skills, attitudes and behaviors befit of a graduating medical student. In fact, the only uniform assurance a member of the public in the United States can have for a graduating allopathic medical student is that the student has successfully passed USMLE Step 1 and 2 by correctly answering a rumored 55–65% of questions correctly (yes, that is an F) and that they have maintained at least a “C” average or “Pass” equivalent in all of their medical school courses. This article discusses these inadequacies within the current medical education system, and the need to standardize the competencies and curricula for all medical schools through a narrative disclosing this author's experience with trying to initiate such a movement at his own medical school.

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Team-Based Learning in a Physiology Course To Prepare for The International Inter-Medical School Physiology Written Quiz in Kunming Medical University

10.21203/rs.3.rs-732310/v1 ◽

2021 ◽

Author(s):

Hui Bian ◽

Yan Bian

Keyword(s):

Medical Education ◽

Medical School ◽

Team Performance ◽

Clinical Medicine ◽

Teaching Method ◽

Team Work ◽

Global Event ◽

Team Based Learning ◽

Medical University ◽

First Time

Abstract Background International Inter-medical School Physiology Quiz (IMSPQ) is a global event that purportedly engages students in team work, critical thinking and active learning of physiology. Team-based learning (TBL) is an interactive analytic teaching approach and has been used extensively in medical education. However, there is little evidence of its use in preparing for IMSPQ. The purpose of the present study was to investigate whether a TBL approach is effective to prepare for the written section of IMSPQ. Methods Five students from Grade 2014 majoring in Clinical Medicine, were selected, based on academic performance in physiology and English, to be taught in a TBL physiology course to prepare for the written section of 14th IMSPQ. Results In 2016, this TBL teaching method worked well and for the first time the team from Kunming Medical University entered the top forty teams at the written competition of 14th IMSPQ in Yogyakarta. Conclusion TBL method was effective to prepare for the IMSPQ in Kunming Medical University and provided an improved team performance in the written section of 14th IMSPQ.

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16055 Medical student survey of use of peer-assisted learning in dermatology medical education and confidence in meeting curriculum objectives before and after clinical placements in a UK medical school

Journal of the American Academy of Dermatology ◽

10.1016/j.jaad.2020.06.767 ◽

2020 ◽

Vol 83 (6) ◽

pp. AB170

Author(s):

Ashima Lowe ◽

Avad Ahmed Mughal

Keyword(s):

Medical Education ◽

Medical Student ◽

Medical School ◽

Student Survey ◽

Peer Assisted Learning ◽

Clinical Placements ◽

Before And After

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Medical student attitudes to the autopsy and its utility in medical education: A brief qualitative study at one UK medical school

Anatomical Sciences Education ◽

10.1002/ase.1384 ◽

2013 ◽

Vol 7 (2) ◽

pp. 87-96 ◽

Cited By ~ 10

Author(s):

Andrew R. Bamber ◽

Thelma A. Quince ◽

Stephen I.G. Barclay ◽

John D.A. Clark ◽

Paul W.L. Siklos ◽

...

Keyword(s):

Medical Education ◽

Medical Student ◽

Qualitative Study ◽

Medical School ◽

Student Attitudes ◽

Medical Student Attitudes

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The hidden cost of medical student education: an exploratory study

Australian Health Review ◽

10.1071/ah12151 ◽

2013 ◽

Vol 37 (2) ◽

pp. 185 ◽

Cited By ~ 2

Author(s):

R. Kim Oates ◽

Kerry J. Goulston

Keyword(s):

Medical Education ◽

Medical Student ◽

Medical School ◽

Student Teaching ◽

Health Providers ◽

Face To Face ◽

Government Health ◽

Hidden Cost ◽

The Cost ◽

The University

Objective. To examine the hidden cost of medical education at the Sydney Medical School, for which the University of Sydney does not pay. Methods. All face-to-face teaching provided for students in the Sydney University Postgraduate Medical Program was listed under two headings: teaching by university employed staff; and teaching by other health providers not paid by the university. All teaching hours in 2010 were extracted from detailed timetables and categorised under these headings. Time spent in lecture preparation and exam marking was included. Students were sampled to obtain information about additional teaching that was not timetabled. Results. Teaching by university paid staff accounted for 59 and 61% of face-to-face teaching costs in years 1 and 2 of the 4-year Graduate Program, but only 8% in the final 2 years. The cost of medical education provided by the university, including infrastructure costs was $56 250 per student per year in 2010. An additional $34 326 worth of teaching per student per year was provided by teachers not paid by the university. Conclusion. The true cost of medical education is the cost of education met by the university plus the value of teaching currently provided by government funded health providers and honorary teachers. In 2010, 38% of the medical education cost at Sydney University was provided at no cost to the University. As government health departments seek to trim rising health expenditure, there is no guarantee that they will continue to contribute to medical education without passing this cost on to universities. What is known about this topic? Some medical student teaching is provided by teachers who may be employed by a government health provider or who are honorary teachers. There is no cost to the university for this teaching. What does this paper add? An estimate of the total value of teaching provided to students at Sydney Medical School, for which the university does not pay, is approximately $34 000 per student per year, compared with the total cost of approximately $56 000 per student per year incurred by the university. What are the implications? Medical education is a partnership between the university, the government health sector and honorary teachers. Without contributions by non-university paid staff, the cost of medical education would be unsustainable.

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Temporal Trends in Medical Student Burnout

Family Medicine ◽

10.22454/fammed.2019.270753 ◽

2019 ◽

Vol 51 (5) ◽

pp. 399-404 ◽

Cited By ~ 13

Author(s):

Maggie W. Hansell ◽

Ross M. Ungerleider ◽

Courtney A. Brooks ◽

Mark P. Knudson ◽

Julienne K. Kirk ◽

...

Keyword(s):

Medical Education ◽

Medical Student ◽

Medical School ◽

Emotional Exhaustion ◽

Descriptive Analysis ◽

Temporal Trends ◽

Well Being ◽

Liaison Committee ◽

School Year ◽

Residency Match

Background and Objectives: There is a paucity of longitudinal data documenting the temporal development of distress and burnout during medical school. The aim of this study was to examine trends and identify stressors associated with medical student distress over 4 years of medical education. Methods: Medical students from the class of 2016 at a Liaison Committee on Medical Education-accredited medical school completed surveys nine times from orientation through after the residency match. Surveys included demographic variables and measured distress domains using the Medical Student Well-Being Index. The authors used Microsoft Excel to calculate the proportion of students screening positive for individual distress domains at each of the nine acquisition periods for descriptive analysis. Results: Students completed 886 total surveys for an 85% response rate, which was relatively consistent across collection periods. Medical student distress and burnout increased from two (2%) to 12 (12%) respondents and from 19 (17%) to 37 (38%) respondents, respectively, from matriculation through after the residency match (P<0.01). Depersonalization increased from 15 (13%) to 34 (35%) respondents and emotional exhaustion increased from six (5%) to 22 (22%) respondents across 4 years of medical education (P<0.01). Emotional exhaustion peaked after medical school year 1, at 37 (45%), and year 3, at 45 (44%) respondents, with improvement after summer break and residency match. Conclusions: The results supported the literature demonstrating the development of burnout during medical school. Depersonalization increased early in the education process with minimal regression after development. Emotional exhaustion demonstrated a surprising increase after exposure to clinical clerkships. Further studies could support or refute the universality of these trends and evaluate prevention and intervention efforts targeting these key inflection points.

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Adjusting to Disrupted Assessments, Placements and Teaching (ADAPT): a snapshot of the early response by UK medical schools to COVID-19

10.1101/2020.07.29.20163907 ◽

2020 ◽

Author(s):

Anmol Arora ◽

Georgios Solomou ◽

Soham Bandyopadhyay ◽

Julia Simons ◽

Alex Osborne ◽

...

Keyword(s):

Medical Education ◽

Medical Student ◽

Medical School ◽

Medical Schools ◽

Early Response ◽

Performance Measure ◽

Educational Performance ◽

Clinical Placements ◽

National Medical ◽

Foundation Programme

Background Medical school assessments, clinical placements and teaching have been disrupted by the COVID-19 pandemic. The ADAPT consortium was formed to document and analyse the effects of the pandemic on medical education in the United Kingdom (UK), with the aim of capturing current and future snapshots of disruption to inform trends in the future performance of cohorts graduating during COVID-19. Methods Members of the consortium were recruited from various national medical student groups to ensure representation from medical schools across the UK. The groups involved were: Faculty of Medical Leadership and Management Medical Students Group (FMLM MSG); Neurology and Neurosurgery Interest Group (NANSIG); Doctors Association UK (DAUK); Royal Society of Medicine (RSM) Student Members Group and Medical Student Investigators Collaborative (MSICo.org). In total, 29 medical schools are represented by the consortium. Our members reported teaching postponement, examination status, alternative teaching provision, elective status and UK Foundation Programme Office (UKFPO) educational performance measure (EPM) ranking criteria relevant to their medical school during a data collection window (1st April 14:00 to 2nd April 23:59). Results All 29 medical schools began postponement of teaching between the 11th and 17th of March 2020. Changes to assessments were highly variable. Final year examinations had largely been completed before the onset of COVID-19. Of 226 exam sittings between Year 1 and Year 4 across 29 schools: 93 (41%) were cancelled completely; 14 (6%) had elements cancelled; 57 (25%) moved their exam sitting online. 23 exam sittings (10%) were postponed to a future date. 36% of cohorts with cancelled exams and 74% of cohorts with online exams were granted automatic progression to the next academic year. There exist 19 cohorts at 9 medical schools where all examinations (written and practical) were initially cancelled and automatic progression was granted. Conclusions The approaches taken by medical schools have differed substantially, though there has been universal disruption to teaching and assessments. The data presented in this study represent initial responses, which are likely to evolve over time. In particular, the status of future elective cancellations and UK Foundation Programme Office (UKFPO) educational performance measure (EPM) decile calculations remains unclear. The long-term implications of the heterogeneous disruption to medical education remains an area of active research. Differences in specialty recruitment and performance on future postgraduate examinations may be affected and will be a focus of future phases of the ADAPT Study.

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The Suffering Medical Students Attribute to Their Undergraduate Medical Education

Family Medicine ◽

10.22454/fammed.2018.116755 ◽

2018 ◽

Vol 50 (4) ◽

pp. 296-299 ◽

Cited By ~ 1

Author(s):

Thomas R. Egnew ◽

Peter R. Lewis ◽

Kimberly R. Meyers ◽

William R. Phillips

Keyword(s):

Medical Education ◽

Medical Student ◽

Medical Students ◽

Medical School ◽

Student Perceptions ◽

Medical Training ◽

Well Being ◽

Negative Consequences ◽

Emotional Suppression ◽

School Teaching

Background and Objectives: The purpose of this study was to explore medical student perceptions of their medical school teaching and learning about human suffering and their recommendations for teaching about suffering. During data collection, students also shared their percerptions of personal suffering which they attributed to their medical education. Methods: In April through May 2015, we conducted focus groups involving a total of 51 students representing all four classes at two US medical schools. Results: Some students in all groups reported suffering that they attributed to the experience of medical school and the culture of medical education. Sources of suffering included isolation, stoicism, confusion about personal/professional identity and role as medical students, and witnessing suffering in patients, families, and colleagues. Students described emotional distress, dehumanization, powerlessness, and disillusionment as negative consequences of their suffering. Reported means of adaptation to their suffering included distraction, emotional suppression, compartmentalization, and reframing. Students also identified activities that promoted well-being: small-group discussions, protected opportunities for venting, and guidance for sharing their experiences. They recommended integration of these strategies longitudinally throughout medical training. Conclusions: Students reported suffering related to their medical education. They identified common causes of suffering, harmful consequences, and adaptive and supportive approaches to limit and/or ameliorate suffering. Understanding student suffering can complement efforts to reduce medical student distress and support well-being.

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