Strain Gauge Sensors Implemented in a New Female Torso Model Have Increased Student's Motivation and Confidence in Gynecologic Bimanual Examination on Clinical Skill Training

2015 ◽  
Vol 771 ◽  
pp. 149-154
Author(s):  
Santosa Budiharjo ◽  
Nur Arfian ◽  
Rony Wijaya ◽  
Dwi Cahyani Ratna Sari ◽  
Djoko Prakosa ◽  
...  
Keyword(s):  
Medical Student ◽  
Strain Gauge ◽  
Skill Training ◽  
Clinical Skill ◽  
Skill Learning ◽  
Undergraduate Medical Student ◽  
Self Confidence ◽  
Torso Model ◽  
Motivation And Confidence

A good mannequin is needed to improve the quality of clinical skill learning. A strain sensors gauge can be applied into gynecologic bimanual examination mannequin. This study compared a new strain gauge sensors mannequin and non-sensor mannequin for gynecologic bimanual examination training in undergraduate medical student. We made a new female torso model implemented with strain gauge sensors in the definitive landmark, then used this new mannequin for gynecologic bimanual examination training in undergraduate medical student, and evaluated using questioner. We observed 4 parameters: mannequin appearance, student’s self confidence to palpate uterus and ovary, and student’s learning motivation. The new model improved student’s confident to palpate ovary (p<0.05) and student’s motivation (p<0.001) compared to non-sensor mannequin. In contrast, the gross appearance of the new mannequin was inferior (p<0.05). However, there was no difference in defining the uterus position during examination (p>0.05) in both mannequins. A new female torso model with strain gauge sensors can be applied for gynecologic examination training.

scholarly journals Pandangan Mahasiswa terhadap Hambatan pada Pelaksanaan Skill Lab di Fakultas Kedokteran Universitas Andalas

2013 ◽  
Vol 2 (3) ◽  
pp. 180
Author(s):  
Hardisman Hardisman ◽  
Yulistini Yulistini
Keyword(s):  
Medical Students ◽  
Learning Process ◽  
Skill Training ◽  
Clinical Skill ◽  
Optimal Learning ◽  
Model And Simulation ◽  
Learning Barriers ◽  
Depth Interview ◽  
Skills Lab

Background: Skills lab is a clinical skill training using model and simulation, which is very important in the learning process to develop clinical skill competencies of medical students. Through the process, the next step of learning on real patients will be safer and more effective. The study was conducted to explore learning barriers of medical students in the skill lab training to obtain experiences and competencies.Method: A qualitative study was conducted to explore the problems using in-depth interview as method of data collection. Thematic analysis was used to analyze the data. The respondents of the study were 46 medical students in semester V and VII in the Faculty of Medicine, Andalas University.Results: The main barriers that the students faced were clinical instructor factors, such as late attendance and replacement time with shorter allocation. Due to these factors, the students could not obtain optimal learning process, supervision and required competencies. Other factors such as lack of simulation model and limited time had also significant impact.Conclusion: Learning barriers of skill lab training were caused by multi factors. Therefore, systematic arrangement, facility and assessment, and the quality of instructors’ performance need to be improved. 

A Canadian Perspective of simulation-based skill attainment in Internal Medicine Residency (Preprint)

2018 ◽  
Author(s):  
Tamer Abdel Moaein ◽  
Chirsty Tompkins ◽  
Natalie Bandrauk ◽  
Heidi Coombs-Thorne
Keyword(s):  
Internal Medicine ◽  
Residency Training ◽  
Training Programs ◽  
Skill Training ◽  
Skills Training ◽  
Skill Learning ◽  
Comfort Level ◽  
Procedural Skills ◽  
Internal Medicine Training ◽  
Simulation Based

BACKGROUND Clinical simulation is defined as “a technique to replace or amplify real experiences with guided experiences, often immersive in nature, that evoke or replicate substantial aspects of the real world in a fully interactive fashion”. In medicine, its advantages include repeatability, a nonthreatening environment, absence of the need to intervene for patient safety issues during critical events, thus minimizing ethical concerns and promotion of self-reflection with facilitation of feedback [1] Apparently, simulation based education is a standard tool for introducing procedural skills in residency training [3]. However, while performance is clearly enhanced in the simulated setting, there is little information available on the translation of these skills to the actual patient care environment (transferability) and the retention rates of skills acquired in simulation-based training [1]. There has been significant interest in using simulation for both learning and assessment [2]. As Canadian internal medicine training programs are moving towards assessing entrustable professional activities (EPA), simulation will become imperative for training, assessment and identifying opportunities for improvement [4, 5]. Hence, it is crucial to assess the current state of skill learning, acquisition and retention in Canadian IM residency training programs. Also, identifying any challenges to consolidating these skills. We hope the results of this survey would provide material that would help in implementing an effective and targeted simulation-based skill training (skill mastery). OBJECTIVE 1. Appraise the status and impact of existing simulation training on procedural skill performance 2. Identify factors that might interfere with skill acquisition, consolidation and transferability METHODS An electronic bilingual web-based survey; Fluid survey platform utilized, was designed (Appendix 1). It consists of a mix of closed-ended, open-ended and check list questions to examine the attitudes, perceptions, experiences and feedback of internal medicine (IM) residents. The survey has been piloted locally with a sample of five residents. After making any necessary corrections, it will be distributed via e-mail to the program directors of all Canadian IM residency training programs, then to all residents registered in each program. Two follow up reminder e-mails will be sent to all participating institutions. Participation will be voluntarily and to keep anonymity, there will be no direct contact with residents and survey data will be summarized in an aggregate form. SPSS Software will be used for data analysis, and results will be shared with all participating institutions. The survey results will be used for display and presentation purposes during medical conferences and forums and might be submitted for publication. All data will be stored within the office of internal medicine program at Memorial University for a period of five years. Approval of Local Research Ethics board (HREB) at Memorial University has been obtained. RESULTS Pilot Results Residents confirmed having simulation-based training for many of the core clinical skills, although some gaps persist There was some concern regarding the number of sim sessions, lack of clinical opportunities, competition by other services and lack of bed side supervision Some residents used internet video to fill their training gaps and/or increase their skill comfort level before performing clinical procedure Resident feedback included desire for more corrective feedback, and more sim sessions per skill (Average 2-4 sessions) CONCLUSIONS This study is anticipated to provide data on current practices for skill development in Canadian IM residency training programs. Information gathered will be used to foster a discourse between training programs including discussion of barriers, sharing of solutions and proposing recommendations for optimal use of simulation in the continuum of procedural skills training.

Psychology of the Scientist: XLIX. On Becoming a Student—Again

1983 ◽  
Vol 52 (1) ◽  
pp. 3-23 ◽  
Author(s):  
James V. McConnell
Keyword(s):  
Medical Student ◽  
Full Professor ◽  
Undergraduate Instruction ◽  
Poor Teaching

The author describes the difficulties he encountered when, as a full professor in the Departments of Psychology and Psychiatry, he wished to enroll as a medical student and obtain an M.D. Forced to take classes in chemistry and zoology to make up his “undergraduate deficiencies,” he soon learned first-hand why students complain so bitterly about poor teaching and why they are often forced to cheat in order to “beat the curve.” The author concludes that the quality of undergraduate instruction might improve if all professors occasionally took courses as well as giving them.

scholarly journals Motor-Skill Learning Is Dependent on Astrocytic Activity

2015 ◽  
Vol 2015 ◽  
pp. 1-11 ◽  
Author(s):  
Ragunathan Padmashri ◽  
Anand Suresh ◽  
Michael D. Boska ◽  
Anna Dunaevsky
Keyword(s):  
Motor Skill ◽  
Primary Motor Cortex ◽  
Skill Training ◽  
Long Term Potentiation ◽  
Skill Learning ◽  
Metabolic Inhibitor ◽  
Motor Skill Learning ◽  
Reaching Task ◽  
Learning Impairment

Motor-skill learning induces changes in synaptic structure and function in the primary motor cortex through the involvement of a long-term potentiation- (LTP-) like mechanism. Although there is evidence that calcium-dependent release of gliotransmitters by astrocytes plays an important role in synaptic transmission and plasticity, the role of astrocytes in motor-skill learning is not known. To test the hypothesis that astrocytic activity is necessary for motor-skill learning, we perturbed astrocytic function using pharmacological and genetic approaches. We find that perturbation of astrocytes either by selectively attenuating IP3R2 mediated astrocyte Ca2+signaling or using an astrocyte specific metabolic inhibitor fluorocitrate (FC) results in impaired motor-skill learning of a forelimb reaching-task in mice. Moreover, the learning impairment caused by blocking astrocytic activity using FC was rescued by administration of the gliotransmitter D-serine. The learning impairments are likely caused by impaired LTP as FC blocked LTP in slices and prevented motor-skill training-induced increases in synaptic AMPA-type glutamate receptorin vivo. These results support the conclusion that normal astrocytic Ca2+signaling during a reaching task is necessary for motor-skill learning.

Organisation of running events – reducing exclusions and improving the quality of life

2021 ◽  
Vol 67 (3) ◽  
pp. 95-109
Author(s):  
Jacek Łuczak ◽  
Keyword(s):  
Quality Of Life ◽  
Risk Factors ◽  
Risk Estimation ◽  
Vital Role ◽  
Sporting Events ◽  
Estimation Risk ◽  
Technical Problems ◽  
Self Confidence ◽  
Social Nature

Physical activity is a basic factor of human development – it brings satisfaction, vitality, energy, has a therapeutic dimension and affects the quality of life. Among the large group of amateur athletes, there are people vulnerable to social exclusions related to disabilities, psychological dysfunctions, sex and social status. For these people sport is a cure for loneliness and lack of self-confidence, as well as it positively affects their motivation to overcome barriers, which is reflected in other spheres of their lives. One sport that in particular integrates different social groups is running, as confirmed by the growing number of amateur runners, training activities dedicated to them and running events organised for them. However, it is important that organisers of such events ensure the safety of participants and take care of their satisfaction and comfort by holistic planning of all organisational activities. The study hypothesised that factors concerning the safety, comfort and satisfaction of participants play a vital role in organising running events. The aim of the article was to identify and assess the risk of organising running competitions for amateurs in the context of ensuring safety and satisfaction for all participants of the event. In particular, the author noted the risk factors of a social nature, conducive to integration, associated with countering exclusions. The paper presents test results for national competitions involving 21 and 42 km runs. The identification of risk factors was performed by 10 experts (the Delphi method) and 27 representatives of 7 running events organised in Poland (2017–2018) (risk estimate, a questionnaire) took part in the risk estimation. Risk estimation was carried out on the basis of average (effect and probability). The results of the study provide unequivocal information about the spheres of organising sporting events which in the highest degree can affect the safety and comfort of their participants and the perception of the competition itself. Among the key risks there were: inadequate financial and organisational resources, route capacity, or technical problems. Moreover, the paper includes an attempt to discuss results of other research.

scholarly journals Multidisciplinary Treatment Approach in a Patient with History of Nasopharyngeal Carcinoma

2014 ◽  
Vol 2014 ◽  
pp. 1-5
Author(s):  
Atacan Yavuz ◽  
Ömer Birkan Ağralı ◽  
Zeynep Lale Çalışkan ◽  
Dilek Türkaydın ◽  
Atilla Sertgöz ◽  
...  
Keyword(s):  
Nasopharyngeal Carcinoma ◽  
Multidisciplinary Approach ◽  
Dental Treatment ◽  
Treatment Approach ◽  
Multidisciplinary Treatment ◽  
Preventative Care ◽  
Self Confidence ◽  
Dental Hospital ◽  
History Of

Radiotherapy in NPC patients has side effects on the dentition, which affects quality of life dramatically. This case report presents multidisciplinary dental treatment approach in a 17-year-old male patient with a history of nasopharyngeal carcinoma (NPC), which was treated with chemotherapy and radiotherapy. The adolescent patient applied to dental hospital 4 years after the radiotherapy with aesthetic and functional problems on dentition affecting psychological, social, and physical aspects of his life. The dentition of the patient demonstrated the severe destruction as a devastating side effect of radiotherapy. With a successful multidisciplinary approach, our patient’s aesthetics, function, and self-confidence were obtained. Well-established procedures, which include preventative care and maintenance, can reduce the duration and expenses of the treatment and help in challenging the life-long complications of radiotherapy.

Aligning patient and physician views on educational pelvic examinations under anaesthesia: the medical student perspective

2020 ◽  
pp. medethics-2020-106473
Author(s):  
Sanjana Salwi ◽  
Alexandra Erath ◽  
Pious D Patel ◽  
Karampreet Kaur ◽  
Margaret B Mitchell
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Clinical Skill ◽  
Medical Community ◽  
Student Perspective ◽  
Physician Perspectives ◽  
Explicit Consent ◽  
Pelvic Examinations ◽  
Professional Guidelines

Recent media articles have stirred controversy over anecdotal reports of medical students practising educational pelvic examinations on women under anaesthesia without explicit consent. The understandable public outrage that followed merits a substantive response from the medical community. As medical students, we offer a unique perspective on consent for trainee involvement informed by the transitional stage we occupy between patient and physician. We start by contextualising the role of educational pelvic examinations under anaesthesia (EUAs) within general clinical skill development in medical education. Then we analyse two main barriers to achieving explicit consent for educational pelvic EUAs: ambiguity within professional guidelines on how to operationalize ‘explicit consent’ and divergent patient and physician perspectives on harm which prevent physicians from understanding what a reasonable patient would want to know before a procedure. To overcome these barriers, we advocate for more research on patient perspectives to empower the reasonable patient standard. Next, we call for minimum disclosure standards informed by this research and created in conjunction with students, physicians and patients to improve the informed consent process and relieve medical student moral injury caused by performing ‘unconsented’ educational pelvic exams.

Fourth-Year Podiatric Medical Student Perspectives on Clerkships and Residency Selection

2018 ◽  
Vol 108 (4) ◽  
pp. 311-319 ◽  
Author(s):  
David W. Shofler ◽  
Kathryn Bosia ◽  
Lawrence Harkless
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Online Survey ◽  
Learning Experiences ◽  
Residency Programs ◽  
Forefoot Surgery ◽  
Quality Of Learning ◽  
Attending Physicians

Background: The fourth year of podiatric medical school is an important period in the education of the podiatric medical student, a period that consists largely of month-long clerkships. Nonetheless, there has been limited formal study of the quality of learning experiences during this period. Furthermore, there is limited knowledge of how podiatric medical students evaluate residency programs during clerkships. Methods: An online survey was developed and distributed electronically to fourth-year podiatric medical school students. The focus of the survey was the quality of learning experiences during externships, and decision making in ranking residency programs. Results: The most valuable learning experiences during clerkships were interactions with attending physicians, interactions with residents, and general feedback in surgery. Students self-identified that they most improved in the following areas during clerkships: forefoot surgery, clinical podiatry skills, and rearfoot surgery. The areas in which students improved the least were research, pediatrics, and practice management. The three most important factors students considered as they created their rank list were hands-on resident participation in surgical training, the attitude and personality of the residents, and the attitude and personality of the attending physicians. A range of surgical interest was identified among students, and students lacking in surgical interest self-reported less improvement in various surgical topics. Conclusions: The perspectives of fourth-year podiatric medical students are currently an underused resource. Improved understanding can help residency programs improve the quality of associated learning experiences and can make their programs more appealing to potential residency candidates.

scholarly journals Selected Abstracts From the Proceedings of the 2017 Society of Teachers of Family Medicine Conference on Medical Student Education

PRiMER ◽  
2019 ◽  
Vol 3 ◽  
Author(s):  
Luyang Liu ◽  
Katherine Margo
Keyword(s):  
Medical Student ◽  
Family Medicine ◽  
Medical Student Education ◽  
Annual Conference ◽  
Medicine Clerkship ◽  
National Examination ◽  
Student Education ◽  
The One ◽  
Criteria For Selection

The Society of Teachers of Family Medicine (STFM) is an organization made up of educators devoted to teaching family medicine to learners of all levels. This multidisciplinary group of physicians, behavioral scientists, researchers, and educators from other health professions works to further STFM’s mission of improving the health of all people through education, research, patient care, and advocacy. STFM held its 43rd Conference on Medical Student Education in Anaheim, California from February 9 to 12, 2017. Abstracts for conference sessions can be viewed online.1 The conference was held concurrently with the 2017 Society of Student-Run Free Clinics Annual Conference. This partnership empowered many passionate medical students to participate in STFM sessions and present their posters. A wide variety of topics were explored by STFM conference presenters and attendees. The plenary speakers addressed physician wellness (Dike Drummond, MD), family medicine as a career (Wanda Filer, MD), and the future of family medicine (Aaron Michelfelder, MD, and Michelle Byrne, MD). The STFM Education Committee reviewed and selected eight exemplary abstracts from 22 presented educational research papers. Criteria for selection included strength of contribution to medical student education, topic of interest within and beyond family medicine, and quality of study, including well-described rationale, appropriate methods, clear results, and thoughtful conclusions. The areas covered are related to new educational methods and tools, faculty development, and interprofessional learning and assessment.  Editor’s Note: Six of the eight selected presentation abstracts appear in this collection. Two2,3 of the eight selected abstracts have been published in the intervening time, and are not included below. Society of Teachers of Family Medicine. 2017 Conference on Medical Student Education Conference Sessions. https://www.stfm.org/conferences/generalinformation/msearchives/. Accessed December 23, 2018. Nguyen D, Servey JT, Scott LS. fmCASES national examination as a pretest in a family medicine clerkship. Fam Med. 2018;50(2):142-145. https://doi.org/10.22454/FamMed.2018.853841   Hoffman M, Cohen-Osher M. The one minute learner: evaluation of a new tool to promote discussion of medical student goals and expectations in clinical learning environments. Fam Med. 2016;48(3):222-225.

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