scholarly journals Interrogating patient-centredness in undergraduate medical education using an integrated behaviour model

2017 ◽  
Vol 59 (2) ◽  
pp. 33
Author(s):  
Elize Archer ◽  
E M Bitzer ◽  
B B Van Heerden
Keyword(s):  
Medical Students ◽  
Teaching And Learning ◽  
Medical Curriculum ◽  
Undergraduate Curriculum ◽  
Background Characteristics ◽  
Undergraduate Medical Curriculum ◽  
Assessment Of Learning ◽  
Attitudinal Factors ◽  
Patient Centredness

Background: Patient-centredness, an approach that puts the patient at the centre of the consultation, thus focusing on patients instead of on his/her diseases, has been identified by most medical schools as a desired core competence of their graduates. Despite some curriculum initiatives, medical students often display a lack of patient-centredness upon graduation. This bears reason for concern and it was thus deemed important to explore possible factors that influence the teaching and learning of patient-centredness in an undergraduate medical curriculum. The article suggests a framework that can assist programme developers to conceptualise the teaching and learning of patient-centredness across an undergraduate curriculum. Methods: A qualitative exploratory case study design was used for the study with final-year medical students. Themes of meaning were deduced from the data by employing components of an Integrated Behavior Model (IBM) of Fishbein. Results: The findings of the study revealed that seven factors play a role: background characteristics of students, attitudinal factors, subjective norms (the hidden curriculum), student self-efficacy, acquired skills and knowledge, the environment or context within which patient-centredness is taught and learnt, as well as assessment of learning. Conclusions: Patient-centredness is a complex construct and authors often write about only one of its components. This paper attempts to consider the total undergraduate medical curriculum students are exposed to when they learn about being patient-centred. The teaching and learning of such a multidimensional construct require a comprehensive approach in order to be effective and the IBM seems to be a useful and applicable theoretical model to apply. (Full text of the research articles are available online at www.medpharm.tandfonline.com/ojfp) S Afr Fam Pract 2017; DOI: 10.1080/20786190.2017.1386869

Student-selected components: bringing more ENT into the undergraduate curriculum

2006 ◽  
Vol 121 (8) ◽  
pp. 783-785 ◽  
Author(s):  
R M Newbegin ◽  
J C Rhodes ◽  
L M Flood ◽  
H C Richardson
Keyword(s):  
Primary Care ◽  
Medical Students ◽  
Surgical Training ◽  
Medical Curriculum ◽  
Undergraduate Curriculum ◽  
Undergraduate Training ◽  
Undergraduate Medical Curriculum ◽  
Recent Innovation ◽  
Primary Care Practitioners ◽  
The Uk

AbstractExposure to otolaryngology is currently minimal in the UK undergraduate medical curriculum. This may lead to difficulties in attracting graduates into higher ENT surgical training and in ensuring a reasonable standard of ENT knowledge amongst primary care practitioners.A recent innovation, of which many ENT units may be unaware, is the introduction to the undergraduate curriculum of ‘student-selected components’. Like the traditional elective, this allows students to undertake an attachment to a speciality and department of their choice. Units which do not regularly teach medical students but which have a welcoming and enthusiastic approach to undergraduate training may well be ideal hosts.This paper introduces the concepts underlying student-selected components, outlines the preparation required and offers a template for such an attachment, for which ENT is ideally suited.

A MANUAL OF PAEDIATRICS FOR STUDENTS AND PRACTITIONERS IN SOUTH-EAST ASIA, edited by Pinchas Robinson and Arvid Wallgren. Calcutta: Orient Longmans, Rev. Ed., 1963, 504 pp., price not listed

PEDIATRICS ◽  
1964 ◽  
Vol 34 (2) ◽  
pp. 298-298
Author(s):  
J. K. G. Webb
Keyword(s):  
Medical Students ◽  
Child Health ◽  
East Asia ◽  
Medical Curriculum ◽  
South East Asia ◽  
Undergraduate Medical Curriculum ◽  
Health And Disease

Pediatrics in South East Asia is still a very young field of medicine. Although pediatric departments under trained pediatricians were established in a few universities in the region as long as 25 years ago this has become general only in the course of the last decade. During this period formal teaching in child health and disease has become a required part of the undergraduate medical curriculum and although universities have often been quite inexplicably reluctant to include a section on pediatrics in the qualifying examination, medical students have been increasingly willing and even anxious to read suitable pediatric texts.

scholarly journals Switching from a traditional undergraduate programme in (clinical) pharmacology and therapeutics to a problem-based learning programme

2020 ◽  
Author(s):  
David J. Brinkman ◽  
Teresa Monteiro ◽  
Emilia C. Monteiro ◽  
Milan C. Richir ◽  
Michiel A. van Agtmael ◽  
...  
Keyword(s):  
Clinical Pharmacology ◽  
Medical Students ◽  
Medical Training ◽  
Medical Curriculum ◽  
Problem Based Learning ◽  
Multiple Choice Questions ◽  
Working Mechanism ◽  
Undergraduate Medical Curriculum ◽  
Undergraduate Programme ◽  
Clinical Case Scenarios

Abstract Purpose The pharmacology and clinical pharmacology and therapeutics (CPT) education during the undergraduate medical curriculum of NOVA Medical School, Lisbon, Portugal, was changed from a traditional programme (i.e. discipline-based, lectures) to a problem-based learning (PBL) programme (i.e. integrated, case-based discussions) without an increase in teaching hours. The aim of this study was to investigate whether this change improved the prescribing competencies of final-year medical students. Methods Final-year students from both programmes (2015 and 2019) were invited to complete a validated prescribing assessment and questionnaire. The assessment comprised 24 multiple-choice questions in three subdomains (working mechanism, side-effects and interactions/contraindications), and five clinical case scenarios of common diseases. The questionnaire focused on self-reported prescribing confidence, preparedness for future prescribing task and education received. Results In total, 36 (22%) final-year medical students from the traditional programme and 54 (23%) from the PBL programme participated. Overall, students in the PBL programme had significantly higher knowledge scores than students in the traditional programme (76% (SD 9) vs 67% (SD 15); p = 0.002). Additionally, students in the PBL programme made significantly fewer inappropriate therapy choices (p = 0.023) and fewer erroneous prescriptions than did students in the traditional programme (p = 0.27). Students in the PBL programme felt more confident in prescribing, felt better prepared for prescribing as junior doctor and completed more drug prescriptions during their medical training. Conclusion Changing from a traditional programme to an integrated PBL programme in pharmacology and CPT during the undergraduate medical curriculum may improve the prescribing competencies of final-year students.

scholarly journals Medical Student’s Perception About The Integrating Methods Of learning Medical Subjects And Importance Of Psychiatry In Pre-Clinical, Para-Clinical And Clinical Learning

2014 ◽  
Vol 3 (1) ◽  
pp. 10-15
Author(s):  
AK Pandey ◽  
N Sapkota ◽  
Dr Nivedita
Keyword(s):  
Vertical Integration ◽  
Teaching And Learning ◽  
Medical Curriculum ◽  
Clinical Learning ◽  
Horizontal Integration ◽  
Medical Sciences ◽  
Undergraduate Medical Curriculum ◽  
Teachers And Students ◽  
Methods Of Learning ◽  
Self Administered Questionnaire

Background: Now a day’s important elements being planned and used in the curriculum is vertical integration, i.e. integration between the clinical and basic science sections of the curriculum, and horizontal integration i.e. between different subject areas. Integration throughout the whole curriculum is time-consuming for both teachers and students and hard work is required for planning, organization and execution. Psychiatry is an important subject in medical sciences and knowledge of this subject is helpful in understanding function of body, mind and related issues which are modified by disease processes. Aim of the study is to assess the importance of horizontal and vertical integration in an undergraduate medical curriculum and importance of Psychiatry in pre-clinical, para-clinical and clinical learning, according to opinion among fourth year MBBS students. Methods and materials: A self administered questionnaire was used among all the consenting 4th Year MBBS Students of BPKIHS, Dharan, Nepal (324 of 400 responded) of four consecutive years to know about the importance of psychiatry as a subject and different components of the undergraduate medical curriculum including vertical and horizontal integration. They were asked to assign between three options to each question (from agree, neutral and disagree). Results: The result showed that majority of the students were in favor of vertical integration of the various subjects and admitted the importance of psychiatry as a subject and its knowledge helps them in better understanding of the other subjects included in medical curriculum. Conclusions: Vertical integration of medical subjects may be better than horizontal Integration for teaching and learning as this help students to understand the medical subject’s in a superior way. This study also reveals that as of its importance in the medical curriculum, subject of Psychiatry should be given more emphasis during the undergraduate training period.DOI: http://dx.doi.org/10.3126/jpan.v3i1.11346 J Psychiatrists’ Association of Nepal Vol .3, No.1, 2014: 10-15

Motivation of Medical Students to Study Sciences

2018 ◽  
Vol 4 (8) ◽  
pp. 103-108
Author(s):  
Eva Kralova
Keyword(s):  
Medical Students ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Medical Curriculum ◽  
Natural Sciences ◽  
First Year ◽  
First Year Students ◽  
First Semester ◽  
Positive Attitudes ◽  
Medical Diagnostic

Natural sciences and their applications (medical biophysics, medical chemistry and medical biology) represent an inevitable part of medical curriculum. They are often negatively evaluated and a lack of motivation to their study is observed. The attitudes of medical students towards natural sciences are influenced by their negative experiences from the previous study. Nevertheless, knowledge from the natural sciences represents the necessary basis for better understanding of the basic principles of the medical diagnostic and therapeutic methods. Therefore, the indispensable role of natural science teachers is to achieve positive attitudes and motivate students to study them. Our research project is focused on the identification and subsequent application of motivating approaches in natural sciences teaching. Pedagogical investigation using anonymous questionnaires was done with the aim to specify respondents’ (first year students of Comenius University in Bratislava, Faculty of Medicine) motivation and attitudes towards teaching and learning natural sciences before starting medicine study and after the first semester of medicine study. Keywords: University medical education, student’s motivation, natural sciences.

scholarly journals Views of Medical Educators and Intern Doctors on the Existing MBBS Curriculum

2014 ◽  
Vol 3 (1) ◽  
pp. 8-11
Author(s):  
Abu Syed Md Mosaddek ◽  
Waheeda Nargis ◽  
Borhan Uddin Ahamed ◽  
Md Zakirul Islam ◽  
Habib S Chaudhury ◽  
...  
Keyword(s):  
Medical Education ◽  
Qualitative Analysis ◽  
Medical Curriculum ◽  
Undergraduate Curriculum ◽  
Training System ◽  
Public And Private ◽  
Undergraduate Medical Curriculum ◽  
Medical Educators ◽  
Medical Colleges ◽  
Internship Training

This study was carried out to get an idea about the views of medical educators and intern doctors regarding the current undergraduate medical curriculum. A partially descriptive open ended questionnaire was distributed among teachers of all three phases and intern doctors in undergraduate curriculum in different public and private medical colleges in Bangladesh and was returned by 120 teachers and 663 intern doctors. Qualitative analysis of data was done. Among teachers 70% agreed to need for changes, 68.4% were in favor of present internship training system and 85% were against ‘carry on’ system. But 94% and 51% of intern doctors were in favor of need changes of curriculum and present internship training respectively. 91% were against ‘carry on’ system. DOI: http://dx.doi.org/10.3329/bjme.v3i1.18589 Bangladesh Journal of Medical Education Vol.3(1) 2012: 8-11

scholarly journals Perception of Ghanaian Medical Students of Cadaveric Dissection in a Problem-Based Learning Curriculum

2018 ◽  
Vol 2018 ◽  
pp. 1-7 ◽  
Author(s):  
Abass Alhassan ◽  
Saeed Majeed
Keyword(s):  
Medical Students ◽  
Musculoskeletal System ◽  
Teaching And Learning ◽  
Medical Curriculum ◽  
Clinical Skill ◽  
Problem Based Learning ◽  
Educational Tool ◽  
Positive Perception ◽  
Cadaveric Dissection ◽  
The World

There is a drastic shift in medical curriculum from the traditional medical curriculum where various basic science disciplines are taught separately in the preclinical years to integrated problem-based learning (PBL) in many medical schools across the world. In the integrated PBL, the time for classical anatomy dissection is significantly reduced. There are varying views across the world about the perception of medical students to cadaveric dissection. There is however no research on student’s perception of cadaveric dissection in Ghana. The present study was to assess Ghanaian medical student’s perception of cadaveric dissection under the PBL curriculum and to assess which educational tool students rely on to study anatomy. An anonymous self-administered, Likert-style questionnaire consisting of 24 questions was administered to 132 second- and third-year students after they had completed the dissection schedules for the musculoskeletal system. Participation was voluntary. In all, 89.5% of the students indicated that they had attended all the dissection sessions. The students generally agreed that dissection deepens their understanding of anatomy (87.9%), provides better understanding of clinical skill examination (66.7%), enhances their respect towards the human body (66.6%), provides better understanding of the effect of trauma (69.7%), and makes learning interesting (90.9). However, 57.5% of them agreed or strongly agreed that dissection was stressful. Majority of the students also disagreed that dissection should be eliminated from the curriculum (100%). This study has shown a strong positive perception towards the use of cadaveric dissections in teaching and learning anatomy regardless of the fact that SMHS/UDS uses the integrated PBL curriculum.

scholarly journals P26: EVALUATING AND DEVELOPING A TEACHING TOOL ON FAECAL INCONTINENCE IN THE UNDERGRADUATE MEDICAL CURRICULUM

2021 ◽  
Vol 108 (Supplement_1) ◽  
Author(s):  
CH Li ◽  
J Parker ◽  
N Reeve ◽  
J Cornish
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Faecal Incontinence ◽  
Medical Curriculum ◽  
Group Discussion ◽  
Undergraduate Curriculum ◽  
Bowel Dysfunction ◽  
School Curriculum ◽  
Learning Module ◽  
E Learning

Abstract Introduction To evaluate the medical school undergraduate curriculum on faecal incontinence (FI) and develop an educational tool to improve the teaching on the subject. Method Qualitative analysis of literature research and data collected from medical students via emails, questionnaires and focused group discussions. Result FI has not been implanted into the undergraduate curriculum 12,13 and there are variations in teaching on the topic in different medical schools. n= 111 medical students at Cardiff University responded to the survey. FI was reported to be overlooked compared to other types of bowel dysfunction. 38 students reported to have teaching on bowel incontinence, whereas 64 and 74 students had teaching on diarrhoea and constipation respectively. 77% of medical students would like more teaching on bowel incontinence. 9 students participated in a focused group discussion. An interactive e-learning module from Xerte was created based on the students' suggestions and were trialed by a separate cohort of students (n=20). All 20 students showed significant improvement of students' confidence in faecal incontinence (p <= 2.132e∧-6) after completing the e-learning module. Conclusion We recommend introducing the educational resource into the undergraduate curriculum of Cardiff University medical school, especially targeting the clinical year, a clear guidance for FI should be published by the relevant postgraduate healthcare faculties and consider assessing at which stage of the postgraduate training should FI be taught. Take-home message Baseline knowledge of FI is poor. Lack of content in medical school curriculum and E learning modules potentially useful adjuncts.

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