Role of written examination in the assessment of attitude ethics and communication in medical students: Perceptions of medical faculties

LearnENT, an educational app for iOS, was developed to promote a standardized experience otolaryngology in head and neck surgery (OTOHNS) for University of Ottawa medical students. Its development was grounded in pedagogical theory including Laurillard’s design process, Honey and Mumford’s learning styles, and Nielsen’s theory of usability. This paper examines LearnENT's design and development processes as well as the role of mobile apps in medical education. Features of the LearnENT app as they apply to Constructivist learning are also highlighted.

Download Full-text

Online programs to strengthen mental health in medical students: a literature review (Preprint)

10.2196/preprints.31361 ◽

2021 ◽

Author(s):

Patrizia Ungar ◽

Ann-Kathrin Schindler ◽

Sabine Polujanski ◽

Thomas Rotthoff

Keyword(s):

Mental Health ◽

Medical Students ◽

Literature Search ◽

Medical Profession ◽

Behavioral Therapy ◽

Individual Characteristics ◽

Online Programs ◽

Health Promoting ◽

Medical Faculties ◽

Prevention Approach

BACKGROUND Medical students are at an increasing risk of depression and burnout during their study period. This trend among future physicians is a cause for concern, given the great responsibility that the medical profession entails. Medical faculties therefore play a significant role in supporting medical students in maintaining their mental health. Especially in the context of the current COVID-19 pandemic, support services that allow greater flexibility in their use become particularly relevant. Online programs can be accessed from anywhere and any time and can be used individually in a safe or well-known setting. From a preventive perspective, individual characteristics that have been shown to be protective of mental health should be addressed in such programs. Before conceptualizing an online program, reviewing existing online programs for medical students is a first relevant step. OBJECTIVE This review provides an overview of the current online programs for medical students to strengthen their mental health by addressing individual characteristics believed to be protective of mental health and addressable in medical curricula. METHODS PubMed, ERIC, Cochrane, and Web of Science were used for a systematic literature search. The programs had to be offered digitally and address medical students. Preventive individual characteristics for mental health were included in the search to provide information on their role in the studies. Publications also should include information on the effectiveness of the respective programs. RESULTS The literature search yielded 592 articles; of them, only nine met the study criteria. The programs found included elements of cognitive-behavioral therapy, mindfulness training, or peer support. Regarding the mental health outcomes, two studies showed a significant reduction in perceived stress and one study indicated a reduced level of burnout. One program had significant immediate effects on mindfulness, empathy, and resilience; two studies indicated strengthening coping strategies. Two programs were qualitatively assessed as helpful. One study is still ongoing. CONCLUSIONS Only a few studies have assessed the effectiveness of online programs to strengthen medical students’ mental health. The programs found mostly addressed preventive individual characteristics but were not developed on the basis of a survey of medical students’ demands. Furthermore, they were provided as add-on programs; integration of such programs into the curriculum may highlight the relevance of mental health. For the development of future online programs, the concrete needs of the respective target group should be surveyed and taken into account. Based on this, suitable online programs can be developed in a targeted way to strengthen mental health by addressing preventive individual characteristics. This needs-based prevention approach can support health-promoting education of future physicians.

Download Full-text

PELATIHAN PEER COUNSELOR DAN PENGENALAN MEDIA PROMOTIF UNTUK PEER COUNSELOR

Jurnal Abdimas ADPI Sains dan Teknologi ◽

10.47841/saintek.v2i3.234 ◽

2021 ◽

Vol 2 (3) ◽

pp. 103-107

Author(s):

Resti Rahmadika Akbar ◽

Rahma Triyana ◽

Prima Adelin

Keyword(s):

Medical Students ◽

First Year ◽

Guidance And Counseling ◽

Guidance Services ◽

Peer Counselors ◽

Training Stage ◽

Post Test ◽

Peer Counselor ◽

Selection Stage

Medical students as early adults have different challenges from high school, especially medical students. Based on the results of the previous study, it was found that medical students experienced anxiety, stress, and even depression with various levels. Ranging from mild to moderate-severe. Various efforts have been made, starting with increasing early detection of students from the first year, to the training stage to increase the role of academic advisory lecturers, to solving student problems that are sent to the counseling guidance section. The purpose of this training is that peer guidance services can be used as a form of guidance and counseling services provided to adolescents or early adults who have low social interaction. Before the training, it was started with the selection stage for peer counselors using an empathy questionnaire, based on the results of the questionnaire 28 students were found to be candidates for peer counselors. The training begins with a pretest then presentation material and case discussions then end with a post-test. Based on the results of the pre-test and post-test, there was an increase in knowledge about peer counselors, their roles, the benefits of counseling, and media that can be used as promotions as part of the peer counselor's duties. It is hoped that from this training, students can increase the role of assistance to students from the early stages so that severe cases experienced by students both in terms of academic and non-academic can be resolved.

Download Full-text

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

Journal of Medical Ethics ◽

10.1136/medethics-2020-106473 ◽

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.

Download Full-text

Medical students’ perceptions of the effectiveness of integrated clinical skills sessions using different simulation adjuncts

AJP Advances in Physiology Education ◽

10.1152/advan.00097.2016 ◽

2016 ◽

Vol 40 (4) ◽

pp. 514-521 ◽

Cited By ~ 1

Author(s):

Muhammad Zafar

Keyword(s):

Factor Analysis ◽

Medical Students ◽

Response Rate ◽

Clinical Skills ◽

Medical Curricula ◽

Effective Implementation ◽

Simulation Based

Simulation-based integrated clinical skills sessions have great potential for use in medical curricula. Integration is central to simulation efficacy. The aim of this study was to obtain medical students' perceptions toward effectiveness of integrated clinical skills sessions by using different simulation adjuncts and to know the challenges/obstacles encountered toward the implementation of such sessions. A study was conducted to obtain anonymous feedback from male ( n = 156) and female ( n = 179) medical students in years 2 and 3 during the 2014–2015 academic sessions at Alfaisal University about their perceptions of the effectiveness of integrated clinical skills sessions, uses of simulation adjuncts, and obstacles encountered toward the effective implementation of such sessions. The response rate was 93.4. Factor analysis showed data being valid and reliable. Cronbach’s α-values for effectiveness of sessions, use of simulation adjunct, and obstacles encountered were 0.97, 0.95, and 0.95, respectively. We conclude that students perceived positively the effectiveness of integrated clinical skills sessions as well as the use of simulation adjuncts, especially SPs. They suggested overcoming the obstacles and limitations of simulation. They highly valued the role of the facilitators in achieving effective sessions.

Download Full-text

Reactions to Diversity: Using Theater to Teach Medical Students about Cultural Diversity

Journal of Medical Education and Curricular Development ◽

10.4137/jmecd.s37986 ◽

2016 ◽

Vol 3 ◽

pp. JMECD.S37986 ◽

Cited By ~ 2

Author(s):

Kimberley D Ivory ◽

Paul Dwyer ◽

Georgina Luscombe

Keyword(s):

Medical Students ◽

Health Outcomes ◽

Diversity Training ◽

Social Determinant ◽

Cultural Humility ◽

Future Health ◽

Perceptions And Attitudes ◽

Interactive Exercises ◽

Social Determinant Of Health

Training medical students to understand the effects of culture and marginalization on health outcomes is important to the future health of increasingly diverse populations. We devised and evaluated a short training module on working with diversity to challenge students’ thinking about the role of both patient and practitioner culture in health outcomes. The workshop combined didactic teaching about culture as a social determinant of health using the cultural humility model, interactive exercises, and applied theater techniques. We evaluated changes in the students’ perceptions and attitudes over time using the Reaction to Diversity Inventory. There was initial significant improvement. Women and students with no past diversity training responded best. However, scores largely reverted to baseline over 12 months.

Download Full-text