scholarly journals How Effective is a Dental Workshop at Improving the Knowledge and Confidence of Medical Students in the Management of Dental Emergencies?

2016 ◽  
Vol 3 ◽  
pp. JMECD.S39992
Author(s):  
George R. Deeb ◽  
Amber Johnson ◽  
Mikhail Bondarew ◽  
Caroline Carrico ◽  
Daniel Laskin ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Medical Training ◽  
Dental Education ◽  
P Value ◽  
Hands On ◽  
Questionnaire Surveys ◽  
Interactive Workshop

The purpose of this study was to evaluate the effect of a three-hour hands-on workshop for medical students and residents on their pre- and postcourse knowledge and confidence in managing dental emergencies. A 1-hour lecture followed by four 20-minute “hands-on” skill stations on dental mannequins was administered to a group of 30 medical students and residents. Pre- and postworkshop questionnaire surveys were conducted. There was a significant increase in the percent of attendees who responded correctly to three of the four knowledge questions following the workshop ( P-value < 0.005). Confidence, as expressed in various statements, about treating dental emergencies was significantly improved after the lecture for eight of the nine statements. These findings indicate that dental knowledge is generally not provided during medical training. Our interactive workshop appeared to be effective in increasing this knowledge and self-reported confidence in handling dental emergencies. These findings clearly indicate the need for additional dental education during medical school. The use of a hands-on workshop may be one model for achieving this goal.

scholarly journals Factors influence abroad or home post graduates training among medical students: experience from Sudan

2017 ◽  
Vol 5 (1) ◽  
pp. 109
Author(s):  
Mohamed Gismalla ◽  
Ahmed Abdallah ◽  
Mohammed Alnoor Mohammed ◽  
Sami Mahjoub Taha
Keyword(s):  
Medical Students ◽  
Demographic Data ◽  
P Value ◽  
Cross Sectional ◽  
Push Factors ◽  
Postgraduate Study ◽  
Middle East Countries ◽  
Hands On ◽  
Common Causes ◽  
Site Training

Backgrounds: Commonly, doctors migrate for postgraduate study in African and Middle-east countries to western countries. In this study, we would like to know the percentage of graduates who intended to study abroad and determine the factors of their traveling.Material and methods: This is cross-sectional questionnaire survey. Medical students were asked about their future specialty preference, reasons, and site of training. Also, some demographic data were collected. The data was analyzed by SPSS. P value of < 0.05 was considered significant. Result and Discussion: 197 students responded to our survey and filled the questionnaire properly. Participants knew about future specialty from the teacher, the internet, senior college and advice from a family member with rate 83 (42.1%), 42 (22.8%), 41 (21.3%), and 27(13.7%) respectively. One hundred five (53.3%) of the responders preferred to get their specialty training outside Sudan while the remainder 92(46.7%) preferred local training.The commonest specialty selected among both group are medicine and surgery respectively. Obstetrics and gynecology are selected mainly among students who prefer local training 14 out of 15 totally, with statistically significant (p-value = 0.0001). Residency has significant related to the site of training with (P value 0.03). International recognition and advanced facilities are the commonest cause of traveling abroad among the students. While free hands on training and social reasons are the most common causes of home postgraduates training.Conclusion: More than fifty percent of the participant prefers abroad post-graduates training. The factors which influents site training can be defined as "Pull and Push" factors.

scholarly journals On Teaching the Sum While Paying Attention to the Parts: Whole Person Care through Ethnography in Medical Education

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Vasiliki Nataly Rahimzadeh ◽  
David Lessard ◽  
Peter Nugus
Keyword(s):  
Medical Students ◽  
Family Medicine ◽  
Medical School ◽  
Professional Identity ◽  
Identity Formation ◽  
Medical Training ◽  
Academic Discipline ◽  
Professional Identity Formation ◽  
Patient Centered ◽  
Whole Person

Objective—This article provides a reflection on medical teaching opportunities for whole person care based on our experiences mentoring 2nd-year medical students through an Ethnography Practicum at a Canadian university.                                                                  Background—The Ethnography Practicum is a new addition to the Family Medicine Transition to Clinical Practice (TCP) curriculum introduced in the second year of medical school at McGill University. It involves 30 hours of instruction (6 hours in lectures with an instructor, and 24 hours in small-group tutorials with the authors), and 9 hours of fieldwork observations in various community health settings across Montreal, QC. The primary aims of the Practicum converge with those of the TCP generally in two important ways: to inculcate in students the concepts of patient centered care, and to promote family medicine as both an academic discipline and career option.                    Results and Discussion— Our experiences illustrate two tensions that shape students’ expectations and experiences throughout their involvement in the Practicum and, in turn, highlight the implications for teaching whole-person care. First, ethnography as a combination of different methods has itself been the locus of tensions between positivist and critical traditions in the three last decades. Second, the Practicum is situated precisely at the crossroads of key moments on the professional identity formation continuum for our students. Such a crossroads is disruptive to the status quo of medical traineeship characteristic of the first two years in medical school, and thus reorients professional identity formation. The above tensions reveal how ethnography is not only a revered research tradition in the humanities, but can also be a conduit to whole person care-inspired clinical practice.Conclusion—As instructors and mentors involved in this Ethnography Practicum, we are continually forging a new relevance for organizational ethnography in medical training, where medical students can reflect and act on competencies beyond clinical ones. The Practicum provides a space for students to wrestle with alternative epistemologies to understanding the social world in which medicine is embedded. We lastly provide pragmatic ways to better address these tensions in an effort to support students as they proceed through the (multifaceted) development of their professional identities as future physicians.

scholarly journals What Are the Characteristics of Fourth-Year Medical Students With Higher Levels of Resilience?

PRiMER ◽  
2019 ◽  
Vol 3 ◽  
Author(s):  
Sey Park ◽  
Maribeth Porter ◽  
Ki Park ◽  
Lauren Bielick ◽  
Benjamin J. Rooks ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Medical Training ◽  
Personal Characteristics ◽  
After School ◽  
Demographic Information ◽  
Personal Time ◽  
Resilience Scale ◽  
Fourth Year Medical Students ◽  
Race Ethnicity

Introduction: Burnout during medical training, including medical school, has gained attention in recent years. Resiliency may be an important characteristic for medical students to have or obtain. The aim of this study was to examine the level of resiliency in fourth-year medical students and whether certain characteristics were associated with students who have higher levels of resiliency. Methods: Subjects were fourth-year medical students who completed a survey during a required end-of-year rotation. The survey collected subjects’ demographic information including age, gender, race, ethnicity, marital status, and chosen specialty. They were also asked to complete the Brief Resilience Scale (BRS) and answer questions that assessed personal characteristics. Results: The response rate was 92.4%. Most respondents had personal time for themselves after school (92.6%), exercise or participate in physical activity for at least 30 minutes most days of the week (67.2%), were able to stop thinking about medical school after leaving for the day (58.2%), and had current financial stress (51.6%). No differences were noted in demographic information among students across specialty categories. A higher BRS score was associated with being male and having the ability to stop thinking about school. Conclusions: BRS scores in medical students are associated with specific demographic characteristics and the ability to stop thinking about school. Addressing the modifiable activities may assist students with increasing their resiliency and potentially decreasing their risk of burnout.

scholarly journals Perceptions of medical students regarding educational climate at different phases of medical training in a Malaysian medical school

2013 ◽  
Vol 5 (3) ◽  
Author(s):  
Muhamad Saiful Bahri Yusoff ◽  
Rogayah Jaa'far ◽  
Hafiza Arzuman ◽  
Wan Nor Arifin ◽  
Mohamad Najib Mat Pa
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Medical Training ◽  
Educational Climate

scholarly journals Psychiatry as a career: A survey of factors affecting students’ interest in Psychiatry as a career

2020 ◽  
Vol 12 (1) ◽  
Author(s):  
Mubashir Aslam ◽  
Tahir Taj ◽  
Arif Ali ◽  
Nasira Badar ◽  
Farzan Saeed ◽  
...  
Keyword(s):  
Medical Students ◽  
Family History ◽  
Medical School ◽  
Psychiatric Illness ◽  
P Value ◽  
Factors Affecting ◽  
Medical Graduates ◽  
Significant Difference ◽  
History Of ◽  
Self Administered Questionnaire

The objectives of this study were to determine the characteristics of medical students and graduates interested in choosing psychiatry as a career and the obstacles in choosing this field of medicine. Two private and two public medical institutes were surveyed from June 2007 to August 2007. A self-administered questionnaire was distributed to third, fourth and final year students and to medical graduates doing their internship in these four medical institutes.A total of 909 medical students and graduates participated in the study. Seventeen percent of participants responded positively regarding their interest in psychiatry as a career. Significantly higher proportion belonged to private medical institutes (14% vs. 24%, P-value =0.001). There was no significant difference in reporting interest for psychiatry in regard to age, sex, year in medical school and whether or not the participant had done a psychiatry ward rotation. However significantly higher proportion of participants (22%, n=43) were reporting their interest in the field of psychiatry who had done more than a month long psychiatry ward rotation as compared to those participants (14%, n=54) with less than a month or no psychiatry rotation (P-value=0.01). More students were reporting their interest in psychiatry with a family history of psychiatric illness as compared to without family history (24% vs 16%, P-value=0.03). In conclusion, students and graduates with more than a month long rotation in psychiatry, studying in private medical colleges and with a family history of psychiatric illness were more interested in choosing psychiatry as a career.

A Place for Plant-Based Nutrition in US Medical School Curriculum: A Survey-Based Study

2021 ◽  
pp. 155982762098867
Author(s):  
Kara F. Morton ◽  
Diana C. Pantalos ◽  
Craig Ziegler ◽  
Pradip D. Patel
Keyword(s):  
Medical Students ◽  
Family Medicine ◽  
Medical School ◽  
Nutrition Education ◽  
Medical Training ◽  
Lifestyle Modification ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
Curricular Reform ◽  
Family Medicine Residents

Purpose. To evaluate medical students’ and family medicine residents’ perceptions of their current degree of nutrition training in general and regarding a whole-foods, plant-based (WFPB) diet. Methods. An original survey instrument was administered to medical students and family medicine residents. Quantitative and qualitative data were collected to evaluate perceptions of nutrition education in medical training, a WFPB diet, and ideas for nutrition-focused curricular reform. Results. Of the 668 trainees surveyed, 200 responded (response rate = 30%). Of these, 22% agreed that they received sufficient nutrition education in medical school and 41% agreed that a WFPB diet should be a focus. Respondents with personal experiences with a plant-based diet were more willing to recommend it to future patients. Common ideas for curricular reform were instruction on a WFPB diet along with other healthy dietary patterns, patient counseling, a dedicated nutrition course, and electives. Conclusions. Nutrition education in US medical training needs improvement to address the growing burden of obesity-related chronic disease. Proper nutrition and lifestyle modification should therefore play a larger role in the education of future physicians. A focus on plant-predominant diets, such as the WFPB diet, may be an acceptable and effective addition to current medical school curriculum, and deserves further study.

scholarly journals Emotional intelligence in medical students at the University of Ghana Medical School, Accra, Ghana

2021 ◽  
Vol 55 (1) ◽  
pp. 52-59
Author(s):  
Henry J. Lawson ◽  
Makafui Yigah ◽  
Phaedra Yamson
Keyword(s):  
Emotional Intelligence ◽  
Medical Students ◽  
Medical School ◽  
Medical Training ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Significant Difference ◽  
Male Preponderance ◽  
The University ◽  
University Of Ghana

Emotional Intelligence is a form of interpersonal intelligence. There’s evidence that high emotional intelligence (EQ) of a medical student is associated with better coping with the tedious medical training. We evaluated EQ in medical students in their clinical years. This cross-sectional study was conducted in the University of Ghana Medical School (UGMS), Accra. In all, 111 students completed the questionnaires. Their average age was 24±1.5 years with marginal male preponderance. There were 37, 31 and 43 students in the 1st, 2nd and 3rd clinical years respectively. For global scores, 16 (14.1%) had good EQ (>120) with a mean total score of 105.49. The mean EQ for males was 104.2±17 an 106.2±12 for females, however this difference was not statistically significant (p=0.319). Mean EQ for 1st, 2nd and 3rd clinical years were 104.4±13, 104.4±20, and 107.1±12. This rise with increasing years was however not significant (p=0.659). EQ showed a weak positive correlation with age (r=0.1) but this was not significant (p=0.29). We report low EQ among students of the UGMS with no significant difference between gender, age and clinical year. EQ should be actively taught as part of the curriculum in UGMS. A larger study involving other medical schools in Ghana isrecommended.

scholarly journals A Descriptive Study on the Sleeping Habits and Correlation of Sleepiness with Academic Performance in a State University-run Medical School in the Philippines

2020 ◽  
Vol 54 (2) ◽  
Author(s):  
Manuel Peter Paul C. Jorge II ◽  
Ralph Elvi M. Villalobos ◽  
Jewel Cordelle C. Nuñal
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Medical School ◽  
Weighted Average ◽  
The Philippines ◽  
P Value ◽  
State University ◽  
Cross Sectional Survey ◽  
Significant Difference ◽  
Sleeping Habits

Background and Significance. Sleep is a vital facet of human existence that is vital to learning and memory; lack of sleep is associated with significant impairment in learning. Medical students are a special population because of the demands of medical school. They are very prone to sleep deprivation and poor quality of sleep, hence academic performance might be affected.Objectives. We determined the different sleeping habits of medical students using a descriptive tool, with variables chosen specifically for this study. The level of sleepiness was then correlated with the academic performance (using the general weighted average) among students in a state university run-medical school in the Philippines. Methods. The study is a prospective cross-sectional survey among medical students in a state university-run medical school enrolled for the academic year 2016-2017. The questionnaires used were the Epworth Sleepiness Score and specific questions about sleeping habits. The General Weighted Average (GWA) of those who participated were obtained from the student records section of the college. Descriptive statistics were used to describe the results on different sleeping habits, while the chi-squared test was used to determine any significant differences in the GWA versus level of sleepiness across all year levels. Results. A total of 426 medical students (or 60% of the total student population of the college) participated. However, of the 426, only 326 had complete GWAs and were therefore included in the final analysis for correlation. The average medical student is “sleep-deprived”, sleeping two hours less (six hours) than the recommended daily minimum duration of sleep (eight to 10 hours). For the correlation of sleepiness and academic performance, we found out that there is no significant difference in academic performance among those who are excessively sleepy (ESS greater than 10) versus those who are not, p-value = 0.892. Conclusion. Increased level of sleepiness does not correlate with poorer academic performance among these medical students, despite them sleeping less than the general recommendation for adults. The study is limited however by the use of the GWA as the sole tool to measure academic performance, which is affected by many other factors. We recommend the performance of this study in a broader population and use more validated tools to measure sleepiness and academic performance.

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