scholarly journals Residents as Medical Student Mentors During an Obstetrics and Gynecology Clerkship

2015 ◽  
Vol 7 (3) ◽  
pp. 412-416 ◽  
Author(s):  
Jackson Sobbing ◽  
Jennifer Duong ◽  
Frank Dong ◽  
David Grainger
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Personal Development ◽  
Clinical Teaching ◽  
Senior Resident ◽  
Obstetrics And Gynecology ◽  
Mentoring Program ◽  
Student Mentors ◽  
Potential Benefits ◽  
Academic Year

ABSTRACT Background Resident physicians provide much of the clinical teaching for medical students during their clerkship rotations, but often receive no formal preparation or structure for teaching and mentoring students. Objective We sought to evaluate a medical student mentoring program (MSMP) for students during their obstetrics and gynecology clerkship at a midwestern teaching hospital during the 2013–2014 academic year. Methods A senior resident physician was assigned 1 to 2 medical students for a 6-week rotation. Students were provided MSMP information during clerkship orientation; residents were given information on MSMP requirements and were randomly assigned to students. We surveyed students and residents about their experience with the MSMP. Results Of 49 eligible medical students, 43 (88%) completed postsurveys. All students reported not having a mentoring program on other clerkships. Postclerkship, students indicated that they would participate in the MSMP again (32 of 38, 84%), and felt that having a mentor on other clerkships (30 of 36, 83%) would be beneficial. Students reported receiving educational (20 of 41, 49%) and procedural (33 of 41, 80%) instruction, personal development feedback (23 of 41, 56%), and career advice (14 of 41, 34%) from resident mentors. Out of a total of 45 possible surveys by residents, 17 (38%) were completed. Residents did not feel burdened by students (14 of 17, 82%), and all responded that they would participate in the MSMP again. Conclusions Feedback from medical students suggests that a mentoring program during clerkships may provide potential benefits for their careers and in 1-on-1 instruction.

Effects of rotation discipline on medical student grades in obstetrics and gynecology throughout the academic year

1993 ◽  
Vol 169 (5) ◽  
pp. 1215-1217 ◽  
Author(s):  
Alberto Manetta ◽  
Edward Manetta ◽  
Dennis Emma ◽  
K.A. Keegan ◽  
J.H. Williams
Keyword(s):  
Medical Student ◽  
Obstetrics And Gynecology ◽  
Effects Of Rotation ◽  
Student Grades ◽  
Academic Year

scholarly journals Medical Volunteerism in Undergraduate Medical Programme: A Novel, in-depth Curriculum

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Adegoke Olusegun Adefolalu
Keyword(s):  
Medical Students ◽  
Personal Development ◽  
Positive Impact ◽  
Social Activism ◽  
Socially Responsible ◽  
Health Advocacy ◽  
Course Materials ◽  
Medical Educators ◽  
Medical Volunteerism ◽  
Academic Year

Health disparities persist among several populations globally and doctors are well-placed to advocate for better health outcomes among the population they serve thereby promoting health equity. According to the literature, medical educators have the capacity to produce socially responsible medical doctors who have competency in health advocacy in addition to their clinical knowledge. However, apart from being taught the determinants of health, little, or no real-live experience is given to medical students in social medicine and health advocacy to enable them to develop the necessary skills in this area. At the Sefako Makgatho Health Sciences University in Pretoria, South Africa, Medical Volunteerism was offered as a selective course during the 2016 academic year. It entails engagement of the medical students in activities that tied them with the primary burden of providing service to an identified community, where they plan and participate in an organized activity that meets the identified needs of such community. This article describes the structure, content, and outcomes of this curriculum. The feedback from students and other stakeholders were strongly positive, the students rated the course highly in a variety of instances, including appropriateness of lecture topics, presentation of the course contents, course materials, effectiveness of teaching and level of students' participation. The average overall rating for the course was 8.4 based on a ten-point scale. Furthermore, the students acknowledged that it contributed to their personal development in terms of social activism in health. In conclusion, medical volunteerism selective has positive impact that is measurable, support should be given to students and facilitators who are interested in implementing similar selective as it has the potential of reinforcing certain values in medical students that could motivate them to have increased desire to work with underserved communities after graduation.

scholarly journals Teaching Pediatric Otoscopy Skills to the Medical Student in the Clinical Setting: Preceptor Perspectives and Practice

2020 ◽  
Author(s):  
Caroline Rose Paul ◽  
Alanna Higgins Joyce ◽  
Gary Beck Dallaghan ◽  
Meg Keeley ◽  
Corinne Lehmann ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Online Survey ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Acute Otitis Media ◽  
The United States ◽  
Direct Patient Care ◽  
Barriers To Teaching

Abstract Background Acute otitis media (AOM) is the most frequent indication for antibiotic treatment of children in the United States. Its diagnosis relies on visualization of the tympanic membrane, a clinical skill acquired through a deliberate approach. Instruction in pediatric otoscopy begins in medical school. Medical students receive their primary experience with pediatric otoscopy during the required pediatric clerkship, traditionally relying on an immersion, apprentice-type learning model. A better understanding of their preceptors’ clinical and teaching practices could lead to improved skill acquisition. This study investigates how pediatric preceptors (PP) and members of the Council on Medical Student Education in Pediatrics (COMSEP) perceive teaching otoscopy. Methods A 30-item online survey was administered to a purposeful sample of PP at six institutions in 2017. A comparable 23-item survey was administered to members through the 2018 COMSEP Annual Survey. Only COMSEP members who identified themselves as teaching otoscopy to medical students were asked to complete the otoscopy-related questions on the survey. Results Survey respondents included 58% of PP (180/310) and 44% (152/348) of COMSEP members. Forty-one percent (62/152) of COMSEP member respondents identified themselves as teaching otoscopy and completed the otoscopy-related questions. The majority agreed that standardized curricula are needed (PP 78%, COMSEP members 97%) and that all graduating medical students should be able to perform pediatric otoscopy (PP 95%, COMSEP members 79%). Most respondents reported usefulness of the American Academy of Pediatrics (AAP) AOM guidelines (PP 95%, COMSEP members 100%). More COMSEP members than PP adhered to the AAP’s diagnostic criteria (pediatric preceptors 42%, COMSEP members 93%). The most common barriers to teaching otoscopy were a lack of assistive technology (PP 77%, COMSEP members 56%), presence of cerumen (PP 58%, COMSEP members 60%), time to teach in direct patient care (PP 46%, COMSEP members 48%), and parent anxiety (PP 62%, COMSEP members 54%). Conclusions Our study identified systemic and individual practice patterns and barriers to teaching pediatric otoscopy. These results can inform education leaders in supporting and enabling preceptors in their clinical teaching. This approach can be adapted to ensure graduating medical students obtain intended core clinical skills.

Residents as Medical Student Mentors During the Obstetrics and Gynecology Clerkship

2015 ◽  
Vol 126 ◽  
pp. 43S
Author(s):  
Jackson Sobbing ◽  
Jennifer Duong ◽  
Frank Dong ◽  
David Grainger
Keyword(s):  
Medical Student ◽  
Obstetrics And Gynecology ◽  
Student Mentors

scholarly journals Pedagogical Theory and Personality Development During Distance Learning Among Medical University Students

2021 ◽  
Vol 7 (1) ◽  
pp. 54-62
Author(s):  
Lilya O. Zub ◽  
Stanislav V. Roborchuk ◽  
Inna O. Buzdugan
Keyword(s):  
Medical Student ◽  
Distance Learning ◽  
Medical Students ◽  
Personal Development ◽  
Personality Development ◽  
Self Esteem ◽  
Scientific Development ◽  
Pedagogical Theory ◽  
The Impact

Pedagogical theory is one of the criteria for the development of personality, especially relevant in the period of distance education of medical students through self-fulfilment, self-education, self-esteem. The purpose of the study was to analyse the development of personality and establish the role of pedagogical theory in the development of the personality of the medical student. The basis of this purpose was proposed to include four stages of methodological justification, among which the first stage is the coverage of the individual as a concept and its features; the second stage – analysis of pedagogical theory and its significance in the education of medical students; the third stage of the study was to assess the role of distance learning, its positive aspects and shortcomings; the fourth stage is the connection of pedagogical theory with distance learning and their influence on the development of personality among medical students. The study evaluates the impact of pedagogical education on the development of the personality of a medical student during distance learning. The significant contribution of pedagogical theory (education and skill) in the development of the personality of a medical student during distance learning is substantiated. It is found out that during pedagogical education the medical student gets education by studying educational subjects, and receives personal and scientific development as a result. Under the influence of pedagogical education, the study identified comprehensive development, self-improvement, proper self-esteem, self-education, which is so necessary to achieve the goal and personal development in society. It is determined that during distance learning it is faster and more correct for a student to develop themselves as a personality. The correct approach of the teacher accelerates the process of development

Observed Responses of Medical Students in a Sex Education Seminar on Obstetrics and Gynecology

1979 ◽  
Vol 9 (1) ◽  
pp. 61-70 ◽  
Author(s):  
Richard C. Friedman ◽  
Gilbert J. Vosburgh ◽  
Lenore O. Stern
Keyword(s):  
Women Students ◽  
Medical Student ◽  
Medical Students ◽  
Sex Education ◽  
Obstetrics And Gynecology ◽  
Education Seminar

This article describes the typology of negative responses in a medical student sex education seminar. Seventy medical students were observed during participation in sex education seminars during a seven month period. Their behavior in class was generally appropriate. Negative responses sometimes did occur, however. These were manifested more frequently in men than in women students and were characterized by hostility or withdrawal in males, and subgroup formation in females.

scholarly journals Group mentoring for junior medical students: perceptions of mentees and mentors

2009 ◽  
Vol 33 (4) ◽  
pp. 670-675 ◽  
Author(s):  
Maria de Fátima Aveiro Colares ◽  
Margaret de Castro ◽  
Cristiane Martins Peres ◽  
Afonso Diniz Costa Passos ◽  
José Fernando de Castro Figueiredo ◽  
...  
Keyword(s):  
Professional Development ◽  
Medical Students ◽  
Personal Development ◽  
Faculty Members ◽  
Mentoring Programs ◽  
First Year ◽  
Mentoring Program ◽  
First Year Students ◽  
Group Mentoring ◽  
One Year

Entering medical school can be associated with a number of difficulties that can hinder students' performance. Mentoring programs are designed to help students circumvent difficulties and improve their learning and personal development. The current study aimed to evaluate the perceptions of both students and mentors regarding a recently introduced, group-based mentoring program designed to support first-year students. After one year of regular meetings, students and mentors' perceptions of the program were assessed by means of structured questionnaires. Response content categories were identified through multiple readings. Both regular attendees and non-participating students had positive opinions about the program. Mentors were highly satisfied at having participated and acknowledged that the program has been useful not only for assisting students, but also for fostering their own personal and professional development. In conclusion, the group-based mentoring program is feasible and can elicit positive views from both mentors and students. In addition, faculty members' participation as mentors can also be beneficial, since the program appears to contribute to their own personal and professional development

49. Effect of a resident-as-teacher training programme on surgical resident clinical teaching skills

2007 ◽  
Vol 30 (4) ◽  
pp. 54
Author(s):  
Y. Ying ◽  
P. Fitzgerald ◽  
S. Reid
Keyword(s):  
Medical Student ◽  
Teacher Training ◽  
Medical Students ◽  
Student Performance ◽  
Academic Medicine ◽  
Clinical Teaching ◽  
Training Programme ◽  
Teaching Quality ◽  
Teaching Skills ◽  
Teaching Evaluations

This study was designed to assess the benefits of a resident-as-teacher training programme on surgical residents within a surgical clinical teaching unit. A randomized controlled trial was conducted at McMaster University between July 2005 and June 2006. Twenty-eight (28) General Surgery Residents and one 134 Medical Students participated in the study. Residents were randomly assigned to participate in a two-day training course on clinical teaching skills at the 3 or 12-month interval. Medical Students completed teaching evaluations on residents whom they had significant exposure. Resident scores on teaching evaluations as well as medical student performance on rotation examinations were assessed. The intervention (n=14) and control (n=14) groups were at similar levels of training. Only 5 intervention and 9 control residents had both pre and post intervention evaluations. Evaluations were measured on a 1 to 5 Likert scale. Data was analyzed by intention-to-treat. The mean evaluation score in both control and intervention groups were higher than pre-intervention (8% and 14%, p=0.03). However, the magnitude of change between the 2 groups was not statistically significant. Medical student performance by those exposed to more intervention residents was not significantly different from those exposed to more control residents. There is a significant improvement in resident teaching over an academic year, as determined by medical student evaluations of the resident-teachers. Although there was a trend of improved teaching with the teaching- skills intervention, the difference was not statistically significant, and did not affect medical student performance on the end-of rotation examinations. Blue AV, et al. Surgical Teaching Quality Makes a Difference. American Journal of Surgery 1999; 177:86-9. Dunnington GL, DaRosa D. A prospective Randomized Trial of Residents-as-teachers Training Program. Academic Medicine 1998; 73: 696-700. Griffith CH, et al. Relationship of How Well Attending Physicians Teach to Their Students’ Performances and Residency Choices. Academic Medicine 1997; 72:S118-120.

scholarly journals Teaching pediatric otoscopy skills to the medical student in the clinical setting: preceptor perspectives and practice

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Caroline R. Paul ◽  
Alanna D. Higgins Joyce ◽  
Gary L. Beck Dallaghan ◽  
Meg G. Keeley ◽  
Corinne Lehmann ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Online Survey ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Acute Otitis Media ◽  
The United States ◽  
Direct Patient Care ◽  
Barriers To Teaching

Abstract Background Acute otitis media (AOM) is the most frequent indication for antibiotic treatment of children in the United States. Its diagnosis relies on visualization of the tympanic membrane, a clinical skill acquired through a deliberate approach. Instruction in pediatric otoscopy begins in medical school. Medical students receive their primary experience with pediatric otoscopy during the required pediatric clerkship, traditionally relying on an immersion, apprentice-type learning model. A better understanding of their preceptors’ clinical and teaching practices could lead to improved skill acquisition. This study investigates how pediatric preceptors (PP) and members of the Council on Medical Student Education in Pediatrics (COMSEP) perceive teaching otoscopy. Methods A 30-item online survey was administered to a purposeful sample of PP at six institutions in 2017. A comparable 23-item survey was administered to members through the 2018 COMSEP Annual Survey. Only COMSEP members who identified themselves as teaching otoscopy to medical students were asked to complete the otoscopy-related questions on the survey. Results Survey respondents included 58% of PP (180/310) and 44% (152/348) of COMSEP members. Forty-one percent (62/152) of COMSEP member respondents identified themselves as teaching otoscopy and completed the otoscopy-related questions. The majority agreed that standardized curricula are needed (PP 78%, COMSEP members 97%) and that all graduating medical students should be able to perform pediatric otoscopy (PP 95%, COMSEP members 79%). Most respondents reported usefulness of the American Academy of Pediatrics (AAP) AOM guidelines (PP 95%, COMSEP members 100%). More COMSEP members than PP adhered to the AAP’s diagnostic criteria (pediatric preceptors 42%, COMSEP members 93%). The most common barriers to teaching otoscopy were a lack of assistive technology (PP 77%, COMSEP members 56%), presence of cerumen (PP 58%, COMSEP members 60%), time to teach in direct patient care (PP 46%, COMSEP members 48%), and parent anxiety (PP 62%, COMSEP members 54%). Conclusions Our study identified systemic and individual practice patterns and barriers to teaching pediatric otoscopy. These results can inform education leaders in supporting and enabling preceptors in their clinical teaching. This approach can be adapted to ensure graduating medical students obtain intended core clinical skills.

scholarly journals Impact of COVID-19 pandemic on medical school academic calendar: a dean's perspective

2020 ◽  
Vol 7 (3) ◽  
pp. 122-125
Author(s):  
Shrijana Shrestha
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Clinical Teaching ◽  
Daily Routine ◽  
Online Classes ◽  
Risk Of Infection ◽  
Undergraduate Medical Students ◽  
Academic Calendar ◽  
Teaching Learning ◽  
Academic Year

Addressing the questions from students, faculties and students' parents regarding the academic calendar had become a part of my daily routine since the beginning of this COVID-19 pandemic. The online classes with pending practical and clinical teachings along with the questionable authenticity of the online exams of the undergraduate medical students and the compromised clinical teaching-learning of the postgraduate Residents with very few non-COVID patients in the hospital, stressed faculties, and the risk of infection requiring isolation, quarantine or admission has posed several questions regarding the academic calendar. How to adjust and reschedule the calendar, without compromising the course objectives and not losing the academic year, has become a challenge to medical schools and the leadership during this ongoing pandemic.

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