Content Analysis of Reflective Journals in Early Clinical Experience

This study qualitatively analyzed medical students’ engagement of pre-clerkship early clinical experience and their implications based on reflective journals. The subjects were 60 third-year students who had taken the early clinical experience course offered by the Catholic Kwandong University College of Medicine. Students had to complete and submit a reflective journal at the end of the course. This study used the reflective journals students submitted as analysis data. Data were analyzed using Elo and Kyngäs’ inductive qualitative analysis. As a result of study, a total of 127 unique significant keywords and statements were extracted. These statements generated 11 formulated sub-categories and five theme categories. Five main categories were derived from the students’ reflective journals: understanding of patients, understanding of professionalism, understanding of other occupations, understanding of the hospital system, and motivation to learn. Students understood patients’ perspectives on diseases and improved their ability to empathize; they gained confidence in communication and clinical skills; they became more positive toward the underprivileged; and their interest in the medical system grew. The results suggest that early clinical experience can be applied as one beneficial educational program for medical students in the pre-clerkship curriculum.

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Medical students’ emotional development in early clinical experience: a model

Advances in Health Sciences Education ◽

10.1007/s10459-013-9477-1 ◽

2013 ◽

Vol 19 (3) ◽

pp. 347-359 ◽

Cited By ~ 19

Author(s):

Esther Helmich ◽

Sanneke Bolhuis ◽

Roland Laan ◽

Tim Dornan ◽

Raymond Koopmans

Keyword(s):

Medical Students ◽

Clinical Experience ◽

Emotional Development ◽

Early Clinical Experience

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A guide to a new short course to promote interest and engagement in psychiatry in medical students

BJPsych Bulletin ◽

10.1192/pb.bp.114.046797 ◽

2015 ◽

Vol 39 (4) ◽

pp. 200-204 ◽

Cited By ~ 2

Author(s):

Matthew Langley ◽

Benjamin Lomas ◽

Zena Schofield ◽

Gillian Doody

Keyword(s):

Medical Students ◽

Student Perceptions ◽

Clinical Experience ◽

Reflective Writing ◽

Teaching Techniques ◽

Innovative Teaching ◽

Early Clinical Experience ◽

Short Course ◽

Medical Undergraduates ◽

Positive Effect

SummaryThis article describes a new course for preclinical medical undergraduates designed to promote interest and engagement in psychiatry. The course employed a range of innovative teaching techniques alongside ward visits to provide students with early clinical experience. Unusually, assessment for the course involved the production of creative works as well as reflective writing about students' experiences. We collected a variety of feedback from participants showing that they found the course enjoyable and educational. We conclude that, overall, the course had a positive effect on student perceptions of psychiatry.

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Expanding the goals of an early clinical experience for first-year medical students

Medical Education ◽

10.1046/j.1365-2923.2000.0784j.x ◽

2000 ◽

Vol 34 (11) ◽

pp. 954-955 ◽

Cited By ~ 1

Keyword(s):

Medical Students ◽

Clinical Experience ◽

First Year ◽

Early Clinical Experience ◽

First Year Medical Students

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Simulation as a Tool to Promote Professional Identity Formation and Patient Ownership in Medical Students

Simulation & Gaming ◽

10.1177/1046878119869038 ◽

2019 ◽

Vol 50 (6) ◽

pp. 711-724

Author(s):

Lillie Tien ◽

Tasha R. Wyatt ◽

Matthew Tews ◽

A. J. Kleinheksel

Keyword(s):

Medical Education ◽

Medical Students ◽

Professional Identity ◽

Identity Formation ◽

Clinical Experience ◽

Clinical Skills ◽

A Priori ◽

Professional Identity Formation ◽

Clinical Experiences ◽

Contextual Elements

Background. Simulation has become a valuable tool in medical education, providing standardized clinical experiences without jeopardizing patient safety. Simulation may also help promote students’ professional identity formation (PIF) and patient ownership. Methods. A mixed-methods study was performed to explore the relationship between simulation, PIF, and patient ownership among third-year medical students in between their clerkship rotation blocks. Data were collected from 76 students after a simulated emergent case. A priori codes were developed and categorized into individual and contextual elements, and latent content analysis was conducted on the responses. Quantitative analysis identified how clerkship rotations and prior clinical experience affected students’ PIF and feelings of patient ownership. Results. Students exhibited both PIF and feelings of patient ownership as a result of the simulation. Students who completed an in-patient clerkship block described individual elements more frequently than students who completed the out-patient clerkship block (p = 0.017). Students who had no clinical experience prior to medical school remarked on individual elements more frequently than students who did have prior clinical experience (p = 0.017). Conclusions. When medical students felt like a physician, they took ownership of their patients. When they took ownership of their patients, they felt like a physician. Simulation has long been recognized as a valuable tool for developing clinical skills and teamwork behaviors, but it also fosters PIF and a sense of patient ownership. By introducing simulation activities earlier in medical education, students will have opportunities to develop patient ownership and professional identity earlier, allowing for a fuller, more mature development process.

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Attitudes of Pre-clinical Medical Students towards Psychiatric Patients Before and After an Early Clinical Experience

Canadian Medical Education Journal ◽

10.36834/cmej.36554 ◽

2011 ◽

Vol 2 (1) ◽

pp. e11-e15

Author(s):

Abraham Rudnick

Keyword(s):

Medical Students ◽

Clinical Experience ◽

Student Attitudes ◽

Medical Condition ◽

Psychiatric Patients ◽

Male Student ◽

Medical Practitioners ◽

Early Clinical Experience ◽

Before And After ◽

Students Attitudes

Background: Stigma or negative discriminatory attitudes towards psychiatric patients are common in the general public. These attitudes are also demonstrated by medical practitioners and by medical students, which can lead to medical harm to psychiatric patients. This study aimed to improve attitudes of medical students towards psychiatric patients before their clinical rotations.Methods: Second year preclinical medical students participated in a brief structured early clinical experience which involved introduction to a psychiatric patient in a hospital/clinic setting or in a community vocational setting. Students were randomized to either setting. Data were collected one week before, one week after, and 3 months after the early clinical experience by administering the Medical Condition Regard Scale.Results: The students’ attitudes towards psychiatric patients improved, particularly at follow up. Only male student attitudes improved significantly.Conclusion: Further study is required to understand and improve medical students’ attitudes towards psychiatric patients, perhaps particularly in relation to female students’ attitudes.

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Evidence-based medicine education improve clinical knowledge of 4th year medical students in the university of medicine and pharmacy at Ho Chi Minh City

MedPharmRes ◽

10.32895/ump.mpr.2.1.17 ◽

2018 ◽

pp. 17-19

Author(s):

Tuan Vo ◽

Thang Bui ◽

Dat Truong

Keyword(s):

Medical Students ◽

Evidence Based Medicine ◽

Clinical Training ◽

Clinical Skills ◽

Analysis Data ◽

Modern Method ◽

Clinical Analysis ◽

Evidence Based ◽

Clinical Knowledge ◽

Based Medicine

Evidence based medicine (EBM) education is a modern method for medical students in clinical training based on the reasonable use of the best evidence in making decisions about individual patient’s treatment. EBM education syllabus teaches medical student how to integrate the clinical experience and patient examination with the simplest out-there analysis data for increasing the utilization of top quality clinical analysis in clinical deciding, this methodology requires new literature looking out and proof evaluating skills. Thus, replacing the recently educated method by EBM has more challenges, the new program ought to analysis fastidiously for evaluating the behavior changes, the development of clinical skills and analysis the ultimate examination score for evaluating the effectiveness of EBM program. The result show that active teaching proves to be statistically completely different and has robust impact toward the ultimate outcome. EBM educated method might improve clinical knowledge and application of PBL/EBM brings concerning higher scores compared to recently educated method.

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Perceptions of Education Quality and Influence of Language Barrier: Graduation Survey of International Medical Students at Four Universities in China

10.21203/rs.3.rs-27027/v1 ◽

2020 ◽

Author(s):

Wen Li ◽

Chang Liu ◽

Shenjun Liu ◽

Xin Zhang ◽

Rong-gen Shi ◽

...

Keyword(s):

Medical Education ◽

Medical Students ◽

Clinical Experience ◽

Clinical Skills ◽

Chinese Language ◽

International Medical ◽

Education Quality ◽

African Students ◽

Language Capacity

Abstract Background: As an increasing number of Asian and African students are studying medicine in China, it is imperative to assess the training quality of these international medical students (IMSs). The study was to gain insight into the attitudes from China-educated IMSs towards the medical curriculum and the influence of Chinese language abilities on their clinical studies. Methods: A modified Association of American Medical Colleges Graduation Questionnaire was applied among the final-year IMSs during the graduation season from May 2019 to July 2019 at four universities in China. The questionnaire asked IMSs to evaluate medical education quality and assess their Chinese language capacity. One-way ANOVA was used to determine whether participants' Chinese language capacity was associated with their clinical experience and clinical competence. Results: Overall, 209 valid responses were received and 76.1% were satisfied with the quality of the medical education. Genetics, physics, and mathematics were seen as the least helpful basic courses for practice, and 21.5% thought community-oriented medicine was a topic that lacked instruction. 58.9% were positive that discussions surrounding ethical topics were involved during their clerkships, and 71.3% believed they had acquired sufficient clinical skills to begin a residency program. Chinese speaking skill and communication manner were significant factors to influence students' clinical experience and competence. Conclusion: The study demonstrates China-educated IMSs' perceptions of the contemporary education policy from various aspects and language influence on their education experiences. The curriculum for IMSs in China should be more problem-based to enhance course interaction and more community-engaged to meet people's needs for health and medical care. Besides, the oral Chinese teaching and the initiative to speak need to be emphasized to facilitate the clinical training for IMSs. Our findings can be used as a source of evidence to benchmark medical curricular codifications catering for Asian and African students.

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Early Clinical Experience: A Way for Preparing Students for Clinical Setting

Galen Medical Journal ◽

10.31661/gmj.v1i2.15 ◽

2013 ◽

Vol 1 (2) ◽

pp. 42-47

Author(s):

Sedigheh Ebrahimi ◽

Javad Kojuri ◽

Soheil Ashkani-Esfahani

Keyword(s):

Medical Students ◽

Clinical Experience ◽

Teaching And Learning ◽

Clinical Environment ◽

Basic Sciences ◽

Clinical Exposure ◽

Early Clinical Experience ◽

Item Questionnaire ◽

Before And After ◽

Early Clinical Exposure

Background: Various methods are used to improve the quality and usefulness of basic sciences taught to medical students before beginning of the clinical course and practice in higher grades. One method which is evaluated in the present study is early clinical experience. Methods and Materials: In this descriptive study, all medical freshmen were participated in a half day workshop for familiarity with hospital clinical environment. The attitude of the students towards early clinical exposure, profession, and medical education was investigated using a 30- item questionnaire before and after this workshop. Results: Totally, 207 students participated in the present study. Overall, scoring of the program was good to excellent on a five-point Likert scale (93.75%). Most students (89.6%, score =4.25) believed that the program’s content and management was appropriate for them. Conclusions: It was concluded that early clinical experience parallel with theoretical courses can provide a framework for the beneficial and successful integration of the teaching and learning of basic sciences for medical students.[GMJ. 2012;1(2):42-47]

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