scholarly journals A Match Made in Heaven: Exploring Views of Medicine Students, Pharmacy Interns and Facilitators in an Interprofessional Medicines Pilot Study

2021 ◽  
Author(s):  
Eileen McKinlay ◽  
Melanie Brown ◽  
Debbie Wallace ◽  
Caroline Morris ◽  
Amanda Garnett ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Pilot Study ◽  
Focus Group ◽  
Interprofessional Education ◽  
Collaborative Management ◽  
Roles And Responsibilities ◽  
Qualitative Feedback ◽  
Made In ◽  
Education Initiatives

Purpose: To date, few interprofessional education initiatives have included just medicine and pharmacy learners. This research sought to explore learners’ and facilitators’ views of an interprofessional education medicines pilot study involving medical students and pharmacy interns. Methods: Qualitative feedback was gathered from the participating learners and a facilitator focus group was undertaken. Results: Medical student and pharmacy intern learners reported enjoying taking part and found the simulation and overall initiative to be authentic. They described learning most about each other’s roles and responsibilities and about teamwork, collaborative management, and collaboration. Some logistical improvements were suggested. The facilitators judged that the topic of medicines, with medical and pharmacy learners taking part, to be a match made in heaven. Conclusions: Medical student and pharmacy intern learners found the medicines topic and discipline grouping facilitated their learning. Some topics and groups of disciplines are ideally matched for IPE and such a nexus should be capitalised upon.

Ten tips for organising a Bleep Roulette for final year medical students and new foundation trainees

2020 ◽  
pp. postgradmedj-2020-138683
Author(s):  
Yagazie Zina Udeaja ◽  
Rynda Nitiahpapand
Keyword(s):  
Clinical Practice ◽  
Medical Student ◽  
Medical Students ◽  
Clinical Reasoning ◽  
Initial Period ◽  
Clinical Placements ◽  
Student Preparedness ◽  
Roles And Responsibilities ◽  
Medical Educators ◽  
Clinical Reasoning Skills

The initial period adjusting to the roles and responsibilities of a new foundation doctor can be a challenging and anxious time for graduating medical students and new trainees. Over recent years, many educational initiatives such as shadowing placements, assistantships and compulsory induction programmes have been implemented to improve medical student preparedness for clinical practice. Despite this, many graduates still report a lack of confidence and preparedness when starting their clinical placements, specifically within the context of on-call shifts. Bleep Roulette simulation sessions are progressively being used to further bridge the gap from student to trainee and ensure trainees develop prioritisation, organisational and clinical reasoning skills, improving trainee efficiency during an on-call shift. In this article, we provide 10 tips for medical educators, detailing how to design an efficacious Bleep Roulette session for final year medical students and new foundation trainees.

scholarly journals Pre-clinical medical student cardiac point-of-care ultrasound curriculum based on the American Society of Echocardiography recommendations: a pilot and feasibility study

2020 ◽  
Author(s):  
Satoshi Jujo ◽  
Jannet J Lee-Jayaram ◽  
Brandan I Sakka ◽  
Atsushi Nakahira ◽  
Akihisa Kataoka ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Pilot Study ◽  
Point Of Care ◽  
Scoring Systems ◽  
Recruitment Rate ◽  
Point Of Care Ultrasound ◽  
Hands On ◽  
Test Scoring ◽  
American Society

Abstract Background Cardiac point-of-care ultrasound (POCUS) training has been integrated into medical school curricula. However, there is no standardized cardiac POCUS training method for medical students. To address this issue, the American Society of Echocardiography (ASE) proposed a framework for medical student cardiac POCUS training. The objective of this pilot study was to develop a medical student cardiac POCUS curriculum with test scoring systems and test the curriculum feasibility for a future definitive study.Methods Based on the ASE-recommended framework, we developed a cardiac POCUS curriculum consisting of a pre-training online module and hands-on training with a hand-held ultrasound (Butterfly iQ). The curriculum learning effects were assessed with a 10-point maximum skill test and a 40-point maximum knowledge test at pre-, immediate post-, and 8-week post-training. To determine the curriculum feasibility, we planned to recruit 6 pre-clinical medical students. We semi-quantitatively evaluated the curriculum feasibility in terms of recruitment rate, follow-up rate 8 weeks after training, instructional design of the curriculum, the effect size (ES) of the test score improvements, and participant satisfaction. Discriminatory ability of the test scoring systems were assessed by comparing the scores of the medical students, medical interns, and experts.Results Six pre-clinical medical students participated in the curriculum. The recruitment rate was 100% (6/6 students) and the follow-up rate 8 weeks after training was 100% (6/6). ESs of skill and knowledge test score differences between pre- and immediate post-, and between pre- and 8-week post-training were large. The students reported high satisfaction with the curriculum. The test scoring systems demonstrated excellent discriminatory ability between the 3 different performance levels.Conclusions This pilot study confirmed the curriculum design as feasible with instructional design modifications including the hands-on training group size, content of the cardiac POCUS lecture, hands-on teaching instructions, and hand-held ultrasound usage. Based on the pilot study findings, we plan to conduct the definitive study with the primary outcome of long-term skill retention 8 weeks after initial training. The definitive study has been registered in ClinicalTrials.gov (Identifier: NCT04083924).

scholarly journals Interprofessional education in geriatric medicine: towards best practice. A controlled before–after study of medical and nursing students

BMJ Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. e018041
Author(s):  
Sanja Thompson ◽  
Kiloran Metcalfe ◽  
Katy Boncey ◽  
Clair Merriman ◽  
Lorna Catherine Flynn ◽  
...  
Keyword(s):  
Medical Students ◽  
Nursing Students ◽  
Professional Identity ◽  
Interprofessional Education ◽  
Geriatric Medicine ◽  
Control Group ◽  
Joint Learning ◽  
Interprofessional Learning ◽  
Roles And Responsibilities ◽  
Before And After

ObjectivesTo investigate nursing and medical students’ readiness for interprofessional learning before and after implementing geriatric interprofessional education (IPE), based on problem-based learning (PBL) case scenarios. To define the optimal number of geriatric IPE sessions, the size and the ratio of participants from each profession in the learner groups, the outcomes related to the Kirkpatrick four-level typology of learning evaluation, students’ concerns about joint learning and impact of geriatric IPE on these concerns. The study looked at the perception of roles and expertise of the ‘other’ profession in interprofessional teams, and students’ choice of topics for future sessions. Students’ expectations, experience, learning points and the influence on the understanding of IP collaboration, as well as their readiness to participate in such education again were investigated.DesignA controlled before–after study (2014/2015, 2015/2016) with data collected immediately before and after the intervention period. Study includes additional comparison of the results from the intervention with a control group of students. Outcomes were determined with a validated ‘Readiness for Interprofessional Learning’ questionnaire, to which we added questions with free comments, combining quantitative and qualitative research methods. The teaching sessions were facilitated by experienced practitioners/educators, so each group had both, a clinician (either geratology consultant or registrar) and a senior nurse.Participants300 medical, 150 nursing students.SettingTertiary care university teaching hospital.ResultsAnalysis of the returned forms in the intervention group had shown that nursing students scored higher on teamwork and collaboration post-IPE (M=40.78, SD=4.05) than pre-IPE (M=34.59, SD=10.36)—statistically significant. On negative professional identity, they scored lower post-IPE (M=7.21, SD=4.2) than pre-IPE (M=8.46, SD=4.1)—statistically significant. The higher score on positive professional identity post-IPE (M=16.43, SD=2.76) than pre-IPE (M=14.32, SD=4.59) was also statistically significant. Likewise, the lower score on roles and responsibilities post-IPE (M=5.41, SD=1.63) than pre-IPE (M=6.84, SD=2.75).Medical students scored higher on teamwork and collaboration post-IPE (M=36.66, SD=5.1) than pre-IPE (M=32.68, SD=7.4)—statistically significant. Higher positive professional identity post-IPE (M=14.3, SD=3.2) than pre-IPE (M=13.1, SD=4.31)—statistically significant. The lower negative professional identity post-IPE (M=7.6, SD=3.17) than pre-IPE (M=8.36, SD=2.91) was not statistically significant. Nor was the post-IPE difference over roles and responsibilities (M=7.4, SD=1.85), pre-IPE (M=7.85, SD=2.1).In the control group, medical students scored higher for teamwork and collaboration post-IPE (M=36.07, SD=3.8) than pre-IPE (M=33.95, SD=3.37)—statistically significant, same for positive professional identity post-IPE (M=13.74, SD=2.64), pre-IPE (M=12.8, SD=2.29), while negative professional identity post-IPE (M=8.48, SD=2.52), pre-IPE (M=9, SD=2.07), and roles and responsibilities post-IPE (M=7.89, SD=1.69), pre-IPE (M=7.91, SD=1.51) shown no statistically significant differences. Student concerns, enhanced understanding of collaboration and readiness for future joint work were addressed, but not understanding of roles.ConclusionsEducators with nursing and medical backgrounds delivered geriatric IPE through case-based PBL. The optimal learner group size was determined. The equal numbers of participants from each profession for successful IPE are not necessary. The IPE delivered by clinicians and senior nurses had an overall positive impact on all participants, but more markedly on nursing students. Surprisingly, it had the same impact on medical students regardless if it was delivered to the mixed groups with nursing students, or to medical students alone. Teaching successfully addressed students’ concerns about joint learning and communication and ethics were most commonly suggested topics for the future.

The Medical Student Experience in the Era of COVID-19: Reflections on the Transformation of Medical Education

2021 ◽  
Author(s):  
Aisha Terry ◽  
Janet Miller ◽  
Stephanie Rodriguez ◽  
Mairin Haley ◽  
Sivan Ben-Maimon ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Focus Group ◽  
Education Reform ◽  
Personal Growth ◽  
Innovative Technology ◽  
Student Perspective ◽  
Student Wellness ◽  
Medical Education Reform

Abstract Phenomenon: The American medical student perspective on the coronavirus pandemic, particularly in terms of its effects on medical education and future curricular approach, is valuable. This study seeks to provide future physicians with a voice to share their personal experience with distance learning and suggestions for medical education reform in the era of COVID-19. Approach: A virtual focus group of medical students was conducted on April 30, 2020. Each student was asked to broadly and candidly reflect on their personal experiences relative to the COVID-19 pandemic, and to specifically expound upon how their personal growth and medical education has been impacted. Consent was obtained. Data was coded by key ideas and themes. The content of the discussion was analyzed. Findings: Seven third-year medical students attending a United States traditional school of medicine consented to participate. All participants provided extensive responses to the question. The focus group lasted for 2 hours. The group expounded upon five self-initiated themes: guilt, anxiety, self-awareness, volunteerism, and autonomy. Analysis of these themes from the context of medical student wellness and the future of medical curricula led to the conclusion that three general concepts should be emphasized in reforming medical education. Insights: The coronavirus pandemic has uniquely affected medical students. Their perspectives can inform medical education reform relative to curricular design and student wellness. Key concepts to consider include prioritizing routine virtual delivery of content through innovative technology, encouraging increased student autonomy and self-directed learning through less prescriptive schedules, and emphasizing reflection training and sharing.

scholarly journals Medical students’ readiness and perceptions about Interprofessional Education: A cross sectional study

2020 ◽  
Vol 36 (4) ◽  
Author(s):  
Hana Zamil ◽  
Sultan Ayoub Meo
Keyword(s):  
Medical Students ◽  
Professional Identity ◽  
Interprofessional Education ◽  
Positive Impact ◽  
Medical Schools ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional ◽  
Roles And Responsibilities ◽  
Clinical Scenarios

Objectives: Interprofessional Education (IPE) provides an environment where learners demonstrate the knowledge, skills and attitude required to manage the complex clinical scenarios in a collaborative and interprofessional manner. The actual sphere of influence of Interprofessional Education in many medical schools has been limited. Therefore, the present study aim was to evaluate the medical students’ readiness and perception of Interprofessional Education in a medical college in Saudi Arabia. Methods: This questionnaire based cross sectional study was executed in the Department of Physiology, College of Medicine, King Saud University during the period September 2016 to December 2017, using the 19-item Readiness for Interprofessional Learning Scale (RIPLS) with four subscales teamwork and collaboration, negative professional identity, positive professional identity and roles and responsibilities. The questionnaire was e-mailed to 1411 medical students and responses were analyzed using 5-point Likert scale. Results: A total of 158 medical students and trainees responded to the survey, 69 (43.6%) were males and 89 (56.4%) were females. The majority of participants 122-148 (77-94%) acknowledged the positive impact of IPE on teamwork and collaboration, more than two thirds 105 (64.45%) disagreed with negative attitude and 110-126 (70-80%) showed positive professional identity. Conclusions: Medical students showed a positive perception and ready to adopt the Interprofessional Educational allied activities in medical schools. The shared academic events would improve in clarifying the roles and responsibilities of medical students in health care professions. doi: https://doi.org/10.12669/pjms.36.4.2214 How to cite this:Alzamil H, Meo SA. Medical students’ readiness and perceptions about Interprofessional Education: A cross sectional study. Pak J Med Sci. 2020;36(4):---------. doi: https://doi.org/10.12669/pjms.36.4.2214 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

scholarly journals The Overlap Between Rural Hospital Needs and Medical Student Goals in Texas

PRiMER ◽  
2020 ◽  
Vol 4 ◽  
Author(s):  
Tyler W. Barreto ◽  
Alvin Estacio ◽  
Paula Winkler
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Focus Group ◽  
Focus Groups ◽  
Rural Health ◽  
Health Workforce ◽  
The United States ◽  
Hospital Administrators ◽  
Hospital Administrator ◽  
Rural Health Workforce

Introduction: The rural health workforce in the United States is difficult to maintain and harder to increase. This may contribute to worse health outcomes in rural areas and threaten the sustainability of rural hospitals. Previous studies have attempted to identify medical student characteristics and strategies to help grow this workforce. In this study, we aimed to understand the needs of medical students and hospital administrators to identify potential strategies to improve the rural health workforce. Methods: We conducted medical student and hospital administrator focus groups. We analyzed focus group data separately to identify themes, and reviewed these themes for overlap between groups and potential actionable areas. We calculated Cohen 𝜅 statistics. Results: We identified 26 themes in the medical student focus groups, and 14 themes in the hospital administrator focus group. Of these themes, three were identical between groups (scope of practice, loan repayment and financial concerns, and exposure to rural health in training), and two were similar between the groups (family and leadership). Conclusion: The identification of two themes that are similar but not identical between medical students and hospital administrators may serve as part of future strategies to improving rural physician recruitment. Future studies should determine if a shift in language or focus in these areas specifically help to improve the rural health workforce.

scholarly journals Benefits and Barriers to Teaching Medical Students in an Ob-Gyn Clinic

2018 ◽  
Vol 5 ◽  
pp. 233339281775351 ◽  
Author(s):  
Michael F. Fialkow ◽  
Carrie M. Snead ◽  
Jay Schulkin
Keyword(s):  
Health Care ◽  
Medical Student ◽  
Medical Students ◽  
Pilot Study ◽  
Patient Care ◽  
Health Care System ◽  
Intellectual Stimulation ◽  
Recruitment And Retention ◽  
Medical Education Program ◽  
Care System

Introduction: As the US health-care system has evolved over the past decade, access to obstetric care in rural communities has declined, and there has been a challenge in retaining obstetrics and gynecology (OB-GYN) providers to train the next generation of physicians. The current pilot study sought to identify the factors that influence faculty who train medical students within the field of OB-GYN with the hope of influencing recruitment and retention of providers for the future. Methods: Clinical OB-GYN faculty within the University of Washington School of Medicine regional medical education program were surveyed about practice patterns and beliefs regarding medical student training as part of a pilot study on provider recruitment and retention. Results: Fifty-seven eligible respondents completed the survey. Most (88.9%) reported their hospitals encourage student participation in patient care. Students in their practices participate in many aspects of patient care, including conducting exams (96.2%) and participating in the operating room (94.3%). The majority found the rewarding aspects of teaching medical students to be intellectual stimulation (90.9%), continuing the tradition of medical teaching (87.5%), and the intrinsic satisfaction of teaching (83.6%). Challenging aspects of teaching included reduced reimbursement (40%) and the student/workload (63.6%). Discussion: Medical student education continues to rely on a generation’s medical professionals to impart their knowledge to the next. We hope that with a better understanding of the benefits of participation and minimization of the challenges, we can perpetuate this tradition despite the uncertainty in our health-care system.

The role of interprofessional education (IPE) for medical students in pharmacology subject

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Alfian Novanda Yosanto ◽  
Sufi Desrini ◽  
Wulandari Berliani Putri
Keyword(s):  
Medical Students ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Collaborative Work ◽  
Work Practice ◽  
Operational Definition ◽  
High Demand ◽  
Roles And Responsibilities ◽  
Patient Health

Interprofessional education (IPE) is a learning method that allows the clinical clerkship to study together, exchange knowledge, and develop the skill that is needed in interprofessional collaborative work practice. This article analyzed the elements within IPE including background, operational definition, goals and benefits, implementation, as well as competency in IPE. Furthermore, the role of IPE for medical students especially in pharmacology subject was discussed. In summary, interprofessional collaboration (IPC) is needed to answer the high demand and complexity of patient problems in minimizing medication errors due to low IPC. The IPE is an early step towards realizing IPC where each profession can understand each other’s roles and responsibilities to achieve comprehensive patient health.

scholarly journals A Pilot Study Using Asynchronous Case Discussion and Reflection to Provide Interprofessional Education to Physician Assistant and Physical Therapy Students

2021 ◽  
Author(s):  
Erin McCallister ◽  
Emily Weidman-Evans
Keyword(s):  
Pilot Study ◽  
Physical Therapy ◽  
Interprofessional Education ◽  
Physician Assistant ◽  
Rank Test ◽  
Physical Therapy Students ◽  
Case Discussion ◽  
Roles And Responsibilities ◽  
Healthcare Students ◽  
The Difference

Purpose: The purpose of this study was to examine the effects an asynchronous interprofessional education (IPE) activity had on graduate healthcare students’ beliefs regarding IPE, as measured by the Readiness for Interprofessional Learning Scale (RIPLS). Methods: All first-year physician assistant and physical therapy students participated in a collaborative four-week online case discussion. Students who consented to participate in the research component filled out a pre- and post-activity RIPLS questionnaire. Responses were matched by an individualized, student-generated number to protect students’ identity. Only matched scores were analyzed. Results: The total score as well as the Teamwork and Professional Identity sub-scales were analyzed for pre-post changes using the paired t-test. The Roles and Responsibilities sub-scale was analyzed using the Wilcoxon signed rank test, due to a non-normal data distribution. A significant change (a=0.05) in score was found only in the Roles and Responsibilities sub-scale. Secondary outcomes indicate that a high proportion of the students felt the objectives of the activity were met. Conclusions: Significant changes were found on only one sub-scale of the RIPLS. Therefore, asynchronous IPE delivery does not change graduate healthcare students’ readiness for IPE. The participants felt the activity met its objectives, which indicates that asynchronous IPE delivery may be a viable technique in this population. Future studies should examine the difference between asynchronous and live IPE on the outcomes noted in this pilot study.

Sign in / Sign up

Export Citation Format

Share Document