scholarly journals FEATURES OF DIAGNOSIS OF THE STRESS LEVEL IN STUDENTS OF INSTITUTIONS OF HIGHER EDUCATION

2016 ◽  
pp. 40-43
Author(s):  
L. I. Surmach ◽  
A. A. Daroshchyk ◽  
K. M. Surmach
Keyword(s):  
Higher Education ◽  
Medical Students ◽  
Stress Level ◽  
Age Groups ◽  
First Year ◽  
Institutions Of Higher Education ◽  
Fourth Year Medical Students ◽  
First Year Medical Students ◽  
Physical Ailment ◽  
Practical Recommendations

Objective: to determine the level of stress in students of different years of studies of medical and agrarian universities, to estimate the level of stress expressiveness and prevailing symptoms. Material and methods. The level and structure of stress were estimated using the scale of PSM-25 adapted by N. E. Vodopyanova. The level of stress in groups of first and fourth year students was determined, the prevailing symptoms in different age groups were assessed. Results. The obtained data confirm the low level of stress in different year students of different universities. It has been found that first year medical students had higher level of stress than those of agrarian universities. It has been revealed that first year medical students had prevailing symptoms related to higher level of anxiety and fourth year medical students had prevailing symptoms related to physical ailment. Conclusion. The obtained results make it possible to formulate practical recommendations promoting successful adaptation of students at institutions of higher education.

scholarly journals Stress among Early and Late Entrants in Medical Education

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Prof. Indu Bansal ◽  
Pooja Pundir
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Teaching And Learning ◽  
Age Groups ◽  
Interaction Effects ◽  
First Year ◽  
Indian States ◽  
Related Stress ◽  
And Gender ◽  
First Year Medical Students

This study has been designed to find out stress in early and late entrants in medical education and also age and gender interaction effect on stressor. The study was conducted on 1200 first year medical students ten randomly selected medical colleges of North Indian states of India. Stress of medical students was measured in terms of various stressors. Medical Student Stressor Questionnaire (MSSQ) developed by Muhamad S. B. Yusoff, Ahmad F. A. Rahim and Mohd J. Yaacob was used to identify six domains of stressor including – Academic related stressors (ARS), Intrapersonal and interpersonal related stressors (IRS), Teaching and learning-related stressors (TLRS), Social related stressors (SRS), Drive and desire related stressors (DRS) and Group activities related stressors (GARS). Data were collected in person with each respondent. Means, Standard deviations for each domain were calculated separately for boys and girls and age groups and F test was used to find out the main effects and the interaction effects for each domain of stress. Significant interaction effects were found in all the domains of stressor except two ARS and IRS among groups. Our brief survey suggests that there are substantial differences expressed by these older students in regard to stressor prevalence. Current study demonstrated that early entrant boys and late entrant girls feel more academic related stress. For all other domains early entrants were having more stress than were their younger counterparts. The findings can help understand harms and stresses in early and late entrants in medical education and prepare intervention and guidance programmes for new medical entrants to beat stress and healthier amendment.

scholarly journals Preparing Future Medical Educators: Development and Pilot Evaluation of a Student-Led Medical Education Elective

2019 ◽  
Author(s):  
Morgan M Harvey ◽  
Holly H Berkley ◽  
Patrick G O’Malley ◽  
Steven J Durning
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Formal Education ◽  
Positive Impact ◽  
Learning Experience ◽  
First Year ◽  
Educational Training ◽  
Fourth Year Medical Students ◽  
First Year Medical Students ◽  
Senior Students

Abstract Introduction Although all medical school graduates are expected to be educators as residents, and subsequently as faculty, most students receive no formal education on how to teach. At the Uniformed Services University (USU), no formal educational training previously existed for senior medial students as they prepared for residency. A novel Medical Education Elective for MS4s was developed and run by MS4s with faculty mentoring at USU with implementation between January and June 2018. Materials and Methods The overall goal of the 4-week course was to provide a forum for MS4s to gain exposure to educational theories and teaching methods with an opportunity to practice learned skills in the underclass curriculum. The course’s three core components were: didactics, observed teaching, and independent teaching. The course was evaluated via multiple methods including verbal and survey feedback from both first and fourth year medical students. Results The preliminary outcomes revealed the course had a positive impact on both first-year medical students (MS1s) and MS4s. As of May 2018, 100% (n = 59) of MS1s surveyed reported that having an MS4 teacher contributed positively to their learning experience. All MS4s surveyed (n = 12) agreed that the course enhanced their confidence in teaching. Conclusions Medical education courses not only offer an opportunity for senior students to cultivate educational theoretical knowledge and teaching skills in preparation for residency but also contribute positively to the learning experiences of underclass students. Now that the elective has been piloted with initial data suggesting feasibility and benefit to both MS4 and MS1 students, the next steps are to focus on ensuring longevity of the course offering at USU and to consider working with senior students at other institutions that lack formal training in education to start similar student run medical education initiatives.

scholarly journals Impact of the COVID-19 Pandemic on the Acceptance and Use of an E-Learning Platform

2021 ◽  
Vol 18 (21) ◽  
pp. 11372
Author(s):  
Markus Kipp
Keyword(s):  
Higher Education ◽  
Medical Students ◽  
User Behavior ◽  
Daily Activities ◽  
First Year ◽  
Relative Distribution ◽  
Learning Platform ◽  
E Learning ◽  
One Year ◽  
First Year Medical Students

E-learning has become an increasingly important part of higher education and is currently used both for distance education and as a complement to teaching on the campus. In this study, we investigated the acceptance of the e-learning platform (ELP) ClinicalKey Student (ELSEVIER©) among first-year medical students. Furthermore, we asked whether acceptance (i.e., digital activities) and user behavior changed during the COVID-19 lockdown. Two first-year medical student study cohorts were followed: one cohort during the COVID-19 lockdown and another cohort one year before the lockdown. Different parameters, such as online versus offline studying, daily activities or users versus nonusers, were recorded and evaluated. Additional surveys were conducted to understand why the students used the ELP. In the non-pandemic cohort, 68 out of 251 enrolled students registered in the ELP, while the number of registered students significantly increased during the COVID-19 lockdown (201 out of 255 enrolled 2nd semester students). The increase in registered users was paralleled by an increase in daily activities normalized per user and day. Despite this increase in ELP activities, the relative distribution of different user types (i.e., online versus offline users) did not change. To conclude, this study demonstrates that the COVID-19 lockdown increases the receptivity of medical students to an ELP, but the way the students work with the ELP remains unchanged.

scholarly journals Positive effects of medical hypnosis on test anxiety in first year medical students

2021 ◽  
pp. 1-11
Author(s):  
Christian M. Hammer ◽  
Michael Scholz ◽  
Larissa Bischofsberger ◽  
Alexander Hammer ◽  
Benedikt Kleinsasser ◽  
...  
Keyword(s):  
Medical Students ◽  
Test Anxiety ◽  
First Year ◽  
Positive Effects ◽  
First Year Medical Students

Variation in assessment of first-year medical students' interprofessional competencies by rater profession

2021 ◽  
Vol 24 ◽  
pp. 100424
Author(s):  
Joseph B. House ◽  
Lynze R. Franko ◽  
Fatema Haque ◽  
James A. Cranford ◽  
Sally A. Santen
Keyword(s):  
Medical Students ◽  
First Year ◽  
First Year Medical Students ◽  
Interprofessional Competencies

Are Future Doctors Prepared to Address Patients’ Nutritional Needs? Cooking and Nutritional Knowledge and Habits in Medical Students

2021 ◽  
pp. 155982762110181
Author(s):  
Sam Sugimoto ◽  
Drew Recker ◽  
Elizabeth E. Halvorson ◽  
Joseph A. Skelton
Keyword(s):  
Medical Students ◽  
Prior Knowledge ◽  
The United States ◽  
First Year ◽  
Nutritional Knowledge ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Nutritional Needs ◽  
Second Year ◽  
First Year Medical Students

Background. Many diseases are linked to lifestyle in the United States, yet physicians receive little training in nutrition. Medical students’ prior knowledge of nutrition and cooking is unknown. Objective. To determine incoming medical students’ prior nutrition knowledge, culinary skills, and nutrition habits. Methods. A dual-methods study of first-year medical students. Cross-sectional survey assessing prior knowledge, self-efficacy, and previous education of cooking and nutrition. Interviews of second-year medical students explored cooking and nutrition in greater depth. Results. A total of 142 first-year medical students participated; 16% had taken a nutrition course, with majority (66%) learning outside classroom settings. Students had a mean score of 87% on the Nutritional Knowledge Questionnaire versus comparison group (64.9%). Mean cooking and food skills score were lower than comparison scores. Overall, students did not meet guidelines for fiber, fruit, vegetables, and whole grains. Interviews with second-year students revealed most learned to cook from their families; all believed it important for physicians to have this knowledge. Conclusions. Medical students were knowledgeable about nutrition, but typically self-taught. They were not as confident or skilled in cooking, and mostly learned from their family. They expressed interest in learning more about nutrition and cooking.

The medical career choice motivations — Results from a Hungarian study

Open Medicine ◽  
2011 ◽  
Vol 6 (4) ◽  
pp. 502-509 ◽  
Author(s):  
Edmond Girasek ◽  
Regina Molnár ◽  
Edit Eke ◽  
Miklós Szócska
Keyword(s):  
Medical Students ◽  
Career Choice ◽  
Medical Profession ◽  
Medical Doctor ◽  
First Year ◽  
First Year Students ◽  
Economic Changes ◽  
Traditional Health ◽  
Medical Career ◽  
First Year Medical Students

AbstractSome decades ago being a medical doctor was characterized unambiguously as a profession that offers help and serves the patients’ needs during medical treatment. In today’s society, this image of the medical profession has been substantially changed. The present paper aims to examine medical career choice motivations and preferences of choosing speciality, in the light of current social and economic changes in Hungary. The study was carried out by using a voluntary, self-administrated, questionnaire among first-year medical students and resident doctors in four medical faculties in Hungary. The career choice motivations of the first-year medical students and resident doctors are similar and match to the traditional health profession career choice motivations. Nevertheless the first-year students consider high income as one of the most important factors. They appear more conscious and more ambitious regarding their future speciality choice. The Hungarian health care system and medical education must be prepared for the presence of students that are aware of the high market value of a medical diploma, have excellent language skills, and consider migration as one main factor in their motivation when choosing a medical profession.

Sign in / Sign up

Export Citation Format

Share Document