scholarly journals To Help or Not to Help: A First Year Canadian Medical Student’s Dilemma During the COVID-19 Pandemic.

2020 ◽  
Author(s):  
Janhavi Patel
Keyword(s):  
Public Health ◽  
Medical Student ◽  
Medical Students ◽  
Public Health Emergency ◽  
First Year ◽  
Frontline Staff ◽  
Self Reflection ◽  
The Future ◽  
As If

I am a first-year medical student, and this is a commentary, highlighting some of the dilemmas and challenges encountered by a first-year medical student during these unprecedented times of the COVID-19 crisis. With the declaration of COVID-19 as a public health emergency, and medical students having to discontinue their clinical duties, I felt apprehensive. As if being restricted from serving the communities for whom I took an oath of service, even before I could start. Talking with my mentors and through self-reflection, I found solace in diverting my energy in supporting the frontline staff from the bleachers. This article would provide medical students with an opportunity to think critically during these times, stir conversation amongst medical students, and allow them to recognize how to reconcile with so much uncertainty about the future.

You're a Med Student, so Now What?

2020 ◽  
pp. 460-463
Author(s):  
Briana Christophers
Keyword(s):  
Medical Student ◽  
Medical School ◽  
Action Plan ◽  
Signs And Symptoms ◽  
First Year ◽  
Self Reflection ◽  
Spare Time ◽  
The Future ◽  
Self Discovery ◽  
Anatomy Lab

This reflection chapter is from the perspective of the first-year medical student: teetering the line between the naïveté of embarking into an ambiguous future and the wisdom developing in the midst of self discovery. From the early moments of dissecting in the anatomy lab to making decisions about which content to study further during spare time, the first year of medical school sets the stage for collecting signs and symptoms into a diagnosis and a plan. This lens extends into steps for self-reflection: outline values and current needs (akin to taking your own history); reflect on interests and skills (identifying signs); consider the roles of a physician in society (coming up with a differential for who you might become); identify opportunities for the future (crafting an action plan); seek out connections with other students, trainees, and physicians (assembling a team). In this way, students can be encouraged to take a moment to center themselves in the way they will for the patients under their care to make sense of it all.

scholarly journals Perception of Peer learning, as an innovative learning strategy among first year medical students lacking senior guidance.

2020 ◽  
Vol 27 (09) ◽  
pp. 1895-1901
Author(s):  
Ahmed Murtaz Khalid ◽  
Noman Sadiq ◽  
Aiman Farogh Anjum ◽  
Iffat Naiyar Hashmi ◽  
Misbah Aslam ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Strategy ◽  
Peer Learning ◽  
Cross Sectional Study ◽  
First Year ◽  
Cross Sectional ◽  
Self Reflection ◽  
Medical College ◽  
Innovative Learning ◽  
First Year Medical Students

Objectives: To know the perception of peer-learning among first batch of 1st year medical students in CMH Kharian Medical College. Study Design: Cross-Sectional study. Setting: CMH Kharian Medical College. Period: June 2018 and September 2018. Material & Methods: Questionnaire was distributed among hundred first year medical students on self-reflection and feedback after 15 min power point presentation given by their fellow students based on different pathophysiological scenarios. Results: Out of 100 students, 85 filled out questionnaire form completely. 60% of students were of the opinion that peer-learning facilitated them to perform better in the exam, and can be continued for future batches. 50% of students agreed that this innovative learning modality was conducted in a systematic manner, helped them to improve their understanding of the subject and learning was fostered based on the principles of self-reflection and feedback. Problem solving ability was improved by peer learning format according to 49% of students, while 47% of students reported that this innovative learning strategy provided them with a tool to improve their learning through interaction, while research capabilities of 37% students were improved. Conclusion: Majority of first year medical students lacking senior guidance learned better in a comfortable environment from their peers, and improved understanding of the core subject by realizing the implication of the concept of self-reflection and feedback.

scholarly journals The NHS reforms: good, bad or neutral? Medical students debate at the College

2012 ◽  
Vol 94 (3) ◽  
pp. 88-89
Author(s):  
Fiona McClenaghan ◽  
Finn Stevenson
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical Schools ◽  
Positive Change ◽  
Undergraduate Medical Students ◽  
The Future ◽  
Surgical Career ◽  
The Uk

The Professor Harold Ellis Medical Student Prize for Surgery, held at the close of 2011, threw open to debate the question of whether the reforms currently under way in the NHS are 'good, bad or neutral'. Sixteen undergraduate medical students with hopes of a surgical career were invited to the College from medical schools all across the UK to present their case either for or against Andrew Lansley's proposed reforms. After giving a five-minute presentation to fellow students, participants were questioned by fellows of the College and Professor Ellis himself. The conclusions reached represented a complete range of opinion from great anticipation of positive change to great concern over the future of the NHS. Both authors were highly commended for their presentations and here we aim briefly to set out our differing opinions on the reforms of the NHS.

scholarly journals Medical Student Perspectives on LGBTQ Health

PRiMER ◽  
2019 ◽  
Vol 3 ◽  
Author(s):  
Julie A. Christensen ◽  
Travis Hunt ◽  
Steven A. Elsesser ◽  
Christine Jerpbak
Keyword(s):  
Health Care ◽  
Medical Student ◽  
Medical Students ◽  
Student Attitudes ◽  
Life Experience ◽  
Response Rate ◽  
Gender And Sexuality ◽  
First Year ◽  
Sex And Gender ◽  
The Impact

Introduction: Lesbian, gay, bisexual, transgender, and queer (LGBTQ) community members experience adverse health outcomes at higher rates than non-LGBTQ individuals. We examined the impact of student demographics as well as gender and sexuality didactic instruction on the attitudes of first-year medical students toward LGBTQ patients. Methods: In January 2017, 255 first-year students at an urban allopathic medical school participated in a gender and sexuality health curriculum. We assessed student attitudes regarding LGBTQ patients using anonymous pre- and postintervention surveys. Each item was measured on a 5-point Likert scale. Results: Of 255 possible respondents, we received 244 responses to the preintervention survey (95.7% response rate) and 253 to the postintervention survey (99.2% response rate). Participants were predominantly white (66.8%), heterosexual (94.7%), and cisgender (100%). Respondents who identified as LGBQ were significantly (P<.05) more likely than heterosexual students to agree with the following preintervention statements, among others: (1) Discordance between birth sex and gender is a natural human phenomenon, (2) When meeting a patient for the first time, I feel comfortable asking what pronoun they use, (3) I am able to empathize with the life experience of an LGB/T patient, (4) I am motivated to seek out opportunities to learn more about LGBTQ-specific health care issues. Statistically significant changes in attitudes between time points are seen in 4 out of 15 items. Conclusion: A focused gender and sexuality curriculum appears to impact medical student attitudes regarding LGBTQ patients. Furthermore, recruitment of LGBTQ-identifying medical students may translate into improved workforce motivation to provide health care for LGBTQ patients.

scholarly journals A Medical Student’s Elective Experience in Pediatric Rheumatology through the Canadian Rheumatology Association

2018 ◽  
Vol 8 (2) ◽  
pp. 50-52
Author(s):  
Laura Sheriff
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Pediatric Rheumatology ◽  
Clinical Medicine ◽  
Learning Experiences ◽  
Practical Experience ◽  
Academic Institution ◽  
First Year ◽  
Insight Into

This elective report provides an overview of the experience of a first-year medical student completing a pediatric rheumatology elective through the Canadian Rheumatology Association (CRA). Students apply to work with a rheumatologist and experience alternating schedules between inpatient and outpatient clinical medicine over the course of the summer. This elective is unique, as it exposes pre-clerkship medical students to learning experiences that will prepare them for clerkship and beyond. It provides practical experience as well as insight into research within the specialty at a world-renowned Canadian academic institution. 

scholarly journals Perspektif Mahasiswa Kedokteran UNS Tingkat 1 pada Kebiasaan Sarapan dan Kaitannya pada Konsentrasi Belajar

2019 ◽  
Author(s):  
Kevlar Azri Ghurafa
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Glucose Concentration ◽  
Nutrient Intake ◽  
Daily Life ◽  
Energy Resource ◽  
Education Institution ◽  
First Year ◽  
Micronutrient Intake ◽  
Thinking Process

Abstract. Studying is an sustainable activity and also a very basic thing in every education institution, including university.In reality, there are so many factors that affect the process of studying, on of them is concentration. Breakfast is really important to fullfill students macronutrient and micronutrient intake in the morning, fullfilling a balance nutrient intake, preventing hypoglicemia, and also controlling our glucose concentration in our blood.A small number of first year UNS medical student think that breakfast before studying is very important because our brain as the center of the thinking process needs energy to do his jobs, and the energy comes from the food we eat in breakfast.Moreover,the first year UNS medical students also think that a good breakfast menu is a menu that contain a balance nutrient,especially carbohydrate as the main energy resource. But, in reality, they still not really apply their awareness about breakfast in their daily life.

Discussion on the Influence and Enlightenment of Corona Virus Disease 2019 (COVID-19) on Medical Students in China (Preprint)

2020 ◽  
Author(s):  
Hong Wan ◽  
Yujie Tu ◽  
Yu Fu ◽  
Zhao Yan ◽  
Yalin Chen ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Education Reform ◽  
Clinical Medicine ◽  
Virus Disease ◽  
First Line ◽  
Medical Education Reform ◽  
The Future ◽  
New Ideas

UNSTRUCTURED COVID-19 spread in Wuhan in January 2020 and the whole country worked together to fight the epidemic. Up to now, more than 80,000 people have been diagnosed, and more than 40,000 medical staffs have assisted first-line rescue in Wuhan. As a reserve force for clinical medicine, medical students bear the heavy responsibility of future medical development. The author, as a medical student, has considered carefully about facing the present and looking forward to the future after this epidemic. The author mainly discusses about the influence of COVID-19 on medical students and its enlightenment on medical students and medical education reform in this paper, and hopes to resonate with medical students and provide some new ideas for future medical education reform.

scholarly journals Do Contact and Empathy Mitigate Bias Against Gay and Lesbian People Among Heterosexual First-Year Medical Students? A Report From the Medical Student CHANGE Study

2015 ◽  
Vol 90 (5) ◽  
pp. 645-651 ◽  
Author(s):  
Sara E. Burke ◽  
John F. Dovidio ◽  
Julia M. Przedworski ◽  
Rachel R. Hardeman ◽  
Sylvia P. Perry ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Gay And Lesbian ◽  
First Year ◽  
Student Change ◽  
First Year Medical Students

Hospice Patient Care Goals and Medical Students’ Perceptions: Evidence of a Generation Gap?

2020 ◽  
Vol 38 (2) ◽  
pp. 114-122
Author(s):  
Kathryn Levy ◽  
Pei C. Grant ◽  
Christopher W. Kerr ◽  
David J. Byrwa ◽  
Rachel M. Depner
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Patient Care ◽  
End Of Life ◽  
End Of Life Care ◽  
First Year ◽  
Life Care ◽  
Patient Centered ◽  
Hospice Patients ◽  
Centered Care

Background: The ability to perceive care goals of the dying may be an indicator of future quality patient-centered care. Research conducted on end-of-life goals indicates discrepancies between patients and physicians. Objective: The aim of this study is to compare end-of-life care goals of hospice patients and medical student perceptions of patient care goals. Design: Hospice patients and medical students were surveyed on their care goals and perceptions, respectively, using an 11-item survey of goals previously identified in palliative care literature. Medical student empathy was measured using the Interpersonal Reactivity Index. Settings/Participants: Eighty hospice patients and 176 medical students (97 first-year and 79 third-year) in a New York State medical school. Results: Medical students ranked 7 of the 11 care goals differently than hospice patients: not being a burden to family ( p < .001), time with family and friends ( p = .002), being at peace with God ( p < .001), dying at home ( p = .004), feeling that life was meaningful ( p < .001), living as long as possible ( p < .001), and resolving conflicts ( p < .001). Third-year students were less successful than first-year students in perceiving patient care goals of hospice patients. No significant differences in medical student empathy were found based on student year. Conclusions: Medical students, while empathetic, were generally unsuccessful in perceiving end-of-life care goals of hospice patients in the psychosocial and spiritual domains. Differences impeding the ability of medical students to understand these care goals may be generationally based. Increased age awareness and sensitivity may improve future end-of-life care discussions. Overall, there is a need to recognize the greater dimensionality of the dying in order to provide the most complete patient-centered care.

scholarly journals Understanding Student Experiences in a Near-Peer Resident Shadowing Program

2014 ◽  
Vol 2014 ◽  
pp. 1-5 ◽  
Author(s):  
Simon R. Turner ◽  
Jonathan White ◽  
Cheryl Poth ◽  
W. Todd Rogers
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Clinical Training ◽  
Learning Experience ◽  
Low Cost ◽  
Student Experiences ◽  
First Year ◽  
Clinical Environment ◽  
First Year Students ◽  
Close Relationship

Introduction. The preparation of medical students for clerkship has been criticized, both in terms of students’ ability to understand their new role as clinical trainees and in their ability to carry out that role. To begin to address this gap, this paper reports the experiences of students in a shadowing program aimed at enhancing the preparedness of medical students for clinical training. The study examined a novel program, the Resident-Medical Student Shadowing Program, in which first-year medical students at the University of Alberta shadowed a first-year resident during clinical duties over the course of eight months. Methods. A study was conducted to assess the experiences of 83 first-year medical student participants who shadowed a first-year resident intermittently for one year. Student and resident participants’ experiences were explored using semistructured interviews. Results. Students and residents experiences indicate that participation increased students’ understanding of the clinical environment and their role within it and introduced them to skills and knowledge needed to perform that role. Students reported that a close relationship with their resident enhanced their learning experience. Conclusion. This study demonstrates that a low-cost program in which first-year students shadow residents may be a useful tool for helping prepare students for clerkship.

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