scholarly journals Two Student Perspectives on Clinical Medical Education During the COVID19 Pandemic

2021 ◽  
Author(s):  
Anne P. George ◽  
Elise E. Ewens
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Patient Care ◽  
Direct Patient Care ◽  
Rural And Urban ◽  
Hands On ◽  
Hands On Learning ◽  
Ultimate Question ◽  
To Come ◽  
The U.S

In the age of COVID19, the ultimate question in healthcare became who was essential and who was not. Basically, who could be cut from the roster in patient care? Unfortunately, as medical students, many of us did not make that cut, and as rotations were continually evolving and changing, students from even the same institution had varying experiences. Third-year clerkships are defined by the direct patient care and hands-on learning students get, but in the age of COVID19, “hands-on learning” has been a bit hard to come by. Hence, COVID has caused many changes in the way medicine is being taught and practiced. This article will detail the experiences of two medical students from the same institution, working in different locations for their third-year clerkships. We contrast our rural and urban experiences as students in the time of COVID and display the varying experiences students are having during this time. We touch on the potential ramifications for these wide varieties of experiences from students across the U.S. and how this will affect sub-internships and residency applications. 

Hands-on Learning in the Medical Education Curriculum for Middle Grade Students

2010 ◽  
Vol 30 (1) ◽  
pp. 96-102 ◽  
Author(s):  
Kazuhiro FUJIMOTO ◽  
Atsushi KUROSAWA ◽  
Akihiro SUZUKI ◽  
Satoshi FUJITA ◽  
Hiroshi IWASAKI
Keyword(s):  
Medical Education ◽  
Middle Grade ◽  
Education Curriculum ◽  
Hands On ◽  
Hands On Learning ◽  
Middle Grade Students ◽  
Medical Education Curriculum

An Open Source Solution for “Hands-on” teaching of PET/CT to Medical Students under the COVID-19 Pandemic

2020 ◽  
Author(s):  
Martin Biermann ◽  
Salim Kanoun ◽  
Trond Davidsen ◽  
Robert Gray
Keyword(s):  
Medical Students ◽  
Student Satisfaction ◽  
Student Survey ◽  
Technical Challenge ◽  
Course Work ◽  
Pet Ct ◽  
Hands On ◽  
Hands On Learning ◽  
Central Image ◽  
The University

Abstract Aims Since 2017, medical students at the University of Bergen were taught PET/CT “hands-on” by viewing PET/CT cases in native format on diagnostic workstations in the hospital. Due to the COVID-19 pandemic, students were barred access. This prompted us to launch and evaluate a new freeware PET/CT viewing system hosted in the university network. Methods We asked our students to install the multiplatform Fiji viewer with Beth Israel PET/CT plugin (http://petctviewer.org) on their personal computers and connect to a central image database in the university network based on the public domain orthanc server (https://orthanc-server.com). At the end of course, we conducted an anonymous student survey. Results The new system was online within eight days, including regulatory approval. All 76 students (100 %) in the fifth year completed their course work, reading five anonymized PET/CT cases as planned. 41 (53 %) students answered the survey. Fiji was challenging to install with a mean score of 1.8 on a 5-point Likert scale (5 = easy, 1 = difficult). Fiji was more difficult to use (score 3.0) than the previously used diagnostic workstations in the hospital (score 4.1; p < 0.001, paired t-test). Despite the technical challenge, 47 % of students reported having learnt much (scores 4 and 5); only 11 % were negative (scores 1 and 2). 51 % found the PET/CT tasks engaging (scores 4 and 5) while 20 % and 5 % returned scores 2 and 1, respectively. Conclusion Despite the initial technical challenge, “hands-on” learning of PET/CT based on the freeware Fiji/orthanc PET/CT-viewer was associated with a high degree of student satisfaction. We plan to continue running the system to give students permanent access to PET/CT cases in native format regardless of time or location.

scholarly journals Expanding Medical Student Interaction In Neurology With A Redesigned Student Interest Group In Neurology (SIGN) Chapter

2020 ◽  
Author(s):  
Rohit Gummi ◽  
Ross Smith ◽  
Raghav Govindarajan
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Journal Club ◽  
Student Interest ◽  
Research Projects ◽  
Post Intervention ◽  
Related Research ◽  
Hands On ◽  
Neurology Clinic ◽  
Second Year

Abstract Background: SIGN chapters across the country provide opportunities for medical students to participate in clinical, research, and service activities in neurology. Despite these, enrollment in SIGN chapters has been traditionally low.Methods: Following changes were introduced: an open board style SIGN chapter executive committee with greater active engagement of first and second year students, new types SIGN chapter activities including journal club articles, hands on workshop (example EMG), celebration/cause events (example ALS walk). In addition, a free neurology clinic was introduced. Activities were planned in consultation with office of medical education, and were organized during ‘down times’. Data on student enrollment, activities successfully carried out, students interested in neurology residency, number of neurology-related research projects with student involvement were collected prior to changes and compared to values after changes were introduced.Results: Post intervention, student engagement in neurology activities and projects increased significantly. There were also significantly more students engaged in neurology related research projects and significantly more students reported interest in neurology. However, a similar increase in applications to neurology residency was not yet observed.Conclusions: An open chapter with early engagement and involvement of first and second year medical students, creating a variety of chapter activities with greater hands on involvement, planned in conjunction with office of medical education has reinvigorated our SIGN chapter.

scholarly journals Unmuting Medical Students’ Education: Utilizing Telemedicine During the COVID-19 Pandemic and Beyond (Preprint)

2020 ◽  
Author(s):  
Ariella Magen Iancu ◽  
Michael Thomas Kemp ◽  
Hasan Badre Alam
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Patient Care ◽  
Core Competencies ◽  
Medical Schools ◽  
High Quality ◽  
Social Distancing ◽  
Student Education

UNSTRUCTURED Due to the coronavirus disease (COVID-19) pandemic, medical schools have paused traditional clerkships, eliminating direct patient encounters from medical students’ education for the immediate future. Telemedicine offers opportunities in a variety of specialties that can augment student education during this time. The projected growth of telemedicine necessitates that students learn new skills to be effective providers. In this viewpoint, we delineate specific telehealth opportunities that teach core competencies for patient care, while also teaching telemedicine-specific skills. Schools can further augment student education through a variety of telemedicine initiatives across multiple medical fields. The explosion of telemedicine programs due to the pandemic can be a catalyst for schools to integrate telemedicine into their current curricula. The depth and variety of telemedicine opportunities allow schools to continue providing high-quality medical education while maintaining social distancing policies.

scholarly journals Building a Successful, Socially-Distanced Family Medicine Clerkship in the COVID Crisis

PRiMER ◽  
2020 ◽  
Vol 4 ◽  
Author(s):  
John R. Hayes ◽  
Bryan Johnston ◽  
Rebecca Lundh
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Family Medicine ◽  
The United States ◽  
Learning Objectives ◽  
Direct Patient Care ◽  
Clinical Environment ◽  
Clinical Instruction ◽  
Medicine Clerkship ◽  
Illness Script

Introduction: In the wake of the COVID-19 pandemic, many family medicine clerkships across the United States are scrambling to provide meaningful medical education in a new clinical environment. Most medical schools have paused or severely limited the direct patient care that has been the core educational requirement of the clinical clerkships. The aim of this study was to develop and evaluate a curricular model that meets the family medicine clerkship learning objectives via telemedicine clinical instruction. Methods: We created a clerkship where all clinical encounters took place by phone or video visits. Students were required to have telemedicine encounters with at least 20 patients over a 4-week clerkship. We also created a telemedicine illness script-writing assignment to prepare students and faculty for these encounters. We evaluated our curriculum by surveying participating students and faculty members.   Results: Student surveys revealed that all learning objectives were met during the telemedicine clerkship experience. Students felt they made a difference during the COVID-19 pandemic. Faculty felt that the medical students were helpful and that they were able to provide meaningful clinical instruction. Conclusion: Our study reveals that a family medicine clerkship can be successfully delivered using telemedicine and remote learning techniques. Senior medical students are a valuable resource and can have a meaningful clinical impact while learning more about family medicine. If social distancing precautions continue, this model can be used by other clerkships to continue medical education and provide medical care. 

scholarly journals Expanding medical student interaction in neurology with a redesigned student interest group in neurology (sign) chapter

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Rohit Gummi ◽  
Ross Smith ◽  
Raghav Govindarajan
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Interest Group ◽  
The United States ◽  
Student Interest ◽  
Post Intervention ◽  
Journal Clubs ◽  
Hands On ◽  
Neurology Clinic ◽  
Second Year

Abstract Background Student Interest Group in Neurology (SIGN) chapters across the medical schools in the United States provide opportunities for medical students to participate in clinical, research, and service activities in neurology. Despite these, applicants for the field of neurology have traditionally been low. Methods Following changes were introduced: an open board style SIGN chapter executive committee with greater active engagement of first and second year students. New activities included journal clubs, hands on workshops, celebration/cause events (example ALS walk). In addition, a free neurology clinic was introduced. Activities were planned in consultation with office of medical education, and were organized during ‘down times’. Data on student enrollment, activities successfully carried out, students interested in neurology residency, number of neurology-related research projects with student involvement were collected prior to changes and compared to values after changes were introduced. Results Post intervention, student engagement in neurology activities and projects increased significantly. However, a similar increase in applications to neurology residency was not yet observed. Conclusions An open chapter with early engagement and involvement of first and second year medical students, creating a variety of chapter activities with greater hands on involvement, planned in conjunction with office of medical education has reinvigorated our SIGN chapter.

Technologic Advances in Neurologic Practice and Education

2018 ◽  
pp. 21-31
Author(s):  
Charles Donohoe ◽  
Sean M. Gratton ◽  
Vivek M. Vallurupalli ◽  
Steven D. Waldman
Keyword(s):  
Medical Education ◽  
Clinical Practice ◽  
Medical Students ◽  
Optic Nerve ◽  
Patient Care ◽  
Clinical Information ◽  
Fundus Photography ◽  
Retinal Vasculature ◽  
Ocular Fundus ◽  
Practicing Physicians

Although the visualization of the ocular fundus yields important clinical information regarding the optic nerve and retinal vasculature, proficiency in using the traditional handheld direct ophthalmoscope by both practicing physicians and medical students continues to deteriorate. A replacement for the direct ophthalmoscope is long overdue. The authors suggest a role for non-mydriatic fundus photography as having potential to resurrect the dying art of visualizing the fundus in both clinical practice and medical education. This chapter reviews the substantial barriers in both patient care as well as graduate and undergraduate medical education created by technical difficulties encountered using the direct ophthalmoscope to visualize the ocular fundus. The authors propose that a smartphone-compatible adaptor to view the ocular fundus will replace the direct ophthalmoscope.

Remote hands-on interactive medical education: video feedback for medical students

2011 ◽  
Vol 45 (5) ◽  
pp. 522-523 ◽  
Author(s):  
Kendall Ho ◽  
Andrea Gingerich ◽  
Nelson Shen ◽  
Stephane Voyer ◽  
Chandana Weerasinghe ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Video Feedback ◽  
Hands On

scholarly journals COVID-19 and medical education in Africa: a cross sectional analysis of the impact on medical students

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Alec Bernard ◽  
Gnendy Indig ◽  
Nicole Byl ◽  
Amani Nureddin Abdu ◽  
Dawit Tesfagiorgis Mengesha ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Learning Environment ◽  
Direct Patient Care ◽  
African Continent ◽  
Cross Sectional ◽  
Structure Changes ◽  
Supportive Learning Environment ◽  
The Impact ◽  
Education In Africa

Abstract Background The African continent currently experiences 25% of the global burden of disease with only 1.3% of the world’s healthcare workers. The COVID-19 pandemic has caused unprecedented disruption to medical education systems, increasing the strain on already-vulnerable regions. Our study examines the impact of COVID-19 on medical students across 33 countries in the African continent. Methods A 39-item anonymous electronic survey was developed and distributed to medical students across Africa through social networks to assess the impact of the COVID-19 pandemic on medical education. The survey assessed the domains of: class structure changes and timing, patient interactions, exam administration, learning environment satisfaction, mental health impacts, and volunteer opportunities/engagement. Results 694 students across 33 countries participated. 80% of respondents had their classes suspended for varied lengths of time during the pandemic, and from these students 59% of them resumed their classes. 83% of students felt they were in a supportive learning environment before the pandemic, which dropped to 32% since the start. The proportion of students taking exams online increased (6–26%, p<0.001) and there was a decrease in the proportion of students seeing patients as a part of their education (72–19%, p<0.001). Conclusions COVID-19 is harming medical students in Africa and is likely to worsen the shortage of the future’s healthcare workforce in the region. Pandemic-related impacts have led to a degradation of the learning environment of medical students. Medical schools have shifted online to differing degrees and direct patient-care in training of students has decreased. This study highlights the urgent need for flexible and innovative approaches to medical education in Africa.

scholarly journals Perceptions and Motivations of Osteopathic Medical Students to Participate in the ACGME Match

2018 ◽  
Vol 2 (2) ◽  
pp. 66
Author(s):  
Bruce St. Amour
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Graduate Medical Education ◽  
Geographic Location ◽  
Educational Process ◽  
Structured Interviews ◽  
Home Life ◽  
Graduate Medical ◽  
Matching Process ◽  
Hands On

<p><em>Each year the majority of osteopathic students do not participate in the American Osteopathic Association (AOA) match. The ongoing merger of the Accreditation Council of Graduate Medical Education (ACGME) and AOA graduate medical education does not delineate formation of a single match process. This qualitative study explores the perceptions of osteopathic medical students about the matching process and perceived differences between the matches.</em></p><p><em>Semi-structured interviews were conducted with third and fourth year osteopathic medical students. Transcripts were analyzed </em><em>using Grounded Theory. The replies to each question were considered separately as well as in context of the entire interview. </em></p><p><em>Eleven medical students were interviewed. </em><em>Many of the themes found in the current study are consistent with past surveys. Local culture, lifestyle balance and geographic location were the themes found under Home Life, whereas Academic or Work Life consisted of good fit, diversity of patients, hands-on experience and formal educational process.</em></p><p><em>Two broad themes were developed: Home Life and Academic Life. </em><em>A perceived balance between the two is necessary for a residency program to have substantial appeal.</em></p>

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