Perception of Medical Students on the Effect of Covid-19 on Medical Education in Nigeria

Background: The lockdown due to the COVID-19 pandemic disrupted normal activities including undergraduate medical education in Nigeria, similar to the rest of the world. Nigeria as a low- and middle-income country had peculiar challenges in adjusting to the new norm. This study aimed to assess Nigerian medical student’s perception of the effect of COVID-19 on their learning. Methods: A semi-structured, pre-tested online questionnaire was administered to consenting medical students from thirty-three medical schools in Nigeria. Questions assessed the effect of COVID-19 on study and wellbeing, as well as the perception of interventions from institutions and student organizations to reduce the lockdown consequence on learning. Data was analyzed using (SPSS) version 25. Results: A total of 623 students from 33 institutions participated. All private institutions and 25% of public institutions had commenced online lectures/tutorials, 92% of students in private institutions and 21% in public institutions had attended online lectures/tutorials. Of those who did not attend institution-organized classes, 30.5% were opposed to online lectures, the main reasons stated being internet cost/availability and inefficiency. About 65% of the participants were aware of student-organized online tutorials/seminars. Eighty percent did not feel motivated to study and perceived their personal study to be less effective. Conclusion: Nigerian medical student’s perception of the effect of COVID-19 on their medical education was largely negative. Private institutions fared better in coping with the challenges of the pandemic. Proper planning will be needed to curb the effect of COVID-19 on students’ health and wellbeing.

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Medical education too: sexual harassment within the educational context of medicine – insights of undergraduates

10.21203/rs.3.rs-26440/v5 ◽

2021 ◽

Author(s):

Eva Schoenefeld ◽

Bernhard Marschall ◽

Berit Paul ◽

Helmut Ahrens ◽

Janina Sensmeier ◽

...

Keyword(s):

Medical Education ◽

Medical Students ◽

Sexual Harassment ◽

Medical School ◽

International Association ◽

Univariate Analysis ◽

Sexual Contact ◽

Categorical Variables ◽

Online Questionnaire ◽

Medical Undergraduates

Abstract Background: Assessment of the presence and characteristics of sexual harassment in academic medicine is a global issue. Only limited international data are available so far. Methods: Aim: To assess the extent of sexual harassment and identify the perpetrators in the student population of the medical school of Münster, Germany. A survey was undertaken, using the Medical Women’s International Association sexual harassment questionnaire translated into German. The anonymous online questionnaire was sent as a link to all medical undergraduates at Münster Medical School via a mailing list between 1 October and 30 November 2018. Identifying or potentially identifying data were not collected. Data were analysed by descriptive statistical methods such as categorical variables. Baseline characteristics, e.g. answers by male or female medical students, were correlated with their individual sexual harassment experiences and perpetrator groups by means of univariate analysis. Results: A total of 2162 medical students were asked to participate, with 623 (28.8%) completing the survey. Sexual harassment is a significant issue among medical students at Münster Medical School with over half (58.9%) of all undergraduates being exposed to sexually harassing behaviour. In total, 31.8% of all participants reported having experienced unwanted physical sexual contact such as unwanted physical touching, with 87.6% of the victims being female. Overall, 41.3% personally experienced verbal sexual harassment of which 87.4% were female. Furthermore, 8.5% of undergraduates faced forced sexual contact such as oral, anal or vaginal penetration, intercourse and rape, with all victims being female. Perpetrators in these cases were mostly male medical superiors (7.0%) and male patients (18.3%). In general, most perpetrators were patients, followed by medical superiors and educators, and less frequently by colleagues. Conclusions: Sexual harassment in medical education and the medical workplace is a significant problem in a German medical school. Most students experiencing sexual harassment are females. Female students also experience the more serious forms of sexual harassment more often.

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Medical education too: sexual harassment within the educational context of medicine – insights from undergraduates

10.21203/rs.3.rs-26440/v4 ◽

2021 ◽

Author(s):

Eva Schoenefeld ◽

Bernhard Marschall ◽

Berit Paul ◽

Helmut Ahrens ◽

Janina Sensmeier ◽

...

Keyword(s):

Medical Education ◽

Medical Students ◽

Sexual Harassment ◽

Medical School ◽

International Association ◽

Univariate Analysis ◽

Sexual Contact ◽

Categorical Variables ◽

Online Questionnaire ◽

Medical Undergraduates

Abstract Background: Assessment of the presence and the characteristics of sexual harassment in academic medicine is a global issue. Only limited international data are available so far.Methods: Aim: To assess the extent of sexual harassment and to identify the perpetrators in the student population of the medical school of Münster, Germany.A survey was undertaken, using the Medical Womens’ International Association sexual harassment questionnaire translated into German. The anonymous online questionnaire was sent as a link to all medical undergraduates at Münster Medical School via a mailing list between 1st October and the 30th November 2018. Identifying and potentially identifying data was not collected.Data were analyzed by descriptive statistical methods such as categorical variables. Baseline characteristics, e.g. answers by male or female medical students, were correlated with their individual sexual harassing experiences and perpetrator groups by means of univariate analysis. Results: A total of 2162 medical students were asked to participate: 623 (28.8%) completed the survey. Sexual harassment is a significant issue among medical students at Münster, over half (58.9%) of all undergraduates were exposed to sexually harassing behavior: 31.8 % of all participants reported to have experienced unwanted physical sexual contact such as e.g. unwanted physical touch; 87.6% of the victims were female. 41.3 % of all students did personally experience verbal sexual harassment of which 87.4 % were female. 8.5% of all undergraduates faced forced sexual contact e.g. such as oral, anal or vaginal penetration, intercourse and rape; all victims were female. Perpetrators in these cases were mostly male medical superiors (7.0%) and male patients (18.3%). In general, the majority of perpetrators were patients, followed by medical superiors and educators, and less frequently by colleagues.Conclusions: Sexual harassment in medical education and the medical working place are a significant problem in a German medical school. The majority of students experiencing sexual harassment are females. Female students also experience the more serious forms of sexual harassment more often.

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The Effectiveness of Social Media Use as a Supplement Media of Clinical Skills Lab Learning for Undergraduate Medical Students in Low- and Middle-Income Countries during COVID-19 (Preprint)

10.2196/preprints.30677 ◽

2021 ◽

Author(s):

Zahira Noor Fathiyya ◽

Muhammad Reza Utama ◽

Yelvi Levani ◽

Yuli Wahyu Rahmawati

Keyword(s):

Systematic Review ◽

Social Media ◽

Medical Education ◽

Medical Students ◽

Clinical Skills ◽

Learning Method ◽

Undergraduate Medical Students ◽

Middle Income ◽

Middle Income Countries ◽

Skills Lab

BACKGROUND Before COVID-19, it was recommended that medical education be conducted using the blended learning method in order to achieve an effective learning experience. However, it seems that distance learning is currently the best alternative to the previous learning method. Clinical skills lab activities, which are one of the learning methods in medical education, must adapt because they cannot be administered in-person. Social media has been proven giving a potential to supplement formal medical education for undergraduate student. OBJECTIVE This systematic review aims to examine the effectiveness of media social use as a supplement for clinical skills lab learning on undergraduate medical students in low- and middle-income countries (LMIC) during the COVID-19 pandemic. METHODS We designed a protocol for creating a systematic review on the effectiveness of social media as a supplement media in clinical skills lab learning for undergraduate medical students in LMIC during COVID-19. We will be extracting information from appropriate sources online obtained from journal websites’ databases guided by the PRISMA-S checklist in accordance with the research problem. The included sources include randomized controlled trials, systematic review, and meta-analysis published between 2020-2021. RESULTS This manuscript is still a protocol and has not been implemented. CONCLUSIONS In this systematic review, we will discuss the effectiveness of social media as a clinical skills lab learning for undergraduate medical students in LMIC during the COVID-19 pandemic.

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Undergraduate medical students’ behavioural intentions towards medical errors and how to handle them: a qualitative vignette study

BMJ Open ◽

10.1136/bmjopen-2017-019500 ◽

2018 ◽

Vol 8 (3) ◽

pp. e019500 ◽

Cited By ~ 2

Author(s):

Isabel Kiesewetter ◽

Karen D Könings ◽

Moritz Kager ◽

Jan Kiesewetter

Keyword(s):

Medical Education ◽

Medical Students ◽

Undergraduate Medical Education ◽

Qualitative Content Analysis ◽

Case Vignette ◽

Preventive Action ◽

Undergraduate Medical Students ◽

Case Scenario ◽

Online Questionnaire ◽

Behavioural Intentions

ObjectivesIn undergraduate medical education, the topics of errors in medicine and patient safety are under-represented. The aim of this study was to explore undergraduate medical students’ behavioural intentions when confronted with an error.DesignA qualitative case vignette survey was conducted including one of six randomly distributed case scenarios in which a hypothetical but realistic medical error occurred. The six scenarios differed regarding (1) who caused the error, (2) the presence of witnesses and (3) the consequences of the error for the patient. Participants were asked: ‘What would you do?”. Answers were collected as written free texts and analysed according to qualitative content analysis.SettingStudents from German medical schools participated anonymously through an online questionnaire tool.ParticipantsAltogether, n=159 students answered a case scenario. Participants were on average 24.6 years old (SD=7.9) and 69% were female. They were undergraduate medical students in their first or second year (n=27), third, fourth or fifth year (n=107) or final year (n=21).ResultsDuring the inductive coding process, 19 categories emerged from the original data and were clustered into four themes: (1) considering communication; (2) considering reporting; (3) considering consequences; and (4) emotional responsiveness. When the student him/herself caused the error in the scenario, participants did mention communication with colleagues and taking preventive action less frequently than if someone else had caused the error. When a witness was present, participants more frequently mentioned disclosure of the error and taking actions than in the absence of a witness. When the outcome was significant to the patient, participants more often showed an emotional response than if there were no consequences.ConclusionsThe study highlights the importance of coping strategies for healthcare professionals to adequately deal with errors. Educators need to introduce knowledge and skills on how to deal with errors and emotional preparedness for errors into undergraduate medical education.

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Online Learning Using Google Classroom: Undergraduate Medical Students and Paediatric Residents Perspectives in the University of Port Harcourt, Nigeria

International Journal of TROPICAL DISEASE & Health ◽

10.9734/ijtdh/2020/v41i1830376 ◽

2020 ◽

pp. 8-15

Author(s):

I. E. Yarhere ◽

I. O. Obuzor ◽

E. Fomsi

Keyword(s):

Medical Education ◽

Online Learning ◽

Medical Students ◽

Pearson Correlation ◽

Electric Energy ◽

Undergraduate Medical Students ◽

Online Questionnaire ◽

Port Harcourt ◽

Internet Availability ◽

Learning Platforms

Schools in Nigeria were shut down and lectures stopped altogether. The capacity of the Nigerian educational environment to carry out these online interactions may be stretched thin with many foreseeable challenges. Objectives: To identify the current familiarity and use of online classroom platforms by medical students and Paediatric residents, and to identify the barriers to its use for medical education. Methods: A descriptive comparative study design using a semi-structured online questionnaire Google survey of 128 medical students and residents in training in University of Port Harcourt Teaching Hospital assessing demographics, availability of tools for online learning and application. Results: Both groups had high familiarity, but low use, of Google classroom, and preferred mobile devices to laptops. There was high familiarity 90.6%, but low use 42.2%, of Google classroom and the ease of using Google classroom for interphasing or interacting between learners and facilitators was affected by Internet availability, Pearson correlation, 0.185, p = 0.037, but not electric power availability, Pearson correlation, 0.135, p = 0.133. Conclusions: There is an overall high awareness of a range of the Google classroom LMS platform by both medical students and residents. However, constant electric energy supply, availability of internet and competence in preparing multimedia presentations and uploading these for assessment may enhance the use of online learning platforms in Nigeria for undergraduate and post graduate medical education.

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Medical students' perception of live lectures compared to video lectures in basic sciences medical education: a cross-sectional survey of medical colleges in Pakistan

10.1101/2021.01.13.21249740 ◽

2021 ◽

Author(s):

Maria Khan ◽

Ali Bin Abdul Jabbar ◽

Daniyal Ali Khan ◽

Muhammad Abdullah Javed ◽

Mohummad Hassan Raza Raja ◽

...

Keyword(s):

Medical Education ◽

Medical Students ◽

Teaching Quality ◽

Cross Sectional Survey ◽

Online Questionnaire ◽

Cross Sectional ◽

Learning Modalities ◽

Exam Preparation ◽

Video Lectures ◽

Medical Colleges

Background: Live lectures are commonly used in medical education, yet many students prefer video lectures instead. As different learning modalities may affect knowledge, it was necessary to explore medical students' perspectives about the two learning modalities in Pakistan. Objectives: This study aimed to explore and compare the medical students' perspectives regarding live lectures and video lectures. Methods: This cross-sectional study used an online questionnaire. This was distributed to medical students via internet platforms after institutional approval. Data were analyzed with SPSS version 23 using descriptive statistics. Results: 585 students, from 11 medical colleges across six cities of Pakistan, were enrolled. 64.4% (n=377) of the students were females, while 34.0% (n=199) were males. The first years comprised 32.7% (n=191), second years, 29.2% (n=171), and third years, 38.1% (n=223) of the total. The commonest reason for attending live lectures was 'they are compulsory'. The commonest reason for not attending was 'poor teaching quality'. 5.0% (n=29) of 585 students reported live lectures and 51.8% (n=290 of 560) found video lectures to be 'very helpful' in concept clarification. 85.1% (n=258) of 303 students found video lectures more effective for learning. For 45.4% (n=254) of students, video lectures improved their grades a lot; more students used video lectures for exam preparation over the years. 50.6% (n=296) of students wanted video lectures to be compulsory, compared with 28.5% (n=167) for live lectures. The main improvement in live lectures was not using slides. Conclusion: Medical students in Pakistan prefer video lectures over live lectures for learning and exam preparation. More students wanted video lectures to be compulsory in medical education. Several improvements have been suggested for live lectures.

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Mental health and wellbeing among Iranian medical students: a descriptive study

International Journal of Social Psychiatry ◽

10.1177/00207640211047880 ◽

2021 ◽

pp. 002076402110478

Author(s):

Agaah Ashrafi ◽

Murtaza Kadhum ◽

Andrew Molodynski ◽

Dinesh Bhugra

Keyword(s):

Mental Health ◽

Medical Students ◽

Depressive Disorders ◽

Mental Health Problems ◽

Alcohol Problems ◽

Mental Wellbeing ◽

Online Questionnaire ◽

Health And Wellbeing ◽

National Initiatives ◽

Very High

Background: The psychological wellbeing and stresses on medical students are currently under a global spotlight. Under a wider initiative supported by the British Medical Association (BMA), international surveys have been conducted to understand and begin to tackle these issues. Method: This study aimed at describing the mental wellbeing and levels of burnout of Iranian medical students. A total of 179 medical students from 19 different cities participated voluntarily in the survey by answering an online questionnaire between April and August 2020. We detected a trend toward higher prevalence of psychiatric disorders (namely depressive disorders) and substance misuse when compared to previous national studies. Results: About 6% of students screened positive for alcohol problems with the CAGE questionnaire. About 77% of medical students screened positive for mental health problems with the GHQ12 questionnaire. Very high rates of burnout were also reported. These findings emphasize the urgent need to define methods to screen at risk medical students and implement local and national initiatives to curtain their potential detrimental effects.

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P116 SURGE: Survey of Undergraduate Respondents on Global surgery Education

BJS Open ◽

10.1093/bjsopen/zrab032.115 ◽

2021 ◽

Vol 5 (Supplement_1) ◽

Author(s):

◽

Michal Kawka

Keyword(s):

Medical Students ◽

Medical Training ◽

Global Surgery ◽

Faculty Members ◽

Online Questionnaire ◽

Middle Income ◽

Middle Income Countries ◽

Surgery Education ◽

New Generation ◽

Media Data

Abstract Introduction It is estimated that over 10% of the global burden of disease can be treated with surgery, most of which is located in low and middle-income countries (LMICs), underpinning the importance of the topic of global surgery (GS). The multidisciplinary principles of GS are increasingly recognised as being key to modern practice and as such, must be fostered at early stages of medical training. However, it is unclear whether medical students are being exposed to GS. This study aimed to assess the importance of GS and its presence in medical curricula. Methods A novel, 22-item online questionnaire was developed and disseminated to medical students and faculty members using social media. Data collection was conducted by a collaboration of medical students, who acted as regional leads at their institutions. Results 795 medical students and 141 faculty members representing 38/42 of UK medical schools (90.4%) completed the questionnaire. Only 84 students (10.6%) were previously exposed to GS. Most students (66.3%) and faculty (60.6%) agreed that GS should be an integral part of the curriculum. Only 20 students (2.5%) were or familiar with what a career in GS means. Conclusion Approximately 2/3 of students and faculty agree that global surgery should be an integral part of the mandatory curriculum. Findings of this study should underpin further incorporation of GS into curricula, as high-income countries can decisively contribute to achieving the global surgery 2030 targets, by training a new generation of clinicians who are ready for the challenges of the 21st century.

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Determining Factors Affecting the Acceptance of Medical Education eLearning Platforms during the COVID-19 Pandemic in the Philippines: UTAUT2 Approach

Healthcare ◽

10.3390/healthcare9070780 ◽

2021 ◽

Vol 9 (7) ◽

pp. 780

Author(s):

Yogi Tri Prasetyo ◽

Ralph Andre C. Roque ◽

Thanatorn Chuenyindee ◽

Michael Nayat Young ◽

John Francis T. Diaz ◽

...

Keyword(s):

Medical Education ◽

Medical Students ◽

Behavioral Intention ◽

Structural Equation ◽

The Philippines ◽

Equation Modeling ◽

Online Questionnaire ◽

Factors Affecting ◽

Use Of Technology ◽

Instructor Characteristics

eLearning has been the medium of delivery of medical educational institutions to address the scarcity of medical professionals during the COVID-19 pandemic. In this study, the Unified Theory of Acceptance and Use of Technology (UTAUT2) was extended to determine the factors affecting the acceptance of eLearning platforms to medical education in the Philippines during the COVID-19 pandemic. A total of 360 medical students voluntary participated and answered an online questionnaire that consisted of 40 questions. Structural Equation Modeling (SEM) indicated that performance expectancy was found to have the highest effect on behavioral intention, which was followed by learning value and instructor characteristics. A high behavioral intention was found to affect the actual use of eLearning platforms. Interestingly, social influence and habit were found not to be significant to behavioral intentions. This study is the first study that has explored the acceptance of eLearning platforms among medical students in the Philippines during the COVID-19 pandemic. The findings can be a theoretical guideline of the Commission on Higher Education of the Philippines for eLearning platforms. Finally, the framework would be very valuable for enhancing the open innovation in eLearning platforms in medical fields worldwide.

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667 Virtual Learning During The COVID-19 Pandemic Amongst Medical Students in The United Kingdom

British Journal of Surgery ◽

10.1093/bjs/znab134.160 ◽

2021 ◽

Vol 108 (Supplement_2) ◽

Author(s):

O Jayawardena ◽

S Toh ◽

H Fowler ◽

M Fok ◽

R Clifford

Keyword(s):

Medical Education ◽

Medical Students ◽

Online Teaching ◽

Teaching Method ◽

Negative Impact ◽

Weighted Average ◽

Virtual Learning ◽

Online Lectures ◽

Effective Delivery ◽

The Uk

Abstract Introduction Throughout the COVID-19 pandemic medical education has predominantly been delivered through virtual learning (VL). This survey was conducted to evaluate the effectiveness of VL amongst medical students in the UK. Method An online anonymised SurveyMonkey© survey was distributed through social media amongst UK medical students. Results There were 142 completed surveys, 96.5% of students engaged in some form of VL during the pandemic, compared to 57.8% prior to the pandemic. The most frequently used method to deliver teaching was interactive online lectures (74.7%). The students perceived small group online teaching sessions to be the most effective delivery method (weighted average 7.4/10) followed by interactive online lectures (7.4/10). The least effective teaching method was online lecture notes (5.3/10). Accessibility to coursework (8.6/10) and enhanced flexibility (8.4/10) were considered to be the biggest advantages of VL. Overall, 44% of students felt VL had a negative impact on their learning, with 23% of students considered to have failed to meet the learning objectives set out in these sessions. Conclusions Beyond the COVID-19 pandemic VL will continue to play a role in medical education. However, there is room for improvement in both delivery and engagement to improve student experience and satisfaction.

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