scholarly journals Medical Student Identification of Knee Effusion by Ultrasound

2011 ◽  
Vol 2011 ◽  
pp. 1-3 ◽  
Author(s):  
Richard Hoppmann ◽  
Patrick Hunt ◽  
Hunter Louis ◽  
Brian Keisler ◽  
Nancy Richeson ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Quadriceps Tendon ◽  
Ultrasound Scanning ◽  
Practice Session ◽  
Anatomical Structures ◽  
Knee Effusion ◽  
Hands On ◽  
Introductory Lecture ◽  
Fourth Year Medical Students

Twenty-one fourth-year medical students were given a brief lecture on ultrasound of the knee and fifteen minutes of supervised ultrasound scanning of three cadavers which had been injected with saline to give varying degrees of knee effusions. Each student was then individually observed and required to scan both knees of a cadaver different from the practice cadavers and identify the patella, the femur, the quadriceps tendon and if a suprapatellar effusion was present, and which knee had the larger effusion. All twenty-one students correctly identified all anatomical structures, suprapatellar effusions, and which knee had the larger effusion. Identifying a knee effusion can be an important clinical finding in diagnosing and managing a patient with knee complaints. Fourth-year medical students can learn to identify knee effusions with ultrasound following a brief introductory lecture and hands-on scanning practice session.

scholarly journals The Evolving Impact of COVID-19 on Medical Student Orthopedic Education: Perspectives From Medical Students in Different Phases of the Curriculum

2020 ◽  
Vol 11 ◽  
pp. 215145932095172 ◽  
Author(s):  
Michelle A. Richardson ◽  
Wasif Islam ◽  
Matthew Magruder
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical Profession ◽  
School Curriculum ◽  
Application Process ◽  
Program Coordinators ◽  
Orthopedic Surgeons ◽  
Fourth Year Medical Students ◽  
Residency Application ◽  
The Impact

Introduction: The world-wide lockdown caused by Coronavirus Disease 2019 (COVID-19) has upended the trajectories of lives everywhere. The medical profession has been on the front lines of this rapidly developing situation, which in turn has called for unprecedented changes in the medical school curriculum. These changes have severe implications for medical students interested in applying to competitive surgical specialties like orthopedics. Methods: As medical students in 3 different class years pursuing orthopedic surgery, we provide our perspectives on the impact that COVID-19 has had on medical student orthopedic education. Results: With the removal of away rotations and a shift to virtual interviews, rising fourth year medical students are arguably the most impacted as they prepare for the orthopedic residency application process. Third year students, who are in the exploratory phase of choosing a specialty, also face uncertainties in the shift to a “new” clerkship experience that may (1) be of shorter duration, (2) implement shifts to limit overcrowding of clinical space, and (3) increase the use of telehealth over direct patient contact. Discussion: The COVID-19 pandemic has altered the course of medical students’ orthopedic education in unprecedented ways. We believe the following suggestions may be helpful for students seeking alternative, supplemental ways of learning: (1) read up on major orthopedic journals, (2) reach out to orthopedic surgeons in areas of interest, (3) reach out to program directors/medical clerkship directors/program coordinators for opportunities to attend their educational curriculum virtually, (4) attend online lectures and hospital grand rounds, and (5) practice suturing technique with a practice kit. Conclusions: While the medical education landscape remains uncertain amid the evolving conditions of COVID-19, as medical students we strive to learn from this pandemic and respond to future unforeseen challenges with resilience, dedication, and compassion: all qualities we admire in orthopedic surgeons.

scholarly journals Residents as Role Models: The Effect of the Obstetrics and Gynecology Clerkship on Medical Students' Career Interest

2010 ◽  
Vol 2 (3) ◽  
pp. 341-345 ◽  
Author(s):  
Judy C. Chang ◽  
Michele R. Odrobina ◽  
Kathleen McIntyre-Seltman
Keyword(s):  
Medical Students ◽  
Role Models ◽  
Teaching Quality ◽  
Bivariate Analysis ◽  
Obstetrics And Gynecology ◽  
General Interest ◽  
Career Interest ◽  
Factors Associated ◽  
Hands On ◽  
Fourth Year Medical Students

Abstract Background Medical students' choice of residency specialty is based in part on their clerkship experience. Postclerkship interest in a particular specialty is associated with the students' choice to pursue a career in that field. But, many medical students have a poor perception of their obstetrics and gynecology clerkships. Objective To determine whether fourth-year medical students' perceptions of teaching quality and quantity and amount of experiential learning during the obstetrics-gynecology clerkship helped determine their interest in obstetrics-gynecology as a career choice. Methods We distributed an anonymous, self-administered survey to all third-year medical students rotating through their required obstetrics and gynecology clerkship from November 2006 to May 2007. We performed bivariate analysis and used χ2 analysis to explore factors associated with general interest in obstetrics and gynecology and interest in pursuing obstetrics and gynecology as a career. Results Eighty-one students (N  =  91, 89% response rate) participated. Postclerkship career interest in obstetrics and gynecology was associated with perceptions that the residents behaved professionally (P < .0001) and that the students were treated as part of a team (P  =  .008). Having clear expectations on labor and delivery procedures (P  =  .014) was associated with postclerkship career interest. Specific hands-on experiences were not statistically associated with postclerkship career interest. However, performing more speculum examinations in the operating room trended toward having some influence (P  =  .068). Although more women than men were interested in obstetrics and gynecology as a career both before (P  =  .027) and after (P  =  .014) the clerkship, men were more likely to increase their level of career interest during the clerkship (P  =  .024). Conclusions Clerkship factors associated with greater postclerkship interest include higher satisfaction with resident professional behavior and students' sense of inclusion in the clinical team. Obstetrics and gynecology programs need to emphasize to residents their role as educators and professional role models for medical students.

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 Medical Student Interest in Flexible Residency Training Options

2018 ◽  
Vol 50 (5) ◽  
pp. 339-344 ◽  
Author(s):  
Madison Piotrowski ◽  
Debra Stulberg ◽  
Mari Egan
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Residency Training ◽  
Male Students ◽  
Student Interest ◽  
Residency Programs ◽  
School Of Medicine ◽  
Drexel University ◽  
Part Time ◽  
Fourth Year Medical Students

Background and Objectives: Medical residents continue to experience high rates of burnout during residency training even after implementation of the 2003 Accreditation Council for Graduate Medical Education duty-hour restrictions. The purpose of this study is to determine medical student interest in flexible residency training options. Methods: Researchers developed an 11-question survey for second through fourth-year medical students. The populations surveyed included medical students who were: (1) attending the 2015 American Academy of Family Physicians National Conference, the 2015 Family Medicine Midwest Conference, and (2) enrolled at University of Chicago Pritzker School of Medicine, University of Illinois College of Medicine at Chicago, Drexel University College of Medicine, and Case Western Reserve University School of Medicine. Results: The survey was completed by 789 medical students. Over half of medical students surveyed indicated that they would be interested in working part-time during some portion of their residency training (51%), and that access to part-time training options would increase their likelihood of applying to a particular residency program (52%). When given the option of three residency training schedules of varying lengths, 41% of male students and 60% of female students chose a 60-hour workweek, even when that meant extending the residency length by 33% and reducing their yearly salary to $39,000. Conclusions: There is considerable interest among medical students in access to part-time residency training options and reduced-hour residency programs. This level of interest indicates that offering flexible training options could be an effective recruitment tool for residency programs and could improve students’ perception of their work-life balance during residency.

A Multicenter Qualitative Analysis of Medical Student Narratives After a Palliative Care Elective

2020 ◽  
pp. 104990912097156
Author(s):  
Alana Sagin ◽  
Matthew S. Ellman ◽  
Ruhi R. Shariff ◽  
Christopher A. Jones ◽  
Kate Tindall ◽  
...  
Keyword(s):  
Palliative Care ◽  
Medical Student ◽  
Medical Students ◽  
The United States ◽  
Lessons Learned ◽  
Clinical Experiences ◽  
Medical Centers ◽  
Academic Medical ◽  
Patient’S Experience ◽  
Fourth Year Medical Students

Background: The medical student experience of a clinical elective in palliative care (PC) remains understudied. Reflective narrative interventions can help students hone narrative competency skills, make sense of their clinical experiences and shed light on their perception of the rotation. Objectives: To evaluate medical student written reflections after a PC clinical elective. Design: Students were asked to write a short reflective essay after PC clinical electives using open-ended writing prompts. Setting: Essays were collected from third and fourth-year medical students after completion of a PC elective at three geographically diverse academic medical centers in the United States. Measurements: Essays were coded for themes using a conventional content qualitative method of analysis. Results: Thirty-four essays were analyzed and four major themes emerged: reflection on the mission of medicine or motivation for being in medicine, reflection on professional skills or lessons learned, reflection on patient’s experience and personal responses to PC rotation. Sub-themes were also identified. Conclusions: Themes underscore the utility of the PC clinical elective as a meaningful experience that imparts useful skills, builds empathy, reminds students of their own motivations for being in medicine and serves as a catalyst for reflection on their own lives and relationships with their patients. Awareness of medical students’ personal and emotional responses to a PC elective can help inform educators as they support their students and provide opportunities for reflection and education.

scholarly journals Model Orthopaedic Surgical Skills Curriculum for Fourth Year Medical Students

2015 ◽  
Vol 5 (1) ◽  
pp. 1-5
Author(s):  
Benjamin Matthew Wooster ◽  
Samuel Evan Carstensen ◽  
James E Johnson ◽  
Allston Julius Stubbs
Keyword(s):  
United States ◽  
Medical Student ◽  
Medical Students ◽  
Orthopaedic Surgery ◽  
Skill Training ◽  
The United States ◽  
House Officer ◽  
Surgical Skills ◽  
Unique Challenge ◽  
Fourth Year Medical Students

ABSTRACT Musculoskeletal education in medical schools throughout the United States is inconsistent. Furthermore, formal surgical skill training in medical school is often lacking. Consequently, orthopaedic surgery residents in the United States are faced with a unique challenge as they transition from medical student to house officer in comparison to their peers pursuing more generalized specialties. In response, we designed and successfully implemented an innovative month long elective at Wake Forest University School of Medicine for fourth year medical students who were in the process of applying to ortho paedic surgery residency programs. This course provides medical students with an introduction to the basic skills and common surgical approaches that are commonly utilized early in orthopaedic surgery residency and beyond. While longi tudinal data are needed, we believe this novel month long elective will allow the transition from medical student to house officer to be a smoother and more seamless process. Wooster BM, Carstensen SE, Johnson JE, Stubbs AJ. Model Orthopaedic Surgical Skills Curriculum for Fourth Year Medical Students. The Duke Orthop J 2015;5(1):15. All other authors report no declarations of interest.

scholarly journals Teaching Laboratory Medicine to Medical Students: Implementation and Evaluation

2012 ◽  
Vol 136 (11) ◽  
pp. 1423-1429 ◽  
Author(s):  
Ross J. Molinaro ◽  
Anne M. Winkler ◽  
Colleen S. Kraft ◽  
Corinne R. Fantz ◽  
Sean R. Stowell ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Clinical Laboratory ◽  
Panel Discussion ◽  
Laboratory Medicine ◽  
Laboratory Experience ◽  
Select Group ◽  
Short Period ◽  
Fourth Year Medical Students ◽  
Amount Of Knowledge

Context.—Laboratory medicine is an integral component of patient care. Approximately 60% to 70% of medical decisions are based on laboratory results. Physicians in specialties that order the tests are teaching medical students laboratory medicine and test use with minimal input from laboratory scientists who implement and maintain the quality control for those tests. Objective.—To develop, implement, and evaluate a 1.5-day medical student clinical laboratory experience for fourth-year medical students in their last month of training. Design.—The experience was devised and directed by laboratory scientists and included a panel discussion, laboratory tours, case studies that focused on the goals and objectives recently published by the Academy of Clinical Laboratory Physicians and Scientists, and medical-student presentations highlighting salient points of the experience. The same knowledge quiz was administered at the beginning and end of the experience and 84 students took both quizzes. Results.—A score of 7 or more was obtained by 16 students (19%) on the initial quiz, whereas 34 (40%) obtained the same score on the final quiz; the improvement was found to be statistically significant (P  =  .002; t  =  3.215), particularly in 3 out of the 10 questions administered. Conclusions.—Although the assessment can only measure a small amount of knowledge recently acquired, the improvement observed by fourth-year medical students devoting a short period to learning laboratory medicine principles was encouraging. This medical student clinical laboratory experience format allowed teaching of a select group of laboratory medicine principles in 1.5 days to an entire medical school class.

scholarly journals Mental illness in the family: an experiment in medical student teaching

1991 ◽  
Vol 15 (12) ◽  
pp. 747-748
Author(s):  
Anne McFadyen
Keyword(s):  
Mental Illness ◽  
Medical Student ◽  
Medical Students ◽  
Student Teaching ◽  
Child Psychiatry ◽  
Hands On ◽  
The Family ◽  
Medical Student Teaching

In 1987, 38% of Royal Free medical students answered the question “How could the child psychiatry course be improved?” by asking for “more”-in particular, they wanted more “hands on” experience.

scholarly journals Impact of a Hands-on Knee Exam Workshop on Medical Student Clinical Examination Scores

PRiMER ◽  
2019 ◽  
Vol 3 ◽  
Author(s):  
Mohammed Miniato ◽  
Paul Schaefer ◽  
David Weldy
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Family Medicine ◽  
Clinical Examination ◽  
Objective Structured Clinical Examination ◽  
Positive Outcomes ◽  
Teaching Techniques ◽  
Hands On ◽  
The Family ◽  
The University

Introduction: The goal of this research project was to retrospectively evaluate the effect of a voluntary hands-on musculoskeletal knee exam workshop, presented to medical students in the family medicine rotation at the University of Toledo, on the outcomes of a required objective structured clinical examination (OSCE). Methods: We analyzed student OSCE scores for both knee and back exams before (July 2011 to June 2012) and after (August 2013 to June 2015) the workshop was offered. The analysis was based on those who attended the voluntary knee exam workshop and those who did not. We compared scores between the two groups of students using two-tailed t testing and χ2 testing, and assessed the correlation of attending the workshop to passing the knee OSCE. Results: One hundred eighty-seven students attended the workshop and 279 did not. During the period when the workshop was offered, the overall mean score on the knee OSCE was 59.5% for the 187 who attended the workshop and 35.9% for the 116 who did not, which was significantly different (P<.001). A χ2 test with α=0.05 showed that attending the workshop correlated with completing at least 70% of maneuvers acceptably during the knee OSCE (P<.001). Conclusions: Our study yielded positive outcomes on OSCE scores, comparable to other studies that investigated the effect of similar teaching techniques. Comparison of the scores of those who attended the knee workshop on the simpler back exam OSCE, in which no workshop was offered, demonstrated the efficacy of the workshop.

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